Grade 12 General Information Technology (GIT) Teachers’ Guide 2017 PDF

General Information Technology (GIT) Teachers’ Guide Grade 12 (Effective from 2017) Department of Information Technology National Institute of Education Maharagama Sri Lanka www.nie.lk General Informati...

General Information Technology (GIT) Teachers’ Guide Grade 12 (Effective from 2017) Department of Information Technology National Institute of Education Maharagama Sri Lanka www.nie.lk General Information Technology Grade 12 – Teacher’s Guide © National Institute of Education First print 2017 ISBN: Department of Information Technology Faculty of Science and Technology National Institute of Education Maharagama www.nie.lk Printed by ii  CONTENTS Page No 1. Message from the Director General iv 2. Message from the Deputy Director General v 3. Curriculum Committee vi 4. Introduction vii 5. Common National Goals viii 6. Basic Competencies ix-x 7. Objectives of the Subject xi 8. Proposed Term – Wise Breakdown of the Syllabus xii 9. Syllabus 1-19 10. Teacher Guide 20-105 11. Reference 106 iii Message from the Director General With the primary objective of realizing the National Educational Goals recommended by the National Education Commission, the then prevalent content based curriculum was modernized, and the first phase of the new competency based curriculum was introduced to the eight year curriculum cycle of the primary and secondary education in Sri Lanka in the year 2007 The second phase of the curriculum cycle thus initiated was introduced to the education system in the year 2015 as a result of a curriculum rationalization process based on research findings and various proposals made by stake holders. Within this rationalization process the concepts of vertical and horizontal integration have been employed in order to build up competencies of students, from foundation level to higher levels, and to avoid repetition of subject content in various subjects respectively and furthermore, to develop a curriculum that is implementable and student friendly. The new Teachers’ Guides have been introduced with the aim of providing the teachers with necessary guidance for planning lessons, engaging students effectively in the learning teaching process, and to make Teachers’ Guides will help teachers to be more effective within the classroom. Further, the present Teachers’ Guides have given the necessary freedom for the teachers to select quality inputs and activities in order to improve student competencies. Since the Teachers’ Guides do not place greater emphasis on the subject content prescribed for the relevant grades, it is very much necessary to use these guides along with the text books compiled by the Educational Publications Department if, Guides are to be made more effective. The primary objective of this rationalized new curriculum, the new Teachers’ Guides, and the new prescribed texts is to transform the student population into a human resource replete with the skills and competencies required for the world of work, through embarking upon a pattern of education which is more student centered and activity based. I wish to make use of this opportunity to thank and express my appreciation to the members of the Council and the Academic Affairs Board of the NIE the resource persons who contributed to the compiling of these Teachers’ Guides and other parties for their dedication in this matter. Dr. (Mrs.) Jayanthi Gunasekara Director General National Institute of Education iv Message from the Deputy Director General Education from the past has been constantly changing and forging forward. In recent years, these changes have become quite rapid. The Past two decades have witnessed a high surge in teaching methodologies as well as in the use of technological tools and in the field of knowledge creation. Accordingly, the National Institute of Education is in the process of taking appropriate and timely steps with regard to the education reforms of 2015. It is with immense pleasure that this Teachers’ Guide where the new curriculum has been planned based on a thorough study of the changes that have taken place in the global context adopted in terms of local needs based on a student-centered learning- teaching approach, is presented to you teachers who serve as the pilots of the schools system. An instructional manual of this nature is provided to you with the confidence that, you will be able to make a greater contribution using this. There is no doubt whatsoever that this Teachers’ Guide will provide substantial support in the classroom teaching-learning process at the same time. Furthermore the teacher will have a better control of the classroom with a constructive approach in selecting modern resource materials and following the guide lines given in this book. I trust that through the careful study of this Teachers Guide provided to you, you will act with commitment in the generation of a greatly creative set of students capable of helping Sri Lanka move socially as well as economically forward. This Teachers’ Guide is the outcome of the expertise and unflagging commitment of a team of subject teachers and academics in the field Education. While expressing my sincere appreciation for this task performed for the development of the education system, my heartfelt thanks go to all of you who contributed your knowledge and skills in making this document such a landmark in the field. M.F.S.P. Jayawardhana Deputy Director General Faculty of Science and Technology v Curriculum Committee Guidance and Approval Academic Affairs Board National Institute of Education Subject Coordinator Mr. S. Shanmugalingam Department of Information Technology Senior Lecturer National Institute of Education Resource Contributions Mr. D.Anura Jayalal Director, Department of IT National Institute of Education Mr. S. Shanmugalingam Senior Lecturer Department of Information Technology National Institute of Education Dr. Damith D Karunarathna Senior Lecturer (UCSC) University of Colombo. Dr. Gamini Wijayarathna Dean, Faculty of Computing Technology University of Kalaniya Dr. H.K.T.K.Wijayasiriwardhane Senior Lecturer, Faculty of Science University of Kelaniya Dr.K.Thabotharan Senior Lecturer, Faculty of Science University of Jaffna Dr.P.M.T.B.Sandirigama Senior Lecturer, Faculty of Engineering University of Peradeniya Ms.H.P.Rukmalee Assistant Director of Education, Ministry of Education. Mr W.M.A.S.Wijesekera Centre Manager, ZICTEC, Haliela Mr S.K.N.Sooriyaarachchi Teacher. Kadawatha M.M.V, Kadawatha Mr. K.P.N.Karunanayake Centre Manager, ZICTEC, Galahitiyawa Mr. A.A.D..Sarath Kumara Lecturer PICTEC North Central Anuradapura Mr. P. Sivatharshan Instructor. Eastern University of Srilanka, Chenkalady. Mr. S. Jayakanth Instructor. Zonal Computer Resource Centre, Ginigathena M. M. V, Ginigathena. vi Introduction In the modern world ICT is involved and integrated in every field. The knowledge of ICT has become an essential to make an empowered citizen who is confident enough in facing with future challenges. Therefore, students should have the basic skills to use ICT. Providing awareness of ICT and orienting to carrier path are the two main aspects considered in the revision of the GIT syllabus, which will contribute to achieve the necessary skills, thereby enabling students to best fit into the challenging society. General Information Technology (GIT) was first introduced in 2002. According to the curriculum revision cycle, the current revision was carried out in 2016 and it will be implemented in schools from 2017 onwards for grade 12. General Information Technology (GIT) is a common subject for students in all streams of G.C.E Advanced Level. The total periods allocated for GIT is 60 (40 hours). National level examination, which is conducted by The Department of Examination of Sri Lanka for GIT, has been held annually since 2005. vii Common National Goals 1. Based on the concept of respecting human values and understanding the differences between the Sri Lankan multi-cultural society, building up the nation and confirming the identity of Sri Lanka by promoting national integrity, national unity, national coherence and peace 2. While responding to the challenges of the dynamic world, identifying and conserving the National heritage. 