[{"book":"eALSyl ICT.pdf","page":1,"label":"1","text":"Information and Communication\nTechnology\nSyllabus\nGrades 12 and 13\n(Effective from 2017)\nDepartment of Information Technology\nNational Institute of Education\nMaharagama\nSri Lanka\nwww.nie.lk"},{"book":"eALSyl ICT.pdf","page":2,"label":"2","text":"Information and Communication Technology\nGrade 12 and 13 - syllabus\n©National Institute of Education\nfirst print 2017\nISBN:\nDepartment of Information Technology\nFaculty of Science and Technology\nNational Institute of Education\nMaharagama\nwww.nie.lk\nPrinted by:"},{"book":"eALSyl ICT.pdf","page":3,"label":"3","text":"CONTENTS Page No\n1.0 Introduction .......................................................................................................................................................... ii\n2.0 Common National Goals .................................................................................................................................... iii\n3.0 Basic Competencies ..................................................................................................................................... iv - v\n4.0 Objectives of the Subject ................................................................................................................................... vi\n5.0 Basic Competencies mappingwith Common National Goals ........................................................................ vii\n6.0 Proposed number of periods for each units ................................................................................................. viii\n7.0 Syllabus ........................................................................................................................................................ 1 – 46\n8.0 Learning Teaching process .............................................................................................................................. 47\n9.0 School Policies and Programs ......................................................................................................................... 48\n10.0 Assessment and Evaluation ............................................................................................................................. 49\ni"},{"book":"eALSyl ICT.pdf","page":4,"label":"4","text":"1.0 Introduction\nInformation and Communication Technology has been identified worldwide as a tool that can be used to improve productivity,\nefficiency and effectiveness of organizational work and the daily activities of individuals. Therefore, providing an adequate level of ICT\nknowledge and skills, at different levels of education, is important for the students to progress and contribute towards national\ndevelopment.\nThe current Sri Lankan Secondary Education System has been substantially exposed to ICT through various programs including CAL,\nICT for GCE (O/L), GIT at grade 12 and ICT as a component in A/L Technology stream. Consequently, students have shown a\ngrowing interest in ICT education and some have, in fact, performed excellently at international competitions in ICT, proving their high\nlevel of competence.\nICT as a main subject for GCE (A/L) was introduced in 2007. The syllabus was revisited in 2013. According to the syllabus revising\npolicy the syllabus was revised in 2017. GCE (O/L) qualified students who are interested in developing their career path in ICT, have\nthe opportunity of learning it at the GCE (A/L). ICT as a subject for A/L would set a national standard in ICT education at school level\nand provide the path to higher education at tertiary level. Furthermore, students who fail to earn a placement in a university would be\nin possession of a substantial foundation to build up their academic and professional careers.\nThe ICT syllabus at GCE (A/L) communicates core concepts of ICT covering both theoretical and practical usage of ICT. This will also\nstrengthen student’s awareness of the new trends and future directions of ICT. Also this subject will provide an added advantage to\nstudents by improving their soft skills, thereby enabling them to best fit into working environments.\nii"},{"book":"eALSyl ICT.pdf","page":5,"label":"5","text":"2.0 National Goals\n1. 2. 3. 4. 5. 6. 7. 8. Based on the concept of respecting human values and understanding the differences between the Sri Lankan multi-cultural\nsociety, building up the nation and confirming the identity of Sri Lanka by promoting national integrity, national unity,\nnational coherence and peace\nWhile responding to the challenges of the dynamic world, identifying and conserving the National heritage.\nCreating an environment which comprises of the conventions of social justice and the democratic life to promote the\ncharacteristics of respecting the human rights, being aware of the responsibilities, concerning each other with affectionate\nrelationships.\nPromoting a sustainable life style based on the people’s mental and physical well-being and the concept of human values\nPromoting the positive feelings needed for balanced personality with the qualities of creative skills, initiative, critical thinking\nand being responsible\nThrough education, developing the human resources, needed for the progress of the well-being of an individual, the nation\nas well as the economic growth of Sri Lanka.\nPreparing the people for the changes that occur in a rapidly changing world by adapting to it and controlling them;\ndeveloping abilities and potentialities of people to face the complex and unexpected occasions.\nSustaining the skills and attitudes based on justice, equality, mutual respect which is essential to achieve a respectable\nplace in the international community.\nNational Education Commission Report (2003).\niii"},{"book":"eALSyl ICT.pdf","page":6,"label":"6","text":"3.0 Basic Competencies\nThe competencies promoted through the education mentioned below might help to achieve the above mentioned\nNational Goals.\n1. Competencies in Communication\nThis first set of competencies is made up of four subsets - Literacy, Numeracy, Graphics and information communication\nskills:\nLiteracy: Numeracy: Graphics: 2. Carefully listening, speaking clearly, and Reading for comprehension, writing clearly and accurately.\nUsing numbers to count, calculate, code and to measure, matter, space and time\nMaking sense of line and form, expressing and recording essential data, instructions and ideas with line,\nform, colour, two and three-dimensional configurations, graphic symbols and icons\nICT Competencies:\nKnowledge on computers, and the ability to use the information communication skills learning or work as\nwell as in the private life\nCompetencies relating to the Personality Development\n Generic skills such as creativity, divergent thinking, initiative, decision making, problem-solving, critical and\nanalytical thinking, team work, inter-personal relationships, discovering and exploring\n Values such as integrity, tolerance and respect for human dignity\n Cognition\niv"},{"book":"eALSyl ICT.pdf","page":7,"label":"7","text":"3. 4. 5. Competencies relating to the Environment\nThis is the second set of competencies related to the Social, Biological and Physical Environments.\nSocial Environment: Awareness, sensitivity and skills linked to being a member of society, social relationship,\npersonal conduct, general and legal conventions, rights, responsibilities, duties and\nobligations.\nBiological Environment: Awareness, sensitivity and skills linked to the living world, man and the ecosystem, the\ntrees, forests, seas, water, air and plant-life, animal and human life.\nPhysical Environment: Awareness, sensitivity and skills relating to space, energy, fuels, matter, materials and their\nlinks with human living, food, clothing, shelter, health, comfort, respiration, sleep, relaxation,\nrest, wastes and excretion, media of communication and transport.\nIncluded here are the skills in using tools to shape and for materials for living and learning\nCompetencies relating to preparation for the world of work\nEmployment related skills to maximize their potential and to enhance their capacity to\ncontribute to economic development; to discover their vocational interests and aptitudes; to\nchoose a job that suits their abilities and to engage in a rewarding and sustainable livelihood.\nCompetencies relating to religion and ethics\nThis fourth set of competencies laden with values and attitudes. It is essential for individuals\nto assimilate values, so that they may function in a manner consistent with the ethical, moral\nand religious modes of conduct, rituals, practices in everyday living, selecting the most\nappropriate.\nv"},{"book":"eALSyl ICT.pdf","page":8,"label":"8","text":"6. 7. Competencies in play and use of leisure\nCompetencies that link up with pleasure, joy, emotions and such human motivations. These\nfind expression in play, sports, athletics and leisure pursuit of many types. These also link up\nwith such values as cooperation, team work, healthy competition in life and work. Here are\nincluded such activities as are involved in aesthetics, arts, drama, literature, exploratory\nresearch and other creative modes in human living.\nCompetencies relating to ‘Learning to learn’\nThese competencies flow directly from the nature of a rapidly changing, complex and\ninterdependent and crowded world whatever one learns, that learning will need updating and\nreview. This requires that one should be aware of, sensitive and skilful in sustained attention,\nand be willing to persevere and attend to details that matter in a given situation.\nvi"},{"book":"eALSyl ICT.pdf","page":9,"label":"9","text":"4.0 Objectives of the Subject\nThis syllabus enables students to:\n Establish the foundation for ICT education leading to higher education\n Establish the foundation to build up their professional career\n Produce entry level ICT human resources required for the industry\n Enable to use ICT effectively in achieving Sustainable Development Goals (SDG)\n Provide students with ICT knowledge to improve the quality of life in general\n Provide awareness of the importance of computer networking for communication\n Improve the skills required for the development of ICT based solutions for real world problems\n Provide awareness of the new trends and future directions of ICT\n Enable to use ICT for innovation and researches\n Develop an appreciation of the role of ICT in a knowledge-based society\nvii"},{"book":"eALSyl ICT.pdf","page":10,"label":"10","text":"5.0 Basic Competencies Mapping\nNo Basic Competencies Units\n1 Competencies in Communication 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12\n2 Competencies relating to the Personality Development 3, 8, 9, 12\n3 Competencies relating to the Environment\nSocial Environment 7, 11\nBiological Environment 12\nPhysical Environment 2, 3,7\n4 Competencies relating to preparation for the world of work 6, 8, 9, 10\n5 Competencies relating to religion and ethics 6\n6 Competencies in play and use of leisure 11\n7 Competencies relating to ‘Learning to learn’ 2, 4, 8, 6, 9, 10\nviii"},{"book":"eALSyl ICT.pdf","page":11,"label":"11","text":"6.0 Proposed number of periods for each units\nNo Units No. of periods\n1 Concept of ICT 28\n2 Introduction to Computer 22\n3 Data Representation 18\n4 Fundamental of Digital Circuits 26\n5 Computer Operating System 22\n6 Data Communication and Networking 50\n7 System Analysis and Design 68\n8 Database Management 50\n9 Programming 74\n10 Web Development 60\n11 Internet of Things 15\n11 ICT in Business 12\n12 New trends and Future Directions of ICT 12\n13 Project 30\nix"},{"book":"eALSyl ICT.pdf","page":12,"label":"12","text":"Competency Competency Level Contents Learning outcomes Periods\nCompetency 1:\nExplores the\nbasic concepts\nof ICT together\nwith its role and\napplicability in\ntoday’s\nknowledge\nbased society\n1.1 Investigates the\nbasic building\nblocks of\ninformation and\ntheir\ncharacteristics\n Life cycle of data\no Data creation\no Management\no Removal of obsolete data\n Data vs. Information\n Definition of information\n Characteristics of valuable information:\ntimeliness, accuracy, presented within\nthe context, enhanced\nunderstandability and less uncertainty\n The need to handle large volumes and\nother complexitiesof data\n- Introduction\n Defines data and\noutlines its life cycle\n Recognizes the\nneed of a process to\ndefine data and\ninformation\n Recognizes the\nstrong inter\nrelationship between\ndata, process and\ninformation\n Describes data,\nprocess and\ninformation\n Lists various forms\nof data and their\ncharacteristics\n Describes the\ncharacteristics of\nquality data\n Distinguishes data\nfrom information\n Illustrates the value\nof information\n Describes the\ncharacteristics of\nvaluable information\n Recognizes big\ndata, their needs\nand analysis\n6\n1.2 Investigates the  Applicability of information in day to  Identifies the 6\n1"},{"book":"eALSyl ICT.pdf","page":13,"label":"13","text":"Competency Competency Level Contents need of technology\nto create,\ndisseminate and\nmanage data and\ninformation\nday life\no Decision making\no Policy making\no Predictions\no Planning, scheduling and monitoring\n Drawbacks of manual methods in\nmanipulating data and information\no Inconsistency and duplication in\ndata, room for errors, human errors\nand delay in processing\no Lack of sharing information and\nreduced customer services\n Infeasibility of applying manual\nmethods where they can beharmful to\nhumans\n Emergence of ICT era\no Use of IT to overcome the\ndrawbacks of manual methods of\ndata manipulation\n Usage of information in various\ndomains\n Availability of technologies related to\ninformation retrieval and sharing\n Development of computer networks,\nthe Internet and WWW\n Development of mobile\ncommunication, mobile computing and\ncloud computing\n2\nLearning outcomes Periods\ndrawbacks of\nmanual data\nprocessing methods\n Describes the\nimportance of\ninformation in day to\nday life\n Lists the available\ntechnologies related\nto information\ndissemination\n Investigates the\ndevelopment of\ncomputer networks,\nthe Internet and\nWWW\n Describes the\ndevelopment of\nmobile\ncommunication,\nmobile computing\nand cloud\ncomputing\n Appreciates the use\nof technology to\ncreate, disseminate\nand manage, data\nand information\n Recognizes the\nusage of information\nin various domains\n Investigates the"},{"book":"eALSyl ICT.pdf","page":14,"label":"14","text":"Competency Competency Level Contents Learning outcomes Periods\nsafety issues of\nhuman operators in\nvarious applications\n1.3 Formulates an abstract\nmodel of information\ncreation and evaluates its\ncompliance with ICT\n Abstract model of information creation\no Input, process, output\no Its appropriateness to Computer\nand ICT\n Identifies the\ncomponents of an\nabstract model of\ninformation creation\n Defines a system\n Analyses various\nsystems using the\nsystem definition\n Relates the abstract\nmodel to information\nsystems\n Matches the\nabstract model of\ninformation creation\nto the main\nfunctions of the\ncomputer\n Recognizes the role\nof ICT in the\nabstract model of\ninformation creation\n2\n1.4 Selects and classifies the\nbasic components of a\ncomputer system\n Hardware\no Classification of hardware\ncomponents\n Software\no Classification of software\n Human Operators\no Need of human operators in\n Defines and\nclassifies hardware\nand software\ncomponents\n Distinguishes\nproprietary software\nand open source\n2\n3"},{"book":"eALSyl ICT.pdf","page":15,"label":"15","text":"Competency Competency Level Contents information systems 1.5 Analyses the activities of\ndata processing\n Steps in data processing:\no Data gathering\no Data validation\no Data processing\no Data output\no Data storage\n Data gathering methods\no Manual methods\no Semi-automated and\nautomated methods\n Tools - (OMR, OCR, MICR, card/tape\nreaders, magnetic strip readers, bar\ncode readers, sensors and loggers)\n Data validation methods\no Data type check\no Presence check\no Range check\n Modes of data input\no Direct and remote\no Online and offline\n4\nLearning outcomes Periods\nsoftware\n Describes the\nadvantages and\ndisadvantages of\nproprietary and\nopen source\nsoftware\n Identifies the role of\nhuman operators in\nthe ICT enabled\ninformation systems\n Lists and briefly\ndescribes the data\nprocessing steps\n Identifies data\ngathering methods\n Identifies data\nvalidation methods\n Lists data input\nmethods\n Describes data\nprocessing methods\n Lists data output\nmethods\n Describes data\nstorage methods\n4"},{"book":"eALSyl ICT.pdf","page":16,"label":"16","text":"Competency Competency Level 1.6 Investigates the\napplication of ICT in\ndifferent domains\n1.7 Evaluates the impact of\nICT in the society\nContents  Data processing\no Batch and real time\n Output methods\no Direct presentation to the user\no Storing for further processing\n Storage methods\n Local and remote storage (cloud)\n Short and long term storage\n Application of ICT in:\no Education\no Healthcare\no Agriculture\no Business and finance\no Engineering\no Tourism\no Media and journalism\no Law enforcement\n Benefits caused by ICT\no Social benefits\no Economic benefits\n Issues caused by ICT\no Social\no Economical\no Environmental\no Ethical\no Legal\no Privacy\no Digital divide\n Confidentiality\n Stealing / Phishing\n Piracy\n5\nLearning outcomes Periods\n Identifies\nappropriate tools,\nskills and knowledge\nneeded in different\napplication domains\n Discusses the\nbenefits of ICT in\ndifferent domains\n4\n Explains the\nbenefits of ICT in\nterms of social and\neconomic aspects\n Explains briefly the\nissues caused by\nadvancement of ICT\nin terms of social,\neconomic,\nenvironmental,\nethical and legal\naspects\n Investigates the\nlegal situation\n4"},{"book":"eALSyl ICT.pdf","page":17,"label":"17","text":"Competency Competency Level Contents Learning outcomes Periods\n Copyright / intellectual property laws\n Plagiarism\n Licensed / unlicensed software\nconnected with the\nusage of ICT\n Explains the\nenvironmental\nissues associated\nwith ICT\n Explains safe\ndisposal methods of\ne-waste\n Explains briefly the\nethical, Legal and\nsocial issues in the\nusage of ICT\n Briefly explains the\nrole of ICT in\nachieving\nSustainable\nDevelopment Goals\n(SDGs)\n Investigates the\napproaches to\neliminate digital\ndivide\nCompetency 2:\nExplores the\nevolution of\ncomputing\ndevices, so as\nto be able to\ndescribe and\n2.1 Elicits the significant\nchanges occurred in the\ncomputers from\ngeneration to generation\nwith more emphasis on\nthe evolution of\nprocessors\n History of computing\no Early calculating aids\n mechanical\n electromechanical\no Electronic age of computing\n Generation of computers\no 1G, 2G, 3G, 4G and future\n Categorizes the\nearly calculating\naids with examples\n Describes the\ngenerations of\ncomputers with their\nfeatures in a table\n4\n6"},{"book":"eALSyl ICT.pdf","page":18,"label":"18","text":"Competency Competency Level compare the\nperformance of\nmodern\ncomputers\n2.2 Explores the functionality\nof a computer in relation\nto the hardware and their\ninterfaces\nContents  Different types of classifications\no Technology\n analog, digital\no Purpose\n special /general\no Size\n super, mainframe, mini, micro\n(mobile devices –smart phones,\ntablet devices and phablets)\n Major hardware components\no Input devices: keyboard entry and\ndirect entry (keyboard, pointing\ndevices, touch pad, remote control,\ntouch screen, magnetic strip\nreader, barcode reader, smart card\nreader, scanner, digital camera,\nmicrophone, sensors, graphic\ntablets, MICR, OMR and OCR\nreaders, video camera, digitizer,\nweb cam)\n Advantages of direct entry input\ndevices over keyboard entry input\ndevices\n Output devices and their features (CRT\nmonitor, TFT monitor, LED monitor,\ndot matrix printer, inkjet printer, laser\nprinter, 3D printer, graph plotter,\nspeakers)\n CPU and its compatibility with\nmotherboard\n Storage devices( fixed internal hard\n7\nLearning outcomes Periods\n Categorizes\ncomputers in terms\nof technology,\npurpose and size\nwith examples\n Identifies hardware\nperipherals and their\nrelevant interfaces\n Identifies the\nadvantages of\ndirect entry input\ndevices over\nkeyboard entry input\ndevices\n Describes the\nevolution of CPU\nand its compatibility\nwith motherboard\n Categorizes the\nStorage devices\n Briefly explains the\nfeatures of each\nstorage device\n Identifies the need\nfor parallel and grid\ncomputing\n6"},{"book":"eALSyl ICT.pdf","page":19,"label":"19","text":"Competency Competency Level 2.3 Explores the Von-\nNeumann Architecture\nContents disk, portable external hard disk,\nmagnetic tape, Optical discs(CD\nRom/DVD Rom, CD-R/DVD-R, CD-\nRW/ DVD-RW, DVD-RAM, Blu-Ray)\nflash memory card, mini disk)\n Parallel and grid computing\n Von-Neumann Architecture\no Stored program control\nconcept\no Components (input, output,\nmemory, Processor control unit\nand processing ALU unit)\n Fetch-execute cycle\n Central processing unit (CPU)\no Arithmetic and logic unit (ALU)\no Control unit (CU)\no Memory (Registers)\no Data and control bus\no Multi-core processors\n8\nLearning outcomes Periods\n Describes the stored\nprogram concept\n Names the major\ncomponents of Von-\nNeumann\narchitecture\n Describes fetch-\nexecute cycle\n Briefly describes\nALU, CU, Memory\n(Registers), data\nand control bus\n Draws the Von-\nNeumann\nArchitecture model\nand names its\ncomponents\n Describes the need\nof multi-core\nprocessors\n6"},{"book":"eALSyl ICT.pdf","page":20,"label":"20","text":"Competency Competency Level Contents 2.4 Examines PCmemory\nsystemto identifydifferent\ntypes of memory and their\nmain characteristics\n Memory hierarchy\no Need of memory hierarchy\no Comparison criteria\n Physical size / density of data\n Access method\n Access time (elapsed\ntime/delay)\n Capacity\n Cost\n Volatile memory and their\ncharacteristics\no Registers\no Types of cache memory\no Main memory – RAM\no Types of RAM\n SRAM, DRAM, SDRAM\n Non-volatile memory and their\ncharacteristics\no Types of ROMs\n PROM, EPROM and EEPROM\no Secondary storage\n magnetic, optical and flash\nmemory\n9\nLearning outcomes Periods\n Briefly explains the\nmemory hierarchy\nwith a suitable\ndiagram\n Describes the need\nfor different types of\nmemory and their\ncharacteristics\n Briefly explains the\nvolatile and non-\nvolatile memory\n Lists volatile and\nnon-volatile\nmemories in\ncomputer\n Describes the\ncharacteristics of\nmemory in terms of\nperformance,\nlocation, capacity,\naccess method,\ncost, physical type\nand physical\narrangement of data\n(bits into words)\n Lists and briefly\nexplains the types\nand characteristics\nof ROMs\n Compares and\ncontrasts each type\nof memory in terms\n6"},{"book":"eALSyl ICT.pdf","page":21,"label":"21","text":"Competency Competency Level Contents Competency 3:\nInvestigates\nhow instructions\nand data are\nrepresented in\ncomputers and\nexploit them in\narithmetic and\nlogic operations\n3.1 Analyses how numbers are\nrepresented in computers\n Need for instruction and data\nrepresentation in digital devices\n Methods of instruction and data\nrepresentation in computers\no Representation of data in two\nstates (0,1)\n Number systems used in computing\no Binary, octal, hexadecimal\no Conversion between number\nsystems\n Representation of decimal numbers\n(signed and unsigned)\no Signed integer representations\n Signed magnitude\n One’s complement\n Two’s Complement\n10\nLearning outcomes Periods\nof access time, cost\n/ MB, capacity\n(typical amount\nused)\n Describes that\ninstruction and data\nare represented\nusing two states in\ncomputers\n Explains the need of\ndifferent number\nsystems\n Describes how\ndifferent types of\ndecimal numbers\nare stored in\ncomputers\n Converts decimal\nintegers into binary,\noctal and\nhexadecimal\nnumbers and vice\nversa\n Converts binary\nnumbers to octal\nand hexadecimal,\nand vice versa\n Converts octal\nnumbers to binary\nand hexadecimal,\nand vice versa\n10"},{"book":"eALSyl ICT.pdf","page":22,"label":"22","text":"Competency Competency Level Contents Learning outcomes Periods\n Explains that the\nMSB is used to\nindicate the sign\nwhen converting the\ngiven binary value to\none’s complement\n Converts the given\nbinary value to two’s\ncomplement\n Explains the usage\nof one’s\ncomplement and\ntwo’s complement\n3.2 Analyses how characters\nare represented in\ncomputers\n Methods of character representation\no BCD\no EBCDIC\no ASCII\no Unicode\n Lists the methods of\ncharacter\nrepresentation in\ncomputer\n Converts given\nsymbols into a\nrepresentation\nscheme\n Describes the\nadvantage and\ndisadvantage of\ndifferent data\nrepresentation\nschemes\n4\n3.3 Uses basic arithmetic and\nlogic operations on binary\nnumbers\n Binary arithmetic operations - (integers\nonly)\no Addition, subtraction\n Logical operations\n Works out additions\n(multiple numbers\nwith or without\ncarryovers) – in\n4\n11"},{"book":"eALSyl ICT.pdf","page":23,"label":"23","text":"Competency Competency Level Contents Learning outcomes Periods\no Bitwise logical operations binary numbers\n Works out\nsubtraction (with or\nwithout borrowing) –\nin binary numbers\n Works out NOT,\nAND, OR, XOR\nbitwise operations\nCompetency 4:\nUses logic gates\nto design basic\ndigital circuits\nand devices\n4.1 Analyzes basic digital\nlogic gates in terms of\ntheir unique functionalities\n Digital logic gates and truth tables\no Basic logic gates\n NOT, AND, OR, and XOR\no Combinational gates\n NAND, NOR, and XNOR\no Universal gates\n NAND, NOR\n Names basic logic\ngates and draws the\nappropriate symbols\nof them\n Draws the truth\ntables for the basic\nlogic gates\n Identify symbols that\nrepresent negations\nof basic logic gates\n Creates truth tables\nfor given\nexpressions\n(maximum three\ninputs)\n Explains the need of\nuniversal gates\n Explains the\nfabrication of any\ngate using universal\ngates\n6\n4.2 Simplifies logic  Two state logic and Boolean Algebra  Describes the need 8\n12"},{"book":"eALSyl ICT.pdf","page":24,"label":"24","text":"Competency Competency Level Contents expressions using laws of\nBoolean algebra and\nKarnaugh map\n Postulates (Axioms)\n Laws/theorems\no Commutative, associative\n Distributive\no Identity, redundancy\no De Morgan’s\n Standard logical expressions\no Sum of products and product of\nsums\no Transform SOP into POS and vice\nversa\n Simplify logic expressions using\no Boolean theorems\no Karnaugh map\n4.3 Designs simple digital\ncircuits using logic gates\n Truth tables and logic expressions for\ntheir designs (up to three inputs)\n Digital circuit design\n4.4 Explores how\ncombinational Logic\n Building blocks of CPU\no Half adder\n13\nLearning outcomes Periods\nfor simplifying\nBoolean\nexpressions\n Represents logical\nexpressions in\nstandard forms\n(SOP and POS)\naccording to the\ngiven truth table\n Transforms SOP\ninto POS and vice\nversa\n Simplifies logic\nexpressions using\nBoolean theorems,\naxioms, De\nMorgan’s Laws and\nKarnaugh map\n Identifies situations\nto apply logic\ncircuits in day to day\nlife\n Designs logic\nexpressions and\ntruth table for\nidentified\napplications\n Designs digital\ncircuits\n6\n Identifies the major\nbuilding blocks of 6"},{"book":"eALSyl ICT.pdf","page":25,"label":"25","text":"Competency Competency 5\n:\nUses operating\nsystems to\nmanage the\nfunctionality of\ncomputers\nCompetency Level Contents circuits are used in CPU\nand sequential circuits in\nphysical memory\no Full adder\n Storing bits in digital circuits\no Feedback loop\no Flip-flops\n5.1 Defines the term\ncomputer operating\nsystem (OS) and\ninvestigates its need in\ncomputer systems\n Introduction to computer operating\nsystem\n Evolution of OS\n Main functions of an operating system\no Providing interfaces\no Process management\no Resource management\no Security and protection\n Classification of operating systems\no Single user – single task\no Single user – multi task\no Multi user – multi task\no Multi-threading\no Real time\no Time sharing systems\n14\nLearning outcomes Periods\nCPU\n Creates truth table\nand logical\nexpressions for half\nadder circuit\n Creates truth table\nand logical\nexpressions for full\nadder circuit\n Briefly describes the\nusage of Flip-Flops\n Defines the\ncomputer operating\nsystem\n Briefly describes the\nevolution of OS\n Identifies the main\nfunctions and the\nabstractions\n(directories, files\nand data) provided\nby the operating\nsystem to the user\n Describes how the\noperating system\nmanages the\nresources of a\ncomputer\n Classifies the\n4"},{"book":"eALSyl ICT.pdf","page":26,"label":"26","text":"Competency Competency Level 5.2 Explores how an\noperating system\nmanages\ndirectories/folders and\nfiles in computers\nContents  File types\no Need for file types (.exe, .jpg .txt,\netc)\n Directory and file organization\no File hierarchy\no File systems – FAT etc\n File security\no Passwords and access privileges\n File storage management\no Storage allocation\n Contiguous allocation\n Linked allocation\n Indexed allocation\n Defragmentation\n Maintenance of secondary storage\no Need and outcome of disk\nformatting\n15\nLearning outcomes Periods\noperating systems\nbased on their users\nand tasks\n Describes files and\ndirectories\n Briefly describes the\nneed of disk\nformatting\n Identifies the need\nfor file types\n Lists attributes of file\nand directories\n Describes the\nstructure of the file\nsystems\n Illustrates the\norganization of files\nand directories\n Briefly describes\nthe methods used in\nfile security\n Briefly describes\nhow an operating\nsystem manages file\nsecurity\n Briefly explains\no Contiguous\nallocation\no Linked allocation\n6"},{"book":"eALSyl ICT.pdf","page":27,"label":"27","text":"Competency Competency Level 5.3 Explores how an\noperating system\nmanages processes in\ncomputers\nContents  Definition of process\n Interrupts and interrupts handling\n Process management\n Process states\n Process Transitions\n Process control block\n Context switching\n Process schedulers\n16\nLearning outcomes Periods\no Indexed\nallocation\n Describes\ndefragmentation and\nexplains how it\noccurs\n Explains processes\n Lists the operating\nsystem tasks when\na process is created\n Lists the types of\nprocesses\n Lists the process\nstates\n Explains process\ntermination\n Distinguishes a\nprocess and a\nprogram\n Explains process\nstates using the\nseven state process\ntransition diagrams\n Describes process\nschedulers and\nscheduling policies\n Compares long,\nshort and medium\nterm schedulers\n Describes multi\nprogramming and its\n6"},{"book":"eALSyl ICT.pdf","page":28,"label":"28","text":"Competency Competency Level 5.4 Explores how an\noperating system\nmanages the resources\nContents  Memory management\no Memory Management Unit(MMU)\no Physical Memory\no Virtual memory\n Input and output device management\no Device drivers\no Spooling\n17\nLearning outcomes Periods\nneeds\n Describes time\nsharing systems\n Compares multi\nprogramming vs.\ntime sharing\nsystems\n Defines context\nswitch\n Briefly explains\nturnaround time,\nresponse time,\nthroughput time and\nwaiting time\n Briefly explains the\nprocess control\nblock and lists its\ncontents\n Briefly explains the\nneed of memory\nmanagement and\nMemory\nManagement Unit\n(MMU)\n Briefly explains the\nvirtual memory\n Briefly explains\npaging and mapping\n Briefly describes\nhow an OS\nmanages Input and\n6"},{"book":"eALSyl ICT.pdf","page":29,"label":"29","text":"Competency Competency 6:\nExplores the\ndata\ncommunication\nand computer\nnetworking\ntechnologies to\nshare\ninformation\neffectively\nCompetency Level 6.1 Explores signals and their\nproperties\n6.2 Explores signal\ntransmission media\nContents  Signal Types\no Digital\no Analog\n Properties\no Amplitude\no Frequency\no Wave length\no Phase\n Propagation speed in a media\n Wires – Guided media (Twisted pair,\ncoaxial cable, Fiber optics etc.)\n Free space – Unguided media\n Properties\no Latency\no Bandwidth\no Noise\no Attenuation\n18\nLearning outcomes Periods\noutput devices\n Briefly describes\ndevice drivers\n Briefly describes the\nneed of device\ndrivers\n Briefly describes\nspooling\n Installs appropriate\ndevice drivers when\nconnecting a\nperipheral\n Graphically\nrepresents digital\nand analog signals\nand their properties\n Solves problems\nrelated to the\nrelationship between\nsignal properties\n4\n Classifies media as\nguided and\nunguided media\n Describes how\nlatency, bandwidth,\nnoise, attenuation,\nand distortion\naffects signal\n4"},{"book":"eALSyl ICT.pdf","page":30,"label":"30","text":"Competency Competency Level Contents o Distortion\n Simple topology: point-to-point\nconnection\n6.3 Investigates how digital\ndata is encoded using\nsignal elements\n Agreeing on signal elements to\nrepresent data (a protocol)\no Two simple elements – two voltage\nlevels (amplitudes)\no Other possibilities (briefly)\n Frequency\n Phase\no Changing speed of signal elements\no Need for synchronization\n Timing/Clocks\n Manchester encoding\no Handling errors\n Example: Parity\n19\nLearning outcomes Periods\ntransmission\n Graphically\nrepresents encoding\nof digital data using\ntwo voltage levels\nas well as\nManchester\nencoding\n Describes the\npossibility of using\nthe changes in\nfrequency and\nphase as signal\nelements\n Explains the need\nfor synchronization\nand describes the\nproblems that arise\nwhen the transmitter\nand the receiver are\nnot synchronized\n Compares and\ncontrasts the\nrelationship between\nhow fast the signal\nelements are\nchanged and the bit\nrate in simple two\nvoltage encoding\n4"},{"book":"eALSyl ICT.pdf","page":31,"label":"31","text":"Competency Competency Level 6.4 Explores the use of Public\nSwitched Telephone\nNetwork (PSTN) to\nconnect two remote\ndevices\n6.5 Investigates how the\nproblem of connecting\nmultiple devices into a\nnetwork is addressed\nContents  Public Switched Telephone Network\no Providing a circuit between two\npoints that can carry analog voice\n Modulation, Demodulation and\nModems\no Encoding data using analog signal\nelements\n Connecting two devices using Modems\n All-to-all connections are impractical\n A solution: Bus Topology\no Simple\no Problem: Controlling access to the\nbus (media)\n Other topologies\no Star\no Ring\no Mesh\n Simplifying wiring\no Hubs\n20\nLearning outcomes Periods\nand Manchester\nencoding\n Describes how the\nparity bit enables\ndetecting a bit error\n Describes a PSTN\nas an analog voice\ncarrying line\n Describes how\nmodems modulate\nanalog signals so\nthat they can be\nsent along a PSTN\nline\n Draws a schematic\ndiagram depicting\ntwo computers\nconnected using\nmodems via a PSTN\nline\n4\n Demonstrates the\nimpracticality of\nconnecting large\nnumber of devices\nin all-to-all topology\n Demonstrates the\nsimplicity of a Bus\n Draws diagrams of\ndifferent topologies\n Describes the use of\nHubs and Switches\n4"},{"book":"eALSyl ICT.pdf","page":32,"label":"32","text":"Competency Competency Level 6.6 Explores the role of Media\nAccess Control (MAC)\nprotocol\n6.7 Explores how the multiple\nnetworks are\ninterconnected to form the\nInternet\nContents o Switches  Local Area Network (LAN)\n Identifying devices\no Addresses – MAC addresses\n Frames\n Orderly access to the media\no Very simple protocol as an\nexample – ALOHA\no Improvements from ALOHA to\nEthernet\n Broadcasting and Uni -casting\nmessages\n A device to connect two or more\nnetworks – gateway\n Need for globally unique uniform\naddressing independent of MAC\naddresses and LAN technology\no IPv4 addresses\no Assigning IPs to networks\n Sub-netting\n Subnet masks\n21\nLearning outcomes Periods\nto simplify the wiring\nof a network and\ncompares/contrasts\ntheir functionalities\n Describes the need\nto uniquely name\ndevices (addresses)\nso that the sender\nand the receiver can\nbe identified\n Explains the role of\nframes as the unit of\ntransmission\n Describes the need\nof a protocol to\nensure orderly\naccess to media\nwith respect to a bus\n Briefly describes the\nevolution of MAC\nprotocols from\nALOHA to Ethernet\n4\n Explains the role of\na gateway device in\ninter connecting two\nLANs\n Explain the need for\na uniform, MAC\nprotocol\nindependent\naddressing scheme\n6"},{"book":"eALSyl ICT.pdf","page":33,"label":"33","text":"Competency Competency Level Contents Learning outcomes Periods\n CIDR notation\n Private IP addresses\n DHCP\no Scarcity of IPv4 addresses and\nIPv6 as a solution(an overview)\n Finding the path to the destination\no Routingand routers\no Packetswitching\n Best effort delivery\nand how IP\naddresses play that\nrole\n Describes the role of\nsubnet masks\n Calculates subnet\nmasks and IP\naddress ranges for a\ngiven block of IP\naddresses and\nnetwork sizes\n Describes how\nDHCP is used to\ndynamically assign\nIP addresses\n Describes the role of\nrouters in finding a\nsuitable path from\nthe sender to the\nreceiver\n Explains packet\nswitching and best\neffort delivery in IP\nnetworks\n6.8 Explores the role of\ntransport protocols in the\nInternet\n Delivering data from an application\nprocess to another application process\no Multiple applications at a host\nidentified by an IP\n Explains that it is not\nsufficient to deliver a\nmessage from one\nIP address to\n4\n22"},{"book":"eALSyl ICT.pdf","page":34,"label":"34","text":"Competency Competency Level Contents  Multiplexing – multiple end\npoints at the same IP\no Ports andport numbers\no UDP\n Properties\n Applications\no TCP\n Properties\n Applications\n6.9 Explores some\napplications on the\nInternet\n Domain Name System (DNS)\no IP addresses are hard to\nremember\no Human friendly names\no Hierarchical name space\no Each domain is responsible for\nmanaging the names under it\no Top level domains\n HTTP\n Client Server model\n23\nLearning outcomes Periods\nanother by\ndemonstrating that\nthe communication\nis from process to a\nprocess\n Explains the need\nfor multiplexing\nmessages and how\nport numbers\nidentify the end\npoints\n Briefly describes the\nfunctionality of UDP\nand lists\napplications that use\nit\n Briefly describes the\nfunctionality of TCP\nand lists\napplications that use\nit\n Describes the need\nfor human friendly\nnames instead of IP\naddresses\n Explains the role of\nDNS in translating\nnames to IP\naddresses\n Graphically\nrepresent the\n4"},{"book":"eALSyl ICT.pdf","page":35,"label":"35","text":"Competency Competency Level 6.10 Investigates the role of\nreference models to\ndescribe the network\narchitecture\n6.11 Investigates the security\naspects of the\ncommunication and\nprotection of devices\nconnected to the Internet\nContents  TCP/IP model\no Application\no Transport\no Internet\no Host to network\n OSI model\no Application\no Presentation\no Session\no Transport\no Network\no Data link\no Physical\n Encryption and digital signature – basic\nidea\no Public Key\no Private Key\no Signing\n Threats\no Viruses\n24\nLearning outcomes Periods\nhierarchical and\ndistributed structure\nof the DNS\n Describes a simple\nGET request and its\nresponse in HTTP\n Describes the client\nserver model using\nDNS and HTTP\n Describes the\nfunctions of layers\nof TCP/IP and OSI\nmodels\n Describes the data\nunits in different\nlayers(packet,\nframe and bit)\n Describes the data\nflow in a network\nusing TCP/IP and\nOSI models\n4\n Identifies the need\nfor confidentiality\nand authentication\nof messages and\nnotes that the\nInternet does not\nprovide\n4"},{"book":"eALSyl ICT.pdf","page":36,"label":"36","text":"Competency Competency 7:\nExplores the\nsystems\nconcept and\nuses systems\nanalysis and\ndesign\nCompetency Level 6.12 Explores the role of ISPs\nand technologies used for\nconnecting Home\nNetworks to the Internet\n7.1 Explores Characteristics\nof Systems\nContents o Trojans\no Malware\no Phishing\n Protection\no Firewalls\no Antivirus software\no Education/ better awareness/ good\npractices\n ISPs\n Connecting to ISP\no Modems\no DSL/ADSL\n A home LAN that uses private IPs\no Network Address Translation\n/Proxies\n Systemconcept\n Classification of systems\no Open and closed systems\no Natural and manmade systems\no Living and physical systems\n25\nLearning outcomes Periods\n Briefly explains the\nuse of the public\nand private keys to\nencrypt and sign\nmessages\n Describes different\nthreats faced by\nnetworked systems\nand protection\nagainst them\n Describes the role of\nan ISP\n Explains the use of\nmodems and dialup\nlines to connect a\nhome machine to an\nISPs network\n Explains the\nadvantages of\nDSL/ADSL lines\n Explains the roles of\nNATs and Proxies in\na LAN that uses\nprivate IPs\n4\n Recalls the\ndefinition of systems\n Lists and describes\nthe characteristics of\nsystems\n Classifies and\ndescribes systems\n4"},{"book":"eALSyl ICT.pdf","page":37,"label":"37","text":"Competency Competency Level methodology in\ndeveloping\ninformation\nsystems\n7.2 Compares and contrasts\ndifferent types of\nmanmade systems in\nterms of their objectives\nand functionality\n7.3 Explores different\ninformation system\ndevelopment models and\nmethods\nContents  Information systems\no Office Automation Systems (OAS)\no Transaction Processing Systems\n(TPS)\no Management Information Systems\n(MIS)\no Decisions Support Systems (DSS)\no Executive Support Systems (ESS)\no Geographical information systems\n(GIS)\no Knowledge Management Systems\n(KMS)\no Content Management Systems\n(CMS)\no Enterprise Resource Planning\nSystems (ERPS)\no Smart systems\n System developmentLifecycle models\no Waterfall\no Spiral\no Agile\no Prototyping\n Rapid Application Development\n(RAD)\n System development methodologies\no Structured\no Object Oriented\n26\nLearning outcomes Periods\nwith examples\n Compares the\nobjectives and\nfunctionality of\ndifferent types of\nmanmade systems\n Distinguishes the\ndifferent types of\nmanmade systems\nin terms of\nobjectives and\nfunctionality\n4\n Lists and briefly\ndescribes system\ndevelopment\nmodels\n Investigates the\napplicability of each\nmodel\n Lists and describes\nthe stages of\nSystem\n08"},{"book":"eALSyl ICT.pdf","page":38,"label":"38","text":"Competency Competency Level 7.4 Examines the Structured\nSystem Analysis and\nDesign Methodology\n(SSADM)\n7.5 Investigates the need for\na new information system\nand its feasibility\nContents  Introduction to SSADM\n Stages of the system development life\ncycle\n Preliminary investigation\no Identification of the problems in the\ncurrent system\no Suggest alternative solutions\no Prioritizing information systems\nneeds\n Feasibility study\no Technical feasibility\no Economic feasibility\no Operational feasibility\no Organizational feasibility\n27\nLearning outcomes Periods\nDevelopment Life\nCycle (SDLC) in\nWaterfall model\n Lists and describes\nphases of the SDLC\nin Spiral model\n Lists and briefly\ndescribes system\ndevelopment\nmethodologies\n Defines SSADM\n Lists and briefly\ndescribes the stages\nof SDLC covered by\nSSADM\n2\n Describes the tasks\nin preliminary\ninvestigation stage\n Identifies\ninformation\nproblems in an\norganization\n Identifies priorities of\nthe problems to be\nsolved\n Describes the need\nof feasibility study\n Lists and briefly\ndescribe the types\nof feasibility\n4"},{"book":"eALSyl ICT.pdf","page":39,"label":"39","text":"Competency Competency Level Contents 7.6 Uses different methods to\nanalyze the current\nsystem\n Requirement analysis\no Functional requirements\no Non – functional requirements\n Analytical Tools\no Business Activity Modeling\n Business activity model\no Data Flow Modeling (DFM)\n Data Flow Diagrams (DFD)\n Elementary processes and\nElementary Process\nDescriptions (EPD)\n Document flow diagram\no Logical Data Modeling (LDM)\n Logical Data Structure (LDS)\n Business System Options (BSO)\n28\nLearning outcomes Periods\n Describes the need\nfor requirement\nanalysis\n Describes type of\nrequirements with\nexamples for a\ngiven system\n Defines\nrequirements in\nIEEE standard\n Lists the analytical\ntools and describes\nthe purpose of them\n Draws business\nactivity model,\ncontext diagram,\ndocument flow\ndiagram, data flow\ndiagrams and logical\ndata structure for a\ngiven system\n Writes elementary\nprocess descriptions\n Describes the need\nfor business system\noptions\n Proposes business\nsystem options\n Selects the most\nappropriate\nbusiness system\n18"},{"book":"eALSyl ICT.pdf","page":40,"label":"40","text":"Competency Competency Level 7.7 Designs the proposed\nsystem\n7.8 Develops and tests the\nproposed system\n7.9 Deploys the developed Contents  Logical design tools\no Logical Data flow modeling\n Logical Data flow diagrams for\nproposed system\n Elementary processes and\nelementary process description\n User Interface design\no Logical Data modeling\n Logical data structure for the\nproposed system\no Physical design of database\n Table and record specifications\n Data dictionary\n Database design\n Program development\n Database development\n Testing\no Test cases\no White box testing\no Black box testing\no Unit testing\no Integrated testing\no System testing\no Acceptance testing\n Deployment methods 29\nLearning outcomes Periods\noption\n Describes the\nlogical design\n Describes the\nactivities involve in\nthe logical design\nstage\n Reconstructs logical\ndesign of the\nproposed system\nstarting from\nelementary\nprocesses to context\ndiagram\n Writes elementary\nprocess description\nin pseudo code\n Specifies table and\nrecord specifications\n14\n Lists the testing\nmethods for a newly\ndesigned system\n Describes the\ntesting methods for\na newly designed\nsystem\n6\n Describes the 4"},{"book":"eALSyl ICT.pdf","page":41,"label":"41","text":"Competency Competency Level system 7.10 Describes system\nimplementation with off-\nthe-shelf packaged\nsystems\nContents o Parallel\no Direct\no Pilot\no Phase\n Hardware/Software installation, data\nmigration and user training\n Review, support and maintenance\n Advantages and disadvantages of\nusing off- the-shelf packages\n Identification of package capabilities,\nwork flows etc.\n Business process gap analysis\n Business process mapping\n Business process reengineering\n30\nLearning outcomes Periods\nmethods of\ndeployment of the\ndeveloped system.\n Describes the\nactivities involved\nafter implementation\nof a system\n Describes the costs\nand benefits of off-\nthe-shelf packages\nin terms of\ninvestment,\noperational and\nmaintenance cost\n Describes the\nfeatures and\ncapabilities of\npackaged solutions\nrelated to standard\nbusiness\napplications\n Identifies and\ndescribes\ndifferences between\na given business\nprocess and\nfeatures of off-the-\nshelf packages\n Maps business\nprocess activities\n4"},{"book":"eALSyl ICT.pdf","page":42,"label":"42","text":"Competency Competency 8:\nDesigns and\ndevelops\ndatabase\nsystems to\nmanage data\nefficiently and\neffectively.\nCompetency Level 8.1 Learns the basics of\ninformation and data, and\nthe need for databases\n8.2 Describes the main\ncomponents of the\nrelational database model\nContents  Data vs. information\n Structured Vs. unstructured data\n Definition of database\n Database models\no Flat file system\no Hierarchical model\no Network model\no Relational model\no Object relational model\n Comparison of database models\n Relations / Tables\no Attributes / Columns\no Tuples / Rows\no Relationships\n Types of Constraints\no A NOT NULL Constraint\no A Unique Constraint\n31\nLearning outcomes Periods\nonto work flow of the\noff-the-shelf\npackaged solution\n Identifies changes\nrequired in the\ncurrent business\nprocess\n Identifies\ncustomization\nrequirements of off-\nthe-shelf packaged\nsolutions\n Distinguishes data\nand information\n Defines database\n Lists and briefly\ndescribes the\ndatabase models\n Compares and\ncontrasts database\nmodels in terms of\ntheir features\n2\n Defines relations /\ntables\n Names and\ndescribes main\ncomponents of a\nrelational database\n Describes the\n4"},{"book":"eALSyl ICT.pdf","page":43,"label":"43","text":"Competency Competency Level Contents o A Primary Key Constraint\no A Foreign Key Constraint\no A (Table) Check Constraint\n8.3 Analyzes the main\ncomponents of a\ndatabase system\n Data Base Management System\n Data definition language (DDL)\no Introduction to SQL\no Classification of SQL\no Creating, using relational database\nusing DDL\n Creating table\n Alter table\n- Inserting and deleting\nattributes\n- Adding and deleting foreign\nkey and primary key\n Drop tables\n Drop databases\n Data manipulation Language (DML)\no DML Features in SQL\n Inserting, modifying, retrieving,\nupdating deleting data\no Select Query\n Extracting rows and columns\nfrom single table\n Extracting rows and columns\nfrom multiple tables using inner\njoin operation\n Insert Query\n32\nLearning outcomes Periods\nrelationships in\nterms of relational\ndatabase model\n Briefly explains the\ntypes of constrains\n Lists and briefly\ndescribes the\ncomponent of a\ndatabase system\n Describes the\ndatabase\nmanagement\nsystem\n Defines SQL\n Distinguishes\nbetween DDL vs.\nDML\n Uses appropriate\nSQL commands for\ncreating and using\ndatabase\n Uses appropriate\ncommands to create\ntables with suitable\nfields and data types\n Sets primary key\nand foreign key\nwhile creating table\n Uses primary key\nand foreign key after\ncompletion of a\n14"},{"book":"eALSyl ICT.pdf","page":44,"label":"44","text":"Competency Competency Level 8.4 Designs the conceptual\nschema of a database\nContents Learning outcomes Periods\n Update Query\n Delete Query\ntable\n Creates\nrelationships among\ntables\n Uses appropriate\nSQL commands to\nInsert and delete\ncolumns, delete\nforeign key / primary\nkey and to drop\ntable\n Uses appropriate\nSQL commands to\ndrop database\n Uses appropriate\ncommands to Insert,\nmodify retrieve,\nupdate and delete\ndata.\n Uses appropriate\nDML commands to\nquery data\naccording to the\nrequirements\n ER (Entity Relationship) diagrams\no Entities, attributes\no Entity identifiers\no Relationships\no Cardinality\n Introduction to EER (Extended ER)\n Describes ER\ndiagram\n Describes the\ncomponents of an\nER diagram\n(entities, attributes)\n12\n33"},{"book":"eALSyl ICT.pdf","page":45,"label":"45","text":"Competency Competency Level Contents diagrams 8.5 Designs the logical\nschema of a database\n Definition of thelogical schema\n Database schema design\no Relational schema\no Relation instances\no Candidate key\no Primary key\no Alternate key\no Foreign key\n Domain\n8.6 Transforms ER diagrams  Entity transformation 34\nLearning outcomes Periods\n Describes entity\nidentifiers\n Lists and describes\nrelationships\n Describes\ncardinality\n Identifies the\nrequirements of a\ngiven scenario\n Selects entities,\nattributes and\naccording to the\nrequirement\n Draws the ER\ndiagram\n Explains the EER\ndiagrams\n Defines logical\nschema of a\ndatabase\n Describes relational\nschema\n Describes relational\ninstances\n Briefly describes\nCandidate key,\nprimary key,\nalternate key and\nforeign key\n6\n Describes the 6"},{"book":"eALSyl ICT.pdf","page":46,"label":"46","text":"Competency Competency Level to logical schema 8.7 Normalizes database\nschema to improve\nperformance\nContents  Attribute transformation\n Relationship transformation\n Need for normalization-\no Redundancies and anomalies\n Insert\n Update\n Delete\n Functional dependencies\no Full dependency\no Partial dependency\no Transitive dependency\n Levels of normalization\no Zero normal form\no First normal form\no Second normal form\no Third normal form\n35\nLearning outcomes Periods\nmethods of\ntransformation ER\ndiagram to logical\nschema\n Transforms ER\ndiagrams (entity,\nattribute,\nrelationships) to\nlogical schema\n Describes the\nfunctional\ndependencies and\ncategorizes them\n Describes\nabnormalities of an\nimproperlydesigned\ntable when\nmodifying in terms\nof insert, update and\ndelete\n Describes the zero\nnormal form\n Explains the\nabnormalities which\nare reduced after\nthe first normal form\n Lists the conditions\nfor executing the\nsecond normal form\n Explains the\nabnormalities which\n6"},{"book":"eALSyl ICT.pdf","page":47,"label":"47","text":"Competency Competency 9\n:\nDevelops\nalgorithms to\nsolve problems\nand uses python\nprogramming\nlanguage to\nencode\nalgorithms\nCompetency Level 9.1 Uses problem-solving\nprocess\n9.2 Explores the top down\nand stepwise refinement\nmethodologies in solving\nproblems\n9.3 Uses algorithmic\napproach to solve\nproblems\nContents  Understanding the problem\n Defining the problem and boundaries\n Planning solution\n Implementation\n Modularization\n Top down design and stepwise\nrefinement\n Structure charts\n Algorithms\no Flow charts\no Pseudo codes\no Hand traces\n36\nLearning outcomes Periods\nare reduced after\nthe second normal\nform\n Explains the\nabnormalities which\nare reduced after\nthe third normal\nform\n Describes the steps\nof problem solving\nprocess\n Implements the\nsolution\n2\n Uses stepwise\nrefinement\nmethodology to\nsolve problems\n Draws structures\ncharts to illustrate a\nsolution for a system\n4\n Briefly describes\nalgorithms\n Identifies the\nstandard symbols\nused to draw flow\n6"},{"book":"eALSyl ICT.pdf","page":48,"label":"48","text":"Competency Competency Level 9.4 Compares and Contrasts\ndifferent programming\nparadigms\n9.5 Explores the need of\nprogram translation and\nthe type of program\ntranslators\nContents  Evolution of programming languages\n Programming paradigms\no Imperative languages\no Declarative languages\no Object oriented languages\n Need of program translation\n Source program\n Object program\n Program translators\no Interpreters\no Compilers\no Hybrid approach\n Linkers\n37\nLearning outcomes Periods\ncharts\n Draws flow charts to\nillustrate solutions to\na given problem\n Writes pseudo\ncodes to illustrate\nsolutions to a given\nproblem\n Uses hand traces to\nverify the solutions\n Describes the\nevolution of\nprogramming\nlanguage in terms of\ngenerations\n Compares and\ncontrasts\nimperative,\ndeclarative, object\noriented languages\n2\n Describes the need\nof translation of a\nprogram\n Compares the\nsource and object\nprogram\n Lists and briefly\ndescribes the types\nof program\ntranslators\n Briefly describes the\n2"},{"book":"eALSyl ICT.pdf","page":49,"label":"49","text":"Competency Competency Level Contents 9.6 Explores integrated\ndevelopment environment\n(IDE) to identify their\nbasic features\n Basic features of IDE\n Instructions to use\no Opening and saving files\no Compiling, executing programs\n Debugging facilities\n9.7 Uses an imperative\nprogramming language to\nencode algorithms\n Structure of a program\n Comments\n Constants and Variables\n Primitive data types\n Operator categories\no Arithmetical, relational,\nlogical, bitwise\n Operator precedence\n Input / output\no Input from keyboard\no Output to standard devices\n38\nLearning outcomes Periods\nfunction of linkers\n Identifies the basic\nfeatures of IDE\n Practices the\ninstructions to\no Open and save\nfiles\no Compile, execute\nprograms\n Uses the debugging\nfacilities in IDE\n4\n Identifies the\nstructure of a\nprogram\n Uses comments to\nidentify the usage of\ncode for future\nreference\n Uses constants and\nvariables in a\nprogram\nappropriately\n Identifies the\nprimitive data types\nof a given program\nlanguage\n Identifies and uses\noperators in a\nprogram\n Identifies\nprecedence of\n10"},{"book":"eALSyl ICT.pdf","page":50,"label":"50","text":"Competency Competency Level 9.8 Uses control structures in\ndeveloping programs\n9.9 Uses sub-programs in\nprogramming\nContents  Control Structures\no Sequence\no Selection\no Repetition\n Iteration\n Looping\n Types of subprograms\no Built in\no User defined\n Structure\n Parameter passing\n Return values\n Default values\n Scope of variables\n39\nLearning outcomes Periods\noperators\n Writes programs\nwith the facilities of\ninput from keyboard\nand output to\nstandard devices\n Briefly describes\ncontrol structures\n Lists and briefly\ndescribes the types\nof control structures\n Uses control\nstructures\nappropriately in\nprogramming\n Applies nested\ncontrol structures in\nprograms\n12\n Briefly describes the\nfunctions\n Lists and briefly\ndescribes the types\nof functions\n Identifies the\nstructure of a\nfunction\n Compares local and\nglobal variables\n Identifies the\nbehavior of a\nvariable in terms of\n10"},{"book":"eALSyl ICT.pdf","page":51,"label":"51","text":"Competency Competency Level Contents 9.10 Uses data structures in\nprograms\n Data structures\no Strings\no Lists\no Tuples\no Dictionaries\n9.11 Handles files and\ndatabases in programs\n File handling\no Basic file operations\n9.12 Manages data in\ndatabases\n Connecting to a database\n Retrieve data\n Add, modify and delete data\n9.13 Searches and sorts data  Searching techniques 40\nLearning outcomes Periods\nlife time\n Identifies the need\nof return values and\nwrites functions to\nobtain the\nappropriate return\nvalue\n Writes functions\nusing relevant\nparameters and\narguments\n Uses user defined\nfunctions\n Briefly explains the\nuse of data\nstructures\n Uses relevant data\nstructures in\nprogramming\n8\n Uses basic file\noperations (open,\nclose, read write\nand append)\n6\n Embeds SQL\nstatements in\nprogramming\nlanguages to\nretrieve, add, modify\nand delete data\n4\n Uses sequential 4"},{"book":"eALSyl ICT.pdf","page":52,"label":"52","text":"Competency Competency\n10:\nDevelops\nwebsites\nincorporating\nmulti-media\ntechnologies\n(using HTML 5)\nCompetency Level 10.1 Explores the need for web 10.2 Analyses user\nrequirements(multimedia\ncontents)\n10.3 Identifies appropriate\nHTML tags to design a\nsingle web page\nContents o Sequential search\n Sorting techniques\no Bubble sort\n The world wide web (www)\n Types of web sites\no Information, news\no Personal, educational, commercial,\nResearch\no Web portals\n Defining the objectives of a website\n Contents to be displayed\n Building blocks of a web page\no Page definition\n <html></html>\no Head section\n <head></head>\n <title></title>\no Body section\n41\nLearning outcomes Periods\nsearching technique\nappropriately\n Implements bubble\nsort technique\nappropriately\n Describes www\n Analyses the\nsystematic\narrangements of\ncontents and\nstructure of a web\n8\n Creates effective\nand appropriate\ninformation layout\nof a website\n Identifies the web\npages of a website\n Identifies the\ncontents of a web\npage\n Identifies\nnavigationstructure\n4\n Analyses the\narrangement of\ncontents of a web\npage\n Analyses the\norganization of\ncontents in a web\n4"},{"book":"eALSyl ICT.pdf","page":53,"label":"53","text":"Competency Competency Level 10.4 Uses HTML to create\nlinked web pages\nContents  <body></body>\n Background color\no Text formatting\n <h1>…<h6>tags\n <p></p>\n <br/>\n Underline, bold, italic\n <font></font>\n– Size and color\n Adding comments\n Contents of a website\no Home page\no Linked pages\no Hyperlink\n Different sections of the same\npage(book mark)\n Different pages of a same\nsite(local link)\n Pages of different sites\n(External link)\n Lists\no Ordered lists\no Unordered lists\no Definition lists\n Image\n Tables\no <table></table>\no <th></th>\no <tr></tr>\no <td></td>\n42\nLearning outcomes Periods\npage\n Creates a simple\nweb page\n Explains hypertext\nmarkup language\n Identifies the\nstandards of HTML\n Saves the source\ndocument with\nsuitable extensions\n Designs the web\npage by inserting\nappropriate\nmultimedia objects\naccording to user\nrequirements\n Organizes data\nusing lists and\ntables in the web\npage\n Links pages and\nmultimedia objects\nto the web page\n16"},{"book":"eALSyl ICT.pdf","page":54,"label":"54","text":"Competency Competency Level 10.5 Uses Style sheet to\nchange the appearance of\nweb pages\n10.6 Uses an authoring tool to\ncreate web pages\n10.7 Creates dynamic web\npages using PHP and\nContents Learning outcomes Periods\no <caption>\no Merging columns and rows\n Multimedia objects\no Audio\no Video\n Introduction to style sheet\n CSS\no Syntax, comments\n CSS selectors\no element, id, class, group\n Ways of inserting CSS\no Internal, external, inline\n Appearance formatting\no Background (color, image)\no Text and fonts\no Links\no Lists\no Tables\n Briefly explains style\nsheet and its usage\n Uses the comments\nand correct syntax\nin CSS\n Uses appropriate\nselectors to select\nelements in CSS\n Inserts CSS in\nHTML web pages to\nimprove the\nappearance\n Applies various CSS\nformatting in HTML\nweb pages to\nimprove the\nappearance\n8\n Introduction to web authoring tools  Briefly explains web\nauthoring tools\n Creates web pages\nusing a web\nauthoring tool\n10\n Introduction to dynamic web pages\n Embedding PHP code into web page\n Defines dynamic\nweb pages 6\n43"},{"book":"eALSyl ICT.pdf","page":55,"label":"55","text":"Competency Competency Level Contents Learning outcomes Periods\nMySQL o Variables\no Arrays\no Control structures\no Functions\no Database connectivity\no Working with databases\n Forms\no Input element\n Type attribute\n Name attribute\n Value attribute\no Text input (Password)\no Radio buttons\no Check box\no Selection\no Submit buttons\no Reset button\no Action attribute\no Method attribute\n Get\n Post\no Grouping form data using\n<fieldset> tag\no Saving form data into database\n Creating data source and entering data\n CreatingPHP code to retrieve data\nfrom MySQL database\n Set form values using retrieved data\n Creates data source\nand enters data\n CreatesPHP code to\nsave/retrieve data to\nand from\nMySQL\n Develop simple web\nbased information\nsystems\n44"},{"book":"eALSyl ICT.pdf","page":56,"label":"56","text":"Competency Competency\n11:\nExplores IoT\nand identify the\nbuilding blocks\nof digital\nsystems to\ndevelop simple\napplications\nCompetency Level 10.8 Publishes and maintains\nweb sites\n11.1 Acquires the knowledge of\nbasic building blocks of\ndigital systems\nContents  Local publishing\no Own computer, intranet\n Internet publishing\no Connecting to the web Service\nprovider\no Publishing web Pages on web\nserver\n Factors affecting performance of\nwebsite\n Microprocessor Development Systems\n(MDS) (Arduino Board, Raspberry Pi\nboard, board with etc.)\no Introduction\n Microprocessor Development\nSystems vs. traditional\ncomputer systems\no Features\n Analog Input\n Digital Input\n Microprocessor\n Digital Output\n RX and TX Pins\n USB Port\n Power supply\n Reset Switch\no Connect to the computer\n45\nLearning outcomes Periods\n Publishes the\ndeveloped website\nlocally\n Identifies free web\nhosting sites from\nthe Internet\n Publishes the\ndeveloped website\nthrough a free web\nhosting site\n Investigates the\nfactors affecting\nperformance of\nwebsite\n4\n● Identifies and lists\nMicroprocessor\nDevelopment Systems\n● Describes available\nfeatures on\nMicroprocessor\nDevelopment Systems\n● Identifies necessary\nsoftware and download\nthem from the Internet\nto design and write\nprograms into\nMicroprocessor\nDevelopment System\n● Develops simple\napplications using to\nMicroprocessor\n8"},{"book":"eALSyl ICT.pdf","page":57,"label":"57","text":"Competency Competency Level 11.2 Explores the Internet of\nThings (IoT) to create a\nsimple application\nContents  USB Connectivity\n IDE Software (code editor,\ncompiler and programmer)\no Simple applications\n Switch on/off a LED\n Sending ambient light\nintensity with a LDR and\nswitching on LEDs on light\nintensity\n Sensing the room temperature\nwith temperature sensor and\nswitching on a fan on high\ntemperature and off\n Door open/close detection\nwith magnet switch\n● Introduction to IoT\n○ Definition\n○ Needs\n○ IoT applications\n○ Enabling technologies\n● Simple IoT application to construct a\nremote switch\n46\nLearning outcomes Periods\nDevelopment Systems\n- Switch on/off\nLEDs on ambient\nlight intensity\n- Door open/close\ndetection with\nmagnetic switch\n- Run a fan on high\ntemperature\n● Defines IoT (Internet\nof Things)\n● Identifies the needs of\nIoT to make day to\nday smart\n● Discusses the various\napplications of IoT\n● Identifies the enabling\ntechnologies for IoT\n● Designs and\nImplements an IOT\napplication to\nremotely control a\ndevice through\nInternet Example :-\nON/OFF a television\n7"},{"book":"eALSyl ICT.pdf","page":58,"label":"58","text":"Competency Competency Level Contents Competency\n12:\nExplores\napplicability of\nICT to business\norganizations\nand the\ncompetitive\nmarketplace\n12.1 Explores the role of ICT in\nthe world of business\n Digital economy\no New business methods in digital\neconomy\n Reverse auctions\n Group purchasing\n e-Marketplace\n Pure brick, brick and click, and pure\nclick organizations\n Business functions and the role of ICT\no Accounting and ICT\no Human resource and ICT\no Production and ICT\no Marketing & sales and ICT\no Supply chain management and ICT\no Business communication and ICT\no Secure payment mechanisms\n Payment gateways\n Secure credit card payments\n Third party systems\n– PayPal etc\n Mechanisms\n– Data encryption\n– Micro credit payments (bit\ncoin etc.)\n Threats and opportunities in\necommerce\no Privacy\no Product commercialization\n11.2 Analyses the relationship\nbetween ICT and\n E-Commerce and e-business\no The scope of e-commerce and e-\n47\nLearning outcomes Periods\n Defines digital\neconomy\n Lists and describes\nnew business\nmethods in digital\neconomy\n Identifies the\nconcepts behind\npure brick, brick and\nclick, and pure click\norganizations\n Describes the role of\nICT in business\nfunctions of an\norganization 4\n Distinguishes the e-\ncommerce and e-\n4"},{"book":"eALSyl ICT.pdf","page":59,"label":"59","text":"Competency 12.3 Competency Level business operations Analyses the ICT in terms\nof generating and\ndelivering an improved\nproducts and services to\nconsumers\nContents business\no Types of e-business transactions\n B2B, B2C, C2C, C2B, B2E,\nG2C\n E-Business\no Virtual storefronts\no Information brokers\no Online marketplace\no Content provider\no Online service provider\no Portal\no Virtual Community\n Advantages and disadvantages of e-\nbusiness\n E-marketing\no Concepts of marketing\no Use of ICT in marketing\n Web advertising etc\n Databases in marketing\no Predicting customer behavior with\nAl tools and techniques\no Gaining competitive advantages\nthrough ICT\n Mobile Marketing\n48\nLearning outcomes Periods\nbusiness\n Investigates the\nscope of e -\ncommerce and e-\nbusiness\n Lists and briefly\ndescribes the types\nof e-business\ntransactions\n Identifies the\nadvantages and\ndisadvantages of e-\nbusiness\n Defines e-\nmarketing\n Identifies the role of\nICT in e-marketing\n Investigates the\nusage of database\nin marketing\nactivities\nto improve the\nproduct and\nservices according\nto the requirements\nof the customers\n Identifies the ways\nof gaining\ncompetitive\nadvantages using\n4"},{"book":"eALSyl ICT.pdf","page":60,"label":"60","text":"Competency Competency\n13:\nExplores new\ntrends and\nfuture directions\nof ICT\nCompetency\n14:\nDesigns and\nCompetency Level 13.1 Explores new trends and\nfuture directions in\ncomputing\n13.2 Explores the\nfundamentals and\napplications of agent\ntechnology\n13.3 Analyzes the existing\nmodels of computing and\nproposes new models\n14.1 Conducts a project on\ndesigning an information\nsystem\nContents  Intelligent and emotional computing\n Artificial intelligence\n Man-machine coexistence\n Machine to machine coexistence\n Software agents\n Multi-agent systems\n Applications of Agent systems\n Beyond von-Neumann computer\n Nature inspired computing\n Biology inspired computing\n Fundamentals of quantum computing\n Applications\n49\nLearning outcomes ICT\n Describes intelligent\nand emotional\ncomputing.\n Explains artificial\nintelligences\n Appreciates man-\nmachine\ncoexistences\n Briefly describes\nsoftware agents and\ntheir characteristics\n Briefly describes\nmulti-agent systems\nand their\ncharacteristics\n Identifies the\napplications of agent\nsystems\n Predicts the\ntechnologies beyond\nvon-Neumann\ncomputers\nPeriods\n4\n4\n4\nOne\nperiod\nper week"},{"book":"eALSyl ICT.pdf","page":61,"label":"61","text":"Competency Competency Level Contents Learning outcomes Periods\nImplements a\nsimple\nInformation\nsystem as the\nproject\nfor a\nduration\nof one\nyear\n14.2 Implements and\ndemonstrates the\nInformation system\n8.0 Learning Teaching process\nInformation and Communication Technology is not only a dynamic subject; it is also a living subject. It is necessary to update one’s\nknowledge in order to be alert to the latest findings in this area. ICT has taken such an important position that the percentage of\nliteracy in ICT has come to be regarded as an index of development. It is essential that the proposed method of teaching should be\nstudent-centered as this subject is essentially practice-oriented. In view of the fact that this is an essentially practical subject, it is vital\nthat a student is involved in self study apart from the day to day learning- teaching process in order to ensure that subject matter\nlearned is firmly grasped. There is need for special attention to be paid to the encouragement of the student for self-study. Further, just\nas much as knowledge, attitudes and skills, as well as social values, legal constraints related to the subject carry with them the\nimperatives of a sense and spirit of self-discipline. It is essential that the learning-teaching evaluation process is so organized as to\nhighlight the importance of computer use.\nThe global trend in present day education is to introduce competency-based curricula, which promote collaborative learning through\nstudent centered activities where learning predominates teaching. It is intended for the students to actively participate in activities,\nwhich enhance the development of individual social and mental skills. The following aspects are emphasized.\n1. Teachers have the freedom to follow most suitable teaching method to achieve the desired competencies.\n2. Allow the students to acquire hands on experience through self-directed activities.\n50"},{"book":"eALSyl ICT.pdf","page":62,"label":"62","text":"3. Direct students to acquire knowledge and information through reliable sources wherever necessary.\n9.0 School Policies and Programs\nIt needs to be noted at the onset, that the success of the classroom learning-teaching process has an immense bearing on the\neffective actualization of the expected aims of the subject Information and Communication Technology. Therefore, it is important that\nthe school policy and programs are organized in keeping with these expectations. It is important, in the achievement of the aims of this\nsubject that the novelty of the subject and the consequent paucity of knowledge regarding this subject in student, should be taken into\nconsideration.\nThe number of periods available for this subject is 300 per year. However, the number of periods in this revised syllabus is 442 for\nboth academic years and this includes practical sessions for the appropriate competency levels. Apart from the above, 30 periods are\nset apart, spread throughout the year, for the Project in Grade 13.\nPractical sessions are so important, as student should know how to apply what they have learnt and experienced throughout this\nlearning activities. In order to acquire a main competency as included in the syllabus, students are required to practice some graded\nexercises followed by one or more real world applications.\nStudents have to maintain an activity logbook to record their activities done during this practical session and should be presented to\nthe teacher in charge to maintain its correctness and consistency.\n51"},{"book":"eALSyl ICT.pdf","page":63,"label":"63","text":"The individual project to be assigned in Grade 13 should be implemented outside normal classroom sessions. Thirty periods, however,\nwill be devoted for teacher led discussions plus practical at different stages of the project. For the success of this activity, which\ncomprises only individual practical works, arrangement will have to be made for the students to use the computer laboratory even\noutside the timetabled sessions.\n10.0 Assessment and Evaluation\nIt is intended to implement this syllabus in schools with the School Based Assessment (SBA) process. Teachers will prepare creative\nteaching-learning instruments on the basis of school terms.\nThe details together with the format and the nature of questions will be introduced by the Department of Examinations.\n52"},{"book":"eGr12TG ICT.pdf","page":1,"label":"1","text":"Information and Communication\nTechnology\nTeachers’ Guide\nGrade 12\n(Effective from 2017)\nDepartment of Information Technology\nNational Institute of Education\nMaharagama\nSri Lanka\nwww.nie.lk"},{"book":"eGr12TG ICT.pdf","page":2,"label":"2","text":"Information and Communication Technology\nGrade 12 – Teacher’s Guide\n© National Institute of Education\nFirst print 2017\nISBN:\nDepartment of Information Technology\nFaculty of Science and Technology\nNational Institute of Education\nMaharagama\nwww.nie.lk\nPrinted by"},{"book":"eGr12TG ICT.pdf","page":3,"label":"3","text":"CONTENTS Page No\n1.0 Message from the Director General 2.0 Message from the Deputy Director General ii\niii\n3.0 Curriculum Committee iv-v\n4.0 Introduction vi\n5.0 Common National Goals vii\n6.0 Basic Competencies viii-x\n7.0 Objectives of the Subject xi\n8.0 Proposed number of periods for each units xii\n9.0 Syllabus 1 – 27\n10.0 Learning Teaching process 28 -191\n11.0 School Policies and Programs 192\n12.0 Assessment and Evaluation 193\ni"},{"book":"eGr12TG ICT.pdf","page":4,"label":"4","text":"Message from the Director General\nWith the primary objective of realizing the National Educational Goals recommended by\nthe National Education Commission, the then prevalent content based curriculum was\nmodernized, and the first phase of the new competency based curriculum was introduced\nto the eight year curriculum cycle of the primary and secondary education in Sri Lanka in\nthe year 2007\nThe second phase of the curriculum cycle thus initiated was introduced to the education\nsystem in the year 2015 as a result of a curriculum rationalization process based on\nresearch findings and various proposals made by stake holders.\nWithin this rationalization process the concepts of vertical and horizontal integration have\nbeen employed in order to build up competencies of students, from foundation level to\nhigher levels, and to avoid repetition of subject content in various subjects respectively\nand furthermore, to develop a curriculum that is implementable and student friendly.\nThe new Teachers’ Guides have been introduced with the aim of providing the teachers\nwith necessary guidance for planning lessons, engaging students effectively in the\nlearning teaching process, and to make Teachers’ Guides will help teachers to be more\neffective within the classroom. Further, the present Teachers’ Guides have given the\nnecessary freedom for the teachers to select quality inputs and activities in order to\nimprove student competencies. Since the Teachers’ Guides do not place greater\nemphasis on the subject content prescribed for the relevant grades, it is very much\nnecessary to use these guides along with the text books compiled by the Educational\nPublications Department if, Guides are to be made more effective.\nThe primary objective of this rationalized new curriculum, the new Teachers’ Guides, and\nthe new prescribed texts is to transform the student population into a human resource\nreplete with the skills and competencies required for the world of work, through embarking\nupon a pattern of education which is more student centered and activity based.\nI wish to make use of this opportunity to thank and express my appreciation to the\nmembers of the Council and the Academic Affairs Board of the NIE the resource persons\nwho contributed to the compiling of these Teachers’ Guides and other parties for their\ndedication in this matter.\nDr. (Mrs.) Jayanthi Gunasekara\nDirector General\nNational Institute of Education\nii"},{"book":"eGr12TG ICT.pdf","page":5,"label":"5","text":"Message from the Deputy Director General\nEducation from the past has been constantly changing and forging forward. In recent\nyears, these changes have become quite rapid. The Past two decades have witnessed a\nhigh surge in teaching methodologies as well as in the use of technological tools and in\nthe field of knowledge creation.\nAccordingly, the National Institute of Education is in the process of taking appropriate and\ntimely steps with regard to the education reforms of 2015.\nIt is with immense pleasure that this Teachers’ Guide where the new curriculum has been\nplanned based on a thorough study of the changes that have taken place in the global\ncontext adopted in terms of local needs based on a student-centered learning-teaching\napproach, is presented to you teachers who serve as the pilots of the schools system.\nAn instructional manual of this nature is provided to you with the confidence that, you will\nbe able to make a greater contribution using this.\nThere is no doubt whatsoever that this Teachers’ Guide will provide substantial support in\nthe classroom teaching-learning process at the same time. Furthermore the teacher will\nhave a better control of the classroom with a constructive approach in selecting modern\nresource materials and following the guide lines given in this book.