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Information and

Communications
Technology
GRADE 9+
Extended
Professor Vassen Naëck - Head, Curriculum Implementation, Textbook Development and Evaluation

INFORMATION AND COMMUNICATIONS TECHNOLOGY PANEL

Christian Li Luen Ching - Coordinator, Senior Lecturer, MIE


Paramaseeven Sooben - Senior Lecturer, MIE
Abdullah Mohummud Ismail Buxoo - Educator
Minta Hurryman - Educator
Shunno Devi Nenduradu - Educator
Smita Sembhoo-Sooful - Educator
Varun Kumar Chintamunnee - Educator
Mohammad Arshaad Khodabocus - Educator
Bibi Shazia Sheik Manoga - Educator

Acknowledgements
Kaviraj Goodoory - Associate Professor, MIE
Dr Vikash Kumar Jhurree - Senior Lecturer, MIE
Mangala Jawaheer - Lecturer, MIE - Proof reading

Design
Nishi Manic - Graphic Designer

© Mauritius Institute of Education (2021)


ISBN: 978-99949-61-38-2

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.

The workbook consists of nine units which are as follows:


1. Computer Operations and Fundamentals
2. Word Processing
3. Spreadsheet
4. Presentation
5. The Internet
6. Health, Safety and Ethics
7. Multimedia
8. Practical Problem-Solving & Programming
9. Database
Along with the theoretical aspects of ICT, the various practical activities and exercises help learners to
be fully engaged in the learning process.

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.

The Information and Communication Technology Panel

iv
Hello friends,

My name is Tipiyu. I would like to show you how


much fun learning about computers can be.

What is your name?

....................................................................................

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:

• demonstrate an understanding of binary data, units of measurement of storage devices and


CPU speed
• distinguish between application and system software
• list examples and types of operating systems
• understand some basic functions of the operating system

1.1 Binary data

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

A byte is used to represent a character.


A character is any letter, number, blank space, punctuation mark, or symbol.
For example, the word “computer” consists of 8 characters and therefore takes up 8 bytes.

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).

Quick Test 1.1

1. How many bytes are there in the sentences below?

(i) Hello world!

Number of bytes = ________

(ii) 15 Royal Road,

Number of bytes = ________

(iii) My name is Tipiyu.

Number of bytes = ________

2. Match the following:

1 byte 16 bits

2 bytes 4 bits

1 nibble 12 bits

3 nibbles 8 bits

2
Unit 1 I Computer Operations and Fundamentals

1.2 Unit of measurement of storage devices

Computer memory is measured in bytes.

A byte is the unit of measurement of storage devices. Terabyte (TB)


Other units of measurement for computer storage are:

• 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

Quick Test 1.2

1. Fill in the blanks using words from the list below:

larger 2048 bytes 1024 smaller

(a) Computer memory is measured in _______________________.

(b) 1 Kilobyte is _______________________ than 1 Megabyte.

(c) 1 Gigabyte = _______________________ MB.

(d) 2 Kilobytes = _______________________ bytes.

(e) 1 Gigabyte is _______________________ than 1 Megabyte.

2. Rearrange the following units of measurement starting with the largest one.

Kilobyte Byte Gigabyte Megabyte Terabyte

1 _______________________

2 _______________________

3 _______________________

4 _______________________

5 _______________________

3
Unit 1 I Computer Operations and Fundamentals

1.3 Speed of the CPU

The speed of the CPU tells you how fast a computer works.

The CPU speed is measured in Hertz (Hz).

1 instruction per second = 1 Hz

100 instructions per second = 100 Hz

Other units of measurement for CPU speed are:


Gigahertz
• Kilohertz (kHz)

• Megahertz (MHz)

• Gigahertz (GHz) Megahertz

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)

Find out the CPU speed of your computer.

Step 1: Right click on This PC.


With the help of your
teacher, carry out the
following steps to find
out the CPU speed of a
computer.
Step 2: Click on Properties in the pop-up menu.

4
Unit 1 I Computer Operations and Fundamentals

Your processor model and speed will be displayed. The speed will be displayed in
gigahertz (GHz).

Quick Test 1.3

(a) CPU speed is measured in ___________________ (bit, hertz, byte).

(b) Match the following:

Column A Column B

10 instructions per second 1000 Hz


1 kHz 1 billion Hz


1 GHz 10 Hz

5
Unit 1 I Computer Operations and Fundamentals

1.4 Two main categories of software

Software is classified as system software and application software.

Software

System software Application 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.

System Software Application Software


Operating System (OS) Word processing software
• Windows • Word

Utility programs Spreadsheet software


• Antivirus software • Excel

Graphics software
• Paint

Presentation software
• PowerPoint

Web browser
• Google Chrome

Computer games
• PUBG

Note: Software is the name given to computer programs


that tell the computer what to do and how to do it.

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Unit 1 I Computer Operations and Fundamentals

Quick Test 1.4

Fill in the blanks with the correct word from the given list:

important system specific application Word

(a) The two categories of software are _____________________ software and

_____________________ software.

(b) An example of application software is _____________________.

(c) System software is the most _____________________ software that runs on a computer.

(d) Application software helps the user to perform a _____________________ task.

1.5 Operating Systems

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:

(i) Microsoft Windows

The most popular operating system

used in personal computers.

(ii) Mac OS

The operating system used in computers

manufactured by Apple Inc.

(iii) Linux

A free operating system which can be

installed on personal computers.

(iv) Android

Android operating systems are used with

smart phones and PC tablets.

7
Unit 1 I Computer Operations and Fundamentals

1.5.1 Functions of an Operating System

• It provides a user interface.

Modern computers have a graphical user interface (GUI) which allows the user to interact with the
computer system through icons and menus.

• Memory management

It allocates memory space to programs and data.

• 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 helps us to save files and organise them on storage devices.

• Hardware management (peripheral management)

It controls all peripheral devices (attached devices).

• System security managemnt

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.

Quick Test 1.5.1


1. Fill in the blanks with the correct word from the given list.

transfer errors attached processor memory communication

An operating system performs the functions below:

(a) It allows ______________________ between the user and the computer system.

(b) It allocates ______________________ space for programs.

(c) It handles ______________________ and informs the user accordingly.

(d) It allocates ______________________ time to different tasks being carried out by the computer.

(e) It manages the ______________________ of data and files.

(f ) It controls all ______________________ devices.

2. Match each OS with its correct description.

Most popular OS for personal


computers.

OS used with smart phones.

Free OS for personal computers.

OS used with Apple computers.

10
Unit 1 I Computer Operations and Fundamentals

1.5.2 Types of operating systems

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

Note: A server is a central computer that controls and


provides data to other computers (terminals).
A terminal is a personal computer connected to a network.

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.

Typing a letter. Downloading a file. Listening to music.

Quick Test 1.5.2

1. Match each type of OS with its correct description:

Type of OS Description

Multi-tasking One user at a time.

Multi-user Several programs run at the same time.

Single-user Several users at the same time.

Multi-processing Several computer processors are used.

12
Unit 1 I Computer Operations and Fundamentals

2. Tick (√) True or False next to each of the statements below.

Statements True False

A single-user system allows several users to


(a)
access a computer’s resources at the same time.

In a multi-processing system, several computer


(b)
processors are used.

A multi-tasking system allows several programs


(c)
to run at the same time.

The computers that are connected to a server


(d)
are called terminals.

(e) A server is used in a single-user system.

13
END OF UNIT QUESTIONS

1. Fill in the blanks with the correct word from the given list:

speed OS smaller application equal


larger system binary one programs

(a) The ______________________ data consists of 0’s and 1’s.

(b) The ______________________ of the CPU is measured in Hertz.

(c) 100 bytes is ______________________ than 1 KB.

(d) 1 kHz is ______________________ to 1000 Hz.

(e) The ______________________ software manages the computer system.

(f ) The ______________________is an example of system software.

(g) A single-user operating system supports ______________________ user at a time.

(h) Software is the name given to computer ______________________.

(i) 1 GB is ______________________ than 1000 KB.

(j) Word processing software is an example of ______________________software.

2. Match the following:

Application software 0’s and 1’s

Multi-user system Operating System

Binary data 1 instruction per second

System software Excel

1 Hz Many users at a time

3. What do the following acronyms stand for?

Example: PC Personal Computer

(a) MB _____________________________

(b) OS _____________________________

(c) GHz _____________________________

(d) TB _____________________________

(e) CPU _____________________________

14
END OF UNIT QUESTIONS

4. Tick (√) True or False next to each of the statements below.

Statements True False

(a) The speed of the CPU is measured in bytes.