3. Creating an environment which comprises of the conventions of social justice and the democratic life to promote the characteristics of respecting the human rights, being aware of the responsibilities, concerning each other with affectionate relationships. 4. Promoting a sustainable life style based on the people’s mental and physical well-being and the concept of human values 5. Promoting the positive feelings needed for balanced personality with the qualities of creative skills, initiative, critical thinking and being responsible 6. Through education, developing the human resources, needed for the progress of the well-being of an individual, the nation as well as the economic growth of Sri Lanka. 7. Preparing the people for the changes that occur in a rapidly changing world by adapting to it and controlling them; developing abilities and potentialities of people to face the complex and unexpected occasions. 8. Sustaining the skills and attitudes based on justice, equality, mutual respect which is essential to achieve a respectable place in the international community. National Education Commission Report (2003). viii  Basic Competencies The competencies promoted through the education mentioned below might help to achieve the above mentioned National Goals. 1. Competencies in Communication This first set of competencies is made up of four subsets - Literacy, Numeracy, Graphics and information communication skills: Literacy: Carefully listening, speaking clearly, and Reading for comprehension, writing clearly and accurately. Numeracy: Using numbers to count, calculate, code and to measure, matter, space and time Graphics: Making sense of line and form, expressing and recording essential data, instructions and ideas with line, form, colour, two and three-dimensional configurations, graphic symbols and icons ICT Competencies: Knowledge on computers, and the ability to use the information communication skills learning or work as well as in the private life 2. Competencies relating to the Personality Development  Generic skills such as creativity, divergent thinking, initiative, decision making, problem-solving, critical and analytical thinking, team work, inter-personal relationships, discovering and exploring  Values such as integrity, tolerance and respect for human dignity  Cognition 3. Competencies relating to the Environment This is the second set of competencies related to the Social, Biological and Physical Environments. Social Environment: Awareness, sensitivity and skills linked to being a member of society, social relationship, personal conduct, general and legal conventions, rights, responsibilities, duties and obligations. Biological Environment: Awareness, sensitivity and skills linked to the living world, man and the ecosystem, the trees, forests, seas, water, air and plant -life, animal and human life. Physical Environment: Awareness, sensitivity and skills relating to space, energy, fuels, matter, materials and their links with human living, food, clothing, shelter, health, comfort, respiration, sleep, relaxation, rest, wastes and excretion, media of communication and transport. ix  Included here are the skills in using tools to shape and for materials for living and learning 4. Competencies relating to preparation for the world of work Employment related skills to maximize their potential and to enhance their capacity to contribute to economic development; to discover their vocational interests and aptitudes; to choose a job that suits their abilities and to engage in a rewarding and sustainable livelihood. 5. Competencies relating to religion and ethics This fourth set of competencies laden with values and attitudes. It is essential for individuals to assimilate values, so that they may function in a manner consistent with the ethical, moral and religious modes of conduct, rituals, practices in everyday living, selecting the most appropriate. 6. Competencies in play and use of leisure Competencies that link up with pleasure, joy, emotions and such human motivations. These find expression in play, sports, athletics and leisure pursuit of many types. These also link up with such values as cooperation, team work, healthy competition in life and work. Here are included such activities as are involved in aesthetics, arts, drama, literature, exploratory research and other creative modes in human living. 7. Competencies relating to ‘Learning to learn’ These competencies flow directly from the nature of a rapidly changing, complex and interdependent and crowded world whatever one learns, that learning will need updating and review. This requires that one should be aware of, sensitive and skilful in sustained attention, and be willing to persevere and attend to details that matter in a given situation. x Objectives of the Subject This syllabus enables students in Grade 12 to  recognize and use ICT applications and devices for day to day life by: o Understanding the internal working of computers o Using appropriate application software for different daily activities o Using computers effectively, efficiently and ethically to interact with the society  explore different career opportunities related to ICT xi  Proposed number of periods for each units Term Competency Level No. of Periods 1.1, 1.2 03 2.1, 2.2, 2.3 04 First Term 3.1, 3.2 03 4.1 06 (16 Periods) 4.2, 43, 4.4 16 Second Term 5.1, 5.2, 5.3 07 (23 Periods) 6.1, 6.2 05 Third Term 7.1, 7.2, 7.3, 7.4 10 8.1, 8.2, 8.3 06 (21 Periods) xii  Competency Competency level Content Learning Outcomes Periods Competency 1: 1.1  System concept  Defines a system Explores the computer Describes the computer  Introduction to computer  Identifies computer as a and its potential to as a system using a  Components of a computer system (IPO) reap timely benefits block diagram  Hardware  Recognizes computer as a 02  Input / Output devices component of a system  Memory devices  Lists and describes the  Storage devices (Optical, hardware components of a Magnetic, Semiconductor) computer  Processor  Distinguishes peripherals as  Software input devices, output devices  System software (OS, and input/output devices Utilities)  Lists and briefly describes  Application software the types of software  Block diagram of a computer  Draws the block diagram of  Input a computer and names its  Processing unit (ALU, CU) components  Output  Briefly explains each  Memory / Storage component of a computer  Flow of data and control  Distinguishes