\nI trust that through the careful study of this Teachers Guide provided to you, you will act\nwith commitment in the generation of a greatly creative set of students capable of helping\nSri Lanka move socially as well as economically forward.\nThis Teachers’ Guide is the outcome of the expertise and unflagging commitment of a\nteam of subject teachers and academics in the field Education.\nWhile expressing my sincere appreciation for this task performed for the development of\nthe education system, my heartfelt thanks go to all of you who contributed your knowledge\nand skills in making this document such a landmark in the field.\nM.F.S.P. Jayawardhana\nDeputy Director General\nFaculty of Science and Technology\niii"},{"book":"eGr12TG ICT.pdf","page":6,"label":"6","text":"04. Curriculum Committee\nGuidance and Approval Academic Affairs Board National Institute\nof Education\nSubject Coordinator Mr. S. Shanmugalingam\nSenior Lecturer\nNational Institute of Education\nResource Contributions\nMr. D. Anura Jayalal (M.Sc., PG in Ins Design, PGDE, B.Sc.) Director, Department of IT\nNational Institute of Education\nMr. S. Shanmugalingam (M.Sc., PGDE) Senior Lecturer\nDepartment of Information Technology\nNational Institute of Education\nDr. Damith D Karunarathna (Ph.D.) Senior Lecturer (UCSC)\nUniversity of Colombo.\nDr. Gamini Wijerathna (Ph.D.) Dean, Faculty of Computing Technology\nUniversity of Kalaniya\nDr. H.K.T.K.Wijayasiriwardhane(Ph.D.) Senior Lecturer,\nUniversity of Kelaniya\nDr.K.Thabotharan (Ph.D.) Senior Lecturer,\nUniversity of Jaffna\nDr.P.M.T.B.Sandirigama (Ph.D.) Senior Lecturer, University of Peradeniya\nDr.H.L.Premarathe (Ph.D.) Senior Lecturer, (UCSC)\nUniversity of Colombo\nMs.H.P.Rukmalee (B.Sc.) Assistant Director of Education,\nMinistry of Education.\nMs. N.D.Ishani Nirmali (M.Sc.) Teacher, Anula Vidyalaya\nMr. J.A.A.C.Jayakody (MIT) Teacher.\nKG/Mw Parakrama MV,\nRambukkana.\nMs. A.P.N.De Silva (B.Sc.) Teacher.\nAlmeda M.V., Akuressa\niv"},{"book":"eGr12TG ICT.pdf","page":7,"label":"7","text":"Ms. B.A.N.D.Samarasinghe (B.Ed.) Teacher.\nRoyal College,\nColombo 7.\nMr. S.Maurathasan (MIT) Teacher.\nJaffna Hindu College,\nJaffna.\nMr. S.Thanenthran (MIT) Teacher.\nKN/Vaddakachchi C.C.,\nVaddakachchi.\nv"},{"book":"eGr12TG ICT.pdf","page":8,"label":"8","text":"5.0 Introduction\nInformation and Communication Technology has been identified worldwide as a tool that\ncan be used to improve productivity, efficiency and effectiveness of organizational work\nand the daily activities of individuals. Therefore, providing an adequate level of ICT\nknowledge and skills, at different levels of education, is important for the students to\nprogress and contribute towards national development.\nThe current Sri Lankan Secondary Education System has been substantially exposed to\nICT through various programs including CAL, ICT for GCE (O/L), GIT at grade 12 and ICT\nas a component in A/L Technology stream. Consequently, students have shown a\ngrowing interest in ICT education and some have, in fact, performed excellently at\ninternational competitions in ICT, proving their high level of competence.\nICT as a main subject for GCE (A/L) was introduced in 2007. The syllabus was revisited in\n2013. According to the syllabus revising policy the syllabus was revised in 2017. GCE\n(O/L) qualified students who are interested in developing their career path in ICT, have the\nopportunity of learning it at the GCE (A/L). ICT as a subject for A/L would set a national\nstandard in ICT education at school level and provide the path to higher education at\ntertiary level. Furthermore, students who fail to earn a placement in a university would be\nin possession of a substantial foundation to build up their academic and professional\ncareers.\nThe ICT syllabus at GCE (A/L) communicates core concepts of ICT covering both\ntheoretical and practical usage of ICT. This will also strengthen student’s awareness of the\nnew trends and future directions of ICT. Also this subject will provide an added advantage\nto students by improving their soft skills, thereby enabling them to best fit into working\nenvironments.\nvi"},{"book":"eGr12TG ICT.pdf","page":9,"label":"9","text":"6.0 National Goals\n1. 2. 3. 4. 5. 6. 7. 8. Based on the concept of respecting human values and understanding the\ndifferences between the Sri Lankan multi-cultural society, building up the nation\nand confirming the identity of Sri Lanka by promoting national integrity, national\nunity, national coherence and peace\nWhile responding to the challenges of the dynamic world, identifying and\nconserving the National heritage.\nCreating an environment which comprises of the conventions of social justice\nand the democratic life to promote the characteristics of respecting the human\nrights, being aware of the responsibilities, concerning each other with\naffectionate relationships.\nPromoting a sustainable life style based on the people’s mental and physical\nwell-being and the concept of human values\nPromoting the positive feelings needed for balanced personality with the\nqualities of creative skills, initiative, critical thinking and being responsible\nThrough education, developing the human resources, needed for the progress\nof the well-being of an individual, the nation as well as the economic growth of\nSri Lanka.\nPreparing the people for the changes that occur in a rapidly changing world by\nadapting to it and controlling them; developing abilities and potentialities of\npeople to face the complex and unexpected occasions.\nSustaining the skills and attitudes based on justice, equality, mutual respect\nwhich is essential to achieve a respectable place in the international\ncommunity.\nNational Education Commission Report (2003).\nvii"},{"book":"eGr12TG ICT.pdf","page":10,"label":"10","text":"7.0 Basic Competencies\nThe competencies promoted through the education mentioned below\nmight help to achieve the above mentioned National Goals.\n1. Competencies in Communication\n2. 3. This first set of competencies is made up of four subsets - Literacy,\nNumeracy, Graphics and information communication skills:\nLiteracy: Carefully listening, speaking clearly, and Reading for\ncomprehension, writing clearly and accurately.\nNumeracy: Using numbers to count, calculate, code and to measure,\nmatter, space and time\nGraphics: Making sense of line and form, expressing and recording\nessential data, instructions and ideas with line, form, colour,\ntwo and three-dimensional configurations, graphic symbols and\nicons\nICT Competencies:\nKnowledge on computers, and the ability to use the information\ncommunication skills learning or work as well as in the private\nlife\nCompetencies relating to the Personality Development\n Generic skills such as creativity, divergent thinking, initiative,\ndecision making, problem-solving, critical and analytical\nthinking, team work, inter-personal relationships, discovering\nand exploring\n Values such as integrity, tolerance and respect for human\ndignity\n Cognition\nCompetencies relating to the Environment\nThis is the second set of competencies related to the Social, Biological and\nPhysical Environments.\nSocial Environment: Awareness, sensitivity and skills linked to being a\nmember of society, social relationship, personal\nconduct, general and legal conventions, rights,\nresponsibilities, duties and obligations.\nviii"},{"book":"eGr12TG ICT.pdf","page":11,"label":"11","text":"Biological Environment: Awareness, sensitivity and skills linked to the\nliving world, man and the ecosystem, the trees,\nforests, seas, water, air and plant -life, animal\nand human life.\nPhysical Environment: Awareness, sensitivity and skills relating to\nspace, energy, fuels, matter, materials and their\nlinks with human living, food, clothing, shelter,\nhealth, comfort, respiration, sleep, relaxation,\nrest, wastes and excretion, media of\ncommunication and transport.\nIncluded here are the skills in using tools to shape and for materials for\nliving and learning\n4. Competencies relating to preparation for the world of work\nEmployment related skills to maximize their\npotential and to enhance their capacity to\ncontribute to economic development; to discover\ntheir vocational interests and aptitudes; to choose\na job that suits their abilities and to engage in a\nrewarding and sustainable livelihood.\n5. Competencies relating to religion and ethics\nThis fourth set of competencies laden with values\nand attitudes. It is essential for individuals to\nassimilate values, so that they may function in a\nmanner consistent with the ethical, moral and\nreligious modes of conduct, rituals, practices in\neveryday living, selecting the most appropriate.\n6. Competencies in play and use of leisure\nCompetencies that link up with pleasure, joy,\nemotions and such human motivations. These\nfind expression in play, sports, athletics and\nleisure pursuit of many types. These also link up\nwith such values as cooperation, team work,\nhealthy competition in life and work. Here are\nincluded such activities as are involved in\naesthetics, arts, drama, literature, exploratory\nix"},{"book":"eGr12TG ICT.pdf","page":12,"label":"12","text":"research and other creative modes in human\nliving.\n7. Competencies relating to ‘Learning to learn’\nThese competencies flow directly from the nature\nof a rapidly changing, complex and\ninterdependent and crowded world whatever\none learns, that learning will need updating and\nreview. This requires that one should be aware of,\nsensitive and skilful in sustained attention, and be\nwilling to persevere and attend to details that\nmatter in a given situation.\nx"},{"book":"eGr12TG ICT.pdf","page":13,"label":"13","text":"8.0 Objectives of the Subject\nThis syllabus enables students to:\n Establish the foundation for ICT education leading to higher education\n Establish the foundation to build up their professional career\n Produce entry level ICT human resources required for the industry\n Enable to use ICT effectively in achieving Sustainable Development Goals (SDG)\n Provide students with ICT knowledge to improve the quality of life in general\n Provide awareness of the importance of computer networking for communication\n Improve the skills required for the development of ICT based solutions for real world\nproblems\n Provide awareness of the new trends and future directions of ICT\n Enable to use ICT for innovation and researches\n Develop an appreciation of the role of ICT in a knowledge-based society\nxi"},{"book":"eGr12TG ICT.pdf","page":14,"label":"14","text":"9.0 Proposed number of periods for each units\nTerm Competency Level First Term\n1.1, 1.2,1.3,1.4,1.5,1.6,1.7\n2.1, 2.2, 2.3,2.4\n3.1, 3.2,3.3\n4.1,4.2\nSecond Term\n4.3, 4.4\n5.1, 5.2, 5.3,5.4\n6.1,6.2,6.3,6.4,6.5,6.6,6.7,6.8,6.9,6.10,6.11,6.12\n7.1, 7.2, 7.3, 7.4,7.5,7.6,7.7,7.8,7.9,7.10 Third Term\nxii\nNo. of Periods\n28\n22\n18\n14\n(82 Periods)\n12\n22\n50\n(84 Periods)\n68\n(68 Periods)\nTotal Periods 234"},{"book":"eGr12TG ICT.pdf","page":15,"label":"15","text":"Competency Competency Level Competency 1:\nExplores the basic\nconcepts of ICT\ntogether with its\nrole and\napplicability in\ntoday’s knowledge\nbased society\n1.1 Investigates the\nbasic building\nblocks of\ninformation and\ntheir\ncharacteristics\n1.2 Investigates the\nneed of technology\nto create,\ndisseminate and\nContents  Life cycle of data\no Data creation\no Management\no Removal of obsolete data\n Data vs. Information\n Definition of information\n Characteristics of valuable information:\ntimeliness, accuracy, presented within\nthe context, enhanced understandability\nand less uncertainty\n The need to handle large volumes and\nother complexities of data\n- Introduction\n Applicability of information in day to day\nlife\no Decision making\n1\nLearning outcomes Periods\n Defines data and\noutlines its life cycle\n Recognizes the need of\na process to define\ndata and information\n Recognizes the strong\ninter relationship\nbetween data, process\nand information\n Describes data,\nprocess and\ninformation\n Lists various forms of\ndata and their\ncharacteristics\n Describes the\ncharacteristics of\nquality data\n Distinguishes data from\ninformation\n Illustrates the value of\ninformation\n Describes the\ncharacteristics of\nvaluable information\n Recognizes big data,\ntheir needs and\nanalysis\n6\n Identifies the\ndrawbacks of manual\ndata processing 6"},{"book":"eGr12TG ICT.pdf","page":16,"label":"16","text":"Competency Competency Level Contents manage data and\ninformation\no Policy making\no Predictions\no Planning, scheduling and monitoring\n Drawbacks of manual methods in\nmanipulating data and information\no Inconsistency and duplication in data,\nroom for errors, human errors and\ndelay in processing\no Lack of sharing information and\nreduced customer services\n Infeasibility of applying manual methods\nwhere they can be harmful to humans\n Emergence of ICT era\no Use of IT to overcome the drawbacks\nof manual methods of data\nmanipulation\n Usage of information in various domains\n Availability of technologies related to\ninformation retrieval and sharing\n Development of computer networks, the\nInternet and WWW\n Development of mobile communication,\nmobile computing and cloud computing\n1.3 Formulates an\nabstract model of\n Abstract model of information creation\no Input, process, output\n2\nLearning outcomes Periods\nmethods\n Describes the\nimportance of\ninformation in day to\nday life\n Lists the available\ntechnologies related to\ninformation\ndissemination\n Investigates the\ndevelopment of\ncomputer networks, the\nInternet and WWW\n Describes the\ndevelopment of mobile\ncommunication, mobile\ncomputing and cloud\ncomputing\n Appreciates the use of\ntechnology to create,\ndisseminate and\nmanage, data and\ninformation\n Recognizes the usage\nof information in\nvarious domains\n Investigates the safety\nissues of human\noperators in various\napplications\n Identifies the\ncomponents of an 2"},{"book":"eGr12TG ICT.pdf","page":17,"label":"17","text":"Competency Competency Level information creation\nand evaluates its\ncompliance with ICT\n1.4 Selects and classifies\nthe basic\ncomponents of a\ncomputer system\nContents Learning outcomes Periods\no Its appropriateness to Computer and\nICT\nabstract model of\ninformation creation\n Defines a system\n Analyses various\nsystems using the\nsystem definition\n Relates the abstract\nmodel to information\nsystems\n Matches the abstract\nmodel of information\ncreation to the main\nfunctions of the\ncomputer\n Recognizes the role of\nICT in the abstract\nmodel of information\ncreation\n Hardware\no Classification of hardware\ncomponents\n Software\no Classification of software\n Human Operators\no Need of human operators in\ninformation systems\n Defines and classifies\nhardware and software\ncomponents\n Distinguishes\nproprietary software\nand open source\nsoftware\n Describes the\nadvantages and\ndisadvantages of\nproprietary and open\nsource software\n Identifies the role of\nhuman operators in the\n2\n3"},{"book":"eGr12TG ICT.pdf","page":18,"label":"18","text":"Competency Competency Level Contents 1.5 Analyses the\nactivities of data\nprocessing\n Steps in data processing:\no Data gathering\no Data validation\no Data processing\no Data output\no Data storage\n Data gathering methods\no Manual methods\no Semi-automated and\nautomated methods\n Tools - (OMR, OCR, MICR, card/tape\nreaders, magnetic strip readers, bar\ncode readers, sensors and loggers)\n Data validation methods\no Data type check\no Presence check\no Range check\n Modes of data input\no Direct and remote\no Online and offline\n Data processing\no Batch and real time\n Output methods\no Direct presentation to the user\no Storing for further processing\n Storage methods\n Local and remote storage (cloud)\n Short and long term storage\n1.6 Investigates the  Application of ICT in: 4\nLearning outcomes Periods\nICT enabled\ninformation systems\n Lists and briefly\ndescribes the data\nprocessing steps\n Identifies data\ngathering methods\n Identifies data\nvalidation methods\n Lists data input\nmethods\n Describes data\nprocessing methods\n Lists data output\nmethods\n Describes data storage\nmethods 4\n Identifies appropriate 4"},{"book":"eGr12TG ICT.pdf","page":19,"label":"19","text":"Competency Competency Level Contents application of ICT in\ndifferent domains\no Education\no Healthcare\no Agriculture\no Business and finance\no Engineering\no Tourism\no Media and journalism\no Law enforcement\n1.7 Evaluates the impact\nof ICT in the society\n Benefits caused by ICT\no Social benefits\no Economic benefits\n Issues caused by ICT\no Social\no Economical\no Environmental\no Ethical\no Legal\no Privacy\no Digital divide\n Confidentiality\n Stealing / Phishing\n Piracy\n Copyright / intellectual property laws\n Plagiarism\n Licensed / unlicensed software\n5\nLearning outcomes Periods\ntools, skills and\nknowledge needed in\ndifferent application\ndomains\n Discusses the benefits\nof ICT in different\ndomains\n Explains the benefits of\nICT in terms of social\nand economic aspects\n Explains briefly the\nissues caused by\nadvancement of ICT in\nterms of social,\neconomic,\nenvironmental, ethical\nand legal aspects\n Investigates the legal\nsituation connected\nwith the usage of ICT\n Explains the\nenvironmental issues\nassociated with ICT\n Explains safe disposal\nmethods of e-waste\n Explains briefly the\nethical, Legal and\nsocial issues in the\nusage of ICT\n Briefly explains the role\nof ICT in achieving\n4"},{"book":"eGr12TG ICT.pdf","page":20,"label":"20","text":"Competency Competency 2:\nExplores the\nevolution of\ncomputing\ndevices, so as to\nbe able to\ndescribe and\ncompare the\nperformance of\nmodern computers\nCompetency Level 2.1 Elicits the significant\nchanges occurred in\nthe computers from\ngeneration to\ngeneration with more\nemphasis on the\nevolution of\nprocessors\n2.2 Explores the\nfunctionality of a\ncomputer in relation\nto the hardware and\ntheir interfaces\nContents  History of computing\no Early calculating aids\n mechanical\n electromechanical\no Electronic age of computing\n Generation of computers\no 1G, 2G, 3G, 4G and future\n Different types of classifications\no Technology\n analog, digital\no Purpose\n special /general\no Size\n super, mainframe, mini, micro\n(mobile devices –smart phones,\ntablet devices and phablets)\n Major hardware components\no Input devices: keyboard entry and\ndirect entry (keyboard, pointing\ndevices, touch pad, remote control,\ntouch screen, magnetic strip reader,\nbarcode reader, smart card reader,\nscanner, digital camera, microphone,\nsensors, graphic tablets, MICR,\nOMR and OCR readers, video\n6\nLearning outcomes Periods\nSustainable\nDevelopment Goals\n(SDGs)\n Investigates the\napproaches to\neliminate digital divide\n Categorizes the early\ncalculating aids with\nexamples\n Describes the\ngenerations of\ncomputers with their\nfeatures in a table\n Categorizes computers\nin terms of technology,\npurpose and size with\nexamples\n4\n Identifies hardware\nperipherals and their\nrelevant interfaces\n Identifies the\nadvantages of direct\nentry input devices\nover keyboard entry\ninput devices\n6"},{"book":"eGr12TG ICT.pdf","page":21,"label":"21","text":"Competency Competency Level 2.3 Explores the Von-\nNeumann\nArchitecture\nContents camera, digitizer, web cam)\n Advantages of direct entry input devices\nover keyboard entry input devices\n Output devices and their features (CRT\nmonitor, TFT monitor, LED monitor, dot\nmatrix printer, inkjet printer, laser\nprinter, 3D printer, graph plotter,\nspeakers)\n CPU and its compatibility with\nmotherboard\n Storage devices( fixed internal hard disk,\nportable external hard disk, magnetic\ntape, Optical discs(CD Rom/DVD Rom,\nCD-R/DVD-R, CD-RW/ DVD-RW, DVD-\nRAM, Blu-Ray) flash memory card, mini\ndisk)\n Parallel and grid computing\n Von-Neumann Architecture\no Stored program control\nconcept\no Components (input, output, memory,\nProcessor control unit and\nprocessing ALU unit)\n Fetch-execute cycle\n Central processing unit (CPU)\no Arithmetic and logic unit (ALU)\no Control unit (CU)\no Memory (Registers)\no Data and control bus\no Multi-core processors\n7\nLearning outcomes Periods\n Describes the evolution\nof CPU and its\ncompatibility with\nmotherboard\n Categorizes the\nStorage devices\n Briefly explains the\nfeatures of each\nstorage device\n Identifies the need for\nparallel and grid\ncomputing\n Describes the stored\nprogram concept\n Names the major\ncomponents of Von-\nNeumann architecture\n Describes fetch-\nexecute cycle\n Briefly describes ALU,\nCU, Memory\n(Registers), data and\ncontrol bus\n Draws the Von-\nNeumann Architecture\nmodel and names its\ncomponents\n6"},{"book":"eGr12TG ICT.pdf","page":22,"label":"22","text":"Competency Competency Level 2.4 Examines PC\nmemory system to\nidentify different\ntypes of memory and\ntheir main\ncharacteristics\nContents  Memory hierarchy\no Need of memory hierarchy\no Comparison criteria\n Physical size / density of data\n Access method\n Access time (elapsed time/delay)\n Capacity\n Cost\n Volatile memory and their\ncharacteristics\no Registers\no Types of cache memory\no Main memory – RAM\no Types of RAM\n SRAM, DRAM, SDRAM\n Non-volatile memory and their\ncharacteristics\no Types of ROMs\n PROM, EPROM and EEPROM\no Secondary storage\n magnetic, optical and flash\nmemory\n8\nLearning outcomes Periods\n Describes the need of\nmulti-core processors\n Briefly explains the\nmemory hierarchy with\na suitable diagram\n Describes the need for\ndifferent types of\nmemory and their\ncharacteristics\n Briefly explains the\nvolatile and non-volatile\nmemory\n Lists volatile and non-\nvolatile memories in\ncomputer\n Describes the\ncharacteristics of\nmemory in terms of\nperformance, location,\ncapacity, access\nmethod, cost, physical\ntype and physical\narrangement of data\n(bits into words)\n Lists and briefly\nexplains the types and\ncharacteristics of\n6"},{"book":"eGr12TG ICT.pdf","page":23,"label":"23","text":"Competency Competency 3:\nInvestigates how\ninstructions and\ndata are\nrepresented in\ncomputers and\nexploit them in\narithmetic and\nlogic operations\nCompetency Level Contents 3.1 Analyses how numbers\nare represented in\ncomputers\n Need for instruction and data\nrepresentation in digital devices\n Methods of instruction and data\nrepresentation in computers\no Representation of data in two states\n(0,1)\n Number systems used in computing\no Binary, octal, hexadecimal\no Conversion between number\nsystems\n Representation of decimal numbers\n(signed and unsigned)\no Signed integer representations\n Signed magnitude\n One’s complement\n Two’s Complement\n9\nLearning outcomes Periods\nROMs\n Compares and\ncontrasts each type of\nmemory in terms of\naccess time, cost / MB,\ncapacity (typical\namount used)\n Describes that\ninstruction and data are\nrepresented using two\nstates in computers\n Explains the need of\ndifferent number\nsystems\n Describes how different\ntypes of decimal\nnumbers are stored in\ncomputers\n Converts decimal\nintegers into binary,\noctal and hexadecimal\nnumbers and vice\nversa\n Converts binary\nnumbers to octal and\nhexadecimal, and vice\nversa\n Converts octal\nnumbers to binary and\nhexadecimal, and vice\nversa\n Explains that the MSB\n10"},{"book":"eGr12TG ICT.pdf","page":24,"label":"24","text":"Competency Competency Level 3.2 Analyses how\ncharacters are\nrepresented in\ncomputers\n3.3 Uses basic arithmetic\nand logic operations\non binary numbers\nContents  Methods of character representation\no BCD\no EBCDIC\no ASCII\no Unicode\n Binary arithmetic operations - (integers\nonly)\no Addition, subtraction\n Logical operations\no Bitwise logical operations\n10\nLearning outcomes Periods\nis used to indicate the\nsign when converting\nthe given binary value\nto one’s complement\n Converts the given\nbinary value to two’s\ncomplement\n Explains the usage of\none’s complement and\ntwo’s complement\n Lists the methods of\ncharacter\nrepresentation in\ncomputer\n Converts given\nsymbols into a\nrepresentation scheme\n Describes the\nadvantage and\ndisadvantage of\ndifferent data\nrepresentation\nschemes\n4\n Works out additions\n(multiple numbers with\nor without carryovers) –\nin binary numbers\n Works out subtraction\n(with or without\nborrowing) – in binary\nnumbers\n4"},{"book":"eGr12TG ICT.pdf","page":25,"label":"25","text":"Competency Competency 4:\nUses logic gates\nto design basic\ndigital circuits and\ndevices\nCompetency Level 4.1 Analyzes basic digital\nlogic gates in terms\nof their unique\nfunctionalities\n4.2 Simplifies logic\nexpressions using\nlaws of Boolean\nalgebra and\nKarnaugh map\nContents  Digital logic gates and truth tables\no Basic logic gates\n NOT, AND, OR, and XOR\no Combinational gates\n NAND, NOR, and XNOR\no Universal gates\n NAND, NOR\n Two state logic and Boolean Algebra\n Postulates (Axioms)\n Laws/theorems\no Commutative, associative\n Distributive\no Identity, redundancy\no De Morgan’s\n Standard logical expressions\no Sum of products and product of\nsums\n11\nLearning outcomes Periods\n Works out NOT, AND,\nOR, XOR bitwise\noperations\n Names basic logic\ngates and draws the\nappropriate symbols of\nthem\n Draws the truth tables\nfor the basic logic gates\n Identify symbols that\nrepresent negations of\nbasic logic gates\n Creates truth tables for\ngiven expressions\n(maximum three inputs)\n Explains the need of\nuniversal gates\n Explains the fabrication\nof any gate using\nuniversal gates\n6\n Describes the need for\nsimplifying Boolean\nexpressions\n Represents logical\nexpressions in\nstandard forms (SOP\nand POS) according to\nthe given truth table\n Transforms SOP into\nPOS and vice versa\n8"},{"book":"eGr12TG ICT.pdf","page":26,"label":"26","text":"Competency Competency 5 :\nUses operating\nsystems to\nmanage the\nfunctionality of\nCompetency Level 4.3 Designs simple digital\ncircuits using logic\ngates\n4.4 Explores how\ncombinational Logic\ncircuits are used in\nCPU and sequential\ncircuits in physical\nmemory\n5.1 Defines the term\ncomputer operating\nsystem (OS) and\ninvestigates its need\nin computer systems\nContents o Transform SOP into POS and vice\nversa\n Simplify logic expressions using\no Boolean theorems\no Karnaugh map\n Truth tables and logic expressions for\ntheir designs (up to three inputs)\n Digital circuit design\n Building blocks of CPU\no Half adder\no Full adder\n Storing bits in digital circuits\no Feedback loop\no Flip-flops\n Introduction to computer operating\nsystem\n Evolution of OS\n Main functions of an operating system\no Providing interfaces\n12\nLearning outcomes Periods\n Simplifies logic\nexpressions using\nBoolean theorems,\naxioms, De Morgan’s\nLaws and Karnaugh\nmap\n Identifies situations to\napply logic circuits in\nday to day life\n Designs logic\nexpressions and truth\ntable for identified\napplications\n Designs digital circuits\n6\n Identifies the major\nbuilding blocks of CPU\n Creates truth table and\nlogical expressions for\nhalf adder circuit\n Creates truth table and\nlogical expressions for\nfull adder circuit\n Briefly describes the\nusage of Flip-Flops\n6\n Defines the computer\noperating system\n Briefly describes the\nevolution of OS\n Identifies the main\n4"},{"book":"eGr12TG ICT.pdf","page":27,"label":"27","text":"Competency Competency Level computers 5.2 Explores how an\noperating system\nmanages\ndirectories/folders\nand files in\ncomputers\nContents o Process management\no Resource management\no Security and protection\n Classification of operating systems\no Single user – single task\no Single user – multi task\no Multi user – multi task\no Multi-threading\no Real time\no Time sharing systems\n File types\no Need for file types (.exe, .jpg .txt,\netc)\n Directory and file organization\no File hierarchy\no File systems – FAT etc\n File security\no Passwords and access privileges\n File storage management\no Storage allocation\n Contiguous allocation\n Linked allocation\n Indexed allocation\n Defragmentation\n Maintenance of secondary storage\no Need and outcome of disk\nformatting\n13\nLearning outcomes Periods\nfunctions and the\nabstractions\n(directories, files and\ndata) provided by the\noperating system to the\nuser\n Describes how the\noperating system\nmanages the resources\nof a computer\n Classifies the operating\nsystems based on their\nusers and tasks\n Describes files and\ndirectories\n Briefly describes the\nneed of disk formatting\n Identifies the need for\nfile types\n Lists attributes of file\nand directories\n Describes the structure\nof the file systems\n Illustrates the\norganization of files\nand directories\n Briefly describes the\nmethods used in file\nsecurity\n Briefly describes how\n6"},{"book":"eGr12TG ICT.pdf","page":28,"label":"28","text":"Competency Competency Level 5.3 Explores how an\noperating system\nmanages processes\nin computers\nContents  Definition of process\n Interrupts and interrupts handling\n Process management\n Process states\n Process Transitions\n Process control block\n Context switching\n Process schedulers\n14\nLearning outcomes Periods\nan operating system\nmanages file security\n Briefly explains\no Contiguous\nallocation\no Linked allocation\no Indexed allocation\n Describes\ndefragmentation and\nexplains how it occurs\n Explains processes\n Lists the operating\nsystem tasks when a\nprocess is created\n Lists the types of\nprocesses\n Lists the process states\n Explains process\ntermination\n Distinguishes a\nprocess and a program\n Explains process states\nusing the seven state\nprocess transition\ndiagrams\n Describes process\nschedulers and\nscheduling policies\n Compares long, short\nand medium term\nschedulers\n6"},{"book":"eGr12TG ICT.pdf","page":29,"label":"29","text":"Competency Competency Level 5.4 Explores how an\noperating system\nmanages the\nresources\nContents  Memory management\no Memory Management Unit (MMU)\no Physical Memory\no Virtual memory\n Input and output device management\no Device drivers\no Spooling\n15\nLearning outcomes Periods\n Describes multi\nprogramming and its\nneeds\n Describes time sharing\nsystems\n Compares multi\nprogramming vs. time\nsharing systems\n Defines context switch\n Briefly explains\nturnaround time,\nresponse time,\nthroughput time and\nwaiting time\n Briefly explains the\nprocess control block\nand lists its contents\n Briefly explains the\nneed of memory\nmanagement and\nMemory Management\nUnit (MMU)\n Briefly explains the\nvirtual memory\n Briefly explains paging\nand mapping\n Briefly describes how\nan OS manages Input\nand output devices\n Briefly describes device\ndrivers\n6"},{"book":"eGr12TG ICT.pdf","page":30,"label":"30","text":"Competency Competency 6:\nExplores the data\ncommunication\nand computer\nnetworking\ntechnologies to\nshare information\neffectively\nCompetency Level 6.1 Explores signals and\ntheir properties\n6.2 Explores signal\ntransmission media\n6.3 Investigates how\ndigital data is\nencoded using signal\nelements\nContents  Signal Types\no Digital\no Analog\n Properties\no Amplitude\no Frequency\no Wave length\no Phase\n Propagation speed in a media\n Wires – Guided media (Twisted pair,\ncoaxial cable, Fiber optics etc.)\n Free space – Unguided media\n Properties\no Latency\no Bandwidth\no Noise\no Attenuation\no Distortion\n Simple topology: point-to-point\nconnection\n Agreeing on signal elements to\nrepresent data (a protocol)\no Two simple elements – two voltage\nlevels (amplitudes)\n16\nLearning outcomes Periods\n Briefly describes the\nneed of device drivers\n Briefly describes\nspooling\n Installs appropriate\ndevice drivers when\nconnecting a peripheral\n Graphically represents\ndigital and analog\nsignals and their\nproperties\n Solves problems\nrelated to the\nrelationship between\nsignal properties\n4\n Classifies media as\nguided and unguided\nmedia\n Describes how latency,\nbandwidth, noise,\nattenuation, and\ndistortion affects signal\ntransmission\n4\n Graphically represents\nencoding of digital data\nusing two voltage\nlevels as well as\n4"},{"book":"eGr12TG ICT.pdf","page":31,"label":"31","text":"Competency Competency Level Contents o Other possibilities (briefly)\n Frequency\n Phase\no Changing speed of signal elements\no Need for synchronization\n Timing/Clocks\n Manchester encoding\no Handling errors\n Example: Parity\n6.4 Explores the use of\nPublic Switched\nTelephone Network\n(PSTN) to connect\ntwo remote devices\n Public Switched Telephone Network\no Providing a circuit between two\npoints that can carry analog voice\n Modulation, Demodulation and Modems\no Encoding data using analog signal\nelements\n Connecting two devices using Modems\n17\nLearning outcomes Periods\nManchester encoding\n Describes the\npossibility of using the\nchanges in frequency\nand phase as signal\nelements\n Explains the need for\nsynchronization and\ndescribes the problems\nthat arise when the\ntransmitter and the\nreceiver are not\nsynchronized\n Compares and\ncontrasts the\nrelationship between\nhow fast the signal\nelements are changed\nand the bit rate in\nsimple two voltage\nencoding and\nManchester encoding\n Describes how the\nparity bit enables\ndetecting a bit error\n Describes a PSTN as\nan analog voice\ncarrying line\n Describes how\nmodems modulate\nanalog signals so that\nthey can be sent along\n4"},{"book":"eGr12TG ICT.pdf","page":32,"label":"32","text":"Competency Competency Level 6.5 Investigates how the\nproblem of\nconnecting multiple\ndevices into a\nnetwork is addressed\n6.6 Explores the role of\nMedia Access\nControl (MAC)\nprotocol\nContents Learning outcomes Periods\na PSTN line\n Draws a schematic\ndiagram depicting two\ncomputers connected\nusing modems via a\nPSTN line\n All-to-all connections are impractical\n A solution: Bus Topology\no Simple\no Problem: Controlling access to the\nbus (media)\n Other topologies\no Star\no Ring\no Mesh\n Simplifying wiring\no Hubs\no Switches\n Demonstrates the\nimpracticality of\nconnecting large\nnumber of devices in\nall-to-all topology\n Demonstrates the\nsimplicity of a Bus\n Draws diagrams of\ndifferent topologies\n Describes the use of\nHubs and Switches to\nsimplify the wiring of a\nnetwork and\ncompares/contrasts\ntheir functionalities\n4\n Local Area Network (LAN)\n Identifying devices\no Addresses – MAC addresses\n Frames\n Orderly access to the media\no Very simple protocol as an example\n– ALOHA\no Improvements from ALOHA to\nEthernet\n Broadcasting and Uni -casting messages\n Describes the need to\nuniquely name devices\n(addresses) so that the\nsender and the receiver\ncan be identified\n Explains the role of\nframes as the unit of\ntransmission\n Describes the need of\na protocol to ensure\n4\n18"},{"book":"eGr12TG ICT.pdf","page":33,"label":"33","text":"Competency Competency Level Contents 6.7 Explores how the\nmultiple networks are\ninterconnected to\nform the Internet\n A device to connect two or more\nnetworks – gateway\n Need for globally unique uniform\naddressing independent of MAC\naddresses and LAN technology\no IPv4 addresses\no Assigning IPs to networks\n Sub-netting\n Subnet masks\n CIDR notation\n Private IP addresses\n DHCP\no Scarcity of IPv4 addresses and IPv6\nas a solution(an overview)\n Finding the path to the destination\no Routing and routers\no Packet switching\n Best effort delivery\n19\nLearning outcomes Periods\norderly access to\nmedia with respect to a\nbus\n Briefly describes the\nevolution of MAC\nprotocols from ALOHA\nto Ethernet\n Explains the role of a\ngateway device in inter\nconnecting two LANs\n Explain the need for a\nuniform, MAC protocol\nindependent\naddressing scheme\nand how IP addresses\nplay that role\n Describes the role of\nsubnet masks\n Calculates subnet\nmasks and IP address\nranges for a given\nblock of IP addresses\nand network sizes\n Describes how DHCP\nis used to dynamically\nassign IP addresses\n Describes the role of\nrouters in finding a\nsuitable path from the\nsender to the receiver\n Explains packet\nswitching and best\n6"},{"book":"eGr12TG ICT.pdf","page":34,"label":"34","text":"Competency Competency Level 6.8 Explores the role of\ntransport protocols in\nthe Internet\n6.9 Explores some\napplications on the\nInternet\nContents  Delivering data from an application\nprocess to another application process\no Multiple applications at a host\nidentified by an IP\n Multiplexing – multiple end points\nat the same IP\no Ports and port numbers\no UDP\n Properties\n Applications\no TCP\n Properties\n Applications\n Domain Name System (DNS)\no IP addresses are hard to remember\no Human friendly names\no Hierarchical name space\no Each domain is responsible for\nmanaging the names under it\no Top level domains\n20\nLearning outcomes Periods\neffort delivery in IP\nnetworks\n Explains that it is not\nsufficient to deliver a\nmessage from one IP\naddress to another by\ndemonstrating that the\ncommunication is from\nprocess to a process\n Explains the need for\nmultiplexing messages\nand how port numbers\nidentify the end points\n Briefly describes the\nfunctionality of UDP\nand lists applications\nthat use it\n Briefly describes the\nfunctionality of TCP\nand lists applications\nthat use it\n4\n Describes the need for\nhuman friendly names\ninstead of IP addresses\n Explains the role of\nDNS in translating\nnames to IP addresses\n Graphically represent\n4"},{"book":"eGr12TG ICT.pdf","page":35,"label":"35","text":"Competency Competency Level 6.10 Investigates the role\nof reference models\nto describe the\nnetwork architecture\n6.11 Investigates the\nsecurity aspects of\nthe communication\nand protection of\ndevices connected to\nthe Internet\nContents  HTTP\n Client Server model\n TCP/IP model\no Application\no Transport\no Internet\no Host to network\n OSI model\no Application\no Presentation\no Session\no Transport\no Network\no Data link\no Physical\n Encryption and digital signature – basic\nidea\no Public Key\no Private Key\no Signing\n Threats\no Viruses\no Trojans\n21\nLearning outcomes Periods\nthe hierarchical and\ndistributed structure of\nthe DNS\n Describes a simple\nGET request and its\nresponse in HTTP\n Describes the client\nserver model using\nDNS and HTTP\n Describes the functions\nof layers of TCP/IP\nand OSI models\n Describes the data\nunits in different layers\n(packet, frame and bit)\n Describes the data flow\nin a network using\nTCP/IP and OSI\nmodels\n4\n Identifies the need for\nconfidentiality and\nauthentication of\nmessages and notes\nthat the Internet does\nnot provide\n Briefly explains the use\nof the public and\n4"},{"book":"eGr12TG ICT.pdf","page":36,"label":"36","text":"Competency Competency Level 6.12 Explores the role of\nISPs and\ntechnologies used for\nconnecting Home\nNetworks to the\nInternet\nCompetency 7:\nExplores the\nsystems concept\nand uses systems\nanalysis and\ndesign\nmethodology in\ndeveloping\ninformation\nsystems\n7.1 Explores\nCharacteristics of\nSystems\nContents o Malware\no Phishing\n Protection\no Firewalls\no Antivirus software\no Education/ better awareness/ good\npractices\n ISPs\n Connecting to ISP\no Modems\no DSL/ADSL\n A home LAN that uses private IPs\no Network Address Translation\n/Proxies\n System concept\n Classification of systems\no Open and closed systems\no Natural and manmade systems\no Living and physical systems\n22\nLearning outcomes Periods\nprivate keys to encrypt\nand sign messages\n Describes different\nthreats faced by\nnetworked systems and\nprotection against them\n Describes the role of\nan ISP\n Explains the use of\nmodems and dialup\nlines to connect a\nhome machine to an\nISPs network\n Explains the\nadvantages of\nDSL/ADSL lines\n Explains the roles of\nNATs and Proxies in a\nLAN that uses private\nIPs\n4\n Recalls the definition of\nsystems\n Lists and describes the\ncharacteristics of\nsystems\n Classifies and\ndescribes systems with\nexamples\n4"},{"book":"eGr12TG ICT.pdf","page":37,"label":"37","text":"Competency Competency Level 7.2 Compares and\ncontrasts different\ntypes of manmade\nsystems in terms of\ntheir objectives and\nfunctionality\n7.3 Explores different\ninformation system\ndevelopment models\nand methods\nContents  Information systems\no Office Automation Systems (OAS)\no Transaction Processing Systems\n(TPS)\no Management Information Systems\n(MIS)\no Decisions Support Systems (DSS)\no Executive Support Systems (ESS)\no Geographical information systems\n(GIS)\no Knowledge Management Systems\n(KMS)\no Content Management Systems\n(CMS)\no Enterprise Resource Planning\nSystems (ERPS)\no Smart systems\n System development Lifecycle models\no Waterfall\no Spiral\no Agile\no Prototyping\n Rapid Application Development\n(RAD)\n System development methodologies\no Structured\no Object Oriented\n23\nLearning outcomes Periods\n Compares the\nobjectives and\nfunctionality of different\ntypes of manmade\nsystems\n Distinguishes the\ndifferent types of\nmanmade systems in\nterms of objectives and\nfunctionality\n4\n Lists and briefly\ndescribes system\ndevelopment models\n Investigates the\napplicability of each\nmodel\n Lists and describes the\nstages of System\nDevelopment Life\nCycle (SDLC) in\nWaterfall model\n Lists and describes\nphases of the SDLC in\nSpiral model\n Lists and briefly\n08"},{"book":"eGr12TG ICT.pdf","page":38,"label":"38","text":"Competency Competency Level 7.4 Examines the\nStructured System\nAnalysis and Design\nMethodology\n(SSADM)\n7.5 Investigates the need\nfor a new information\nsystem and its\nfeasibility\n7.6 Uses different\nmethods to analyze\nthe current system\nContents  Introduction to SSADM\n Stages of the system development life\ncycle\n Preliminary investigation\no Identification of the problems in the\ncurrent system\no Suggest alternative solutions\no Prioritizing information systems\nneeds\n Feasibility study\no Technical feasibility\no Economic feasibility\no Operational feasibility\no Organizational feasibility\n Requirement analysis\no Functional requirements\no Non – functional requirements\n Analytical Tools\no Business Activity Modeling\n Business activity model\no Data Flow Modeling (DFM)\n Data Flow Diagrams (DFD)\n Elementary processes and\n24\nLearning outcomes Periods\ndescribes system\ndevelopment\nmethodologies\n Defines SSADM\n Lists and briefly\ndescribes the stages of\nSDLC covered by\nSSADM\n2\n Describes the tasks in\npreliminary\ninvestigation stage\n Identifies information\nproblems in an\norganization\n Identifies priorities of\nthe problems to be\nsolved\n Describes the need of\nfeasibility study\n Lists and briefly\ndescribe the types of\nfeasibility\n4\n Describes the need for\nrequirement analysis\n Describes type of\nrequirements with\nexamples for a given\nsystem\n Defines requirements\nin IEEE standard\n Lists the analytical\n18"},{"book":"eGr12TG ICT.pdf","page":39,"label":"39","text":"Competency Competency Level Contents Learning outcomes Periods\nElementary Process Descriptions\n(EPD)\n Document flow diagram\no Logical Data Modeling (LDM)\n Logical Data Structure (LDS)\n Business System Options (BSO)\ntools and describes\nthe purpose of them\n Draws business activity\nmodel, context\ndiagram, document\nflow diagram, data flow\ndiagrams and logical\ndata structure for a\ngiven system\n Writes elementary\nprocess descriptions\n Describes the need for\nbusiness system\noptions\n Proposes business\nsystem options\n Selects the most\nappropriate business\nsystem option\n7.7 Designs the\nproposed system\n Logical design tools\no Logical Data flow modeling\n Logical Data flow diagrams for\nproposed system\n Elementary processes and\nelementary process description\n User Interface design\no Logical Data modeling\n Logical data structure for the\nproposed system\no Physical design of database\n Table and record specifications\n Data dictionary\n Describes the logical\ndesign\n Describes the activities\ninvolve in the logical\ndesign stage\n Reconstructs logical\ndesign of the proposed\nsystem starting from\nelementary processes\nto context diagram\n Writes elementary\nprocess description in\npseudo code\n14\n25"},{"book":"eGr12TG ICT.pdf","page":40,"label":"40","text":"Competency Competency Level 7.8 Develops and tests\nthe proposed system\n7.9 Deploys the\ndeveloped system\n7.10 Describes system\nimplementation with\noff-the-shelf\npackaged systems\nContents  Database design  Program development\n Database development\n Testing\no Test cases\no White box testing\no Black box testing\no Unit testing\no Integrated testing\no System testing\no Acceptance testing\n Deployment methods\no Parallel\no Direct\no Pilot\no Phase\n Hardware/Software installation, data\nmigration and user training\n Review, support and maintenance\n Advantages and disadvantages of using\noff- the-shelf packages\n Identification of package capabilities,\nwork flows etc.\n Business process gap analysis\n Business process mapping\n Business process reengineering\n26\nLearning outcomes Periods\n Specifies table and\nrecord specifications\n Lists the testing\nmethods for a newly\ndesigned system\n Describes the testing\nmethods for a newly\ndesigned system 6\n Describes the methods\nof deployment of the\ndeveloped system.\n Describes the activities\ninvolved after\nimplementation of a\nsystem\n4\n Describes the costs\nand benefits of off-the-\nshelf packages in terms\nof investment,\noperational and\nmaintenance cost\n Describes the features\nand capabilities of\npackaged solutions\nrelated to standard\nbusiness applications\n4"},{"book":"eGr12TG ICT.pdf","page":41,"label":"41","text":"Competency Competency Level Contents Learning outcomes Periods\n Identifies and describes\ndifferences between a\ngiven business process\nand features of off-the-\nshelf packages\n Maps business process\nactivities onto work flow\nof the off-the-shelf\npackaged solution\n Identifies changes\nrequired in the current\nbusiness process\n Identifies customization\nrequirements of off-the-\nshelf packaged\nsolutions\n27"},{"book":"eGr12TG ICT.pdf","page":42,"label":"42","text":"8.0 Learning Teaching process\nInformation and Communication Technology is not only a dynamic subject; it is also a\nliving subject. It is necessary to update one’s knowledge in order to be alert to the latest\nfindings in this area. ICT has taken such an important position that the percentage of\nliteracy in ICT has come to be regarded as an index of development. It is essential that the\nproposed method of teaching should be student-centered as this subject is essentially\npractice-oriented. In view of the fact that this is an essentially practical subject, it is vital\nthat a student is involved in self study apart from the day to day learning - teaching\nprocess in order to ensure that subject matter learned is firmly grasped. There is need for\nspecial attention to be paid to the encouragement of the student for self-study. Further,\njust as much as knowledge, attitudes and skills, as well as social values, legal constraints\nrelated to the subject carry with them the imperatives of a sense and spirit of self-\ndiscipline. It is essential that the learning-teaching evaluation process is so organized as to\nhighlight the importance of computer use.\nThe global trend in present day education is to introduce competency-based curricula,\nwhich promote collaborative learning through student centered activities where learning\npredominates teaching. It is intended for the students to actively participate in activities,\nwhich enhance the development of individual social and mental skills. The following\naspects are emphasized.\n1. Teachers have the freedom to follow most suitable teaching method to\nachieve the desired competencies.\n2. Allow the students to acquire hands on experience through self-directed\nactivities.\n3. Direct students to acquire knowledge and information through reliable\nsources wherever necessary.\n28"},{"book":"eGr12TG ICT.pdf","page":43,"label":"43","text":"Competency 1: Explores the basic concepts of ICT together with its role and\napplicability in today’s knowledge based society\nCompetency Level 1.1: Investigates the basic building blocks of information and their\ncharacteristics\nTime: 06 periods\nLearning Outcomes:\n Defines data and outlines its life cycle\n Recognizes the need of a process to define data and information\n Recognizes the strong inter-relationship between data, process and information\n Lists various forms of data and their characteristics\n Describes the characteristics of quality data\n Illustrates the value of information\n Describes the characteristics of valuable information\n Recognizes big data, their needs and analysis\nContents:\n Life cycle of data\no Data creation\no Management\no Removal of obsolete data\n Data vs. Information\n Definition of information\n Characteristics of valuable information: timeliness, accuracy, presented within the\ncontext, enhanced understandability and less uncertainty\n The need to handle large volumes and other complexities of data\no Introduction\nConcepts and terms to be highlighted:\n Data and Information.\n Data life cycle.\n Data and Information can be identified with respect to the processing system. In a\nprocessing system inputs can be identified as data where outputs generated and\npresented as information. Information generated by one system would be input into\nanother system as data.\n Value of Information and qualities of valuable information.\n Introduction to big data and their analysis.\nGuidance for lesson plans:\n Illustrate data and information using a data processing system.\n Discuss how the data gathered from student admission are kept and removed when\nunnecessary to stress out the life cycle of data.\n Discuss qualities of valuable information and give examples for each of them.\n29"},{"book":"eGr12TG ICT.pdf","page":44,"label":"44","text":" Discuss how large amount of data manipulated inside an organization and need of\nthe technology to overcome the barriers arise when analyzing big data.\nGuidance for assessments and evaluations:\n Give an assignment to analyze data and information from the given data processing\nsystems.\n Ask the student to find examples for organizations that handle big data from the\nInternet.\nQuality inputs:\n Internet facility, Presentations on Data and Information\n30"},{"book":"eGr12TG ICT.pdf","page":45,"label":"45","text":"Reading Material\nThe term data is used to refer raw facts and figures which are input into a system in order\nto process and create meaningful information. Data consists of numbers, words, sounds\nand images which neither bear a particular meaning nor have organized in order to make\ndecisions.\nLifecycle of data consists of data creation, management of data and removal of obsolete\ndata.\n3. Removal\nof obsolete\ndata\n1. Data\ncreation\nFor the purpose of creating meaningful information, data\nshould be introduced into the system or create inside the\nsystem. Keeping data securely and making them accessible\nnecessarily are done while management of data. Whenever\ndata will be outdated and found to be unnecessary anymore,\nit’s the time to remove that data from the system. This is\nknown as the life cycle of data.\n2. Management\nData can be identified as the inputs into a system that intents to create meaningful\ninformation. Information can be defined as the data organized meaningfully. Creation of\ninformation can be identified as processing of data. For the purpose of processing there\nshould be instructions to follow. After processing data according to the instructions given,\ninformation is produced which is the outcome the processed data. Although information is\nan output of a process the same information would be a data for another process. Thus,\ndata and information can be identified distinctly through examining inputs and outputs of a\nparticular process.\nData vs Information\nData Processing\nInformation\nIndividual pieces of data are rarely useful alone. For data to become information, data\nneeds to be put into context.\nData can be classified into two types as quantitative and qualitative. Quantitative data is\nnumerical and acquired through counting or measuring. Quantitative data can be\npresented with numbers and which can be arranged in a numerical order or can be\nsubjected to arithmetic process.\nQualitative data is not measurable, but can be identified their properties.\nExamples:\nQualitative data – Goodwill of an organization\n31"},{"book":"eGr12TG ICT.pdf","page":46,"label":"46","text":"Quantitative data – Marks obtained for ICT paper\nValuable information should have characteristics such as relevance, timeliness, accuracy,\ncompleteness, and understandability. Valuable information assists to make smart\ndecisions.\nRelevance–Value of the information will depend on its relevance for a particular person.\nTimeliness–An information should be updated. Timely information is valuable for making\neffective decisions.\nAccuracy – Accurate information is helpful for making correct decisions.\nCompleteness – Information presented with the context are useful where incomplete\ninformation is not sufficient to make decisions.\nUnderstandability – Information should be clear and unambiguous\nThe golden rule of information graphically represents the value of information in its\nmaximum level at the moment the information is created or the information is released.\nThe value of the information is reduced gradually with the time and become\nless valuable.\nValue\nTime\nBig Data Analytics\nOrganizations such as private companies and research institutions capture terabytes of\ndata about their users’ interactions in businesses and social media. The volume of data\nthat one has to deal has been exploded to unimaginable levels with the time. The\nchallenge of this era is to make sense of this large amount of data. This is where the big\ndata analytics is needed to manage the data life cycle. Big Data Analytics largely involve\ncollecting data from different sources, manage it in a way that it becomes available to be\nconsumed by analysts and finally deliver data products to fulfil the organization’s data\nrequirements.\n32"},{"book":"eGr12TG ICT.pdf","page":47,"label":"47","text":"Competency 1: Explores the basic concepts of ICT together with its role and\napplicability in today’s knowledge based society\nCompetency Level 1.2:Investigates the need of technology to create, disseminate and\nmanage data and information\nNumber of Periods: 06\nLearning Outcomes:\n Describes drawbacks of manual data processing methods\n Describes the importance of information in day to day life\n Lists the available technologies related to information dissemination\n Investigates the development of computer networks, the Internet and the WWW\n Describes the development of mobile communication, mobile computing and\ncloud computing\n Appreciates the use of technology to create, disseminate and manage, data and\ninformation\n Recognizes the usage of information in various domains\n Investigates the safety issues of human operators in various applications\nContents:\n Applicability of information in day today life\no Decision making\no Policy making\no Predictions\no Planning, scheduling and monitoring\n Drawbacks of manual methods in manipulating data and information\no Inconsistency and duplication of data, possibility for errors and delay in\nprocessing\no Lack of sharing information and reduced user services\n Infeasibility of applying manual methods where it can be harmful to human life\n Emergence of ICT era\no Use of IT to overcome the drawbacks of manual methods of data\nmanipulation\n Usage of information in various domains\n Availability of technologies related to information retrieval and sharing\n Development of computer networks, the Internet and the WWW\n Development of mobile communication, mobile computing and cloud computing\nConcepts and terms to be highlighted:\n Value of a decision depends on the quality of supported information.\n Technology behind the creation of information is known as information technology\nwhereas technology incorporates with dissemination of information from place to\nplace is known as communication technology. Together, information technology\nand communication technology overcome the drawbacks of manual data\nprocessing and information dissemination methods.\n The Internet and the services of the Internet.\n33"},{"book":"eGr12TG ICT.pdf","page":48,"label":"48","text":" The WWW as a service of the internet.\n Cloud computing and its services.\nGuidance for lesson plans:\n Focus on need of information for day to day life.\n Define the Internet\n List the Internet services\n Introduce the WWW as a service of the Internet\n Introduce cloud computing and its services\n Conduct a practical class on sharing files among friends using a cloud service such\nas OneDrive or Google Drive.\nGuidance for assessments and evaluations:\n Provide MCQ, Structured paper related to this topic.\n Ask students to search and make an article about the Internet, the WWW and\nCloud computing in order to display on ICT notice board.\nQuality inputs:\nThe Internet Accessibility\n34"},{"book":"eGr12TG ICT.pdf","page":49,"label":"49","text":"Reading Material\nInformation is useful for making decisions of day to day life. To make plans, schedules,\nand policies information are needed. Today’s information would helpful to predict how it\nwould be in the future. For an example, present information on currency exchange would\nbe helpful to predict that for the following month or for the following year.\nData processing and information creation can be done manually. Some drawbacks occur\nsuch as consuming more time in entering and organizing data manually. Also, human\nerrors in data processing may lead to inaccurate information. Manual methods are\ninefficient in sharing information and hard to provide a quality service to the customer.\nData inconsistency may occur in manual methods of manipulating data and information.\nData inconsistency is, occurring the same data in two different files in different formats or\nvalues. When same data exist in different files, updates cannot be done easily.\nAutomatic data processing in contrast to manual data processing, utilizes technology to\nstore, process and retrieve data. Automatic data processing handles data more efficiently\nthan manual data processing and requires considerably less human interaction than in\nmanual data processing. Some everyday applications in which automatic data processing\noutperforms manual data processing are emergency broadcast signals, security updates\nand weather advisories. In situations such as bad weather, harmful radiation and in some\nscientific or space research and also in war areas in which manual data processing is not\npossible, automatic methods save human lives.\nWith the dawn of Information and Communication Era, it has turned the world into a global\nvillage. Endless connectivity, interactive technologies, information sharing and infinite\naccess of data by means of networking eliminate drawbacks of manual data manipulation\nand make available a fast, easy, convenient and accurate information creation and\ndissemination. ICT has emerged as a key tool for influencing the process of organizations\nand people around the world catching up with the technological advancement such as the\nInternet, the WWW, mobile communication, mobile computing and cloud computing\ndiscussed below.\nThe Internet\nThe Internet is defined as a network of networks in which users at any one computer can,\nif they have permission, get information from any other. The U.S. Department of Defense\nlaid the foundation of the Internet with a network called ARPANET. However, the general\npublic did not use the Internet much until after the development of the World Wide Web in\nthe early 1990s.\nIn 1957, the U.S. government formed the Advanced Research Projects Agency (ARPA), a\nsegment of the Department of Defense charged with ensuring U.S. leadership in science\nand technology with military applications. In 1969, ARPA established ARPANET, the\nforerunner of the Internet. ARPANET was a network that connected major computers at\nthe Universities and other educational and research institutions later.\n35"},{"book":"eGr12TG ICT.pdf","page":50,"label":"50","text":"In response to the threat of nuclear attack, ARPANET was designed to allow continued\ncommunication if one or more sites were destroyed. In the beginning ARPANET served\nonly computer professionals, engineers, and scientists who knew their way around its\ncomplex workings. Today, the Internet is a public, cooperative, and self-sustaining facility\naccessible to millions of people worldwide. Physically, the Internet uses a portion of the\ntotal resources of the currently existing public telecommunication networks. The Internet\nuses a set of protocols called TCP/IP (Transmission Control Protocol/Internet Protocol). A\nprotocol is an agreement or law behind the data transmission over networks. TCP is a\nreliable transmission protocol.\nServices provided by the Internet are World Wide Web (WWW), File Transfer (FTP), email,\nVideo conferencing, Telnet, File sharing, Internet Relay chat, IP Telephone and IPTV.\nElectronic mail (e-mail) has replaced the postal letters. Live conversations can be carried\nout with other computer users, using the Internet Relay Chat (IRC) and more recently, the\nInternet telephony hardware and software allows real-time voice conversations. Real time\nvoice and video can be transmitted over network with the use of video conferencing\ntechnologies. WWW allows users to view web pages distributed over the Internet and\nreach to the information they wish to find from anywhere anytime. File transfer allows\nusers to transfer files over the Internet and Telnet facilitates remote login.\nWorld Wide Web\nThe World Wide Web came into being in 1991. Tim Berners-Lee is the developer of the\nWWW and at the moment who directs the World Wide Web Consortium (W3C), a group of\nindustry and university representatives that oversees the standards of Web technology.\nHTTP is the set of rules for exchanging files (text, graphic images, sound, video, and other\nmultimedia files) on the World Wide Web. Hypertext is the documents that make content\non the web and it is possible to connect hypertext documents by means of hyperlinks. To\nview files on the Web, it is needed a web browsing software. This software is used to view\ndifferent documents on the Web, which are known as Web pages. A collection of one or\nmore web pages is a Web site. The first page of a Web site is often called as the home\npage. Each web site in the www has a unique address which is called the Uniform\nResource Locator (URL).\nMobile communication and mobile computing\nMobile communication involves the transmission of information over a distance without the\nhelp of wires, cables or any other forms of electrical conductors. Initially the mobile\ncommunication was limited between one pair of users on single channel pair. To\naccommodate multiple users Time Division Multiple Access (TDMA), Code Division\nMultiple Access (CDMA), Frequency Division Multiple Access (FDMA) and their hybrids\nare used.\nMobile Computing is a technology that allows transmission of data, voice and video via a\ncomputer or any other wireless enabled device without having to be connected to a fixed\nphysical link.\n36"},{"book":"eGr12TG ICT.pdf","page":51,"label":"51","text":"Cloud Computing\nThe term Cloud refers to a Network or Internet. A Cloud is present at a remote location\nand provides services over a network. Applications such as e-mail, web conferencing,\ncustomer relationship management (CRM) run in clouds. Cloud Computing refers to\nmanipulating, configuring, and accessing the applications online. It offers online data\nstorage, infrastructure and application. Cloud Computing provides access to applications\nas utilities, over the Internet.\nThere are reference models on which the Cloud Computing is based. These can be\ncategorized into three basic service models as listed below:\n1. Infrastructure as a Service (IaaS) - provides access to fundamental resources such as\nphysical machines, virtual machines, virtual storage, etc.\nEx - Customer Relationship Management, games, virtual desktop applications\n2. Platform as a Service (PaaS) - provides the runtime environment for applications,\ndevelopment & deployment tools, etc.\nEx - Database, web server, deployment tools\n3. Software as a Service (SaaS) - allows to use software applications as a service to end\nusers.\nEx - Virtual machines, servers, storage, networks\n37"},{"book":"eGr12TG ICT.pdf","page":52,"label":"52","text":"Competency 1: Explores the basic concepts of ICT together with its role and\napplicability in today’s knowledge based society\nCompetency Level 1.3:Formulates an Abstract model of information creation and\nevaluates its compliance with ICT\nNumber of Periods: 02\nLearning Outcomes:\n Identifies the components of an abstract model of information creation\n Defines a system\n Analyses various systems using the system definition\n Relates the abstract model to information systems\n Matches the abstract model of information creation to the main functions of the\ncomputer\n Recognizes the role of ICT in the abstract model of information creation\nContents:\n Abstract model of information creation\no Input, process, output\no Its appropriateness to Computer and ICT\nConcepts and terms to be highlighted:\n System concept\n Computer as a system\nGuidance for lesson plans:\n Define a system\n Introduce ‘Abstract model of Information’\n Introduce computer as a system and match functionalities of computer system\nrelated to ‘Abstract Model of Information’\nGuidance for assessments and evaluations:\n Provide MCQ paper and structured paper related to this topic.\nQuality inputs:\n Computers, Presentations\n38"},{"book":"eGr12TG ICT.pdf","page":53,"label":"53","text":"Reading Material\nA system can be defined as an interrelated components work together to achieve a\ncommon objective. A system is made up of inputs, processing and output. A school, a\nvehicle or a bicycle can be introduced as a system. A system consists of interrelated\ncomponents / sub systems and system should be analyzed to identify inputs, outputs,\nsubsystems and their individual responsibilities. In an information system data input into\nthe system is processed using processing instructions given and information is produced\nas output. This is called an abstract model of information.\nData Information\nProcessing Input Output\nAbstract Model of Information\nA digital computer carries out the following five functions:\n1. Takes data as input.\n2. Stores the data/instructions in its memory and uses them as required.\n3. Processes the data and converts it into useful information.\n4. Generates the output.\n5. Controls all the above four steps.\nThough a computer system follows data input, processing data into information and output\nresults, the basic functions of a computer system are well overlapped on the Abstract\nModel of Information.\n39"},{"book":"eGr12TG ICT.pdf","page":54,"label":"54","text":"Competency 1: Explores the basic concepts of ICT together with its role and\napplicability in today’s knowledge based society\nSelects and classifies the basic components of a computer\nCompetency Level 1.4: system\nNumber of Periods: 02\nLearning Outcomes:\n Defines and classifies hardware and software components\n Distinguishes proprietary software and open source software\n Describes the advantages and disadvantages of proprietary and open source\nsoftware\n Identifies the role of human operators in the ICT enabled information systems\nContents:\n Hardware\no Classification of hardware components\n Software\no Classification of software\n Human Operators\no Need of human operators in information systems\nConcepts and terms to be highlighted:\n Hardware as physical components and software as instructions to control hardware\nof a computer system.\n Importance of using open source software and their freedom to use, edit or\nredistribution.\nGuidance for lesson plans:\n Define hardware\n Classify hardware\n Identify hardware devices.\n Define software\n Classify software\nGuidance for assessments and evaluations:\n Give an assignment to classify components of a computer system.\n Divide class into groups and assign each group to make a presentation on\nhardware devices and present them on a particular day.\nQuality inputs:\nhttps://en.wikipedia.org/wiki/Computer_hardware\n40"},{"book":"eGr12TG ICT.pdf","page":55,"label":"55","text":"Reading Material\nComputer System consists of four major components called Hardware, Software,\nFirmware and Live ware.\nComputer Hardware\nHardware components can be categorised into Input Devices, Output Devices, Processing\nDevices, Networking Devices and Memory Devices. In addition to those types of hardware\nthere is a circuit board located inside a computer system called mother board by means of\nwhich every hardware component are connected to each other.\nInput Devices\nInput Devices correspond to input data into the computer system. Mouse, Trackball,\nJoystick, Touch pad, Touch screen and Light pen can be considered as pointing devices\nwhich are related to point out and select pixels on the screen. Keyboard is the most\ncommon and very popular input device which is used to input data to the computer. The\nlayout of the keyboard is similar to that of traditional typewriter, although there are some\nadditional keys provided for performing additional functions. Scanner is an input device\nthat captures images from the source which are then converted into a digital form that can\nbe stored on the disk. These images can be edited before they are printed. Microphone is\nan input device to input sound that is then stored in a digital form. In addition to the\ndevices mentioned above MICR, OCR, Barcode Reader also can be considered as input\ndevices.\nOutput Devices\nAs its name implies output devices are the devices support to present information out from\nthe computer system. Monitors, commonly called as Visual Display Unit (VDU), are the\nmain output device of a computer. It forms images from tiny dots, called pixels that are\narranged in a rectangular form. The resolution of the image depends upon the number of\npixels.\nThere are two kinds of viewing screens used for monitors named as Cathode-Ray Tube\n(CRT) and Flat-Panel Display. The flat-panel display is divided into two categories as\nfollows.\nLight Emitting Diode (LED) – These are emissive displays that convert electrical energy\ninto light.\nLiquid Crystal Display (LCD)–These are non-emissive displays which use optical effects to\nconvert light into graphics patterns.\nPrinter is an output device, which is used to print information on paper which is called a\nhardcopy. There are two types of printers\n41"},{"book":"eGr12TG ICT.pdf","page":56,"label":"56","text":"Impact Printers - print the characters by striking them on the ribbon, which is then pressed\non the paper. Dot Matrix Printer is an example for impact printers.\nNon-Impact Printers - Non-impact printers do not physically strike the page. These printers\nprint a complete page at a time, thus they are also called as Page Printers. Laser printers\nand Inkjet printers are laid on this type of printers.\nMemory Devices\nA memory is used to store data and instructions. Computer memory is the storage space\nin the computer system, where data is to be processed and instructions required for\nprocessing are stored. The memory is divided into large number of small parts called cells.\nEach location or cell has a unique address.\nMemory is classified into three types -\n1. Cache Memory - Cache memory is a very high speed semiconductor memory which\ncan speed up the CPU. It acts as a buffer between the CPU and the main memory.\nIt is used to hold those parts of data and program which are most frequently used\nby the CPU.\n2. Primary Memory/Main Memory - Primary memory holds only those data and\ninstructions on which the computer is currently working. It has a limited capacity and\ndata is lost when power is switched off. It is generally made up of semiconductor\ndevice.\n3. Secondary Memory - This type of memory is also known as external memory or\nnon-volatile. It is slower than the main memory. These are used for storing\ndata/information permanently. CPU does not access these memories directly\ninstead they are accessed via input-output routines. The contents of secondary\nmemories are first transferred to the main memory, and then the CPU can access it.\nProcessing Devices\nCentral Processing Unit (CPU) is the most common processing device of a computer\nwhich has the control of all other components. Arithmetic and logical operations take place\ninside the CPU. Graphics Processing Unit (GPU) is a specialized electronic circuit\ndesigned to rapidly manipulate and alter memory to accelerate the creation of images in a\nframe buffer intended for output to a display. GPUs are used in embedded systems,\nmobile phones, personal computers, workstations, and game consoles.\nNetworking Devices\nComputer networking devices are physical devices which are required for communication\nand interaction between devices on a computer network. Specifically, they mediate data in\na computer network.\nEx - Hubs, Switches, Bridges, Routes, Gateways, Network Interface Cards (NICs)\n42"},{"book":"eGr12TG ICT.pdf","page":57,"label":"57","text":"Computer Software\nComputer software is classified as system software and application software. System\nsoftware (systems software) is the computer software designed to operate and control the\ncomputer hardware and to provide a platform for running application software. System\nsoftware can be separated into three different categories as follows.\n1. 2. 3. Operating Systems –Windows, Linux, Mac OS\nUtility Software– Virus Guard, Device drivers\nLanguage Translators – Compiler, Interpreter\nApplication software products are designed to satisfy a particular need of a particular\nenvironment. Application software may consist of a single program, such as Microsoft's\nnotepad for writing and editing a simple text. It may also consist of a collection of\nprograms, often called a software package, which work together to accomplish a task.\nSoftware can also be classified as ‘open source software’ and ‘proprietary software’.\nOpen Source Software –source code is available and it is free to use, modify or\nredistribute these type of software.\nProprietary Software – source code is not available and user should have the permission\ngiven by owner of the software to use this type of software.\nFirmware\nFirmware is a computer program that is \"embedded\" in a hardware device, that is, an\nessential part of the hardware. It is sometimes called embedded software. In computers\nfirmware embedded in ROM and which handles booting up process of computers.\nLiveware\nLiveware refers computer users. According to user commands generally computers are\nfunctioning.\n43"},{"book":"eGr12TG ICT.pdf","page":58,"label":"58","text":"Competency 1: Explores the basic concepts of ICT together with its role and\napplicability in today’s knowledge based society\nCompetency Level 1.5: Analyses the activities of data processing\nNumber of Periods: 04\nLearning Outcomes:\n Lists and briefly describes the data processing steps\n Identifies data gathering methods\n Identifies data validation methods\n Lists data input methods\n Describes data processing methods\n Lists data output methods\n Describes data storage methods\nContents:\n Steps in data processing:\no Data gathering\no Data validation\no Data processing\no Data output\no Data storage\n Data gathering methods\no Manual methods\no Semi-automated and automated methods\n Tools - (OMR, OCR, MICR, card/tape readers, magnetic strip readers, bar code\nreaders, sensors and loggers)\n Data validation methods\no Data type check\no Presence check\no Range check\n Modes of data input\no Direct and remote\no Online and offline\n Data processing\no Batch and real time\n Output methods\no Direct presentation to the user\no Storing for further processing\n Storage methods\n Local and remote storage (cloud)\n Short and long term storage\nConcepts and terms to be highlighted:\n Data processing cycle\n44"},{"book":"eGr12TG ICT.pdf","page":59,"label":"59","text":" Advantages of each manual data gathering method\n Importance of automated data gathering methods\n Importance of data validation prior to processing\nGuidance for lesson plans:\n Advantages and disadvantages of each data gathering methods\nGuidance for assessments and evaluations:\n Let students to find examples for batch processing and real-time processing.\nQuality inputs:\n Data Gathering Tools - (OMR, OCR, MICR, card/tape readers etc.)\nReading Material\nSteps in data processing are Data gathering, Data validation, Data processing, Data\noutput and Data storage.\nData gathering\nData gathering methods vary as manual methods, Semi-automated and automated\nmethods. Tools used in automated methods.\nInterviews, questionnaires and observation can be done in order to collect data manually.\nUsing interviews detailed questions and answers may helpful for making the discussion\nfair enough to capture deserved data. It’s a fast method to use of questionnaires which is\nmost suitable for gathering quantitative data and answering anonymously, may helpful to\ngather fair and confident data.\nIn semi-automatic and automatic methods OMR, OCR, MICR, card/tape readers, magnetic\nstrip readers, bar code readers, sensors and loggers are popular.\nAn Optical Mark Reader (OMR) is a scanning device that reads carefully placed pencil\nmarks on a specially designed form or document. Most popular use of OMR is marking of\nMCQ answer sheets.