Cambridge IGCSETM
ICT
For over 60 years Marshall Cavendish Education has been
empowering educators and students in over 80 countries with
high-quality, research-based, Pre-K-12 educational solutions.
We nurture world-ready global citizens by equipping students
with crucial 21st century skills through our resources for schools
and education centres worldwide, including Cambridge schools,
catering to national and international curricula.
Cambridge
IGCSE
TM
ICT
The Marshall Cavendish Education Cambridge IGCSETM ICT series is designed for
students studying for the Cambridge IGCSE and IGCSE (9–1) Information and
Communication Technology syllabuses (0417/0983). The series focuses on
developing important ICT skills relevant to real-world applications.
TG The Teacher’s Guide contains step-by-step teaching notes to support teachers. The teaching notes
include suggestions for classroom activities and discussions. Warm-up and wrap-up activities are
provided to stimulate discussion and check understanding, while the Challenge and Support features
provide for differentiated instruction.
Answers to questions in the Student’s Book and Workbook, and source files are available in My Resources
at www.mceduhub.com.
✓ Provides teacher support for the Cambridge IGCSE
and IGCSE (9–1) Information and Communication
Technology syllabuses (0417/0983) for examination
from 2023.
TEACHER’S GUIDE
This resource is endorsed by
Cambridge Assessment International Education
Series architecture
• Student’s Book
• Workbook
• Teacher’s Guide
• e-book
Series Consultant and Author
✓ Has passed Cambridge International’s rigorous
Sarah Lawrey
quality-assurance process
✓ Developed by subject experts
✓ For Cambridge schools worldwide
TEACHER'S
GUIDE
Author
ISBN 978-981-4941-58-7
Pam Jones
9 789814 941587
C01(S)IGCSEICT_TG_Cover.indd All Pages
17/8/21 11:25 AM
© 2021 Marshall Cavendish Education Pte Ltd
Published by Marshall Cavendish Education
Times Centre, 1 New Industrial Road, Singapore 536196
Customer Service Hotline: (65) 6213 9688
E-mail: cs@mceducation.com
Website: www.mceducation.com
First published 2021
All rights reserved.
No part of this publication may be reproduced, stored in a
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means, electronic, mechanical, photocopying, recording or
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owner. Any requests for permission should be addressed
to the Publisher.
Marshall Cavendish is a registered trademark of
Times Publishing Limited.
ISBN 978-981-4941-58-7
Cambridge International copyright material in this
publication is reproduced under licence and remains the
intellectual property of Cambridge Assessment
International Education.
Third-party websites and resources referred to in this
publication have not been endorsed by Cambridge
Assessment International Education.
Online answers mentioned in this book have been written
by the author.
Printed in Singapore
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ICT TG.indd 1
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Cambridge
IGCSE
TM
ICT
Series Consultant and Author
Sarah Lawrey
Author
Pam Jones
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TEACHER'S
GUIDE
17/8/21 10:50 AM
About the Programme
The MCE Cambridge IGCSE ICT programme aims to help equip students with the relevant knowledge
and practical ICT skills. This approach empowers you to facilitate effective learning and supports
students to achieve digital literacy and be future ready.
•
•
•
•
The content is designed to be delivered as a two-year course, and broadly speaking can be
covered in 60 weeks, across two years.
As a guide, the syllabus suggests 130 hours of guided learning for this qualification. We have
tailored our programme to follow a timetable of 195 × 40-minute periods but this is flexible.
Lessons can be run as either single or double periods and our programme can easily be
adapted to suit individual schools’ timetabling requirements.
The content includes both theory and practical content and it is recommended to allocate a
double period for the delivery of practical lessons.
This Teacher’s Guide is written to follow the sequence of contents in the Student’s Book.
However, you may adapt the teaching order to suit your needs and the needs of your students.
How to use this book
This Teacher’s Guide is part of the Marshall Cavendish Education (MCE) suite of resources,
designed and created to support you as you teach the Cambridge IGCSE and IGCSE (9-1)
Information and Communication Technology syllabuses (0417/0983).
The teaching notes in the Teacher’s Guide are made available online in editable Word format for you
to customise according to your classroom needs. Most of the examples in the book and source files
reference Microsoft though other open-source software can be used. The answers to the Student’s
Book and Workbook mentioned in the teaching notes are available online in MCEduHub (our online
resource hub).
Teaching Notes
Each chapter includes Teaching Notes to
help you conduct your lessons. If you are
new to the syllabus, the teaching notes are
written in such a way that gets you up and
running quickly. If you are an experienced
teacher, the editable teaching notes allow
you to customise your lessons, making use
of selected parts of the Teacher’s Guide to
support your teaching.
Learning aims
•
To understand the chara
cteristics, uses, advan
tages and disadvantages
including keyboard, nume
of input devices
ric keypad, pointing devic
es, remote control, joysti
wheel, touch screen (as
ck/driving
an input device), scann
ers, camera, microphon
light pen
e, sensors and
• To understand the
characteristics, uses, advan
tages and disadvantages
entry devices including
of direct data
magnetic stripe reade
r, chip and PIN reader,
identification (RFID) reade
radio frequency
r, optical mark recognition
recognition/reader (OCR)
/reader (OMR), optica
l character
, bar code reader and
QR scanner
• To understand the
characteristics, uses, advan
tages and disadvantages
including monitors, touch
of output devices
screen (as an output devic
e), multimedia projector,
printer, inkjet printer,
dot matrix printer, plotte
laser
r, 3D printer, speaker
and actuator
2.1 Input devi
Warmup
Warm-up
This introduction helps you begin your
lesson with a variety of teaching ideas
such as a trigger statement, question
or activity to stimulate your students’
interest in the topic.
CHAPTER 2
Input and output devi
ces
ces
Explain to students that
a variety of input and
output devices can be
control and interact succe
used by humans to
ssfully with computer
software.
Ask students to work in
pairs to list different input
devices.
Once the activity is comp
lete, write the title ‘Inpu
t Devices’ on the board
to write one example
and ask each pair
of an input device. If all
the ones they thought
added, ask them to add
of have already been
a tick next to an item
they had.
Ask students to answer
the following question:
how would you define
an input device?
Explain that an input devic
e is a piece of hardware
used to give commands
a computer. It lets the
and interact with
user control the action
s of the computer and
computer to use. This
provide data for the
data is then processed
by the computer to produ
ce an output.
Support students by askin
g them to consider devic
es they use and how they
information into the devic
enter
e. For example, how do
they add the text to a
send?
text message to
Challenge students to
consider what the input
device is on a specific
washing machine.
device, such as a
Keyboard
Activity
Ask students to look at
a keyboard input devic
e and answer the follow
ing questions:
• What can be done
using a keyboard?
• How can a keyboard
be connected to a comp
uter?
• What is a QWERTY
keyboard?
Chapter 2 Input and outpu
t
devices
9
i
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Activity
This provides you with task ideas
that encourage class participation
and for students to collaborate
and discuss their ideas.
Support
This provides you with ideas
to facilitate your students in
understanding the concepts
to be learnt.
Challenge
This provides you with ideas to
challenge your students and stretch
their ability further, fostering deeper
understanding of the concepts.
Links to Workbook
Corresponding exercises in the
Workbook are incorporated in
the teaching notes.
Chapter Summary
This summarises the key learning
aims of the chapter.
Answers at MCEduHub
You can access answers to questions in
the Student’s Book and Workbook in
My Resources at www.mceduhub.com.
Wrap Up!
This activity serves to conclude the lesson,
either as a summary to reinforce your
students’ learning of concepts or discussion
paving the way for the next lesson.
Additional Teacher’s Resources
In addition, MCEduHub contains further teacher’s resources, as listed below:
•
•
•
Scheme of Work (SOW)
Content Matrix
PowerPoint Slides
These additional teacher’s resources are not endorsed by Cambridge Assessment
International Education.
Chapter
How to Use
1 States
This Book
of Matter
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iiiii
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Contents
HOW TO USE THIS BOOK
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i
1. Types and components of computer systems
1-8
2. Input and output devices
9-18
3. Storage devices and media
19-23
4. Networks and the effects of using them
24-33
5. The effects of using IT
34-42
6. ICT Applications
43-55
7. Systems life cycle
56-68
8. Safety and security
69-80
9. Audiences
81-87
10. Communication
88-95
11. File management
96-101
12. Images
102-108
13. Layout
109-116
14. Styles
117-121
15. Proofing
122-127
16. Graphs and charts
128-135
17. Document production
136-144
18. Databases
145-155
19. Presentations
156-164
20. Spreadsheets
165-176
21. Website authoring
177-187
iii
iii
iii
Contents
Contents
Contents
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1. 15:25
CHAPTER
CHAPTER 11
Types
Types and
and components
components of
of computer
computer systems
systems
Learning
Learning aims
aims
•• To
To understand
understand that
that hardware
hardware consists
consists of
of the
the physical
physical components
components of
of aa computer
computer
system:
system:
o
o Internal
Internal components
components including
including central
central processing
processing unit
unit (CPU),
(CPU), processor
processor and
and
motherboard
motherboard
o
o Internal
Internal memory
memory including
including random
random access
access memory
memory (RAM)
(RAM) and
and read-only
read-only memory
memory
(ROM)
(ROM)
••
IGSCE ICT TG.indd 5
o
o Hardware
Hardware components
components including
including graphics
graphics card,
card, sound
sound card,
card, network
network interface
interface
card
(NIC),
camera,
internal/external
storage
devices,
and
input
card (NIC), camera, internal/external storage devices, and input and
and output
output
devices
devices
To
To understand
understand that
that software
software are
are programs
programs for
for controlling
controlling the
the operation
operation of
of aa computer
computer
or
processing
of
electronic
data:
or processing of electronic data:
o
o
o
o
Applications
Applications software
software provides
provides the
the services
services that
that the
the user
user requires
requires to
to solve
solve aa task
task
Examples
Examples of
of applications
applications software
software including
including word
word processing,
processing, spreadsheet,
spreadsheet,
database
management
systems,
control,
measurement,
applets
database management systems, control, measurement, applets and
and apps,
apps, video
video
editing,
graphics
editing,
audio
editing
and
computer-aided
design
(CAD)
editing, graphics editing, audio editing and computer-aided design (CAD)
o
o
o
o
System
System software
software provides
provides the
the services
services that
that the
the computer
computer requires
requires to
to operate
operate
Examples
Examples of
of system
system software
software including
including compilers,
compilers, linkers,
linkers, device
device drivers,
drivers,
operating
systems
and
utilities
operating systems and utilities
••
••
To
To understand
understand the
the characteristics
characteristics of
of analogue
analogue and
and digital
digital data
data
To
To understand
understand the
the differences
differences between
between analogue
analogue and
and digital
digital data
data
••
To
To understand
understand the
the need
need to
to convert
convert analogue
analogue to
to digital
digital data
data so
so it
it can
can be
be processed
processed by
by aa
computer
computer and
and digital
digital data
data to
to analogue
analogue data
data so
so it
it can
can be
be used
used to
to control
control devices
devices
••
To
To understand
understand the
the role
role of
of the
the CPU
CPU in
in processing
processing instructions
instructions entered
entered into
into the
the computer
computer
in
order
to
produce
an
output
in order to produce an output
••
••
To
To understand
understand the
the characteristics
characteristics of
of ROM
ROM and
and RAM
RAM
To
To understand
understand the
the differences
differences between
between ROM
ROM and
and RAM
RAM
••
••
To
To understand
understand the
the characteristics
characteristics of
of input
input and
and output
output devices
devices
To
To understand
understand the
the differences
differences between
between input
input and
and output
output devices
devices
••
••
To
To understand
understand the
the characteristics
characteristics of
of backing
backing storage
storage
To
To understand
understand the
the differences
differences between
between backing
backing storage
storage and
and internal
internal memory
memory
••
To
To understand
understand the
the characteristics
characteristics of
of operating
operating systems
systems including
including command
command line
line interface
interface
(CLI),
graphical
user
interface
(GUI),
and
dialogue-based
and
gesture-based
interface
(CLI), graphical user interface (GUI), and dialogue-based and gesture-based interface
••
To
To understand
understand the
the differences
differences between
between types
types of
of operating
operating systems
systems
Chapter
Chapter 11 Types
Types and
and components
components of
of computer
computer systems
systems
11
Chapter 1 Types and components of computer systems
1
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•
To understand the advantages and disadvantages of the different types of operating
systems
•
To understand the characteristics of a desktop computer
•
To understand the uses of a desktop computer including office and business
management, education, gaming and entertainment
•
To understand the characteristics of mobile computers including laptop computers,
smartphones, tablet and phablet computers
•
To understand the uses of mobile computers including office and business management,
education, gaming, entertainment and remotely controlled devices
•
To understand the advantages and disadvantages of the different types of computer
including portability and expandability
•
To understand the impact on everyday life including artificial intelligence (AI) and
extended reality (virtual and augmented)
1.1 Hardware and software
Warmup
Students will have much experience of using personal computers, laptops, smartphones or
other digital devices. However, they may not know all the components that go into each of
the different types of computer.
Do a quick survey to determine the number of students who own a smartphone. Ask them
what they use their smartphone for. What are some of the tasks the smartphone is capable
of?
Ask students what they see and observe around them about computers and computer
systems in general. Get them to list the things that they associate with computers and
computer systems, such as the computer screen, speakers and graphics cards.
Highlight that some of these things fall under the umbrella term of ‘hardware’. Some of
these hardware items are easily identified, but others are harder to see.
Ask students to create an ICT dictionary or notebook that includes the key terms and
definitions. This will prove beneficial in the long run as they can take notes and refer to the
list throughout the course.
Hardware
Activity
Initiate a conversation by asking students to list as many types of hardware as they can. Ask
them to include both hardware that can be seen and hardware that cannot be seen. Talk to
students about the important hardware parts of a smartphone that are common amongst
the different brands out there on the market.
Support students by asking them to focus on a specific device, such as a smartphone. Ask
the students which types of hardware they can identify that are visible and not visible in a
smartphone.
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2
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Challenge students to think of external hardware that could also be found internally in
certain devices. Also ask them to think about types of hardware that could be either internal
or external. You could have further discussions about the brands on the market, the
specifications of the hardware, etc.
External storage devices
Activity
Move on to talk about storage devices, which can also be internal or external.
Support students by asking them to think of a traditional desktop PC. Everything inside the
box is internal and everything outside the box is external. Show them photographs or allow
them to search on the internet for suitable images to illustrate these concepts. If you have a
PC, let them see inside and show them the different components.
Challenge students to think of where the line between internal and external hardware is
blurred. For example, is a micro-SD card in a phone internal or external hardware?
Activity
Ask students to collaborate in small groups to make posters that display the different types
of hardware. For each of the hardware types, they should write a short description of its
function and use in everyday life.
Allow each group to present their posters to other students to practise communication.
Discuss the advantages and disadvantages of the types of hardware available with the class.
Workbook
Exercise 1: questions 1 and 2
Ask students to complete questions 1 and 2 of Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Workbook
Exercise 2
Ask students to complete Exercise 2 in the workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Software
As a follow-up to the previous section, discuss the applications of a smartphone and of a
computer.
Describe in broad terms how software performs a series of coordinated functions and tasks
to help the user to achieve certain purposes and objectives. Such applications are used in a
wide variety of platforms and in many industries, including work-related environments,
entertainment and education. Ask the students to name any such applications and where
they are used.
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Work through the different types of application software. If you have computers or other
devices in class, encourage the students to find software and run it. Alternatively, enable
them to brainstorm all the programs they know and then classify them.
Make sure they understand that ‘application software’ is another term for what many
people call ‘programs’.
Activity
Ask students to list the various applications that they have used on their smartphones and
the features of each of the applications. Get them to present features of the applications to
the class. They should evaluate whether those features are also present in other computer
devices, such as a personal computer or a laptop.
Support students by providing them with various app icons found on smartphones and ask
them what the apps might do based on the logos. Encourage them to discuss the
possibilities with their peers.
Challenge students to find out more about supercomputers and artificial intelligence. For
instance, you could initiate a discussion about AlphaZero, Deep Blue, etc. Ask them to
consider the possible uses of such supercomputers and computer programs.
Analogue and digital data
Explain that all computer systems only understand digital data. All files and documents need
to be converted to digital data to be used and stored.
Help students to understand the process of recording sound files and then storing them on
their computer. Ask students what sound waves look like and whether they think a
computer could replicate the waves digitally. Describe the process of sampling and how this
works – show students diagrams of analogue and digital sound waves and look at the
differences and similarities.
Discuss how, once an audio file has been saved on a computer system, it can be played
back.
Activity
Ask students to create a comic strip showing a musician creating a song and then all the
steps up to when the music reaches a smartphone and a person’s ears. The focus of this task
should be on converting between analogue and digital data.
Challenge more confident students to think of other instances where analogue data may
need to be converted to digital – or even the other way round.
Activity
Ask students to complete the activity on page 4 of the Student Book.
Application software
Encourage students to talk about the different types of application software by working
through pages 5–9 of the Student Book. For each type of application software – for
example, word-processing software such as Google Docs or presentation software such as
Microsoft PowerPoint – talk about the various functions and students’ personal
experiences of using the software. They can share their thoughts about the ease or
difficulty of using such software.
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Point out that most ‘free’ apps are, in fact, not free at all, as someone always has to pay.
The most common ways of apps earning money are upselling (for example, offering
premium paid versions with no advertising) and selling user data. Ask students which
methods they think Google Maps and WhatApp use.
Activity
After the discussion, ask students to write down in their notebooks all the different
application types and their corresponding features. Encourage them to share their ideas and
thoughts with their classmates.
You can also ask them to write a short journal entry on their experience of using a particular
app, considering the advantages and disadvantages. For example, they could write about
using WhatsApp for communication or Google Maps navigation software.
Activity
Ask students to complete the activity on page 9 of the Student Book.
Support students asking them to think about applications that work on both PCs and
smartphones (for example, Word, PowerPoint, spreadsheets and WhatsApp).
Challenge students to think about how they can access data through the cloud from a PC via
a smartphone and vice versa whilst using any application.
System software
Activity
Discuss with students that system software consists of special programs on a computer that
are essential for the computer hardware to keep working. Talk about different types of
system software, such as operating systems, programming language translators and device
drivers. Ask students to discuss how each of these function and why a computer needs
them.
Support students by asking them to write down a definition of each type of system
software.
Challenge students by asking them to explore the function of each type of system software.
Activity
Ask students to reflect on the applications and purpose of system software. How is it used in
computers and other hardware?
Note that tightly integrated hardware and software provides an excellent user experience.
As a discussion point, ask students how good hardware and software integration affects the
user experience. Are there any positive and/or negative impacts? How have such
applications or system software changed our lives?
Activity
Ask students to think about which piece of software is so vital that the computer cannot run
without it. They should also name any piece of software they haven’t already discussed.
Challenge students to explain ways of interacting with this software. Discuss with students
the different types of interfaces and types of system software.
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Ask students to add to their ICT dictionary or notebook information about the different
types of interfaces and the benefits and drawbacks of each.
Translators
Discuss with students the purpose of translators and the differences between them. Ask
students to create an ICT dictionary/notebook that includes these.
Discuss with students the purpose of linkers. Ask students to create an ICT
dictionary/notebook that includes these.
Activity
Ask students to complete the activity on page 11 of the Student Book.
Support students by asking them to pair up for the activity. Also ensure that the difference
between a compiler and linker is made clear to them.
Challenge students by giving them more examples to consider.
Device drivers
Discuss with students how a computer understands what a new piece of hardware is.
Explain the purpose of device drivers. Ask students to create an ICT dictionary/notebook
that includes these.
Utility software
Refer students to the list of software that is not application software. Discuss which
software would be classed as utility software (and where appropriate refer to the type of
software instead of the brand name). Discuss the purpose of each type of utility software.
Ask students to create an ICT dictionary/notebook that includes the different types and their
purposes.
Workbook
Exercise 1: questions 3–5
Ask students to complete questions 3–5 of Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Types of operating system interface
Activity
Discuss with students the different types of operating system interface: command line
interface (CLI), graphical user interface (GUI), dialogue-based interface and gesture-based
interface. Explain why a CLI is not very user friendly and requires more precision. Outline a
GUI using examples of features – for example, Windows, icons and menus – that make it
very easy to work with. Talk briefly about the other two types of operating system. Ask
students to discuss the advantages and disadvantages of each operating system.
Support students by showing them the different operating system interfaces (for example,
for GUIs, show them Windows, macOS and Ubuntu). Pair them with a more confident
student to discuss their observation and views.
6
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6
Chapter 1 Types and components of computer systems
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Challenge students to find out the type of operating system is used more when the user has
different abilities.
Workbook
Exercise 3
Ask students to complete Exercise 3 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Types of computers
Activity
Discuss with students the different types of computers like smart phones/watches, laptops,
tablets, desktop computers etc and how they relate to the variety of activities users need to
perform. Discuss how a mobile is used and the similarities and differences from how a
laptop is used.
Give examples of different portable devices and specify which ones are multifunctional, for
example a smartphone.
•
•
A smartphone is multifunctional as they can perform a range of functions like
telephone, camera, internet access, games etc.
A multifunctional photocopier can often scan, fax, copy and print.
Explain why some devices are more appropriate for complex tasks and outline how
technology has advanced, leading to smaller yet more powerful devices. For example, look
at the change in mobile phone size and use over the years, from simple telephone calls to
the wide range of activities we use smartphones today for.
Discuss with students the possibility of having a common network across devices and cover
ease of data usage.
Ask students to work in pairs to discuss the advantages and disadvantages of each type of
computer.
Support students by showing them different devices and explaining the specific purposes,
advantages and disadvantages of each.
Challenge students by asking them to conduct research and create a timeline of the
development of each type of computer along with images.
Workbook
Exercise 4
Ask students to complete Exercise 4 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Chapter 1 Types and components of computer systems
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7
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Impact of emerging technologies
Activity
Explain that technology is always evolving, and new devices are constantly being produced
that are more advanced. These technologies will affect people’s lives, but the effect will not
always be positive. Introduce students to the concepts of artificial intelligence (AI),
augmented reality (AR) and virtual reality (VR).
Provide students with a range of examples of technologies and ask them to discuss when
these have positive and negative impacts on our lives.
Challenge students by asking them to carry out research into AI, AR and VR. Ask them to
predict what they believe the future holds and whether these technologies will benefit our
everyday lives or not.
Workbook
Exercise 5
Ask students to complete Exercise 5 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Chapter summary
Tell students that by the end of the chapter they will be able to identify the internal and
external hardware components of a computer system and explain the uses of internal and
external components and peripherals. Students should be able to define and explain the
uses of application software, system software and operating systems, and identify
examples. Students should be able to describe the process of converting data to analogue
and digital, explain the reasons for data conversion and suggest examples. They should be
able to explain the different types of computer and their uses. They should also understand
the impact of emerging technologies on everyday life.
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 1.
Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Ask students to think back to the opening unit question: what types of computer systems do
I have and what components do they have? Ask them to answer the question with examples
of what they have covered in this unit and how they relate to the question.
Ask students to write a newspaper article that discusses a specific area within the unit.
Students could search for facts and real-life stories to include or create their own.
Ask students to complete the Let’s Review questions at the end of chapter 1 in the Student
Book.
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CHAPTER 2
Input and output devices
Learning aims
•
To understand the characteristics, uses, advantages and disadvantages of input devices
including keyboard, numeric keypad, pointing devices, remote control, joystick/driving
wheel, touch screen (as an input device), scanners, camera, microphone, sensors and
light pen
•
To understand the characteristics, uses, advantages and disadvantages of direct data
entry devices including magnetic stripe reader, chip and PIN reader, radio frequency
identification (RFID) reader, optical mark recognition/reader (OMR), optical character
recognition/reader (OCR), bar code reader and QR scanner
•
To understand the characteristics, uses, advantages and disadvantages of output devices
including monitors, touch screen (as an output device), multimedia projector, laser
printer, inkjet printer, dot matrix printer, plotter, 3D printer, speaker and actuator
2.1 Input devices
Warmup
Explain to students that a variety of input and output devices can be used by humans to
control and interact successfully with computer software.
Ask students to work in pairs to list different input devices.
Once the activity is complete, write the title ‘Input Devices’ on the board and ask each pair
to write one example of an input device. If all the ones they thought of have already been
added, ask them to add a tick next to an item they had.
Ask students to answer the following question: how would you define an input device?
Explain that an input device is a piece of hardware used to give commands and interact with
a computer. It lets the user control the actions of the computer and provide data for the
computer to use. This data is then processed by the computer to produce an output.
Support students by asking them to consider devices they use and how they enter
information into the device. For example, how do they add the text to a text message to
send?
Challenge students to consider what the input device is on a specific device, such as a
washing machine.
Keyboard
Activity
Ask students to look at a keyboard input device and answer the following questions:
•
•
•
What can be done using a keyboard?
How can a keyboard be connected to a computer?
What is a QWERTY keyboard?
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Support students by asking them to think about how they use a keyboard and how this
differs between a mobile phone and a computer.
Challenge students by asking them to compare different keyboard layouts.
Activity
Create a document containing the advantages and disadvantages of using a keyboard
positioned randomly. This can be taken from the table on page 22 of the Student Book.
Ask students to work in pairs to cut out the statements and decide which are advantages
and which are disadvantages.
Support students by pairing them with a more confident student.
Challenge students by asking them to explain what type of strain could be caused by using a
keyboard.
Numeric keypad
Activity
Explain to students that a numeric keypad is a small numbered pad of keys or buttons
labelled from 0 to 9. Give students a piece of paper or card and ask them to draw a numeric
keypad.
Ask students to label the keys and answer the following question: where would you find a
numeric keypad?
Support students by providing a blank keypad for them to label.
Challenge students by asking them what the purpose of the Num Lock key is.
Activity
Ask students to work in pairs to discuss the advantages and disadvantages of a keypad as an
input device to open a door.
Once the activity is complete, ask students to share one advantage or disadvantage.
Support students by asking them to consider the use of a keyboard and the benefits of using
the keypad with the numbers grouped in one place instead of across the top of the letters.
Challenge students by asking them to justify the impact of having numbers on a keypad in a
set position.
Mouse
Activity
Give students a piece of paper or card. Ask them to draw the mouse input device and label
the various features and their uses.
Ask students to answer the following question: what is a standard pointing device?
Support students by providing a drawing of a mouse with one of the features labelled. This
will help students understand how to complete the activity.
Challenge students by asking them to describe the advantages and disadvantages of a
mouse and share their answer with the class.
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Other pointing devices
Activity
Ask students to work in pairs to discuss other pointing devices and how they are used.
Students should not use the Student Book for this activity. They should discuss:
•
•
•
•
touchpads
trackballs
stylus pens
gaming controllers.
Ask students to discuss the advantages and disadvantages of each pointing device.
Support students by providing the images of the devices on page 24 of the Student Book to
help them understand what the devices are.
Challenge students by asking them to give an example of how one of the devices is used in
industry.
Remote control
Activity
Give students a piece of paper or card. Ask them to draw a remote control and illustrate
how infrared is used to control a device within the home.
Ask students to share their diagram with a partner and discuss the following question: what
are the advantages and disadvantages of remote controls?
Once the activity is complete, ask each pair to share one advantage or disadvantage.
Support students by asking them to focus on the use of a remote control for a television.
Challenge students by asking them to consider where else remote controls are used with
infrared.
Other input devices
Activity
Ask students to work in pairs to create a presentation on what the following input devices
are, where they are used and the advantages and disadvantages of each:
•
•
•
•
•
•
•
joysticks and driving wheels
touch screens
scanners
cameras
microphones
sensors
light pens.
Once the activity is complete, ask each pair to present their findings to the class.
Ask students to make notes on the input devices that other pairs present.
Support students by pairing them with a more confident student.
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Challenge students by asking them to describe the importance of an input device for a
computer.
Activity
Ask students to complete the activity on page 29 of the Student Book.
Support students by asking them to look at their notes from the previous activity on
different input devices.
Challenge students by asking them to describe the input devices they use on a daily basis
and whether they could be changed for another input device.
Workbook
Exercise 1
Ask students to complete Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
2.2 Direct data entry
Explain to students that as humans become increasingly reliant on technology to carry out
everyday tasks, the devices we use to perform these tasks become ever smarter. Some
input devices do not interact with a laptop or desktop computer – they send instructions to
smaller processors that have a specific job. This is called direct data entry.
Warmup
Explain to students that a data entry device applies to any input devices where a piece of
information or instruction is collected, and where that collection needs very little human
interaction.
Ask students to work in pairs to think about devices that they have seen used that would be
classed as direct data entry.
Once students have completed the activity, ask each pair to share an example.
Support students by asking them to think about how payments are made within a shop and
whether any of those methods would be classed as direct data entry.
Challenge students to explain the benefit of having a direct data entry device instead of
manually inputting the data.
Magnetic stripe reader
Activity
Explain to students that small plastic cards, used for banking and other tasks, often have a
magnetic stripe on the back.
Give students a piece of paper or card. Ask them to read the section on magnetic stripe
readers on page 30 of the Student Book and draw an example with the key characteristics.
Ask students to answer the following questions:
•
How does a magnetic stripe reader collect data?
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•
What are the advantages and disadvantages of a magnetic stripe reader?
Once the activity is complete, ask students to share their drawing and findings with a
partner and discuss any similarities or differences.
Support students by providing an example of a debit card. Describe how the card is swiped
along the magnetic stripe when it is used to pay for something and the data is then
transferred straight away to pay for the item.
Challenge students by asking them to describe why magnetic stripes are not used very much
anymore.
Chip and PIN reader
Activity
Explain to students that the chip and PIN (personal identification number) reading device
was the next development in card payment technology after the magnetic stripe.
Give students a piece of paper or card and ask them to create a flow diagram to illustrate
the process followed with a chip and PIN reader.
Ask students to answer the following questions:
•
•
What does EFTPOS stand for?
What are the advantages and disadvantages of a chip and PIN reader?
Once the activity is complete, ask students to share their flow diagrams and findings with a
partner and discuss any similarities or differences.
Support students by providing the stages of the flow diagram randomly ordered and asking
them to cut out the stages and place them in the correct sequence. These can be taken from
the bullet points under the heading ‘Chip and PIN Reader’ on page 30 of the Student Book.
Challenge students by asking them to describe why chip and PIN readers replaced magnetic
stripe readers.
Barcode reader
Activity
Explain to students that a barcode reader is often found attached to a point of sale (POS)
computer in a shop or business. The reader accesses information about a product within the
store. The barcode holds information, such as the product identification number, country of
origin and manufacturer.
Create a document with five barcodes for items of food. Explain to students that they are
the barcode readers, and they need to ‘scan’ each barcode and find the corresponding
product identification number, country of origin and manufacturer. This data can be placed
around the classroom with the barcode numbers on to aid location.
Ask students to locate the barcodes linked to the five products and note down the product
identification numbers, countries of origin and manufacturers.
Once the activity is complete, ask students to answer the following questions:
•
•
How does a barcode reader scan the barcode?
What are the advantages and disadvantages of a barcode reader?
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Support students by highlighting the barcode identification number to help them locate the
corresponding item’s data.
Challenge students by asking them to explain where barcode readers might be found.
Radio frequency identification reader
Activity
Explain to students that radio frequency identification (RFID) technology is used to keep
track of a variety of things in modern society.
Create a document containing an image of a barcode reader and an RFID reader. Ask
students to work in pairs to compare the two readers and note the key characteristics of
each reader.
Once the activity is complete, ask students to answer the following question: what are the
advantages and disadvantages of an RFID reader?
Support students by pairing them with a more confident student.
Challenge students by asking them to explain where RFID readers might be found.
Optical mark recognition reader
Activity
Explain to students that an optical mark recognition (OMR) reader can detect marks made
with pen or pencil on special pieces of paper known as forms.
Create a document with a questionnaire to complete and boxes for respondents to put
crosses in to give their answers. Complete the questionnaire with sample answers. Ask
students to read the document and give them 30 seconds to try to memorise the answers.
Once the activity is complete, ask students to turn the paper over and give one fact they
remembered from the questionnaire.
Explain to students that an OMR reader can complete this task to gather the data. The
reader shines a light onto the piece of paper and less light is reflected where a mark has
been made, which means that the device can record the information very quickly.
Ask students to answer the following question: what are the advantages and disadvantages
of an OMR reader?
Support students by asking them whether the OMR reader could account for inaccuracies
when the form was completed.
Challenge students by asking them to explain why exam paper marking might incorporate
an OMR reader.
Optical character recognition reader
Activity
Explain to students that an optical character recognition (OCR) reader is a scanner that
works together with a piece of conversion software.
Ask students to discuss in pairs how a scanner works and its advantages and disadvantages.
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Support students by pairing them with a more confident student.
Challenge students by asking them to consider why scanners are not used as much as they
used to be.
Quick response scanner
Activity
Explain to students that a quick response (QR) scanner is a device that reads QR codes. QR
codes tend to look like square patterns. The codes in the pattern contain a small amount of
data and often contain information such as website URLs and contact details.
Create a set of five QR codes (these can be created online) for five quiz questions. Ask
students to work in pairs to use a device to scan the QR codes to reveal the questions to
answer. Then ask them to complete all five questions.
Once the activity is complete, ask students to answer the following question: what are the
advantages and disadvantages of a QR scanner?
Support students by pairing them with a more confident student.
Challenge students by asking them to consider where QR codes are used in marketing and
the benefits of their use.
Activity
Ask students to complete the activity on page 33 of the Student Book.
Support students by narrowing the direct data entry options to allow the students to make
a choice.
Challenge students by asking them to describe the options that are available to the
shopkeeper (including their final choice).
Workbook
Exercise 2
Ask students to complete Exercise 2 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
2.3 Output devices
Explain to students that output devices are the hardware a computer uses to display or send
out the data that has been processed. Input devices (which provide the computer with the
instructions) are linked to the output devices, so the user can see or hear the results of
those instructions. The choice of output device depends on what is most appropriate for
data that has been processed, given how it is intended to be used.
Warmup
Explain to students that a data entry device is any input device where a piece of information
or instruction is collected, and where that collection needs very little human interaction.
Ask students to think about the following inputs and how they would see the result on an
output device:
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•
•
•
Typing a letter and wanting to see what you have written so far. (Monitor)
Recording a theme song and wanting to listen to the final song. (Speakers)
Writing an assignment that needs to be handed in to the teacher. (Printer)
Support students by giving another scenario. For example: you want to search on the
internet about output devices. You use a keyboard to input the search you want to run.
Where do you see the results (on what device)?
Challenge students by asking them to think of any other output devices.
Monitor and touch screen
Activity
Give students a piece of paper or card. Ask them to split the paper or card in half and draw a
monitor on one side and a touch screen on the other.
Ask students to read the content under the headings ‘Monitor’ and ‘Touch Screen’ on pages
34 and 35 of the Student Book and add to their drawings the key characteristics of each.
Once the activity is complete, ask students to work in pairs to discuss the answer to the
following question: what are the advantages and disadvantages of a monitor and a touch
screen?
Support students by asking them to think about how the size of the output device differs
between a monitor and touch screen. Ask them whether this is an advantage or
disadvantage.
Challenge students by asking them to explain how a touch screen is both an input and an
output device.
Multimedia projector
Activity
Ask students to work in pairs to answer the following questions:
•
•
•
What is a multimedia projector?
How is it connected to a computer?
What are the advantages and disadvantages of a monitor and a touch screen?
Support students by pairing them with a more confident student.
Challenge students by asking them to explain why these devices are being replaced with
large monitors directly connected to a computer.
Printers
Activity
Create a document with the headings ‘Laser Printer’, ‘Inkjet Printer’, ‘Dot Matrix Printer’,
‘Plotter’ and ‘3D Printer’.
Ask students to work in pairs to answer the following questions:
•
•
What are the key characteristics of each printer?
What are the advantages and disadvantages of each printer?
Support students by pairing them with a more confident student.
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Challenge students by asking them to consider why a car manufacturer would use a plotter
for its drawings rather than a standard printer.
Speakers
Activity
Explain to students that most computers are fitted with a speaker. Ask students to work in
pairs to answer the following questions:
•
•
•
Where are speakers located?
What is the purpose of having speakers?
What are the advantages and disadvantages of having speakers?
Once the activity is complete, ask students to share an answer to one of the questions
asked.
Support students by asking them to consider how they listen to music or watch videos on a
computer.
Challenge students by asking them to describe the purpose of a sound card and share their
answer with the class.
Actuator
Activity
Explain to students that an actuator is a mechanical motor that carries out an action when a
computer gives it an instruction. Ask students to work in pairs to answer the following
questions:
•
•
•
What is an actuator?
Can you find any examples of where actuators are used?
What are the advantages and disadvantages of having actuators?
Once the activity is complete, ask students to share an example of where an actuator is
used.
Support students by asking them to look at a camera and consider how it uses an actuator.
Challenge students by asking them to describe the role of an actuator in an example.
Activity
Ask students to complete the activity on page 39 of the Student Book.
Support students by asking them to think back to the previous activity, where examples of
actuators were discussed.
Challenge students by asking them to justify the use of printers in business.
