A - Project Description

APPENDIX III
CARIBBEAN EXAMINATIONS COUNCIL CARIBBEAN EXAMINATIONS COUNCIL

Caribbean Secondary Education Certificate
Information Technology Syllabus

Effective for Examinations from May/June 2010
Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road !ingston " #amaica $%&% Telephone 'umber: ()7*+ ,-.-*7/0 1acsimile 'umber: ()7*+ ,*7-0,7E-mail address: cxcw2o3cxc%org $ebsite: www%cxc%org Copyright 4 -..)7 by Caribbean Examinations Council The 5arrison 6t% 7ichael 88 ///") 8arbados Correspondence related to the syllabus should be addressed to:
CXC 30/G; T/SYLL 087A
The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road !ingston " #amaica $%&% Telephone 'umber: ()7*+ ,-.-*7/0 1acsimile 'umber: ()7*+ ,*7-0,7E-mail address: cxcw2o3cxc%org $ebsite: www%cxc%org Copyright 4 -..7 by Caribbean Examinations Council The 5arrison 6t% 7ichael 88 ///") 8arbados
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"(is )ocument CXC 30/ ! "/#$%% 0&' re*+aces CXC 30/ ! "/#$%% 00A issue) in 2000,
AMENDMEN"# "(e Information "ec(no+o-y sy++a.us /as revise) in 200' for use in examinations from 201010, Ma0or amen)ments to t(e sy++a.us are in)icate) in ita+ics an) vertica+ +ines, Attention is )ra/n to t(e fo++o/in-1 i2 ii2 iii2 t(e format of t(e examinations for t(e 3*a-es 4 5 62! enera+ an) "ec(nica+ Proficiencies
t(e mar7 a++ocations .y *a*er an) t(e /ei-(ts of *rofi+e )imensions t(at (ave .een revise) 3*a-es 8 5 '2! assessment of #9A *ro0ects1
CXC 30/G; T/SYLL 087CXC
A9/U2/07
"ec(nica+ Proficiency 3*a-es 31 5 322, :evise) 2000; 200&'
P+ease c(ec7 t(e /e.site; ///,cxc,or- for u*)ates on CXC<s sy++a.uses,
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Contents
RAT&9'A:E 7a;or A&76 6tructure o< the 6yllabus%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 9R5A'&=AT&9' 91 T>E 6?::A8@6 6@55E6TEA T&7E-TA8:E A::9CAT&9' 6tructure o< the 6yllabus%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 19R7AT 91 T>E EBA7&'AT&9'6 300-" CERT&1&CAT&9' A'A AE1&'&T&9' 91 PR91&:E A&7E'6&9'6 0*"-7 >ARA$ARE A'A 691T$ARE REC@&RE7E'T6 '9TE6 T9 TEAC>ER6 RE5@:AT&9'6 19R RE6&T CA'A&AATE6 7,) RE5@:AT&9'6 19R 6T@AE'T6 1R97 PR&DATE &'6T&T@T&9'6 7,) Regulations <or PriEate Candidates (Technical Pro<iciency only+ %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 6ECT&9'@nit / F 1@'AA7E'TA:6 91 >ARA$ARE A'A 691T$ARE /)., 6ECT&9'@nit - F PR98:E7- 69:D&'5 A'A PR95RA7e AE6&5' /.3/ 6ECT&9' 3 F PR95RA7 &7P:E7E'TAT&9' /,) "7 ") -3 -3 --0 /
6ECT&9'@nit 03 F APP:&CAT&9'6 A'A &7P:&CAT&9'6&n<ormation and Communica OF INFORMATION ANDD COMMUNICATIONS tionsCOMMUNICATIONS TECHNOLOGY /3"CXC 30/G; T/SYLL 087CXC
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6ECT&9' " F &'19R7AT&9' PR9CE66&'5 6ECT&9' * F $9RAPR9CE66&'5 PRE6E'TAT&9' A'A $E8 PA5E AE6&5' 6ECT&9'@nit 0 F PR9A@CT&D&T? T99:6 /70 6ection@nit " F $ord Processing Presentation andG $eb Page Aesign %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 6ECT&9'@nit 7* F 6PREAA6>EET6 /,-3/7 6ECT&9'@nit )7 F AATA8A6E 7A'A5E7E'T -./*
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-/"/, 6ection@nit ) F &n<ormation Processing%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 6ection@nit , F Programming%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 5@&AE:&'E6 19R T>E C9'A@CT 91 T>E 6C>99:- 8A6EA A66E667E'T REC977E'AEA TEBT6
'otes to Teachers%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 3"
-*/ -)-3, 0*3"3
5:966AR?
07 3,* 0
Recommended Reading :ist%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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Information Technology Syllabus for Examinations In Information Technology

RATIONALE
&n<ormation Technology has eEolEed oEer the past <iEe decades in response to the need <or more e<<icient techniHues to manage the signi<icantly increased Eolume and sophistication o< the Inowledge reserEoir o< manIind% &t merges the study o< Computer 6cience Telecommunications and 9<<ice AutomationJ inEolEes the collection storage accessing processing and dissemination o< in<ormation and impacts on on both worI and leisure actiEities% &n a world characterised by technological innoEation and computeri2ed responses to situations in the worI place and in the wider society all citi2ens will need to haEe practical exposure to the techniHues o< &n<ormation Technology in order to staunch bridge the widening gap between Caribbean nations and the deEeloped countries and proEide our citi2ens with the best chances <or surEiEal and growth in this new age% A well structured programme in &n<ormation Technology deEelops computer- related sIills and encourages the deEelopment o< analytical and design sIills which are applicable in all areas o< the curriculum% This uniHue <eature warrants the inclusion o< &n<ormation Technology in the secondary school curriculum% This syllabus is designed to proEide a coherent Eiew o< the signi<icance o< in<ormation in a socioeconomic context% Emphasis is placed on application o< Inowledge and the use o< the computer% This approach has been adopted in recognition o< the impact that changes in the aEailability o< in<ormation can haEe on the educational process% The <ocus is on getting students to deEelop sIills <or li<e in an increasingly technological world rather than on students absorbing a myriad o< seemingly unrelated <acts which may haEe only short term releEance% The syllabus aims to proEide the Iind o< practical experience which includes an element o< discoEery and <osters sel<- con<idence together with the practical sIills that will prepare students to meet the regionKs need <or greatly increased productiEity and cost e<<ectiEe procedures%
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ST. ANDREW HIGH SCHOOL FOR GIRLS : CSEC INFORMATION TEHCNOLOGYTECHNOLOGY SBA 2008-2010
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MAJOR AIMS
The ma;or aims o< the syllabus aims to are: /% -% To prepare students to function effecti e!" in a d"na#ic tec$no!o%ica! era&' to prepare students for a (or!d in ($ic$ in ($ic$ Infor#ation Tec$no!o%" i#pacts upon a!! aspects of !ife& to encoura%epro#ote the deEelopment o< computer- related sIills <or immediate application to other curricular areasJ pro ide a foundation for post)secondar" education& faci!itate t$e de e!op#ent and app!ication of pro*!e#)so! in% s+i!!s in students to pro ide a foundation for post) CSEC and tertiar" education or, trainin% in Infor#ation Tec$no!o%" or, Co#puter Science& to prepare candidates students for entr" into t$e -o* #ar+et'
3%
0% "%
*%
STR CT RE O! T"E S#LLA$ S

The syllabus has been organi2ed to o<<er certi<ication at two pro<iciencies: 5eneral and Technical% The distinctions and relationships between the pro<iciencies are stated in the <ollowing paragraphsbelow% Distinction between the General and Technical Proficiencies The 5eneral Pro<iciency programme is designed <or candidates who are interested primarily in a <oundation <or post-secondary studies in Computer 6cience while the Technical Pro<iciency programme is designed <or candidates who are primarily interested in the deEelopment o< eEntry- leEel sIills <or employment as well as <or <urther education% The 5eneral Pro<iciency syllabus caters to the deEelopment o< Inowledge and sIills that are essential <or Computer 6pecialists while the Technical Pro<iciency concentrates more on the deEelopment o< sIills in the application o< named ProductiEity Tools: $ordprocessing 6preadsheets Aatabase 7anagement .resentation and /e* .a%e Desi%n% The di<<erence in <ocus results in a di<<erence in demand <or access to eHuipment to implement the programmes% The Technical Pro<iciency programme reHuires approximately ," laboratory hours per student oEer the two years while the 5eneral Pro<iciency programme reHuires approximately *" laboratory hours oEer the same period% Relationship between General and Technical Proficiencies
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&n terms o< leEel o< attainment Technical Pro<iciency is eHuated with 5eneral Pro<iciency% The di<<erence is one o< Iind rather than o< degree o< technical rather than o< academic orientation% Candidates with Technical Pro<iciency will accordingly haEe the sIills and Inowledge to undertaIe <urther training or to be employed at the pre-technician leEel%
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OR%ANI&ATION O! T"E S#LLA$ S

