Every Child Can Learn . . . Every Child Must Learn

April, 2009

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PHILOSOPHY

As the world rapidly becomes one global village, Information and Communications Technology (ICT) proliferates at an ever-increasing rate. It is, therefore, important that Caribbean people become dynamic originators in the area of technology and not just followers of the ideas and solutions of others. Consequently individuals have to master the skills of independent learning, whilst, at the same time, learning to work with others, if their country is not only going to maintain but also to improve its socio-economic standing. The achievement of national and personal goals in the information age compels each of us to keep abreast of the changes in technology. This will only be possible if ICT is introduced to all students at as early an age as possible, not just in a theoretical manner, but in a practical, hands-on way. Literacy today is more than being able to read and write. More and more, careers require the mastery of computer skills. Students who graduate without these skills will often remain unemployed. Functional literacy includes computer literacy, and in this age of rapid technological change, learning is best integrated using technological tools. Moreover, ICT should be seen as the dynamic force that can awaken in students, a new zeal to acquire knowledge and skills across the curriculum. This they will display in doing Mathematics, creating essays, researching and reporting in Science, Business and Social Studies, producing charts, scores and diagrams, for Music, Technical Drawing and much more, enhancing all areas.

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The philosophy this curriculum embraces therefore is that it is possible and indeed urgently necessary, that we equip every student with ICT skills, whether for life or work at the end of Grade 9, or for further studies leading to Grade 11 examinations and beyond. The solution of real-life problems using the technology available is at the heart of the curriculum and the teaching/learning process we envisage. When the youth of a nation are adequately equipped in ICT, then the quality of life all enjoy will be substantially raised, the

possibilities for employment should be enhanced, and that nations future should be significantly enriched

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RATIONALE

The Information Technology curriculum is designed to provide students with the necessary tools for personal, professional and academic development which will make them able to meet the demands of the global village in which we operate. The primary purpose is to:

Prepare technologically literate individuals who can compete effectively in the global ICT market; Establish a national network for the collaborative sharing of educational resources; Make all school leavers technologically oriented, providing them with the requisite ICT skills as the foundation for

gainful employment and / or entry into specialized training; and Facilitate the creation of smart partnerships for a sustainable programme through the collaborative effort of all

stakeholders.

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AIMS OF THE CURRICULUM

Information and Communications Technology (ICT) will be taught at all levels in our secondary school system. This is the basis for developing a curriculum in ICT for students of grades 7 9. The present document replaces the draft curriculum of September 2001. The global economy with its emphasis on technology dictates that ICT must be given curriculum priority in any school system. The computer, the vehicle by which the skills in ICT are transmitted, will also be used to integrate other subject areas within the curriculum. The aims of the ICT curriculum are therefore to have students:

1. Achieve computer literacy by the end of grade nine. 2. Appreciate the computer as a tool that can be utilized in developing research, communication and decision-making skills 3. Use computers to enhance logical thinking and problem solving. 4. Use computer software to assist learning in other subject areas. 5. Become aware of the wide range of career options available to individuals with computer skills. 6. Become aware of the different types of technology available for use in information transfer. 7. Commit themselves to a belief in independent, life-long learning. 8. Begin preparation for a world in which ICT affects most aspects of life. 9. Become aware of ethical issues/practices involved in ICT.

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10. Recognize the importance of ergonomics in the ICT work environment. 11. Recognize the importance of learning ICT in changing global trends. 12. Become aware of the importance of learning ICT (skills). 13. Become aware of the stages in the development of computers.

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MESSAGE FROM THE MINISTER OF EDUCATION The Honourable Andrew Holness

Information Technology is an inescapable part of the curriculum in any country that aims to adequately prepare its young people to take up their positions as productive members of the society. Jamaica is among those countries at the forefront of the effort to create a technologically literate populace. The Ministry of Education is actively working with its partners to empower students to keep pace with the rapidly evolving technology of our time. The process is now being assisted by the development of this second edition of the Information Technology Curriculum for Grades 7-9. The use of technology has become an essential part of everyday life and the conduct of business and the professions. The use of automatic banking/teller machines (ABMs/ATMs) to carry out banking transactions and to make payments to mobile telephone accounts has become commonplace. The computer as a tool for carrying out a wide range of financial transactions, including the payment of taxes, purchasing of airline tickets, applying for birth certificates and other official documents is being accessed by an ever increasing number of individuals. Students at all levels (Early Childhood to Tertiary) now regularly use the Internet to obtain information on a myriad of topics, and use the computer for many other purposes such as word processing, playing games, sending electronic mail . The use of the computer in business for word processing, arrangement, storage and retrieval of information and for carrying out the calculations necessary for transactions to be effected, have long been established; but continued improvements of the various systems have enabled enhanced service to clients. Many professions such as those in the areas of medical sciences, printing and commercial art have also been richly endowed by technological advancements. Our students have to be prepared to take full advantage of the opportunities presented by the growing technological environment and also to make ethical choices in the accessing the available tools. This curriculum serves to present a structured programme at the Grades 7-9 level, which provides for the development and enhancement of the skills necessary for equipping our students to operate as technologically literate individuals in todays world. I commend all who participated in the development of the two editions of the curriculum under the leadership of the Core Curriculum Unit. I urge teachers to make full use of this document as a guide to providing the necessary learning experiences to enable our students to gain the requisite technological skills. My very best wishes to our students and teachers as they make the contents of this document come alive in the classrooms and computer laboratories across the island.

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MESSAGE FROM THE PERMANENT SECRETARY Mrs. Audrey Sewell

The publication of this curriculum which guides teachers of Information Technology at the Grades 7-9 level in the delivery of the subject, is timely. It confirms that the Ministry of Education is committed to preparing students to function in the information age into which they have emerged. It is important that our students acquire the necessary skills in Information Technology, since these skills are vital for living in todays society. It is also a fact that Information Technology is a rapidly evolving area, and this demands that the curriculum keep pace with the changing needs of the society and of the students themselves. This curriculum being the second since 2001, indicates that every effort is being made to provide teachers and hence their students, with current information and new strategies and methods through which the information is disseminated. The implementation of this curriculum will enable students in the lower secondary grades to acquire the skills needed for carrying out their own tasks as students, (such as communication by e-mail and research using the Internet, word processing, use of graphics, and performing calculations), and will also serve to prepare them to take up their roles as technologically literate citizens. Students will also be given the foundation skills for entry into technology-based careers. I commend the Core Curriculum Unit and all who were responsible, in any capacity, for the development of this curriculum. I urge all teachers of Information Technology at the lower secondary level to make full use of this document as a guide for the effective teaching of the subject. My very best wishes for the successful delivery of this curriculum, as we prepare our students to embrace the information age.

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MESSAGE FROM THE CHIEF EDUCATION OFFICER

Mr. Jasper Lawrence I am pleased to give my endorsement to the publication of this curriculum guide for teachers of Grades 7-9 Information Technology. Information Technology has become an indispensable tool in our modern life. It is increasingly the means by which we pay our bills, carry out our financial transactions, apply for goods and services and communicate with our families and friends. For the student, the use of the computer for preparing assignments, carrying out research by accessing information (through the Internet) is now the norm. In the classroom, teachers are acquiring and sharpening their skills to use of the available technology in order to make teaching and learning more interesting. Power Point presentations, videos, playing of compact discs (CDs) are becoming a regular feature of the conduct of lessons not only in tertiary institutions, but at primary and secondary levels as well. The computer and its related gadgets are certainly not absent from early childhood institutions that have support mechanisms in place for acquiring and maintaining the equipment. Our young students have embraced the information age and are outstripping adults in the rate at which they are acquiring the required skills. The production of this Information Technology Curriculum, while presenting a framework for guiding the delivery of the subject, will enable our students at the lower secondary level to acquire skills relevant for student life and, will also lay the foundation for their pursuit of careers for which there is heavy input of technology. Webmasters, graphic artists, computer technicians, printers, medical personnel are some of the career groups which work with technology at every step, but the reality is that in no job is free from the use of technology, with information technology being the most pervasive. I commend the Mathematics and Educational Technology Section of the Core Curriculum Unit and all who made the publication of this curriculum document possible. Special congratulations to the Officer for Educational Technology, who monitored the process. It is my firm belief that it will make a positive difference in classrooms and computer laboratories across the island as teachers of Information Technology use this document to guide their engagement of students in the acquisition of the

information skills.

