FZWC
FZWC
FZWC
Communications
Technology
GRADE 9+
Extended
Professor Vassen Naëck - Head, Curriculum Implementation, Textbook Development and Evaluation
Acknowledgements
Kaviraj Goodoory - Associate Professor, MIE
Dr Vikash Kumar Jhurree - Senior Lecturer, MIE
Mangala Jawaheer - Lecturer, MIE - Proof reading
Design
Nishi Manic - Graphic Designer
Consent from copyright owners has been sought. However, we extend our apologies to those we might have overlooked.
All materials should be used strictly for educational purposes.
ii
Foreword
This textbook is designed for Year 3 Plus of the Extended Programme (EP). It is based on the Nine Year
Continuous Basic Education (NYCBE) curriculum for Grades 7, 8 and 9 which is accessible through the
MIE’s website, www.mie.ac.mu.
The textbook builds upon the competencies acquired in the first three years of the Extended Programme.
The content and pedagogical approaches are adapted to the cognitive level and profile of the students,
while also paving the way for them to acquire essential skills and knowledge to move to tackle the basic
competencies of the NYCBE. The material is contextualised to make it highly appealing to the learners.
The writing of the textbooks involved several key contributors, namely academics from the MIE and
educators from Mauritius and Rodrigues, as well as other stakeholders we consulted along the way.
It took into account feedback obtained during community-of-practice sessions to ensure relevance
and adequacy. This was a highly innovative approach which promoted a valuable partnership with
EP educators. We are especially appreciative of the insight brought by educators whose suggestions
emanated from long-standing experience and practice in the field.
The development of textbooks has been a very challenging exercise for the writers and the MIE. We
had to ensure that the learning experiences of our students are enriched through approaches which
appeal to them, without compromising on quality. I would, therefore, wish to thank all the writers and
contributors who have produced content adapted to the needs of the standards, thereby ensuring that
the objectives of the National Curriculum Framework are skilfully translated through the textbooks.
Every endeavour involves several dedicated, hardworking and able staff whose contribution needs to be
acknowledged. Professor Vassen Naëck, Head Curriculum Implementation and Textbook Development
and Evaluation provided guidance with respect to the objectives of the NCF, while ascertaining that
the instructional designs are appropriate for the age group targeted. I also acknowledge the efforts of
the graphic designers who put in much hard work to maintain the quality of the MIE publications. My
thanks also go to the support staff who ensured that everyone receives the necessary support and work
environment which is conducive to a creative endeavour.
I am equally thankful to the Ministry of Education, Human Resources, Tertiary Education and Scientific
Research for actively engaging the MIE in the development of the textbooks for the reform project.
I wish enriching and enjoyable experiences to all users of the new set of Grade 9 Plus textbooks.
Dr O Nath Varma
Director
Mauritius Institute of Education
iii
Preface
In this digital era, Information Communications Technology (ICT) empowers students to learn and apply
21st century skills. The Grade 9 Plus Extended workbook has been developed to provide knowledge,
understanding and practical skills as prescribed in the National Curriculum Framework. This workbook
aims to prepare learners with ICT skills and competencies in view of the National Certificate of Education
(NCE) Assessment.
This workbook builds on knowledge gained in the previous grades. It focuses on a learner- centred
approach where the “Learn-by-Doing” method empowers learners to develop their ICT skills through
unique and creative activities that underpin both understanding and learning.
Emphasis has been laid on contextual realities of the target audience when developing the materials
of the workbook. Vivid images combined with simple language have been used to impart a better
understanding of ICT concepts.
Consistent with the previous grades, this workbook puts learners at the forefront with the following:
• Practical tasks
• Quick Tests at the end of sub-topics
• Summative Assessment after each unit
The ICT panel has been engaged in making learning of ICT reachable to students of the extended stream
and hopes that the workbook will be fruitful in the enhancement of the learners’ personal development.
iv
Hello friends,
....................................................................................
v
Table of
Contents
vi
Table of Contents
Computer Operations
and Fundamentals
1
(Pg 1)
2 Word Processing
(Pg 17)
Spreadsheet
(Pg 51)
3
4 Presentation
(Pg 67)
The Internet
(Pg 83)
5
6 Health, Safety
and Ethics
7
(Pg 99)
Multimedia
8
(Pg 109)
Practical Problem-
Solving & Programming
Database
(Pg 153)
9 (Pg 127)
vii
1
Unit 1 I Computer Operations and Fundamentals
Unit
Computer Operations and
Fundamentals
Learning Objectives
By the end of Unit 1, learners should be able to:
The computer understands only machine code which is made up of binary data.
Binary data consists of 0's and 1's. For example, 10110011 is binary data.
The word bit is short for "binary digit". A bit can be either 0 or 1.
1 nibble = 4 bits
Examples of a nibble: 1011
1111
1000
1 byte = 8 bits
Examples of a byte: 10110110
10010000
11111111
1
Unit 1 I Computer Operations and Fundamentals
The phrase “Hi there.” consists of 9 characters (7 letters, 1 blank space and 1 punctuation mark).