The units sections comprising the syllabus is organised under eight main sections<or examination at each Pro<iciency are indicated below%: SYLLABUS UNITS SE TI!NS GENERAL PR!"I IEN Y TE #NI AL PR!"I IEN Y PR!GRA$$E PR!GRA$$E Section Units / /
UnitsSection /% 1undamentals o< >ardware and -% /% 6o<tware -% 3% 0% "% *% 7% 3' -'
.ro*!e#)So! in% and .ro%ra# Desi%n Program I#p!e#entation -
App!ications and I#p!ications of Infor#ation 3 3 and Co##unications Tec$no!o%"Infor#ation and Co##unications Tec$no!o%" 3 3 0% &n<ormation ProcessingProductiEity Tools 0 "% $ordprocessing .resentations and " 0
)% ,%
*%
/e* .a%e Desi%n 7% 6preadsheets )% Aatabase 7anagement &n<ormation Processing Programming ) , " * 7
S %%ESTE' TIME(TtA$LE ALLOCATION

&t is estimated that the syllabus can be coEered in approximately /*. hours or 0 periods per weeI during the <ourth and <i<th years in the secondary school% A suggested time allocation (in hours+ is shown below <or each unitsection% The laboratory hours indicated are calculated on a per student basis%
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UnitSection Total /% 1undamentals o< >ardware and>ardware G 6o<tware 4 455" 6o<tware -% .ro*!e#)So! in% and .ro%ra# Desi%n 44/" 3% .ro%ra# I#p!e#entation 03
lass
Lab
"ield
011
223
037
47
53 00445
2' App!ications and I#p!icationsInfor#ation 8 Co##unications ) 454 05343 of Infor#ation and Co##unications Tec$no!o%" -3 "% &n<ormation ProcessingProductiEity Tools ) 043. Section 04 lass Lab ) "ield
-" )57 Total
*% /ordprocessin%9 .resentation 47" and /e* .a%e Desi%n 7% 6preadsheets 0347 UnitSection )% Aatabase 7anagement 01-. ,% &n<ormation Processing /.% Programming 3" Allied S%b&ects /" 3 lass 3
0347
073
Lab 053
"ield )
Total
3. 3. -.
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Although no sub;ects are being speci<ied as either prereHuisites or co-reHuisites to &n<ormation Technology it is expected that students would haEe pursued a course in 7athematics up to 5rade , (1orm 3+% !eyboarding sIills are desirable but not essential <or students opting <or the Technical Pro<iciency programme% All candidates are encouraged to include this sub;ect in their programme o< studies% >oweEer where this is not possible because o< inadeHuate eHuipment schools are encouraged to include as much as possible o< @nits 6ections / - 0 in their curriculum although no CBC certi<ication will be awarded <or this%
!ORMAT O! T"E E)AMINATIONS

Paper 01 Si:t" #u!tip!e c$oice ite#s dra(n fro# a!! areas of t$e s"!!a*us' ;0 $our 57 #inutes<
T(e! eEi%$teen co#pu!sor" structured =uestions dra(n fro# a!! areas of t$e s"!!a*us9 di ided ;4 $ours 0573 #inutes< into t$ree sections' Section 0 is (ort$ >7 #ar+s and consists of si:ten s$ort ans(ers =uestions' eac$ (ort$ 3 #ar+s9 Section 4 is (ort$ 03 #ar+s and consists of si:t(o structuredessa")t"pe =uestions' eac$ (ort$ 07 #ar+s a nd Section 5 is (ort$ 23 #ar+s and consists of fourt(o structured essa")t"pe =uestions eac$ (ort$ 03 #ar+s' Paper 02 School -Based Assessme ! .aper 75 T$e S?A co#ponent (i!! co#prise a practica! pro-ect testin% of t$e s"!!a*us in t$e fo!!o(in% sections@ Section 49 .ro*!e#)So! in% and .ro%ra# Desi%n& Section 59 .ro%ra# I#p!e#entation& Section >9 /ordprocessin%/ordprocessin%& Section 69 Spreads$eets and Section 19 Data*ase Mana%e#ent' T$e .ro-ect (i!! carr" 07A7 #ar+s ($ic$ (i!! account for 57B of t$e fina! %rade' T$is A7 #ar+s (i!! *e distri*uted as fo!!o(s@ 47B for /ordprocesin%/ordprocessin%& 47B for Spreads$eets& 47B for Data*ase Mana%e#ent and 257B .ro*!e#)So! in% and .ro%ra##in%' T$e pro-ect (i!! *e #ar+ed *" t$e teac$er in accordance (it$ CCC %uide!ines and t$e #ar+s s$ou!d *e su*#itted to CCC' T$e assi%n#ent s$ou!d *e ad#inistered as specified in t$e instructions contained in t$e Guide!ines to t$e Conduct of t$e S?A9 on pa%es 45 D 2354'
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Paper 01
T$is paper (/i!! *e co##on to *ot$ t$e Genera! and8 Tec$nica! .roficienc" e:a#inations' T$e .aper (i!! contain #u!tip!e c$oice =uestions' T$is paper (i!! test Units Sections 0 I9 4 II and 5 III'
G"#"$AL P$%&'C'"#CY Paper 01 Genera! .roficienc" candidates (i!! *e re=uired to atte#pt t$is paper ($ic$ account for 47B of t$e fina! %rade' An essa" paper in t(o sections testin% Unit Section 19 Infor#ation .rocessin%9 and Units Sections 4 and A9 .ro%ra##in% and is (ort$ 37B of t$e fina! %rade'
Paper 02
;4 $ours<
Sec!(o Par! ' Four =uestions testin% Unit Section 19 Infor#ation .rocessin%9 of ($ic$ t$e candidate #ust atte#pt t$ree' T$e tota! of 63 #ar+s account for 43B of t$e fina! %rade' T$ere is one co#pu!sor" =uestion ($ic$ (i!! carr" 46 #ar+s9#ar+s& t$e ot$er t$ree =uestions (i!! carr" 42 #ar+s eac$'
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Sec!(o Par! '' Four =uestions testin% Units Sections 4 and A9 .ro%ra##in%9 of ($ic$ t$e candidate #ust atte#pt t$ree' T$e tota! of 63 #ar+s account for 43B of t$e fina! %rade' T$ere is one co#pu!sor" =uestion ($ic$ (i!! carr" 46 #ar+s9#ar+s& t$e ot$er t$ree =uestions (i!! carr" 42 #ar+s eac$' School-Based Assessme ! .aper 75 T$e S?A co#ponent (i!! co#prise a pro-ect testin%@ Unit Section 4Section 4 D .ro*!e#)So! in% and .ro%ra# Desi%n9 Unit Section 2 D .roducti it" Too!s9 Unit Section 1) ) Infor#ation .rocessin% and Unit Section A )) .ro%ra##in%' T$e .ro-ect (i!! carr" >7 c#ar+s ($ic$ (i!! account for 47B of t$e fina! %rade' T$e 47B (i!! *e distri*uted as fo!!o(s@ 1'55B for Infor#ation .rocessin%9 1'55B for .ro%ra##in% and 5'55B for T$eor"' T$e candidate (i!! *e a!!o(ed f!e:i*i!it" in t$e c$oice of $is,$er pro-ect' T$e pro-ects (i!! *e #ar+ed *" t$e teac$er and t$e #ar+s su*#itted to CCC' Furt$er %uide!ines for t$e pro-ect are %i en on pa%es 4A 2) 5>4>'
T"C)#'CAL P$%&'C'"#CY Paper 01 Tec$nica! .roficienc"Tec$nica! .roficienc" candidates (i!! *e re=uired to atte#pt Sections .arts I9 II9 and III testin% ;0E 0 $ours 57 < Units Sections 09 4 and 5 and carr"in% >7 #ar+s ($ic$ account for 47B of t$e fina! %rade' #inutes< Paper 02 A structured =uestion paper9 testin% Units Sections 09 49 59 29 39 >9 and 6' T$is paper paper (i!! carr" 037 ;4 $ours< (i!! carr" 0 37 #ar+s and account for 37B of t$e fina! %rade' Paper 03 T$e Sc$oo!)?ased Assess#ent?ased co#ponentAssess#ent (i!!co#ponent co#prise(i!! ofco#prise p practica! ractica! assi%n#ents se! a dse! a d mar*ed +, !he !eacher ( !eacher ( accorda ce -(!haccorda ce -(!h CXC ./(del( es0 T$e assi%n#ent s$ou!d *e ad#inistered as specified in t$e instructions contained in t$e Guide!ines to t$e Conduct of t$e S?A9 Tec$nica! .roficienc" on pa%es 5> ) 51))' T$is co#ponent (i!! *e (ort$ 57B of t$e fina! #ar+ and consists of a practica! assi%n#ent as descri*ed *e!o('@
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CERTI!ICATION AN' 'E!INITION O! *RO!ILE 'IMENSIONS