data and instructions among components information with examples  Data and information  Names and briefly describes  Attributes of quality information attributes of quality in format 1.2  Hardware specifications of personal  Identifies and selects Identifies the computers specification of a personal specification of personal  Processor computer according to computers  Memory requirements and 01  Hard Disk affordability  Motherboard  Prepare specification of  Competency Competency level Content Learning Outcomes Periods  Ports computer and peripheral  Chip set devices  Display  Selects software according  GPU (Graphics Processing Unit) to user requirements  Software specifications for a PC  Operating System  Application Software  Utility Software Competency 02 2.1  Number systems  Describes the number Explores the Describes the data  Decimal systems in terms of base representation of data representation used in  Binary value, place value and 02 inside a computer computers and the  Hexadecimal weight related fundamental  Relevant methods of conversion  Identifies the usage of concepts (Positive integers only) number systems in computer  Decimal to Binary  Converts decimal number  Binary to Decimal into binary  Converts binary number into decimal 2.2  Basic Boolean Operators  Draws Truth Tables for basic Identifies Basic Boolean  AND Boolean operators Operators  OR  Draws Truth Tables for given  NOT Boolean expressions 01 2.3  Encoding systems used in computers  Briefly describes the need Describes different  ASCII for encoding systems in character representation  Unicode computer 01 and their usage  Explains and compares ASCII and Unicode encoding 2  Competency Competency level Content Learning Outcomes Periods systems Competency 3: 3.1  Introduction to Operating System  Briefly describes the use of Uses computers Investigates the  Basic functions of an OS OS in PC’s efficiently and contribution of OS to the  Lists the basic functions of 01 effectively with functioning of computer an OS awareness of  Distinguishes CLI and GUI Operating System (OS) 3.2  Managing Folders and Files (creating,  Creates folders and files with Uses functions of naming, renaming, deleting, copying proper names operating systems and moving)  Identifies the file types by 02  File names and extensions their extensions  Making changes in Settings Panel  Demonstrates the following  Backup operations for the existing  Fonts files and folders  Mouse Settings  rename  Date and Time, Regional and  copy and move Language Settings  delete  Add Remove Programs  Adjusts the settings in  User Accounts setting panel when  Tools in OS necessary  Character Map  Identifies and uses the  Disk Defragmentation appropriate system tools for  Check Disk relevant tasks  Disk Clean Up 3  Competency Competency level Content Learning Outcomes Periods Competency 4: 4.1  Introduction to word processing  Briefly explains the word Uses Application Uses the word software processing software software in day to day processing software in  Features of word processing software  Briefly explains the usage of 06 activities day to day activities  GUI components in word processing word processing software software  Discusses the features of  Title Bar word processing software  Formatting Tools  Lists the components  Editing Tools available in GUI of a word  Page Setup Tools processing software  View Tools  Creates a new document  Designing Tools  Applies proper text formats  Scroll bars  Applies proper paragraph  Editing Area formats  Insertion Point, Cursor  Uses editing features to edit  Status Bar a document if necessary  Creating a new document  Uses grammar and spell  Page layout and page borders checker tool  Headers, footer and page  Inserts relevant graphic numbers objects and edits those using  Typing text, formatting text relevant editing tools  Editing a document  Inserts equations, symbols,  Find and replace links, breaks, date and time  Grammar and spell checker if necessary  Cut / Copy / Paste  Uses relevant short cut keys  Inserting objects and usage of relevant  Creates a table using a editing tools preferred method  pictures/charts/shapes/clip art  Inserts columns, rows to a /word art /text box etc. existing table  Inserting equations, symbols, links,  Deletes unnecessary 4 Competency Competency level Content Learning Outcomes Periods breaks, date and time columns and rows  Short cut keys  Applies cell formats to a  open/new/save/select all/cut table /copy/paste/undo/redo/print  Merges and splits cells  Creating and formatting tables  Changes height and width of  Methods of creating a table rows and columns according o Selecting rows and columns to requirements with mouse /insert table/draw  Saves document in different table formats according to the  Insert and delete rows and needs columns  Previews the document  Merge and split cells before printing  Change row height/column width  Prints a document after  Table borders applying necessary print  Styles setups  Formatting paragraphs  Saving documents in different formats  Printing documents  Print preview  Print setup  Printer properties  Print 4.2  Introduction to spreadsheet software  Briefly explains the Uses spreadsheet  GUI of spreadsheet software electronic spreadsheet software to solve simple  Work Book software 06 mathematical problems  Work Sheet  Lists available spreadsheet  Columns software  Rows  Lists the functions of 5 Competency Competency level Content Learning Outcomes Periods  Cell spreadsheet software  Formula bar  Identifies the components  Function of cell pointer based on and features of GUI of its appearance spreadsheet software  Moving around the worksheet  Moves around the worksheet  Types of data entries in a cell  Lists the types of data  Text entered into a cell  Numbers  Applies relevant formats to  Formula the cells according to the  Formatting cells requirement  Number  Inserts rows and columns  Alignment according to requirement  Font  Deletes unnecessary rows  Inserting rows and columns and columns  Deleting cells, rows and columns  Inserts, deletes and renames  Worksheet worksheets according to  Rename requirement  Insert  Selects and names a range  Delete  Copies and moves cell  Naming and selecting cell ranges contents according to  Copying and moving cell contents requirements  Cut, copy, paste and paste  Performs simple calculations special using numbers and basic  Simple calculations operators  arithmetic operations with basic  Performs simple calculations Operators ( + , - , * , / ) using relative cell references  calculations using cell references and absolute cell references and operators  Uses inbuilt functions to - Relative cell references perform simple calculations 6 Competency Competency level Content Learning Outcomes Periods - Absolute cell references  Identifies relevant charts  Inbuilt Functions types according to the  sum, average, max, min, count requirement and rank  Creates charts  Types of charts  Uses filter tool to query  Column, Bar, Line and Pie information  Chart tools  Uses sorting tool to organise  design / layout / format data in an orderly manner  Data filtering  Sets the page according to  Data sorting the requirements  Printing a worksheet  Previews and prints the o Page setup worksheet  Page options  Margin options  Sheet options o Print preview o Print 4.3  Introduction to electronic presentation  Briefly explains the 4 Uses electronic  Attributes of an effective presentation electronic presentation presentation software to  Features of presentation software software enhance presentation  Usage of presentation software  Lists and explains the  Selecting slide layout attributes of an effective  Selecting background presentation  Inserting text & multimedia contents  Briefly explains the usage of  Applying slide transition and custom presentation software animation  Discusses the features of  short cut keys specific to the presentation software presentation  Creates a presentation  Saving a presentation with different attractively using 7 Competency Competency level Content Learning Outcomes Periods formats presentation software  Printing a presentation with different  Selects appropriate layout options relevant to the content  Inserts texts, pictures, sounds, videos, graphics, shapes, clip arts, tables, smart art, header and footer, page numbers, hyperlinks, action buttons etc.  