Cape It Syllabus

CARIBBEAN EXAMINATIONS COUNCIL Caribbean modernistic Proficiency Examination Correspondence related to the syllabus should be addressed to The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W. I. Telephone tour (876) 920-6714 Facsimile Number (876) 967-4972 E-mail address emailprotected org Website www. cxc. org Copyright 2008 by Caribbean Examinations Council The Garrison, St. Michael 11158 Barbados This document CXC A4/U2/08 replaces CXC A4/U1/01 issued in 2001.Please note that the syllabus was revised and amendments argon indicated by italics and vertical lines. startle Issued 1998 Revised 2001 Revised 2008 Please check the website www. cxc. org for updates on CXCs syllabuses. RATIONALE1 AIMS 2 SKILLS AND ABILITIES TO BE ASSESSED2 PRE-REQUISITES OF THE SYLLABUS3 STRUCTURE OF THE SYLLABUS4 unit 1 selective instruction engineering guess mental faculty 1 FUNDAMENTALS OF teaching TECHNOLOGY5 module 2 INFORMATION TECHNOLOGY S YSTEMS9 MODULE 3 INFORMATION AND PROBLEM-SOLVING13 unit 2 APPLICATION AND IMPLICATIONMODULE 1 INFORMATION MANAGEMENT16 MODULE 2 USE OF INFORMATION TECHNOLOGY TOOLS19 MODULE 3 SOCIAL, ORGANIZATIONAL AND PERSONAL ISSUES22 OUTLINE OF ASSESSMENT25 REGULATIONS FOR PRIVATE CANDIDATES31 REGULATIONS FOR RESIT CANDIDATES31 ASSESSMENT GRID32 GLOSSARY33 T he Caribbean modernistic Proficiency Examination (CAPE) are designed to provide certification of the academic, vocational and technical achievement of students in the Caribbean who, having neckd a minimum of five age of secondary education, wish to further their studies. The examinations ddress the skills and knowledge cleard by students under a flexible and articulated system where subjects are organised in 1- unit or 2-Unit courses with each Unit containing three Modules. Subjects examined under CAPE may be studied concurrently or singly, or may be combined with subjects examined by puddleer(a) examination boards or institutions. The Caribbean Examinations Council offers three types of certification. The first is the award of a certificate showing each CAPE Unit completed. The second is the CAPE diploma, awarded to posteriordidates who have satisfactorily completed at least six Units, including Caribbean Studies.The third is the CAPE Associate Degree, awarded for the satisfactory completion of a prescribed cluster of seven CAPE Units including Caribbean Studies and intercourse Studies. For the CAPE diploma and the CAPE Associate Degree, candidates must complete the cluster of postulate Units within a maximum period of five years. Recognized educational institutions presenting candidates for CAPE towards the award of the Councils Associate Degree in nine categories must, on registering these candidates at the start of the qualifying year, have them confirm in the required clay, the Associate Degree they wish to be awarded.Candidates will not be awarded any practicable alternatives for which they did not appl y. ? RATIONALE The select technology Syllabus for the Caribbean Advanced Proficiency Examination (CAPE) reflects the belief that cultivation technology is essential to the economic and social founderment of the region. The widespread use of Information applied science, the tools and techniques for excitantting, bear upon, storing, outfitting, transmitting and receiving selective education, which was made possible because of remedyments in computing machine and tele intercourses technology, has of importly changed society.A large proportion of business transactions is now performed over computer networks. The Internet and multimedia computers have had a significant impact on the ways in which slew work, learn, communicate, require business, and on the ways they seek entertainment. The increase integration of computer and telecommunications technology has led to an increased globalisation of the world economy. It is now possible to use a telephone line to transfer k nowledge betwixt computers located anywhere in the world.Moreover, as the world becomes familiar with the potential of Information technology, people are beginning to realise that many line of works and situations which were hitherto thought of as primarily involving physical activities, in fact rely for their solution on the ready availability of relevant information. In order for the Caribbean to participate in and contribute to this new world, it is essential that Caribbean people become familiar with this technology.This not only implies that we must know how to use the technology from a purely technical point of view but excessively means that we must be conscious of the impact of Information applied science. In particular, we must be made aware that the grab use of Information engine room can help cultivate the riddles that we are facing in their routine lives, whether they be of an economic, social or personal nature, and that Information engineering science provid es opportunities for economic development, as well up as for further integration, of the region.However, the increased use of Information Technology also