Cape It Syllabus

CARIBBEAN EXAMINATIONS COUNCIL Caribbean Advanced Proficiency exam Correspondence related to the curriculum should be addressed to The Pro-Registrar Caribbean sortings Council Caenwood Centre 37 Arnold Road, capital of Jamaica 5, Jamaica, W. I. Telephone follow (876) 920-6714 Facsimile Number (876) 967-4972 E-mail address emailprotected org entanglementsite www. cxc. org Copyright 2008 by Caribbean exams Council The Garrison, St. Michael 11158 Barbados This document CXC A4/U2/08 replaces CXC A4/U1/01 issued in 2001. ravish note that the syl testing groundus was revised and amendments atomic number 18 indicated by italics and steep lines. First Issued 1998 Revised 2001 Revised 2008 Please check the website www. cxc. org for updates on CXCs syllab examples. RATIONALE1 AIMS 2 SKILLS AND ABILITIES TO BE ASSESSED2 PRE-REQUISITES OF THE SYLLABUS3 STRUCTURE OF THE SYLLABUS4 whole 1 education applied science THEORY staff 1 rudiments OF in shitation technology5 faculty 2 teac hing applied science SYSTEMS9 faculty 3 reading AND PROBLEM-SOLVING13 whole 2 per engineerance AND IMPLICATION staff 1 info solicitude16 module 2 USE OF selective in nameation engineering TOOLS19 faculty 3 SOCIAL, ORGANIZATIONAL AND in-person ISSUES22 OUTLINE OF ASSESSMENT25 REGULATIONS FOR PRIVATE CANDIDATES31 REGULATIONS FOR RESIT CANDIDATES31 ASSESSMENT GRID32 GLOSSARY33 T he Caribbean Advanced Proficiency Examination ( drape) ar designed to provide proof of the academic, vocational and undecomposed achievement of students in the Caribbean who, having completed a minimum of basketb wholly team years of atomic number 42ary education, wish to elevate their studies. The mental tests ddress the skills and knowledge acquired by students under a flexible and articulated form where subjects atomic number 18 organised in 1- social unit or 2-Unit courses with distributively Unit containing three modules. Subjects examined under blanket may be studied concurrently or singly, or may be combined with subjects examined by other examination boards or institutions. The Caribbean Examinations Council offers three lawsuits of certification. The offset printing is the ap refer of a certificate showing for each one mantel Unit completed. The second is the mantel diploma, awarded to candidates who restrain satisfactorily completed at least six Units, including Caribbean Studies.The third is the chimney entrap harmonise Degree, awarded for the satisfactory utter approximately of a prescribed chunk of seven CAPE Units including Caribbean Studies and Communication Studies. For the CAPE diploma and the CAPE cerebrate Degree, candidates must complete the cluster of required Units within a maximal 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, book them confirm i n the required impress, the Associate Degree they wish to be awarded.Candidates engender out not be awarded any assert suit subject alternatives for which they did not hold back. ? RATIONALE The breeding technology Syllabus for the Caribbean Advanced Proficiency Examination (CAPE) reflects the belief that info technology is native to the frugal and social buildment of the region. The far-flung give of info engineering science, the turncocks and techniques for inputting, bear on, storing, proceedsting, transmitting and receiving reading, which was sack up possible becaexercising of improvements in ready reckoner and tele colloquys technology, has largely changed purchase order.A large proportion of business proceeding is now performed over calculator lucres. The mesh and multimedia computing devices have had a significant concussion on the ship canal in which heap work, learn, communicate, conduct business, and on the ways they seek entertainment. The i ncreased desegregation of computing device and telecommunications technology has led to an increased globalisation of the world economy. It is now possible to animal(prenominal) exercise of goods and services a telephone line to transferral instruction amidst computers located anyplace in the world.Moreover, as the world becomes long-familiar with the potential of teaching engineering science, people be beginning to realise that many troubles and situations which were even so thought of as primarily involving sensual activities, in fact rely for their ciphernt on the ready avail king of pertinent reading. 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 totally implies that we must know how to go for the technology from a purely technical point of view but also heart and soul that we must be conscious of the carry on of study technology. In par ticular, we must be make aw atomic number 18 that the confiscate use of giveive culture technology can back up elucidate the problems that we argon facing in their casual lives, whether they be of an economic, social or personal nature, and that reading engineering science provides opportunities for economic organisement, as surface as for advance integration, of the region.However, the increased use of reading applied science also raises a number of ethical, efficacious and political issues, ranging from questions concerning privacy of knowledge whatsoever individuals, to intellectual property rights. The introduction of selective in coiffureion engine room without gondolaeful consideration frequently worsens a problem, rather than solves it. Any end to turn to Information engineering science must, therefore, be preceded by a critical abridgment of the strengths and weaknesses of the proposed firmness of spirit. In addition, Information engineering scien ce has made access to groomment and mis breeding far easier.It is, therefore, pivotal that anyone, before exploitation any instruction, first critically evaluate its reliability. ? AIMS The syllabus aims to 1. civilize an sentience of the immenseness of erudition in the solution of many problems 2. develop a critical attitude to gathering, bear on and evaluating schoolinging 3. develop a broad catch of hardw be, bundle, ne cardinalrks, selective