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MESSAGE FROM THE ASSISTANT CHIEF EDUCATION OFFICER

Core Curriculum Unit Mr. Winston Forrest

Information and Communication Technology (ICT), is the foundation of the knowledge-based society that is the twenty-first century. Caribbean people, particularly Jamaicans, must function as dynamic creators of technology, especially ICT, instead of being mere consumers. The introduction of ICT as early as possible, is the only way to produce citizens equipped with the requisite skills and competencies to adequately function in this global village and information age. The new definitions for literacy have competence in ICT as an important aspect, and this Grades 7 9 Information Technology (IT) Curriculum naturally articulates with educational technology, which is an important feature in the Revised Primary Curriculum (RPC). The philosophy embedded in this Grades 7 9 IT Curriculum of equipping learners with the ICT skills applicable to their future endeavours, should produce the citizen worker envisioned in the CARICOM mandate, and more importantly, the Jamaican demanded in the explicit statement of the 2030 Vision. As stated in the rationale and aims of the Grades 7 9 IT Curriculum, the learner should graduate possessing the necessary ICT Tools for enhancing their personal, professional and academic development, and fully able to play his/her part in advancing the welfare of the whole human race. It is hoped that teachers, students and other users of this curriculum will find the most successful ways of tapping into their innate energies and creativity, to use ICT for the improvement of their lives, community, nation and the world. With best wishes, Winston FORREST ACEO, Core Curriculum Unit

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ACKNOWLEDGEMNTS

We would like to acknowledge the contributions made by the following persons in the initiation, planning and development of this document.

Panel members of 2001 1. Rev. Stephen Jackson Senior Education Officer, Mathematics & Educational Technology Ministry of Education, Youth & Culture 2. Mr. Steve Henry Education Officer, Mathematics & Educational Technology Ministry of Education, Youth & Culture 3. Mrs. Olive Maragh Senior Education Officer Technical & Vocational Unit, M.O.E 4. Mrs. Diana Campbell Deputy Director Human Resources, Professional Development Unit, M.O.E 5. Mrs. Adelle Brown Deputy Chief Education Officer, Curriculum & Support Services, M.O.E 6. Mrs. Phyllis Reynolds Assistant Chief Education Officer, Core Curriculum Unit, M.O.E 7. Mr. Kevin Roberts DeCarteret College 8. Miss Paulette Terelonge Oberlin High School 9. Miss Moniphia Hewling Manchester High School 10. Miss Paula Clarke Titchfield High School

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11. Mr. Edward Rattigan Petersfield Comprehensive High School 12. Mrs. Valrie Taylor-Walker Camperdown High School 13. Miss Caroline Patterson Meadowbrook High School 14. Miss Leonie Green Kingston Technical High School 15. Mr. Ivor Smith Old Harbour High School 16. Miss Sharon Powell Hampton High School 17. Mr. Keith Wellington St. Elizabeth Technical High School 18. Dr. Clive Nicholson Director, Management Information Systems, Planning Unit, M.O.E 19. Miss Sophia Stamp Alpha Academy 20. Mrs. Lorna P. Thompson Education Officer Core Curriculum Unit, M.O.E 21. Mr. Derrick Hall Education Officer, Core Curriculum Unit, M.O.E 22. Mr. Winston Forrest Senior Education Officer, Core Curriculum Unit, M.O.E 23. Mrs. Rosalyn Kelly Education Officer, Core Curriculum Unit, M.O.E

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Panel members of 2008

1. Mrs. Sherene Burrell Annotto Bay High 2. Mrs. Ava Campbell Titchfield High 3. Mrs Kay Davidson Hampton School 4. Miss Nicoleen Rhoomes Cornwall College 5. Mrs. Paula Harry Happy Grove High 6. Miss Josephine Hewitt St. Thomas Technical High 7. Mr. OBrien Hill Mannings High 8. Mr. Hugh-Hing Lawrence Spaldings High 9. Mr. Xavier Mitchell Merlene Ottey High 10. Mr. Rupert Reid Kemps Hill High 11. Mr. Samora Gayle Old Harbour High 12. Mr. Andrew Samuels Mona High 13. Miss Natalee Nembhard Moneague College 14. Mrs. Garcia Powell Munro College 15. Mr. Aggrey Osbourne Montego Bay High 16. Mr. Denzle Murray St. Mary High 17. Mr. Hensley Pink Formerly of Wolmers Boys

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18. Mrs. Remonia Stoddart-Morrison Eltham High 19. Mr. Howard Campbell 20. Miss Daphine Simon Senior Education Officer, Languages Section, Core Curriculum Unit, M.O.E 21. Mrs. Sophia Forbes Hall Education Officer, Languages Section, Core Curriculum Unit, M.O.E 22. Mr. Winston Forrest ACEO, Core Curriculum Unit , M.O.E 23. Mrs. Janice Steele Education Officer, Core Curriculum Unit, M.O.E 24. Miss Anya Bernard Core Curriculum Unit, M.O.E 25. Mrs Lorna P. Thompson Education Officer, Core Curriculum Unit, M.O.E 26. Miss Beatrice Wilson Senior Education Officer, Core Curriculum Unit, M.O.E 27. Mrs. Aggrett Crosbie Church Teachers College 28. Mrs. Althea Stephens Merl Grove High 29. Mrs. Lavina Jones Meadowbrook High 30. Mrs. Symone Neil-Vassell St. Andrew Technical High 31. Mrs. Nadine Hibbert Clan Carthy High 32. Mrs. Juliet Allen Edith Dalton James 33. Mrs. Carene McCalum-Rodney Wolmers Girls 34. Miss Herma Meade Senior Education Officer, Primary Education, M.O.E 35. Mrs. Viviene Johnson Legal Officer, Legal Unit, M.O.E

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THE UNITS

UNITS TOPICS

1 Keyboarding, Mouse Skills and Graphics Management 2 Computer Software 3 File Management 4 History of Computers 5 Computer Hardware I/O Devices, Storage and the Processor 6 Research 7 Data Communication 8 Ethics 9 Problem Solving A, B, C 10 Word Processing A, B, C 11 Spreadsheets A, B 12 Database Management A, B 13 Desktop Publishing And Multimedia Management

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GUIDE TO USING THE CURRICULUM

Units 1-8 may be accessed in Grades 7 or 8 or 9 depending on when the student opts to begin the programme. However, it

must be understood that the later the student begins the IT programme, the more of the Grade specific Units they will have to carry.

For example, if the programme is begun in Grade 8, in addition to doing Units 1 8, the student will be required to do the Grade 7 Units 9-13 in addition to the Grade 8 Units 9-13. If the programme is started in Grade 9, then Units 1-8 must be

completed in addition to the Grade 7 Units 9-13, Grade 8 Units 9-13 and Grade 9 Units 9-13.

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TABLE OF CONTENTS

PAGES Scope of Content Core Units Unit 1 Keyboarding, mouse skills and graphics management 1 - 2

Unit 2 Computer Software 3 - 4 Unit 3 - File Management 5 - 6 Unit 4 History of computers 7 8 Unit 5 Computer hardware 9 11 Unit 6 Research 12 14 Unit 7 Data Communication 15 17 Unit 8 Ethics 18 21

Other Units

Unit 9A Introduction to problem solving 22 Unit 9B Intermediate problem solving 23 Unit 9C Advanced problem solving 24 25 Unit 10A Introduction to word processing 26 Unit 10B Intermediate word processing 27 Unit 10C Advanced word processing 28 Unit 11A Introduction to spreadsheets 29 30

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Unit 11B Intermediate spreadsheets 31 32 Unit 12A Introduction to database management 33 Unit 12B Intermediate database management 34 Unit 13 Desktop publishing and multimedia management 35 37

Suggested Activities 38 - 47 Glossary 48 - 72

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UNIT 1: KEYBOARDING, MOUSE SKILLS AND GRAPHICS MANAGEMENT This Unit is designed to assist students in developing the requisite knowledge and skills to use a computer competently Objectives: At the end of this unit students should be able to:

Use the keyboard and mouse competently Develop expertise in the use of graphics software

OBJECTIVES CONTENT

1. Manipulate the keyboard 1. Identify and use (appropriately) specific keys that are used to control the movement of the cursor.

