Cape It Syllabus

CARIBBEAN EXAMINATIONS COUNCIL Caribbean Advanced Proficiency Scrutiny Correspondence allied to the syllabus should be orationed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W. I. Telephone Number: (876) 920-6714 Facsimile Number: (876) 967-4972 E-mail oration: [email protected] org Website: www. cxc. org Copyright © 2008 by Caribbean Examinations Council The Garrison, St. Michael 11158 Barbados This muniment CXC A4/U2/08 replaces CXC A4/U1/01 issued in 2001. Please voicelessness that the syllabus was revised and amendments are indicated by italics and perpendicular cords. Immanent Issued 1998 Revised 2001 Revised 2008 Please repress the website www. cxc. org for updates on CXC’s syllabuses. RATIONALE1 AIMS 2 SKILLS AND ABILITIES TO BE ASSESSED2 PRE-REQUISITES OF THE SYLLABUS3 STRUCTURE OF THE SYLLABUS4 UNIT 1: INFORMATION TECHNOLOGY THEORY MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY5 MODULE 2: INFORMATION TECHNOLOGY SYSTEMS9 MODULE 3: INFORMATION AND PROBLEM-SOLVING13 UNIT 2: APPLICATION AND IMPLICATION MODULE 1: INFORMATION MANAGEMENT16 MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS19 MODULE 3: SOCIAL, ORGANIZATIONAL AND PERSONAL ISSUES22 OUTLINE OF ASSESSMENT25 REGULATIONS FOR PRIVATE CANDIDATES31 REGULATIONS FOR RESIT CANDIDATES31 ASSESSMENT GRID32 GLOSSARY33 T he Caribbean Advanced Proficiency Scrutiny (CAPE) are classifyd to furnish certification of the academic, vocational and technical prosperity of learners in the Caribbean who, having perfectd a insufficiency of five years of resultant regulate, ambition to raise their studies. The scrutinys ddress the skills and underneathstanding reapd by learners underneath a lithe and enunciated regulate where embodieds are organised in 1-Unit or 2-Unit passages after a while each Unit containing three Modules. Subjects examined underneath CAPE may be reasoningful ling or merely, or may be wholly after a while embodieds examined by other scrutiny tables or institutions. The Caribbean Examinations Council offers three symbols of certification. The immanent is the grant of a certificate showing each CAPE Unit perfectd. The relieve is the CAPE flagimonials, granted to candidates who feel satisfactorily perfectd at lowest six Units, including Caribbean Studies. The third is the CAPE Associate Degree, granted for the satisfactory tenor of a prescribed group of seven CAPE Units including Caribbean Studies and Despatch Studies. For the CAPE flagimonials and the CAPE Associate Degree, candidates must perfect the group of insist-upond Units after a whilein a consummation epoch of five years. Recognized regulateal institutions bestowing candidates for CAPE towards the grant of the Council’s Associate Degree in nine categories must, on registering these candidates at the set-on-foot of the qualifying year, feel them ratify in the insist-upond shape, the Associate Degree they ambition to be granted. Candidates obtain not be granted any potential alternatives for which they did not use. ? RATIONALE The Notice Technology Syllabus for the Caribbean Advanced Proficiency Scrutiny (CAPE) reflects the assent that Notice Technology is superfluous to the economic and congregateive fruit of the clime. The common use of Notice Technology, the hirelings and techniques for inputting, mannering, storing, outputting, grantting and receiving notice, which was made potential owing of amendments in computer and telecommunications technology, has momentously alterpowerful community. A liberal distribution of affair-post affairs is now goodsed balance computer networks. The Internet and multiresources computers feel had a momentous impression on the ways in which mob execution, imbibe, co-operate, influence affair-post, and on the ways they trace nourishment. The enlargementd integration of computer and telecommunications technology has led to an enlargementd globalisation of the universe arrangement. It is now potential to use a telephone cord to assign notice unarranged computers located anywhere in the universe. Moreover, as the universe beseems common after a while the potential of Notice Technology, mob are origin to realise that frequent congregateions and situations which were hitherto reasoning of as primarily involving eventual activities, in circumstance believe for their elucidation on the skilful availforce of divert notice. In regulate for the Caribbean to join-in in and subscribe to this new universe, it is superfluous that Caribbean mob beseem common after a while this technology. This not barely implies that we must perceive how to use the technology from a pubelieve technical apex of view; but so instrument that we must be sensible of the impression of Notice Technology. In point, we must be made apprised that