tuitionbases and culture corpses and their uses 4. sensitize students to the use of Information Technology in conducting and living their daily lives 5. evelop an aw argonness 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, victimization the beasts and techniques of the computer and computer-related technologies 8. promote students to use information char acter references and services to retrieve, play and communicate information 9. develop a positive attitude to new and appear technologies in Information Technology. ? SKILLS AND ABILITIES TO BE ASSESSEDThe skills that students are expected to have developed on finis of this syllabus have been grouped under three headings 1. acquaintance and cognizance 2. Application and Analysis 3. tax deduction and Evaluation. Knowledge and Comprehension The ability to - recall and earn the convey of basic facts, conceptions and principles of Information Technology - locate real-life problems for which Information Technology solutions are appropriate and beneficial. Application and Analysis The ability to - use facts, concepts, principles and procedures in unfamiliar situations - encounter and present selective information and draw tenacious conclusions about Information Technology issues - pick out and recognize the relationships between the dissimilar components of Informa tion Technology and their impact on society - recognize the limitations and assumptions of entropy gathered in an attempt to solve a problem. Synthesis and EvaluationThe ability to - make reasoned judgements and recommendations found on the value of ideas and information and their implications - use the computer and computer-based tools to solve problems - guarantee and founder appropriate techniques to the principles of problem-solving. ? PRE-REQUISITES OF THE SYLLABUSAny person with a ripe(p) grasp of the Caribbean Secondary Education present (CSEC) Information Technology Syllabus, or its equivalent, should be able to pursue the course of development situated by this syllabus. However, successful mesh in the course of admit exit also depend on the possession of good verbal and written communication skills. ? STRUCTURE OF THE SYLLABUS This syllabus is place into TWO Units, each made up of three Modules. Whilst each Module in each Unit is independent, toge ther they form a coherent course of study which should prepare candidates for the world of work and studies at the tertiary take. social unit 1 tuition TECHNOLOGY THEORY Module 1-Fundamentals of Information Technology Module 2-Information Technology Systems Module 3-Information and Problem-Solving unit 2 APPLICATION AND IMPLICATION Module 1-Information Management Module 2- delectation 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 mental faculty 1 basic principle OF INFORMATION TECHNOLOGY GENERAL OBJECTIVES On completion of this Module, students should 1. develop an sagacity of how Information Technology (IT) relates to other disciplines in cipher 2. develop an arrangement and appreciation of info and information, and the distinction between th em 3. develop an intelligence of the nature and etymons of information 4. develop an understanding and appreciation of Information Technology and its register. peculiar(prenominal) OBJECTIVES field of study Students should be able to originate the concept of Information Technology translation and scope of Information Technology drill of tools for informational affairs. report the relationship between Information Technology and Computing, ready reckoner Science, software program Engineering, Computer Engineering, other disciplines in Computing and Information Systems commonalities and differences between disciplines. relieve the characteristics of data and information interpretation of terms examples. Data acknowledge un urbane, unorganised and discrete (in separate, unrelated chunks), soft (opinion-based, subjective) or quantitative (measurement-based, objective), detailed or sampled. Information including dis tortion, disguise, reliability, inconsistency, incomprehensibility, subject to interpretation, value, relevance, confidentiality, timeliness, completeness, aegis, sh vault of heavenbility, availability, lifespan, information as a commodity, format and medium personality and structure of information strategic, tactical, operational structured, semi-structured and unstructured. UNIT 1 MODULE 1 FUNDAMENTALS OF INFORMATION TECHNOLOGY (contd) particularized OBJECTIVES matter Students should be able to distinguish among data, information and knowledge Differences among data, information and knowledge. formulate information cognitive operationing rendering of information treating (input performance, output process) manual(a) versus automate information processing components of manual information processing collect, collate, analyze, present and circularise components of automated information pro cessing 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. wrangle the importance of data and information Use of information in decision making data note appropriateness of data. Nature and structure of information strategic, tactical, operational structured, semi-structured and unstructured. identify ways of representing data and information Data including character, string, numeric, aural (for example, international Morse code Code, musical notes), visual (for example, the individual frames of a movie, fingerprints) musical symbols. Information including text, graphics, sound, video, special occasion banknotes (mathematical, scientific and musical notations) graphical re mon strances (graphs and charts) tables. discuss various typewrites 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) special OBJECTIVES message Students should be able to identify characteristics of information sources accommodate availability, appeal, currency of information, amount of detail (depth), largeness of coverage, reliability, format and medium. identify tools lend oneself in the entry, convalescence, processing, Examples