\nOptical Character Recognition (OCR) is done by Optical Character Reader which allows\nus to identify written or printed characters and extract editable text from it.\nMagnetic Ink Character Recognition (MICR) is done by Magnetic Ink Character Reader\nwhich supports to input data written in special magnetic ink under cheque.\nMagnetic strip readers use to read data stored in a magnetic strip attached on credit cards\nand bank ATM cards.\nBar code readers use visible light to scan and read barcodes which contain data to be\ninput into computer systems.\n45"},{"book":"eGr12TG ICT.pdf","page":60,"label":"60","text":"Sensors may helpful for collecting data from different places in to a single data center fast.\nSensor networks are consisting of variety of electronic sensors. Each node in a wireless\nsensor network is equipped with one or more sensors in addition to a microcontroller,\nwireless transceiver, and energy source.\nData validation methods\nData type check – Check whether correct data type (numeric/text/date/currency etc) is\ninput into the system\nPresence check – Presence of data (i.e. data entry field is not blank) is checked. It is\ncompulsory to input important data\nRange check – Check whether the data is in allowed range (i.e. Marks have to be between\n0 and 100) commonly used when working with data which consists of numbers,\ncurrency or dates/times\nModes of data input\nDirect and remote - In direct data input, data is input into the system directly without direct\nuser interference. In remote entry, system is designed specially to store data. Data storing\nand transactions are taking place in different geographical places.\nOnline and offline – In online data input, the data is input at the same time transaction\ntaking place, where data of different transactions input after a specific time period as a\nbatch in offline method.\nData processing\nData input and processing occur as a batch in batch processing. It is easy to handle huge\namount of data as a batch. So, data stored until the system comes online to process the\ndata in one 'batch'. Batch processing is done in billing systems and pay roll system.\nIn real time processing of data, input, processing and output as well as data storing occur\nsimultaneously. Any type of monitoring system, any type of booking system, computer\ncontrolled systems such as automatic production line, an aircraft auto-pilot, the system\ncontrolling a nuclear power stations uses real time processing.\nOutput methods\nDirect presentation to the user can be done by using a monitor, multimedia projector or a\nprinter. Soft copies are presented with monitors and multimedia projectors whereas printer\noutput printed copies which is said to be hard copies. Storing methods are used to store\ndata securely for further processing needs.\nStorage methods\nLocal storages such as Hard Disks Drives, Compact Disk, Digital Versatile Disks and Tape\nDrives can be used to store data inside the local computer. Remote storage such as cloud\nspace can be used to store data securely. To get remote data when needed it is required\nthe access to the internet.\n46"},{"book":"eGr12TG ICT.pdf","page":61,"label":"61","text":"Competency 1: Explores the basic concepts of ICT together with its role and\napplicability in today’s knowledge based society\nCompetency Level 1.6: Investigates the application of ICT in different domains\nNumber of Periods: 04\nLearning Outcomes:\n Lists and briefly describes the data processing steps\n Identifies data gathering methods\n Identifies data validation methods\n Lists data input methods\n Describes data processing methods\n Lists data output methods\n Describes data storage methods\nContents:\n Application of ICT in:\no Education\no Healthcare\no Agriculture\no Business and finance\no Engineering\no Tourism\no Media and journalism\no Law enforcement\nConcepts and terms to be highlighted:\n Focus on the fields where ICT is used\n Highlight the contribution of ICT in national development\nGuidance for lesson plans:\n Divide the class into groups and assign each group a field where ICT is used and\nask them to prepare a presentation on usage of ICT in the given field\n Ask students to identify how ICT contributes to national development\nGuidance for assessments and evaluations:\n Ask students to prepare and submit an assignment on following aspects\n The fields where ICT is used\n The usage of ICT in that field\n Contribution of ICT in national development\nQuality inputs:\n Internet facility, Presentations\n47"},{"book":"eGr12TG ICT.pdf","page":62,"label":"62","text":"Reading Material\nEducation\nThe computer helps in providing a lot of facilities in the education system. The computer\nprovides a tool in the education system known as CBE (Computer Based Education). CBE\ninvolves control, delivery, and evaluation of learning as follows.\n1) Simulations:\nComputer simulators and prototypes can be used to perform the rather impossible\nexperiments on the subjects which seemed impossible to be done in the labs especially in\nthe field of medicine and engineering.\n2) Distance Learning and E- Learning:\nThis is the trend in 21st century education where the obstacles arise due to distance are\nbeing eliminated. One can attend classes and access learning materials remotely, without\nhaving to travel to the learning center.\n3) Better Content Delivery:\nThe motivation effect that comes about due to embracing ICT in teaching and learning is a\ncommon factor. For instance, multimedia and interactive content on interactive boards\nremain quite engaging and motivating making students pay more attention in class.\n4) Individualized Learning:\nICT help students with individual needs to have better suited assignments and making it\neasy to organize their learning.\nHealthcare\nComputers have become an important part in hospitals, labs, and dispensaries. They are\nbeing used in hospitals to keep the record of patients and medicines. It is also used in\nscanning and diagnosing different diseases. ECG, EEG, ultrasounds and CT scans are\nalso done by computerized machines.\nFollowing are some major fields of health care in which computers are used.\n Diagnostic System - Computers are used to collect data and identify the cause of\nillness.\n Lab-diagnostic System - All tests can be done and the reports are prepared by\ncomputer.\n Patient Monitoring System - These are used to check the patient's signs for\nabnormality (ECG)\n Pharmacy Information System - Computer is used to check drug labels, expiry\ndates, harmful side effects, etc.\n Surgery - Nowadays, computers are also used as a supporting tool for surgery.\n48"},{"book":"eGr12TG ICT.pdf","page":63,"label":"63","text":"Agriculture\nICT is applied in the field of agriculture, animal farm houses and fisheries industries. ICT is\nused to control light, moisture and air inside the greenhouses. Robotic machines are used\nto monitor plant growth levels, record them and harvesting in large scale farm lands. Crop\nharvesting and seedling planter robotics are also useful to keep efficiency of agriculture\nindustry. Automatic weed removers and insect control devices protect the crop from weed\nplants and insects respectively. Monitoring devices are used to monitor factors affect crop\nproduction such as weather, climatic changes, rainfall, wind direction, soil fertility and\nwater content.\nRadio Frequency Identification Device (RFID) helps in identifying and counting the number\nof animals in farmhouses. Automated milking and examination of cows can be done with\ncomputer controlled systems which is helpful in monitoring the health status of the cows\nand the quality of milk.\nBusiness and finance\nA computer has high speed of calculation, diligence, accuracy, reliability, or versatility\nwhich has made it an integrated part in all business organizations.\nComputer is used in business organizations for payroll calculations, budgeting, sales\nanalysis, financial forecasting, managing employee database and maintenance of stocks\netc.\nToday, banking is almost totally dependent on computers. Banks provide online\naccounting facility, which includes checking current balance, making deposits and\noverdrafts, checking interest charges, shares, and trustee records. ATM machines which\nare completely automated are making it even easier for customers to deal with banks.\nIn marketing, advertising and home shopping, computers are widely used today.\nAdvertising professionals use graphics, and animations fascinatedly to get customer\nattractions. Home shopping has been made possible through the use of computerized\ncatalogues that provide access to product information and permit direct entry of orders to\nbe filled by the customers.\nEngineering\nCAD (Computer Aided Design) that provides creation and modification of drawing.\n3D virtualization also can be done in engineering industry before development of buildings,\nmachinery, and vehicles also. Some machinery can be developed virtually and can be\nmonitored functioning animations on screens.\nComputer Aided Software Engineering tools (CASE) supports software engineers for\ndesigning, coding, testing and debugging of software.\n49"},{"book":"eGr12TG ICT.pdf","page":64,"label":"64","text":"Tourism\nInternet has facilitated prospective tourist services, communication, and information\naccess. Bringing a better quality of service to the tourism industry, the Internet has pulled\ndown prices, made information widely available, and allowed sellers and buyers to connect\nmore easily and make transactions.\nMedia and journalism\nICT is effectively used in media and Journalism which helps in designing of articles\ninteractively as well as organizing information. Content sharing between broadcasters, and\nreaching global news fast have become easy with the use of the Internet and Internet\nservices such as www, email, video conferencing and so on.\nLaw enforcement\nICT is applicable in law enforcement which facilitates information recording and storage,\ninvestigations, reporting and statistics. ICT supports the investigations carried out to\napprehend criminals. Today CCTV systems, GPS, and telecommunication services\nprovide severe support on criminal investigations.\n50"},{"book":"eGr12TG ICT.pdf","page":65,"label":"65","text":"Competency 1: Explores the basic concepts of ICT together with its role and\napplicability in today’s knowledge based society\nCompetency Level 1.7: Evaluates the impact of ICT in the society\nNumber of Periods: 04\nLearning Outcomes:\n Explains the benefits of ICT in terms of social and economic aspects\n Explains briefly the issues caused by advancement of ICT in terms of social,\neconomic, environmental, ethical and legal aspects\n Investigates the legal situation connected with the usage of ICT.\n Explains the environmental issues associated with ICT\n Explains safe disposal methods of e-waste\n Explains briefly the ethical, Legal and social issues in the usage of ICT\n Briefly explains the role of ICT in achieving Sustainable Development Goals (SDGs)\n Investigates the approaches to eliminate digital divide\nContents:\n Benefits provided by ICT\no Social benefits\no Economic benefits\n Issues caused by ICT\no Social\no Economical\no Environmental\no Ethical\no Legal\no Privacy\no Digital divide\n Confidentiality\n Stealing / Phishing\n Piracy\n Copyright / intellectual property laws\n Plagiarism\n Licensed / unlicensed software\nConcepts and terms to be highlighted:\n Focus on ethical and legal issues and security\n Focus on precautions in using the Internet\n Focus on ethical and legal issues in social media\n Focus on safe use of ICT\n51"},{"book":"eGr12TG ICT.pdf","page":66,"label":"66","text":"Guidance for lesson plans:\n Demonstration and discussion on ethical and legal issues, ethical and legal issues\nin social media, security\nGuidance for assessments and evaluations:\n Divide the class into groups and assign each group one of the above topics and ask\nthem to prepare a presentation and present it.\nQuality inputs:\n Documents related of copy rights, Internet facility\n52"},{"book":"eGr12TG ICT.pdf","page":67,"label":"67","text":"Reading Material\nSocial and economic benefits of ICT\nBenefits provided by ICT such as social benefits and economic benefits would tend people\nto embrace the information communication technology.\nICT impact in entertainment and leisure industry has improved the way in which we can\nentertain ourselves by enhancing and providing people with different ways of entertaining\nourselves such as online games and chat with friends etc.\nA growing ICT sector can contribute to aggregate increases in productivity, GDP and\ntrade. As people continue to embrace ICT with an aim of making their life better, it may\nalso affect how productive they are. Increase in the size and productivity of the ICT sector,\nit associate growth in labor productivity, manufacturing productivity and ultimately the\neconomy.\nICT has bridged access to information from anywhere anytime which improves information\ndissemination around the world. Cloud computing activates better application, services,\nsecurity, reliability and availability of information.\nSocial, economic, environmental, ethical, legal and privacy issues caused by ICT\nICT adoption in industries causes thousands of job losses. This is because computers\nreduce the number of people needed to perform a particular task.\nNegative impacts of entertaining using ICT are time wastage, health issues. Continuous\nuse of ICT for entertainment such as playing games brings health issues. For instance,\nconstant use of thumbs, wrists and eyes can lead to problems such as eyes strain, RSI\nand other physical problems.\n“Digital divide” is an economic and social inequality with regard to access to, use of, or\nimpact of information and communication technologies. Access to appropriate\ntechnological resources similar and improvements in ICT education will helpful to\novercome digital divide.\nElectronic waste or e-waste is becoming a severe problem around the world. The major\nproblem with e-waste is that the toxic chemicals such as lead, arsenic and cadmium can\nleach into the soil over time and contaminate the drinking water.\nGreen computing, the study and practice of efficient and eco-friendly computing resources,\nis now under the attention of not only environmental organizations, but also businesses\nfrom other industries. As a result, most countries in the developed world have introduced\nregulations to prevent e-waste being dumped into landfill. The majority of components in\nelectronic goods now have to be recycled.\n53"},{"book":"eGr12TG ICT.pdf","page":68,"label":"68","text":"Intellectual property rights, patents on academic material, music and software difficult to\nbe protected as how fast they are distributed over networks. Net etiquette/internet ethics\nare not kept by all of the Internet users.\nConfidentiality of data or information\nConfidentiality of information can be kept with the use of password protection, encryption\ntechniques and digital signatures.\nStealing / Phishing\nPhishing is the attempt to acquire sensitive information such as usernames, passwords,\nand credit card details for malicious reasons, by masquerading as a trustworthy entity in\nan electronic communication. To protect data or information against stealing or phishing it\nis necessary to setup firewall, use of password, apply updates and not opening suspicious\nemails and clicking on links of untrusted senders.\nPiracy\nSoftware piracy is the illegal copying, distribution, or use of software.\nCopyright / Intellectual Property laws\nIntellectual property is the area of law that deals with protecting the rights of those who\ncreate original works. It covers everything from original plays and novels to inventions.\nPlagiarism\nPlagiarism is the stealing of someone else’s thoughts, ideas, expressions or work and the\nrepresentation of them as one's own original work.\nLicensed / unlicensed software\nA software license is a legal instrument governing the use or redistribution of software.\nTwo common categories for software under copyright law are proprietary software and\nfree and open source software (FOSS). FOSS software licenses both rights to the\ncustomer and therefore bundles the modifiable source code with the software (open-\nsource), while proprietary software typically does not license these rights and therefore\nkeeps the source code hidden (closed source). License grants the licensee specific rights\nto use, edit or redistribution of software.\nUnlicensed software outside the copyright protection is either public software or software\nwhich is non-distributed, non-licensed and handled as internal resource of an organization.\n54"},{"book":"eGr12TG ICT.pdf","page":69,"label":"69","text":"Competency 2: Explores the evolution of computing devices, so as to be able to\ndescribe and compare the performance of modern computers.\nCompetency Level 2.1: Elicits the significant changes occurred in the computers from\ngeneration to generation with more emphasis on the evolution of\nprocessors.\nNumber of Periods: 04\nLearning Outcomes:\n Categorizes the early calculating aids with examples.\n Describes the generations of computers with their features in a table.\n Categorizes computers in terms of technology, purpose and size with\nexamples.\nContents:\n History of computing\n Early calculating aids\no mechanical\no electromechanical\n Electronic age of computing\n Generation of computers\no 1G, 2G, 3G, 4G and future\n Different types of classifications\no Technology\no analog, digital\no Purpose\no Special/general\no Size\no super, mainframe, mini, micro\no (Portable devices –smart phones, tablet devices and phablets)\nConcepts and terms to be highlighted:\n Evolution of computing devices.\n Generations of computers and their characteristics.\n Classification of computers based on technology, purpose and size.\nGuidance for lesson plans:\n Discuss how the calculation was done in early days like BC.\n Show pictures of early calculating aids.\n Discuss computers that are used nowadays and explain how it was in the past.\n Explain the changes made in computers from period to period.\n Discuss appearance, technology, speed, capacity and efficiency of computers that\nare produced in every time period.\n Discuss different type of computers used in different fields.\n Discuss mobile devices currently available and their usage.\n55"},{"book":"eGr12TG ICT.pdf","page":70,"label":"70","text":"Guidance for assessments and evaluations:\n Ask students to write how characteristics have changed through the generations of\ncomputers.\n Divide the class into groups and assign each group one of the computer\nclassification topic and ask them to list examples for them\nQuality inputs:\n Internet facility, Presentations, images of computing devices\nReading Materials:\nCalculating aids – Pre mechanical era – before 1450\nAbacus is considered as the first calculating device in the world used by Chinese around\n5000 BC.\nMechanical era – 1450-1840\nThe Pascaline was introduced by Blaise Pascal in 1642. It could add and subtract two\nnumbers.\nThe Stepped Reckoner invented by German scientist Gottfried Wilhelm Leibniz completed\nin 1694. This device is carried out the operations add, subtract, multiply and divide too.\nThe difference engine, the first mechanical computer was developed by Charles Babbage\nin 1880.\nHe presented the concept of Input, Process and Output that is used in modern computers,\nfor the first time. Therefore, he is considered as the “Father of the computer”.\nElectro mechanical era – 1840 – 1940\nElectronic valve (vacuum tube) invented by Forest in 1906.\nThe automatic sequence controller (Mark 1) was the first automatic computer invented by\nProfessor Howard Aiken in 1939.\nElectronic Era\n1st Generation Computers (1940-1956)\nThe computers of first generation used vacuum tubes as the basic component.\n ENIAC (Electronic Numerical Integrator and Calculator) was the first electronic\ndigital computer designed by John Mauchly and J. Presper Eckert in 1946.\n EDSAC (Electronic Delay Storage Automatic Calculator) was the first full size\nstored program computer developed by Maurice Wilkes in 1947. EDSAC was built\naccording to the von Neumann machine principles.\n EDVAC (Electronic Discrete Variable Automatic Computer) is considered as the\nfirst digital computer that could store program was built in 1948.\n56"},{"book":"eGr12TG ICT.pdf","page":71,"label":"71","text":" UNIVAC (Universal Automatic Computer) was an electrical computer containing\nthousands of vacuum tubes that utilized punch cards and switches to input data\nand punch cards to output and store data.\n2nd Generation Computers (1956 – 1963)\nIn this generation, transistors were used as the fundamental building block.\nIBM 1620, IBM 7094, CDC 1604, CDC 3600, UNIVAC 1108 were some computers\ndeveloped in this generation.\n3rd Generation Computers (1964 – 1975)\nThe computers of third generation used Integrated Circuits (ICs) in place of transistors. A\nsingle IC contains many transistors, resistors, and capacitors along with the associated\ncircuitry.\nIBM-360 series, PDP (Personal Data Processor), TDC-316 were the computers of 3rd\ngeneration.\n4th Generation (1975 – 1989)\nIn this generation of computers VLSI (Very Large Scale Integrated) circuits were used.\nVLSI circuits having more transistors and other circuit elements with their associated\ncircuits on a single chip made it possible to have microcomputers.\nEg: DEC 10, STAR 1000, PDP 11\n5th Generation Computers (1989 – present)\nThe ULSI (Ultra Large Scale Integration) technology is used in this generation resulting in\nthe production of microprocessor chips having millions transistors and other electronic\ncomponents.\nEg: Desktop, Laptop, Notebook, Ultrabook\nClassification of Computers\n1. Based on the Technology\n(i) Analog Computer - An analog computer is a form of computer that\nhandles continuous values such as electrical, mechanical, or hydraulic\nquantities.\n(ii) Digital Computer - A computer that performs calculations and logical\noperations with quantities represented as digits, usually in the binary\nnumber system.\n2. Based on the Purpose\n(i) Special purpose computer - Computers are designed to handle a\nspecific problem or to perform a specific task.\n57"},{"book":"eGr12TG ICT.pdf","page":72,"label":"72","text":"(ii) General purpose computer – These are designed to perform a range\nof tasks.\n3. Based on Size\n(i) Super Computer - The fastest and most powerful type of computers\nSupercomputers are very expensive and are employed for specialized\napplications that require immense amounts of computing power. (Eg:\nTIANHE-1)\n(ii) (iii) (iv) Micro Computer –\nMainframe Computer - A very large and expensive computer capable\nof supporting hundreds, or even thousands, of users simultaneously.\nMini Computer – Mid size computers mainly used as small or mid-\nrange servers operating business and scientific applications.\nDesktop – A personal computer sufficient to fit on a desk\nLaptop – A portable computer\nPalmtop – A hand size computer\nNotebook - A portable computer small and thinner than Laptop.\nSmart phone – This is a mobile phone used for mobile communication\nwith an operating system and other advanced facilities.\nTablet - A tablet is a wireless, portable personal computer with a touch\nscreen interface. The tablet is typically smaller than a notebook\ncomputer, but larger than a smartphone.\nPhablet - A phablet is a small pocket sized mobile device that is a bit\nlarger than the size of an average smartphone and smaller than\ntablet. (Eg: Apple 6Plus, Galaxy Note, etc)\n58"},{"book":"eGr12TG ICT.pdf","page":73,"label":"73","text":"Competency 2: Explores the evolution of computing devices, so as to be able to\ndescribe and compare the performance of modern computers.\nCompetency Level 2.2: Explores the functionality of a computer in relation to the\nhardware and their interfaces.\nNumber of Periods: 06\nLearning Outcomes:\n Identifies hardware peripherals and their relevant interfaces.\n Identifies the advantages of direct entry input devices over keyboard entry input\ndevices.\n Describes the evolution of CPU and its compatibility with motherboard.\n Categorizes the storage devices.\n Briefly explains the features of each storage device.\n Identifies the need for parallel and grid computing.\nContents:\nMajor hardware components\n Input devices: keyboard entry and direct entry (keyboard, pointing devices,\ntouchpad, remote control, touch screen, magnetic strip reader, barcode reader,\nsmartcard reader, scanner, digital camera, microphone, sensors, graphic\ntablets, MICR, OMR and OCR readers, video camera, digitizer, webcam)\n Advantages of direct entry input devices over keyboard entry input devices\n Output devices and their features (CRT monitor, TFT monitor, LED monitor, dot\nmatrix printer, inkjet printer, laser printer, 3Dprinter, graph plotter, speakers)\n CPU and its compatibility with motherboard\n Storage devices ( fixed internal hard disk, portable external hard disk, magnetic\ntape, Optical discs(CD ROM/DVD ROM, CD-R/DVD-R, CD- RW/DVD-RW,DVD-\nRAM, Blu-Ray) flash memory card, mini disk)\n Parallel and grid computing.\nConcepts and terms to be highlighted:\n Input devices of computer\n Output devices of computer\n Central processing unit and motherboard\n Storage devices of computer\n Parallel and grid computing\nGuidance for lesson plans:\n Define the computer as a system.\n Discuss different hardware components that are used in a computer system.\n Show and demonstrate the components of a computer\n Discus the input devices and direct input methods used in a computer system.\n List output devices of the computer system.\n Explain what are the devices used in computers to store data.\n Discuss about parallel and grid computing.\n59"},{"book":"eGr12TG ICT.pdf","page":74,"label":"74","text":"Guidance for assessments and evaluations:\n Assignment - Divide the class into groups and assign each group one of the\nfollowing and ask them to prepare a document with examples and, pictures on the\nusage of it.\no Input devices\no Output devices\no Storage devices\no CPU and motherboard\n Provide some MCQ related to this topic.\nQuality inputs:\n Sample Input devices, output devices, storage devices, CPUs, motherboards,\npresentations\nReading Materials:\nInput Devices\nThese are used to feed data and instructions to a computer system.\nKey board\nPointing devices\nMouse Touch pad Remote control Touch screen\nDirect entry input devices\nMagnetic stripe reader Bar code reader Smart card reader\n60"},{"book":"eGr12TG ICT.pdf","page":75,"label":"75","text":"Image and video input devices\nVideo Camera Digital Camera Webcam CCTV\nScanning devices\nFlatbed Scanner MICR OMR OCR\nGraphic tablet Digitizer Microphone\nAdvantages of direct entry input device over key board entry input device\n1. Automatically capture data, images or videos. No need human involvement to\ninput data into the system. Therefore, data entry cost is reduced.\n2. 3. Accurate – The data can be input without any human errors.\nLess time – Data input process is more efficient.\nOutput devices\nMonitor\n1. CRT Monitor (Cathode Ray Tube Monitor)\nIn cathode ray tube monitor, images are produced when an electron beam strikes a\nphosphorescent surface\n2. LCD Monitor (using Thin Film Transistor-TFT)\n61"},{"book":"eGr12TG ICT.pdf","page":76,"label":"76","text":"A display screen made with TFT technology is a Liquid Crystal Display (LCD) that has a\ntransistor for each pixel, LCD monitors are widely used in notebook and laptop\ncomputers.\n3. LED Monitor (Light Emitting Diode Monitor)\nFlat screen monitor used as a computer monitor or television.\nAdvantages of LED Monitor\n Less expensive\n More reliable\n Generate low heat and consume less power\n Higher dynamic contrast ratio\n Longer lifespan and less environmental impact\nPrinter\nPrinter is used to produce a hard copy output.\n1. Dot matrix printer\nIt uses a print head that moves back-and-forth, or in an up-and-down motion, on the\npage and prints by striking an ink ribbon against the paper, much like the print\nmechanism on a typewriter.\n2. Inkjet printer\nIn the inkjet printing mechanism, the print head has several tiny nozzles, also called\njets. As the paper moves past the print head, the nozzles spray ink onto it, forming the\ncharacters and images.\n3. Laser printer\nWhen a document is sent to the printer, a laser beam draws the document on a\nselenium-coated drum using electrical charges. After the drum is charged, it is rolled in\ntoner, a dry powder type of ink. The toner adheres to the charged image on the drum.\nThe toner is then transferred onto a piece of paper and fused to the paper with heat\nand pressure.\n4. Graphic plotter\nA plotter is a printer that interprets commands from a computer to make line drawings\non paper with one or more automated pens.\nCPU and its compatibility with motherboard\n1. Socket support.\nThe CPU has to be compatible with your motherboard's socket.\n2. Chipset support.\nNeed to know about the chipset to find the CPUs compatible with that chipset. Chipset\nmanufacturers include AMD, Intel and Nvidia.\n3. Motherboard wattage support must support the Thermal Design Power (TDP) of a\ngiven CPU.\n62"},{"book":"eGr12TG ICT.pdf","page":77,"label":"77","text":"Need to find out the wattage of the motherboard to determine the support from that to\nthe CPU\n4. BIOS support.\nIf necessary BIOS need to be upgraded to support the CPU\nStorage Devices\n1. Fixed internal magnetic hard disk\nHard disk is a data storage device that uses magnetic storage to store and\nretrieve digital information using one or more rigid rapidly rotating disks (platters) coated\nwith some magnetic material.\n2. External hard disk\nAn external hard drive is a portable storage device that can be attached to a computer\nthrough a USB Port\n3. Magnetic tape\nMagnetic tape is one of the oldest technologies for electronic data storage on a\nmagnetic surface. Tape has largely been displaced as a primary and backup storage\nmedium, but it remains well-suited for archiving because of its high capacity, low cost\nand long durability. It is a sequential recording system that is not good for random\naccess. With tape archiving, there is no online copy for quick retrieval, as everything is\nvaulted for the long term.\n4. Optical discs\nAn optical disc is an electronic data storage medium that can be written to and read\nusing a low-powered laser beam.\nType Capacity\nCD-ROM 650-900 MB\nCD-R\nCD-RW\nDVD-ROM 4.7-9.4 GB\nDVD-R\nDVD-RW\nDVD-RAM\nBlu-Ray 25-128 GB\n63"},{"book":"eGr12TG ICT.pdf","page":78,"label":"78","text":"DVD-RAM - DVD-RAM is like ordinary Random Access Memory (RAM), it\ncan be repeatedly read, written to, and erased. DVD-RAM discs can be\nrewritten 100 times more than a DVD-RW.\n5. Flash drive\n6. Memory card\nFlash drives and memory cards use Electrically Erasable Programmable Read Only\nMemory (EEPROM) technology to store data on one or more semiconductor chips.\nParallel computing\nParallel computing is a type of computation in which many programs or processes are\ndone simultaneously. Large problems can often be divided into smaller ones, which can\nthen be solved at the same time.\nIn simple terms, parallel computing is breaking up a task into smaller pieces and executing\nthose pieces at the same time, each on their own processor or on a set of computers that\nhave been networked together.\nThe following example displays the difference between single processor and parallel\nprocessor\n Y = (4 x 5) + (1 x 6) + (5 x 3)\nOn a single processor, the steps needed to calculate a value for Y might look like:\n Step 1: Y = 20 + (1 x 6) + (5 x 3)\n Step 2: Y = 20 + 6 + (5 x 3)\n Step 3: Y = 20 + 6 + 15\n Step 4: Y = 41\nIn a parallel computing scenario, with three processors or computers, the steps look\nsomething like:\n Step 1: Y = 20 + 6 + 15\n Step 2: Y = 41\nThe main performance characteristic is the increase in speed. If you use a single\ncomputer, and it takes X amount of time to perform a task, then using two similar\n64"},{"book":"eGr12TG ICT.pdf","page":79,"label":"79","text":"computers should cut the time taken to perform that same task in half. If you use three,\nthen it should take a third of the time for the same task, and so on.\nHowever, in practical terms, this is not always true. Because:\n Some task might not be divisible.\n Some task may not be able divide equally.\n It is necessary to take overhead associated with splitting the task up also into\naccount.\nSo, while there is usually a performance increase, that increase does not follow any set\nformula.\nGrid computing\nGrid computing is a distributed architecture of large numbers of computers connected to\nsolve a complex problem. In the grid computing model, servers or personal computers run\nindependent tasks and are loosely linked by the Internet or low-speed networks.\nComputers may connect directly or via scheduling systems. In Grid computing inter-\nconnected computer systems utilize the same resources collectively. Grid computing\nusually consists of one main computer that distributes information and tasks to a group of\nnetworked computers to accomplish a common goal. Grid computing is often used to\ncomplete complicated or tedious mathematical or scientific calculations.\nExamples of Grid Applications\n Application partitioning that involves breaking the problem into discrete pieces\n Discovery and scheduling of tasks and workflow\n Data communications distributing the problem data where and when it is required\n Provisioning and distributing application codes to specific system nodes\n Results management assisting in the decision processes of the environment\n Autonomic features such as self-configuration, self-optimization, self-recovery, and\nself-management\nThe following is an example for a grid application and its usage patterns.\nSchedulers\nSchedulers are types of applications responsible for the management of jobs, such as\nallocating resources needed for any specific job, partitioning of jobs to schedule parallel\nexecution of tasks, data management, event correlation, and service-level management\ncapabilities. These schedulers then form a hierarchical structure, with meta-schedulers\nthat form the root and other lower level schedulers, while providing specific scheduling\ncapabilities that form the leaves. These schedulers may be constructed with a local\nscheduler implementation approach for specific job execution, or another meta-scheduler\nor a cluster scheduler for parallel executions.\n65"},{"book":"eGr12TG ICT.pdf","page":80,"label":"80","text":"Competency 2: Explores the evolution of computing devices, so as to be able to\ndescribe and compare the performance of modern computers.\nCompetency Level 2.3: Explores the Von- Neumann Architecture.\nNumber of Periods: 06\nLearning Outcomes:\n Describes the stored program concept.\n Names the major components of Von- Neumann architecture.\n Describes fetch- execute cycle.\n Briefly describes ALU, CU, Memory (Registers), data and control bus.\n Draws the Von- Neumann Architecture model and name sits components.\n Describes the need of multi-core processors.\nContents:\nVon-Neumann Architecture\n- Stored program control concept\n- Components [input device, output device, memory, processor (control unit\nand ALU)]\nFetch-execute cycle\nCentral processing unit (CPU)\n- Arithmetic and logic unit (ALU)\n- Control unit (CU)\n- Memory (Registers)\n- Data and control bus\n- Multi-core processors\nConcepts and terms to be highlighted:\n Basic block diagram of a computer based on the Von Neumann Architecture.\n Fetch execute cycle.\n Multi core processors.\nGuidance for lesson plans:\n Discuss about IPO model and stored program concept.\n Introduction of Von Neumann Architecture with block diagram and its components.\n Explain how the instruction is executed by a processor.\n Introduce Fetch execute cycle.\n Define parts of a CPU and functionality\n Discuss the need of multi core processor.\nGuidance for assessments and evaluations:\n Ask students to draw and name a block diagram of Von Neumann Architecture.\n Give an assignment to classify the components of a computer\n66"},{"book":"eGr12TG ICT.pdf","page":81,"label":"81","text":"Reading Materials:\nVon-Neumann Architecture\nVon Neumann Architecture consists of a CPU, memory and input output devices. The\nprogram is stored in the memory. The CPU fetches an instruction from the memory at a\ntime and executes it.\n(Source; https://en.wikipedia.org/wiki/Von_Neumann_architecture)\nMajor components of this architecture:\n1. Central processing unit\n(i) Control unit (CU)\n(ii) (iii) This unit controls signals of all devices of a computer system.\nArithmetic and logic unit (ALU)\nIt carries out mathematical and logical operations.\nMemory register\nA CPU register is one of a small set of data holding places which is part of the\ncomputer processor. A register may hold an instruction, a storage address, or\nany kind of data\n2. Memory\n(i) Primary memory\n(ii) Secondary memory\n3. Input device\n4. Output device\nData bus\nA data bus is a system within a computer or device, consisting of a connector or set of\nwires, that provides transportation for data.\nControl bus\nControl bus is used to transmit a variety of control signals to components and devices.\n67"},{"book":"eGr12TG ICT.pdf","page":82,"label":"82","text":"Fetch execute cycle\nFetch an\ninstruction from\nmain memory\nExecute the\ninstruction\nDecode the\ninstruction\nMulti-core processors\nA multi-core processor is a single computing component with two or more independent\nactual processing units (cores), which are units that read and execute program\ninstructions. Therefore, the single processor can run multiple instructions on separate\ncores at the same time.\nNeed of multi-core processor\n1. Can be run a program by dividing some parts. So it gets executed fast.\n2. It enables parallel programming.\n3. To get the high performance from a single machine.\n68"},{"book":"eGr12TG ICT.pdf","page":83,"label":"83","text":"Competency 2: Explores the evolution of computing devices, so as to be able to\ndescribe and compare the performance of modern computers.\nCompetency Level 2.4: Examines PC memory system to identify different types of\nmemory and their main characteristics.\nNumber of Periods: 06\nLearning Outcomes:\n Briefly explains the memory hierarchy with a suitable diagram.\n Describes the need for different types of memory and their characteristics.\n Briefly explains the volatile and non- volatile memory.\n Lists volatile and non-volatile memories in computer.\n Describes the characteristics of memory in terms of performance, location,\ncapacity, access method, cost, physical type and physical arrangement of data\n(bits into words)\n Lists and briefly explains the types and characteristics of ROMs\n Compares and contrasts each type of memory in terms of access time, cost / MB,\ncapacity (typical amount used)\nContents:\n Memory hierarchy\no Need of memory hierarchy\no Comparison criteria\n Physical size/ density of data\n Access method\n Access time(elapsed time/delay)\n Capacity\n Cost\n Volatile memory and their characteristics\no Registers\no Types of cache memory\no Main memory–RAM\no Types of RAM\n SRAM, DRAM, SDRAM\n Non-volatile memory and their characteristics\no Types of ROMs\n PROM, EPROM and EEPROM\no Secondary storage\n magnetic, optical and flash memory\nConcepts and terms to be highlighted:\n Compare memories of computer system with physical size, cost per unit, capacity\netc.\n Present the memory hierarchy\n Volatile and non-volatile memory\n69"},{"book":"eGr12TG ICT.pdf","page":84,"label":"84","text":"Guidance for lesson plans:\n Draw the memory hierarchy to compare memories.\n List volatile memories and why they needed in computer system.\n Discuss types of cache memory and RAM.\n List non-volatile memories and characteristics of them.\n Discuss types of ROM.\n Explain categorization of secondary storage based on the read/write technology.\nGuidance for assessments and evaluations:\n Assignment - Divide the class into groups and assign each group one of the\nfollowing topic and ask them to list brief description for them.\n Register\n Cache memory\n Random Access Memory\n Read Only Memory\n Secondary storage\nReading Materials:\nMemory hierarchy\nIncreasing\ncapacity\nVolatile memory\nVolatile memory is a computer storage that only holds the data while the device is\npowered.\nEg: Register, Cache memory, RAM\nCache memory\nThe cache memory is used to store program instructions that are frequently accessed\nby software during operation.\n70"},{"book":"eGr12TG ICT.pdf","page":85,"label":"85","text":"Types of cache memories\n Level 1 (L1) cache is extremely fast but relatively small, and is usually embedded in\nthe processor chip (CPU).\n Level 2 (L2) cache is often more capacity than L1. It may be located on the CPU or\non a separate.\n Level 3 (L3) cache is typically specialized memory that works to improve the\nperformance of L1 and L2. It can be significantly slower than L1 or L2, but is usually\ndouble the speed of RAM.\nRAM (Random Access Memory)\nRAM is the main memory of the computer that holds data for running applications and\nrequired data for a computer.\nTypes of RAM\n(i) SRAM – Static RAM\nSRAM is random access memory that retains data bits in its memory as long as power\nis being supplied. SRAM is used for cache memory and register memory.\n(ii) DRAM – Dynamic RAM\nThis type of RAM is continuously refreshed or it will lose its contents.\n(iii) SDRAM - Synchronous DRAM\nIt is a type of memory that synchronizes itself with the computer's system clock.\nNon-volatile memory\nThis is a type of computer memory that has the capability to hold saved data even if the\npower is turned off.\nEg: ROM, Hard disk etc.\nROM – Read Only Memory\nROM retains its contents even when the computer is turned off. ROM\nstores essential programs such as the program that boots the computer.\nTypes of ROM\nPROM (Programmable ROM)\nIt is a memory chip on which data can be written only once. Once a program has been\nwritten onto a PROM, it remains there forever.\nEPROM (Erasable PROM)\nEPROM is a special type of memory that retains its contents until it is exposed to\nultraviolet light. The ultraviolet light clears its contents, making it possible to reprogram the\nmemory.\nEEPROM (Electrically Erasable PROM)\nIT can be erased by exposing it to an electrical charge.\n71"},{"book":"eGr12TG ICT.pdf","page":86,"label":"86","text":"Secondary storage\n1. Magnetic storage device\nMagnetic storage is the manipulation of magnetic fields on a medium in order to\nrecord audio, video or other data. In main computer storage mechanisms have\ngenerally involved a spinning disc or platter and read write heads on an armature.\nMany types of magnetic storage involve a tape medium ether on a real or in a cassette that\nis moved by read and write heads.\nEg: Hard disk, Floppy disk, Magnetic tape\n2. Optical storage device\nOptical storage is any storage method in which data is written and read with a laser\nfor archival or backup purposes. Typically, data is written to optical media, such as\nCDs and DVDs. For several years, proponents have spoken of optical storage as a\nnear-future replacement for both hard drives in personal computers and tape\nbackup in mass storage. Optical media is more durable than tape and less\nvulnerable to environmental conditions. On the other hand, it tends to be slower\nthan typical hard drive speeds, and to offer lower storage capacities.\nEg: CD, DVD, Blu-Ray disc\n3. Solid state storage\nSolid-state storage (SSS) is a type of computer storage media made from silicon\nmicrochips. SSS stores data electronically instead of magnetically, as spinning hard\ndisk drives (HDDs) or magnetic oxide tape do. Solid-state storage can be found in\nthree form factors: solid-state drives (SSD), solid-state cards (SSC) and solid-state\nmodules (SSM). An important advantage of solid-state storage is that it contains no\nmechanical parts, allowing data transfer to and from storage media to take place at\na much higher speed and providing a more predictable lifespan for the storage\nmedia. Because there are no moving parts, SSDs produce far less heat than HDDs.\nEg: Flash drive, Memory card\nMemory Access method\n(i) Sequential access\nStart at the beginning and read through in order.\nEg: Tape\n(ii) Random access\nIndividual addresses identify directly and access the data immediately,\nEg: RAM\n72"},{"book":"eGr12TG ICT.pdf","page":87,"label":"87","text":"Competency 3: Investigates how instructions and data are represented in\ncomputers and exploit them in arithmetic and logic operations\nCompetency level 3.1: Analyses how numbers are represented in computers\nTime: 10 periods\nLearning outcomes\n Describes that instructions and data are represented using two states in computers\n Explains the need of different number systems\n Converts decimal integers into binary, octal and hexadecimal numbers and vice versa\n Converts binary numbers to octal and hexadecimal, and vice versa\n Converts octal numbers to binary and hexadecimal, and vice versa\n Describes how different types of decimal numbers are stored in computers\n Explains that the Most Significant Bit (MSB) is used to indicate the sign when\nconverting the given binary value to one’s complement\n Converts a given binary value to two’s complement\n Explains the usage of one’s complement and two’s complement\nContents:\n Need for instruction and data representation in digital devices\n Methods of instruction and data representation in computers\no Representation of data in two states (0,1)\n Number systems used in computing\no Binary, octal, hexadecimal\no Conversion between number systems\n Representation of decimal numbers (signed and unsigned)\no Signed integer representations\no Signed magnitude\no One’s complement\no Two’s Complement\nConcepts and terms to be highlighted:\n A set of rules have to be followed in converting a number from one system to another.\n A standard procedure is available to present the digits of the converted number\n The fixed point and floating point formats for decimal arithmetic\n The representation of negative numbers using sign-magnitude, one’s complement and\ntwo’s complement methods.\nGuidance for lesson plans:\nLet‘s inquire into methods of representing computer related numerical data.\nPay attention to the following conversions.\n73"},{"book":"eGr12TG ICT.pdf","page":88,"label":"88","text":" Decimal Numbers convert as Binary, Octal and Hexadecimal\n Binary Numbers convert as Octal and Hexadecimal\n Octal Numbers convert as Decimal, Binary and Hexadecimal\n Hexadecimal Numbers convert as decimal Binary, and Octal\nGuidance for assessments and evaluations:\n Give enough questions to get familiar with the number conversions.\nQuality inputs:\n Presentations, Internet facility\nReading Material\nDigital devices represent everything as numbers.\n– Numbers, characters, symbols, images, audio and video and all the multimedia items\nand instructions are represented by numbers in digital devices.\nAll modern digital devices use binary numbers (base 2) instead of decimal (base 10)\nSmallest unit in digital device is bit.\n– A bit is a \"binary digit\", that is, a number that is either 0 or 1\n– Computers ultimately represent and process everything as bits\nGroups of bits represent larger things\n– Numbers, letters, words, names, pictures, sounds, instructions,..\n– The interpretation of a group of bits depends on their context\nHumans need different number systems to interact with computers. Humans can’t\nremember large set of ones and zeros (“1” and “0”). Binary files are difficult for humans to\nread and edit. Binary files can get confusing when transferring between computers with\ndifferent architectures. By using octal and hexadecimal numbers humans can easily read.\nDecimal Numbers\n The number system is extremely close to our day to day life.\n It is made up of the digits of 0,1,2,3,4,5,6,7,8,9\n It is called the decimal number system because ten digits available in this number\nsystem\n It can be believed that it has become a popular number system because humans have\nten fingers in their hand.\n However, a large number can be represented using these ten digits.\n The decimal point is used to separate a fractional part of a number\n Plus ”+” sign used to show positive values and negative “-” sign is used to show\nnegative values.\nE.g. :- +10.235\n-25.321\n74"},{"book":"eGr12TG ICT.pdf","page":89,"label":"89","text":"Integers\n Integers are a number set.\n Natural numbers (0, 1, 2, 3...) and (-1,-2,-3,…) are integers.\n Neither decimal number nor fractions are integers.\nE.g. :- 0.75, 8.5\nDecimal number system\n This number system has 10 digits of 0, 1, 2, 3, 4, 5, 6, 7, 8, 9.\n When the value of a particular number exceeds the largest number 9 in that number\nset, the multiples of 10 of the number of values are transferred to the next (left) place\nvalue. Every place value is multiplied by ten to get the next place value.\nE.g. :- 3456 = 3 x 103 + 4 x 102 + 5 x 101 + 6 x 100\n= 3000 + 400 + 50 + 6\n= 3456\nThe place values in decimal number are multiple values of 10. Therefore the base\nvalue of the decimal number system is 10.\nBinary number system\n The binary number system has two digits which can be represent two states.\n These two states are, represented by digits “0” and “1”.\n Therefore a number system with the two digits can be used here.\n There are multiplications of 2 in place values of the binary number system. They are as\nfollows.\n24 23 22 21 20 2-1 2-2 2-3\n16 8 4 2 1 1/2 1/4 1/8 Place values\n Therefore, the base value of the binary number system is 2.\n As the computer works on electricity and is an electronic device, its functions are\ncontrolled by two states.\n These two states are, where the power is ON and OFF (As two different levels of\nvoltage)\n The every place value is multiply by 0 or 1 (digits of binary number system) to get the\nvalue of binary number.\nE.g. :- 110102 = 1 x 24 +1 x 23 + 0 x 22 + 1 x 21 + 0 x 20\n= 1x16+1x8+0x4+1x2+0x1\n= 2610\nTherefore, 110102 = 2610\nOne location (one digits) is call a bit. There are 5 bits in the above number.\nOctal number system\n The base value of the octal number system is 8.\n The digits are 0, 1, 2, 3, 4, 5, 6 and 7.\n The place values are as follows.\n75"},{"book":"eGr12TG ICT.pdf","page":90,"label":"90","text":"82 81 80 8-1 8-2\n64 8 1 1/8 1/64 place values\nE.g. :- 6738 = 6 x 82 +7 x 81 + 3 x 80\n= 6x64+7x8+3x1\n= 44310\nTherefore, 6738 = 44310\nHexadecimal number system\n The base value of hexadecimal number system is16.\n There are 16 digits in the hexadecimal number system. Digits over value 9 need two\ndigits. Therefore, A, B, C, D, E, F also used as remaining digits. All digits are as\nfollows.\nDigits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B, C, D, E, F\n The minimum value is 0 and maximum value is F (=1510).\n The values represented by the digits are as follows\n6 7 8 9 A B Hexadecimal 0 1 2 3 4 5 C D E F\nDecimal 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15\nE.g. :- BC1216 = B(11) x 163 +C(12) x 162 + 1 x 161 = 11×163 + 12×162 + 1×161 + 2×160\n= 11x4096 + 12 x256+ 1x16+2x1\n= 45056 + 3072 + 16 + 2\n= 48146\nTherefore, BC1216 = 4814610\nThe Decimal number 765.43 can be tabulated as follows.\n100 60 + 2 x 160\nPlace Value 102 101 100 10-1 10-2\nNumbers Value 700 10 1 1/10 1/100\n7 6 5 4 3\n765.43\n5 0.4 0.03\nMost Significant Digit (MSD) and Least Significant Digit (LSD)\nMSD - The Digit that contain the most positional value in a number.\nLSD - The Digit that contains the least positional value in a number.\nNumber MSD LSD\n2975.0 2 5\n56.034 5 4\n76"},{"book":"eGr12TG ICT.pdf","page":91,"label":"91","text":"0.03145 3 5\nE.g.:-\n0031.0060 3 6\nConversions between number\nsystems\n1. Conversion of a decimal numbers into a binary numbers\n Divide the given decimal number by 2\n Write the integer answer (quotient) under the long division symbol.\n Write the remainder (0 or 1) to the right of the dividend.\n Continue downwards, dividing each new quotient by 2 and writing the remainders to\nthe right of each dividend. Stop when quotient is 0.\n Starting from bottom, write the sequence of 1’s and 0’s upwards to the top.\nE.g.:- Converting number 1210 to a binary number.\nFirst, divide this number by 2 writing the remainders.\n2 12 Remainder\n2 6 0\n2 3 0 1210 = 11002\n2 1 1\n0 1\nQuotient\n2. Conversion of a decimal numbers into a Octal numbers\n Divide the given decimal number by 8\n Write the integer answer (quotient) under the long division symbol.\n Write the remainder (0 to 7) to the right of the dividend.\n Continue downwards, dividing each new quotient by 8 and writing the remainders to\nthe right of each dividend. Stop when quotient is 0.\n Starting from bottom, write the sequence of remainders upwards to the top.\nE.g.:- Converting number 24510 into an octal number.\n8 245 Remainder\n8 30 5\n8 3 6 24510 = 3658\n0 3\nQuotient\n3. Conversion of a decimal numbers into a Hexadecimal numbers\n Divide the given decimal number by 16. Treat the division as an integer division.\n Write down the remainder (in hexadecimal, i.e. if the remainder is 12, write down\n“C”).\n Repeat step a and b until the result is 0.\n77"},{"book":"eGr12TG ICT.pdf","page":92,"label":"92","text":" The hexadecimal value is the digit sequence of the remainders from the bottom to\ntop.\nE.g.:- Converting number 324010 into a hexadecimal number.\n16 3240 Remainder\n16 202 8\n16 12 10 (A) 324010 = CA816\n0 12 (C)\nQuotient\nConverting fractions to Binary\n Multiply the given decimal fraction by 2.\n Multiply by 2 until the decimal part becomes 0.\n Write the values in front of decimal point from beginning to end.\nE.g.:- convert 0.312510 to binary\n0.3125 x2\n0 .625 x2\n0.312510 = 0.01012\n1 .25 x2\n0 .50 x2\n1 .00\nConverting fractions to Octal\n Multiply the given decimal fraction by 8.\n Multiply the decimal by 8 until it becomes 0.\n Write from the beginning to end, the values in front of the decimal point.\nE.g. :- convert 0.312510 to binary\n0 0.3125 x8\n2 .50 x8\n0.312510 = 0.248\n4 .0 x8\nConverting Binary Numbers to Decimal Numbers\nE.g.:- Converting number 11012 to a decimal number.\n1 1 0 1 2\n23 22 21 20 Place values\n11012 = (1x23) + (1x22) + (0x21) + (0x20)\n= (1x8) + (1x4) + (0x2) + (1x1)\n= 8 + 4 + 0 + 1\n11012 = 1310\n78"},{"book":"eGr12TG ICT.pdf","page":93,"label":"93","text":"Converting Octal Numbers to Decimal Numbers\nE.g.:- Converting number 12608 to a decimal number.\n1 2 6 0 8\n83 82 81 80 Place values\n12608 = (1x83) + (2x82) + (6x81) + (0x80)\n= (1x512) + (2x64) + (6x8) + (0x1)\n= 512 + 128 + 48 + 0\n12608 = 68810\nConverting hexadecimal Numbers to Decimal Numbers\nE.g.:- Converting number A0B116 to a decimal number.\nA(10) 0 B(11) 116\n163 162 161 160 Place values\nA0B116 = (10x163) + (0x162) + (11x161) + (1x160)\n= (10x4096) + (0x256) + (11x16) + (1x1)\n= 40960 + 0 + 176 + 1\nA0B116 =4113710\nConverting Binary Numbers to Octal Numbers\nGroup all the 1's and 0's in the binary number in sets of three, starting from the far right.\nAdd zeros to the left of the last digit if you don't have enough digits to make a set of three.\nNext assuming all groups a different 3 digit binary number multiply it by place values and\nget the sums separately. Put everything back together to get the octal number.\nE.g. :- 100110112\nGrouping: 10,011,0112\nAdding Zeros for Groups of Three: 010, 011, 0112\n=(0x22+ 1x21 + 0x20), (0x22+ 1x21 + 1x20), (0x22+ 1x21 + 1x20)\n=(0+2+0), (0+2+1), (0+2+1)\n=2, 3, 3\n=2338\nConverting Binary Numbers to hexadecimal Numbers\nCut your string of binary numbers into groups of four, starting from the right.\nAdd extra zeros to the front of the first number if it is not four digits.\nConvert one 4-digit group at a time and change to hexadecimal digits. Put everything back\ntogether to get the hexadecimal number\nE.g.:- Convert 111011001010012 to hexadecimal\nGrouping: 11,1011,0010,1001\n= 0011,1011,0010,1001\n=(0x23 +0x22 +1x21 +1x20), (1x23 +0x22 +1x21 +1x20), (0x23 + 0x22 +1x21 +0x20),\n79"},{"book":"eGr12TG ICT.pdf","page":94,"label":"94","text":"Octal Number (Digit) 0 000\n1 001\n2 010\n3 011\n4 100\n5 101\n6 110\n7 111\n(1x23 + 0x22 +0x21 +1x20)\n= (0+0+2+1), (8+0+2+1), (0+0+2+0), (8+0+0+1)\n= 3, 11, 2, 9\n= 3B2916\nTherefore 111011001010012 = 3B2916\nConverting Octal Numbers to Binary Numbers\nBinary Number\nWrite the equivalent three binary digits groups for each octal digit. Remove the zeros\nfrom left which has no values. Put all together to get the binary equivalent number.\n1378 = 001,011,111\n= 0010111112\n= 10111112\nConverting hexadecimal Numbers to Binary Numbers\nWrite the equivalent four binary digits groups for each hexadecimal digit.\nRemove the zeros from left which has no values.\nPut all together to get the binary equivalent number.\n1A9016 = 0001,1010,1001,0000\n= 000110101100100002\n= 110101100100002\nFor negative numbers we need an alternative interpretation of bit values.\nThree interpretations have been used:\nSign-Magnitude.\nThe sign and magnitude method is commonly an 8 bit system that uses the most\nsignificant bit (MSB) to indicate a positive or a negative value. By convention, a ‘0’ in this\nposition indicates that the number given by the remaining 7 bits is positive, and a most\nsignificant bit of ‘1’ indicates that the number is negative. This interpretation makes it\npossible to create a value of negative zero.\n80"},{"book":"eGr12TG ICT.pdf","page":95,"label":"95","text":"E.g. :- +4510 in signed binary is 001011012\n- 4510 in signed binary is 101011012\nOne’s Complement and Two’s Complement\nThe functionality of subtraction using one’s complement and two’s complement is\ndescribed using the below formula.\nX- Y = X +2n\n= X +2n\n= X + ((2n\n– Y – 2n\n– 1 – Y +1 – 2n\nOne’s Complement\nTwo’s Complement\n– 1 – Y)+1) – 2n\nOne’s Complement of Y =2n\n-1-Y\nTwo’s Complement of Y =2n\n-1-Y+1\nE.g. :- X=10, Y=5\nX - Y = X +2n\n– 1 – Y +1 – 2n\n1010-510 =1010+28\n-1-510+1-28\n=1010+1s Complement of 510+1-28\n=000010102 +\n1’s Complement of 000001012+\n1-28\n1’s complement of 5=2n\n– 1 – Y\n=28\n-1-000001012\n=111111112-000001012\n1010 = 000010102\n510 = 000001012\n28 =1000000002\n28\n-1 =1000000002-\n000000012=111111112\n111111112-\n000001012\n1’s complement of 5=111110102\n111110102\n(No deduction is required. Here, 1s\nbecome 0s and 0s become 1s in\n000001012)\n111110102+\n000000012\n2’s complement of Y =2n\n– 1 – Y +1\n2’s complement of 5\n=111110102+000000012\n=111110112\n1010-510 = 000010102+111110112-28\n= 1000001012-28\n111110112\nX - Y = X +(2n\n– 1 – Y +1) – 2n\n=X+ Two’s complement of Y-2n\n000010102+\n111110112\n= 1000001012-1000000002\n1000001012\n100000101-\n100000000\n= 000001012 (=510)\n000001012\n(There is no deduction. Just only remove\nthe first digit)\n81"},{"book":"eGr12TG ICT.pdf","page":96,"label":"96","text":"One’s Complement\nIn one's complement, positive numbers are represented as usual in regular binary.\nHowever, negative numbers are represented differently. To negate a number, replace all\nzeros with ones, and ones with zeros - flip the bits. Thus, 12 would be 00001100, and -12\nwould be 11110011. As in signed magnitude, the leftmost bit (most significant bit-MSB)\nindicates the sign (1 is negative, 0 is positive). To compute the value of a negative\nnumber, flip the bits and translate as before.\nWhen representing positive and negative numbers in 8-bit ones complement binary form,\nthe positive numbers are the same as in signed binary notation.\nE.g.: -120 is represented in one’s complement form as 100001112 and\n-60 is represented in one’s complement form as 110000112\nThe ones complement system still has two ways of writing 010 (000000002 = +010\nand 111111112 = −010);\nTwo’s Complement.\nA single set of bits is used. To form a negative number, start with a positive number,\ncomplement each bit and add one. This interpretation includes one more negative value\nthan positive values (to accommodate zero).\nE.g. :- -5 is represented in two’s complement form as 111110112 and +510 as\n000001012.\n+5= 000001012, 1s complement of 000001012 is 111110102\n2s complement of 000001012 =111110102+1=111110112\n−510is represented in two’s complement as 111110112 (In hexadecimal FB16)\nUsage\nSign\nMagnitude\nUsed only when we do not add or subtract the data.\nThey are used in analog to digital conversions.\nThey have limited use as they require complicated\narithmetic circuits.\nOne’s\nComplement\nSimpler design in hardware due to simpler concept.\nTwo’s\nComplement\nMakes it possible to build low-cost, high-speed hardware\nto perform arithmetic operations.\n82"},{"book":"eGr12TG ICT.pdf","page":97,"label":"97","text":"Fixed point numbers\n In calculations involving fixed point numbers that have a fixed number of digits after the\ndecimal point.\nE.g. :- 763.2135 (The decimal point is located in the same position in each number)\n179.4821\n942.6956\nFloating point\n The floating point number is used to represent\n– Numbers with fractions, e.g., 3.1416\n– Very small numbers, e.g., 0.000000001\n– Very large numbers, e.g., 3.15576 × 109\ne.g.:- -10.625 is represented in single precision floating point as below.\nFirst convert it to binary 1010.1012 (the whole and the fractional part separately)\nPut it in standard form 1.010101x23\nBias the exponent by using excess- k method (2k-1\n-1)\nK for exponent 8 = 28-1\n-1=128-1=127\nBiased value for exponent = 3+127 = 13010\nexponent part in binary is 100000102\n1 10000010 01010100000000000000000\n– Sign, exponent, Mantissa: (–1)sign × Mantissa × 2exponent\n– More bits for Mantissa give more accuracy\n– More bits for exponent increases range\n• IEEE 754 floating point standard:\n– Single precision: 8 bit exponent, 23 bit Mantissa\n– Double precision: 11 bit exponent, 52 bit Mantissa\nAdvantage Disadvantage\nFixed Point\nRepresentation\nPerformance good.\nNo need to rely on\nadditional hardware or\nsoftware logic.\nLimited range of values can\nrepresent.\nFloating point\nrepresentation\nGreater range of numbers\nis represented.\nVarying degrees of\nprecision.\nMore storage space needed.\nSlower processing times.\nLack of precision.\n83"},{"book":"eGr12TG ICT.pdf","page":98,"label":"98","text":"Competency level 3.2: Analyses how characters are represented in computers\nTime: 04 periods\nLearning outcomes\n Lists the methods of character representation in computer\n Converts given symbols into a representation scheme\n Describes the advantage and disadvantage of different data representation schemes\nContents:\n Methods of character representation\no BCD\no EBCDIC\no ASCII\no Unicode\nConcepts and terms to be highlighted:\n Character representation on computers\n The advantages of using BCD\n Comparisons between EBCDIC and ASCII\n The advantages of using Unicode.\nGuidance for lesson plans:\n Discuss the need for characters to be represented on computers\n Discuss the benefits of using binary coded decimal.\n Show the ASCII and EBCDIC tables and compare it.\n Discuss the necessity of Unicode.\nGuidance for assessments and evaluations:\nGive assignments to find out the relevant representation of characters.\nQuality inputs:\n Presentations, Internet facility, ASCII Charts\nReading Material\nCharacters are represented on computers using several standard methods such as ASCII,\nBCD,\nEBCDIC and UNICODE\nBCD – (Binary Coded Decimal) CODE – This is a 4 bit code used for coding numeric\nvalues (0-9) only. 24=16 the remaining 6 (i.e. 1010, 1011, 1100, 1101, 1110, 1111) are\ninvalid combinations.\nE.g.:- 10001112 = 0100 0111BCD = 4710\n84"},{"book":"eGr12TG ICT.pdf","page":99,"label":"99","text":"BCD 0000 0001 0010 0011 0100 0101 0110 0111 1000 1001\nDecimal 0 1 2 3 4 5 6 7 8 9\nASCII – ASCII (American Standard Codes for Information Interchange) normally uses 8\nbits (1 byte) to store each character. However, the 8th bit is used as a check digit,\nmeaning that only 7 bits are available to store each character. This gives ASCII the ability\nto store a total of 2^7 = 128 different values . The 7 bit ASCII code was originally proposed\nby the American National Standard Institute (ANSI). (IBM personal computers use ASCII).\nEBCDIC (Extended Binary Coded Decimal Interchange Code) – The 8 bit EBCDIC is used\nprimarily by large IBM mainframe computers and compatible equipment. It uses 256\ndifferent characters\nUNICODE – The 16 bit code provides unique code points to characters in many of the\nworld’s languages including Sinhala and Tamil. One of the promising proposals is named\nUnicode.\nAdvantage Disadvantage\nBCD • Easy to encode and decode\ndecimals into BCD and vice versa.\n• Simple to implement a hardware\nalgorithm for the BCD converter.\n• It is very useful in digital systems\nwhenever decimal information is\ngiven either as inputs or displayed\nas outputs.\n• Digital voltmeters, frequency\nconverters and digital clocks all\nuse BCD as they display output\ninformation in decimal.\n• Not space efficient.\n• Difficult to represent the BCD form in\nhigh speed digital computers in\narithmetic operations, especially when\nthe size and capacity of their internal\nregisters are restricted or limited.\n•Require a complex design of Arithmetic\nand logic Unit (ALU) than the straight\nBinary number system.\n•The speed of the arithmetic operations\nslow due to the complete hardware\ncircuitry involved.\nASCII • Uses a linear ordering of letters.\n• Different versions are mostly\ncompatible.\n• compatible with modern\nencodings\n• Not Standardized.\n• Not represent world languages.\nEBCDIC • uses 8 bits while ASCII uses 7\nbefore it was extended.\n• Does not use a linear ordering of\nletters.\n85"},{"book":"eGr12TG ICT.pdf","page":100,"label":"100","text":"• Contained more characters than\nASCII.\n• Different versions are mostly not\ncompatible.\n• Not compatible with modern encodings\nUNICODE • Standardized.\n• Represents most written\nlanguages in the world\n• ASCII has its equivalent within\nUnicode.\n• Need twice memory to store ASCII\ncharacters.\n86"},{"book":"eGr12TG ICT.pdf","page":101,"label":"101","text":"Competency level 3.3: Uses basic arithmetic and logic operations on binary\nnumbers\nTime: 04 periods\nLearning outcomes\n Works out additions (multiple numbers with or without carryovers) – in binary numbers\n Works out subtraction (with or without borrowing) –in binary numbers\n Works out NOT, AND, OR, XOR bitwise operations\nContents:\n Binary arithmetic operations - (integers only)\no Addition, subtraction\n Logical operations\no Bitwise logical operations\nConcepts and terms to be highlighted:\n Binary number addition with/ without carry overs\n Binary number subtractions\n Bitwise logical operations using NOT, AND, OR, XOR operations.\nGuidance for lesson plans:\n Add two binary numbers by writing one below another according to the place values.\n Subtract binary numbers by writing the small number below the big number.\n For the given binary number do the bitwise logical operations\nGuidance for assessments and evaluations:\nGive enough questions to get familiar with binary addition subtraction and bitwise\noperations.\nQuality inputs:\n presentations\nReading Material\nAddition of binary numbers\n1011002 + 11002 =\n1 0 1 1 0 02\n1 1 0 02\n1 1 1 0 0 02\n1011002 + 11002 = 1110002\n87"},{"book":"eGr12TG ICT.pdf","page":102,"label":"102","text":"Subtraction of binary numbers\n0010 1102 - 0011002\n1 0 1 1 0 02\n1 1 0 12\n0 1 1 1 1 12\n1011002 - 11012 = 0111112\nBitwise operations\n1. NOT operation\nFor unsigned integers, the bitwise complement of a number is the \"mirror reflection\" of\nthe number across the half-way point of the unsigned integers range. One use is to\ninvert a grayscale image where each pixel is stored as an unsigned integer. It uses the\nbelow bit operations.\nA NOT A\n0 1\n1 0\nE.g. :- NOT 01112 (710) = 10002 (810)\n2. Bitwise AND operation\nThis is often called bit masking. (By analogy, the use of masking tape covers, or\nmasks, portions that should not be altered or portions that is not of interest. In this\ncase, the 0 values mask the bits that are not of interest.)\nIt uses the below bit operation\nA B A AND B\n0 0 0\n0 1 0\n1 0 0\n1 1 1\nE.g. :- 01012 (510) AND 00112 (310)\n0 1 0 12\n0 0 1 12\n0 0 0 12 (110)\nTherefore 01012 AND 00112 is 00012\n88"},{"book":"eGr12TG ICT.pdf","page":103,"label":"103","text":"3. Bitwise OR operation\nA bitwise OR takes two bit patterns of equal length and performs the logical inclusive\nOR operation on each pair of corresponding bits. The result in each position is 0 if both\nbits are 0, while otherwise the result is 1. It uses the below bit operation\nA OR B\nA B 0 0 0\n0 1 1\n1 0 1\n1 1 1\nE.g. :- 01012 (510) OR 00112 (310)\n0 1 0 12\n0 0 1 12\n0 1 1 12 (710)\nTherefore 01012 OR 00112 is 01112\n4. Bitwise XOR operation\nThe bitwise XOR may be used to invert selected bits in a register (also called toggle or\nflip). Any bit may be toggled by XOR it with 1\nIt uses the below bit operations\nA B A XOR B\n0 0 0\n0 1 1\n1 0 1\n1 1 0\nE.g. :- 00102 (210) XOR 10102 (1010)\n1 0 1 02\n0 0 1 02\n= 1 0 0 02 (810)\nTherefore 00102 XOR 10102 is 10002\n89"},{"book":"eGr12TG ICT.pdf","page":104,"label":"104","text":"Competency 4: Uses logic gates to design basic digital circuits and devices.\nCompetency Level 4.1: Analyzes basic digital logic gates in term of their unique\nfunctionalities.\nNumber of periods: 06\nLearning Outcomes:\n Names basic logic gates and draws the appropriate symbols of them.\n Draws the truth tables for the basic logic gates\n Identify symbols that represent that negations of basic logic gates.\n Creates truth tables for given expressions\n Explains the need of universal gates.\n Explain the fabrication of any gate.\nContents:\n Digital logic gates and truth tables\no Basic logic gates\n NOT, AND & OR\no Combinational gates\n NAND, NOR, XOR and XNOR\no Universal gates\n NAND, NOR\nConcepts and terms need to be highlighted:\nBrief discussion of the use of gates in computer hardware\nGuidance for lesson plans:\n Explanation of the concept of gates using day-to-day examples.\n Simulation of gates using electrical circuits.\n Explanation of the concept of combinational and universal gates\n Final output of a combination of logic gates (eg. In ICs).\nGuidance for assessments and evaluations\n Drawing gates and creation of truth tables for given logic circuits\nQuality inputs:\n Presentations, open source software to demonstrate the gates and its functionality\n90"},{"book":"eGr12TG ICT.pdf","page":105,"label":"105","text":"Reading Material\nLogic gate is an electronic component that performs basic logical functions and it can be\nidentified as the fundamental building block of a digital circuit.\n What are basic logical functions?\n Negation (NOT)- True if input is false, False if input is true\n Conjunction (AND) – True if, A and B are both true\n Disjunction (OR)- True if, either A or B are true\n Basic logic gates\n NOT\n AND\n OR\n Basic characteristics of logic gates\n Each logic gate has a unique symbol and a unique logical function.\n A gate can have multiple input(s) and an output.\n An input can take 0 or 1 at a time.\n Input are processed according to the function of the particular logic gate and an\noutput is provided.\n\nWhat is a truth table?\nTruth table represents all the input combinations and corresponding output of a logic\ncircuit.\nThe following table shows all possible input combinations for two and three inputs only.\nNo. of Inputs Value combinations No. of combinations\n2 0 0\n4 = 22\n0 1\n1 0\n1 1\n3 0 0 0\n0 0 1\n0 1 0\n0 1 1\n1 0 0\n1 0 1\n1 1 0\n1 1 1\n8=23\nTherefore,\nNumber of input combination = 2 Number of inputs of logic gate/ circuit\n91"},{"book":"eGr12TG ICT.pdf","page":106,"label":"106","text":"INTRODUCTION TO BASIC LOGIC GATES\n NOT gate\n When switch A is in on state, bulb doesn’t turn on. Bulb lights only if the Switch in\noff state.\nS L\n0 1\n1 0\nNot gate has a single input and output. A NOT gate performs logical negation on its input.\nIn other words, if the input is true, then the output will be false. Similarly, a false input\nresults in a true output.\nS L\nL\nS\nS L\n AND gate\n In the following circuit, the bulb is lit if and only if both switches are in on state.\n Light bulb is not lit if at least one switch is in off state.\nL = S1. S2\nThe output of an AND gate is true only when all of the inputs are true. If one or more of an\nAND gate's inputs are false, then the output of the AND gate is false.\nS1 S2 L\nS1\nL\nL\nS1. S2\nS2\n92"},{"book":"eGr12TG ICT.pdf","page":107,"label":"107","text":" OR gate\nIn the following circuit, light bulb is lit if at least one switch is in ON state.\nL = S1 + S2\nThe output of an OR gate is true if at least one input is true. Otherwise output is false.\nS1 S2 L\nS1\nL\nL\nS1+ S2\nS2\nOther gates\n Introduction to NAND gate\n In digital electronics, a NAND gate (NOT-AND) is a logic gate which produces false\noutput which is false only if all its inputs are true; Otherwise it results a true output.\nthus, its output is the complement of AND gate.\nS1 S2 L\nS1\nL\nL\nS2\n93"},{"book":"eGr12TG ICT.pdf","page":108,"label":"108","text":" NOR gate\n The NOR gate is a digital logic gate that results a true output if both inputs to the\ngate are false. Otherwise result is false. NOR is the result of the negation of the OR\ngate.\nS1 S2 L\nS1\nS2 L\nL\n XOR gate\n The XOR gate (pronounced as Exclusive OR gate) is a digital logic gate that\nresults a true if and only one of the inputs to the gate is true. Otherwise output is\nfalse.\nS1 S2 L\nS1\nL\nL= S1 ⊕ S2\nS2\n XOR gate using basic logic gates\nS\n. 1 S\n2\nS1\nS2\nL\n. 1 S\n. \nS\n2\nS \nA\nA .\nB\nB\nS\n. 1\n2\nA.\nS\nB\n. 1S\n2\nS1 S2 1 S 2\nS 2\nS 2\n. 1 S\nS 2\n. 1S\nS \n. 1 S\nS\n2\nS\n. 1\n0 0 1 1 0 0 0\n0 1 1 0 0 1 1\n1 0 0 1 1 0 1\n1 1 0 0 0 0 0\n94"},{"book":"eGr12TG ICT.pdf","page":109,"label":"109","text":"Truth table for three input XOR gate\nINPUTS Final Output\nS1 S2 S3 S1 ⊕ S2 S1 ⊕ S2 ⊕ S3\n0 0 0 0 0\n0 0 1 0 1\n0 1 0 1 1\n0 1 1 1 0\n1 0 0 1 1\n1 0 1 1 0\n1 1 0 0 0\n1 1 1 0 1\n Compare S1 & S2 and if the inputs are same then output is zero (false). Otherwise\noutput is one. Then compare the result of S1 ⊕ S2 with S3. if the values are same\nthen final output is 0. else final output is 1.\n Introduction to XNOR gate\n The XNOR gate is a digital logic gate whose function is the logical complement of\nthe XOR gate.\nS1 S2 L\nS1\nL\nL= 2\nS \n1 S\nS2\nTruth table for three input XNOR gate\nINPUTS Final Output\nS1 S2 S3 S1 ⊕\nS2\nS1 ⊕ S2 ⊕\nS3\nS \n1 S\n\nS\n2\n3\n0 0 0 0 0 1\n0 0 1 0 1 0\n0 1 0 1 1 0\n0 1 1 1 0 1\n1 0 0 1 1 0\n1 0 1 1 0 1\n1 1 0 0 0 1\n1 1 1 0 1 0\n95"},{"book":"eGr12TG ICT.pdf","page":110,"label":"110","text":" Universal Gates\nA universal logic gate is a logic gate that can be used to construct all other logic\ngates. The NAND gate and NOR gates can be considered as universal logic gates.\nThe advantage of universal gates: NAND and NOR gates are economical and easier to\nfabricate and are the basic gates used in all IC digital logic families.\nNAND Gate\n1. How to implement NOT gate using NAND gates?\n2. How to implement AND gate using NAND gates?\n3. How to implement OR gate using NAND gates?\nNOR Gate\n1. How to implement NOT gate using NOR gates?\n2. How to implement OR gate using NOR gates?\n96"},{"book":"eGr12TG ICT.pdf","page":111,"label":"111","text":"3. How to implement AND gate using NOR gates?\n97"},{"book":"eGr12TG ICT.pdf","page":112,"label":"112","text":"Competency Level 4.2: Simplifies logic expressions using law of Boolean algebra and\nKarnaugh map.\nLearning outcomes\n Describes the need for simplifying the Boolean expressions.\n Represents logical expressions in standard forms (SOP and POS) according to the\ngiven truth table\n Transforms SOP into POS and vice versa\n Simplifies logic expressions using Boolean theorems, axioms, De Morgan’s Laws\nand Karnaugh map.\nNumber of periods: 08\nContents:\n Two state logic and Boolean algebra\n Postulates (Axioms)\n Law/ theorems\no Commutative, associative\n Distributive\no Identity, Redundancy\no De Morgan’s\n Standard logical expressions\no Sum of Product and Product of Sum\no Transforms SOP into POS and vice versa\n Simplify logic expressions using\no Boolean theorems\no Karnaugh maps\nConcepts and terms need to be highlighted:\n Boolean algebra\n Postulates (Axioms)\n Law/ theorems\n Simplification of logic expressions\n Sum of Product and Product of Sum\n Transforms SOP into POS and vice versa\nGuidance for lesson plans:\n Explanation of the concept of Boolean algebra using day-to-day examples.\n Explanation of Boolean algebra.\n Explanation and discussion of postulates and law/theorems\n Simplification of logic expressions using Boolean theorems and Karnaugh maps\n Explanation of SOP and POS\n Transformation of SOP into POS and vice versa\n98"},{"book":"eGr12TG ICT.pdf","page":113,"label":"113","text":"Guidance for assessments and evaluations\n Provide simple MCQ, structure and essay type questions on Boolean algebra\n provide logic expressions to simplify using postulates and law/theorems\n provide logic expressions to draw truth table\n Then ask the student to simply the expression using Karnaugh map\n provide a expression and ask the student to find the SOP and POS and then ask\nthe students to transform SOP to POS and POS to SOP\nQuality inputs:\n Presentations, open source software to demonstrate the gates and its functionality\nReading Material\nLogical NOT, AND & OR Operators\nIn Boolean algebra, logical negation (NOT operation), logical conjunction (AND operation)\nand logical disjunction (OR operation) are performed using (bar), . (dot) and + (plus)\noperators respectively.