2. Use appropriate keys or combination of keys to enter text. 3. Edit text and manipulate documents using special keys on keyboard (e.g. Function keys,

insert, delete and backspace keys, print screen). 4. Delete text using special keys

2. Manipulate mouse 5. Demonstrate appropriate mouse techniques to move the cursor. 6. Use the mouse to select and drag items on a desktop. 7. Demonstrate appropriate mouse techniques to scroll a window.

3. Graphics management 8. Construct patterns/images/composite figures/logos using various lines and shapes

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9. Apply different coloring techniques (filling, spraying, brushing) 10. Rotate and flip images

4. Manipulate graphics 11. Insert images into documents for further manipulation and use 12. Modify images inserted by rotating, resizing, moving or adjusting colour. 13. Create flyers, greeting cards, business cards and signs

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UNIT 2: COMPUTER SOFTWARE This Unit is designed to assist students to have a general knowledge of software and its functions Objectives: At the end of the unit students should be able to:

Define Software Identify categories of software: Systems & Application Operating Systems

OBJECTIVES CONTENT

1. Define software 1. Definition of the term software A set of instructions that tells the computer what to do.

2. Statement of the general functions of software

2. Identify categories of software

3. Statement of the different categories of software (System and Application) 4. Definition of the term System software 5. Definition of the term Application software 6. Statement of the purpose of the Word Processor. 7. Identification of examples of word processing software - MS-WORD, Corel, Open

Office 8. Use of a word processor to carry out listed functions. For example, - - Editing:

entering text, cut/paste/copy; Formatting: underline, alter line spacing, font size. 9. Identification of the different parts of the word processor window (the commonly

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used toolbars, task pane, scroll bars, )

3. Define, describe and list Operating Systems

10. Definition of operating systems 11. Functions of OS 12. Examples of OS (DOS, UNIX, WINDOWS, MACINTOSH, LINUX)

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UNIT 3: FILE MANAGEMENT This Unit is designed to assist students to develop skills in basic file management using both command driven and graphical user interface operating systems.

Objective: At the end of the unit students should be able to: Use MS-DOS Use WINDOWS Use File extensions

OBJECTIVES CONTENT 1. Use MS-DOS 1. Formatting a diskette correctly

2. Creating a text file. 3. Creating a directory. 4. Moving within the directory structure. 5. Copying a file from the hard disk to other secondary storage devices. 6. Copying a file from a secondary storage device to the hard disk. 7. Copying files from one directory to another. 8. Making a copy of a diskette (Disk copy). 9. Copying all files within a directory to another directory. 10. Deleting files, directories and sub directories. 11. Renaming a file or directory. 12. Backing-up and restoring files.

2. Use WINDOWS 13. Creating a text file.

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14. Creating a folder. 15. Moving within the folder structure. 16. Copying a file from the hard disk to secondary storage devices (Universal Serial Bus). 17. Copying a file from the secondary storage devices to the hard drive. 18. Copying files from a folder to another folder. 19. Making a copy of a floppy diskette (Disk copy). 20. Copying all files within a folder to another folder. 21. Deleting files, folders and sub folders. 22. Restoring files from the recycle bin. 23. Renaming a file or a directory. 24. Backing-up and restoring files 25. Using password with file saving and retrieval for security 26. Compressing files and folders, decompressing files and folders

3. Use File Extensions 27. Using the correct program to open files with the following extensions: .gif, .txt, .pdf, doc, xls, .zip, .rar, .com, .sys, .mdb, .jpeg, .exe, .bmp, .bat, .ppt, .pps, .dll)

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UNIT 4: HISTORY OF COMPUTERS This Unit is designed to assist students to develop an appreciation for the contributions made by early developers of computers through the various generations and to gain knowledge of the various IT careers and the impact of computers on society. Objective: At the end of the unit students should be able to:

Define a computer. Discuss the development of early computers. Classify computers into five generations. Describe the features of computers associated with each generation. State the differences between the technologies of the various generations. State three uses of early computers (Census, counting, payroll). List and describe careers that use IT and the impact of IT on society

OBJECTIVES CONTENT 1. Define of a computer This is an electronic device that can store, process, retrieve and send

out information. 2. Discuss the development of early computers.

Early computer development - The abacus - The Pascaline Machine/Leibnitz - The Babbage Machines - The Hollerith Machine

3.. Classify computers into five generations. Generations of Computers

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- First Generation computers (Vacuum tube computers) - Second Generation Computers (Transistor based computers) - Third Generation Computers (Introduction of Integrated Circuits) - Fourth Generation Computers (Large scale integration/miniaturization - the chip) - Fifth Generation Computers (Modern Computers)

4 . State the differences between the technologies of the various generations. 5.. State three uses of early computers

Census, counting, payroll.

6.. Identifying various personnel in computer-related professions

Programmers, Systems Analysts, Database Administrators, Network Managers, Technicians, Software Trainers, Computer Engineers, Software Engineers, Security Engineers, Software Testers, Computer Forensics Experts, Web Designers, etc Functions of the various personnel

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UNIT 5: COMPUTER HARDWARE INPUT/OUTPUT DEVICES, STORAGE AND THE PROCESSOR This Unit is designed to assist students to understand the role and functions of the processor and of input and output devices. Objectives: At the end of the unit students should be able to

Define and classify input devices Define and classify output devices Describe the function of the Processor Describe the function of each component of the processor List the processing speed and unit of measurement State the relationship between bit, byte, kilobyte, megabyte, gigabyte, and word size Identify arithmetic operations Describe characteristics of primary and secondary storage devices Differentiate between primary and secondary storage devices Explain how a computer stores data.

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OBJECTIVES CONTENT 1. Define and classify input devices 1. An input device is any peripheral (piece of computer hardware equipment) used to

provide data and control signals to an information processing system (such as a computer). 2. Information explaining Keyboard, pointing devices, source data entry, multimedia input, terminal devices, biometric device. 3. Advantages and disadvantages of input devices

2. Define and classify output devices 4. An output device is any piece of computer hardware equipment used to communicate the results of data processing carried out by an information processing system (such as a computer) to the outside world. 5. Information explaining monitor (VDU), printer, plotter, speaker, multimedia projector, virtual reality devices, document cameras, 6. CRT and flat panel monitor, impact and non-impact printers: 7. Advantages and disadvantages; compare and contrast output devices.

3. Describe the function of the Processor

8. The processor is responsible for processing all data; processing is the manipulation of data)

4. List and describe the components of the Processor and their functions

9. Control unit reads, interprets and direct a part of the system to execute a program instruction; Arithmetic & Logic Unit performs all mathematical operations and comparisons.

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5. List the processing speeds and their unit of measurement

10. The speed, or frequency, (in MHz) at which the Central Processing Unit (CPU) in a computer operates. 12. MHz, GHz

6. Draw and label the machine cycle 13. A machine cycle includes ( Fetching, Decoding, Executing and Storage) 7. Identify Arithmetic operation 14. Conversion from binary to decimal and decimal to binary

15. Addition and subtraction with binary 8. State the relationship between a bit, byte, kilobyte, megabyte and gigabyte, word size

16. A Bit is the smallest unit of data that a computer uses. It can be used to represent two states of information, such as Yes or No. A byte is a basic measure of memory. A byte is 8 bits. A Kilobyte is approximately 1,024 Bytes. A Megabyte is approximately 1,000 Kilobytes. A Gigabyte is approximately 1,000 Megabytes. A Terabyte is approximately one trillion bytes, or 1,000 Gigabytes. The number of bits that a CPU can process at one time.

