Ernest

ZIMBABWE SCHOOL EXAMINATIONS COUNCIL

ZIMBABWE GENERAL CERTIFICATE OF EDUCATION (ZGCE) Ordinary Level Syllabus COMPUTER STUDIES (7014) (EXAMINATION PERIOD 2014 to 2017)

***Available in the November Examinations only and not available to private candidates.

1

TABLE OF CONTENTS Contents Page 2 2 2 3 6 8 8 9 15 19 22 23 24 29 29 30 31 32 33

Preamble ….……………………………………………………………………………………………………………................................. Aims ………………………………………………………………………………………………………………………………………. .. Assessment Objectives ………………………………………………………………………………………………………….................. Assessment ………………………………………………………………………………………………………………………………… Grade Descriptors ………………………………………………………………………………………………………………………… Methodology and Time Allocation ……….………………………………………………………………………………………………… Presentation of Syllabus Sections …………………………………………………………………………………………………………. Section 1: Computer Architecture and Software ………..………………………………………………………………………………… Section 2: Application of Computers and Their Social and Economic Implications …………….……………………………………… Section 3: Systems Analysis and Design ………………………………………………………………………..…………........................ Section 4: Algorithm Design and Programming Concepts …………………………………………………………................................... Section 5: Communication and Networks ………………………………………………………..………………………………………. Section 6: Application Packages …………………………………………………………………………..…………………...................... Appendices ………………………………………………………………………………………………………………………………… Appendix I: Glossary of Terms Used In Question Papers ………………………………………………………………………………… Appendix II: Acronyms ……………………………………………………………………………………………………………………. Appendix III: Practical Assessment Guidelines …………………………………………………………………………………………... Appendix IV: Resources and Equipment …………………………………………………………………………………………………. Appendix V: Suggested Reference Books …………………………………………………………………………………………………

2

1.0

PREAMBLE This syllabus is designed to provide a two year course of study which will culminate in the O level examination. It provides a foundation for the A level Computing course and alternative specialised training for learners who wish to pursue a career in Information and Communication Technology (ICT). The syllabus aims to equip learners with knowledge, develop skills of information processing and the broad range of its applications. It also intends to equip learners with the general understanding of how information processing systems are designed to suit particular applications and how such systems work. The syllabus concentrates on the principles of information processing so that, although learners will study contemporary hardware, software and applications as examples, they should be well equipped so as to appreciate future developments in ICT and its applications. The syllabus also intends to make all learners well conversant with database, word processing, spreadsheet and presentation packages.

2.0

AIMS The syllabus aims to enable learners to: 2.1 2.2 2.3 2.4 2.5 2.6 gain an understanding of information processing applications and methods develop a systematic approach to problem solving in a computing context acquire practical skills and experience in ICT gain a broad understanding of the subject which is satisfactory in itself and also as a basis for further study develop interest, enjoyment and confidence in the daily use of computers and appreciate the use of ICT in solving real life problems

3.0

ASSESSMENT OBJECTIVES 3.1 Knowledge and Understanding Learners should be able to: 3.1.1 describe a range of information processing applications 3.1.2 explain the effects of introducing information processing systems both to individuals and to the organisations and 3.1.3 explain the functions of individual hardware and software components of ICT systems and their interrelationships 3.2 Problem Solving Learners should be able to: 3.2.1 use computers sensibly to generate, implement and document solutions appropriately 3.2.2 demonstrate knowledge and understanding of the techniques used to solve ICT problems and 3

3.3.3 analyse ICT applications in terms of data flow and system requirements 3.3 Practical Skills Learners should be able to: 3.3.1 demonstrate proficiency in the creation, design and implementation of documents using prescribed application packages 3.3.2 generate solutions using ICT technologies and 3.3.3 conduct research using the internet 4.0 ASSESSMENT 4.1 Specification Grid Paper 1 Section Weighting (%) Computer architecture and software 15 Applications of computers and their social and economic implications 35 Systems analysis and design 15 Algorithm design and programming concepts 20 Communication and networks 10 Application packages 5 TOTAL 100 Paper 2 Section Weighting (%) Computer architecture and software 15 Applications of computers and their social and economic implications 40 Systems analysis and design 15 Algorithm design and programming concepts 20 Communication and networks 10 TOTAL 100

4

Paper 3 Section Word-processing Spreadsheet Database Presentation TOTAL Weighting (%) 30 30 25 15 100