\nIntroduction to Boolean laws\nWhat is the requirement of Boolean algebra simplification?\nSimplification of Boolean expressions reduces the number of operations and number of\nlogic gates for the implementation.\nMost laws exist in two forms. One is multiplicative form and the other is additive form. At\nthe multiplication, variables in the boolean expression are multiplied by each other and at\nthe addition, variables in the boolean expression are added to each other.\n1. Idompotent Law\nLaw and its representation from a truth table\nA.A=A\nA+A=A\nA.A = A\nA+A = A\nA A A.A\nA A A+A\nA A A A.A\nA A A A+A\n0 0 0\n0 0 0\n0 1 1 1\n0 1 1 1\n1 1 1\n1 1 1\n1 0 0 0\n1 0 0 0\nAbove highlighted columns are identical.\n99"},{"book":"eGr12TG ICT.pdf","page":114,"label":"114","text":"2. Identity Law\n1.A=A\n0+A=A\n0.A = 0\n1+A = 1\n1 A 1.A\n0 A 0+A\n0 A 0.A\n1 A 1+A\n1 0 0\n0 0 0\n0 0 0\n1 1 1\n1 1 1\n0 1 1\n0 1 0\n1 0 1\nAbove highlighted columns are identical.\n3. Inverse/Complement Law\nMultiplicative form Additive form\nA+A=1\nA.A\nA A A+A\n0 1 1\n1 0 1\nA.A=0\nA A 0 1 0\n1 0 0\n4. De Morgan’s Law\nA mathematician named De Morgan developed a pair of important laws regarding group\ncomplementation in Boolean algebra.\nMultiplicative form Additive form\nA \n.\nB\n\nA\nB\nA .\n\nB\n\nA\nB\nAB B\nA. A \nA B B\n1 1 1\nA B A B A+B B\nA  A B B\nA.\n0 0 0 1 0 0 0 1 1 1 1\n0 1 0 1 1 0 1\n0 1 1 0 1 0 0\n1 0 0 1 0 1 1\n1 0 1 0 0 1 0\n1 1 1 0 0 0 0\n1 1 1 0 0 0 0\nAbove highlighted columns are identical.\n5. Double Complement Law\nA\nA\nA A A\n0 1 0\n0 1 0\n100"},{"book":"eGr12TG ICT.pdf","page":115,"label":"115","text":"6. Commutative Law\nMultiplicative form Additive form\nAB\nBA\nA \n\nB\n\nB\nA\nA B AB 0 0 0 0\n0 1 0 0\n1 0 0 0\n1 1 1 1\nBA\nAbove highlighted columns are identical.\n7. Associative Law\nMultiplicative form\nA(BC)=(AB)C\nA B A+B B+A\n0 0 0 0\n0 1 1 1\n1 0 1 1\n1 1 1 1\nA B C BC AB A(BC) (AB)C\n0 0 0 0 0 0 0\n0 0 1 0 0 0 0\n0 1 0 0 0 0 0\n0 1 1 1 0 0 0\n1 0 0 0 0 0 0\n1 0 1 0 0 0 0\n1 1 0 0 1 0 0\n1 1 1 1 1 1 1\nAbove highlighted columns are identical.\nAdditive form.\nA + (B + C) = (A + B) + C\nA B C B+C A+B A+(B+C) (A+B)+C\n0 0 0 0 0 0 0\n0 0 1 1 0 1 1\n0 1 0 1 1 1 1\n0 1 1 1 1 1 1\n1 0 0 0 1 1 1\n1 0 1 1 1 1 1\n1 1 0 1 1 1 1\n1 1 1 1 1 1 1\nAbove highlighted columns are identical.\n101"},{"book":"eGr12TG ICT.pdf","page":116,"label":"116","text":"8. Distributive Law\nA (B+C) = AB+AC\nA B C B+C AB AC A (B+C) AB+AC\n0 0 0 0 0 0 0 0\n0 0 1 1 0 0 0 0\n0 1 0 1 0 0 0 0\n0 1 1 1 0 0 0 0\n1 0 0 0 0 0 0 0\n1 0 1 1 0 1 1 1\n1 1 0 1 1 0 1 1\n1 1 1 1 1 1 1 1\nAbove highlighted columns are identical.\n9. Redundancy Law\nForm 1 Form 2\nA + AB =A\nA \nB A\n\n\nA\nB\nA B AB A+AB\nA B A' A'B A+A'B A+B\n0 0 0 0\n0 0 1 0 0 0\n0 1 0 0\n0 1 1 1 1 1\n1 0 0 1\n1 0 0 0 1 1\n1 1 1 1\n1 1 0 0 1 1\nAbove highlighted columns are identical.\nSimplifying logic expressions using Boolean theorems\nQ = ABC + A'BC + E.g. 01\nC AB\n= AB (C+C ) + A BC Distributive Law\n= AB (1) + A BC Inverse Law\n+ A BC Distributive Law\n= B (A+ A C) Distributive Law\n= B (A+C) Redundancy Law\nE.g. 03\nF=C+ BC\n= C+ B +C - De Morgan's Law\n= C + C + B\n= AB = 1+ B - Inverse Law\n= 1 - Identity Law\n= A+ AC +BA E.g. 02\nF = (A+B) (A+C)\n= AA + AC + BA + BC - Distributive Law\n+ BC - Idempotent Law\n= A (1+C+B) + BC - Distributive Law\n= A (1+B) + BC - Identity Law\n= A (1) + BC - Identity Law\n= A + BC - Distributive Law\nE.g. 04\nF= X(X+Y)\n= X.X + X.Y - Distributive Law\n= X + X.Y - Idempotent Law\n= X (1+Y) - Distributive Law\n= X (1) - Null/ Identity Law\n= X - Distributive Law\n102"},{"book":"eGr12TG ICT.pdf","page":117,"label":"117","text":"Standard forms in Boolean expressions\nThere exist two standard forms of Boolean expressions\n-SOP (Sum Of Products)\n-POS (Product of Sum)\nThe Sum-of-Products (SOP) Form\n An SOP expression  when two or more product terms are summed by Boolean\nsummation.\n Examples:\nAB\n\nABC\nABC\n\nCDE\n\nB\nC\nD\nA\nB\n\nB\nC\n\nAC\n Also:\nA \n\nA\nB\nC\nBC\nD\nIn an SOP form, a single overbar cannot extend over more than one variable; however,\nmore than one variable in a term can have an overbar:\nA\nB\nexample: C\nA is correct\nBut ABC is not correct\n A standard SOP expression is one in which all the variables in the domain appear in\neach product term in the expression.\n Example:\nB A \nCD\n\nA\nB\nD C\nD\nC AB\n Standard SOP expressions are important in:\n Constructing truth tables\n The Karnaugh map simplification method\nThe Product-of-Sum (POS) Form\n When two or more sum terms are multiplied, the result expression is a product-of-\nsums (POS):\n Examples:\n(\nA\n\nB\n)(\nA\n\nB\n\nC\n)\n(\nA\n\nB\n\nC\n)(\nC\n\nD\n\nE\n)(\nB\n\nC\n\nD\n)\n(\nA\n\nB\n)(\nA\n\nB\n\nC\n)(\nA\n\nC\n)\nA\nA \n\nB\n\nC\n( D\n)(\nB\n\nC\n Also:  )\n103"},{"book":"eGr12TG ICT.pdf","page":118,"label":"118","text":"In a POS form, a single overbar cannot extend over more than one variable; however,\nmore than one variable in a term can have an overbar:\nA \nB\nexample: C\n is correct.\nA \nB\nHowever, C\n is not correct\nMinterms and Maxterms\nMinterm\nEach row of a truth table can be associated with a minterm, which is a product (AND) of all\nvariables in the function, in direct or complemented form. A minterm has the property that\nit is equal to 1 on exactly one row of the truth table.\nMaxterm\nEach row of a truth table is also associated with a maxterm, which is a sum (OR) of all the\nvariables in the function, in direct or complemented form. A maxterm has the property that\nit is equal to 0 on exactly one row of the truth table.\nBoolean equation based on SOP method\nMaxterm\n(POS)\nMinterm\n(SOP)\nBoolean equation based on POS method\nLogic circuit based on SOP Logic circuit based on POS\n104"},{"book":"eGr12TG ICT.pdf","page":119,"label":"119","text":"Transforms SOP into POS and vice versa\nSOP TO POS\nA\n.\nB\n\n\nB\n.\nC\nF\n\nA\n.\nB\n\nB\n.\nC\n\n\n\n\n\nA\n.\nC\nA\n.\nB\n(\nA\n(\nA\n\n\nB\n.\nC\nB\n).(\nB\nB\n).(\nB\n\n\n\n\nA\nC\nA\nC\nC\n)\n\n(\nA\nC\n).(\nA\n\nObtain the compliment of whole equation\nby adding an over bar to the whole\nequation De Morgan’s Law\n\nC\n)\nDe Morgan’s Law\nC\n)\nDouble Inverse\nLaw\nPOS TO SOP\n\nF\n\n(\nA\nB\n).(\nB\nC\n).(\nA\nC\n)\n\n\n\n\n\n\n\n(\nA\nB\n).(\nB\n\nC\n).(\nA\n\nC\n)\n(\nA\nB\n)\n\n(\nB\n\nC\n)\n\n(\nA\n(\nA\n.\nB\n)\n\n(\nB\n.\nC\n)\n\n(\nA\n.\nC\n)\nA\n.\nB\n\nB\n.\nC\n\nA\n.\nC\n\nObtain the compliment of whole equation\nby adding an over bar to the whole\nequation De Morgan’s Law\n\nC\n)\nDe Morgan’s Law\nDouble Inverse\nLaw\nKarnaugh Maps\nKarnaugh maps provide an alternative way of simplifying logic circuits.\nInstead of using Boolean algebra simplification techniques, you can transfer logic values\nfrom a Boolean statement or a truth table into a Karnaugh map.\nThe arrangement of 0's and 1's within the map helps you to visualize the logic\nrelationships between the variables and leads directly to a simplified Boolean statement.\nn\nCell = 2\nwhere n is a number of\nvariables\n105"},{"book":"eGr12TG ICT.pdf","page":120,"label":"120","text":"Two input K-Map\n2\nCell = 2\n=4\nThree input K-Map\n3\nCell = 2\n=8\nFour input K-Map\n4\nCell = 2\n=16\nA\n0 1\nAB\n00 01 11\nC AB\nCD\n00 01 11 10\nB\n0\n0\n00\n1\n11\n1\n11\n10\nRules of K- map simplification\n1. No zeros allowed.\n2. No diagonals.\n3. Only power of 2 number of cells in\neach group.\n4. Groups should be as large as\npossible.\n5. Every “one” must be in at least one\ngroup.\n6. Overlapping allowed.\n7. Wrap around allowed.\n8. Fewest number of groups possible.\nThe Karnaugh map uses the following rules for the simplification of expressions by\ngrouping together adjacent cells containing ones\n Groups may not include any cell containing a zero\n Groups may be horizontal or vertical, but not diagonal.\n Groups must contain 1, 2, 4, 8, or in general 2n cells.\n106"},{"book":"eGr12TG ICT.pdf","page":121,"label":"121","text":" That is if n = 1, a group will contain two 1's since 21 = 2.\nIf n = 2, a group will contain four 1's since 22 = 4.\n Each group should be as large as possible.\n\n107"},{"book":"eGr12TG ICT.pdf","page":122,"label":"122","text":" Each cell containing a one must be in at least one group.\nAB\nCD\n00 01 11 10\nGroup 3\n00 0 0 0 1\n01 1 1 0 0\n11 0 0 1 0\n10 0 0 1 0\nGroup 1\nGroup 2\nGroups may overlap.\nCorrect\nGroups may wrap around the\ntable. The leftmost cell in a\nrow may be grouped with the rightmost cell and the top\ncell in a column may be grouped with the bottom cell.\n108"},{"book":"eGr12TG ICT.pdf","page":123,"label":"123","text":"There should be as few groups as possible, as long as this does not contradict any of the\nprevious rules.\nGroup 1\nAB\n00 01 11 10\nCD\n0 1\n1 1 1 1\nHow to simplify logic expression using K-maps\nHow to map four variable logic expression using K-map\nIn a Boolean expression any variable with a bar, is considered as a 0 and others are\nconsidered as 1\n0 1 0 1 0 1 1 1 1 1 0 1 1 11 1 00 01 1 11 0\nAB\nCD\n00\n00 01 11 10\n01 1 1 1\n11 1 1\n10 1\n109"},{"book":"eGr12TG ICT.pdf","page":124,"label":"124","text":"K-Map simplification step 2  Grouping Step 3\nAB\nCD\nGroup 1 Group 2 Group 3\n00 01 11 10\n00 0 0 0 0\nd c d c b a\nb a\n01 1 1 1 0\nGroup 2\nd c b a\nabcd\nd c ab\nd abc\nbcd a\nabcd\n11 0 1 1 0\nGroup 3\n10 0 0 1 0\nF\nd c a\n+ +\nbd\nF= + +\nabc\nGroup 1\n110"},{"book":"eGr12TG ICT.pdf","page":125,"label":"125","text":"Competency Level 4.3: Designs simple digital circuits using logic gates\nLearning outcomes:\n Identifies situation to apply logic circuits in day to day life.\n Design logic expressions and truth table for identified applications\n Designs digital circuits.\nContent:\n Truth tables and logic expressions for their designs (up to three inputs)\n Digital circuit design.\nAbove figure Illustrates the pin connections on three commercially available integrated\ncircuits that implement logic gates. Pins 7 and 14 supply power (zero volts and five volts)\nto run the circuit.\nDesign simple logic circuits\nE.g. 01 Draw a logic circuit diagram that identifies four-bit prime number.\ni. Draw the truth table\nA= First bit, B- Second bit, C- Third bit, D- Fourth bit, F- Prime Number (Output)\n111"},{"book":"eGr12TG ICT.pdf","page":126,"label":"126","text":"A B C D F Minterm\n0 0 0 0 0 0\n1 0 0 0 1 0\n2 0 0 1 0 1 A’B’CD’\n3 0 0 1 1 1 A’B’CD\n4 0 1 0 0 0\n5 0 1 0 1 1 A’BC’D\n6 0 1 1 0 0\n7 0 1 1 1 1 A’BCD\n8 1 0 0 0 0\n9 1 0 0 1 0\n10 1 0 1 0 0\n11 1 0 1 1 1 AB’CD\n12 1 1 0 0 0\n13 1 1 0 1 1 ABC’D\n14 1 1 1 0 0\n15 1 1 1 1 0\nii. Obtain the SOP\nF= A’B’CD’ + A’B’CD + A’BC’D + A’BCD + AB’CD + ABC’D\nSimplify using K-map\nAB\nCD\n00 01 11 10\n00\nA’B’CD\nA’B’CD’\nA B’CD\nA’B’CD\nA’B’CD\nA’B CD\nA’BC’D\nA BC’D\n01 1 1\n11 1 1 1\nGroup 2\n10 1\nGroup 1\nGroup 3\nGroup 4\niii. Draw Logic circuit for the simplified version\n112"},{"book":"eGr12TG ICT.pdf","page":127,"label":"127","text":"In-order to implement this circuit, following circuitry equipment is required.\n Project board 1\n ON/OFF Switch 5v DC- 6\n Resistors 1K-10\n Project board jumper wire set 1\n LED Large size-4\n DC 5V Power pack-1\n Logic IC HD74HC11-2 (TRIPPLE\nTHREE INPUT AND GATE)\n Logic IC CD4069UBC (HEX\nINVERTER)\n Logic IC TC4072BP (DUAL\nFOUR INPUT OR GATE)\nPin arrangement\nHD74HC11\nTC4072BP\nCD4069UB\nC\n113"},{"book":"eGr12TG ICT.pdf","page":128,"label":"128","text":"E.g. 02\nA lamp outside a front door comes on automatically when it is dark and someone stands\non the doormat outside the front door.\n A pressure sensor (A) under the mat changes from OFF (0) to ON (1) when\nsomeone stands on the doormat.\n The light sensor (B) is ON (1) when it is light and OFF (0) when it is dark.\n There is an on/off switch (C) for a user to manually switch off the system. Consider\nswitching off process as Boolean (1) and switching on as Boolean (0).\n Based on the following conditions the lamp is in off state.\no Any time user manually switches off the system: lamp (0)\no When it is not dark: lamp (0).\nA (pressure\nsensor)\nB (Light sensor) C (Switch) X (Lamp) SOP\n0 0 0 0\n0 0 1 0\n0 1 0 0\n0 1 1 0\n1 0 0 1 AB’C’\n1 0 1 0\n1 1 0 0\n1 1 1 0\nPrepare a truth table that represents the above scenario.\ni. Write the standard Sum of Product (SOP) that represents the above requirement.\nX=AB’C’\nExample 3:\n1. A bank vault has 3 locks with a key for each lock. Key A is owned by the bank\nmanager. Key B is owned by the senior bank teller. Key C is owned by the trainee\nbank teller. In order to open the vault door at least two people must insert their keys\ninto the assigned locks at the same time. The trainee bank teller) can only open the\nvault when the bank manager is present in the opening.\ni) Determine the truth table for such a digital locking system\nX= Bank Manager\nY= Senior Bank teller\nZ= Trainee bank teller\n114"},{"book":"eGr12TG ICT.pdf","page":129,"label":"129","text":"X Y Z Vault (F) Minterm\n0 0 0 0\n0 0 1 0\n0 1 0 0\n0 1 1 0\n1 0 0 0\n1 0 1 1 XY’Z\n1 1 0 1 XYZ’\n1 1 1 1 XYZ\nii) Design, using Boolean algebra techniques, a minimum AND-OR gate network to realize\nthis locking system.\nF= XY’Z+XYZ’+XYZ\n= XY’Z + XY (Z’ + Z) Distributive Law\n= XY’Z + XY (1) Inverse Law\n= XY’Z + XY Distributive Law\n= X (Y’Z + Y) Distributive Law\n= X (Z + Y) Redundancy Law\nE.g. 04\nA house has two lights to illuminate the stairs leading from the hall to the upstairs landing.\nThe lights can be switched OFF and ON by either one of two switches, one in the hall and\none in the landing. The lights are to be OFF when both switches are either ON or OFF\ntogether, and the lights are to be ON when one switch is ON and the other is OFF.\ni) Obtain the truth table of the system\nA (Switch 1) B (Switch 2) F (Bulb) Minterm\n0 0\n0 1 1 A’B\n1 0 1 AB’\n1 1\nii) Obtain the sum of products (SOP) Boolean expression for the system.\nA’B + AB’\niii) Implement the system using AND, NOT and OR logic gates.\n115"},{"book":"eGr12TG ICT.pdf","page":130,"label":"130","text":"iv) Implement the system using exactly ONE logic gate.\nXOR Gate\n116"},{"book":"eGr12TG ICT.pdf","page":131,"label":"131","text":"Competency 4.4: Explores how combinational logic circuits are used in CPU and\nsequential circuits in physical\nNumber of periods: 06\nLearning Outcomes:\n Identifies the major building blocks of CPU\n Creates truth table and logical expression for half adder circuit\n Creates truth table and logical expression for full adder circuit\n Briefly describes the usage of flip-flops.\nContents:\n Building blocks of CPU\no Half Adder\no Full Adder\n Storing bits in digital circuits\no Feedback loop\no Flip=flops\nConcepts and terms to be highlighted:\n CPU\n Half Adder\n Full Adder\n Storing bits in digital circuits, feedback loop, flip flops\nGuidance for lesson plans:\n provide some example of the usage of number systems in computers (colour code\netc.)\n Then discuss the Half adder, full adder, storing bits in digital circuits, feedback loop\nand flip flops to provide the concept about the usage of binary number system in\ncomputers\nGuidance for assessments and evaluations:\n Divide the students into groups and ask the each group to find the usage of number\nsystems in computer and present the findings.\nQuality inputs:\n Computers with some graphic software, Internet facility\n117"},{"book":"eGr12TG ICT.pdf","page":132,"label":"132","text":"Reading Materials\nHalf Adder\n With the help of half adder, we can design circuits that are capable of performing\nsimple addition with the help of logic gates.\n Let us first take a look at the addition of single bits.\no 0+0 = 0\no 0+1 = 1\no 1+0 = 1\no 1+1 = 10\nThese are the least possible single-bit combinations. However, the result for 1+1 is 10.\nTherefore, the sum result must be re-written as a 2-bit output. Thus, the above equations\ncan be written as\n0+0 = 00\n0+1 = 01\n1+0 = 01\n1+1 = 10\nHere the output ‘1’of ‘10’ becomes the carry-out. The result is shown in a truth-table below.\n‘SUM’ is the normal output and ‘CARRY’ is\nthe carry-out.\nINPUTS OUTPUTS\nA B SUM CARRY\n0 0 0 0\n0 1 1 0\n1 0 1 0\n1 1 0 1\nFull Adder\nThe main difference between a half-adder and a full-adder is that the full-adder has three\ninputs and two outputs. The first two inputs are A and B and the third input is an input\ncarry designated as Carry In. When a full adder logic is designed we will be able to string\neight of them together to create a 8- bit adder and cascade the carry bit from one adder to\nthe next.\nThe carry is designated as Carry Out and the sum is designated as Sum. The truth-table is\ngiven below.\n118"},{"book":"eGr12TG ICT.pdf","page":133,"label":"133","text":"Example: Application of half adder and full adder in number addition is shown below.\nThere are two bits additions and three bits addition.\nNumber 1\n1 0 1 1\nNumber 2\n0 1 1 0 +\nCarry In 1 1 1 0\nSum 1 0 0 0 1\nCarry Out 1 1 1 0\nIn here when first two bits are added only half adder is required because unavailability of\ncarry in bit. In-order to add rest of the bits, full adder is required because availability of\ncarry in bit. Full adder is a combination of two half adders.\nHow to represent a full adder from truth table and a logic circuit?\nThe carry can be obtained by A.B + B.C + A.C. The sum can be obtained by A XOR B\nXOR C. The truth table is as follows.\n1 2 3 4 5 6 7 8 9 10 11\nA B C Sum Carry A.B B.C A.C A.B+B.C+A.\nC\nA XOR B A XOR B XOR C\n1 1 0 0 Carry\nIn\n0 0 Sum Carry Out\n0 0 0 0 0 0 0 0 0 0 0\n0 0 1 1 0 0 0 0 0 0 1\n0 1 0 1 0 0 0 0 0 1 1\n0 1 1 0 1 0 1 0 1 1 0\n1 0 0 1 0 0 0 0 0 1 1\n1 0 1 0 1 0 0 1 1 1 0\n1 1 1 0 0\n1 1 1 1 1 1 1 1 1 0 1\nThe above truth table shows output values for all alternative input values. The columns of\nnumber 5 and 9 are identical. Then the sum can be taken from the Boolean expression of\nA.B+B.C+A.C. Similarly, the columns of number 5 and 11 are identical. Therefore, carry\nout can be taken from A XOR B XOR C. Then the logic circuit for the full adder is as\nfollows.\n119"},{"book":"eGr12TG ICT.pdf","page":134,"label":"134","text":"A\nB Carry\nSum\nFull Adder Circuit\nCombinational circuits: Output depends only on the input of that time.\nSequential Circuit: Output depends not only on the present inputs but also on the\nprevious inputs and outputs. This type of circuit is required to perform sequence of actions\nwithout getting any further inputs. Use for memory storage (SRAM)\nFlip Flops\nFlip flops are actually an application of logic gates. With the help of Boolean logic, you can\ncreate memory with them. Flip flops can also be considered as the most basic idea of a\nRandom-Access Memory. When a certain input value is given to them, they will be\nremembered.\nOne form of flip-flop acts exactly like the power switch on a computer: the first time its\ninput becomes 1, the flip flop turns on the output, and the second time its input becomes 1,\nthe flip-flop turns off the output. That is, receiving an input of 1 causes the flip-flop to\nchange the output from the current state to the opposite. Like a push-button switch used to\ncontrol power, a flip-flop does not respond to a continuous input — the input must return to\n0 before a value of 1 will cause the flip-flop to change state. Below figure shows a\nsequence of inputs and the resulting output.\nLatch Flip-flop\nR-S (Reset Set) flip flop is the simplest flip flop of all and easiest to understand. It is\nbasically a device which has two outputs one output being the inverse or complement of\nthe other, and two inputs. A pulse on one of the inputs to take on a particular logical state.\nThe outputs will then remain in this state until a similar pulse is applied to the other input.\nThe two inputs are called the Set and Reset input (sometimes called the preset and clear\ninputs)\n120"},{"book":"eGr12TG ICT.pdf","page":135,"label":"135","text":"Such flip flop can be made simply by cross coupling two inverting gates either NAND or\nNOR gate could be used Figure 1(a) shows on RS flip flop using NAND gate and Figure\n(b)\n121"},{"book":"eGr12TG ICT.pdf","page":136,"label":"136","text":"Competency 5: Uses operating systems to manage the functionality of computers.\nCompetency Level 5.1: Defines the term computer operating system (OS) and\ninvestigates its need in computer systems.\nTime: 04 periods\nLearning Outcomes:\n Defines the computer operating system\n Briefly describes the evolution of OS\n Identifies the main functions and the abstractions (directories, files and data)\nprovided by the operating system to the user\n Describes how the operating system manages the resources of a computer.\n Classifies the operating systems based on their users and tasks\nContents:\n Introduction to computer Operating System\n Evaluation of OS\n Main functions of an operating system:\no providing interfaces\no Process management\no Resource management\no Security and protection\n Classification of operating systems\no Single user – single task\no Single user – multi task\no Multi user – multi task\no Multi-threading\no Real time\no Time sharing systems\nConcepts and terms to be highlighted:\n Definition of operating system\n Main functions of operating system\n Classification of operating systems.\nGuidance for lesson plans:\n Discussion on the need of computer operating systems.\n Discussion on the main functionality of computer operating systems\n Discuss and demonstrate the types of operating systems\nGuidance for assessments and evaluations:\n122"},{"book":"eGr12TG ICT.pdf","page":137,"label":"137","text":" Divide the class into groups and provide the topics (need of OS, main functions of\nOS, Types of OS etc.) to each group ask them to prepare presentation and present\nit.\nQuality inputs:\nComputers, OS CDs or DVDs, Internet facility\nReading Material\nIntroduction to Computer operating system\nAn operating system (OS) is a system software that provides a virtual machine(hides\nhardware details, provides an interface to applications and end users), manages\ncomputing resources (keeps track of resource usage, grants/revokes permissions for\nresources), and executes application software.\nEvolution of Operating System\n1) No OS (late 1940s – mid 1950s)\n◦ Serial Processing – processed programs one after another\n◦ Single user system.\n◦ Programmer/User directly interacted with the hardware.\n◦ No operating system.\n◦ Programs loaded directly into computer\n◦ Machines run from a console with display lights, toggle switches.\n123"},{"book":"eGr12TG ICT.pdf","page":138,"label":"138","text":"Features:\n Manual Program\nScheduling\n uniprogramming\n processor sat idle\nwhen loading programs\nand doing I/O\n2) Simple Batch System\n◦ Introduced to maximize the processor utilization\n◦ Programs recorded in a magnetic tape with an inexpensive machine\n◦ OS loaded and executed programs in tape one at a time\n◦ When the current program ended execution, its output was written to another\ntape and OS loaded next program\n◦ At the end of entire batch of programs, output tape was printed with an\ninexpensive machine\n(Source: https://www.clir.org/pubs/reports/pub54/2what_wrong.html)\nFeatures\n• No direct access to hardware\n• Uniprogramming\n• High response time\n• Processor sat idle during I/O\n3) Multi-Programmed batch Systems\n◦ Central theme of modern OS\n◦ Introduce in 3rd generation to minimize the processor idle time during I/O\n◦ Memory is partitioned to hold multiple programs\n◦ When current program waiting for I/O, OS switches processor to execute\nanother program in memory\n124"},{"book":"eGr12TG ICT.pdf","page":139,"label":"139","text":"◦ If memory is large enough to hold more programs, processor could keep\n100% busy\n4) Time Sharing System\n◦ Introduced to minimize the response time and maximize the user interaction\nduring program execution\n◦ Uses context switching\n◦ Enables to share the processor time among multiple programs\n◦ Rapidly switching among programs, credits illusion of concurrent execution\nof multiple programs\nFollowing are some of important functions of an operating System.\n Process Management\n Resource Management ,(Memory, I/O device, Storage)\n User Interfacing\n Security Protection\nDifferent types of Operating Systems\n(Based on the users and Tasks)\nDifferent types of Operating Systems(Based on the users)\n• Single user - Facilitates single user to use the system at a time\n• Multi User-Facilitates multiple users to use the system at a time\nDifferent types of Operating Systems(Based on Number of tasks)\n• Single Task – Executes only one program at atime\n• Multi Task - Executes multiple programs at atime\nDifferent types of Operating Systems\n Single user-single task– A single task is performed by one user at a time.\n Single user-Multi task- Several programs are run at the same time by a single user.\n Multi user-Multi task – A multi-user operating system has been designed for more than\none user to access the computer at the same or different time.\n Multi-threading –\nA thread is also called a sub process. Threads provide a way to improve application\nperformance through the parallel execution of sub process.\n Real Time – OS is designed to run applications with very precise timing and with a high\ndegree of reliability.\n The main objective of real-time operating systems is their quick and predictable\nresponse to events.\n These types of OS are needed in situations where downtime is costly or a program\ndelay could cause a safety hazard.\n Time Sharing Systems–\no Processor’s time is shared among multiple users/applications\nFeatures of Timesharing operating systems are as follows:\no Provides quick response\no Reduces CPU idle time\n125"},{"book":"eGr12TG ICT.pdf","page":140,"label":"140","text":"Competency 5: Uses operating systems to manage the functionality of computers.\nCompetency Level 5.2: Explores how an operating system manages directories/folders\nand files in computers.\nTime: 06 periods\nLearning Outcomes:\n Describes files and directories\n Briefly describes the need of disk formatting\n Identifies the need for file types\n Lists attributes of file and directories\n Describes the structure of the file systems\n Illustrates the organization of files and directories\n Briefly describes the methods used in file security\n Briefly describes how an operating system manages file security\n Briefly explains\no Contiguous allocation\no Linked allocation and\no Indexed allocation\n Describes defragmentation and explains how it occurs\nContents:\n File types\no Need for file types (.exe, .jpg .txt, etc.)\n Directory and file organization\no File hierarchy\no File systems – FAT etc.\n File security\no Passwords and access privileges\n File storage management\no Storage allocation\no Contiguous allocation\no Linked allocation\no Indexed allocation\n Defragmentation\n Maintenance of secondary storage\no Need and outcome of disk formatting\nConcepts and terms to be highlighted:\n Different file types with their extension\n File storage management and storage allocations\n Needs for maintenance of secondary storage\n126"},{"book":"eGr12TG ICT.pdf","page":141,"label":"141","text":"Guidance for lesson plans:\n Discuss on files and directories\n Group the students and provide them various types of files and ask the group them\nand present their findings\n Then discuss the file types\n Discuss the file storage management and file storage allocation\n Discuss the need for maintenance of secondary storage\nGuidance for assessments and evaluations:\n Divide the class into groups and provide assignments, to collect various files and\ngroup them according to the types and ask them develop presentation and present\nthem\nQuality inputs:\n Computers, Internet facility, a collection of different types of files\nReading Material\nFiles\nA file is a named collection of related information, usually a sequence of bytes\nA file can be viewed in two different ways.\n• Logical (programmer’s) view: how the users see the file.\n◦ Liners collection of records.\n◦ Image File – cells(pixels) of intensity values\n◦ Linear sequence of bytes.\n• Physical (operating system) view: how the file is stored on secondary storage.\n◦ Many possibilities, not necessarily contiguous\nFile Attributes\nEach file has an associated collection of information(attributes)\n• file name\n• type (e.g., source, data, executable)\n• Owner\n• location(s) on the secondary storage.\n• organization (e.g. sequential, indexed, random)\n• access permissions – who is permitted to read/write/delete data in the file.\n• time and date of creation, modification, last access\n• file size\n127"},{"book":"eGr12TG ICT.pdf","page":142,"label":"142","text":"File Types\nOne of the possible implementation techniques of file type is to include the type as\nan extension to the file name.\nFile can be classified into various types based on the content.\n• Executable(.exe)\n• Text(.txt, .docx, …etc)\n• Image(.bmp, .png, .jpeg, …etc)\n• Video (.vob, .flv, .swf,…etc)\n• Audio (.wav, .mp3,…etc)\n• Compressed( .rar, .zip,…etc)\nDirectory and file organization\nDirectories are continues used to organize files logically.\nFile Structure\nA File Structure is a format that the operating system can understand.\n A file has a certain defined structure according to its type.\n A text file is a sequence of characters organized into lines.\n An object file is a sequence of bytes organized into blocks that are understandable\nby the machine.\nFile Systems\nA file system is used to control how data is stored and retrieved.\nFAT (File Allocation Table)\n FAT is the file systems introduced with Microsoft Disk Operating System (MS DOS).\n FAT uses a File Allocation Table (FAT) to keep track of files in the storage devices\n FAT and the root directory reside at a fixed location of the volume so that the\nsystem's boot files can be correctly located.\nTo protect a volume, two copies of the FAT are kept.\nNTFS (New Technology File System) is a proprietary file system developed by Microsoft.\nThis is improvement of FAT.\nThis improvement includes\n The capability to recover from some disk-related errors automatically, which FAT\ncannot.\n Support with Unicode encoding system\n Improved support for larger hard disks.\n Better security as permissions and encryptions are used to restrict access to\nspecific files to approved users.\n128"},{"book":"eGr12TG ICT.pdf","page":143,"label":"143","text":"File Security\n Passwords\n Access privileges\nAuthentication\nAuthentication refers to identifying each user of the system and associating the executing\nprograms with those users. It is the responsibility of the Operating System to create a\nprotection system which ensures that a user who is running a particular program is\nauthentic. Operating Systems generally identifies/ authenticates users using following\nthree ways:\n Username / Password - User need to enter a registered username and password\nwith Operating system to login into the system.\n User attribute - fingerprint/ eye retina pattern/ signature - User need to pass\nhis/her attribute via designated input device used by operating system to login into\nthe system.\nDisk Fragmentation\nFragmentation is the unintentional division of Disk into many small free areas that\ncannot be used effectively due to scattered storage of file fragments.\nDefragmentation\nDefragmentation is a process that locates and eliminates file fragments by rearranging\nthem.\nBefore Defragmentation After Defragmentation\n(Source: https://www.auslogics.com/en/articles/defragmentation/)\nFile Storage Management\n Space Allocation\nFiles are allocated disk spaces by operating system. Operating systems deploy following\nthree main ways to allocate disk space to files.\no Contiguous Allocation\no Linked Allocation\no Indexed Allocation\nContiguous Allocation\nAllocate disk space as a collection of adjacent/contiguous blocks. This technique needs\nto keep track of unused disk space.\n129"},{"book":"eGr12TG ICT.pdf","page":144,"label":"144","text":"Features:\n• Simple.\n• Easy Access.\n• File size is not known at the\ntime of creation.\n• Extending file size is difficult\n• External fragmentation\n(free unusable space between allocation)\nLinked Allocation\nInside each block a link is maintained to point to where the next block of the file is.\nFeatures:\n• No external fragmentation.\n• Files can grow easily.\n• Many seek are required to access file data\nExample:\nMSDOS FAT file system\n130"},{"book":"eGr12TG ICT.pdf","page":145,"label":"145","text":"Indexed Allocation\nCreates a table of pointers(index) at the time of the file creation. This table is\nmodified as new blocks are allocated for the file or removed from the file.\nThe index table is also saved in a block/s.\nExample : UNIX file system\nFeatures\n File ends at nil pointer\n No external fragmentation\n Each block contains pointer to next block\n No compaction, external fragmentation\nMaintenance of Secondary storage\nSecondary storage is the non-volatile repository for both user and system data and\nprograms.\nSecondary storage is typically used to store\n◦ Source program\n◦ Executable programs\n◦ Data for the program\n◦ Temporary data\nDisk formatting\nFormatting is the process of preparing a data storage device for initial use which may also\ncreate one or more new file systems.\nThe first part of the formatting process that performs basic medium preparation is often\nreferred to as \"low-level formatting”. Partitioning is the common term for the second part of\nthe process, making the data storage device visible to an operating system.\nThe third part of the process, usually termed \"high-level formatting\" most often refers to\nthe process of generating a new file system.\n131"},{"book":"eGr12TG ICT.pdf","page":146,"label":"146","text":"1. Recovery of data from a formatted disk\nAs file deletion is done by the operating system, data on a disk are not fully erased during\nevery high-level format. Instead, links to the files are deleted and the area on the disk\ncontaining the data is retains until it is overwritten.\n132"},{"book":"eGr12TG ICT.pdf","page":147,"label":"147","text":"Competency 5: Uses operating systems to manage the functionality of computers.\nCompetency Level 5.3: Explores how an operating system manages processes in\ncomputers.\nTime: 06 periods\nLearning Outcomes:\n Explains processes\n Lists the operating system tasks when a process is created\n Lists the types of processes\n Lists the process states\n Explains process termination\n Distinguishes a process and a program\n Explains process states using the seven state process transition diagrams\n Describes process schedulers and scheduling policies\n Compares long, short and medium term schedulers\n Describes multi programming and its needs\n Describes time sharing systems\n Compares multi programming vs. time sharing systems\n Defines context switch\n Briefly explains turnaround time, response time, throughput time and waiting time\n Briefly explains the process control block and lists its contents\nContents:\n Definition of process\n Interrupts and interrupts handling\n Process management\n Process states\n Process Transitions\n Process control block\n Context switching\n Process schedulers\nConcepts and terms to be highlighted:\n Definition of process\n Difference between process and program\n Concept of interrupt and interrupt handling\n Five states of process\n The need and the contents of process control block\n Types of process schedulers\nGuidance for lesson plans:\n Discussion on the need of computer operating systems.\n133"},{"book":"eGr12TG ICT.pdf","page":148,"label":"148","text":" Discussion on the main functionality of computer operating systems\n Discuss and demonstrate the types of operating systems\nGuidance for assessments and evaluations:\n Divide the class into groups and provide the topics (need of OS, main functions of\nOS, Types of OS etc.) to each group ask them to prepare presentation and present\nit.\nQuality inputs:\nComputers, OS CDs or DVDs, Internet facility\nReading Material\nWhat is Process?\n Process is a fundamental concept in modern operating systems.\n A process is basically a program in execution.\n Process is not a program. A program may have many processes.\nType of processes\n• I/O bound processes\n• Processor bound processes\nProcess requirements\nThe process must have (at least):\n• ID\n• Executable code\n• Data needed for execution\n• Execution context (PC, priorities, waiting for I/O or not)\nProcess creation\nReasons for process creation:\n• New batch job\n• User starts a program\n• OS creates process to provide a service\n• Running program starts another process\nProcess Termination\n• On process termination, OS reclaims all resources assigned to the process.\n• Reasons for process termination:\n• Normal termination,\n• Execution time-limit exceeded,\n• A resource requested is unavailable,\n• An execution error\n• A memory access violation,\n• An operating system or parent process request\n• Parent process has terminated.\n134"},{"book":"eGr12TG ICT.pdf","page":149,"label":"149","text":"These and many other events may either terminate the process, or simply return an error\nindication to the running process. In all cases, the operating system will provide a default\naction which may or may not be process termination.\nInterrupts\n Interrupt is an event that alters the sequence of execution of process.\n Interrupt can occur due to a time expiry an OS service request I/O completion.\n For example when a disk driver has finished transferring the requested data, it\ngenerates an interrupt to the OS to inform the OS that the task is over.\n Interrupts occur asynchronously to the ongoing activity of the processor. Thus the\ntimes at which interrupts occur are unpredictable.\nInterrupt Handling\nGenerally I/O models are slower than CPU. After each I/O call, CPU has to sit idle until\nI/O device complete the operation, and so processor saves the status of current process\nand executes some other process. When I/O operation is over, I/O devices issue an\ninterrupt to CPU then stores the original process and reserves execution.\nProcess Management\nIn multiprogramming environment, the OS decides which process gets the processor when\nand for how much time. This function is called process scheduling. An Operating System\ndoes the following activities for processor managements:\n• Keeps tracks of processor and status of process. The program responsible for this\ntask is known as traffic controller.\n• Allocates the processor (CPU) to a process.\n• De-allocates processor when a process is no longer required.\nProcess State\n Seven State Process Transition diagrams\n(Source: http://faculty.simpson.edu/lydia.sinapova/www/cmsc335/cmsc335-01/CH03-Processes.html)\nProcess Transitions\n135"},{"book":"eGr12TG ICT.pdf","page":150,"label":"150","text":"The operating system’s role is to manage the execution of existing and newly created\nprocesses by moving them between the two states until they finish.\nFor simplicity (of both understanding and implementation) modern operating systems\nsupport the idle process which is always ready to run, and never terminates.\nNewly created processes are created and marked as ready, and are queued to run.\nAs the single running process terminates or is interrupted, it is marked as\nReady by the operating system, and the next Ready process is commenced\n(or continued).\nHere the operating system has the role of a dispatcher: dispatching work for the processor\naccording to some defined policy addressing fairness, priority, apparent “interactivity‘”\nProcess Control Block (PCB)\nA Process Control Block is a data structure maintained by the Operating System for every\nprocess. The PCB is identified by an integer process ID (PID). A PCB keeps all the\ninformation needed to keep track of a process as listed below in the table:\nNO Information & Description\n1 Process State\nwhatever.\nThe current state of the process i.e., whether it is ready, running, waiting, or\n2 Process ID\nUnique identification for each of the process in the operating system.\n3 Program Counter\nProgram Counter is a pointer to the address of the next instruction to be\nexecuted for this process.\n4 CPU registers\nrunning state.\nVarious CPU registers where process need to be stored for execution for\n5 Memory management information\nThis includes the information of page table, memory limits, Segment table\ndepending on memory used by the operating system.\n6 IO status information\nThis includes a list of I/O devices allocated to the process.\n136"},{"book":"eGr12TG ICT.pdf","page":151,"label":"151","text":"The architecture of a PCB is completely dependent on Operating System and may contain\ndifferent information in different operating systems.\nHere is a simplified diagram of a PCB:\nProcess ID\nState\nPointer\nPriority\nProgram Counter\nCPU Register\nI/O Information\nAccounting Information\netc\nThe PCB is maintained for a process throughout its lifetime, and is deleted once the\nprocess terminates.\nGenerally I/O models are slower than CPU. After each I/O call, CPU has to sit idle until\nI/O device complete the operation, and so processor saves the status of current\nprocess and executes some other process. When I/O operation is over, I/O devices\nissue an interrupt to CPU then stores the original process and reserves execution.\nContext Switching\n• A context switch is the mechanism to store and restore the state or context of a\nCPU in Process Control block so that a process execution can be resumed from the\nsame point at a later time.\n• Using this technique a context switcher enables multiple processes to share a\nsingle CPU. Context switching is an essential part of a multitasking operating\nsystem features.\n• When the scheduler switches the CPU from executing one process to execute\nanother, the context switcher saves the content of all processor registers for the\nprocess being removed from the CPU, in its process control block.\n• Context switch time is pure overhead.\n• Context switching can significantly affect performance as modern computers have a\nlot of general and status registers to be saved.\n137"},{"book":"eGr12TG ICT.pdf","page":152,"label":"152","text":"(Source:-https://www.gitbook.com/book/ayushverma8/test-book/details)\nTypes of Scheduling\n• Long-term scheduling (Job scheduling): It determines which programs are\nadmitted to the system for processing. Job scheduler selects processes from\nthe queue and loads them into memory for execution. Process loads into the\nmemory for CPU scheduling.\n• Medium-term scheduling: Medium term scheduling is in charge of swapping\nprocesses between the main memory and the secondary storage.\n• Short-term scheduling (low-level scheduling): Determines which ready\nprocess will be assigned the CPU when it next becomes available.\nLong-term scheduling (Job scheduling)\n• Determines which processes are admitted to the system for processing\n• Controls the degree of multiprogramming\n• If more processes are admitted\n• better CPU usage\n• less likely that all processes will be blocked\n• The long term scheduler may attempt to keep a mix of processor-bound and I/O-\nbound processes.\nMedium-Term Scheduling\n• Swapping decisions based on the need to manage multiprogramming\n• Done by memory management software\nShort-Term Scheduling\n• Determines which process is going to execute next (also called CPU scheduling)\n• The short term scheduler is known as the dispatcher\n• Dispatching the CPU to the process\n138"},{"book":"eGr12TG ICT.pdf","page":153,"label":"153","text":"Scheduler Comparison\nLong Term\nShort Term\nMedium Term\nScheduler\nScheduler\nScheduler\nJob Scheduler CPU scheduler Processes swapping scheduler\nSelects processes from a\npool and loads them into\nthe memory for execution\nSelects those processes\nwhich are ready to\nexecute for dispatching\nSwapped out/Re-introduces\nthe processes into memory\nand execution can be\ncontinued.\nControls the degree of\nmultiprogramming\nProvides lesser control\nover the degree of\nmultiprogramming\nControls the degree of\nmultiprogramming\nSpeed is lesser than\nshort term scheduler\nSpeed is fastest among\nother two\nSpeed is in between (short and\nlong term schedulers)\nProcess Schedulers\nAssigning the processor to the processes.\n• Turnaround time : Time required for a particular process to complete, from\nsubmission time to completion.\n• Response time : The time taken in an interactive program from the issuance of a\ncommand to the commence of a response to that command.\n• Throughput : Number of processes completed per unit time. May range from 10 /\nsecond to 1 / hour depending on the specific processes.\n• Waiting time : How much time a process spends in the ready queue waiting its\nturn to get on the CPU.\nScheduling Policies\n◦ Non-preemptive\n◦ Once a process is in the running state, it will continue until it\nterminates or blocks itself for I/O.\n◦ Preemptive\n◦ Currently running process may be interrupted and moved to the\nReady state by the OS.\n◦ Allows for better service since any one process cannot monopolize\nthe processor for very long\n139"},{"book":"eGr12TG ICT.pdf","page":154,"label":"154","text":"Competency 5: Uses operating systems to manage the functionality of computers.\nCompetency Level 5.4: Explores how an operating system manages the resources\nTime: 06 periods\nLearning Outcomes:\n Briefly explains the need of memory management and memory management unit\n(MMU).\n Briefly explains the virtual memory.\n Briefly explains paging and mapping\n Briefly describes how an OS manages Input and output devices\n Briefly describes device drivers\n Briefly describes the need of device drivers\n Briefly describes spooling\n Installs appropriate device drivers when connecting a peripheral\nContents:\n Memory management\no Memory management unit(MMU)\no Physical Memory\no Virtual memory\n Input and output device management\no Device drivers\no Spooling\nReading Material\nMemory Management\nMemory management is the functionality of an operating system which handles or\nmanages primary memory and moves processes back and forth between main memory\nand disk during execution.\nMemory management keeps track of each and every memory location, regardless\nof either it is allocated to some process or it is free. It checks how much memory is to be\nallocated to processes. It decides which process will get memory at what time. It tracks\nwhenever some memory gets freed or unallocated and correspondingly it updates the\nstatus.\nAn Operating System does the following activities for memory management:\n• Keeps tracks of primary memory, i.e., what part of it are in use by whom, what part are\nnot in use.\n• In multiprogramming, the OS decides which process will get memory when andhow\nmuch.\n140"},{"book":"eGr12TG ICT.pdf","page":155,"label":"155","text":"• Allocates the memory when a process requests it to do so.\n• De-allocates the memory when a process no longer needs it or has been terminated.\nMemory Management Unit (MMU)\nHardware device that maps virtual to physical address\n■In MMU scheme, the value in the relocation register is added to every address generated\nby a user process at the time it is sent to memory.\n■The user program deals with logical addresses; it never sees the\nReal physical addresses.\nMMU uses the following mechanism to convert virtual address to physical address.\n The value in the base register is added to every address generated by a user\nprocess, which is treated as offset at the time it is sent to memory. For example, if\nthe base register value is 10000, then an attempt by the user to use address\nlocation 100 will be dynamically reallocated to location 10100.\n The user program deals with virtual addresses; it never sees the real physical\naddresses.\nPaging\n Logical address space of a process can be non-contiguous; process is allocated\nphysical memory whenever the latter is available\n Divide physical memory into fixed-sized blocks called frames (size is power of 2,\nbetween 512 bytes and 8192 bytes)\n Divide logical memory into blocks of same size called pages.\n Keep track of all free frames\n To run a program of size n pages, need to find n free frames and\nload program\"\n Set up a page table to translate logical to physical addresses\"\n Internal fragmentation\"\n141"},{"book":"eGr12TG ICT.pdf","page":156,"label":"156","text":"Mapping\nThe operating system takes care of mapping the logical addresses to physical addresses\nat the time of memory allocation to the program.\nThe runtime mapping from virtual to physical address is done by the memory management\nunit (MMU) which is a hardware device.\nVirtual memory\n• Is it necessary to load an entire program to the memory for execution?\n• If the size of the program is larger than the available memory how can it be\nexecute?\nVirtual memory is partitioned in to equal size pages.\nMain memory is also partitions into equal size page frames.\nSize of a page = size of a page frame\nPrograms are also partitioned into pages at the time of loading.\n• Process runs on a virtual machine as defined by the underlying hardware.\n• Focus is on Hardware support for a virtual address space\n• virtual addresses independent of physical memory\n• Key hardware component is the Memory Management Unit (MMU)\n• address translation: virtual to physical memory\n• ensures virtual address space protection\nVirtual memory serves two purposes.\nFirst, it allows us to extend the use of physical memory by using disk.\nSecond, it allows us to have memory protection, because each virtual address is\ntranslated to a physical address.\n142"},{"book":"eGr12TG ICT.pdf","page":157,"label":"157","text":"Virtual memory – Goals\n• Allow applications larger than physical memory to execute.\n• Run partially loaded programs – Entire program need not to be in memory all the\ntime.\n• Degree of Multiprogramming: Many programs simultaneously reside in memory.\n• Application Portability:\n• Applications should not have to manage memory resources\n• Program should not depend on memory architecture.\n• Permit sharing of memory segments or regions.\n• For example, read-only code segments should be shared between program\ninstances.\nInput and output Device Management\n Device driver\nDevice driver is software.\nThe computer communicates with peripheral devices through device drivers.\nA driver provides a software interface to hardware devices, enabling operating systems\nand other computer programs to access hardware functions without knowing the precise\nhardware details.\nDevice drivers depends on both the hardware and the operating system loaded in to the\ncomputer\n Spooling\nSpooling is an acronym for simultaneous peripheral operations on line. Spooling\nrefers to putting data of various I/O jobs in a buffer. This buffer is a special area in memory\nor hard disk which is accessible to I/O devices.\nAn operating system does the following activities related to distributed environment:\n Handles I/O device data spooling as devices have different data access rates.\n Maintains the spooling buffer which provides a waiting station where data can rest\nwhile the slower device catches up.\n143"},{"book":"eGr12TG ICT.pdf","page":158,"label":"158","text":" Maintains parallel computation because of spooling process as a computer can\nperform I/O in parallel fashion. It becomes possible to have the computer read data\nfrom a tape, write data to disk and to write out to a tape printer while it is doing its\ncomputing task.\n(Source: https://www.tutorialspoint.com/operating_system/os_quick_guide.htm)\nAdvantages\n The spooling operation uses a disk as a very large buffer.\n Spooling is capable of overlapping I/O operation for one job with processor\noperations for another job.\n144"},{"book":"eGr12TG ICT.pdf","page":159,"label":"159","text":"Competency 6:\nExplores the data communication and computer networking technologies to share\ninformation effectively\nCompetency Level 6.1 -Explores signals and their properties:\nNo of periods: 03\nLearning Outcomes:\n Graphically represents digital and analog signals and their properties\n Solves problems related to the relationship between signal properties\nContents:\n Signal Type\nDigital\nAnalog\n Properties\nAmplitude\nFrequency\nWave length\nPropagation speed in a media\nReading Material\nIntroduction to data communication\nData communication is the process of transmitting data between two or more\ncommunicating devices over some transmission media. Establishing such connections\nbetween computing devices is called computer networking.\nA Communication Model\nSource (Sender) Transmission System Destination (Receiver) hands over it to the application\n- Generates and prepares data to be transmitted\n- Responsible for transmitting data towards destination\n- Receives data from the transmission system and\nComputer Network: A computer network consists of two or more computers that are linked\ntogether using a communication medium in order to share resources.\nSignals: A signal is an electronic voltage or current, which varies with time. It is used to\ntransfer data from one end to another.\nAnalog signal: Analog signals are in continuous wave form in nature and represented by\ncontinuous electromagnetic waves. Examples of such signals are sound, light and\ntemperature etc.\nAn analog signal\n145"},{"book":"eGr12TG ICT.pdf","page":160,"label":"160","text":"The Digital signal\nDigital signal: Digital stands for discrete values and hence it means that they use specific\nvalues to represent any information. In digital signal, only two values are used\nto represent something i-e: 1 and 0 (binary values).\nProperties of signals\nAmplitude : The height of the wave measured in meters\nFrequency : The number of complete waves that pass a point in one\nSecond, Measured in Hertz (Hz)\nWavelength : The distance between adjacent crests, measured in meters\nPhase : phase is a position of a point in time (instant) on\na waveform cycle.\n Propagation speed in a media\nThe speed at which a wave propagates through a given medium .The propagation\nspeed also varies from medium to medium depending on the properties of the\nmedium.\nCompetency Level 6.2 – Explores signal transmission media\nNo of periods: 03\nLearning Outcomes:\nDescribes how latency, bandwidth, noise, attenuation, and distortion affect signal\ntransmission\ntransmission\nDescribes how latency, bandwidth, noise, attenuation, and distortion affect signal\nContents:\nWires – Guided media (Twisted pair, coaxial cable, Fiber optics etc.)\n Free space – Unguided media\n Properties\no Latency\no Bandwidth\no Noise\no Attenuation\no Distortion\n Simple topology: point-to-point connection\n146"},{"book":"eGr12TG ICT.pdf","page":161,"label":"161","text":"Reading Material\n Wires – A wire is the physical medium used to transfer data from one network\ndevice to another. Wires are often called guided media because they guide the data\ntransfer data from one point to another without altering the frequencies, data\nimpairment are therefore reduced. Examples of guided media include Twisted pair\n(UTP and STP), Coaxial Cables, Fiber Optic Cables etc.\n Free space – (wireless transmission or unguided media): signals are spread in to\nthe atmosphere (air), data can spread to any direction. Examples for wireless\ncommunication include radio transmission, satellite transmission etc.\nSignal Properties\no Latency: Network Latency is an expression of how much time it takes for\na unit of data to travel from one point to another. Latency is usually measured in\nmilliseconds.\no Bandwidth: Bandwidth is a range of frequencies and measured in Hertz.\no Noise: Noise is a received signal that makes no sense.\no Attenuation: attenuation is the reduction of the signal energy as it travels\nthrough the given medium.\no Distortion: Distortion is alteration (distort) of properties of a transferred signal\ncaused by the capacitance and inductance of the communication medium.\no Simple topology: point-to-point connection: A Point-to-point topology connects\ntwo networking devices such as computers, switches, routers, or servers\nconnected back to back using a single piece of cable.\n147"},{"book":"eGr12TG ICT.pdf","page":162,"label":"162","text":"Competency Level 6.3\nNo of periods: 04\n Learning Outcomes:\n Graphically represents encoding of digital data using two voltage levels as well as\nManchester encoding\n Describes the possibility of using the changes in frequency and phase as signal\nelements\n Explains the need for synchronization and describes the problems that arise when the\ntransmitter and the receiver are not synchronized\n Describes how the parity bit enables detecting a bit error\nContents:\n Agreeing on signal elements to represent data (a protocol)\no Two simple elements – two voltage levels (amplitudes)\no Other possibilities (briefly)\n Frequency\n Phase\no Changing speed of signal elements.\no Need for synchronization\no Timing/Clocks\n Manchester encoding\no Handling errors\n Example: Parity\nReading Material\n Modulations: Modulation is the technique used to send information by modifying the\nbasic characteristics such as frequency, amplitude and phase, of an electromagnetic\nsignal (modulating signal) by attaching it to a higher frequency signal (carrier signal),\nproducing a modulated signal. The most commonly used method is the Pulse Code\nModulation (PCM).\no Amplitude Modulation (AM)\nAmplitude of carrier signal varies according to the amplitude of\nmodulating signal. The frequency or phase of the carrier signal\nremains unchanged.\n148"},{"book":"eGr12TG ICT.pdf","page":163,"label":"163","text":" Frequency Modulation (FM)\nThe carrier signal frequency changes according to the\nfrequency of the Modulating signal.\n Phase Modulation (PM)\nThe phase of a carrier signal is modulated in order to reflect the changes in voltage\n(amplitude) of an analog data signal\nT\n Digital-to-Analog Conversion\nIf the modulating signal is a digital signal, then three modulation schemes can be used:\n Amplitude Shift Keying (ASK)\nIn this conversion technique, the amplitude of an analog carrier signal is modified\nto reflect binary data. When binary data represents digit 1, the amplitude is held at\n1, otherwise it is set to 0. Both frequency and phase remain same as in the\noriginal carrier signal\n Frequency Shift Keying (FSK)\nIn this conversion technique, the frequency of the analog carrier signal is modified to\nreflect\nbinary data.\n Phase Shift Keying (PSK)\nIn this conversion scheme, the phase of the original carrier signal is altered to reflect\nthe binary data.\no Synchronization: synchronization is used to ensure that the data streams are received\nand transmitted correctly between two devices. Usually a clock signal is transmitted in\nsequence with a data stream to maintain proper signal timing.\no\n149"},{"book":"eGr12TG ICT.pdf","page":164,"label":"164","text":"o Signal Encoding Schemes:\no Non-return to Zero Level (NRZ-L): is an encoding scheme in which two\ndifferent voltages for 0 and 1 bits are used to represent data and remain\nconstant during a bit interval.\no Non-return to Zero Inverted (NRZ-I): in this encoding scheme, in which a\n“1\" is represented by a transition of the physical level, while a \"0\" has no\ntransition.\no Manchester encoding: in Manchester encoding voltage changes from low\nto high\nor high to low in the middle of the signal.\n Error Control: During data transmission, sometimes data bits may get flipped\ndue to various reasons. In such situations the data bit received is in error.\nError detection is the process of identifying that the data bit has been\naltered during transmission. Error correction and recovery mechanisms are\nused to correct the data bits received in error and to recover the actual data\nbits.\n Parity Check: is one simple error detection mechanism where an extra bit of\ndata is added and sent along with the original data bits to make number of 1s\nin the data as either even in the case of even parity, or odd in the case of\nodd parity\n150"},{"book":"eGr12TG ICT.pdf","page":165,"label":"165","text":"Competency Level 6.4: Explores the use of Public Switched Telephone Network (PSTN)\nto connect two remote devices\nNo of periods: 04\nLearning Outcomes:\n Describes a PSTN as an analog voice carrying line\n Describes how modems modulate analog signals so that they can be sent along a\nPSTN line\n Draws a schematic diagram depicting two computers connected using modems via a\nPSTN line\nContents:\n Public Switched Telephone network\n Providing a circuit between two points that can carry analog voice\n Modulation, Demodulation and Modems\n Encoding data using analog signal elements\n Connecting two devices using Modems\nReading Material\n Public Switched Telephone network (PSTN)\no PSTN – Dial Up Connections: Requires a modem and a phone line to dial\ninto a service provider’s node, in order to get the connection\n Modulation, Demodulation and Modems: Modems are the devices used to modulate\nthe digital signal in to analog signal (called modulation) and then send the\nmodulated signal over the telephone lines. At the receiver, the modems are then\nused again to convert the analog signal to digital signal (Demodulation) therefore\nthe receiving device can receive the data correctly.\n Different modulation schemes are used to modulate data and Pulse Code\nModulation (PCM) is one method in which the samples of an analog signal are\ntaken (called a pulse amplitude modulated signal) and then are shown that the\noriginal signal can be constructed at the receive end using these samples.\n151"},{"book":"eGr12TG ICT.pdf","page":166,"label":"166","text":"Competency Level 6.5\nNo of periods: 03\nLearning Outcomes:\n Public Switched Telephone network\n Providing a circuit between two points that can carry analog voice\n Modulation, Demodulation and Modems\no Encoding data using analog signal elements\no Connecting two devices using Modems\no Demonstrate the simplicity of a Bus\no Draws diagrams of different topologies\no Describes the use of Hubs and Switches to simplify the wiring of a network and\ncompares/ contrasts their functionalities\nContents:\n All-to-all connections are impractical\n A solution: Bus Topology\no Simple\no Problem: Controlling access to the bus (media)\n Other topologies\no Star\no Ring\no Switches\nReading Materials\n• Bus Topology: A bus topology consists of a main run of cable with terminators at\neach end. All nodes (file server, workstations, and peripherals) are connected to the\nlinear cable. Access to the shared common communication medium by nodes is a\nproblem when multiple nodes try to access the medium at the same time.\n• Star Topology: A star topology is designed with each node is (file server,\nworkstations, and peripherals) connected directly to a central network hub or\nswitch.\n• Ring Topology: in a ring topology each station is directly connected only to two of\nits neighbors. Messages sent between two stations pass through all of the stations\nin between (clockwise or counterclockwise).\n• Mesh Topology: In this type of topology, a host is connected to one or multiple\nhosts. This topology has hosts in point-to-point connection with every other host or\nmay also have hosts which are in point-to-point connection with few hosts only.\n• Switches and hubs: Hubs and switches are common network devices that function\nas a common connection point for network devices that make up a network. A\nswitch receives data in one of its incoming connections and forwards the data only\non the outgoing connection which connects to the destination device. A hub\nreceives data in one of its incoming connections and then shall forward the data to\nall of its outgoing connection. In this way a switch is a more intelligent device than a\nhub.\n152"},{"book":"eGr12TG ICT.pdf","page":167,"label":"167","text":"Competency Level 6.6- Explores the role of a Media Access Control (MAC) protocol\nNo of periods: 04\nLearning Outcomes:\n Describes the need to uniquely name devices (addresses) so that the sender and\nthe receiver can be identified\n Explains the role of frames as the unit of transmission\n Describes the need of a protocol to ensure orderly access to media with respect\nto a bus\n Briefly describes the evolution of MAC protocols from ALOHA to Ethernet\nContents:\n Local Area Network (LAN)\n Identifying devices\no Addresses – MAC addresses\n Frames\n Orderly access to the media\no Very simple protocol as an example – ALOHA\no Improvements from ALOHA to Ethernet\n Broadcasting and unicasting messages\nReading Materials\n• Local Area Network (LAN): A local area network is a computer network that\ninterconnects computers within a limited area such as a residence, school,\nlaboratory, or a university campus.\n• Identifying devices: MAC addresses are unique addresses assigned each network\ninterface of a communicating device. MAC addresses are 48 bits long and are\ndivided in to 6 blocks separated by colons. Each block is 8 bits long and is further\ndivided in to two 4 bit blocks. Each four bit address is converted to hexadecimal\nnumber and a typical Mac address would look like 4A:8F:3C:4F:9E:3D. When\ndevices send and receive data over a network, MAC addresses enable the unique\nidentification of the device interface and the correct delivery of the data to the\nreceivers interface.\n• Frames: When data is generated at the source to be sent to the receiver over the\ncommunication link, at the Data link layer, data are encapsulated in to the Frame,\nwhere the data is inserted in to the frame and the MAC addresses of the sending\ndevice and the MAC address of the adjacent node are included in the header of the\nframe. Each frame is made depending on the quality of the link connecting ea pair\nof devices.\n• Protocol: a communication network protocol defines the order and the format of\ndata when the data is exchanged between two networking devices. Many protocols\nexist in the networking world and medium access control protocols enable the\norderly access to a common shared medium of communication. In bus topology, a\n153"},{"book":"eGr12TG ICT.pdf","page":168,"label":"168","text":"common medium is shared by many devices and a medium access control protocol\ncan ensure that the medium is accessed in an orderly manner therefore data\ncollisions are avoided.\n• ALOHA, Slotted ALOHA and Ethernet\n• Introduction to ALOHA and then the evolution of the slotted ALOHA\n• Ethernet, allows multiple access a common shared medium with the use of\nCSMA/CD\n• Broadcast and Unicast of messages: Broadcast of messages involves sending a\nmessage to larger set of recipients, whereas in unicast data is sent from one\ncomputer to another computer by including the unique address of the recipient in\nthe message itself.\n154"},{"book":"eGr12TG ICT.pdf","page":169,"label":"169","text":"Competency Level 6.7- Explores how the multiple networks are interconnected to form\nthe Internet\nNo of periods: 05\nLearning Outcomes:\n Explains the role of a gateway device in inter connecting two LANs\n Explain the need for a uniform, MAC protocol independent addressing scheme and how\nIP addresses play that role\n Describes the role of subnet masks\n Calculates subnet masks and IP address ranges given a block of IP addresses and\nnetwork sizes\n Describes the how DHCP is used to dynamically assign IP addresses\n Describes the role of routers in finding a suitable path from the sender to the receiver\n Explains packet switching and best effort delivery in IP networks\nContents:\n A device connected two or more networks – gateway\n Need for globally unique uniform addressing independent of MAC addresses and LAN\ntechnology\no IPv4 addresses\no Assigning IPs to networks\n Sub-netting\n Subnet masks\n CIDR notation\n Private IP addresses\n DHCP\no Scarcity of IPv4 addresses and IPv6 as a solution(an overview)\no Finding the path to the destination\no Routing and routers\no Packet switching\n Best effort delivery\n155"},{"book":"eGr12TG ICT.pdf","page":170,"label":"170","text":"Reading Material\n Gateway - A gateway is a router equipped with all the information\nwhich leads to route packets to the destination host.\n IP Address - IP addresses are unique addresses assigned to each device\non\nthe network. IP Version 4 (IPv4) is 32 bits long and can\naddress up to 4 billion devices. IP Version 6 (IPv6) is 128 bits\nlong and is plenty enough to address a huge number of\nnetworkable devices.\n Dotted decimal notation\n• For human convenience the IP address is written in dotted decimal notation\n The 32-bit address is divided into 4 groups of 8 bits (an octet or a byte)\n Each octet is written as a decimal number ranging from 0 to 255\n The decimal numbers are separated by periods, or dots\neg. 11000000 10100000 00100000 0000101\n192.160.32.5\n Class A networks\n• first octet starts with bit 0\n• first octet value ranges from 1 through 126\n• network mask is 8 bits, written /8 or 255.0.0.0\n• 1.0.0.0 through 126.0.0.0 are class A networks with 16777214 hosts each (2^24)\n Class B networks\n• first octet starts with binary pattern 10\n• first octet value range from 128 through 191\n• network mask is 16 bits, written /16 or 255.255.0.0\n• 128.0.0.0 through 191.255.0.0 are class B networks with 65534 hosts each (2^16)\n Class C networks\n• first octet starts with binary pattern 110\n• first octet value range from 192 through 223\n• network mask is 24 bits, written /24 or 255.255.255.0\n• 192.0.0.0 through 223.255.255.0 are class C networks with 254 hosts each (2^8)\n Two additional classes are class D and class E\n Assignment of IP addresses: All hosts in the same network are assigned the same\naddress prefix. Address prefixes are assigned by central authority and are obtained\nfrom ISPs. Within a network each host is assigned a unique suffix locally by the\nnetwork administrator.\n156"},{"book":"eGr12TG ICT.pdf","page":171,"label":"171","text":" Sub-netting: sub-netting is a technique used to overcome the problem of depletion of\nnetwork address of a 32 bit addressing scheme. In sub-netting each physical network\nis assigned 32-bit address mask, which is used to identify networks among other\nnetworks. All machines in the subnet should have the same subnet mask.\n Classless Inter Domain Routing (CDIR): instead of full class A, B or C networks,\norganizations can be allocated any number of addresses using this scheme. This\nscheme can help reducing the growth of the router tables.\n The vanishing IP address space: IPv4 has only 2^32 addresses.\nWith the ever-increasing demand for public IP addresses for Internet accesses, Internet\nwould run out of available IP addresses. IPV6 is proposed to fix the problem of the limited\naddress space of IPV4.\n Private IPs: Three sets of address ranges are used for private use.\n10.0.0.0 – 10.255.255.255 (10.0.0.0/8) – 16M addresses\n772.16.0.0 – 172.31.255.255 (172.16.0.0/12) - 1M addresses\n192.168.0.0 – 192.168.255.255 (192.168.0.0/16) – 64k addresses\n Dynamic Host Configuration Protocol (DHCP) server: is a protocol used to assign\nIP addresses to arriving hosts. Rather than a network administrator manually assigning\nan IP address to each arriving host, the DHCP will assign IP addresses automatically.\n Finding path to the Destination: When data leaves the source towards the\ndestination, it needs to be routed through a series of networking devices to reach\nthe destination. Routers take care of the job of routing the data from the source to\ndestinations. Routing is the process of finding an efficient path from a source to a\ngiven destination through the network. Routers are special networking devices that\nare capable of communicating with similar devices over the network, collaborate\namong themselves and find paths for arriving data. Routers maintain a table of\nreachable destinations through them and these tables are called routing tables.\nRouters exchange these routing tables with other routers in the network from time\nto time to update the route details.\n Packet Switching: When a message is generated at the source it is broken down\ninto smaller chunks called packets. Each packet is assigned unique information to\nidentify itself, switching information is added in the header of each packet and the\ntransmitted independent of other packets.\n157"},{"book":"eGr12TG ICT.pdf","page":172,"label":"172","text":"Competency Level- 6.8 Explores the role of transport protocols in the Internet\nNo of periods: 03\nLearning Outcomes:\n Explains that it is not sufficient to deliver a message from one IP address to another\nby demonstrating that the communication is from process to a process\n Explains that it is not sufficient to deliver a message from one IP address to another\nby demonstrating that the communication is from process to a process\n Explains the need for multiplexing messages and how port numbers identify the end\npoints\n Briefly describes the functionality of TCP and lists applications that use it\nContents:\n Delivering data from an application process to another application process\no Multiple applications at a host identified by an IP\nMultiplexing – multiple end points at the same IP\no Ports and port numbers\n UDP\n Properties\n Applications\n TCP\n Properties\n Applications\n Reading Material\nSince many network applications may be running on the same machine, computers\nneed something to make sure the correct software application on the destination\ncomputer gets the data packets from the source machine and some way to make\nsure replies get routed to the correct application on the source computer. Each\nprocess of a running application communicates to the underlying network through a\nspecially assigned interface called a port. Each port is assigned a unique number\ncalled port number and it is used in combination with the IP address of the device to\nidentify each process uniquely that is running on a given host. When processes\nrunning on different computers send data to the same destination, the port numbers\nof different processes and the IP addresses are used to identify the processes\ncorrectly. The process of combining the port numbers and the IP addresses and the\nidentifying the correct process is called multiplexing.\n• User Datagram Protocol: UDP is the no frills transport protocol for several well-\nknown application layer protocols such as DNS and SNMP. UDP is simple and\nsuitable for query based communications and it is not connection oriented. UDP\n158"},{"book":"eGr12TG ICT.pdf","page":173,"label":"173","text":"does not provide congestion control mechanism. UDP does not guarantee ordered\ndelivery of data.\n• Transmission Control Protocol: TCP provides a reliable in order delivery of data.\nIt is a connection oriented protocol and uses sequenced acknowledgment with\nretransmission of packets when necessary. TCP is used for applications such as\nweb, and email.\n159"},{"book":"eGr12TG ICT.pdf","page":174,"label":"174","text":"Competency Level 6.9: Explores some applications on the Internet\nNo of periods: 04\nLearning Outcomes:\n Describes the need for human friendly names instead of IP addresses\n Explains the role of DNS in translating names to IP addresses\n Graphically represent the hierarchical and distributed structure of the DNS\n Describes a simple GET request and its response in HTTP\n Describes the client server model using DNS and HTTP\nContents:\n Domain Name System (DNS)\no IP addresses are hard to remember\no Human friendly names\no Hierarchical name space\no Each domain is responsible for managing the names under it\no Top level domains\no HTTP\no Client Server model\nReading Material\n• Domain Name System (DNS): DNS provides directory lookup service for given urls and\nthe web addresses. The HTTP protocol uses the services of DNS to identify the\nmatching web addresses of given URLs.\nHTTP - The Hypertext Transfer\nProtocol (HTTP) is\nan application layer protocol for distributed,\ncollaborative, and hypermedia information systems. HTTP is the foundation of data\ncommunication for the World Wide Web.\nClient Server model: The client–server model is a distributed application structure that\npartitions tasks or workloads between the providers of a resource or service,\ncalled servers, and service requesters, called clients.\n160"},{"book":"eGr12TG ICT.pdf","page":175,"label":"175","text":"Competency Level :6.10 Investigates the role of reference models to describe the\nnetwork architecture\nNo of periods: 04\nLearning Outcomes:\n Describes the functions of layers of TCP/IP and OSI models\n Describes the data units in different layers(packet, frame and bit)\n Describes the data flow in a network using TCP/IP and OSI models\nContents:\n TCP/IP model\no Application\no Transport\no Internet\no Host to network\n OSI model\n Application\no Presentation\no Session\no Transport\no Network\no Data link\n Physical\nReading Material\nTCP/IP Protocol Architecture\n4 Application Layer- Consists of applications and processes that uses the\nnet work.