the divert use of Notice Technology can succor unfold the congregateions that we are facing in their daily lives, whether they be of an economic, congregateive or peculiar kind, and that Notice Technology furnishs opportunities for economic fruit, as courteous-behaved-behaved as for raise integration, of the clime. However, the enlargementd use of Notice Technology so raises a consider of immaterial, allowpowerful and congregateive issues, ranging from questions relative-to solitude of notice encircling aid-souls, to psychical peculiarity hues. The initiative of Notice Technology after a whileout regardful motive frequently worsens a congregateion, rather than unfolds it. Any determination to round to Notice Technology must, accordingly, be preceded by a discriminating decomposition of the strengths and weaknesses of the scopeed elucidation. In union, Notice Technology has made admittance to notice and misnotice far easier. It is, accordingly, sharp that anyone, antecedently using any notice, immanent discriminatingly evaluate its reliability. ? AIMS The syllabus boon to: 1. lay-known an apprisedness of the concern of notice in the elucidation of frequent congregateions; 2. lay-known a discriminating position to bunch, mannering and evaluating notice; 3. lay-known a comprehensive underneathstanding of hardware, software, networks, reasonbases and notice regulates and their uses; 4. sensitize learners to the use of Notice Technology in influenceing and aid their daily lives; 5. evelop an apprisedness of the might and pitfalls of Notice Technology; 6. lay-known an apprisedness of the immaterial, allowpowerful and congregateive motives associated after a while notice technology; 7. influence learners in solving real-duration congregateions, using the hirelings and techniques of the computer and computer-allied technologies; 8. tolerate learners to use notice origins and services to rescue, elucidate and co-operate notice; 9. lay-known a substantial position to new and emerging technologies in Notice Technology. ? SKILLS AND ABILITIES TO BE ASSESSED The skills that learners are expected to feel lay-opened on tenor of this syllabus feel been grouped underneath three headings: 1. Conception and Comprehension; 2. Impression and Analysis; 3. Synthesis and Evaluation. Conception and Comprehension The force to: | |- foreclosure and grip the import of basic circumstances, concepts and principles of Notice Technology; | | |- confirm real-duration congregateions for which Notice Technology elucidations are divert and salubrious. | Impression and Decomposition The force to: |- use circumstances, concepts, principles and procedures in uncommon situations; | | |- elucidate and bestow reason and delineate close conclusions encircling Notice Technology issues; | | |- confirm and avow the connections unarranged the multicontrive ingredients of Notice Technology and their impression on community; | | |- avow the limitations and assumptions of reason congregateed in an Nursing essay to unfold a congregateion. | Synthesis and Evaluation The force to: | |- reach reasoned judgements and commendations installed on the appraise of ideas and notice and their implications; | | |- use the computer and computer-installed hirelings to unfold congregateions; | | |- vindicate and use divert techniques to the principles of congregateion-solving. | | | | ? PRE-REQUISITES OF THE SYLLABUS Any peculiar after a while a amiable-tempered-tempered grip of the Caribbean Resultant Regulate Certificate (CSEC) Notice Technology Syllabus, or its equipollent, should be powerful to prosecute the passage of consider settled by this syllabus. However, happy community in the passage of consider obtain so depend on the ownership of amiable-tempered-tempered spoken and written despatch skills. ? STRUCTURE OF THE SYLLABUS This syllabus is shapely into TWO Units, each made up of three Modules. Whilst each Module in each Unit is stubborn, contemporaneously they shape a compact passage of consider which should classify candidates for the universe of execution and studies at the tertiary raze. UNIT 1: INFORMATION TECHNOLOGY THEORY Module 1-Fundamentals of Notice Technology Module 2-Information Technology Systems Module 3-Information and Problem-Solving UNIT 2: APPLICATION AND IMPLICATION Module 1-Information Oration Module 2-Use of Notice Technology Tools Module 3-Social, Organizational and Peculiar Issues In regulate to be happy, learners should exhaust at lowest 50 hours of the 150 hours per Unit in a computer lab or on a computer at settlement or in the executionplace. UNIT 1: INFORMATION TECHNOLOGY THEORY MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY GENERAL OBJECTIVES On tenor of this Module, learners should: 1. lay-known an underneathstanding of how Notice Technology (IT) reports to other disciplines in Computing; 2. lay-known an underneathstanding and recognition of reason and notice, and the separation unarranged them; 3. lay-known an underneathstanding of the kind and origins of notice; 4. lay-known an underneathstanding and recognition of Notice Technology and its deed. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be powerful to: | | | | | |teach the concept of Notice Technology; | |Definition and occasion of Notice Technology; impression of hirelings for | | | |informational delineations. | | | | | |delineate the connection unarranged Notice Technology and | |Computing, Computer Science, Software Engineering, Computer Engineering, | |other disciplines in Computing; | |and Notice Systems; commonalities and differences unarranged | | | |disciplines. | | | | |teach the stampistics of reason and notice; | |Definition of stipulations; models. | | | |Data: embrace unprocessed, unorganised and discrete (in unconnected, | | | |unallied chunks), indispenstelling (opinion-based, mental) or adventitious| | | |(measurement-based, extrinsic), inferential or sampled. | | | | | | |Information: including amorphousness, decoy, reliability, contrariety, | | | |incomprehensibility, embodied to elucidateation, appraise, relation, | | | |confidentiality, alacrity, perfectness, safety, shareability, | | | |availability, durationp, notice as a ware, shapeat and balance; | | | |Nature and edifice of notice: strategic, tactical, operational; | | | |structured, semi-structured and unstructured. | | | | | | | | | | | | | | | | | UNIT 1 | |MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY (cont’d) | | | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be powerful to: | | | |descry unarranged reason, notice and underneathstanding; | | Differences unarranged reason, notice and underneathstanding. | | | | |teach notice mannering; | | | | | |Definition of notice mannering (input manner, output manner); | | | |manual versus automated notice mannering; ingredients of manual | | | |notice mannering: congregate, adduce, dissect, bestow and | | | |disseminate; ingredients of automated notice mannering: input (reason | | | |detain or initiation), manner (for model, dissect, rank, consider), ammunition,| | | |retrieve, output (bestow and spread); grant reason and notice. | | | |Interconnection unarranged reason and notice through notice | | | |processing. | | | | | | |Types of manual and automated notice regulates. | | | | | |argue the concern of reason and notice; | |Use of notice in determination making: reason tendency; divertness of | | | |data. Kind and edifice of notice: strategic, tactical, | | | |operational; edificed, semi-structured and unstructured. | | |confirm ways of playing reason and notice; | |Data: including stamp, string, numeric, aural (for model, Morse | | | |Code, harmonious voicelessnesss), visual (for model, the separate frames of a | | | |movie, fingerprints); harmonious symbols. | | | | | | | |Information: including passage, graphics, gauge, video, specific delineation | | | |notations (mathematical, or-laws and harmonious notations); graphical | | | |representations (graphs and charts); tables. | | | | |argue multicontrive symbols of notice origins; | |Types of notice origins: including books, journals, catalogs, | | | |magazines, newspapers, oncord libraries, CD-ROMs, DVDs, electronic | | | |databases, web sites, mob, blogs, wikis; utilitys, disadvantages of | | | |notice origins. | | | | | UNIT 1 | |MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY (cont’d) | | | | | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be powerful to: | | | |confirm stampistics of notice origins; | |Include availability, insist-upon, vogue of notice, total of point | | | |(depth), divergency of coverage, reliability, shapeat and balance. | | | | |confirm hirelings used in the initiation, resuscitation, mannering, | |Examples of hardware, software, and despatch hirelings. Tools associated| |storage, bestowation, transmission and dissemination of | |after a while the Internet including on-cord services; quest engines; Usenet, | |information; | |Internet Relay Chat (IRC), telnet, ftp, newsgroups, missive table, mailing| | | |list, Internet telephony. | | | | |vindicate the hirelings used in Notice Technology; | |Hardware, software and despatch hireling used in the initiation, resuscitation, | | | |processing, storage, bestowation, transmission and dissemination of | | | |information; utilitys and disadvantages. | | | | | |outcord the deed of Notice Technology; | |Brief deed of computer hardware and software, Internet and | | | |telecommunications; categories by greatness, insist-upon, and mannering force. | | | | |teach the import of stipulations allied to telecommunication. | |Transmission productionss, channels, receivers, senders, harmonization, bandwidth; | | | |telecommuting. | Suggested Advice and Erudition Activities To arrange learners’ reapments of the extrinsics of this Module, teachers are advised to buy learners in the advice and imbibeing activities catalogueed underneath. 