Workbook
Exercise 3
Ask students to complete Exercise 3 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
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Chapter summary
Tell students that by the end of the chapter they will be able to identify different input and
output devices. They need to describe what direct data entry is, the range of types available
and how they are used. Students need to describe the advantages and disadvantages of
input devices, output devices and data entry devices.
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 2.
Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Ask students to create a presentation about input and output devices. In their presentation,
they should do the following:
•
•
•
•
•
•
List at least three different input devices and their purposes.
Describe the advantages and disadvantages of the chosen input devices.
Describe what a direct data entry device is.
Explain the advantages and disadvantages of direct data entry devices.
List at least three different output devices and their purposes.
Describe the advantages and disadvantages of the chosen output devices.
Ask students to describe what input and output devices they have used in creating this
presentation and whether it could be created using different input and output devices.
Ask students to complete the Let’s Review questions at the end of chapter 2 in the Student
Book.
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CHAPTER 3
Storage devices and media
Learning aims
•
To understand the characteristics, uses, media, advantages and disadvantages of storage
devices including magnetic, optical and solid-state:
o Fixed and portable magnetic hard drives and magnetic tape drives
o Optical drives including CD, DVD and Blu-ray
o Fixed and portable solid-state drives (SSDs) including SSDs, pen drives and flash
drives
•
To understand the characteristics, uses, advantages and disadvantages of storage media
including magnetic, optical and solid-state:
o Magnetic drives including magnetic hard disks and magnetic tape
o Optical discs including CD, DVD and Blu-ray
o Solid-state media including memory cards (SD, xD, CFast)
3.1 Storage devices
Warmup
Begin by explaining that storage devices are used to store data, either internally within the
computer or externally. Ask students to think about the following questions:
•
•
Why do we need to store data?
What could happen if we were not able to store data?
Students should pair up and discuss their thoughts about the questions. During their
discussion, each pair should pick one reason we store data and one thing that could happen
if we were not able to store data. Each pair should then share their answers with the rest of
the class.
Support students by pairing them with a more confident student.
Challenge students by asking them to think about and share their thoughts on two
additional questions:
•
•
What ways do you know of that can be used to store data?
Why do you think there are different ways to store data?
Storage devices and storage media
Explain to students that there are storage devices and storage media. Tell students that
storage media is what is used to store the actual data, and storage devices are used to read
and write the data to the storage media. An example is that a DVD player is a storage device
and the DVD itself is storage media.
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Activity
Give students a piece of paper or card. Following on from the example you have just given,
ask them to write down another type of storage device and another example of storage
media. Tell students to hold up their examples and then pick out three different ones to
share with the class.
Support students by asking them to think about the storage device of a CD player and what
the storage media would be for this.
Challenge students by asking them to think about whether their storage device is an
example of a magnetic, optical or solid-state device, based on any prior knowledge they may
have. They should write their answer on the piece of paper or card too.
Types of storage device
Explain to students that there are three main categories of storage device: magnetic, optical
and solid-state. Tell students that each of these types of storage device has different
characteristics.
Explain to students that there are advantages and disadvantages of each type of storage
device.
Activity
Ask students to look at the image of a magnetic hard drive on page 44 of the Student Book.
Ask them to write down three things that they notice about the magnetic hard drive.
Next, write the title ‘Magnetic Hard Drive’ on the board. Select a student to begin and ask
that student to write on the board one of the things they noticed about the hard drive. Ask
each student, in turn, to do the same. If all of the characteristics a student noticed have
already been written on the board, they should tick one of the things listed as something
they noticed too.
Once all students have written their characteristics on the board, discuss what they noticed
and add to the list anything that they did not notice.
Support students by asking them a question to help them think about a characteristic. For
example, ask them to think about whether the surface they can see inside the magnetic
hard drive is dull or shiny.
Challenge students by asking them what their chosen characteristic is for or what it does.
For example, if they say the magnetic hard drive has a pointy metal part that looks like a
large needle, ask them to share what role they think this might have.
Magnetic hard drives
Explain to students how a magnetic hard drives operates to read and write data to the drive.
As part of the explanation, highlight that the storage media that is used in a magnetic hard
drive is called a platter.
Activity
Ask students to complete question 1 of the activity on page 45 of the Student Book. This
requires them to write a short paragraph about how a magnetic hard drive operates.
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Support students by giving them a paragraph, with some key terms missing, that explains
how a magnetic hard drive operates. Ask them to fill in the missing key terms.
Challenge students by asking them to include information in their paragraph about how
they think the magnetic properties of a magnetic hard drive are used to store data as binary
data.
Solid-state and optical drives
Explain to students how a solid-state drive (SSD) operates to read and write data to the
device. As part of the explanation, highlight that the storage media that are used in an SSD
are called capacitors. Explain that both magnetic hard drives and SSDs can be internal
devices (within a computer) or external devices (outside and separate from the computer).
Explain to students how an optical storage device operates to read and write data to the
device. As part of the explanation, highlight that the storage media that are used in optical
storage devices are disks such as CDs, DVDs and Blu-rays.
Workbook
Exercise 1: question 1
Ask students to complete question 1 of Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Activity
Create a document that lists all the advantages and disadvantages in the table on page 45
of the Student Book. Make sure that you put the advantages and disadvantages in a random
order in the list. Give students the list along with three pieces of paper with the titles
‘Magnetic Storage Devices’, ‘Solid-State Storage Devices’ and ‘Optical Storage Devices’. Each
piece of paper should also be divided into two sections: one for advantages and one for
disadvantages.
Ask students to work in pairs. Each pair should first cut out all of the advantages and
disadvantages on the list. They should then identify whether they think each one belongs in
the magnetic, solid-state or optical category, and whether it is an advantage or
disadvantage of that type of device. Students should not use the Student Book for this
activity.
Once students have completed the activity, they should look at the table in the Student
Book and see how many they got right. They should discuss any that they did not get right
with their partner and think about why it was incorrect.
Support students by providing them with sheets that already have one advantage and one
disadvantage filled in. This can give them an understanding of where to start and begin to
complete the rest.
Challenge students by asking them to start thinking of other storage media that they are
aware of for each category. They should list these at the bottom of each sheet of paper for
the correct category.
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Activity
Ask students to complete question 2 of the activity on page 45 of the Student Book.
Support students by telling them some devices they could recommend, such as an internal
magnetic hard drive and an internal SSD. Guide them to think about what is going to be
important to the photographer when storing the data on each of these devices. Guide them
to look at the advantages and disadvantages of each storage device to help them decide
why they would recommend these devices.
Challenge students by asking them to recommend an overall device from the three that
they chose and to state why they recommend that device the most.
3.2 Storage media
Warmup
Give students a piece of paper or card and allow them 30 seconds to write down the
difference between a storage device and storage media.
Ask three students to share what they wrote. Discuss as a class which student gave the most
accurate description of the difference between a storage device and storage media.
Support students by asking whether they can remember either what a storage device is or
what storage media is. Make sure they write down information about the other category
(i.e. whichever you did not ask them about) when other students share their descriptions.
Challenge students by asking them to give at least two examples of a storage device and
two examples of the storage media that would be used for that device.
Types of storage media
Explain to students that there is a range of different storage media and highlight all the
examples that are listed in the Student Book. Explain to students that we often need to
choose a certain type of storage media to store our data, depending on how much data we
want to store, how much we have to spend on the storage media and how quickly we need
to access the data stored. Explain that one of the reasons we need to store data is to create
a backup of any important data that we store on our computer.
Activity
Ask students to complete questions 1 and 2 of the activity on page 52 of the Student Book.
Support students by giving them the table for question 2 with one column already filled in.
This will help them to see the kinds of information they need to provide for the other two
columns.
Challenge students by giving them the table in question 2 to complete, but without the
scaffolding questions that explain what each section requires them to include. For example,
you could remove the guidance ‘How much can they store?’ from the Capacity section.
Workbook
Exercise 1: question 2
Ask students to complete question 2 of Exercise 1 in the Workbook.
Answers
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All answers to questions in the Workbook are available at MCEduHub
Chapter summary
Tell students that by the end of the chapter they will be able to identify a suitable storage
device or media type for a given task. They will also need to be able to explain why they
chose that particular device or media type. They should base their explanation on the
advantages and disadvantages they have learned about each storage device and media
type.
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 3.
Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Ask students to create a presentation to explain how all three types of storage device
operate. In their presentation, they should:
•
•
•
•
•
Include magnetic, solid-state and optical storage.
Describe how data is read from and written to each type of storage device.
Include an image of each type of storage device.
List at least two advantages and disadvantages of each storage device.
Provide at least two examples of storage media for each type of storage device.
As part of their presentation, ask them to recommend the most suitable storage media for
the following task, including a justification for your choice:
An events marketing company wants to use a drone to capture aerial images of the event
venues that it promotes. A storage device and media will need to be built into the drone
to store the images that are captured. The company needs to make a choice about which
storage device and media to use and wants your help.
Ask students to complete the Let’s Review questions at the end of chapter 3 in the Student
Book.
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CHAPTER 4
Networks and the effects of using them
Learning aims
•
To understand the operation and purpose of a router including connecting networks and
devices to the internet, storing computer addresses in a router and routing data packets
•
To understand the common network devices including network interface cards (NICs),
hubs, bridges, switches, Wi-Fi and Bluetooth
•
To understand the uses of Wi-Fi and Bluetooth
•
To understand how to connect a device to a network using Wi-Fi and Bluetooth
•
To understand the similarities and differences between Bluetooth and Wi-Fi
•
The characteristics, uses and issues relating to cloud computing
•
To understand how data is stored, managed and shared using cloud computing
•
To understand the advantages and disadvantages of using cloud storage compared to
other methods
•
To understand the characteristics, uses and purpose of an extranet, an intranet and the
internet
•
To understand the differences and similarities between an extranet, an intranet and the
internet
•
To understand Local area networks (LANs), wireless local area networks (WLANs), wide
area networks (WANs) and the differences between these networks
•
To understand privacy and confidentiality of data transfer
•
To understand how to avoid password interception by using up-to-date anti-spyware
and regularly changing passwords
•
To understand the differences between strong and weak passwords
•
To understand other authentication methods including zero log-in, biometric methods,
magnetic stripes, smart cards, physical tokens and electronic tokens
•
To understand anti-malware software including the use of anti-malware and anti-virus
software
•
To understand the operation of removing/quarantining viruses using up-to-date
software
•
To understand how to scan the storage media used to transfer data
•
To understand how to scan the data/software when downloading
•
To understand the characteristics, uses, advantages and disadvantages of videoconferencing, audio-conferencing and web-conferencing
•
To understand the hardware, software and network connection required to set up each
type of electronic conference
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4.1 Network connection devices
Warmup
Explain to students that networks enable multiple devices, including printers and scanners,
to access an internet connection. Ask students to work in pairs to answer the following
question: how have networks impacted our lives?
Explain that as we live in an increasingly digital age, connectivity has become ever more
important. Once only found in businesses and larger organisations, networks are now often
found in the home.
Support students by pairing them with a more confident student.
Challenge students by asking them to describe any advantages and disadvantages of having
networks.
Network interface cards (NICs)
Activity
Give students a piece of paper or card and ask them to draw a diagram of a network
interface card (NIC). Ask them to answer the following questions:
•
•
•
Why is an NIC important to a network?
What are the two options for connection?
Which type of connection is more convenient and why?
Once the activity is complete, ask students to compare their diagrams and answers with a
partner. Then discuss the topic and the answers as a class.
Support students by naming the two connections: wired and wireless. Allow students to
focus on the differences and why wireless is convenient.
Challenge students by asking them to share the answer to an additional question: what are
the benefits of a wired connection?
Routers
Activity
Give students a piece of paper or card and ask them to draw and label:
•
•
five nodes connected to a router
a router connected to a modem, the internet service provider (ISP) and the World
Wide Web (WWW).
Ask students to use their diagram to describe what a packet is and how a router works with
packets.
Support students by giving them the labels (including five different nodes) to link to their
diagram.
Challenge students by asking them to describe what is included in a packet and share their
answer with the class.
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Hubs
Activity
Create a document containing Figure 4.2 on page 58 of the Student Book but without the
labels. Ask students to label the diagram and describe the role of the hub within this
network layout. Students should not use the Student Book for this activity.
Once the activity is complete, ask students to compare their diagram with the one in the
Student Book and discuss with a partner any aspects that were incorrect.
Support students by adding the labels around the edges of the diagram to enable students
to draw lines to the correct sections.
Challenge students by asking them an additional question: what is the difference between a
router and a hub?
Switches
Activity
Give students a piece of paper or card and ask them to draw and label a network with a
switch.
Ask students to answer the following question: what makes the use of a switch more
efficient than using a hub?
Support students by explaining that a switch can tell which devices are connected to it and
rephase the question: if a switch knows what is connected to it and a hub does not, how are
packets sent to nodes?
Challenge students by asking them to justify the use of a switch over a hub.
Bridges
Activity
Ask students to work in pairs and use paper to draw a hub connected to four nodes. Then
ask two pairs to join up. Each group of four students should then draw a bridge to link the
two local area networks (LANs) together.
Once the activity is complete, ask students to answer the following question: what is
important when two networks use a bridge?
Support students by pairing them with a more confident student.
Challenge students by asking them to think of a scenario where a bridge would be used.
Activity
Ask students to complete the activity on page 60 of the Student Book.
Support students by advising them to highlight the key parts of the task with two colours:
one for wired connections and one for wireless connections. This will allow students to
break the activity down.
Challenge students to think about a scenario where the house next to this house wanted to
add a bridge between them. What would be the advantages and disadvantages of doing
this?
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4.2 Wi-Fi and Bluetooth
Warmup
Ask students to mind-map, in pairs, devices that use Wi-Fi and/or Bluetooth.
Once the activity is complete, write the title ‘Wi-Fi and Bluetooth’ on the board and then ask
each pair to come up and share at least one device they thought of. If the devices a pair
thought of have all been written on the board, they can add a tick next to one of the devices
they thought of.
Support students by asking them to think about devices they have encountered at home or
at school.
Challenge students by asking them to think about devices that are being developed and
used in business.
Wireless fidelity (Wi-Fi)
Activity
Ask students to work in pairs to discuss the difference between a LAN and a wireless local
area network (WLAN). Ask them to identify the characteristics of each type of network.
Support students by giving them a diagram of each type of network to help them
understand the differences. They can also use the diagram to label the characteristics.
Challenge students by asking them to identify several examples of where these types of
networks are used.
Wi-Fi and Bluetooth: similarities and differences
Activity
Ask students to create a table of the similarities and differences between Wi-Fi and
Bluetooth. Students should not use the Student Book for this activity.
Add the titles ‘Wireless Fidelity’ and ‘Bluetooth’ to the board and ask each pair to share a
similarity or difference. If all the similarities and differences a pair thought of have been
written on the board, they can add a tick next to one of the items they thought of.
Support students by asking them to consider the range each has and which would be more
expensive.
Challenge students by asking them to describe when one type might be preferred over the
other.
4.3 Cloud computing
Warmup
Ask students to draw a device and a cloud above it connected by a dotted line. Ask students
to add to the cloud what can be stored there.
Once the activity is complete, ask students to answer the following questions:
•
•
•
What happens if you need to use cloud computing but do not have an internet
connection?
Where is the contents of the cloud actually stored?
How is the contents of the cloud safe?
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Support students by asking them to consider the photos on a smartphone and how these
are automatically backed up to the cloud. Ask them: what happens if photos have been
taken in an area without an internet connection and the phone is broken?
Challenge students by asking them to describe the benefits of having files automatically
backed up to the cloud.
Activity
Give students a piece of paper or card and ask them to work in pairs to identify advantages
and disadvantages of cloud computing.
Once the activity is complete, ask students to share at least one advantage or disadvantage.
Support students by pairing them with a more confident student.
Challenge students by asking them to identify examples of where cloud storage is used in
preference over other methods of storage.
4.4 Common network environments
Warmup
Ask students to read the information on pages 63–65 of the Student Book regarding the
internet, intranets and extranets Ask them to answer the following questions in pairs:
•
•
•
How would you define each type of network?
What are the key characteristics of each type of network?
Where would you see each type of network?
Once the activity is complete, read out a definition and ask students to decide which type of
network is being described. For example: ‘This type of network allows data packets to be
sent around the network using different protocols, such as HTTP.’
Continue this activity to cover a wide range of characteristics found within the Student
Book.
Support students by pairing them with a more confident student and allowing time for them
to consider each description.
Challenge students by asking them to create their own description of a characteristic to ask
the class.
Activity
Give students a piece of paper or card and ask them to identify the similarities and
differences between the internet, extranets and intranets.
Once the activity is complete, ask students to share their answers with another student and
compare similarities and differences.
Support students by giving them a difference and a similarity as an example. This will allow
students to see how the structure of the activity is to be completed.
Challenge students by asking them to describe a scenario for using each type of network.
4.5 LANs, WLANs and WANs
Warmup
Create a document containing the diagrams of a LAN, a WLAN and a WAN on page 65 of the
Student Book and the descriptions on page 66. Ensure that the labels for the types of
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network are removed from the diagrams and that the descriptions do not have the names
of the networks. Ask students to label the networks and link the descriptions to the correct
diagrams. Students should not use the Student Book for this activity.
Once the activity is complete, ask students to compare their answers to the Student Book
and describe to a partner the differences between the three network types.
Support students by connecting the WAN diagram to the description to help them
understand the activity.
Challenge students by asking them to describe a scenario for using each type of network.
Activity
Ask students to complete the activity on page 66 of the Student Book.
Support students by asking them to refer to the diagrams they created in the previous
activity and the descriptions of the networks. This will help to guide their decisions.
Challenge students by asking them to justify their decisions about network environments.
Workbook
Exercise 1
Ask students to complete Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
4.6 Network issues and communication
Warmup
Explain to students that computer networks can be dangerous or harmful to data if they are
not used responsibly or safely by users.
Ask students to answer the following question in pairs: what are the safety concerns when
using a network at home?
Support students by pairing them with a more confident student.
Challenge students by asking them to describe why a home network is not as secure as a
business network.
Security of data transfer
Activity
Explain to students that packets are transferred around a network and this must be done in
a secure way.
Ask students to work in pairs to mind-map examples of when they would send sensitive
information across a network. Once the activity is complete, ask students to share at least
two examples with the class.
Next, write the headings ‘HTTP’ and ‘HTTPS’ on the board. Ask students to answer the
following question: what is the difference between HTTP and HTTPs and what do you think
the difference means?
Explain that the ‘s’ at the end means that the connection is secure and sensitive data can be
transferred without concern.
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Support students by asking them to open shopping websites and look at where ‘https’ is
seen. Comparing websites can help students to understand where data is secure and where
it is not.
Challenge students by asking them to describe why customers would prefer to shop on a
website with HTTPS.
Activity
Explain to students that data packets are encrypted as they are transmitted across a
network. They are unencrypted only when they reach their intended destination.
Create a document with an encrypted word on it, such as ‘KHOOR’. Explain that to decrypt
it, the students need to go back three characters in the alphabet for each letter. Ask
students to decrypt the message. Then ask them to create their own encrypted message to
send as a packet to another student to decrypt.
Ask students to answer the following question: why does encrypting data help to protect it?
Support students by providing them with a copy of the alphabet and demonstrating how
the first letter (K) minus three letters is equal to H.
Challenge students by asking them to create an alternative encryption code to test on other
students.
Passwords
Activity
Ask students to work in pairs to identify at least ten places where a password is required.
Ask them to discuss why it is an essential security measure.
Once the activity is complete, ask each pair to share at least two places where passwords
are required. Ask students to describe why the length of a password is important to the
strength.
Support students by asking how criminals break into online bank and shopping accounts.
Challenge students by asking them to consider where requirements are given to ensure a
password is strong.
Activity
Create a document with one example each of a weak, medium and strong password. Ask
students to label the different levels and describe what is required to make a strong
password.
Explain that most secure passwords combine alphanumeric characters, capital and
lowercase letters, and special characters such as question marks and dollar signs. Ask
students what other measures could be put in place to help secure a password.
Support students by asking them to identify the differences between the password
examples to help them define the characteristics of a strong password.
Challenge students by asking them to describe what the disadvantages are of using a
randomly generated password.
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Other methods of authentication
Activity
Explain to students that passwords are not the only method of authentication that can be
used to ensure security of data.
Create a document based on the table on pages 70–71 of the Student Book, with the
methods of authentication on one side and the features on the other. Order each column
randomly.
Ask students to match each method of authentication to the correct feature. Students
should not use the Student Book for this activity.
Once the activity is complete, students should compare their answers to the Student Book
and discuss with a partner any they got incorrect.
Support students by connecting one of the authentication methods to the correct feature.
This will allow students to understand how to complete the activity.
Challenge students by asking them to describe where these types of authentication
methods maybe used.
Activity
Ask students to read the information on pages 70–71 of the Student Book. Ask them to
create a document that identifies each authentication method, key features and where it
could be used.
Support students by adding an example of one of the authentication methods. This will
allow students to see how to complete the activity.
Challenge students by asking them to describe the advantages of having two levels of
authentication.
Activity
Ask students to complete the activity on page 71 of the Student Book.
Support students by asking them to refer to their notes from the previous activity.
Challenge students by asking them to add clear examples of each authentication type
named in the activity.
Anti-malware software
Activity
Create a document based on the diagram on page 72 of the Student Book, which highlights
the process anti-malware follows. Split the diagram up into four individual sections and
randomly place them in the document. Ask students to cut out the sections and place them
in the correct order.
Explain that upon instruction, the software will then remove and delete the offending
malware or virus. It is important that network managers regularly perform deep file
scanning to maintain the safety of the data stored.
Support students by providing them with the first section of the diagram to start the
process. This will help students to understand where to begin in the activity.
Challenge students by asking them why malware can still get through to a device.
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Electronic conferencing
Activity
Explain to students that electronic conferencing software and hardware provide an
alternative to a meeting where everyone is in the same place at the same time.
Ask students to discuss the following questions in pairs:
•
•
What are the advantages and disadvantages of video, audio and web-conferencing?
What is required to be able to run a video, audio or web conference?
Once students have completed the activity, ask students to consider the following scenario
and decide in their pairs what they would recommend:
A business has recently moved to remote working and requires a method to have regular
meetings. The meetings are short but will follow a clear agenda. It is important for staff
members to feel part of the team, and different staff members will deliver segments at
different meetings. All staff members have access to devices and an internet connection.
Support students by pairing them with a more confident student.
Challenge students by asking them to consider a scenario where audio-conferencing would
be considered over video-conferencing.
Workbook
Exercise 2
Ask students to complete Exercise 2 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Chapter summary
Tell students that by the end of the chapter they will be able to understand the different
types of networks and the hardware options available within these network types. Students
need to be able to identify the difference between wired and wireless and the advantages
and disadvantages of each. Students also need to understand the difference between the
internet, extranets and intranets, and their characteristics. Students need to understand the
importance of security in a network and how to ensure data transferred over a network is
secure. Students need to identify the characteristics and hardware required for audio, video
and web-conferencing.
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 4.
Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Ask students to create a presentation. In the presentation, they should do the following:
•
•
•
Include diagrams and labels for WAN, LAN and WLAN networks.
Describe the difference between the internet, intranets and extranets.
Identify the different hardware components available for different networks.
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•
•
•
•
•
•
Explain the advantages and disadvantages of different networks and hardware choices.
Describe the similarities and differences between Bluetooth and Wi-Fi.
Explain what cloud computing is and the advantages and disadvantages of using it as a
storage method.
Describe the issues surrounding data transfers over a network.
Explain different security measures that can help to secure data over a network.
Describe at least three different authentication methods and their characteristics,
hardware and applications.
Justify the use of anti-malware software and how it works to protect a device.
Ask students to complete the Let’s Review questions at the end of chapter 4 in the Student
Book.
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CHAPTER 5
The effects of using IT
Learning objectives
•
To understand the positive and negative effects of microprocessors/smart devices in
monitoring and controlling devices in the home including the impact on lifestyle, leisure
time, physical fitness, security of data and the degree of social interaction
•
To understand the positive and negative effects of microprocessors/smart devices in
monitoring and controlling transport including security of data, autonomous vehicles
and transport safety
•
To understand the health issues including repetitive strain injury (RSI), back problems,
eye problems, headaches
•
To understand the causes of these health issues and strategies for preventing them
5.1 Microprocessor-controlled devices
Warmup
Begin by explaining that a microprocessor is an integrated circuit that is contained within a
single chip. It is able to perform similar functions to a central processing unit (CPU), in that it
can fetch data, process it (normally by comparing the data to a stored value or range of
values), then execute actions based on the outcome. Explain that microprocessors are
normally designed to perform a dedicated function and that they are used in several devices
in our homes, such as washing machines, air-conditioning systems and security systems.
Ask students to think about the following question: why is a microprocessor used in some
devices and systems rather than just using a CPU?
Give students three pieces of card and ask them to answer the question by writing down
three reasons. Get students to look at the three reasons they have written down and choose
the one they think is the best. Choose five different students to read out their best reason.
Write each reason on the board and discuss as a class whether everyone agrees with it.
Support students by giving them a prompt that will help them think of a reason. For
example, ask them to think about whether the size of a device or system would be affected
by using a CPU rather than a microprocessor.
Challenge students by selecting them to be the students who share their best reason with
the rest of the class.
Workbook
Exercise 1: questions 1 and 2
Ask students to complete questions 1 and 2, about microprocessors, of Exercise 1 in the
Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
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The effects of using microprocessor-controlled devices on lifestyle
Explain to students that our lifestyle is the way we live our life. This can include choices such
as the food we eat, the exercise we do, the way we spend our money and the hobbies we
have. Explain that the devices we use at home that are controlled by microprocessors can
have an effect on our lifestyle.
Explain that we also have smart devices within our homes and that these can also affect our
lifestyle. Explain that a smart device is a device that can be connected to other devices or
the internet, using a network. Therefore, a washing machine is a microprocessor-controlled
device, as it has a microprocessor as part of its system. The microprocessor performs the
dedicated function of monitoring and controlling the washing cycle. The washing machine
might also be connected to a person’s phone using Wi-Fi, so that they can control it
remotely (for example, by starting a washing cycle whilst they are out of the house). If this is
the case, the washing machine is also a smart device.
The environment within our home has an effect on our lifestyle. One microprocessorcontrolled device that can affect the environment with our home is an air-conditioning
system. This system could also be connected to our phone, so that we can use it as a smart
device and control it remotely.
Activity
Ask students to think about an air-conditioning system. The user can set the temperature
that they want for the environment within their home. This can be done using a keypad on
the wall or by using an app on a phone.
Ask students to complete a table like the following. They should give three positive effects
an air-conditioning system could have on their lifestyle and three negative effects an airconditioning system could have on their lifestyle.
Possible effect of an air-conditioning system on a person’s lifestyle
Positive
Negative
Support students by giving them one positive and one negative effect and asking them to
think of one more of each. As a positive, you could say that the person will have a consistent
temperature in their home all day, which could help them feel more relaxed. As a negative,
you could say that keeping the temperature constant means the person may find their
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electricity bill costs more. As a result, they will have less money to spend on other activities
that they enjoy.
Challenge students by asking them to think of a second microprocessor-controlled device
that has an impact on their lifestyle and to complete a second table for the positive and
negative effects of this device. Tell these students that you will show their additional table
to the rest of the class. When you do this, as a class, discuss what the more confident
students noted and enable the remainder of the class to add the table to their notes too.
Workbook
Exercise 1: questions 5
Ask students to complete question 5, about the positive effects of microprocessors on
aspects of lifestyle, of Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
The effects of using microprocessor-controlled devices on leisure time
Explain to students that our leisure time is the free time that we have when we are not
working or completing tasks such as housework. We all choose to spend our leisure time in
different ways and the devices we use can be a big part of this.
One device we may use in our leisure time is a virtual assistant, such as Amazon Alexa,
Apple’s Siri, Google Home, or Microsoft’s Cortana. Virtual assistants such as these can often
be built into a smart speaker system. We can then use voice commands to ask the system to
do tasks such as play music, read an audiobook or complete a quiz. These are all ways in
which we may choose to spend our leisure time.
Explain to students that virtual assistants often have to listen for a key word to activate their
request system. For example, Amazon Alexa listens for the user to say ‘Alexa’. When this key
word is heard, the device will expect a request to perform a task. In order for the device to
know when it is being commanded, it needs to constantly listen to any noise that is in the
environment, including all speech. This involves listening to all conversations that occur
within its range. Some people do not mind this, but others see it as a breach of their privacy.
Activity
Separate students into groups of three or four. Ask them to have a five-minute discussion
about how they feel about using devices like the ones just mentioned. They should consider
points such as:
•
•
•
Are the devices a good use of our leisure time?
Do the devices make our leisure time more enjoyable? Why?
How do they feel about the devices needing to constantly listen for a key word?
Next, ask students to complete question 1 of the activity on page 80 of the Student Book.
Finally, give each group of students a piece of paper, A1 in size if possible. Ask them to work
together to create a poster about the effects of these devices on our leisure time. They
should include:
•
a description of a smart speaker device
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•
•
•
a description of a microprocessor-controlled device that is used when shopping
at least two positive effects each device has on their leisure time
at least two negative effect each device has on their leisure time.
Support students by putting them in a group with more confident students.
Challenge students by asking them to be the leader of their group and make sure that the
group has met all the criteria for the poster. They should also aim to lead the discussion
work in their group. This should include encouraging each member of their group to
contribute.
The effects of using microprocessor-controlled devices on physical fitness
Explain to students that microprocessor-controlled devices are often developed to perform
tasks for us around the home. These tasks include washing our clothes and vacuuming our
floors. Whilst this can save us time, which can improve our lives, these devices can also
cause us to be less physically active, which can lead to a decreased level of physical fitness.
Explain to students that some smart devices, such as smart watches, have in-built features
that will track all aspects of our fitness. Examples include counting our steps, counting the
number of minutes in a day when we are physically active, keeping track of how many
calories we have burnt and logging how many stairs we have climbed. Many people really
enjoy having this kind of data to look at each day. It can help to encourage people to
exercise more, especially if they set targets (e.g. a step target for the day) and they push to
reach that target.
Activity
Separate the students into two groups. Tell students they are going to have a debate. One
side of the class will argue for the positive effects that microprocessors and smart devices
can have on our physical health, whilst the other side of the class will argue for the negative
effects that microprocessors and smart devices can have on our physical health.
Give students ten minutes to work in their groups to note some points for their debate, then
ask them to debate as a class the points they have made. You could make the debate more
fun by awarding prizes – for example, for the strongest argument or for the student who
made the best contribution.
Support students by giving them a card with three points on it that they could use to
contribute to their group. They should pick one of the points on the card and tell their group
why that should be part of the argument.
Challenge students to be the leaders of their debate group and to start the debate off with
their opening argument.
The effects of using microprocessor-controlled devices on the security of
data
Explain to students that microprocessor-controlled devices and smart devices often process
a lot of data. When we use smart devices, this data is often transmitted over a network such
as the internet. This can put the security of the data at risk.
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Activity
Ask students to write down three things that could affect the security of data transmitted
over networks such as the internet.
Support students by giving them a list of security issues and asking them to tick which ones
they think could be a problem.
Challenge students by asking them to share one potential risk from their list. Get them to
suggest a security measure that could be put in place to try to make sure the risk does not
happen.
Then ask students to complete question 2 of the activity on page 80 of the Student Book.
The effects of using microprocessor-controlled devices on the degree of
social interaction
Explain to students that it is mainly smart devices that we use for social interaction and that
we often use them to access social media.
Discuss with students how many hours a day they spend on social media. Ask them to think
about whether they are happy with this amount – do they feel it should be more or less?
Encourage students to think about the main device that they use to access social media. Ask
them to consider whether they would still use social media as much if they did not have this
device. Do they think that would have a positive or negative effect on them?
Activity
Pair students together. Ask them to think about the following:
•
•
two ways that having a device that allows them to access social media has a positive
effect on their life
two ways that having a device that allows them to access social media has a negative
effect on their life.
Students should share their thoughts with their partner and discuss why they think each of
those things has a positive or negative effect on their life.
Support students by asking them to listen to their partner’s contributions first and then
think about whether those things also affect them. This may also help them think of further
ways that they are affected.
Challenge students by asking them to think of one piece of advice they could give to the rest
of the class about how to make sure that using a device to access social media has a positive
effect on their life.
Workbook
Exercise 1: questions 3 and 4
Ask students to complete questions 3 and 4, about the positive and negative effects of
different devices, of Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
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The effects of using microprocessor-controlled devices on autonomous
vehicles
Explain to students that an autonomous vehicle is also known as a self-driving car. Explore
how that this is an area of ICT that is constantly developing. Explain that some people are
very excited about the development of self-driving cars. They believe these cars can be of
great benefit to us. For example:
•
•
•
Self-driving cars may be able to transport us wherever we want to go, even when we
are tired.
Self-driving cars may be of great benefit to people with disabilities, who may not be
able to drive.
Self-driving cars may reduce the number of accidents on the roads as computers
normally have quicker reaction times than humans and do not get tired.
Explain to students that some people also think that self-driving cars could create problems.
One of the major problems people are debating is the nature of the algorithms that would
be developed for these vehicle, as the algorithm would need to make decisions in
dangerous situations.
Activity
Propose the following scenario to students:
A self-driving car is driving down a road. Another car is driving up the road in the
opposite direction. A pedestrian runs into the road from between two parked vehicles. If
the car swerves to avoid hitting the pedestrian, it will hit the car travelling in the opposite
direction down the road. What should the algorithm tell the car to do – avoid the
pedestrian or avoid the oncoming car? It is not possible to avoid both.
Discuss with students as a class the effects of the scenario. Ask them to share their thoughts
about what they think the car should be programmed to do.
Ask students to create an infographic about the positive and negative effects of an
autonomous vehicle. Their infographic should:
•
•
•
give information about what is meant by an autonomous vehicle
give at least two positive effects that autonomous vehicles can have
give at least two negative effects that autonomous vehicles can have.
Support students by giving them an example infographic from the internet. There are many
available if you search for infographics on self-driving cars. This will help them by giving
them a visual example of what they need to produce.
Challenge students by asking them to include some of the features of self-driving cars in
their infographic. They should try to identify whether any of these features involve the use
of microprocessors or are smart devices.
The effects of using microprocessor-controlled devices on transport
safety
Explain to students that microprocessor-controlled devices can be used in a variety of ways
to increase transport safety. Give some examples of these ways, such as:
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•
•
•
They can be used on a motorway to see how congested it is, so that the speed of
traffic can be slowed down, or additional lanes can be opened up to increase safety.
They can be used by the police to catch drivers who do not have correct
documentation, such as insurance for their car.
They can be used in a traffic light system to reduce the number of accidents at a
crossroads.
Activity
Separate students into groups of three. Ask each group to select one of the systems that has
just been discussed. Then enable each group to create a short video that:
•
•
•
•
explains what the system is used for
explains how aspects of the system might be controlled by microprocessors
explains how the system is beneficial for transport safety
includes information about any problems that could arise through the use of the
system.
Support students by placing them in a group with more confident students.
Challenge students to try to include a detailed example of how data is sent to the
microprocessor and how it is processed to produce a certain outcome or trigger a certain
action.
5.2 Potential health problems related to prolonged use of IT
equipment
Warmup
Ask students to think about when they have hurt a muscle in their body. Ask them to think
about how they hurt the muscle. Was it through repetitive use? Was it through straining it
too much? How long did it take the muscle to heal?
Ask students to think about what they did to help the muscle repair.
Support students by giving them more thought-provoking questions. For example, did you
rest the muscle? Did you massage the muscle?
Challenge students by asking them to think about whether they could have done anything
differently to improve the repair time of their muscle.
Repetitive strain injury
Explain to students that repetitive strain injury (RSI) is a gradual build-up of damage to
muscles and nerves. It is caused by repetitive motions.
Activity
Ask students to think about what could cause an RSI when using a computer.
Support students by prompting them further: ask them to think about what actions they
repeatedly do when using a computer. What do they repeatedly move in the same way or
do in the same way?
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Challenge students by asking them to think about which parts of the body could be
damaged by an RSI. Ask these students to share their thoughts with the class and discuss
whether they are correct.
Workbook
Exercise 2: question 1
Ask students to complete question 1, about RSI, of Exercise 2 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Back problems
Explain to students that we can often spend a long time sat working or playing games on our
computers. This can lead to back problems if we do not sit on a supportive chair or use good
posture. We should also make sure that we are taking regular breaks and that we
periodically stetch out the muscles in our back.
Workbook
Exercise 2: question 3
Ask students to complete question 3, about back problems, of Exercise 2 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Eye problems
Explain to students that we often spend a long time looking at computer screens when we
are sat working or playing games. We can also spend a long time looking at other screens,
such as our smartphones. This means that our eyes may get very little break from looking at
screens throughout the day. All this time spent looking at screens can start to strain our
eyes and cause us to have vision problems.
To try to prevent eye problems, we should take regular breaks from looking at computer
screens. When we are using a screen, we should often look at a point away from the screen
and look back again. This can stop our eyes focusing on a single point for too long. It is also
possible to get filters for screens to reduce the amount of certain types of light (such as blue
light) and to create less glare from the screen. It is also advisable for people who spend a lot
of time looking at computer screens to regularly have an eye test.