9. Describe the characteristics of primary storage device

17. Description of RAM, ROM, Cache, Buffers

10. Differentiate between primary storage devices

18. Advantages & disadvantages of each type of storage device

11. Describe the characteristics of secondary storage devices

19. In terms of Speed, Storage capacity, uses and functions 20. Advantages and disadvantages of each device

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UNIT 6 RESEARCH This unit is designed to assist students in how to formulate questions to conduct effective and efficient research. Objectives: At the end of this unit students should be able to:

Define Research Identify the purpose of research Identify a variety of potential sources of information Formulate questions based on information needs. Develop and use successful strategies for locating information. (Includes using key words and narrowing topics) Categorize how to validate information and websites. (By domain types for example, .edu, .com. gov / by disclaimers) Apply evaluative criteria to determine the relative value of the information: relevancy, suitability, authority, objectivity,

currency. Present information on content and references according to established writing format e.g. APA (American Psychological

Association) / MLA (Modern Language Association).

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OBJECTIVES CONTENT 1. Definition of Research The process of investigation to find answers or solution to a

problem 2. Identify the purposes for conducting a research - Academic

- Recreational - Business

3. Identify a variety of potential sources of information: Some examples are electronic, printed and experts such as: 1 Books 2 Magazine articles 3 Scholarly journal articles 4 Newspaper articles 5 Web site Other materials, such as statistics from recognized organization, government publications.

4. Formulate questions based on the information needs

Consider various aspects of the topic you might want to cover in your research

5. Develop and use successful strategies for locating information

Use of keywords and narrowing topics

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6. Categorize how to validate information and website - Is it somebody's personal page? - What type of domain does it come from? E.g. educational, commercial, government etc.

- Is it published by an entity that makes sense? Is it authentic/credible? Look for links that say "About us," "Philosophy," "Background," "Biography", etc

7. Apply evaluative criteria to determine the relative value of the information

Looking at the content of information source to determine the informations: Relevancy, Suitability, Authority, Objectivity, Timeliness (Date).

8. Present information on content and references according to established writing format- compile bibliography using American Psychological Association (APA) format or Modern Language Association (MLA) format

Example of APA format:

Gay, L., & Airasian, P. (2000). Educational Research Competencies for Analysis and Application (Sixth.). Prentice-Hall.

Example of MLA format:

Gay, L.R., and Peter Airasian. Educational Research Competencies for Analysis and Application. Sixth. Prentice-Hall, 2000.

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UNIT 7 DATA COMMUNICATION This unit is designed to teach the students to appreciate the importance of data communication to the wider community and its impact on societys development. Objective: At the end of the unit students should be able to:

Define Data Communication Identify different communication devices and their uses. Identify appropriate uses of various transmission media Give a physical description of the various transmission media Understand the application of communication technology in every day life Discuss the different types of networks

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OBJECTIVES CONTENT 1. Define Communication

Computer Communications describes a process in which two or more computers or devices transfer data, instructions, and information

2. Discuss the components required for successful communications. 2. Discuss the components required for successful communications.

Identify each of the following components:

The sending device that initiates an instruction to transmit data, instructions or information.

The communications device that connects the sending device to a communications channel.

The communications channel, or transmission media on which the data, instructions or information travel.

The communications device that connects the communications channel to a receiving device.

The receiving device that accepts the transmission of data, instructions, or information.

3. Identify different communication devices and their uses.

Modem, Telephone (mobile telephones, Smart phones, Computers ( PDAs)

4. Identify different transmission media

Analog Signal: An analogue signal is a continuous electrical wave Digital Signal: Consists of discrete electrical pulses that represent bits.

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Physical Media: Twisted Pair Cable, Coaxial Cable, Fiber Optic Cable Wireless Media: Microwave, Satellite, Cellular Radio, Bluetooth, Infared

5. Understand the application of communication technology in every day life.

Internet, World Wide Web, E-mail, Instant messaging, Chat Rooms, Newsgroups, Video Conferencing, Internet Telephony also known as VoIP, Internet Printing, Collaboration, Groupware, GPS, Voice Mail, SMS or (Short Message Service), Multimedia Messaging Service.

6. Explain concepts associated with networks List different types of Networks Explain the advantages of using a network

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UNIT 8 ETHICS

This unit is designed to help students to appreciate the ethics relating to ICT and its impact on society. Objective: At the end of the unit students should be able to:

Define computer (ICT) ethics: to include copyright, intellectual property, hacking, piracy, privacy invasion. Evaluate the implications of computer ethics on society Identify consequences resulting from copyright infringement on intellectual property, invasion of privacy, hacking. Demonstrate an understanding of paraphrasing and citing sources. Identify types of computer crimes: as target, instrument, crimes associated with the prevalence computers Identify security Threats & Safeguarding Computers Identify social responsibility of using electronic devices: including lab ethics.

OBJECTIVES CONTENT 1. Define : Computer Ethics

A set of moral principles that governs the use of computers. Some common issues of computer ethics include copyright, intellectual property, hacking, piracy, privacy (invasion).

2. Copyright:

Provides its holder with the right to restrict unauthorized copying and reproduction of an original expression (i.e. literary work, movie, music, painting, software, etc.)

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3. Intellectual Property Creations of the mind such as musical, literary, and artistic works; inventions; symbols, names, images, and designs used in commerce, including copyrights, trademarks, patents, and related rights. Under intellectual property law, the holder of one of these abstract properties has certain exclusive rights to the creative work, commercial symbol, or invention by which it is covered

4. Hacking

To access someone else's computer system without permission in order to obtain or change information

5. Piracy

The unauthorized copying of property (software) Examples:

Counterfeiting: duplicating and selling unauthorized copies of software.

Soft lifting: the purchasing of a single licensed copy of software and loading it on several machines.

Hard-disk loading: selling computers pre-loaded with illegal software. In most cases, the PC manufacturer will not supply the media, license agreement, manual or other documentation.

Bulletin-board piracy: putting software on a bulletin-board service for anyone to copy or copying software from a

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bulletin-board service which is not shareware or freeware. Software rental: renting of software for temporary use.

6. Privacy:

The protection given to information to conceal it from unauthorized persons having access to it.

7. Define Computer Crime This is a deliberate action to steal, damage, or destroy computer data without authorization, as well as accessing a computer system and/or account without authorization

8. Types of computer crimes Computer as the target Computer as the instrument Crimes associated with the prevalence of computers.

9. Identify consequences resulting from copyright infringement on intellectual property, invasion of privacy, hacking.

10. Security Threats

Define Malware Identify Types of Malware

Viruses Worms Trojan Horses Hackers

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11. Security Safeguards Anti-viruses, Computer safe practices

12. Demonstrate an understanding of paraphrasing and citing sources

Paraphrasing, Implications, Citing sources properly

13. Demonstrate an understanding of the social responsibility of using electronic devices

Computer room/ Lab Rules Making, viewing & distribution of inappropriate videos and

pictures. Examples: Pictures of violence, pornography, etc Distribution of inappropriate text.

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UNIT 9A INTRODUCTION TO PROBLEM SOLVING This Unit is designed to assist students in developing the requisite knowledge and skills to solve problems Objectives: At the end of this unit students should be able to:

Define problem Identify the steps in solving a problem Solve simple real world problems

OBJECTIVES CONTENT 1. Define problem The process of investigation to find answers or solution to a situation

2. Identify the steps in solving a problem

- Understand and explore the problem - Gather related information - Use the related information to solve the problem - Look back and reflect on the solution

1.3 Solve simple real world problem Solve problems that involve sequential steps (everyday tasks e.g. Brushing teeth)

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UNIT 9B INTERMEDIATE PROBLEM SOLVING This Unit is designed to assist students in developing the requisite knowledge and skills to solve problems Objectives: At the end of this unit students should be able to:

Define problem Identify the steps in solving a problem Solve simple real world problem Define algorithm Write algorithms to solve simple real world problems

OBJECTIVES CONTENT

1. Define problem The process of investigation to find answers or solution to a situation

2. Identify the steps in solving a problem

- Understand and explore the problem - Gather related information - Use the related information to solve the problem - Look back and reflect on the solution

3. Solve simple real world problem Solve problems that involve sequential steps (everyday tasks eg. Brushing teeth) 4. Define algorithm A procedure or set of rules for solving a problem 5. Use algorithms to solve simple real world

problems Solve problems that involve sequential steps (everyday tasks eg. Brushing teeth, making a cup of coffee, frying an egg, opening a door)

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UNIT 9C: ADVANCED PROBLEM SOLVING This Unit is designed to assist students in developing the requisite knowledge and skills to solve problems

Objectives: At the end of this unit students should be able to:

Define problem Identify the steps in solving a problem Solve simple real world problem Define algorithm Write algorithms to solve simple real world problems Define flow chart Identify, draw and explain flow chart symbols Use flow charts to solve problem

OBJECTIVES CONTENT 1. Define problem The process of investigation to find answers or solution to a situation

2. Identify the steps in solving a problem

- Understand and explore the problem - Gather related information - Use the related information to solve the problem - Look back and reflect on the solution

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3. Solve simple real world problem Solve problems that involve sequential, conditional and repetitive steps (everyday tasks e.g. fry an egg, eat bun and cheese, deciding when to use an umbrella ) 4. Define algorithm A procedure or set of rules for solving a problem

5. Use algorithms to solve simple real world problems

Solve problems that involve sequential, conditional and repetitive steps, (everyday tasks e.g. fry an egg, eat bun and cheese, deciding when to use an umbrella)

6. Define flow chart A graphical representation of a set of activities to solve a problem. 7. Identify flow chart symbols Start/stop, input/output, storage, decision and data flow 8. Use flow charts to solve problem Solve problem as stated for algorithms (5), graphically.