raises a number of ethical, legal and political issues, ranging from questions concerning privacy of information near individuals, to intellectual property rights. The introduction of Information Technology without careful consideration often worsens a problem, rather than illuminates it. Any decision to turn to Information Technology must, therefore, be preceded by a minute analysis of the strengths and weaknesses of the proposed solution. In addition, Information Technology has made gateway to information and misinformation far easier.It is, therefore, crucial that anyone, before exploitation any information, first critically evaluate its reliability. ? AIMS The syllabus aims to 1. develop an awareness of the importance of information in the solution of many problems 2. develop a critical attitude to gathering, processing a nd evaluating information 3. develop a broad understanding of hardware, packet, networks, entropybases and information systems and their uses 4. sensitize students to the use of Information Technology in conducting and living their daily lives 5. evelop an awareness of the power and pitfalls of Information Technology 6. develop an awareness of the ethical, legal and political considerations associated with information technology 7. assist students in solving real-life problems, using the tools and techniques of the computer and computer-related technologies 8. encourage students to use information sources and services to reanimate, interpret and communicate information 9. develop a positive attitude to new and emerging technologies in Information Technology. ? SKILLS AND ABILITIES TO BE ASSESSEDThe skills that students are expected to have developed on completion of this syllabus have been grouped under three headings 1. Knowledge and Comprehension 2. practical application and A nalysis 3. Synthesis and Evaluation. Knowledge and Comprehension The ability to - recall and grasp the meaning of basic facts, concepts and principles of Information Technology - identify real-life problems for which Information Technology solutions are allot and beneficial. Application and Analysis The ability to - use facts, concepts, principles and procedures in unfamiliar situations - interpret and present info and draw logical conclusions about Information Technology issues - identify and recognize the relationships between the conglomerate components of Information Technology and their impact on society - recognize the limitations and assumptions of information gathered in an attempt to solve a problem. Synthesis and EvaluationThe ability to - produce reasoned judgements and recommendations based on the value of ideas and information and their implications - use the computer and computer-based tools to solve problems - justify and apply appropriate techn iques to the principles of problem-solving. ? PRE-REQUISITES OF THE SYLLABUSAny person with a good grasp of the Caribbean Secondary Education Certificate (CSEC) Information Technology Syllabus, or its equivalent, should be able to pursue the course of study defined by this syllabus. However, supremacyful participation in the course of study will also depend on the possession of good verbal and compose communication skills. ? STRUCTURE OF THE SYLLABUS This syllabus is arranged into TWO Units, each made up of three Modules. Whilst each Module in each Unit is independent, together they form a coherent course of study which should prepare candidates for the world of work and studies at the tertiary level.UNIT 1 INFORMATION TECHNOLOGY THEORY Module 1-Fundamentals of Information Technology Module 2-Information Technology forms Module 3-Information and Problem-Solving UNIT 2 APPLICATION AND IMPLICATION Module 1-Information Management Module 2- affair of Information Technology Tools Module 3-Social, Organizational and Personal Issues In order to be successful, students should spend at least 50 hours of the 150 hours per Unit in a computer lab or on a computer at home or in the workplace. UNIT 1 INFORMATION TECHNOLOGY THEORY MODULE 1 FUNDAMENTALS OF INFORMATION TECHNOLOGY GENERAL OBJECTIVES On completion of this Module, students should 1. develop an understanding of how Information Technology (IT) relates to other disciplines in Computing 2. develop an understanding and appreciation of data and information, and the distinction between them 3. develop an understanding of the nature and sources of information 4. develop an understanding and appreciation of Information Technology and its history. unique(predicate) OBJECTIVES glut Students should be able to explain the concept of Information Technology Definition and scope of Information Technology application of tools for informational purposes. describe the relationship between Informati on Technology and Computing, Computer Science, Software Engineering, Computer Engineering, other disciplines in Computing and Information Systems commonalities and differences between disciplines. explain the characteristics of data and information Definition of wrong examples. Data include