Applies a slide transition  Applies background  Applies a suitable custom animation to the content  Saves presentation in required format  Presents the presentation  Uses relevant shortcut keys  Previews the Slides before printing  Prints the presentation to suit different needs 4.4  Introduction to database  Briefly explains the database Uses Database  Comparison of manual database and  Distinguishes manual from Management System automated database automated database 06 (DBMS) Software to  Introduction to DBMS software  Defines DBMS manage data in a  Objects of DBMS software  Identifies the need of DBMS database  Table  Lists objects of DBMS  Query  Uses the fields and creates a  Form table 8 Competency Competency level Content Learning Outcomes Periods  Report  Selects appropriate data  Field names types in creating tables  Primary key and foreign key  Briefly describes the usage  Data types of the primary key and the  Text foreign key  Number  Selects and sets the most  Date / Time suitable field as the primary  Currency key  Yes / No  Applies the relevant field  Field properties properties according to the  Field size requirements  Format  Retrieves required  Designing queries information by using queries  Filter fields  Sorts records as required  Filter records  Creates form using form  Sort records wizard  Form wizard  Creates reports using report  Report wizard wizard 9  Competency Competency level Content Learning Outcomes Periods Competency 5: 5.1  Types of graphics  Describes the properties of 3 Creates Multimedia Designs still graphics  Raster digital still images contents to express using a graphic software  Vector  Creates attractive graphics ideas effectively  Properties of a digital image: pixel, using graphics software tools resolution, size, color  Edits digital graphics as  Graphic file formats and their features required  Jpg, png, gif, bmp etc.  Uses basic text effects to  Image capacity and compression: lossy enhance the appearance formats and lossless formats  Basic operations of a graphic software  Open, save and edit  Importing images  Sizing and transformation  Selections, cut, crop, replace  Working with layers  Working with Text 5.2  Recording audio contents  Records audio as required 2 Edits audio contents  Editing (editing a relevant segment from using audio editing software using an audio editing original content)  Edits a relevant segment of software  Audio file formats audio from original  Mp3, wav, au etc.  Converts audio files to other formats as required 5.3  Manipulating and rearranging video  Edits videos as required Edits videos using an  Video file formats  Converts video files to other 2 video editing software  Mp4, avi, wmv etc. formats as required Competency 6: 6.1  Purpose of computer network  Describes the requirements Uses the Internet Explores the architecture  Data communication of a computer network 2 10  Competency Competency level Content Learning Outcomes Periods efficiently and of the Internet  Sharing resources  Names and describes the effectively to access  Network types network types and communicate  PAN (Personal Area Network)  Lists and briefly describes information in day-to-  LAN (Local Area Network) the communication devices day life  WAN (Wide Area Network) of a network  Communication devices of a network  Distinguishes between  Modem guided and unguided media  Router  Briefly describes  Network Interface Card(NIC)  Client server model  Switch  Peer to peer  Wireless Base Station  Hybrid  Mobile communication  Distinguishes between GPRS, GSM etc. wired and wireless networks  Connectivity types  Guided  Unguided  Wired and wireless networks  Client server model  Peer to peer  Hybrid 6.2  Uniform resource locator (URL) /  Briefly describes URL and 3 Uses the internet Uniform resource identifier(URI) URI services to access  Web browsers and search engines  Briefly describes Internet relevant information  Internet services and its services o WWW  Uses web browsers and  Information sharing and search engines for electronic transactions accessing Information o Email  Creates an email account o Social Media  Uses emails in 11  Competency Competency level Content Learning Outcomes Periods  Internet based text and video communication based communication  Downloads required (Internet relay chat (IRC) / information SMS / video calls etc.)  Describes instant messaging  Blogging and micro blogging and its types o Cloud Computing  Uses internet based IRC, o Cloud based services SMS, video calls etc. for  Internet of Things(IoT) communication o Definition  Defines blogging and micro o Characteristics blogging o Needs  Creates and uses blog to o Applications share information o Enabling Technologies  Defines cloud computing  Uses cloud computing to store, manage and process data or information  Defines IoT  Briefly describes the characteristics of IoT  Identifies need of IoT  Discusses the applications of IoT  Identifies Enabling Technologies for IoT 7.0 7.1  Contents of a website  Identifies the web pages of a 1 Develops websites Explores the  Home page website incorporating multi- arrangement and the  Link page  Identifies the contents of a media components composition of websites  Building blocks of a web page web page 12 Competency Competency level Content Learning Outcomes Periods to organize pages and  Text, graphics, audio, video,  Analyses the arrangement of contents animation contents of a web page  Hyperlink  Organization of contents  Layout, frames, lists, tables 7.2  Defining the objectives of a website  creates effective and 1 Analyses user  Contents to be displayed appropriate information layout requirements of a web page (multimedia contents) for web pages 7.3  Introduction to Hyper Text Mark-up  Explains Hyper Text Mark-up 6 Uses HTML to create Language Language web pages  Basic HTML tags of a web page  Saves the source document  Page definition with suitable extensions o ,  Designs the web page by  Head section, inserting appropriate o multimedia objects according o to user requirements  Body section  Organizes data using lists in o web page  Background color  Text formatting o …tags o o o Underline, bold, italic o  Size and color 13  Competency Competency level Content Learning Outcomes Periods  Adding comments  Lists o Ordered lists o Unordered lists  Multimedia objects o Image o Audio o Video 7.4  Introduction