1. Use the Internet to origin divert embodied. 2. Compile a expositor of stipulations using the Internet, computer magazines, passagebooks and other notice origins. This could shape the reason of an in-class argueion. 3. Develop and use diagrams to rebestow the concepts and connections contained in the Specific Objectives. 4. Invite reorigin peculiars after a while habit in the innovative use of Notice Technology in fields, such as affair-post and nourishment, to oration on divert issues. 5. Lay-known manual filing regulate and collate powers, such as resuscitation and ranking, after a while automated notice regulate. UNIT 1 MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY (cont’d) RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | | |Heathcote, P. A Raze Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. |Computers: Notice Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | |Shelly, G. , Cashman, T. , and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | UNIT 1 MODULE 2: INFORMATION TECHNOLOGY SYSTEMS GENERAL OBJECTIVES On tenor of this Module, learners should: 1. lay-known an underneathstanding of the ingredients of Notice Technology Systems; 2. lay-known an recognition for civilized computer interaction (HCI); 3. lay-known an apprisedness of safety measures associated after a while notice technology regulates; 4. lay-known an apprisedness of the edifice of the Universe Distant Web and its flags and protocols. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be powerful to: | | | | | |delineate Notice Technology Systems; | |Definition; symbols of Notice Technology Systems; models. | | | | | |confirm the ingredients of an Notice Technology | |Hardware, software, network, users: end-users and IT professionals; specifications | |System; | |and models. | | | | |delineate the delineation and powers of hardware | |Purpose, powers and symbols of hardware including input, output, storage, | |components; | |processor and peripheral devices; specifications and models; interaction unarranged | | | |hardware ingredients. | | | | | delineate the delineation and powers of software | |Purpose, powers and symbols of software including impression, regulate (operating| |components; | |systems, dialect translators, and utilities); proprietary versus known origin | | | |software; notice regulates including embedded regulates: monitoring and coerce | | | |systems; reason mannering regulates; oration notice regulates, determination | | | |influence regulates, adherent notice regulates; alert regulates, reason warehouses; | | | |definitions and models; important input and output from each symbol of notice | | | |system, such as reason, notice, mannered affairs, reports including | | | |detailed, summarised, separation, ad hoc. | | | | |teach the multicontrive extents of the regulate fruit | |Including feasibility consider, decomposition, delineation, fruit, utensilation, | |duration cycle (SDLC), and software engineering; | |review; deliverables/output of each extent including regulate proposition, scope | | | |plan, multicontrive diagrams and charts, notice regulate (software) flag artfulnesss, | | | |change artfulnesss, munimentation including user and technical manuals. | | | | |UNIT 1 | |MODULE 2: INFORMATION TECHNOLOGY SYSTEMS (cont’d) | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be powerful to: | | | | | | |argue the hirelings used in the irrelative extents of the | |Including questionnaires, conferences, notice, re-examination/investigation of | |(SDLC); | |printed embodied, ER diagrams, reason issue diagrams, manner models, view models,| | | |determination tables and trees, computer-aided software engineering (CASE) hirelings, | | | |GHANT charts, prototypes, issuecharts, pseudocode, programming dialects. | | | | |delineate the delineation and powers of netexecution | |Purpose, powers and symbols of networks including national area netexecution (LAN), distant| |components; | |area netexecution (WAN), metropolitan area netexecution (MAN); practical retired netexecution | | | |(VPN); Internet; Intranet; Extranet; configuration; topologies; transmission | | | |media: (wired versus wireless): fibre-optic, Unshielded Twisted Pair (UTP); | | | |hotspots, protocols; specifications and models; netexecution safety; firewalls. | | | | |teach the roles of users; | |Inclusion of IT professionals, end users: alert users, novice users; specifications| | | |and models. | | | | | |collate the multicontrive features associated after a while the | |Features including, hasten, competency, portability, maintainability, storage, | |components of Notice Technology Systems; | |transmission. | | | | | |delineate the interconnection etween the ingredients in| |Relationship unarranged the ingredients: hardware, software, network, user. | |an Notice Technology System; | | | | | | | |delineate irrelative symbols of HCI; | |Types of HCI including shapes, menu, charge cord, eventual dialect, graphical | | | |user interface (GUI), oration and plain fabrication. | | | | |descry unarranged irrelative symbols of HCI; | |Types of HCI including shapes, menu, charge cord, eventual dialect, graphical | | | |user interface (GUI), oration and plain fabrication. | | | | | |delineate ways in which a user’s stampistics insist-upon | |For model, age, regulate, irrelatively powerfuld and cultural differences, | |answerableness of a user interface to enlargement | |non-visual interfaces, sensors, admittanceibility features; differences. |effectiveness; | | | | | | | |UNIT 1 | |MODULE 2: INFORMATION TECHNOLOGY SYSTEMS (cont’d) | | | | | |SPECIFIC OBJECTIVES | |CONTENT | | | | |Students should be powerful to: | | | |collate multicontrive safety arrangements; | |Physical admittance coerce versus close admittance coerce measures and devices; | | | |including passwords (characteristics of an operative password- not manifest, | | | |length, qualified contingency, alphanumeric); verity, encryption, swipe or key | | | |cards, biometric; reason honesty. | | | | | |teach the import of stipulations allied to the safety of| |For model, reason safety, passwords, verity, encryption, reason | |Information Technology Systems; | |corruption. | | | | |delineate the edifice of the Universe Distant Web (WWW) as | |Hyperlinks, settlement page, web page versus web site; Hyperpassage Assign Protocol | |interalike hyperpassage muniments; | |(HTTP), public reorigin locator (URL), hyperpassage markup dialect (HTML), | | | |irresolute markup dialect (XML); IP oration versus territory indicate. | | | | | |argue Internet flags. | |Hyperpassage Assign Protocol (HTTP); Assign Coerce Protocol/Internet Protocol | | | |(TCP/IP) in stipulations of specifications, guidelines, software and hirelings. | Suggested Advice and Erudition Activities To arrange learners’ reapments of the extrinsics of this Module, teachers are advised to buy learners in the advice and imbibeing activities catalogueed underneath. 1. Identify a user of a microcomputer regulate in an affair-post environment and influence an conference to discern which software hireling is used by the user and why. Argue specific features of the software that reachs it suited to the dedicated affair. Determine if a balance divert software hireling could be used for the affair, confirm the software hireling and teach why it is balance divert. 2. Compile a expositor of stipulations using the Internet, computer magazines, passagebooks and other notice origins. This could shape the reason of an in-class argueion. 3. Confirm two models of a HCI and reach a bestowation comparing and contrasting those interfaces. 4. Use the model of a peculiar driving a car and interacting after a while the instruments on the dashtcogent as an convenience to begin HCI. UNIT 1 MODULE 2: INFORMATION TECHNOLOGY SYSTEMS (cont’d) 5. Confirm HCI used in irrelative arranges (for model, restaurants, hospitals, recording studios, safety firms, or-laws labs) and by the learner (for model, ipod, gaming consoles, cell phone, web pages) and evaluate these delineations installed on a set of identified criteria. 6. Lay-known and use diagrams to rebestow the concepts and connections contained in the Specific Objectives. 7. Invite reorigin peculiars after a while habit in the innovative use of Notice Technology in affair-post to oration on divert issues. RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | |Heathcote, P. |A Raze Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. |Computers: Notice Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | | |Shelly, G. , Cashman, T. , and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING GENERAL OBJECTIVES On tenor of this Module, learners should: 1. lay-known the underneathstanding, skills and underneathstanding of the congregateion-solving manner; 2. lay-known an recognition for the appraise and concern of notice to unfold congregateions. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be powerful to: | | | | | |teach the concept of congregateion-solving; | |Problem-solving as a manner; opinion elucidations to a congregateion. | | | | |delineate the extents of the congregateion-solving manner; | |Stages: including settle the congregateion, dissect the congregateion (using hirelings, such as | | | |questionnaires, conferences, notice, re-examinationing muniments), confirm and | | | |evaluate potential elucidations, prime and vindicate the optimal elucidation, utensil, | | | |and re-examination. | | | | | |delineate the role of notice in the elucidation of | |Identification of the notice indispenseffectual for the elucidation of peculiar, | |real-duration congregateions; | |commercial, or-laws and congregateive congregateions. Categorization of notice as | | | |essential, expedient, unalike or cosmetic in the elucidation of a congregateion. | | | | |teach how notice can be used to unfold real-duration | |Criteria for rejecting or accepting a element of notice, including predisposition, | |problems; | |accuracy, cultural matter, perfectness, vogue of notice, refereed and | | | |unrefereed origins, stampistics of notice on the Internet. | | | | | |analyse the role of notice in fulfilling the goals | |Information used in determination-making and congregateion-solving; capitalising on | |of an separate or arrange; | |opportunities. | | | | |use reason issue diagrams (DFD) to muniment the issue of | |Use of symbols for reason ammunitions, mannering, reason issue and palpeffectual entities; | |notice after a whilein an arrange; | |conpassage raze DFD and immanent raze inferential DFD. | | | | | |teach the concept of an algorithm; | |Definition; algorithm as a congregateion-solving strategy; its role and concern in | | | |the congregateion-solving manner; properties of algorithm. | | | | |confirm the indispenseffectual properties of ‘well-behaved classifyd’ | |Properties including a public elucidation to the congregateion in a bounded consider of | |algorithms; | |steps, lucidly settled and clear, issue of coerce from one manner to | | | |another. | UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING (cont’d) |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should e powerful to: | | | | | |confirm ways of playing algorithms; | |Inclusion of deed, issuecharts and pseudocode. | | | | | |lay-known algorithms to rebestow congregateion elucidation; | |Simple input, output, mannering; coerce edifices: following, primeion, | | | |looping and harping. | | | | |teach the concept of programming; | |Development of computer programs; extents in plan fruit; programming | | | |paradigms; models of programming dialects. | | | | | |outcord the retortableness(s) unarranged algorithms and | |Algorithms as harbinger to program fruit. | |programming. | | | Suggested Advice and Erudition Activities To arrange learners’ reapments of the extrinsics of this Module, teachers are advised to buy learners in the advice and imbibeing activities catalogueed underneath. 1. Conduct argueion immanent to the specification of a congregateion to discern the learners’ perspectives of the congregateion. Produce feedback on the perspectives by confirming congregateions in irrelative scenarios. For model, a fellowcitizen getting rid of a annoyance important his outgrowth. 2. Emphasis should be placed on the circumstance that most if not all congregateions feel an notice ingredient. For model, the notice the fellowcitizen would insufficiency to get rid of the annoyance important his outenlargement would be the symbol of annoyance, what are its eventual enemies, what would be the goods on his outenlargement of using a point annoyanceicide or a eventual foe of the annoyance. 3. Visit affair-post places to heed how Notice Technology is used to oration congregateions faced by the organisation. 4. Invite professionals, artists, and others to reach bestowations to learners to produce unional perspectives on issues divert to their studies. Tolerate learners to reach bestowations to peculiars beyond of the train regulate, who can evaluate a interpret on the bestowations as courteous-behaved-behaved as retort the learners’ questions. 5. Invite professionals, artists, and others to reach bestowations to learners to produce unional perspectives on issues divert to their studies. Tolerate learners to reach bestowations to peculiars beyond of the train regulate, who can evaluate a interpret on the bestowations as courteous-behaved-behaved as retort the learners’ questions. UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING (cont’d) 6. Choose a eventual breath, such as a frolic, to evince how the use of notice can be an operative hireling or arrangement in ensuring a desired remainder, such as amendd execution or victory balance competitors. 7. Lay-known a set of scenarios in which there are either opportunities or congregateions encountered by an arrange. Students are insist-upond to (a) confirm a congregateion, (b) shapeulate a congregateion assertion, (c) hint two potential elucidations, and (d) commend one of the elucidations and vindicate the select. 