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Unit 10 A: INTRODUCTION TO WORD PROCESSING This unit is designed to teach students to use a word processor to enhance text and document settings. Objectives: At the end of the unit students should be able to:

State the purpose of the Word Processor. Identify examples of word processing software Use a word processor Identify the different parts of the word processor window Use tab settings Change font attributes

OBJECTIVES CONTENT 1. State the purpose of the Word Processor 2. Identify examples of word processing software

MS-WORD, Corel, Open Office

3. Identify the different parts of the word processor window 4. Use a word processor to carry out listed functions. 5. Use tab settings to create lists of data 6. Change font attributes

Toolbars, task pane, scroll bars, etc Editing: entering text, cut/paste/copy Formatting Create a listing of first name and last name. Change line spacing, font size, Superscript, subscript, color.

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Unit 10 B: INTERMEDIATE WORD PROCESSING This unit is designed to enable students to use advanced Word Processing settings in the preparation of documents Objectives: Students should be able to:

Create a simple table Insert graphics into a word document Create a document with two or more columns

OBJECTIVES CONTENT

1. Create a simple table Timetable.

2. Insert graphics into a word document Graphics, Autoshapes, Wordart, or Clipart stored on the hard drive, Internet or secondary storage devices.

3. Create a document with two or more columns Newsletters, brochures

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Unit 10 C ADVANCED WORD PROCESSING

This unit is designed to enable students to use advanced Word Processing settings in the preparation of documents Objectives: At the end of the unit students should be able to:-

Describe the uses of mail merging Create documents using mail merge facilities.

OBJECTIVES CONTENT

1. Describe the uses of mail merging 2. Create documents using mail merge facilities.

Create source documents, data files, and execute merging Production of documents using the mail merge facility

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Unit 11 A INTRODUCTION TO SPREADSHEETS

This unit is designed to develop students competence in using basic spreadsheet applications. Objectives: At the end of the unit students should be able to:-

Define the term spreadsheet Identify various spreadsheet software Identify uses of spreadsheet software List and define terminologies associated with spreadsheets Navigate to different locations within a spreadsheet. Create a simple spreadsheet given specific instructions Use basic System Functions

OBJECTIVES CONTENT 1. Define the term spreadsheet 2. Identify various spreadsheet software 3. Identify uses of spreadsheet software

A spreadsheet is a computer application that simulates a paper worksheet. It displays multiple cells that together make up a grid consisting of rows and columns, each cell containing either alphanumeric text or numeric values. Microsoft Excel, Lotus 1-2-3, Open Office, Apple Number. Procedures for drawing graphs, carrying out calculations, keeping records

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4. List and define terminologies associated with spreadsheets Definitions of Cell, Cell Range, Cell Address, Cell Location, Labels, Values, Functions, Formulae

5. Navigate to different locations within a spreadsheet. 6. Create a simple spreadsheet given specific instructions

Navigation of spreadsheet screen Entering Labels and Value Formatting cells (Values - $, %, etc.; Labels Center, Font Size, etc.)

7. Use basic System Functions Procedures for utilization of the features: Auto, Sum, Min., Max, Avg., Count Simple Formulae with calculations (involving use of +, -, *, (/)) using cell values (addresses)

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Unit 11 B INTERMEDIATE SPREADSHEETS This unit is designed to develop students abilities to use basic spreadsheet applications. Objective: At the end of the unit students should be able to:

Create a simple spreadsheet Select and use predefined system functions Create simple formulae to do calculations involving +, -, *, Format cells Sort data Create, modify and format pie charts, line and bar graphs

OBJECTIVES CONTENT 1. Create a simple spreadsheet Samples of spreadsheets 2. Select and use predefined system functions Instructions to manipulate spreadsheet functions 3. Create simple formulae Formulae to do calculations involving +, -, *, 4. Format cells Cells to accept decimal, currency, and percentage values 5. Sort data Use data sorting features: primary, secondary and tertiary sort

key, use of sort order (Ascending and Descending)

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6. Create, modify and format pie charts, line and bar graphs

Creation and use of Graphs including Bar, Line, Pie. Add title, modify legends (key); graph format and presentation; inclusion of data tables (Bar, Line Graphs), values or data points on graphs.

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Unit 12 A INTRODUCTION TO DATABASE MANAGEMENT This unit is designed to assist students to be able to use database management software to design simple databases. Objective: At the end of the unit students should be able to:

Define Database Management Software Describe the uses of Database Management software Identify and describe parts of a database Create tables Enter data into tables using appropriate data types

OBJECTIVES CONTENT 1. Define Database Management Software 2. Describe the uses of Database Management software 3. Identify and describe parts of a database

Fields, records, files

4. Create tables 5.Enter data into tables using appropriate data types

Creation of DB tables: involving use of appropriate data types Entering of data into tables

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Unit 12 B INTERMEDIATE DATABASE MANAGEMENT

This unit is designed to assist students to able to use database management software to design simple databases. Objective: At the end of the unit students should be able to:

Identify and describe a primary key Create relationships between tables Query a database using single conditions Generate simple reports

OBJECTIVES CONTENT 1. Identify and describe a primary key

2. Create relationships between tables

3. Query a database using single conditions

4. Generate simple reports

Identification of Primary Key Setting up of relationships (involving multiple tables) Generate query/ response using simple criteria (text: involving use of operand NOT, OR, AND and numeric involving use of logical mathematical operators: , =, /) Generation of simple reports using Query/Tables

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Unit 13 DESKTOP PUBLISHING AND MULTIMEDIA MANAGEMENT This unit is designed to help students use desktop publishing and multimedia software Objectives: At the end of the unit students should be able to:

Define Desktop Publishing Identify different DTP software. Use and manipulate templates to create various documents Insert and manipulate images Create, customize and present slide shows Define multimedia management Describe the various uses of multimedia management software Create movies or short videos using multimedia elements

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OBJECTIVES CONTENT 1. Define Desktop Publishing 2. Identify different DTP software

3. Use and manipulate templates to create various documents 4. Insert and manipulate images 5. Create, customize and present slide shows

Create presentation document Customize the presentation by accessing templates, adding text, etc. Customize basic settings (Change layout, font size, color, etc.) Format presentation (Insertion of images: created or sourced, Use of bullets/numbering, slide timing, slide transition and animation effects, etc.) Print/Present/Communicate documents (including use of ICT skills emailing, faxing)

6. Define multimedia management 7. Describe the various uses of multimedia management software 8. Create movies or short videos using multimedia elements

Definition and Purpose of Desktop Publishing software Manipulation of Software Templates access and use templates Posters, Labels, Certificates, Signs, Banners, Forms, Cards: Greeting, Business. (Using Windows Movie Maker) Add text, Change layout, Insertion of images (created or sourced) Print/Communicate DTP documents (including use of ICT skills- email, fax, etc.)