Workbook
Exercise 2: question 2
Ask students to complete question 2, about eye problems, of Exercise 2 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Headaches
Explain to students that issues such as back problems and eye problems can also lead to
headaches. This is often because they will make our bodies very tense and stressed, and this
can cause us to have a headache. We can reduce our chance of getting a headache by
making sure that we have good posture, use a supportive chair and take regular breaks.
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Activity
Ask students to complete the activity on page 86 of the Student Book.
Support students by giving them a list of criteria for their advice sheet, such as:
•
•
•
Include all four health issues (RSI, back problems, eye problems and headaches).
Explain how each health issue is caused.
Explain what a user can do to prevent each health issue from occurring.
Challenge students by asking them to research and include information about how the use
of computers can increase our levels of stress.
Chapter summary
Tell students that by the end of the chapter they will be able to describe the positive and
negative effects of microprocessors and smart devices in terms of monitoring and
controlling devices in the home, including impacts on lifestyle, leisure time, physical fitness,
security of data and the degree of social interaction. Students should understand the
positive and negative effects of microprocessors and smart devices in monitoring and
controlling transport, including security of data, autonomous vehicles and transport safety.
Students should be able to describe repetitive strain injury (RSI) and its causes. Students
should be able to identify other health issues, such as back problems, eye problems and
headaches, and describe strategies for preventing these problems.
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 5.
Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Separate students into groups of three. Ask each group to write a script and record a
podcast about the effects of using IT. The podcast should meet the following criteria:
•
•
•
•
•
•
•
•
•
Begin with a fun jingle or introduction.
Be ten minutes in length.
Explain what microprocessors are and how they are used in devices.
Explain what smart devices are.
Include the impact of these devices on at least three of the areas discussed (lifestyle,
leisure time, physical fitness, security of data, degree of social interaction,
autonomous vehicles and transport safety), including the positive and negative
effects.
Explain that overusing IT can lead to health problems.
Explain the four main health issues that it can cause.
Give information about how to prevent these issues from occurring.
Feature each person in the group at some point.
Ask students to complete the Let’s Review questions at the end of chapter 5 in the Student
Book.
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CHAPTER 6
ICT applications
Learning aims
•
To understand the characteristics and uses of communication media including
newsletters, posters, websites, multimedia presentations, audio, video, media streaming
and e-publications
•
To understand the use of mobile devices for communication including SMS messaging,
phone calls, Voice over Internet Protocol (VoIP), video calls and accessing the internet
•
To understand computer modelling including personal finance, bridge and building
design, flood water management, traffic management and weather forecasting
•
To understand the advantages and disadvantages of using computer modelling rather
than humans
•
To understand computer-controlled systems including robotics in manufacture,
production line control and autonomous vehicles
•
To understand the advantages and disadvantages of using computer-controlled systems
rather than humans
•
To understand the use of school management systems to manage learner registration
and attendance
•
To understand the use of school management systems to record learner performance
including computer-aided learning
•
To understand the characteristics, uses, advantages and disadvantages of online booking
systems including in the travel industry, concerts, cinemas and sporting events
•
To understand the characteristics, uses, advantages and disadvantages of automatic
teller machines (ATMs) including withdrawing cash, depositing cash or cheques,
checking account balance, mini statements, bill paying and money transfers
•
To understand the characteristics, uses, advantages and disadvantages of electronic
funds transfer (EFT), credit/debit card transactions, cheques and internet banking
•
To understand the characteristics and uses of patient records and pharmacy records
•
To understand 3D printers including printing of prosthetics, tissue engineering, artificial
blood vessels and customised medicines
•
To understand the characteristics, uses and purpose of expert systems including mineral
prospecting, car engine fault diagnosis, medical diagnosis, chess games, financial
planning, route scheduling for delivery vehicles, and plant and animal identification
•
To understand the components of an expert system: user interface, inference engine,
knowledge base, rules base and explanation system
•
To understand how an expert system is used to produce possible solutions for different
scenarios
•
To understand the characteristics and uses of computers in the retail industry including
point of sale (POS) terminals and electronic funds transfer at point of sale (EFTPOS)
terminals
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o Point of sale (POS) terminals including updating stock files automatically and
ordering new stock automatically
o Electronic funds transfer at point of sale (EFTPOS) terminals including checking of
the validity of cards, the use of chip and PIN, the use of contactless cards, the use
of near field communication (NFC) payment, and the communication between
the supermarket computer and the bank computer
•
To understand the characteristics, advantages and disadvantages of internet shopping
•
To understand the characteristics, uses, advantages and disadvantages of:
o Optical mark recognition (OMR) including school registers, multiple-choice
examination papers, barcodes and QR codes
o Optical character recognition (OCR) including automated number plate
recognition (ANPR) systems
o Radio frequency identification devices (RFIDs) including tracking stock, passports,
automobiles and contactless payment
o Near field communication (NFC) including payment using a smartphone
o Biometric recognition including face, iris, retina, finger, thumb, hand and voice
•
To understand the characteristics, uses, advantages and disadvantages of satellite
systems including global positioning systems (GPS), satellite navigation, geographic
information systems (GIS) and media communication systems (satellite television,
satellite phone)
6.1 Communication
Warmup
Explain to students that the biggest impact on human interaction from an ICT perspective
has been improvements in communication. The world is now a much ‘smaller’ place for
many people, as computers have broken down national and international boundaries.
Ask students to work in pairs to answer the following questions:
•
•
What would be classed as communication media?
What impact has technology had on communication media?
Once the activity is complete, ask each pair to share their thoughts.
Support students by pairing them with a more confident student.
Challenge students by asking them to consider how communication media is used in
industry.
Communication media
Activity
Explain that the World Wide Web has revolutionised the way we as humans digest
information, and the evolution of websites has been a hugely important factor in this.
Ask students to work in pairs to answer the following questions:
•
•
What is included in a multimedia experience?
How has the World Wide Web developed multimedia experiences?
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Support students by showing them an example of a multimedia experience and discussing
the different elements.
Challenge students by asking them to describe the advantages and disadvantages of
multimedia experiences being accessible through the internet.
Activity
Ask students to consider the applications PowerPoint and Desktop Publishing and discuss in
pairs how they are used to develop multimedia products.
Once the activity is complete, ask each pair to share how one of the applications can be
used to develop multimedia products.
Support students by reminding them that a multimedia product is a combination of text,
images, animations, video and audio, and ask them to think about how newspapers have
developed online.
Challenge students by asking them to describe why businesses can find online infographics
useful.
Mobile communication
Explain to students that mobile communication has been one of the biggest revolutions in
the digital age. Mobile telephones have opened up innumerable possibilities for
communication in a variety of forms.
Activity
Ask students to think about a mobile phone and name the different forms of
communication that it allows.
Once students have completed the activity, ask them to discuss their thoughts with a
partner and compare similarities and differences.
Support students by rephasing the question by asking them how they use a mobile phone to
communicate with friends and family.
Challenge students by asking them whether the use of a mobile phone differs between
business and personal scenarios.
Workbook
Exercise 1
Ask students to complete Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
6.2 Modelling applications
Explain to students that modelling is the process of simulating a situation using a computer
program or application before the situation actually occurs.
Warmup
Ask students to work in pairs to answer the question: what is the purpose of modelling
through simulation software?
Explain to students that it enables a user to make forecasts and predictions based on
different scenarios and helps them to make decisions before committing to a project.
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Support students by providing an example: before a robotic device is sent to land on
another planet, multiple simulations are carried out. Why would these simulations need to
be carried out?
Challenge students by asking them to consider a specific industry that might use
simulations.
Activity
Create a document based on the characteristics and uses on page 92 of the Student Book.
Place the scenarios separately from the characteristics and uses and order the scenarios
randomly. Ask students to identify the scenario that links with each set of characteristics
and uses. Students should not use the Student Book for this activity.
Once students have completed the activity, ask them to compare their answers with the
Student Book and discuss any they got incorrect with a partner.
Support students by providing one scenario correctly connected to its corresponding
characteristics and uses. This will help students understand how to complete the task.
Challenge students to think of an additional scenario and what characteristics and uses
would be linked to it.
Activity
Ask students to complete the activity on page 93 of the Student Book.
Support students by reminding them of the previous activity’s scenarios and asking them to
consider how they could be used.
Challenge students by asking them to describe the importance of using modelling
applications in a financial industry.
Activity
Ask students to work in pairs to discuss the advantages and disadvantages of computer
modelling.
Once the activity is complete, write the headings ‘Advantages’ and ‘Disadvantages’ on the
board. Ask each pair to write either an advantage or a disadvantage on the board. If their
answer has already been added, they should add a tick next to it.
Support students by pairing them with a more confident student.
Challenge students by asking them to describe how human programming could be a
disadvantage.
Workbook
Exercise 2
Ask students to complete Exercise 2 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
6.3 Computer-controlled systems
Warmup
Ask students to work in pairs to think of any jobs that have been replaced with computercontrolled systems.
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Once the activity is complete, ask each pair to share at least one example. Then ask students
to answer the following question: what is the impact of computer-controlled devices
replacing jobs?
Support students by asking them to consider how car assembly plants have developed using
computer-controlled systems.
Challenge students by asking them to consider the jobs that have been created because of
computer-controlled systems.
Activity
Ask students to work in pairs to discuss what the advantages and disadvantages are of
computer-controlled systems.
Once the activity is complete, ask students to take part in a debate where they take
positions for or against adding robots into a factory for the first time. One side of the debate
will be the workers and the other side will be the company owners.
Support students by asking them to identify some advantages or disadvantages to use
within the debate.
Challenge students by asking them to lead the debate for their side, ensuring they include
all members of the team.
Workbook
Exercise 3
Ask students to complete Exercise 3 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
6.4 School management systems
Warmup
Explain to students that schools and educational establishments require access to large
amounts of data in order to function.
Ask students to mind-map in pairs what data is held within a school.
Once the activity is complete, ask students to answer the following question: does a
person’s role within a school affect the types of data they need access to?
Ask students to look at their mind map and highlight the data items that everyone needs
access to.
Support students by rephasing the question to ask them what data a school holds about a
student and who needs access to it.
Challenge students by asking them to consider the advantages of schools holding data.
Activity
Give students the scenario of a school that has not got a school management system in
place. The school wants the students’ advice on the advantages of implementing a system in
the school.
Ask students to present their recommendations for implementing a school management
system, highlighting the key benefits to the school and teachers.
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Once the activity is complete, pair up students. Ask them to read their pitches to each other
and offer constructive feedback.
Support students by providing a few key advantages to include in their pitch – for example,
tracking pupil performance and attendance.
Challenge students by asking them to describe the features of a virtual learning
environment and share their answer with the class.
Workbook
Exercise 4
Ask students to complete Exercise 4 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
6.5 Booking systems
Warmup
Explain to students that many companies and organisations that deal with members of the
public make use of computerised booking systems.
Ask students to mind-map examples of where computerised booking systems are used.
Once the activity is complete, ask students to share examples.
Support students by asking them to think about how holidays and online food shopping
deliveries are booked.
Challenge students by asking them to consider the risks linked to using online booking
systems.
Activity
Ask students to work in pairs to answer the following question: what are the advantages
and disadvantages of using computerised systems for travel, entertainment and sports
bookings?
Once the activity is complete, ask each pair to share at least one advantage or disadvantage.
Support students who are less confident by pairing them with a more confident student.
Challenge students who are more confident by asking them why a company would opt for a
booking system.
Activity
Ask students to complete the activity on page 95 of the Student Book.
Support students by rephasing the activity. Ask them to consider what they need to know to
design a booking system for a children’s activity centre. Then ask them to use this
information to help them design the system.
Challenge students by asking them what considerations there should be regarding data
security.
Workbook
Exercise 5
Ask students to complete Exercise 5 in the Workbook.
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Answers
All answers to questions in the Workbook are available at MCEduHub
6.6 Banking applications
Warmup
Explain to students that banks make use of many different pieces of hardware and software
to function successfully. As institutions responsible for looking after customers’ money, their
systems and applications must be secure.
Ask students to answer the following questions:
•
•
What does ATM stand for?
What does EFT stand for?
Support students by asking them to look at page 98 of the Student Book to locate the
answers.
Challenge students by asking them to identify the purpose of each.
Activity
Create a document based on the diagram on page 96 of the Student Book, with the
descriptions of ATM and EFT arranged randomly on the page. Ask students to cut out the
descriptions and place them under the correct headings (ATM or EFT). Students should not
use the Student Book for this activity.
Once the activity is complete, ask students to compare their answers to the Student Book
and discuss any incorrect answers with a partner.
Support students by providing them with one description of an ATM to help them
understand how to complete the activity.
Challenge students by asking them to consider the implications of banking without these
systems. Ask them to share their answer with the class.
Workbook
Exercise 6
Ask students to complete Exercise 6 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
6.7 Computers in medicine
Warmup
Explain to students that for medical systems to work efficiently, it is important that the
applications health care workers use are both useful and secure.
Ask students to work in pairs to answer the following question: why is it essential for
medical systems to be secure?
Ask students to share their answers.
Support students by rephasing the question. Ask them to consider what information a
doctor has on a person and why this should be private.
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Challenge students by asking them what the implications are of medical data not being
secure.
Activity
Ask students to work in pairs to mind-map what information a doctor needs to know about
a person before the doctor is able to treat them.
Once the activity is complete, write the title ‘Information a Doctor Needs’ on the board and
ask pairs to share at least one piece of information.
Support students by pairing them with a more confident student.
Challenge students by asking them for the implications of not having allergy information
available when treating a patient.
Activity
Explain to students that medicine and technology are constantly evolving, and 3D printing is
one area that has made excellent use of such advances.
Ask students to answer the following questions:
•
•
What is 3D printing?
How can 3D printing be used in medicine?
Once the activity is complete, write the title ‘3D Printing in Medicine’ on the board and
invite students to add their answers.
Support students by asking them to consider how prosthetic limbs are created.
Challenge students by asking them to consider the advantages and disadvantages of using
3D printing. Ask them to share their answer with the class.
Workbook
Exercise 7
Ask students to complete Exercise 7 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
6.8 Expert systems
Warmup
Explain to students that IT applications and systems should be designed with expert
procedures and the expertise of professionals in mind. Usually these applications have to be
reasonably portable to be useful in the field. The systems are designed to imitate a human
expert on a specific topic, as if that person were actually present.
Give students the below scenarios and ask them to work in pairs to think about how an
expert system is used. Students should not use the Student Book for this activity.
•
•
•
•
Plant and animal identification
Route scheduling for delivery vehicles
Chess game
Medical diagnosis
Once the activity is complete, ask each pair to share their answer to at least one of the
scenarios.
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Support students by pairing them with a more confident student.
Challenge students by asking what the advantages are of using an expert system in each of
these scenarios.
Activity
Create a document based on the table on page 98 of the Student Book. Place the features
on the left-hand side and the characteristics randomly on the right-hand side. Ask students
to match the features to the correct characteristics. Students should not use the Student
Book for this activity.
Once the activity is complete, ask students to compare their answers to the Student Book
and discuss any incorrect answers with a partner.
Support students by connecting one of the features to the correct characteristic to help
them understand how to complete the activity.
Challenge students by asking them to use one of the scenarios from the previous activity
and describe the features that would be found in that expert system.
Workbook
Exercise 8
Ask students to complete Exercise 8 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
6.9 Computers in the retail industry
Warmup
Explain to students that the use of computers in retail shops, both online and in the nonvirtual world, has made transactions by card much easier and has led to a decline in cash
transactions.
Give students a piece of paper or card. Ask them to draw a debit or credit card and label its
features.
Once the activity is complete, ask students to answer the following questions:
•
•
What are the ways a debit or credit card can be used to authorise payment for a
purchase?
What is the role of the point of sale (POS) terminal?
Support students by providing an example of a debit or credit card to draw.
Challenge students by asking them for the advantages and disadvantages of paying using a
debit or credit card over cash.
Activity
Ask students to read the section on computers in real-world shopping on page 98 of the
Student Book. Give students a piece of paper or card and ask them to draw and label a
diagram to illustrate how paying by card works and what is required.
Once the activity is complete, ask students to share their diagrams with a partner and
discuss similarities and differences.
Support students by providing the key aspects to include as a checklist.
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Challenge students by asking them to use their diagram to describe the process to another
student.
Activity
Ask students to write a blog post on the advantages and disadvantages of internet shopping.
Once the activity is complete, ask students to share their blog post with a partner. After
reading each other’s blogs, the students should decide whether they would engage in
internet shopping or not.
Support students by providing an outline structure for the blog post to help guide the
students’ writing.
Challenge students by asking them to consider whether the advantages and disadvantages
differ depending on a person’s age bracket.
Workbook
Exercise 9
Ask students to complete Exercise 9 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
6.10 Recognition systems
Warmup
Explain to students that IT systems have enabled increasingly efficient security measures via
different ways that a user can authenticate themselves or be verified.
Ask students to discuss in pairs the answer to the following question: what recognition
systems are available on mobile devices?
Support students by rephasing the question: how do you gain access to your mobile phone
and could this be changed to a different method?
Challenge students by asking them to describe the different recognition systems and how
they add a security layer.
Activity
Ask students to work in pairs to look at the recognition system example on page 100 of the
Student Book and create a 1–2 slide presentation answering the following questions:
•
•
What is the purpose of the recognition system?
What are the advantages and disadvantages of the recognition system?
Once the activity is complete, ask each pair to present their slides on the recognition
system; the other students should make notes.
Support students by pairing them with a more confident student.
Challenge students by asking them to think of a scenario where each type of recognition
system would be used.
Activity
Ask students to complete the activity on page 102 of the Student Book.
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Support students by asking them to refer to their notes from the previous activity’s
presentations.
Challenge students by asking them to justify the use of recognition systems in daily life.
Workbook
Exercise 10
Ask students to complete Exercise 10 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
6.11 Satellite systems
Warmup
Explain to students that satellite-based systems are increasingly a feature of modern
communication. The first satellite was launched into space in the 1950s, and there are now
thousands of satellites orbiting the earth for a variety of different purposes.
Ask students to answer the following question: what do ‘geostationary’ and ‘nongeostationary’ mean?
Once the activity is complete, explain to students that some satellites are geostationary,
which means they maintain a fixed position above the earth, and some are nongeostationary, which means they move around the earth.
Support students by asking them what the word ‘stationary’ means and discussing how this
could help them to understand the two meanings.
Challenge students by asking them to identify why satellites are used.
Activity
Ask students to work in pairs to complete the following question and activity:
•
•
What is GPS and what is the role of a satellite?
Draw a diagram to illustrate how satellites are used to allow televisions to work in
homes.
Support students by providing key features of the diagram, such as the television set, a large
satellite dish, a satellite in space and a small satellite dish on a house. Students can then
position these elements to show the flow of the signal.
Challenge students by asking them to describe the benefits of daily life with satellite
systems.
Activity
Ask students to work in pairs to create a news story discussing the advantages or
disadvantages of satellite systems. Students can select the medium through which to deliver
their news story.
Once the activity is complete, ask students to present their news story.
Support students by asking them to consider a blog or a filmed news story. This will allow
the focus to be on the content and not on a wide range of delivery options.
Challenge students by asking them to justify their chosen news delivery medium and
describe the intended impact of their news story.
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Workbook
Exercise 11
Ask students to complete Exercise 11 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Chapter summary
Tell students that by the end of the chapter they will be able to identify different
communication applications and different forms of communication. Students should be able
to describe the use of internet telephony and how applications can be used for publicity and
corporate image purposes. Students should be able to describe what computer modelling is
and how computer control is used in a range of devices.
Students need to understand how different computer systems work, from school-based
systems to online booking systems. Students should understand how ATMs and EFTs work
within banking systems, know of the different ways of processing payments within banking,
and be able to discuss the advantages and disadvantages of internet banking. Students need
to understand how systems are used, with advantages and disadvantages, in medicine.
Students should also understand a range of expert systems and how they are used. Students
need to understand the various processes that are followed when debit or credit cards are
used for payment. They should also understand internet shopping and be able to give
advantages and disadvantages.
Students need to be able to describe what recognition systems are in a range of scenarios.
Students should understand how satellites can be used for global position systems (GPS),
geographical information systems (GIS) and media communication.
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 6.
Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Ask students to create a presentation about ICT applications. In their presentation, they
should do the following:
•
•
•
•
•
•
•
•
•
•
•
List different types of communication media.
Identify what is included in a multimedia product.
Describe how mobile phones are used for communication.
Describe what computer modelling is and how it is used in at least two different
industries.
Explain how computer control is used in at least three different applications.
Describe how a school management system is essential to a school.
List at least five different areas where booking systems are used.
Discuss the advantages and disadvantages of online booking systems.
Identify the function of an EFT.
Describe the different functions of an ATM.
Explain how phone banking, debit and credit card processing, and cheque clearing work.
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•
•
•
•
•
•
•
•
•
Describe the advantages and disadvantages of internet banking.
List at least five content items of an information system in medicine.
Describe the purpose of a 3D printer in medicine.
Explain examples of expert systems and the components required.
Describe the process of electronic sales using EFT.
Compare the advantages and disadvantages of internet shopping.
List different recognition systems.
Describe what RFID and RF are, and how they are used in different applications.
Explain the various functions of satellites.
Ask students to complete the Let’s Review questions at the end of chapter 6 in the Student
Book.
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CHAPTER 7
Systems life cycle
Learning aims
•
To understand the characteristics, uses, advantages and disadvantages of the research
methods of observation, interviews, questionnaires and examination of existing
documents
•
To understand the need to identify the inputs, outputs and processing of the current
system, problems with the current system, and the user and information requirements
for the new system
•
To understand how to identify and justify suitable hardware and software for the new
system
•
To understand how to design file/data structures, input formats, output formats and
validation routines
o File/data structures including field length, field name, data type and coding of
data (for example, M for male and F for female)
o Verification and validation routines including range check, character check,
length check, type check, format check, presence check and check digit
o Input formats including data capture forms
o Output formats including screen layouts and report layouts
•
To understand the need to test the system before implementation
o Test designs, test strategies and test plan (test data, expected outcomes, actual
outcomes, remedial action) following testing
o Test designs including the testing of data structures, file structures, input
formats, output formats and validation routines
o Test strategies including to test each module, each function and the whole
system
o The definition, characteristics and use of test data using normal, abnormal and
extreme data
o The use of live data
•
To understand the characteristics, uses, advantages and disadvantages of the four
methods of implementation: direct changeover, parallel running, pilot running and
phased implementation
•
To understand the characteristics, uses and purpose of technical and user
documentation
•
To understand the components of technical documentation including the purpose of the
system/program, limitations of the system, program listing, program language, program
flowcharts/algorithms, system flowcharts, hardware and software requirements, file
structures, list of variables, input format, output format, sample runs/test runs and
validation routines
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•
To understand the components of user documentation including the purpose of the
system, limitations of the system, hardware and software requirements, how to
load/run/install software, how to save a file, how to print data, how to add records, how
to delete/edit records, input format, output format, sample runs, error messages, error
handling, troubleshooting guide/helpline, frequently asked questions and glossary of
terms
•
To understand how to evaluate a solution including the efficiency of the solution, the
ease of use of the solution and the appropriateness of the solution
•
To understand how to compare the solution with the original task requirements, identify
any limitations and necessary improvements to the system, and evaluate the users’
responses to the results of testing the system
7.1 System life cycle
Warmup
Explain to students that to enable an overall problem-solving mechanism, organisations
often follow what is called the system life cycle. This includes:
•
•
•
•
analysis
design
development and testing
implementation.
Create a document containing the various stages of the waterfall model in Figure 7.1 on
page 106 of the Student Book. Place the stages randomly and space them out in the
document.
Ask students to cut the stages out and arrange them in the correct sequence for the
waterfall model. Students should not use the Student Book for this activity.
Once the activity is complete, ask students to compare their waterfall model with the
Student Book and discuss with a partner any that are out of sequence.
Support students by providing the start and end points of the waterfall model to allow them
to arrange the middle stages in the correct sequence.
Challenge students by asking them to describe why the model may be iterative and share
their description with the class.
Activity
Ask students to work in pairs to answer the following question: what is the role of a systems
analyst?
Support students by pairing them with a more confident student.
Challenge students by asking them to consider the impact on an organisation where there is
not a systems analyst.
Activity
Ask students to complete the activity on page 107 of the Student Book.
Support students by explaining that every organisation should have a system in place for
solving simple or complex problems. This overall process becomes more important when
suggesting changes or improvements to the system.
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7.2 The systems life cycle – analysis
Explain to students that a system process begins with analysing or understanding
requirements from the client’s perspective.
Warmup
Give students a piece of paper or card. Ask them to work in pairs to mind-map what
activities they would expect to see during the analysis stage.
Support students by asking them to consider the activity they are completing and whether
that is an analysis task that a company would use.
Challenge students by asking them to describe the importance of good analysis during the
beginning stage.
Activity
Explain to students that, ideally, after the initial discussions with the client an analyst will
sketch out the requirements. This may not always be practical as the programme managers
may have limited resources and certain strengths and weaknesses.
Ask students to answer the following questions:
•
•
•
What is a feasibility study report?
Why is a feasibility study report created?
What is included in a feasibility study report?
Support students by providing a definition of the word ‘feasible’ to help them understand
what the role of the report would be.
Challenge students by asking them to compare the likely contents of a feasibility study
report in a small organisation versus an established organisation.
Activity
Explain to students that they have been asked to develop a feasibility study report for a new
clothing line. The company has one shop and wants to start trading online. There are only
two members of staff who are retail trained and the company has only been trading for six
months.
Ask students to discuss in pairs what would be included in a feasibility study report
considering the following questions:
•
•
What types of feasibility study can be included?
What could be included in the feasibility study report from the outline given?
Once the activity is complete, ask each pair to share their findings.
Support students by pairing them with a more confident student. Ask them to consider
whether the company has the necessary budget, technology and resources to start an
online shop.
Challenge students by asking them to share an answer to the following question: once the
analysis stage is completed, is it returned to at any stage during the system lifecycle?
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7.3 Information gathering
Warmup
Explain to students that information gathering plays a very important part in the analysis
phase of the system life cycle.
Give students a piece of paper or card. Ask them to work in pairs to mind-map the different
methods a systems analyst can use for information gathering.
Once the activity is complete, ask each pair to share at least one method through which
information can be gathered.
Explain to students that the methods for collating this information include observation,
questionnaires and surveys, interviews, and document collection. The methods may vary
depending on the situation or organisation.
Support students by asking them: if you were a systems analyst, how would you find out key
information about the organisation’s employees’ strengths?
Challenge students by asking them to consider which form of information gathering they
would prefer and justify their choice.
Activity
Create a document containing the types of information gathering (observation,
questionnaires and surveys, interviews, and document collection), and the process from
pages 108–109 of the Student Book.
Ask students to work in pairs to identify the advantages and disadvantages of each type of
information gathering. Students should not use the Student Book for this activity.
Once the activity is complete, write one of the types of information gathering on the board
and ask each pair to write an advantage or disadvantage. If the answer they had has been
added, ask the pair to place a tick next to it on the board. Repeat the activity for all types of
information gathering.
Support students by pairing them with a more confident student.
Challenge students by asking them to consider the impact electronic files have on document
collection.
Requirement specification
Activity
Explain to students that information-gathering methods can vary. Analysts must look at the
raw information that has been collected and work with it. In the same way as a location map
can help with finding a route, the data found in information gathering is used to describe
the current system with defined inputs, outputs and processes using graphical or picturebased diagrams called data flow diagrams (DFDs).
Create a document based on Figure 7.5 on page 110 of the Student Book, with the four basic
symbols for a DFD on one side and their names randomly placed on the right.
Ask students to match each symbol to the correct label. Students should not use the
Student Book for this activity.
Once the activity is complete, ask students to compare their answers to the Student Book
and discuss any that were incorrect with a partner.
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Support students by connecting one of the symbols to the correct label. This will help
students understand how to complete the activity.
Challenge students by asking them to describe the advantages of using a DFD.
Activity
Ask students to work in pairs to describe the DFD for a food-ordering service using Figure
7.6 on page 110 of the Student Book. Encourage students to use the correct names of the
symbols.
Once the activity is complete, ask students to answer the following questions:
•
•
What is the purpose of a DFD?
What can be learned from creating a DFD?
Support students by asking them to identify the function, input/output and information
flow within the diagram.
Challenge students by asking them to share their answer to an additional question: why is
this an important analysis stage?
Activity
Ask students to complete the activity on page 111 of the Student Book.
Support students by asking them in question 2 to consider how they would react to having
someone observe them.
Challenge students by asking them to expand on question 3 and think about the types of
questions used.
Workbook
Exercise 1
Ask students to complete Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
7.4 The systems life cycle – design
Warmup
Explain to students that after a detailed analysis and clear understanding of the
requirements, the planned system must be designed.
Ask students to answer the following question: why is it important to include the design
stage before development and testing?
Explain to students that the design phase of the system life cycle is important as it helps to
show how the new system will look. A good design takes considerable thought processes so
that there are few or no errors in the actual system.
Support students by asking them to consider how a product can be created without any
design or planning.
Challenge students to answer an additional question and share their answer with the class:
what would need to be considered when designing a new system?
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Input designs
Explain to students that data enters a system through various data capture and input
methods. The data is collected with input forms or records and then keyed into the system.
These forms are designed in line with how the data will enter the system. This is also called
the prototype of the input screen.
Activity
Give students a piece of paper or card and explain that they need a data capture form for an
upcoming school trip. Ask students to create the data capture form to ensure all necessary
data is gathered, using labels and text boxes for the user to complete.
Once the activity is complete, ask students to share their data capture form with a partner
and discuss similarities and differences.
Ask students to answer the following question: what are the advantages and disadvantages
of using a paper-based data capture form?
Support students by providing a checklist of topics to include: text boxes or blank spaces for
name, date of birth, address and gender, and checkboxes for yes/no questions.
Challenge students to describe the advantages and disadvantages of using an electronic
form instead of a paper-based one. Ask them to share their answer with the class.
Data validation
Explain to students that when a form or a record is filled in, the validation of this data plays
an important role. The data entered can sometimes be incorrect, invalid, inconsistent or
incomplete. Applying the proper validation checks helps to ensure that only meaningful data
is gathered into the system.
Activity
Create a document based on Table 7.1 on page 113 of the Student Book. Ensure that the
sections are spaced evenly and randomly on the page. Ask students to work in pairs to cut
the sections up and then connect each validation technique with the correct purpose and
example. Students should not use the Student Book for this activity.
Once the activity is complete, ask students to compare their answers to the Student Book
and discuss any they got incorrect.
Support students by providing the examples linked with the validation techniques. This will
help students to understand the validation techniques and be able to identify the correct
purposes.
Challenge students to explain why data validation checks should be built in to all data
capture forms.
Activity
Ask students to consider which data validation technique they would use for each of the
following sections:
o
o
o
o
date of birth (format check)
selected age range between 10 and 14 (range check)
all fields have been completed (presence check)
a phone number is entered correctly (type check).
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Support students by reminding them to refer to the previous activity, which looked at the
purpose of each validation check and gave examples.
Challenge students to give an example of when the length check validation technique would
be used.
Data verification
Explain to students that the process of checking a database for any errors in the data after it
has been entered into the system is called verification.
Activity
Ask students to work in pairs to discuss the two methods of verification: visual check and
double entry. Then ask them to answer the following questions:
•
•
What are the characteristics of each verification method?
What are the advantages and disadvantages of each method?
Once the activity is complete, write the verification methods on the board and ask each pair
to add a characteristic, advantage or disadvantage. Students can add a tick if their answer
has already been used.
Support students by pairing them with a more confident student. Also explain that, for
example, for a name field the user may enter the wrong name, but this will be validated by
the system as the type of data is correct.
Challenge students to explain why data verification checks should be completed following
data entry and verification checks.
Output designs
Explain to students that an analyst will design a prototype of the output to show how the
end product will look. If they are happy with this, it could mean that the final product or the
solution will be acceptable to the client.
Activity
Ask students to create a list of design requirements for a screen-based output and a printed
report. Students should not use the Student Book for this activity.
Once the activity is complete, ask students to compare their answers to Figure 7.11 on page
114 of the Student Book and discuss with a partner any they got incorrect.
Support students by asking them to focus on the key words: ‘screen’ and ‘print’. Ensure that
they understand the difference between the words and how this is linked to the activity on
output designs.
Challenge students to explain what is meant by a backward method and share their answer
with the class.
Activity
For this activity, you will need an example of a print-based report and a screen-based output
(e.g. a website). Ask students to use their design requirements from the previous activity to
evaluate the print-based report and the screen-based output. Students should highlight
good design and where improvements are required.
Support students by using Figure 7.12 on page 114 of the Student Book to discuss good web
page design.
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Challenge students to explain why understanding design requirements is essential to
creating a suitable output design.
File structure
Explain to students that the data in a database is stored in the form of tables and records. It
is important to design the structure of the database files carefully. A file contains various
fields and formats of data.
Activity
Create a table based on Table 7.2 on page 115 of the Student Book, removing the content
under the headings ‘Field Name’, ‘Data Type’ and ‘Field Size’. Ask students to use the
information available to them in the table to complete these columns. Students should not
use the Student Book for this activity.
Once the activity is complete, ask students to compare their answers to the Student Book
and discuss any differences with a partner.
Support students by providing one row of the table completed. This will help them to
understand how to complete the table.
Challenge students to describe what a data dictionary is and how it is used in an
organisation.
Activity
Ask students to complete the activity on page 115 of the Student Book.
Support students by reminding them to refer to the design requirements list they created in
the first activity under ‘Output designs’ above.
Challenge students to justify the importance of the design stage within the systems
lifecycle.
Workbook
Exercise 2
Ask students to complete Exercise 2 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
7.5 Development and testing
Warmup
Explain to students that after completing the system design, programmers work on the
design modules (such as input, output and processes) and write the code to make each
module functional. The programs for all modules are then linked together as a complete
system or solution.
Ask students to work in pairs to answer the following question: why is it essential for a
systems analyst to conduct testing during development?
Support students by rephasing the question: why is it important to test a product to identify
any areas of concern whilst developing?
Challenge students to answer an additional question and share their answer with the class:
what would the impact be if testing were not completed during development?
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Activity
Explain to students that testing every part of a system requires a test strategy. First, the
entire system is divided into modules that are tested for input, output, databases and
validation rules. Testing each module individually is known as ‘unit testing’, and ‘integration
testing’ is used when these modules are combined to form a system.
Create a document based on Table 7.3 on page 116 of the Student Book, using the columns
‘Types of testing data’ and ‘Description’. Place the two columns on opposite sides of the
document in random order. Ask students to match each type of testing data to the correct
description. Students should not use the Student Book for this activity.
Once the activity is complete, ask students to compare their answers with the Student Book
and discuss any they got incorrect with a partner.
Support students by matching one of the types of testing data to the correct description.
This will allow students to understand the activity.
Challenge students to answer an additional question and share their answer with the class:
why is it important to have a complete testing strategy?
Activity
Give students the scenario of an upcoming school trip aimed at students aged between 11
and 16. Ask students to work in pairs to give examples of normal, extreme and abnormal
data.
Once the activity is complete, write each type of testing data on the board and invite pairs
to share examples.
Support students by referring them to the example scenario and Table 7.3 on page 116 of
the Student Book. This is a similar activity looking at ages and can help students to
understand the activity.
Challenge students to answer an additional question and share their answer with the class:
why is abnormal data tested when creating a testing strategy?
Activity
Ask students to complete the activity on page 116 of the Student Book.
Support students by referring them to the test plan table they created in the previous
activity. Ask them to consider how this can be used to help them start thinking about the
first activity.
Challenge students to describe the importance of each type of testing data and its
importance in a testing strategy.
Workbook
Exercise 3
Ask students to complete Exercise 3 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
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7.6 Implementation
Warmup
Explain to students that after the development and testing phase, the system undergoes
implementation to check the functionality. This is like an application phase, where the
system is run and checked.
Ask students to work in pairs to answer the following question: how would you describe the
five important steps in the implementation phase?
Once the activity is complete, ask each pair to share one description of a step in the
implementation phase.
Support students by pairing them with a more confident student.
Challenge students to describe why each stage is equally important.
Activity
Explain to students that there are four main methods for changing to a new system: direct,
parallel, pilot and phased.
Ask students to work in pairs to create a presentation on a given method for changing to a
new system. Each pair should include:
•
•
•
description of the method
advantages
disadvantages.
Once the activity is complete, each pair should give their presentation to the rest of the
class and the class should make notes on the method presented.
Once the activity is complete, ask each student to describe which method of changing to a
new system they would prefer and why.
Support students by pairing them with a more confident student.
Challenge students to compare two methods of changing to a new system.
Activity
Explain to students that they have been asked by a company to recommend an
implementation method. The company is a busy call centre that requires its systems to run
smoothly. The new system must work as expected once implemented due to the possible
impact on customers.
Ask students to consider which method they would recommend and pitch their decision to a
partner.
Support students by asking them to think about what is the main thing that cannot be
changed in the new system in this scenario. Which of the options would they recommend to
ensure minimal impact?
Challenge students to pitch more than one method and explain the options available to the
organisation.