Practical Assi'n(ent The assignments will coEer adEanced processes in: i% $ordprocessing worth -. marIsJ ii% iii% i ' 6preadsheets worth -. marIsJ Aatabase 7anagement worth -. marIs% .resentation S+i!!s,, /e* .a%e Desi%n9 (ort$ 57 #ar+s'
The assignments should be administered at di<<erent times during the term and candidates (ou!d *e e:pected to use t$e too!s to so! e pro*!e#s rat$er t$an -ust *e a*!e to #anipu!ate features of t$e too!s'
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ERTI"I ATI!N AND DE"INITI!N !" PR!"ILE DI$ENSI!NS T$e su*-ect (i!! *e e:a#ined for certification at t$e Genera! .roficienc"' In addition to an o era!! %rade9 t$ere (i!! *e a profi!e report t$at ref!ects t$eon t$e perfor#ance of eac$ candidate under t$e fo!!o(in% $eadin%s' Pro<ile Aimensions Theory Twill re<lect the candidateKs Inowledge and ability he ability to apply <undamental concepts and sIills to &n<ormation Technology% T(i!! ref!ect t$e candidateFs$e a*i!it" to app!" standard features in t$e fo!!o(in% areas@ (i+ a (ord processor in t$e preparation of docu#ents9 as (e!! as t$e candidateFs a*i!it" to use presentation and (e* pa%e desi%n app!ications& a spreads$eet pro%ra##e in so! in% pro*!e#s and presentin% data& and a data*ase #ana%e#ent pro%ra##e in storin% and retrie in% data'
.roducti it" Too!s
(ii+
(iii+
.ro*!e#)So! in% and .ro%ra##in%
T(i!! ref!ect t$e candidateFs $e a*i!it" to use ana!"tica! s+i!!s in t$e de e!op#ent of a!%orit$#s9 e:pressed as f!o(c$arts or pseudocode9 t$at can t$en *e i#p!e#ented as co#puter pro%ra#s '
1A$2 A#3 4"'G)T ALL%CAT'%# &%$ P$%&'L" 3'1"#S'%#S Paper/ /Pro5(les .aper 70 .aper 74 .aper 75 .rofi!e Tota!s B /ei%$tin% .rofi!es Theor, 57 >67 ) A077 55'55 Prod/c!(6(!, Tools 03 043 >7 A077 55'55 Pro+lem-Sol6( . a d Pro.ramm( . 03 23 257 A077 55'55 Paper To!al >7 0427 07A7 46577 077 7 4e(.h!( . o5 Papers 47 37 57
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T$e su*-ect (i!! *e e:a#ined for certification at Genera! and Tec$nica! .roficiencies' In addition to an o era!! %rade9 t$ere (i!! *e a profi!e report on t$e perfor#ance of eac$ candidate under t$e $eadin%s indicated *e!o('@ .rofi!e Di#ensions General Proficienc)* Theory: Theor)* Infor(ation Processin'* Pro'ra((in' will re<lect the candidateKs Inowledge and ability to apply <undamental concepts and sIills to &n<ormation Technology as re<lected in 6ections / 3 and 2' will re<lect the candidateKs Inowledge and application o< &n<ormation Processing systems 6ection )% will re<lect the candidateKs ability to use analytical sIills to design and deEelop computer programs 6ections - and ,% Theor)* +ordprocessin', Spreadsheets, Database $ana'e(entPresentation S.ills- +eb Pa'e Desi'n/ will re<lect the candidateKs Inowledge and ability to apply <undamental concepts and sIills o< &n<ormation Technology as re<lected in 6ections /-3% will re<lect the candidateKs ability to app!" standard <eatures o< a word processor in t$e preparation of docu#ents9 as (e!! as t$e candidateFs a*i!it" to use presentation and (e* pa%e desi%n app!ications' will re<lect the candidateKs ability to app!" standard <eatures o< a spreadsheet programme in so! in% pro*!e#s and presentin% data%
&n<ormation Processing: Programming: Technical Proficienc)* Theory: $ordprocessing:
6preadsheets:
Aatabase 7anagement:
will re<lect the candidateKs ability to app!" standard <eatures o< a database management programme in storin% and retrie in% data' General Proficienc)* Theor)* Infor(ation Processin'* Pro'ra((in' /% -% Theory: will re<lect the candidateKs Inowledge and ability to apply <undamental concepts and sIills to &n<ormation Technology as re<lected in @nits 6ections / 3 and 2'
&n<ormation will re<lect the candidateKs Inowledge and application o< &n<ormation Processing systems concepts @nit 6ection )% Processing: 3% Programming: will re<lect the candidateKs ability to use analytical sIills to design and deEelop computer programmes @nits 6ections - and ,%
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Technical Proficienc)* Theor)* +ordprocessin', Spreadsheets, Database $ana'e(entPrese !a!(o S*(lls8 4e+ Pa.e 3es(. / /% -% Theory: will re<lect the candidateKs Inowledge and ability to apply <undamental concepts and sIills o< &n<ormation Technology as re<lected in @nits 6ections /-3% $ordprocessing: will re<lect the candidateKs ability to app!" standard <eatures o< a word processor in t$e preparation of docu#ents9 as (e!! as t$e candidateFs a*i!it" in usin%to use presentation and (e* pa%e desi%n app!ications' 6preadsheets: will re<lect the candidateKs ability to app!" standard <eatures o< a spreadsheet programme in so! in% pro*!e#s and presentin% data%
3%
Aatabase 7anagement: will re<lect the candidateKs ability to app!" standard <eatures o< a database management programme in storin% and retrie in% data' +ei'htin' o!f the E0a(ination o(ponents General Proficienc) Paper1Profiles Paper ./ Paper .Paper .3 (68A+ Pro<ile totals /. /.. Theor) ,. 7" -" /.. 33 %33 7" -" /.. 33 %33 Infor(ation Processin' Pro'ra((in' Paper Totals ,. /". *. 3.. /.. 2 +ei'htin' of Papers 3. ". -.
L $eighting 33 %33 Pro<iles Technical Proficienc) Paper1 Profiles Paper ./ Paper .Paper .3 (68A+ Pro<ile Totals L $eightings o< Pro<iles A7 57 Theor) >7 57 27 57 67 45'5 +ord Processin'
Spreadsheet
Database $(ana'e(e nt 27 57 67 45'5
Paper Totals >7
2 +ei'htin' of Papers 47 37 57
27 57 67 45'5
037 A7 577
077
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"AR'+ARE AN' SO!T+ARE RE, IREMENTS