unprocessed, unorganised and discrete (in separate, unrelated chunks), qualitative (opinion-based, subjective) or quantitative (measurement-based, objective), dilate or sampled. Information including distortion, disguise, reliability, inconsistency, incomprehensibility, subject to interpretation, value, relevance, confidentiality, timeliness, completeness, security, shareability, availability, lifespan, information as a commodity, format and medium Nature and structure of information strategic, tactical, operational structured, semi-structured and unstructured. UNIT 1 MODULE 1 FUNDAMENTALS OF INFORMATION TECHNOLOGY (cont d) particular proposition OBJECTIVES meat Students should be able to distinguish among data, information and knowledge Differences among data, information and knowledge. explain information processing Definition of information processing (input process, output process) manual versus alter information processing components of manual information processing collect, collate, analyze, present and disseminate components of automated information processing input (data capture or entry), process (for example, analyze, sort, calculate), store, retrieve, output (present and disseminate) transmit data and information. Interrelationship between data and information through information processing. Types of manual and automated information systems. talk over the importance of data and information Use of information in decision making data quality appropriateness of data. Nature and structure of information strategic, tac tical, operational structured, semi-structured and unstructured. identify ways of representing data and information Data including character, string, numeric, aural (for example, Morse Code, musical notes), visual (for example, the individual frames of a movie, fingerprints) musical symbols. Information including text, graphics, sound, video, special purpose notations (mathematical, scientific and musical notations) graphic re presentments (graphs and charts) tables. discuss various types of information sources Types of information sources including books, journals, catalogs, magazines, newspapers, online libraries, CD-ROMs, DVDs, electronic databases, web sites, people, blogs, wikis advantages, disadvantages of information sources. UNIT 1 MODULE 1 FUNDAMENTALS OF INFORMATION TECHNOLOGY (contd) circumstantial OBJECTIVES CONTENT Students should be able to identify characteristics of information sources Inc lude availability, cost, currency of information, amount of detail (depth), breadth of coverage, reliability, format and medium. identify tools apply in the entry, retrieval, processing, Examples of hardware, software, and communication tools. Tools associated storage, exhibit, transmission and dissemination of with the Internet including on-line services search engines Usenet, information Internet Relay Chat (IRC), telnet, ftp, newsgroups, message board, mailing list, Internet telephony. justify the tools used in Information Technology Hardware, software and communication tool used in the entry, retrieval, processing, storage, presentation, transmission and dissemination of information advantages and disadvantages. outline the history of Information Technology Brief history of computer hardware and software, Internet and telecommunications categories by size, cost, and processing ability. explain the meaning of wrong related to teleco mmunication. Transmission media, channels, receivers, senders, modulation, bandwidth telecommuting. Suggested Teaching and Learning Activities To promote students proficiency of the objectives of this Module, teachers are advised to engage students in the teaching and education activities listed below. 1. Use the Internet to source relevant material. 2. Compile a glossary of equipment casualty using the Internet, computer magazines, textbooks and other information sources. This could form the basis of an in-class discussion. 3.Develop and use diagrams to represent the concepts and relationships contained in the Specific Objectives. 4. Invite resource persons with experience in the modern use of Information Technology in fields, such(prenominal) as business and entertainment, to speak on relevant issues. 5. Develop manual filing system and differentiate functions, such as retrieval and sorting, with automated information system. UNIT 1 MODULE 1 FUNDAMENTALS OF INFORMATION TECHNOLOGY (contd) RESOURCES Daley, B. Computers are your Future, sweet tee shirt Pearson Prentice Hall, 2007. Heathcote, P. A aim Computing, Letts, London Letts, 2005. Long, L. and Long, N. Computers Information Technology in Perspective, unused Jersey Prentice Hall, 2004. Parson, J. and Oja, D. Computer Concepts, New York International Thompson make Company, 2007. Shelly, G. , Cashman, T. , and Vermaat, M. Discovering Computers, New York International Thompson Publishing Company, 2008. UNIT 1 MODULE 2 INFORMATION TECHNOLOGY SYSTEMS GENERAL OBJECTIVES On completion of this Module, students should 1. develop an understanding of the components of Information