Activity
Ask students to complete the activity on page 118 of the Student Book.
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Support students by asking them to refer to their notes from the presentations viewed in
the previous activity.
Challenge students to consider the impact on training for the different methods of changing
to a new system.
Workbook
Exercise 4
Ask students to complete Exercise 4 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
7.7 Documentation
Warmup
Explain to students that for any organisation, documentation is the most reliable form of
information as users can always refer back to the documents. A new system is always
supported by two types of document: technical documentation and user documentation.
Ask students to work in pairs to mind-map what they would expect to see in technical
documentation and user documentation.
Once the activity is complete, write the headings on the board and ask each pair to give one
answer each for technical and user documentation. If their answer has been given, they can
add a tick next to the one they had.
Support students by pairing them with a more confident student.
Challenge students to describe why both forms of documentation are important when
changing to a new system.
Activity
Create a document based on the tables of components of technical and user documentation
on page 119 of the Student Book. Place these randomly on a document. Ask students to
work in pairs to cut out the individual rows and decide which of the two headings
(‘Technical Documentation’ and ‘User Documentation’) the rows fit under. Students should
not use the Student Book for this activity.
Once the activity is complete, ask students to compare their answers to the Student Book
and discuss any that were incorrect.
Support students by providing one row that fits under each heading to help them see how
to complete the activity and start to align the topics under the correct headings.
Challenge students to describe why both forms of documentation are important when
changing to a new system.
Activity
Ask students to complete the activity on page 120 of the Student Book.
Support students by reminding them of the topics they should expect to see in technical and
user documentation (they looked at these in the previous activities).
Challenge students to provide an example of where they have seen technical or user
documentation.
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Workbook
Exercise 5
Ask students to complete Exercise 5 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
7.8 Evaluation
Warmup
Explain to students that review and feedback is one of the most important steps in closing
any development work. Once the system is designed, developed, tested and ready to use,
the users evaluate it.
Ask students to answer the following question: why is evaluation an important stage to
complete in a system lifecycle?
Support students by rephasing the question: when a new system has been implemented,
should anything else be done? How would you know whether it is working as expected?
Challenge students to describe what could be looked at during the evaluation stage.
Activity
Explain to students that a systems analyst will use a range of tasks to evaluate a new
system.
Create a document based on the diagram in Figure 7.12 on page 122 of the Student Book
but with the text removed from the coloured circles. The text should be placed randomly
elsewhere on the document. Ask students to place the text within the circles representing
the task flow for evaluating a system. Students should not use the Student Book for this
activity.
Once the activity is complete, ask students to compare their diagram to the Student Book
and discuss any differences with a partner.
Support students by providing one answer for each line to help them understand the kind of
task being completed at that stage.
Challenge students to describe the importance of gathering user feedback when evaluating
a new system.
Workbook
Exercise 6
Ask students to complete Exercise 6 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Explain to students that they need to understand the different stages of the systems
lifecycle, the different methods for researching an existing system, and the advantages and
disadvantages of each method. Students should be able to identify the input, output and
process of the current system, and outline the need to identify problems, user requirements
and information requirements within the system in the analysis stage.
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Students should be able to identify and justify the hardware and software required for the
new system and describe and design the required documents, files, forms (inputs), reports
(outputs) and validation. Students need to identify the different validation methods and
where they would be used, and they should be able to design required data and file
structures. Students should be able to describe how data and file structures, validation
routines, input methods, and output formats are created and tested. Students need to be
able to describe the need for testing a module and a whole system using normal, live,
abnormal and extreme data.
Students need to understand the four methods of implementation and identify suitable
situations for each method. Students need to be able to identify and explain components of
both technical and user documentation, and describe the strategies and importance of
evaluation.
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 7.
Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Ask students to create a presentation. In their presentation, they should do the following:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
List the four methods of researching an existing system.
Describe the advantages and disadvantages of at least two methods of researching
an existing system.
Illustrate the four basic symbols of a DFD and provide an example system.
Create a design for a data capture form.
Describe the advantages and disadvantages of paper-based and electronic data
capture forms.
Describe the design requirements of a screen layout and a print layout.
Explain the different validation routines available, giving examples of where they
could be used.
Describe how data and file structures, validation routines, input methods and output
formats are created and tested.
Justify the importance of testing on modules and whole systems.
Explain the difference between normal, live, abnormal and extreme data.
Provide an example of testing using normal, abnormal and extreme data.
Describe the four methods of implementation with their advantages and
disadvantages.
Describe the importance and components of technical and user documentation.
Justify the importance of the evaluation stage.
Describe the different strategies available within the evaluation stage.
Ask students to complete the Let’s Review questions at the end of chapter 7 in the Student
Book.
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CHAPTER 8
Safety and security
Learning aims
•
To understand the safety issues including electrocution from spilling drinks near
electrical equipment and touching live cables, fire from sockets being overloaded or
equipment overheating, tripping over trailing cables, heavy equipment falling and
injuring people
•
To understand the causes of these safety issues and strategies for preventing them
•
To understand the principles of a typical data protection act and why data protection
legislation is required
•
To understand the characteristics of personal and sensitive data including personal
name, address, date of birth, a photograph in school uniform and medical history
•
To understand the need for personal data to be kept confidential and protected to avoid
inappropriate disclosure
•
To understand the need for e-Safety when using the internet, email, social media and
online gaming
•
To understand how to minimise the potential danger of using:
o The internet including only using trusted websites recommended by teachers,
using a search engine that only allows access to age-appropriate websites
o Email including an awareness of the potential dangers of opening or replying to
an email from an unknown person; an awareness of the risks associated with
sending personal identifiable data or images via email
o Social media including knowing how to block and report unwanted users, an
awareness of the potential dangers of meeting an online contact face to face,
avoiding the distribution of inappropriate images, avoiding the use of
inappropriate language, and respecting confidentiality of personal data of other
people
o Online gaming including not using real names and not giving out personal or
financial data
•
To understand the characteristics and effect of threats to data including hacking,
phishing, pharming, smishing, vishing, viruses, malware and card fraud:
o Hacking including the measures that must be taken in order to protect data
o Phishing, pharming, smishing and vishing including the methods that can be used
to help prevent them
o Viruses and malware including how to take preventative action to avoid the
danger of infecting a computer from a downloaded file
o Card fraud including shoulder surfing, card cloning and key logging
•
To understand the characteristics and methods of protecting data including biometrics,
digital certificate, Secure Socket Layer (SSL), encryption, firewall, two-factor
authentication, user ID and password:
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o Biometrics including the use of biometric data
o Digital certificate including its purpose and contents
o Secure socket layer (SSL) including encrypted links between the server and the
client computer
o Encryption including its purpose for the protection of data on hard discs, email,
cloud and HTTPS websites
o Firewall including its purpose
o Two-factor authentication including its purpose and function
o User ID and password including how they are used to increase the security of
data
8.1 Physical safety hazards
Warmup
Ask students to work in pairs to think of as many hazards as they can that could be linked to
having a computer.
Support students by asking what should not be by a computer when they are working on it.
Challenge students by asking them to describe the implications linked to the hazards.
Activity
Create a document with the headings ‘Electrocution’, ‘Overheating/Fire’, ‘Tripping Over
Wires’ and ‘Heavy Equipment Falling’. Ask students to work in pairs to think about the
causes of these safety issues that might be linked with using a computer. Ask them to
consider how the safety issues could be prevented. Students should not use the Student
Book for this activity.
Once the activity is complete, ask each pair of students to share a cause and a prevention
for one of the safety issue headings.
Support students by pairing them with a more confident student.
Challenge students by asking them to describe the importance of assessing a computer
space before working on the computer.
Activity
Ask students to create a set of rules that everyone should follow when setting up or working
on a computer to prevent incidents.
Support students by advising them to look at the causes highlighted in the previous activity
to help them select suitable rules.
Challenge students by asking them to discuss the importance of how people should sit at a
computer to prevent personal injury.
Activity
Give students a piece of paper or card and ask them to draw two versions of a computer
workstation: one with and one without hazards. Ask students to explain their illustrations to
a partner.
Support students by giving them a set of hazards to include, such as drinks by the computer,
wires across the floor and an overloaded socket.
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Challenge students by asking them to write a comparison of the two illustrations and
describe the implications for the working environment.
Workbook
Exercise 1
Ask students to complete Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
8.2 e-Safety
Warmup
Ask students to answer the following question: what is the purpose of spyware?
Explain to students that they will learn about communication using the internet in chapter
10. There are several ways to exchange personal data over the internet. Having spyware on
a computer is just like being watched all the time whilst we are online.
Support students by asking them to consider the two words that ‘spyware’ originates from:
‘spy’ and ‘software’. Ask them to think about what these mean.
Challenge students by asking them to describe how spyware can be placed onto a device.
Personal data
Activity
Give students a piece of paper or card and ask them to mind-map examples of personal
data. Students should not use the Student Book for this activity.
Once the activity is complete, ask each student to share an example of personal data with
the class.
Support students by asking them to consider what information about themselves they class
as personal.
Challenge students by asking them to answer an additional question and share their
answer: what is classed as sensitive personal data?
Data protection
Activity
Explain to students that there are data protection practices and rules to safeguard our
personal information.
Ask students to work in pairs to answer the following questions:
•
•
How can online environments be used?
How is personal data at risk in the online environment?
Support students by asking them to focus on the online environments they use and consider
what personal information is asked for when they sign up to services online.
Challenge students by asking them to compare two different online environments, looking
at what personal data is asked for and the related risks.
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Safety of personal data
Activity
Explain that the internet and its applications can be accessed using ICT gadgets such as
computer systems, smartphones or tablets, gaming consoles and any other wireless
technology. To safeguard personal and sensitive information, various evaluations, checks
and precautions should be taken.
Give students a piece of paper or card. Ask them to split the paper or card in half with a line
and add two headings: ‘Do Not’ and ‘Do’.
Ask students to work in pairs to think about the following and the precautions or checks that
should be taken when using them:
•
•
•
•
the internet
email
social media, instant messaging and chat
online gaming.
Students should not use the Student Book for this activity.
Once the activity is complete, ask students to work on their own to create a poster about
one of the headings. The poster should highlight what should and should not be done.
Support students by providing a ‘do’ and a ‘do not’ for each heading to allow them to
understand how to complete the activity.
Challenge students by asking them to include a description on the poster of why the advice
given is important.
Activity
Ask students to work in pairs to discuss the answers to the following questions:
•
•
•
What are privacy settings?
Where would you find privacy settings?
Why is it important to set them correctly?
Once the activity is complete, ask students to consider an online environment they use and
what privacy settings they have set. Ask students to share their experience of using privacy
settings. If they have not used them, ask what they are going to do to check and update
their own privacy settings.
Support students by providing a handout with a screenshot of a popular online environment
and the privacy settings that can be used. This will help students understand what privacy
settings are and how they can be applied.
Challenge students by asking them to justify the importance of having privacy settings set
correctly in all online environments.
Activity
Give students a piece of paper or card. Ask them to split the paper or card in half with a line
and add two headings: ‘Do Not’ and ‘Do’. Give students a series of scenarios and ask them
to decide whether they should or should not proceed with each one:
•
You have started chatting with someone on your favourite online game and they
have asked for your password to send you a rare upgrade. Should you give them
your password? (Do Not)
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•
•
•
You are commenting on a forum that is asking for opinions about a new game. You
have drafted a response that uses appropriate language – should you post it? (Do)
You have received an email from someone you do not know offering a discount code
for your favourite online shop. Should you open the attachment to get the code? (Do
Not)
You want to watch the latest film and have found a website that lets you download it
before it has been released. Should you download it? (Do Not)
Support students by asking them to consider whether each scenario is safe for their
personal data.
Challenge students by asking them to create their own scenarios like those in the activity
and test them out on other students.
Activity
Ask students to complete the activity on page 128 of the Student Book.
Support students by asking them to refer to the Student Book to help guide their answers to
question 2.
Challenge students by asking them to describe the reasons for their answers in question 2.
Workbook
Exercise 2
Ask students to complete Exercise 2 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
8.3 Security of data
Warmup
Explain that the internet is a vast network that can be used to find information about an
individual or an organisation. When people share information over this virtual platform,
they are making this information available to the world. It is very important to remain aware
of the differences between real and virtual life.
Ask students to work in pairs to write definitions of the following data threats:
•
•
•
phishing
smishing
fake websites.
Once the activity is complete, ask students to share their definitions with the pair next to
them and compare them. Each group of four should decide on a final definition of each term
and share it with the class.
Support students by pairing them with a more confident student.
Challenge students by asking them to share any characteristics of the data threats and what
should be done if they think they have received one.
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Hacking
Activity
Explain that hacking means gaining illegal or unauthorised access to someone’s computer
system or a network. It is usually done using the internet and through remote access. The
people who do this are known as hackers.
Ask students to work in pairs to answer the following questions:
•
•
How can a hacker guess your password?
What is a key logger?
Then ask students to answer the following question: if your friend has left their desk and
you try to log in to their account, is this considered hacking? (Yes)
Support students by asking them to consider what the risks are when using personal data
without a password.
Challenge students by asking them how key-logger software is placed on a device.
Activity
Create a document listing the effects of hacking and how to prevent it. Base the document
on pages 129–130 of the Student Book but order the information randomly. Give students
the headings ‘Effects of Hacking’ and ‘How to Prevent Hacking’. Ask them to cut out each
piece of information from the Student Book and place it under the correct heading.
Students should not use the Student Book for this activity.
Once students have completed the activity, ask them to check their answers against the
Student Book and discuss with a partner any they got incorrect.
Support students by supplying one correct answer for each heading to help them
understand how to complete the activity.
Challenge students by asking them what ethical hacking is. Ask them to offer a definition to
share with the class.
Phishing
Activity
Explain that phishing refers to the act of luring users to give away sensitive personal
information such as bank account details, credit card details or log-in credentials. Phishers
then use this information to carry out fraudulent activities. Phishing methods include fake
websites and emails that look genuine and trick users into giving away sensitive personal
information.
Create a document based on the information on page 130 of the Student Book on how to
spot a phishing email or website. Order the examples randomly. Ask students to use two
different coloured highlighters to show which examples are linked with a phishing email and
which are linked with a website. Students should not use the Student Book for this activity.
Once the activity is complete, ask students to compare their answers to the Student Book
and discuss any incorrect answers with a partner.
Support students by highlighting one example for each heading to show them how to
complete the activity.
Challenge students by asking why checking the whole URL is an important way to detect
phishing.
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Pharming
Activity
Explain that pharming is a type of social engineering where a user is redirected from a
genuine website to a fake one without them noticing. They may be prompted to enter log-in
details, which are collected by a criminal for use on the genuine site. Pharming attacks occur
when web servers are attacked, and malware code is inserted into a website that redirects
visitor.
Ask students to read the details on page 131 of the Student Book about pharming. Ask them
to write an informative speech on what pharming is and how to prevent a pharming scam.
Once the activity is complete, ask students to present their speeches to a partner. The
partner should offer constructive feedback.
Support students by providing a rule selected from the first bullet point of the Student
Book. This will allow students to see where the information has been obtained from and be
able to complete the rest of the activity.
Challenge students by asking them why a pharming scam is harder to spot than a phishing
scam.
Smishing and vishing
Activity
Ask students to read the details on pages 131 and 132. Then ask them to create a document
highlighting what smishing and vishing are and how to prevent them.
Support students by providing a visual starting point for the task showing a phone and an
SMS image.
Challenge students by asking them to consider why users are more vulnerable on a mobile
phone than email.
Malware
Activity
Explain that malware (malicious software) is a code or program designed to dig out sensitive
information from a system. It also makes a system prone to phishing attacks, which can trick
users into giving out personal information.
Ask students to work in pairs to define the characteristics and effects of virus malware.
Once the activity is complete, write the title ‘Virus Malware’ on the board and ask each pair
to come up and write a characteristic or effect. If all of a pair’s answers have already been
given, they should tick one of the ones they thought of.
Then ask students the following question: how could you prevent virus malware and
spyware from affecting your computer?
Support students by rephrasing the question to ask them to consider what could happen to
a device if virus malware got onto it.
Challenge students by asking them to describe why USB drives are a prime medium for
spreading virus malware.
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Card fraud
Activity
Explain to students that card fraud involves theft of the identity or information of a person’s
bank or credit cards. This information is then used to make ATM withdrawals or conduct
online or offline transactions.
Create a document with the headings of the three methods of card fraud (page 133 of the
Student Book) on the left-hand side and the descriptions randomly placed on the right. Ask
students to match the definitions to the correct headings. Students should not use the
Student Book for this activity.
Once the activity is complete, students can compare their answers to the Student Book and
discuss any they got incorrect with a partner.
Support students by completing one of the matches to help them understand the activity.
Challenge students by asking them why key-logger software is used more nowadays.
Activity
Ask students to work in pairs to answer the following question (without using the Student
Book): how can you prevent card fraud?
Once the activity is complete, write the title ‘Card Fraud’ on the board and ask students to
come up and write ways to prevent card fraud. If all of a pair’s answers have already been
given, they should tick one of the ones they thought of.
Support students by asking them to think about the warning signs that would deter them
from using an ATM.
Challenge students by asking them to split their answers into digital and physical
preventions.
8.4 Protection of data
Warmup
Explain to students that data needs to be protected at all times.
Create a document containing the biometric authentication image on page 134 of the
Student Book. Ask students to work in pairs to describe what the graphic shows.
Support students by pairing them with a more confident student.
Challenge students by asking them to give examples of where biometric authentication is
used.
Biometric authentication
Activity
Explain to students that biometrics involves scanning human features to authenticate
someone’s identity. Ask students to work in pairs to answer the following questions
(without using the Student Book):
•
•
What are the five most common methods of biometric authentication?
Can you give examples of where these biometric authentication methods are used?
Ask each pair to share one biometric authentication method and give an example of where
it is used.
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Support students by asking them what biometric authentication methods are available on
mobile devices.
Challenge students by asking them what the advantages are of biometric authentication.
Ask them to share their answer with the class.
Digital certificates
Activity
Explain to students that a digital certificate is an electronic document with an additional
security layer used to store the key that contains the identity of the owner of the data. This
is called the public key.
Create a document containing the image of the digital certificate and the list of what it
should contain on page 135 of the Student Book. Ask students to label the visible contents
of the digital certificate.
Ask students to work in pairs to answer the following question (without using the Student
Book): what are the advantages of using a digital certificate?
Support students by highlighting the contents of the digital certificate that they are looking
for in the image.
Challenge students by asking them why the digital signature is not visible on the image.
Secure Socket Layer (SSL)
Activity
Create a document based on the image about Secure Socket Layer (SSL) on page 136 of the
Student Book. Remove the label for the SSL certificate and the labelling of which diagram is
HTTP and which is HTTPS.
Ask students to label which diagram is HTTP and which is HTTPS, and ask them to label the
SSL certificate. Then ask them to answer the following questions:
•
•
•
What is the purpose of an SSL certificate?
Why does an SSL certificate have a public and a private key?
What is the ‘subject’ that all SSL certificates contain?
Support students by providing the text from the Student Book as a fill-in-the-gaps activity
and provide key words for them to select from.
Challenge students by asking them to prepare how they would justify to a new business the
importance of having an SSL certificate on its website.
Encryption
Activity
Create a document based on the image about encryption on page 136 of the Student Book.
Remove all labels and place them at the top of the document as options.
Ask students to add the labels to the diagram. Students should not use the Student Book for
this activity.
Once the activity is complete, ask students to describe what happens to data as it is sent
from a sender to a recipient.
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Support students by linking one of the labels to the correct position in the diagram. This will
help students to understand the activity.
Challenge students by asking them what could happen without the encryption process.
Firewalls
Activity
Explain to students that a firewall is a piece of hardware or software that sits between a
computer and the internet. Firewalls monitor every piece of data that enters or exits a
computer from another network, such as the internet. This identifies any outside process
attempting to install something on a computer without a user’s consent.
Ask students to draw their own representation of what a firewall is and its position within a
network.
Once the activity is complete, ask students to share their diagrams depicting a firewall with
a partner and describe the purpose of the firewall.
Support students by providing a basic diagram of a network without a firewall and asking
them to draw it in.
Challenge students by asking them what the implications would be if there were no firewall.
Two-factor authentication
Activity
Explain to students that two-factor authentication is a process that secures data by adding
two factors to the mechanism. Multiple verification keys or credentials are required to
access the resource.
Ask students to work in pairs to discuss the answers to the following questions:
•
•
•
Where would two-factor authentication be used?
What is used at each level of authentication?
Why is two-factor authentication a higher level of security?
Once the activity is complete, ask students to share an example of where two-factor
authentication might be used.
Support students by pairing them with a more confident student.
Challenge students by asking them why the second factor (OTP) is sent via email or SMS.
User ID and password
Activity
Explain to students that a user ID and a password are often required to log in to an account
to access secure information. Passwords should be strong enough to stop criminals from
guessing them or hacking into a personal account or application.
Ask students to answer the following questions:
•
•
•
•
What should be included in a strong password?
Why should a strong password be unique?
What is an example of a strong password?
Why should you not use someone’s name and date of birth as a password?
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Once the activity is complete, ask students to create a set of rules to follow when creating a
new password.
Support students by giving examples of weak and strong passwords for comparison.
Challenge students by asking them what advice they would give a student who has just
changed their password to a stronger one but thinks they were watched by a friend when
they made the change.
Activity
Ask students to complete the activity on page 138 of the Student Book.
Support students by reminding them to look back through the activities they have
completed for each of the data threats.
Challenge students by asking them to compare any similarities and differences between the
prevention sections of the data threats in the activity.
Workbook
Exercise 3
Ask students to complete Exercise 3 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Chapter summary
Tell students that by the end of the chapter they will be able to identify the common
physical safety issues relating to computers, what causes them and how to prevent them.
Students should be able to explain what is meant by personal data and why it needs to be
confidential and secure. Students should be able to think about their own use of the
internet, email, social media and online gaming, and they should understand the potential
dangers and measures they can use to stay safe.
Students should understand what hacking and credit card fraud are and how they can
reduce the risk of them happening. They should also be able to define the terms ‘phishing’,
‘pharming’ and ‘smishing’ and explain how these are used to collect personal data
maliciously.
Students should be able to explain different ways to protect data, such as biometric
authentication, digital certificates and SSL. They should understand what encryption is and
how it relates to protecting data. Students need to understand the role of a firewall and the
implications of a virus attacking a device.
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the workbook for chapter 8.
Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Ask students to create an information document relating to safety and security. In their
document, they should do the following:
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
List physical safety issues relating to using a computer and how they can be prevented.
Define what is meant by personal data with examples.
Describe the importance of keeping personal data confidential and secure.
Explain the potential dangers of using the internet to search for information and how to
avoid them.
Explain the potential dangers relating to email use, social media and online gaming and
how to avoid them.
Describe the importance of a strong password and username.
Explain the terms ‘biometric data’, ‘digital certificate’ and ‘Secure Socket Layer (SSL)’.
Describe, with examples, how to identify a secure website.
Define the terms ‘phishing’, ‘pharming’ and ‘smishing’.
Describe how phishing, pharming and smishing are done and explain methods that can
be used to prevent them.
Justify the importance of encryption when sending data from a sender to a recipient.
Define what a virus is and describe methods that can be used to prevent them.
Describe what hacking is and describe methods that can be used to protect against it.
Explain what a firewall is and the importance of its role.
Compare different methods that can be used to keep data secure and protected.
Ask students to complete the Let’s Review questions at the end of chapter 8 in the Student
Book.
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CHAPTER 9
Audiences
Learning aims
•
To understand how to show a clear sense of audience and purpose
•
To understand how to plan ICT solutions that are responsive to and respectful of the
needs of an audience
•
To understand how to analyse the needs of an audience when creating ICT solutions
•
To understand the need for copyright legislation and the principles of copyright relating
to computer software (e.g. software piracy)
•
To understand the methods that software producers employ to prevent software
copyright legislation being broken
9.1 Audience appreciation
Warmup
Begin by explaining that whenever a product is created, the group of people the product is
aimed at is the audience. Ask students to think about the following questions:
•
•
Why do we need to consider the audience?
What could happen if the audience were not considered?
Ask students to pair up and discuss their thoughts about the questions. During their
discussion, the students should agree one answer to each question to share with the rest of
the class. Ask each student pair to share their answers.
Support students by pairing them with a more confident student.
Challenge students by asking them to think about and share their thoughts on an additional
question: how would you define an audience for a product?
Activity
Explain to students that for a product to be successful, the target audience must be
considered. This should allow the product to meet the users’ needs.
Give students a piece of paper or card and ask them to write ‘Yes’ on one side and ‘No’ on
the other in large letters. Explain that you are going to ask some questions that require
them to hold up their answer. Ask them to answer the following questions and use a tally
table to collate the results:
•
•
•
•
•
Are you below the age of 15?
Do you like to play interactive games?
Have you played interactive games before?
Do you like an interactive game that helps you to learn?
Do you like an interactive game that has a challenge to complete?
Once the activity is complete, ask students to think about how questioning can be used to
identify a target audience. Encourage them to consider what questions they would add to
the above list to find out more about people’s preferences for interactive games.
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Support students by providing a definition of an interactive game and an example or two, to
help make sure they understand what they are being asked to answer questions about.
Challenge students by asking them to think about how they would define the audience to
another person, based on the questions asked within the activity. Enable them to share
their thoughts with the class.
Activity
Give students a piece of paper or card. Introduce the example of a new interactive game
designed to help children aged 3–6 learn letters, sounds and reading. Ask the students to
think about what they would expect to see in the game for this target audience.
Once the activity is complete, ask the students to look at the list they have generated and
pull out any common themes, such as age, interest or knowledge.
Support students by supplying a list of prompts to help guide what they should be
considering. For example:
•
•
•
What kinds of colours would you expect to see in the game?
Would you expect to see images in the game?
What would you expect the format of the text to be like on screen for younger
children?
Challenge students by asking them to think about how they would define the target
audience to another person based on the list generated. They should consider how this
would help in the creation of the interactive game.
Activity
Explain to students that they should consider a number of factors or conditions when
analysing the needs of an audience. Pair students up, give them a piece of paper or card,
and ask them to write down the following headings: ‘Age Group’, ‘Experience’,
‘Expectation’, ‘Knowledge’, ‘Interest’ and ‘Purchasing Capacity’. Give students the example
of a new recipe-sharing website for 30- to 60-year-olds. Ask them to think about the target
audience using these headings.
Once the activity is complete, ask each pair to share one idea so the class can build a bigger
picture of who the target audience is.
Support students by pairing them with a more confident student.
Challenge students by asking them to think about what three things they would change if
the age range for the website were 16- to 60-year-olds rather than 30- to 60-year-olds.
Activity
Explain to students that when an age group is identified, this can drive the design of the
final product. Ask students to create a mood board of fonts that would be suitable for a
children’s website, game or app for the age range 5–10.
Students should use the name of the font as the text to add to the mood board to help
remember the name for reference. Encourage them to consider layout, size and colour
when adding to the mood board.
Support students by giving them a couple of font choices, such as Comic Sans and
Quicksand.
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Challenge students by asking them to think about how their mood board would differ for an
older age range (such as 10–15). Students can create a separate mood board and compare
their findings.
Activity
Explain to students how information about a target audience is used to help create a
suitable final product. For example, this information will affect the language and vocabulary
used, the multimedia selected for the final product, the nature of the interactive content,
how user friendly the product is and how the final product is presented.
Ask students to think about the Saga website (https://travel.saga.co.uk), which offers
holidays for people over age 50. Get them to create a table of headings: ‘Language and
Vocabulary’, ‘Multimedia’, ‘Interactive Content’, ‘User-Friendliness’ and ‘Presentation’. Ask
them to use these headings to guide their investigation of the website.
Support students by giving them questions for each heading:
•
•
•
•
•
Language and Vocabulary – How do you know from the words used that the website
is aimed at over-50s?
Multimedia – The final product is a website but what other elements are used within
the website?
Interactive Content – How do users interact with the website content?
User-Friendliness – How easy is the website to navigate and is it accessible for over50s?
Presentation – What fonts, colours, layouts etc. are used that are suitable for over50s?
Challenge students by asking them to think about how they would change the website if the
target audience were expanded to anyone over age 30.
Activity
Ask students to complete the activity on page 144 of the Student Book.
Support students by giving them starting points to consider relating to colour, font, images
etc. In question 4, support students by giving them a selection of images and text to include
and a checklist of considerations around layout, font and colour.
Challenge students by asking them to create a second advertisement for teenagers
(question 4). Ask them to write a paragraph on the differences between the adverts and the
reasons for the differences.
Workbook
Exercise 1
Ask students to complete Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
9.2 Protection of intellectual property
Warmup
Give students a piece of paper or card and ask them to create a table with two headings:
‘Physical Asset’ and ‘Abstract Asset’. Explain that an asset can be a physical thing (like a
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DVD) or an abstract thing (like a design). Ask the students to add to their table examples of
assets an organisation might create.
Once the students have completed the activity, they should share at least one of their
answers from each side of the table with the class.
Support students by providing them with assets to sort under the two headings.
Challenge students to start thinking about which type of asset is easier to protect from
copying.
Intellectual property
Explain to students that the assets created by a human mind or skillset are called intellectual
property and can therefore be copyrighted material. Explain that there must be a record of
the intellectual property somewhere to show that it was produced or created. Ensure
students understand that it is illegal to copy material without permission.
Activity
Give students a piece of paper or card and ask them to write ‘Yes’ on one side and ‘No’ on
the other in large letters. Explain that you are going to give them a series of scenarios and
for each one they need to decide whether the asset is intellectual property and therefore
protected under copyright. After you read out each scenario, ask the students to hold up
their answer.
•
•
•
•
A company designing a new logo and adding it to their website. (Yes)
New computer software being developed. (Yes)
A photo taken of a product. (Yes)
An idea that someone has but does not document it or turn into a product. (No)
Once the students have completed the activity, ask them how the fourth scenario could
become intellectual property and be protected under copyright.
Support students by asking them what is meant by intellectual property. Highlight that, for
an asset to be intellectual property, there needs to be a record somewhere that it was
created.
Challenge students by asking them to create their own scenarios for assets that would and
would not be covered by copyright.
Copyright
Explain to students that the key aspect of intellectual property and copyright law is that an
asset must have been created by humans.
Activity
Ask students to consider the scenario of the ‘Selfie Monkey’ (searching online will bring up
the relevant image). A human spent time with a group of monkeys and set up his camera. A
monkey saw his reflection in the lens and took his own picture. Who owns the copyright to
this picture?
Once students have discussed the scenario, explain that no one owns the copyright as the
photo was taken by an animal and animals cannot own copyright. The photographer is
challenging this legal decision, but at present the image is free for public use.
Support students by asking them who took the photo and what that means when it is linked
to the definition of intellectual property.
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Challenge students by asking them to create an argument for the photographer to own the
copyright of the image.
Activity
Ask students to complete the activity on page 145 of the Student Book.
Support students by asking them to write down definitions of an asset, intellectual property
and copyright before completing the activity.
Challenge students by removing the multiple-choice options from the activity.
Software copyright
Explain to students that software is also covered through copyright and that it is illegal to
download and use software without permission.
Activity
Write the title ‘Software’ on the board and ask students to offer ideas about where they get
software from. Once a selection of sources has been given, explain to the students that
downloading software illegally is called ‘software piracy’. Ask students which of the sources
they have listed are legitimate places from which to download software.
Support students by asking them which companies are well known and how they would
know whether a company has the right to distribute certain software.
Challenge students by asking them why software has a set number of downloads allowed
within a licence.
Activity
Explain to students that software can come with protection layers to ensure it is not
downloaded or used illegally. Give students a piece of paper or card. Ask them to work in
pairs to think of ways software is protected from others downloading or using it without
permission.
Once students have completed the activity, ask them to share their list of protection layers
with the rest of the class. Explain that the main types of protection layer are a hologram on
a product package, an access code or product code, online activation, and accepting a user
agreement. Ask the students to write a definition of each type of protection layer.
Support students by pairing them with a more confident student. Ask them to write a
definition of each type of protection layer shared by other students.
Challenge students by asking them to write down the advantages and disadvantages of each
type of protection layer.
Laws that protect copyright
Explain to students that there are strong reasons for copyright laws to be in place to protect
intellectual property.
Activity
Give students a piece of paper or card. Ask them to work in pairs and draw a table with two
headings: ‘Advantages’ and ‘Disadvantages’. Ask each pair to write about the advantages
and disadvantages of having copyright on an asset.
Once the students have completed the activity, ask each pair to share one advantage and
one disadvantage. As a class, discuss the impact the internet has on the implementation of
copyright law.
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Support students by pairing them with a more confident student.
Challenge students by asking them whether policing the internet is required to protect
copyright.
Activity
Pair students up and ask them to write a speech highlighting why copyright needs to be in
place. Once the activity is complete, ask the students to share their speeches with the class.
Each member of the pair should participate equally within the speech delivery.
Support students by pairing them with a more confident student.
Challenge students by asking them to include key terms and implications if copyright law is
broken.
Workbook
Exercise 2
Ask students to complete Exercise 2 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Chapter summary
Tell students that by the end of the chapter they will be able to identify what a target
audience is, how to identify it, and what implications this has for a given design. They will
also need to understand what copyright is, why it was put in place, and the implications this
has for intellectual property and its use.
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 9.
Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Ask students to create a presentation to explain copyright to 16- to 25-year-olds. In their
presentation they should:
•
•
•
•
•
•
•
Include definitions of intellectual property and copyright.
List at least five assets covered under copyright law.
Give two examples of when copyright law could be enforced.
Describe how software can be protected against software piracy.
List what it is illegal to do with software.
List at least two advantages and disadvantages of having copyright on an asset.
Justify why copyright should be on all intellectual property.
Ask students to write a description to accompany their presentation. This should explain, for
example, what fonts, colours and images they have used and why they think these are
suitable for the target audience.
You could also ask students to adapt the presentation for a younger or older audience. Then
ask them to write a description to accompany their adapted presentation to explain what
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they have changed and why their changes are more suitable for the different target
audience.
Ask students to complete the Let’s Review questions at the end of chapter 9 in the Student
Book.
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CHAPTER 10
Communication
Learning aims
•
To understand the characteristics, uses and constraints of email communication
including acceptable language, guidelines set by an employer, the need for security,
netiquette, email groups, carbon copy (Cc), blind carbon copy (Bcc), forward and
attachments
•
To understand the characteristics and effects of spam email including the methods
which can be used to help prevent spam
•
To understand the characteristics, uses, advantages and disadvantages of using the
internet including the differences between the internet, an intranet, an extranet and the
World Wide Web (WWW); also blogs, forums, wikis and social networking
•
To understand the functionality including internet service provider (ISP), structure of a
web address, Uniform Resource Locator (URL), hyperlink and web browser
•
To understand the use of search engines including speed of searching, amount of
information, the speed of finding relevant information and ease of finding reliable
information
•
To understand how to evaluate the information found on the internet including how up
to date, reliable, biased and valid this information is
•
To understand the internet protocols including Hypertext Transfer Protocol (HTTP),
Hypertext Transfer Protocol Secure variant (HTTPS), File Transfer Protocol (FTP) and
Secure Socket Layer (SSL)
•
To understand the risks of using the internet including inappropriate and criminal
material; restricting data through parental, educational and ISP control
10.1 Communication with other ICT users using email
Warmup
Begin by explaining that communication means sharing ideas, information, emotions or
views between individuals, groups or even organisations. Ask students to think about the
following questions:
•
•
How do we communicate with others?
How do we use technology to communicate with others?
Ask students to pair up and discuss their thoughts about the questions. Enable each student
pair to share an answer to each question with the rest of the class.
Support students by pairing them with a more confident student.
Challenge students by asking them to think about and share their thoughts on an additional
question: what are the advantages and disadvantages of using technology to communicate?
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Characteristics and uses of an email
Explain to students that the most common method of communication between ICT users is
electronic mail, also referred to as email.
Activity
Give students a piece of paper or card and ask them to think about the use of email for
communication. Get them to write down advantages of its use. Once they have completed
the activity, ask them to share one example each.
Support students by asking them to consider the differences between email and sending a
letter by post.
Challenge students by asking them to describe advantages for personal, business, education
and entertainment purposes.
Sending and receiving email
Explain to students that emails have a clear structure.
Activity
Ask students to use paper or card to create an email layout with the headings ‘To’, ‘Cc’, ‘Bcc’
and ‘Subject’. Ask them to write a description next to each heading stating how it is defined
or used. Students should not use the Student Book for this activity.
Once the activity is complete, ask students to compare their answers with Figure 10.2 on
page 151 of the Student Book. They can also share their descriptions with their classmates.
Support students by focusing on the ‘To’ and ‘Subject’ areas. Ask them to make notes when
others are sharing ideas about the other two areas.
Challenge students by asking them to think of examples of when they would use ‘Cc’ or
‘Bcc’.
Using email groups and lists
Explain to students that in an email application, they can create email groups or lists in an
address book for easy access. They can organise the groups into categories such as personal,
professional and frequently used. Then they can quickly send an email to all the members of
a group in one go.
