PS 4207 Assignments

ASSIGNMENT 1

Summary of GCE O’ Level Examination Questions November 2006

There are 20 short-answer and structured questions. Candidates need to complete the question paper in 2 hours 30 minutes.

The examination questions can be summarised as follow based on the curriculum content.

1. Applications of computers and their social and economic implications
• Computer crime and prevention
• Social and economic effects on business using e-commerce
• Graphics and animation for entertainment
• Expert systems with examples
• Advantage of Virtual reality in applications with examples and advantages

2. Systems analysis
• Use of flowchart

3. Problem solution, including algorithm design and programming concepts
• Use of algorithms
• Top-down design and benefits
• Algorithm using pseudocode.

4. Generic software and the organisation of data
• Understanding of application software like MSWord, Database, Desktop Publishing, spreadsheets
• Devices for data capture and general application.
• Understand database and interpretation
• Methods to collect data, conversion and verification

5. Hardware, systems and communications.
• Computing terms
• Typical features and multimedia system
• Advantages and disadvantages of laptop and desktop in a wireless network environment.

Examination questions are set according to the curriculum syllabus with a few exceptions that requires general knowledge of computing. There are a few factual questions where students must have firm understanding on how information-processing is designed and how it works.

ASSIGNMENT 1 -  Summary of GCE O’ Level year 2006

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ASSIGNMENT 2

Computer studies curriculum content (2006)

Section 4 – Generic software and the organisation of data

Introduction:

The aim of this section is to acquaint the candidates with a board view of generic software packages. It is expected that these will be experienced through practical work. Although candidates may choose to become expert in the use of particular package, only a general knowledge is required of the kinds of features typical of generic packages.

ASSIGNMENT 2 – Curriculum_section 4 ( tables )

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ASSIGNMENT 3

Computer studies curriculum content (2006)

Section 4 – Generic software and the organisation of data (Task Analysis)

Notes:

This website http://www.teach-ict.com/ is dedicated to teaching ICT at all levels.  There are many resources on revision and presentation notes to learn ICT subject together with plenty of quizzes and competitions. Another website which is rich with resources can be found at http://www.smrimba.net

References:

1.      Computer Studies 7010 “O” Level Syllabus Year 2006.

ASSIGNMENT 3 – Task Analysis_for Curriculum section 4(tables)

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ASSIGNMENT 4

Database Lesson PLan

LESSON PLAN:

PREPARED BY: Rowena Lam Mei LingREGISTRATION NO: 08P0401

TOPIC	Building a database	SUB TOPIC	Creating database structure
CLASS	Year 10	DURATION	1 hour
OBJECTIVES/AIMS
The objectives are: To create a simple database. Be able to edit and format a database structure. To set up a primary key. By the end of the lesson, students would be able to create a database table, identify the hierarchy of data (files, records, fields, characters) and data types; and assign a field as a primary key in a database.
METHODS OF INSTRUCTION
Introduction ( 5 minutes ) Greet and settle students. Recap last week lesson on different types of database (Question and answer method). Lesson development & Students activity ( 45 minutes) Students will have to create a database on “Customer mailing list”. Teacher goes through each step by step with students. Ask students to open access. Once all students have open access, choose either ‘file new’ or ‘blank database’. Save it to a new folder called ‘customer mailing list’. Double click on ‘create table in design view’. Type in the field names that students have on their data collection form. (Title, first name, surname, address line 1, address line 2, town, postcode, home phone, date of birth etc). Most of the fields that will be use are the ‘Data type’ text. However, not all of them should be text. Date of birth should be ‘date/time’. Ask students to save their database and call the table ‘customers. Next, students are going to put some validation into their database.  Validation tries to stop students from entering data that shouldn’t be allowed or it can try to make sure that students don’t forget to enter data into important fields. Ask students to choose first name a ‘required’ field. (Students will always be required to enter data into this (first name) field – cannot leave it blank. Show students how to identify a Primary key. Explain to students that it is possible to get two customers with the same first name or maybe possibility of three people having the same address. Therefore, students need to come up with a way to tell them apart easily. This is done by giving it a unique number called Primary key. Tell students that with the Primary key means that everyone in the database will have its own unique number, then it won’t matter if two or three people have the same name or address because students will be able to tell each person apart by their unique number. Ask students to click on title – insert row. A new row will appear above the title row. Type in ‘Customer ID’ into the ‘Field Name’. Choose the data type ‘autonumber’. Autonumber means that each time student enters a new record; a number will be automatically given to it. We need to make ‘Customer ID’ as the Primary key.  This means that every single time a number is assigned, it will be different – no two or three customers can ever be given the same number. Click ‘Customer ID’ to select it. Then Look for the key symbol on the tool bar and click it. A little key symbol should appear next to the ’Customer ID’. Ask students to save it. Database table has now been set up. Lesson closure ( 10 minutes) Sum up today’s lesson on creating a database and the importance of Primary key (Question and answer method). Homework Students to create another database table on ‘Student’s mailing list’. This is to give student more practice on their own on how to create a database. After creating the database ask them to try exploring on their own on how to create the form. Informed students that next lesson next week will be on creating forms and entering data.
MATERIALS
Computer studies Year 10 textbook. Computer system for practical. List of customer’s mailing list. List of student’s mailing list