(b) A computer can function without an OS.

(c) A computer game is an application software.

(d) 1 TB is larger than 10 GB.

(e) Linux is a free operating system.

A multi-tasking system allows only one program to


(f)
run at a time.

(g) Mac OS is an application software.

(h) A graphical user interface contains icons and menus.

5. List four types of Operating Systems.

1. ___________________________________________

2. ___________________________________________

3. ___________________________________________

4. ___________________________________________

6. Give three functions of an Operating System.

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) An example of an Operating System is _____________________________

A. Paint C. Windows 10

B. Word 2016 D. Antivirus

(b) A nibble is equal to _____________________________

A. 40 bits C. 4 KB

B. 4 bytes D. 4 bits

(c) A single-user operating system supports ___________________________ at a time.

A. one user C. three users

B. two users D. four users

(d) 1 MB is larger than _____________________________

A. 25 GB C. 1 TB

B. 100 bytes D. 2048 KB

(e) Which of the following is an example of application software?

A. Paint C. Windows 10

B. macOS D. Antivirus

16
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

2.1 Insert a table

Step 1: Click on Insert tab.

Step 2: Click the Table option.

A drop-down menu appears.

17
Unit 2 I Word Processing

We can use the grid to choose the


number of columns and rows to
include in our table.

Step 3: Drag the required number of rows (horizontal boxes) across and drag the number of
columns (vertical boxes) down.

Let’s say we want to create a table with 3 rows and 5 columns.

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

18
Unit 2 I Word Processing

ACTIVITY 1

1. Open a word document.


2. Create a table containing 7 rows and 4 columns.
3. Save the document as “MyFirstTable”.

Step 1: Click on Insert tab. An alternative way to insert


a table is as follows.

Step 2: Click the Table option.

A drop-down menu appears.

19
Unit 2 I Word Processing

Step 3: Click on the Insert Table option.

A dialogue box appears, as shown below.

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.

20
Unit 2 I Word Processing

ACTIVITY 2

1. Open a new word document.


2. Create a table with 7 rows and 4 columns, using the “Insert Table” option.
3. Save the document as “MySecondTable”.

2.2 Format a table

Step 1: Open the document “MySecondTable”.

Step 2: Position the cursor on the table and select the icon that appears on the top
left-hand corner.

Step 3: Under Table tools, click Design.

21
Unit 2 I Word Processing

2.2.1 Add shading to a table


This will add a background colour to our table.

Step 1: Open “MyFirstTable” document.


Step 2: Click on the Shading icon.

Step 3: Select a colour from the Theme Colors option.

ACTIVITY 3

1. Open “My First Table” document.


2. Change the colour of the table to “red”.
3. Save the document.

22
Unit 2 I Word Processing

2.3 Insert the date and time in a document


The current date and time can be inserted as:
1. Plain text, which will not update automatically
2. A field, which will update automatically

Step 1: Click on Insert tab.

Step 2: Click Date & Time as shown below.

Step 3: In the dialog box, select a format and click OK.

For the date to update


automatically, this
checkbox can be ticked.

23
Unit 2 I Word Processing

Here, the second format has been chosen.


The date is now shown in the document, as shown below.

Note that the actual date will appear on the document.

ACTIVITY 4

1. Open a blank word document.


2. Insert the date and time, that will update automatically.
3. Save the document as “MyDate”.

2.4 Insert header and footer in a document


• The header is a section of the document that appears in the top margin.
• The footer is a section of the document that appears in the bottom margin.

Header

Footer

Note: Text entered in the header or footer will appear on each page of the document.

24
Unit 2 I Word Processing

To insert a header:
Step 1: Open a new document and type the text below:

Headers and Footers


The Header is the section of a document that appears in the top margin and
will appear on all pages of the document.
The Footer is the section of a document that appears in the bottom margin and
will appear on all pages of the document.

Step 2: Double-click anywhere in the top margin of your document.

Double-click inside the margin

The ‘Header & Footer Tools’ tab will open and the insertion point will appear in the header.

The insertion point will appear

Step 3: Type the desired information into the header.

Type the desired information

25
Unit 2 I Word Processing

Step 4: Click ‘Close Header & Footer’.

The Header text will appear.

To insert a footer:
Step 1: Open “HEADER” document.
Step 2: Double-click anywhere in the bottom margin of your document.

Double-click inside the margin

26
Unit 2 I Word Processing

The ‘Header & Footer Tools’ tab will open and the insertion point will appear in the footer.

The insertion point will appear

Step 3: Type the desired information into the footer.

27
Unit 2 I Word Processing

Step 4: Click ‘Close Header & Footer’.

The Footer text will appear.

The final document will look as follows. Notice that it contains a header and a footer.

28
Unit 2 I Word Processing

ACTIVITY 6

1. Open a new blank document in Word.


2. Type the following:

3. Insert the header “Information and Communications Technology” in the document.


4. Insert the footer “Storage Devices” in the document.
5. Press the Enter key until a new page appears.

6. On the second page, type the following:

5. Save the document as “HeaderFooter”.

Note that the header


and footer inserted
also appear on the
new page.

PAGE 1 PAGE 2

29
Unit 2 I Word Processing

2.5 Page Break and Section Break


Word 2016 provides us with two quick ways to start a new page:
1. Page Break
2. Section Break

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 issues when using ICT

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

30
Unit 2 I Word Processing

Your document will appear as follows:

Step 2: Place your cursor as indicated below.

Place
cursor
here

Step 3: Click on Layout and select Breaks.

31
Unit 2 I Word Processing

Step 4: From the Breaks option select Next Page from Section Breaks.

Your document will appear as follows:

PAGE 1 PAGE 2

SETTING SECOND PAGE LAYOUT TO LANDSCAPE

Step 5: Click at the start of the second page as shown below.

Place
cursor
here

32
Unit 2 I Word Processing

Step 6: Click on Layout tab.

Step 7: Click on Orientation and select Landscape.

Notice that the first page is in portrait and second page Landscape.

First page is
in Portrait
orientation

Second page is
in Landscape
orientation

33
Unit 2 I Word Processing

Step 8: Click on Columns and select Three.

Your document will appear as follows.

PAGE 2

PAGE 1

34
Unit 2 I Word Processing

Step 9: Place your cursor as shown below.

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

Your final document will look as shown below.

36
Unit 2 I Word Processing

2.6 Automatically generate a table of contents

• 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.

GO THROUGH THE FOLLOWING STEPS TO GENERATE A TABLE OF CONTENTS.

Step 1: Type the following on page 1 of your document.

Step 2: Type the following on page 2 of your document.

37
Unit 2 I Word Processing

Step 3: Type the following on page 3 of your document.

The three pages will appear as shown below.

PAGE 1 PAGE 2

PAGE 3

38
Unit 2 I Word Processing

Step 4: Place the cursor at the start of the document as shown below.

Step 5: Click on References tab and then on Table of Contents.

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.

Step 7: Save your document as “Table of Contents”.

39
Unit 2 I Word Processing

Quick Test 2.6


Match column A with column B by writing down the corresponding number in the answer
grid below.
Column A Column B

(i) The References tab allows us to create a 1 Start

(ii) In a document, a table of contents is found at the 2 Page Numbers

(iii) A table of content contains titles and 3 Table of content

Answer grid (i) (ii) (iii)

2.7 Automatically generate multiple copies of the same document


adapted for different recipients (mail merge)
Mail Merge

• It is a tool used to send a document to many people.


• It uses a single letter(template) for everyone.
• Names and addresses can be inserted from a database or spreadsheet file.
• At the end, each letter will look as if it has been individually typed.

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.

A birthday party is An invitation needs to The invitation has to be


being organised. be sent to everyone. personalized for each person.

At school, mail merge can be used to send letters to parents to invite them for the annual prize
giving ceremony.

40
Unit 2 I Word Processing

Steps in mail merge

Performing a mail merge involves the following three main steps.

Create a mailing list.


It contains information like name, address, phone number etc... that you will use to fill
information in the letter. An example is given below.

Create a template.
The template will be the main document. It contains the text and graphics to be used. An
example is given below.

Insert Fields to merge the two documents.


The template (main document) and mailing list combined results in a personalised letter for
each person.

41
Unit 2 I Word Processing

STEPS TO CREATE A MAIL MERGE USING WIZARD

Step 1: Open a blank document.