to web authoring tools  Uses web authoring tools to 2 Uses authoring tool to create a simple web page create web pages Competency 8: 8.1  Application of ICT  Discusses advantages and 2 Uses ICT efficiently Explains the contribution  Education disadvantages of ICT and effectively to be of ICT towards national - Learning / Teaching Process  Lists and briefly describes successful in life development - Learning Management System the applications of ICT in - School Management System various fields  Health  Appreciates the contribution - Investigation tools such as MRI of ICT in national scan, CAT scan etc. development - Simulations in medical education - Tele-medicine  Agriculture - Linking rural agricultural communities - Communicating with the administration - Meteorological Information 14 Competency Competency level Content Learning Outcomes Periods - Computer controlled devices  E- Business - Travel - Online shopping - Bank (ATM, Credit Card) - On-line Employment  E – Governance - Issuing of identity cards, driving licence and passports - Issuing birth, marriage, death certificates 8.2  Career opportunities related to ICT  Identifies the career paths 1 Seeks ICT career profession and opportunities related to opportunities and paths  Software Engineer ICT to suit one’s life  Software Quality Assurance  Identifies the tasks related to Engineer each ICT profession  Business Analyst  IT Project Manager  Graphic Designer  Software Architect  Quality Assurance Leader  Technical Leader  Network Administrator  Database Administrator  Computer Application Assistant  IT Manager etc. 8.3  Ethical and legal Issues  Identifies and briefly 3 Makes safe use of ICT  Cyber crime describes ethical and legal 15 Competency Competency level Content Learning Outcomes Periods with awareness on  Privacy issues related to ICT relevant issues  Piracy  Gets aware of e-laws and  E- Laws SLCERT  Sri Lanka Computer Emergency  Lists the good and bad Readiness Team (SLCERT) impacts of social media  Unauthorised access  Identifies the threats to  Ethical behaviour on cyberspace computer system - Cyber stalking  Take precautionary - Intellectual property (patent, measures to protects the copyright) computer hardware and - Plagiarism software - Blackmail  Identifies the issues arise  Ethical and legal issues in social media from unsafe use of internet  Inappropriate materials and takes precautionary  Security measures to prevent them  Hardware protection  Identifies the health issues - Physical protection arise from using computer o UPS  Takes precautionary o Surge arresters measures to avoid health - Environmental protection issues when using o Dust, Humidity, Sunlight, computers Heat  understands about good and o Protection from natural unfavourable computer disasters habits  Software protection  Defines e-waste - Anti-threat software  Briefly describes the adverse - Firewall effects of improper disposal  Precautions in using internet of E-waste  Health & Safety  Disposes e-waste in a 16 Competency Competency level Content Learning Outcomes Periods  Repetitive Strain Injury (RSI) proper way  E-Waste and green computing  Recognizes and appreciates green computing  Adapts relevant workplace practices to minimize the health issues when working for a long hours with computers 17 Competency 1: Explores the computer and its potential to reap timely benefits Competency level 1.1: Describes the computer system using a block diagram Time: 2 periods Learning outcomes:  Defines a system  Identifies computer as a system (IPO)  Recognizes computer as a component of a system  Lists and describes the hardware components of a computer  Distinguishes peripherals as input devices, output devices and input/output devices  List and briefly describes the types of software  Draws the block diagram of a computer and names its components  Briefly explains each component of a computer  Distinguishes data and information with examples  Names and briefly describes attributes of quality information Contents:  System concept  Introduction to computer  Components of a computer  Hardware  Input / Output devices  Memory devices  Storage devices (Optical, Magnetic, Semiconductor)  Processor  Software  System software (OS, Utilities)  Application software  Block diagram of a computer  Input  Processing unit (ALU, CU)  Output  Memory / Storage  Flow of data and control instructions among components  Data and information  Attributes of quality information Concepts and terms to be highlighted:  Definition of a system  Definition of a digital computer as a system  Basic block diagram of a computer and Von Neumann Architecture  Focus on the computer hardware and computer software  Data and information  Stress that data and information are relative terms and they can be better identified with respect to a data processing system. Information in a certain sense could be data with respect to some other system Guidance for lesson plans:  Discussion about a system  Discussion about a digital computer as a system  Introduce the computer basic block diagram as input, process and output  Comparison of the computer basic block diagram with the physical computer system  Discussion about the components of a computer system  Display and demonstrate the components of a computer  Introduction of Von Neumann Architecture with block diagram and its components  Discussion of data and information with suitable examples  Discussion of the attributes of quality information Quality inputs:  Computers, Multimedia projector, Various sample Software CDs/DVDs Guidance for assessments and evaluations:  Give an assignment to classify the components of a computer  Ask students to draw and name a block diagram of Von Neumann Architecture  Provide students with scenarios and let them find data and information related to it and ask them to justify the answers  Provide at least five attributes of quality information and ask students to give appropriate examples to them 19 Competency level 1.2: Identifies the specification of personal computers Time: 1 period Learning outcomes:  Identifies and selects specification of a personal computer according to requirements and affordability  Prepare specifications of computer and peripheral devices  Selects software according to user requirements Contents:  Hardware specifications of personal computers  Processor  Memory  Hard Disk  Motherboard  Ports  Chip set  Display  Graphics Processing Unit (GPU)  Software specifications for a PC  Operating System  Application Software  Utility Software Concepts and terms to be highlighted:  Concept of personal computers  Identification of important hardware specifications of PC  Identification of software specifications of PC Guidance for lesson plans:  Assign the students to prepare hardware and software specifications of a personal computer according to the given requirements (examples – Video editing, library, computer lab, school office work, entertainment etc) Quality inputs:  Advertisements of available PCs in the market, Internet connection Guidance for assessments and evaluations:  Provide a scenario to students and ask them to prepare hardware and software specifications according to it 20 Reading Material: Introduction to a system A system is a set of rules, an arrangement of things, or a group of related things that working together toward a specific goal. Every system contains