In Paper 1 and Paper 2 the weighting of questions based on skills will be as follows: Skill Knowledge and Understanding Problem Solving TOTAL 4.2 Scheme of Assessment The subject will be examined in 3 papers. Paper 1 2 3 Type of Paper Multiple Choice Structured Practical Examination Practical Coursework TOTAL Duration 1 hour 2 ½ hours 3 hours 5 terms Weighting% 20 40 20 20 100 Assessment Objective 3.1 3.2 Weighting (%) 75 25 100

5

4.3

Paper Descriptions Paper 1: Theory (40 marks) The paper consists of 40 compulsory multiple choice items. Paper 2: Theory (100 marks) The paper consists of 10 – 12 structured questions and the candidates are required to answer ALL questions in spaces provided. Questions will be set from ALL sections of the syllabus except Section 6. Paper 3: Practical (100 marks) The paper comprises Word processing, Spreadsheet, Database and Presentation consisting of FOUR compulsory practical questions, ONE question from each package.

5.0

GRADE DESCRIPTORS The scheme of assessment is intended to encourage positive achievement by all learners. Grade descriptors are therefore provided for pass grades A, B and C to give a general indication of the standards of achievement expected of learners awarded particular grades. The descriptors must be interpreted in relation to the content specified by the Computer Studies syllabus but are not designed to define that content. The grade awarded will depend in practice on the extent to which the learner has met the overall assessment objectives. Grade Descriptors 1. Describe and explain the basic components of a computer system, their functions and usage. 2. Use specified packages proficiently including ability to import and export documents or files between applications. 3. Manage files proficiently including sorting, searching and folder creation. 4. Demonstrate a thorough understanding of a range of applications of computers and their implications on individuals, organisations and society in general. 5. Analyse problems of a given system and suggest their appropriate solutions. 6. Formulate appropriate solutions to identified problems. 7. Evaluate a given problem solution. 8. Demonstrate a thorough understanding of the contents and use of system documentation. 9. Design and dry run algorithms. 10. Demonstrate an in depth understanding of the use of computers in communication and the role played by networks in enhancing communication. 6

A

11. Install software proficiently. 12. Analyse all the stages of systems development life cycle. 13. Use the printer proficiently. .

Grade

B

Descriptors Describe the basic components of the computer system. Use specified packages including ability to import and export documents or files between applications. Manage files. Demonstrate an understanding of a range of applications of computers and their implications on individuals, organisations and society in general. 5. Explain problems of a given system and suggest their appropriate solutions. 6. Formulate solutions to identified problems. 7. Analyse a given problem solution. 8. Understand the contents and use of system documentation. 9. Dry run algorithms. 10. Demonstrate an understanding of the use of computers in communication and the role played by networks in enhancing communication. 11. Install software. 12. Explain all the stages of systems development life cycle. 13. Use the printer. 1. 2. 3. 4.

C

1. 2. 3. 4. 5. 6. 7. 8.

Identify basic components of the computer system. Use specified packages. Demonstrate basic file management skills. Identify a range of applications of computers and their social and economic implications. Identify problems of a given system and suggest their appropriate solutions. Explain a given problem solution. Identify the contents of system documentation. Understand the basic use of computers in communication and the role played by networks in enhancing communication. 9. Install software. 10. List all the stages of systems development life cycle. 11. Use the printer. 7

6.0

METHODOLOGY AND TIME ALLOCATION 6.1 Methodology To achieve the stated aims and objectives, the following approaches are recommended:  Question and answer  Demonstrations  Group discussions  Field trips  Research and Presentations  Individual work  Expert guest presentations  Case studies 6.2 Time Allocation The subject should be allocated at least 6 periods of 35 – 40 minutes per week.

7.0

PRESENTATION OF SYLLABUS SECTIONS The syllabus consists of six sections as follows: 7.1 7.2 7.3 7.4 7.5 7.6 Computer architecture and software Applications of computers and their social and economic implications Systems analysis and design Algorithm design and programming concepts Communication and networks Application packages 8