1 byte 16 bits
2 bytes 4 bits
1 nibble 12 bits
3 nibbles 8 bits
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Unit 1 I Computer Operations and Fundamentals
• Kilobyte (KB)
Gigabyte (GB)
• Megabyte (MB)
• Gigabyte (GB)
Megabyte (MB)
• Terabyte (TB) 1 KB = 1024 bytes
1 MB = 1024 KB
Kilobyte (KB)
1 GB = 1024 MB
1 TB = 1024 GB
Byte
2. Rearrange the following units of measurement starting with the largest one.
1 _______________________
2 _______________________
3 _______________________
4 _______________________
5 _______________________
3
Unit 1 I Computer Operations and Fundamentals
The speed of the CPU tells you how fast a computer works.
• Megahertz (MHz)
1 kHz = 1000 Hz
Kilohertz
1 MHz = 1000 kHz
= 1000,000 Hz (1 million)
Hertz
1 GHz = 1000 MHz
= 1000 000 kHz
= 1000 000 000 Hz (1 billion)
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Unit 1 I Computer Operations and Fundamentals
Your processor model and speed will be displayed. The speed will be displayed in
gigahertz (GHz).
Column A Column B
1 kHz 1 billion Hz
1 GHz 10 Hz
5
Unit 1 I Computer Operations and Fundamentals
Software
The system software manages and controls the computer whereas the application software
enables the user to do a specific task, such as typing, surfing the Internet, listening to music or
playing games.
Graphics software
• Paint
Presentation software
• PowerPoint
Web browser
• Google Chrome
Computer games
• PUBG
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Unit 1 I Computer Operations and Fundamentals
Fill in the blanks with the correct word from the given list:
_____________________ software.
(c) System software is the most _____________________ software that runs on a computer.
The Operating System (OS) is the most important software in a computer system. It consists of the
essential files that the computer needs to function.
Examples of OS:
(ii) Mac OS
(iii) Linux
(iv) Android
7
Unit 1 I Computer Operations and Fundamentals
Modern computers have a graphical user interface (GUI) which allows the user to interact with the
computer system through icons and menus.
• Memory management
• Processor management
It allocates processor time (time slices) to the different tasks being performed by the computer.
Time
Slice 1 Slice 2 Slice 3 Slice 4
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Unit 1 I Computer Operations and Fundamentals
• File management
It prevents unauthorised access to the computer system by checking usernames and passwords.
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Unit 1 I Computer Operations and Fundamentals
• Error handling
It deals with errors that occur when a program is being run, or when data is being transferred, and
informs the user if necessary.
(a) It allows ______________________ between the user and the computer system.
(d) It allocates ______________________ time to different tasks being carried out by the computer.
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Unit 1 I Computer Operations and Fundamentals
Single-user system
A single-user operating system supports only one user at a time. It is used for computing devices
at home and in small offices.
Single user operating systems can be found on desktop computers, laptops, PC Tablets and
mobile phones.
Multi-user system
A multi-user operating system allows many users to access a computer’s resources at the same
time. In such a system, a server and terminals are used.
Server
Terminals Terminals
Multi-processing system
A multi-processing operating system is capable of supporting and utilising more than one
computer processor. Two or more Central Processing Units (CPUs) are used to increase the
speed of the computer system.
A motherboard
on which several
processors can be
installed.
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Unit 1 I Computer Operations and Fundamentals
Multi-tasking system
A multi-tasking operating system allows several programs to run at the same time.
For example, a user might be typing a letter while downloading a file from the Internet and
listening to music at the same time.
Type of OS Description
12
Unit 1 I Computer Operations and Fundamentals
13
END OF UNIT QUESTIONS
1. Fill in the blanks with the correct word from the given list:
(a) MB _____________________________
(b) OS _____________________________
(d) TB _____________________________
14
END OF UNIT QUESTIONS
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
1. ____________________________________________________________________________
2. ____________________________________________________________________________
3. ____________________________________________________________________________
15
END OF UNIT QUESTIONS
7. For each of the questions below, four options (A, B, C and D) are given. Choose and
circle the correct one. Only one option is correct in each question.
A. Paint C. Windows 10
A. 40 bits C. 4 KB
B. 4 bytes D. 4 bits
A. 25 GB C. 1 TB
A. Paint C. Windows 10
B. macOS D. Antivirus
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2
Unit 2 I Word Processing
Unit
Word Processing
Learning Objectives
By the end of Unit 2, learners should be able to:
• insert a table
• format a table
• insert the date and time in a document
• insert header and footer in a document
• insert page break(s) and section break(s) in a document
• automatically generate a Table of Contents and Table of Figures
• automatically generate multiple copies of the same document adapted for different
recipients
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Unit 2 I Word Processing
Step 3: Drag the required number of rows (horizontal boxes) across and drag the number of
columns (vertical boxes) down.
So, we click and drag down 3 rows and drag across 5 columns.
5 columns
3 rows
Note: The table containing 3 rows and 5 columns now appears in the document.
3 rows
5 columns
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Unit 2 I Word Processing
ACTIVITY 1
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Unit 2 I Word Processing
Step 4: Type 5 for the number of columns and 3 for the number of rows as shown below.
Note: The table containing 3 rows and 5 columns now appears in the document.
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Unit 2 I Word Processing
ACTIVITY 2
Step 2: Position the cursor on the table and select the icon that appears on the top
left-hand corner.
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Unit 2 I Word Processing
ACTIVITY 3
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Unit 2 I Word Processing
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Unit 2 I Word Processing
ACTIVITY 4
Header
Footer
Note: Text entered in the header or footer will appear on each page of the document.
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Unit 2 I Word Processing
To insert a header:
Step 1: Open a new document and type the text below:
The ‘Header & Footer Tools’ tab will open and the insertion point will appear in the header.