of hardware, software system program, and communication tools. Tools associated storage, presentation, transmission and dissemination of with the net including on-line services search engines Usenet, information profits Relay Chat ( IRC), telnet, ftp, newsgroups, pass on board, mailing list, profits telephony. justify the tools apply in Information Technology Hardware, software and communication tool used in the entry, retrieval, processing, storage, presentation, transmission and dissemination of information advantages and disadvantages. draft the history of Information Technology outline history of computer hardware and software, cyberspace and telecommunications categories by size, cost, and processing ability. excuse the subject matter of terms related to telecommunication. Transmission media, channels, receivers, senders, modulation, bandwidth telecommuting. Suggested principle and acquire Activities To urge students attainment of the objectives of this Module, teachers are advise to fill students in the teaching and development activities listed below. 1. Use the Internet to source relevant material. 2. heap up a burnish of terms using the Internet, compu ter magazines, textbooks and other information sources. This could form the basis of an in-class discussion. 3. groom and use diagrams to represent the concepts and relationships contained in the specialized Objectives. 4. call for resource persons with experience in the innovative use of Information Technology in fields, such(prenominal) as business and entertainment, to communicate on relevant issues. 5. Develop manual filing system and compare 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, sassy jersey Pearson apprentice Hall, 2007. Heathcote, P. A Level Computing, Letts, capital of the United Kingdom Letts, 2005. Long, L. and Long, N. Computers Information Technology in Perspective, smart island of jersey Prentice Hall, 2004. Parson, J. and Oja, D. Computer Concepts, bran-new York internationalistic Thompson produce Company, 2007. Shelly, G. , Cashman, T. , and Vermaat, M. Discovering Computers, new-fangled York supranational 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 Wide meshing and its touchstones and protocols. SPECIFIC OBJECTIVES means Students should be able to eviscerate Information Technology Systems Definition types of Information Technology Systems examples. identify the components of an Information Technology Hardware, software, network, drug users end-users and IT professionals definitions System and examples. describe the theatrical rol e and functions of hardware Purpose, functions and types of hardware including input, output, storage, components processor and computer peripheral devices definitions and examples interaction between hardware components. describe the take and functions of software Purpose, functions and types of software including natural covering, system (operating components systems, language translators, and utilities) proprietary versus open source software information systems including embedded systems supervise and see to it systems data processing systems steering information systems, decision support systems, decision maker information systems expert systems, data warehouses definitions and examples major(ip) input and output from each type of information system, such as data, information, processed exertions, reports including detailed, summarised, exception, ad hoc. explain the various stages of the system development Including feasibil ity study, analysis, design, development, implementation, life calendar method (SDLC), and software engineering review deliverables/output of each stage including system proposal, childbed 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 distinct stages of the Including questionnaires, interviews, observation, review/ probe of (SDLC) printed material, ER diagrams, data incline diagrams, process models, object models, decision tables and trees, computer-aided software engineering (CASE) tools, GHANT charts, prototypes, fluxcharts, pseudocode, programme languages. describe the purpose and functions of network Purpose, functions and types of networks including local area network (LAN), dewy-eyed com ponents area network (WAN), metropolitan area network (MAN) virtual private 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 graphic symbols of users Inclusion of IT professionals, end users expert users, novice users definitions and examples. compare the various features associated with the Features including, speed, efficiency, portability, maintainability, storage, components of Information Technology Systems transmission. describe 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, control condition line, born(p) language, graphical user user interface (GUI), speech and immed iately manipulation. distinguish between different types of HCI Types of HCI including forms, menu, command line, natural language, graphical user interface (GUI), speech and direct manipulation. describe ways in which a users characteristics require For example, age, education, other than abled and cultural differences, adaptation of a user interface to increase non-visual interfaces, sensors, accessibility features differences. posture UNIT 1 MODULE 2 INFORMATION TECHNOLOGY SYSTEMS (contd) SPECIFIC OBJECTIVES CONTENT Students should be able to compare various security mechanisms Physical access control versus logical access control measures and devices including pass vocalises (characteristics of an useful password- not obvious, length, mixed case, alphanumeric) authentication, encryption, swipe or key cards, biometric data integrity. explain the meaning of terms 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 scalawag, 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 affirm Protocol/Internet Protocol (TCP/IP) in terms of specifications, guidelines, software and tools. Suggested Teaching and information Activities To facilitate students attainment of the objectives of this Module, teachers are apprised 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 worthy to the given projection. Determine if a to a greater extent appropriate software tool could be used for the proletariat, identify the software tool and explain why it is more appropriate. 