Step 2: Click on the Mailings tab and select Start Mail Merge option as shown below.

Step 3: Click on the Step-by-Step Mail Merge Wizard.

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

Next: Select recipients option.

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,

We invite you to our ceremony at school. Your child of will


receive a prize on that day. Be present on Thursday 27 June at 9.30

Faithfully yours,

Rector

Step 9: Insert fields to merge the two documents.


• Select each field and click Insert.

The address field is successfully added on top as shown below.


• When all the fields have been inserted, the letter will be as shown below:

<<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 10: Click on the Next: Preview your letters button.

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.

These buttons will allow you to view the different recipients.

First record Previous record Next record Last record

47
Unit 2 I Word Processing

Quick Test 2.7

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

(i) 1 Mailing list

(ii) 2 Template

(iii) 3 Merge Field

(i) (ii) (iii)

48
END OF UNIT QUESTIONS

1. Fill in the blanks with the correct term from the given list.

table of contents template page break


section break mailing list

1. A ________________________ is used to place the next item of text at the top of the next page.

2. A ________________________ indicates a change in formatting within the same page.

3. A ________________________ is a list found at the start of a document with titles and subtitles with

page numbers.

4. The ________________________ is the main document in a mail merge.

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) Which icon was chosen to insert the picture table?

A. B.

C. D.

(b) Which of the following will create the above table?

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) To insert the content above, which icon was chosen?

A. B.

C. D.

(b) Chapter ‘References’ can be found on page

A. 2 B. 3

C. 4 D. 5

(c) An example of a subtitle found in the document is

A. Page formatting in Word B. Inserting everything

C. Adding Page Numbers D. References

(d) Which tab should be selected to create the above figure?

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:

• identify a range of cells


• use advanced formatting, formulae and functions

3.1 Range of cells

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

Select a range of cells by clicking.


Drag the mouse pointer over the
desired cells.

Examples of cell ranges are:

first cell address A1: A7

last cell address

51
Unit 3 I Spreadsheet

B2:D2

first cell address last cell address

first cell address


B3:D7

last cell address

Quick Test 3.1

1. Write the cell address of the following range of cells on the lines below.

52
Unit 3 I Spreadsheet

2. Shade the following range of cells in the worksheet below.


(i) A1:E1
(ii) D3:D8
(iii) A4:B7

3.2 Using advanced formatting

Advanced formatting features in Excel include:


• conditional formatting,
• cell styles and Formatting in Excel makes the
• format as table. appearance of the worksheet
more attractive.

3.2.1 Conditional formatting


Conditional formatting applies to a specific format to a cell or range of cells that satisfy certain
conditions.

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.

Worksheet A (without formatting) Worksheet B (after formatting)

53
Unit 3 I Spreadsheet

ACTIVITY 1

1. Create a worksheet, type the data as shown below and save it as Activity1.

2. Select the range of cells B3:B7.

3. From the Home tab, click the Conditional Formatting command from the Styles group.

54
Unit 3 I Spreadsheet

4. A drop-down menu appears. Click Highlight Cells Rules followed by Less Than rule.

1
2

5. A dialog box appears. Enter 10 into the blank field.

6. Select Light Red Fill with Dark Red Text.

7. Click OK.
In this example, 3 items (pencil, eraser and ruler) have less than 10 in quantity.

8. Save the worksheet as Activity2.

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Unit 3 I Spreadsheet

3.2.2 Applying Cell Styles

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.

1. Open Activity1 as saved earlier.

2. Select 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

4. The drop-down menu appears.

Choose Accent 1 from the Themed Cell Styles section.

5. The selected cell style will appear as below:

6. Save the worksheet as Activity3.

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Unit 3 I Spreadsheet

3.2.3 Formatting data as a table

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

1. Open Activity3 as saved earlier.

2. Select the cell range A3:B7.

3. From the Home tab, click the Format as Table command in the Styles group.

4. Select a Table Style from the drop-down menu.

In this example, Orange, Table Style Light 10 is chosen.

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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.

6. Click the OK button.


7. The cell range will be formatted in the selected table style.

8. Save as Activity4.

3.3 Advanced formulae and functions

Advanced formulae and functions include:


• IF
• COUNTIF

3.3.1 Using the IF statement


The IF function checks whether a condition is met, and returns one value if true and another
value if false.

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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.

1. Open Activity1 as saved earlier.

2. Select the cell C3 that will contain the function.

3. Click the Formulas tab on the Ribbon to access the Function Library.

Choose Logical command.


4. Click on IF.

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Unit 3 I Spreadsheet

5. The Function Arguments dialog box opens.

6. Type the logical test and values as below.

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

10. The following results appear in the remaining cells.


Note that only two products need to be ordered.

11. Save as Activity5.

3.3.2 Using the COUNTIF function

The COUNTIF is a function to count the number of cells that meet a specific condition.

The format is as follows:


=COUNTIF (Range, Criteria)
Example :

=COUNTIF (C3:C7, ORDER)

Range of cells where the COUNTIF Criteria that Excel will


function is required to count find and count

ACTIVITY 5

In this activity, the COUNTIF function will calculate how many cells contains the text “ORDER”.

1. Open Activity5 as saved earlier.

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Unit 3 I Spreadsheet

2. Type “Number of orders” in cell A8.

3. Click on cell C8.

4. Select More Functions from the Formulas tab.

5. Choose Statistical and then click on COUNTIF.

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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.

The function counts the number of cells containing


“ORDER” occuring in the range of cells C3:C7.

The function used


is displayed in the
formula bar.

The result is displayed in cell C8, showing 2 items need to be ordered.

8. Save as Activity6.

64
END OF UNIT QUESTIONS

1. Tick (√) True or False next to each of the following statements.

True False

The Conditional Formatting function applies


(a)
formatting based on specific conditions being met.

(b) A1; A6 is an example of a cell range.

Cell style is found in the Styles group from the Home


(c)
tab.

The COUNTIF function format is divided into two


(d)
sections: Range and IF.

The IF function checks whether a condition is met,


(e)
and returns only a true value.

2. Read the questions below and circle the appropriate answer.

1. Where is the Conditional Formatting Command found under the Home Tab ?

A In the Styles Group C In the Font Group

B In the Alignment Group D In the Cells Group

2. Which is the correct formula to use COUNTIF function ?

A =COUNT(Range, Criteria) C =COUNT(Criteria, Range)

B =COUNTIF(Range, Criteria) D COUNTIF(Range, Criteria)

3. Which of the following is NOT an example of a range of cells ?

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.

Fill in the corresponding remaining cells C4 to C8 using this function.

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.

It refers to the various styles that can be


2
applied to a cell.

3 It is a group of cells next to each other.

66
4
Unit 4 I Presentation

Unit
Presentation
Learning Objectives
By the end of Unit 4, learners should be able to:

• apply slide transition to a presentation


• explore notes and handouts
• create and modify speaker notes
• create notes in Notes Page View
• preview presentations in Print Preview

4.1 Apply slide transition to a presentation

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.

Font type: Trebuchet MS


Font Size: 96
Design Theme: Facet
Image: online

67
Unit 4 I Presentation

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Unit 4 I Presentation

2. Click the Transitions tab.

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

6. To move to the next slide,

click the mouse or press the spacebar or

arrow keys or enter Key on your keyboard.

7. Save the presentation as Activity1.

You can try other transitions for this


presentation by choosing from the
Transitions tab as below:

Quick Test 4.1

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.

A 1 Starts the Slide show from first slide.

One of the keys on keyboard to move to


B 2
the next slides during Slide Show.

C 3 Examples of slide transition.

4 Applies same slide transition to all the


D slides in a presentation.

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Unit 4 I Presentation

4.2 Create Speaker Notes in a 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

1. Open the presentation saved as Activity1.

2. Choose the second slide to add notes to it.

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Unit 4 I Presentation

3. Click the Notes command at the bottom of the screen to open the notes pane.

4. Click and drag the edge of the pane to resize it.

5. Click in the notes pane area to add notes.

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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.

Add this sentence to the notes

7. Save the presentation as Activity2.

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

9. To view the notes during a slide show, do the following:


Right-click on the presentation and choose Show Presenter View.

10. The following screen will appear:


main slide

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.

4. 3 Create notes in Notes Page view


You can also access the Notes page view to create notes.

1. Select the View tab.

2. Click on the Notes Page command in the Presentation Views group.

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Unit 4 I Presentation

4.4 Create Handouts of presentation


Handouts are printed copies of slides that a presenter can give to the audience to follow the
presentation. Handouts can be created using Print command.