a model made by three major parts calls Input, Process and Output (IPO).They describe the structure of a system. Introduction to computer An electronic device which is capable of receiving data in a particular form and of performing a set of operations in accordance with a predetermined set of instructions (program) to produce a result in the form of information. Input Process Output fig 1.1: IPO Model Computer as a system Computer is an organization of hardware and software, often together with end-users that function as a unit to perform a specific task. As the above diagram illustrates, a computer follows the IPO model. Therefore we can classify computer also as a system. As the computer is a system, each component can’t work on its own. Computer works when its components are connected properly. The basic components are,  Keyboard and Mouse  System Unit  Monitor The functions of the basic components as follows  The Keyboard and Mouse are used to input Data and Instructions  The system unit processes the data into information  The monitor displays the (Output) information to the user Peripheral Devices A peripheral is a piece of computer hardware that is added to a computer in order to expand its abilities. The term peripheral is used to describe those devices that are optional in nature, as opposed to hardware that is either demanded or always required in principle. There are all different kinds of peripherals you can add your computer. The main distinction among peripherals is the way they are connected to your computer. They can be connected internally or externally. All hardware peripherals can be categorized as follows 21   Input/output devices o Input devices: The devices are used to enter data and Instructions to computer o Output devices: The devices are used to get output from the computer o Input and output devices: The devices facilitate for both Input and Output o Storage devices: The devices that are used to store data and Instructions for later retrieval.  Processor: The device is used to process data into information Input devices: The devices are used to enter data and Instructions to computer o Keyboard o Mouse o Graphics Tablets o Cameras o Barcode reader o Digital camera o Joystick o Microphone o MIDI keyboard o Scanner o Webcam o Touch pads o Microphone o OMR(Optical Mark Reader) o OCR(Optical Character Reader) o MICR (Magnetic Ink character reader) o RFID(Radio Frequency Identification) Reader  Output devices: The devices are used to get output from the computer Output devices: o Monitor (LED, LCD, CRT etc.) o Printers (all types) o Plotters o Projector o Speaker(s) o Head Phone Both Input–Output Devices: o Touch Screen o Modems o Headsets (Headset consists of Headphones and Microphone) o Electronic Whiteboard 22   Storage Devices o Magnetic (Hard Disk, Tape etc.) o Optical (CD/DVD/Blu-Ray Disc etc.) o Solid State (Flash drives, Memory cards etc.) Software Software is a general term for the various kinds of programs used to operate computers and related devices. Software is often divided into two categories  application software  System software o Application Software: These are software that accomplishes user tasks. They act between the System Software and the User. A user interacts with the Application Software to get his tasks done. Application Software takes input from the user and processes it according to the users’ request. Examples:  Word Processor  Spreadsheet  Presentation Graphics  Database Managers  Internet Browser  Media Player o System Software: This is a type of software which controls, co-ordinates computer operations and manages the hardware of a computer. System Software forms the base on which the Application Software work. They act as an interface between the hardware and the Application Software concealing the technical complexity of the hardware. o Examples of System Software:  Basic Input/output System(BIOS)  Operating System  Device Drivers  Software utilities (Disk clean-up, Disk optimizer, Antivirus, back up etc.)  Processor: The device is used to process data into information The basic elements of a processor: o Control Unit : Control unit is responsible for all operations. It steps through instructions (Programs) and coordinates actions of other components. o Arithmetic and Logic Unit (ALU): ALU operates as directed by CU. It provides arithmetic (add, subtract, multiply, divided) and Logical (NOT, AND, OR) operations 23  o Registers: Provide local storage which holds instructions and data for operations. Registers supply operands to the ALU for operations and store the results of operations. Von Neumann architecture fig: 1.2 CPU  Control unit: Controls the operation of the computer.  Arithmetic and logic unit (ALU): Performs the computer’s Arithmetic and logic operations  Registers: Provides local storage for the processor  Internal interconnection: Mechanism that provides communication among the control unit, ALU, and registers.  Input / Output Devices: This architecture allows users to interact with the machine. For this purpose, IO devices provide connection between processor and external world. o Storage Devices: RAM, cache, a hard disk, an optical disk drive and externally connected USB drives.  Primary Storage Devices: Directly accessible to the processor, smaller in capacity, faster in access speed and expensive. They include RAM, ROM and cache memory.  Secondary Storage Devices: Indirectly accessible to the processor through I/O channels, larger in capacity, slower in access speed and inexpensive. They include magnetic disks, optical discs, solid state storage device.  Bus : It is an electronic communication mechanism. It allows two or more functional units of the computer to transfer data, addresses and control signals. Data and Information What is data?  Data can be defined as a representation of raw facts, such as quantities, characters, or symbols on which operations are performed by human or a 24  computer, which may be stored and transmitted in the form of electrical signals and recorded on magnetic, optical, or mechanical recording media.  Data is represented with the help of alphabetical letters (A-Z, a-z), Numbers (0-9), and or other symbols (+,-,/,*,,= etc.). What is Information?  Information is organized or classified data which has some meaningful values for the user. Information is the processed data on which decisions and actions are based. To be meaningful, Information should contain the following characteristics: o Relevance: Information should be communicated to the right person. It should be relevant to the purpose for which it is required. It must be suitable. What is relevant for one person may not be relevant for another. o Accuracy: Information should be fair and free from bias. It should not have any arithmetical and grammatical errors. Information comes directly or in written form likely to be more reliable than it comes from indirectly (from hands to hands) or verbally which can be later retracted o Completeness: Accuracy of information is not just enough. It should also be complete which means facts and figures should not be missing or concealed. Telling the truth but not wholly is of no use. o Timeliness: Information should be communicated in time so that receiver of the information has enough time to decide appropriate actions based on the information received. Information which