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Unit 2 I Word Processing
To insert a footer:
Step 1: Open “HEADER” document.
Step 2: Double-click anywhere in the bottom margin of your document.
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Unit 2 I Word Processing
The ‘Header & Footer Tools’ tab will open and the insertion point will appear in the footer.
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Unit 2 I Word Processing
The final document will look as follows. Notice that it contains a header and a footer.
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Unit 2 I Word Processing
ACTIVITY 6
PAGE 1 PAGE 2
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Unit 2 I Word Processing
Page Breaks
• Page Breaks help to separate content between pages.
• After a page break, text will start at the beginning of a new page.
Section Breaks
• Page Breaks split your document into sections, enabling you to have different formatting
for each section.
- For example, different page numbering, header/footer, page orientation
(portrait/landscape) and borders.
ACTIVITY 5
This activity will demonstrate the use of page breaks and section breaks.
Step 1: Open a blank document and type the following, with blank lines as shown.
Health problems can arise if we do not take precautions when using a computer.
These health problems can arise with prolonged use of computers:
EYE STRAIN
BACK PAIN
REPETITIVE STRAIN INJURY(RSI)
EYE STRAIN
Eye Strain: occurs when looking at a computer screen for long hours
Solutions:
• Take regular breaks
• Position monitor to eye level
BACK PAIN
Back Pain: occurs when we do not adopt a proper sitting position
Solutions:
• Take regular breaks
• Adopt a good sitting posture
RSI
RSI: Pain in the wrist from using mouse or keyboard for a long time.
Solutions:
• Take regular breaks
• Adopt a good typing technique
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Unit 2 I Word Processing
Place
cursor
here
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Unit 2 I Word Processing
Step 4: From the Breaks option select Next Page from Section Breaks.
PAGE 1 PAGE 2
Place
cursor
here
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Unit 2 I Word Processing
Notice that the first page is in portrait and second page Landscape.
First page is
in Portrait
orientation
Second page is
in Landscape
orientation
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Unit 2 I Word Processing
PAGE 2
PAGE 1
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Unit 2 I Word Processing
Place
cursor
here
Step 10: Click on Breaks from the Layout tab and select Column.
The column break will move the text to the second column as shown below.
35
Unit 2 I Word Processing
Step 11: Place your cursor as shown below and repeat step 9.
Place
cursor
here
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Unit 2 I Word Processing
• A table of contents is a list found at the start of a document with titles and subtitles with their
corresponding page numbers.
• The list of titles is organised in the order in which they appear.
CREATING A TABLE OF CONTENTS
We will create a document of 3 pages and create a table of contents as shown below.
37
Unit 2 I Word Processing
PAGE 1 PAGE 2
PAGE 3
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Unit 2 I Word Processing
Step 4: Place the cursor at the start of the document as shown below.
Step 6: Clicking on the Table of Contents button will display the options below. Select the
second option “Automatic Table 2”.
Notice that the Table of Contents (TOC) has appeared at the top of the document as
shown below.
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Unit 2 I Word Processing
For example, you could write a single letter and send it to all your friends to inform them about
an event like a birthday party.
At school, mail merge can be used to send letters to parents to invite them for the annual prize
giving ceremony.
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Unit 2 I Word Processing
Create a template.
The template will be the main document. It contains the text and graphics to be used. An
example is given below.
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Unit 2 I Word Processing
Step 2: Click on the Mailings tab and select Start Mail Merge option as shown below.
42
Unit 2 I Word Processing
Step 4: Check that the Letters option is selected and Click on the Next: Starting document option.
Step 5: Check that the Use the current document option is selected and click on the
43
Unit 2 I Word Processing
Step 6: Select the Type a new list option and click on create.
1 2
Step 7: Create an address list like the one shown below. Click on OK button.
Step 8: Click on the Next: Write your letter button. The table is now ready to be merged with
the letter that we will write in the next step.
44
Unit 2 I Word Processing
We will write a letter to invite parents for the prize giving ceremony of their children.
Merge the letter with the database of students details that we created above:
Dear parent,
Faithfully yours,
Rector
<<Address>>
Dear parent,
We invite you to ceremony at school. Your child <<Surname>> <<First Name>> of <<Grade>>
<<section>> will receive a prize on that day. Be present on Thursday 27 June at 9.30
Faithfully yours,
Rector
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Unit 2 I Word Processing
Your letter will look similar to the one shown below. Pay special attention to the fields in
red colour. The content from the table has been merged into the letter.
Step 11: You will get a preview of the letter you created. Click on Next: Complete the merge.
46
Unit 2 I Word Processing
The mail merge is complete and you will get a result similar to the one shown below.
47
Unit 2 I Word Processing
Match column A to column B by writing the corresponding number in the answer grid
below. An example has been provided.
Column A Column B
(ii) 2 Template
48
END OF UNIT QUESTIONS
1. Fill in the blanks with the correct term from the given list.
1. A ________________________ is used to place the next item of text at the top of the next page.
3. A ________________________ is a list found at the start of a document with titles and subtitles with
page numbers.
5. A ________________________ contains information that you will use to fill information in the letter.
2. For each of the questions (a) to (c) below, four options (A, B, C and D) are given. Referring to
the table below, choose and circle the correct option for each question. Only one option is
correct in each question.
A. B.
C. D.
A. B.
C. D.
49
END OF UNIT QUESTIONS
3. For each of the questions (a) to (d) below, four options (A, B, C and D) are given.
Referring to the figure below, choose and circle the correct option for each question.