ACTIVITY 3

1. Open the presentation saved as Activity2.

2. Click the File tab.

3. From the backstage View:

1. click Print command,

2. click on the down arrow in the Full page Slides box

3. locate handouts group.

1
2

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Unit 4 I Presentation

4. Some examples of page layout from the Handouts group are found below.

2 Slides per page layout 4 Slides per page layout

Up to nine slides can be


displayed per page.

5. Select a page layout for the handouts.

In this example, the 3 slides


layout has been chosen.

It has lined spaces for the


audience to take notes.

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Unit 4 I Presentation

6. Click Print command.

The slides will be printed on paper.

7. Save the presentation as Activity3.

4.5 Preview Presentations in Print Preview

Print Preview is a feature that allows a user to see how the slides in a presentation will appear
before they are printed.

The Print pane allows a user to preview and print a presentation.

ACTIVITY 4

4.5.1 To access the Print Pane

1. Open the presentation saved as Activity2.

2. Click on the File Tab from the Ribbon.

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Unit 4 I Presentation

3. From the backstage view:

1. Select Print command.

2. The types of Print Layout appear.

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

Types of print Description Output


layouts

This layout prints a full


Full Page Slides
page for each slide.

This layout prints each


page together with its
Notes Pages
speaker notes for the
slide.

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Unit 4 I Presentation

This layout prints an


Outline overall outline of the
slide show.

This layout prints


thumbnails versions of
each slide.
Handouts

Up to nine slides can


be displayed per page.

Quick Test 4.5

1. Study the Screenshots below. Which types of print layout does it show?

Tick the correct box.

(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.

layout Print Preview presenter


presentations themes

(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

look like on the screen before printing.

(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

It prints each page together


with its speaker notes for the
slide.

Notes Pages

It prints an overall outline of


the slide show.

Outline

It prints thumbnails versions of


each slide.

Handouts

It prints a full page for each


slide.

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END OF UNIT QUESTIONS

3. Tick (√) True or False next to each of the following statements.

Statements True False

(a) Slide transition can be viewed during a Slide Show.

The speaker notes can be modified in the Notes


(b)
Pane area.

The Outline View prints each page together with its


(c)
speaker notes for the slide.

The speaker notes cannot be viewed by the


(d)
audience during a presentation.

4. Circle the icon which applies the same slide transition to all the slides in a presentation.

5. (i) What are speaker notes?

____________________________________________________________________________

____________________________________________________________________________

(ii) What are handouts?

____________________________________________________________________________

____________________________________________________________________________

82
5
Unit 5 I The Internet

Unit
The Internet
Learning Objectives
By the end of Unit 5, learners should be able to:

• define a computer network


• explain the benefits and disadvantages of a computer network
• distinguish between wired and wireless network
• understand e-mail and its common features
• create a simple website

5.1 Definition of a computer network

The type of network depends on the geographical area covered by a network. We will learn
about the following types of network:

• Personal Area Network (PAN)

• Local Area Network (LAN)

• Metropolitan Area Network (MAN)

• Wide Area Network (WAN)

• Storage Area Network (SAN)

• Virtual Private Network (VPN)

5.1.1 PERSONAL AREA NETWORK (PAN)


• It is a type of network connecting devices within a room.

• It is organised around an individual person, around a few metres within a room.

• It may consist of a desktop computer, a cell phone,


a laptop or a tablet. PAN enables communication among
these devices.

• For example, a person travelling with a laptop and a mobile


phone could interconnect them without having to plug
anything in.

PERSONAL AREA NETWORK (PAN)

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Unit 5 I The Internet

5.1.2 LOCAL AREA NETWORK (LAN)

• A Local Area Network (LAN) is a network that is


restricted to a small area e.g. a single room, an office,
a school, or a group of nearby buildings.
• It is usually privately owned.
• The school network is an example of a LAN where
computers in the school are interconnected.
LOCAL AREA NETWORK (LAN)

5.1.3 METROPOLITAN AREA NETWORK (MAN)

• It is a large computer network that usually covers a city


or town.
• It has a geographic area larger than that covered by
‘Local Area Network’.
• MANs are mostly built for cities or towns to provide
high data connection. MANs are usually owned by a
single large organisation. METROPOLITAN AREA NETWORK (MAN)

5.1.4 WIDE AREA NETWORK (WAN)

• It is a computer network that covers a very large


geographical area. It can connect computers across
a country or around the world.
• It is larger than a MAN.
WIDE AREA NETWORK (WAN)

5.1.5 STORAGE AREA NETWORK (SAN)

• It is a network of storage devices accessible to


multiple servers.
• It transfers data between storage devices and
networked servers.

STORAGE AREA NETWORK (SAN)

5.1.6 VIRTUAL PRIVATE NETWORK (VPN)

• It allows users to create a secure connection between


two devices over the Internet to access a private
network.
• For example, VPN allows remote users and regional
offices to access the company’s head-office
applications and resources.
VIRTUAL PRIVATE NETWORK (VPN)

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Unit 5 I The Internet

Quick Test 5.1

1. Match each term to the correct statement.

ACRONYMS STATEMENT

• A network that is restricted to smaller physical areas (e.g: a single


SAN room, a local office or school).

• It allows secure connection over the Internet to access a private


LAN network.

VPN • It is a type of network connecting devices within a small office or


room.

• It is a large computer network that usually spans a city or a large


WAN
campus.

MAN • It is a network of storage devices accessible to multiple servers.

PAN • A computer network that covers a very large geographical area.

2. What do the following acronyms stand for?


a. VPN _______________________________________________________

b. PAN _______________________________________________________

c. WAN ______________________________________________________

d. LAN _______________________________________________________

5.2 Distinguish between different network topologies

A network topology shows how different nodes in a network are connected to each other.

There are five main types of network topologies namely:

• 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

BUS TOPOLOGY DESCRIPTION ADVANTAGE DISADVANTAGE

In a bus topology It is easy to If the main cable


every node is connect a breaks, the entire
connected to a computer or network goes
single cable (Bus). peripheral device. down.

RING TOPOLOGY DESCRIPTION ADVANTAGE DISADVANTAGE

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).

STAR TOPOLOGY DESCRIPTION ADVANTAGE DISADVANTAGE

In a star topology, If the central


all nodes are It is easy to add computer goes
connected to a new nodes to the down, then the
central computer network. whole network is
known as a server. down.

MESH TOPOLOGY DESCRIPTION ADVANTAGE DISADVANTAGE

In a mesh The network


It is difficult to
topology, all can be easily
find connection
nodes or devices expanded without
faults within the
are connected to affecting other
network.
each other. users.

TREE TOPOLOGY DESCRIPTION ADVANTAGE DISADVANTAGE

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

Quick Test 5.2

Fill in the blanks with the correct word from the given list.

mesh bus ring tree star

a. Nodes arranged in a circular arrangement is called a _____________________topology.

b. A topology where all nodes or devices are connected to each other is called a

_____________________ topology.

c. A topology in which every node is connected to a single cable is called a

_____________________ topology.

d. Nodes arranged in a hierarchical manner is called a _____________________topology.

e. Nodes connected to a central computer is called a _____________________topology.

5.3 Differentiate between intranet and extranet

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.

5.4 Network components and their importance


The various network components are:

Network Interface Card (NIC)

It is a computer hardware component commonly found


inside the system unit. It connects a computer to a computer
network.
NETWORK INTERFACE CARD

WIRELESS FIDELITY (Wi-Fi)

It is a wireless networking technology allowing devices such


as computers (laptops and desktops), mobile devices (smart
phones and tablet PCs), and other equipment (printers and
video cameras) to connect to the Internet. It uses radio
waves to provide wireless high-speed Internet.
WIRELESS FIDELITY

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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

Internet Service Provider (ISP)


A company that provides access to the Internet.
Example: Mauritius Telecom, Emtel & MTML.

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

Quick Test 5.4

Fill in the blanks with the correct word from the given list.

Wifi ISP router NIC firewall

a. A software or a hardware that prevents unauthorised access to a network is called a


_____________________.

b. A device that extends the connection to computers is called a _____________________.

c. The _____________________ is a company that provides access to the Internet.

d. Wireless networking technology allowing devices to connect to the Internet is called a

_____________________.

e. A hardware component commonly found inside the system unit that connects a computer

to a computer network is called a _____________________.