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Definition and Purpose of Multimedia technologies involving: Sound, graphics, animation, text, video, movies, etc. Ability to create movies involving various multimedia elements. Add effects to movies, such as transition, titling, etc. Finalize movie and play through use of Windows Media Player or any other media player

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Suggested Activities Unit 1 Keyboarding, mouse skills and graphics management Activities:

Use the paintbrush (or other suitable software) to draw pictures such as the Jamaican Flag. Insert and manipulate graphics in a document. use a two-page word processing document prepared by the teacher to demonstrate

keyboard and mouse skills. Unit 2 Computer Software Activities:

Discuss the various software and their functions. Create a three column listing showing the categories of software, their purposes and the relevant software package. Use the word processor to create documents using various tools such as bold, block and underline.

Unit 3 File Management Activities

Save a document to a specified drive, to a flash drive, in the specified format. For example, save a picture file to a flash drive as either a .bmp or .jpeg and not as a .doc.

Open/Retrieve a document from a specified drive, for example, open a .pdf file on a CD using the appropriate program. Scroll through a document.

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Unit 4 History of Computers Activities

Research and do projects depicting the generations of computers and the people who invented each generation. Discuss their own project and that of their peers. Construct and use an abacus to do calculations.

Unit 5 Computer Hardware I/O devices, Storage and the Processor Activities:

Identify input and output devices noting the different categories Make scrapbook with these devices Collect pictures on the types of output devices to highlight the features Create a collage with all the output devices Cross word puzzles on the types of input and output devices Identify from a list of specifications for a computer system, the following:

- processing speed, input devices, storage capacity (primary and secondary), output devices. Design a Binary conversion chart and use it to solve problems Provide students with a list of terms and definitions and have them make the correct match. Research and report on the relationship between bit and byte. Investigate the tables of values for base two and base ten. Use the symbols 1 and 0 to write base two numbers. Find out the differences between primary and secondary storage and show these differences on a two column table.

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Unit 6 Research

Activities Use textbook to find answer to a question proposed by the teacher e.g. what is the importance of ICT in schools? Students will discuss different sources from which information comes to determine potential sources that can be used for

research. Use appropriate keywords to search for specific topics using browser and search engines. Use the internet to visit different types of websites e.g. educational, commercial, government, to compare information found Cite references using American Psychological Association /Modern Language Association formats

Unit 7 Data Communication Activities:

Have ten students play Chinese telephone. Using the ten students, identify the components of successful communication. Bring a variety of communication devices and have the students identify the type of device and the types of communication that

can occur over the medium. Ask the students to create a model of a telecommunication network using four materials (Plastic, string, paper and empty soda

can) Ask students to log for one week the different communication devices they use and for how long they use the device. Create a crossword puzzle to be completed by the students using terms from data communication

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Unit 8 Ethics Activities:

Class discussion on how each ethical consideration impacts their daily lives, their school, country etc. Place students in groups and have them debate any or all of the consequences resulting from:

o Copyright infringement on intellectual property, o Invasion of privacy, o Hacking o Electronic eavesdropping

Allow individual students to properly demonstrate how to paraphrase and cite sources. Conduct interviews with appropriate personnel to discuss impact of computer ethics on their company/organization. Discuss implications of Security: Threats to & Safeguarding Computers: malware in an organization. Ask students to create their own list of lab rules, ethical behaviours, and consequences of not behaving according to the desired

rules. Discuss invasion of privacy, using various methods (such as electronic eavesdropping.)

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Unit 9A Problem Solving Grade 7 Activities:

Use sources such as textbook or Internet to research a definition for the term problem and the steps to solve a problem Write steps to solve simple real world problems.

Example:To make a glass of lemonade. Step 1: Understand and Explore Problem

To make a cool glass of lemonade Step 2: Gather related information

Get required ingredients (glass, lemon, water, sugar, ice, spoon, knife)

Use utensils to combine ingredients

Step 3: Use the related information to solve the problem

Fill the glass way with water Put three spoonfuls of sugar in glass Use knife to cut lemon in halves Squeeze half lemon to extract juice into glass Use spoon to stir/mix until sugar is dissolved Add three cubes of ice into glass

Step 4: Looking Back Is the lemonade to my taste? Do I need to add more sugar, water, ice or

lemon?

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Unit 9B Problem Solving Grade 8

Activities: Use sources such as textbook or Internet to research a definition for the term problem, the steps to solve a problem and

algorithm Write steps to solve simple real world problems.

Example: To make a phone call using a generic cell phone with prepaid plan. Step 1: Understand and Explore Problem Know the name and phone number of person to call

Step3: Use the related information to solve the problem i. Pick up cell phone ii. Use keypad to dial number iii. Press send/go button iv. Place phone at your ear v. Wait for the call to be connected vi. Wait for person to pick up phone vii. Speak to the person viii. Press stop/end button

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Step 2: Gather related information i. Get requirements : cell phone,

phone number, persons name, ii. Use cell phone to make call

Step 4: Looking Back i. Was there credit on the phone ii. Was there signal strength to place call? iii. Did the phone ring? iv. Did the person answer?

Unit 9C Problem Solving Grade 9

Activities: Use sources such as textbook or Internet to research a definition for the term problem, the steps to solve a problem and

algorithm Write steps to solve simple real world problems. Write/design a flow chart of the solution to a problem such as putting on socks and sneakers or finding the sum of two numbers on

the calculator.

Example: Problem It is Tuesday morning. Janice gets up, bathes, dresses for work and must make a choice whether or not to take her umbrella before she gets into the car and drive to work. She will only take her umbrella if it is raining. Write an algorithm for the activities Janice performed on Tuesday morning. Design a flow-chart for the activities Janice performed on Tuesday morning.

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Yes No

Start

Get up

Bathe

Get dressed

Is it raining?

Take umbrella

Get in car

Drive to work

Stop

Solution: Flow chart diagram: Start Get up Bathe Dress If it is raining then take your umbrella Get in car Drive to work Stop

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Unit 10 Word Processing Activities:

Use a prepared text to change font attributes. Tab settings to generate a list of their classmates and information about each classmate. Create a timetable using specified rows and columns

Unit 11 Spreadsheets Activities:

Use a teacher-prepared document to identify cells, cell addresses, ranges, values, labels, rows and columns; using the mouse/arrow keys to move within the spreadsheet.

Create a spreadsheet listing names, subjects and marks. They will use it to produce tables and properly labelled charts. Unit 12 Database Management Activities:

Research and describe what is a database Identify areas in the school/community in which database packages could be used. Identify data type for given data.

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Unit 13 Desktop Publishing and Multimedia Management Activities:

Create presentation on the various types of careers that use IT Create a simple movie/video-clip from another subject area such as biology or physics or environmental issues Design posters, signs, cards, banners

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GLOSSARY OF TERMS

The purpose of this section is to provide you with definitions for some of the terms that are often used in the field of computing and information processing which are used in this curriculum guide.

Abacus An early calculating device using beads moving on strings.

Address The identification of a particular location in memory where a data item or instruction is stored.

Algorithm A set of well defined rules for solving a problem in a finite number of operations.

Aligning A data item residing in a cell usually be aligned in one of three positions within the cell, namely left-align, right-align or centered.

Antiglare screen A polarized screen attached to the front of the monitor, which reduces eye strain.

Assembler A program which converts text in ASSEMBLY LANGUAGE into MACHINE CODE to be used by a computer.

ALU Arithmetic and Logic Unit. The part of the Central Processing Unit that handles all mathematical

calculations, addition, subtraction and multiplication; and logic operations, such as comparisons for greater than, less than, and equal to an identified number.

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Automation Computer control of machines and process.

Backing Store A relatively permanent storage location for large quantities of data outside the processor of the computer

system.

Backup copy A copy of a disk onto a second disk that is for everyday use, protecting the original disk in case of damage.

Bandwidth A characteristic of a communication channel that determines the speed at which data can be transmitted over the channel

Bar code A series of thick and thin black bars separated by spaces of varying widths representing data.

Baud A unit of speed in data transmission system which now represents one data signal per second.

BCD BCD is an abbreviation for Binary-Coded-Decimal. In this number system, each digit of a number is written

as a BINARY number, rather than converting the whole number. For example, 47 would be coded as 01000111, the binary codes for 4 and 7. Contrast this with 101111, which is the true binary code of 47.

Binary Base two numbering system. A binary digit can be a 0 or a 1 (bit).

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Bit The smallest unit of memory or information. A bit is represented by a 0 or 1.