Technology Systems 2. develop an appreciation for human computer interaction (HCI) 3. develop an awareness of security measures associated with information technology systems 4. develop an awareness of the structure of the World grand Web and its standards and protocols. particular proposit ion OBJECTIVES CONTENT Students should be able to describe Information Technology Systems Definition types of Information Technology Systems examples. identify the components of an Information Technology Hardware, software, network, users end-users and IT professionals definitions System and examples. describe the purpose and functions of hardware Purpose, functions and types of hardware including input, output, storage, components processor and peripheral devices definitions and examples interaction between hardware components. describe the purpose and functions of software Purpose, functions and types of software including application, system (operating components systems, speech communication translators, and utilities) proprietary versus open source software information systems including embedded systems monitoring and control systems data processing systems management information systems, decision support systems, decisi on maker information systems expert systems, data warehouses definitions and examples major input and output from each type of information system, such as data, information, processed transactions, reports including detailed, summarised, exception, ad hoc. explain the various stages of the system development Including feasibility study, analysis, design, development, implementation, life cycle (SDLC), and software plan review deliverables/output of each stage including system proposal, project plan, various diagrams and charts, information system (software) test plans, conversion plans, documentation including user and technical manuals. UNIT 1 MODULE 2 INFORMATION TECHNOLOGY SYSTEMS (contd) SPECIFIC OBJECTIVES CONTENT Students should be able to discuss the tools used in the different stages of the Including questionnaires, interviews, observation, review/investigation of (SDLC) printed material, ER diagrams, data prey diagrams, p rocess models, object models, decision tables and trees, computer-aided software engineering (CASE) tools, GHANT charts, prototypes, flowcharts, pseudocode, political programming languages. describe the purpose and functions of network Purpose, functions and types of networks including local area network (LAN), wide components area network (WAN), metropolitan area network (MAN) virtual clubby network (VPN) Internet Intranet Extranet configuration topologies transmission media (wired versus wireless) fibre-optic, Unshielded Twisted Pair (UTP) hotspots, protocols definitions and examples network security firewalls. explain the roles of users Inclusion of IT professionals, end users expert users, novice users definitions and examples. par the various features associated with the Features including, speed, efficiency, portability, primary(prenominal)tainability, storage, components of Information Technology Systems transmission. desc ribe the interrelationship etween the components in Relationship between the components hardware, software, network, user. an Information Technology System describe different types of HCI Types of HCI including forms, menu, command line, intrinsic language, graphical user interface (GUI), speech and range manipulation. distinguish between different types of HCI Types of HCI including forms, menu, command line, cancel language, graphical user interface (GUI), speech and direct manipulation. describe ways in which a users characteristics require For example, age, education, differently abled and cultural differences, adaptation of a user interface to increase non-visual interfaces, sensors, approachability features differences. effectiveness UNIT 1 MODULE 2 INFORMATION TECHNOLOGY SYSTEMS (contd) SPECIFIC OBJECTIVES CONTENT Students should be able to compare various security mechanisms material access control versus logical access control measures and devices including passwords (characteristics of an effective password- not obvious, length, mixed case, alphanumeric) authentication, encryption, swipe or key cards, biometric data integrity. explain the meaning of call related to the security of For example, data security, passwords, authentication, encryption, data Information Technology Systems corruption. describe the structure of the World Wide Web (WWW) as Hyperlinks, home paginate, web page versus web site Hypertext Transfer Protocol interconnected hypertext documents (HTTP), universal resource locator (URL), hypertext markup language (HTML), extensible markup language (XML) IP address versus domain name. discuss Internet standards. Hypertext Transfer Protocol (HTTP) Transfer Control Protocol/Internet Protocol (TCP/IP) in terms of specifications, guidelines, software and tools. Suggested Teaching and Learning Activities To facilitate students attainmen t of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1.Identify a user of a microcomputer system in an office environment and conduct an interview to ascertain which software tool is used by the user and why. Discuss specific features of the software that makes it suited to the given task. Determine if a more appropriate software tool could be used for the task, identify the software tool and explain why it is more appropriate. 2. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources. This could form the basis of an in-class discussion. 3. Identify two examples of a HCI and make a presentation comparing and contrasting those interfaces. 4. Use the example of a person driving a car and interacting with the instruments on the dashboard as an opportunity to introduce HCI. UNIT 1MODULE 2 INFORMATION TECHNOLOGY SYSTEMS (contd) 5. Identify HCI used in differe nt organizations (for example, restaurants, hospitals, recording studios, security firms, scientific labs) and by the student (for example, ipod, gaming consoles, cell phone, web pages) and evaluate these designs based on a set of identified criteria. 6. Develop and use diagrams to represent the concepts and relationships contained in the Specific Objectives. 7. Invite resource persons with experience in the innovative use of Information Technology in business to speak on relevant issues. RESOURCES Daley, B. Computers are your Future, New Jersey Pearson Prentice Hall, 2007. Heathcote, P. A Level Computing, Letts, London Letts, 2005. Long, L. and Long, N. Computers Information Technology in Perspective, New Jersey Prentice Hall, 2004. Parson, J. and Oja, D. Computer Concepts, New York International Thompson Publishing Company, 2007. Shelly, G. , Cashman, T. , and Vermaat, M. Discovering Computers, New York International Thompson Publishing Company, 200 8. UNIT 1 MODULE 3 INFORMATION AND PROBLEM-SOLVING GENERAL OBJECTIVES On completion of this Module, students should 1. develop the knowledge, skills and understanding of the problem-solving process 2. develop an appreciation for the value and importance of information to solve problems. SPECIFIC OBJECTIVES CONTENT Students should be able to explain the concept of problem-solving Problem-solving as a process finding solutions to a problem. describe the stages of the problem-solving process Stages including define the problem, analyze the problem (using tools, such as questionnaires, interviews, observation, reviewing documents), identify and evaluate possible solutions, select and justify the optimal solution, implement, and review. describe the role of information in the solution of Identification of the information inevitable for the solution of personal, real-life problems commercial, scientific and social problems. Categorization of inf ormation as essential, desirable, extraneous or cosmetic in the solution of a problem. explain how information can be used to solve real-life Criteria for rejecting or accepting a piece of information, including bias, problems accuracy, cultural context, completeness, currency of information, refereed and unrefereed sources, characteristics of information on the Internet. break the role of information in fulfilling the goals Information used in decision-making and problem-solving capitalising on of an individual or organization opportunities. use data flow diagrams (DFD) to document the flow of Use of symbols for data stores, processing, data flow and external entities information within an organization context level DFD and first level detailed DFD. explain the concept of an algorithmic rule Definition algorithm as a problem-solving strategy its role and importance in the problem-solving process properties of algorithm. identify th e necessary properties of well designed Properties including a general solution to the problem in a finite number of algorithms steps, clearly defined and unambiguous, flow of control from one process to another. UNIT 1 MODULE 3 INFORMATION AND PROBLEM-SOLVING (contd) SPECIFIC OBJECTIVES CONTENT Students should e able to identify ways of representing algorithms Inclusion of narrative, flowcharts and pseudocode. develop algorithms to represent problem solution Simple input, output, processing control structures sequence, selection, loop and iteration. explain the concept of programming Development of computer programs stages in programme development programming paradigms examples of programming languages. outline the interrelationship(s) between algorithms and Algorithms as precursor to program development. programming. Suggested Teaching and Learning Activities To facilitate students attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1.Conduct discussion leading to the definition of a problem to ascertain the students perspectives of the problem. Give feedback on the perspectives by identifying problems in different scenarios. For example, a farmer getting rid of a pest bear on his crop. 2. Emphasis should be placed on the fact that most if not all problems have an information component. For example, the information the farmer would need to get rid of the pest affecting his crop would be the type of pest, what are its natural enemies, what would be the effect on his crop of using a particular pesticide or a natural enemy of the pest. 3. Visit business places to observe how Information Technology is used to address problems faced by the organisation. 