1or 6chools: /% &t is the responsibility o< schools presenting candidates <or the examinations to ensure that the reHuired hardware and so<tware are in place to achieEe the syllabus ob;ectiEes% ?ASIC ;prefera*!" in a GstructuredH for#<9 .asca!ASCAL 9 C or an" i#perati e !an%ua%e is reco##ended for t$e pro%ra##in% units' 6tudents should wishing to pursue the Technical Pro<iciency option must haEe access to a .ASCAL co#pi!er and productiEity so<tware (and compatible hardware+ o<<ering the adEanced <eatures reHuired by the syllabus% 1rom the list proEided below teachers may select appropriate so<tware <or the $ordprocessing 6preadsheets 9 and Aatabase 7anagement .resentation and /e* .a%e Desi%n components o< the syllabus%: Spreadsheets /% :otus /---3 Recommended 6o<tware Database $ana'e(ent /% 7icroso<t Access Prese !a!(o 0' .o(er.oi nt 4' Free!ance 4e+ Pa.e 3es(. 0' Frontpa %e 4' MS /ord
4'
3%
+ordprocessin ' /% 7icroso<t $ord -% $ordPer<ect 3% 7icroso<t $orIs 0% Claris $orIs "% 7icroso<t PowerPoint *% 7icroso<t $ord 7% $ordPer<ect )% 7icroso<t $orIs ,% Claris $orIs /.% 7icroso<t PowerPoint //% 1rontpage
-% 7icroso<t Excel 3% 7icroso<t $orIs 0% Claris $orIs "% Cuattro Pro :otus /---3 7icroso<t Excel 7icroso<t $orIs Claris $orIs Cuattro Pro
-% 1ilemaIerM1ilemaIer Pro 3% Paradox
7icroso<t Access 1ilemaIerM1ilemaIer Pro Paradox
0' .o(erpoint 4'Free!ance
0'Frontpa% e 4' MsS /ord
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/%
NOTES TO TEAC"ERS
6tudents shouldmust be aware o< the inputMprocessMstorageMoutput cycle as it pertains to hardware and so<tware components in 6ection /% Section 4 ands$ou!d *e tau%$t *efore Ssection 5 s$ou!d #ust *e tau%$t successi e!"' Students s$ou!d#ust !earn $o( to (rite a!%orit$#s9 +e5ore t$e" are introduced to codin% in a pro%ra##in% !an%ua%e' &n 6ection - students will NOT be reHuired to write programs in a high-leEel language% &nstead the <ocus should be on the deEelopment o< problem solutions in the <orm o< algorithms written in pseudocodeM<lowchart% The problem-solEing sIills acHuired in this unitsection serEess as a <oundation <or programming in 6ection ,3% 0% 'In Section 59 students are re=uired to trans!ate t$e a!%orit$#s de e!oped in Ssection 4 into co#puter pro%ra#s9 usin% t$e reco##ended pro%ra##in% !an%ua%e ;.ASCAL<' Use si#p!e pro*!e#s9 for e:a#p!e9 suc$ as findin% t$e a era%e of a set of inte%ers9 or ca!cu!atin% ta: pa"a*!e9 etc' to i!!ustrate $o( to de e!op si#p!e pro%ra#s'
4'
3%
0%
"%
In Section 549 !a*orator" sessions s$ou!d *e used to@ a' en%a%e in pro*!e# ana!"sis and testin% so!utions for correctness ;tracin%<'fa#i!iariIe t$e student (it$ t$e features of t$e reco##ended co#pi!er&9 identif" and correct s"nta: errors&9 identif" and correct !o%ic errors&9 e:ecute pro%ra# and disp!a" resu!ts& and ' introduce students to and encoura%e t$e# to use t$e de*u%%in% too!'
*' c' d' e'
It is reco##ended t$at t$e students *e re=uired to (rite t$e pro%ra#s on paper9 *efore t$e" %et on t$e co#puter' T$at is9 t$e act of pro%ra# codin% s$ou!d ta+e p!ace *efore t$e" actua!!" %et on t$e co#puter' T$is a!!o(s for #ore efficient uti!iIation of co#puter ti#e' Students s$ou!d practice representin% a!%orit$#s in pseudocode and f!o(c$arts' T$e" s$ou!d trace a!%orit$#s usin% a ariet" of data a!ues ;for ro*ustness<' La* sessions s$ou!d NOT *e used to introduce pro%ra##in% !an%ua%es' >' In Section 29 t$e ai# is to fa#i!iariIe t$e students (it$ *asic ter#s and concepts associated (it$ co#puter net(or+s and t$e Internet' A detai!ed treat#ent of t$e /)
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concepts is NOT re=uired' /$ere possi*!e9 it (ou!d *e $e!pfu! if teac$ers in ite so#eonein ite so#eone (it$ e:pertise in Internet Tec$no!o%" to address t$e c!ass and e:p!ain so#e of t$e concepts'
7%
/$i!e it is expected that students would gain sIills in the use o< productiEity tools through practice on speci<ic pacIages teachers should ensure that students haEe an appreciation o< the generic operations o< each o< the three productiEity tools so that the studentsK sIills are trans<erable to other pacIages% 6ections ) and , should be taught concurrently since topics in the units complement each other% &n order to ensure that students do not attempt large complex programming pro;ects that are unliIely to be completed be<ore the deadline teachers must taIe extreme care in adEising students on the selection o< pro;ects and must superEise each pro;ect Eigilantly so that potential pit<alls can be identi<ied early and appropriate correctiEe action taIen% EEen though the <ollowing <eatures may be present in the programming language used in your school these topics should be taught in a logical way to create similar e<<ects to the corresponding Pascal or 6tructured 8A6&C or C <acilities: records --dimensional arrays i<-then-else case while repeat user de<ined <unctions%
)%
,%
/.%
//% EEen i< 8A6&C is used <or the units on Programming students should be exposed to structured programming techniHues% /-% Teachers should organi2e <ield trips to allow students to see a Eariety o< hardware used in diEerse application areas%
/3%
Although not a reHuirement o< the course it may be use<ul to apprise students o< the history o<
computers%
/0%
Teachers should encourage students to read computer maga2ines and i< possible the school should
subscribe to seEeral o< these% /"% A glossary has been proEided to <acilitate a uni<orm interpretation o< the terminology used in the syllabus% Teachers are adEised to maIe use o< this glossary and also the list o< recommended texts% >oweEer the reading list is proEided is not exhaustiEe and additional re<erences should be consulted% 1or Examination Centres:
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/,
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-.
RE% LATIONS !OR RESIT CAN'I'ATES

/% Resit candidates must complete all the components o< the examination based on the pro<iciency <or which they register based on the pro<iciency <or which they register% Candidates who earned at !east earned at least ". percent o< the 79AERATEA scoremarIs <or the 68A component at t$e pre ious sittin% #a" e!ect not to repeat t$is co#ponent pro ided t$e" re(rite t$e e:a#ination in t$e su*se=uent "ear' at the preEious sitting may elect not to repeat this component proEided they rewrite the examination in the subseHuent year% 68A scoremarIs can be trans<erred once only that is to the examination immediately <ollowing that <or which the 68A scoremarIs were obtained% Resit candidates may be entered through the :ocal Registrar and should on registration indicate that they are resit candidates and giEe their registration number <rom the perEious year% Candidates who obtained less than ".L o< the 7oderated marIs <or the 68A component must repeat the component at any subseHuent year and must <ul<il the reHuirements <or that year% Candidates may choose to do a new pro;ect or improEe on the pro;ect done in the preEious year% Candidates who obtained less than ".L o< the 79AERATEA marIs <or the 68A component must repeat the component at any subseHuent year and must <ul<il the reHuirements <or that year% Technical Pro<iciency candidates must complete the assignment set <or the current year% 5eneral Pro<iciency candidates may choose to do a new pro;ect or improEe on the pro;ect done in the preEious year% Candidates repeating the 68A component must be entered through a school or other approEed educational institution%
-%
3% 0% "% *%
7%
)% ,%
RE% LATIONS !OR ST 'ENTS !ROM *RI-ATE INSTIT TIONS