Only one option is correct in each question.
A. B.
C. D.
A. 2 B. 3
C. 4 D. 5
A. Home B. Insert
C. Layout D. References
50
3
Unit 3 I Spreadsheet
Unit
Spreadsheet
Learning Objectives
By the end of Unit 3, learners should be able to:
In a worksheet, a cell range is a group of cells next to each other. The name of the range is
written using the first and last cell address in the cell range, separated by a colon.
For example, A1: A7
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Unit 3 I Spreadsheet
B2:D2
1. Write the cell address of the following range of cells on the lines below.
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Unit 3 I Spreadsheet
Example: Worksheet A shows a list of school items. Conditional formatting is applied to range
of cells (B3:B12) to highlight the quantities which are less than 10 in red colour. Worksheet B
shows the result after conditional formatting is applied.
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Unit 3 I Spreadsheet
ACTIVITY 1
1. Create a worksheet, type the data as shown below and save it as Activity1.
3. From the Home tab, click the Conditional Formatting command from the Styles group.
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Unit 3 I Spreadsheet
4. A drop-down menu appears. Click Highlight Cells Rules followed by Less Than rule.
1
2
7. Click OK.
In this example, 3 items (pencil, eraser and ruler) have less than 10 in quantity.
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Unit 3 I Spreadsheet
A cell style refers to the various styles that can be applied to a cell.
ACTIVITY 2
In the worksheet below, a cell style will be applied to the range of cells A1:C2.
3. On the Home tab, click the Cell Styles from the Styles Group.
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Unit 3 I Spreadsheet
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Unit 3 I Spreadsheet
Data can be formatted as a table. Tables help to organise data in a worksheet. Excel has
readymade features to quickly format a table.
ACTIVITY 3
3. From the Home tab, click the Format as Table command in the Styles group.
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Unit 3 I Spreadsheet
5. A dialog box will appear, confirming the selected cell range for the table.
If your table has headers, check the box next to My table has headers.
8. Save as Activity4.
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Unit 3 I Spreadsheet
ACTIVITY 4
In this activity, if an item has quantity less than 6, only then order needs to be done.
3. Click the Formulas tab on the Ribbon to access the Function Library.
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Unit 3 I Spreadsheet
If the quantity
is less than 6,
the IF function
returns ORDER,
else it returns
NOT ORDER.
7. Click OK button.
8. Excel returns the result “ORDER” in cell C3. In the formula bar, the function is displayed
automatically.
9. To copy the formulae on the remaining cells, click, hold and drag the fill handle (the small
square in the lower-right corner of the selected cell) till cell C7. Release the mouse to fill
the selected cells.
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Unit 3 I Spreadsheet
The COUNTIF is a function to count the number of cells that meet a specific condition.
ACTIVITY 5
In this activity, the COUNTIF function will calculate how many cells contains the text “ORDER”.
62
Unit 3 I Spreadsheet
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Unit 3 I Spreadsheet
6. In the Function Arguments dialog box, fill in the details as shown below:
7. Click OK button.
8. Save as Activity6.
64
END OF UNIT QUESTIONS
True False
1. Where is the Conditional Formatting Command found under the Home Tab ?
A B2 : B4 C C4 > C8
B B3: D6 D A1: E4
65
END OF UNIT QUESTIONS
4. Study the screenshot below. The IF function checks a condition and returns either Pass or Fail.
5. Use the terms Range of cells, Conditional Formatting and Cell styles to fill the table
below.
Statement Term
It applies a specific format to a cell or range of
1
cells that satisfy certain conditions.
66
4
Unit 4 I Presentation
Unit
Presentation
Learning Objectives
By the end of Unit 4, learners should be able to:
A slide transition is the effect that you can see when you move from one slide to the next
one during a slide show.
ACTIVITY 1
1. With the help of your educator, create the following slides in a PowerPoint Presentation.
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Unit 4 I Presentation
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Unit 4 I Presentation
3. Click the Push transition icon and apply it to the selected slide. This will automatically
preview the transition.
4. Use the Apply To All command in the Timing group to apply the same transition to all
slides in the presentation.
5. To view the slide transition, click on the Slide Show tab and choose From Beginning command.
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Unit 4 I Presentation
1. Circle 3 keys that may be pressed on the keyboard to move to the next slide during
a presentation Slide Show.
Spacebar
2. Match each of the following icon with its appropriate statement. An example has
been done for you.
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Unit 4 I Presentation
The speaker notes are notes added to slides to help a presenter during a presentation. The
speaker notes are not visible to the audience. Only the presenter can see the notes on his
monitor during the slide show.
presenter/ speaker
audience
ACTIVITY 2
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Unit 4 I Presentation
3. Click the Notes command at the bottom of the screen to open the notes pane.
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Unit 4 I Presentation
6. To change any speaker notes, just click in the notes pane below the slide and add the notes.
8. Speaker Notes can be added in the textbox below each slide in the Notes Page view.
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Unit 4 I Presentation
Speaker notes
A presenter can see the main slide and speaker notes for the slide. He /She
can just read the notes from the monitor during a presentation.
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Unit 4 I Presentation
ACTIVITY 3
1
2
75
Unit 4 I Presentation
4. Some examples of page layout from the Handouts group are found below.
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Unit 4 I Presentation
Print Preview is a feature that allows a user to see how the slides in a presentation will appear
before they are printed.