Receiving an email
Explain to students that an email categorised as spam usually contains unwanted messages
such as advertisements and promotions. It is unsolicited email sent out in bulk.
Activity
Discuss examples of when emails are sent out in bulk and why this method of
communication is used. Encourage students to consider how this is a marketing technique.
For example, it can be used to tell people about advertisements and promotions in the hope
of making sales. Ask students to list the keywords that may be used in the ‘Subject’ section
of an email to get the viewers’ attention.
Support students to consider how a company gets their attention when they are shopping.
Ask them to think about the keywords used and whether these might be used in email
subject lines.
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Challenge students by asking them to share what would make an email an example of
phishing rather than spam.
Effects of spam email
Explain to students that there are effects to having spam in their inbox.
Activity
Give students a piece of paper or card and ask them to create a table with two headings:
‘Effects of Spam Email’ and ‘How to Prevent Spam Email’.
Place students in pairs and ask them to consider:
•
•
What effects could spam email have on a user and their inbox?
What could a user do to prevent spam reaching their inbox?
Support students by pairing them with a more confident student.
Challenge students by asking them to create a short description that could be used as an
email to advise others about the effects of spam email and how to prevent it.
Constraints of using email
Explain to students that there are many rules that should be followed whilst creating,
writing and sending an email. All data held by a company is protected and should be used
appropriately.
Activity
Ask students to work in pairs to create a set of rules a company should follow when using
and sending emails. Encourage students to use the keywords ‘subscribe’, ‘deceptive’ and
‘privacy policy’ in their rules.
Support students by giving definitions and scenarios to aid their understanding:
•
•
Subscribe – Opt in to receive some information or resources (for example, when a
user orders from a shopping website, they are asked whether they would like to
receive emails about future promotions)
Deceptive – False or misleading (for example, an email arrives and the subject line
gives the impression you have won a prize; when you open the email and look at the
information, you realise it is not a prize as you only receive a promotional gift after
spending £100)
Challenge students by asking them to consider the consequences of breaking the rules laid
out by a company or the government.
Acceptable language
Explain to students that how we communicate helps to identify our true intentions. It is key
to how an organisation builds relationships with its clients.
Activity
Ask students to write an example email and label it to show what is acceptable language
when writing an email.
Support students by asking them to use Figure 10.3 on page 153 of the Student Book as a
starting point to guide their email creation and labelling.
Challenge students by asking them to share definitions and examples of formal and informal
language.
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Netiquette
Explain to students that ‘netiquette’ is short for internet etiquette – general rules that must
be followed when interacting in a social space, such as an online discussion, chat or email.
Activity
Ask students to write down three netiquette rules.
Then write the word ‘Netiquette’ on the board. Select a student to begin and ask that
student to write on the board one of the rules they thought of. Ask each student, in turn, to
do the same. If all of a student’s rules have already been written on the board, they should
tick one of the rules they thought of too.
Support students by asking them how they would like to be treated when in an online
environment.
Challenge students by asking them to share potential implications if netiquette is not
followed.
Copyright and security
Explain to students that whilst writing an email, it is important to remain aware of copyright
laws. It is not legal to use someone else’s work (such as text, images or attachments)
without the copyright owner’s permission.
Also outline how password-protecting email accounts can add some security. However,
once we have clicked on the ‘Send’ button, we cannot stop anyone sharing our message.
Activity
Give students a piece of paper or card and ask them to write the word ‘Send’ on one side
and the words ‘Do not send’ on the other in large letters. Ask students to consider the
following scenarios and hold up cards to say what they would do:
•
•
•
•
•
You are asked to send a group picture from your vacation to all your family and
friends by group email. (Do not send)
A company sends you an email asking you to click a link and add your payment
details. (Do not send)
As part of a job role, you are asked to send images of people in the community. You
find images on the internet and get them ready to share. (Do not send)
You are asked to confirm a meeting with a work colleague. (Send)
You find an image online that you think is funny and want to share it with all your
email contacts. (Do not send)
Support students by giving them a scenario and the correct action to help them understand
how to approach the other scenarios.
Challenge students by asking them to describe what could happen as a result of the
scenarios and share how they would advise others.
Activity
Ask students to complete the activity on page 155 of the Student Book.
Support students by pairing them with a more confident student. Alternatively, provide a
checklist on how to create an email account with Yahoo and use it to write and send emails.
Challenge students by asking them to add an email footer describing the rules they follow
when sending emails.
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Workbook
Exercise 1
Ask students to complete Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
10.2 Effective uses of the internet
Warmup
Give students a piece of paper or card and ask them to draw what they think the internet is
in the centre of the page.
Once students have completed the activity, ask them to share their drawing with the person
next to them and discuss the similarities and differences. Ask students to decide on the one
in the pairing they would like to share with the class.
Explain that the word ‘internet’ means international network. The internet is a global
network of networks that contains billions of computers and other electronic devices.
Explain that a diagram of the internet should represent all devices connected to each other
around the world.
Ask each pair to use their chosen diagram as the centre of a mind map where they identify
all the ways the internet can be used.
Support students by providing a prompt about the kinds of devices that can be connected.
Challenge students by asking them to add a description of what the internet is.
Understanding the internet
Explain to students that although there is no individual or organisation that owns or controls
the internet, there are governing bodies that set the working standards or create rules.
These standards are known as ‘protocols’ and are used to enable all computers connected
over the internet to communicate with each other.
Activity
Ask students to create a table with the headings ‘Abbreviation’, ‘What it Stands For’ and
‘Description’. Then ask them to complete their table for each of the following abbreviations:
•
•
FTP
ISP
Support students by asking them to find out what the abbreviation stands for and make
notes when others are sharing to fill in any gaps.
Challenge students by asking them to give examples of ISPs and their role.
Differences between the internet, intranets and extranets
Explain to students that sometimes organisations may require a separate network for their
internal communications rather than using the internet. This private network is called an
intranet, from the phrase internal restricted access network.
Activity
Create a document that has all the features of the internet and the intranet from Table10.1
on page 157 of the Student Book. Make sure that you put the features in a randomorder
in the list. Give students the list of features along with two pieces of paper with the titles
‘Internet’ and ‘Intranet’.
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Ask students to work in pairs. Each pair should first cut out all of the features in the list.
They should then identify whether they think each feature applies to the internet or an
intranet. Students should not use the Student Book for this activity.
Once students have completed the activity, they should look at the table in the Student
Book and see how many they got right. They should discuss any that they did not get right
with their partner and think about why it was incorrect.
Support students by providing them with one correct feature for each category. This can
give them an understanding of where to start and begin to complete the rest.
Challenge students by asking them to think about what is meant by an ‘extranet’ and share
with the class how this is different from the internet and an intranet.
Web terminology
Activity
Create a document that contains all the terms and explanations from Table 10.2 on page
158 of the Student Book. Make sure that you put them into two columns (one for terms and
one for explanations) and in a random order. Ask students to match each term to the
correct definition. Students should not use the Student Book for this activity.
Once students have completed the activity, they should look at the table in the Student
Book and see how many they got right. They should discuss any that they did not get right
with a partner and think about why it was incorrect.
Support students by providing them with one term linked to a definition. This can give them
an understanding of where to start and begin to complete the rest.
Challenge students by asking them by remove the terms and to write the terms against the
correct explanations.
Structure of a web address
Activity
Explain to students that a website, a web page or any of its resources has a unique web
address or URL. Give students a URL that is split up randomly on a page to include the
protocol, the domain name, ‘www’ and the top-level domain (TLD).
Ask students to reconstruct the URL correctly. Once they have done this, ask them to label
the sections and write down as many different TLDs that they can think of. Ask students to
share their list with the person next to them, compare them and add to their own list.
Support students by giving them a constructed URL and asking them to focus on the
labelling and TLDs.
Challenge students by asking them to add additional details to the URL, such as the path.
Using a search engine
Explain to students the difference between a web browser and a search engine:
•
•
A search engine helps with searching or locating information.
To use a search engine, you require a web browser.
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Activity
Ask students to work in pairs to name different web browsers and search engines. Each pair
should then share one of each so as to build up a list on the board as a class.
Support students by giving them an example of each to help them understand the
difference.
Challenge students by asking them to consider which search engines are more suitable for
children and why.
Activity
Ask students to complete the activity on page 159 of the Student Book.
Support students by offering guidance on keywords to put into the search engine.
Challenge students by asking them to describe why they used the web browser and search
engine they chose.
Communication channels used over the internet
Explain to students that there are different communication channels used over the internet.
Activity
Ask students to work in pairs. Give each pair one heading out of ‘Blog’, ‘Forum’, ‘Wiki’ and
‘Social Networking’. Ask them to create a fact file entry on their heading. Encourage
students to consider:
•
•
•
What is the form of communication channel and how does it work?
What examples can you include to aid understanding?
Why do people use this form as a communication channel?
Ask each pair to share their completed fact file with the class.
Support students by pairing them with a more confident student.
Challenge students by asking them to discuss the advantages and disadvantages of the
communication channel they have been allocated.
Advantages and disadvantages of the internet
Discuss with students that there are advantages and disadvantages to the use of the
internet.
Activity
Explain to students that you will hold a debate where they will be asked to argue for or
against using the internet. Ask each side to consider the advantages or disadvantages of the
internet and use these to debate with each other as a class or in small groups.
Encourage students to consider the following starting points:
•
•
•
•
•
How does the use of the internet differ between people?
What impact does it have if everyone can add information to the WWW?
How can risks be considered – for example, controlling, monitoring and supporting
younger children’s access?
What has the internet allowed you to access that you were not able to access
before?
What should be considered around the reliability of information found on the
internet?
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Support students by grouping them with a more confident student. Ask them to think about
how they use the internet and how it has affected them positively and negatively.
Challenge students by asking them to take the lead on the discussion but keep an open
mind to decide which side of the argument was strongest.
Workbook
Exercise 2
Ask students to complete Exercise 2 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Chapter summary
Tell students that by the end of the chapter they will be able to understand the differences
between the internet, intranets and extranets. They will also need to understand the
different protocols involved in accessing the range of internet services. Students need to
understand ways to use the internet for communication through email and other
communication channels. Students also need to understand the advantages and
disadvantages of the internet and expected netiquette when using any online platform.
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 10.
Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Ask students to use a chosen piece of software to create a blog or vlog on the following
topic areas for a target audience of 13- to 18-year-olds. In their blog or vlog they should:
•
•
•
•
Include definitions of the internet, intranets, the WWW and protocols.
List at least five examples each of search engines and web browsers.
Include an example email with labels on key areas.
Describe the constraints that affect the use of email, including laws in various
countries, acceptable language, copyright, local guidelines set by an employer, the
need for security, netiquette and password protection.
• List netiquette rules.
• Describe what spam is, its effects and how to prevent it.
• List at least five advantages and five disadvantages of using the internet.
• Label a URL to define the different sections.
• Describe the different communication channels and their uses.
• Discuss the risks of using the internet.
• Explain why using the internet may result in reliability issues concerning the
information found.
Ask students to write a description to accompany their blog or vlog. This should explain the
benefits of using a blog or vlog to present their fact file. It should also describe they
copyright rules they have adhered to and give information on the images they chose.
Ask students to complete the Let’s Review questions at the end of chapter 10 in the Student
Book.
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CHAPTER 11
File management
Learning aims
•
To understand how to locate stored files
•
To understand how to open and import files of different types
•
To understand how to save files in a planned hierarchical directory/folder structure
•
To understand how to save files using appropriate file names
•
To understand how to save and print files in a variety of formats including a document,
screenshots, database reports, data tables, graphs/charts, a web page in browser view
and a web page in HTML view
•
To understand how to save and export in the file format of an application package
including .docx, .doc, .xlsx, .xls, .sdb, .sdc, .accdb, .odb, .rtf, .pptx and .ppt
•
To understand how to save and export in a generic file format including .csv, .txt, .rtf,
.pdf, .css, .htm, .jpg and .png
•
To understand the characteristics and uses of file formats including css, csv, gif, htm, jpg,
pdf, png, rtf, txt, zip and rar
•
To understand the need for generic file formats
•
To understand how to reduce file sizes for storage or transmission where necessary
using file compression including .zip and .rar
•
To understand the need to reduce file sizes for storage or transmission
11.1 Managing files
Warmup
Explain to students that one of the most useful features of a computer is the ability to store
files and retrieve them when required. Over time, people create many files and these need
to be organised and labelled so they can be retrieved.
Ask students to work in pairs to imagine a filing cabinet or filing system for students’ details.
Ask students to suggest how the files should be organised and what the folder structure
should be.
Support students by asking them to think about how names could be sorted to put them in
an order.
Challenge students by asking them to consider where else they organise and store files. For
example, they might organise the apps on their smartphone in folders. What methods do
they use? Ask students to consider whether their methods are the most efficient.
Naming structure
Activity
Explain to students that the key to good naming conventions is ensuring that you can locate
and open the correct files in the future. Poorly named files can lead to inefficient working
and sometimes lead to accidentally deleting files.
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Create a document with at least five item descriptions. For example:
•
•
•
•
•
History homework on Romans in Word
Maths revision notes in PowerPoint
Finances for 2021 in Excel
Poem for greetings card in Word
Group presentation on how to use a spreadsheet in PowerPoint
Ask students to write a suitable file name next to each description. Encourage them to
include the correct file extension relating to the software.
Once the activity is complete, ask students to answer the following question: what rules
would you set yourself when creating a file name?
Support students by completing one of the file names to illustrate how to do the activity.
Challenge students by asking them to describe how they would encourage other students to
save their work appropriately.
Activity
Ask students to complete the activity on page 167 of the Student Book.
Support students by advising them to highlight key information and create a file name from
that information.
Challenge students by asking them to discuss the options for file name spaces. What is
better: a space or an underscore?
Folder/directory structure
Activity
Create a document containing a wide range of food items, evenly spaced. Ensure that each
food item has the word ‘starter’, ‘main’ or ‘dessert’ linked to it. For example:
•
•
•
Starter – Garlic Mushrooms
Main – Chicken Salad
Dessert – Ice Cream
Ask students to cut out the items and sort them into a folder structure.
Once the activity is complete, ask students to discuss the folder structure they chose with a
partner. Ask students to answer the following questions:
•
•
What is the benefit of sorting these items into a folder structure?
Have you sorted the items within each folder?
Support students by asking them to consider what is repeated in all the items. Can this be
used to split the items into three piles?
Challenge students by asking them to consider how each folder could then be split again
into further folders within the main folder.
Activity
Explain to students that setting up a directory on a computer should be one of the first
things that you do when you set up a computer from new. It is important to plan this in
advance. Just like with files, it is important to use naming conventions and consider what
your main uses of folders will be.
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Create a document containing the image of a file system in Figure 11.2 on page 168 of the
Student Book. Ask students to highlight all areas that have been poorly labelled. Students
should not use the Student Book for this activity.
Once the activity is complete, ask students to describe their findings to a partner and discuss
any differences between their answers.
Explain to students that the folder structure in Figure 11.2 has several problems: there are
very similar directory names (‘folder1’ and ‘folder 1’); there are vague names for directories,
such as ‘stuff’; and all of the folders are on the same level.
Support students by encouraging them to think about whether they know what each folder
contains by reading the folder name. If not, then it is not clear enough.
Challenge students by asking them what impact a poorly named folder structure could have
on productivity.
Activity
Explain to students that a hierarchical directory structure is where a set of folders are placed
within each other at different levels.
Give students a piece of paper or card and ask them to work in pairs to create a hierarchical
structure for a new restaurant. The directory needs to:
•
•
•
have recipes stored and make it easy to access the different courses
store photos of food and events to use for marketing
store details of events that are coming up, marketing materials for these and the
menus that will be used.
Support students by providing them with a starting point for the hierarchical structure that
allows them to fill in the folder names.
Challenge students by asking them to describe the hierarchical structure they have
produced and how this would then be created as a directory on a computer.
Activity
Ask students to complete the activity on page 169 of the Student Book.
Support students by pairing them with another student to discuss each other’s file
structures and how they could be improved.
Challenge students by asking them to draw the hierarchical structure for the file structure
they have in place.
Saving and printing files
Activity
Explain to students that once a directory structure is in place and files are being created in
one of the many applications that a computer uses, it is important to ensure that files are
saved correctly.
Ask students to discuss the following question in pairs: when should you save your work?
Once the activity is complete, ask each pair to share their answer.
Explain to students that one of the biggest pitfalls that an ICT user can encounter is not
saving work on a regular basis. When a document is created for the first time, it is essential
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to use ‘Save As’, as this allows the user to input a suitable file name and select an
appropriate place to save the document.
Support students by pairing them with a more confident student.
Challenge students by asking them to share an answer to the following question: once a
document has been saved for the first time, what happens when it is saved again? (Answer:
the new version overwrites the original version.)
Activity
Explain to students that a computer can produce a variety of documents and these might
need to be saved or printed, depending on what the user needs to create. Discuss the
variety of documents that can be produced using a computer and ask students to select
three types from the following list to demonstrate saving and printing:
•
•
•
•
•
•
word-processing documents, using an application such as Microsoft Word
screenshots, which are like photographs of a screen
database reports, which are used to extract information from a database
graphs and charts
web pages in browsing mode
web pages in HTML view.
Give students a piece of paper or card and ask them to mind-map the different types of
documents they create on a computer for school.
Once the activity is complete, ask students to colour-code the files that they save and/or
print.
Support students by asking them a specific question, such as what have you created for
other lessons this week?
Challenge students by asking them to consider what they create, save and print outside the
classroom. Does this differ from what they do at school?
Saving and exporting
Activity
Explain to students that in order for files to be used by other users and compatible with
other systems, it is important to be able to save a document in different file formats.
Create a document with the types of application on the left and the possible file formats
and alternative file formats on the right, randomly placed. These can be taken from the
table on page 176 of the Student Book.
Ask students to match each type of application to the correct file format and alternative file
format. Students should not use the Student Book for this activity.
Once the activity is complete, ask students to compare their answers to the Student Book
and discuss any incorrect answers with a partner.
Support students by connecting one of the types of application to the correct file format
and alternative file format. This will help students understand how to complete the activity.
Challenge students by asking them to describe what is meant by backward compatibility and
share their answer with the class.
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File formats
Activity
Explain to students that every file that is created on a computer has to have a file format to
enable an application to determine the type of data that the file contains.
Ask students to discuss in pairs how they would describe a generic file type and a
proprietary file type.
Once the activity is complete, ask each pair to share how they would describe one of the file
types.
Support students by pairing them with a more confident student. Link the file types to
examples to help them understand the differences.
Challenge students by asking them to consider why a company would have a proprietary file
type related to its software.
Activity
Explain to students that there are many generic file types that can be read by multiple
applications on a variety of systems. Create a document containing the column ‘The uses
and characteristics of the file type’ from the table on page 177 of the Student Book. Give the
students the file types as options at the top of the created document or as a separate list.
Ask students to label the uses and characteristics with the correct file types. Students should
not use the Student Book for this activity.
Once the activity is complete, ask students to compare their answers to the Student Book
and discuss any incorrect answers with a partner.
Support students by connecting one of the uses and characteristics to the correct file type.
This will help students understand how to complete the activity.
Challenge students by asking them to consider the advantages of using a generic file type.
Workbook
Exercise 1
Ask students to complete Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
11.2 Reducing file sizes for storage and transmission
Warmup
Explain to students that as files and media become higher quality, the files we use increase
in size. Computers have a finite amount of storage capacity, so some software applications
can compress files to store and share them efficiently.
Ask students to work in pairs to answer the following questions:
•
•
What is a zip file format?
In what circumstances would you use a zip file format?
Once students have completed the activity, ask each pair to share an answer to one of the
questions.
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Support students by asking them to consider a specific scenario, such as a student needing
to send a large project file to their teacher. If the file is too large to send via email, how can
the student send it?
Challenge students by asking them to answer an additional question and share their answer
with the class: how is a folder compressed into a zip file format?
Activity
Ask students to complete the activity on page 178 of the Student Book.
Support students by providing a step-by-step checklist for compressing a folder.
Challenge students by asking them to describe the different options for compression file
formats available to them.
Workbook
Exercise 2
Ask students to complete Exercise 2 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Chapter summary
Tell students that by the end of the chapter they will be able to understand the different file
types and their uses. Students need to know how to locate, open and import files. They also
need to understand how to save files using appropriate file names and in a hierarchical
folder structure. Students need to understand how to save and print a variety of document
types and save and export files to different file formats. Students need to understand the
difference between generic and proprietary file formats. They also need to know how to
compress files, when compression is required and why it is used.
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 11.
Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Ask students to create a document about file management. In their document, they should
do the following:
•
•
•
•
•
•
List at least five different file types and their uses.
Describe how to save and print from at least three different file formats.
List at least five different file formats relating to the applications they use.
Describe the difference between generic and proprietary file formats.
Explain what compression is and why it is used.
Give examples of types of compression formats.
Ask students to describe how they have used an appropriate file name for the document
they have created and ask them to outline the hierarchical folder structure it is stored in.
Ask students to complete the Let’s Review questions at the end of chapter 11 in the Student
Book.
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CHAPTER 12
Images
Learning aims
•
To understand how to place an image with precision
•
To understand how to resize an image as specified to maintain or adjust the aspect ratio
of an image
•
To understand how to crop an image
•
To understand how to rotate an image
•
To understand how to reflect (flip) an image horizontally or vertically
•
To understand how to adjust the brightness of an image
•
To understand how to adjust the contrast of an image
•
To understand how to group and layer images including grouping and ungrouping, and
moving to the front or back
•
To understand how to recognise that reducing the file size can be achieved by reducing
the image resolution or colour depth
12.1 Inserting an image into a document
Warmup
Begin by explaining that a picture created on a digital platform or copied and stored in
electronic form is referred to as an image. Ask students to pair up and name different places
they see images used.
Then ask each pair to share at least one item from their list to build a class list on the board.
Support students by pairing them with a more confident student.
Challenge students by asking them to think about and share their thoughts on an additional
question: what impact does an image have on a document?
How an image is inserted into a document
Explain that the pictures we see in a printed book are images inserted in the digital copy of
the book before it is printed. Similarly, images can be inserted into documents such as wordprocessing files, presentations, spreadsheets and websites, depending on the target
audience.
Activity
Explain that an image can be placed into a document to make it more effective, interesting
and visually attractive. Ask students to work in pairs and open Microsoft Word. One student
will control the computer and the other will describe how to navigate. The navigator will tell
the other student what to do and the student on the computer must follow the instructions
given. Ask them to complete the following tasks. When they have completed task 1, they
should swap places so that the navigator becomes the controller and vice versa.
1. Insert an image into a Word document from a folder saved on the computer.
2. Insert an online image into a Word document.
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Once they have completed the activity, ask the students to share which method they
preferred and why.
Support students by pairing them with a more confident student and encouraging them to
take on the role of controller first. This will help them to understand how to give
instructions when they take on the role of the navigator.
Challenge students by asking them to describe what the difference is between inserting an
online image and copying and pasting from a web page.
12.2 Placing an image in a document with precision
Warmup
Ask students to work in pairs to answer the following question:
•
•
Why is it important to be able to position an image in a precise location?
Can you think of an example where placing an image with precision is essential to
the layout?
Once the activity is complete, ask each pair to share an answer to one of the questions.
Support students by pairing them with a more confident student.
Challenge students by asking them what tools can be used to place an image in a precise
location in a document.
Activity
Create a document based on Table 12.1 on pages 185–186 in the Student Book. The
document should have three columns: ‘Name and Icon’ and ‘Description’. Make sure that
you order each column randomly. Ask students to match the names and icons to the correct
descriptions and then to the correct options.
Support students by connecting one name and icon pair to the correct description to help
them understand how to complete the activity.
Challenge students by removing the descriptions and asking them to complete the
descriptions when they join the names and icons to the options.
Activity
Give students a piece of paper or card and ask them to work in pairs to list what tools can be
used to edit the positioning of an image in a document.
Once the activity is complete, ask each pair to share at least one tool and its use.
Support students by pairing them with a more confident student.
Challenge students by asking them to describe additional options within the tool.
Activity
Give students a document with a set of images inserted. Ask them to work in pairs to use
the images to demonstrate at least three ways the following tools can be used:
•
•
•
•
Position
Wrap Text
Align
Rotate.
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When they have completed this activity, ask students to consider how they would use the
tools Group and Bring Forward/Send Backward tools.
Support students by demonstrating how to access each tool and the options available.
Allow them to choose two (or more) of the tools to demonstrate their understanding.
Challenge students by asking them to include a description of each tool and share the
descriptions with the class.
Activity
Explain to students that the Layout dialog box offers options that can help them to place an
image with precision. For example, they can customise the position, alignment, text wrap
and size of an image.
Ask students to insert an image and open the Layout dialog box to change the position and
alignment. Ask them to add a description of what they have changed about the image.
Support students by providing additional steps to guide them in deciding what to edit.
Challenge students by asking them to compare the use of the icons (see the previous
activity) with the use of the Layout dialog box. Ask them to share their findings with the
class.
Activity
Ask students to complete the activity on page 186 of the Student Book.
Support students by showing them the icon linked to the tool to help them locate it.
Challenge students by asking them to describe the different options available under the
Wrap Text tool.
12.3 Editing an image
Create a document with an image inserted and ask students to complete the following two
tasks and questions:
•
•
Resize the image from the side – what happens to the image?
Resize the image from the corner – what happens to the image?
Explain to students that it is important to resize from the corner to retain the image quality.
Support students by demonstrating how to adjust the size of an image.
Challenge students by asking them to describe how to resize an image and retain the image
quality.
Image resolution
Explain to students that the smallest unit of an image is called a pixel. A pixel is like a small
dot of light in an image. Image resolution relates to the total number of pixels per inch in an
image.
Explain that resolution is expressed as m × n, where m is the number of pixel-columns in the
width of an image and n is the number of pixel-rows in the height of the image. Image
resolution is the result of multiplying these values.
Activity
Ask students to calculate the resolution of an image that has a height of 30 pixels and a
width of 220 pixels.
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Support students by providing an example scenario to help them understand the calculation
and how to complete the activity.
Challenge students by asking them an additional question: what would it mean if the image
had a higher number of pixels?
Activity
Give students a piece of paper or card. In pairs, ask them to discuss why an image would
need to have its resolution reduced. Once the activity is complete, each pair should share at
least one reason with the class.
Support students by pairing them with a more confident student.
Challenge students by asking them to discuss any software options that could be used to
reduce the resolution of an image.
Aspect ratio
Explain to students that aspect ratio is the ratio between an image’s width and height. For
example, a square image will have the aspect ratio 1:1 and if the image’s width and height
are halved, the aspect ratio will remain the same.
Activity
Ask students to consider the following questions:
•
•
What would happen to the aspect ratio if the width and height were doubled?
What impact would it have on an image if the aspect ratio were not maintained?
Support students by giving them visual prompts for each question.
Challenge students by asking them an additional question: might there be situations where
an image’s aspect ratio would have to be adjusted and not maintained?
Activity
Explain to students that the height or width of an image can be changed whilst balancing
and maintaining the aspect ratio. Ask students to insert an image in word-processing
software and then use the software to:
1. Resize the image with Lock the Aspect Ratio selected.
2. Resize the image with Lock the Aspect Ratio not selected.
Ask students to answer the following question: why is the Lock the Aspect Ratio option
important when resizing an image?
Support students by asking them to identify what happened with and without the Lock the
Aspect Ratio option selected.
Challenge students by asking them to answer an additional question: what impact would it
have on business documents if aspect ratio were not maintained?
Cropping an image
Explain to students that if you only need part of an image, you can remove the part that is
not required using cropping tools.
Activity
Give students an image and ask them to crop it to only show one part. Then ask them to
create a table to demonstrate the image after cropping it in three different aspect ratios.
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Once they have completed the activity, ask each student to share with a partner the options
they chose and what impact it had on the original image.
Support students by providing an example of each option to help them understand what to
do for the activity.
Challenge students by asking them to consider whether cropping the original image
influenced the file size. Ask them to share their findings with the class.
Reflecting an image
Explain to students that it is possible to reflect or flip an image. Reflecting an image flips the
original image to create a mirror image.
Activity
Give students an image. Ask them to show in a word-processing document what the image
looks like before and after using the following tools:
•
•
Flip Horizonal
Flip Vertical.
Once they have completed the activity, ask each student to consider where and when these
tools would be beneficial.
Support students by providing a document with the images already in it for them to edit.
Challenge students by asking them to consider whether reflecting an image influences its
aspect ratio.
Adjusting the image properties
Explain to students that an image has many properties, such as colour, tones, contrast,
brightness, saturation and colour depth.
Activity
Give students an image and ask them to create a table to demonstrate the image after
adjusting:
•
•
Sharpen/Soften
Brightness/Contrast.
Ask students to add a description to each example stating what has been changed and the
impact on the original image.
Once they have completed the activity, ask each student to share with a partner the options
they chose and what impact the changes had on the original image.
Support students by providing an example of each option to help them understand what to
do for the activity.
Challenge students by asking them to consider whether adjusting an image’s properties
influences its file size. Ask them to share their findings with the class.
Colour
Explain to students that it is possible to adjust the colour saturation and tone of an image. It
is also possible to recolour an image.
Discuss how by changing the colour tone or recolouring an image, you can also vary the
colour depth. Colour depth is measured in bits and refers to the number of bits used to
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show how many colours are available for each pixel. To decrease an image’s size, you can
decrease the colour depth.
Activity
Give students an image and ask them to create pop-art-style versions of the same image
where each version is different. They should use:
•
•
•
Color Saturation
Color Tone
Recolor.
Ask students to add a description of their favourite image within their pop art and explain
what they adjusted.
Once they have completed the activity, ask each student to share their pop art with a
partner and discuss how they adjusted the individual images.
Support students by providing an example of an adjusted image next to the original as a
starting point for their pop art. This will help students to understand how to complete the
activity.
Challenge students by asking them to consider whether adjusting an image’s colour depth
influences the file size. Ask them to share their findings with the class.
Workbook
Exercise 1
Ask students to complete Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Chapter summary
Tell students that by the end of the chapter they will be able to understand how images can
be adjusted and how this will affect file size. They will also need to recall and apply the tools
and options available to adjust an image. Students need to understand the importance of
aspect ratio and image resolution, and how adjusting an image can affect these.
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 12.
Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Ask students to create a document showing and explaining the following tools:
•
•
•
•
•
•
Colour
Image Corrections and Image Colour (in image properties)
Flip Vertical/Flip Horizontal
Crop
Rotate
Group
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•
Bring Forward/Send Backward.
The final document with text and images should also demonstrate the use of the following
tools:
•
•
•
Position
Wrap Text
Align
Ask students to complete the Let’s Review questions at the end of chapter 12 in the Student
Book.
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CHAPTER 13
Layout
Learning aims
•
To understand how to enter and modify text and numbers with total accuracy
•
To understand how to use editing techniques to manipulate text and numbers including
highlight, delete, move, cut, copy, paste, and drag and drop
•
To understand how to place objects into the document from a variety of sources
including text, image, screenshot, shapes, table, graph or chart, spreadsheet extract and
database extract
•
To understand how to wrap text around a table, chart or image including above, below,
square and tight
•
To understand how to create a table with a specified number of rows and columns
•
To understand how to place text or objects in a table
•
To understand how to edit a table and its contents including insert row(s) and column(s),
delete row(s) and column(s), and merge cells
•
To understand how to format a table including to set horizontal cell alignment (left,
right, centre, fully justified), set vertical cell alignment (top, middle, bottom), show
gridlines, hide gridlines, wrap text within a cell, shading/colouring cells, adjust row
height and adjust column width
•
To understand how to create or edit headers and footers
•
To understand how to align the contents of the header and footer consistently within a
document including to left margin, right margin and centred within margins
•
To understand how to place text and automated objects in headers and footers
including file information, page numbering, total number of pages, date and time
13.1 Understanding document layout
Warmup
Begin by explaining that in day-to-day life, there are many different types of documents. Ask
students to pair up and name different types of documents.
Once they have completed the activity, ask students to look at their list and highlight or
colour-code each item as a physical or electronic entity. Ask students to share at least one
item from each heading so you can build up a class list on the board.
Support students by pairing them with a more confident student.
Challenge students by asking them to think about which types of documents can be adapted
to fit into both physical and electronic entities.
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13.2 Creating a document
Warmup
Begin by explaining that for any document-related task, it is important to understand the
different features available in the software package you are using. Ask students to pair up
and consider the types of documents that could be created using the following software:
•
•
•
•
Word
PowerPoint
Access
Excel.
Once they have completed the activity, ask students to share at least one type of document
linked to one software option.
Support students by pairing them with a more confident student.
Challenge students by asking them to think about documents that can be created in more
than one software option.
Creating a new document
Explain that a document may be a physical or an electronic entity, such as a report, letter,
brochure, image, presentation slide or web page.
Activity
Explain to students that to open a new document, they should click on the icon of the
application they want to open. Application icons can be accessed from the Start menu of an
operating system or the desktop. In Microsoft Office, when the application opens you can
see the Backstage view showing the thumbnails of different pre-designed templates and a
Blank document option.
Ask students to open Microsoft Word. Ask them to enter the word ‘education’ in the
template search tool. They should find various templates. Ask them to select one and think
about what interests them about that template . Ask them to share one template each that
interested them and to say why.
Support students by asking them to look at two templates you have identified. Ask them to
say which they prefer and why.
Challenge students by asking them to describe an advantage and a disadvantage of using
templates.
Opening a document using the File tab
Explain to students that another way to open a new document is by using the File tab of an
already open document.
Activity
Ask students to complete the activity on page 196 of the Student Book.
Support students by giving them a step-by-step guide to how to complete the task. This
should allow students to understand the process.
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Challenge students by asking them to compare the variety of templates available across
presentations, spreadsheets and word-processing software.
Opening an existing document
Explain to students that it is also possible to open a file that they created and saved earlier.
Activity
Ask students to draw a table on paper or card with the following headings ‘Recent’, ‘This PC’
and ‘Browse’. Ask them to look at the three options on the chosen software and write a
description of what each one does.
Once the activity is complete, ask students to share their descriptions with a partner to
decide on one definition to share with others.
Support students by focusing on the difference between Recent and Browse. They can then
make notes about This PC when others share their descriptions.
Challenge students by asking them to think about an advantage of using one option over
another.
13.3 Entering text and numbers with total accuracy
Warmup
Explain to students that the layout of documents depends on the application used. Explain
that they can use a keyboard to enter text into the different areas of a document.
Create a document that has an image of the text tools in Figure 13.5 on page 198 of the
Student Book. Ask students to locate the text tools, investigate them and label the tools
with descriptions of what each tool is for. Students should not use the Student Book for this
activity.
Once students have completed the activity, they should look at Figure 13.5 in the Student
Book and see how many they got right. They should discuss any that they did not get right
with a partner and think about why it was incorrect.
Support students by providing them with one text tool labelled with a description. This can
enable them to understand where to start and begin to complete the rest.
Challenge students by asking them to compare the text tools across two software choices
and share their findings.
Activity
Give students a saved document with text and ask them to follow these instructions:
1.
2.
3.
4.
5.
Use Word Art to add a title.
Add a text box with additional information.
Change the font size and colour of one part of the text.
Import text from another file using an object.
Add a signature line.
Support students by asking them to focus on the text box and Word Art sections.
Challenge students by asking them to add a watermark to the document and to use Quick
Parts.
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Activity
Ask students to complete the activity on page 198 of the Student Book.
Support students by giving them a step-by-step guide to how to complete the task. This
should allow students to understand the process.
Challenge students by asking them to compare the variety of templates available across
presentations, spreadsheets and word-processing software.
13.4 Editing or modifying text and numbers in a document
Warmup
Explain to students that editing a document involves highlighting, modifying, inserting or
deleting some content, or inserting objects, charts and tables to make it more effective and
presentable.
Ask students to create a table with the headings ‘Tool’, ‘Icon’ and ‘Description’. Ask students
to complete the table for the following tools using spreadsheet software:
•
•
•
•
•
•
•
Highlight
Currency Format
Undo
Redo
Cut
Copy
Paste.
Encourage students to add a shortcut to the description of a tool if known.
Support students by giving them descriptions and asking them to find the corresponding
tools.
Challenge students by asking them to compare the tools across presentation, spreadsheet
and word-processing software.
Activity
Give students a spreadsheet and ask them to work in pairs to complete the following
actions:
•
•
•
•
•
change the format to currency on selected cells
highlight specific cells’ content
delete selected data
copy and paste data into a cell
cut and paste date into a cell.
Ask students to describe how to complete each task.
Support students by pairing them with a more confident student.
Challenge students by asking them to describe the shortcuts they used instead of locating
the tools.
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13.5 Placing objects in a document from a variety of sources
Warmup
Explain to students that it is possible to insert objects such as text boxes, tables, images,
graphs or charts, shapes, screenshots, spreadsheets and database extracts into a document.
This can be done by copy and pasting or inserting the files as objects.
Ask students to open a word-processing document to:
•
•
•
insert an image from a given file
insert an image from the web
use print screen and only show the toolbar used.
Ask students to describe how to complete each task underneath the inserted image.
Support students by providing them with an image and description of how to insert an
image from a given file. This can give them an understanding of where to start and begin to
complete the rest.