\n3 Host- Host Transport Layer- Provides end to end data delivery services\n2 Internet layer –Defines the datagram and handles the routing of data\n1 Network Access Layer – consists of routing for accessing physical\nnetwork\n• Network Access Layer\n• lowest layer in TCP/IP hierarchy\n• provides the means to deliver data to the other devices on the network\n• defines how to use the network to transmit IP datagram\n• encapsulates IP datagram into frames\n• maps IP addresses to physical addresses in Ethernet\n• Internet Layer\n• manages connections across the network and isolates the upper layer protocols\n• handles addressing and delivery of data\n• Internet Protocol (IP) does all these functions\n161"},{"book":"eGr12TG ICT.pdf","page":176,"label":"176","text":"• Application layer\n• Applications run at this layer\n• File Transfer Protocol (FTP), Remote Login (Telnet), E-mail (SMTP)\n• Transport layer\n• Transport Control Protocol (TCP)\n• User Datagram Protocol (UDP)\n• Layered Network Model (OSI – Open System Interconnection Model)\n• OSI Layer Functions\n•\n•\n•\n•\n•\n•\n•\n162"},{"book":"eGr12TG ICT.pdf","page":177,"label":"177","text":"• Comparison of OSI Reference Model and TCP/IP Reference Model\nOSI TCP/IP\nApplication\n(Layer7)\nPresentation\n(Layer6)\nApplication\nSession(Layer5)\nTransport(Layer4) Host to Host Transport\nLayer\nNetwork(Layer3) Internet Layer\nData link(Layer2) Physical (Layer1)\nNetwork Access Layer\n163"},{"book":"eGr12TG ICT.pdf","page":178,"label":"178","text":"Competency Level 6.11- Investigates the security aspects of communication and\nprotection of devices connected to the Internet\nNo of periods: 04\nLearning Outcomes:\n Identifies the need for confidentiality and authentication of messages and notes that the\nInternet does not provide\n Briefly explains the use of the public and private keys to encrypt and sign messages\n Describes different threats faced by networked systems and protection against them\nContents:\n Encryption and digital signature – basic idea\no Public Key\no Private Key\no Signing\n Threats\no Viruses\no Trojans\no Malware\no Phishing\n Protection\n Firewalls\n Antivirus software\n Education/ better awareness/ good practices\nEncryption and digital signature:\nEncryption is a technique used in cryptography which provides confidentiality of\ntransmitting data.\nThere are two types of encryption: Symmetric Key Encryption - The encryption process\nwhere same keys are used for encrypting and decrypting the information is known as\nSymmetric Key Encryption. When using symmetric key encryption users must share a\ncommon key prior to exchange of information. Asymmetric Key Encryption - The\nencryption process where different keys are used for encrypting and decrypting the\ninformation is known as Asymmetric Key Encryption. Every user in this system needs to\nhave a pair of dissimilar keys, private key and public key. These keys are mathematically\nrelated − when one key is used for encryption, the other can decrypt the cipher text back\nto the original plaintext.\n164"},{"book":"eGr12TG ICT.pdf","page":179,"label":"179","text":"Encryption key\nDecryption key\nPlaintext ciphertext\nPlaintext\nEncryption Decryption\nSigning\nUsually a validity document contains a signature under it and which makes the receiver to\ntrust the content in it. Similar to usual documents, digital documents should also have a\nsignature. Thus digital signatures help to authenticate the sources of messages. Digital\nsignatures allow us to verify the author, date and time of signatures, authenticate the\nmessage contents.\nThreats\no Viruses - A program which enters into the system, runs and performs malicious activities\nunknowingly.\no Trojans - Any malicious computer program used to invade into a computer by misleading\nusers\no Malware- The software that is written for malicious purposes\no Phishing – An attempt to obtain sensitive information such as usernames, passwords,\nand credit card details by pretending as a trustworthy person.\nProtection against unauthorized malicious accesses\n• Firewalls: are systems that act against unauthorized accesses to protected data.\n• Antivirus software: are software that detect and quarantine the malicious\nsoftware that tries to harm a computer.\n• Computer users must be properly educated to protect the network devices against\nmalicious attacks and unauthorized accesses. Passwords must be chosen with utmost\ncare and antivirus software must be periodically updated to protect the system from\nattacks.\n165"},{"book":"eGr12TG ICT.pdf","page":180,"label":"180","text":"Competency Level 6.12- Explores the role of ISPs and technologies used for\nconnecting Home Networks to the Internet\nNo of periods: 04\nLearning Outcomes:\n Describes the role of an ISP\n Explains the use of modems and dialup lines to connect a home machine to an\nISPs network\n Explains the advantages of DSL/ADSL lines\n Explains the roles of NATs and Proxies in a LAN that uses private IPs\nContents:\n ISPs\n Connecting to ISP\no Modems\no DSL/ADSL\no A home LAN that uses private IPs\no Network Address Translation /Proxies\nReading Material\nISPs: An Internet service provider (ISP) is an organization that provides services to\naccessing and using the Internet services. Internet service providers may be organized in\nvarious forms.\nUse of MODEMs\n• DSL: Refers collectively to all types of digital subscriber lines and ADSL is the\nasymmetric digital subscriber line, ADSL is a type of DSL broadband\ncommunications technology used for connecting to the Internet. ADSL allows more\ndata to be sent over existing copper telephone lines, when compared to traditional\nmodem lines.\nAdvantages of DSL\nIndependent services: Loss of high speed data does not mean you lose your\ntelephone service. Imagine your telephone, television, and Internet access going\nout when a cable company amplifier/repeater dies.\nSecurity: Unlike cable modems, each subscriber can be configured so that it will\nnot be on the same network. In some cable modem networks, other computers on\nthe cable modem network are left visibly vulnerable and are easily susceptible to\nbreak ins as well as data destruction.\nIntegration: DSL will easily interface with ATM, Nx64, and WAN technology.\nTelecommuting may get even easier.\n166"},{"book":"eGr12TG ICT.pdf","page":181,"label":"181","text":"Advantages ADSL\n Cheaper rates. Internet service providers (ISPs) provide a simple ADSL\nconnection to the Internet, using the highest possible speed with usually a static\nIP address.\n Fully configurable. WAN engineers have total control over the VPN tunnel\ncreated between sites. They are able to perform on-the-fly configuration changes\nto compensate for any network problems or help rectify any problem that might\narise.\n High-speed access which enables easy net surfing and fast streaming\ncontents access: ADSL is a broadband service. It offers data transmission at\nmuch greater speeds and capacity than narrowband services like ISDN and dial-\nup analog modems. ADSL enables you to download high-volume data files\neffortlessly.\n• A home LAN that uses private IPs:\nA public IP address is an IP address that can be accessed over the Internet. Like\npostal address used to deliver a postal mail to your home, a public IP address is the\nglobally unique IP address assigned to a computing device. Your public IP address\ncan be found at What is my IP Address page. Private IP address, on the other\nhand, is used to assign computers within your private space without letting them\ndirectly expose to the Internet.\nFor example, if you have multiple computers within your home you may want to use\nprivate IP addresses to address each computer within your home. In this scenario,\nyour router gets the public IP address, and each of the computers, tablets and\nsmartphones connected to your router (via wired or wifi) gets a private IP address\nfrom your router via DHCP protocol.\n• Network Address Translation /Proxies\nNetwork address translation (NAT) is a method of remapping one IP address\nspace into another by modifying network address information in Internet\nProtocol (IP) datagram packet headers while they are in transit across a\ntraffic routing device. The technique was originally used for ease of rerouting traffic in\nIP networks without readdressing every host.\n• Proxies in a LAN that uses private IPs\nA proxy server is a computer that acts as an intermediary between the user's\ncomputer and the Internet. It allows client computers to make indirect network\nconnections to other network services. A Proxy server solves the IP address issues\nwhen connecting a large corporation to the internet.\n167"},{"book":"eGr12TG ICT.pdf","page":182,"label":"182","text":"Competency 7: Explores the systems concept and uses systems analysis and design\nmethodology in developing information system\nCompetency Level 7.1: Explores Characteristics of Systems\nNumber of Periods: 04\nLearning Outcomes:\n Recalls the definition of systems\n Lists and describes the characteristics of systems\n Classifies and describes systems with examples\nContents:\n System concept\n Classification of systems\n Open and closed systems\n Natural and manmade systems\n Living and physical systems\nConcepts and terms to be highlighted:\n Focus on system concept\n Focus on difference between open and closed system\n Focus on natural and manmade systems\n Focus on living and physical systems\nGuidance for lesson plans:\n Define system\n List open systems and closed systems\n List natural systems and manmade systems\n List living and physical systems\nGuidance for assessments and evaluations:\nDivide the class into groups and assign each group one of the system classification and\nask them to list examples for them\nQuality inputs:\n168"},{"book":"eGr12TG ICT.pdf","page":183,"label":"183","text":"Reading Materials:\nA system is an orderly grouping of interrelated and interdependent components linked\ntogether according to a plan to achieve a specific objective.\nAn open system has many interfaces with its environment. It permits interaction across\nsystem boundary. The system receives inputs from and delivers outputs to its\nenvironment.\nA closed system is isolated from environmental influences.\nEx. Human Respiratory System - Open system\nHuman Blood Circulation System - Closed System\nThe systems which are made by man are called manmade systems whereas nature made\nsystems are called natural systems.\nEx. Transportation System of a Country - Manmade System\nHuman Blood Circulation System - Natural System\nLiving systems are open self-organizing living things that interact with their environment.\nThe systems consist of non-living things are categorized into nonliving systems.\nEx. Solar System - Nonliving System\nHuman Respiratory System - Living System\n169"},{"book":"eGr12TG ICT.pdf","page":184,"label":"184","text":"Competency 7: Explores the systems concept and uses systems analysis and design\nmethodology in developing information system\nCompetency Level 7.2: Compares and contrasts different types of manmade systems in\nterms of their objectives and functionality\nNumber of Periods: 04\nLearning Outcomes:\n Compares the objectives and functionality of different types of manmade systems\n Distinguishes the different types of manmade systems in terms of objectives and\nfunctionality\nContents:\nInformation systems\n Office Automation Systems (OAS)\n Transaction Processing Systems (TPS)\n Management Information Systems (MIS)\n Decisions Support Systems (DSS)\n Executive Support Systems (ESS)\n Geographical Information Systems (GIS)\n Knowledge Management Systems (KMS)\n Content Management Systems (CMS)\n Enterprise Resource Planning Systems (ERPS)\n Expert Systems\n Smart Systems\nConcepts and terms to be highlighted:\n Information system\n Focus on functionalities of different information systems\nGuidance for lesson plans:\n Define information system\n Focus on each type of information systems\nGuidance for assessments and evaluations:\nDivide the class into groups and assign each group one type of the information systems\nand ask them to do presentation\nQuality inputs:\nPresentation software, access to the Internet\n170"},{"book":"eGr12TG ICT.pdf","page":185,"label":"185","text":"Reading Material\n Office Automation Systems (OAS) are computer systems such as word processing,\nelectronic mail and work scheduling systems that are designed to increase the\nproductivity of employees in an office.\n Transaction Processing Systems (TPS) are computerized systems that perform and\nrecord the daily routine transactions necessary to conduct a business and serve the\noperational level users of an organization\n Management Information Systems (MIS) are information systems that serve the\nfunctions of planning, controlling, and decision making by providing routine\nsummary and exception reports for the management level users of an organization.\n Decision Support Systems (DSS) are information systems that combine data and\nsophisticated analytical models or data analysis tools to support semi-structured\nand unstructured decision making for the management level users of an\norganization.\n Executive Support Systems (ESS) are information systems that address\nunstructured decision making through advanced graphics and communications for\nthe strategic level users of an organization.\n Geographic Information Systems (GIS) are computer systems that allow to map,\nmodel, query and analyze large quantities of data within a single database\naccording to their location. GIS facilitates to create maps, integrate information,\nvisualize scenarios, present powerful ideas and develop effective solutions.\n Knowledge Management Systems (KMS) comprise a range of practices used in an\norganization to identify, create, represent, distribute and enable adoption of insight\nand experiences. Such insights and experiences comprise knowledge, either\nembodied in individual or embedded in organizational processes and practices.\n Content Management Systems (CMS) are computer applications that support the\ncreation and modification of digital content. It supports to multiple users working in a\ncollaborative environment. Examples for CMS are web-based publishing, format\nmanagement, history editing and version control, indexing, search and retrieval etc.\nCMS supports the separation of content and presentation.\n Enterprise Resource Planning (ERP) Systems are business process\nmanagement systems that allow organizations to use integrated applications to\nmanage the businesses. An ERP system automates many back office functions\nrelated to technology, services and human resources. ERP software integrates\nproduct planning, development, manufacturing, sales and marketing.\n Expert Systems are computer applications that use artificial intelligence. To design\nan expert system, one needs a knowledge engineer, an individual who studies how\nhuman experts make decisions and translates the rules into terms that a computer\ncan understand.\n171"},{"book":"eGr12TG ICT.pdf","page":186,"label":"186","text":"Source: http://www.igcseict.info/theory/7_2/expert/\n Smart Systems make decisions based on the available data in a predictive or\nadaptive manner, by means of sensing, actuating and controlling. Smart actions\nincorporate the ways to describe and analyze a situation. Smart systems can be\nattributed to autonomous operation based on closed loop control, energy efficiency,\nand networking capabilities.\n172"},{"book":"eGr12TG ICT.pdf","page":187,"label":"187","text":"Competency 7: Explores the systems concept and uses systems analysis and design\nmethodology in developing information system\nCompetency Level 7.3: Explores different information system development models and\nmethods\nNumber of Periods: 08\nLearning Outcomes:\n Lists and briefly describes system development models\n Investigates the applicability of each model\n Lists and describes the stages of System Development Life Cycle (SDLC) in\nWaterfall model\n Lists and describes phases of the SDLC in Spiral model\n Lists and briefly describes system development methodologies\nContents:\nSystem development life cycle models\n Waterfall\n Spiral\n Agile\n Prototyping\n Rapid Application Development (RAD)\nSystem development methodologies\n Structured\n Object Oriented\nConcepts and terms to be highlighted:\n System development life cycle\n System development life cycle models\n System development methodologies\nGuidance for lesson plans:\n Introduce the process of constructing a house and what are the steps to\nconstruct the house\n Discuss the development of an information system in comparison to the\nconstruction of a house\n Explain system development life cycle models and their stages\n Discuss what are the methodologies used in system development\n Discuss the differences among such methodologies\nGuidance for assessments and evaluations:\nDivide the class into groups and assign each group one of the following software\ndevelopment models and ask them to draw and explain them to the class\n Waterfall model\n Spiral model\n173"},{"book":"eGr12TG ICT.pdf","page":188,"label":"188","text":" Agile model\n Prototyping\nQuality inputs:\nReading Materials:\nWaterfall model\nThe waterfall model is a sequential process model used in software development. As the\nname implies, outcome of each stage flows into the next stage.\nFeasibility\nStudy\nRequirement\nAnalysis\nSystem Design\nImplementation\nTesting\nDeployment\nMaintenance\nThis model is suitable for systems where requirements are clear and stable.\nSpiral model\nThis Spiral model is a combination of iterative development process and sequential linear\ndevelopment process.\nSpiral model is suitable for systems where project risk is medium to high, requirements are\ncomplex, need an evaluation to get cleared them and significant changes are expected\nduring the development.\nAgile method\nAgile method uses the existing methods and modifies them to suit the project\nrequirements.\nThe tasks are divided to time slices to deliver specific features for a release.\n174"},{"book":"eGr12TG ICT.pdf","page":189,"label":"189","text":"This is an iterative approach and the software build is delivered after each iteration. Each\nbuild is an increment and the final product contains all the functionalities that the user\nrequested.\nThe agile model is suitable for systems where requirements are fixed or changing.\nPrototyping\nPrototype is used to displays the functionality of a product under development, but not the\nfull functionality.\nIt enables to understand the customer requirements in the early stages of software\ndevelopment as the prototype is demonstrated to the users to get their feedback. This\nhelps developers to understand the exact user requirements.\nRapid Application Development (RAD)\nIn this model, the functional modules are developed in parallel as prototypes and the final\nproduct is made by integrating them enabling a rapid delivery.\nSystem development methodologies\n Structured methodology\nProvides a framework (structure) with a set of well-defined guidelines through steps of\ntasks\n Object Oriented methodology\nModels system as a collection of objects that work interactively\n175"},{"book":"eGr12TG ICT.pdf","page":190,"label":"190","text":"Competency 7: Explores the systems concept and uses systems analysis and design\nmethodology in developing information system\nCompetency Level 7.4: Examines the Structured System Analysis and Design\nMethodology (SSADM)\nNumber of Periods: 02\nLearning Outcomes:\n Defines SSADM\n Lists and briefly describes the stages of SDLC covered by SSADM\nContents:\n Introduction to SSADM\n Stages of the SDLC covered by SSADM\nConcepts and terms to be highlighted:\n Structured System Analysis and Design Methodology (SSADM)\n Stages of the SDLC covered by SSADM.\nGuidance for lesson plans:\n Discuss the importance of system analysis and design as a part of the system\ndevelopment\n Explain the modules of SSADM\nGuidance for assessments and evaluations:\n Assignment - ask students to prepare and submit an assignment on modules\nin SSADM\nQuality inputs:\n176"},{"book":"eGr12TG ICT.pdf","page":191,"label":"191","text":"Reading Materials:\nIntroduction to Structured System Analysis & Design Methodology (SSADM)\nSSADM,\n Involves study the present system and sketches a blueprint to develop a new\nsystem or to modify the existing system\n Introduced in early 1980s\n One of the structured methods for System Analysis & Design\n Adopted as a standard by Central Computer and Telecommunications Agency\n(CCTA), UK\n Covers most of the System Development Life Cycle (SDLC) from Feasibility\nStudy to System Design\n More focus on analysis and design\nStages of the SDLC covered by SSADM\nFeasibility Study\nThe business area is analyzed to determine whether the system development is feasible\\\nRequirements Analysis\nThe requirements of the system to be developed are identified and the current business\nenvironment is modeled in terms of the processes carried out and the data stored\nRequirements Specification\nDetailed functional and non-functional requirements are defined and new processes are\nintroduced to define the required processing and data storage\nLogical System Specification\nSystem to be developed as specified logically without taking technical constraints into\nconsideration\nPhysical Design\nLogical design is transformed into a physical design taking technical constraints into\nconsideration\n177"},{"book":"eGr12TG ICT.pdf","page":192,"label":"192","text":"Competency 7: Explores the systems concept and uses systems analysis and design\nmethodology in developing information system\nCompetency Level 7.5: Investigates the need for a new information system and its\nfeasibility\nNumber of Periods:\nLearning Outcomes:\n Describes the tasks in preliminary investigation stage\n Identifies information problems in an organization\n Identifies priorities of the problems to be solved\nContent:\n Preliminary investigation\n Identification of the problems in the current system\n Prioritizing information systems needs\n Feasibility study\n Technical feasibility\n Economic feasibility\n Operational feasibility\n Organizational feasibility\nPreliminary Investigation\nThis is the first stage of system development life cycle. This gives a clear picture of what\nactually the physical system is? Preliminary investigation is done in two phases namely,\nproblem definition and feasibility study. In the problem definition, a preliminary survey of\nthe system is carried out to identify the scope of the system.\nIn the feasibility study, the proposed system is evaluated for its feasibility. Feasibility of a\nsystem means whether the development of a new or improved system is practical and\nbeneficial.\nFeasibility is evaluated from developers’ and users’ point of view. Developers see whether\nthey have the required technology and manpower to develop the new system. Is the new\nsystem really going to be beneficial to the users? Does the user have the financial ability\nto get developed that type of a system? The feasibility of the system is evaluated on the\nthree main aspects: technical, economical, operational and organizational.\nTechnical feasibility: this evaluates whether the developers have ability to construct the\nproposed system. The technical assessment helps answer the question such as whether\nthe technology needed for the system exists, how difficult system will be to develop, and\nwhether the developers have enough experience using that technology\nEconomic feasibility: this studies cost and benefits to evaluate whether the benefits\njustify the investments in the system development. Can the development cost be justified?\nAn important outcome of the economic feasibility study is the cost benefit analysis.\nOperational feasibility: this assesses the willingness and ability of the users to support\nand use the proposed system. Will the system be used when it is developed and installed?\nWill there be resistance from users to the system development?\n178"},{"book":"eGr12TG ICT.pdf","page":193,"label":"193","text":"Organization feasibility: this determines the extent to which the proposed system\nsupports the objectives of the organization’s strategy. In here, the system is taken as a\nsubset of the whole organization.\nThe result of the feasibility study is a formal document, a report detailing the nature and\nscope of the proposed solution.\nOnce the feasibility study is done, the project is approved or disapproved according to the\nresults of the study. If the project seems feasible and desirable, then the project is finally\napproved otherwise no further work is carried out.\n179"},{"book":"eGr12TG ICT.pdf","page":194,"label":"194","text":"Competency 7: Explores the systems concept and uses systems analysis and design\nmethodology in developing information system\nCompetency Level 7.6: Uses different methods to analyze the current system\nNumber of Periods:\nLearning Outcomes:\n Describes the need of requirement analysis\n Describes type of requirements with examples for a given system\n Defines requirements in IEEE standard\n Lists and describes the purpose of analytical tools\n Draws business activity model, context diagram, document flow diagram, data\nflow diagrams and logical data structure for a given system\n Writes elementary process descriptions\n Describes the need for business system options\n Proposes business system options\nContent:\nRequirement analysis\n Functional requirements\n Non - functional requirements\nAnalytical Tools\n Business Activity Modeling\n Business activity model\n Data Flow Modeling (DFM)\n Data Flow Diagrams (DFD)\n Elementary Process Descriptions (EPD)\n Logical Data Modeling (LDM)\n Logical Data Structure (LDS)\nBusiness System Options (BSO)\nRequirement analysis\nRequirement analysis is the process of studying and analyzing the user needs to arrive at\na definition of the problem domain and system requirements. The main objective of\nrequirement analysis is to discover the boundaries of the new system and how system\nmust interact within the new problem domain. Requirement analysis helps to detect and\nresolve conflicts between (user) requirements.\n Functional requirements: What activities that the system should carry out.\n Describe the requested functionality/behavior of the system\n Non Functional requirements: How well or with in what limits requirement\nshould be satisfied\n IEEE standard for requirement definition\n Essential requirements are defined with “Shall” whereas nice to have\nrequirements are defined with “Should”\n180"},{"book":"eGr12TG ICT.pdf","page":195,"label":"195","text":"Analytical Tools\nBusiness Activity Modeling\nA start-off technique for understanding what’s going on in the system under investigation.\nIt is used to show the business activities that the actors in the system’s environment do\nand their associations.\nData Flow Modeling (DFM)\nDFM is used to model data processing in the system. It is used to define partitions into sub\nsystems. DFM consists of a set of Data Flow Diagrams (DFD) and associated textual\ndescriptions.\nDFD illustrates the way in which the data is passed around the system, how data is\nprocessed within the system, where data is stored in the system.\nComponents of a DFD\n External Entities\n represents people, organizations or other systems external to the system under\ninvestigation\n acts as a source or a recipient of data\n name should refer to a generic type, not to an instance of that type\n Data Flows\n show flows of data to, from and within the system\n link other components in a DFD\n could be one-way or two-way\n represented with solid arrows, however between two external components are\nshown by dashed arrows and intersections should be avoided\n Processes\n represents business activities carried out in the system\n each process has three properties: Id, Name and Location\n processes that don’t need any further decomposition is called elementary\nprocesses\n Data Stores\n used to hold data within the system\n four types: Manual (M), Computerized (D), Temporary (T) and Manual\nTemporary T(M)\n each data store has three properties: Id, Type and Name\nContext Diagram\n a DFD with the highest level of abstraction\n represents the entire system as a single process\n shows how system interacts with its external entities\nDocument Flow Diagram\n acts as a bridge between the Context Diagram and Level 1 DFD\n illustrates how documents (papers, conversations, data passed among\ncomputers) passed in the system\nLevel 1 DFD\n provides a higher level overview of the system’s data processing\n shows data movements among the major components of the system\n must be consistent with the Context Diagram\n181"},{"book":"eGr12TG ICT.pdf","page":196,"label":"196","text":"Lower level DFDs\n provides a way to go into more details successively\n enables top down approach\n must be consistent with the higher level DFD\nElementary Process Descriptions (EPD)\n contains enough details for program specification\\\n written in plain text or pseudo code\nLogical Data Modeling (LDM)\nLDM models the systems data processed by the processes identified in DFM. It consists\nof a diagram called Logical Data Structure (LDS) and associated textual descriptions. LDS\nillustrates how data interrelates to each other and shows how business rules apply on\nsystem’s data.\nComponents of a LDS\n Entities\n a collection of logically associated and uniquely identifiable objects or concepts\n must not get confused with the External Entities in DFM\n property of an entity is called an attribute\n name should reflect the type of the entity, not an instance of that entity\n Relationships\n how entities relate to each other\n physical relationships (physical links in a data structure)\n logical relationships (business associations or rules)\n degree of a relationship\n also known as Cardinality of relationship\n number of occurrences of each entity participating in a given relationship\n three types (one to one, one to many, many to many)\n optionality of a relationship\n shows whether the relationship exists for all occurrences of participating entities\nEntity Matrix\n helps to identify the relationships among entities\n provides all possible pairings of entities to identify relationships among them in\nthe interested system\n associations between each pair of entities are checked for once\n does not provide the full description of a relationship\nBusiness System Options (BSO)\nBSO describes what the system will do. Each BSO must satisfy the minimum system\nrequirements and consists of a functional description, a high-level technical description,\nmajor benefits to the business, approximate cost estimate, development time scale and\nimpact on organization and other existing systems.\n182"},{"book":"eGr12TG ICT.pdf","page":197,"label":"197","text":"Competency 7: Explores the systems concept and uses systems analysis and design\nmethodology in developing information systems\nCompetency Level 7.7: Designs the proposed system\nTime: 12 periods\nLearning Outcomes:\n Describes the logical design\n Describes the activities involved in the logical design stage\n Reconstructs logical design of the proposed system starting from elementary\nprocesses to context diagram\n Writes elementary process description in pseudo code\n Specifies table and record specifications\nContents:\nLogical design tools\n Logical data flow modeling\n Logical Data flow diagrams for proposed system\n Elementary processes and elementary process description\n User Interface design\n Logical data modeling\n Logical data structure for the proposed system\n Physical design of database\n Table and record specifications\n Data dictionary\n Database design\nReading Material:\nLogical Data Flow Modeling (Logical DFM)\nPhysical DFM shows\n How data is actually processed and\n Where data is actually stored in the current system\nLogical DFM shows\n How data should be processed and\n Where the data should be stored in the proposed system\nLogical DFM consist of a set of DFDs and associated textual descriptions\nLDM of the proposed system\n adds new entities required to support any new functionalities of the proposed\nsystem to the LDS\n provides logical data stores (entities) identified in the LDM for logical DFM\n removes any temporary data store that simply halts data temporarily\nLogical DFM of the proposed system\n starts from elementary processes\n as location of a process only indicates a physical constraint, removes it from all\nprocesses\n183"},{"book":"eGr12TG ICT.pdf","page":198,"label":"198","text":" as the person who actually did a process in physical DFM now feeds inputs to the\ncorresponding process in the logical DFM, transforms the location into an external\nentity\n removes any purely human activity and replaces it with an external entity\n adds new processes required to support any new functionalities of the proposed\nsystem\n reconstructs the hierarchy by regrouping logical processes based on their\nfunctionality\n describes the functionality of elementary processes in pseudo code and write EPD\nPhysical Design of Database\nMaps logical schema to relational schema\nLogical Schema Relational\nSchema\nEntity Table\nAttribute Field\nInstance of an\nentity\nRecord of a table\nUnique attribute Primary key\n normalizes all the relations in relational schema to 3NF\n tabulates a Table Specification and a Record Specification for each relation in the\nnormalized relational schema\n provides physical design for the construction of the database\nData Dictionary\n is an integral part of database\n holds information about the database and the data that it stores (data about data -\nmetadata)\n contains the actual database descriptions used by the Database Management\nSystem (DBMS)\n184"},{"book":"eGr12TG ICT.pdf","page":199,"label":"199","text":"Competency 7.8: Develops and test the proposed system\nNumber of periods: 06\nLearning outcome:\n Lists the testing method for newly designed system\n Describe the testing method for newly designed system\nContents:\n Program development\n Database development\n Testing\n Test cases\n White box testing\n Black box testing\n Unit Testing\n Integrated testing\n System testing\n Acceptance testing\nTesting\nTest Cases\nA test case is a set of actions executed to verify a particular feature or functionality of a\nsoftware application. Test cases are documented by the Quality Assurance team while the\nsoftware development is going on.\nSoftware testing techniques\nWhite box testing\n takes internal implementation of a software to derive test cases to test the software\n performed in the early stages of the testing process\n usually applied for testing relatively small program units\n analysis of the program code determines how many test cases are required to\nexercise all the internal components of the software (statements, branches, paths)\nadequately\nBlack box Testing\n software to be tested is treated as a black box and its behavior is examined by\nstudying the inputs and outputs\n knowing the intended functionalities of a software, tests are conducted to see\nwhether the software can deliver them\n test cases are derived from the requirement specification of the software to be\ntested\n185"},{"book":"eGr12TG ICT.pdf","page":200,"label":"200","text":"Software testing types\nIn software development,\n software systems are built with sub-systems\n sub-systems are built with individual program units such as functions or classes\nTherefore, software testing,\n starts with testing of these individual program units (Unit Testing, usually carried out\nby programmers, white box techniques are used)\n continues with the testing of the integration of these units (Integration Testing,\nusually carried out by integration testers or test teams, can either be white box or\nblack box)\n and the testing of the system’s functionality as a whole (System Testing, usually\ncarried out by test teams independent of the programmers who developed the\nsystem, black box techniques are used)\n finally ends with testing to see whether the system is acceptable to the users\n(Acceptance Testing, usually carried out by test teams independent of the\nprogrammers and/or users who developed the system, black box techniques are\nused)\n186"},{"book":"eGr12TG ICT.pdf","page":201,"label":"201","text":"Competency Level 7.9: Deploys the developed system\nNumber of periods: 04\nContents:\n Deployment methods\n Parallel\n Direct\n Pilot\n Phased\n Hardware/ software installation, data migration and user training\n Review, support and maintenance\nSoftware deployment\nSoftware deployment includes all the activities that make a software system available for\nuse. The general deployment process consists of several interrelated activities with\npossible transitions between them. These activities can occur at the developer’s side or at\nthe user’s side or both.\n(Source: https://www.studyblue.com/notes/note/n/exam-3-ppt-slides/deck/721189)\nParallel Deployment\nParallel deployment is a method of hardware or software migration that involves using the\nexisting and new systems simultaneously until the implementation is judged to be\ncompleted and satisfactory.\nDuring the transition, users work with both systems as they gradually learn the new\nsoftware. There is generally some duplication of effort as, for example, data must be\nentered in both systems. That duplication may lead to data quality issues. Parallel\nadoption is the most foolproof method. However, it can also be the most time-consuming\noption and is usually the most expensive.\n187"},{"book":"eGr12TG ICT.pdf","page":202,"label":"202","text":"Direct Deployment\nThis is the simplest methods of deployment. Direct deployment is a hardware or software\nmigration method that involves getting rid of the existing system and transferring all users\nto the new system simultaneously.\nImplementation is faster with direct deployment than other deployment methods. As the\nold system is no longer available, users cannot put off learning the new system.\nFurthermore, the complete and simultaneous implementation also avoids issues that can\narise when users are working with different software or hardware. This is the least\nexpensive migration method, assuming there are no major problems.\nOn the negative side, however, it can be hard on users to have to learn the new system\nimmediately. The method also involves a lot of problems that arise during implementation\ncan be unpredictable, plentiful and serious, and fallback systems may be inadequate to\ndeal with them. However, if the two systems are incompatible, direct deployment may be\nthe only viable method.\nPilot Deployment\nA pilot deployment is a hardware or software migration method that involves rolling out the\nnew system to a small group of users for testing and evaluation.\nDuring the pilot implementation, the users of the test group can provide valuable feedback\non the system to make the eventual rollout to all users go more smoothly. Once the test\ngroup has approved the system, it can be rolled out across the organization. The testers\ncan then help train other users for the new system. On the other hand, the test group\ncould also determine whether the system is a viable option for the organization.\nPhased Deployment\nPhased deployment is a hardware or software migration method that involves incremental\nimplementation of a new system.\nA phased migration might be conducted either by implementing the entire new system in\nsome locations or business units or by implementing separate modules of the system\nindependently until the implementation is complete.\nBecause everything is not rolled out at once, the organization doesn’t have to deal with all\nthe potential implementation issues at the same time. Furthermore, information learned\nfrom early implementation stages can be applied to guide the rest of the process, so that\nthere are fewer issues as the implementation continues. A phased rollout also allows\nusers to adjust to the new system gradually.\nOn the other hand, it can be confusing to have groups of users working with different\nsystems or to have users working with elements of different systems. That confusion can\nalso lead to data quality issues.\nMaintenance\nThe maintenance phase of the SDLC occurs after the software is in full operation. The\nmaintenance phase involves making changes to hardware, software, and documentation\nto support its operational effectiveness. It includes making changes to improve a system's\nperformance, correct errors, deal with security issues, or address new user requirements.\nTo ensure that the modifications do not disrupt operations or degrade a system's\nperformance or security, organizations use change management standards and\nprocedures.\n188"},{"book":"eGr12TG ICT.pdf","page":203,"label":"203","text":"Competency level 7.10: Describes system implementation with commercial-off-the-shelf\npackaged systems\nTime: 04 periods\nLearning outcome\n Describes the costs and benefits of off-the-shelf packages in terms of investment,\noperational and maintenance cost\n Describes the features and capabilities of packaged solutions related to standard\nbusiness applications\n Identifies and describes differences between a given business process and features\nof commercial-off-the-shelf packages\n Maps business process activities onto work flow of the commercial-off-the-shelf\npackaged solution\n Identifies changes required in the current business process\n Identifies customization requirements of commercial-off-the-shelf packaged\nsolutions\nContents:\n Advantages and disadvantages of using commercial-off- the-shelf packages\n Identification of package capabilities, work flows etc.\n Business process gap analysis\n Business process mapping\n Business process reengineering\nConcepts and terms to be highlighted:\n Comparison of commercial-off-the-self-packages in terms of cost\n The advantages and disadvantages of commercial-off-the-self-packages\n Features of commercial-off-the-self-packages with compared to custom developed\napplications\n Analyze the gap of business processes that required to be mapped in commercial-\noff-the-self-packages\n Reengineering the business processes to suit the off-the-self-packages\nGuidance for lesson plans:\nGuidance for assessments and evaluations:\nQuality inputs:\n189"},{"book":"eGr12TG ICT.pdf","page":204,"label":"204","text":"Reading Material:\nAdvantages of using Commercial Off-The-Shelf (COTS) Packages\nCOTS software systems are designed for both horizontal and vertical markets. In order to\ncater for the needs of many, vendors spend an enormous amount of time and effort to\nincorporate world-class functionality into their systems. Duplicating such expense to\ndevelop similar functionality in custom developed software systems, in many cases, is\nprohibitively expensive.\nCOTS software systems tend to be far more configurable than custom developed software\nsystems. In other words, they can accommodate change by adjusting parameters to a far\ngreater degree than is usual for custom developed software systems. Moreover, package\nenvironments often come with capabilities that users do not to use immediately but are\nthere for future exploitation as and when required.\nA COTS software system can be implemented in significantly less time than a custom\nsoftware system development and often at substantially less cost.\nDisadvantages of using COTS Packages\nCOTS software systems can be highly complex and usually include many features that will\nbe never used. Given the software tends to be large and complicated, it may take a long\ntime to learn how to use the system properly. They may also require to alter the way that\nthe work is done in order to fit in with the way that the system has been designed.\nIf the organization’s business processes are unique, then the COTS software systems\nmay need to be customized or the business processes may need to be changed to\naccommodate them.\nAs the competitors can also buy and use the same COTS software system, it is very\ndifficult to gain any competitive advantage from using it.\nAdvantages of using custom developed software systems\nCustom developed software systems are designed specifically to the requirements and\nbuilt to operate exactly as needed. Moreover, they can be modified as the business\nchanges or altered to further improve their performance. Custom developed software\nsystems can also be integrated with the existing systems and any future systems as\nrequired.\nThe custom developed software systems can provide functions that are needed and none\nthat that are not needed. They also operate in the way that users are used to work which\nmeans that they will be easier to use.\nBeing able to perform tasks that the competitors cannot do means that organizations can\ngain real competitive advantage with custom developed software solutions. Given that\ncustom developed software can be listed as an asset of an organization, it can add value\nto the business.\nDisadvantages of using custom developed software systems\nCustom developed software systems require a large initial investment and the\ndevelopment process can take a long time\nBusiness Process\nA set of activities, responsibilities, resources and data flows that interact to accomplish a\nbusiness function.\n190"},{"book":"eGr12TG ICT.pdf","page":205,"label":"205","text":"Business process modeling\nBusiness process modeling involves an in-depth analysis and then an optimization of the\nbusiness process by removing inefficiencies and bottlenecks.\nBusiness process gap analysis\nAs no COTS software solution has been specifically designed to meet any organization's\nunique requirements, there will be a gap between the business processes supported by\nthe existing systems and those supported by the COTS software system. It is imperative\nthat to understand this gap well before the implementation begins and ensure that the\norganization can accept this gap without degrading its business performance.\nBusiness process mapping\nBusiness process mapping is a group activity performed by teams of subject matter\nexperts that gather to draw step-by-step diagrams to document how business is carried\nout. This invaluable tool is mostly used by consultants and business professionals to\ncapture the current state of business operations in preparation for business improvement\ninitiatives.\nBusiness process mapping can also be very beneficial in helping to increase productivity\namong staff, implementing or decommissioning systems, streamlining processes, and\nprotecting knowledge capital.\nIn most COTS software systems, there will be gaps between what the organization needs\nand what the system delivers. For each such gap, organizations have to decide whether to\nignore it (remove the requirement and just live with the tool), change how they do\nsomething outside the solution (modify the business process) or build something to bridge\nthe gap (extend the solution).\nIf the COTS software system is extended, it is required to fully specify the requirements for\nthose new capabilities just as done for any new product development effort.\n191"},{"book":"eGr12TG ICT.pdf","page":206,"label":"206","text":"13.0 School Policies and Programs\nIt needs to be noted at the onset, that the success of the classroom learning-teaching\nprocess has an immense bearing on the effective actualization of the expected aims of the\nsubject Information and Communication Technology. Therefore, it is important that the\nschool policy and programs are organized in keeping with these expectations. It is\nimportant, in the achievement of the aims of this subject that the novelty of the subject and\nthe consequent paucity of knowledge regarding this subject in student, should be taken\ninto consideration.\nThe number of periods available for this subject is 300 per year. However, the number of\nperiods in this revised syllabus is 442 for both academic years and this includes practical\nsessions for the appropriate competency levels. Apart from the above, 30 periods are set\napart, spread throughout the year, for the Project in Grade 13.\nPractical sessions are so important, as student should know how to apply what they have\nlearnt and experienced throughout this learning activities. In order to acquire a main\ncompetency as included in the syllabus, students are required to practice some graded\nexercises followed by one or more real world applications.\nStudents have to maintain an activity logbook to record their activities done during this\npractical session and should be presented to the teacher in charge to maintain its\ncorrectness and consistency.\nThe individual project to be assigned in Grade 13 should be implemented outside normal\nclassroom sessions. Thirty periods, however, will be devoted for teacher led discussions\nplus practical at different stages of the project. For the success of this activity, which\ncomprises only individual practical works, arrangement will have to be made for the\nstudents to use the computer laboratory even outside the timetabled sessions.\n192"},{"book":"eGr12TG ICT.pdf","page":207,"label":"207","text":"14.0 Assessment and Evaluation\nIt is intended to implement this syllabus in schools with the School Based Assessment\n(SBA) process. Teachers will prepare creative teaching-learning instruments on the basis\nof school terms.\nThe details together with the format and the nature of questions will be introduced by the\nDepartment of Examination\n193"},{"book":"eGr12TG ICT.pdf","page":208,"label":"208","text":"1"},{"book":"eOMAL ICT Resource book.pdf","page":1,"label":"1","text":"Information and\nCommunication Technology\nG.C.E. (A/L) – Grade 13\nResource Book for Teachers\nDepartment of Information Technology\nNational Institute of Education\nMaharagama\nSri Lanka\nwww.nie.lk"},{"book":"eOMAL ICT Resource book.pdf","page":2,"label":"2","text":"Information and Communication Technology\nGrade 13 –Resource Book for Teachers’\n©National Institute of Education\nFirst Print\nDepartment of Information Technology\nFaculty of Science and Technology\nNational Institute of Education\nMaharagama\nwww.nie.lk\nPrinted by: Printing Department\nNational Institute of Education\ni"},{"book":"eOMAL ICT Resource book.pdf","page":3,"label":"3","text":"Message from the Director General\nThe National Institute of Education takes opportune steps from time to time for the development\nof quality in education. Preparation of supplementary books for respective subjects is one such\ninitiative.\n`The additional reading book has been composed by the National Institute of Education to\nimplement grade 13 syllabus and Teachers’ Guide successfully in the classroom.\nIt is our behalf that provision of essential staff relating to respective syllabus by this additional\nbook will facilitate learning the relevant subject stream.\nI wish to express my gratitude to NIE staff and external experts who made their academic\ncontribution to make this material available to you.\nDr. Sunil Jayantha Nawaratne\nDirector General\nNational Institute of Education\nMaharagama.\nii"},{"book":"eOMAL ICT Resource book.pdf","page":4,"label":"4","text":"Message from the Deputy Director General\nEducation from the past has been constantly changing and forging forward. In recent years,\nthese changes have become quite rapid. The Past two decades have witnessed a high surge in\nteaching methodologies as well as in the use of technological tools and in the field of knowledge\ncreation.\nAccordingly, the National Institute of Education is in the process of taking appropriate and\ntimely steps with regard to the education reforms of 2015.\nIt is with immense pleasure that this Resource Book where the new curriculum has been planned\nbased on a thorough study of the changes that have taken place in the global context adopted in\nterms of local needs based on a student-centered learning-teaching approach, is presented to you\nteachers who serve as the pilots of the schools system.\nAn instructional manual of this nature is provided to you with the confidence that, you will be\nable to make a greater contribution using this.\nI trust that through the careful study of this Resource Book provided to you, you will act with\ncommitment in the generation of a greatly creative set of students capable of helping Sri Lanka\nmove socially as well as economically forward.\nThis Resource Book is the outcome of the expertise and unflagging commitment of a team of\nsubject teachers and academics in the field Education.\nWhile expressing my sincere appreciation for this task performed for the development of the\neducation system, my heartfelt thanks go to all of you who contributed your knowledge and\nskills in making this document such a landmark in the field.\nK. R. Pathmasiri\nDeputy Director General\nFaculty of Science and Technology\niii"},{"book":"eOMAL ICT Resource book.pdf","page":5,"label":"5","text":"Message of the Director\nThe subject of Information and Communication Technology (ICT) is fast changing; revising\nsubject and it is applying in all subject areas. The subject of Information and Communication\nTechnology is applying for all subject areas such as engineering science, medicine science,\neconomics, accounting, mathematics, chemistry, physics, music, dancing and art. New\napplications, new technological methods have added for each subject area. Therefore, everyone\nshould have earned certain level of literacy of Information and Communication Technology.\nIn such situation, there are lots of job opportunities for people who have broad knowledge of\nInformation and Communication Technology. There is a lack to have such amount of ICT\npersonals. It is expected that students focus to learn this subject also helpful to increase the\nnumber of such experts.\nSeveral subject areas were added to the syllabus when the syllabus revised recently.Specially,\ninserting of new application of Information and Communication Technology, IOT – Internet of\nThings is a remarkable revision. Operations of information was exists in the Internet and now\noperations of things are handle though Internet. Such IOT area was included with practical\nactivities to the syllabus and this resource book. It was great risk because all teachers had to train\nwith practical activities. That teacher training was successfully completed by the Department of\nIT and practical activities for that unit have included in this book with explanations.\nMost of theoretical concepts have explained clearly in this book. Practical activities with\nexplanations were added to this resource book, instead of adding over loaded theoretical\ncontents. Completion of these activities in this book will helpful to learn the theoretical contents\neasily. Recently, new ICT syllabi were added from grade 6 to 9 students. Therefore, some\nrevisions have to be involved for ICT syllabi from grade 10 to 13. It is expected to add more\nattractive practical activities, when it start the new syllabus revision since 2020\nMy gratitude thanks was given who have successfully involved completing this resource book.\nThere were teams of resource persons, language editors and staff of the Department of IT. I\nthank all of them for their devotion to success the preparing this resource book.\nD. Anura Jayalal\nDirector\nDepartment of Information Technology\nNational Institute of Education\niv"},{"book":"eOMAL ICT Resource book.pdf","page":6,"label":"6","text":"Curriculum Committee\nGuidance and Approval Academic Affairs Board\nNational Institute of Education\nSubject Coordinator\nMr.S.Shanmugalingam Senior Lecturer\nDepartment of IT\nNational Institute of Education\nResource Contributions\nMr. D.Anura Jayalal Director\nDepartment of IT\nNational Institute of Education\nMr.S.Shanmugalingam Senior Lecturer\nDepartment of IT\nNational Institute of Education\nDr. Keerthi Wijayasiriwardhane Senior Lecturer\nFaculy of Science\nUniversity of Kelaniya\nDr. Chathura Rajapakshe Senior Lecturer\nFaculy of Science\nUniversity of Kelaniya\nDr.K.Thabotharan Senior Lecturer\nFaculty of Science\nUniversity of Jaffna\nDr. P.M.T.P. Sandirigama Senior Lecturer\nFaculty of Engineering\nUniversity of Peradeniya\nMr.S.Sarveswaran Principal\nJ/Vaddu Hindu College,\nJaffna\nMr.S.Jayakanth Computer Instructor\nZonal Computer Resource Centre\nHZ/Ginigathena Central College,\nGinigathena\nMs. A.P.N.De Silva Teacher\nMR/Godapitiya Maha Vidyalaya\nAkuressa\nMs.P.H.Sirani Teacher\nMR/Athuraliya Maha Vidyalaya\nAkuressa\nv"},{"book":"eOMAL ICT Resource book.pdf","page":7,"label":"7","text":"Content Page No\nMessage from the Director General ii\nMessage from the Deputy Director General iii\nMessage of the Director iv\nCurriculum Committee v\nContents vi\nEmbedded Systems 1\nPython Programming 31\nWebsite Development 79\nE-Commerce 126\nTrends and Future Directions of ICT 141\nReferences 150\nGlossary 153\nvi"},{"book":"eOMAL ICT Resource book.pdf","page":8,"label":"8","text":"EMBEDDED SYSTEM AND INTERNET OF THINGS\nCompetency 11:\nExplores IoT and\nIdentify the building blocks of embedded systems to develop simple applications.\nCompetency Level 11.1: Acquires the knowledge of basic building blocks of embedded systems\nLearning Outcomes:\n● Identifies and lists microcontroller based development boards\n● Describes available features on a microcontroller based development board\n● Identifies necessary software and download them from the Internet to develop a\nmicrocontroller based embedded system\n● Develops simple applications using a microcontroller based development board\n- Switch a LED on/off on ambient light intensity\n- Run a fan on room temperature\n- Detect door opening /closing using a read switch\nEMBEDDED SYSTEM\nEmbedded system is a computer system embedded into some other system such as a refrigerator,\nwashing machine, car, etc. It also follows Input, Process and Output (IPO) model. Sensors\ncapture the state of the physical world like heat, speed and light as inputs. Processor processes\nthem according to a program and produces outputs. Outputs drive actuators and change the state\nlike heat, speed and light of the physical world. Embedded systems, therefore, do physical\ncomputing.\nIEEE Definition for EMBEDDED SYSTEM\n“A computer system that is part of a larger system and performs some of the requirements of that\nsystem; for example, a computer system used in an aircraft or rapid transit system.”\n[IEEE, 1992]\nFigure 1 and 2 show the components of an embedded system.\nFigure 1: Embedded system model of physical world\n1"},{"book":"eOMAL ICT Resource book.pdf","page":9,"label":"9","text":"Figure2: Components of an Embedded System\nEmbedded systems are developed using either microprocessors optimized for the purpose called\nembedded processors or microcontrollers. The microcontroller is a single chip containing a CPU,\nmemory, I/O ports, and other peripherals. In microprocessor-based embedded systems, except\nCPU, other components are external to the microprocessor chip. A majority of embedded\nsystems are microcontroller based because they do not require expensive, powerful\nmicroprocessors to implement their basic functionalities.\nFigure3: Microprocessor-based and Microcontroller-based\nHardware and Software for Embedded System\nEmbedded system development requires the knowledge of both hardware and software\ncomponents. They include a microcontroller-based development board, sensors, actuators, and an\nIntegrated Development Environment (IDE).\n2"},{"book":"eOMAL ICT Resource book.pdf","page":10,"label":"10","text":"Microcontroller-based Development Boards\nThere are a number of microcontroller-based development boards such as Arduino, micro: bit,\netc.\nFigure 4: Micro-based Development Boards\nThere are different microcontroller-based embedded system development platforms. Among\nthem, we use Arduino platform due the following reasons:\n Free and open source hardware designs and software tool chain\n Cross platform support\n Extensive official and community support\n Extensive availability of software libraries\n Extensive hardware extendibility with extension shields\n Extreme user friendliness due to the use of wrapper functions (basic programming\nknowledge with any programming language is sufficient)\nArduino\nArduino is an open-source, low cost, easy-to-use hardware, and software platform.There are\ndifferent kinds of Arduino boards available.They can be chosen according to our requirements\nand affordability.\nFigure5: Arduino Boards\n3"},{"book":"eOMAL ICT Resource book.pdf","page":11,"label":"11","text":"Among the different Arduino boards available, we use Arduino Uno due to the following\nreasons:\n Inexpensive\n Most widely used, heavily documented, extensively library supported development\nboard\n 493 extension shield support\n 5V compatible I/O ports (most sensors and actuators use 5V)\n Do It Yourself (DIY) supported hardware design (using through hole electronic\ncomponents)\nArduino Uno Board\nFigure 6 shows the features of the Arduino Uno microcontroller-based development board.\n9\n8\n1\n2\n7\n6\n5\n3\n4\n1 Reset button 6 Oscillator\n2 USB port 7 Power indicator\n3 Power supply jack 8 Transmit & receive pins\n4 Analog input pins 9 Digital input / output pins\n5 Microcontroller\nFigure 6: Features of Arduino Uno\nIn Figure 6, Analog input pins feed analog inputs to the microcontroller. Digital I/O pins feed\ndigital inputs as well as deliver digital outputs. Transmit and receive pins transmit and receive\ndata over serial communication to and from an externally connected device. Arduino Uno comes\nwith an ATmega328P microcontroller. The oscillator provides clock pulses for the\nmicrocontroller to operate. The USB port connects a computer to the development board. It\nuploads the firmware into the microcontroller, sends and receives data between the computer and\nthe board and also supplies DC 5 volts to the board. The power supply jack provides\n4"},{"book":"eOMAL ICT Resource book.pdf","page":12,"label":"12","text":"supplementary power when the board is not connected to a USB Port. The power indicator\nindicates the status of power. Reset button resets the microcontroller.\nArduino Integrated Development Environment (IDE)\nAn Integrated Development Environment is essential for firmware development. An IDE for\nembedded system consists of an uploader as well as a code editor and a compiler. The uploader\nis used to upload the machine code into a microcontroller. Arduino provides a free and open-\nsource IDE called Arduino IDE available at:https://www.arduino.cc/en/main/software.\nFigure 7 shows key components of Arduino IDE\nFigure 7: Key components of Arduino IDE\nPrograms written using Arduino IDE are called sketches. In Figure 7:\n New button creates a new sketch in the Code editor.\n Open button loads an existing sketch from secondary storage.\n Save button saves the current sketch in the code editor.\n Verify button checks the source code for any syntax errors. If any errors found, they are\nreported in the console window.\n Upload button compiles source code into machine code and uploads it into the\nmicrocontroller.\n The message area displays the status of IDE.\n The console window shows error messages and other information.\n Board and port connected show the board in use and the connected port.\n5"},{"book":"eOMAL ICT Resource book.pdf","page":13,"label":"13","text":"EMBEDDED SYSTEM DEVELOPMENT\nLet’s develop the following embedded systems:\n1. Blinker System\n2. Auto Light System\n3. Auto Fan System\n4. Door Alarm System\nSYSTEM 1: Blinker\nThis system is to turn on and off a Light Emitting Diode (LED) periodically.\nRequired components\n1 × Arduino Uno microcontroller-based development board (to control the Blinker\nsystem)\n1 × LED (to emit the light periodically)\n1 × 220Ω Resistor (to drop the voltage and limit the current to LED as required)\nLight Emitting Diode (LED)\nLED a semiconductor device with two leads named, anode and cathode. The anode lead is\nusually longer than the cathode lead. When the current flows from anode to cathode, the LED\nemits light. LEDs are symbolically represented using shows an LED.\nin schematic diagrams. Figure 8\nFigure 8: Leads of an LED\nLEDs have specific current (2 - 20mA) and voltage (1.8 - 3.3V) ratings. Since a microcontroller\nI/O pin typically supplies 5V, it is necessary to use an appropriate resistor to drop the voltage\nand limit the required current flow through the LED. In blinker, a 220Ω resistor is used for this\npurpose.\n6"},{"book":"eOMAL ICT Resource book.pdf","page":14,"label":"14","text":"Resistor\nA resistor is an electronic component that resists to the flow of current in a circuit. Resistors are\nsymbolically represented using in schematic diagrams. The resistance is measured in\nOhms (Ω) and represented using a set of color bands. The bands are identified from left to right.\nFigure 9 shows resistor color codes. The value of the resistance could be varied according to\ngiven percentage in the tolerance column in the following table.\nFigure 9: Resistor Color Codes\nAccordingly, a 220Ω resistor is represented with Red, Red, and Brown giving the value of\n22 × 101 Ohms\nTo construct an embedded system, it is essential to follow some steps as given below:\n Construct the schematic diagram and assemble hardware\n Design firmware\n Develop firmware\n Compile firmware and Uploade machine code\n7"},{"book":"eOMAL ICT Resource book.pdf","page":15,"label":"15","text":"Construct Schematic Diagram and Assemble Hardware\nFigure 10: Schematic Diagram of Blinker\nThe schematic diagram depicts an electronic circuit using symbols. Figure 10 shows the\nschematic diagram of blinker system.\nIn Figure 10, the microcontroller is supplied with power through 5V and GND (ground) pins.\nThe reset pin is connected to the ground through the reset switch. When pressed, it becomes\nlogic low and the microcontroller resets. To keep it logic high during all other time, it is usually\nconnected to positive power supply line through a resistor. XTAL1 and XTAL2 pins are\nconnected with an external oscillator. In Arduino Uno, the above components are pre-connected.\nThis makes the embedded system development easier. However, we are required to connect LED\nto be blinked with a resistor to an I/O pin.\nDesign Firmware\nFirmware means a permanent software for a hardware device. Therefore, after assembling the\nhardware, the microcontroller is required to be programmed. The firmware development usually\nstarts with designing an algorithm using a flowchart.\nFlowchart\nUnlike programs developed for general-purpose computer systems, the firmware for an\nembedded system typically does not have any execution endpoint. This is because when the\nprogram completes its execution, there is no operating system to take control and thereby the\nprogram itself has to plan for the next step. As a result, the program is designed to execute itself\nover and over again using an endless loop. Figure 11 shows a flowchart of the blinker.\n8"},{"book":"eOMAL ICT Resource book.pdf","page":16,"label":"16","text":"The flowchart of setup( ) function is shown below:\nThe flowchart of loop( ) function is shown below:\nFigure 11: Flowcharts of Blinker\nAn Arduino sketch has two main functions, namely, setup () and loop (). The setup() runs only\nonce at the beginning of the program and is typically used to perform any\ninitializations/configurations. The loop() runs over and over again.\nAccording to the flowchart in Figure 11, loop() first sets ledPin logic high. The microcontroller\nthen sets digital I/O pin 8 to 5V and turns on the LED. The algorithm then waits for 500ms and\n9"},{"book":"eOMAL ICT Resource book.pdf","page":17,"label":"17","text":"sets ledPin logic low. The microcontroller then sets digital I/O pin 8 to 0V and turns off the\nLED. The algorithm then waits for another 500ms. As loop () runs over and over again, LED is\nturned on and off every ½ a second.\nDevelop Firmware\nFigure 12 shows the source code of firmware written based on the above flowchart using the\nArduino IDE.\nFigure 12: Source code of Blinker\nIn an Arduino sketch, //is used for comments. In source code, the ledPin has been declared as an\ninteger constant. The pinMode(pin, mode)function configures the specified pin as an INPUT or\nan OUTPUT pin. The digitalWrite(pin, state)function sets the state of the specified digital pin\neither logic HIGH or LOW. The delay(ms) function holds execution for an amount of time\nspecified in milliseconds.\nCompile firmware and Uploade machine code\nThe source code of firmware can be verified for any syntax errors using the verify button on\nIDE. After verification, the development board is connected to the computer via a USB port.\nThen source code is compiled into machine code and it is uploaded into the microcontroller\nusing the upload button. Then the LED would start to blink every ½ a second drawing power via\nUSB port.\n10"},{"book":"eOMAL ICT Resource book.pdf","page":18,"label":"18","text":"SYSTEM2: AutoLight\nIn system 1, we simply blinked the LED periodically. In this system, we are going to turn on and\noff a LED depending on the ambient light intensity using a light sensor.\nRequired components\n1 × Arduino Uno microcontroller-based development board\n(to control the Auto Light system)\n1 × LED (to emit the light)\n1 × 220Ω Resistor (to drop the voltage and limit the current to LED as required)\n1 × Light Dependent Resistor (LDR) (to capture the ambient intensity as an input)\n1 × 10Ω Resistor (to drop the voltage and limit current flow to ground line)\nLight Dependent Resistor (LDR)\nLDR is a resistor that changes its resistance depending on the intensity of light falls upon. LDRs\nare symbolically represented using in schematic diagrams. Figure13 shows an LDR.\nFigure 13: LDR\nConstruct Schematic Diagram and Assemble Hardware\nFigure 14: Schematic Diagram of AutoLight\nFigure 14 depicts the schematic diagram of Auto Light system. Arduino Uno comes with most of\nthe required components pre-connected. Only connections to be made are an LED connected\nthrough a resistor to an I/O pin, an LDR and a 10kΩ resistor interconnected in series between 5V\nand ground lines forming a voltage divider and the LDR and 10kΩ resistor interconnection to an\nanalog input pin. The next section discusses firmware design.\n11"},{"book":"eOMAL ICT Resource book.pdf","page":19,"label":"19","text":"Design Firmware\nAs in the system 1, the firmware development starts with designing an algorithm using a\nflowchart.\nFlowchart\nFigure 15 shows the flowchart for the AutoLight.\nThe flowchart of setup( ) function is shown below:\nThe flowchart of loop( ) function is shown below:\nFigure 15: Flowchart of AutoLight\n12"},{"book":"eOMAL ICT Resource book.pdf","page":20,"label":"20","text":"As loop()runs over and over again, LED is turned on or off automatically depending on light\nintensity.\nDevelop Firmware\nFigure 16 shows the source code of firmware written based on the above flowchart using the\nArduino IDE.\nFigure 16: Source code of AutoLight\nThe analogRead(pin)function reads voltage at the specified analog pin and returns a number\nbetween 0 and 1023. This number represents the amount of light intensity that falls upon the\nLDR. It is then compared with a pre-determined value and the LED is turned on/off depending\non the light intensity. In practice, a suitable pre-determined value is used to turn on the LED at\nthe nightfall.\nCompile firmware and Uploading machine code\nAs in system 1, compiling firmware and uploading the machine code have to be done.\nSYSTEM3: AutoFan\nWe have developed a simple embedded system to turn on and off a light periodically and another\nembedded system to sense the state of physical world and to activate an actuator according to\nthat input. Now let’s construct an AutoFan system to turn on and off a motor of a fan depending\non the room temperature.\n13"},{"book":"eOMAL ICT Resource book.pdf","page":21,"label":"21","text":"Required components\n1 × Arduino Uno microcontroller-based development board\n(to control the AutoFan system)\n1 × 9 Volts DC Motor (to function the fan)\n1 × LM35 Temperature Sensor\n(to capture temperature as an input)\n1 × BC547 Transistor (to supply sufficient current to drive the motor)\n1 × 1kΩ Resistor (to limit the current flow to transistor)\n1 × 1N4001Rectifier Diode\n(to protect transistor from flyback current from motor)\nTemperature Sensor\nLM35 is an Integrated Circuit temperature sensor that changes the voltage at its Vout pin\ndepending on the temperature sensed. Its V+ and GND pins require to be connected to positive\nand ground power lines, respectively. Figure 17 shows the pinout of an LM35.\nFigure 17: Pinout of LM35 Sensor\nThe temperature sensor has sensed can be determined in Celsius using the following equation.\nTemperature = Vout × 100 (1)\nMotor\nMotor is an actuator used to convert electrical energy into kinetic energy. A motor draws more\ncurrent than an I/O pin of a microcontroller can deliver. A transistor is therefore used to drive the\nmotor and an I/O pin is used to switch the transistor. DC motors are symbolically represented\nusing in schematic diagrams. Figure 18 shows a 9V DC Motor.\nFigure 18: 9V DC Motor\n14"},{"book":"eOMAL ICT Resource book.pdf","page":22,"label":"22","text":"Transistor\nA transistor is a semiconductor device used to switch or control electrical power electronically. It\nhas three pins, named Base (B), Collector (C) and Emitter (E). When a small current flows in its\nBase-Emitter circuit, the transistor allows a relatively larger current in its Collector-Emitter\nCircuit.\nThe NPN type transistors are symbolically represented using 19 shows the pinout of a BC547 transistor.\nin schematic diagrams. Figure\nFigure 19: Pinout of BC547 Transistor\nDiode\nDiode is also a semiconductor device. It has two leads, namely, anode and cathode. Diode lets\ncurrent flow only from anode to cathode. Diodes are symbolically represented using symbol\nin schematic diagrams. Figure 20 shows a 1N4001 rectifier diode.\nFigure 20: 1N4001 Rectifier Diode\nConstruct Schematic Diagram and Assemble Hardware\nFigure 21: Schematic diagram of AutoFan\n15"},{"book":"eOMAL ICT Resource book.pdf","page":23,"label":"23","text":"Figure 21 depicts the schematic diagram of Auto Fan system. As in the previous systems,\nArduino Uno comes with most of the required components pre-connected. Only connections to\nbe made are the LM35 temperature sensor’s V+ and GND pins to 5V and ground power supply\nlines, respectively and Vout pin to an analog input pin. In addition, a digital I/O pin is required to\nbe connected to the Base (B) of a transistor via a resistor. A motor is then connected between\nCollector (C) of the transistor and separate 9V power supply line. The Emitter (E) is directly\nconnected to the common ground line. A rectifier diode is connected in parallel to the motor with\nits cathode to the 9V line. The next section discusses firmware design of Auto Fan system.\nDesign Firmware\nAs in the previous systems, the firmware development starts with designing an algorithm using a\nflowchart.\nFlowchart\nFigure 22 shows the flowcharts for the Auto Fan.\nThe flowchart of setup( ) function is shown below:\n16"},{"book":"eOMAL ICT Resource book.pdf","page":24,"label":"24","text":"The flowchart of loop( ) function is shown below:\nFigure 22: Flowchart of AutoFan\nAs loop() is called over and over again, the motor is turned on or off automatically depending on\nthe room temperature.\nDevelop Firmware\nFigure 23 shows the source code of firmware written based on the above flowchart using the\nArduino IDE.\nFigure 23: Source code of Auto-Fan\nThe analogRead(pin) function reads voltage at the specified analog pin and returns a number\nbetween 0 and 1024. First, this number is converted into a voltage between 0 and 5V and then\ninto a temperature in Celsius. The determined temperature is then compared with a pre-defined\nvalue and the motor is turned on/off depending on the room temperature.\n17"},{"book":"eOMAL ICT Resource book.pdf","page":25,"label":"25","text":"Compile firmware and Uploade machine code\nAs in the previous systems, compiling firmware and uploading the machine code have to be\ndone.\nSYSTEM4: Door-Alarm\nIn the above systems 2 and 3, we used an LDR and an LM35 to capture inputs and drive the\nactuators, respectively. In this system, we would construct a door alarm system to trigger an\nalarm when a door is opened. The system uses a reed switch as a sensor to capture the input.\nRequired components\n1 × Arduino Uno microcontroller-based development board\n(to control door alarm system)\n1 × Piezo Buzzer (to generate alarm as output)\n1 × Reed Switch (to detect whether door is open)\n1 × 10kΩ Resistor (to drop the voltage and limit current flow to ground line)\nReed Switch\nReed switch is an electrical switch operated when a magnetic field applied. It is normally open\nand closes its contacts when a magnetic field is present. If a magnet and a Reed switch are fixed\nto a door and door frame, respectively, the switch will keep its contacts closed when the door is\nclosed and will open the contacts when the door is opened. Figures 24 shows a Reed switch.\nFigure 24: Reed switch\nPiezo Buzzer\nA Piezo buzzer is an actuator that uses the piezoelectric effect for generating sounds. Figure 25\nshows a piezo buzzer.\nFigure 25: Piezo buzzer\n18"},{"book":"eOMAL ICT Resource book.pdf","page":26,"label":"26","text":"Construct Schematic Diagram and Assemble Hardware\nFigure 26: Schematic diagram of DoorAlarm\nFigure 26 depicts the schematic diagram of Door Alarm system. As in the previous systems,\nArduino Uno comes with most of the required components pre-connected. The additional\ncomponents to be connected are a Piezobuzzer to a digital I/O pin and a Reed switch and a 10kΩ\nresistor in series between 5V and ground lines. Reed switch and 10kΩ resistor interconnection\nare connected to a digital I/O pin.\nWhen the door is opened, as the magnetic field moves away, the Reed switch opens its contacts\nand leaves the digital I/O pin connected only to ground line through the resistor. This changes\nstate of digital I/O pin 9 logic low. As a result, the microcontroller drives the Piezo buzzer via\nthe digital I/O pin 8. The next section discusses firmware design for this purpose.\nDesign Firmware\nAs in the previous systems, the firmware development starts with designing an algorithm using a\nflowchart.