8.0 SECTION 1: COMPUTER ARCHITECTURE AND SOFTWARE Topic 8.1 Types of computers and their categories Objectives Content Learners should be able to:  identify the categories of  Computer types such as computers and their - microcomputer characteristics - minicomputer - mainframe computer  identify the use of - super computer microprocessors in objects used - embedded systems in everyday life such as cameras - Personal and cars Computer/desktop  classify computer systems computers according to their processing - laptops power - notebooks, palmtops  list the advantages and and PDAs disadvantages of each category of computers  define computer hardware  Computer hardware  identify the internal components  Internal components and of a computer their functions: - computer system block  explain the functions of various diagram internal computer components - central processing unit (CPU) - buses - memory - fans Suggested Learning Activities and Notes  Discussing different categories and characteristics of computer systems including embedded systems Listing the advantages and disadvantages of the different computer categories Tabulating computer systems according to processing power Classifying computer systems according to size, processing speed, power and usage

  

8.2 Hardware

 

Identifying computer hardware components Discussing and naming internal components of a computer such as data buses, main memory, fans and CPU

9

Topic 8.3 Input devices

Objectives Learners should be able to:  identify various input devices, their characteristics and uses  choose appropriate input devices for a given application  list the advantages and disadvantages of the various input devices

Content  Input devices: uses, characteristics, application, advantages and disadvantages  keyboard  mouse  scanners - barcode readers - hand-held scanners - flatbed  joystick  touch pads  document readers - MICR - OCR - OMR  webcam  digital camera  microphone  data loggers  sensors - temperature sensor - pressure sensor - light sensor - sound sensor - humidity/moisture sensor - proximity sensor  touch screen  stylus  light pen  magnetic stripe readers  smartcard reader  chip and pin readers 10

Suggested Learning Activities and Notes    Categorising input devices Labelling input devices Discussing characteristics and classes of input devices

Topic 8.4 Storage devices

Objectives Learners should be able to:  identify different storage devices  compare different storage devices

Content  Storage devices - hard disk - CDs - DVDs - magnetic tapes - external hard drives - memory cards - memory sticks/flash disks - floppy disks Storage units - bits - bytes - kilobytes - megabytes - gigabytes - terabytes

Suggested Learning Activities and Notes     Describing storage devices Discussing characteristics and classes of storage devices and media Saving and retrieving documents using internal and external storage media Identifying the various drives used in conjunction with the various storage media

 compare storage devices according to capacity





Categorising storage units according to capacity

11

Topic 8.5 Output devices

Objectives Learners should be able to:  identify various output devices and their uses  list the advantages and disadvantages of various output devices  choose appropriate output devices for a given application  classify printers

Content  Output devices  monitors/VDUs - LCD - CRT - plasma  printers: o impact - dot matrix - chain printer - daisy wheel printer - drum printer o non-impact - inkjet - laser printer - thermal printer braille printer plotters speakers multimedia projectors control devices - actuators - motors - buzzers - lights - heaters

Suggested Learning Activities and Notes      Categorising output devices Labelling output devices Discussing characteristics and classes of output devices and media Demonstrating the use of output devices Categorising printers according to their operation such as speed, noise or type

    

12

Topic 8.6 File organisation

Objectives Learners should be able to:  explain file access methods  compare different file access and storage methods  choose an appropriate file access/storage method for a particular application  describe file maintenance routines

Content  File access and storage methods - random/direct - sequential - serial - indexed sequential File maintenance routines - updates - additions - insertions - deletions Data types - numbers - characters - strings - arrays Basic binary operations using up to 8 bits - additions - subtraction - denary/binary conversion Logic gates types - AND gate - OR gate - NOR gate - NOT gate - NAND gate Truth tables - AND truth table - OR truth table - NOR truth table - NOT truth table - NAND truth table 13

Suggested Learning Activities and Notes  Discussing file access/storage methods and maintenance routines Listing the advantages and disadvantages of each file access/storage method





8.7 Data types

 identify data types and the need for their use





Discussing the different data types

8.8 Data representation and binary arithmetic

 perform basic binary operations





Discussing binary operations such as adding, subtracting and converting binary numbers to denary and vice versa

8.9 Logic gates

 identify logic gates by symbols or truth tables





Drawing logic gates and constructing the truth tables using up to two inputs

 construct truth tables



Topic 8.10 Software

Objectives Learners should be able to:  define software terms

Content  Software terms

Suggested Learning Activities and Notes   Discussing classes of software and their functions/purpose Identifying software packages

 classify software by function and purpose





 compare user interfaces



 state operating system functions



 install software 

8.11 Types of systems

 describe different types of systems  outline advantages and disadvantages of different types of systems  identify application areas of different types of systems  list the characteristics of different types of systems