Challenge students by asking them to change the position of an image.
13.6 Working with tables
Warmup
Explain to students that a table can be inserted into a document. Ask students to discuss in
pairs why a table would be added to a document.
Once they have completed the activity, ask students to share a reason for adding a table to
a document.
Support students by pairing them with a more confident student.
Challenge students by asking them to think about the key sections of a table and how these
can be used to make it easy to understand the data it contains.
Creating, modifying, merging and formatting in tables
Explain that tables are useful for displaying data in rows and columns. This helps when
organising and presenting data for quick analysis.
Activity
Explain to students that a table can be created in several ways. Spreadsheet software and
databases provide ready-made grids to work with. In Word and PowerPoint, it is possible to
create tables with specific numbers of rows and columns using the Insert tab.
Ask students to use word-processing or presentation software to add a table with a row for
each of the following topics:
•
•
•
•
how to create a table
how to delete a row or column
how to merge cells
how to format a table.
Ask students to complete the table with descriptions of how to complete each task.
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Support students by giving them descriptions to add to the table and asking them to match
the descriptions with the correct tools.
Challenge students by asking them to explore additional tools available within the table
Design and Layout tabs.
Activity
Ask students to complete the activity on page 207 of the Student Book.
Support students who by supplying a selection of sources with information for them to
choose from.
Challenge students by asking them to add descriptions of the shortcuts and tools that were
most effective and why.
Workbook
Exercise 1
Ask students to complete Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
13.7 Using headers and footers
Warmup
Give students a piece of paper or card and ask them to work in pairs. Ask them to highlight
the header and footer areas on the piece of paper or card and describe what information
may go in these areas.
Once students have completed the activity, ask them to share with the class what headers
and footers are used for.
Support students who are less confident by pairing them with a more confident student.
Challenge students who are more confident to consider the difference between a header
and a heading, and a footer and a footnote.
Inserting headers and footers in a word-processing document
Explain that headers and footers are the special spaces in the top and bottom margins,
respectively. They are outside the main work area of a document. Headers and footers are
generally used for titles, author names, page numbers, dates and copyright information.
Adding this information makes a document professional and easy to organise.
Activity
Ask students, in pairs, to create a header and a footer for a new cupcake business. They
should do the following:
•
•
•
•
include an image of a cupcake in the top left corner
include the business name, ‘Cupcakes Heaven’, aligned in the centre
adjust the position to be 0.5 cm from the top
add a page number to the footer.
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Ask students to print out their completed document and label each section. They should
also include descriptions of how they completed each task. Ask each pair to share a
description with the rest of the class.
Support students by pairing them with a more confident student. Ask them to make notes
from the descriptions shared by other students when labelling their documents.
Challenge students by asking them to describe how Quick Parts could be used in the header
or footer.
Inserting headers and footers in a spreadsheet document
Explain to students that in a spreadsheet application, headers and footers can be inserted
either in Page Layout view or via the Insert tab. In both methods, it is only possible to view
the applied headers and footers in Print Layout or Print Preview view, or in the printed
document.
Activity
Ask students to create a document that shows how to use the two methods:
•
•
Page Layout view
Insert tab.
The document should have screenshots showing how to add a header and a footer to a
spreadsheet using both methods. In their document, students should do the following:
•
•
•
•
include a header and a footer
use screenshots aligned within the text
use a table to highlight key steps
implement effective formatting in the table.
Once students have completed the activity, they should share their document with the
person next to them to compare descriptions and steps.
Support students by asking them to focus on one method.
Challenge students by asking them to think about which method they would prefer to use
and why.
Activity
Ask students to complete the activity on page 210 of the Student Book.
Support students by giving them an image to insert and allowing them to refer to the
Student Book to check how to add headers and footers.
Challenge students by asking them to describe the advantages of having a header and
footer in a business document.
Workbook
Exercise 2
Ask students to complete Exercise 2 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
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Chapter summary
Tell students that by the end of the chapter they will be able to apply and recall tools and
format options available to them and the benefits of their use.
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 13.
Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Ask students to create a presentation to help others learn how to use the key tools outlined
in this chapter. The presentation should include screenshots where appropriate. It should
cover the following:
•
•
•
•
•
•
•
•
•
different ways to open a document
different editing techniques, icons and any shortcuts available
how to add at least three different types of objects
how to create a table and how to format the design and layout
how to wrap text around different objects
how to add a header and a footer in a word-processing document
how to add a header and a footer in a spreadsheet
how to add additional objects to a header and footer
why headers and footers are used in documents.
Ask students to write a description to accompany their presentation. The description should
cover the tools they used to create the presentation and why they chose them.
Ask students to complete the Let’s Review questions at the end of chapter 13 in the Student
Book.
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CHAPTER 14
Styles
Learning aims
•
•
•
•
•
•
•
To understand how to create, modify, update and apply styles to ensure consistency
of presentation
To understand the concept of font including font face, type (serif, sans-serif), point
size and colour
To understand the concept of text alignment including left, right, centre, and fully
justified
To understand the concept of text enhancement including bold, underline and italic
To understand the concept of spacing including paragraph (before and after) and line
To understand the concept of bullets including shape, alignment, line spacing and
indent
To understand the purpose and uses of a corporate house style
14.1 House style
Warmup
Begin by explaining that in a business, a document goes through several processes before it
is published. One of the most important steps is ensuring that all the required styles and
design elements have been correctly incorporated.
Give students a piece of paper or card. Ask them to work in pairs to think about why a house
style is applied to business documents. Once they have completed this part of the activity,
ask them to share at least one item from their list with the rest of the class.
Discuss with the class how businesses require a professional feel to their documents. A
house style is essential in achieving this goal.
Support students by pairing them with a more confident student.
Challenge students by asking them to think about the kinds of business items that are
developed from a business house style. Ask them to share their findings with the class.
What is included in a house style guide and where is house style used?
Explain to students that a house style guide determines the designs and layout of
documents used in all of an organisation’s written communications.
Activity
Ask students, in pairs, to list what would be included in a house style guide. Once they have
completed the activity, ask each pair to share one item with the class.
Support students by asking them to think about what they can do to text to change the look
in a document.
Challenge students by asking them to describe why an organisation would set a house style.
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Activity
Create a handout that shows the business documents in Figure 14.2 on page 215 of the
Student Book. Ask students to label or highlight similarities between the documents and
make a list of what would be included in a house style for this company.
Support students by giving them examples showing a logo being used consistently. This will
help them to see what is required within the activity.
Challenge students by asking them to give an advantage and a disadvantage of using a
house style.
Activity
Ask students to complete the activity on page 216 of the Student Book.
Support students by supplying a set of prompts – for example, suggest that they look at
text, colour, layout and logos.
Challenge students by asking them to describe the implications if the house style were
different between the textbooks.
14.2 Creating styles
Warmup
Ask students to create a document with examples of at least five different fonts that they
like and explain why they like each font choice.
Once they have completed the activity, ask students to share their favourites and discuss
any that are consistent across the class.
Support students by providing a selection of fonts to look at:
•
•
•
•
Times New Roman
Comic Sans MS
Arial
Century Gothic.
Challenge students by asking them to think about scenarios where their chosen font would
be a good selection.
Working with fonts and using formatting tools
Explain to students that a font is a set of text characters in a specific style and size. Different
font typefaces belong to different font categories, referred to as ‘font families’, and are serif
or sans serif.
Activity
Create a document containing the two ‘Thing’ example sections in Table 14.1 on page 217
of the Student Book. Ask students to highlight and label the differences between the two
‘Thing’ words. Students should not use the Student Book for this activity.
Once they have completed the activity, ask students to refer to the Student Book to see
whether they were correct.
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Support students by focusing on the differences between how the two words look. Ask
them to look for similar fonts.
Challenge students by asking them to think about when each type of font family may be
used.
Activity
Ask students to open a word-processing document and create a table with the headings
‘Sans Serif Fonts’ and ‘Serif Fonts’. Ask students to find at least five examples of fonts that fit
into each side of the table.
Once students have completed the activity, ask them to compare the fonts they have found
with those of the person next to them. Encourage them to add any different examples to
their own table.
Support students by providing a starting font for each side of the table.
Challenge students by asking them to describe the differences between the font families.
Activity
Create a document containing the icons for the following tools and ask students to label the
icons:
•
•
•
•
•
•
•
Align Left
Alight Right
Center
Justify
Increase Font Size
Decrease Font Size
Font Color
Support students by giving them the name of one of the tools to help them understand the
activity.
Challenge students by asking them to describe what each tool does and share this
information with the class.
Activity
Give students a saved document containing a left-justified heading and some left-justified
body text. Ask them to follow these instructions:
•
•
•
•
•
Change the font of the heading.
Change the font of the body text.
Change the font color of the heading and body text.
Align the heading to the centre.
Change the text alignment of the body text to justified.
Support students to refer to the icons in the previous activity as a guide to the tools to use.
Challenge students by asking them to identify any shortcuts for the tools. Ask them to share
these with the class.
Text enhancement tools
Explain that it is possible to add effects to text to enhance its appearance.
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Activity
Ask students to create a table with the headings ‘Tool’, ‘Icon’ and ‘Example’. Then ask them
to complete the table for the following tools:
•
•
•
•
Italic
Bold
Underline
Strikethrough.
Encourage students to use Print Screen and Crop or screen clipping to add the icons.
Support students by giving them a table with the icons to name and add an example.
Challenge students by asking them to describe the different text enhancement tools.
Bullets and numbering
Explain to students that lists can be used to organise items in a structured way.
Activity
Ask students to create a list in a word document of the different tools they have learned
about in this chapter. Encourage students to look at the different bullet options and select
one they prefer.
Support students by giving them a document with a list in it and ask them to edit the bullet
style.
Challenge students by asking them to identify the difference between bullets and a
multilevel list.
Creating, modifying and applying predefined styles
Explain to students that it is possible to create styles and apply them in a document with a
single click. This can save time and effort as it removes the need to format each text item
one by one.
Activity
Ask students to create a document containing the names of at least five different styles and
change the styles of the text to the corresponding styles. Ask students to describe which
styles they would use in a document and why.
Support students by giving them a document with a list of the styles for them to format with
the corresponding style.
Challenge students by asking them to describe an advantage and a disadvantage of using
styles in a document.
Activity
Explain to students that as well as the default styles, there is the option to create a new
style or modify a style. Ask students to:
•
•
create a new style, describe the style and explain where it would be used in a
document
modify a style, describe what they have changed and explain why their change
improves the style.
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Support students by asking them to create the style and identify where it would be used in a
document.
Challenge students by asking them to create a set of styles that could be used to create a
house style for a business document.
Activity
Ask students to complete the activity on page 224 of the Student Book.
Support students by supplying a report to edit with the house style in question B.
Challenge students by asking them to create a new style to add to the report.
Workbook
Exercise 1
Ask students to complete Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Ask students to create a business house style for a new company selling stationery. The
house style needs to include:
•
•
•
•
•
•
•
font
font family
font sizes for different sections
text alignment
font colour
text enhancement tools
bullets or numbering for a list.
Once they have compiled these details, ask them to create a new style in a document using
some of the details of the house style they created.
Then ask students to write a description to accompany their house style document
explaining the reasons for the different sections of the house style.
Ask students to complete the Let’s Review questions at the end of chapter 14 in the Student
Book.
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CHAPTER 15
Proofing
Learning aims
•
To understand how to use automated software tools (spell check, grammar check) and
make appropriate changes to ensure all work produced contains as few errors as
possible
•
To understand how to use validation routines to minimise data entry errors
•
To understand how to use automated suggestions given by spell check software do not
always give the correct response
•
To understand the importance, characteristics and uses of appropriate validation
including range check, character check, length check, type check, format check and
presence check
•
To understand how to identify and correct data entry errors including transposed
numbers, incorrect spelling, inconsistent character spacing and inconsistent case
•
To understand how to identify and correct inconsistent line spacing, remove blank
pages/slides, remove widows/orphans, inconsistent or incorrect application of styles,
ensure that tables and lists are not split over columns or pages/slides
•
To understand the importance, characteristics and uses of verification including visual
checking and double data entry to reduce data entry errors
•
To understand the need for validation as well as verification
15.1 Software tools
Warmup
Begin by explaining that people may work hard to collect information and type in every
detail to create a document, a database or even to write an email. But it is important to
consider what happens if the document has spelling errors or the numbers in a table have
moved. Sometimes the data values entered in a database may also contain errors.
Give students a piece of paper or card and put them in pairs. Ask them to think about the
implications of errors in a finished document and what they should do before sending it on
to others.
Once they have completed the activity, ask students to share an implication with the rest of
the class and state one way they would ensure there are no errors in their work.
Support students who are less confident by pairing them with a more confident student.
Challenge students who are more confident to think about what the implications would be
for a business if a document for the public contained errors.
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Spelling and grammar check
Explain that it is very important to check or proof your work before finalising it. Proofing
means checking each word and data entry in a document for errors, discrepancies and
inconsistencies.
Activity
Ask students to complete the activity on page 228 of the Student Book.
Support students by writing the correction above the first strikethrough.
Challenge students by asking them to describe how they approached the task and what was
easiest to spot when proofing.
Activity
Create a document that contains spelling and grammatical errors. This could be the same as
Figure 15.1 on page 228 of the Student Book. Ask students to use a red pen to underline
the spelling errors and a blue pen to underline the grammatical errors.
Support students by giving them examples of a spelling error and a grammatical error
underlined. This should help them to understand the activity.
Challenge students by asking them: how does colour-coding errors help proofing?
Activity
Explain that Microsoft Word automatically checks a document for spelling and grammar
errors. It uses red to underline spelling errors and blue for grammatical errors.
Ask students what the advantages are of having colour-coded errors highlighted
automatically when creating a word-processing document.
Support students by asking them what they found easier: looking for errors in text unaided
or looking with a colour-coded error highlighted?
Challenge students by asking them what a disadvantage could be of having errors
highlighted in Word.
Spelling and grammar check using the Context menu
Explain to students that to correct spelling and grammar errors, they can right-click the
underlined word or phrase. The Context menu will appear. They can then select the correct
spelling or choose a suggested grammar change. They can also add a word to the in-built
dictionary or choose Ignore.
Activity
Create a document in Word with spelling errors. Ask students to open the document, locate
the spelling errors and correct them. Ask students to discuss instances when a word would
be added to the dictionary and instances when it would be ignored.
Support students by adding the correct spelling in brackets.
Challenge students by asking them: how would the spell check tool work with
abbreviations?
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Activity
Create a document in Word with grammatical errors. Ask students to open the document,
locate the grammatical errors and correct them. Ask students to discuss an instance when a
grammatical error would be ignored.
Support students by adding a correction in brackets next to one error to show what it needs
to be amended to. This will help students to understand the activity.
Challenge students by asking them to describe what happens if a shortened word is added,
such as ‘min’.
Spelling and grammar check using the Review tab
Activity
Create a document in Word with spelling and grammatical errors. Ask students to open the
document and use the Spelling and Grammar pane (on the Review tab) to locate and correct
all spelling and grammatical errors. Ask students to compare this methods with the Context
menu method and discuss in pairs which method they prefer.
Support students by pairing them with a more confident student.
Challenge students by asking them to justify their preference.
Limitations of the spelling and grammar checks
Activity
Put students in pairs and ask them to discuss any limitations to the spelling and grammar
checks. Ask them to consider what effect these limitations would have on proofing a
document.
Once students have completed the activity, ask each pair to share a limitation with the rest
of the class.
Support students by pairing them with a more confident student.
Challenge students by asking them how they would overcome these limitations when
proofing a document.
Activity
Explain that although the proofing tools of a word processor are very useful, it is always
advisable to proofread documents and data entries word by word. It is also possible that
mistakes will remain even after running a spelling and grammar check.
Ask students to complete the first activity on page 231 of the Student Book.
Support students by completing the first line as a starting point to help them understand
the activity.
Challenge students by asking them to describe the process they undertook and what they
found out.
Validation
Remind students what they learned about data validation in chapter 7. Data must follow
logical rules, and validation is carried out to ensure data is meaningful and reasonable.
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Activity
Create a document that has all the validation techniques and purposes in Table 15.1 on
page 231 of the Student Book. Make sure that you put them into two columns and in
random order. Ask students to match each validation technique to the correct purpose.
Students should not use the Student Book for this activity.
Once students have completed the activity, they should look at the table in the Student
Book and see how many they got right. They should discuss any that they did not get right
with a partner and think about why it was incorrect.
Support students by providing them with one technique linked to a purpose. This can give
the student an understanding of how to complete the activity.
Challenge students by removing the validation techniques and asking students to write
them in against the correct purposes.
Activity
Ask students to complete the second activity on page 231 of the Student Book.
Support students by giving them an example of one type of validation check to help them
understand the activity.
Challenge students by asking them to describe the importance of using validation checks on
data.
Activity
Ask students to complete the activity on page 232 of the Student Book.
Support students by giving them a choice between two validation checks.
Challenge students by asking them to justify their choice of validation check.
Workbook
Exercise 1
Ask students to complete Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
15.2 Proofing techniques
Warmup
Explain to students that data is any meaningful information entered into a computer.
Inaccurate data may cause significant problems. Give students a piece of paper or card and
put them in pairs. Ask them to discuss what would happen if the data entered in a database
or spreadsheet were inaccurate.
Support students by asking them what would happen if the data held by a school on a
student were incorrect.
Challenge students by asking them to discuss what the impact would be on a large company
that uses data regularly.
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Accuracy of data
Explain to students that having a checklist for proofing can help to ensure that all checks
have been made on a document before completion.
Activity
Ask students to create their own checklist for proofing. Once the activity is complete, ask
students to compare their checklists with a partner and add any missing items. Students
should not use the Student Book for this activity.
Support students by giving them prompts regarding spelling, grammar and validation
checks.
Challenge students by asking them to describe the differences between a proofing checklist
for a word-processing document and a proofing checklist for a spreadsheet.
Activity
Ask students to complete the activity on pages 233 of the Student Book.
Support students by highlighting an error to help them understand the activity.
Challenge students by asking them to describe what they found and how they used the
checklist in the process.
Verification
Explain to students that the process used to check a database for any errors in the data,
after the data has been entered into the system, is called verification. Verification is
performed to check that the data entered fully matches the original data.
Activity
Give students a piece of paper or card and ask them to write two headings: ‘Visual
Verification’ and ‘Double Entry’. Ask students to work in pairs to discuss what the two types
of data verification are.
Once they have completed the activity, ask each pair to share their definitions of each type
of data verification.
Discuss with students that visual verification is often referred to as proofing. This is where
someone checks the data entered into the system against the original data. A double-entry
validation check involves entering the data into the system twice, usually by two different
people. It is then compared for any mismatches.
Support students by pairing them with a more confident student.
Challenge students by asking them to describe the advantages and disadvantages of each
validation type.
Chapter summary
Tell students that by the end of the chapter they will be able to define both verification and
validation, how they are used and the importance of both. Students also need to be aware
of the different tools available to them for proofing and the possible limitations of each
method.
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Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 15.
Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Ask students to create a report on verification and validation. They should then use their
proofing checklist to check the document. In the document, they should do the following:
•
•
•
•
•
•
•
List the different validation checks and their purposes.
Describe the importance of validation checks.
Give examples of where different validation checks would be used.
Describe the importance of having accurate data and link the explanation to an example
of where data is used.
Describe the two verification checks.
Explain the importance of a proofing checklist and what it should include.
Justify the use of verification and validation checks on data.
Ask students to write a description of the proofing methods they used on their report
before submitting it. They should also outline what changes they made following the
proofing checks.
Ask students to complete the Let’s Review questions at the end of chapter 15 in the Student
Book.
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CHAPTER 16
Graphs and charts
Learning aims
•
To understand how to select data to produce a graph or chart including using contiguous
data, non-contiguous data and specified data ranges
•
To understand how to select the graph or chart type
•
To understand how to label the graph or chart including chart title, legend, sector labels,
sector values, percentages, category axis title, value axis title, category axis labels, value
axis labels and data value labels
•
To understand how to add a second data series
•
To understand how to add a second axis
•
To understand how to format numerical values to a specified number of decimal places
•
To understand how to format numerical values to display currency symbols
•
To understand how to adjust the maximum and minimum values of an axis scale and set
incremental values
•
To understand how to enhance the appearance of a graph or chart including extracting a
pie chart sector and changing the colour scheme or fill patterns
16.1 Producing graphs or charts from data
Warmup
Begin by explaining that data can be represented in many ways, such as tables, graphs or
charts.
Give students a piece of paper or card. Ask them to work in pairs to name different types of
graphs or charts and list their characteristics.
Ask students to answer the following question: why are graphs and charts used?
Once they have completed the activity, ask students to share a type of graph or chart. Ask
them to write its name on the board along with its characteristics, so as to build a list of
characteristics of each type.
Support students by pairing them with a more confident student.
Challenge students by asking them to think about an additional question: what type of data
would you expect to see in each type of chart?
Creating a graph or chart using a spreadsheet application
Explain that spreadsheet applications are used to perform complex calculations on data.
They can also be used to create graphs and charts to analyse and understand trends and
patterns.
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Activity
Create a document with two columns: one containing the icons of the charts and graphs
found in the Excel spreadsheet software and one containing the names of the icons.
Remember to order both columns randomly. Ask students to connect the icons to the
correct graph or chart name.
Support students by connecting one icon to its name. This will help students to understand
the activity.
Challenge students by asking them to describe a graph or chart type and share with the
class how they know from the icon what it is.
Activity
Create a spreadsheet using the data from Figure 16.1 on page 238 of the Student Book. Ask
students to use the data to create three different types of graphs or charts.
Once they have completed the activity, ask students to compare how the data looks in each
graph or chart. Ask them whether the data is easier to read in a particular type.
Support students by asking them to create a column chart and a bar chart and then
compare the two.
Challenge students by asking them how they would know which type of graph or chart to
use.
Activity
Ask students to investigate what happens when they select Recommended Charts.
Encourage them to consider the following question: which type was recommended and how
does this compare to what you would have used?
Support students by asking them to identify the Recommended Charts tool.
Challenge students by asking them whether the charts that Excel recommends are always
suitable for the data.
Selecting data to produce a graph or chart
Activity
Create a document with the two different tables of data from Figure 16.3 on page 239 of the
Student Book. Ask students to spot the difference between the two tables and share their
findings with the person next to them.
Once they have completed the activity, ask students to work in pairs to discuss what is
meant by contiguous data and what is meant by non-contiguous data. Ask students to look
back at the two tables of data and decide which is contiguous and which is non-contiguous
data.
Explain that contiguous data refers to data in a table that is adjacent to (next to) each other.
Non-contiguous data is non-adjacent or not together.
Support students by cutting up the columns of data and using the cut-up sections to
demonstrate the difference between the two tables. This should allow students to visualise
the difference.
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Challenge students by asking them to share their answer to the following question: how
would you describe contiguous and non-contiguous data to someone else?
Types of graphs or charts
Explain to students that Excel allows them to create a range of charts.
Activity
Create a document that contains all the images and descriptions in the third column of
Table 16.1 on page 240–241 of the Student Book. Organise these on the page randomly.
Place students in pairs. Give them the headings of each type of chart and the document
containing the images and descriptions. Ask students to cut out the images and descriptions
and then match them to the chart type headings. Students should not use the Student Book
for this activity.
Once they have completed the activity, ask students to refer to the Student Book to see
whether they were correct.
Support students by matching one description and image to a chart type heading to
demonstrate how to complete the activity.
Challenge students by asking them to add a drawing of the Excel icon of each chart type.
Elements of graphs or charts
Activity
Create a document with an example of a column chart like Figure 16.4 on page 242 of the
Student Book. Ask students to discuss the various aspects of the chart and label them.
Encourage discussion around the axes, chart title, gridlines and legend.
Support students by giving them the terms to use to label the diagram.
Challenge students by asking them to discuss why colour and gradients are important in
charts.
Activity
Create a document based on Table 16.2 on page 242 of the Student Book. Put the chart
elements on the left and the purposes on the right but order each column randomly. Ask
students to match each chart element to the correct purpose. Students should not use the
Student Book for this activity.
Once students have completed the activity, ask them to look at the Student Book and
compare their answers. Encourage them to discuss any incorrect answers with a partner.
Support students by completing one of the matches to help them understand how to
complete the activity.
Challenge students by asking them to highlight the elements that are common to all chart
types and any that are specific to certain chart types.
Labelling graphs or charts
Explain that it is important to use chart elements so that the chart can be read and
understood.
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Activity
Create a spreadsheet from the data in Figure 16.5 on page 243 of the Student Book.
Ask students to create a column chart and add the following elements:
•
•
•
•
•
•
•
axes
axis titles
chart title
data labels
data table
gridlines
legend.
Once they have created the column chart, ask students to access the format options for the
various elements and edit them. Ask them to describe what they have edited and what
effect their changes had on the chart. Each student should share one element they edited
and its effect.
Support students by asking them to edit specific elements. For example:
•
•
Move the position of the legend.
Change the colour of the axis title.
Challenge students by asking them when the axis scale range would be edited. Ask them to
share their answer with the class.
Working with a pie chart
Activity
Give students a piece of paper or card and ask them to look at the data in Figure 16.7 on
page 244 of the Student Book. Ask them to create a pie chart from the data.
Once students have completed the activity, ask them to discuss:
•
•
How did they ensure their pie chart drawing was accurate?
Are any chart elements required to help people read the data?
Support students by giving them a pie chart template (a circle) and completing one section
of the pie chart from the data in Figure 16.7. This will help students see how to split the data
on the rest of the area of the pie chart.
Challenge students by asking them to answer an additional question: why are data labels
important on a pie chart?
Activity
Ask students to create the pie chart from the previous activity in Excel and answer the
following questions:
•
•
•
•
Which pie chart was easier to create? Why?
Compare your drawn pie chart to the one created in Excel. What are the similarities
and differences?
What chart elements can you add?
What can you edit in the chart elements and what effect does this have?
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•
Why is a pie chart a good chart to use to demonstrate percentage differences in
data?
Support students by giving them a spreadsheet containing the data they need to create the
pie chart.
Challenge students by asking them how the look of the pie chart can be edited.
Activity
Ask students to complete the activity on page 245 of the Student Book.
Support students by giving them a spreadsheet with the table created to allow the focus to
be on the pie chart creation.
Challenge students by asking them to produce the pie chart with two different formats and
compare the outcomes.
Adding a second data series
Activity
Give students a piece of paper or card and the data for weeks 1–4 from Figure 16.12 on
page 246 of the Student Book. Ask them to draw a column chart for the data.
Once they have completed the activity, tell the students that they have now received an
additional week’s data (week 5). Ask them to add this into their chart.
Ask students to answer the following questions:
•
•
How did you approach the task of adding in more data?
Was it an easy process to add in extra data?
Support students by giving them a template on which they can draw the original column
chart. This will help them with the initial layout.
Challenge students by asking them to describe a scenario where data is not fixed and could
continuously be added to the data gathered.
Activity
Give students the same data as they were originally given for the previous activity (weeks
1–4 from Figure 16.12 on page 246 of the Student Book).
Ask students to add this data to Excel and create a column chart.
Once they have completed the activity, tell the students that they have now received an
additional week’s data (week 5). Ask them to add this into their chart.
Ask students to answer the following questions:
•
•
•
How did you approach the task of adding in more data?
Was it an easy process to add in extra data?
What benefits are there to adding data when using software instead of drawing a
chart?
Support students by giving them a spreadsheet containing the data they need to create the
chart.
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Challenge students by asking them to justify the use of spreadsheet software to create
charts.
Adding a second axis
Activity
Give students a document containing the chart from Figure 16.15 on page 247 of the
Student Book. Ask them to discuss the following questions in pairs:
•
•
Can you understand and read the data?
What needs to be improved in the column chart?
Once the students have completed the activity, ask each pair to share their answers to the
questions.
Support students by pairing them with a more confident student.
Challenge students by asking them to describe the impact on the data when it is displayed
like this.
Activity
Explain that a chart can be formed of data series showing multiple trends, and there can be
a huge difference between the values under different data labels. In a spreadsheet
application, it is possible to plot data on a secondary value axis. The graph or chart will have
two vertical axes with different scales.
Give students the data from Figure 16.15 on page 247 of the Student Book. Ask them to
create the column chart and then follow both methods in the Student Book to create a
combo chart.
Once the students have completed the activity, ask them to describe the method they
prefer and why.
Support students by asking them to follow one method. Pair them with another student
who used the other method and ask them to compare the processes.
Challenge students by asking them to discuss the advantages of creating a combo chart.
Enhancing the layout of a graph or chart
Activity
Create a document showing the toolbars in Figure 16.18 on page 248 of the Student Book.
Ask students to label:
•
•
•
where to change the overall layout of the graph or chart
where to change the colour scheme of the graph or chart
where to change the chart style to any pre-set style.
Support students by giving them labels corresponding with the three areas above. Include a
line from one of the labels to the correct area on the toolbar to help students understand
how to complete the activity.
Challenge students by asking them to describe the differences between the styles available
and share their answer with the class.
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Activity
Starting with one of the charts they created in the previous activities, ask students to use
the Format and Design tabs to edit the look of their chart.
Each student should use their completed chart to describe what they have edited and what
effect it had on the final look and feel. Encourage students to consider whether there is an
impact on how a chart is read and understood when the look is changed.
Ask students to consider whether they would use a particular format for their target
audience.
Support students by giving them prompts on what to edit:
•
•
•
Can you edit the colour of the chart?
Can you edit the text colour?
Can you edit the design style of the chart?
Challenge students by asking them to describe a format that they would use for a school
presentation versus a business presentation.
Activity
Ask students to complete the activity on page 248 of the Student Book.
Support students by giving them the data already in a spreadsheet alongside a chart that
they can edit to meet the activity’s requirements.
Challenge students by asking them to justify the format they chose for question C of the
activity.
Workbook
Exercise 1
Ask students to complete Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Chapter summary
Tell students that by the end of the chapter they will be able to produce a graph or chart
from given data, ensuring the data selected is contiguous or non-contiguous. Students will
be required to edit the graph or chart to add or edit elements and to add additional data
series. Students need to be able to add a second axis to a chart, edit the axis scale, and
format the appearance of the graph or chart to meet the needs of the audience.
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 16.
Answers
All answers to questions in the Workbook are available at MCEduHub
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Wrap Up!
Ask students to create a presentation. In the presentation they should:
•
•
•
•
•
•
•
•
•
•
List the different chart and graph options with examples.
Describe the difference between contiguous and non-contiguous data, giving examples.
Describe which graph or chart to use for at least three examples of data.
Label a graph showing the chart elements.
Describe how to add chart elements and why they would be featured.
Create a graph and edit the elements and the appearance.
Describe what has been changed and what target audience it is suitable for.
Add an example of a combo chart and explain why these are created.
Justify why the axis range may need to be adjusted and explain how to do this.
Explain the options available to edit the design and format of a chart, giving examples.
Ask students to complete the Let’s Review questions at the end of chapter 16 in the Student
Book.
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CHAPTER 17
Document production
Learning aims
•
To understand how to edit page layout including page size and page orientation, page
margins, number of columns, column width, spacing between columns; set and remove
breaks (page, section and column breaks)
•
To understand how to set line spacing including single, 1.5 times, double, multiple, and
spacing before and after paragraphs
•
To understand how to set tabulation including left, right, centred and decimal tabs,
indented paragraphs and hanging paragraphs
•
To understand how to use text enhancement including bold, underline, italic, superscript
and subscript, and changes in case
•
To understand how to create or edit lists including bulleted and numbered
•
To understand how to find and replace text including matching case, whole words
•
To understand how to add and delete bookmarks/hyperlinks
•
To understand the purpose of setting page, section and column breaks
•
To understand the purpose of setting gutter margins
17.1 Page layout
Warmup
Create a document showing the example in Figure 17.1 on page 252 of the Student Book.
Ask students to discuss the example in pairs and label the page, header, gutter margins,
page number and footer. Students should not use the Student Book for this activity.
Once the activity is complete, ask students to look at the Student Book to see which
answers were correct and discuss any incorrect answers.
Support students by pairing them with a more confident student.
Challenge students by asking them to describe why each part is important in creating a
document. Ask them to share their answer with the class.
Page size and orientation
Activity
Give students an A4 piece of paper and ask them to demonstrate which orientation is
portrait and which is landscape.
Ask students to draw the icons for the two orientations in Microsoft Word, name them and
describe them.
Support students by asking them to consider the orientation of the paper when a letter is
written to allow them to make the link with portrait orientation.
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Challenge students by asking them to consider a type of document that would require the
orientation to be either portrait or landscape. Ask them to share their answer with the class.
Setting page margins
Explain that a document has default settings that are there when it is opened. The page
margin is the space between the edge of the page and the main work area of a document.
Usually, you start typing from the point where the page margins are defined.
Activity
Give students a piece of paper or card, a pencil and a ruler. Ask them to draw a line that is 1
inch in on all sides. Explain that this is the margin of the document.
Ask students to answer the following question: why is a margin important when creating a
document?
Support students by rephrasing the question:
•
•
Can a printer print right to the edges of a document?
Could you read the document if the text went to the edges?
Challenge students by asking them an additional question: are there different types of
documents that require different margins?
Activity
Explain to students that it is possible to edit the margins of a document. Ask students to
work in pairs to investigate the different margin sizes available to them in Microsoft Word.
Ask them to draw the different sizes of margin that they see in Word on their piece of card
or paper. Ask them to include measurement labels to show the sizes of the margins.
Once students have completed the activity, ask each pair to share at least one type of
margin. Ask them to share the name, their demonstration on card or paper, and the
measurements.
Support students by asking them to compare the normal margin setting and the narrow
margin setting. This will help them to see the differences between the two settings. Also ask
them to observe other groups that are exploring different margin settings.
Challenge students by asking them to consider what type of document would use each
margin setting and share their answer with the group.
Activity
Create a document containing the image in Figure 17.5 on page 255 of the Student Book.
Ask students to label the diagram with descriptions of what each part does to a document’s
layout. Students can add drawings to help remind them of the meanings of each aspect.
Once they have completed the activity, ask students to compare their answer with a partner
and discuss any differences.
Support students by drawing a diagram showing the margin positions: Top, Left, Bottom,
Right, Gutter and Gutter Position.
Challenge students by asking them to consider the options under the ‘Apply to:’ drop-down
menu. Ask them to share what they think these are for and what they mean.
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Working with columns
Activity
Give students a piece of paper or card and ask them to fold the paper to demonstrate two
columns, three columns, left column and right column.
Once they have completed the activity, ask students to work in pairs to mind-map types of
documents that use columns.
Support students by pairing them with a more confident student.
Challenge students by asking them to answer an additional question: why are columns used
in these types of documents?
Activity
Give students a simple document of text. Ask them to add columns to the document and
observe the impact on the layout. Encourage students to try at least three types of column
layout. Ask them to share with the class the type they prefer and why.
Support students by giving them two column types to try: two columns and three columns.
Challenge students by asking them to investigate the More Columns option and share their
findings with the class.
Activity
Create a document containing the image shown in Figure 17.7b on page 257 of the Student
Book. Separately, provide students with the keywords ‘page margins’, ‘widow’ and ‘orphan’
on one side of a page and the definitions of these keywords on the other side. Remember to
order each list randomly.
Ask students to match each keyword to the correct definition and highlight where it can be
seen in the image. Students should not use the Student Book for this activity.
Once students have completed the activity, ask them to look at the Student Book and
compare their answers. Enable them to discuss any incorrect answers with a partner.
Support students by completing one of the matches to help them understand how to
complete the activity.
Challenge students by asking them to describe how they would overcome the widow and
orphan lines. Ask them to share their answer with the class.
Setting page, section or column breaks
Explain to students that breaks are added into a document to control the flow of text and
keep it organised. In Word, these options include page break, section break and column
break.
Activity
Ask students to look at the details on pages 257–258 of the Student Book and answer the
following question: what does each type of break do within the document?
Write the name of each type of break on the board and invite students to share what they
found out.
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Support students by asking them specific questions about the break types. For example,
what happens to the text when you add a page break?
Challenge students by asking them to answer an additional question: how are different
breaks used when creating a newspaper?
Activity
Create a document based on the image in Figure 17.8 on page 258 of the Student Book.
Place the icons on one side and the descriptions on the other side. Order the lists
randomly. Ask students to match the icons to the correct descriptions. Students should not
use the Student Book for this activity.
Once students have completed the activity, ask them to look at the Student Book. They
should discuss any answers that they did not get right with a partner and think about why it
was incorrect.
Support students by matching one icon to its description to demonstrate how to complete
the task.
Challenge students by asking them to describe why breaks are required in documents.
Activity
Ask students to complete the activity on page 259 of the Student Book.
Support students by providing text for them to use for part 7. This will allow the focus to be
on preparing the document.
Challenge students by asking them to explain the impact the changes have had on the
document.
17.2 Formatting text
Warmup
Explain to students that text formatting makes text or a document more readable and
presentable. It is possible to apply different formatting styles to enhance a specific part of
text or the whole document.
Provide students with a document that has been poorly formatted and is hard to read. Ask
students to annotate and discuss in pairs how they would improve the format of the text.
Support students by providing an example of how one section of the text could be
improved.