/% Candidates entered for t$e e:a#ination t$rou%$ pri ate institutions reco%niIed *" t$e Counci! (i!! *e re=uired to co#p!ete a!! t$e re=uire#ents of t$e s"!!a*us' A!t$ou%$ t$e pro-ect is assessed in co#ponents in c!ass9 candidates are to *e %i en t$e entire pro-ect' As candidates (or+ on indi idua! co#ponents in c!ass t$e" #ust *e #onitored *" tutors in t$e institution and %i en feed*ac+ *efore t$e fina! assess#ent of t$at co#ponent' Tutors #ust a!so #onitor candidatesF pro-ect to deter#ine t$e eracit" of (or+ su*#itted' Tutors s$ou!d not accept pro-ects ($ic$ (ere not #onitored durin% de e!op#ent' T$e #ar+s recorded in t$e four co#ponents (i!! *e co!!ated to for# t$e fina! S?A #ar+ for su*#ission *" Apri! 579 in t$e "ear of t$e e:a#ination' -/
-%
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3% ;i<
Candidates as (e!! as tutors #ust retain a cop" of t$e co#p!eted co#ponent as part of t$eir portfo!io' Candidates entered for t$e e:a#ination t$rou%$ pri ate institutions reco%niIed *" t$e Counci! (i!! *e re=uired to co#p!ete a!! t$e co#ponents of t$e e:a#inationrespecti e proficiencies' T$e pro-ects of suc$ candidates #ust *e #onitored *" tutors in t$e institution t$rou%$ ($ic$ t$e" re%ister'
;ii<
RE% LATIONS !OR *RI-ATE CAN'I'ATES Technical *roficiency Only

CCC (i!! set an assi%n#ent in eac$ "ear' Eac$ pri ate candidate (i!! *e e:pected to co#p!ete t$e particu!ar assi%n#ent durin% t$e "ear of t$e e:a#ination' A!! pri ate candidates (i!! *e re=uired to sit a (ritten test ($ic$ (ou!d e a!uate t$e ac=uisition of t$e +no(!ed%e and s+i!!s t$at (ou!d *e %ained t$rou%$ t$e co#p!etion of t$e assi%n#ent'
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--
NIT SECTION ./ ! N'AMENTALS O! "AR'+ARE AN' SO!T+ARE

GENERAL OBJECTIVES
This9n completion o< this @nit 6ection seeIsstudents should be able to: /% -% to proEide students with an introduction toappreciate the <undamental hardware and so<tware terminologiesy and conceptsJ to pro ide students (it$ $ands)on e:perience of de#onstrate e!op expertise in the operation and use o< microcomputer- based systems%
SPECIFIC OBJECTIVES
6The students should be able to: /% -% describe a %enera! %eneric!%enera!) purpose computer systemJ e:p!ainidentif" describe the <unctions o< identi<y the ma;or hardware components o< a computer system and state their <unctionsJ
CONTENT
7a;or <unctions o< all computer systemsJ: input processing output storage% Central Processing @nit (CP@+: control unit and A:@J main memoryMimmediate access storage bacIing storeMdisI secondary storage peripheral inputMoutputl deEices%
3%
descri*ee:p!ain out!ine the <the 8istable deEices PR97 EPR97 RA7 R97% <unctions and uses o< primary storage Units of stora%e F bit byte Iilobyte megabyte deEicesJ gigabyte terabyte word word si2e address location and address content% #anipu!ate units of stora%e& ?it9 *"te9 +i!o*"te9 #e%a*"te9 %i%a*"te9 tera*"te9 (ord9 (ord siIe9' address9 !ocation and address content' state and co#pare t$e t"pes of Ma%netic tape9 f!opp" dis+9 $ard dis+ ;fi:ed c$aracteristics and uses of $ead9 #o in% $ead9 e:c$an%ea*!eterna!<9 secondar" stora%e de ices #edia SCSI9 SATA9 IDE9 E:terna! $ard dis+s9 (it$ respect to porta*i!it"9 speed Ooptica! dis+s @ ;CD9 CDR/9 DJDJD<9 and capacit"&& f!as$ dri e9 and f!as$ #e#or" cards' ' explain and use terms associated with storage deEicesJ ReadMwrite head sectors tracIs bu<<ers cylinders access time seHuential access direct accessJ dis+ contro!!ersde ice interfaces suc$ as@ ;SCSI9 IDE9 SATA<''
2'
3'
*%
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-3
SPECIFIC OBJECTIVES
6' e:p!ain t$e state t$e t"pes of c$aracteristics and uses of arious input de ices and #edia&&
CONTENT
9ptical marI reader (97R+ character readers (9CR 7&CR+ mouse ;oysticI *ar code reader9 docu#ent scanner light-pen touch terminals Eoice data entry (DAE+ Eoice response unit pads and tablets point o< sale (P96+ bar code Ieyboard Iey-to-disI scanners di%ita! ca#era9 *io#etric s"ste#s9 sensors9 re#ote contro!9 sound capture9 pointin% de ices9 (e*ca#stic+s'
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-0
UNIT SECTION 1: FUNDAMENTALS OF HARDWARE AND SOFTWARE (contd SPECIFIC OBJECTIVES

6tudents should be able to: 1' co#pare state t$e c$aracteristics t"pes of and functions of output de ices& Jisua! disp!a" unit ;JDU<@ ;c$aracteristics suc$ as reso!ution9 t"pes9 siIes'& .rinters@ <& printers9 ;suc$ as c$aracter9 !ine9 pa%e9 i#pact9 and nonand non)i#pact9 t"pes@9 ;c$aracter9 !ine9 pa%e9 !aser9 in+-et9 dot #atri:<'& dot)#atri: and !aser<& Cc$aracteristics@ of printers suc$ as; speed;speed9 print =ua!it"9 stora%e capacit"<& p!otters&@ audio output de ices ;for e:a#p!e9e'%' ;suc$ as spea+ers9 $ead) p$ones9 earp$ones<& #icrofi!#' A!so ter#s suc$ as $ard cop"9 soft cop"9 $u#anand $u#an reada*!e9 #ac$ine reada*!e'9 $u#an reada*!e and #ac$ine Dreada*!e' Disual display unit (DA@+J resolution printers character line page impact non-impact plotters Eoice micro<ilm permanent copy (hard copy+ temporary copy (so<t copy+ speed print Huality storage capacity human readable machine readable% ,% describe how data are stored manipulated within the computerJ and 8inary number 8inary addition discrete and continuous data parity conEersion o< decimal to binary and binary to decimal% 8inary octal and hexadecimal number systemsJ% number s" ste#9 con ersion of deci#a! to *inar" and *inar" to deci#a!% b8inary additionJ and su*traction' &Representation representation o< integers (positiEe and negatiEe+:J sign and magnitude J 8CA twoKs complementJ representation o< characters ASCII'9 E?CDIC 8CA representation%n% C.U t"pe and speed& #e#or"@ capacit"9 t"pe9 (ord siIe9 speed'& Hard dri e@ capacit"9 speed& fire (ire9 e:pansion s!ots9 ports'
CONTENT
07'
interpret t$e $ard(are specifications of a co#puter s"ste#&
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-"
//%
distinguish between systems programs and application programsJ
C$aracteristics of sS"ste#s soft(are9@ for e:a#p!e9 operatin% s"ste#s9 trans!ators9 uti!ities@''& C$aracteristics of apApp!ication soft(are9@ for e:a#p!e9 des+top pu*!is$in%er9 (ord processin%or9 spreads$eets9 data*ase #ana%e#ent s"ste#s %enera! purpose9 specia! purpose9 custo# (ritten' Custo#iIation9 inte%rated soft(are''
04'
e:p!ainidentif"descri*estate t$e functions of an operatin% s"ste#&
Fi!e #ana%e#ent9 #e#or" #ana%e#ent9 securit"9 de ice #ana%e#ent9 input,output #ana%e#ent9 user interface9 process #ana%e#ent'@ #u!ti)tas+in%9 #u!ti) pro%ra##in%9 #u!ti)processin%'
Characteristics o< application so<tware <or example desItop publishing word processing spreadsheets database management% 05' distin%uis$ a#on% #u!titas+in%9 #u!tiprocessin%9 and #u!ti) pro%ra##in%&e:p!ain t$e different t"pes of processin% #odes& ?asic treat#ent oftreat#ent of t$ese ter#s' ;See %!ossar"<'?atc$ processin%9 rea!)ti#e s"ste#s9 on)!ine s"ste#s9 ti#e) s$arin% s"ste#s' Fi!e #ana%e#ent9 #e#or" #ana%e#ent9 securit"9 de ice #ana%e#ent9 input,output #ana%e#ent9 user interface9 process #ana%e#ent@ #u!ti)tas+in%9 #u!ti) pro%ra##in%9 #u!ti)processin%' 02' e:p!ain t$e different processin% #odes& t"pes of ?atc$ processin%9 rea!)ti#e9 on)!ine9 ti#e) s$arin%' Custo#)(ritten soft(are9 %enera! purpose soft(are& specia!iIed soft(are pac+a%e9 custo#iIation of %enera! purpose soft(are9 inte%rated soft(aree'?atc$ processin%9 -*
03'
co#pare t"pes of app!ication pac+a%es&deiscri*euss t$e difference *et(een %enera!iIed and specia!ised app!ication pac+a%es&'
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rea!)ti#e s"ste#s9 on)!ine s"ste#s9 ti#e) s$arin% s"ste#s' /*% distinguish between types o< user inter<ace % Soft(are interface@ Co##and dri en9 %rap$ica! user interface ;GUI< ;#enu dri en9 pu!!)do(n and pop)up #enus9 icons<' Hard(are interface@ touc$ screens9 non) isua! interface9 sensors9 and ?rai!!e +e"*oards'
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-7
FUNDAMENTALS OF HARDWARE AND SOFTWARE (CONTD SPECIFIC OBJECTIVES