8. Adopt a uncompounded DFD notation name and feel learners perfect divers exercises to beseem common after a while that name, for model, Gane and Sarson. Bestow reason issue diagramming errors and feel learners delineate these after a while the divert stipulations. For model, ebon recess - manner after a while barely input reason issue, a manner after a while barely output reason issue from it; reason ammunitions or palpeffectual entities that are alike plainly to each other, in any combination; awry delineateing reason issue or views, some models are: i) delineates omitted from reason issue or views; ii) reason issue delineateed after a while a verb; iii) manneres delineateed after a while a noun. 9. Execution in groups to oration congregateion-solving through the fruit of algorithms and the use of pseudocode to unfold those congregateions. This breath should secure that all elements are accustomed. RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | | |Heathcote, P. A Raze Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. |Computers: Notice Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | |Shelly, G. , Cashman, T. , and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | ? UNIT 2: APPLICATION AND IMPLICATION MODULE 1: INFORMATION MANAGEMENT GENERAL OBJECTIVES On tenor of this Module, learners should: 1. reap the underneathstanding insufficiencyed to fabricate and contrive reason, making it importful to an arrange; 2. evince the skills insufficiencyed to fabricate and contrive reason after a whilein a reasonbase. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be powerful to: | | | | | |mass unarranged stipulations used in Notice | |For model, fields, registers, tables, rasps, reasonbase and reasonbase oration | |Management; | |system. | | | | | |teach how rasps and reasonbases are used in | |Uses: including ammunition, fabricate, quest, rescue; elucidate redundancies; reason | |organizations; | |mining, reason marts and reason warehouses. | | | | |teach how reason storage and resuscitation feel alterpowerful balance| |Concept of the stipulations; deed of storage devices; shapeats of reason (from | |time; | |text-installed to multimedia); volumes to be ammunitiond; compression utilities; admittance | | | |arrangement and hasten. | | | | | |teach the utilitys of using a reasonbase advance | |Advantages including hasten, competency, insist-upon; reason tendency: perfectness, | |compared to using unwritten rasp mannering; | |validity, compactness, alacrity and hit; reason handling, reason mannering. | | | | |delineate the irrelative symbols and arrange of rasps | |File symbols including conquer and affair rasps; rasp arrange including | |and reasonbases; | |serial, sequential, vague or plain, ambiguous sequential reasonbase symbols including| | | |personal, executiongroup, office and exploit reasonbases; reasonbase arrange | | | |including priestly, ideal, netexecution and view-oriented. | | | | |delineate reason issue diagrams (DFD); | |Define DFD; confirm and delineate the indecent symbols (elements): being, manner, | | | |reason ammunition, reason issue; confirm and delineate the multicontrive razes of DFDs including| | | |conpassage raze DFD and immanent raze inferential DFD. | UNIT 2 MODULE 1: INFORMATION MANAGEMENT (cont’d) |SPECIFIC OBJECTIVES | |CONTENT | | | | |Students should be powerful to: | | | | | |teach how the enlargement of the Internet impression on reason | |Use of symbols, conpassage raze DFD and immanent raze inferential DFD to embody the | |handling and reason mannering; | |notice issue. | | | | | |teach how the scantiness of reason tendency, hit, and | |Including privation of enrichment, sales, competitive utility, customers; weak | |alacrity obtain impression on arranges; | |decision-making; missed opportunities; impression on congregateion elucidations. | | | | |teach the concept of regularization; | |Definition of regularisation; sign plethora and anomalies; regular shapes: | | | |including immanent regular shape (1NF), relieve regular shape (2NF), third regular shape | | | |(3NF); keys: important, exotic and composite (or unification or concatenated); | | | |peculiar and non-key dependencies; connections, use of being-connection | | | |diagrams (ERD). | | | | |use regularisation rules to separate regular shape | |To 1NF, 2NF and 3NF; disruption of sign plethora and anomalies, such as | |violations; | |repeating groups of reason (or signs), peculiar and non-key dependencies. | | | | | |teach how regular for kinsfolk impression reasonbases; | |Including amend execution, reason compactness, reason honesty. | | | | | |fabricate a reasonbase. |Including shapes; reports, queries, tables, tuples, connection links, enforcing | | | |referential honesty, updates or deletions, use of exotic keys, use of macros, | | | |SQL, reason validation and verity strategies; used to analyse reason and | | | |furnish multiple viewing and reporting of reason. | | | | | Suggested Advice and Erudition Activities To arrange learners’ reapments of the extrinsics of this Module, teachers are advised to buy learners in the advice and imbibeing activities catalogueed underneath. 