Challenge students by asking them to describe why the changes need to be made.
Line and paragraph spacing
Activity
Give students a document with six paragraphs of text. Ask them to set the line spacing of
each paragraph to an option available from the drop-down list. Students should add a
description under each paragraph explaining which setting it is and the impact it had on the
text.
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Support students by giving them three paragraphs to adjust and asking them to use the line
spacings 1.0, 2.0 and 3.0. This will make the paragraphs look very different so students can
clearly see the impact on the text.
Challenge students by asking them to describe when line spacing would be a useful tool.
Activity
Give students a piece of paper with text on it and ask them to draw arrows to highlight
where the following two paragraph spacing options could be used:
•
•
Add Space Before Paragraph
Add Space After Paragraph.
Ask students to answer the following question in pairs: what parts of a document could use
paragraph spacing?
Once the activity is complete, ask each pair to share at least one part of a document that
might use paragraph spacing.
Support students by pairing them with a more confident student.
Challenge students by asking them to find out any shortcuts for line spacing and share them
with the class.
Indentation
Explain to students that indentation refers to blank space added at the beginning of the first
line in a paragraph away from the edge of the document.
Activity
Ask students to read the first three methods of indentation on pages 261–262 of the
Student Book. Ask them to answer the following questions in pairs:
•
•
•
•
What icons or keys are used?
Which is your preferred method and why?
How would you decrease indentation?
What is hanging indentation?
Support students by pairing them with a more confident student.
Challenge students by asking them to describe the difference between the First Line and
Hanging indentation options.
Activity
Explain to students that it is possible to set the spacing of text from the margins using the
Horizontal Ruler. Point out that there are small movable handles on each end of the Ruler.
These are called indent markers and they are used to adjust the indentation of the
paragraph text.
Give students a piece of paper or card and ask them to draw the correct parts of the indent
markers for:
•
•
•
•
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Hanging Indent
Left Indent
Right Indent
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Once they have completed the activity, ask students to describe how to adjust the indent
markers and what part of the text each type of adjustment will affect. Students should
compare this method to the previous three and discuss which method is the easiest way of
setting up a document for use.
Support students by providing an image like Figure 17.14 on page 262 of the Student
Book. Ask them to label the diagram with the different indent markers.
Challenge students by asking them to investigate tabulations and share their findings with
the class on the following questions:
•
•
How is tabulation done?
What is a tab stop?
17.3 Text enhancement
Warmup
Create a document showing the icons in Table 17.1 on page 264 of the Student Book.
Ask students to open the file and add labels showing:
•
•
•
the name of the tool
what it does to the text
an example of text formatted.
Support students by giving them an example of the first tool with labels. This will allow
them to understand what is required in the activity.
Challenge students by asking them to think of a scenario where they would use Change
Case.
Activity
Ask students to complete the activity on page 264 of the Student Book.
Support students by guiding them to the icons required to complete the task. Providing an
image of the toolbar showing key areas can help students to find the tool they need to use.
Challenge students by asking them to describe anything else they would do to the format of
this document.
17.4 Find and replace text
Warmup
Explain to students that whilst working with a document with multiple pages, it can be very
time-consuming to find a word or a phrase or replace some text repeatedly. Ask students to
use one of the documents they previously created and use the Find tool to locate all
instances of a word.
Support students by providing a step-by-step guide to completing the task.
Challenge students by asking them to explain the difference between the search result
headings (‘Headings’, ‘Pages’ and ‘Results’).
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Activity
Ask students to open Advanced Find. They should find all instances of the word ‘the’ and
replace them with ‘THE’. Encourage them to discuss the following questions:
•
•
What impact would using this tool have on creating a document?
Can you think of an example of when you would use this tool or could have done so?
Support students by giving them an example to consider. For example, you have created a
business document that is ten pages long and realise you have not capitalised the company
name. Will it be quicker to do this manually or using the Find and Replace tool?
Challenge students by asking them to explain what the following options mean:
•
•
•
Match case
Highlight
Find whole words only.
17.5 Navigation
Warmup
Ask students to think about a website they have visiting and answer the following question:
how do you move from one page to the next?
Explain to students that a hyperlink is placed within a website to help the user go from one
location to another. Hyperlinks can be added to documents to help a user move from the
document to external sources or to another file.
Support students by asking them the question more directly: what do you click to move
from one page to another on a website?
Challenge students by asking them to explain the benefits of adding hyperlinks into a
document.
Adding or removing a bookmark
Activity
Ask students to answer the following questions in pairs:
•
•
•
•
What is a bookmark?
Where can you add a bookmark in a document?
How do you add a bookmark in a document?
How do you go to a bookmark in a document?
Once students have completed the activity, ask each pair to share their answers with a
neighbouring pair and discuss the differences.
Support students by pairing them with a more confident student.
Challenge students by asking them what the benefits are of using bookmarks in a
document.
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Adding or removing a hyperlink
Activity
Give students the text of a suitable news story and the web page of its location. Ask
students to add a line indented at the bottom of the page advising the reader to ‘Click here
to read more’. Then ask them to add a hyperlink to the text, linking to the web page of the
news story.
Once students have completed the activity, ask them to answer the following question:
what are the advantages and disadvantages of adding a hyperlink into a document?
Support students by rephrasing the question: what happens when the news story is no
longer on the web page?
Challenge students by asking them where else they could add hyperlinks and the
advantages of having more than one hyperlink in a document.
Activity
Ask students to consider the types of hyperlink below. For each one, ask them to write a
description of where the hyperlink would link to:
•
•
•
•
Existing File or Web Page
Place in This Document
Create New Document
Email Address.
Support students by creating a matching activity using the names and descriptions from
step 3 above Figure 17.23 on page 268 of the Student Book.
Challenge students by asking them to add an example of when they would use each type of
hyperlink in a document.
Workbook
Exercise 1
Ask students to complete Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Chapter summary
Tell students that by the end of the chapter they will be able to understand the different
page orientations and how to change the page size. Students will need to know the key
terminology relating to orientation, indentation, margins and breaks, and be able to
describe what the terminology means. Students will need to be able to look at text and
determine the indentation used, text enhancement, margins, columns and breaks. They will
need to be able to describe how to improve a document with these features.
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 17.
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Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Ask students to create a document and carry out the following steps:
•
•
•
•
•
•
•
•
•
List the page orientations and describe how to set page orientation.
Describe how to change the margins within a document and when you would do this.
Describe what is meant by a gutter margin.
Explain when columns are used and the types of columns that can be set.
Identify the different indentation methods.
Explain how to change the indentation within a document using at least two methods.
Describe the different types of break that can be used in a document.
Justify the importance of text enhancements.
Give an example of when you would use the Find and Replace tool.
Ask students to describe how their document was created and which tools in this chapter
they have used to improve the document.
Ask students to complete the Let’s Review questions at the end of chapter 17 in the Student
Book.
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CHAPTER 18
Databases
Learning aims
•
To understand how to import data from existing files (including .csv, .txt, .rtf) using
specified field names to create tables
•
To understand how to set appropriate data types to fields including text, numeric
(integer, decimal, currency), date/time and Boolean/logical
•
To understand how to set sub-types of numeric data including percentage and number
of decimal places
•
To understand how to set display format of Boolean/logical fields (yes/no, true/false,
checkbox)
•
To understand how to set display format of date/time data
•
To understand how to create and edit primary and foreign keys
•
To understand how to create relationships between tables
•
To understand how to create a data entry form including specified fields, appropriate
font styles and sizes, appropriate spacing between fields, character spacing of individual
fields, use of white space, radio buttons, check boxes and drop-down menus
•
To understand the characteristics, uses, advantages and disadvantages of a flat-file and a
relational database
•
To understand the characteristics of primary key and foreign keys
•
To understand the characteristics of good form design
•
To understand how to use arithmetic operations or numeric functions to perform
calculations including calculated fields and calculated controls
•
To understand how to use formulas and functions to perform calculations at run time
including addition, subtraction, multiplication, division, sum, average, maximum,
minimum and count
•
To understand how to use a single criterion or multiple criteria to sort data into
ascending or descending order
•
To understand how to use a single criterion or multiple criteria to select subsets of data
using a query
•
To understand how to perform searches using a variety of operators including AND, OR,
NOT, LIKE, >, <, =, >=, <= and <>
•
To understand how to perform searches using wildcards
•
To understand how to produce reports to display data including displaying all the
required data and labels in full
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•
To understand how to use appropriate headers and footers within a database report
including report header, report footer, page header and page footer
•
To understand how to set report titles
•
To understand how to produce different output layouts including controlling the display
of data, labels, and tabular or columnar format
•
To understand how to align data and labels appropriately including right-aligning
numeric data and decimal alignment
•
To understand how to control the display format of numeric data including number of
decimal places, currency symbol and percentage
18.1 Data and information storage
Warmup
Create a document with the following numbers:
•
•
•
•
•
3.49
0.55
0.40
1.25
6.00
Ask students to work in pairs to answer the following questions:
•
•
What does this data mean?
What do you need to help you decide what this data means?
Explain that without any names or identification numbers (IDs), this data is meaningless. In
this example, the data are the prices of items of shopping. By adding a name next to each
number, the data becomes information. Information is what a user receives when data is
presented to them in a meaningful way.
Support students by giving them a shopping receipt and asking them how they know how
much one item of food is on the receipt. This will highlight the importance of the name of
the food item on the receipt, showing how the name turns data into information.
Challenge students by asking them to describe the difference between data and
information.
Activity
Give students a piece of paper or card and put them in pairs. Ask them to mind-map where
databases are used.
Once the activity is complete, ask each pair to share one place a database could be used.
Discuss with students that databases are used in various places to store and manage
information about almost anything.
Support students by pairing them with a more confident student.
Challenge students by asking them to answer an additional question: why is a database
used?
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Database terminology
Activity
Create a document with an image of the database in Figure 18.3 on page 273 of the
Student Book. Ask students to label examples of a field, a record and an entity.
Once the activity is complete, ask students to answer the following questions about the
image:
•
•
How many records are visible?
How many fields are visible?
Support students by adding the terms and definitions to the document to help guide their
labelling.
Challenge students by asking them to consider the differences between the columns.
Activity
Create a document containing a table with four columns and eight rows. The headings and
left column should match Table 18.1 on page 274 of the Student Book. Ask students to
complete the table with descriptions of each data type, example field names and sample
data. Students should not use the Student Book for this activity.
Once they have completed the activity, ask students to look at the Student Book and discuss
any incorrect answers with a partner.
Support students by completing the first row as an example to allow them to see how to
complete the table.
Challenge students by asking them an additional question: why is it important for data to be
a specific data type?
Activity
Create a document like Figure 18.4 on page 274 of the Student Book but without the
commas. Explain to students that many databases do not start from a blank table. Quite
often, data is imported into a database from another source. These sources are often in the
format of a comma-separated values (.csv) file or a text (.txt) file.
Ask students to look through the data and add commas to separate the data into types (or
fields). Then ask students to use a piece of paper to create a table and add the data into it.
Finally, ask students to answer the following questions:
•
•
How long did it take you to look at the data, sort it into information and then create
a database table?
Would it be quicker to do this manually or by importing the data into database
software?
Support students by providing less data for them to add commas to and supplying a premade table for them to add the data to.
Challenge students by asking them to label the data types of each field.
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Types of databases
Activity
Ask students to read the information about flat-file databases and relational databases in
Table 18.2 on page 275 of the Student Book. Ask them to work in pairs to note down two
characteristics of each type of database.
Next, write the two database types on the board and ask each pair to come up and write
down one characteristic for either type. If all characteristics have been added, a pair can add
a tick next to one they found too.
Support students by pairing them with a more confident student.
Challenge students by asking them to share: why is a primary key an important field to have
in a database?
Activity
Put students in pairs and give each pair five pieces of A5 card or paper. Explain that each
piece of paper represents a record within a database. Ask students to add the following field
names to each record:
•
•
•
•
•
ID
First Name
Surname
Date of Birth
Number in Family.
Ask students to complete all five cards for five different students. Explain that the ID is a
unique identifier for a record and should be different on each record.
Once the activity is complete, ask students to answer the following questions:
•
•
•
•
Is this database a flat-file or relational database?
How many field names are there for each record?
How many records are there in the database?
What data types would be required?
Support students by providing one completed record to show them how to complete the
task.
Challenge students by asking them to describe how this card database could be used to
create a digital database.
Activity
Create a document showing the table field names in Figure 18.6 on page 276 of the
Student Book. Remove the connecting lines from the version you create.
Explain that a foreign key is a primary key from one table that appears in another to make a
link. Ask students to highlight the primary keys within the original tables in one colour and
the foreign keys in other tables in another colour. Ask them to draw lines from the primary
keys to the foreign keys.
Support students by highlighting a primary key and connecting it to one foreign key. This
will allow students to see how to complete the activity.
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Challenge students by asking them to describe the difference between a primary key and a
foreign key.
18.2 Creating a new database
Warmup
Ask students to think about a database that needs to be created for different animals. Ask
them to work in pairs to plan the field names for the database and use paper or card to plan
out the table and data types required.
Once students have completed the activity, ask them to share a field name and data type to
plan the database table on the board.
Support students by pairing them with a more confident student.
Challenge students by asking them to discuss which field name would be the primary key
and why this is important.
Activity
Explain that a shop has many products on sale in its retail store. The following data needs to
be stored about each product:
•
•
•
•
•
Product ID
Product Name
Description
Price
Location in Shop.
Ask students to name the data type for each of the field names.
Once students have planned the data type to use for each field name, ask them to create a
table with the correct data types.
Support students by giving them the data type names to choose from. They can also refer to
Figure 18.8 on page 277 of the Student Book to help them create their table.
Challenge students by asking them to consider the implications of entering the wrong data
type during table setup.
Activity
Explain to students that Design View in Microsoft Access makes it possible to set different
formats for displaying data. For example, a database may have a date/time field (e.g. for
date of birth) or a yes/no field. Similarly, fields may need to display numerical data in certain
ways.
Ask students to investigate data types and answer the following questions:
•
•
•
What are the options for formatting a Boolean field?
What are the options for formatting a number field?
What are the options for formatting a date field?
Support students by providing an example like Figure 18.9 on page 277 of the Student
Workbook. This can help students to see the options and where to find them to complete
the activity.
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Challenge students by asking them to describe the differences between the options and
when they could be used.
Creating a data entry form
Explain to students that a data entry form can be used to enter data into a table.
Activity
Give students a document with the following field names in random order: Customer ID,
Salutation, First Name, Last Name, House Number, Road Name, Town, County and
Postcode. There should also be empty rectangles to represent user input boxes.
Give students a piece of paper or card and ask them to cut up the field names and user
input boxes and position them on the paper to create a data entry form. Ask students to
consider the layout and ensure the field names and user input boxes are positioned in a
suitable order.
Once the activity is complete, ask students to share their layout with the person next to
them and discuss any similarities or differences.
Support students by placing Customer ID at the top of the page. Explain that this is not a
user input box and is automatically generated for each record.
Challenge students by asking them to justify their layout of the data entry form.
Activity
Ask students to use their plan for a data entry form from the previous activity and create
their form in Design View in Microsoft Access. Ensure students consider the white space
around fields within their layout.
Once students have completed their data entry form, ask them to look at Figure 18.18 on
page 280 of the Student Book. Ask students to format their data entry form to make it
aesthetically appealing and add in the additional radio buttons.
Ask students to answer the following question: what is the difference between a radio
button and a check box?
Support students by showing them Figure 18.18 on page 280 of the Student Book at the
start of the activity to help guide their data entry form creation.
Challenge students by asking them to compare their final data entry form design and layout
to their original paper design.
Activity
Ask students to look at Figure 18.18 on page 280 of in the Student Book and discuss with a
partner the following questions:
•
•
•
•
Is this data entry form easy to read?
What should be considered when using colours?
What do you like about the data entry form?
What could be improved about the data entry form?
Support students by pairing them with a more confident student.
Challenge students by asking them to describe the implications of poor form design.
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Workbook
Exercise 1
Ask students to complete Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
18.3 Manipulating data
Warmup
Create a document showing five student names and each student’s exam results (out of
100) for two exams: for exam paper 1 and exam paper 2. Ensure the names are random and
do not relate to any student in your class.
Explain to students that, in the database, each student’s final score is worked out by adding
the two individual paper scores together. Ask students to calculate the final scores for each
student in the database.
Then ask students to consider: could you do this for all the students in a class or school?
Explain to students that a calculation can be added into a database and generate results like
this for you. Performing calculations is one example of how data can be manipulated in a
database.
Support students by changing the maximum scores to 20 (rather than 100) to aid addition.
Challenge students by asking them to describe the benefits of using a database over human
input and calculation.
Calculations
Activity
Create a document based on the table at the top of page 282 of the Student Book. Order
the columns randomly. Students should not use the Student Book for this activity.
Ask students to match each arithmetic operator to the correct example or definition.
Once the activity is complete, ask students to compare their answers to the Student Book
and discuss any incorrect answers with a partner.
Support students by completing one of the matches to show to do the activity.
Challenge students by asking them to describe the term ‘syntax’, linking their answer to the
activity.
Sorting
Activity
Create a document containing each record from Figure 18.22 on page 282 of the Student
Book. Ask students to work in pairs. Give each pair a printed copy of the database table and
ask them to cut up the table so that each row is on a separate piece of paper.
Ask students to sort the records in turn to:
•
alphabetical order by surname
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•
•
ascending order on exam score 1
descending order on exam score 2.
Ask students to answer the following question: when would you need to sort the data
within a table?
Using the same data, ask students to create a database and implement the same sorts as
they did manually. Discuss the benefits of sorting data using a database instead of manually.
Support students by pairing them with a more confident student.
Challenge students by asking them to specify another sort order for the data and give it to
another pair to complete.
Searching and selecting data
Explain to students that it is possible to perform a query on a database. A query is where we
ask a question of a database and ask it to produce an answer.
Activity
Using the cut-up records from the previous activity, ask students to search the data for the
records that match the following criteria:
•
•
•
•
exam score 1 > = 40
exam score 1 < = 35
exam score 2 < = 35
exam score 2 > = 35 AND < = 55.
Ask students to answer the following question: when would you need to search the data
within a table?
Using the same data, ask students to use their database to conduct the same searches as
they did manually. Discuss the benefits of searching data using a database.
Support students by pairing them with a more confident student.
Challenge students by asking them to specify another search that could be completed on
the data and give it to another pair.
Activity
Create a document containing the operators in the first column of the table on page 285
of the Student Book. Ask students to describe what each operator means.
Support students by creating this document as a matching activity, providing the
descriptions so students can match them with the correct operators.
Challenge students by asking them to describe how operators can be combined within a
query.
Activity
Ask students to describe the meanings of the following terms to a partner:
•
•
•
single criterion
multiple criteria
wildcard.
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Ask students to create a step-by-step instruction list for how to create a query and display
only the fields related to the query.
Once they have completed the activity, ask students to swap instructions with a partner and
follow their partner’s instructions. Ask them to discuss anything that needs to be amended
with their partner.
Support students by pairing them with a more confident student.
Challenge students by asking them to describe the advantages and disadvantages of using a
database for large amounts of data.
18.4 Displaying data
Warmup
Explain to students that once data has been searched or sorted, it is often necessary to
present or display it for a wider audience.
Ask students to discuss in pairs what is important when presenting data in a report.
Support students by pairing them with a more confident student.
Challenge students by asking them to consider whether the type of report should be
different depending on the audience.
Activity
Create a document showing Figure 18.36 on page 287 of the Student Book and ask students
to label what has been added to make this a report.
Once students have completed the activity, ask each student to share one aspect they
noticed. Explain that a report can be formatted in the same way as most documents seen in
other software, including orientation, colours, fonts, headers and footers, date and page
numbers.
Support students by asking them what is different between the report and how it looked as
a table.
Challenge students by asking them why formatting the report is an important stage.
Activity
Ask students to use one of the previous database queries to generate a report. Ask them to
format the report, describe the format they have chosen and justify their choices.
Once students have completed the activity, ask them to share their report with the person
next to them and compare the formatting they chose. Each student should highlight
something different they noticed between the reports and something they could improve.
Support students by asking them to focus on two changes to the format of the report.
Challenge students by asking them to describe why using alternating colours on the records
in a report can be a useful format.
Activity
Ask students to look at Figure 18.37 on page 287 of the Student Book and answer the
following questions:
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•
•
What is different about this style of report?
Describe the terms ‘tabular form’ and ‘stacked report’.
Support students by asking them to compare Figure 18.36 and Figure 18.37.
Challenge students by asking them why a report might be formatted this way rather than in
table view.
Activity
Ask students to answer the following questions:
•
•
•
Why is it good practice to right-align numerical data in a report?
How is the position of numerical data formatted?
What should be checked about numerical data within the Properties window?
Support students by asking them to refer to Figure 18.39 on page 288 of the Student
Book to see the impact of right-aligning numerical data.
Challenge students by asking them why not using the correct data type for some data can
affect the formatting in a report.
Workbook
Exercise 2
Ask students to complete Exercise 2 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Chapter summary
Tell students that by the end of the chapter they will be able to understand the difference
between a flat-file database and a relational database. They need to understand the
different data types and where to use them. Students need to consider how a data entry
form and report could look through formatting and what the key features of the design are.
Students also need to be able to apply operators to perform queries on a database and
create reports from those queries.
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 18.
Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Ask students to create a presentation. In their presentation, they should do the following:
•
•
•
•
List at least five instances where a database would be used.
Describe the difference, with examples, between data and information.
Explain what a flat-file database is and what a relational database is, giving key
characteristics of both.
List the data types that can be used when creating a table, giving examples.
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•
•
•
•
•
•
•
Create a diagram of a database record and label the record and fields.
Explain the difference between a primary key and a foreign key.
Justify the use of a data entry form.
Describe what a query is and how it is used within a database.
Explain how to use single and multiple criteria within a query.
Describe what a wildcard is and how it is used.
Explain how the results of a query are displayed and how these results can be formatted.
Ask students to complete the Let’s Review questions at the end of chapter 18 in the Student
Book.
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CHAPTER 19
Presentations
Learning aims
•
To understand how to create a new presentation using a text file
•
To understand how to use a master slide Insert and edit objects consistently including
images, text, shapes, logos, slide headers and footers, placeholder position and
automated slide numbering
•
To understand how to format master slide objects including headings, subheadings,
bullets and background colour
•
To understand how to apply slide layout
•
To understand how to insert a new slide
•
To understand how to move or delete a slide
•
To understand how to insert and edit objects on a slide including text (headings,
subheadings, bulleted lists), images (still images, video clips, animated images), charts,
tables, audio clips (sound), symbols, lines, arrows, call out boxes and shapes
•
To understand how to add presenter notes
•
To understand how to insert and edit a hyperlink including linking text or objects to a
slide within the presentation, an external file or an email address
•
To understand how to insert an action button including modifying settings to navigate to
a specified slide or file
•
To understand how to add alternative text/screentip to an object
•
To understand how to apply consistent transitions between slides
•
To understand how to apply consistent animation effects on text, images and other
objects
•
To understand how to hide slides within a presentation
•
To understand how to display the presentation for a variety of purposes including
looped on-screen carousel and presenter controlled
•
To understand how to print the presentation in a variety of layouts including full page
slides, presenter notes and handouts
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19.1 Creating a presentation
Warmup
Ask students to think of a presentation that they have seen before. This could be from an
event, one they have seen in sales or marketing materials, or one they saw on a kiosk (such
as at the zoo).
Ask students to write down two things they think were really good about the presentation.
Ask students to write down one thing they wish they had seen or could have been improved
about the presentation.
Select three or four students to tell the rest of the class what presentation they thought of.
Ask them to share their two good points and one wish about the presentation they chose.
Support students by giving them pointers to think about in relation to the presentation. For
example, did you like the images that were used? Did you think they were suitable for the
audience?
Challenge students by asking them to explain their choice of the two good points. They
should also explain why they think their wish would improve the presentation.
Planning a presentation
Explain to students that it is good practice to plan the content of a presentation before it is
created. By doing this, they won’t forget about information that they need to include in
their presentation. It also helps when creating the presentation to see how much
information will be needed on each slide.
Give students the following task scenario:
You have been asked by a planetarium to create a presentation that will appear on
various kiosks around the venue. The planetarium wants a presentation that is suitable
for an audience of 8- to 15-year-olds. They want the presentation to have a friendly but
informative feel and they want the design and look of it to be consistent.
Explain to students that they will be given further information about what the presentation
should include at various points throughout the task.
Activity
The planetarium advises that your first task is to research the names of the eight main
planets and research three facts that you can include about each planet in the
presentation. You should note this information in a text file.
Ask students to complete the first task.
Support students by providing them with suitable websites where they can find out
reliable information about the planets, such as https://solarsystem.nasa.gov/planets/
overview or https://www.britannica.com/science/planet.
Challenge students by asking them to find one additional interesting piece of information
that they could add to their presentation about the Solar System.
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19.2 Using a master slide
Warmup
Explain to students that a master slide is a template that is created and then selected as the
layout for each slide in a presentation. Explain that it allows many decisions to be made
about the fonts, styles and colours that you want to apply to each slide in your presentation.
Ask students to discuss in pairs why a master slide is a beneficial thing to set up for a
presentation.
Activity
The planetarium advises that it wants a master slide created for the presentation. This
will make sure the style of the presentation is consistent. It will also mean that if any
slides need to be added to the presentation in the future, the style of the master slide can
be applied to these also.
Ask students to create a master slide for their presentation. Tell students they should aim
to:
•
•
•
•
•
•
•
•
•
set a suitable font size, style and colour for headings
set a suitable font size, style and colour for subheadings
set a suitable style for bullet points
set a suitable background colour
set a footer that includes their name
add automatic slide numbering
add a placeholder for a slide title
add a placeholder for text
add a placeholder for an image.
Once students have created their master slide, pair them with another student. The
members of each pair should explain to each other the choices they have made regarding
their master slides, such as:
•
•
•
the fonts they have chosen
the colours they have chosen
the layout they have chosen.
They should explain to their partner why these are good choices for the audience of the
presentation. Each student should give their partner one way in which they think the
partner’s master slide could be improved. The partner can then decide whether they want
to make the improvement or keep their master slide as it is.
Support students by directing them towards online tutorials that can help them to complete
the master slide requirements. If students are using PowerPoint to create their
presentation, there are tutorials available at https://support.microsoft.com/enus/powerpoint.
Challenge students by asking them to give a simple demonstration to the class on how to do
one of the master slide tasks. They could pick the task, or you could pick it if you want to
cover specific areas with the class.
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Activity
Ask students to complete the activity on page 294 of the Student Book.
19.3 Editing a presentation
Warmup
It is likely that students who are less confident will need help to edit parts of their
presentation. It is likely that some students will have very good skills in editing their
presentation. It would be beneficial for those students who have developed skills already,
and are confident in creating presentations, to make them presentation champions. You
could give them a card that has the title ‘Presentation Champion’. They can display this card
on top of their computer.
Students who are less confident can then look to ask a Presentation Champion for help if
they cannot work out how to complete a task they have been given. It would be beneficial
to have three to five presentation champions in the class, so one single person is not being
asked all the time.
Text and images
Activity
Explain to students that they will now begin to put the content they created onto a series of
slides in their presentation. They will edit the various elements of their presentation as they
create it and they will be told by the planetarium to edit parts of it in certain ways.
The planetarium advises that it wants the content from the text file added to slides in the
presentation. It wants each slide to have a title and it does not want too much text on a
slide. It advises that 40 words per slide is a good amount of text.
Ask students to insert a new slide into their presentation, using the master slide format. This
should be the first slide in their presentation.
Ask students to look at the content of their text file. Ask them to add a title to the slide for
the name of the first planet. They then need to decide whether the remainder of the text
for that planet will fit on one slide or multiple slides. If students think they need multiple
slides, they should add further new slides using the master slide format. Ask students to
copy their text to the text placeholder section of the slide or slides.
Ask students to do the same for the remaining seven planets.
Support students by providing them with a choice of presentation champions whom they
can ask for help.
Challenge students by making them a presentation champion who can help support
students who are less confident.
Activity
The planetarium advises that it wants images of each planet to be added to the
corresponding sections in the presentation.
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Ask students to add images to the appropriate slides for each planet. Tell students that if
they have multiple slides about a planet, they can choose to add an image to each slide or
just to one slide.
Support students by providing them with a choice of presentation champions whom they
can ask for help.
Challenge students by making them a presentation champion who can help support
students who are less confident.
Other objects
Activity
The planetarium advises that it wants a new slide added to the end of the presentation
that displays the daily times that shows will be available. It wants this information to be
displayed in a table. It advises that the data that needs to appear in the table is:
•
•
•
•
•
Monday’s show times are 1pm and 3pm
Tuesday’s show times are 10am, 1pm and 3:30pm
Wednesday’s show times are 1pm and 3pm
Thursday’s show time is 12pm only
Friday’s show times are 10am, 1pm and 3:30pm
Ask students to create a new slide using the master slide format. Tell students they should
insert the table into the text placeholder and choose a suitable image to be displayed in the
image placeholder.
Support students by providing them with a choice of presentation champions whom they
can ask for help.
Challenge students by making them a presentation champion who can help support
students who are less confident.
Activity
The planetarium wants a new slide added at the start of the presentation. It wants a
voiceover on this new slide introducing people to the planetarium and stating what
facilities are within the planetarium. It advises that the voiceover should end by stating
that the remainder of the presentation has some interesting information about each of
the planets in the Solar System. The planetarium says it wants the voiceover to be 30 to
45 seconds in length.
Ask students to record a voiceover that meets the planetarium’s requirements. Students
should then:
•
•
Add a new slide to the start of the presentation with the title ‘Solar System’.
Embed the voiceover sound file into the new slide and set it to automatically play
when this slide is displayed.
Support students by providing them with a choice of presentation champions whom they
can ask for help.
Challenge students by making them a presentation champion who can help support
students who are less confident.
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Activity
Ask students to complete the activity on page 298 of the Student Book.
Hyperlinks
Explain to students that hyperlinks can be added to text in a presentation. These hyperlinks
can be used to link one page to another. This allows a user to click the hyperlink to be taken
to a certain page in the presentation. Hyperlinks can also be added to link to email
addresses and to external elements, such as files and web pages.
Activity
The planetarium advises that it wants a new slide to be added to the end of the
presentation that has links to each planet’s section of the presentation. It is calling this
the ‘menu slide’.
Ask students to insert a new slide using the master slide format. Tell students to:
•
•
•
•
delete the image placeholder from the slide
add a bullet point for each of the different planets
add a final bullet point for the show times
create a hyperlink from each bullet point to the start of the correct section in the
presentation.
Advise students that you have just had a message from the planetarium advising that they
want this menu slide to be moved to the start of the presentation. Ask students to move the
slide to the start of their presentation.
Support students by providing them with a choice of presentation champions whom they
can ask for help.
Challenge students by making them a presentation champion who can help support
students who are less confident.
Action buttons
Activity
The planetarium wants users to be able to navigate forward and backward between the
slides of the presentation. They want users to be able to navigate to the menu slide from
each slide, using an action button. They also want users to be able to navigate to the
homepage from each slide in the presentation. They advise that the homepage is the
voiceover slide.
Ask students to add the navigation buttons to their presentation that the planetarium
requires. They should make sure that they choose suitable icons or text for each button to
make it clear what action the button performs. Students should choose a suitable place for
each button to appear on the slides. They should make sure that they appear in the same
place on each slide.
Support students by providing them with a choice of presentation champions whom they
can ask for help.
Challenge students by making them a presentation champion who can help support
students who are less confident.
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Activity
Ask students to complete the activity on page 301 of the Student Book.
Transitions
Explain to students that slide transitions are a type of animation that is added between
slides to create an engaging transition from one slide to the next. Explain to students that
slide transitions should not be distracting and should not frustrate users by making them
wait too long for the next piece of information to be displayed.
Activity
The planetarium wants a suitable slide transition to be used between each slide in the
presentation. They advise that the slide transitions should be consistent throughout the
presentation. Each slide transition should be 2 seconds in length.
Ask students to choose three different slide transitions that they might want to use between
the slides in their presentation. Once they have chosen their three slide transitions, they
should show their presentation to a partner using each of these transitions. In their pairs,
students should discuss their choice of slide transitions. They should decide, with feedback
from their partner, which slide transition works best in their presentation.
Ask students to add their chosen slide transition between the slides in their presentation, to
meet the requirements of the planetarium.
Support students by providing them with a choice of presentation champions whom they
can ask for help.
Challenge students by making them a presentation champion who can help support
students who are less confident.
Animations
Explain to students that animations are effects and movements that can be added to objects
on a slide, such as text and images. Explain to students that, like slide transitions,
animations should not frustrate users and distract them from being able to see the
information properly on a slide.
Activity
The planetarium wants the text of each slide to be animated. It wants each section of
text (for example, each different fact about the planet) to appear in turn. It wants a
maximum of two different types of animation to be used.
Ask students to choose three different animations that they might want to use for the text
on the slides in their presentation. Once they have chosen their three slide animations, they
should show their presentation to a partner using each of these animations. In their pairs,
students should discuss their choice of animations. They should decide, with feedback from
their partner, which two animations work best in their presentation.
Ask students to add their chosen two animations in their presentation. They may choose to
alternate between the animations for each slide, or they may choose to have one animation
for all the planet slides and the other animation for the other information slides. Students
should also choose suitable timings for each animation. These will depend on the amount of
text being displayed.
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Support students by providing them with a choice of presentation champions whom they
can ask for help.
Challenge students by making them a presentation champion who can help support
students who are less confident.
Hiding slides
Explain to students that sometimes they might want to include information in a
presentation for future reference, but they might not want this slide to be displayed when
the presentation is played.
Activity
The planetarium wants a slide to be added to the end of the presentation stating that if
any changes need to be made to the presentation, the person who wants the changes
should speak to the planetarium supervisor. The planetarium does not want this slide to
be displayed when the presentation is played. It only wants it to be included for
information purposes if a member of staff wants to change the presentation.
Ask students to add a slide to the end of the presentation that contains the information
given by the planetarium. Ask students to hide this slide so that it does not display when the
presentation is played.
Support students by providing them with a choice of presentation champions whom they
can ask for help.
Challenge students by making them a presentation champion who can help support
students who are less confident.
19.4 Outputting the presentation
Warmup
Explain to students that presentations can be outputted in various ways. They can be
controlled by the user or presenter by clicking a mouse or using navigation buttons. They
can be controlled by adding timings for each slide. They can also be set to loop so that they
will play continuously.
Explain that presentations can also be printed in various ways. The number of slides per
page can be set. It is also possible to add other content, such as a small writing section or
notes from the presenter.
Activity
The planetarium advised at the start of the task that the presentation would be displayed
on kiosks in the venue. It wants the presentation to play in a loop on each kiosk. Each
slide in the presentation should be displayed for 1 minute and 30 seconds, unless a user
clicks an action button to navigate through the presentation, in which case this action
should override the timing of that slide.
Ask students to loop the presentation using the timings outlined by the planetarium.
Support students by providing them with a choice of presentation champions whom they
can ask for help.
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Challenge students by making them a presentation champion who can help support
students who are less confident.
Activity
The planetarium wants a hard copy of the presentation to file in its main office. It wants
the presentation to be printed with four slides to a page.
Ask students to print the presentation as per the requirement of the planetarium.
Support students by providing them with a choice of presentation champions whom they
can ask for help.
Challenge students by making them a presentation champion who can help support
students who are less confident.
Workbook
Exercise 1
Ask students to complete Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Chapter summary
Tell students that by the end of the chapter they will be able to use a master slide to
appropriately place objects and understand how to format the master slide. They should
understand how to create a new presentation using a text file, insert images and other
objects, apply slide layout, insert a new slide, and move or delete a slide. Students should
understand how to add presenter notes, insert and edit a hyperlink, insert an action button
and modify its settings, and add alternative text to an object.
Students should be able to apply consistent transitions between slides and apply consistent
animation effects on text, images and other objects. They should also know how to hide
slides within a presentation and how to display a presentation for a variety of purposes.
They should understand how to print a presentation in a variety of layouts.
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 19.
Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Ask students to think back over the presentation they have created in this chapter. Ask
them to write a description to accompany their presentation covering the tools they used
and explaining the choices they made.
Ask students to complete the Let’s Review questions at the end of chapter 19 in the Student
Book.