6tudents should be able to: /7% distinguish between types o< user inter<aceJJ App!ication pro%ra#s9 custo#)(ritten soft(are9 %enera! purpose soft(are& specia!iIed soft(are pac+a%e9 custo#iIation of %enera! purpose soft(are' Co##and dri en9 %rap$ica! user interface ;%ui< #enu dri en9 HEL. faci!ities9 pu!!) do(n and pop)up #enus9 icons' Hard(are@ touc$ screens9 pi oted #onitors9 non) isua! interface9 sensors& ?rai!!e +e"*oardsSoft(are interface@ Co##and dri en9 %rap$ica! user interface ;GUI%ui< ; #enu dri en9 pu!!) do(n and pop)up #enus9 icons<s' Hard(are interface@ touc$ screens9 pi oted #onitors9 non) isua! interface9 sensors&9 ?rai!!e +e"*oards' ' /)% use the terms commonly associated with data communication% Point-to-point and *roadcast transmission computer networI modem bandwidth simplex duplex hal< duplex protocol local area networI wide area networI up-load down-load e-mail bulletin board Eoice band broadband%
CONTENT
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-)
NIT SECTION 0/ *RO$LEM( SOL-IN% AN' *RO%RAMME 'ESI%N

GENERAL OBJECTIVE
This9n completion o< this @nit 6ection seeIs to proEide students should haEe an understanding o< be able to with an appreciatione o< the <undamental principles and practices o< p ro*!e#) so! in% on t$e co#puter%
SPECIFIC OBJECTIVES
6The students should be able to: 0' out!ine t$e steps in pro*!e#) so! in%&
CONTENT
Identif" Definition ofe t$e pro*!e#& propose and e a!uate so!utions& deter#ination ofe t$e #ost efficient so!ution'& de e!op and represent a!%orit$#& test and a!idate t$e so!ution'
-%
cate%orisedeco#posepartition simple problem into co#ponent,si%nificant partsJ distin%uis$ *et(een and constants&
a The components are:&denti<ication o< sub-processes in a its tasI: ii&nputJ processJ storageJ output%J output%
5'
aria*!es
Jaria*!es as an area of stora%e ($ose a!ue can c$an%e durin% processin%& t$e a!ue of a constant ne er c$an%es' Definition of a!%orit$#s& c$aracteristic& finite nu#*er of steps& una#*i%uous& f!o( of contro! fro# one process to anot$er& ter#inate in a finite a#ount of ti#e'
2'
use appropriate data t"pes&
Inte%ers9 !itera!s' of
f!oatin%
point
;rea!<9
c$aracters9
3'
e:p!ain t$e a!%orit$#s&
concept
Definition of a!%orit$#s& C$aracteristics@ s& c$aracteristics&@ finite nu#*er of steps&9 precise9 una#*i%uous&9 f!o( of contro! fro# one process to anot$er&9 ter#inate in a finite a#ount of ti#e'nu#*er of steps' .seudocode& F!o(c$arts& Use of f!o(c$art -,
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s"#*o!s) input,output9 directiona! arro(s'
process9
decision9
>'
identif" (a"s of representin% a!%orit$#s&
Representation of a!%orit$#s as .seudocode or F!o(c$arts& Use of f!o(c$art s"#*o!s@) input,output9 process9 decision9 directiona! arro(s' For Pseudocode J - @se o<: Read &nput 6tore $rite 9utput Aisplay &<-thenJ &<-then-elseJ 1or loopJ while loopJ (J (=uestions ($ic$ re=uire nested conditiona!s or nested !oops (i!! not *e as+ed+% Truth Tables @se o< relational operators: N O P NP O P N O%J :ogical operators: A'A 9R '9T% Arithmetic operators: '9TJ Arithmetic operations K L DL M9 , J,%J Si#p!e pro*!e#s inc!udein%& a era%e9 #a:i#u#'9 #ini#u#' @se o< Read $rite &<-thenJ &<-then-elseJ 1or loopJ while loopJ (=uestions ($ic$ re=uire nested conditiona!s or nested !oops (i!! not *e as+ed+% @se o< relational operations: N OJ PJ NPJ O P N OJ :ogical operators A'A 9R '9RJ Arithmetic operations KL DL M , Problems can include simple arithmetic <ormulae (e%g% aEerage+ inEolEing Eariables'
6'
de e!op pseudocode a!%orit$#s to so! e si#p!e pro*!e#s&
App!" pro*!e#)so! in% tec$ni=ues out!ined in step 0 to t$e so!ution of si#p!e pro*!e#s'Trace ta*!e consistin% of aria*!e na#es ;identifiers< as co!u#n $eadin% and a!ues in t$e ce!!s9 one ro( for eac$ pass' Construct and use trace ta*!es to deter#ine resu!t' Trace ta*!e consists of aria*!e na#es ;identifiers< as co!u#n $eadin%s and a!ues in t$e ce!!s9 one ro( for eac$ pass'
test algorithms <or correctnessJ
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3.
7%
deEelop algorithms to solEe problems&
simple
Use of pro*!e#)so! in% tec$ni=ues out!ined in Specific O*-ecti e 0 to t$e so!ution of si#p!e pro*!e#s'
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3/
PROBLEM! SOLVING AND PROGRAM DESIGN (contd
SPECIFIC OBJECTIVES
Students s$ou!d *e a*!e to@ )% deEelop algorithms to solEe problems&
CONTENT
simple Use of pro*!e#)so! in% tec$ni=ues out!ined in specific o*-ecti e 0 to t$e so!ution of si#p!e pro*!e#s' Construct and use trace ta*!es to deter#ine resu!t' Trace ta*!e consists of aria*!e na#es ;identifiers< as co!u#n $eadin%s and a!ues in t$e ce!!s9 one ro( for eac$ pass' Construction and use of trace ta*!es to deter#ine resu!t' Trace ta*!e consists of aria*!e na#es ;identifiers< as co!u#n $eadin%s and a!ues in t$e ce!!s9 one ro( for eac$ pass' SApp!ication of" step(ise refine#ent pro*!e#s (it$ t(o or #ore tas+s' into
,% 7% test algorithms <or correctnessJ
/.%
test algorithms <or correctnessJ
,%
use t$e top)do(n desi%n approac$ to pro*!e# so! in%' T#E !B4E TI5ES
RE3NU$BER AB!5E 6666
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3-
PROBLEM SOLVING AND PROGRAM DESIGN (CONTD SPECIFIC OBJECTIVES

6tudents should be able to: 1' distin%uis$ *et(een t$e arious !e e!s of pro%ra##in% !an%ua%es& distin%uis$ *et(een different %enerations pro%ra##in% !an%ua%es& t$e of Lo()!e e! !an%ua%e ;Mac$ine or Asse#*!" Lan%ua%e< ersus Hi%$ Le e! !an%ua%e'
CONTENT
A'
C$aracteriIation of first %eneration !an%ua%es'
t$rou%$
to
fift$
/.%
!ist the seHuence o< steps associated with implementing a program% construct and use trace tables to deter#ine resu!t to test a!%orit$#s for correctness& test algorithms <or correctnessJ identif" and descri*e distin%uis$ *et(een t$e arious !e e!s of pro%ra##in% !an%ua%es&
//%
/-% 05'
Create source code compile ;%enerate o*-ect code usin% co#pi!er or interpreter<9 !in+in%9 e:ecutin%9 ;%enerate output<9 #aintain pro%ra#' Construct and use trace tables to deter#ine resu!t% Trace table consists o< Eariable names (identi<iers+ as column headings and Ealues in the cells one row <or each pass% Distin%uis$ a#on% t$e %enerations of pro%ra##in% !an%ua%es@ Mac$ine Asse#*!" Lan%ua%e9 Hi%$ Le e! !an%ua%es' Lo()!e e! !an%ua%e ;Mac$ine or Asse#*!" Lan%ua%e< ersus Hi%$ Le e! !an%ua%e ' C$aracteriIation of first %eneration !an%ua%es' t$rou%$ to fift$
02'
distin%uis$ *et(een different %enerations pro%ra##in% !an%ua%es'
t$e of
/"%
list the seHuence o< steps associated with implementing a program%
Create source code compile ;%enerate o*-ect code usin% co#pi!er or interpreter<9 !in+in%9 e:ecutin%9 ;%enerate output<9 #aintain pro%ra#''
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33
SECTION 1/ *RO%RAMMIN% IM*LEMENTATION