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Unit 5 I The Internet

5.5 Wireless and wired network


Computers can be connected in a network through cables (wired)
or through radio signals (wireless).

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

A combination of both wireless and wired is appropriate Access Laptops


in the computer lab where desktop computers may be Point

connected through cables and students/educators may


connect their mobile phones using Wi-Fi. Such a network
may also be used at home. Tablets Mobile phones

WIRELESS

5.6 Search engine and Meta search engine

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.

Some examples of meta-search engines:


www.monstercrawler.com
www.dogpile.com
www.metacrawler.com
www.search.com
www.seekky.com
www.excite.com

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Unit 5 I The Internet

When to use a meta-search engine?


• To improve the search results.
• To look for information that is difficult to find.
• To access a large number of sites.

Differences between a search engine and a meta-search engine:


• A search engine has its own database of websites/webpages while a meta-search engine
does not have its own database of websites/webpages.
• A meta-search engine searches the databases of different search engines to provide results.

5.7 Refined keywords in web searches

PRACTICAL ACTIVITY 1

1. Open a search engine, for example www.google.mu


2. Type a keyword in the search box.

We will type a keyword, “Mauritius” in the search box as shown below. Press ‘Enter’ button.

PRACTICAL ACTIVITY 2

We can refine our search by being more precise.


Type hotels of Mauritius as shown below:

Observe the number of results. It is now reduced to 209,000,000.

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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.

Keywords Number of search results

Five-star hotels of Mauritius

Five-star hotels of Mauritius in Grand bay


Five-star hotels of Mauritius in Grand bay with
restaurant

Note: You will observe that by refining the web searches, the number of searches will
decrease.

5.8 History of Web visits

The web browser’s History allows users to view websites visited previously.

Step1: Click on the control menu.

Step 2: Click on the History button to check the web browser history.

Web browser history will give you details like:

• The date it was visited


• Website recently visited
• The time of last visit

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Unit 5 I The Internet

Quick Test 5.8

1. Tick (√) True or False next to each of the following statements.

Statement True False

(a) Mobile phones can connect to a wireless network.

A wired network makes use of Wi-Fi to connect to the


(b)
internet.

Suppliers can use Extranet to communicate with an


(c)
organisation.

(d) Refining our search reduces the number of results.

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 ______________.

5.9 Web tools


E-discussion is an online conversation among a group of people. The conversation can be in
the form of text, audio or videos.
Some examples are:
• Video conferencing
• Podcasting /Vodcasting
• Wiki
• Blog
• Social networking
• Chat
• Forum

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

It is an online journal displaying information in the reverse


chronological order (latest posts appearing first). The blog
is normally public. A blogger is someone who writes blogs.
Blog

Defimedia blog space

POD CASTING/VOD CASTING

PODCASTING VOD CASTING

Podcast (audio cast) is the process of


capturing an audio event, song, speech, or
Vodcast (Video cast) is a video file that is
mix of sounds and then posting that digital
uploaded and distributed.
sound object to a Web site or “blog”.
Example: Example:

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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

Quick Test 5.9

1. Match each term to the correct statement.

Term Statement

Online
A text-based communication that is live
forum or in real-time with two or more people.

An online journal displaying information


Chat
in the reverse chronological order.

An audio cast used to post a digital


Blog
sound object to a Web site.

Podcast It is online discussion site on the Internet.

2. Fill in the blanks with the correct word from the given list.

wiki vodcast video conferencing social networking

a. A distant electronic meeting between two or more people is called ___________________.


b. An example of a popular online encyclopedia like Wikipedia is called ___________________.
c. An Internet-based social media site to stay connected with those sharing common
interests is known as ___________________________.
d. A __________________________ is a video cast that is uploaded and distributed.

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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.

(i) Which of the following is a valid e-mail address?

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?

A. Video conferencing B. Router

C. WhatsApp D. Search engine

(iii) A network where all nodes are connected to a central computer is known

as________________.

A. Star topology B. Ring topology

C. MAN D. SAN

2. Match column A with column B and write the correct answer in column C as shown in
the example.

Column A Column B Column C

A Blogger 1 All nodes or devices are connected to each other. A 5

B Network 2 A commonly used social networking website. B

Mesh
C 3 An online discussion site on the Internet. C
topology

D Facebook 4 A group of computers that are connected together. D

E E-mail 5 Someone who writes on blogs. E

. Online forum 6 An electronic way of sending and receiving mails. F

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END OF UNIT QUESTIONS

3. What do the following acronyms stand for?

i) URL _______________________________________________________________

ii) ISP _______________________________________________________________

iii) NIC _______________________________________________________________

iv) WAN ______________________________________________________________

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.

Ring topology Star topology

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END OF UNIT QUESTIONS

6. Fill in the blanks with the correct word from the given list.

ISP wires email wirelessly web browser firewall


(i) A school uses ______________________ to send and receive messages to its students and staff.

(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

them access to the Internet.

(iv) A ______________________ on computers will prevent unauthorised access to and from private

network.
(v) Mobile phones or computers can be connected using _______________________ or

____________________ to get connected to the Internet.

7. A web browser is a program that allows us to view web pages.

a) List two pieces of information that we can get in a web browser’s history.

1 ________________________________________

2 ________________________________________

b) State two advantages of using E-mail.

1 ______________________________________________________________________________

2 ______________________________________________________________________________

c) State two disadvantages of using E-mail.

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:

• define computer ethics, information privacy and security of data


• discuss the implication of information privacy and threats to data security
• explain how to keep data secure in a computer system
• explain the implications of software piracy, computer crime and hacking
• analyse the key features of Data Protection Act
• define ownership, copyright & plagiarism of Internet resources
• show an understanding of the potential dangers of Internet

6.1 Computer Ethics

Computer Ethics is set of principles that guide the use of computers.


Ethics is related to what is right (ethical) or wrong (unethical) behaviour.

Did you know?


A Hacker is someone who accesses a computer system without permission.

With the help of your teacher, discuss the following


statements and tick the appropriate column.

Statements Ethical Unethical

1 Access someone’s computer without permission. √

2 Copy your friend’s work and claiming it as your own.

3 Take pictures to embarrass or humiliate your friends.

4 Use someone else’s username and password.

5 Use a computer to steal information.

6 Ask permission before using a computer.

7 Use a software that you have paid for.


8 Protect someone’s personal data.


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Unit 6 I Health, Safety and Ethics

6.2 Information Privacy

Privacy refers to keeping one’s personal information to oneself.


• Personal information (name, address, date of birth, mobile number etc.)
• Health records
• Financial data (Salary, Bank Statements)
• Criminal records

Failure to protect private information may lead to:


• Sharing of personal information
• Using false information
• Loss of data

Quick Test 6.2

What are the consequences of failing to protect private information?

______________________________________________________________

______________________________________________________________

______________________________________________________________

6.3 Data Security

Data Security refers to the protection of data stored on computers.

Main threats to data security


• Computer virus:
A software that affects a computer.
• Loss of data: Did you know?

- Accidental deletion of important data. Data backup is a


method of making
- Destroyed by natural disasters like fire or flood. copies of computer
data or files.
Measures to keep data secure The backup is used
in case the original
• Perform regular back up
data is lost.
• Use an updated anti-virus software
• Use of strong passwords

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Unit 6 I Health, Safety and Ethics

Quick Test 6.3

1. Tick (√) True or False next to each of the following statements.

Statement True False

1 A computer virus can affect a computer.


2 Data cannot be destroyed by fire.

3 Do not make regular back up.

4 Data can be lost by accidental deletion.

6.4 Computer Crime


Computer crime refers to the dishonest practices involving the use of computers.

Two common types of computer crimes are software piracy and hacking.

Software Piracy is the illegal copying, distribution or use of software.

Implications of Software Piracy


• It is punishable by law.
• Risk of viruses.
• Pirated software cannot be updated.

Hacking means gaining unauthorised access to a computer system.

Implications of Hacking
• Loss of data.
• Financial Loss.

Quick Test 6.4

Fill in the blanks by selecting words from the list below:

hacking software piracy hacker computer crime

1. A ________________ is someone who accesses a computer system without permission to

steal information.

2. Dishonest practices involving the use of computers is known as ______________.

3. Gaining unauthorised access to a computer system means ______________.

4. The illegal copying, distribution or use of software is known as _________________.

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Unit 6 I Health, Safety and Ethics

6.5 Data Protection Act


Data Protection Act is a law to protect personal information stored on computers or in paper
files or any other storage system.