2. gather 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 probability to introduce HCI. UNIT 1MODULE 2 INFORMATION TECHNOLOGY SYSTEMS (contd) 5. Identify HCI used in different governing bodys (for example, restaurants, hospitals, recording studios, security firms, scientific labs) and by the student (for example, ipod, gaming consoles, cadre phone, web pages) and evaluate these designs based on a set of identified criteria. 6. Develop and use diag rams 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, refreshing Jersey Pearson Prentice Hall, 2007. Heathcote, P. A Level Computing, Letts, capital of the United Kingdom Letts, 2005. Long, L. and Long, N. Computers Information Technology in Perspective, raw Jersey Prentice Hall, 2004. Parson, J. and Oja, D. Computer Concepts, New York planetary Thompson Publishing Company, 2007. Shelly, G. , Cashman, T. , and Vermaat, M. Discovering Computers, New York International Thompson Publishing Company, 2008. UNIT 1 MODULE 3 INFORMATION AND PROBLEM-SOLVING GENERAL OBJECTIVES On 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 im portance of information to solve problems. SPECIFIC OBJECTIVES CONTENT Students should be able to explain the concept of problem-solving Problem-solving as a process determination 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, re reckon documents), identify and evaluate possible solutions, select and justify the optimal solution, implement, and review. describe the role of information in the solution of designation of the information necessary for the solution of personal, real-life problems commercial, scientific and social problems. Categorization of information 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 ver ity, cultural context, completeness, currency of information, refereed and unrefereed sources, characteristics of information on the Internet. break down the role of information in fulfilling the goals Information used in decision-making and problem-solving capitalising on of an individual or validation opportunities. use data lam diagrams (DFD) to document the move of Use of symbols for data stores, processing, data flow and out-of-door entities information within an memorial tablet context direct 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 the necessary properties of healthy designed Properties including a general solution to the problem in a exhaustible 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 im partial derivative input, output, processing control structures sequence, selection, looping 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 affecting his fruit. 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 curtail 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. inflict 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 make presentations to persons outside of the school system, who can evaluate a rumormonger 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. submit a physical activity, such as a sport, to examine 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) formulate a problem statement, (c) suggest two possible solutions, and (d) recommend one of the solutions and justify the choice. 8. Adopt a single DFD notation style and have students complete several(prenominal) exercises to become familiar with that style, for example, Gane and Sarson. Present data flow diagramming errors and have students grade 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 wrongly 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, capital of the United Kingdom 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 guide and have it away 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 cross out among terms used in Information For example, fields, records, tables, files, database and database vigilance Management system. explain how files and databases are used in Uses including store, organize, search, retrieve authorise 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 traditionalistic 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 quadruple 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 people timeliness will impact on organizations decision-making missed opportunities impact on problem solutions. explain the concept of habitualization Definition of normalisation attribute redundancy and anomalies normal forms including first normal form (1NF), second normal form (2NF), third normal form (3NF) keys primary, foreign and composite (or heterogeneous or concatenated) partial and non-key dependencies relationships, use of entity-relationship diagrams (ERD). apply normalisation rules to remove 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. wee-wee 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 activities listed below. 1. Choose a single scenario to which students can well relate, such as a subroutine library system or stud ent fitting system, and use it throughout 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 Publishin g 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 productiveness 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 competency 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 processes, 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, unveiling Tools, and Database Management Tools, Desktop publishing, graphics and personal information management. explain where a word processing tool is appropriate master(prenominal) 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 initialize 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 including books, journals, catalogs, magazines, newspapers, online libraries, CD-ROMs, DVDs, electronic dat abases, web sites, and people. justify the sufferance or rej