Systems software - operating system - utility programs Application software - general purpose/off the shelf - bespoke/ tailor made User interfaces - GUI/WIMP - menu driven - command driven Operating environment management - multitasking - multiprogramming Resource management - hardware - memory - utility software System types - batch processing - single user online/ real time - network - control - automated - multimedia



Comparing user interfaces



Tabulating software functions and purpose



Setting up printer, applications and operating system software

 

Discussing different systems Conducting field trips to appreciate the use of various systems

14

9.0 SECTION 2: APPLICATION OF COMPUTERS AND THEIR SOCIAL AND ECONOMIC IMPLICATIONS Objectives Content Suggested Learning Activities and Notes Learners should be able to: 9.1 Commercial and general  explain the use of computer  Banking systems  Discussing applications in general data data processing systems in general data processing  Institutional administration processing - hospitals  Conducting field trips to have an - schools appreciation of commercial and general data - universities processing systems  Automatic stock control  Order processing 9.2 Industrial, technical and  explain the use of computer  Applications  Listing uses in industry, science and scientific uses systems in industry, science - weather forecasting technology and technology - Computer Aided  Conducting field trips to appreciate Manufacture (CAM) industrial, technical and scientific uses - Computer Aided Design (CAD) - simulation and modelling - virtual reality - image processing - industrial inspection systems 9.3 Monitoring and control  identify the hardware used in  Control systems and their  Researching application areas in monitoring systems control systems hardware and control systems - monitoring hospital  explain control system  Conducting field trips to have an patients processes appreciation of monitoring and control - chemical process systems  list advantages and control disadvantages of control - traffic survey and systems control  identify the application areas - greenhouse process of control systems control systems - irrigation control systems Topic

15

Topic 9.4 Automation and robotics

Objectives Learners should be able to:  explain the use of computer systems in automation and robotics

Content  Domestic equipment - microwave ovens - refrigerators - cameras - air conditioners - water heating systems Industrial robots Data loggers Automatic fuel injection Closed Circuit Television (CCTV) Expert system types - mineral prospecting - medical diagnostics - speech recognition

Suggested Learning Activities and Notes   Discussing application in automation and robotics Conducting field trips to appreciate computer uses in automation and robotics

    9.5 Expert systems and artificial intelligence  identify the features of expert systems and artificial intelligence and their purpose  explain use of expert systems and artificial intelligence  describe areas of application of expert systems and artificial intelligence  describe the use of computer systems in other areas 

 

Explaining application of expert systems and artificial intelligence Conducting field trips to understand the use of expert systems and artificial intelligence

9.6 Other application areas





Computer applications  e-learning such as computer aided learning, web based learning  e-marking  e-registration  application in music - playing music - composing music Computer graphics animation - film - cartoons - adverts

 

Discussing in groups and presenting on applications of computers in other areas Conducting field trips to appreciate the use of computers in other application areas

16

Topic 9.7 IT Personnel

Objectives Learners should be able to:  describe the roles of different IT personnel

Content  IT personnel - data capture clerk - database administrator - hardware technician - network technician - network administrator - systems analyst - programmer - IT manager Social and economic effects - de-skilling - electronic scabbing - new production methods, products and services - health and safety - changes in working environment - unemployment - retraining Data security - data protection measures Data integrity - data validation - data verification Ethical use of ICT resources Data Protection Laws

Suggested Learning Activities and Notes   Listing the roles of different IT personnel Conducting field trips to appreciate the different roles of IT personnel in industry and commerce

9.8 Social and economic effects of computers on  Individuals  Organisations  Society in general



explain the social and economic effects of computers on individuals, organizations and society





Researching and reporting the social and economic effects of computers on individuals, organisations, and society

9.9 Privacy, data integrity and ethics





9.10 Data protection legislation



explain measures to maintain privacy and integrity of data in organizations outline ethical practices in the use of organizations’ ICT resources interpret the Data Protection laws

 

 

Discussing measures to maintain privacy and integrity of data Discussing ethical practices in the use of ICT resources

 



Discussing the Data Protection laws in Zimbabwe

17

Topic 9.11 System security and reliability

Objectives Learners should be able to:  explain the consequences of system failure

Content  Consequences of system failure

Suggested Learning Activities and Notes    Conducting a case study on system security and data recovery Discussing consequences of system failure Demonstrating data recovery methods



outline general requirements for security and reliability of data describe forms of computer crime

 