ASSIGNMENT 4 – Lesson Plan_Year 10_Database

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ASSIGNMENT 5

Database Lesson Plan_Form

LESSON PLAN:

PREPARED BY: Rowena Lam Mei LingREGISTRATION NO: 08P0401

TOPIC	Building a database	SUB TOPIC	Creating form
CLASS	Year 10	DURATION	1 hour
OBJECTIVES/AIMS
The objectives are:§         To learn how to create a form in database.§         To learn data entry in database§         To learn how to type out letter in Microsoft Word By the end of the lesson, students would be able to create a database form and data entry (information).
METHODS OF INSTRUCTION
Introduction ( 5 minutes ) Greet and settle students. Recap previous lesson on the importance of Primary key. Check with students if they complete their homework practice on ‘Student mailing list’ table. Lesson development & Students activity ( 50 minutes) Based on previous lesson on creating a database table, today student will learn the method to set up a form in database for easy data entry. Guide students step-by-step for completing each task/process. Students to begin by opening ‘Customer mailing list’ table in Microsoft Access. Instruct students to select/click on ‘Forms’. Instruct students to double click the title ‘create form by using a wizard’. Instruct students to select/click on the “>>” arrows to put all of the data from the ‘available fields’ into ‘selected fields’. Instruct students to select/click ‘Next’ Inform students that they can choose the form background style they like. This is done by going to the next screen and selects the style option. Once done, student will click ‘Next’ and then ‘Finish.’ The sample form ‘customers’ is shown below: Instruct students to enter customer details in the form. Students can use the ‘tab’ key to get between the fields or they can select/click using their mouse. Remind students not to put a number or digit for ‘Customer ID’. This is because the Customer ID is the Primary key.  As soon as student pick an option from the drop down list next to ‘Title’ a number will be automatically assigned. Once students finish completing one customer record. They can proceed to the next customer by using the ‘Tab’ key in the last field or the button at the bottom with an arrow and *. Once students finish entering details, the next task is to open up Microsoft Word. Students need to write a letter to tell customers about the forthcoming fashion show. Students who cannot finish the letter can finish it at home as homework. Lesson closure ( 5 minutes) Summing up and conclude today‘s lesson by using question and answer method. Inform student the next lesson will discuss on the topic ‘Query’.
MATERIALS
Computer studies Year 10 textbook. Computer system for practical. Example of letter.

ASSIGNMENT 5 – Lesson Plan Year 10_Database_Form

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ASSIGNMENT 6

Database Lesson Plan_Query

LESSON PLAN:

PREPARED BY: Rowena Lam Mei LingREGISTRATION NO: 08P0401

TOPIC	Building a database	SUB TOPIC	Create query
CLASS	Year 10	DURATION	1 hour
OBJECTIVES/AIMS
The objectives are to learn : How to create query. To run a query. To find specific information using query. By the end of the lesson, students would be able to create and run a query.
METHODS OF INSTRUCTION
Introduction ( 5 minutes ) Greet and settle students. Recap previous lesson on setting up a form and entering details into it. Check with students if they complete typing out the letter using Microsoft Word. Lesson development & Students activity ( 50 minutes) Based on previous lesson on setting up a form in database for easy data entry and also now that student has the letter written in Microsoft Word; the next task is to find the customers that you intend to send it to. In order to do this, student will need to use database and write a ‘Query’. Guide students step-by-step for completing each task/process. Students to begin by opening ‘Customer mailing list’ table in Microsoft Access. Instruct students to select/click on ‘Queries’ tab. Instruct students to double click the title ‘create query in design view’. Students will only have one table to select from, which is the ‘customers table’. Instruct students to select/click on it to highlight it, and press ‘Add’. Students will be able to see this on their screen with the customer table added here. Students should be able to see the entire field names listed in order. Next instruct students to double click on each field name in turn and so it will appear in the query section. Instruct students to click on the ‘Run’ icon or the red exclamation mark to run the query. Save the query as ‘all customers’. Query table will look like this. Next is to search for people with particular criteria.  Firstly, we look for all of the females in the database. Look for the field that says ‘gender’.  In the space for ‘criteria’ type F or female. Instruct students to run query. The query will find all of the females in the database. Instruct students to take the ‘female’ criteria that have just been set up, off the query.  Next is to decide on the set of customers that you would like to send a letter to, about the fashion show. Some ideas for a group of customers (students can choose their own) Males or females People who live in a certain town (example: Gadong, Tutong) People with children People who like fashion Remind students to: Put the correct criteria into the query. Run the query to check that they get the results they are expecting. Save the query with a sensible name. The remaining time, let students complete their query. For those students who cannot finish their work they are allowed continue it at home as homework. Lesson closure ( 5 minutes) Summing up and conclude today‘s lesson by using question and answer method. Inform students the next lesson will discuss on the topic ‘Mail merge letters’.
MATERIALS
Computer studies Year 10 textbook. Computer system for practical.