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CHAPTER 20
Spreadsheets
Learning aims
•
To understand how to insert cell(s), row(s) and column(s); delete cell(s), row(s) and
column(s); merge cells
•
To understand how to create formulas using cell references
•
To understand how to replicate formulas using absolute and relative cell references
where appropriate
•
To understand how to use arithmetic operators in formulas including add, subtract,
multiply, divide and indices
•
To understand how to use named cells and named ranges
•
To understand how to use functions including sum, average, maximum, minimum,
integer, rounding, counting, LOOKUP, VLOOKUP, HLOOKUP, XLOOKUP and IF
•
To understand how to use external data sources within functions
•
To understand how to use nested functions
•
To understand the difference between a formula and a function
•
To understand the order in which mathematical operations are performed including the
use of brackets to make sure that formulas work
•
To understand the characteristics and use of absolute and relative cell referencing
•
To understand how to use a single criterion or multiple criteria to sort data into
ascending or descending order
•
To understand how to use a single criterion or multiple criteria, select subsets of data
•
To understand how to perform searches using a variety of operators including AND, OR,
NOT, >, <, =, >=, <= and <>
•
To understand how to perform searches using wildcards
•
To understand how to display either formulas or values
•
To understand how to adjust row height, column width and cell sizes so that all data,
labels and formulas are fully visible
•
To understand how to wrap text within cells so that all data is fully visible
•
To understand how to hide and display rows and columns
•
To understand how to enhance a spreadsheet including text colour, cell colour, bold,
underline, italic and shading
•
To understand how to format numeric data appropriately including to display the
number of decimal places, different currency symbols and percentages
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•
To understand how to use conditional formatting to change the display format
depending on the contents of a cell
•
To understand how to set the orientation to portrait or landscape
•
To understand how to control the page layout to print including specified number of
pages, print area, display or hide gridlines, display or hide row and column headings
20.1 Creating a data model
Warmup
Ask students to answer the following questions in pairs:
•
•
What is a spreadsheet?
What can be done on a spreadsheet?
Explain that spreadsheets are a very versatile method of handling data and can be used for a
variety of purposes. They are based on mathematical calculations. By entering calculations
into the spreadsheet, the user can make predictions, spot patterns and model scenarios
based on statistics.
Support students by pairing them with a more confident student.
Challenge students by asking them to describe a situation where a spreadsheet could be
used.
Activity
Create a document with a screenshot of a blank spreadsheet like Figure 20.1 on page 310 of
the Student Book. Ask students to label a row, a column and a cell.
Ask students to answer the following questions:
•
•
What is a cell reference and how are they written?
What can be entered into a cell?
Support students by telling them the reference of the cell that is highlighted (in Figure 20.1,
this is cell A1).
Challenge students by asking them to share their answer to an additional question: if a
document has pages, what does a spreadsheet have?
Activity
Create a document showing the image in Figure 20.2 on page 310 of the Student Book. Ask
students to answer the following questions:
•
•
•
What is in cell reference C8?
What is in cell reference D13?
What type of data is in cell references A4 and C4?
Support students by guiding them to use their finger to locate the column, then use their
other finger to locate the row and move the fingers along the row and column until they
meet. Where they meet is the cell reference.
Challenge students by asking them to describe what is different about the contents of cell
reference range B4 to B13 and cell reference range C4 to C13.
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Inserting, deleting, merging and entering data
Activity
Ask students to recreate the spreadsheet in Figure 20.2 on page 310 of the Student Book.
Ask them to complete the following tasks:
•
•
•
Insert a row above row 8.
Insert a column before column E.
Merge cells A1 and B1.
Once the activity is complete, ask students to answer the following questions:
•
•
Why would you need to insert rows or columns after creating a spreadsheet?
What are the options you could choose from when merging cells?
Support students by rewording the question with a different scenario. For example: you
have created a student spreadsheet and a new student has now joined the class. How would
you add the data in?
Challenge students by asking them an additional question: what happens if the data entered
into a spreadsheet is entered incorrectly?
Activity
Ask students to complete the activity on page 313 of the Student Book.
Support students by providing a blank spreadsheet on paper to help them plan their
spreadsheet’s content and layout.
Challenge students by asking them to describe what features they used to create the
spreadsheet.
Creating basic formulas
Activity
Explain to students that one of the key features of working with a spreadsheet model is
performing calculations. It is important to use the cell references in these calculations so
that data can be changed according to the model’s requirements.
Create a document containing the following:
•
•
•
•
•
•
•
/
+
−
=
B6
C6
A3
Ensure each item is big enough and has sufficient spacing to be cut around.
Ask students to cut out the individual symbols and cell references. Then ask them to use the
symbols and cell references to create formulas for the following:
•
Multiply B6 by C6.
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•
•
•
Divide C6 by B6.
Add B6 to A3.
Take A3 away from C6.
Support students by positioning the = symbol at the start of each question to help them
understand.
Challenge students by asking them to explain what key needs to be pressed once a formula
has been created.
Activity
Ask students to open the spreadsheet they created earlier (from Figure 20.2 on page 310
of the Student Book).
Ask students to complete column D with the following formula:
•
Total Spent = Cost Price x Number in Stock
Support students by completing the first formula to allow them to see how to create a
formula and complete the rest of the column.
Challenge students to explain what happens in the spreadsheet now if the amount of stock
is increased.
Absolute and relative cell references
Activity
Ask students to read the section of the Student Book on page 314 about absolute and
relative cell references. Ask them to identify the difference between the two types of cell
references. They should then describe what the difference is and the impact it has on a
spreadsheet.
Once the activity is complete, ask students to share their description with the person next to
them and discuss any similarities and differences.
Ask students the following questions:
•
•
•
Where should the dollar signs go in an absolute cell reference?
When is an absolute cell reference useful?
Which is the default type of cell reference?
Support students by providing examples of the two types of cell reference for them to refer
to when looking for similarities and differences.
Challenge students by asking them to create a clear comparison of the two cell reference
types and share the comparison with others.
Activity
Ask students to complete the activity on page 314 of the Student Book.
Support students by encouraging them to continue using a paper-based layout as a plan to
help them understand the task.
Challenge students by asking them to describe what formula has been used and the effect
on the spreadsheet.
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Arithmetic operators
Activity
Create a document based on the table at the top of page 315 of the Student Book. Leave
the names of the arithmetic operator in but make the other two columns blank. Ask
students to complete the table with the symbols and examples of how each operator is used
in a formula. Students should not use the Student Book for this activity.
Once the activity is complete, ask students to check their answers against the Student Book
and discuss with a partner any they got incorrect.
Support students by completing one of the rows as an example to help them understand
the activity.
Challenge students by asking them to describe why brackets are important when creating
formulas.
Named cells and ranges
Activity
Explain to students that to make the creation of formulas easier, it is possible to call a cell or
cell range something unique and memorable using the name facility.
Ask students to discuss the following questions in pairs:
•
•
What are the advantages and disadvantages of using a unique identifier for a cell?
What can you do if you give a unique identifier to a range of cells?
Once the activity is complete, ask students to share an advantage or a disadvantage. As a
class, discuss that using a unique identifier for a range of cells makes it possible to paste
content elsewhere in a spreadsheet by just adding the product name after the = symbol.
Show students the product list example in Figures 20.13, 20.14 and 20.15 on page 315 of
the Student Book.
Support students by pairing them with a more confident student.
Challenge students by asking them why using appropriate names for unique identifiers is
essential.
Functions
Activity
Create a document based on the table on page 316 of the Student Book. Place the function
names on one side and the examples on the other side, with each list ordered randomly.
Ask students to match the function names to the examples. They should then answer the
following question: what do you notice about the function names and how the functions are
constructed?
Support students by connecting one of the functions to its example to help them
understand how to complete the activity. You could also reword the question to ask them
what the name of the function is and what the first word is after the = symbol.
Challenge students by asking them to explain what the : symbol is used for in some of the
formulas.
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Activity
Create a document with an empty grid layout of 3 x 3 cells. Give students this document
and ask them to choose nine functions from the table on page 316 of the Student Book to
write in their grid.
Referring to the same table, pick one description at random to read out and ask students
which function it describes. Ask students to cross out the function if they have it in their
grid. This is a game of bingo. Repeat the function descriptions until a student has a line and
then a full house (all nine functions).
Support students by giving them time to mark off their functions after the class has named
the function from the description.
Challenge students by asking them to take on the role of function caller and describe the
functions for others to name and cross out.
Activity
Ask students to answer the following questions in pairs:
•
•
•
•
•
How is a range of cells accounted for in a function?
You need to add up the cells A1, A2, A3, A4, A5, A6, A7 and A8. How would you do
this with a function?
What are the differences between the HLOOKUP, VLOOKUP and XLOOKUP
functions?
You need to find out whether the values in cell range A1 to A8 are less than 2. How
could you do this with a function?
Can you think of when the functions AVERAGE, MAX and MIN might be useful?
Support students by pairing them with a more confident student.
Challenge students by asking them to test whether functions can be written in lowercase or
uppercase. Ask them to share their findings with the class.
External data sources in functions
Activity
Ask students to read the section about external data sources in functions. Ask them to work
in pairs to note what external data sources are used for and what is required to make them
work.
Write the title on the board. Once students have completed the activity, ask them to come
up and write at least one characteristic on the board. If all characteristics have been added,
students can add a tick next to the one they listed.
Support students by pairing them with a more confident student.
Challenge students by asking them to describe a scenario when an external data source
would be useful.
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Nested functions
Activity
Create a document containing the nested function in bold on page 317 of the Student
Book. Ask students to work in pairs to follow the function and describe what is happening
within each section. Students should not use the Student Book for this activity.
Once the activity is complete, invite students to share their function walkthrough
description.
Support students by pairing them with a more confident student.
Challenge students by asking them to describe why the positioning of the brackets is
important. Ask them to share their answer with the class.
Workbook
Exercise 1
Ask students to complete Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
20.2 Manipulating data
Warmup
Ask students to discuss the following question in pairs and share their answer: what would it
mean for the rest of the spreadsheet if you wanted to sort one column in alphabetical
order?
Explain to students that sorting can be performed on single columns and multiple columns.
Sorting organises all the data in a table based on specific criteria.
Support students by providing a paper document with a spreadsheet screenshot and asking
what it would mean for the other columns if one column were sorted. Allowing students to
see a spreadsheet can help them to understand the implications of sorting one column.
Challenge students by asking them to describe the difference between ascending and
descending sorting in relation to numbers and letters.
Sorting data
Activity
Create a document showing the image in Figure 20.20 on page 319 of the Student Book. Ask
students to cut out each row and have the column headings on the table in front of them.
Ask students to work in pairs to:
•
•
Sort the data in ascending order by product name.
Sort the data in descending order by number in stock.
Ask students to carry out the same sorts in the spreadsheet on a computer and compare
their results on paper to their results in the spreadsheet.
Ask students to answer the following questions:
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•
•
Could a sort have two criteria?
What are the advantages of using the sort feature in a spreadsheet?
Support students by providing fewer rows to cut and sort. This will help students to
understand the function of a sort.
Challenge students by asking them to describe the importance of accurate input of data.
Searching and selecting data
Activity
Using the same cut-out rows from the previous activity, ask students to work in pairs to:
•
•
Search for notepads and sort the price in ascending order.
Search for products with a total selling price per item of 0.16 and sort the product
names into ascending order.
Ask students to carry out the same searches and sorts in the spreadsheet on a computer
and compare their results on paper to their results in the spreadsheet.
Ask students to answer the following questions:
•
•
Why would using a search and sort on a spreadsheet be a useful feature?
What is a subset?
Support students by providing fewer rows to cut and sort. This will help students to
understand the function of a search and sort.
Challenge students by asking them to create a step-by-step guide to searching and sorting
to share with others.
Activity
Create a document showing the filter options in Figure 20.23 on page 320 of the Student
Book (excluding the ‘By colour’ option). Ask students to create a scenario for when they
might use each filter type on the Little School Stationery Shop spreadsheet (Figure 20.20 on
page 319 of the Student Book) and describe the expected result.
Ask students to work in pairs. Each student should give a scenario in turn to their partner to
test out and check the expected result. Ask the students to discuss any differences.
Support students by providing an example to illustrate the activity and help them
understand how to complete the remainder.
Challenge students by asking them to discuss what the option to filter by colour could be
used for.
Activity
Create a document containing the operators and descriptions in the table on page 321 of
the Student Book. Place these in two columns on either of the document and order them
randomly. Ask students to match the operators to the correct descriptions. Students should
not use the Student Book for this activity.
When the activity is complete, ask students to compare their answers to the Student Book
and discuss any incorrect answers with a partner.
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Support students by matching one of the operators to the correct description to help
students understand how to complete this activity.
Challenge students by asking them to create a scenario where they might use the AND and
OR operators in the Little School Stationery Shop spreadsheet (Figure 20.20 on page 319 of
the Student Book).
Activity
Write on the board a letter followed by an asterisk: for example, M*. Ask students to put
their hand up if their name starts with the letter.
Explain to students that it is possible to search for data using a wildcard or asterisk (*). This
is useful when we know the first part of the data we wish to find but not all of it.
Ask students to answer the following question: when would this be a useful feature to
have?
Support students by asking them to think of another example that could be used in the
class. Ask them to think of a letter that is at the start of a few students’ names and ask them
how that would be written as a wildcard search.
Challenge students by asking them to describe what a wildcard is in relation to spreadsheets
and when a wildcard would be used.
20.3 Presenting data
Warmup
Ask students to discuss in pairs how they know what formulas have been added anywhere
in a spreadsheet.
Explain to students that on the Formulas menu there is an option to show formulas.
Ask students to work in pairs to answer the follow the question: why is it a useful feature to
be able to see all the formulas and functions in a spreadsheet?
Support students by pairing them with a more confident student.
Challenge students by asking them whether there is a keyboard shortcut for viewing
formulas and functions.
Adjusting display features
Activity
Create a document showing Figure 20.25 on page 322 of the Student Book. Ask students to
work in pairs to discuss what needs to be improved.
Once students have completed the activity, explain that almost all the cells containing
formulas have been expanded so that the formulas can be seen. The exception is the Stock
Levels column, which does not show the formulas fully. This can be altered by using the
Column Width feature in the cell formatting menu and adjusting the setting to auto-fit the
column width.
Support students by rephasing the question to ask what cannot be read fully on the
spreadsheet.
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Challenge students by asking whether there is another way of formatting the cells to fit the
data in.
Activity
Ask students to work in pairs to discuss the following questions:
•
•
What is the tool Wrap Text and when is it useful?
Can you hide and unhide rows in a spreadsheet? Why would this be a useful feature?
Once the activity is complete, ask students to share their answers with the student next to
them and discuss differences between their answers.
Ask students to look at the spreadsheet for the Little School Stationery Shop in Figure 20.20
and identify where Wrap Text has been used.
Support students by pairing them with a more confident student.
Challenge students by asking them for the advantages of using Wrap Text over expanding
the cell.
Activity
Create a document based on Figure 20.29 on page 323 of the Student Book but do not
include the key section. Ask students to create their own key for the numbers 1 to 7. The
key should identify the formatting that has been placed on each section.
Support students by leaving the key in but removing the numbers. Ask them to match the
numbers to the formatting.
Challenge students by asking them to highlight where they think a function or formula could
be located.
Conditional formatting
Activity
Give students two pieces of paper or card: one red and one green. Ask students to hold up
the appropriate colour for the following conditions:
•
•
If you are aged 15 or over, hold up the green paper.
If you are aged under 15, hold up the red paper.
Explain to students that conditional formatting is based upon rules that data must follow,
and the change is made if the conditions are met. The change can be a format applied to a
cell based on the outcome of the conditions.
Ask students to open a blank spreadsheet. Ask them to highlight a square range of cells and
create the following rules:
•
•
•
If 1 is entered, the cell has a red fill.
If 2 is entered, the cell has a yellow fill.
If 3 is entered, the cell has a black fill.
Ask students to use the numbers to create a pattern within the selected square cells.
Once the activity is complete, ask students what happens if they change the number that is
in one of the cells.
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Support students by giving them a spreadsheet with a square range of cells defined by a
border to help guide the initial stages.
Challenge students by asking them where in a spreadsheet conditional formatting could be
a useful tool.
Activity
Ask students to complete the activity on page 325 of the Student Book.
Support students by providing a checklist of formatting options to help them remember
what is available to them.
Challenge students by asking them to describe what changes they have made and why.
Setting the page layout
Activity
Ask students to answer the following question: if a spreadsheet needs to be printed, what
needs to be considered?
Explain to students that considering the page layout of a printed spreadsheet is important
to ensure it can be read clearly. The orientation in most cases should be changed to
landscape and the spreadsheet should fit on one page where possible.
Support students by proving printouts of a spreadsheet in portrait and landscape layout.
Ask which is better and why.
Challenge students by asking them to describe how to change the page layout within
spreadsheet software.
Workbook
Exercise 2
Ask students to complete Exercise 2 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Chapter summary
Tell students that by the end of the chapter they will be able to understand the different
parts of a spreadsheet and why data needs to be entered accurately. This will enable them
to present and use data effectively. Students need to be able to use a spreadsheet, edit its
structure, understand and apply different formulas and functions, and understand the
difference between relative and absolute cell references. Students need to be able to search
and sort within spreadsheets using a range of filters. Students also need to be able to
display formulas and functions, edit cells and how they display data, and format a
spreadsheet.
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 20.
Answers All answers to questions in the Workbook are available at MCEduHub
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Wrap Up!
Ask students to create a spreadsheet for a school event. They should do the following:
•
•
•
•
•
•
•
Include various items of food and drink with costings.
Include ticket prices and sales.
Include venue and decoration costs.
Adjust the format and layout of the spreadsheet.
Use a range of formulas and functions.
Use conditional formatting.
Use relative and absolute cell references.
Ask students to write a description to accompany their spreadsheet. This should state what
they have included and what impact the formatting has had on the data being displayed.
Ask students to create five questions that could be answered using searching and sorting
filters.
Ask students to complete the Let’s Review questions at the end of chapter 20 in the Student
Book.
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CHAPTER 21
Website authoring
Learning aims
•
To understand that the content layer is used to enter the content and create the
structure of a web page
•
To understand that the presentation layer is used to display and format elements within
a web page
•
To understand that the behaviour layer is for a scripting language to control elements
within a web page
•
To understand how to create the content layer of a web page
•
To understand how to place appropriate elements in the head section of a web page
including:
•
To understand how to insert a page title to display in the browser
•
To understand how to attach external stylesheets (with the correct hierarchy, using a
relative file path)
•
To understand metatags and how to use the appropriate attributes including to define
the charset, name attributes (description, keywords, author, viewport) and content
attributes, and default target windows
•
To understand how to place appropriate content in the body section of a web page
•
To understand how to insert a table including table header, table rows and table data
•
To understand how to use appropriate table attributes to meet the needs of the
audience including to adjust cells to span more than one row or column, to set table and
cell sizes in terms of pixels or % values, and to apply styles to tables
•
To understand how to insert appropriate objects into a web page including text, images,
sound clips, video (display controls, remove controls, autoplay), to adjust image or video
size, aspect ratio and apply alternate text
•
To understand how to use the <div> tag including to apply styles and classes
•
To understand how to apply tags to text within a web page to display predefined styles
including h1, h2, h3, p and li
•
To understand how to apply classes to elements within a web page
•
To understand how to apply styles to elements within a web page including to a list
(ordered list, unordered list)
•
To understand how to create a bookmark within a web page using an id attribute
•
To understand how to create hyperlinks from text and images to
•
To understand how to use bookmarks on the same page
•
To understand how to other locally stored web pages
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•
To understand how to use a website using the URL
•
To understand how to send mail to a specified email address
•
To understand how to open in a specified location (the same window, a new window,
with a window named as specified)
•
To understand the purpose of the head and body sections of a web page
•
To understand the reason tables are used to structure elements within a web page
•
To understand the function of metatags including to define the charset, keywords for
search engines, the author of the web page, a description of the web page and the
viewport (to make your web page display on all devices)
•
To understand the function of a hyperlink
•
To understand the concept of a bookmark including methods of creating a bookmark
within a web page
•
To understand the function of an anchor
•
To understand relative file path and absolute file path including the reason absolute file
paths must not be used for hyperlinks to locally saved web pages/objects
•
To understand how to create the presentation layer of a web page
•
To understand how to create generic external styles and inline style attributes including
background properties including colour, images, font properties, and table, table row,
table header and table data, properties including:
•
To understand how to use background properties including colour and images
•
To understand font properties
•
To understand table, table row, table header and table data properties including size,
background colour, horizontal and vertical alignment, spacing, padding, and borders
including collapsed, colour, thickness and visible/invisible
•
To understand how to create classes including:
•
To understand how to use background properties including colour and images
•
To understand font properties
•
To understand how to use table, table row and table data properties including size,
background colour, horizontal and vertical alignment, spacing, padding, and borders
including collapsed, colour, thickness and visible/invisible
•
To understand how to create external styles to be tagged in a web page including h1, h2,
h3, p and li
•
To understand how to specify the font properties including font family, size, colour,
alignment, bold and italic
•
To understand how to attach comments to an external stylesheet
•
To understand how to save styles in cascading stylesheet format
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•
To understand the characteristics of cascading stylesheets including the difference
between attached stylesheets and inline style attributes, the hierarchy of multiple
attached stylesheets and inline styles within a web page
•
To understand the characteristics of a style and a class including the difference between
them
•
To understand the reason relative file paths must be used for attached stylesheets
21.1 Web development layers
Warmup
Ask students to look at a suitable professional website, such as www.visitsingapore.com.
Ask them to write down what they notice about the website, such as the layout it has, how
the text is formatted, and what kind of interaction and animations are there. Ask them to
note the three things they like best about the website.
Support students by giving them more scaffolded questions to answer about the website,
such as:
•
•
•
•
•
•
Are the images formal or informal?
What kinds of elements can you click on?
What kind of font has been used?
What background colour or images have been used?
What is the menu system like?
Are there any animations on any images or text?
Challenge students by asking them to think of two ways that they would improve the
website. Ask these students to share their thoughts with the rest of the class at the end of
the activity.
The content, presentation and behaviour layers
Explain to students that a website often has three layers: the content layer, the
presentation layer and the behaviour layer.
Using the website from the warmup activity, point out elements such as the images, the text
and the layout. Explain that this type of content is all part of the content layer. Explain that
the content layer is used to display all content of a website and create the structure and
layout of the website.
Using the website from the warmup activity, point out elements such as the style, colour
and size of the font used and other formatting elements such as the background colour.
Explain that the presentation layer is used to format the content and display it in a certain
way.
Using the website from the warmup activity, point out any interactive elements such as
animations on images, menus or buttons. Explain that the behaviour layer is used to create
these interactive elements by managing a scripting language, such as JavaScript, that is used
to create them.
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Workbook
Exercise 1
Ask students to complete Exercise 1 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
21.2 Creating a web page
Explain to students that they are going to create a website. The first layer they will create is
the content layer. This means that they will add all the text, pictures and multimedia
elements to their web page. Later, they will format these elements using the presentation
layer, and then they will make them interactive using the behaviour layer.
Give students the following task scenario:
You have been asked by an aquarium to create a website about marine life. The
aquarium wants a website that is suitable for an audience of 16- to 25-year-olds. It wants
the website to have a professional and informative feel, and it wants the design and look
of the website to be consistent.
Explain to students that they will be given further information about what the website
should include at various points throughout the task.
Activity
Explain to students that the aquarium advises that the first task is to research the names of
eight different types of marine life. It wants students to research enough information about
each type of marine life to write paragraphs of approximately 150 to 200 words.
Ask students to complete this first task.
Support students by providing them with suitable websites where they can find reliable
information about marine life, such as https://oceana.org/marine-life or
https://www.britannica.com.
Challenge students to find one additional interesting piece of information they could add to
their website about marine life.
HTML tags and the head section
Explain to students that the language often used to create the content layer of a website is
Hypertext Markup Language (HTML). Explain that this languages uses tags that are enclosed
in angular brackets to define where a piece of content begins and end on a website.
For example, the opening tag for a paragraph of text is <p>. This shows where the paragraph
of text begins. The closing tag for a paragraph of text is </p>. This shows where the
paragraph of text ends.
Explain to students that each page of a website normally has a head section and a body
section. Explain that the kind of content that is inserted into the head section is:
•
Title of the page – This is the title that is displayed in the tab of the page and not
actually on the page.
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•
•
•
A link to a style sheet – Explain to students that they will learn more about these
when they create the presentation layer.
Metatags – This is information about certain aspects of the website – for example,
defining keywords that can be used by a search engine.
Default target windows – This defines how a new page will open – for example, in a
new tab.
Explain to students that the content that is inserted into the head section of a website is not
content that will actually be displayed on the website. It is information about the properties
of the website.
Explain that content that is inserted into the body section of a website is the content that
will be displayed when the website loads, such as text, images and multimedia elements.
Activity
Give students the following information:
The aquarium advises that it would like you to create the content layer of your website.
You will use the text you wrote in the previous activity and you will need to find suitable
images. It wants the website to have a different page for each type of marine life. It does
not want you to create a homepage yet, or any other information pages.
In the head section of each page, the aquarium would like you to include:
•
•
•
•
•
•
•
a title for the web page
the character set for the website
a brief description of the page’s content
at least three keywords for the web page that could be used by a search engine
your name as the author
the viewport for the web page to fit the size of the screen for the device
the target window for a new page or link to be opened within a new window or tab.
In the body section, it wants the text and images that you are including for each type of
marine life.
Explain to students that they will need to set up a suitable file structure for the website, so
that they are able to create the correct file paths for elements such as images.
Explain to students that they will need to find out how to use the following tags to create
the basic text and image elements for the content layer of their web pages:
•
•
•
•
•
•
<h1> – Main heading tag
<h2> – Subheading tag
<p> – Paragraph tag
<br> – Line break tag
<img> – Image tag
<div> – Section tag
Ask students to create the content layer for each of their web pages (each of which will
contain one of the types of marine life they originally researched). Advise them that they do
not need to do anything about formatting the content yet – they will do this when they
create the presentation layer.
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Support students by directing them towards online tutorials that will help them complete
the content layer of their website. One online tutorial site they could use is
https://www.w3schools.com.
Challenge students by asking them to give simple demonstrations to the class to show how
to use one or more of the tags needed to create the content layer.
Tables and web page objects
Explain to students that they are going to explore various aspects of a website by creating a
homepage. Normally a website has a web page that is known as the homepage. This is
usually the main page of the website and the one that the web developer wants to be
opened first, when a user enters the website.
Discuss with students that search engines and web browsers are programmed to look for
this homepage in a website’s files, when a user searches for a website. To make it easier for
search engines and web browsers to find a homepage, web developers normally give it the
file name index.html.
Explain to students that tables are a common way to structure information on a web page.
Common uses of tables include:
•
•
•
•
to align text and images on a page to keep a consistent structure to where things are
placed
to align images alongside text
to create different sections in which to place elements on a web page
to display data cleanly and simply (like they are used in documents as well).
Activity
Give students the following information:
The aquarium advises that it would now like you to create a homepage for the website. It
advises that there are a few different elements that it wants to be included on the
homepage. You will be told what these are throughout the next few activities.
The first thing it would like you to insert on the homepage is a paragraph of text
introducing the marine life that you have chosen to include on the website. It also wants
a suitable heading for the homepage and a suitable subheading for the introductory text.
It also wants a table to accompany this text. The table should include the following:
•
•
•
•
•
two columns of data
a title of marine life talks that spans both the table columns
the subtitles of marine life and talk date and time
in the marine life column, each of the types of marine life you chose, one per row
in the talk date and time column, a time and date for an upcoming talk about that
type of marine life.
The aquarium does not want you to change the format of the table at this time as this
will be defined in the presentation layer at a later stage.
Ask students to begin creating the homepage for the website, referring to the first set of
information that the aquarium would like to be inserted.
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Support students by directing them towards online tutorials that will help them complete
the content layer of their website. One online tutorial site they could use is
https://www.w3schools.com.
Challenge students by asking them to give simple demonstrations to the class to show how
to use table tags.
Lists
Explain to students that lists are another way of structuring information on a web page.
They can make text clear and easy for users to read.
Activity
Ask students to complete the activity on page 336 of the Student Book.
Activity
Give students the following information:
The aquarium advises that it would like you to add a list to the website showing the
facilities that are available at the aquarium. It advises that the following facilities are
available onsite:
•
•
•
•
•
bathrooms
baby changing facilities
café
restaurant
children’s play area.
Ask students to add the list of facilities to their homepage.
Support students by directing them towards online tutorials that will help them complete
the content layer of their website. One online tutorial site they could use is
https://www.w3schools.com.
Challenge students by asking them to demonstrate to the rest of the class that two types of
list can be created on a web page: and ordered list and an unordered list. They should
explain and demonstrate the difference between the two.
Sound and video
Explain to students that many web developers like to include multimedia on their web pages
to try to make them as engaging as possible. These elements include sound clips and videos,
and the aim is to make the website more interesting. Remind students to remember to save
multimedia files into the correct place in their folder structure for their website, so that the
files will load correctly on the web page.
Source a suitable sound clip (such as the sound a dolphin makes) and a suitable video (such
as a short video of some marine life swimming) for students to be able to insert into their
web page.
Activity
Give students the following information:
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The aquarium advises that it has a sound file and a video file that it would like to be
inserted into the homepage. It wants the sound file to be inserted so that a user can click
and play it. The aquarium does not want the sound file to automatically play when the
web page is opened. However, it does want the video file to automatically play when the
web page is opened. The aquarium wants you to choose a suitable size and aspect ratio
for the video.
Ask students to insert the sound clip and the video into their website as the aquarium has
requested.
Support students by directing them towards online tutorials that will help them complete
the content layer of their website. One online tutorial site they could use is
https://www.w3schools.com.
Challenge students by asking them to do simple demonstrations to the class to show how to
use audio and video tags. They should try to show how a file can be given controls to make
it play, or be set to autoplay when the web page is opened.
Activity
Ask students to complete the activity on page 342 of the Student Book.
Creating a bookmark
Explain to students that sometimes a web page can end up being very long as it has so much
content. This can make it difficult for a user to quickly find the information they are looking
for, as they have to scroll through lots of content before they can find it.
One way that this task can be made easier for a user is through the use of bookmarks. A
bookmark is a link that can be set to quickly take the user to the information that they are
looking for on a web page.
Explain to students that another way of creating this kind of navigation in a web page is by
using an anchor. Explain to students what an anchor is in a web page and how they are
used.
Activity
Give students the following information:
The aquarium would like you to add information to the end of your introductory
paragraph on the homepage that has bookmarks to the table and the list that you have
created on the homepage.
Ask students to create the bookmarks that the aquarium requires.
Support students by directing them towards online tutorials that will help them complete
the content layer of their website. One online tutorial site they could use is
https://www.w3schools.com.
Challenge students to explain to the rest of the class what an <id> tag is and how it is used
along with the <href> tag to create a bookmark.
Hyperlinks
Explain to students that a website needs to allow the user to navigate between the different
pages within the website. Explain that one way of creating a navigation system is to use
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hyperlinks. Explain to students that they just created a type of hyperlink when they created
their bookmarks.
Discuss with students that a hyperlink is a section of text or an image that can be clicked to
take the user to another part of the website or to an external website or file. A hyperlink can
also perform a task, such as opening an email application to allow the user to send an email
to a specific address.
Explain to students that hyperlinks use either a relative file path or an absolute file path. The
choice of the type of file path is determined by what they want to create a hyperlink to.
Explain the difference between the two types and discuss with students when and why each
is used.
Explain to students that navigation hyperlinks normally appear in the same place on each
page on a website. They are normally found either along the top of the web page or down
the left-hand side of the web page. Other types of hyperlink, such as those enabling a user
to send an email, can be found anywhere on a web page.
Activity
Give students the following information:
The aquarium would like you to create a navigation system for your website. It would like
you to create a navigation area containing hyperlinks to each web page within your
website. This navigation area needs to appear on each page of the website.
The aquarium would also like you to create a hyperlink that links to an external website
so that users can find out further information about marine life. This should link to the
website https://oceana.org/marine-life. This website should be set to open in a new
window or tab.
The aquarium would also like you to create a hyperlink to an email address to allow
users to contact the aquarium with any questions. This should link to the email address
info@aquarium.com.
Ask students to add the different hyperlinks requested by the aquarium to their website.
Support students by directing them towards online tutorials that will help them complete
the content layer of their website. One online tutorial site they could use is
https://www.w3schools.com.
Challenge students by asking them to explain to the rest of the class whether a relative file
path or an absolute file path should be set for the navigation hyperlinks and why.
Workbook
Exercise 2
Ask students to complete questions 1–6 of Exercise 2 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
21.3 External Cascading Style Sheets (CSS)
Explain to students that they have created the content layer of their website and now they
are going to create the presentation layer. Explain to students that they are not required to
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create the behaviour layer as they do not have to demonstrate the use of a scripting
language, such as JavaScript, for this syllabus.
Explain to students that as part of creating the presentation layer, they are now going to
create a file that can be applied to their website. This will have information about how they
want each element of their website to be displayed, including aspects such as font style,
font size, colour and table properties.
Explain to students that the presentation layer can be created in two different ways. The
first way that could be used is to create the presentation requirements as inline styles.
Explain that this is where the code for each style is written directly into the head section of
the page. Demonstrate to students how to create a simple inline style. Explain that this can
be helpful to create a one-off style for an element.
However, if that same style is going to be applied to several elements within a website, it is
helpful to create an external style sheet that can be linked to each web page. Explain that
this type of style sheet is called a cascading style sheet (CSS) and that this is the second way
of creating a presentation layer.
Explain to students that to define each style in the CSS, students can either adjust a built-in
style tag, such as a paragraph tag, or create a class for that style and apply it to a tag. Explain
what a class is and demonstrate how to create a simple class that can be applied to the
paragraph tag. Then show how the in-built paragraph tag can be customised directly to
create the style.
Activity
Give students the following information:
The aquarium would like you to create a CSS that can be applied to each web page in the
website. In the CSS, you will need to define:
•
•
•
font properties (including font family, size, colour and alignment) for all text tags
(such as paragraph and heading tags)
background properties, including colour
table properties, including colour, alignment, spacing, padding and borders.
The aquarium states that once you have created your CSS file, you will need to link it to
each page of your website.
Ask students to create a style sheet for their website and then apply it to each page within
the website. Advise students that they should add comments to the CSS file to describe the
expected presentation of each style and class they create.
Support students by directing them towards online tutorials that will help them complete
the presentation layer of their website. One online tutorial site they could use is
https://www.w3schools.com.
Challenge students by asking them to give a demonstration to the class on how to create a
style for an in-built tag (such as a heading tag) and how to create a class and apply it to a
heading tag.
Activity
Ask students to complete the activity on page 347 of the Student Book.
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Workbook
Exercise 3
Ask students to complete questions 1 and 2 of Exercise 3 in the Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Workbook
Exercises 2 and 3
Ask students to complete questions 7–12 of Exercise 2 and question 3 of Exercise 3 in the
Workbook.
Answers
All answers to questions in the Workbook are available at MCEduHub
Chapter summary
Tell students that by the end of the chapter they will be able to understand the functions of
the content, presentation and behaviour layers of websites. Students should understand
how to use HTML in the content layer to create the structure of a web page, including
placing appropriate text and other elements, and using tags such as <div> and <h1>.
Students should be able to apply classes to elements (including ordered and unordered lists)
and create bookmarks and hyperlinks. They should also understand why tables are used and
the function of metatags, anchors, and relative and absolute file paths.
Students should understand how to create the presentation layer of a web page and know
how to attach comments to an external stylesheet. Students should understand how to save
styles in Cascading Style Sheets format and understand the characteristics of cascading
stylesheets. Finally, students should understand the characteristics of a style and a class,
including the differences between them, and understand why relative file paths must be
used for attached stylesheets
Workbook
Exam-style questions
Ask students to complete the exam-style questions in the Workbook for chapter 21.
Answers
All answers to questions in the Workbook are available at MCEduHub
Wrap Up!
Ask students to think back over the website they created in this chapter. Ask them to write a
description to accompany their website covering the tools they used and explaining the
choices they made.
Ask students to complete the Let’s Review questions at the end of chapter 21 in the Student
Book.
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Bio TG_PFP with crop marks_13July21.pdf 208
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Cambridge IGCSETM
ICT
For over 60 years Marshall Cavendish Education has been
empowering educators and students in over 80 countries with
high-quality, research-based, Pre-K-12 educational solutions.
We nurture world-ready global citizens by equipping students
with crucial 21st century skills through our resources for schools
and education centres worldwide, including Cambridge schools,
catering to national and international curricula.
Cambridge
IGCSE
TM
ICT
The Marshall Cavendish Education Cambridge IGCSETM ICT series is designed for
students studying for the Cambridge IGCSE and IGCSE (9–1) Information and
Communication Technology syllabuses (0417/0983). The series focuses on
developing important ICT skills relevant to real-world applications.
TG The Teacher’s Guide contains step-by-step teaching notes to support teachers. The teaching notes
include suggestions for classroom activities and discussions. Warm-up and wrap-up activities are
provided to stimulate discussion and check understanding, while the Challenge and Support features
provide for differentiated instruction.
Answers to questions in the Student’s Book and Workbook, and source files are available in My Resources
at www.mceduhub.com.
✓ Provides teacher support for the Cambridge IGCSE
and IGCSE (9–1) Information and Communication
Technology syllabuses (0417/0983) for examination
from 2023.
TEACHER’S GUIDE
This resource is endorsed by
Cambridge Assessment International Education
Series architecture
• Student’s Book
• Workbook
• Teacher’s Guide
• e-book
Series Consultant and Author
✓ Has passed Cambridge International’s rigorous
Sarah Lawrey
quality-assurance process
✓ Developed by subject experts
✓ For Cambridge schools worldwide
TEACHER'S
GUIDE
Author
ISBN 978-981-4941-58-7
Pam Jones
9 789814 941587
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