System security and reliability Computer crimes - hacking - software piracy - computer fraud Security measures - physical security - security codes - encryption of sensitive data - biometrics - monitoring of system usage Computer viruses, Trojan horses and worms - transmission modes - effects - control measures     Discussing forms of computer crime Conducting case studies on computer crime Brainstorming on measures against computer crime Conducting field trips to observe security measures in place for data protection

9.12

Computer crime





describe measures against computer crime



9.13

Computer malware



 

describe the behaviour of computer viruses, Trojan horses and worms explain effects of viruses, Trojan horses and worms recommend suitable control measures



  

Discussing forms of computer malware and effects Giving examples of viruses, Trojan horses and worms Conducting case studies on control measures against computer malware

18

10.0 SECTION 3: SYSTEMS ANALYSIS AND DESIGN Topic 10.1 Systems development life cycle (Generic model) Objectives Learners should be able to:  list the stages in the systems development life cycle Content  Stages in the Generic model Suggested Learning Activities and Notes   Stating the stages involved in system development Drawing the stages involved in system development Stating the activities under problem identification Conducting case studies on problem identification Describing methods used in fact finding Conducting case studies on fact finding Tabulating the advantages and disadvantages of each fact finding technique

10.2

Problem identification



identify problems of the existing system



Existing system problems

 

10.3

Fact finding

 



10.4

Feasibility Study

  

describe various data collection methods explain advantages and disadvantages of the various methods of data collection choose appropriate data collection methods for a given situation describe the activities involved in a feasibility study carry out a feasibility study interpret the results of a feasibility study



Data collection methods - questionnaires - interviews - observation - record inspection - automatic data collection

  



Feasibility study aspects - technical - social - economic - operational - legal



Conducting feasibility studies

19

Topic 10.5 Analysis

Objectives Learners should be able to:  describe the activities involved in the analysis stage  carry out a system analysis  interpret outcomes of the analysis stage

Content  Analysis tools - decision tree - decision table Alternative solutions Specification requirements document Cost-benefit analysis Hardware and software requirements User interface design system flow charts and /or pseudo codes Validation rules and verification methods File structures and tables Algorithms or program flow charts Testing strategy/plan System modules Testing strategies - standard data - abnormal data - extreme data User documentation Technical documentation User training

Suggested Learning Activities and Notes   Explaining the activities involved in systems analysis Conducting small scale case studies on analysis

       

10.6

Design



describe the activities involved in the design stage construct system flow charts and algorithms choose appropriate validation rules and verification methods design file structures and tables explain activities involved in the development and testing stage outline various testing strategies describe the types of documentation and their contents justify the need for user and technical documentation as well as user training



   

Illustrating design tools Stating the activities in the design phase Conducting case studies on design stage Designing a testing strategy/plan

 

    

10.7

Development and testing





Describing the development and testing phase



10.8

Documentation and user-training



  

 



Listing contents of user and technical documentation Conducting case studies on documentation and user-training

20

Topic 10.9 Implementation, evaluation and maintenance

Objectives Learners should be able to:  describe the activities involved in the implementation, evaluation and maintenance stages  compare different implementation methods  outline system evaluation techniques  justify the need for system maintenance

Content  Implementation methods - abrupt/immediate changeover/parallel changeover phased/partial changeover pilot changeover System evaluation techniques Hardware and software updates System maintenance

Suggested Learning Activities and Notes  Discussing implementation methods, evaluation techniques and the need for system maintenance

  

21

11.0 Topic 11.1

SECTION 4: ALGORITHM DESIGN AND PROGRAMMING CONCEPTS Objectives Learners should be able to:  break down a major problem into sub-problems  illustrate top-down design approach  identify pseudo code structures  design pseudo codes using control structures  compare and contrast pseudo code structures Content      Structure diagram Flow charts Top- down design Sequence structure Repetition/iteration/loop - Repeat ... Until - Do...While...End While - For ... Next for Selection - Case... End Case - If ...Then ...End If Purpose of algorithms Purpose of variables used Naming of variables Trace tables Use of suitable test data Dry running Identification of errors Program Programming languages - low level - high level Programming language generations Program translators - interpreters - compilers Program errors - syntax errors - semantic and run-time errors 22 Suggested Learning Activities and Notes     Breaking down the problems into modules Illustrating top down design using practical examples Explaining pseudo code structures Constructing pseudo codes

Algorithm tools

11.2

Pseudo code structures



11.3

Interpreting and testing algorithms

  

interpret algorithms dry run algorithms using trace tables deduce the purpose of the algorithm from the outputs