GENERAL OBJECTIVE
9n@pon completion o< this 6ection students s$ou!d $a e an understandin% of $o( to con ert a!%orit$#s to pro%ra#s usin% structura! ed pro%ra##in% tec$ni=uespro%ra##in% tec$ni=ues'
SPECIFIC OBJECTIVES
6tudents should be able to: /%
CONTENT
distin%uis$ *et(een*et(een Lo()!e e! !an%ua%e *et(een t$e arious !e e!s Lan%ua%e<& ersus of!o()!e e! and $i%$)!e e! ;.asca!9 C9 etc'<'' pro%ra##in% !an%ua%esJ dDistin%uis$ a#on%*et(een t$e different %enerations of pro%ra##in% !an%ua%es& !List t$e se=uence of steps associated (it$ i#p!e#entin% a pro%ra#& eE:p!ain co##on!" used ter#s and concepts in pro%ra##in%&& usedec!are elementary data typesJ dec!are constants& aria*!es and
;Mac$ine or Asse#*!" Hi%$) !Le e! !an%ua%e
4'
C$aracteriIation of first %eneration !an%ua%es'
t$rou%$
to
fift$
5'
Create source code compile (%enerate o*-ect code usin% co#pi!er or interpreter<9 !in+in%9 e:ecutin%9 ;%enerate output<9 #aintain pro%ra#' testin%Testin%9 *de*u%%in%9 s"nta: errors9 !o%ic errors9 run)ti#e errors9 dr" run9 test data'
2'
"% >'
Inte%ers9 rea! nu#*ers9 c$aracters' CreateUse of #eanin%fu! aria*!es na#ess and constants& @ assi%nin% initia! a!ues' Readin% fro# and arit$#etic operations' (ritin% to aria*!es9
6'
#anipu!ate data&
)%
uUse contro! structuresJ
Conditiona! *ranc$in%@ if)t$en9 Loops@ ($i!e9 repeat9 for&'
if)t$en)e!se9
CXC 30/ ! "/#$%% 0&'
30
A'
#anipu!ate data in a !ist'&
Dec!are 0)di#ensiona! arra"s9& readin% fro# and (ritin% to arra"s9 & tra ersin% arra"s& !inear searc$' Testing and debugging techniHues%J module or subprogram testing integration testing program trace%
/.%
pPer<orm checIs and tests on programs to Eeri<y correctnessJ write documenteddocumented programs%JJ
//%
(e!!- &mportance o< documentationJ t$e distinction *et(eenfeatures of internal documentation (use o< mnemonic names use o< comments indentation e<<ectiEe use o< white spaces+J external documentation (user manuals+%
SECTION 2/ A**LICATIONS AN' IM*LICATIONS O! IN!ORMATION AN' COMM NICATIONS TEC"NOLO%#
CXC 30/ ! "/#$%% 0&'
3"
NIT SECTION 12/ A**LICATIONS IN!ORMATION AN' TEC"NOLO%#

GENERAL OBJECTIVES
AN' IM*LICATIONS COMM NICATIONS
O!
This9n completion o< this this @nit 6ection seeIs to proEide students should de e!op an a(areness of: be able to: with an awareness o<: 0' de e!op an a(areness*e a(are of t$e use of t$e co#puter use and t$e i#p!ications of t$at use& de e!op an a(areness of trends in Internet and Co##unications Tec$no!o%"& de e!op an a(areness*e a(are of Tec$no!o%"' & of careers in t$e fie!d of Infor#ation
4' 5' 2'
A: INTERNET AND COMMUNICATIONS TECHNOLOG" SPECIFIC OBJECTIVES

6The students should be able to: 0' -% use ter#s associated (it$ data co##unications and net(or+s& identi<y and describe appropriate hardware and so<tware to meet the particular needs o< a giEen applicationJ Definitions of data co##unication and net(or+& t"pes of net(or+s@ ;!oca! area net(or+9 (ide area net(or+9 #etropo!itan area net(or+<9 t"pes of trans#ission #edia@ ca*!e,(ired #edia trans#ission #edia@ ca*!e ;coa:ia!9 fi*re)optic9 t(isted pair<9 (ire!ess #edia ;sate!!ite9 #icro(a e9 infra)red<9 (ire!ess net(or+ tec$no!o%"@ ;9 ?!uetoot$9 /i) Fi<9 $otspot9 #ode#9 *and(idt$ ;*road*and9 narro(*and9 oice*and<9 co##unication #odes@ ;si#p!e:9 fu!! dup!e:9 $a!f dup!e:<9 point)to)point9 and protoco!9 !oca! area net(or+9 #etropo!itan area net(or+9 (ide area net(or+9 fi!e transfer ;up!oad9 do(n!oad<9 oice *and9 *road*and9 narro( 3*
CONTENT
CXC 30/ ! "/#$%% 0&'
*and9 point) to) point9 and *roadcast' Pro;ects to determine the releEant hardware and so<tware used in areas including business industry science and technology education law en<orcement recreation music gaming% 3% out!inediscuss the reasons <or the collection storage and sharing o< in<ormation in organi2ationsJ reco%niIe and use associated (it$ co##unication& ter#s data Reasons include: in<ormation as a tool in: decision maIing controlling monitoring <orecasting superEising operations and trading in<ormation as a commodity% Ae<inition o< data communicationJ types o< transmission media: cable (coaxial <ibre twisted pair+ wireless (satellite micro waEe in<rared 8luetooth $i1i hotspot+ modem bandwidth simplex <ull duplex hal< duplex protocol local area networI metropolitan area networI wide area networI <ile trans<er (upload download+ Eoice band broad band%
2'
"%
distin%uis$ *et(eena#on% SeeRefer to %!ossar"' Internet internet intranet and e:tranetJ e:p!ainidentif" and discuss concepts associated (it$ t$e internet Internet& and intranet& Inc!udin% E!ectronic #ai! ;e)#ai!<9 ne(s%roups9 Internet Re!a" C$at ; IRC;IRC<9 Te!net9 Fi!e Transfer .rotoco! ;FT.<9/or!d9 up!oad9 do(n!oad9 /or!d /ide /e* ;///<9 (e* *ro(ser9 HTT.9 $H"perH"perte:t Mar+up Lan%ua%e ;HTML,CHTML<9 <9 (e* pa%e9 (e*site9 9 *!o%%in%9 e) co##erce'(e*ser er9 URL9 e)co##erce9 e) %o ernance9 e)!earnin%9 HTT.9 pod)castin%9 *u!!etin *oard9 JoI.' Soft(are Restrictions@ pass(ords9 encr"ption9 irus protection9 fire(a!!& p$"sica! access restrictions@ *io#etric s"ste#s9 %uards9 !oc+s& fire,(ater proof ca*inets& arc$i in%& *ac+up and reco er" procedures& propriet" data and soft(are'.ass(ords9 encr"ption9 p$"sica! access restrictions9 soft(are access restrictions9 *ac+)up and reco er"9 fireproof ca*inets9 arc$i in%9 irus protection9 fire(a!!& propriet" data and soft(are'' 37
>'
7%
identi<y and describe measures to secure data and maintain data integrityJ
CXC 30/ ! "/#$%% 0&'
APPLICATIONS AND IMPLICATIONS OF INFORMATION AND COMMUNICATIONS TECHNOLOGY (contd B: APPLICATIONS AND IMPLICATIONS SPECIFIC OBJECTIVES
6tudents should be able to: )% out!ine (a"s *" ($ic$Ddiscuss possi*!e #isuse of infor#ation and identi<y issues which should be addressed by laws to protect indiEiduals and organi2ations in<ormation can be misusedJ Jio!ation of pri ac"9 propa%anda9 soft(are pirac"9 co#puter fraud9 e!ectronic ea esdroppin%9 industria! espiona%e9 sur ei!!ance9 stora%e of inaccurate infor#ation9 identit" t$eft9 credit card fraud'.ri ac"9 .ropriet" data and soft(are9 propa%anda.ropa%anda9 co#puterCo#puter fraud9 e!ectronic ea esdroppin%9 industria! espiona%e9 sur ei!!ance9 stora%e of inaccurate infor#ation9 identit" t$eft9 credit card fraud' .ro-ects to deter#ine t$e re!e ant $ard(are and soft(are ;open source s' proprietar"< used in areas inc!udin% *usiness9 industr"9 science and tec$no!o%"9 education9 !a( enforce#ent9 recreation9 #usic9 %a#in%' Inc!udin% eE:pert s"ste#s9 ro*ots9 natura! !an%ua%e processin%9 ro*ots9 oice s"nt$esis9 !aser tec$no!o%"9 CADD9 CAE9 CAM9 CAI9 te!e#ar+etin%9 te!econferencin%'9 des+top pu*!is$in%9 e)co##erce' Computer sIills used by o<<ice employees teachers engineers medical personnel musicians mass media personnel law en<orcement personnel moEie industryJ% :loss o< ;obs%J rRetrainingJ% tTelecommuting% 3)
CONTENT
,%
describe appropriate hardware and so<tware to meet the particular needs o< a giEen applicationJ
/.%
discussescri*e current e#er%in% technological trendsJ
and
//%
assess the impact o< &n<ormation Technology on ;ob sIills and careersJ
CXC 30/ ! "/#$%% 0&'
/-%
descri*e the roles o< Earious personnel in computer-related pro<essions%J%
Structure of a data processin% depart#ent' T$e functions of indi idua!s in co#puter) re!ated fie!ds@ suc$ as pro%ra##ers9 s"ste#s ana!"sts and desi%ners9& co#puter operators9 IT #ana%ers9& s"ste#s pro%ra##ers9s& d data*ase ad#inistrators&9 net(or+ ad#inistratorsion9 IT #ana%ers9 & data entr" operator9 and contro! c!er+s& fi!e !i*rarians9& co#puter tec$nicians9& co#puter en%ineers9& soft(are en%ineersde e!opers9 soft(are testers' 9 (e*#aster9 (e*)de e!oper9 soft(are trainer9 #u!ti)#edia artists'
CXC 30/ ! "/#$%% 0&'
3,
UNIT SECTION #: A$$%&c't&on( 'nd I)$%&c't&on( (contd