\n19"},{"book":"eOMAL ICT Resource book.pdf","page":27,"label":"27","text":"Flowchart\nFigure 27 shows the flowcharts for the Door-Alarm.\nThe flowchart of setup( ) function is shown below:\n20"},{"book":"eOMAL ICT Resource book.pdf","page":28,"label":"28","text":"The flowchart of loop( ) function is shown below:\nFigure 27: Flowchart of Door Alarm\nAs loop() runs over and over again, the buzzer would play a tone when the door is opened.\nDevelop Firmware\nFigure 28 shows the source code of firmware written based on the above flowchart using the\nArduino IDE.\nFigure 28: Source code of DoorAlarm\nThe tone(pin, frequency)function generates a square wave with the specified frequency on the\ngiven digital I/O pin. The generated tone plays continuously until the noTone(pin)function is\ncalled.\n21"},{"book":"eOMAL ICT Resource book.pdf","page":29,"label":"29","text":"Compile firmware and Uploade machine code\nAs in the previous systems, compiling firmware and uploading the machine code have been\ndone.\n22"},{"book":"eOMAL ICT Resource book.pdf","page":30,"label":"30","text":"The Internet of Things (IoT)\nCompetency Level 11.2: Explores the Internet of Things (IoT) to create a simple application\nLearning Outcomes:\n Defines IoT (Internet of Thing)\n Identifies the needs of IoT to make day to day life smart\n Discusses the various applications of IoT\n Identifies the enabling technologies for IoT\n Designs and implements an IoT application to remotely control a device over Internet\nExample: switching a LED on and off over the Internet\n Uses IoT based systems while knowing the social and security consequences of IoT\nSmart World\nIoT can create a \"Smart World\" where life is full of autonomous interconnected smart systems.\nFor example, what if your smart alarm clock not only wakes up you in the morning but also\nnotifies your electric kettle to boil water for your morning tea? How about smart refrigerator\nmonitors the level of food items in it and send you a shopping list to your smartphone in the\nweekend? The whole idea is to make our life more convenient and comfortable.\nThings are everyday objects from small wristwatches to large cars and buildings. When added\ncomputing power, things become smart and are called embedded systems. Embedded systems\ncan sense the state of the physical world and change the state of the physical world. When we\nconnect the embedded systems to the Internet, they start interacting with themselves and users\nand create an Internet of Things.\nEnabling Technologies\nMany technologies have enabled the Internet of Things. They include the Internet Protocol\n(IPv6) with an extremely large address space, increasing bandwidth and decreasing the cost of\nnetworking technology, increasing functionality and decreasing size and cost of sensor\ntechnology and increasing performance and capacity and decreasing power consumption, size\nand cost of processor and storage technologies, etc.\nApplications of IoT\nIoT can be applied to any physical system such as wearables, appliances, homes, transport, and\nagriculture, health, etc. Consumer IoT applications includes mart wearables with monitoring and\nhome appliances with remote accessing capabilities. Commercial IoT applications include smart\nmedical and health care systems with remote monitoring, emergency notification and assistive\ncapabilities, smart building and home automation applications with capabilities to monitor and\ncontrol lighting, climate, entertainment, security and other systems in a building, transportation\napplications such as smart traffic lights, smart parking,vehicle control, and safety and roadside\nassistance systems etc. Industrial IoT applications include smart manufacturing applications such\nas process controls and predictive maintenance systems and agriculture applications such as\nrainfall, humidity, pest infestation, and soil content monitoring systems and smart irrigation and\nfertilization systems, etc.\n23"},{"book":"eOMAL ICT Resource book.pdf","page":31,"label":"31","text":"Challenges of IoT\nIoT opens the door to a lot of possibilities and opportunities but also to many challenges. They\ninclude social concerns such as social isolation and security and privacy concerns such as\nunauthorized control of IoT devices and access to personal and sensitive information. What if\nsomeone hacks into your smart alarm clock and then gets access to your entire network of\nthings? Therefore, it is very important to understand not just the opportunities but also the\nchallenges of IoT.\nIoT Based System Development\nIoT based systems are developed to automate the intercommunication of smart systems.\nSYSTEM5: Smart Light\nThis system explains how to turn on and off a light remotely over the Internet. When HTTP\nrequests http://host/?1 and http://host/?0 are made using a web browser running on remote\ncomputer connected to the Internet, the Smart Light would turn on and off an LED, respectively.\nRequired components\n1 × Arduino Uno microcontroller-based development board\n(to control smart light system)\n1 × ArduinoEthernet Shield\n(to extend the functionality of Arduino Uno to connect to the Internet)\n1 × LED (to emit the light)\n1 × 220Ω Resistor (to drop the voltage and limit current flow to the LED as required)\nArduino Ethernet Shield\nArduino Ethernet Shield is a pre-assembled add-on module to the main microcontroller-based\ndevelopment board. Once added to the Arduino Uno board, the Ethernet Shield extends the\nfunctionality of Arduino Uno and facilitates it to connect to the Internet. Figure25 shows the\nlatest version of Arduino Ethernet Shield.\nFigure 29: Arduino Ethernet Shield\n24"},{"book":"eOMAL ICT Resource book.pdf","page":32,"label":"32","text":"Construct Schematic Diagram and Assemble Hardware\nFigure 30: Schematic diagram of Smart Light\nFigure 30 depicts the schematic diagram of Smart Light system. As in the previous systems,\nArduino Uno comes with most of the required components pre-connected. The additional\ncomponents to be connected are the Ethernet Shield and an LED to be controlled over the\nInternet with a resistor to a digital I/O pin. When stacked on Arduino Uno, the Ethernet Shield\ncommunicates with the microcontroller in the Arduino Uno board using the digital I/O pins 4,\n10, 11, 12 and 13. Therefore, they cannot be used as general-purpose I/O pins.\nDesign Firmware\nAs in the previous systems, the firmware development starts with designing an algorithm using a\nflowchart.\nFlowchart\nFigure 31 shows the flowcharts for the Smart Light.\n25"},{"book":"eOMAL ICT Resource book.pdf","page":33,"label":"33","text":"The flow chart of setup( ) function is shown below:\n26"},{"book":"eOMAL ICT Resource book.pdf","page":34,"label":"34","text":"The flow chart of loop( ) function is shown below:\nFigure 31: Flowchart of Smart Light\nIn the above algorithm, first, the hardware MAC address and digital I/O pin 8 are declared. Then\na webserver is setup for listing any web client communication over port 80. In the setup()\nfunction, first the ledPin is configured as an output. Then the data communication rate for serial\ncommunication between the Arduino Uno board and the connected computer is set. This is\nfollowed by an attempt to connect to the Internet using DHCP. In the next step of setup()\nfunction, the IP address assigned by DHCP is printed on the serial monitor of Arduino IDE\nrunning in the computer connected. Then the previously setup webserver is started for listening\nto any incoming communication from web clients.\nIn each iteration of the loop() function, first it gets any web client communicating to the\nwebserver. If such a web client is available, a loop is executed while the web client is connected\nto the webserver. In the body of this loop, it checks whether any unread HTTP request is\navailable from the web client. If so, the request is read character by character. If the character is\n'?', then it checks whether the next character in the request is '1' or '0'. If so, the logic state of\nledPin is set either high or low and the connected LED is turned on or off, respectively. Finally,\nthe web client is disconnected from the webserver.\n27"},{"book":"eOMAL ICT Resource book.pdf","page":35,"label":"35","text":"Develop Firmware\nFigures 32 and 33 show the source code of firmware written based on the above flowchart using\nthe Arduino IDE.\nFigure 32: Source code of Smart Light - Part 1\n#include<Ethernet2.h> directive adds the Ethernet2.h library file required to work with Arduino\nEthernet Shield 2 to the source code. The mac[] is an byte array containing the MAC address of\nthe Ethernet Shield. Its 0x## should be replaced with the hexadecimal numbers of the actual\nMAC address that comes with Ethernet Shield. The next line setups a webserver for listing any\nweb client communication over port 80.\nIn the setup() function, Serial.begin(baudRate) function sets the data communication rate for\nserial communication between the Arduino Uno board and the connected computer.\nEthernet.begin(mac) function connects the Ethernet Shield to the Internet using DHCP. In the\nnext line in source code, Ethernet.localIP() function gets the dynamic IP address assigned by\nDHCP and Serial.println(value)function prints it on the serial monitor of Arduino IDE. The\nbegin() function of the previously setup webserver starts the webserver and begins listening to\nany incoming communication from web clients.\n28"},{"book":"eOMAL ICT Resource book.pdf","page":36,"label":"36","text":"Figure 33: Source code of Smart Light - Part 2\nIn each iteration of the loop() function, the available() function of the webserver returns any web\nclient communicating to the webserver. If such a web client is available, then a while loop is\nexecuted till the connected() function of web client returns false. In the body of this loop,\navailable() function of web client checks whether any unread HTTP request is available from the\nweb client. If so, read() function of web client reads next character in the request to a character\nvariable. If the character is '?', then read() function of web client reads the character that follows\n'?' in the request to the character variable. The next two conditions check whether this character\nis '1' or '0'. If so, digitalWrite(pin, state) function sets the state of specified digital I/O pin logic\nHIGH or LOW and turns on or off the connected LED, respectively. Finally, the stop() function\nof web client disconnects the web client from the webserver.\nCompile firmware and Uploade machine code\nNow the Smart Light system requires to be connected to a network with a connection to the\nInternet using a network cable and the Ethernet port of the Ethernet Shield. As in the previous\nsystems, then compiling firmware and uploading the machine code are done. Once uploaded the\nmachine code, it requires open the serial monitor of Arduino IDE and gets printed the IP address\nof the webserver running. When HTTP requests http://host/?1 and http://host/?0 are made using\na web browser running on another computer connected to the Internet, the Smart Light would\nturn on and off the LED, respectively. In the above URLs, the host means the IP address of the\nwebserver running on the Smart Light system. Further,IoT based systems can also be developed\nusing WiFi wireless communication as well.\n29"},{"book":"eOMAL ICT Resource book.pdf","page":37,"label":"37","text":"Review Questions\n1. What is an Embedded System?\n2. Like general-purpose computer systems, do embedded systems also follow Input, Process\nand Output (IPO) model? Explain using an example.\n3. Consider the following statement, \"Embedded systems perform physical computing.\"\nExplain using an example.\n4. Discuss the pros and cons of microprocessors-based and microcontrollers-based embedded\nsystems developments.\n5. Why do we need to code an infinite loop when writing firmware for microcontrollers?\nExplain.\n6. 7. 8. What is the Internet of Things (IoT)?\nHow does IPv6 affect the development and implementation of the IoT?\nDiscuss the impact of IoT on our lives.\n30"},{"book":"eOMAL ICT Resource book.pdf","page":38,"label":"38","text":"PROGRAMMING\nCompetency 9: Develops algorithms to solve problems and uses python programming\nlanguage to encode algorithms\nCompetency Level 9.1: Competency Level 9.2: Competency Level 9.3: Uses problem-solving process\nExplores the top down and stepwise refinement methodologies in\nsolving problems\nUses algorithmic approach to solve problems\nLearning Outcomes:\n● Describes the steps of problem solving process\n● Uses stepwise refinement methodology to solve problems\n● Draws structures charts to illustrate a solution for a system\n● Describes algorithms briefly\n● Identifies the standard symbols used to draw flow charts\n● Draws flow charts to illustrate solutions to a given problem\n● Writes pseudo codes to illustrate solutions to a given problem\n● Uses hand traces to verify the solutions\nAlgorithm Development\nAn Algorithm is a finite sequence (a finite number of elements) of well-defined (clear and\nunambiguous) instructions, typically to solve a problem.\nThe problem solving process involves the steps depicted in the following figure in cyclic way.\nThe problem solving process is important not only in solving mathematical problems but also in\nreal life problems.\nExamples:\nSwitching on an air conditioner as the atmospheric temperature rises is solving a mathematical\ninequality depending on a physical papermaker temperature.\nFinding a suitable course to follow is solving a mathematical comparison of cost and benefits of\ndifferent courses.\nFor all the examples like the ones mentioned above, a computer program can be written based on\nan Algorithm.\n31"},{"book":"eOMAL ICT Resource book.pdf","page":39,"label":"39","text":"Modularization (Decomposition)\nTo understand the term Algorithm, let us look at the problem-solving process in general. The\nproblem-solving process can be itemizedas follows:\n Identifying the problem\n Identifying the subproblems (causes of the main problem)\n Finding (sub) solutions to subproblems\n Connecting the sub-solutions logically to solve the main problem\nFor example, take a simple day to day situation of making a cup of tea. The process involves\ntaking the ingredients as input, the process of mixing the ingredients to produce the output of a\ncup of tea.\nIn some problems, it is necessary to break the big problem into small subproblems and consider\nthe solution as a collection of (sub) solutions to different subproblems.\nExample:\nMain problem: inefficient administration in an organization\nSub Problem: Problems in financial division, problems in human resource division, problems in\ntechnical division, etc..\nNote: This is what is done in the system design process.\nThe same methodology applies even in solving mathematical problems.\nThe above strategy for solving a problem is called Modularization or Decomposition\nModularization means breaking a big problem into logical subproblems. In our examples, we\nbroke or modularized the big problem into small problems that cannot be further broken\nlogically. Inthe case of making a cup of tea, the modularization is boiling water, mixing the\ningredients, etc.\nIn a real-world system design, in the first attempt, we may not get the best possible\nmodularization. It is necessary to refine the initial model to make it better. In the refinement\nprocess, we may have to combine some subproblems or break into further subproblems to make\nthe system more sensible. The process can be depicted graphically as follows.\n32"},{"book":"eOMAL ICT Resource book.pdf","page":40,"label":"40","text":"Once the subproblems (or subsystems) are identified, they have to be documented in a visually\ncomprehensible way. The best visually comprehensible way of writing is by using a figure.\nSuppose that our problem is to check whether a person is eligible to vote at an election:\nIf the age is greater than or equal to 18, then eligible to vote\nIf the age is less than 18, then not eligible to vote\nThe following is the representation of the above problem and solution using what is known as a\nblock diagram\nCheck the age\nIf the age is greater than\nor equal to 18, then\neligible to vote\nIf the age is less than\n18 then not eligible to\nvote\nFigure No 2.1- Visually Comprehensible Representation\nAlgorithmic approach to solve problems\nAlgorithms can be represented as follows:\n Graphically : Flow chart\n Textually: Pseudocode\nFlow chart / Pseudocode are converted into source code.\nGraphically:\nOnce the system block diagram is done, it should be developed into a flow chart.Flow chart\nliterally means the flow of actions to realize the components depicted in the block diagram.\n33"},{"book":"eOMAL ICT Resource book.pdf","page":41,"label":"41","text":" Flow chart\nThe flow chart uses the following standard symbol to describe a solution.\nStart / End\nInput/ Output\nDecision Making\nProcess (Action)\nFlow Lines\nJoining Paths\n(Connector)\nSubroutine\nTable 2.1 – Common Flowchart Symbols\nUsing the above symbols, we can draw the following flow chart to the problem discussed above.\nStart\nGet the Age\nTemperature\nNot eligible to vote YES NO\nIs age is less\nthan 18?\neligible to vote\nEnd\nFigure 2.2: Flowchart for checking eligibility to vote\n34"},{"book":"eOMAL ICT Resource book.pdf","page":42,"label":"42","text":"Textually:\no Pseudocodes\nThe flow chart then needs to be represented as a Pseudocode. Pseudocode is written as a\nstatement in English that is closer to computer programming languages but independent\nof any particular language.We do this because when the pseudocode is written,\nconverting it into a suitable computer programming language is easy.\nThe pseudocode for our example looks as below:\nBegin\nRead age\nIf age <18 then\nDisplay “not eligible to vote”\nElse\nDisplay “eligible to vote”\nEndif\nEnd\no Hand traces\nOnce the pseudocode is written, a manual check is done before converting it into a\nprogramming language. Thisis done by working with an appropriate example situation and\nline by line. In our example, we could enter or inputany age value and see what happens in\nthe process. Thisis donein order tominimize possible errors when executing the program.\n35"},{"book":"eOMAL ICT Resource book.pdf","page":43,"label":"43","text":"Competency Level 9.4: Compares and Contrasts different programming paradigms\nLearning Outcomes:\n Describes the evolution of programming language in terms of generations\n Compares and contrasts imperative, declarative, object oriented languages\nEvolution of programming languages\nThe programming language is a set of commands written in a specific format and\ngrammar, and it has to be learnt just like learning another language to understand a\nforeign language to communicate with a foreigner. C, C++, Python, Pascal, Java, etc. are\nsome common programming languages.\nOnce the pseudocode which is general and not specific to any programming language is\nwritten, it should be converted into a specific programming language of choice and based\non the type of application and expertise.\nThe programming language is the language understandable to humans and to computers\nonce compiled. There are many different languages that are suitable for different\napplications: scientific calculations, database management, business applications etc.\nProgramming paradigms\nComputer programming languages can be categorized into two broad categories\n(depending on how they work), they are known as programming paradigms.\n1. Imperative languages\nThis is the most common type. In this type, the problem is solved (the program is written)\nas a sequence of commands (imperatives).\nFurther, these languages can be categorized into three types:\n Procedural. e.g: C\n Object-oriented. e.g: Java, C++\n Parallel processing.e.g: Java\nDeclarative languages\nThis type is less common. In this type, there is no specific sequence and statements\n(declarations) can have a different flow.\nFurther, these languages can be categorized into three types:\n Logic. e.g: Prolog\n Functional data flow. e.g: Lisp\n Database. e.g: SQL\n36"},{"book":"eOMAL ICT Resource book.pdf","page":44,"label":"44","text":"Competency Level 9.5: Explores the need of program translation and the type of program\ntranslators\nLearning Outcomes:\n Describes the need of translation of a program\n Compares the source and object program\n Lists and briefly describes the types of program translators\n Briefly describes the function of linkers\nProgram translation and the type of program translators\nSource Program and Object Program need to be translated into machine code.\nSource code\nA program written in a high-level language like C, Python, etc. can be understood by humans\nwho know the particular language.\nObject code\nSource code which is not understandable by computers directly without being converted to\nwhat is known as the machine language, should be converted into machine language using an\nintermediate program. After converting into machine language, it is called as object code.\nThe machine language understandable by computers is made of digital commands in Boolean\nlogic. This is something humans cannot learn and memorize due to the enormous amounts of\ndigits and the vulnerability of mistakes.\nTo overcome the above-mentioned difficulty, once the human-understandable source code\nprogramming is done, an intermediate program converts it into a corresponding object code\ncontaining binary values.\nThere are two ways – interpreting and compiling - of conversion.\no Interpreter\nThe interpreter converts the source code into an object code line by line. Due to its’ nature,\nthis process has to be repeated every time the program is run, and therefore, the execution\ntime is high. Some languages like BASIC, FORTRAN, and Python use this type of\nconversion.\no Compilers\nA compiler converts the whole of the source code into object code at once. After the\nprocess, a permanent binary code known as object code is generated. Every time the\nprogram runs, the object code is executed and therefore, the execution time is low.\nLanguages like Pascal, C use this approach. If a change is made to the source program, the\ncompilation has to be done again, and new object code is generated.\no Hybrid approach\nWhen there are two or more ways of doing something, there are relative advantages and\ndisadvantages, and to balance them, hybrid approaches are taken. An example is a\nhybridelectric car where there is a battery for town running, and an engine to run outside\ntowns. Similarly, Interpreting and Compilation can be combined to improve the efficiency.\n37"},{"book":"eOMAL ICT Resource book.pdf","page":45,"label":"45","text":"o Linker\nOther than interpretation and compilation, there is another process known as Linking. Linking is\nconnecting user commands with standard library functions. For example, the program Input and\nOutput commands are linked to the main program during the linking process. For example, when\na user writes printf the linker links the program with the printing subprogram stored in the\nLinker.\nThe following figure depicts the hierarchical position of Hardware, Machine language,\nAssembly language and High level languages.\nFig 9.3 Hardware and computer Languages\n38"},{"book":"eOMAL ICT Resource book.pdf","page":46,"label":"46","text":"Competency Level 9.6:\nExplores integrated development environment (IDE) to identify their basic features\nLearning Outcomes:\n Identifies the basic features of IDE\n Practices the instructions to\no Open and save files\no Compile, execute programs\n Uses the debugging facilities in IDE\nIntegrated development environment (IDE)\nIntegrated Development Environment is essential to handle the source code. Most IDE’s consists\ncode editor, compiler, debugger etc.\nAs mentioned above, once the source code is written in a high-level language, it is compiled to\nan object code ready for execution.\nLet’s see what happens in the process and what programs are responsible for each of these\nstages.\nEditing using Editors – This is the first phase of the process. The algorithm has to be converted\nto statements according to the syntax (grammar) of the language, and these statements have to be\ntyped for further processing. This process is called Editing and the software that helps to do this\nwork is called Editors. There are various types of Editors providing different features. For\nexample, three main functions of an Editor are creating a new file, saving a file, Opening a saved\nfile etc. Basically, an Editor is word processing software with minimal features.\nDebugging/ Compiling using Compilers – After the program editing is over, a source file is\ncreated. As mentioned above, this source file has to be converted to an object file by compiling.\nIn the process of compilation, another process called debugging is taking place. This is the\nprocess that detects the syntax errors in the source file. Debugging can be done before compiling,\nbut most of the time, debugging and compilation are happening simultaneously. Debugging\nprogram is called a Debugger, and the compilation program is called a Compiler.\nNowadays, there are comprehensive programs which are known as Integrated Development\nEnvironments (IDE) where editing, debugging/ compiling can be done very convenient way\nusing one comprehensive program containing an Editor, a Debugger and a Compiler. They are\nvery user-friendly and work through user-friendly interfaces.\nMicrosoft Visual Studio is such an IDE, Eclipse with PyDev plugin is an IDE for development in\nPython.\nThere are many online IDEs to develop Python programs.\nImperative programming language to encode algorithms:\nIn the following sections, programming language Python is used to demonstrate the program\nstructures and syntax. These structures and syntax are almost similar in all the languages. Once\nthe logical programming techniques are mastered, anybody can switch to any other language\nwith little self-work.\n39"},{"book":"eOMAL ICT Resource book.pdf","page":47,"label":"47","text":" Structure of a program\nA program has three main parts, namely, Input, Processing, and Output.\nAs we know, Input/ Output are handled using variable names. Logically, before using a\nvariable, it has to be defined. So, we define the program variables, before the Input section.\nAs mentioned earlier, a program uses predefined functions like print(), writeln() etc. These\nare stored in a library, and these library functions have to be loaded at the beginning.\nAccordingly, a structure of a program looks as follows:\nStart\nImporting essential libraries\nDeclaration of variables/ constants\nInput data\nProcessing\nOutput results\nEnd\n Comment\nIn a program, it is necessary to identify and understand the functions of different lines in an\nordinary language understandable to humans. As we know, the program contains the\nlanguage understandable to the computer, so to bridge the gap, we write comments at the\nbeginning or end of commands. These are not executed by the compiler and the only use of\nComments is to understand the function of the statement or the command. Comments are\nessential to understand the function of the commands/ program by people other than the\nprogrammer and even by the programmer at a later time.\nIn Python, we could write comments as below.\nage=26\nif (age>=18):\nprint (\"You are eligible to vote\"); # To print the eligibility\n40"},{"book":"eOMAL ICT Resource book.pdf","page":48,"label":"48","text":"Competency Level 9.7: Uses an imperative programming language to encode algorithms\nLearning Outcomes:\n Identifies the structure of a program\n Uses comments to identify the usage of code for future reference\n Uses constants and variables in a program appropriately\n Identifies the primitive data types of a given program language\n Identifies and uses operators in a program\n Identifies precedence of operators\n Writes programs with the facilities of input from keyboard and output to standard devices\nPython program\nPython is a popular programming language, which was created in 1991 by Guido van Rossum.\nWhat can Python do?\nPython can be used:\n Alongside software to create workflows.\n To connect to database systems. It can also read and modify files.\n To handle big data and perform complex mathematics.\n For rapid prototyping, or for production-ready software development.\n On a server to create web applications.\nFeatures of Python\n Python works on different platforms (Windows, Mac, Linux, Raspberry Pi, etc).\n Python has a simple syntax similar to the English language.\n Python has a syntax that allows developers to write programs with fewer lines than some\nother programming languages.\n Python runs on an interpreter system, meaning that code can be executed as soon as it is\nwritten. This means that prototyping can be very quick.\n Python can be treated in a procedural way, an object-orientated way or a functional way.\nPython Installation\nIf you find that you do not have python installed on your computer, you can freely download and\ninstall from the following website: https://www.python.org/downloads/\nThe IDLE of Python (Python 3.7):\n41"},{"book":"eOMAL ICT Resource book.pdf","page":49,"label":"49","text":"Save the python file\nPython file should be saved with .py extension.\ne.g:- \"hello.py\"\nLet's develop our first Python programin the python shell and python editor.\nWrite print(\"My First Program\")in python shelland enter\nSource\nOutput\nWrite print(\"My First Program\")in python editor\nSave as FirstProgram1.py\nOpen the Python editor\nFile New\n42"},{"book":"eOMAL ICT Resource book.pdf","page":50,"label":"50","text":"Run the program\nRun Run Module or press F5 key\nComment in Python\nIn Python,comments start with a # symbol, and Python will render the rest of the line as a comment:\nPython Identifier\nAn identifier is a name that identifies an object (variable, function, class etc). Different\nlanguages use different rules for naming objects. In Python the following rules must be observed\nin naming objects.\n An Identifier name in python must start with a letter or underscore character\n After the first letter, the remainings of an identifier name can contain alpha-numeric\ncharacters and underscores and numbers (A-z, 0-9, and _ )\n There is no limit to the maximum length of an identifier name\n Python keywords can't be used\n Identifier names are case-sensitive (age, Age, and AGE are three different variables)\nVariable\nA variable is the symbolic name assign for a place in the computer's memory where one can\nstore data. Once a variable is created by a program, that variable can be used to store different\nvalues of the same data type at different times during program execution\nCreating Variables in Python\nUnlike other programming languages, Python has no command for declaring a variable.\nAt the moment of creating a variable, the value should be assigned.\n43"},{"book":"eOMAL ICT Resource book.pdf","page":51,"label":"51","text":"Example 1:\nCode Output\nExample 2:\nCode Output\nConcatenation in python\nIn combine operation, Python uses the \"+\" operator\nExample 3:\nCode Output\nStandard Data types in python\nNumbers\n Integral\no Integer\no Boolean\n Real\n Complex\nSequences\n Immutable sequences\no Strings\no Tuples\no Bytes\no\n Mutable sequences\no Lists\no Byte arrays\nSet types\no Sets\no Frozen sets\nMappings\n Dictionaries\n44"},{"book":"eOMAL ICT Resource book.pdf","page":52,"label":"52","text":"Variables of numeric types are created when you assign a value to them:\n x = 1 # int\n y = 2.8 # float\n z = 1j # complex\nSpecify a data type to a variable\nThere are situations to specify a type to a variable in a program. This can be done with the\ncasting of the data type. Python uses classes to define data types.\n int() - constructs an integer number from an integer literal, a float literal or a string literal.\n float() - constructs a float number from an integer literal, a float literal or a string literal.\n str() - constructs a string from a wide variety of data types, including strings, integer\nliterals and float literals.\nExample 4:\nInteger:\nCode Output\nExample 5:\nFloats:\nCode Output\nExample 6:\nStrings:\nCode Output\nString Literals\nString literals in Python are surrounded by either single quotation mark or double quotation\nmark.\n'hello' is same as \"hello\"\nThere are many string functions available in Python to handle strings literals.\n45"},{"book":"eOMAL ICT Resource book.pdf","page":53,"label":"53","text":"Example 7:\nCode Output\nUser Input:\nPython allows the user to input data through command line input.\nExample 8:\nThe following example asks for the user's name, by using the input() method, the program prints\nthe name on the screen:\nCode Output\nOperators in Python\nOperators are used to perform operations on variables and values.\nPython operators:\n Arithmetic operators\n Assignment operators\n Comparison operators\n Logical operators\n Bitwise operators\nArithmetic Operators\nArithmetic operators are used with numeric values to perform common mathematical operations:\nOperator Name Example\n+ Addition x + y\n- Subtraction x - y\n* Multiplication x * y\n/ Division x / y\n% Modulus x % y\n** Exponentiation x ** y\n// Floor division x // y\n46"},{"book":"eOMAL ICT Resource book.pdf","page":54,"label":"54","text":"Example9:\nCode Output\nExample 10:\nCodeOutput\nNote: Integer and string cannot be calculated.Trycalculations using different data types.\nAssignment Operators\nAssignment operators are used to assign values to variables:\nOperator Example Same As\n= c= 5 c = 5\n+= m += 3 m = m + 3\nComparison Operators:\nComparison operators are used to compare two values:\nOperator Name Example\n== Equal a == b\n!= Not equal a != b\n> Greater than a > y\n< Less than b< y\n>= Greater than or equal to a >= b\n<= Less than or equal to a <= b\n47"},{"book":"eOMAL ICT Resource book.pdf","page":55,"label":"55","text":"Logical Operators:\nLogical operators are used to combine conditional statements:\nOperator Description Example\nand Returns True if both statements are true a < 5 and b< 10\nor Returns True if one of the statements is\na < 5 or b< 4\ntrue\nnot Reverse the result, returns False if the\nnot(a < 5 and b< 10)\nresult is true\nBitwise Operators\nBitwise operators are used to compare (binary) numbers:\nOperator Name Description Example\nAssume a=60, b=13\n& AND Sets each bit to 1 if both bits are\n1\n(a & b) =12 (means 0000\n1100)\n| OR Sets each bit to 1 if one of two\nbits is 1\n(a | b) = 61 (means 0011\n1101)\n~ NOT Inverts all the bits (~a ) = -61 (means 1100\n0011 in 2's complement)\nOperators Precedence\nThe following table shows the precedence from the higher-order to the lower.\nOperator Description\n** Exponentiation (raise to the power)\n~ Complement\n+, - unary plus and minus (e.g:- x++,x--)\n*\n, / , % ,// Multiply, divide, modulo and floor\ndivision\n+, - >>, << & Bitwise 'AND'\n<= , <>, >= <>,\n==\n, != Addition and subtraction\nRight and left bitwise shift\n^ Bitwise `XOR' (exclusive ‘OR’)\n| Bitwise `OR'\nComparison operators\nEquality operators\n= , %=, /=, //=,\n-=\n, +=,\n*=\n,\n**= Assignment operators\nis, is not Identity operators\nin, not in Membership operators\nnot Logical operator\nand Logical operator\nor Logical operator\n48"},{"book":"eOMAL ICT Resource book.pdf","page":56,"label":"56","text":"Competency Level 9.8: Uses control structures in developing programs\nLearning Outcomes:\n Briefly describes control structures\n Lists and briefly describes the types of control structures\n Uses control structures appropriately in programming\n Applies nested control structures in programs\nControl Structures\nThe flow of Control:\nThe flow of control in a program is implemented with three basic types of control structures:\n Sequential: Code statements are executed sequentially. (One line after another)\n Selection: Used to specify one or more conditions to be tested by the program.\n Python programming language provides the following decision-making statements:\n if\n if-else\n if-elif-else\n Repetition: Used to execute a statement or group of statements multiple times. In\nPython, the following loops are used for repetition:\n while\n for\nIndentation\nTo define ascope of a statement in the program, Python programming language uses indentation.\nOther programming languages often use curly-brackets for this purpose.\nIndentation\nExample 11:\nIf statement:\nCode Output\nPython language provides multi-way conditional decision statements.\n If-else Statement\n if, elif, else\n49"},{"book":"eOMAL ICT Resource book.pdf","page":57,"label":"57","text":"Example 12:\nIf-else Statement\nCode Output\nExample 13:\nif, elif, else\nCode\nOutput\nLoops in Python\n while statement\n for statement\nWhile loops:\nExample 14:\nThe following program prints numbers from 1 to 5.\nCode Output\n50"},{"book":"eOMAL ICT Resource book.pdf","page":58,"label":"58","text":"Python for loop:\nA forloop is used to repeat a block of statements for a known number of times.\nSyntex\nfor variable name in structure:\nsuit\nExample 15:\nCode Output\nStructure\nVariable\nSui\nname\nt\nThe break statement\nWith the breakstatement we can stop the loop even if the while condition is true:\nExample 16:\nExit the loop when i is 3:\nCodeOutput\nWith the break statement we can stop the loop before it has looped through all the items:\nExample 17:\nCode Output\n51"},{"book":"eOMAL ICT Resource book.pdf","page":59,"label":"59","text":"The Continue Statement\nThe current iteration stops with the continue statement and continues with the next:\nExample 18:\nContinue to the next iteration\nif i is 3:\nCode Output\nExample 19:\nCode Output\n52"},{"book":"eOMAL ICT Resource book.pdf","page":60,"label":"60","text":"Competency Level 9.9: Uses sub-programs in programming\nLearning Outcomes:\n Briefly describes the functions\n Lists and briefly describes the types of functions\n Identifies the structure of a function\n Compares local and global variables\n Identifies the behavior of a variable in terms of life time\n Identifies the need of return values and writes functions to obtain the appropriate return value\n Writes functions using relevant parameters and arguments\n Uses user defined functions\nFunction\nA function is a block of code which only runs when it is called.\nYou can pass data, known as parameters, into a function.\nSo the function can return data as a result.\nCreating Functions in Python\nIn Python a function is defined using the def keyword:\nExample:\ndef my_function():\nprint(\"This is my first function\")\nCalling a Function\nTo call a function, use the function name followed by parenthesis:\nExample 20:\nCodeOutput\nParameters\nInformation can be passed to functions as a parameter.\nParameters are specified after the function name, inside the parentheses. You can add as many\nparameters as you want, just separate them with a comma.\nThe following example has a function with one parameter (fname). When the function is\ncalled, we pass along a first name, which is used inside the function to print the full name:\n53"},{"book":"eOMAL ICT Resource book.pdf","page":61,"label":"61","text":"Example 21:\nCode\nOutput\nDefault Parameter Value\nThe following example shows how to use a default parameter value.\nIf we call the function without parameter, it uses the default value:\nExample 22:\nCode\nOutput\nReturn Values\nTo let a function return a value, use the return statement:\nExample 23:\nCode Output\n54"},{"book":"eOMAL ICT Resource book.pdf","page":62,"label":"62","text":"Scope of Variables\nAll variables in a program may not be accessible at all locations in that program. This depends\non where you have declared a variable.\nThe scope of a variable determines the portion of the program where you can access a particular\nidentifier.\nThere are two basic scopes of variables in Python:\n Global variables\n Local variables\nGlobal vs. Local variables\nVariables that are defined inside a function body have a local scope, and those defined outside\nhave a global scope.\nThis means that local variables can be accessed only inside the function in which they are\ndeclared, whereas the global variables can be accessed throughout the program body by all\nfunctions. When you call a function, the variables declared inside it are brought into scope.\nExample 24:\nCode\nOutput\n55"},{"book":"eOMAL ICT Resource book.pdf","page":63,"label":"63","text":"Competency Level 9.10: Uses data structures in programs\nLearning Outcomes:\n Briefly explains the use of data structures\n Uses relevant data structures in programming\nData structures:\n Strings\n Lists\n Tuples\n Dictionaries\nList\nA list is a collection, which is ordered and changeable. In Python, lists are written with square\nbrackets.\nExample 25:\nCreate List\nCode Output\nExample 26:\nPrint the second item of the list:\nCode Output\nExample 27:\nChange the second item as an ant\nCode Output\nExample 28:\nPrint all items in the list, one by one:\nCode Output\n56"},{"book":"eOMAL ICT Resource book.pdf","page":64,"label":"64","text":"Example 29:\nCheck if \"cat\" is present in the list\nCode Output\nExample 30:\nPrint the total number of items in the list:\nCode Output\nAdd an item to the list\nThe append() method uses to append an item in a list\nExample 31:\nAppending ant to the list\nCode Output\nInserting items in the middle of a list\nExample 32:\nInsert ant in the second position in the list\nCode Output\nRemoving Items from a list\nThe remove() method removes the specific item:\nExample 33:\nRemoving the dog from the list\nCode Output\n57"},{"book":"eOMAL ICT Resource book.pdf","page":65,"label":"65","text":"Removing the specified item from the list\nThe del keyword removes the specified indexed item:\nExample 34:\nRemoving zero-indexed item from the list, mylist\nCode Output\nClearing the list\nThe clear() method empties the list:\nExample 35:\nTo clear all the items from mylist\nCode Output\nPython has a set of built-in methods that you can use on lists.\nMethod Description\nappend() Adds an element at the end of the list\nclear() Removes all the elements from the list\ncopy() Returns a copy of the list\ncount() Returns the number of elements with the specified value\nextend() Add the elements of a list (or any iterable), to the end of the current list\nindex() Returns the index of the first element with the specified value\ninsert() Adds an element at the specified position\npop() Removes the element at the specified position\nremove() Removes the item with the specified value\nreverse() Reverses the order of the list\nsort() Sorts the list\nNote: Some methods already discussed above\n58"},{"book":"eOMAL ICT Resource book.pdf","page":66,"label":"66","text":"Tuples\nA tuple is a collection which is ordered and unchangeable (immutable). In Python, tuples are\nwritten with round brackets.\nExample 36:\nCreate a Tuple\nCode Output\nExample 37:\nReturn the item in position 1:\nCode Output\nExample 38:\nAs discussed earlier values in a tuple cannot be changed\nCode\nOutput\nExample 39:\nIterate items and print the values:\nCode Output\nExample 40:\nChecking the availability of an item in a tuple\nCheck if \"ICT\" is present in the tuple:\nCode Output\n59"},{"book":"eOMAL ICT Resource book.pdf","page":67,"label":"67","text":"Example 41:\nPrint the number of items in the tuple:\nCode Output\nTuples:\nTuples are immutable, therefore, cannot remove items, but can delete the tuple.\nBuilt-in methods in tuples\nMethod Description\ncount() Returns the number of times a specified value occurs in a tuple\nindex() Searches the tuple for a specified value and returns the position of\nwhere it was found\nDictionaries\nA dictionary is a collection that is unordered, changeable and indexed. In Python, dictionaries are\nwritten with curly brackets, and they have keys and values.\nExample 42:\nCreate and print a dictionary\nCode\nOutput\nGet the value of a key.\nget() method can be also used to get the value of the key.\nExample 43:\nGet the value of the \"Country\" key\nCodeOutput\n60"},{"book":"eOMAL ICT Resource book.pdf","page":68,"label":"68","text":"Changing the values of the keys:\nExample 44:\nChange the \"year\" value from 2019 to 2018:\nCode\nOutput\nPrinting the key names.\nExample 45:\nPrinting key names from the Dictionary\nCode Output\nPrinting the key values\nExample 46:\nPrinting all key values from a dictionary\nCode Output\nYou can also use the values() function to return the values of a dictionary.\nLoop through both keys and values, by using the items() function:\n61"},{"book":"eOMAL ICT Resource book.pdf","page":69,"label":"69","text":"Example 47:\nChecking the existing items in a dictionary using the item() function\nCode\nOutput\nExample 48:\nChecking whether an existing item in the dictionary\nInput Output\nExample 49:\nCheck if \"Country\" is present in the dictionary\nCode\nOutput\n62"},{"book":"eOMAL ICT Resource book.pdf","page":70,"label":"70","text":"Example 50:\nPrint the number of items in the dictionary\nCode Output\nAdding an item to the dictionary, with a new index key and assign a value.\nExample 51:\nTo the school index key, add value ‘ABC’in the Stu_details dictionary\nCode\nOutput\nRemoving Items\nThere are several methods to remove items from a dictionary:\nThe pop() method removes the item with the specified key name\nExample 52:\nRemoving the country from the dictionary\nCode Output\n63"},{"book":"eOMAL ICT Resource book.pdf","page":71,"label":"71","text":"The popitem() method removes the last inserted item.\nExample 53:\nRemoving the last inserted item\nCode Output\nThe del keyword removes the item with the specified key name.\nExample 54:\nRemove country from dictionary\nCode Output\nThe clear() keyword empties the dictionary.\nExample 55:\nClear the dictionary\nCode Output\n64"},{"book":"eOMAL ICT Resource book.pdf","page":72,"label":"72","text":"Dictionary Methods\nPython has a set of built-in methods that you can use on dictionaries.\nMethod Description\nclear() Removes all the elements from the dictionary\nfromkeys() Returns a dictionary with the specified keys and values\nget() Returns the value of the specified key\nitems() Returns a list containing the tuple for each key-value pair\nkeys() Returns a list containing the dictionary's keys\npop() Removes the element with the specified key\npopitem() Removes the last inserted key-value pair\nupdate() Updates the dictionary with the specified key-value pairs\nvalues() Returns a list of all the values in the dictionary\n65"},{"book":"eOMAL ICT Resource book.pdf","page":73,"label":"73","text":"Competency Level 9.11: Handles files and databases in programs\nLearning Outcomes:\n Uses basic file operations (open, close, read write and append)\nPython File Handling\n Python has several functions for creating, reading, updating, and deleting files\n Uses basic file operations (open, close, read-write and append)\n The key function for working with files in Python is the open() function\nThe open() function takes two parameters; filename and mode.\nThere are four different methods (modes) for opening a file:\n\"r\" - Read - Default value. Opens a file for reading, error if the file does not exist\n\"a\" - Append - Opens a file for appending, creates the file if it does not exist\n\"w\" - Write - Opens a file for writing, creates the file if it does not exist\n\"x\" - Create - Creates the specified file, returns an error if the file exists\nIn addition, you can specify if the file should be handled as binary or text mode\n\"t\" - Text - Default value. Text mode\n\"b\" - Binary - Binary mode (e.g. images)\nSyntax\nTo open a file for reading it is enough to specify the name of the file:\nf = open(\"n1.txt\")\nThe code above is the same as:\nf = open(\"n1.txt\", \"rt\")\nBecause \"r\" for read, and \"t\" for text are the default values, you do not need to specify them.\nNote: Make sure the file exists, or else you will get an error.\nOpen a File on the Server\nAssume we have the following file, located in the same folder as Python:\nTo open the file, use the built-in open() function.\nThe open() function returns a file object which has a read() method for reading the content of\nthe file:\n66"},{"book":"eOMAL ICT Resource book.pdf","page":74,"label":"74","text":"Example 56:\nCode Output\nRead-Only Parts of the File\nBy default, the read() method returns the whole text, but you can also specify how many\ncharacters you want to return:\nExample 57:Return the 5 first characters of the file:\nCode Output\nRead Lines\nYou can return one line by using the readline() method:\nExample 58:\nRead one line of the file\nCode Output\nExample 59:\nCode Output\nWrite to an existing file\nTo write to an existing file, you must add a parameter to the open() function:\n\"a\" - Append - will append to the end of the file\n\"w\" - Write - will overwrite any existing content\n1. Open the file \"n1.txt\" and append content to the file:\nf = open(\"n1.txt\", \"a\")\nf.write(\"Now the file has one more line!\")\n2. Open the file \"n1.txt\" and overwrite the content:\nf = open(\"n1.txt\", \"w\")\nf.write(\"Woops! I have deleted the content!\")\nnote: the \"w\" method will overwrite the entire file\n67"},{"book":"eOMAL ICT Resource book.pdf","page":75,"label":"75","text":"Create a new file\nTo create a new file in Python, use the open() method, with one of the following parameters:\n\"x\" - Create - will create a file, returns an error if the file exists\n\"a\" - Append - will create a file if the specified file does not exist\n\"w\" - Write - will create a file if the specified file does not exist\nExample 60:\nCreate a file called \"n2.txt\":\nCode Output\nf = open(\"n2.txt\", \"x\")\nDelete a file\nTo delete a file, you must import the OS module, and run its os.remove() function:\nRemove the file \"n1.txt\":\nimport os\nos.remove(\"n1.txt\")\nCheck if file exists and then delete\nTo avoid getting an error, you check if the file exists before you try to delete it:\nCheck if file exists and then delete the file:\nimport os\nif os.path.exists(\"n1.txt\"):\nos.remove(\"n1.txt\")\nelse:\nprint(\"The file does not exist\")\nDelete an empty folder\nTo delete an entire folder, use the os.rmdir() method:\nRemove the folder \"myfolder\":\nimport os\nos.rmdir(\"myfolder\")\nNote: You can only remove empty folders\n68"},{"book":"eOMAL ICT Resource book.pdf","page":76,"label":"76","text":"Competency Level 9.12: Manages data in databases\nLearning Outcomes:\n Embeds SQL statements in programming languages to retrieve, add, modify and delete data\nPython MySQL\nPython can be used in database applications. One of the most popular databases is MySQL.\nMySQL Database\nDownload the following free software to experiment with the code examples of MySQL:\nMySQL database: https://www.mysql.com/downloads/\nWAMP server: https://sourceforge.net/projects/wampserver/\nXAMPP server: https://www.apachefriends.org/index.html\nInstall MySQL Driver\nPython needs MySQL driver to access the MySQL database; therefore \"MySQL Connector\"\ndriver is used. PIP can be used to install \"MySQL Connector\".PIP is a package manager for\nPython packages or modules. PIP is most likely installed in the Python environment (When\ninstalling a Python, select “Customize installation” instead of “Install Now”. Then PIP will be\ninstalled automatically).\nNavigate the command line to the location of Python's script directory, and type the following to\ncheck whether PIP is installed.\nC:\\Users\\your name\\AppData\\Local\\Programs\\Python\\Python37-32\\Scripts> pip --version\nIf PIP is not installed, download and install it from this page:\nhttps://pypi.org/project/pip/\nNavigate the command line to the location of Python's script directory, and type the following to\ndownload and install \"MySQL Connector\":\nC:\\Users\\your name\\AppData\\Local\\Programs\\Python\\Python37-32\\Scripts>pip install\nMySQL-connector\nTest MySQL Connector\nTo test if the installation was successful, or if you already have \"MySQL Connector\" installed,\ncreate a Python page with the following content.If the below code was executed with no errors,\n\"MySQL Connector\" is installed and ready to be used.\nimport mysql.connector\n69"},{"book":"eOMAL ICT Resource book.pdf","page":77,"label":"77","text":"Create Connection\nUse the username and password of MySQL database to create a connection\nNormally default username is “root” and no password\nMySQL Create Database\nExample 61:\nCreate a database named \"school\"\nMySQL-DeleteDatabase\nExample 62:\nDelete school database\n70"},{"book":"eOMAL ICT Resource book.pdf","page":78,"label":"78","text":"MySQL-Create Table\nExample 63:\nCreate student table with: regNo, name, address and contactNo fields\nDefine the name of the database when creating the connection\nMySQL-Modify Table\nExample 64:\nAdd a new field called \"dob\" to the student table\nMySQL- Drop Table\nExample 65:\nDelete student table\n71"},{"book":"eOMAL ICT Resource book.pdf","page":79,"label":"79","text":"MySQL-Insert data into the Table\nTo fill a table in MySQL, \"INSERT INTO\" statement is used mydb.commit() is required to make\nthe changes, otherwise no changes are made the table.\nExample 66:\nInsert a record in the \"student\" table\nOutput:\n('r001', 'Ravi', Colombo 5, '0715874510', '2000-10-21'),\nExample 67:\nInsert multiple rows\nTo insert multiple rows into a table, use the executemany() method.The second parameter of\nthe executemany() method is a list of tuples, containing the data that want to be inserted.\nOutput:\n3 records were inserted.\nMySQL Select Data\n1. Select all records\n2. Select specific columns\n3. Select with filter\n4. Sort the result\nTo select from a table in MySQL, use the \"SELECT\" statement. The fetchall() method fetches\nall rows from the last executed statement.fetchone() method fetches only one row.\n72"},{"book":"eOMAL ICT Resource book.pdf","page":80,"label":"80","text":"MySQL Select all records\nExample 68:\nSelect all records from the \"student\" table, and display the result\nOutput:\n('r001', 'Ravi', ', Colombo 5'\n, '0715874510', '2000-10-21')\n('r002','Mala', 'Anurathapura', '0715874510', '2001-06-14')\n('r003','Geetha', 'Kandy', '0775857410', '2001-02-12')\n('r004','Kumara', 'Vavuniya', '0710055210', '2000-08-13')\nMySQL Select specific columns\nExample 69:\nSelect only the regNo, name and address columns:\nOutput\n('r001', 'Ravi', 'Colombo\n5')\n('r002','Mala',\n'Anurathapura')\n('r003','Geetha', 'Kandy')\n('r004','Kumara',\nSelect with filter\n'Vavuniya')\nWhen selecting records from a table, selection can be filtered by using the \"WHERE\" statement\nExample 70:\nSelect record(s) where the birthday is “2001-06-14 “\nOutput\n('r002','Mala', 'Anurathapura', '0715874510', '2001-06-14')\nExample 71:\nSelect records where the contactNo starts with \"071\"\nOutput\n('r004','Kumara', 'Vavuniya', '0710055210', '2000-08-13')\n73"},{"book":"eOMAL ICT Resource book.pdf","page":81,"label":"81","text":"MySQL Sort the result\nUse the ORDER BY statement to sort the result in ascending or descending order\nThe ORDER BY keyword sorts the result ascending by default. To sort the result in descending\norder, use the DESC keyword\nExample 72:\nSort the result alphabetically by name\nOutput\n('r003','Geetha', 'Kandy', '0775857410', '2001-02-12')\n('r004','Kumara', 'Vavuniya', '0710055210', '2000-08-13')\n('r002','Mala', 'Anurathapura', '0715874510', '2001-06-14')\n('r001', 'Ravi', ', Colombo 5', '0715874510', '2000-10-21')\nExample 73:\nDisplay birthdays in descending order\nOutput\n('r002','Mala', 'Anurathapura', '0715874510', '2001-06-14')\n('r003','Geetha', 'Kandy', '0775857410', '2001-02-12')\n('r001', 'Ravi', ', Colombo 5', '0715874510', '2000-10-21')\n('r004','Kumara', 'Vavuniya', '0710055210', '2000-08-13')\nMySQL Update Table\nExisting records can be updated in a table by using the \"UPDATE\" statement\nExample 74:\nOverwrite the name column from \"Ravi\" to \"Sami\".\nOutput\n74"},{"book":"eOMAL ICT Resource book.pdf","page":82,"label":"82","text":"MySQL Delete\nRecords can be deleted from an existing table by using the \"DELETE FROM\" statement.\nExample 75:\nDelete any record where the address is \"Kandy\"\nOutput\n75"},{"book":"eOMAL ICT Resource book.pdf","page":83,"label":"83","text":"Competency Level 9.13: Searches and sorts data\nLearning Outcomes:\n Uses sequential searching technique appropriately\n Implements bubble sort technique appropriately\nMySQL Searching Techniques\nSearching is the algorithmic process of finding a particular item in a collection of items. A search\ntypically answers either True or False as to whether the item is present.\nIn Python, there is a very easy way to ask whether an item is in a list of items. We use\nthe in operator.\nMySQL Sequential Search\nWhen data items are stored in a collection such as a list, they have a linear or sequential\nrelationship. Each data item is stored in a position relative to the others. In Python lists, these\nrelative positions are the index values of the individual items. Since these index values are\nordered, it is possible to visit them in sequence. In this type of search, a sequential search is\nmade over all items one by one. Every item is checked and if a match is found then that\nparticular item is returned, otherwise the search continues till the end of the data structure.\nSorting Techniques:\nSorting refers to arranging data in a particular format. It can be ascending or descending order.\nSorting algorithm specifies the way to arrange data in a particular order.\nBubble sort:\nThe bubble sort makes multiple passes through a list. It compares adjacent items and exchanges\nthose that are out of order. Each pass through the list places the next largest value in its proper\nplace. In essence, each item “bubbles” up to the location where it belongs.\nSorting list in ascending order:\n compare 1st and 2nd elements\n if 1st is larger than the 2nd, swap\n compare 2nd and 3rd, and swap if necessary\n continue until compare the last two elements\n largest element is now at the last element in the array\n repeat starting from the beginning until no swaps are needed (i.e.the list is sorted)\n each time you travel the array, elements bubbling up the largest element to the end of the\narray\n76"},{"book":"eOMAL ICT Resource book.pdf","page":84,"label":"84","text":"At the start of the second pass, the largest value is now in place. There are n−2 pairs(n is a number of elements in the list). Since each pass places\nmeaning that there will be n−1items left to sort,\nn−1. After\nthe next largest value in place, the total number of passes necessary will be completing the n−1 passes, the smallest item must be in the correct position with no further\nprocessing required.\nBubble Sort as a Python Function\ndef bubble_sort(L):\nswapped = True # set flag to True to repeat sorting\nwhile swapped:\nswapped = False\nfor i in range(len(L) - 1):\nif L[i] > L[i + 1]:\n# Swap the elements\nL[i], L[i + 1] = L[i + 1], L[i]\n# Set the flag to True so we'll loop again\nswapped = True\n77"},{"book":"eOMAL ICT Resource book.pdf","page":85,"label":"85","text":"Review Questions\n1.\n2. 3. 4. 5. 6.  Develop a Python program to accept an amount of money, to be paid by a customer in\nrupees, entered from the keyboard. If the amount is greater than or equal to Rs. 2,000\nrupees, a 15% discount is given to the customer. Then display the final amount that the\ncustomer has to pay.\n Modify the above program to display the message “No discount…” if the amount is less\nthan 2,000.\nWrite a program to compute the sum of all even numbers up to 100, inclusive.\nDevelop a Python program to compute the sum of integers between two numbers given as\ninput.\nDevelop a program to display the integers from 100 to 200.\nCan the loop body of a for loop never get executed?\nDevelop a program to display the following symbol pattern using a nested loop:\n*\n* *\n* * *\n* * * *\n* * * * *\n* * * * * *\n78"},{"book":"eOMAL ICT Resource book.pdf","page":86,"label":"86","text":"The World Wide Web\nCompetency 10: Develops websites incorporating multi-media technologies (using HTML 5)\nCompetency Level 10.1: Explores the need for web\nLearning Outcomes:\n Describes www\n Analyses the systematic arrangements of contents and structure of a web\nThe World Wide Web (WWW) invented by Tim Berners Lee in 1989 at the European Centre for\nNuclear Research, as a major application on the\nInternet. It was the first application on the Internet\nthat caught the attention of the public and it\ndramatically changed how people interact with the\nnetwork of computers. Essentially, the World Wide\nWeb (WWW) is an application that runs on top of\nthe Internet, which is in turn made up of a lot of\ninterconnected computers. According to Wikipedia,\nWorld Wide Web is an information system where\ndocuments and other web resources are identified by Uniform Resource Locators(URLs), which\nmay may be interlinked by hypertext, and are accessible over the Internet. The basic element in\nWWW is the web page that a user views when he or she accesses it. Some of the computers on\nthe Internet, called web servers, are designed to serve the web pages. These web servers are\nalways on computers and are ready to serve the web pages all the time. The other computers\nrequest web pages from the web servers and are called the client computers. The WWW\noperates on-demand, the users request web pages from web servers whenever they want and\nreceive them from web servers. The WWW has many wonderful features that people like a lot; it\nprovides a platform for any individual who has access to a computer and the Internet to make\ninformation available on the web at very less cost. Formatted Text, multimedia, graphics, forms,\nand applets are part of WWW and are accessible by the client computers.\nWWW also serves as a platform for many innovative applications like search engines such as\nGoogle, other popular Google applications such as e-mail, Social media such as Facebook,\nmultimedia streaming platforms such as YouTube, online photo sharing applications such as\nFlickr, etc.\nA Web page can consist of a number of web objects such as a simple text file, for example, an\nHTML file, an image file such as a jpeg file, a Java applet, an audio file or a video clip. The text\nin a web page called hypertext means that it is the text, which contains links to other text. Any\nword in a hypertext document can be specified as a pointer to a different hypertext document\nwhere more information pertaining to that word can be found. A web page stored in a server\ncomputer can be accessed by issuing the address of the server, which houses the resource or\nobject, called a Uniform Resource Locator (URL), or a hyperlink. Each URL has three\ncomponents: the first part is the protocol, which tells the browser how to communicate with a\nwebsite’s server, in order to send and retrieve information, the second part is the domain name,\nwhich is an identifier to a specific site, and the third part is the path, which directs the browser to\na specific page on the website. Typically a web page will consist of a base HTML file and79"},{"book":"eOMAL ICT Resource book.pdf","page":87,"label":"87","text":"several other objects that are embedded into the base HTML file. Each embedded object will be\nreferred to using its URL. If a given web page has n number of other objects referred in it, then\nwe have a total of (n+1) objects on the web page including the base HTML file.\nWeb pages requested by clients can be viewed using a special application called web browsers.\nPresent-day web browsers are intelligent applications and they provide many features to the\nusers. Google Chrome, Mozilla Firefox, Internet Explorer and Apple’s Safari are examples of\npopular web browsers. Web pages are written in HyperText Markup Language (HTML). The\nmarkup facility of the HTML enables the web browsers to render plain text, combined with\nadditional tags, as easily readable attractive text on the display of computers. HTML Tags are\nsymbols that indicate a visual element for the page, such as a heading, that governs the size,\ncolor, and other properties of the element. Each of these web browser applications have their\nstrengths and weaknesses, and can render the HTML code slightly differently. It would be better\nthat when HTML code is written it should be tested on each of this web browser applicaton\nsoftware for completeness.\nFigure 3.1 some of the well-known web browsers\n80"},{"book":"eOMAL ICT Resource book.pdf","page":88,"label":"88","text":"Competency Level 10.2: Analyses user requirements (multimedia contents)\nLearning Outcomes:\n Creates effective and appropriate information layout of a website\n Identifies the web pages of a website\n Identifies the contents of a web page\nIdentifies navigation structure\nAnalyses user requirements (multimedia contents)\nObjectives of a web site should be defined well to build a great web site. It helps the designer to\nidentify the requirements of the users, to define them and to satisfy the user requirements. A set\nof well defined such objectives and their usability solutions can increase the user experience and\nwill keep the users regularly visit the web sites.\nSome possible questions about the objectives of a website are:\n1. 2. 3. 4. 5. 6. 7. Why do you need a new website?\nWhat outcomes do you want to achieve?\nDo you have an existing website? Are there any problems with it?\nHow do you plan to improve the user experience? E.g. Speed, content, clarity, etc\nWhat do you try to boost through the new website?\nAre you going to inform about new opportunities available in your organization?\nAre you planning to expand your business?\nYou have to define some goals of having a website that helps you to achive your objectives. For\nexample, increasing the number of inquiries to the website or increasing online sales can be\ndefined as goals for an online shopping website.\nYou may also want to identify the key audiences that you need to appeal to in order to reach your\nobjectives. The set of your key audiences may include the potential customers of your business\nand your employees. Once you have identified the prospective audiences, it is better to list the\npriorities of these audiences and doing so will help you in planning the design layout and the\nnavigation design of your website.\nRequirements Gathering for a Website\nUser requirements of a web site describe the needs of users, the functionalities that the web site\nshould do, and the goals of a web site. The designer of the website should define, document and\ndescribe the user requirements of the web site. These requirements would change over time and\nthe designers should keep the website updated based on the changing requirements. Some of the\npossible requirements that may be collected before commencing the design are listed below:\n Content – Determining the content of the web site that needs to be updated on the web\nsite is an essential part of the design.\n Layout of the design and the navigation pattern – Determining what would appear in the\nlayout of the website, and how the user would be able to navigate from the home page to\nother pages.\n Usability – identifying the accessibility requirements of the web site.\n81"},{"book":"eOMAL ICT Resource book.pdf","page":89,"label":"89","text":" Security – identifying the security requirements of the web site.\n Loading times – determining the loading speed of a website depending on the kind of\nservice it provides.\n Legal – identifying the legal implications that the web site must adhere to.\n82"},{"book":"eOMAL ICT Resource book.pdf","page":90,"label":"90","text":"Competency Level 10.3: Identifies appropriate HTML tags to design a single web page\nLearning Outcomes:\n Analyses the arrangement of contents of a web page\n Analyses the organization of contents in a web page\n Creates a simple web page\nIdentifies appropriate HTML tags to design a single web page\nHTML Tags are symbols that indicate a visual element for the page, such as a heading, that\ngoverns the size, color, and other properties of the element. When a web browser loads a web\npage, it renders the content of the web page on the computer’s display according to the included\nHTML markup and content.\nA number of tools are available to create HTML pages and for learning purposes, the notepad\napplication available in desktop computer is sufficient. Notepad is a lightweight application that\nenables the typing of HTML pages without much trouble. Typed web pages could be saved using\nthe extension .html. There exist multiple sophisticated tools that enable HTML typing and there\neven other online resources available to type in HTML.\nThe structure of an HTML page\nAn HTML page contains a series of tags; the larger tag is the <html> tag that contains two\nstructural elements <head> and <body>. The essential code of an HTML5 looks like as follows:\nCode snippet:\n<!DOCTYPE html>\n<html>\n<head>\n</head>\n<body>\n</body>\n</html>\nOutput:\nFigure 3.3.1\nFigure 3.3.1 First example of html code to create an empty webpage.\nThe above document does not produce any output since it does not have any content to display.\nThe <! DOCTYPEHTML> tells the browser what type of document is following the file. When\nthe browser knows the type of the document, it can present it to the viewer of the document in a\nmuch faster manner.\n83"},{"book":"eOMAL ICT Resource book.pdf","page":91,"label":"91","text":"The primary tag of a web page is the <html> tag. All the content that is presented to the browser\nfor rendering should be included within the <html> and </html> pair.\nInside the <html> and </html> tags are two main components, the <head> and the <body>. The\nhead section contains information about the current document, often referred to as metadata. This\nmetadata may include the title of the document, keywords and descriptions that describe the\npage, author details, and copyright statements among other information. The <title> and </title>\npair within the head are used to inform the title of the webpage which is displayed at the topmost\nbar of the browser.\nThe <body> and</body> contains all the content of the web page that can be rendered through\nthe browser. Within the body pair, the code that can be used to style the web page is written. By\nincluding these two major sections of a web page, the structure of a web page will look like:\n<!DOCTYPE html>\n<html>\n<head>\n<title> Title of the document which appears at the title bar of the browser\n</title>\n</head>\n<body>\nThe content of the document appears here\n</body>\n</html>\nOutput:\nFigure 3.3.2\nThe <body> tag is capable of accepting numerous attributes, including the ID attribute, for\nexample, <body id=”home”>. A page with a distinctive ID in the <body> tag can be targeted for\nspecific styling using CSS. We will study more about the other possible attribute when we study\nabout the CSS.\nTyping in an HTML document\nTo type in an HTML document you can use a simple editor such as notepad, and to view the web\npage that you have created you may use a web browser such as Mozilla Firefox, Google Chrome\nor Apples Safari. You can type in the code as shown above in the text editor and then you can\nsave the HTML document with a name using the .html extension, for example,\nhtml_example1.html. Now you may notice that the saved document has an icon of the browser\nthat you use on your computer. The saved web document can now be viewed using a web\nbrowser, by double-clicking on the icon of the document and the output will look like:\n84"},{"book":"eOMAL ICT Resource book.pdf","page":92,"label":"92","text":"Figure 3.3.3\nBackground colour in HTML:\nA web page can be assigned a background colour of choice by adding an extra attribute to the\n<body> tag.\nE.g. <body bgcolor=\"#E6E6FA\"> can be used to assign a background colour to the html\ndocument.Syntax of it is <body bgcolor=\"color_name|hex_number|rgb_number\">, where\ncolor_name can specify a particular colour such as “Blue”, hex_number can specify the hexa\ndecimal code of a colour, and rgb_number can specify the RGB code.\nNote: This facility for setting background colour is available in previous versions of HTML and,\nin HTML 5 these will come under CSS. We will cover them when we study CSS later in this\nchapter.\nHeading tags in HTML:\nHeadings are used to separate and introduce major divisions within a web page. The <h1> to\n<h6> tags in HTML are used to define the six levels of headings on a web page according to\ntheir importance. <h1> defines the most important heading whereas the <h6> defines the least\nimportant heading.\nFormatting text in HTML:\nThe <p> ..</p> pair defines paragraph in HTML and the text within the <p> .. </p> pair are\ndisplayed in the plain text format. In HTML, the tag <br> is used to insert a single line break. It\ncan be used to break sentences into a number of separate lines. It is referred to as an empty tag\nsince it does not have an ending tag. The <b> .. </b> tag pair is used to bold the text that is\nwritten within the pair. The <u> .. </u> tag pair is used to underline a given sentence written\nwithin the pair. The <i> .. </i> tag pair is used to define the part of a text in italics. The <font>..\n</font> pair is used to specify the font to be used in the text. It also allows specifying the font\nsize and colour of the text. In between paragraphs of text, a <br> tag can be inserted to include a\nsingle line break in the text. The <br> tag is an empty tag and it does not have an end tag.\nNote: At times developers of web pages need to include comments in their web pages for\nmaintenance purposes. These comments help the developers to debug the code in case of errors\nin rendering the web pages. Comments within HTML code can be included using the <!-- and --\n> tag pair.\nLet us see an example of the above formatting tags in an html document:\n85"},{"book":"eOMAL ICT Resource book.pdf","page":93,"label":"93","text":"Example Code:\n<!DOCTYPE html>\n<html>\n<head>\n<title> My new Webpage </title>\n</head>\n<body>\n<h1> Welcome to My New Webpage </h1>.\n<p> This is a paragraph of text.\n</p>\n<p>This is normal text - <b> and this is bold text </b></p>\n<p>This is normal text - <u> and this is underlined text </u></p>\n<p>He named his car <i>The lightning</i>, because it was very fast.</p>\n<font size=\"3\" color=\"red\"> This is some text! </font>\n<font size=\"2\" color=\"blue\"> This is some text! </font>\n<font face=\"verdana\" color=\"green\"> This is some text! </font>\n<!-- This is a comment -->\n</body>\n</html>\nWhen the above code is viewed using a web browser the output will look like:\nFigure 3.3.4\nFig 3.3.4 html code to display and the corresponding output\nNote: There are many other types of text formatting tags available in HTML. Students are\nencouraged to find them and try them by including them in the above code snippet by doing a\nself-search on the web. A good source for many of the HTML tags and attributes is\nw3school.com\nLists in HTML:\nLists are a common text element on the Web, often used to break up the page and highlight key\npoints. When the list items do not need to be in any particular order, an unordered listis used.\nOrdered Lists:\nOrdered lists are mainly used when the numbering of the items in the list is important. Ordered\nlists can be created using the <ol>..</ol> tag pair. There are many numbering styles available in\nthe ordered list.\n86"},{"book":"eOMAL ICT Resource book.pdf","page":94,"label":"94","text":"Example:\n<ol>\n<li> First item </li>\n<li> Second item </li>\n<li> Third item </li>\n<li> Fourth item </li>\n</ol>\nNote: The outer wrapping tag <ol> can have a number of attributes added to it. The start\nattribute in the <ol> tag can be used to specify a number to start the ordered list to begin\nnumbering than the usual number “1”. For example,\n<ol start = “100”> will enable the list to begin with a number 100. In this case the first item\nwould be numbered as 100, second would be numbered with 101, and third would be 102, and so\non.\nNested ordered lists\nOrdered lists can be nested therefore they can multiple levels of numbering within a listing. For\nExample, let us create a nested ordered list as follows:\n<ol>\n<li>Installation\n</ol>\n<ol>\n<li>Computer set up</li>\n<li>Monitor set up\n<li>Model XYZ</li>\n<li>Model ABC</li>\n</ol>\n</li>\n</ol>\n</li>\n<li>Maintenance</li>\n<li>Use</li>\n</ol>\nWhen viewed using a browser, the above code snippet will generate an output as follows:\nFigure 3.3.5\n87"},{"book":"eOMAL ICT Resource book.pdf","page":95,"label":"95","text":"The above output shows the different levels with the restarting of numbers. You can change the\nnumbering from the standard Decimal numbers to different styles using CSS. We will see it later\nwhen we study the Cascading Style Sheets.\nNote: Unordered lists and ordered lists can be combined in any sequence by nesting one within\nthe other.\nUnordered List:\nIn HTML, an unordered list is composed of two tags: <ul> and <li>. The <ul> tag is the\noutermost structure that declares the unordered list. Within the <ul> tag, a series of <li> tags\ncreates the items in the list. Here’s a short example of the HTML code for an unordered list:\n(write about the bullets in lists and there are many different styles to include)\n<ul>\n<li>Tomatoes</li>\n<li>Onion</li>\n<li>Garlic</li>\n</ul>\nFigure 3.3.6\nNote: The <li> tag can contain any amount of text, from a single word to multiple lines of text.\nBullets in a list can be a standard unordered list gives equal weight to all the bulleted items, one\nafter another. In some situations, it is desirable to depict multiple levels of content with sub-\nitems. HTML provides the capacity to incorporate any level of sub-items desired by nesting <ul>\ntags.