11.4

Programming language concepts

   



define programming terms name different types of programming languages identify programming language generations state advantages and disadvantages of program translators explain syntax and semantic errors

        

  

Determining an output of an algorithm given a set of test data Designing trace tables Interpreting the purpose of designed algorithms

 

Identifying different types of programming languages Explaining the terms of the programming languages. Describing programming language platforms

 





12.0 Topic 12.1

12.2

12.3

12.4

SECTION 5: COMMUNICATION AND NETWORKS Objectives Content Learners should be able to Networks - Networks: LAN(wired),  explain network types and WLAN, WAN, MAN, PAN protocols  Network protocols  compare different types of - http networks - ftp - telnet - VoIP Network topologies  explain network topologies  Network topologies: - star  draw network topologies - ring - bus - mesh  Advantages and disadvantages  list the advantages and of network topologies disadvantages of network topologies The Internet  define internet and related terms  Internet - web browser  explain internet connection - URL requirements - home page  list advantages and - web page disadvantages of the internet - website - search engines  Internet connection requirements  differentiate between internet  Intranet and extranet and extranet  Internet services  describe internet services Mobile technology  Identify types of mobile  Technology types technology - mobile phones - satellite  describe the roles of mobile - PDAs technology in communication - tablets

Suggested Learning Activities and Notes    Modelling LAN,WAN, WLAN and PAN Visiting network sites Discussing network protocols

 

Discussing network topologies Illustrating network topologies



Discussing the advantages and disadvantages of network topologies Discussing internet usage Stating requirements of the internet connection Describing the internet, extranet, intranet and websites

  

  

Browsing and searching the internet Engaging in field trips such as visits to technological centres and IT expos Researching and reporting on the use of mobile technology in communication

23

13.0 SECTION 6: APPLICATION PACKAGES 12.5 Topic Objectives Learners should be able to Content Suggested Learning Activities and Notes

13.1 Word Processing 13.1.1 Introduction to word processing   explain the features of a word processor state the advantages and disadvantages of a word processor list word processor examples   Word processor Word processor features - word wrap - widow/orphan - soft return/ hard return - pagination - hard space/ soft space - drop cap Word processor examples Keyboard and mouse Typing procedures Saving procedures Retrieving procedures Text formats - bold - italic - underline - subscript - superscript - borders - changing text colour - font size changing - font type changing Paragraph formats - justification - line spacing - drop cap - indentation - columns - tabulation - bullets and numbering 24     Describing the word processor environment Listing advantages and disadvantages of word processors Identifying uses of word processors Typing text which encompasses all letters on the keyboard



13.1.2

Document creation

13.1.3

Text formatting

    

use the keyboard and mouse type documents save documents retrieve documents format text

     

     

Identifying keyboard keys and their functions Discussing keyboard use Opening documents Saving documents Discussing text formatting procedures Typing a short paragraph and formatting text

13.1.4

Paragraph formatting



format paragraphs



  

Explaining the concepts of paragraph formatting Discussing areas of application of various paragraph formats Typing and effecting paragraph formatting

Topic 13.1.5 Page formatting

Objectives Learners should be able to   format document pages

Content  Page formats - page layout - watermarks - headers and footers - page numbering and styles - margins - borders Document inserts - table - pictures - charts - word art - symbols - clip art - equations - files Copy and paste Moving texts - cut and paste - drag and drop Delete Find and replace Spelling and grammar check Print dialogue box

Suggested Learning Activities and Notes   Discussing page formats and formatting procedures Performing pages formats

13.1.6

Document inserts



Insert objects into a document -insert objects -format objects -export and import objects



   

Discussing procedures of inserting objects Practising inserting objects Exporting and importing objects formatting objects

13.1.7

Document editing

    

use spelling and grammar check facility search and replace text copy text move text delete text blocks print documents

 

13.1.8

Printing



   

    

Moving text Copying and pasting Cutting and pasting Locating and replacing text Using spelling and grammar check facility

13.1.9

Mail merge

 

create documents using mail merge explain situations where mail merge is used

  

Mail merge Mail merge applications Mail merge procedure - form letters - data source - fields - merging 25

       

Opening print dialogue box Discussing print dialogue box options Producing printouts Discussing uses of mail merge Explaining mail merge procedures Demonstrating mail merge process Creating mail merge documents Printing merged documents