ACTIVITY 4
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Unit 4 I Presentation
3. On the right-hand side, the slides to be printed will be previewed in the preview area.
PowerPoint offers four types of Print Layouts for printing a presentation, namely:
• Full Page Slides
• Notes Pages
• Outline
• Handouts
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Unit 4 I Presentation
1. Study the Screenshots below. Which types of print layout does it show?
(a)
A Outline
B Notes Page
C Handouts
79
Unit 4 I Presentation
(b)
A Outline
B Notes Page
C Handouts
80
END OF UNIT QUESTIONS
1. Fill in the blanks with words from the list below.
(a) During a presentation, only the __________________can see the notes on his monitor.
(b) The Notes Page command is found in the ___________________ views group.
(c) The __________________ feature allows the user to view how a presentation would
(d) When printing a presentation, four types of _________________ are available in the
presentation software.
2. Match Column A to Column B to show the types of print layout and its respective
description. An example has been provided.
Column A Column B
Types of print layout Description
Full page slides
Notes Pages
Outline
Handouts
81
END OF UNIT QUESTIONS
4. Circle the icon which applies the same slide transition to all the slides in a presentation.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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5
Unit 5 I The Internet
Unit
The Internet
Learning Objectives
By the end of Unit 5, learners should be able to:
The type of network depends on the geographical area covered by a network. We will learn
about the following types of network:
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Unit 5 I The Internet
84
Unit 5 I The Internet
ACRONYMS STATEMENT
b. PAN _______________________________________________________
c. WAN ______________________________________________________
d. LAN _______________________________________________________
A network topology shows how different nodes in a network are connected to each other.
• Bus
• Ring
A node can be a
• Star computer or some
other devices, such
• Mesh as a printer.
• Tree
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Unit 5 I The Internet
In a ring topology
each node is If one computer
connected to It is easy to install malfunctions, the
another node and manage. entire network
forming a circle goes down.
(Ring).
In a tree topology,
computers are
It is easy to find
arranged like
connection faults
the branches of It is difficult to add
by checking which
a tree. It is also or remove nodes.
branch is not
called hierarchical
working.
topology.
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Unit 5 I The Internet
Fill in the blanks with the correct word from the given list.
b. A topology where all nodes or devices are connected to each other is called a
_____________________ topology.
_____________________ topology.
INTRANET EXTRANET
• It is a private online network accessible to
• Extranet is similar to intranet, except
members within the organisation only.
that it allows authorised external
• To access the network, a username and a
people to access the network.
password are needed.
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Unit 5 I The Internet
Modulator/Demodulator (MODEM)
• A hardware that allows a computer or another device to send
and receive data over a communication link or a cable.
• The Internet connection is sent to you by an Internet company.
• A MODEM can be used to link up with the internet company.
(ISP) - INTERNET SERVICE PROVIDER
Router
A router is a device that extends the connection to computers. The
router must be connected to a MODEM to send the information to its
correct destination.
For example, the router allows communication between your local
home network - i.e. your personal computers and other connected ROUTER
devices - and the Internet.
Firewall
• A firewall can be a software or a hardware.
• It prevents unauthorised access to or from a private
network.
• It monitors and controls all incoming and outgoing network
traffic. FIREWALL
Fill in the blanks with the correct word from the given list.
_____________________.
e. A hardware component commonly found inside the system unit that connects a computer
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Unit 5 I The Internet
A wired network will be more appropriate for office use, for example on a desktop computer.
A wireless network is more appropriate to use with mobile devices on the move such as
laptops, tablets and mobile phones.
Internet
WIRELESS
A search engine is a tool to search for information on the Internet using keywords.
Examples of common search engines:
• www.google.mu
• www.msn.com
• www.yahoo.com
Meta-search engine
A meta-search engine gives results based on a combination of results from several search
engines.
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Unit 5 I The Internet
PRACTICAL ACTIVITY 1
We will type a keyword, “Mauritius” in the search box as shown below. Press ‘Enter’ button.
PRACTICAL ACTIVITY 2
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Unit 5 I The Internet
PRACTICAL ACTIVITY 3
Try the following in your web browser and note the number of results in the table below.
Note: You will observe that by refining the web searches, the number of searches will
decrease.
The web browser’s History allows users to view websites visited previously.
Step 2: Click on the History button to check the web browser history.
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Unit 5 I The Internet
2. Fill in the blanks with the correct word from the given list.
extranet date meta-search engine time
a. A _____________________ gives results from a combination of several search engines.
b. The ____________________ is a private network that can be accessed by authorised people
outside the organisation.
c. In a web browser’s history we may get details like _______________ and ______________.
VIDEO CONFERENCING
It is an electronic meeting between two or more people from
distant locations. Popular videoconferencing software are
Skype and Zoom. Video conferencing
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Unit 5 I The Internet
BLOG
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Unit 5 I The Internet
WIKI
It is a website that users can add, delete, or revise content by using a web browser. Wikipedia is
the most popular and is considered to be an online encyclopedia.
You can visit Wikipedia.org if you want to collaborate on Wikipedia.
SOCIAL NETWORKING
It is the use of Internet-based social media sites to stay connected with friends, family, colleagues,
customers, or clients to share common interests.
Some common examples are:
• Facebook
• Instagram
• Twitter
• WhatsApp
CHAT
Chat is a text-based communication that is live or
in real-time with two or more people. Typed texts,
audios and videos are shared to other participants.