\nLike unordered lists, the numbered variety uses two key elements: an outer wrapping tag and a\nseparate tag for each list item. The only difference is that the outer tag is not <ul> but ol>.\nHere’s a brief example:\n<ol>\n<li>Pull mask from overhead bin</li>\n<li>Place mask over face</li>\n<li>Pull strings tight</li>\n</ol>\nFigure 3.3.7\nTable\nIn html you can create a table using the three different tags: <table>: This is the outermost\nelement that contains the other two tags and all content. <tr>: The <tr> tag defines the table row\nand holds the final element. <td>: The <td> tag stands for table data; the complete <td> tag is\nalso known as a table cell. Any content that is displayed in the table is placed between the\nopening and closing <td> tag pair. For example,\n88"},{"book":"eOMAL ICT Resource book.pdf","page":96,"label":"96","text":"<table>\n<tr>\n<td>First name</td>\n<td>Last name</td>\n<td>Extension</td>\n</tr>\n<tr>\n<td>Pat</td>\n<td>Peterson</td>\n<td>x394</td>\n</tr>\n</table>\nIt will create a table that has three columns and two rows.\nWhen viewed using a browser, the above code snippet will generate an output as follows:\nFigure 3.3.8\nThe above declaration does not have column header and a column header can be easily added by\nhaving a <th> tag instead of a <td> tag. For example,\n<table><tr>\n<th>First name</th>\n<th>Last name</th>\n<th>Extension</th>\n</tr>\n<tr>\n<td>Pat</td>\n<td>Peterson</td>\n<td>x394</td>\n</tr>\n</table>\nFigure 3.3.9\n89"},{"book":"eOMAL ICT Resource book.pdf","page":97,"label":"97","text":"In this case we have explicitly said the table headers and the table data. Browsers will usually\ndisplay the header of the table in bold letter. HTML has more tags that enable the creation of\nmore structured tables with header, body and footer regions. For example,\n<table>\n<thead>\n<tr>\n<th>Region</th>\n<th>Sales</th>\n<th>Amount</th>\n</tr>\n</thead>\n<tfoot>\n<tr>\n<th>Total</th>\n<th>&nbsp;</th>\n<th>$6,500</th>\n</tfoot>\n<tbody>\n</tr>\n<tr>\n<td>North</td>\n<td>Peterson</td>\n<td></td>\n</tr>\n<tr>\n<td>South</td>\n<td>Kattrell</td>\n<td>x396</td>\n</tr>\n</tbody>\n</table>\nFigure 3.3.10\nThe colspan and rowspan attributes both take numeric values to define how many columns or\nrows will be spanned, respectively. For example, if I wanted to create a table that had two\nheaders, each of which spanned two of the four columns, my code would look like this:\n90"},{"book":"eOMAL ICT Resource book.pdf","page":98,"label":"98","text":"<table border =2>\n<tr>\n<th colspan=\"2\">Atlantic Division</th>\n<th colspan=\"2\">Pacific Division</th>\n</tr>\n<tr>\n<td>New York</td>\n<td>Boston</td>\n<td>San Francisco</td>\n<td>Los Angeles</td>\n</tr>\n</table>\nFigure 3.3.11\nWhen rendered in the browser, the headers are centered over the spanned columns as shown in\nFigure 3.3.11.To better show the spanning and centering, I added a CSS rule to give the table a\nwidth of 300 pixels as well as another to create the outlining borders. Implementing the rowspan\nattribute requires a different table configuration than what is needed for colspan:\n<table border=2>\n<tr>\n<th rowspan=2>Atlantic Division</th>\n<td>New York</td>\n</tr>\n<tr>\n<td>Boston</td>\n</tr>\n<tr>\n<th rowspan=2>Pacific Division</th>\n<td>San Francisco</td>\n</tr>\n<tr>\n<td>Los Angeles</td>\n</tr>\n</table>\nFigure 3.3.12\n91"},{"book":"eOMAL ICT Resource book.pdf","page":99,"label":"99","text":"Competency Level 10.4: Uses HTML to create linked web pages\nLearning Outcomes:\n Explains hypertext markup language\n Identifies the standards of HTML\n Saves the source document with suitable extensions\n Designs the web page by inserting appropriate multimedia objects according to user\nrequirements\n Organizes data using lists and tables in the web page\n Links pages and multimedia objects to the web page\nHTML to create linked web pages\nWe have looked at the basic structure of a web page that can be written using HTML, and a few\nother tags that can be included to create a web page. We have also seen that a designed web page\ncan be viewed using a web browser to view the content of the web page. Now let us see how we\ncreate a set of linked web pages and their properties.\nHtml is the language of the web. As we know HTML stands for a hypertext markup language. In\nwriting web pages, we have hypertext which implies the text is not normal text but is hypertext\nthat has a link which when clicked by a mouse pointer can take the user to a new web page or to\nanother portion of the text in the same web page. The markup language component allows us to\nmark up our programs with additional tags and other attributes to further enhance the text.\nTherefore, they could be more readable on the displays. HTML5 is the latest version of HTML\nand it has many advanced features such as the ability to play built-in videos and animations\nwithout the need to download additional add on, than the previous versions.\nA web page can contain text and audiovisual content on it and can be presented to the user as a\nweb page. Having just one web page will not serve the purpose for many enterprises and there\nneed to be a number of interconnected web pages designed to present the content to the viewers.\nSince enterprises have much more information that needs to be classified and presented\ndifferently, multiple web pages that present the information in such a way are needed to be\ndeveloped and linked together. When a number of web pages are developed and linked together\nit is called a web site. A website for an enterprise contains a number of interconnected web pages\nthat contain hyperlinks, therefore pages could be navigated from one to another. The main web\npage of a web site is called the home page and it is assumed to be the starting page of a web site\nfrom which the user begins navigating the web site. The home page also facilitates the\nnavigation to other web pages of the web site by providing navigational links in it.\nLinked pages of a website\nHyperlinks\nInanHTML document, there will be a number of links that have a connection to a content that\nappears on the same web page, or a connection that takes you to a new webpage. Such links in an\nHTML document are called hyperlinks. Web pages can be linked to each other therefore the web\npages can be navigated back and forth easily and the user experience can be improved.\nTo jump from one page to another, the <a> tag, the anchor tag can be used. The text or image\nenclosed by the <a> tag anchors one side of the link to the current page, and the href attribute\n(short for hypertext reference) specifies the other side, the destination. For example, consider,\n<a href=”home.html”>Home</a>\n92"},{"book":"eOMAL ICT Resource book.pdf","page":100,"label":"100","text":"In this example, when the user clicks the word Home, the browser would jump to the home.html\npage.\nWhen pages within the same site are linked, document relative URLs can be used. For example,\nwhen the page that is being linked is within the same folder, they can be linked as follows:\n<a href=”home.html”>Home</a>\n<a href=”services.html”>Services</a>\n<a href=”products.html”>Products</a>\nWhen another site on the web needs to be linked, an absolute URL must be specified. For\nexample,\n<a href=”http://www.nie.lk/index.htm”>National Institute of Education</a>\nIt will take the user to the home page of the National Institute of Education.\n93"},{"book":"eOMAL ICT Resource book.pdf","page":101,"label":"101","text":"Competency Level 10.5: Uses Style sheet to change the appearance of web pages\nLearning Outcomes:\n Briefly explains style sheet and its usage\n Uses the comments and correct syntax in CSS\n Uses appropriate selectors to select elements in CSS\n Inserts CSS in HTML web pages to improve the appearance\n Applies various CSS formatting in HTML web pages to improve the appearance\nStyle sheets to change the appearance of web pages\nCascading Style Sheets (CSS) provide the look and feel for the HTML content. CSS enables the\ndesigner to change how the text, images, and links appearon a web page quickly and easily.\nUsing the CSS, the designer has the freedom of styling the web page independent of the content\nusing a presentation layer where you can make global formatting options. The cascading part of\nthe CSS tells how the elements on a web page are affected by the CSS rules. With CSS, web\npage styles are made up of one or more style rules.\nA CSS rule has three components: the selector, the properties and their values. For example, the\nfollowing is an HTML rule,\nh1{color : red;}\nWhere h1 is the selector, color is the property and red is the value assigned for color. Multiple\nproperties and values can be assigned for a single selector, enclosed within curly braces and\nseparated by semicolons. For example, the following CSS rule says that the heading selector h1\nhas three properties and their corresponding values:\nh1{\ncolor : blue;\nmargin : 0 ;\npadding : 5px;\n}\nCSS Placement\nCSS rules can be integrated into an HTML page in a number of ways: as an external style sheet,\nembedded within the HTML page itself, and inline as an attribute within the tag.\nExternal style sheets\nTheseare used to provide a consistent look-and-feel to any number of related pages, up to and\nincluding an entire website. An external style sheet is connected to an HTML page in one of\ntwoways:either with a <link> tag or with a @import directive within a <style> tag. For example,\nsay you wanted to include the CSS rules written in a file called main.css. The <link> syntax\nwould look like this:\n<link href=”styles/main.css” type=”text/CSS” rel=”stylesheet” />\nThe href attribute provides the path to the external style sheet, and type specifies the kind of\ndocument the browser can expect. The relationship of the HTML page to the linked file is\ndefined by the rel attribute; the two possible values are stylesheet and alternate stylesheet. If you\nwanted to use the @import syntax, you would write code like this:\n<style> @import { URL(“styles/main.css”); } </style>\n94"},{"book":"eOMAL ICT Resource book.pdf","page":102,"label":"102","text":"Notice that @import is actually a CSS rule with the single URL property, written somewhat\ndifferently from standard CSS declarations. When used with an HTML page, the @import rule\nmust be within a <style> tag.\nExternal style sheets have the tremendous advantage of being able to affect multiple HTML\npages simultaneously. Change any CSS rule, save the external style sheet, publish it, and\nimmediately the modification can be seen by any site visitor to any of the associated pages. You\ncan see why external style sheets are widely used by web designers across the industry.\nInternal or embeddedstyles\nCSS rules can also be included in the <head> section of an HTML page. CSS rules are\nembedded through use of the <style> tag, like this:\n<style type=”text/css”> body {margin: 0; padding: 0; background-color: white ;} h1, h2, h3, h4\n{color: red; margin: 0; padding: 5px ;} </style>\nInline\nAn inline style is applied by using the style attribute within an HTML tag. For example, if you\nwant to colour a<h1> tag red with in an inline style, your code would look this:\n<h1 style=\"color: red;\"> Important Message Ahead</h1>\nCSS selectors\nIn CSS there are four basic types of selectors:\n Tags: An HTML tag can serve as a CSS selector. The use of HTML tags as a CSS\nselector is very straightforward. When an HTML tag, such as <p>, is defined as a selector\nwith CSS, all <p> tags are immediately affected unless another CSS style overrules it.\n IDs: Typically ID selectors are intended to be used once per HTML page. An ID can be\ndefined by using a leading hash (#) symboland can then be applied in an HTML tag using\nID attribute. For example, consider the following ID definition and its application.\n#header {width: 960px;}\n<div id=”header”>\n Classes:A class is another custom selector, which can be used as many times as needed\non a web page. To define a class selector a “.” symbol is used at the beginning.\n.legalNotice { font-size: small; }\nTo apply the class selector to an HTML tag, use the class attribute:\n<div class=”legalNotice”>\nThe names of classes and IDs must begin with a letter and not contain any white spaces\nor other special characters. Similarly, classes and IDs are case-sensitive. In other words,\n.firstParagraph is not the same as.FirstParagraph.\n Compound:Tags, IDs, and classes can be combined to create a compound selector, which\npinpoints a particular section of the page.\nValidating CSS Rules\nIt is essential to ensure that the page that has been designed is error-free and the CSS is syntax\nerror-free. CSS validators can be used for this purpose, which ensures that the CSS is accurate95"},{"book":"eOMAL ICT Resource book.pdf","page":103,"label":"103","text":"and does not have any unsupported selectors, properties, or values. The W3C hosts a CSS\nvalidation service and it is hosted at http://jigsaw.w3.org/css-validator\nStyling Text with CSS\nThe font family property lists a series of fonts that can be used, therefore even if one font is not\navailable on the computer on which the browser is running the other font will be taken\nautomatically by the browser. For example, the declaration,\nfont-family: Arial, Helvetica, sans-serif;\nIt makes the browser to first look for the font Arial, if it is not available, look for Helvetica and if\nthat too is not available look for sans-serif.\nThe size of the font for text on the Web is determined by the font-size property. You can use a\nnamed, relative measurement such as large or small like this:\nh1 { font-size: x-large; }\nColours for text can be set by the CSS colour property by using\nh1, h2 {color: maroon ;}\nWhereas, colour names, or hexadecimal colour values or RGB or RGBA could also be used\n96"},{"book":"eOMAL ICT Resource book.pdf","page":104,"label":"104","text":"Competency Level 10.6: Uses an authoring tool to create web pages\nLearning Outcomes:\n Briefly explains web authoring tools\n Creates web pages using a web authoring tool\nAn authoring tool to create web pages\nAny software or collection of software components that authors can be used to create or modify\nweb content,to use by other people is called an authoring tool. Web authoring is the practice of\ncreating web documents using modern web authoring software and tools. Web authoring\nsoftware is a type of desktop publishing tool that allows users to navigate the tricky environment\nof HTML and web coding by offering a different kind of graphical user interface.\nExamples of web authoring tools include:\n web page authoring tools (e.g., WYSIWYG HTML editors)\n software for directly editing source code or markup\n software for converting to web content technologies (e.g., \"Save as HTML\" features in\noffice suites)\n integrated development environments (e.g., for web application development)\n software that generates web content on the basis of templates, scripts, command-line\ninput or \"wizard\"-type processes\n software for generating/managing entire web sites (e.g., content management systems,\ncourseware tools, content aggregators)\n email clients that send messages in web content technologies\n multimedia authoring tools\n debugging tools for web content\n software for creating mobile web applications\n scripting libraries\n web application frameworks, IDEs, and SDKs\n97"},{"book":"eOMAL ICT Resource book.pdf","page":105,"label":"105","text":"Competency Level 10.7: Creates dynamic web pages using PHP and MySQL\nLearning Outcomes:\n Defines dynamic web pages\n Creates data source and enters data\n Creates PHP code to save/retrieve data to and from MySQL\n Develop simple web based information systems\nDynamic web pages using PHP and MySQL\nWeb sites can be classified as static web sites or dynamic websites. In static websites, the HTML\nand CSS are used to design the web pages and the content is pretty much static in its nature. In\ndynamic web pages, the HTML, CSS, PHP along with some database management system,\npreferably MySQL, are used therefore the website provides more interactive content to the user.\nDynamic web pages are more interactive web pages where a user requests something from the\nweb page and then obtains it as a result of his query. We have already seen the properties of\nHTML and CSS. PHP is a server language that carries out data manipulations at the server-side\nand sends the result data in the code to be displayed n the web site. MySQL is a database\nmanagement system that stores data and helps in manipulating and resenting it on the web pages\nusing PHP.\nFirst example with PHP\n<body>\n<?php\necho ‘My First PHP Script Example’;\n?>\n</body>\nThe above code will simply print the text ‘My First PHP Script Example’ into your web page.\nThis code is similar to the HTML we are familiar with and the only difference is that the code\nnow has some PHP commands. The extra commands included making this as a PHP program\nand we need to store this file with a “.php” extension. This will indicate the server that the file\ncontains PHP code and therefore the server should pass it to the PHP interpreter for processing.\nThe PHP program is responsible for passing back a clean file suitable for display in a web\nbrowser. At its very simplest, a PHP program will output the only HTML.\nTo trigger the PHP commands, <?php tag is used. The entire PHP code is placed right after this\ntag and it is ended with a closing ?> tag. Each statement written within this tag pair is called a\nPHP command and each command should end with a “;”.\nStructure of PHP programs\nComments:\nIn PHP, a single line comment is indicated using “//”, and a multi-line comment is enclosed\nwithin a pair of “/*” and a “*/”.\nVariables:\nIn PHP variables are used to store intermediate values and all variables in PHP start with a $ sign\nfollowed by the name of the variable. A valid variable name starts with an alphabet (A-Z, a-z) or\nunderscores (_), followed by any number of alphabets, numbers or underscores.\n98"},{"book":"eOMAL ICT Resource book.pdf","page":106,"label":"106","text":"Example_1:\n<?php\n$abc = “Welcome”; //a valid variable declaration\n$Abc = “W3resource.com”; // a valid variable declaration\n$9xyz = “Hello world”; // an invalid variable declaration since it starts with a number\n$_xyz = “Hello world”; // a valid variable declaration, it starts with an underscore\n$_9xyz = “Hello world”; // a valid variable declaration\n?>\nNote: PHP variables are case sensitive therefore $abc and $Abc will be treated differently.\nIn the above variable declarations, the quotation marks indicate that the “welcome” is a string of\ncharacters. Strings must be enclosed either within a single quotation or double quotation marks.\nThe values of variables are displayed by typing the command\necho $abc;\nThe value stored in a variable can also be assigned to another variable,\n$new_abc = $abc;\nExample_2:\n<?php // test1.php\n$username = \"Fred Smith\";\necho $username;\necho \"<br>\";\n$current_user = $username;\necho $current_user;\n?>\nOther types of variables could also be declared in php like:\n$count = 17.5;\nOperators in PHP\nArithmetic Operators\nOperator Description Example\n+ Addition $i + 1\n- Subtraction $i – 1\n* Multiplication $i * 10\n/ Division $i / 5\n% Modulus (remainder of a division) $i % 5\n++ Increment ++i\n-- Decrement --i\nAssignment Operators\nOperator Description Equivalent to\n= $i = 10 $i = 10\n+= $i += 10 $i = $i + 10\n-= $i -= 5 $i = $i -5\n*= $i *= 3 $i = $i * 3\n/= $i /= 5 $i = $i / 5\n.= $i .= $j $i = $i . $j\n%= $i %= 5 $i = $i % 5\n99"},{"book":"eOMAL ICT Resource book.pdf","page":107,"label":"107","text":"Comparison Operators\nOperator Description Example\n== Is equal to $i == 5\n!= Is not equal to $i != 10\n> Is greater than $i > 10\n< Is less than $i < 10\n>= Is greater than or equal to $i >= 5\n<= Is less than or equal to $i <= 5\nLogical Operators\nOperator Description Example\n&& $j == 3 && $k == 2\nand Low-precedence and $j == 3 and $k == 2\n|| $j < 5 || $j > 10\nor Low-precedence or $j < 5 or $j > 10\n! Not ! ($j == $k)\nxor Exclusive or $j xor $k\nAnd Or Arrays in PHP\nArrays in PHP are a collection of key/value pairs. This means that it maps values to keys. Array\nkeys (or indexes) may be either integers or string whereas values can be any type. An array can\nbe declared using the array() language construct. There are three different types of arrays in\nPHP, indexed arrays, associative arrays, and multidimensional arrays.\nIndexed Array\nAn indexed array named fruits with three elements can be created as follows:\n$fruits = array(\"Banana\", \"Apple\", “Orange”);\nOr\n$fruits[0] = “Banana”;\n$fruits[1] = “Apple”;\n$fruits[2] = “Orange”;\n Associative array\nAn associatative array is an array that uses named keys that you assign to them. As associative\narray can be created as follows:\n$variable_array_name = array( key1=> value1, key2=> value3, key3=> value3, .......... );\nFor example, consider the following declaration:\n$fruits = array(“fruit1” => \"Banana\", “fruit2” => \"Apple\", “fruit3” => “Orange”);\nor\n$fruits[‘fruit1’] = “Banana”;\n$fruits[‘fruit2’] = “Apple”;\n$fruits[‘fruit3’] = “Orange”;\n100"},{"book":"eOMAL ICT Resource book.pdf","page":108,"label":"108","text":"Example- Looping through array:\n<?php\n$fruits = array(\"Banana\", \"Apple\", “Orange”);\n$arrlength = count($cars); // retrieves the length of the array\nfor($x = 0; $x < $arrlength; $x++)\n{\necho $cars[$x];\necho \"<br>\";\n}\n?>\nExample- Associative array:\n<?php\n{\n$fruits = array( “fruit1” => \"Banana\", “fruit2” => \"Apple\", “fruit3” => “Orange”);\nforeach($fruits as $x => $x_value)\necho \"Key=\" . $x . \", Value=\" . $x_value;\necho \"<br>\";\n}\n?>\nPHP has built-in functions that enable the sorting of arrays in ascending or descending order\nusing alphabetical or numerical order.\nThe following list shows available sort functions in PHP:\n sort() - sorts arrays in ascending order\n rsort() - sorts arrays in descending order\n asort() - sorts associative arrays in ascending order, according to the value\n ksort() - sorts associative arrays in ascending order, according to the key\n arsort() - sorts associative arrays in descending order, according to the value\n krsort() - sorts associative arrays in descending order, according to the key\nFor example to sort an array in descending order,\n<?php\n$fruits = array(“Banana”, ”Apple”, \"Orange\");\nsort($fruits);\n?>\nThis would sort the array fruits, in the ascending alphabetical order in fruit names.\nThe above declaration implies that the fruit1 and fruit2 are the keys to the array $fruits and have\nthe values of “Banana” and “Apple” respectively.\n101"},{"book":"eOMAL ICT Resource book.pdf","page":109,"label":"109","text":"Control Structures in PHP\n Conditional Statements in PHP\nPHP provides the following different structures of conditional statements:\n The if statement:\ncondition is true:\nif (condition)\n{\nThe if statement has the following syntax and executes some code when the given\ncode to be executed if condition is true;\n}\nFor example:\n<?php\nif ($age < \"60\") {\necho \"You are about to retire!\";\n}\n?>\n The if … else statement:\nThe if … else statement has the following syntax and executes some code when the given\ncondition is true and some other code when the given condition is false.\nif (condition) {\ncode to be executed if condition is true;\n} else {\ncode to be executed if condition is false;\n}\nFor example:\n<?php\n$age1 = 60;\n$age2 = 55;\nif ($age1 > age2) {\necho \"Age 1 is greater than Age 2\";\n} else {\necho \"Age 2 is greater than Age 1\";\n}\n?>\n102"},{"book":"eOMAL ICT Resource book.pdf","page":110,"label":"110","text":" The if...elseif....else Statement\nThe if....elseif...else statement executes different codes for more than two conditions. The\nsyntax of if... elseif...else is as follows:\nif (condition)\n{\ncode to be executed if this condition is true;\n}\nelseif (condition)\n{\ncode to be executed if this condition is true;\n}\nelse\n{\ncode to be executed if all conditions are false;\n}\nFor example:\n<?php\n$Marks = 60;\nif ($age1 >=75) {\necho \"Your Grade is A\";\n}\nelseif($age1>=65){\necho \"Your Grade is B \";\n}\nelseif($age1 >=55){\necho \" Your Grade is C \";\n}\nelseif($age1 >=45){\necho \" Your Grade is S \";\n}\nelse{\n}\n?>\necho \"Sit the exam again”;\n103"},{"book":"eOMAL ICT Resource book.pdf","page":111,"label":"111","text":" The Switch Statement\nThe switch statement is also used as a conditional statement when there are multiple actions that\nneed to be taken based on multiple conditions. The switch statement in PHP has the following\nsyntax:\nswitch (n) {\ncase label1:\ncode to be executed if n=label1;\nbreak;\ncase label2:\ncode to be executed if n=label2;\nbreak;\ncase label3:\ncode to be executed if n=label3;\nbreak;\n...\ndefault:\ncode to be executed if n is different from all labels;\n}\nIn the above syntax of the switch statement, based on the evaluated value of the variable n, it is\ncompared with the values of each case, and when there is a match, the code attached will be\nexecuted. The break command is included at the end of each block of code that is attached to\neach case to prevent the next block of code is executed automatically. The default (case)\nstatement is used at the end to indicate the block of code that needs to be executed if there is no\nmatch in the cases.\nFor example:\n<?php\n$favcolour = \"red\";\nswitch ($favcolour) {\ncase \"red\":\necho \"Your favorite colour is red!\";\nbreak;\ncase \"blue\":\necho \"Your favorite colour is blue!\";\nbreak;\ncase \"green\":\necho \"Your favorite colour is green!\";\nbreak;\ndefault:\necho \"Your favorite colour is neither red, blue, nor green!\";\n}\n?>\n104"},{"book":"eOMAL ICT Resource book.pdf","page":112,"label":"112","text":"Repetition\n While Loop\nWhile loop is a looping structureavailable in PHP which first checks for a condition and if\nthe condition is evaluated true, then shall execute the set of commands within the loop until\nthe condition becomes false.\nAn example for a while loop in php is given below:\n<?php\n$count = 1;\nwhile ($count <= 12)\n{\necho \"$count times 12 is \" . $count * 12 . \"<br>\";\n++$count;\n}\n?>\nwill exit.\nThe above loop will execute 12 times and as soon as the value of count becomes 13, the loop\n Do ... While loop\nDo while loop is a slight variation of a while loop where the looping structure allows the\nexecution of the set code at least once, and then allows execution of the code based on the\ncondition after that.\nThe following example illustrates the structure of a do while loop:\n<?php\n$count = 1;\ndo\necho \"$count times 12 is \" . $count * 12 . \"<br>\";\nwhile (++$count <= 12);\n?>\n For Loop\nA for loop statement takes three parameters namely, an initialization expression, a condition\nexpression, and a modification expression. The syntax of the for loop will be as follows:\nfor (expr1 ; expr2 ; expr3)\n{\nphp command 1;\nphp command 2;\n.....\n.....\n}\n105"},{"book":"eOMAL ICT Resource book.pdf","page":113,"label":"113","text":"For example:\n<?php\nfor ($count = 1 ; $count <= 12 ; ++$count)\n{\necho \"$count times 12 is \" . $count * 12;\necho \"<br>\";\n}\n?>\nFunctions\nFunctions in PHP are used to separate portions (or blocks) of PHP code from the main part of the\nprogram. These portions (or blocks) of code can perform certain tasks and therefore can be called\nanywhere in the program as many times as needed. Writing functions reduce the repetition of the\nsame code in the program and it makes it much easier to modify the code only in one place rather\nthan at multiple locations. A function will be executed when it is called in the main program.\nSyntax of declaring a function i as follows:\nfunction functionName(){\ncode to be executed ;\n}\nTo create a function, declare it in the manner shown below:\n<?php\nfunction writeWelcomeMessage()\n//declaration of the function begins here\necho “Hello World !”;\n{\n}\nwriteWelcomeMessage();\n// this will call the function to be executed here\n?>\nFunctions also accept arguments as part of their declaration to receive information. Arguments\nare specified after the function name, inside the parentheses and multiple arguments are\nseparated by commas. For example, in the following code, we define a function that accepts two\narguments and then we call the function with different values passed to it.\n<?php\nfunction printNameAndYear($fname, $year)\n{\necho\"Mr./Ms. $fname was born in $year <br>\";\n}\n// now calling of the function with different values takes place\nfamilyName(\"Rajah\",\"1975\");\nfamilyName(\"Leela\",\"1978\");\nfamilyName(\"Anuraj\",\"1983\");\n?>\n106"},{"book":"eOMAL ICT Resource book.pdf","page":114,"label":"114","text":"Functions could also return values as a result of the processing within the function. The “return”\nstatement is used at the end of the function and can return a single value. For example, the\nfollowing code returns the sum of two values passed as arguments to it.\n<?php\nfunction sum($x, $y)\n{\n$z = $x + $y;\nreturn $z;\n}\necho\"5 + 10 = \". sum(5,10) .\"<br>\";\necho\"7 + 13 = \". sum(7,13) .\"<br>\";\necho\"2 + 4 = \". sum(2,4);\n?>\nDatabases:\nA database is a structured collection of records or data stored in a computer system and\norganized in such a way that it can be quickly searched and information can be rapidly retrieved.\nMySQL is probably the most popular database management system for web servers, and the\ncombination of PHP and MySQL works well on any operating system. The SQL in MySQL\nstands for Structured Query Language. A database query is a question or a request sent to the\ndatabase to obtain particular information or a record. A MySQL database contains one or more\ntables, each of which contains records or rows. Within these rows are various columns or fields\nthat contain the data itself.\nFor example, consider the following table:\nAuthor Title Type Year\nMark Twain Fiction 1876\nJane Austen Fiction 1811\nCharles Darwin Nonfiction 1856\nCharles Dickens Fiction 1841\nWilliam Shakespeare Play 1594\nThe Adventures of Tom Sawyer Pride and Prejudice The Origin of Species The Old Curiosity Shop Romeo and Juliet The above table contains details about classic novels and we name it as classics and it is in the\ndatabase named publications. There are a number of columns with the topmost columns\ncontaining the headings and each of the columns is called a field in the table. The column\nheadings are called the field names. Under each column heading, there are data for each column.\nEach row of the table contains a complete record of classic novels.\nFundamentals of MySQL\nTo create a database named publications in MySql issue the following command:\nCREATE DATABASE publications;\nThe above command will create a database named publications and is now ready for use. Now\nyou may issue the command USE publications;to enable it to work on. As now you have the\ndatabase ready for use, you can now start creating tables. The syntax for creating tables in\nMySQL is as follows:\n107"},{"book":"eOMAL ICT Resource book.pdf","page":115,"label":"115","text":"CREATE TABLE table_name(\ncolumn1 datatype,\ncolumn2 datatype,\ncolumn3 datatype,\n.........);\nSuppose we want to create the table named classics. The following command will create the\ntable:\nCREATE TABLE classics (\nauthor VARCHAR(128),\ntitle VARCHAR(128),\ntype VARCHAR(16),\nyear CHAR(4)\n);\nIssuing the command DESCRIBE classics; is used to ensure that the table has been created\nwithout any issues. It also helps us to recall the field names and their data types in a given table.\nFor example, issuing the command,\nmysql>DESCRIBE classics; will return the following information:\nLet’s look at each of the headings in detail:\nField: The name of each field or column within a table.\nType: Null: The type of data being stored in the field.\nWhether a field is allowed to contain a value of NULL.\nKey: MySQL supports keys or indexes, which are quick ways to look up and search for\ndata. The Key heading shows what type of key (if any) has been applied.\nDefault: The default value that will be assigned to the field if no value is specified when a\na new row is created.\nExtra: Additional information, such as whether a field is set to auto-increment.\n108"},{"book":"eOMAL ICT Resource book.pdf","page":116,"label":"116","text":"Data types in MySQL are used to notify the type of data that each field would contain.\nMySQL supports the following data types and data ranges:\nData type Bytes Used Example\nCHAR(n) Exactly n (<=255) CHAR(5) “Hello” uses 5 bytes\nCHAR(57) “Goodbye” uses 57 bytes\nVARCHAR(n) Up to n (<= 65535) VARCHAR(7) “Morning” uses 7 bytes\nVARCHAR(100) “Night” uses 5 bytes\nBINARY(n)or BYTE(n) Exactly n (<= 255) As CHAR but contains binary data\nVARBINARY(n) Up to n (<= 65535) As VARCHAR but contains binary data\nNumerical Data types:\nAdding Data to a Table\nTo add data to a table, insert command is used. For example, the following two lines of\ncommands can be used to insert data into the classics table.\nINSERT INTO classics(author, title, type, year)\nVALUES('Mark Twain','The Adventures of Tom Sawyer','Fiction','1876');\nINSERT INTO classics(author, title, type, year)\nVALUES('Jane Austen','Pride and Prejudice','Fiction','1811');\nThe following SQL commands could be issued to alter the table properties:\nTo rename the name of a table:-\nALTER TABLE <older name> RENAME <new name>;\nExample:\nALTER TABLE classics RENAME pre1900;\nTo change the data type of a column in a table:-\nALTER TABLE <table name> MODIFY <field name><new data type>;\nExample:\nALTER TABLE classics MODIFY year SMALLINT;\nTo add a new column to a table:-\nALTER TABLE <table name> ADD <new column name><new data type>;\n109"},{"book":"eOMAL ICT Resource book.pdf","page":117,"label":"117","text":"Example:\nALTER TABLE classics ADD pages SMALLINT UNSIGNED;\nTo remove a column from a table:-\nALTER TABLE <table name>DROP <column to be dropped>;\nExample:\nALTER TABLE classics DROP pages;\nIndexes in Databases\nIndexes in database tables help to search through the tables in a faster manner. Indexes can be\nadded to a table whenever it is created or at a later stage whenever needed. Indexes are actually a\ncolumn of data or a combination of more than one column of data that can be used to search\nthrough the table. With a judgment that requires the database designer to predict whether he/she\nwill be searching any of the data in that column, the database designer has to decide which\ncolumn would be used as an index. For example, in the table, classics, that we have already\ncreated, an index can be created based on the author or based on the title columns as follows:\nALTER TABLE classics ADD INDEX(author(20));\nALTER TABLE classics ADD INDEX(title(20));\nThe above commands will create indexes on both the author and title columns, limiting each\nindex to only the first 20 characters. An alternative of using ALTER TABLE to add an index is,\nto use the CREATE INDEX command.\nFor example, the following two commands are equivalent:\nALTER TABLE classics ADD INDEX(author(20));\nor\nCREATE INDEX author ON classics (author(20));\nPrimary Keys\nPrimary keys enable us to search a database table using a single unique key to access a row of a\ntable. Having a unique key to access rows of a table are essential when we want to combine data\nfrom multiple tables. The following SQL statement will create the table classics with a primary\nkey “ISBN”:\nCREATE TABLE classics (\nauthor VARCHAR(128),\ntitle VARCHAR(128),\ncategory VARCHAR(16),\nyear SMALLINT,\nisbn CHAR(13),\nINDEX(author(20)),\nINDEX(title(20)),\nINDEX(category(4)),\nINDEX(year),\nPRIMARY KEY (isbn));\n110"},{"book":"eOMAL ICT Resource book.pdf","page":118,"label":"118","text":"Querying SQL Databases\nThe first command to learn is the SELECT which allows us to extract data from tables. The\nsyntax of using the select command:\nSELECT <column_name>\nFROM <table_name> ;\nThe following example illustrates how to select the author and title column data from the\nclassics table:\nSELECT author, title\nFROM classics;\nWHERE keyword: The where keyword enables you to narrow down queries by returning only\nthose where a certain expression is true. The syntax of using where keyword in an SQL\nstatement is as follows:\nSELECT <column_name>\nFROM <table_name>\nWHERE <conditional_expression>;\nFor example, to retrieve the rows that match the string “Mark Twain” for author name is written\nas follows:\nSELECT author, title\nFROM classics\nWHERE author=\"Mark Twain\";\nThe ORDER BY statement sorts returned results by one or more columns in ascending or\ndescending order. For example, the following query returns author name and title from the\nclassics table sorted in the author name order.\nSELECT author, title\nFROM classics\nORDER BY author;\nThe following query returns the author and titles returned whereas the results are sorted in the\ndescending order of the title.\nSELECT author, title\nFROM classics\nORDER BY title DESC;\nIn a similar fashion to ORDER BY, you can group results returned from queries using GROUP\nBY, which is good for retrieving information about a group of data.\nFor example, if you want to know how many publications there are of each category in the\nclassics table, you can issue the following query:\nSELECT category, COUNT(author)\nFROM classics\nGROUP BY category;\n111"},{"book":"eOMAL ICT Resource book.pdf","page":119,"label":"119","text":"The above query will return the following output:\nCategory COUNT(author)\nClassic Fiction 3\nNon-Fiction 1\nPlay 1\nDatabases often will have multiple tables containing related data and joining them using a single\nselect statement to display columns that match a given condition on the common columns.\nFor example, suppose we have two tables, classic (which contains the details of books as earlier)\nand customers (which has details about customers who have purchased books including a\ncolumn containing the ISBN of the book purchased). In this case, the ISBN of the book is a\ncommon column to both the tables.\nSELECT name, author, title from customers, classics\nWHERE customers.isbn = classics.isbn;\nThat’s a brief introduction to MySQL and we will see more MySQL in action when we combine\nMySQL with PHP.\nPHP Forms\nThe main way that website users interact with PHP and MySQL is through the use of HTML\nforms. Handling forms is a multipart process. First, a form is created, into which a user can enter\nthe required details. This data is then sent to the webserver, where it is interpreted, often with\nsome error checking. If the PHP code identifies one or more fields that require reentering, the\nform may be redisplayed with an error message. When the code is satisfied with the accuracy of\nthe input, it takes some action that usually involves the database, such as entering details about a\npurchase.\nTo build a form, you must have at least the following elements:\n An opening <form> and closing </form> tag\n A submission type specifying either a Get or Post method\n One or more input fields\n The destination URL to which the form data is to be submitted\nFor example, consider the following php code:\n<html>\n<head>\n<title>Form Test</title>\n</head>\n<body>\n<form method=\"post\" action=\"formtest.php\">\nWhat is your name?\n<input type=\"text\" name=\"name\">\n<input type=\"submit” value= “Submit Query”>\n</form>\n</body>\n</html>\nThe result of opening the formtest.php in a browser would look like:\n112"},{"book":"eOMAL ICT Resource book.pdf","page":120,"label":"120","text":"When you enter your name as the input data and (press) submit, absolutely nothing will happen\nother than the form being redisplayed.\nWe will add some more PHP code to process the data submitted by the form.\n<?php //formtest.php\nif (isset($_POST['name'])){\n$name = $_POST['name'];\necho \"Your name is \".$name; }\nelse {\necho \"(Not entered)\";\n}\n?>\n<html>\n<head>\n<title>Form Test</title>\n</head>\n<body>\n<form method=\"post\" action=\"formtest.php\">\nWhat is your name?\n<input type=\"text\" name=\"name\">\n<input type=\"submit\" value= \"Submit Query\">\n</form>\n</body>\n</html>\nThe if-else statement at the beginning checks whether the value for the field name has been\nsubmitted. Then within the body of the code, the value stored in the name is printed. The output\nof the above code shall look like:\n113"},{"book":"eOMAL ICT Resource book.pdf","page":121,"label":"121","text":"Input Types:\nHTML forms are very versatile and allow you to submit a wide range of input types, from text\nboxes and text areas to checkboxes, radio buttons, and more.\nText boxes:\nText boxes accept a wide range of alphanumeric, text and other characters in a single line box.\nThe general format of a text box input is as follows:\n<input type=\"text\" name=\"name\" size=\"size\" maxlength=\"length\" value=\"value\">\nThe size attribute specifies the width of the box (in characters of the current font) as it should\nappear on the screen, and maxlength specifies the maximum number of characters that a user is\nallowed to enter into the field.\nText Areas:\nWhen you need to accept input of more than a short line of text, use a text area. This is similar to\na text box. But, as it allows multiple lines, it has some different attributes. Its general format\nlooks like this:\n<textarea name=\"name\" cols=\"width\" rows=\"height\" wrap=\"type\">\n</textarea>\nHere if you have default text to display, you must put it before the closing </textarea>, and it will\nbe displayed and be editable by the user:\nFor example:\n<textarea name=\"name\" cols=\"width\" rows=\"height\" wrap=\"type\">\nThis is some default text.\n</textarea>\nCheckboxes:\nWhen you want to offer a number of different options to a user, from which he can select one or\nmore items, checkboxes are the best option. Here is the syntax of checkboxes:\n<input type=\"checkbox\" name=\"name\" value=\"value\" checked=\"checked\">\nIf you include the checked attribute, the box is already checked when it is displayed. The string\nyou assign to the attribute should be either a double quote or the value \"checked\", or there should\nbe no value assigned. If you do not include the attribute, the box is shown unchecked.\nExample of creating an unchecked box:\nI Agree <input type=\"checkbox\" name=\"agree\">\nIf the user does not check the box, no value will be submitted. But if he does, a value of \"on\" will\nbe submitted for the field name agreed. If you prefer to have your own value submitted instead of\nthe word on (such as the number 1), you could use the following syntax:\nI Agree <input type=\"checkbox\" name=\"agree\" value=\"1\">\n114"},{"book":"eOMAL ICT Resource book.pdf","page":122,"label":"122","text":"If you want to have the checkbox already checked as the default value then you may use as\nfollows:\nSubscribe? <input type=\"checkbox\" name=\"news\" checked=\"checked\">\nIf you want to allow groups of items to be selected at once, the same name should be assigned\nfor all.\nThis example allows its users to select his favourite ice creams:\nVanilla <input type=\"checkbox\" name=\"ice\" value=\"Vanilla\">\nChocolate <input type=\"checkbox\" name=\"ice\" value=\"Chocolate\">\nStrawberry <input type=\"checkbox\" name=\"ice\" value=\"Strawberry\">\nRadio buttons:\nRadio buttons are used when you want only a single value to be returned from a selection of two\nor more options. All the buttons in a group must use the same name and because only a single\nvalue is returned, you do not have to pass an array.\nFor example, the following example illustrates if your website offers a choice of delivery times\nfor items purchased from your store,\n8am-Noon<input type=\"radio\" name=\"time\" value=\"1\">\nNoon-4pm<input type=\"radio\" name=\"time\" value=\"2\" checked=\"checked\">\n4pm-8pm<input type=\"radio\" name=\"time\" value=\"3\">\nThe output will look like:\nSelect\nThe <select> tag lets you create a drop-down list of options, offering either single or multiple\nselections. It conforms to the following syntax:\n<select name=\"name\" size=\"size\" multiple=\"multiple\">\nThe attribute size is the number of lines to display. Clicking on the display causes a list to drop\ndown, showing all the options.\n115"},{"book":"eOMAL ICT Resource book.pdf","page":123,"label":"123","text":"The following example illustrates the <select> tag:\nVegetables\n<select name=\"veg\" size=\"1\">\n<option value=\"Peas\">Peas</option>\n<option value=\"Beans\">Beans</option>\n<option value=\"Carrots\">Carrots</option>\n<option value=\"Cabbage\">Cabbage</option>\n<option value=\"Broccoli\">Broccoli</option>\n</select>\nThis example offers five choices, with the first one, Peas, preselected (due to it being the first\nitem). The diagram below shows the output where the list has been clicked to drop it down, and\nthe option Carrots has been highlighted. If you want to have a different default option offered\nfirst (such as Beans), use the <selected> tag, like this:\n<option selected=\"selected\" value=\"Beans\">Beans</option>\nLabels:\nYou can provide even better user experience by utilizing the <label> tag. With it, you can\nsurround a form element, making it selectable by clicking any visible part contained between the\nopening and closing <label> tags. For example, going back to the example of choosing a delivery\ntime, you could allow the user to click the radio button itself and the associated text, like this:\n<label>8am-Noon<input type=\"radio\" name=\"time\" value=\"1\"></label>\nThe text will not be underlined like a hyperlink when you do this. But, as the mouse passes over,\nit will change to an arrow instead of a text cursor, indicating that the whole item is clickable.\nSubmit button:\nTo match the type of form being submitted, you can change the text of the submit button to\nanything you like by using the value attribute, like this:\n<input type=\"submit\" value=\"Search\">\nYou can also replace the standard text button with a graphic image of your choice, using HTML\nsuch as this:\n<input type=\"image\" name=\"submit\" src=\"image.gif\">\nThe method attribute:\nThe method attribute specifies how to send form data. The form-data can be sent as URL\nvariables (with method=\"get\") or as HTTP post transaction (with method=\"post\").\nBoth GET and POST create an array (e.g. array( key => value, key2 => value2, key3 => value3,\n...)). This array holds key/value pairs, where keys are the names of the form controls and values\nare the input data from the user.\n116"},{"book":"eOMAL ICT Resource book.pdf","page":124,"label":"124","text":"Both GET and POST are treated as $_GET and $_POST. $_GET is an array of variables passed\nto the current script via the URL parameters. $_POST is an array of variables passed to the\ncurrent script via the HTTP POST method.Information sent from a form with the GET method\nis visible to everyone (all variable names and values are displayed in the URL). GET also has\nlimits on the amount of information to send. The limitation is about 2000 characters. Information\nsent from a form with the POST method is invisible to others (all names/values are embedded\nwithin the body of the HTTP request) and has no limits on the amount of information to send.\nThe <fieldset>tag in forms is used to group related items together.\nSaving form data into a database:\nWhen data is submitted to a form using the input fields by the user pressing the submit button,\nthe data is sent to the form quoted in the input form. Then the PHP file is written for ‘insert'ing\nconnects to the MySQL database server, retrieves forms fields using the\nPHP $_REQUEST variables and finally execute the insert query to add the records.\nHere is an example code of HTML file to read the values for the variables using the input types\nand then a sample code for insert.php file to write the data back to the MySQL database.\n</head>\n<body>\n<p>\n<form action=\"insert.php\" method=\"post\">\n<label for=\"firstName\">First Name:</label>\n<input type=\"text\" name=\"first_name\" id=\"firstName\">\n</p>\n<p>\n<label for=\"lastName\">Last Name:</label>\n<input type=\"text\" name=\"last_name\" id=\"lastName\">\n</p>\n<p>\n<label for=\"emailAddress\">Email Address:</label>\n<input type=\"text\" name=\"email\" id=\"emailAddress\">\n<input type=\"submit\" value=\"Submit\">\n</p>\n</form>\n</body>\n117"},{"book":"eOMAL ICT Resource book.pdf","page":125,"label":"125","text":"Now the insert.php file to write back the data:\n<?php // it is assumed that you have the necessary credentials to connect to mysql\n$link = mysqli_connect(\"localhost\", \"root\", \"passwd\", \"demo\");\n// Check connection\nif($link === false){ die(\"ERROR: Could not connect. \" . mysqli_connect_error()); }\n$first_name = mysqli_real_escape_string($link, $_REQUEST['first_name']);\n$last_name = mysqli_real_escape_string($link, $_REQUEST['last_name']);\n$email = mysqli_real_escape_string($link, $_REQUEST['email']);\n// Attempt insert query execution\n$sql = \"INSERT INTO persons (first_name, last_name, email) VALUES ('$first_name',\n'$last_name', '$email')\";\nif(mysqli_query($link, $sql))\n{ echo \"Records added successfully.\"; }\nelse\n{echo \"ERROR: Could not able to execute $sql. \" . mysqli_error($link); }\n// Close connection\nmysqli_close($link); ?>\nTo connect to the Database using PHP there are number of methods available.\nIn this section we discuss the following methods.\n MySQLi object-oriented method\n MySQLi procedural method\nConnect to a Database Using MySQLi (object-oriented) method\n<html>\n<body>\n<h1>Create DB </h1>\n<?php\n$servername = \"localhost\";\n$username = \"root\";\n$password = \"\";\n// Create connection\n$conn = new mysqli($servername, $username, $password);\n// Check connection\nif ($conn->connect_error) {die(\"Connection failed: \" . $conn->connect_error);\n} else{\necho “Connected successfully”;\n}\n?>\n118"},{"book":"eOMAL ICT Resource book.pdf","page":126,"label":"126","text":"Connect to a Database Using MySQLi procedural method\n$conn = mysqli_connect($servername, $username, $password);\nif (!$conn) {\ndie(\"Connection failed: \" . mysqli_connect_error()); }\n$sql = \"CREATE DATABASE StudentDB2\";\nif (mysqli_query($conn, $sql)) {\necho \"Database created successfully\";\n} else {\necho \"Error creating database: \" . mysqli_error($conn);\n}\nmysqli_close($conn);\nDatabase Operations\nThe following operations can be performed on a database using php.\n Inserting Data to a table\n Display Data from a table\n Updating Data\n Delete Data from a table\nInserting Data to a table\nSuppose that we are trying to insert some new data (a complete record) in to the student\ninformation table named StInfo, which contains Student identity card number, Initial,\nSurname and Distance from home as the data of a student. The field names of the data are\nStNIC, Init, Surname and HDistance respectively:\n<?php\n$servername = \"localhost\";\n$username = \"root\";\n$password = \"\";\n$dbname = \"StudentDB\";\n// Create connection\n$conn = new mysqli($servername, $username, $password, $dbname);\n// Check connection\nif ($conn->connect_error) {\ndie(\"Connection failed: \" . $conn->connect_error);\n}\n$sql = \"INSERT INTO StInfo (StNIC, Init, Surname, HDistance)\nVALUES ('200212312512', 'M.', 'Silva',4)\";\nif ($conn->query($sql) === TRUE) {\necho \"New record created successfully\";\n} else {\necho \"Error: \" . $sql . \"<br>\" . $conn->error;\n}\n$conn->close();\n?>\n$sql = \"INSERT INTO StInfo (StNIC, Init, Surname, HDistance)\nVALUES ('200212312512', 'M.', 'Silva',4)\";\nif ($conn->query($sql) === TRUE) {\necho \"New record created successfully\";\n119"},{"book":"eOMAL ICT Resource book.pdf","page":127,"label":"127","text":"} else {\necho \"Error. Data could not be entered: \" . $sql . \"<br>\" . $conn->error;\n}\n?>\n$conn->close();\nDisplay Data from a table\nData that is stored in the database tbles can be viewed using php. For this purpose, data\nneeds to be fetched from the database table using SELECT statement and then can be\ndisplayed:\n<html>\n<body>\n<?php\n$servername = \"localhost\";\n$username = \"root\";\n$password = \"\";\n$dbname = \"StudentDB\";\n// Create connection\n$conn = new mysqli($servername, $username, $password, $dbname);\n// Check connection\nif ($conn->connect_error) {\ndie(\"Connection failed: \" . $conn->connect_error); }\n$sql = \"SELECT * FROM StInfo\";\n$result = $conn->query($sql);\nif ($result->num_rows > 0) {\n// output data of each row\nwhile($row = $result->fetch_assoc()) {\necho \"NIC: \" . $row[\"StNIC\"]. \" - Name: \" . $row[\"Init\"]. \" \" . $row[\"Surname\"]. \"\nHome Distance: \".$row[\"HDistance\"]. \"<br/>\"; }\n} else {\necho \"0 results\";\n}\n$conn->close();\n?></body></html>\nIn the above code, each row of data is fetched from the database table and is then copied\nin to the variable $row. The values stored in the row are then get printed.\n120"},{"book":"eOMAL ICT Resource book.pdf","page":128,"label":"128","text":"Updating Data\nData that already exists in the table can be updated with the new information in php using\nhe UPDATE statement. In order to update the existing data, that data needs to be located\nfirst and then can be updated with new information. Typically the Primary Key is used to\nlocate the data in the table and then the data in the retrieved row gets updated:\n<html><body><?php\n$servername = \"localhost\";\n$username = \"root\";\n$password = \"\";\n$dbname = \"StudentDB\";\n// Create connection\n$conn = new mysqli($servername, $username, $password, $dbname);\n// Check connection\nif ($conn->connect_error) {\ndie(\"Connection failed: \" . $conn->connect_error);\n}\n$sql = \"UPDATE StInfo SET Surname='Amarasinghe' WHERE\nStNIC='200242134212'\";\nif ($conn->query($sql) === TRUE) {\necho \"Record updated successfully\";\n} else {\necho \"Error updating record: \" . $conn->error;\n}\n$conn->close();\n?>\n</body>\n</html>\nIn the above example we search and locate a student with the StNIC value of\n200242134212 and then update the surname of the student with new data.\nDelete Data from a table\nWe often want to remove the data from tables permanently and DELETE statement\nallows us to carryout this operation in php. To delete data from tables, we first need to\nlocate the row containing the data and then have to remove the data from the table:\n<html><body><?php\n$servername = \"localhost\";\n$username = \"root\";\n$password = \"\";\n$dbname = \"StudentDB\";\n// Create connection\n$conn = new mysqli($servername, $username, $password, $dbname);\n// Check connection\nif ($conn->connect_error) {\ndie(\"Connection failed: \" . $conn->connect_error);\n}\n//We display all the data from the table here\n$sql = \"SELECT * FROM StInfo\";\n$result = $conn->query($sql);\nif ($result->num_rows > 0) {\n// output data of each row\n121"},{"book":"eOMAL ICT Resource book.pdf","page":129,"label":"129","text":"while($row = $result->fetch_assoc()) {\necho \"<tr><td>\" . $row[\"StNIC\"]. \"</td><td>\" . $row[\"Init\"]. \"</td><td>\" .\n$row[\"Surname\"].\"</td><td>\".$row[\"HDistance\"]. \"</td></tr>\"; }\n} else { echo \"0 results\"; }\n$conn->close();\necho \"</table>\";\n?>\n$StNIC = $_POST[‘st_Nic];\nSsql = DELETE FROM StInfo WHERE StNIC = $StNIC ;\nif ($conn->query($sql) === TRUE) {\necho \"Record updated successfully\";\n} else {\necho \"Error updating record: \" . $conn->error;\n}\n$conn->close();\n?>\n</body>\n</html>\nIn the above example student table is searched to locate a row of data with give student\nNIC number and then the data gets deleted.\n122"},{"book":"eOMAL ICT Resource book.pdf","page":130,"label":"130","text":"Competency Level 10.8: Publishes and maintains web sites\nLearning Outcomes:\n Publishes the developed website locally\n Identifies free web hosting sites from the Internet\n Publishes the developed website through a free web hosting site\n Investigates the factors affecting performance of website\nPublishes and maintains websites\nPublishing a website\nThe developer may choose to publish the website locally and it involves many things from the\nuser’s side. It involves that your organization has a good Internet connection, has obtained a\nstatic IP address from your ISP, enduring that your router has been properly set therefore it can\nforward traffic to port 80, configure Windows Firewall to allow your webserver to communicate\non port 80, you can set up Apache webserver on your machine, and then can test the webserver\nfrom your computer. Once everything works fine you may replace the default home page of the\nserver with the home page you have designed.\nPublishing a website can also be done by the professional web site hosting companies. Godaddy\nis a popular hosting provider and there are many such hosting companies available in the world.\nGetting help from such companies relieves you from the hassle of maintaining web servers,\nensuring uninterrupted connectivity and keeping the website secure.\nMaintaining a website\nWebsites must be maintained regularly if you want your web site to be a successful one. Regular\nmaintenance of a web site can keep regular visitors of your web site happy because your web site\ngives them more updated fresh information and provides exciting news. In addition, maintaining\nyour web site on a regular basis keeps all parts of your web site active and keeps the links and\npages unbroken.\nMaintenance of a website also involves regular scheduled backup of the website. Therefore, it\nensures that you have the latest copy of your website as a backup and it prevents you from losing\nyour website. Maintaining your website keeps your website more secure since it prevents your\nwebsite from hacking. Visitors do not prefer to visit websites that are hacked. Software that is\nused to create a website is often get updated with the latest release that fixes many of the bugs in\nthe system and comes up with more security measures. When such a release is available always\nmake sure that you also keep your software get updated. The final thing to consider is collecting\nyour site statistics. This will help you to identify the number of potential visitors to your website\nand determine how popular your website is among the users.\n123"},{"book":"eOMAL ICT Resource book.pdf","page":131,"label":"131","text":"Exercises to workout in PHP form handling\n1. 2. 3. Write a simple number - guessing game in PHP. The script should “think” of a random\nnumber between 1 and 100, then give the user five chances to guess the number. For each\nguess, the script should report whether the guessed number was too low, too high, or\ncorrect. (Hint: Use rand (1, 100) to generate a random number between 1 and 100.)\nCreate a php script that displays a form allowing the user to select one of three Amazon\nstores - amazon.com, amazon.ca, and amazon.co.uk — and then jumps to the relevant\nstore based on the user’ s choice.\nDesign a php script to display the health suggestions for user based on the Body Mass\nIndex (BMI) value. The formula is BMI = kg/m2 where kg is a person’s weight in\nkilograms and m2 is their height in metres squared.\nUnder weight - < 18.5\nNormal – 18.5 – 24.9\nOverweight – 25 – 29.9\nObese – 30 – 34.9\nExtremely Obese – 35<\nThe measurement of height can be (cm, m, inch)\nWeight:\nHeight:\nCALCULATE\nBMI\nYour Body Mass Index is BMI VALUE. This is considered SUGGESTION\n124"},{"book":"eOMAL ICT Resource book.pdf","page":132,"label":"132","text":"4. 5. Design a web page for kids’ art gallery. This web page has two pages.\nIn page one allows kids to upload their drawings, name of the kid, school and a small\ndescription about their drawing. Once they have submitted these information redirect to\nthe second page which is needs to show that drawing with kid name, school name and the\ndescription as follows\nName of the Kid\nSchool Name\nDescription of the drawing\nCreate a script for displaying countries based on their population order. Ask user to enter\nthe country name and the amount of population. Allow user to enter these details for five\ncountries one by one. Once the count became five ask the user to select the displaying\norder. If they select ascending display the countries name in the descending order of their\npopulation else descending order.\nCountry Name:\nPopulation:\nNext\nDisplay Mode:\nDisplay\nCountries’ name in ascending/ descending order\n125"},{"book":"eOMAL ICT Resource book.pdf","page":133,"label":"133","text":"Competency 12: Explores applicability of ICT to business organizations and the\ncompetitive marketplace\nCompetency Level 12.1: Explores the role of ICT in the world of business\nLearning Outcomes:\n Defines digital economy\n Lists and describes new business methods in digital economy\n Identifies the concepts behind pure brick, brick and click, and pure click organizations\n Describes the role of ICT in business functions of an organization\nE-Commerce\nICT, Business and Competitiveness\nRole of ICT in Modern Business\nThe relationship between Information and Communication Technology (ICT) and businesses is\never-growing. For few decades, ICT has been playing the role of the key enabler for successful\nbusinesses. In other words, ICT enables providing solutions to various business problems,\nespecially such as inefficiencies in business processes, lack of productivity, challenging business\ncompetition, ineffective business models, increasing expectations of customers, inability to reach\nwider markets, etc. It all started with ICT being successfully deployed in computerizing the\nmanual business processes of companies a few decades ago. Since then, the ICT kept on\nadvancing every year and no public or private company nowadays can think of business success\nexcluding ICT from the picture.\nDigital Economy\nThe digital economy is an economy based on digital computing technologies1. In other words,\neconomic activities in a digital economy happen through digital mediums. Economies of most\ncountries are now transformed into digital economies. Think about the way people read\nnewspapers nowadays. Many people in Sri Lanka, especially the younger generation, do not buy\nprinted newspapers. Instead, they read newspapers online. Not only that; they provide instant\nfeedback on articles they read, share them among friends on social media and conduct\ndiscussions based on them. This scenario reflects a very important development which is a result\nof the advancement of ICT. That is, the advancement of ICT has created a platform for people to\nengage in economic activities in digital form. For example, people can search for products\nonline, visually inspect their features in 2D and 3D form and purchase products online by\nmaking payments using digital or other virtual currencies. Another example of this is, a student\ncan take up short-term freelancing jobs offered by companies in other countries such as\ntranslation jobs online, as part-time work to support their education. Thus, notably, the world’s\neconomy is more and more transforming to a digital economy with the advancement of ICT in\nwhich the production, distribution, and consumption of goods and services happening in digital\nform.\n1 This should not be confused with the subject you learn as Economics. Students should focus on the term ‘Digital\nEconomy’.\n126"},{"book":"eOMAL ICT Resource book.pdf","page":134,"label":"134","text":"What advancement, in particular, has made this transformation? It is Internet technology. With\nInternet technology, especially the Web 2.0 technology, we can see a huge array of digital\nproducts such as product catalogs, TV and Radio programs, video content, music, books,\nmagazines, newspaper articles, software and many more being produced, distributed and\nconsumed worldwide. The internet technology has also given rise to the use of virtual currencies\nsuch as cryptocurrencies2 making alternative digital forms of payments available for merchants\nand consumers. The internet technology has further made it possible nowadays to connect people\nwith people but also people with things as well as things with things! For example, home\nappliances such as washing machines and refrigerators come with embedded microcontrollers\nand networking capabilities so that they could be connected via the Internet with human users as\nwell as other appliances (and systems) alike. These capabilities made possible by the advancing\nInternet technology have reduced the geographical, social and cultural distances between firms\nand people around the world, making the entire world one global village. This is what we call\nglobalization.\nICT and Business Transformation\nICT, as the key enabler of modern business success, transforms the way companies operate.\nWith more and more people browsing the Internet, especially using mobile and handheld\ndevices, and with more and more people use social networks, organizations have equal\nchallenges and opportunities in the market. When people are exposed to more and more\ninformation through the Internet about products and services, their expectations as customers\nelevate rapidly. On the other hand, due to globalization, business competition among firms too\ntends to grow as international market players could enter into markets avoiding geographical\nbarriers with low-cost substitute products as well as products with world-class technologies.\nHowever, wiser organizations transform themselves strategically using ICT effectively to\nexplore more and more opportunities in the digital economy while facing the challenges arisen\nby the same.\nThe key ICT-based tool for business transformation is the information system. Organizations use\ninformation systems to strategically transform themselves to get a competitive advantage. That\nmeans information systems help organizations to implement a business strategy to operate better\nthan its competitors in the market. An ICT-based information system uses computing\ntechnologies to collect, store and disseminate business data and, process them to get useful\ninformation and make them available for key stakeholders of the firm (such as managers,\nsuppliers, and customers) to make decisions. Particularly, information systems help\norganizations to transform themselves into digital firms in which the key business processes are\naccomplished through digital networks, key business relationships are digitally enabled and\nmediated and the key business assets are digitally managed3. For example, Information systems\nhelp placing and handling orders as well as maintaining relationships with suppliers\nelectronically letting them to view internal information such as production schedules and getting\nthe information transferred via electronic data interchange (EDI).\nICT-enabled digital firms can transform themselves with new business models as alternatives for\ntraditional business models. A business model is a particular way of doing business. Pure brick\norganizations, which are usually selling physical products offline are typically following a\ntraditional business model where the customers visit the store, talk to sales staff, place orders at\nsales counters, make cash payments (unless corporate customers to whom some credit period\n2 Read about bitcoins and other similar cryptocurrencies being used in online business\n3 Read Chapter 01 of Management Information Systems by Laudon and Laudon (12E or later) for more details127"},{"book":"eOMAL ICT Resource book.pdf","page":135,"label":"135","text":"will be given), produce the invoice to the warehouse, collect items and leave. However, with the\nadvancement of ICT, organizations can become pure click organizations as well as brick and\nclick organizations and come up with innovative business models which strategically help them\nto get a competitive advantage. For example, most modern insurance companies and banks have\nbecome brick and click organizations with innovative business models that make use of the\nInternet. That means, such organizations have introduced an online business component in\naddition to the traditional offline business component. For example, in the case of motor\ninsurance claiming, apart from the traditional model of motor insurance claiming some\ninsurance firms offer to click to claim facility where the driver can contact the call center over\nthe phone, proceeding the details of an accident, uploading photos of the necessary documents as\nwell as the details damages through a mobile app and leave the scene after a verification\nprocess4\n.\nSome other good examples of new business models are reverse auctions, group purchasing, and\ne-marketplaces. In reverse auctions, traditional roles of the buyer and seller are reversed. Instead\nof buyers who compete for goods by making bids, in reverse auctions sellers compete to sell the\nproduct by placing bids in response to a product or service request placed by a single buyer5\n.\nGroup purchasing, on the other hand, helps making use of economies of scale. A seller can offer\ngoods at a price lower than the set price and still make a good profit if the quantity sold is larger.\nGroup purchasing makes use of this opportunity by getting orders from several individuals,\naggregating them into a single order (as one order from a group of buyers) and placing it with a\nseller who is willing to fulfill that order. E-market places are virtual platforms (online platforms)\non which buyers and sellers can meet. In such e-marketplaces, sellers can open virtual stores and\nbuyers can search for goods and make purchases online6. Notably, these three business models\nare successfully being used by pure click organizations which entirely exist on the Internet. Such\norganizations do not have physical premises and they do not engage in offline business as well.\nWith well-set communication, payment and distribution infrastructure in place (thankful to ICT),\npure click organizations ensure that the right item is delivered to the right customer at right time\nin the right quality.\nICT Applications in Business Functions\nICT applications in business are diverse. On one hand, it could be in diverse industries including\nhealth, education, agriculture, banking and hospitality. On the other hand, it could be in business\nfunctions such as accounting, human resource management, production, sales, and marketing.\nOther than that, there are common ICT applications in supply chain management (SCM),\ncustomer relationship management (CRM) and business communication. In any case, however,\nICT application involves building an information system which helps converting data to useful\ninformation and thereby helps managing a particular business process efficiently and effectively.\nFurthermore, advancing the Internet of things (IoT) and mobile computing technologies as well\nas the pervasive use of smartphones enables smart systems which supports the foregoing of\nmany industries. For example, smart classrooms, smart health systems, and smart agricultural\nsystems extensively make use of such technologies to fulfill various objectives in respective\nindustries.\n4 Read about Click2Claim of fairfirst Insurance, Sri Lanka.\n5 Watch the video https://www.youtube.com/watch?v=vdqPHgGKgjU for more details.\n6 Visit www.ebay.com and see how an e-marketplace work. Note that eBay is also an example for a forward\nauction.\n128"},{"book":"eOMAL ICT Resource book.pdf","page":136,"label":"136","text":"Use of ICT in business functions as information systems could be broadly classified into two\ncategories; transaction processing and decision support. Transactions are elementary activities\nbeing recorded in organizations. For example, a sale taking place at a supermarket is a\ntransaction. Similarly, a new delivery of stocks, recruitment of a new employee, a cash\nwithdrawal at an ATM by a customer, a book borrowed at a library and a new item manufactured\nat a factory are examples for transactions. Every business function needs information systems to\nrecord such transactions for future use. Typically, transaction processing systems help keeping\ntrack of such transactions in business functions. On the other hand, managers need information\nsystems to help them to make decisions. For example, at the end of the day, some managers may\nneed to know how much raw material stock is remaining to decide whether to make a raw\nmaterial order or not. Another group of managers may want to forecast sales in the year to come\nby simulating sales patterns according to different market conditions. The most senior managers\nwould need to know the overall health of the organizations to make strategies for a future couple\nof years. Organizations use management information systems (MIS), decision support systems\n(DSS) and executive support systems (ESS) for these purposes.\nICT enabled information systems are being used in every business function with unique\nobjectives and characteristics.\n Accounting: According to the business dictionary\n7, accounting is the practice and body of\nknowledge concerned primarily with methods for recording transactions, keeping financial\nrecords, performing internal audits, reporting and analyzing financial information to the\nmanagement and advising on taxation matters. Thus, it is the systematic process of dealing\nwith incomes, expenditures, assets, and liabilities of an organization. For example, recording\ntransactions pertaining to incomes and expenditures of a given period helps calculating the\noverall profit or loss during that period. Accounting information systems help performing\nvarious accounting activities with the help of ICT8. For example, handling accounts payable\nis an activity of the Accounts Department. It will handle payments to be made to the\nsuppliers for items they supplied to the company such as raw materials. There, the system\nhelps to keep track of purchase orders made to suppliers, inventory records on goods\nactually received (according to purchase orders) and the invoices received from suppliers\npertaining to the purchase orders they completed. The system also helps to cross-check the\npurchase order details, inventory records and the details on the invoices and verify before\nauthorizing payments. This could have been a tedious task if it was done manually but the\nICT-based information systems make it accurate, efficient and fast.\n Human Resources Management (HRM): Human resource management function deals\nwith managing people of the organization. Activities of the HRM function\nincluderecruitment, transfer, training, evaluation, maintaining attendance, etc. HRM\nfunction to utilizes ICT-based information systems for managing these activities. In fact, in\nmodern human resource information systems (HRIS), there exist modules, which mean sub-\nsystems, to deal with those activities separately, For example, the recruitment module will\nhelp to manage the recruitment process by keeping (transaction) data related to managing\nCVs, screening for interviews, interview results, recruitments, etc. Apart from these, some\norganizations provide self-service systems to employees to access their data related to\nsalary, deductions, leaves, and attendance. This is typically done through a web portal in\nwhich the employees login to the system through a web interface. Once logged into the\nportal, employees can see the services made available to them through the system.\n7 Read www.businessdictionary.com/definition/accounting.html for more details.\n8 Accounting information systems heavily rely on data from other functions. See\nhttps://www.slideshare.net/wiweck/accounting-information-system-18527651 for details.129"},{"book":"eOMAL ICT Resource book.pdf","page":137,"label":"137","text":" Production: According to Laudon and Laudon, production management is concerned with\nthe planning and control of all those activities that transform inputs into outputs by adding\nsome value to inputs. For example, in a soft drinks production plant, inputs such as sugar,\nflavors, water, etc. will be converted into soft drinks and come out in containers (bottles) as\nthe output. In such a plant, the managers have to plan what to produce, when, in what\nquantities and where to distribute. If they produce the wrong product, that will be rejected\nby the consumers. If they produce more, excess stock will be remaining in the warehouses.\nIf they produce less, there will be shortages in the market. This will make the consumers\nunhappy. Thus, there exist standard activities in production management such as product\ndesign, development, production planning, scheduling, etc. All these activities require data\nand, once again ICT-based information systems play a critical role in assisting managers to\nmanage the production.\n Sales and Marketing: No business can survive without winning the hearts of the\ncustomers. All companies try to make the right product available to customers through the\nright channel at the right price. Therefore, all successful firms attempt to understand their\ncustomers better and try to keep them satisfied and loyal to the company. ICT provides\nmeans for companies to understand their customers by segmenting them based on purchase\ndata, knowing what items are usually bought together and also by predicting who will buy\nwhat, when and where. Furthermore, Web 2.0 technology, as well as the resulting social\nmedia platforms, has enabled the companies to listen to their customers in the form of\nratings, feedbacks, status updates, blogs, comments, tags, etc. Analysis of these different\ntypes of data gives rich market insights to firms to compete better in the market.