Topic 13.2 Spreadsheet 13.2.1 Introduction to spreadsheet

Objectives Learners should be able to   describe a spreadsheet package list the advantages and disadvantages of spreadsheets create a worksheet

Content

Suggested Learning Activities and Notes

 

13.2.2

Worksheet creation





 

13.2.3

Formulae application

   

create formulae apply formulae predict formulae outcome copy formulae



Spreadsheet environment Spreadsheets examples - ms excel - lotus 1-2-3 Data entry - values - labels - formulas - cell referencing Saving and retrieving formula types - user defined - functions - logical Formulae copying methods - dragging - copy and paste - fill

      

Discussing the spreadsheet environment Stating advantages and disadvantages of spreadsheets Identifying uses of spreadsheets Entering labels Entering values Referencing data in a spreadsheet Saving a worksheet

      

13.2.4

Formatting worksheet



format worksheet



13.2.5

Editing a worksheet



edit worksheet

     

Data formatting - labels and values - currency format - decimal format - font sizes - font types Borders and shading Rows and columns Data Worksheet Text Panes 26

Explaining the nature of formulae Entering formulae using auto sum and fx, functions Copying formulae using methods such as dragging Interpreting formulae Changing appearance of data in a worksheet Displaying data in currency and decimal format Applying borders and shading to data and worksheet

     

Inserting rows and columns Deleting rows and columns Adjusting rows and columns Naming worksheets Changing worksheet values Freezing panes

Topic 13.2.6 Graphs and charts

Objectives Learners should be able to:  represent data using graphs and charts  mport and export graphs and charts

Content        Data selection Bar charts Column charts Line graphs Pie charts Graph formatting Import and export - data - graphs Database, field, record, file Database examples - Ms access - Lotus approach - oracle Uses of databases File structure elements - fields - data types - field size - data formats - validation rules and input masks - tables Forms Reports Types of queries - delete - select - update

Suggested Learning Activities and Notes     Creating different charts and graphs using a set of data Importing and exporting graphs, charts and data Labelling graphs and charts Printing worksheets, graphs and charts

13.3 Databases 13.3.1 7. Introduction to databases

 

define the concept of a database list the advantages and disadvantages of databases

 

       

Describing database concepts and using specific database packages such as Ms Access Listing advantages and disadvantages of databases Discussing uses of the database Explaining file structures Opening a database program Creating a database Designing database files Setting fields, data types, formats, field sizes, validation checks and input masks Creating forms Designing queries Running queries Designing reports

13.3.2 File structure



create a file structure

 

13.3.3 Objects



design forms, reports and queries

  

   

27

Topic 13.3.4 Data manipulation

Objectives Learners should be able to:  anipulate records

Content  Records - add - delete - edit - search and filter - sort - print

Suggested Learning Activities and Notes       Adding records Deleting records Editing records Searching and filtering records Sorting records Printing records

13.4 13.4.1

Presentation Introduction to presentation

 

describe the features of a presentation package list advantages and disadvantages of presentation packages design slides add animation show slide

 

Presentation package  environment  Presentation packages examples - ms power point  - freelance graphics Features of presentation - slides - charts - presenter notes - images - slide transitions - animation effects           

Explaining presentation environment Discussing advantages and disadvantages of presentation packages Discussing uses of presentation packages

13.4.2

Presentation authoring/crea tion

  



Explaining slide design procedures Opening a presentation program Designing slides Inserting charts and images Entering presenter notes Creating organograms Applying slide transitions and animations Saving slides Retrieving slides Demonstrating presentations Printing presentations

28

14.0 APPENDICES APPENDIX I: GLOSSARY OF TERMS USED IN QUESTION PAPERS It is hoped that the glossary will be helpful to learners as a guide. The glossary has been deliberately kept brief not only with respect to the number of terms included but also to the descriptions of their meanings. Learners should appreciate that the meaning of a term must depend in part on its context. 1 2 Define State is intended literally, only a formal statement or equivalent paraphrases being required. implies a concise answer with little or no supporting argument e.g. numerical answer that can readily be obtained by inspection requires a number of points generally each of one word with no elaboration, where a number of points is specified this should not be exceeded. may imply reasoning or some reference to theory depending on the context requires the candidate to state in words (using diagrams where appropriate) the main points of the concept implies brevity that is restricting the answer to given essentials the candidate is expected to produce the expected answer by making a logical connection between other pieces of information it is used in two main contexts that is either to imply that there is no unique answer or to imply that learners are expected to apply their general knowledge is a general term that may variously be interpreted as calculate, measure, determine etc often implies that the quantity concerned cannot be measured directly but is obtained by calculation