ONLINE FORUM
It is an online discussion site on the Internet. Users can type messages for others to see and
reply to other user's messages. It can be read offline.
Common examples of online forum are:
• Quora and Reddit
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Unit 5 I The Internet
Term Statement
Online
A text-based communication that is live
forum or in real-time with two or more people.
2. Fill in the blanks with the correct word from the given list.
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END OF UNIT QUESTIONS
1. For each of the questions below, four options (A, B, C and D) are given. Choose and
circle the correct one. Only one option is correct in each question.
A. www.someone#.com B. someone%gmail.com
C. someone@yahoo.com D. www.&someone@gmail
(ii) Which of the following can be used to search for information on the Internet?
(iii) A network where all nodes are connected to a central computer is known
as________________.
C. MAN D. SAN
2. Match column A with column B and write the correct answer in column C as shown in
the example.
Mesh
C 3 An online discussion site on the Internet. C
topology
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END OF UNIT QUESTIONS
i) URL _______________________________________________________________
4. State three network components that are needed to connect to the Internet.
1. ____________________________________
2. ____________________________________
3. ____________________________________
5. Draw a ring and a star network topology in the box provided below.
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END OF UNIT QUESTIONS
6. Fill in the blanks with the correct word from the given list.
(ii) Students in the library or computer lab use a _______________________ to web pages on the
Internet.
(iii) To get Internet connection at home they need an ______________________ that will provide
(iv) A ______________________ on computers will prevent unauthorised access to and from private
network.
(v) Mobile phones or computers can be connected using _______________________ or
a) List two pieces of information that we can get in a web browser’s history.
1 ________________________________________
2 ________________________________________
1 ______________________________________________________________________________
2 ______________________________________________________________________________
1 ______________________________________________________________________________
2 ______________________________________________________________________________
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6
Unit 6 I Health, Safety and Ethics
Unit
Health, Safety and Ethics
Learning Objectives
By the end of Unit 6, learners should be able to:
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Unit 6 I Health, Safety and Ethics
______________________________________________________________
______________________________________________________________
______________________________________________________________
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Unit 6 I Health, Safety and Ethics
Two common types of computer crimes are software piracy and hacking.
Implications of Hacking
• Loss of data.
• Financial Loss.
steal information.
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Unit 6 I Health, Safety and Ethics
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Unit 6 I Health, Safety and Ethics
Why?
Music Choreography
Movies Software
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Unit 6 I Health, Safety and Ethics
6.7 Copyright
Copyright © is a law that gives the owner of an original work (such as literatures, pictures,
movies, sculptures, etc...) the right to stop others from copying his/her work without
permission.
6.8 Plagiarism
Plagiarism means copying another person’s work and claiming it to be one’s own original
work.
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Unit 6 I Health, Safety and Ethics
Excessive use of the Internet can be harmful to the health and social development of a child.
• Online predators
• Hacking
Online predators are persons
It means to gain unauthorised
who use the Internet to locate,
access to data in a computer
target and victimise children
system.
or teenagers.
• Sexting
• Gaming addiction
Sexting is sending, receiving,
Gaming addiction is the
or sharing sexual messages,
uncontrollable use of video
photos or videos of oneself
games over a prolonged
to others by making use of
period of time.
a digital device.
1. Match each term to the correct statement. One has been done for you.
KEYWORDS STATEMENT
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END OF UNIT QUESTIONS
(d) The term ________________ is the legal right for the creation of resources.
(e) In case the original data is lost, a ___________ is used in case the original data is lost.
(f ) A _______________ is someone who accesses a computer system without permission
to steal information.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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END OF UNIT QUESTIONS
True False
5. Read the statements below regarding Data Security. Classify them accordingly in
the given table.
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Unit 6 I Health, Safety and Ethics
Additional Notes
108
Unit 7 I Multimedia
Unit
Multimedia
Learning Objectives
An animated clip is a series of images that are played in a sequence to produce a short movie.
2. Research work
• Search for photos of input devices
• Record audio files
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Unit 7 I Multimedia
3. Download photos
With the help of your teacher, download the following photos from the internet:
• Mouse
• Keyboard
• Joystick
• Microphone
The software that we are going to use is called Windows Movie Maker. There are several
other softwares that you can explore on your own.
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Unit 7 I Multimedia
Preview Storyboard
Controls
Storyboard
The storyboard allows you to import and arrange the images in a sequence.
Preview
The Preview displays the movie. It includes controls you can use to preview the movie you are
working on in the Timeline.
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Unit 7 I Multimedia
Congratulations again!
This is you first computer generated movie clip.
Step 1 : Double click on one of the images. The screen below should appear. Observe the
duration of the movie which is 7 seconds. This means the image will be displayed for 7 seconds.
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Unit 7 I Multimedia
• Click on the drop down and change the duration to 2 seconds. Repeat the same step for all
images.
• The duration of the movie should be 8 seconds now.
Insert animation
A series of transition will be offered to you. You can choose any one of them and click on
Apply to all.
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Unit 7 I Multimedia
Insert Sound
• To use a sound, you can choose a music file on your computer or create an audio narration.
• An audio narration can be done by recording your voice using your mobile phone.
• Adding an audio file to a movie is called audio overlay.
• To insert sound, you need to click on HOME tab and choose Add music.
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Unit 7 I Multimedia
Insert Title
• To add a title at the start of the movie, click on the Home tab and Title icon.