\n Supply Chain Management: Supply chain links a firm with its external partners such as\nraw material suppliers, logistic companies and distributors. However, if the activities of\nthese partners are not synchronized with the production activities of the firm, the end\nproducts cannot be successfully offered to the market. ICT-based supply chain management\nsystems9 play a critical role here by automating the flow of information across\norganizational boundaries and thereby linking external actors in the supply chain with the\nfirm. For example, supplier organizations can view production schedules of the firm (by\nconnecting to the production management information system through a web interface) and\naccordingly adjust their production schedule, so that an uninterrupted row material supply is\nensured.\n Business Communication: ICT has changed the way communication happens in\norganizations. E_mail had been a popular mode of business communication fora couple of\ndecades. With the development of broadband technologies, communication platforms such\nas Skype and Zoom became popular for video conferencing between employees and\nmanagers in geographically dispersed locations. Moreover, the broadband Internet, as well\nas the pervasive use of mobile devices, has given rise to more mobile-based communication\nplatforms such as Viber and WhatsApp. These mobile apps help taking voice and video,\nsharing documents, pictures, videos and other files, as well as instant messaging. Due to\nthese changes in business communication enabled by ICT, it has even made it possible for\nemployees to work from anywhere (teleworking, telecommuting)which is getting\nincreasingly popular especially among people like freelancers and working mothers.\nMoreover, emerging technologies such as the Internet of Things (IoT), Big Data and Cloud\nComputing together with social computing has paved way for smarter systems to be increasingly\n9 Search and read about the term inter-organizational systems on Google.130"},{"book":"eOMAL ICT Resource book.pdf","page":138,"label":"138","text":"applied in the context of business management and communication. For example, paradigms\nsuch as Industry 4.010 focuses on creating cyber-physical systems of automation and data\nexchange in manufacturing environments with the help of sensors, Internet-based\ncommunication links, and big data analytics. Smart systems are getting popular in industries such\nas agriculture, healthcare, education, logistics as well as hospitality. For example, smart\nclassrooms facilitate value-added learning for the learners whereas tour guide systems supported\nby augmented reality help tourists to have better experiences worldwide11\n.\n10 Read the article on https://www.baslerweb.com/en/vision-campus/markets-and-applications/image-processing-\nindustry-4-0/?gclid=EAIaIQobChMI9sDOv8S62gIV1iMrCh0SgwgqEAAYAiAAEgKUIvD_BwE\n11 Read the article on https://thinkdigital.travel/wp-content/uploads/2013/04/10-AR-Best-Practices-in-Tourism.pdf131"},{"book":"eOMAL ICT Resource book.pdf","page":139,"label":"139","text":"Competency Level 12.2 Analyses the relationship between ICT and business operations\nLearning Outcomes:\n Distinguishes the e-commerce and e-business\n Investigates the scope of e -commerce and e- business\n Lists and briefly describes the types of e- commerce transactions\n Identifies the advantages and disadvantages of e- commerce\nElectronic Business\nElectronic business (E-business) could be simply explained as doing business electronically.\nThis means that the business processes are conducted with the help of a computer network based\non Internet technology. It helps data and information to be shared quickly within and across\nbusiness functions, as well as external parties, and thereby the business processes to be\nconducted effectively and efficiently. As most early security concerned pertaining to the use of\nthe Internet have now been addressed, we could see major organizations re-thinking their\nbusinesses in terms of the Internet and conducting e-business to buy parts and supplies from\nother companies, collaborate on sales promotions, and conduct joint research12\n.\nE-Business Operation\nMost students get confused with the two terms ofelectronic commerce (e-commerce) and\nelectronic business. Compared to e-commerce, e-business is a broader concept. E-commerce is\nactually a part of e-business. Broadly speaking e-business facilitates business transactions to be\nconducted electronically. Think about the order fulfillment process of a company which happens\nelectronically. It is actually a cross-functional process which involves the sales, production,\nfinance, and warehouse (and distribution) functions of the organization. Therefore, there exists\nan information system module (i.e. an information system component) for the business activities\nof each function. However, as shown in figure 4.2.1 these modules are integrated as a single unit\nby connecting them to a single database through internet technology.\nFigure 4.2.1: Integrated modules in an e-business environment\nWith this architecture, details of transactions of one function become accessible to the other\nfunctions and even for external parties13. For example, a purchase order generated through the\nsales module will be saved in the database. The production module, as well as the finance\nmodule, will simultaneously get an alert of the new purchase order added into the system. Based\non that, the production staff will view the corresponding items to be produced and update\n12 Read the article https://searchcio.techtarget.com/definition/e-business\n13 There involves security measures to avoid information getting into unnecessary hands.132"},{"book":"eOMAL ICT Resource book.pdf","page":140,"label":"140","text":"production schedules accordingly through the production module. At the same time, the finance\nstaff will generate the invoice according to the requested items in the purchase order as they too\ncan view the items through the finance module. Once the production is completed the status of\nthe purchase order will be updated through the production module as completed and the\nwarehouse staff will accordingly be alerted. The warehouse staff will then arrange the shipment\nonce the payment is done according to the invoice generated earlier. Notably in this scenario, the\nelectronic form of transactions enables better coordination among business functions and\nreduces the chances of errors and delays taking place in the process. Furthermore, access to the\ncentral corporate database could be provided to external parties such as customers, suppliers,\nand distributors through appropriate modules and interfaces. For example, when you access your\nbank account through an e-banking system and do online transactions, you actually perform e-\nbusiness transactions14. Practically, organizations adopt e-business capabilities through\nenterprise resource planning (ERP) systems which has a broader set of standard modules for\nvarious functions of a typical organization15\n.\nElectronic Commerce\nElectronic commerce (e-commerce) is simply a part of electronic business. E-commerce\nperforms buying and selling activities of products and services online. For example, an e-\ncommerce transaction takes place when you buy a book from Amazon over the Internet.\nSimilarly, when you transfer money from your account to someone else’s account using your\nbank’s e-banking service, an e-commerce transaction takes place. The difference, in this case, is\nthe transaction involves a service, not a product. E-commerce could be seen as a system of\nvarious components and actors that act and interact to enable online transactions to happen to\nexchange goods and services. Those factors include online marketplaces, virtual storefronts,\ninformation brokers, content providers, portals, online service providers and virtual\ncommunities.\n Online marketplace: Online marketplace is an e-commerce site which acts as a platform for\nmultiple large and small-scale sellers to offer their products and services to a global pool of\ncustomers. For example, individual merchants can open virtual stores on Amazon’s platform\n(Amazon’s online marketplace) and sell their products and services. Rover.com is another\ninteresting online marketplace on which a range of products and services related to pet care is\nbeing offered16\n.\n Virtual storefronts: Virtual storefronts make use of digital technologies to display products\nbeing offered on an electronic screen. Tesco is a famous company for opening virtual\nstorefronts in places like airports and subway stations. Figure4.2.217shows a virtual storefront\nopened by Tesco at an airport and a customer adding items on display to a shopping cart\nusing a mobile app by scanning the QR code associated with each item. Through the app, the\ncustomer can confirm her order and Tesco delivers the goods to the intended destination. On\nthe other hand, all online shops available in online market places are examples of virtual\nstorefronts.\n14 E-banking is actually e-commerce but it is a part of e-business.\n15 Read the article http://www.netsuite.com/portal/resource/articles/erp/what-is-erp.shtml\n16 Read the article https://hackernoon.com/top-5-most-popular-online-marketplaces-how-to-join-the-champions-\nleague-a313dbdfd338\n17 Figure source 4.2.2: http://vonbismark.com/wp-content/uploads/2012/08/tesco-trials-interactive-virtual-store-\ngatwick-0.jpg\n133"},{"book":"eOMAL ICT Resource book.pdf","page":141,"label":"141","text":"Figure4.2.2: A customer purchasing from a virtual storefront\n Information brokers: Information brokers are the sites that help consumers to filter the\nrequired information from a myriad of publicly available information sources. For example,\nan information broker site will help you to find the site that sells the book you look for to\npurchase at the lowest price18. This helps consumers to save their valuable time searching for\ninformation and doing comparisons based on multiple criteria manually. Information\nbrokering sites utilizes agent technology for the brokering process.\n Content providers: Content providers are the sites that offer digital content such as news,\nmusic, photos, videos and games online. One of the best examples for a content provider is\nApple Inc.’s iTunes Store which revolutionized the music industry of the world. Content\nproviders make money by charging for downloads, providing display space for\nadvertisements or subscription fees19\n.\n Portals: Portals provide the entry point to e-commerce by aggregating data from a large\nnumber of providers and letting customers search for goods and services20. Most modern\nportals not only provide the searching facility but also provide the facilities for personalizing\nthe content based on user profile make recommendations on products and services and\ndeliver personalized advertisements21\n. The search engine www.yahoo.com is a very good\nexample of an online portal through which the users can reach numerous categories of\nproducts and services.\n Online service providers: Online service providers provide various services online such as\nnews, search engine, banking, health care, entertainment, social networking, etc. Facebook,\nfor example, provides social networking services to worldwide users online. Google, on the\nother hand, provides various online services including search engine, email, file storage, and\nsocial networking.\n Virtual communities: Virtual communities are formed by individuals connected through\nonline social networks sharing similar interests, opinions or feelingsi\n. For example, the fan\n18 Read the example on http://www.cs.toronto.edu/km/xib/document/broker_tutorial/definition.html\n19 Read the article http://ecommercetoyouu.blogspot.com/2015/04/content-provider.html\n20 Read the article https://www.ecommercetimes.com/story/61955.html for examples\n21 Read http://smallbusiness.chron.com/portal-business-model-3869.html134"},{"book":"eOMAL ICT Resource book.pdf","page":142,"label":"142","text":"pages and groups on Facebook are virtual communities which comprise of individuals who\nhave similar interests. Virtual communities play an important role in e-commerce as potential\npools of customers as well as an effective means of marketing. Virtual communities can also\nprovide resources to firms online in the form of opinions, insights, expertise as well as\ncreative skills.\nE-commerce can be classified into several classes such as B2B, B2C, C2B, C2C, B2E, and G2C.\nThis classification is done based on the two parties involved.\n B2B: Business to Business (B2B) e-commerce happens when a business organizations\npurchase goods or services from another business organization online. For example, large\nmanufacturing organizations buy rawmaterials and accessories required for production from\nsuppliers online22.\n B2C: Business to Consumer (B2C) is the most common form of e-commerce, which means\nthe online buying and selling transactions happening between businesses and their end-\ncustomers. Individuals purchasing electronic items online or customers using e-banking\nservices are examples of B2C e-commerce.\n C2B: Consumer to Business (C2B) involves consumers offering services (or any kind of\nresource) to businesses online. For example, some consumers write blog posts on behalf of\nbusiness organizations after consuming their products which attracts more customers to the\nfirm. Reverse auctions where the consumers name the price for a product or a service is\nanother example for C2B e-commerce23\n.\n C2C: Consumer to Consumer (C2C) e-commerce is a type of commerce that happens\nbetween two online consumers where one sells a product or a service to the other on a\ndedicated virtual platform. The popular online auction site eBay.com is a renowned example\nfor such a virtual platform dedicated for C2C e-commerce.\n B2E: Business to Employee (B2E) e-commerce happens when business firms offer online\nservices to their employees. The objective of B2E is to attract and retain high-quality\nemployees to the organization by offering them various incentives such as flexible working\nhours, training opportunities and otherbenefits. Businesses typically use online portals to\nenable B2E e-commerce24. Employees can log into the portal using their usernames and\npasswords and consume the services offered to them through the portal.\n G2C: Government to Citizen (G2C) means governments offering various services to their\ncitizens through the Internet. For example, the Office of the Provincial Commissioner of\nMotor Traffic (Western Province) in Sri Lanka offers the online facility of obtaining revenue\nlicenses for motor vehicles to the citizens25. This type of e-commerce has become popular\nwith e-government initiatives around the world.\nAs mobile devices get proliferated, more and more people browse the Internet using mobile and\nother handheld devices. As such, firms have now gone beyond traditional e-commerce and have\nfocused on mobile-based e-commerce transactions which are commonly known as m-commerce.\nMobile-friendly web sites, as well as mobile based information services such as geo-advertising\nand geo-information services, are getting widespread making m-commerce the next generation\nelectronic commerce.\n22 Read https://www.linkedin.com/pulse/worlds-12-b2b-websites-currently-holds-top-ranks-saqib-ilyas/\n23 Read https://www.businessnewsdaily.com/5001-what-is-c2b.html\n24 Read https://searchcio.techtarget.com/definition/B2E\n25https://www.erevenuelicense.motortraffic.wp.gov.lk/erl/view/logout.action135"},{"book":"eOMAL ICT Resource book.pdf","page":143,"label":"143","text":"ICT has also contributed largely to creating more secure and alternative payment mechanisms for\nbusiness transactions. Especially in electronic commerce, several alternative payment\nmechanisms are preferred over traditional cash-based payment methods such as cash on delivery\n(COD). One of the key ICT-based developments in payment mechanisms is the payment\ngateways which enable payments using credit/debit cards. A payment gateway is a software\nservice that securely handles the credit card information exchange and verification in order to\ncomplete an electronic commerce transaction. Once the customer authenticated a credit card\npayment for an online purchase he/she wishes to proceed, the merchant’s webserver securely\ncollects the credit card details (in encrypted format) from the customer’s browser and sends the\ndetails of the payment to its payment gateway. The payment gateway directs the details to the\npayment processor of the merchant’s bank through which the details will be sent to the relevant\ncard association (Visa, MasterCard, etc.) The card association directs the details to the card-\nissuing bank which responses with an accept/reject message after a verification process. The\nprocessor forwards the response to the payment gateway to be interpreted at the merchant’s\nwebsite. If accepted, the transaction gets completed and the customer gets a confirmation\nmessage, whereas if rejected, the transaction gets aborted delivering a failure message to the\ncustomer. The merchant submits all approved payments to the processor of his/her bank to\nprocess as a batch to get money transferred to the designated account26\n.\nOne issue with online payments with payment gateways is the customer has to submit credit card\ndetails to every merchant (or rather at every merchant’s web site) that they shop with. This\nincreases the number of chances of getting your sensitive data being recorded by one of those\nmerchants. There are third party systems such as PayPal that reduces this risk by mediating the\npayment process and allow sending and receiving money more securely. In the case of PayPal,\nboth buyers and sellers can register with PayPal using a valid email address and link any number\nof bank accounts and credit cards to that. Buyers can then shop securely with sellers who allow\npayment with PayPal (usually those who have the ‘Checkout with PayPal’ option). A buyer who\nmakes a payment through PayPal can choose the bank account or the credit card he/she wishes to\nuse to make the payment. PayPal does not disclose any sensitive information of the buyer to the\nseller but mediates the payment authentication process and ensures that the seller receives money\nto the designated bank account in his/her PayPal account27\n.\nVirtual currencies, in particular, the cryptocurrencies are also getting popular as alternative\npayment mechanisms in online payments. A cryptocurrency is a digital equivalent to cash which\ncould be used to exchange for goods and services. Cryptocurrencies use cryptography to control\nthe generation of additional units as well as to secure transactions. Among the popular\ncryptocurrencies, there are Bitcoin, Litecoin, Ethereum, and Zcash. The cryptocurrencies work\nbased on the technology called ‘blockchain’ and individuals can buy/sell cryptocurrencies\nthrough third-party websites (and their mobile apps) using credit or debit cards. However, some\ncountries have fully banned or restricted the usage of cryptocurrencies. The central bank of Sri\nLanka is also closely paying attention to the cryptocurrency-related activities happening in the\ncountry28\n.\nApart from security, privacy is another challenging issue in e-commerce. E-commerce sites keep\ntrack of personal information of their visitors. Moreover, they monitor what customers are doing\nonline by tracking what sites they visit, what products and services they search as well as what\nproducts and services do they buy. Using this information, they make profiles of customers and\n26 Read the article on https://www.hostmerchantservices.com/articles/payment-gateway-articles/how-payment-\ngateways-work/\n27 Watch the video on https://www.youtube.com/watch?v=7aFqCqqaBZQ&t=230s\n28https://www.cbsl.gov.lk/en/news/public-awareness-on-virtual-currencies-in-sri-lanka136"},{"book":"eOMAL ICT Resource book.pdf","page":144,"label":"144","text":"accordingly conduct targeted promotions. However, customers may not always be aware to what\nextent have they been monitored and there is a growing concern among customers about their\nprivacy getting violated. Hence, Government agencies work on insisting e-commerce sites to\nhave privacy policies to ensure that the customers’ privacy is protected at their sites29\n.\nICT in the Forefront\nICT is widely used by companies to connect with their customers and promote their products and\nservices. The Internet and other electronic media provide a range of technologies and platforms\nto communicate a strong message to the customers regarding a firm’s offering.\n29 Read the article https://cyber.harvard.edu/olds/ecommerce/privacytext.html\n137"},{"book":"eOMAL ICT Resource book.pdf","page":145,"label":"145","text":"Competency Level 12.3 Analyses the ICT in terms of generating and delivering an\nimproved products and services to consumers\nLearning Outcomes:\n Defines e- marketing\n Identifies the role of ICT in e-marketing\n Investigates the usage of databases in marketing activities\nto improve the product and services according to the requirements of the customers\n Identifies the ways of gaining competitive advantages using ICT\nE_Marketing\nElectronic marketing is also known as web marketing, Internet marketing, as well as online\nmarketing. It is simply making use of electronic media, especially the Internet for marketing\nactivities30. Such activities typically include promotions, public relations as well as after-sales\nsupport. For example, many customers make purchases based on the emails they receive\ncontaining product catalogs and special offers. Social media that are being increasingly used by\nfirms to stay connected with customers, share information regarding new offerings and\npromotions as well as to hear from customers any suggestions, complaints, as well as comments\nare some of the other examples. Social media, on the other hand, acts as the digital equivalent to\nword-of-mouth marketing as the customers help to spread the message about the firm’s offerings\nby sharing, tagging, liking and commenting. Online advertisements are also very effective to\nspread the message about a particular product or a service. The advantages of e-marketing\ninclude the ability of a firm to adapt based on the customers’ feedbacks, the ability to make an\ninstant impact, the ability to directly approach specific market niches (based on profiling), the\nability to analyze the responses in real-time, etc.31\nMobile Marketing\nMobile marketing is a revolutionary form of e-marketing. As we know, many people now use\nsmartphones and other mobile handheld devices to browse the Internet. This shift from desktops\nto mobile devices has created new opportunities for marketers to use multiple channels to reach a\ncustomer through their mobile handheld devices. These channels may include email, SMS, MMS\nas well as the very popular social media such as Facebook, Viber, WhatsApp, etc. Technology is\ndeveloping rapidly to create innovative ways to personalize the marketing messages sent to users\nas much as possible. According to the latest edition of the textbook - Management Information\nSystems by Laudon and Laudon – the proliferation of mobile devices introduces a new\ndimension to marketers to recognize their targets, which is the location. They introduce three\nnotable location-based services the mobile marketers can use namely geosocial services,\nGeoadvertising and geoinformation services. The geosocial services help users to know where\npeople with similar interests as him or her meet. Facebook is a popular social networking site\nthat offers this service. Geoadvertising services help connecting local merchants with nearby\ncustomers. For example, the local restaurants can offer lunchtime promotions to the crowd\nwithin a specific distance expecting to attract a percentage of them as customers. Geoinformation\nservices provide information about a subject, such as an exhibit at a museum, on a geographical\nmap for the people passing nearby.\n30 Note: marketing is not only promotion or advertising\n31 Read http://www.iaapa.org/docs/handout-archive---ops/Mon_KHAN_E-MARKETING.pdf\n138"},{"book":"eOMAL ICT Resource book.pdf","page":146,"label":"146","text":"M-commerce is an important component of mobile marketing in which electronic commerce\ntakes place through mobile devices. In other words, the customers today prefer to shop online for\nproducts and services through their mobile devices which makes firms to consider the mobile as\nan important channel to transact with customers. For example, most banks, insurance firms, and\ntelco companies offer mobile apps for customers to receive their services through mobile\ndevices. More and more firms offer mobile-friendly e-commerce sites expecting better\nengagement with the customers. There also exist mobile advertising platforms such as Apple’s\niAd and Google’s AdMob.\nDatabase Marketing\nWhen the customers’ online activities increase through both web and mobile interfaces, more\nand more databases become existing which contain information about current and prospective\ncustomers. These databases not only contain customers’ personal information but also their web\nbrowsing patterns as well as location details. Database marketing involves making use of these\ndatabases to directly contact existing or potential customers regarding firms’ offerings. Database\nmarketing is a direct marketing technique and it could be well supported with intelligent data\nmining techniques. For example, mining of web access patterns of individual customers can help\nto create unique profiles of customers based on their interests and other characteristics. This\nhelps to make more personalized offers to customers which are more likely to be accepted than a\nbulk offer sent to all customers irrespective of their likes and dislikes.\n139"},{"book":"eOMAL ICT Resource book.pdf","page":147,"label":"147","text":"Review questions\n1. 2. Explain what is digital transformation\nDiscuss the digital transformation happened in various business fields using the modern\ntaxi apps and the websites like Airbnb and Amazon\n3. Explain how information technology becomes important during global emergency\nsituations such as pandemics\n4. 5. 6. 7. 8. Differentiate electronic business and electronic commerce\nWrite down different online payment methods\nExplain the functionality of an online payment gateway using a suitable diagram\nExplain two new examples for each of the e-commerce types described above\nExplain how the Internet of Things, Big Data and Cloud Computing technologies could\nbe used to create a Smart System\n9. Explain how social media could be effectively used for businesses\n10. Explain why the smart mobile phone has become an important tool in business\n11. Briefly describe the functionality of an information system developed for human resource\nmanagement\n12. Discuss whether the famous website ‘YouTube’ an example for a content provider\n140"},{"book":"eOMAL ICT Resource book.pdf","page":148,"label":"148","text":"Competency 13: Explores new trends and future directions of ICT\nCompetency Level 13.1 Explores new trends and future directions in computing\nLearning Outcomes:\n Describes intelligent and emotional computing.\n Explains artificial intelligences\n Appreciates man- machine coexistences\nNew Trends and Future Directions of ICT\nNowadays ICT is changing our lives more than ever before. The speed and convenience of many\nof our day today activities rely on ICT. This heavy adoption of ICT by both individuals and\nmarkets has inspired scientists and engineers in ICT to actively do research on new information\nand communication technologies as well as their applications in various domains. The Gartner\nhype cycle32\n– 2019 presented in Figure 5.1 depicts the state of adoption, maturity and social\napplication of many emerging technologies that are related to ICT as of 2020. The hype cycle,\nwhich is a very useful tool to recognize top emerging technologies in the world, has five key\nphases that shows;\n1. The inception or the trigger of a technology\n2. Peak with inflated expectations\n3. Trough of disillusionment with failed implementations and promises\n4. The slope of enlightenment with success stories\n5. Plateau of productivity with mainstream adoption\nFigure 5.1: Gartner hype cycle – 2019\nSource: https://towardsdatascience.com/gartner-2019-hype-cycle-for-emerging-technologies-whats-in-it-for-ai-\nleaders-3d54ad6ffc53\n32 Read https://en.wikipedia.org/wiki/hype_cycle\n141"},{"book":"eOMAL ICT Resource book.pdf","page":149,"label":"149","text":"The notable emerging and trending information and communication technologies mentioned in\nthe hype cycles of 2018 and 2019 include Artificial Intelligence, Blockchain, IoT platforms,\nQuantum Computing and smart robots. Moreover, they mention about many other technologies\nthat involve artificial intelligence as the core technology such as deep neural networks,\nautonomous driving, knowledge graphs, flying autonomous vehicles, brain-computer interface,\netc. Thus, artificial intelligence, which leads to the creation of intelligent and emotional\nmachines that help mankind in various endeavors, could be considered as one of the key\nemerging information and communication technologies.\nIntelligent and emotional machines\nEvidence on human interest about intelligent and emotional machines could be found even in the\nancient Greek mythology, which contain characters such as Talos and Caucasian Eagle sent to\nearth by Zeus for human protection. Even the modern fictions such as ‘2001: A Space Odyssey’\nby Sir Arthur C Clarke as well as the famous 80’s tele series ‘Knight Rider’ had machines that\nexhibit not only intelligent but also some emotional characteristics. For example, KITT, the\nintelligent car in Knight Rider, engages in several conversations with its master Michael Knight\nthat shows some emotions. On the other hand, humans, throughout history, have attempted to\nbuild self-operating machines as well as machines with control mechanisms designed to\nautomatically follow a predetermined sequence of operations, or respond to predetermined\ninstructions. Those machines are known as automatons. However, the growth of such attempts\nto build truly intelligent machines had been very slow until the discipline of artificial intelligence\nwas formally begun in the mid-20th century. Figure 5.2 contains the famous Maillardet's\nautomaton found in Franklin Institute’s museum.\nFigure 5.2: The famous Maillardet's automaton in Franklin Institute’s museum\nSource: https://www.fi.edu/history-resources/automaton\nArtificial intelligence\nThe term artificial intelligence could be considered as coined during the 1956 summer workshop\nheld at the Dartmouth College in Hanover, New Hampshire. There, a group of researchers\ninterested in thinking machines did an extended brainstorming session to elicit innovative ideas\non creating such machines. Since then, various definitions of artificial intelligence have been\nproposed by scientists. According to one such definition, AI (artificial intelligence) is the\nsimulation of human intelligence processes by machines, especially computer systems33. The\nhuman intelligence processes include the ability to perceive the environment, synthesis perceived\n33https://searchenterpriseai.techtarget.com/definition/AI-Artificial-Intelligence\n142"},{"book":"eOMAL ICT Resource book.pdf","page":150,"label":"150","text":"information, learn and remember facts and apply knowledge to reason about events and solve\nproblems. In general, the intelligence demonstrated by machines so far is considered only as\nimitating human (or natural) intelligence. This could be well explained by the two hypotheses\npresented by John Searle in 1980. According to Searle, artificial intelligence has two forms;\nstrong form and the weak form.\n Artificial intelligence, strong form: an AI system can think and have a mind\n Artificial intelligence, weak form: an AI system can only pretend it thinks and has a\nmind\nThus, in order to create a truly intelligent and emotional machine, one must focus on the strong\nform of artificial intelligence. The researchers in the field of Artificial General Intelligence\n(AGI) are working on the creation of such machines (or computer systems) which are capable of\nworking in multiple fields. Such a machine, for example, would learn to drive a car (one field) as\nwell as defuse a landmine (another field). Moreover, machines with a strong form of AI\ndemonstrate emotions since they have a mind. For example, such machines may learn to\nappreciate (truly) an object in terms of its beauty! There is another extension of the strong form\nof artificial intelligence called Artificial Super Intelligence, which is based on the idea that a\nsystem with the capabilities of an AGI, in the absence of the physical limitations of humans,\nwould learn and improve far beyond the human level as a super system.\nHowever, humans have yet been able to develop intelligent machines only with the weak form of\nartificial intelligence. That means, such machines demonstrate intelligence similar to humans (or\neven better than humans) when performing some narrow tasks such as playing a board game or\npredicting weather. However, their capabilities are limited only to that narrow task and their\nability to improve their capabilities on other tasks is minimal. Therefore, such a form of artificial\nintelligence is also called artificial narrow intelligence. IBM Deep Blue that defeated the world\nchampion Garry Kasparov in the game of Chess (1997), IBM Watson that defeated human\nplayers in a gameshow called Jeopardy (2011), and the algorithm called AlphaGo that defeated\nthe human champion in the game of Go (2016) could be considered as machines with weak\nintelligence.\nThere are several techniques of artificial narrow intelligence developed by the artificial\nintelligence researchers to use when building intelligent systems and some notable techniques\namong them are mentioned in Table 5.1.\nMan-machine coexistence\nOne of the key fears of mankind when it comes to the creation of intelligent machines is that\nthey will one day take the place of humans. Thus, the research in artificial intelligence as well as\nICT in general emphasis the need for man-machine coexistence in which humans and machines\nwork together to create unprecedented breakthroughs in the workforce34. For example, the Honda\nResearch’s humanoid robot Asimo was developed to work with humans in workplaces\ncorporatively35. Asimo has also demonstrated its ability to work with multiple other Asimos,\nwhich is an example for the concept of machine-machine coexistence.\n34 Read https://www.forbes.com/sites/forbestechcouncil/2017/07/06/man-machine-and-multiplicity-how-ai-and-\nhumans-can-coexist-harmoniously/#524d497317df\n35 Watch video https://www.youtube.com/watch?v=JlRPICfnmhw\n143"},{"book":"eOMAL ICT Resource book.pdf","page":151,"label":"151","text":"Technique Search techniques Expert systems Natural Language\nProcessing\nSpeech recognition Computer vision and\nscene recognition\nMachine learning Neural networks Genetic algorithms Fuzzy logic systems Description\nSearching for a goal state in state space. For example,\nfinding the winning state in a board game with a\nhuman player\nRule-based systems that store knowledge as If-Then\nrules and advice humans to solve problems with\nreasoning using the stored knowledge.\nAlgorithms that recognize and even understand human\nlanguages\nAlgorithms that recognize words in speech and\nunderstand short voice sentences\nAlgorithms that interpret and understand visual\ncontents in scenes captured by cameras\nA set of techniques that can learn hidden patterns in\ndata. For example, machine learning algorithms can be\nused to predict whether a new customer will default a\nbank loan or not by exploring the past loan data of all\ncustomers of the bank\nA notable technique in the domain of machine\nlearning, which is based on a large network of\ninformation processing units called artificial neurons\nwhich are organized into two or more layers. A\nsignificant development in this area could be seen with\nthe emergence of deep neural networks\nA class of optimization algorithms based on the\nbiological process of evolution. There, similar to the\nsurvival of the fittest rule in biological species, current\ngood (fit) solutions are combined to generate better\nsolutions until a significantly optimal solution is\nobtained.\nA technique used to control systems smoothly through\nfuzzy rules based on linguistic statements. For\nexample, if the room temperature is ‘hot’, turn the fan\n‘fast’ is a fuzzy rule. Here ‘temperature’ and ‘fan\nspeed’ are fuzzy variables that take fuzzy values like\n‘hot’ and ‘fast’ rather than binary values ‘true’ or\n‘false’\nTable 5.1: Intelligent Techniques\n144"},{"book":"eOMAL ICT Resource book.pdf","page":152,"label":"152","text":"Competency Level 13.2 Explores the fundamentals and applications of agent technology\nNumber of Periods: 04\nLearning Outcomes:\n Briefly describes software agents and their characteristics\n Briefly describes multi-agent systems and their characteristics\n Identifies the applications of agent systems\nSoftware agents\nIn computer systems, a software agent is a piece of software that works on behalf of a human\nuser or another computer application. Cortana, in Windows could be considered as an example\nfor a software agent. It is a piece of software inside the Windows operating system that acts as a\nvirtual assistant. It provides personalized services to the human user such as searching for apps\nand files, recognizing voice commands, giving reminders, etc. Software agents in most cases\nreflect (weak) intelligence by their abilities such as recognizing voices, interpreting the text in\nnatural language, predicting based on past data, and reasoning based on observations. Software\nagents could be:\n Autonomous: can take decisions by themselves without the interference of the human\nuser\n Proactive: can initiate actions on its environment\n Reactive: can react to events in the environment\n Cooperative: can cooperate with other agents and humans\n Able to learn: can learn by observation, experience, and data\n Social ability: can interact and communicate with others complying to the social rules\nand norms\nThese features actually help to differentiate a software agent from an object in software. A good\nclassification of software agents is depicted in Figure 5.3.\nFigure 5.3: a classification of software agents based on Nwanna’s primary attribute dimension\nSource: https://en.wikipedia.org/wiki/Software_agent#/media/File:Nwana_Category_of_Software_Agents.gif\nMulti Agent Systems (MAS)\nSoftware agents can interact with other software agents to execute a common task. In most cases,\na single software agent is not capable of solving complex problems. Thus, the applications\naiming at solving complex problems require multiple software agents working as a single unit,\nwhich is called a Multi-Agent System or MAS. In other words, a multi-agent system (MAS) is a\n145"},{"book":"eOMAL ICT Resource book.pdf","page":153,"label":"153","text":"loosely coupled network of software agents who interact to solve problems that cannot be solved\nby individual problem solvers36. In such a multi-agent system, the agents are37;\n autonomous: meaning that they can make independent decisions by being self-aware\n having only a local view: meaning that they only know how to execute their part and\ncannot see beyond their scope\n acting in a decentralized manner: meaning that there is no agent to control the system\nFigure 5.4 depicts a general functionality of a multi-agent system in which a user gets some\ninformation from multiple sources through an information broker. Each source is assigned to an\ninformation agent who submits the relevant information to the broker who filters and provides\nthe appropriate information to the user. The user accesses the system through an interface agent.\nApplications of Agent systems\nAgent systems are found in a range of applications. As mentioned before Cortana in Windows as\nwell as Siri on Apple iOS systems are good examples for software agents that are practically\nimplemented. Such virtual assistants could be seen in many computer systems to make the tasks\nof the human users easier. Agents also assist humans in banking, e-learning, e-commerce,\nbooking, and in various other similar systems. For example, information searching in electronic\ncommerce applications involves a multi-agent system similar to the architecture depicted in\nFigure 5.4. There, the users submit their search criteria for products to an interface agent. The\ninterface agent then connects with an information broker agent who filters information received\nthrough agents at various merchants’ websites in response to the users’ search criteria to provide\nthe relevant information to the users. Online booking systems too adopt such architecture to filter\ninformation on behalf of the users, connect to respective merchants and do the booking on behalf\nof the human user.\nFigure 5.4: Architecture of a multi-agent system\n36https://www.cs.cmu.edu/~softagents/multi.html\n37https://en.wikipedia.org/wiki/Multi-agent_system\n146"},{"book":"eOMAL ICT Resource book.pdf","page":154,"label":"154","text":"Competency Level 13.3 Analyzes the existing models of computing and proposes new\nmodels\nLearning Outcomes:\n Predicts the technologies beyond von-Neumann computers\nBeyond Von-Neumann computer\nThe von Neumann architecture is the basis for the modern computer. As depicted in Figure 5.5, it\nprovides a simpler architecture to design computer systems. However, as the demand for\ncomputational resources rapidly grows, the von Neumann computer has now been pushed to its\nextreme limits of capabilities. According to Moore’s law, the processing speed of\nmicroprocessors doubles once every 18 months. However, there are physical limitations for this\ntrend to continue further such as managing the excessive heat generated in microprocessors when\nthey are functioning with more and more transistors embedded into them to increase the\nprocessing speed. Therefore, the researchers have already started to look for alternative\narchitectures that can meet the future demand for computational resources conveniently.\nQuantum computing\nQuantum computing is an alternative approach proposed to overcome the limitations of the\nmodern-day microprocessors. In the traditional approach, information is represented using a\nbinary system which has only two states (0 and 1). However, quantum computers which are\nbased on quantum physics, can represent information using multiple states. Therefore, quantum\ncomputers would be exponentially faster than the traditional computers based on the von\nNeumann architecture38\n.\nFigure 5.5: von Neumann architecture\nSource: http://www.polytechnichub.com/wp-content/uploads/2017/04/Von-Neumann-architecture.jpg\nNature-inspired computing\nResearchers are inspired by nature when developing new computing techniques, especially\nintelligent computing techniques. They observe natural phenomena and try to understand how\nsuch phenomena could be helpful to address complex natural problems. Thereby the researchers\nbecome able to develop new techniques that mimic such natural processes to solve complex\nproblems that mankind faces nowadays. Such techniques are generally called nature-inspired\ncomputing techniques or natural computing techniques.\nIn nature-inspired computing, for example, the researchers observe how biological species, like\nant colonies, beehives, and flocks of birds, react to stimuli, process information and make\ndecisions. For example, certain flocks of birds collectively display altruistic behavior by leaving\n38https://whatis.techtarget.com/definition/quantum-computing\n147"},{"book":"eOMAL ICT Resource book.pdf","page":155,"label":"155","text":"a healthy bird to remain with an injured bird on the ground39. Such observations have given rise\nto groundbreaking computing techniques such as neural networks, swarm intelligence,\nevolutionary computation and artificial immune systems. This branch of computer science is\nclosely related to biology-inspired computing and artificial intelligence40\n.\nTable 5.2 contains some additional nature-inspired computing techniques other than genetic\nalgorithms and neural networks that have been introduced before.\nTechnique Description\nSwarm intelligence An artificial intelligence technique based on the\nintelligent collective behaviors observable in the entities\ncomprising of swarms of creatures such as ant colonies,\nbeehives and bird-flocks. For example, bees are observed\nto have optimally selected (i.e. collective intelligence)\nthe location for their hive in most of the time. Swarm\nintelligence enables to model complex and adaptive\nsystems such as social systems as collections of agents\nwho interact with each other based on some simple rules.\nThe emergent patterns resulting from those individual\nagents’ interactions are used to understand and control\nthe particular system. Examples of swarm intelligence\ninclude developing optimal routing strategies, simulating\ncrowd movements, building teams, etc.\nMembrane computing A branch of natural computing that abstracts computing\nmodels from the architecture and the functionality of\nliving cells, as well as from the organization of cells in\ntissues, organs (brain included) or other higher-order\nstructures such as colonies of cells (e.g., of bacteria)41\n.\nIntelligent communication\nsystems and protocols\nObserving phenomena such as the patterns of spreading\nepidemics to develop new communication systems and\nprotocols, which are faster and robust\nTable 5.2: Nature inspired computing techniques\nApart from the above techniques, creating sensor networks by observing the sensory organs,\ncreating artificial immune systems by observing the biological immune systems and making\nlearning classifier systems based on human cognition are examples for nature or biology-inspired\ncomputing42\n.\n39https://www.computersciencedegreehub.com/faq/what-is-nature-inspired-computing/\n40https://en.wikipedia.org/wiki/Bio-inspired_computing#Areas_of_research\n41http://www.scholarpedia.org/article/Membrane_Computing#Applications\n42https://en.wikipedia.org/wiki/Bio-inspired_computing#Areas_of_research\n148"},{"book":"eOMAL ICT Resource book.pdf","page":156,"label":"156","text":"Review Questions\n1. Discuss the intelligent features of the machine called KITT in the tele series ‘Knight\nRider’\n2. Present your views on the limitations of intelligence of the chess playing machine called\nIBM Deep Blue\n3. Explain the functionality of intelligent agents in online auction, e-learning and intrusion\ndetection systems using the common characteristics of intelligent agents\n4. Explain the reasons for the current high interest about machine learning and neural\nnetworks\n5. Discuss how intelligent agent technology could be used when creating information\nsystems for the following\na. Managing natural disasters such as flood and tsunami\nb. E-commerce\nc. Banking activities\n6. 7. Explain why interface agents are required when creating agent systems\nDiscuss how agent and multi agent technologies could have been used in the robot called\nAsimo\n8. Explain why we need an architecture that has gone beyond the Von-Neumann\narchitecture\n9. Suppose an expert system has been created to assist a professional who provides\neducation-counselling service to students.\na. How should the functionality of such a system be?\nb. Is it possible to consider this system as an example for an agent system? Justify\nyour answer\n10. Explain with examples why it is important to study natural phenomena in order to create\nintelligent machines\n149"},{"book":"eOMAL ICT Resource book.pdf","page":157,"label":"157","text":"References:\nAbazi, B. Learn Magento CMS and E-commerce for beginners. CreateSpace Independent Publishing\nPlatform (March 30, 2017).\nAgarwal, A.Emerging Technology Trends - Frequently Asked Questions. Independently published (April\n13, 2018).\nAnthony Lee, D. B. Bootstrapping E-commerce. Reid & Wright Publishing, LLC; 2 edition (June 1,\n2018).\nBoehm, A., & Ruvalcaba, Z. Murach's HTML5 and CSS3, 4th Edition 4th ed. Edition. Mike Murach &\nAssociates; 4th ed. edition (March 2, 2018).\nGhosh, M. Web Design Basic, A Beginner’s Guide to HTML5 & CSS3. Independently published\n(December 17, 2018).\nGreengard, S. The Internet of Things. The MIT Press (March 20, 2015).\nlexander Barkalov, L. T. Foundations of Embedded Systems. Springer; 1st ed. 2019 edition (February 5,\n2019).\nMcMahon, J. E-commerce A Beginners Guide to e-commerce. CreateSpace Independent Publishing\nPlatform (January 27, 2017).\nMeyer, J. ESSENTIAL GUIDE TO HTML5: USING GAMES TO LEARN HTML5 AND JAVASCRIPT.\nApress; 2nd ed. edition (November 6, 2018).\nPfister, C. Getting Started with the Internet of Things. Maker Media, Inc; 1 edition (May 17, 2011).\nRhynes, J. P. HTML5 and CSS3, The Basics. Introduction for Beginners. CreateSpace Independent\nPublishing Platform (April 16, 2018).\nhttps://www.w3schools.com.\nhttps://www.w3schools.com/php/.\nhttps://www.w3schools.com.\nhttp://ecommercetoyouu.blogspot.com/2015/04/content-provider.html.\nhttp://smallbusiness.chron.com/portal-business-model-3869.html.\nhttp://vonbismark.com/wp-content/uploads/2012/08/tesco-trials-interactive-virtual-store-gatwick-0.jpg.\nhttp://www.cs.toronto.edu/km/xib/document/broker_tutorial/definition.html.\nhttp://www.iaapa.org/docs/handout-archive---ops/Mon_KHAN_E-MARKETING.pdf.\nhttp://www.netsuite.com/portal/resource/articles/erp/what-is-erp.shtml.\nhttp://www.polytechnichub.com/wp-content/uploads/2017/04/Von-Neumann-architecture.jpg.\nhttp://www.scholarpedia.org/article/Membrane_Computing#Applications.\nhttps://cyber.harvard.edu/olds/ecommerce/privacytext.html.\nhttps://hackernoon.com/top-5-most-popular-online-marketplaces-how-to-join-the-champions-league-\na313dbdfd338.\nhttps://searchcio.techtarget.com/definition/B2E.\nhttps://searchcio.techtarget.com/definition/e-business.\n150"},{"book":"eOMAL ICT Resource book.pdf","page":158,"label":"158","text":"https://searchenterpriseai.techtarget.com/definition/AI-Artificial-Intelligence.\nhttps://study.com/academy/lesson/virtual-communities-definition-types-examples.html.\nhttps://thinkdigital.travel/wp-content/uploads/2013/04/10-AR-Best-Practices-in-Tourism.pdf.\nhttps://whatis.techtarget.com/definition/quantum-computing.\nhttps://www.arduino.cc/en/main/Software.\nhttps://www.arduino.cc/en/Main/Software.\nhttps://www.baslerweb.com/en/vision-campus/markets-and-applications/image-processing-industry-4 .\nhttps://www.businessnewsdaily.com/5001-what-is-c2b.html. (n.d.).\nhttps://www.cbsl.gov.lk/en/news/public-awareness-on-virtual-currencies-in-sri-lanka.\nhttps://www.computersciencedegreehub.com/faq/what-is-nature-inspired-computing/.\nhttps://www.cs.cmu.edu/~softagents/multi.html.\nhttps://www.ecommercetimes.com/story/61955.html.\nhttps://www.erevenuelicense.motortraffic.wp.gov.lk/erl/view/logout.action.\nhttps://www.fi.edu/history-resources/automaton.\nhttps://www.forbes.com/sites/forbestechcouncil/2017/07/06/man-machine-and-multiplicity-how-ai-and-\nhumans-can-coexist-harmoniously/#524d497317df.\nhttps://www.gartner.com/smarterwithgartner/5-trends-emerge-in-gartner-hype-cycle-for-emerging-\ntechnologies-2018/.\nhttps://www.hostmerchantservices.com/articles/payment-gateway-articles/how-payment-gateways-work/.\nhttps://www.linkedin.com/pulse/worlds-12-b2b-websites-currently-holds-top-ranks-saqib-ilyas/. (n.d.).\nhttps://www.makerspaces.com/arduino-uno-tutorial-beginners/.\nhttps://www.plcacademy.com/arduino-tutorial-for-beginners-chapter-1/.\nhttps://www.slideshare.net/wiweck/accounting-information-system-18527651. (n.d.). Retrieved from\nhttps://www.slideshare.net\nhttps://www.w3schools.com.\nhttps://www.w3schools.com/php/.\nhttps://www.w3schools.com/python/python_exercises.asp.\nhttps://www.w3schools.com/python/python_exercises.asp.\nhttps://www.w3schools.com/sql/.\nhttps://www.youtube.com/watch?v=7aFqCqqaBZQ&t=230s.\nhttps://www.youtube.com/watch?v=JlRPICfnmhw.\nhttps://www.youtube.com/watch?v=vdqPHgGKgjU.\nMySQL database at https://www.mysql.com/downloads/.\nRetrieved from https://www.w3schools.com/php/.\n151"},{"book":"eOMAL ICT Resource book.pdf","page":159,"label":"159","text":"WAMP server at https://sourceforge.net/projects/wampserver/ .\nwww.businessdictionary.com/definition/accounting.html.\nwww.ebay.com.\nXAMPP server at https://www.apachefriends.org/index.h.\n152"},{"book":"eOMAL ICT Resource book.pdf","page":160,"label":"160","text":"Glossary\nEnglish-Sinhala-Tamil Glossary\nNo English Sinhala Tamil\n1. abstract model වියුක්ත ආකෘතිය fUj;jpay; khjpup\n2. acceptance testing ප්රeති්eහණ ප්රීකක්ාව Vw;Gr; Nrhjid\n3. access privilege ප්රeවේශවීවේේ රප්රeසවදය mZfy; cupik\n4. agile model සුචල්යc ආකෘතිය RWRWg;G khjpup\n5. alternate key විකල්ය්ප්ර යතුර khw;Wr; rhtp\n6. American Standard Code\nfor Information\nවේතවරතුරු හණු මවරු\nසඳහණව ූ ඇමරිකවනු\nසේමත වේක්තය\nInterchange(ASCII)\njfty;\n,ilkhw;Wf;fhd\nmnkupf;f epak\ntpjpf;Nfhit\n7. amplitude විස්තවරය tPr;rk;\n8. amplitude modulation විස්තවර මූර්ඡනව tPr;rg; gz;Ngw;wk;\n9. analog ප්රeතිසම xg;Gik\n10. anchor රැඳ ුම epiy epWj;jp\n11. application layer අනුප්රeවේයග් ස්රරය gpuNahf mLf;F\n12. architecture නිර්මිතය fl;likg;G\n13. arithmetic and logical unit\n(ALU)\nඅංක ්ණිත හණව තවර්කික\nඒකකය\nvz;fzpj kw;Wk;\nju;f;f myF\n14. array අරව mzp\n15. artificial intelligence කෘතිම බුද්ධිය nraw;if Ez;zwpT\n16. Affective computing බුද්ධිමත් සහණචිත්තවේශ්ී\nප්රරි් නය\nEz;zwpT\nczu;jpwd;kpf;f\nfzpj;jy;\n17. associative law සංඝටන නcවය $l;L tpjp\n18. attenuation ැහණැීකම/හණවයනය neha;ik\n19. attribute උප්රල්යැකිය /්ු ය/\nඋප්රල්යක්ා ය\ngz;Gfs;\n20. authoring tool සේප්රවදන වේම ල්යම gilg;ghf;ff; fUtp\n21. Automated Teller\nMachine (ATM)\nස් යංකෘතමුදල්ය් ්නුවේදනු\nයන්තeය\njhdpaq;fpg; gzk;\nifahs; ,ae;jpuk;\n22. autonomous ස් යංප්රවල්යක/\nස් තන්තe/ස් වයත්ත\nRahjPd\n23. axiom ස් සිද්ධිය/ප්රeතcක්ාය ntspg;gil cz;ik\n24. backups උප්රස්ර fhg;ngLj;jy;\n25. bandwidth කල්යවප්ර ප්රළල්ය/බඳස් ප්රළල්ය gl;il mfyk;\n26. batch processing කවණ්ඩ සැකසුම njhFjp\nKiwtopahf;fk;\n27. big data මහණවදත්ත ngupa juT\n28. binary ද්විමය Jtpjk;> ,Ukk;\n29. binary coded decimal\n(BCD)\nද්ීමය වේක්තික දවමය ,Ukf; FwpKiw\njrkk;\n30. bio-inspired computing ජෛ වේප්රe්රිත ප්රරි් නය/\nජෛ අනුවේප්රe්රිත\nප්රරි් නය\ncapupay; cs;sPu;g;Gf;\nfzpg;G\n31. bit coin බිටු කවසි Ez;fld; gzk;\nnrYj;jy;\n32. bitwise බිටු අනුසවරිත gpl; thup\n153"},{"book":"eOMAL ICT Resource book.pdf","page":161,"label":"161","text":"33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. bitwise logical operation බිටු අනුසවරිතතවර්කික\nවේමවේහණයුේ\nblack box testing කවල්යමංෛුසව ප්රීකක්ාව blogging වේ බ්සටහණනය boot–up ප්රeවේශවනය broadcasting විකවවනය browsing අතරික්සීම bubble sort බුබුළු වේත්ීකම/ යව-සැසඳුේ\nවේත්ීකම\nbuilt-in තුළබැඳි / තිළැල්යි business process re-\nengineering (BPR)\ncවප්රවර ක්රිeයව ල්යිවේය්\nප්රeතිංංිනවේන්රුකර ය\ncandidate key නිරූප්රc යතුර cardinality ් නීයතව cathode ray tube (CRT) කැවේතගඩ කිර නල්යය central processing unit\n(CPU)\nමධ්යcසැකසුේ ඒකකය characteristics ්තිල්යක්ා / ස් ල්යක්ා check box සල්යකු ු වේකවටු client-server model වේස් වවේයගෛක-වේස් වදවයක\nආකෘතිය\nclock ස්ප්රන්දකය cloud computing ල්යවකුළු ප්රරි් නය coaxial cable සමක්ාක වේක්බල්යය code editor වේක්ත සංස්කවරක comment වි ර ය commutative law නcවයවේද්වනcවය compact disc සුසංහණිත ඩිස්කය compatibility ්ැළප්රුම compiler සේප්රවදකය component සංරචකය composite key සංයුක්ත යතුර constant නියතය content management\nsystem (CMS)\nඅන්තර්්ත කළමනවකර\nප්රද්ධ්යතිය\ncontext switching සන්දර්භ සුවිචනය contiguous allocation යවබද විභවෛනය control structure ප්රවල්යන uහණය control unit (CU) ප්රවල්යන ඒකකය credit card යප්රත customization අභිරුචිකර ය data දත්ත data and control bus දත්ත සහණ ප්රවල්යන ප්රර database management\nsystem (DBMS)\nදත්ත සමුදවය\nකළමනවකර ප්රද්ධ්යති\ndata definition language\n(DDL)\nදත්ත නිර් චන භවාව 154\ngpl; thup jHf;fr;\nnraw;ghL\nfWg;Gg;ngl;br; Nrhjpg;G\ntiyg;gjptply;\nnjhlq;Fjy;\nnjhiygug;gy;\nNkNyhly;\nFkpop tifg;gLj;jy;\ncl;nghjpe;j\ntzpf nray;Kiw\nkPs;fl;likg;G\ngpujpepjpj;Jtr; rhtp\nvz;zsit\nfNjhl;Lf; fjpu; Foha;\nkj;jpa nraw;ghl;L\nmyF\nrpwg;gpay;Gfs;\nrupghu;g;Gg; ngl;b\nNritg; gadu; khjpup\nfbfhuk;\nNkff; fzpik\nXur;R tlk;\nFwpKiw njhFg;gp\ntpsf;ff; Fwpg;G\ngupkhw;W tpjp\nXspapay; tl;L\nnghUe;Jif\nnjhFg;ghd;\n$W\n$l;Lr; rhtp\nkhwpyp\ncs;slf;f\nKfhikj;Jt\nKiwik\nre;ju;g;g epiykhw;wy;\nmLj;jLj;jhd xJf;fPL\nfl;Lg;ghl;Lf;\nfl;likg;G\nfl;Lg;ghl;lyF\nfldl;il\njdpg;gadhf;fy;\njuT\njuTk; fl;Lg;ghl;Lg;\nghl;ilAk;\njuTj;js\nKfhikj;Jt\nKiwik\njuT tiuaiw nkhop"},{"book":"eOMAL ICT Resource book.pdf","page":162,"label":"162","text":"72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. 101. 102. 103. 104. 105. 106. data dictionary data flow diagram data flow model (DFM) data link layer data manipulating\nlanguage (DML)\ndata migration debugging decision support system\n(DSS)\ndeclarative default values defragmentation demodulation device device driver digital digital camera digital economy digitizer direct implementation disk formatting distortion distributive law document flow diagram domain domain name server\n(DNS)\ndomain name system\n(DNS)\ndynamic host\nconfiguration protocol\n(DHCP)\ndynamic web page e-commerce economical feasibility elementary process\ndescription ( EPD)\ne-market place encryption enterprise resource\nplanning system (ERPS)\nentity දත්ත වබ්දවේකගාය දත්ත ්ැල්යීේ සටහණන දත්ත ්ැල්යීේ ආකෘතිය දත්ත සබැඳි ස්රරය දත්ත හණැසුරුේ බස දත්ත ප්රර්යටනය නිවේදවස් කිීකම තීර සහණවය ප්රද්ධ්යති ප්රeකවවවත්මක වේප්රරනිමි අ්ය ප්රeතිඛණ්ඩනය විමූර්ඡනය උප්රවං්ය / උප්රක්රාමය උප්රවං් ධ්යව ක මෘදුකවං් අංකිත අංකිත කැමරව අංකිත ආර්ථිකය සංඛcවංකකය සෘෛුස්රවප්රනය තැටි/ඩිසක හණැඩසශ\n්ැන්ීම\nවිකෘතිය විඝටනනcවය වේල්ය්ඛන ්ැල්යීේ සටහණන සම සේ නවමවේස් වදවයකය සේ නවම ප්රද්ධ්යතිය ්තික ධ්යවරක ප්රවල්යන\nනියමව ල්යිය\n්තික වේ බ් ප්රිටු විදfත් වනිෛcය ආර්ථිකවකcතව මුල්යික ක්රිeයව ල්යි විස්තරය ං-වේ ළඳ වේප්රවළ ්ුප්ර්ත වේක්තනය c සවය සේප්රත් සැල්යසුේ\nප්රද්ධ්යතිය\nභූතවර්රය/අභිභූතත් ය/ස\nත්තව\n155\njuT mfuhjp\njuT gha;r;ry;\ntiuglk;\njuT gha;r;ry; khjpup\njuT ,izg;G mLf;F\njuT ifahsy; nkhop\njuT ngau;r;rp\ntO ePf;fy;\njPu;khd cjT\nKiwik\nmwptpg;G\n,ay;Gepiy kjpg;G\nJzpf;if ePf;fy;\ngz;gpwf;fk;\nrhjdk;\nrhjdr; nrYj;jp\n,yf;f Kiw\n,yf;fKiwg;\nglf;fUtp\n,yf;fKiwg;\nnghUshjhuk;\n,yf;fkhf;fp\nNeub mKyhf;fk;\ntl;L tbtikg;G\njpupG\ngq;fPl;L tpjp\nMtzg; gha;r;ry;\ntiuglk;\nMs;fsk;\nMs;fsg; ngau;\nNritafk;\nMs;fsg; ngau;\nKiwik\nkhWk; tpUe;Njhk;gp\ncs;sikT newpKiw\n,af;Fepiy\ntiyg;gf;fk;\nkpd; tu;j;jfk;\nnghUshjhur;\nrhj;jpag;ghL\nmbg;gilr; nra;Kiw\ntpgupg;G\n,yj;jpudpay; re;ij\n,lk;\nkiwFwpahf;fk;\nepWtd %yts\njpl;lkply; Kiwik\nepiynghUs;"},{"book":"eOMAL ICT Resource book.pdf","page":163,"label":"163","text":"107. 108. 109. 110. 111. 112. 113. 114. 115. 116. 117. 118. 119. 120. 121. 122. 123. 124. 125. 126. 127. 128. 129. 130. 131. 132. 133. 134. 135. 136. 137. 138. 139. 140. 141. entity identifier entity relationship(ER)\ndiagram\nexecutable executive support system\n(ESS)\nexpert system extended binary coded\ndecimal interchange code\n(EBCDIC)\nextended entity\nrelationship (ER) diagram\nfeasibility study feedback loop fetch-execute cycle fiber optic file file hierarchy firewall normal form fixed internal hard disk flash memory flash memory card flat file system flip-flop float floppy disk flow chart folder foreign key formatting frame frequency modulation full adder function functional dependency functional requirement quantum computing gateway genetic algorithm භූතවර්ර/අභිභූතත් ය\nහණඳුන් නය\nභූතවර්ර සේබන්ධ්යතව\nරූප්රසටහණන\nක්රිeයවත්මක කළ හණැකි විධ්යවයක සහණවය ප්රද්ධ්යතිය විවේව්ාඥ ප්රද්ධ්යතිය විස්තෘත ද්ීමය වේක්තක\nදවම\nවිස්තෘතභූතවර්ර\nසේබන්ධ්යතව රූප්රසටහණන\nවකcතව අධ්යcයනය ප්රeතිවේප්රගා ලුප්රය ආහණර -ක්රිeයවකර ුේ චක්රාය ප්රeකවව තන්තු වේ්වනු වේ්වනුධ්යුරව ල්යිය ්ිනි ප්ර ුර ප්රeරම ප්රeමත අ ස්රව අචල්ය අභcන්තර දෘඪ තැටි සැ / ක්ාණික මතකය සැ / ක්ාණික මතක ප්රත ඒක වේ්වනු ප්රද්ධ්යතිය ප්රිළි-වේප්රවළ ංප්රුල්යිම/ංප්රිල්යීම නමc තැටිය ්ැල්යීේ සටහණන වේ්වනු බහණලුම ආ්න්තුක යතුර හණැඩසශ ්ැන්ීම රවමු සංඛcවත මූර්ඡනය ප්රූර් වකල්යකය වeිතය / කවර්යය කවර්යබද්ධ්ය ප්රරවයත්තතව කවර්යබද්ධ්ය අ වcතව ක්වේ වන්ටේ ප්රරි් නය වේදවරටු මඟ / වසල්ය්\nද් වරය / වහණල්ය්වේදවර\nසහණෛ ඇල්ය්වේ්වරිදමය 156\nepiynghUs;\nmilahsq;fhl;b\nepiynghUs;\ncwTKiw\nml;ltiz\n,af;fj;jF\nepiwNtw;W cjT\nKiwik\nepGzj;Jt Kiwik\nePbj;j Jtpj FwpKiw\njrk ,lkhw;wf; Fwp\ntpupthf;fg;gl;l\nepiynghUs;\ncwTKiw\nml;ltiz\nrhj;jpag;ghL fw;if\ngpd;D}l;ly; tisak;\njUtpg;G epiwNtw;Wr;\nRow;rp\n,io xspapay;\nNfhg;G\nNfhg;G gbepiy\njPr;Rtu;\n,ay;ghf;fy; tbtk;\nepiyahd cs;sf\ntd;jl;L\ngspr;rPl;L epidtfk;\ngsPr;rpl;L epidtf\nml;il\nrkjsf; Nfhg;G\nKiwik\nvO-tpO\nkpjit\nnefpo; tl;L\ngha;r;rw; Nfhl;Lg;glk;\nNfhg;Giw\nme;epar;rhtp\ntbtikj;jy;\nrl;lfk;\nmjpu;ntz; gz;Ngw;wy;\nKOikf; $l;b\nrhu;G\nnray; rhu;Gepiy\nnray;gL Njit\nnrhl;L fzpg;G\nmbg;gil\nEiothapy;\nkugZ topKiw"},{"book":"eOMAL ICT Resource book.pdf","page":164,"label":"164","text":"142. 143. 144. 145. 146. 147. 148. 149. 150. 151. 152. 153. 154. 155. 156. 157. 158. 159. 160. 161. 162. 163. 164. 165. 166. 167. 168. 169. 170. 171. 172. 173. 174. 175. 176. 177. 178. 179. 180. geographical information\nsystem(GIS)\nභූවේ්ගල්යීය වේතවරතුරු\nප්රද්ධ්යතිය/මිහණිතැන්\nවේතවරතුරු ප්රද්ධ්යතිය\ngraph plotter ප්රeස්තවර ල්යකු ුකර ය graphic tablet චිතeකඵල්යකය gridcomputing ෛවල්යකප්රරි් නය guided media නියමු මවධ්යc half adder අර්ධ්යවකල්යකය hand trace හණස්තවනුවේර්ඛනය hard disk දැඩි තැටිය / දෘඪ ඩිස්කය hardware දෘඪවං් hexadecimal ාඩ් දවමය hierarchical model ධ්යූරව ල්යි ආකෘතිය host සත්කවරකය hub නවභිය human operator මිනිස්ක්රිeයවකරුවේ ග hybrid approach වේදමුහණුන් ප්රeවේශවය hyperlink අධිසේබන්ධ්යකය Integrated circuits (IC) අනුකල්යිත ප්රරිප්රර icon නිරූප්රකය identity සර් සවමc image රූප්රය imperative විධ්යවනවත්මක incremental ර්ධ්යනවත්මක indexed allocation අනුක්රාමික විභවෛනය information වේතවරතුරු inkjet printer තීන්ත විදුේ මුද්රයකය instant messaging ක්ානික ප්රණි ුඩ යැීම integrated development\nenvironment (IDE)\nසවේමගධ්යවනික\nසං ර්ධ්යන ප්රරිසරය\nintegration test අනුකල්යන ප්රීකක්ා ය intelligent and emotional\ncomputing\nබුද්ධිමත් සහණ චිත්තවේශ්ී\nප්රරි් නය\ninterface අතුරු මුහණු internet service provider(\nISP)\nඅන්තර්ෛවල්ය වේස් ය\nසප්රයන්නව\ninterpreter අර්රවිනcවසකය interrupt අතුරුබිඳුම intranet අන්ත:ෛවල්යය/ අන්වේතගෛවල්ය internet of things (IoT) සවර් ද්රය cඅන්තර්ෛවල්යය/\nසබැඳිද්රය c අන්තර්ෛවල්යය/\nඅන්තර්ෛවල්ය අං්\niteration ප්රුනර්කර ය karnaugh map කවවේනග සිතියම knowledge management\nsystem(KMS)\nදැනුේ කළමනවකර\nප්රද්ධ්යතිය\nlarge scale integration විවවල්ය ප්රරිමව වේය්\nඅ ුකල්යනය\n157\nGtpapay; jfty;\nKiwik\ngltiuap\ntiutpay; tptukhf;fp\nNfhl;Lr;rl;lff;\nfzpik\ntopgLj;jg;gl;l Clfk;\nmiu $l;b\nifr; RtLfs;\ntd;jl;L\ntd;nghUs;\ngjpdWkk;\ngbepiy khjpup\ntpUe;Njhk;gp\nFtpad;\nkdpj ,af;Fgtu;\nfyg;G mZfy;\nkP ,izg;G\nxUq;fpize;j Rw;W\nrpW glk;\nmilahsk;\ngbkk;\nfl;lis\nVWkhd> mjpfupg;G\nRl;b xJf;fPL\njfty;\nikj;-jhiumr;Rg;nghwp\ncldbr; nra;jpaply;\nxUq;fpize;j tpUj;jp\nR+oy;\nxUq;fpize;j Nrhjpg;G\nEz;zwpTk;\nczu;jpwDkpf;f\nfzpj;jy;\n,ilKfk;\n,izar; Nrit\ntoq;Fdu;\nnkhopkhw;wp\n,ilA+W\nmftpizak;\nnghUl;fspd; ,izak;\nkPs; nray;\nfhNdh tiuglk;\nmwpT Kfhikj;Jt\nKiwik\nghupa msT\nxUq;fpizg;G"},{"book":"eOMAL ICT Resource book.pdf","page":165,"label":"165","text":"181. 182. 183. 184. 185. 186. 187. 188. 189. 190. 191. 192. 193. 194. 195. 196. 197. 198. 199. 200. 201. 202. 203. 204. 205. 206. 207. 208. 209. 210. 211. 212. 213. 214. 215. 216. 217. (LSI)\nlatency least significant legend life cycle of data light emitting diode (LED)\ndisplay\nlinked allocation linker liquid crystal display\n(LCD)\nlist liveware local publishing local area network (LAN) logic gate Logical Data Modeling\n(LDM)\nlogical data structure logical design tools looping machine code machine-machine\ncoexistence\nmagnetic ink character\nreader ( MICR)\nmagnetic stripe reader magnetic tape malware management information\nsystem (MIS)\nman-machine coexistence media access control\n(MAC)\nmemory management unit\n(MMU)\nmeshtopology microprocessor microwave mini disk mobile computing mobile marketing modularization modulation most significant mother board ප්රමව /්ුප්ර්තතව අඩුමවේ වේසසි විස්තර ප්රවඨය දත්ත ජී න චක්රාය ආවේල්යගක විවේමගචකදිවේයගඩ\nසන්දර්වකය\nසබැඳි විභවෛනය සන්ධ්යවරකය ද්රය ස්ඵටික සන්දර්වකය ල්යැයිස්තු ජී වං් ස්රවනීය ප්රeසිද්ධ්යකිීකම ස්රවනීය ප්රeවේද්ව ෛවල්යය තවර්කික ද් වරය තවර්කික දත්ත\nආකෘතිකර ය\nතවර්කික දත්ත fහණය තවර්කික සැල්යසුේ වේම ල්යේ ලූප්රනය යන්තe වේක්තය යන්තe-යන්තe සහණප්රැ ැත්ම චුේබකිත තීන්ත අනුල්යකු ු\nකිය නය\nචුේබක තීරු කිය නය චුේභක ප්රටිය අනිව්ඨ මවදුකවං් කළමනවකර වේතවරතුරු\nප්රද්ධ්යතිය\nමිනිස්-යන්තe සහණප්රැ ැත්ම මවධ්යc ප්රeවේශව ප්රවල්යක මතක කළමනවකර\nඒකකය\nබැඳිස්රල්යකය ක්ාුද්රය සකසනය ක්ාුද්රය තරං් කුඩව තැටිය ෛං්ම ප්රරි් නය ෛං්ම අවේළවිකර ය වේමවඩියුල්යකර ය මූර්ෛනය ැඩිමවේ වේසසි ම ු ප්රු රු 158\nkiwepiy\nrpWk kjpg;G\nFwp tpsf;fk;\njuT tho;f;if tl;lk;\nxspfhYk; ,Uthapj;\njpiu / xsp ckpOk;\n,U Kidak;\n,izg;G xJf;fPL\n,izg;gp\njputg;gspq;Ff; fzpdpj;\njpiu\ngl;bay;\ncapu; nghUs;\ncs;sf ntspaPL\n,lj;Jup tiyaikg;G\nju;f;fg; gliy\nju;f;fj; juT\nkhjpupAUthf;fy;\nju;f;fj; juTf;\nfl;likg;G\nju;f;f tbtikg;Gf;\nfUtp\ntisa tuy;\n,ae;jpuf; FwpaPL\n,ae;jpu- ,ae;jpu\nxUq;fpUj;jy;\nfhe;j ik vOj;JU\nthrpg;ghd;\nfhe;jg;gl;b thrpg;ghd;\nfhe;j ehlh\njPk;nghUs;\nKfhikj;Jt jfty;\nKiwik\nkdpjd; - ,ae;jpuk;\nxUq;fpUj;jy;\nClf mZfy;\nfl;Lg;ghL\nepidtf Kfhikj;Jt\nmyF\nfz;zp ,lj;jpay;\nEz;nrayp\nEz;ziy\nrpW tl;L\nnry;yplf; fzpik\nnry;yplr;\nre;ijg;gLj;jy;\n$W epiyahf;fk;\ngz;Ngw;wk;\nmjpAau; kjpg;G\njha;g;gyif"},{"book":"eOMAL ICT Resource book.pdf","page":166,"label":"166","text":"218. 219. 220. 221. 222. 223. 224. 225. 226. 227. 228. 229. 230. 231. 232. 233. 234. 235. 236. 237. 238. 239. 240. 241. 242. 243. 244. 245. 246. 247. 248. 249. 250. 251. 252. 253. 254. multi agent systems multi user-multi task multi-core processors multimedia objects multiplexer multiplexing multiprocessing multitasking multi-threading nature inspired computing nested loop network addresses\ntranslating (NAT)\nnetwork architecture network layer network model neural network non-functional\nrequirement\nnormalization null objectcode object oriented object- relational model octal office automation system\n(OAS)\noffline one’s compliment online open source operational feasibility operator category operator precedence optical character reader\n(OCR)\noptical mark reader\n(OMR)\noutput packet switching paging paradigm බහණු කවරක ප්රද්ධ්යති බහණු ප්රරිවීල්යක - බහණු\nකවර්යය\nබහණු හණර සකසන බහණු මවධ්යc ස්තු බහණුප්රරකවරකය බහණු ප්රරකර ය බහණු සැකසුම බහණුකවර්ය කිරිම බහණු-අනුක්රිeයවයනය ප්රeකෘති වේප්රe්රිත ප්රරි් නය/\nප්රeකෘති අනුවේප්රe්රිත\nප්රරි් නය\nනීඩිත ලූප්රය ෛවල්ය වේයවමු ප්රරි ර්තනය ෛවල්ය නිර්මිතය ෛවල්යස්රරය ෛවල්ය ආකෘතිය ස්නවයුක ෛවල්යය කවර්යබද්ධ්ය වේනව න\nඅ වcතව\nප්රeමතකර ය අභිවූනc ස්තු වේක්ත/ ස්තු නැඹුරු / ප්රව දක ස්තු-සේබන්ධ්යක ආකෘතිය අා්ටමය කවර්යවල්ය ස් යංකර\nප්රද්ධ්යතිය\nමවර්්අප්ර්ත/ මවර්්්ත\nවේනව න\nඑවේකහණි අනුප්රූරකය මවර්්්ත වි ෘත මූල්යවවe වේමවේහණයුේ වකcතව කවරකප්රe ර්්ය කවරක ප්රeමුඛතව ප්රeකවව අ ු ල්යකු ු\nකිය නය\nප්රeකවව ල්යකු ු කිය නය ප්රeතිදවනය වේප්රවදි හණු මවරු ප්රිටුකරනය සුසමවදර්වය/ 159\ngy;Kftu; Kiwik\ngw;gadu;-gw;gzp\ngy;fU nrayp\ngy;Y}lf nghUs;\ngy;Nru;g;gp\ngy;Nru;g;G\ngd;Kiwtopahf;fp\ngw;gzp\ngy; nray;$W\n,aw;if cs;sPu;g;Gf;\nfzpg;G\nePbj;j tisak;\ntiyaikg;G Kftup\nngau;g;G\ntiyaikg;Gf;\nfl;likg;G\ntiyaikg;G mLf;F\ntiyaikg;G khjpup\neuk;gpay; tiyaikg;G\nnray;rhuhj; Njitfs;\n,ay;ghf;fy;\nntw;W\nnghUs; Fwp\nnghUs; Nehf;Fila\nnghUs; cwTepiy\nkhjpup\nvz;kk;\nmYtyfj; jd;dpaf;f\nKiwik\nnjhluW epiy\nXd;wpd; epug;gp\nnjhluwh epiy\njpwe;j %yk;\nnraw;ghl;Lr;\nrhj;jpag;ghL\nnrayp tif\nnrayp Kd;Dupik\nxspapay; vOj;JU\nthrpg;ghd;\nfhe;j ik vOj;JU\nthrpg;ghd;\nntspaP;L\nnghjp kilkhw;wy;\ngf;fkply;\nNfhl;ghl;Lr; rl;lfk;"},{"book":"eOMAL ICT Resource book.pdf","page":167,"label":"167","text":"255. 256. 257. 258. 259. 260. 261. 262. 263. 264. 265. 266. 267. 268. 269. 270. 271. 272. 273. 274. 275. 276. 277. 278. 279. 280. 281. 282. 283. 284. 285. 286. 287. 288. 289. 290. 291. 292. parallelimplementation parameter passing parity password payment gateway periodic refreshing peripheraldevice phablet phased implementation phase modulation phishing physical layer physical memory pilot implementation piracy pirated software plagiarism point to point connection pointing device port portable external hard disk portal Point of sale (POS)\nmachine\npostulate power supply presence check presentation layer primary key primitive data type privacy private key process process control\nblock(PCB)\nprocess management process states process transition product commercialization product of sum (POS) ප්රeතිමවනය/ප්රeතිරූප්රය\nසමවන්තරස්රවප්රනය ප්රරවමිති යැීම සමතව මුරප්රදය වේ් ුේ වසල්ය් ද් වරය ආ ර්ත ප්රeවේබගධ්යකර ය ප්රර්යන්ත උප්රවං්ය /\nඋප්රක්රාමය\nෆැබ්ල්යට් අ ධිස්රවප්රනය / ප්රිය ර\nක්රිeයවත්මකකිීකම\nකල්යව මුර්ඡනය තතුබෑම වේභෞතිකස්රරය වේභෞතික මතකය නියවමක ස්රවප්රනය /\nනියවමක ක්රිeයවත්මකකිීකම\nවේචෞරත් ය/ ලුණ්ඨනය වේචෞර/ලුණ්ඨිත මෘදුකවං් ්eන්ර/රචනව වේචෞර්යය ඍෛු ල්යක්ාc සේබන්ධ්යතව දැක් ුේ උප්රවං්ය වේකවේ නිය ෛං්ම/සු හණනීය බවහණිර\nදෘඪ තැටිය\nද් වරය/ ආමුඛද් වරය විකු ුේවේප්රවල්ය යන්තe උප්රකල්ය්ප්රනය විදුල්යි සැප්රයුම/ෛ සැප්රයුම තරcතව ප්රීකක්ාව සමර්ප්රන/ංදිරිප්රත්කිරිේස්ර\nරය\nප්රeවරමික/මුල්ය් යතුර ප්රeවරමික දත්ත ර්්ය වේප්රෞද්්ල්යිකත් ය වේප්රෞද්්ල්යික යතුර ක්රිeයව ල්යිය/ක්රිeයවයනය/\nසැකසුම\nක්රිeයවයනප්රවල්යනඛණ්ඩය ක්රිeයවයන කළමනවකර ය ක්රිeයවයන තත්ත් ක්රිeයවයනසංක්රාම ය නිා්ප්රවදන වණිෛcකර ය ඓකcයන්වේ්් ්ුණිතය 160\nrkhe;ju mKyhf;fk;\ngukhdf; flj;jy;\nrkepiy\nflTr;nrhy;\ngzf; nfhLg;gdT\nEiothapy;\nfhyKiw GJg;gpj;jy;\nGwr; rhjdk;\nngg;yl;\nfl;l mKyhf;fy;\nepiy gz;Ngw;wk;\ntopg;gwpj;jy;\nngsjPf mLf;F\nngsjPf epidtfk;\nKd;Ndhb mKyhf;fy;\nfsT\njpUl;L nkd;nghUs;\nfUj;Jj; jpUl;L\nXd;Wlndhd;W\n,izg;G\nRl;b rhjdk;\nthapy;> Jiw\nfhtj;jF Gw td;jl;L\ntiythry;\ntpw;gid ,l ,ae;jpuk;\nvLNfhs;\nkpd; toq;fp\n,Uj;jy; rupghu;j;jy;\nKd;itg;G mLf;F\nKjd;ikr; rhtp\nG+u;tPfj; juT tif\nme;juq;fk;\ngpuj;jpNafr; rhtp\nnray;/\nKiwtopahf;fy\nnray; fl;Lg;ghl;Lj;\nnjhFjp\nnray; Kfhikj;Jtk;\nnray; epiy\nnray; epiykhwy;\njahupg;G\ntu;j;jfkakhf;fy;\n$l;Lj;njhifapd;\nngUf;fk;"},{"book":"eOMAL ICT Resource book.pdf","page":168,"label":"168","text":"293. 294. 295. 296. 297. 298. 299. 300. 301. 302. 303. 304. 305. 306. 307. 308. 309. 310. 311. 312. 313. 314. 315. 316. 317. 318. 319. 320. 321. 322. 323. 324. 325. 326. 327. 328. 329. 330. 331. 332. 333. program translator proprietary protocol prototyping proxy server pseudo code public switch telephone\nnetwork (PSTN)\npublic key pulse code modulation pulse width modulation radio button random access memory\n(RAM)\nrange check rapid application\ndevelopment (RAD)\nread only memory (ROM) real time record redo redundancy reference model refreshing register memory relational relational model relational database relational instance relational schema relationship remote render repeater repetition reset button retrieve return value reverse auction ringtopology router routing scanner scheduler ක්රාමවේල්ය්ඛ ප්රරි ර්තක හණිමිකේ සහණිත නියමව ල්යිය මූල්යවකෘතිකර ය නිවේයගෛන වේස් වදවයකය cවෛ වේක්තය වේප්රවදු ස්ීච දූරකරන\nෛවල්ය ය\nවේප්රවදු යතුර ස්ප්රන්ද වේක්ත මූර්ෛනය ස්ප්රන්ද විතර මුර්ෛනය විකල්ය්ප්ර වේත්ීකම සසේභවී ප්රeවේශව මතකය ප්රරවස ප්රීකක්ාව වීඝe වේයද ුේ සං ර්ධ්යනය ප්රඨන මවතe මතකය තරc කවල්යික උප්රල්යැකියවන නැ ත කිීකම සමතිරික්තතව වේයවමු ආකෘතිය ප්රුබුදු කිීකම වේරිනස්තර මතකය සේබන්ධ්යක සේබන්ධ්යක ආකෘතිය සේබන්ධ්යක දත්ත සමුදවය සේබන්ධ්යතව නිදර්වනය සේබන්ධ්යතව\nප්රරිප්රවටිකසටහණන\nසේබන්ධ්යතව ය දූරස්ර විදැහණු ප්රුනර්කරකය ප්රුනරුක්තිය ප්රeතcවරේභ වේබවත්තම සමුද්ධ්යර ප්රeතcව්මන අ්ය ප්රeතිවේ න්වේද්සිය මුදුස්රල්යකය මං හණසුරු මං හණැසිරවිම සුප්රිරික්සකය නියමකර ය 161\nnra;epuy;\nnkhopngau;g;ghd;\njdpAupik\nelg;nghOq;F\n%ytif khjpup\ngjpyhs; Nritafk;\nNghypf;Fwp\nnghJ Mspaplg;gl;l\nnjhiyNgrp\ntiyaikg;G\nnghJr; rhtp\nJbg;Gf;Fwp gz;Ngw;wk;\nJbg;G mfyg;\ngz;Ngw;wk;\nNubNah nghj;jhd;\njw;Nghf;F mZfy;\nepidtfk;\ntPr;R rupghu;j;jy;\nJupj gpuNahf tpUj;jp\nthrpg;G kl;Lk;\nepidtfk;\nepfo;Neuk;\ngjpT\nkPsr; nra;\nkpifik\ntiyaikg;gpd;\nfl;likg;G\nGj;Japu;g;gpj;jy;\ngjptfk;\nnjhlu;G> cwTepiy\ncwTepiy khjpup\ncwTepiy juTj;jsk;\nnjhlu;G Kiw\nvLj;Jf;fhl;L\nnjhlu;G Kiwj; jpl;lk;\nnjhlu;GKiw\nnjhiy> J}u\ntoq;F\nkPsp> kPl;b\nkPs; nray;\nkPsikg;Gg; nghj;jhd;\nkPsg;ngW\njpUk;gy; ngWkhdk;\nvjpu;khw;W Vyk;\ntisa ,lj;jpay;\ntopg;gLj;jp>\ntopr;nrYj;jp\ntopr;nrYj;jy;\nEZF Nehf;fp\nxOq;FgLj;jp"},{"book":"eOMAL ICT Resource book.pdf","page":169,"label":"169","text":"334. 335. 336. 337. 338. 339. 340. 341. 342. 343. 344.\n345. 346. 347. 348. 349. 350. 351. 352. 353. 354. 355. 356. 357. 358. 359. 360. 361. 362. 363. 364. 365. 366. 367. 368. 369. 370. 371. 372. 373. 374. scope of variable query selection selector sensor sequence sequential circuit sequential search server session layer sharable pool sign-magnitude single user-multi task single user-single task smart card smart phone smart system social networking software software agent sort source spiral model spooling Startopology stepwise refinement storage storage allocation stored program concept structure structure chart structured structured query language\n(SQL)\nsubmit button subnet mask sub-netting sub-program sum of products (SOP) supply chain management swapping switch විචල්යc ප්රරවසය විමසුම වේත්ීකම රකය සංවේශදකය අනුක්රාමය අනුක්රාමික ප්රරිප්රරය අනුක්රාමික වේස ුම වේස් වදවයකය /\nඅනු්eවහණකය\nසැසි ස්රරය හණු මවරු ප්රුංෛය ල්යකු ු ත් ප්රeමව ය /\nසංල්යක්ාිත ප්රරිමව නය /\nඅංකිත ප්රරිමව නය\nඒක ප්රරිවීල්යක-බහණු කවර්යය ඒක ප්රරිවීල්යක-ඒක කවර්යය සුහණුරු කවඩ්ප්රත සුහණුරු දුරකරනය සුහණුරු ප්රද්ධ්යතිය සමවෛ ෛවල්යකර ය මෘදුකවං් මෘදුකවං් කවරක වේත්ීකම ප්රeභ සර්ප්රිල්ය ආකෘතිය එතීම තවරකව ස්රල්යකය ප්රිය රවකවර ප්රිරිප්රහණදු ආචයනය ආචයන විභවෛනය ආචිත ක්රාමවේල්ය්ඛසංකල්ය්ප්රය fහණය fහණ සටහණන fහණ්ත fහණ්තවිමසුේබස වේයවමු වේබවත්තම උප්රෛවල්ය ආ ර ය උප්ර-ෛවල්යනය උප්ර-ක්රාමවේල්ය්ඛය ්ුණිතයන්වේ්් ඓකcය සැප්රයුේ දවම\nකළමනවකර ය\nප්රeතිහණර ය ස්විචය 162\nkhwp nraw;gug;G\ntpdty;\nnjupT\nNju;tp> Nju;e;njLg;gp\nczup\nnjhlu;\nnjhlu;r; Rw;W\ntupirKiwj; Njly;\nNritafk;\nmku;T mLf;F\ngfpujF nghJ ,lk;\nFwpAila tPr;rsT\njdpg;gadu;-gw;gzp\njdpg;gadu;-jdpg;gzp\n#l;bif ml;il\n#l;bifj; njhiyNgrp\n#l;bif Kiwik\nr%f\ntiyaikg;ghf;fy;\nnkd;nghUs;\nnkd;nghUs; Kftu;\ntupirg;gLj;J\n%yk;\nRUsp khjpup\nRw;Wjy;\ntpd;kPd; ,lj;jpay;\ngbKiw ePf;fy;\nNrkpg;G\nNrkpg;G xJf;fy;\nNrkpf;fg;gl;l nra;epuy;\nvz;zf;fU\nfl;likg;G\nfl;likg;G tiuG\nfl;likg;Gila\nfl;likg;G tpdty;\nnkhop\nrku;g;gpj;jy; nghj;jhd;\ncgtiy kiwKfk;\ncgtiyaikg;G\nJizr; nra;epuy;\nngUf;fq;fspd;\n$l;Lj;njhif\ntpepNahf\nrq;fpypj;njhlu;\nKfhikj;Jtk;\n,lkhw;wy;\nMsp"},{"book":"eOMAL ICT Resource book.pdf","page":170,"label":"170","text":"375. 376. 377. 378. 379. 380. 381. 382. 383. 384. 385. 386. 387. 388. 389. 390. 391. 392. 393. 394. 395. 396. 397. 398. 399. 400. 401. 402. 403. 404. 405. 406. 407. 408. 409. 410. 411. 412. 413. 414. syntax system development life\ncycle (SDLC)\ntable table check constraint tag Technicalfeasibility telecommuting testing strategy text and font text formatting text input normal form thumbnail time division modulation\n(TDM)\ntime sharing timing top down design touch pad touch screen transaction processing\nsystem( TPS)\ntransitive dependency transport layer transport protocol tuple twisted pair two’s compliment type check constraint ubiquitous computing undo unguided media uni-casting unicode unique constraint unit testing universal updating user user defined validation කවරක ීකති ප්රද්ධ්යති සං ර්ධ්යන ජී න\nචක්රාය\n්ු ්ු ප්රීකක්ාව සංවේරගධ්යකය උසුල්යනය තවක්ාණික වකcතව දුරස්ර සං වදය / දුර\nසන්නිවේශදනය\nප්රීකක්ා උප්රක්රාමය ප්රවඨ සහණ අක්ාර ප්රවඨ හණැඩසශ්ැන්ීම ප්රවඨආදවන ප්රeමතඅ ස්රව සැවේකවි රූ කවල්ය වේබදුේ මූර්ඡනය කවල්ය විභෛනය කවල්ය ් නය මුදුන් බිේ සැල්යසුම ස්ප්රර්වක උප්රධ්යවනය /\nප්රවදකය\nස්ප්රර්වක තිරය ්නුවේදනු සැකසුේ ප්රද්ධ්යතිය සංක්රාවන්ති ප්රරවයත්තතව ප්රe වහණනස්රරය ප්රe වහණන නියමව ල්යිය උප්රල්යැකියවන/වේප්ර්ල්යිය ඇඹරි යු්ල්ය වේදවේකහණි අනුප්රූරකය ප්රeරූප්ර ප්රීකක්ාව සංවේරගධ්යනය සර් ර්ති ආ් නය අවේහණගසි කිීකම නියමු වේනව න මවධ්යc සෘෛු සේවේප්රe්ා ය යුනිවේකගඩ්/ ඒකවේක්ත අනනc සංවේරගධ්යකය ඒකක ප්රීකක්ා ය සවර් තe යව ත්කවල්යීන කිීකම ප්රරිවීල්යක ප්රරිවිල්යක නිර් වචිත ල්යං්ුකිීකම 163\nnjhlupay;\nKiwik tpUj;jp\ntho;f;if tl;lk;\nml;ltiz\nml;ltiz rupghu;j;jy;\nfl;Lg;ghL\nXl;L\nnjhopDl;gr; rhj;jpaf;\nfw;if\nnjhiynray;\nguPl;rpj;jy; cghak;\nthrfKk; vOj;JUTk;\nthrf tbtikg;G\nthrf cs;sPL\n,ay;ghf;fy; tbtk;\nFWk;glk;\nNeug; gpup;Tg;\ngz;ghf;fk;\nNeug;gfpu;T\nNeuf;fzpg;G\nNkypUe;J fPohd\ntbtikg;G\nnjhL ml;il\nnjhLjpiu\ngupkhw;wr; nrayhf;f\nKiwik\nkhWk; rhu;G epiy\nNghf;Ftuj;J mLf;F\nNghf;Ftuj;J\nelg;nghOq;F\ngjpT/epiu\nKWf;fpa Nrhb\n,uz;bd; epug;gp\ntif rupghu;j;jy;\nfl;Lg;ghL tif\nvq;Fk; tpahgpj;j\nfzpik\nnray;jtpu;\ntopgLj;jg;glhj\nClfk;\njdpg;gug;gy;\nXw;iwf;Fwp Kiw\njdpj;Jtf; fl;Lg;ghL\nmyFr; Nrhjid\nnghJ\njw;fhyg;gLj;jy;\ngadu;\ngadu; tiuaiw\nnry;Ygbahf;fy;"},{"book":"eOMAL ICT Resource book.pdf","page":171,"label":"171","text":"415. 416. 417. 418. 419. 420. 421. 422. 423. 424. 425. 426. 427. 428. 429. variable විචල්යcය khwp\nvery large scale integration\n(VLSI)\nංතව විවවල්ය ප්රරිමව වේය්\nඅනුකල්යිත\nkpfg; ngupastpyhd\nxUq;fpizg;G\nvideo graphic adapter\n(VGA)\nද්රයවc චිතeකඅනුහණුරුකුරු fhnzhsp tiuap\nnghUj;jp\nvirtual community අතරc ප්රeෛව nka;epfu; r%fk;\nvirtual memory අතරc මතකය nka;epfu; epidtfk;\nvirtual storefront අතරc වේ ළඳ\nප්රeදර්වනව්වරය\nnka;epfu; filKfg;G\nwaterfallmodel දියඇල්යි ආකෘතිය ePu; tPo;r;rp khjpup\nwave length තරං් ආයවමය miy ePsk;\nweb portal වේ බ්ද් වරය tiy thry;\nweb server වේ බ් වේස් වදවයකය ,iza Nritafk;\nweb service provider වේ බ් වේස් ව සැප්රයුේකරු ,iza Nrit\ntoq;Fdu;\nwhite box testing ස්වේශත මංෛුසව ප්රීකක්ාව ntz;ngl;br; Nrhjpg;G\nworld wide web (WWW) වේල්යගක විසිරි වියමන cyfshtpa tiy\nuniform resource locator\n(URL)\nඒකවකවරි සේප්රත්\nනි ව්චවයකය\nrPu;ik ts\n,Ug;gplq;fhl;b\nuniform resource\nidentifier(URI)\nඒකවකවරි සේප්රත්\nහණඳුන් නය\nrPu;ik ts\nmilahsq;fhl;b\n164"}]