Topic 4: IT systems

Specification links:
4: 4.1.1 to 4.4.2

Resources:
 Worksheet 4
 Example systems to decompose

Learning objectives:
 Understand that there are many components within an IT system
 Understand the need for and the purpose of a data flow diagram
 Understand the need for and the purpose of a flow chart
 Understand that all IT systems have positive and negative impacts

Success criteria:
Students should be able to:
 Identify the components of an IT system
 Decompose a system into its subcomponents
 Draw a data flow diagram
 Draw a flow chart
 Describe the advantages and disadvantages of an IT system

Possible misconceptions and barriers:

 Students think there is a right answer to flow charts and data flow diagrams. There
can be many different correct answers.
 Data flow diagrams and flow charts are often confused, and students confuse the
symbols and purpose. Clear differences need to be explained between the two.
 Students often think that impact means only negative implications, when there can be
as many, if not more, positive impacts.

Starter
Show students a flow chart on the board and ask them to follow it, e.g. it could ask them to
perform actions such as stand up, sing, clap. Repeat this with a range of flow charts, each
showing different skills.

Demonstration – flow charts

Ask students to identify the different symbols they have seen being used. Show students the
symbols and how to create a flow chart. Use a range of examples to show students how to
construct a flow chart.

Activity – flow charts

Put students in pairs. Give each student a flow chart and five minutes to analyse it, then
each student has to describe what the flow chart shows to their partner.
Give students a partially completed flow chart and ask students to work in pairs to complete
the diagram.
Increase the challenge by giving students a detailed description of the process within a

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system and ask them to create a flow chart. This could be done in pairs to start with.

Discussion – what is a system?

Show students a system – this could be a video, demonstration, or incorporated as a visit to
an organisation. Ask students what the system is made up of – they are likely to come up
with the software, computers, etc. Discuss the other elements of the system, i.e. the people
involved with it, the flow of data, communication, processes that are carried out, etc.

Demonstration – decomposing a system

Show students how to decompose a system using an appropriate method such as a
structure diagram, where the top level is the system, which is then split further into the first
level, and then repeatedly split down.

Activity – decomposition
Give students a small example system that they are familiar with, e.g. a database or a
computer game. Ask them to work together to decompose the system into its component
parts and document this decomposition, e.g. through a structure diagram.

Activity – a system
Provide students with a detailed description of a company and a new system that they
require. This could be a video, a written description, or you could act as the client and the
students can ask you questions.
Ask students to work in groups to identify all parts of the required system. Give them a table
to fill in where they have to list the hardware, software, people, processes, inputs and
outputs. Ask students to decompose this system and document the decomposition, e.g.
through a structure diagram.

Demonstration – data flow diagram

Introduce students to data flow diagrams and the symbols used. Show students how to
create a data flow diagram.

Activity – data flow diagram

Put students in pairs. Give each student a data flow diagram and five minutes to analyse it.
Then each student has to describe to their partner what the data flow diagram shows.
Give students a partially completed data flow diagram and ask students to work in pairs to
complete the diagram.
Increase the challenge by giving students a detailed description of a system and ask them to
create a data flow diagram. This could be done in pairs to start with.

Activity – impact of IT systems

Put students into pairs. Give each pair a scenario, e.g. ‘A shop decides to automate stock
control. It will be managed by robots, instead of people, which will pick stock items and
transport them to the required locations. It will require specialist people to run and maintain
it.’ Give each pair a person who the system will affect, e.g. a current stock control worker,
the company manager, a technical engineer. Ask each pair to decide whether the new
system is positive or negative and to justify their answers.

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Discussion – impact of IT systems
Read one of the scenarios students were given. Ask each pair, in turn, to give their decision
and justify it. Ask other students to contribute their own ideas.

Plenary
Ask students if new IT systems are positive or negative and get them to justify their answers.
Ask students to vote – they should be challenged to justify their answers and encouraged to
vote for neither, if they prefer. Emphasise that it entirely depends on the person and
particular situation.

Differentiation
Lower-ability students:
 Data flow diagrams can be provided with different levels of detail, e.g. giving them
the symbols, so they fill in the text, then slowly building up to putting in arrows.
 Students may struggle to think about the impact of systems on other people, because
they need to put themselves in the other person’s position. Give students the
opportunity to hear from actual people involved in systems, to see real systems in
action and how people are affected.

Higher-ability students:
 Challenge students to argue against their original thoughts and not to think in a one-
sided way, i.e. not just looking at the positives or negatives, but to argue for both
sides.

Homework
Ask students to complete the tasks in Worksheet 4 and get them to present their computer
game designs in the next lesson.
Give students an example system and ask them to identify the key components and then
decompose the system. Ask students to present their specifications and to compare them
with each other to see how they can each have a different design but all be correct.
Ask students to investigate a system of their own, e.g. by talking to parents/guardians,
friends and family to find someone who works using an IT system and to get a description of
that system to present in the next lesson.

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