3

List

4 5 6 7

Explain Describe Outline Predict/deduce

8

Suggest

9 10

Find Determine

29

APPENDIX II: ACRONYMS CDs CAD CAM CCTV CPU CRT DVDs FTP GUI HTTP ICT IT Internet ISP LAN LCD MAN MICR NAND OCR OMR PAN PDA TELNET URL VDU VoIP WAN WIMP WLAN WWW Compact Disks Computer Aided Design Computer Aided Manufacture Closed Circuit Television Central Processing Unit Cathode Ray Tube Digital Versatile Disks File Transfer Protocol Graphical User Interface Hyper Text Transfer Protocol Information and Communication Technology Information Technology International Network Internet Service Provider Local Area Network Liquid Crystal Display Metropolitan Area Network Magnetic Ink Character Reader NOT AND Optical Character Reader Optical Mark Reader Personal Area Network Personal Digital Assistant Terminal Emulation Programs such as internet Uniform Resource Locator Visual Display Unit Voice over Internet Protocol Wide Area Network Windows Icons Menus Pointer Wireless Local Area Network World Wide Web

30

APPENDIX III: PRACTICAL ASSESSMENT GUIDELINES Computer Studies is a practical subject and a range of practical exercises should complement the study of the practical parts of the syllabus. It is recommended that learners should be exposed to four practical lessons per week. It is also recommended that the minimum computer-pupil ratio be 1:2. In cases where computers are inadequate, teachers are encouraged to group the learners into manageable group sizes. Where possible, machines should be loaded with integrated packages to facilitate easy importing and exporting of documents. Practical Examination The practical examination session should be invigilated by the Computer Studies teacher(s) and another from any department. The Computer Studies teacher is meant to support learners ONLY in times of software and hardware challenges during the examination. The practical examination is marked by an external examiner. ZIMSEC may monitor the administration of the practical examination at sampled schools. Practical Coursework Candidates are expected to carry out pieces of work using application packages as follows: Package Word processing Spreadsheet Database Presentation No. of Pieces 3 3 2 1

During the five terms, the candidates must carry out at most two pieces of work per term. The pieces of work must be dated and contain school and candidate details. The pieces of work must be filed in a flat file. The course work is marked by the Computer Studies teacher soon after the completion of each peace. The files must be submitted to ZIMSEC through the normal channel.

31

APPENDIX IV: RESOURCES AND EQUIPMENT Infrastructure and Equipment For a school to run the 7014 Computer Studies Syllabus for examination purposes, the under listed infrastructure and equipment need to be in place Computer Laboratory Personal Computers to accommodate at most 2 students per computer and a printer Computer Desks and Chairs to accommodate the number of students Dustless Displays for the Teacher (securely-mounted Whiteboard, LCD projector) Theory Classroom Classroom furniture to accommodate the students Writing Surface for the Teacher (e.g. securely-mounted Whiteboard, LCD projector) In both the above cases, there should be adequate lighting and ventilation. NB: Networked computers and internet connectivity will be an added advantage Adequately licensed computer software should be available for training purposes – especially the under-listed:      Spreadsheet Database Word-Processing Presentation Operating System

32

APPENDIX V: SUGGESTED REFERENCE BOOKS It should be noted that specifying a limited list of textbooks is difficult as new titles are being availed all the time. Teachers are therefore encouraged to consult other books in order to adequately cover the whole syllabus. However, below is a suggested book list which saves the purpose of being a reference guide

       

British Computer Society (2005), The BCS Glossary ICT and Computer Terms, McMillan, UK Brown, G and D Watson (2010), IGCSE ICT, Hodder Education, UK Doyle, S. (2011), Information Systems for you 4th Edition, Nelson Thompson, UK French, C. S (1996), Data Processing and ICT 5th edition, Thompson, UK Lead Better & Wain Wright (2004), IGCSE Computer Studies and IT, Cambridge University Press, UK Nowel Kalicharan (1998), An Introduction to Computer Studies, Cambridge University Press, UK Roderick, T & Rushbrook, G (2002), ICT for GCSE, Oxford University Press, UK Taylor, G. (1991), GCSE Computer Studies and Information Technology, McMillan, UK

33