ASSIGNMENT 6 – Lesson Plan_Year 10_Database_Query

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PS4207 TEST 1

1. How can you initiate, sustain and direct activities in a computer studies lesson to motivate students?

In order to initiate, sustain and motivate students in a computer studies lesson, we can provide students the freedom to explore their interest. For example, let us assume this occur in a classroom of Year 7 computer studies. The topic of the day is “Create PowerPoint presentation slide”.

First of all, teacher initiates the lesson by giving a good and captivating introduction of the task to students. This allows students to understand the purpose of the goal and catch their interest and attention. Teacher can start off by asking students various questions such as what topic interest them. Classroom discussion can lead students to brainstorming on ideas which lead to cooperative learning. From here, teacher can identify what are the common topics that interest students such as favourite musical band, computer games, modeling and others. Allow students to choose and decide on their own topic of interest.

To sustain student with their task, students are allowed to search online for information and they have the freedom to insert any kinds of pictures, graphics, animation, sounds or video clips in their presentation slides as long as it is appropriate and relevant to the topic. Students gain further interest in their task when there is no restriction on how they search the information online. For example: using googles, yahoo or other sites. Thus, this helps to motivate students to move on.

For students who finish their task early, teacher can provide another direct challenging activity so the students explore further and help to bring out their potential on what they can do. For example, teacher can ask those students who completed their work to present in front of the class. This process helps to enhance students self esteem and motivate other peers to finish the task so they can take part in the next activity.

2. How can you help students plan, monitor and modify their cognition to develop self-regulated learning of students in computer studies?

To develop self-regulated learning (metacognition) within students, we as a teacher can help them to plan their activity such as an assignment which involves calculation that involves addition, subtraction, multiplication, division and formulas using Microsoft Excel. Students are to discover themselves on which Math operation to use first.

While students are doing their own learning, encourage them to monitor and discuss among their peers. This process helps the student to gain confidence by checking with one another whether they are on the right track. This helps to enhance cooperative learning and encourage the sharing of ideas.

Modification is only necessary when student has made a mistake or they are doing something different from their peers. Teacher must help to check their work. In case if modification is necessary, the student must learn how to correct the mistake. Teacher should help students understand the concept of “Learning through mistake to make improvement”

By applying self-regulated learning strategies for planning, monitoring and modifying student’s cognition, we can help the students to improve learning, understanding and to be more independent learners in future.

PS 4207_TEST 1

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ASSIGNMENT 7

Database Assessment

Student Name: _____________________________________

Class: ________________

Date: ______________

Part 1: Data Capture

INSTRUCTIONS Please fill in the blanks with the most suitable words using the sample pictures as reference.

Figure 1: Sample 1

Figure 2: Sample 2&3

1.      Field is one piece of ____________.

2.      A table is where _______________ are stored.

3.      Primary key identifies a ______________   ________________.

4.      __________________ consist of all the data about one person or thing.

5.      __________________ is used to search for data.

6.      _____________ _____________ is used to help make sure that every record in your database has something

which will _____________ identify it. For example, it can be a student _____________, bank account _______.

7.      ______________ is used to hep you find a particular set of data. You might use a ______________ to help to be

more specific.

8.      Refer to Figure 3 (table design view) to answer the following.

a.       Which field is the primary key?                                            _____________________

b.      Which field has the data type ‘number’?                              _____________________

c.       Which field has the data type ‘currency’?                _____________________

d.      Which field will only allow you to put yes/no into?    _____________________

Figure 3: Sample 4

Part 2: Alternative Questions to Practical

INSTRUCTIONS Please describe the steps.

1)      A science teacher wants to put the details of all the equipment in the laboratory on a computer database. Describe the steps the teacher needs to take to set up this database for use.

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2)      A manager wants to find a particular set of data such as female and male customers. Describe the steps that the manager needs to take in order to get to this information.

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ASSIGNMENT 7-Database_Assessment

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