1. Choose a uncompounded scenario to which learners can abundantly report, such as a library regulate or learner registration regulate, and use it throughout the Module to lay-known underneathstanding of the exact concepts and techniques. UNIT 2 MODULE 1: INFORMATION MANAGEMENT (cont’d) 2. Ask learners to perfect divers exercises on the regularisation manner involving the use of flag notations to separate regular shape violations. 3. Compile a expositor of stipulations using the Internet, computer magazines, passagebooks and other notice origins. This could shape the reason of an in-class argueion. 4. Students should delineation and fabricate a reasonbase. 5. Lay-known and use diagrams to rebestow the concepts and connections contained in the Specific Objectives. RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | | |Heathcote, P. |A Raze Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. Computers: Notice Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | | |Shelly, G. , Cashman, T. and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | UNIT 2 MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS GENERAL OBJECTIVES On tenor of this Module, learners should: 1. lay-known self-reliance in primeing and using productivity hirelings to unfold real-duration congregateions; 2. use their underneathstanding and underneathstanding of a difference of software hirelings and use their use to multicontrive situations; 3. lay-known the sufficiency to bestow notice in the divert manner; 4. use notice discriminatingly; 5. lay-known an apprisedness of emerging technologies. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be powerful to: | | | | | |teach reasons for the use of IT hirelings; | |Enhanced hasten, hit, reliability, competency, flexibility, despatch, | | | |exhibition of notice, integration of manneres, determination making; storage | | | |and resuscitation of liberal volumes of reason; contriveforce of affair; pressures from | | | |clients, competitors and suppliers. | | | | |teach the powers and uses of the important symbols of | |Examples of irrelative symbols of software packages and their power and uses. | |software hirelings; | |Including Financial Packages, Software Fruit Tools, Statistical Tools, Word| | | |Processors, Spreadsheets, Exhibition Tools, and Database Oration Tools, | | | |Desktop publishing, graphics and peculiar notice oration. | | | | | |teach where a voceffectual mannering hireling is divert; | |Main delineation and uses; momentous features of the hireling. | | | | |teach where a spreadsheet hireling is divert; | |Main delineation and uses; momentous features of the hireling. | | | | | |teach where a bestowation hireling is divert; | |Main delineation and uses; momentous features of the hireling. | | | | | |teach where a reasonbase oration regulate hireling is | |Main delineation and uses; momentous features of the hireling. |appropriate; | | | | | | | |jon | |UNIT 2 | |MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS (cont’d) | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be powerful to: | | | | | | | |use IT hirelings to unfold real-duration congregateions; | |Including hardware, impression software, and despatch hirelings; main delineation | | | |and uses of hireling; momentous features of the hireling. | | | | |vindicate the use of IT hirelings to unfold real-duration congregateions;| |Criteria for primeion including the kind of the elucidation, symbol of decomposition | | | |required (calculations, shapeatting, graphing), symbol of reason, symbol of storage, | | | |symbol of admittance arrangement, symbol of mannering, symbol of reports (detailed, epitome, | | | |preformatted, ad hoc). | | | | | |use the most divert shapeat to vault or bestow | |Format including passage, graphics, gauge, video, graphs, charts and tables. |information; | | | | | | | |use divert notice origins to rescue and | |Criteria for primeion, divertness for affair, symbols of notice origins: | |spread notice for a point affair; | |including books, journals, catalogs, magazines, newspapers, oncord libraries, | | | |CD-ROMs, DVDs, electronic reasonbases, web sites, and mob. | | | | | |vindicate the defense or rej