Bistable device A device which can exist in two discrete stable states.

Boot To get the computer started. (Switched on) warm boot and cold boot

Border In printing a spreadsheet certain groups of column or rows may be designated as left or top borders to

ensure that the information they contain will appear on all pages of the print out.

Bulletin An electronic equivalent of a conventional bulletin board. It is used as part of a communication network where users can post messages, read messages posted by others users, communicate with the system operator and upload or download programs.

Byte Represents 8 bits or a character e.g.?, . , /, 1-9, a-z, *, &, %, #, @ and so on.

CADD Acronym for computer-aided design and drafting. The use of computers and graphics in design and

drafting process.

CAM Acronym for computer-aided manufacturing. The use of computers to control machines in the manufacturing process.

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CD Compact Disk. There are two types of CDs: (I) CD writer a peripheral device that can write once to a CD-R disk to create an audio or a CD-ROM. (ii) CD-R [Compact Disk Recordable] The medium on which CD writers create CDs and CD-ROMs.

CD-ROM disk Compact-Disk-Read-Only-Memory disk. A type of optical laser storage medium.

Central Processing The logical component of a computer system that interprets and Unit (CPU/Processor) executes program instructions.

Character Any keyboard character: letter number or symbol which can be input, stored, processed, and/or output by

a computer system. (Eight bits of memory)

Character codes Binary patters used to represent characters in a computer system.

Character string A string of alphanumeric characters.

Chip An integrated circuit made of a semiconductor (silicon) and containing electronic components. It can be as little as inch square.

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Communication Acts of transmitting or exchanging information, ideas or opinions over a communication channel.

Compiler A program that translates the sources program into executable machine code, and saves the code to a file

(the object program) for later execution.

CPU Central Processing Unit

Computer An electronic device that is controlled by a stored program which accepts data, processes it and stores the results of processing, to provide an output in the form of information.

Computer system A collective reference to all interconnected computing hardware, including processors, storage devices,

input/output devices, and communications equipment. In short its the computer and its peripheral devices.

Control Unit (CU) Controls the entire computer system, as well as the central processing unit; responsible for coordinating all devices connected to the system, determines which activity to perform, as well as how and when to perform it.

Cursor A flashing symbol on the monitors screen, which indicates the position of user activity.

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Cyberphobia The irrational fear of and aversion to computers.

Data Unorganized facts or material including numbers and words that are processed by the computer.

Data corruption The introduction of errors into data stored in a computer system.

Data flow diagram A pictorial representation of network of process linked by data flows illustrating the flow of data to and from process in a system.

Database A collection of data files that may be used by number of applications with storage and access to the data

controlled by a set of programs known as Database Management System. (DBMS)

Database Management System Programs and database files that allow timely and easy controlled access to data by a number of users.

Decode To reverse the encoding process.

Decision table A pictorial representation of program logic illustrating, in the form of a table, the appropriate actions to

be taken for each combination of conditions.

Decision tree A pictorial representation of program logic illustration, in form of a mathematical tree, the actions to be taken for each combination of conditions.

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De facto standard A usage which has become a standard, although not officially or legally authorized.

Desktop The screen in windows upon which icons, windows, a background are displayed.

Device A machine with a specific function.

DTP Desk Top Publishing.

Direct mode The passing of COMMANDS to the OPERATING SYSTEM without the use of a program.

Certain commands such a RUN, SAVE, and LOAD are nearly always used in direct mode by typing the command words on the keyboard then pressing the return key. Interpreted language like BASIC permits a much wider range of direct mode commands.

Download Process whereby programs or data are transferred via communications channels, from a

computer and stored on media located at the users computer

Dry-run A manual traversal of the logic of a program.

Dumb terminal A stand alone keyboard and display screen that can send or receive data but can do no processing of that data.

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Duplex A transmission system that allows data to be transmitted in both directions at the same time. This system is sometimes called Full Duplex.

DVD Digital Video Disk or Digital Versatile Disk. A high-density compact disk for storing large amounts

of data, especially high-resolution audio-visual material.

EBCDIC An acronym for Extended Binary Coded Decimal Interchange Code. The code uses eight binary positions for each character thus allowing a character set of 256 characters.

Electronic mail A computer application whereby messages are transmitted via data communications to electronic

mailboxes also called e-mail.

EPROM Erasable programmable read-only memory. A type of memory chip that can be erased by moving it from the circuit and exposing it to ultraviolet light. The chip can then be programmed.

E-Time Execution time. The elapsed time it takes to execute [carry out] a computer instruction and store

the results.

Expert system A software package that acts as a consultant or expert to the user. It is expert in a specialized application or area and provides assistance to the user in solving problems in that area.

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Feasibility study In-depth study of an application area for the purpose of establishing whether automation would be cost effective. In general, the expected benefits should exceed the combined cost of installing the computer and developing the system.

Field (1) A section of a record containing data relating to one attribute of an entry.

(2) Part of a machine instruction containing an operation or address.

File A collection of related records. Transforms secondary storage into an electronic filing cabinet. Any

data or set of instructions that have been given a name and stored on disk.

Floppy disk A flexible magnetic coated disk, commonly used with microcomputers, on which data can be stored magnetically.

Flowchart A diagram that illustrates data, information, and workflow by means of specialized symbols which,

when connected by flow lines, portray the logic of a system or program.

Folder Similar to the file jackets you use for your research assignments or those used in a filing cabinet to store documents (files). A holding or storage area for data files on a disk.

Font A family or collection of characters (letters, punctuation marks, numbers and special characters) of

a particular size and style.

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Formatting A process performed by the system which divides the disk into tracks and sectors, examines the

disk for defects, creates a disk directory and gives a report on how much disk space has been used and how much is still left. We say we initialize the disk i.e. we prepare the disk for use.

Fourth generation A computer programming language which allows the program to Language (4GL) specifics what is

to be achieved rather than how it is to be achieved.

Gigabyte The equivalent of one billion bytes.

Global Village Refers to the society in which computers and people are linked within companies and between countries. It can also be regarded as an outgrowth of computer networks.

Half duplex A transmission system that allows data to be transmitted in one direction at a time. That is the

system can transmit and receive data but not at the same time.

Hard disk A permanently installed, continuously spinning magnetic storage medium made up of one or more rigid disk platters. [Same as fixed disk or Winchester disk].

Hardware The physical tangible parts that make up a computer system.

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Home page The file available for access at a World Wide Web site intended chiefly to greet visitors, provide information about the site, and direct them to other sites with more related information.

HTML Hyper Text Markup Language. A mark-up language used to structure text and multimedia

documents used extensively on the World Wide Web.

HTTP Hyper Text Transfer Protocol. A protocol used to request and transmit files, especially Web pages and Web page components, over the Internet or other computer network.

Icon Pictures used in place of words on a screen display.

Immediate access The memory within the central processor. Also referred to as Storage internal use or main store.

Indexing Creating a secondary file which contains pointers items in an associated database file and allows rapid location of records in the file.

Information Data that have been collected and processed into meaningful form.

Information Retrieval The process of retrieving specific information from data files.

Inherent addressing The address mode in which the address fields are implied in the operation code.

Input Data entered into a computer system for processing.

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Integrated package This package combines several applications in a suite of programs. Most of these packages combine

a word processor; spreadsheet and database program. Data are shared easily between these integrated programs.

Intelligent terminal A terminal that has built in memory and micro processor which enables it to perform some

processing in addition to the usual input and output functions.

Interactive processing A processing system that allows dialogue between computer and user.

Internet A global network that connects thousands of networks, multi-user computers and users in many countries.

I-Time Instruction time. The elapsed time it takes to fetch and decode a computer instruction being

executed. Interpreter A computer program which interactively translates and executes a source program without

permanently storing any executable code.

Invoke Process of starting up a program by using its name (or selecting its icon.

Joystick An input device that uses a lever to control movement of the cursor or graphic images.

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Justification This is the adjustment of alignment of one or more lines of text with a particular margin e.g.

alignment with the left margin, the right margin or both. The term justification often is used to refer to full justification of the alignment of text along both margins.

Keyboard A device used for keying (typing) in data entry.

Key-to-disk Keyboard of rapidly and accurately entering data into a computer via the keyboard as an

input device.