The Data Protection Act:


• controls how information collected is used.
• protects the rights of those on whom data has been collected.

Key Features in a Data Protection Act


• A person has the right to know what information is collected about him / her.
• Any information about a person should be collected legally.
• Any information collected should be kept safe and secure.
• Any information collected should be true, accurate and up to date.
• Any information collected should be kept only as long as it is needed.
• Any information collected should be used only for that particular purpose and not for other
purposes.

Quick Test 6.5

1. Tick (√) True or False next to each of the following statements.

Statement True False

A person has no right to know what information is


1
collected about him / her.

Any information collected should be kept only as long as


2
it is needed.

3 Any information collected should be kept safe.

4 Information about a person should be collected illegally.

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Unit 6 I Health, Safety and Ethics

6.6 Ownership of Internet resources

Did you know?


Internet resources are web pages, ebooks, encyclopedias,
databases, online newspapers, magazines and publications
found on the World Wide Web (WWW).

Can we copy these


resources?

No, you cannot copy them!


The creator of the resource on the Internet
becomes the owner or author of that information.

Why?

Ownership is the legal right


for the creation of resources.

Thank you for the


explanation!

Examples of original works are:

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.

How to avoid accidental plagiarism when using Internet sources

In order to avoid accidental plagiarism, the following methods can be used:

Acknowledge Internet resources


The information obtained from a
particular source should be properly
referenced.

Use plagiarism checker software


Several free online plagiarism checkers
are available.

Rewrite in your own words


It means keeping the same meaning
of an original text without copying the
same words.

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Unit 6 I Health, Safety and Ethics

6.9 Potential Dangers of the Internet

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.

• Inappropriate Content • Computer Virus


It is defined as visual It is a harmful program
representations that are loaded into a computer
harmful to minors. without a user’s knowledge.

• 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.

Quick Test 6.9

1. Match each term to the correct statement. One has been done for you.

KEYWORDS STATEMENT

It is the uncontrollable use of video games over a


Computer virus prolonged period of time.

These are persons who use the Internet to locate,


Sexting target and victimise children or teenagers.

Gaming addiction It is defined as visual representations that are harmful


to minors.
It is sending, receiving, or sharing sexual messages,
Online predators photos or videos of oneself to others by making use of
a digital device.
Inappropriate
It is a harmful program loaded into a computer
content
without a user’s knowledge.

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END OF UNIT QUESTIONS

1. Fill in the blanks with the appropriate words given below.

unethical back up copyright virus

ownership hacker ethical music

(a) To ask permission before entering the laboratory is an example of _______________


behaviour.

(b) An example of an original work is ______________ composed by a person.

(c) The purpose of ______________ is to protect the work of a person.

(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.

(g) To use a computer to steal information is an ____________ behaviour.

(h) A computer ______________ is a software that affects a computer.

2. What do you understand by the term 'information privacy'?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3. Define the term 'plagiarism'.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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END OF UNIT QUESTIONS

4. Tick (√) True or False next to each of the following statements.

True False

(a) Pirated software cannot be updated.

Computer Ethics is set of bad principles that guide the


(b)
use of computers.

(c) Hacking can lead to financial loss.

Data cannot be destroyed by natural disasters such as


(d)
flood or fire.

Data Protection Act controls how information


(e)
collected is used.

5. Read the statements below regarding Data Security. Classify them accordingly in
the given table.

• Computer virus is a software that affects a computer.

• Make regular backup.

• Use an updated anti-virus.

• Accidental loss of data by deletion.

• Data destroyed by natural disasters such as flood or fire.

• Use of strong passwords.

Main threats to data security Measures to keep data secure

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Unit 6 I Health, Safety and Ethics

Additional Notes

108
Unit 7 I Multimedia

Unit
Multimedia
Learning Objectives

By the end of Unit 7, learners should be able to:

• create a simple animated clip


• enhance a video using learner-recorded narration and overlay text
• create comic strips using an appropriate authoring tool

7.1 Animated clip

An animated clip is a series of images that are played in a sequence to produce a short movie.

Creating an animated clip using software

There are 3 steps in creating a simple movie:

Plan Use a movie Save


your maker to your
movie design your movie
movie
Step 1 Step 2 Step 3

7.1.1 Planning your movie

1. Choose a title for your movie


We will create a movie on examples of input devices.
Movie title: Input devices

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

Examples of the photos to be downloaded are:

7.1.2 Design your movie using Windows Movie Maker

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.

Link to download Windows Movie Maker: https://www.winmoviemaker.com


The icon for Windows Movie Maker is as shown.

Exploring Windows Movie Maker

To open Windows Movie Player click on the icon found on


your desktop.

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Unit 7 I Multimedia

Windows Movie Player Window

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.

Step 1: Import images on Storyboard

1. Click here to import images

2. Click on the images and click on open

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Unit 7 I Multimedia

Step 2: Preview movie clip

The images will appear here.

Click here to preview clip Your movie is about 28 seconds which is


quite long for displaying 4 images.

Congratulations again!
This is you first computer generated movie clip.

Editing your movie

The movie can be edited in the following ways:


1. Increase or decrease the duration of the movie
2. Insert animation
3. Insert sound (audio narration or existing sound)
4. Insert a title for the movie
5. Add text to pictures (Text overlay)

Edit Length of movie

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.

The movie is now 8 seconds

Play the movie clip again.

Insert animation

To insert an animation, you will need to click on the animation tab.

A series of transition will be offered to you. You can choose any one of them and click on
Apply to all.

Here again, you can choose the duration of the animations.

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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.

• Choose the music you want to add and click on open.

• A green strip should appear as shown below.

• Play your movie again.

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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”.

Edit Text box

• Change the content of the text box to “Input Devices”.


• You can add effects by clicking on the Options available on the window.

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Unit 7 I Multimedia

Add text to pictures

Adding text to pictures is called text overlay.


Step 1: Click on any image on your storyboard and click on Caption.

Step 2: Insert the word “Microphone”.

Save your movie clip

Saving your movie will allow you to open it and edit it afterwards. The procedure is as follows:
1. Click on save icon

2. Insert a name and click on save button.


This file will open using Windows Movie maker only.

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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”.

Quick Test 7.1

Fill in the blanks with the appropriate words below.

Windows Movie Maker text overlay audio overlay animated clip

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 ___________________ .

7.2 Comic Strips

Creating an animated clip using software

Hi Jenny. What Come with me in the


What is a are you thinking Hi Tipiyu. I am computer laboratory. I
about? thinking of a comic will show you.
comic strip? strip. Do you know
what it is?
Cool!

Jenny met Tipiyu Jenny is happy

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Unit 7 I Multimedia

What is a comic strip?

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

Jenny is happy Caption

What is a caption in a comic strip?

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:

Meanwhile the girl is Caption


playing badminton

Figure 6.1
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Unit 7 I Multimedia

What is a dialogue in a comic strip?

A dialogue represents the thought or the speech of the character.


Dialogues are found in speech balloons.
The tail in the speech balloon indicates the source of speech.
Tail

There are 4 main types of speech balloons:

Speech balloons Description Example

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

7.3 Steps to create a comic strip

Write a script Decide the Use a


1 using a
storyboard
2 number of
panels to be
used
3 software to
design the
comic strip

Step 1: Writing a script


• A script helps you to write the story.
• Choose a title for your comic strip.
• The story should have a beginning, a middle and an end.
• A storyboard can be used to write your script.

The title of the comic strip is: Importance of password.


The storyboard shows the script of the story.

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

Photo of Tipiyu: Text


Tipiyu By using a password

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Unit 7 I Multimedia

Step 2: Deciding on the number of panels to be used

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.

Examples of online authoring tools to design comic strips are:


(1) https://www.toondoo.com
(2) https://www.stripgenerator.com
(3) https://www.pixton.com

Examples of offline authoring tools to design comic strip are:


(1) Cosy comic strip creator
(2) Comic life
(3) Microsoft Powerpoint

7.4.1 Using Microsoft Powerpoint 2016 to create the comic strip


Before creating the comic strip, we must first gather photos as mentioned in the storyboard.

Photos
Jenny Tipiyu


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Unit 7 I Multimedia

Creating the comic strip in MS Powerpoint


Step 1: Insert 3 panels (rectangles) using shapes in MS Powerpoint

Click here

Your slide should look like this

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”.

The slide should look like this:

Somewhere in the
school yard

Add speech balloons

All speech balloons are found in the shape option MS Powerpoint.