communicates details of the past events earlier in time is of less importance than recently issued information like newspapers. What is timely information depends on situation to situation. Selection of appropriate channel of communication is key skill to achieve. o Reliability: Reliable information if information that you can rely on as being correct. It will be from a valid and trusted source. An example of reliable information would be information from your sales department that is supplied to the financial department on the sales figures for last month. As this comes from an internal information source it is reliable and can be trusted. o Accessible: Accessible information is information that is stored in a way that it can be easily accessed at any time. If we refer back to the example of looking at sales figures on a cash register at any time of the day having the feature of printing out current sales from the cash register means that the information is accessible. If it took one hour to process the sales figures and print them then this information would not be easily accessible. Accessible is an important characteristic of good information as users need to have information available to them as and when they need it. 25 Specifications for Personal Computer (PC) What is the Specification? The specification is a list of the key components that make up the computer. It is provided by retailers to help buyers decide which PC, and which combination of features, they need. When buying a PC, it is important to start by deciding what you need to do with the PC. When reviewing a computer specification, the most important components to take account of are o Clock speed of the processor o Capacity and clock speed of the RAM o Capacity and speed of Hard Disk Drive(HDD) o Type, size and resolution of the Monitor o Mother board: compatibility and connect criteria (Wi-Fi, RJ45, USB etc.) Operating Systems (OS) PCs are generally purchased with an operating system pre-installed. It is worth checking that your existing software will still work with the operating system of any new systems being purchased. It may be possible to choose a particular operating system and, if so, this may help standardize new machines with existing PCs. Some operating systems are proprietary and required a license to use while others are freely available. Purchasing Considerations consider the following points when purchasing PCs  What is the intended use of the PC and will the chosen specification fulfil these requirements?  Is the PC compatible with existing computer hardware and software?  Is the technical support service satisfactory?  Warranty ( comprehensive, limited, onsite, number of years) Application Software If you choose to purchase any application software for your personal computer, select newer compatible versions for your operating system and computer hardware. Do not install unnecessary free software to your computer because they can be potentially harmful to the computer. Anti-Virus Software  Anti-virus software should be installed on your personal computer, configured to automatically update, and scheduled to run regular scans. You may install either a free or subscription-based anti-virus suite. NOTE: Do not run multiple anti-virus programs on the same machine.  Anti-malware / anti-spyware software, or a security suite which provides similar functionality, is also recommended. Enable your computer’s firewall for additional protection 26 Competency 2: Explores the representation of data inside a computer Competency level 2.1: Describes the data representation used in computers and related fundamental concepts Time: 3 periods Learning outcomes:  Describes the number systems in terms of base value, place value and weight  Identifies the usage of number systems in computer  Converts decimal number into binary  Converts binary number into decimal Contents:  Number systems  Decimal  Binary  Hexadecimal  Relevant methods of conversion (Positive integers only)  Decimal to Binary  Binary to Decimal Concepts and terms to be highlighted:  Base, place value and weighing factor of decimal, binary and hexadecimal number systems  Focus on positive integers only  Examples on applications of these number systems with reasons (RGB, hexadecimal)  Conversion of decimal to binary vice versa Guidance for lesson plans:  Discussion on base, place value and weighing factor of decimal, binary and hexadecimal number systems  Demonstration on conversions Quality inputs:  Internet connection, Model of a counting frame Guidance for assessments and evaluations:  Exercises on identifying the base, place value and weighing factor  Exercises on conversions 27 Competency level 2.2: Identifies Basic Boolean Operators Time: 1 periods Learning outcomes:  Draws Truth Tables for basic Boolean operators  Draws Truth Tables for given Boolean expressions Contents:  Basic Boolean Operators  AND  OR  NOT Concepts and terms to be highlighted:  Basic operators and their relevant truth tables  Use maximum two inputs Guidance for lesson plans:  Explanation of the concepts of basic Boolean operators using day–to-day examples Quality inputs:  Internet connection  http://ryanstutorials.net/boolean-algebra-tutorial/boolean-algebra.php Guidance for assessments and evaluations:  Drawing truth tables to given basic Boolean operators  Exercises on basic Boolean operators 28 Competency level: 2.3 Describes different character representation and their usage Time: 1 period Learning outcomes:  Briefly describes the need for encoding systems in computer  Explains and compares ASCII and Unicode encoding systems Contents:  Encoding systems used in computers  ASCII  UNICODE Concepts and terms to be highlighted:  Need of encoding systems  Use of ASCII and UNICODE encoding systems Guidance for lesson plans:  Explanation of ASCII code with word processor (example: type 65 with Alter key for letter “A”)  Explanation of UNICODE and show the use of Sinhala or Tamil Unicode to extend the standard symbols Quality inputs:  Computers with Sinhala and Tamil language kit (IME) Documents in Sinhala/Tamil Guidance for assessments and evaluations:  Ask students to convert given words into ASCII code  Provide exercise on (Sinhala or Tamil) typing using Unicode Reading materials Number system: A system that naming or representing numbers is known as Number System. Some number systems related with computer  Decimal  Binary  Hexadecimal 29  Symbols of number system Number Base value Number of Symbols system symbols Decimal 10 10 0,1,2,3,4,5,6,7,8,9 Binary 2 2 0,1 Hexadecimal 16 16 0,1,2,3,4,5,6,7,8,9,A,B,C,D,E,F  The total number of symbols in a number system is called its base value Place value: Example 1: In 2432, the 3 is in the "ten’s" place, where the place value is ten. Therefore, 3 represents the value 30. Thousands Place 2432 One’s Place Hundred’s Place Ten’s Place Eg. Decimal numbers are 'base-10 numbers therefore the place value of each digit is a power of 10. Consider decimal number 2432: Number 2 4 3 2 Represented Value Place Value 103 102 101 100 2×1 = 2 3×10 = 30 4×100 = 400 2×1000 = 2000 In Binary Number System: 2432  Each bit in the binary system has a place value. Binary is a base-2 number system, therefore the place value of each bit is the power of two. e.g. Consider binary number 11101: Number 1 1 1 0 1 24 23 22 21 20 Place value 16 8 4 2 1 30 In hexadecimal Number System:  Each digit in the hexadecimal system has a place value. Hexadecimal is a base- 16 number system, therefore the place value of each digit is the power of 16. Eg. Consider Hexadecimal number 3B2C: Number 3 B 2 C 163 162 161 160 Place value 4096 256 16 1 Number Conversions Decimal to Binary e.g. Convert decimal number 25 to binary: 31  Binary to Decimal Eg. 110112 1 1 0 1 1 1X1 =1 1X2 =2 0X4 =0 1X8 =8 1 X 16 = 16 Answer : 11011 = 27 Boolean Operators  AND  OR  NOT AND Operator Used to perform a logical conjunction on two Boolean expressions. Truth table of AND operation (Two Inputs) Inputs Output(Result) A B (A AND B) / (A.B) 0 0 0 0 1 0 1 0 0 1 1 1 OR Operator Used to perform a logical disjunction on two expressions. Truth table of OR operation Inputs Output(Result) A B (A+B) 0 0 0 0 1 1 1 0 1 1 1 1 32 NOT Operator Used to perform logical negation on an expression Truth table of NOT operation Input Output(Result) A (A)’ 0 1 1 0 NOT operator that gives 0 as the output when input is 1 and vice versa. Truth Tables for given Boolean expressions Example: F= (A+B).