Kilobyte One thousand bytes.

LAN Acronym for Local Area Network. A type of computer network where two or more computers are directly linked within a small area such as a room or building site. A common characteristic of this system is that computers are linked by direct cables rather than by telecommunication lines.

Light pen A light-sensitive input device which when it touches the screen

detects the presence or absence of light. It is used to select an entry or indicate a position.

Load To transfer data or programs from secondary to primary storage.

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Magnetic disk A mylar (floppy disk) or metallic (hard disk) circular plate on which electronic data can be stored magnetically. Suitable for direct or random access data storage and retrieval.

Magnetic tape A storage medium consisting of a flexible plastic strip of tape covered with magnetic material on

one side, used to store date. It is available in spools or cassettes.

Mainframe A large computer that can service many users simultaneously.

Mail-merge A facility found in full fledged word processing programs that draws information from a database, usually a mailing list, to print multiple copies of a document. Each copy contains some common text but each bearing different address.

Media Materials on which data and instructions are stored as electromagnetic signals e.g. magnetic tapes, diskettes, CDs.

Menu A display with a list of processing choices from which a user may select.

Menu driven The characteristics of a software program that provides the user with a menu. Merge The combination of two or more files on the basis of common field (key field)

MICR Magnetic Ink Character Recognition

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MIDI Musical Instrument Digital Interface. A standard for representing musical information in a

digital format. Microsoft Disk Operating System MS-DOS. A microcomputer operating system. An operating system is the software that controls

the execution of all applications and system software.

Microcomputer A small computer designed for use by an individual. [Also called a Micro or PC-Personal Computer].

Microfiche An output medium consisting of microfilm sheets. Very high density storage can be attained using this method of storage.

Microfloppy disk Refers to 3.5 inch floppy disks. They are housed in rigid plastic casting having a sliding shutter

which automatically closes when the disk is removed from the disk drive.

Microprocessor The processing component of a microcomputer.

Minicomputer Mini. A mid-sized computer.

Modem Acronym for modulator-demodulator. A device that converts signals from analogue to digital and vice versa. A model allows computers to exchange information through telephone lines.

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Monitor A television-like display for soft copy output in a computer system. Mouse A point-and-draw device, that when moved across a desktop pad a particular distance and direction,

causes the same movement of the cursor on a screen. Natural Language Processing The use of the computer to understand and translate a natural language, like English, into commands

to perform a given operation

Network Two or more communicating devices that are connected electronically to form a system which shares information and resources.

Object code Machine language program produced by a compiler.

On-line A processing technique whereby terminals and other peripherals are connected to and controlled by

the central processor. It provides the means for using computers on the basis of time sharing, on-line data input, interactive conversational-mode processing, random enquiries and for real-time processing.

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Operating system A set of programs that controls and supervise the resources of a computer system. It also acts as an interface between the user and the computer.

Output Data transferred from RAM to an output device for processing.

Peripheral Device Any hardware other than the processor.

Plotter An output device specially designed to produce a hard copy of graphical data.

Point of sale Terminal A device that reads data at the source of a transaction (e.g. a supermarket checkout) and stores it for subsequent transmission directly to the computer system for processing.

Printer A device specially designed to produce a hard copy of computer output.

Processing Manipulating or handling data to produce information.

Processor A logical component of the computer system that interprets and executes program instructions.

Protocol A set of rules and procedures controlling the transmitting and receiving of data so that different devices can communicate with each other.

Pseudocode A language consisting of English-like statements used to define algorithm.

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Program Computer instructions structured and ordered in a manner that, when executed, causes a computer to perform a particular function.

RAM Random Access Memory. The memory area in which all programs and data must reside before

programs can be executed or data manipulated. [Provides temporary storage for programs and data]. Also called primary memory/storage.

Record A collection of fields on data related to one entity.

Register A permanent location in the internal memory of a processor used for the temporary storage of data

during processing operations. Real-time A processing mode in which the passage of real-time is critical to the application.

Resolution A characteristic of a monitors screen, determined by the number of pixels that can be

displayed by it.

Retrieve The process of recalling stored information for use.

ROM Read Only Memory. Memory or storage area that can be read only, not written to. [Used to hold permanent instructions that your computer needs to get started].

Save/Store The process of storing information for future uses.

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Software The programs/instructions used to direct the functions of a computer system.

Scrolling The act of shifting the contents of the screen up or down. In upward scrolling the lines formerly

appearing at the top of the screen are scrolled away, those below are moved up and new lines of data which exist below those formerly on screen now come into view. In downward scrolling the reverse takes place. Scrolling usually proceeds a line at a time, (may be facilitated on some computers by use of a scroll-on/off key) in combination with up and down cursor movements. Scrolling may also be performed sideways to the left using left and right cursor movements.

Search Process of locating data in a database file by reference to a key field(s) in the records.

Sector A pie-shaped division of each disk track.

Simplex A transmission system that allows data transfer in one direction only.

Sort Redistribution of data into an order on the basis of the contents of a key item (sort-key)

Source-code Program written in a given computer language.

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Source document A document used for the initial recording of data relating to business transactions. Very often source data needs to be converted into machine-readable form e.g. punched cards or paper tape, before it can be processed by a computer.

Spell-check A directory feature associated with a word processor which allows the user to easily detect and

correct errors in spelling. One can add new words to the directory so that the latter may grow with usage e.g. in Wordperfect, Wordstar and Microsoft Word.

Structure chart A pictorial representation of a system depicting the interrelationships between the modules of the

system.

Structured walkthrough Manual traversal of a model of a system

Super computer The category that includes the largest and most powerful computers.

System A set of arranged parts acting together to perform a function.

Syntax A set of rules defining the structures of a computer program.

Telecommunication The process of transmitting data between devices using transmission facilities such as telephone lines or microwave links.

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TCP/IP TCP/IP stands for Transmission Control Protocol. This is a common language used by computers on the Internet to communicate.

Telecommuting A method of working where an off-site employ uses computer and a communication channel to

communicate with the office computer. Telemarketing The employment of telephone lines and computers to market products and manage accounts.

Template A specification of the number of fields and the kinds of data which fields in a database are allowed

to hold.

Terminal The combination of a monitor and keyboard to input and check data and to view output. A terminal does not necessarily include a processor.

Title In a spreadsheet a group of rows or columns may be designated as a horizontal or vertical title

respectively, which ensure that they always appear on the screen irrespective of where the cursor has moved in the spreadsheet.

Touch terminal Also called a touch screen. A device that allows data to be input touching a screen with the finger

or other object. The surface of the screen consists of a number of programmed touch points each of which may trigger a different action when selected by the user.

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Track The path on a tape, disk or drum on which data are stored. On a disk these paths are concentric circles; on a tape there are several tracks parallel to the edge of the tape; on a drum there are bands of equal size along the circumference of the drum.

Turnaround document A document which, after being output by the computer, can be used to record data.

Twos complement A method of representing numbers in which the computer does not perform subtraction in the

normal way but inverts digits to be subtracted and adds to them.

Up-load document Process of reading data from a users computer storage and sending it to another computer via communication channel.

URL Each page on the Web has a unique address called the Uniform Resource Locator (URL)

Usenet Short for Users Network is the largest discussion forum in the world. Usenet allows people with common interest to communicate with one another.

Validation A checking process in a program which is aimed at finding out if data is genuine. Validation should

be carried out on any data that is entered from the keyboard, even when this simply a Y or N response.

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Volatile memory Solid-state semiconductor RAM in which the data are lost when the electrical current is turned off or interrupted.

Web page A document on the World Wide Web, consisting of HTML file and any related files for scripts and

graphics and often hyperlinked to other Web pages.

Web site Set of interconnected Web pages, usually including a home page, generally located on the same server, and prepared and maintained as a collection of information by a person, group, or organization.

Web browser A web browser is a programme that allows users to view and explore information on the World Wide

Web. Examples of popular browsers are: Microsoft Internet Explorer and Netscape Navigator.

World Wide The World Wide Web commonly referred to a the Web, is a Web (WWW) graphical easy-to-use system of inter-linked files on the Internet. Vast amounts of information can

be obtained through the use of the Web.

Window A rectangular section of a display screen that is dedicated to a specific document, activity or application.