• A black background will appear. Inside the image there is a text box in which it is written
“My Movie”.
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Unit 7 I Multimedia
Saving your movie will allow you to open it and edit it afterwards. The procedure is as follows:
1. Click on save icon
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Unit 7 I Multimedia
ACTIVITY 1
With the help of your teacher create a movie clip on output devices.
Hints: The title of the movie clip is “Examples of Output Devices”.
a. A/An ____________________ is a series of images that are displayed one after the other.
b. An example of a video editing software is _________________ .
c. Inserting text over a picture is called _____________________.
d. Adding a sound file to a movie is called ___________________ .
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Unit 7 I Multimedia
A comic strip is a sequence of images found in boxes. Each box is called a panel.
Each panel can have the following:
(1) dialogue
(2) caption
Panel
Dialogue Come with me in the
computer laboratory. I
will show you.
Cool!
Image
A caption provides the reader with additional messages about what is happening in the
panel. (see figure 6.1)
Another example of caption in a comic strip is found below:
Figure 6.1
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Unit 7 I Multimedia
Hi Tipiyu. I am
thinking of a comic
strip. Do you know
General speech balloon what it is?
1 The character’s dialogue is
represented by this speech
balloon.
Hi Jenny. What
are you thinking
about?
Secret/ Whisper balloon
2 It is used when you want your
character to tell a secret
What is a
comic strip?
Thought balloon
3 It is used to show someone is
thinking.
Sound/Expression text
balloon Cool!
It is used when a sound is
4 introduced in the story. For
example POW, ZOOM, WOW,
OUCH! and Cool! can be written
in the sound/expression
balloon.
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Unit 7 I Multimedia
Importance of password
Jenny: Text
Tipiyu, how can I prevent someone
Photo of accessing my computer?
Jenny and
Tipiyu Tipiyu: Text
By using a password
Tipiyu: Text
Photo of By using a password
Jenny
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Unit 7 I Multimedia
At this stage, it is important to decide on the number of panels that would be used. Start with
a row of 3 panels.
1 row
3 panels
Step 3: Using an authoring tool to design the comic strips
There are many online and offline authoring tools that are available to design comic strips. An
authoring tool allows you to create comic strips.
Photos
Jenny Tipiyu
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Unit 7 I Multimedia
Click here
1 row
3 panels
Step 2: Refer to the storyboard page 120. The first panel will be filled as follows:
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Unit 7 I Multimedia
Insert caption
To insert a caption, use a rectangle and type the text “Somewhere in the school yard”.
Somewhere in the
school yard
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Unit 7 I Multimedia
By using a
password
Somewhere in the
school yard
Step 3: For the 2 other panels, follow the storyboard and the comic strip will look like this:
Somewhere in the
school yard
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END OF UNIT QUESTIONS
1. With the help of your teacher, design a comic strip on the following topic:
2. Fill in the blanks with the words from the list below.
(d) The __________________ of a speech balloon allows you to know the source of a
speech.
3. Match the speech balloons with their names. An example has been done for you.
Whisper balloon
Thought balloon
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Unit 7 I Multimedia
Additional Notes
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8
Unit 8 I Practical Problem Solving & Programming
Unit
Practical Problem Solving & Programming
Learning Objectives
By the end of Unit 8, learners should be able to:
8.1 Flowcharts
A flowchart is a diagram that shows the steps to solve a problem.
Symbols are used to show the steps in a flowchart.
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Unit 8 I Practical Problem Solving & Programming
Solution 1
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Unit 8 I Practical Problem Solving & Programming
Solution 2
Modify the flowchart to have only ONE output instruction and REPEAT it five times.
A counter will be used to record the number of times the output is done.
Study the flowchart for the new solution:
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Unit 8 I Practical Problem Solving & Programming
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Unit 8 I Practical Problem Solving & Programming
A trace table records the changing values and any output from a flowchart.
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Unit 8 I Practical Problem Solving & Programming
length = 5, width = 3
The trace table has three columns, one for each variable.
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Unit 8 I Practical Problem Solving & Programming
At the end of the dry run, the output column contains the expected value.
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Unit 8 I Practical Problem Solving & Programming
(a) age = 20
(b) age = 18
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Unit 8 I Practical Problem Solving & Programming
Is counter = 5?
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Unit 8 I Practical Problem Solving & Programming
Scratch Programming
Scratch is a visual programming language. Visual means that instructions are not typed.
Instead, command blocks are used to tell the computer what to do.
Download and install Scratch Version 2.0 from the link given below.
https://scratch.mit.edu/scratchr2/static/sa/Scratch-461.exe
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Unit 8 I Practical Problem Solving & Programming
Scratch Sprites
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Unit 8 I Practical Problem Solving & Programming
Scratch Blocks
Scratch uses blocks that can be dragged and dropped to create a program.
A program is a set of instructions that tells the computer what to do.
Connected
Blocks
The main block categories are: Motion, Looks, Pen, Control and Events.
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Unit 8 I Practical Problem Solving & Programming
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Unit 8 I Practical Problem Solving & Programming
Our aim in this activity is to move the Cat Sprite FORWARD and BACKWARD.
Step 4: Drag and drop the block onto the Scripts area.
Drag the block onto the Scripts area and connect on top of the
Step 7:
move block.
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Unit 8 I Practical Problem Solving & Programming
Change the move block to and click on the Green Flag again.