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Unit 7 I Multimedia

The slide should look like this:

Tipiyu, how can I prevent someone


from accessing my computer?

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:

Tipiyu, how can I


prevent someone from No Jenny, you should
accessing my computer? Can I tell you my keep your password
password? secret.
By using a
password

Somewhere in the
school yard

124
END OF UNIT QUESTIONS

1. With the help of your teacher, design a comic strip on the following topic:

Reporting a problem in the computer lab to your teacher

2. Fill in the blanks with the words from the list below.

Speech bubble dialogues tail script

(a) A comic strip contains graphics, captions and __________________ .

(b) The first step to design a comic strip is to write a __________________ .

(c) Another name for speech balloon is __________________ .

(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.

SPEECH BALLOONS NAMES

General speech balloon

Whisper balloon

Expression text balloon

Thought balloon

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Unit 7 I Multimedia

Additional Notes

126
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:

• draw flowcharts to solve simple problems


• dry run flowcharts
• create a sequence of instructions in a visual programming language
• write computer programs for simple problems

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.

Symbols used in Flowcharts

Quick Test 8.1

Fill in the blanks by selecting words from the list below:


input start decision box output flowline end process
In a flowchart:
(a) A rectangle represents a ________________________.
(b) An oval shape represents ________________________ or ________________________.
(c) An arrow represents a ________________________
(d) A parallelogram represents ________________________ or ________________________.
(e) A diamond shape represents a ________________________.
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Unit 8 I Practical Problem Solving & Programming

8.2 Flowchart using sequence


Steps in a sequence are executed one after the other from the first to the last.

Problem: Find the area of a rectangle.


To find the area of a rectangle, we need to know the length and width.
To calculate the area, multiply length by width i.e. area = length x width.

8.3 Flowchart using selection


In a selection flowchart, a decision box is used to choose which step to carry out next.

Problem: Input student marks and display result: “FAIL” or “PASS”.


(NOTE: To pass the test, a student must score 35 marks or more.)

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Unit 8 I Practical Problem Solving & Programming

8.4 Flowchart using Iteration (Repetition)


Problem: Display the word “Computer” 5 times as shown below:

Solution 1

How many times must we write the instruction Output


“Computer” to show the word “Computer” 100 times on
the screen?

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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:

A flowchart in which instructions are repeated is called an iteration flowchart.


The part of the flowchart which is repeated is called a loop. (Shown by green
flowlines in the flowchart)

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Unit 8 I Practical Problem Solving & Programming

Quick Test 8.4

Complete the flowchart below to output the word “Hello” 10 times.

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Unit 8 I Practical Problem Solving & Programming

Iteration Flowchart Example 2

Problem: Input marks for 5 students.


If marks < 35 display result: “FAIL”
Otherwise display result: “PASS”

A loop is used to input, compare and output the result 5 times.

8.5 Dry run flowcharts

To dry run a flowchart means to determine the output of a flowchart.

A trace table is used to dry run a flowchart.

A trace table records the changing values and any output from a flowchart.

Variables store the values used by a flowchart.

Meaningful names are given to variables.

Examples of variables: age, temperature, length, width, area ...

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Unit 8 I Practical Problem Solving & Programming

Dry Run Example 1

Study the flowchart below.


The flowchart is used to input the length and width of a rectangle and output the area.

Three variables are used in the flowchart: length, width, area

Dry run the flowchart using the following values:

length = 5, width = 3

The trace table has three columns, one for each variable.

length width area

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Unit 8 I Practical Problem Solving & Programming

Dry run the flowchart by executing each instruction one by one.


After each instruction, write the value of the variable in its column.

At the end of the dry run, the output column contains the expected value.

Quick Test 8.5.1


Dry run the flowchart again using two more sets of values:
(a) length = 10, width = 8

(b) length = 25, width = 12

Dry Run Example 2


Study the flowchart below.

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Unit 8 I Practical Problem Solving & Programming

Dry run the flowchart using:


age = 14

Instructions Time table

Quick Test 8.5.2

Dry run the flowchart using:

(a) age = 20

(b) age = 18

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Unit 8 I Practical Problem Solving & Programming

Dry Run Example 3


Dry run a flowchart with a loop

Study the flowchart to input marks and output result:


Dry run the flowchart using marks for 5 students: 25, 50, 35, 60, 10

Is counter = 5?

count marks is marks < 35? Output is counter = 5?

Input marks = 25 0 25 YES FAIL NO


Input marks = 50 1 50 NO PASS NO
Input marks = 35 2 35 NO FAIL NO
Input marks = 60
3 60 YES PASS NO
Input marks = 10
4 10 YES FAIL YES
5

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Unit 8 I Practical Problem Solving & Programming

8.6 Create a sequence of instructions in a visual programming


language

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

Every Scratch program is made up of sprites and blocks.


Blocks tell a sprite what to do.

Using the appropriate block, sprites can be made to:


• move around the stage
• change their appearance
• talk in speech bubbles
• play sounds and music

Open Scratch 2.0 by clicking on the icon

The Scratch 2.0 interface appears as follows:

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Unit 8 I Practical Problem Solving & Programming

Parts of a Scratch Window

The Scratch window consists of the following:


• Stage: the area where the projects are run.
• Blocks palette: blocks are chosen from here.
• Scripts area: blocks are dragged and dropped into this area to build the program.
• Sprite: the picture of an object, person or animal.
• Sprite Area: sprites are chosen from this area.
• Backdrop: an image that can be shown on the Stage.
• Backdrop Area: backdrops can be chosen from this area.
• Green flag: a script (program) is started by clicking on the green flag.

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.

Scratch Blocks are connected to create a Scratch Program.


Scratch Blocks are divided into categories.

Block Categories Scratch Program

Drag and Drop

Connected
Blocks

The main block categories are: Motion, Looks, Pen, Control and Events.

Motion Look Pen Control Events


Blocks Blocks Blocks Blocks Blocks

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Unit 8 I Practical Problem Solving & Programming

Common scratch blocks and their functions:

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Unit 8 I Practical Problem Solving & Programming

Scratch Activity 1: Move a sprite on the stage

Step 1: Start a new Scratch project.

An orange coloured Cat Sprite is already on the Stage.

Our aim in this activity is to move the Cat Sprite FORWARD and BACKWARD.

Step 2: Click on the Script Tab.

Step 3: Select Motion category.

Step 4: Drag and drop the block onto the Scripts area.

Step 5: Change number of steps in move block from 10 to 100 .

Step 6: Select Events category.

Drag the block onto the Scripts area and connect on top of the
Step 7:
move block.

Click on the Green Flag to run the program.


Step 8: What happens to the Sprite? ___________________________________________
___________________________________________________________________

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Unit 8 I Practical Problem Solving & Programming

Result of running the program

Change the move block to and click on the Green Flag again.

What happens on the stage?


_____________________________________________________________________________

Scratch Activity 2: Draw shapes on the stage

In this activity, Scratch blocks will be used to make the sprite draw shapes on the stage.

Step 1: Start a new Scratch project.


Step 2: Drag blocks to create the following script.
Step 3: Execute the script by clicking on the green flag.

The sprite moves on the stage and draws a square as


shown below.

Change the script to draw a RECTANGLE 120 steps by 60 steps.

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Unit 8 I Practical Problem Solving & Programming

8.7 Write computer programs for simple problems

A program is a set of instructions that tells the computer what to do.


Using Python, we can write computer programs.

Download and install Python from the link below:


https://www.python.org/downloads/

The Python Window

Click on the icon on the desktop, to start Python.

The Python Window shows three lines. The last line has the symbols >>>
This is the Python prompt.

Python Activity 1: Display text

The print instruction tells Python to display a message on the screen.

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.

(iii) Now type the following instructions:

The above instructions give error messages.(Shown in RED below)

Python understands only instructions in a given format.


The print instruction MUST be followed by round brackets.
Text to be displayed MUST be between quotes.

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Unit 8 I Practical Problem Solving & Programming

Python Activity 2 - Display numbers

The print command can also be used to display numbers.


Type the following instructions and write the output of each instruction on the space provided.

Quotes are not used


to display numbers.

Python Activity 3 - Perform calculations and display results

Type the following instructions and write the output of each instruction on the space provided.

Python Activity 4 - Using variables

Type the following instructions:

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Unit 8 I Practical Problem Solving & Programming

To display the content of each variable, type the following:

Python Activity 5 - Using the input command

The input command reads and stores data into a variable.


Example: Ask for the user's name and age and show the values entered by the user.