4.Invite professionals, artists, and others to make presentations to students to give additional perspectives on issues relevant to their studies. Encourage students to ma ke presentations to persons outside of the school system, who can evaluate a comment on the presentations as well as answer the students questions. 5. Invite professionals, artists, and others to make presentations to students to give additional perspectives on issues relevant to their studies. Encourage students to make presentations to persons outside of the school system, who can evaluate a comment on the presentations as well as answer the students questions. UNIT 1 MODULE 3 INFORMATION AND PROBLEM-SOLVING (contd) 6.Choose a physical activity, such as a sport, to demonstrate how the use of information can be an effective tool or mechanism in ensuring a desired outcome, such as improved performance or success over competitors. 7. Develop a set of scenarios in which there are either opportunities or problems encountered by an organization. Students are required to (a) identify a problem, (b) arise a problem statement, (c) suggest two possible solutions, and (d) recommend one of t he solutions and justify the choice. 8. Adopt a single DFD notation style and have students complete several exercises to become familiar with that style, for example, Gane and Sarson. Present data flow diagramming errors and have students label these with the relevant terms.For example, black hole process with only input data flow, a process with only output data flow from it data stores or external entities that are connected directly to each other, in any combination incorrectly labeling data flow or objects, some examples are i) labels omitted from data flow or objects ii) data flow labeled with a verb iii) processes labeled with a noun. 9. Work in groups to address problem-solving through the development of algorithms and the use of pseudocode to solve those problems. This activity should ensure that all elements are practiced. RESOURCES Daley, B. Computers are your Future, New Jersey Pearson Prentice Hall, 2007. Heathcote, P. A Level Computing, Letts, London Letts, 2005 . Long, L. and Long, N. Computers Information Technology in Perspective, New Jersey Prentice Hall, 2004. Parson, J. and Oja, D. Computer Concepts, New York International Thompson Publishing Company, 2007. Shelly, G. , Cashman, T. , and Vermaat, M. Discovering Computers, New York International Thompson Publishing Company, 2008. ? UNIT 2 APPLICATION AND IMPLICATION MODULE 1 INFORMATION MANAGEMENT GENERAL OBJECTIVES On completion of this Module, students should 1. acquire the knowledge needed to organize and manage data, making it meaningful to an organization 2. demonstrate the skills needed to organize and manage data within a database. SPECIFIC OBJECTIVES CONTENT Students should be able to differentiate among terms used in Information For example, fields, records, tables, accuses, database and database management Management system. explain how files and databases are used in Uses including store, organize, search, retrieve eliminat e redundancies data organizations mining, data marts and data warehouses. explain how data storage and retrieval have changed over Concept of the terms history of storage devices formats of data (from time text-based to multimedia) volumes to be stored compression utilities access method and speed. explain the advantages of using a database approach Advantages including speed, efficiency, cost data quality completeness, compared to using traditional file processing validity, consistency, timeliness and accuracy data handling, data processing. describe the different types and organization of files File types including master and transaction files file organization including and databases serial, sequential, random or direct, indexed sequential database types including personal, workgroup, department and enterprise databases database organization including hierarchical, relational, network and object-oriented. describe data flow diagrams (DFD ) Define DFD identify and describe the four symbols (elements) entity, process, data store, data flow identify and describe the various levels of DFDs including context level DFD and first level detailed DFD. UNIT 2 MODULE 1 INFORMATION MANAGEMENT (contd) SPECIFIC OBJECTIVES CONTENT Students should be able to explain how the growth of the Internet impact on data Use of symbols, context level DFD and first level detailed DFD to illustrate the handling and data processing information flow. explain how the absence of data quality, accuracy, and Including loss of revenue, sales, competitive advantage, customers poor timeliness will impact on organizations decision-making missed opportunities impact on