(A’.B)+(A+B)’ Assume Variables A and B are inputs and final output is stored in variable F Inputs Intermediate combinations Final Output (F) A B A’ (A’.B) (A+B) (A+B)’ (A’.B)+(A+B)’ (A+B).(A’.B)+(A+B)’ 0 0 1 0 0 1 1 0 0 1 1 1 1 0 1 1 1 0 0 0 1 0 0 0 1 1 0 0 1 0 0 0 Need for encoding systems in computer  A bit is the smallest unit used to represent characters, images, audio and video in a computer system.  A bit can either be a 1 or a 0  This means that with a single bit, only 2 different symbols can be represented.  By using ‘n’ bits, a maximum of 2n unique bit combinations can be obtained. ASCII encoding System:  ASCII is an eight bits encoding system.  Using ASCII, a maximum of 256 symbols can be represented uniquely.  Every single character in the keyboard has an associated ASCII code.  ASCII code of character A- 01000001 UNICODE  Since ASCII is an eight bit code, a maximum of 256 characters can be represented uniquely.  When it comes to international languages there is a need for a bigger coding system to represent the characters of these languages.  Unicode is a sixteen bit encoding system Therefore it is used to represent a maximum of 65536 (216) characters uniquely.  Unicode of Character අ - 0000 1101 1000 0101  Unicode of Character அ - 0101 1000 1011 0000 33 Competency 3: Uses computers efficiently and effectively with awareness of operating system Competency level 3.1: Investigates the contribution of OS to the functioning of computer Time: 1 periods Learning outcomes:  Briefly describes the use of OS in PC’s  Lists the basic functions of an OS  Distinguishes CLI and GUI Contents:  Introduction to operating system  Basic functions of an OS Concepts and terms to be highlighted:  Examples of personal computer operating system  Functions of operating system Guidance for lesson plans:  Demonstration of CLI and GUI  Brief discussion on functions of operating system Quality inputs:  Computers, internet connection, operating systems CDs/DVDs Guidance for assessments and evaluations:  Provide structured questions based on the functions of operating system and types of pc operating system 34 Competency level 3.2: Uses functions of operating systems Time: 2 periods Learning outcomes:  Creates folders and files with proper names  Identifies the file types by their extensions  Demonstrates the following operations for the existing files and folders:  rename  copy and move  delete  Adjusts the settings in setting panel when necessary  Identifies and uses the appropriate system tools for relevant tasks Contents:  Managing Folders and Files (creating, naming, renaming, deleting, copying and moving)  File names and extensions  Making changes in setting Panel  Backup  Fonts  Mouse Settings  Date and Time, Regional and Language Settings  Add Remove Programs  User Accounts  Tools in OS  Character Map  Disk optimization  Disk Checking  Disk Cleaning Concepts and terms to be highlighted:  Focus on creating, naming, renaming, deleting, copying, moving folders and files  Focus on following configurations in setting panel: backup, fonts, mouse settings, date and time, regional and language settings, add remove programs, user accounts  Usage of tools in OS: character map, disk optimization, checking disk and cleaning disk Guidance for lesson plans:  Provide worksheet to carry out folder and file management tasks  Provide worksheet to carry out setting panel configuration tasks  Discuss and demonstrate the use of tools in operating system Quality inputs:  Computers, Multimedia projector Guidance for assessments and evaluations:  Conduct practical assessment on folders and file management and setting panel configuration tasks  Provide MCQ questions 35 Reading Material System Software System software is a collection of programs that consists of:  Operating systems  Utilities  Device drivers Introduction to Operating System  Manages computing resources, provides an interface for users and user applications to interact with computer and executes applications.  It handles and conceals many of the technical details related to using a computer.  Without an operating system, a computer would be useless.  Some utility programs are available with operating systems as tools. Basic functions of an OS Every computer has an operating system, and every operating system performs a variety of functions. 1. Managing resources: manages all the computer’s resources including memory, processor time, storage, and I/O devices such as printers and monitors, etc. 2. Providing user interface: Allows users to interact with application programs and computer hardware through an interface. There are two type of user interface, 1. Command Line Interface (CLI) in which users communicates with the computer using commands. 2. Graphical User Interface (GUI) in which users communicates with the computer using graphical elements such as icons and windows. A new feature available with many operating systems is voice recognition. This allows users to interact with the computer using voice commands. Categories of operating systems: 1. Stand-alone operating systems: also called desktop operating systems, control a single desktop or laptop computer. These operating systems are located on the computer’s hard disk. Often desktop computers and laptops are part of a network. In these cases, the desktop operating system works with the network to share and coordinate resources. 2. Network operating systems (NOS): are used to control and coordinate computers that are networked or linked together. Network operating systems are typically located on one of the connected computers’ hard disk called the network server; this computer coordinates all communication between the other computers. 36  3. Embedded operating systems: also known as real-time operating systems and are entirely stored within (i.e., embedded in) a device. They control smart watches, smart-phones, video game systems, and thousands of other small electronic devices. Managing Folders and Files  Files: There are many different types of files available. Example: Audio files, Video files, Text files, Image Files, etc.  A File is usually represented with a name and an extension.  Folder: folders are containers used to organize files and other folders.  Common file and folder operations