In this activity, Scratch blocks will be used to make the sprite draw shapes on the stage.
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Unit 8 I Practical Problem Solving & Programming
The Python Window shows three lines. The last line has the symbols >>>
This is the Python prompt.
To display the message ‘Hello Python’ type the following text and press ENTER.
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Unit 8 I Practical Problem Solving & Programming
Type the following instructions (Do not forget to press ENTER after each instruction).
Write the output for each instruction on the space provided.
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Unit 8 I Practical Problem Solving & Programming
Type the following instructions and write the output of each instruction on the space provided.
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Unit 8 I Practical Problem Solving & Programming
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Unit 8 I Practical Problem Solving & Programming
The program gives the following output when first number = 5 and second number = 3
Python uses the keywords IF and ELSE to make decisions and selections.
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Unit 8 I Practical Problem Solving & Programming
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Unit 8 I Practical Problem Solving & Programming
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END OF UNIT QUESTIONS
Question 1
Using the symbols given on the left, draw a flowchart to find the perimeter of a rectangle.
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END OF UNIT QUESTIONS
Question 2
In the space below, complete the flowchart to input the age of a person and output “Can Vote”
or “Cannot Vote”. (Hint: A person whose age is less than 18 cannot vote.)
Question 3
Study the flowchart carefully.
Dry run the flowchart with the following set of values:
(i) numA = 3, numB = 5, numC = 7
(ii) numA = 12, numB = 16, numC = 8
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END OF UNIT QUESTIONS
Question 4
Complete the Python program to:
Use variables:
• input the length of a rectangle
• length
• input width of a rectangle • width
• calculate the area of the rectangle • area
Question 5
Complete the Python program to:
• Display the sentence “I like Python.” 10 times
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9
Unit 9 I Database
Unit
Database
Learning Objectives
By the end of Unit 9, learners should be able to:
Student Number Student Name Date Of Birth Contact Number Student Class
1 Jane 12/02/2006 51332875 G9 Violet
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Unit 9 I Database
Table 1
A record is a collection of related data (rows). The table contains 4 records.
A table is a group of records.
A primary key is a unique key that can be used to search a table. In the above table, the field
Student Number is a primary key. All the values found in this column is unique.
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Unit 9 I Database
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Unit 9 I Database
Click on “Click to Add” to select the Short Text data type. Then, add the field Student Name.
Click OK to save.
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Unit 9 I Database
Refer to Student Table 1 on Pg 153 to insert data into the table. Your table should look like
this:
To modify data in the above table, click on the data you want to change and type the new data.
For example, if the first name should be Janette instead on Jane, just click on Jane, press
Backspace to erase the data and type Janette.
To delete a record, place the pointer at the start of the record, right click and select the
Delete Record option.
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Unit 9 I Database
The table structure can also be changed. If we want to add the surname of the students, we
need to add a new field named “Student Surname” to the table.
Right click on the field name DateOfBirth and chose Insert Field.
Double click on Field1, erase the text and write Student Surname.
Fill in the following Surnames in the table: Vax, Turner, Mallam and Kassee.
ACTIVITY 1
In the same database, create a table to keep details of Teachers.
Your table should look as below.
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Unit 9 I Database
Step2: Click on the Create Tab and then on Form Wizard option
The Form Wizard appears as below. Click on the double arrow to choose all fields.
Click on the Finish button.
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Unit 9 I Database
A form will appear as below. To navigate through all the records, click on the arrow as shown.
ACTIVITY 2
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Unit 9 I Database
If we want to know all teachers who teach ICT as a subject, we will need to write a request to
get the answer.
Follow the steps below to create a simple query to find all teachers who teach ICT as a subject.
Make sure you are on the TeacherDetails table.
Step 1: Click on the Create Tab followed by the Query Wizard option. Click OK on the
New Query box.
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Unit 9 I Database
Step 2: Choose the fields that will appear in the results. We will choose all fields by
clicking on the double arrow.
Step 3: Click on Next button and choose Modify the query design. Click on Finish button.
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Unit 9 I Database
ACTIVITY 3
In the same table create a query to display all teachers
who teach Mathematics.
Follow the steps below to find out ICT teachers whose surname is Damry.
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Unit 9 I Database
Follow the steps below to find out Mathematics teachers or male teachers.
A report is used to organise and display data extracted from tables and queries. Reports are
generated in tabular form.
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Unit 9 I Database
Step 3: On the Report Wizard box, click on the double arrow to choose all fields and then
click on the Finish button.
ACTIVITY 4
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END OF UNIT QUESTIONS
Question 1
COLUMN 1 COLUMN 2
Question 2
Field: ……………………………………………………………………………………………
Record: …………………………………………………………………………………………
Question 3
A survey was done on some hotels and a database was produced. The table name is
HotelDetails.
……………………………………………………………..………………………………
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END OF UNIT QUESTIONS
………………………………………………………………………………………………
………………………………………………………………………………………………
d) The query- by- example grid shows all hotels that were built in 2007
Sort:
Show:
Criteria: = 2007
Or :
………………………………………………………………………………………………
e) The query- by- example grid shows all hotels that with number of rooms less than 300 OR
No. of Employees
Sort:
Show:
Criteria: <300
Or : >= 20000
………………………………………………………………………………………………
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END OF UNIT QUESTIONS
f ) The query- by- example grid shows all hotels that have more than 500 rooms AND were
built in 2007
Sort:
Show:
Or :
………………………………………………………………………………………………
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