problem solutions. explain the concept of normalization Definition of standardisation attribute redundancy and anomalies normal forms including first normal form (1NF), second normal form (2NF), third normal form (3NF) keys primary, foreign a nd composite (or compound or concatenated) partial and non-key dependencies relationships, use of entity-relationship diagrams (ERD). apply normalisation rules to discharge normal form To 1NF, 2NF and 3NF removal of attribute redundancy and anomalies, such as violations repeating groups of data (or attributes), partial and non-key dependencies. explain how normal for relations impact databases Including improve performance, data consistency, data integrity. construct a database. Including forms reports, queries, tables, tuples, relationship links, enforcing referential integrity, updates or deletions, use of foreign keys, use of macros, SQL, data validation and verification strategies used to analyse data and provide multiple viewing and reporting of data. Suggested Teaching and Learning ActivitiesTo facilitate students attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning act ivities listed below. 1. Choose a single scenario to which students can easily relate, such as a library system or student registration system, and use it end-to-end the Module to develop understanding of the specified concepts and techniques. UNIT 2 MODULE 1 INFORMATION MANAGEMENT (contd) 2. Ask students to complete several exercises on the normalisation process involving the use of standard notations to remove normal form violations. 3. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources.This could form the basis of an in-class discussion. 4. Students should design and construct a database. 5. Develop and use diagrams to represent the concepts and relationships contained in the Specific Objectives. RESOURCES Daley, B. Computers are your Future, New Jersey Pearson Prentice Hall, 2007. Heathcote, P. A Level Computing, Letts, London Letts, 2005. Long, L. and Long, N. Computers Information Technology in Perspective, New Jersey Prentice Hall, 2004. Parson, J. and Oja, D. Computer Concepts, New York International Thompson Publishing Company, 2007. Shelly, G. , Cashman, T. and Vermaat, M. Discovering Computers, New York International Thompson Publishing Company, 2008. UNIT 2 MODULE 2 USE OF INFORMATION TECHNOLOGY TOOLS GENERAL OBJECTIVES On completion of this Module, students should 1. develop confidence in selecting and using productivity tools to solve real-life problems 2. use their knowledge and understanding of a variety of software tools and apply their use to various situations 3. develop the competence to present information in the appropriate manner 4. use information critically 5. develop an awareness of emerging technologies. SPECIFIC OBJECTIVES CONTENT Students should be able to explain reasons for the use of IT tools Enhanced speed, accuracy, reliability, efficiency, flexibility, communication, presentation of information, integration of proces ses, decision making storage and retrieval of large volumes of data manageability of task pressures from clients, competitors and suppliers. explain the functions and uses of the major types of Examples of different types of software packages and their function and uses. software tools Including Financial Packages, Software Development Tools, Statistical Tools, Word Processors, Spreadsheets, Presentation Tools, and Database Management Tools, Desktop publishing, graphics and personal information management. explain where a word processing tool is appropriate Main purpose and uses significant features of the tool. explain where a spreadsheet tool is appropriate Main purpose and uses significant features of the tool. explain where a presentation tool is appropriate Main purpose and uses significant features of the tool. explain where a database management system tool is Main purpose and uses significant features of the tool. appropriate jon UNIT 2 MODULE 2 USE OF INFORMATION TECHNOLOGY TOOLS (contd) SPECIFIC OBJECTIVES CONTENT Students should be able to use IT tools to solve real-life problems Including hardware, application software, and communication tools main purpose and uses of tool significant features of the tool. justify the use of IT tools to solve real-life problems Criteria for selection including the nature of the solution, type of analysis required (calculations, formatting, graphing), type of data, type of storage, type of access method, type of processing, type of reports (detailed, summary, preformatted, ad hoc). use the most appropriate format to display or present Format including text, graphics, sound, video, graphs, charts and tables. information use appropriate information sources to retrieve and Criteria for selection, appropriateness for task, types of information sources disseminate information for a particular task includi ng books, journals, catalogs, magazines, newspapers, online libraries, CD-ROMs, DVDs, electronic databases, web sites, and people. justify the acceptance or rej