The program shows the following output:

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Unit 8 I Practical Problem Solving & Programming

Python Activity 6 – Program to find the sum of two numbers

To find the sum of two numbers: In this program, 3 variables


• Input the first number will be used:
• Input the second number • firstnumber
• Calculate the sum of the two numbers • secondnumber
• sum
• Output the sum

Type the following instructions:

The program gives the following output when first number = 5 and second number = 3

Python Activity 7 – Decision making (Selection)

Python uses the keywords IF and ELSE to make decisions and selections.

A program to input age and output minor or adult.


(A person whose age is less than 18 years is a minor)
Notice how the
instructions after
IF and ELSE are
indented.

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Unit 8 I Practical Problem Solving & Programming

Input: age = 14 Input: age = 20

Output: Person is a Minor Output: Person is an Adult

Python Activity 8 – Using FOR Loops

A loop executes an instruction several times.


A FOR loop executes an instruction a specific number of times.

To loop a specified number of times, the range( ) function is used.

Using the range ( ) function to print the word "Computer" 5 times

Type the following instruction at the Python prompt

Range () function repeats an


instruction the number of times
specified between the brackets.

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Unit 8 I Practical Problem Solving & Programming

Python Activity 9 – Using FOR Loops

A WHILE loop executes an instruction as long as a condition is true.

Using while loop to print “computer” 5 times

A counter is be used to count how many times the loop is executed.

A While loop executes a set


of instructions as long as a
condition is True.

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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.

Remember to connect the symbols using flowlines.

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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.)

Choose from the list of instructions given on the left.

Output “Can vote”


Output “Cannot vote”
Is age < 18?
Input age
Start
End

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

numA numB numC sum average

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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

• print the area of the rectangle

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:

• demonstrate an understanding of the structure of a database


• create and modify a database structure
• create a database table
• enter, modify and delete data in a table
• create forms
• create reports
• create queries

9.1 Definition of database


A database is a set of data which is organised to facilitate insertion, modification, deletion and
retrieval of data stored.

The data is usually organised in the form of a table.

Student Number Student Name Date Of Birth Contact Number Student Class
1 Jane 12/02/2006 51332875 G9 Violet

2 Vicky 04/05/2006 51456703 G9 Green

3 Zainah 01/07/2006 53235674 G9 Red

4 Samy 07/07/2006 53987230 G9 Blue



Student Table 1

A database can be designed on paper (manual) or using a computer software (computerised).


Examples of manual databases are:

Calendars Student journal

Example of database software:

Microsoft Access 2016

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Unit 9 I Database

9.2 Structure of a database


The table below is an organised set of data that contains fields and records.
A field is a column heading that contains a similar group of data. The table contains 5 fields.

Student Student Date Of Contact Student


Number Name Birth Number Class
1 Jane 12/02/2006 51332875 G9 Violet

2 Vicky 04/05/2006 51456703 G9 Green


Records
3 Zainah 01/07/2006 53235674 G9 Red

4 Samy 07/07/2006 53987230 G9 Blue

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.

Creating a student register to store student details in Access 2016

Follow the steps below.


Step 1: Creating a database file.
When you launch the program, the opening screen displays a workspace to build a database.

Choose Blank database


Type a file name <TipiyuRegister> , then click on Create.

A database file called TipiyuRegister is created.

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Unit 9 I Database

The opening interface consists of several parts as shown below.

Step 2: Designing the table structure.


Field Name Data Type
This database will contain a table called <StudentDetails>. Student Number Auto number
Student Name ShortText
The Fields and data types must be decided first. DateOfBirth Date/Time
Contact Number Number
A data type specifies which type of data can be added Student Class ShortText
under a specific field.

Step 3: Creating the table structure


We must create the fields and select the data type for each field. Double click on the heading
ID to modify the field to Student Number.

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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.

Step 4: Creating the table structure


Repeat step 3 for all the other fields. Your table structure should like this:

Step 5: Save the table and give it a name


Click on the save icon. A dialog box will appear. Write the name of the table as
“StudentDetails”.

Click OK to save.

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Unit 9 I Database

Step 6: Inserting data into the table


To insert data into the table, click under different fields and insert the required information.

Refer to Student Table 1 on Pg 153 to insert data into the table. Your table should look like
this:

Step 7: Modifying data in the table

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.

Step 8: Deleting data from the table

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

Step 9: Adding a field into the table

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.

Your table should look like this:

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

9.3 Create forms


A form is used to enter, edit and or display data from a table.
The database that we will use is TipiyuRegister.

Step 1: Open the TipiyuRegister database


Your database contains two tables namely: StudentDetails and TeacherDetails.

We will create a form using the StudentDetails table.

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

In the same database create a form for the


TeacherDetails table.

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Unit 9 I Database

9.4 Creating simple queries

A query is a request for information from a database.


Consider the table TeacherDetails.

If we want to know all teachers who teach ICT as a subject, we will need to write a request to
get the answer.

The query is as follows: Subject = “ICT”

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.

Step 4: Type the word “ ICT “ as shown below.

Step 5: Click on Run.

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Unit 9 I Database

The result will be as follows:

ACTIVITY 3
In the same table create a query to display all teachers
who teach Mathematics.

9.5 Creating complex queries

Example 1 : Using the AND operator

Follow the steps below to find out ICT teachers whose surname is Damry.

1. Open table TeacherDetails.


2. On the Design Tab, click on Query Wizard.
3. Select all fields by clicking on the double arrow on the Simple Query Wizard box.
4. Choose Modify the query design option and click Finish.
5. The query will be as follows: Surname = “Damry” AND Subject = “ICT”. Type the following
words “Damry” and “ICT” as shown below.

6. On the Design Tab click on RUN. The result should be as follows:

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Unit 9 I Database

Example 2: Using the OR operator

Follow the steps below to find out Mathematics teachers or male teachers.

1. Open table TeacherDetails.


2. On the Design Tab , click on Query Wizard.
3. Select all fields by clicking on the double arrow on the Simple Query Wizard box.
4. Choose Modify the query design option and click Finish.
5. The query will be as follows : Subject = “Mathematics” OR Title = “Mr”.
Type the following words “Mathematics” , “Mr” as shown below.

6. On the Design Tab, click on RUN. The result should be as follows:

9.6 Creating reports

Example 3: Creating a report to display all students in StudentDetails table.

A report is used to organise and display data extracted from tables and queries. Reports are
generated in tabular form.

Step 1: Open StudentDetails table.

Step 2: On the Create tab, click on Report Wizard.

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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.

The report should appear as follows:

ACTIVITY 4

Using the table TeacherDetails, generate a report to


display the details for all teachers.

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END OF UNIT QUESTIONS

Question 1

Match the term in column 1 to its description in column 2.

COLUMN 1 COLUMN 2

Query It is used to enter data into a table

Form It is used to retrieve data from a table

Report A way to retrieve information from a database.

Question 2

Define the following terms:

Primary key: ……………………………………………………………………………………

Field: ……………………………………………………………………………………………

Record: …………………………………………………………………………………………

Question 3

Study the table below and answer the following questions.

A survey was done on some hotels and a database was produced. The table name is
HotelDetails.

Code Hotel Names No of Rooms No of Employees Year Built

AZ Azrah 566 20000 2005

BV Beach View 233 10500 2009

ST Summer Trees 125 7025 2015

TT Tamtam 780 25000 2007

PH Pearl Hotel 225 12300 2006

CH Coconut Palace 430 15740 2007

a) How many records are there in the table?

……………………………………………………………..………………………………

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END OF UNIT QUESTIONS

b) How many fields are there in each record?

………………………………………………………………………………………………

c) Which field can be used as primary key?

………………………………………………………………………………………………

d) The query- by- example grid shows all hotels that were built in 2007

Field: Hotel Names Year Built

Table: Hotel Details Hotel Details

Sort:

Show:

Criteria: = 2007

Or :

What would be the output?

………………………………………………………………………………………………

e) The query- by- example grid shows all hotels that with number of rooms less than 300 OR

No. of Employees

Field: Hotel Names No. of Rooms No. of Employees

Table: Hotel Details HotelDetails HotelDetails

Sort:

Show:

Criteria: <300

Or : >= 20000

What would be the output?

………………………………………………………………………………………………

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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

Field: Hotel Names No of Rooms Year Built

Table: HotelDetails HotelDetails HotelDetails

Sort:

Show:

Criteria: >500 = 2007

Or :

What would be the output?

………………………………………………………………………………………………

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