SPECIFIC OBJECTIVES /3% discuss current technological trendsJ CONTENT &ncluding expert systems natural language processing robots Eoice synthesis laser technology CAAA CAE CA7 CA& telemarIeting telecon<erencing desItop publishing e-commerce% Computer sIills used by o<<ice employees teachers engineers medical personnel musicians mass media personnel law en<orcement personnel moEie industry% :oss o< ;obs% Retraining% Telecommuting% 6tructure o< a data processing department% The <unctions o< indiEiduals in computer- related <ields such as programmers systems analysts and designersJ co#puter operators managersJ systems programmersJ database administratorsJ networI managersJ data entry and control clerIsJ fi!e librariansJ co#puter techniciansJ computer engineersJ so<tware deEelopers% writers%
/0%
discuss the impact o< &n<ormation Technology on ;ob sIills and careersJ
/"%
discuss the roles o< Earious personnel in computer -related pro<essions%
CXC 30/ ! "/#$%% 0&'
0.
SECTION 3/ IN!ORMATION *ROCESSIN%

GENERAL OBJECTIVE
9n completion o< this 6ection students should deEelop an understanding o< the principles organi2ation and operation o< &n<ormation Processing 6ystems%
SPECIFIC OBJECTIVES
6tudents should be able to: 0' distin%uis$ *et(een data and infor#ation& eExplain the characteristics and <unctions o< &n<ormation ProcessingJ
CONTENT
Aata as raw unprocessed <actsJ in<ormation as processed data% For#s o< &n<ormation Processing: automation process control commercial industrial and scienti<ic data processingJ in<ormation retrieEal and management% 6ource document turnaround document machine and human readable document % Ai<<erence between Ealidation and Eeri<ication% 7ethods: range checI reasonableness checIs data type checIs inconsistency checIs' Suc$ as double entry to identi<y and correct typographical Mtransposition errors% 6eHuential <ield orderingJ random index- seHuentialJ direct)access9 se=uentia!)access'
-%
3% 0%
identi<y the sources o< data in speci<ied application areasJ describe methods o< Ealidation and Eeri<ication o< dataJ
"%
identi<y appropriate Eeri<ication and Ealidation checIs giEen a particular scenarioJ describe Earious methods o< <ile organi2ation and accessJ
*%
7%
select appropriate <ile organi2ation <or particular application%J
Associate an appropriate fi!e structure and access #et$od to a specific app!ication' For e:a#p!e9 a pa"ro!! fi!e (ou!d *e or%aniIed se=uentia!!" (it$ se=uentia! access'
N/B/
andidates (a) be re7%ired to %se the .nowled'e and s.ills ac7%ired in Section 8 in the Pro'ra((in' pro&ect/
CXC 30/ ! "/#$%% 0&'
0/
SECTION NIT 2/ *RO' CTI-IT# TOOLS

GENERAL OBJECTIVE
This 9n completion o< this 6ection @nit seeIs to proEide students should de e!op t$e a*i!it"*e a*!e to with the Inowledge o< and use the Inowledge o< elementary <acilities o<<ered by the <ollowing productiEity tools: Aatabase 7anagement 6preadsheets and $ordprocessing systems%
SECTION A * SE TI!N A 9 DATABASE $ANAGE$ENT DATABASE MANAGEMENT SPECIFIC OBJECTIVES

6The students should be able to: 0' e:p!ain t$e concept of a data*ase&use appropriate!" t$e notions co##on!" associated (it$ a data*ase& Definition of Data*ase@ repositor" of infor#ation& co!!ection of ta*!es t$at are re!ated to eac$ ot$er' Data t"pes@ a!p$anu#eric& nu#eric& data& !o%ica!' Fie!d9 record9 data*ase9 te#p!ate9 searc$' Data*ase Ter#ino!o%"@ Ta*!e ;re!ation<9 entit"9 tup!e9 attri*ute9 pri#ar" +e"9 secondar" +e"9 co#posite +e"9 candidate +e"9 a!ternate +e"9 forei%n +e"' Lo%ica! operations a!p$anu#eric fie!ds' on nu#eric and
CONTENT
4'
5'
use ter#ino!o%" co##on!" associated (it$ a data*ase& se!ect appropriate data t"pes for particu!ar data*ase app!ications& 2' se!ect appropriate conditions for particu!ar app!ication& searc$
3'
distin%uis$ a#on% ter#ino!o%" associated (it$ fi!es and data*ases& se!ect appropriate report for#ats&
Ro( ;tup!e9 record<9 co!u#n ;attri*ute9 fie!d<9 +e"' Data t"pes@ a!p$anu#eric& nu#eric& data& !o%ica!'Reports of@ a sin%!e record& a %roup of records& specified fie!ds in a sin%!e record& specified fie!ds in a %roup of records (it$ and (it$out conditions'
>'
de e!op te#p!ate ta*!e ,data fi!e&
for
data*ase
CXC 30/ ! "/#$%% 0&'
0-
SPECIFIC OBJECTIVES
CONTENT
6'
out!ine t$e ad anta%es and !i#itations of data*ases& de e!op data*ase app!ication to so! e si#p!e data stora%e and retrie a! pro*!e#s'
Co#parison (it$ f!ies (it$ re%ards to@ Speed& Ad $oc =ueries& standardiIation& present #u!tip!e ie(s of t$e sa#e data'Desi%n and use of ta*!es9 for#s9 =ueries9 reports ;no pro%ra##in% re=uired<' Fie!d na#e Na#e ?OD Fees Lo%ica! operations a!p$anu#eric fie!ds' Data T"pe Te:t Date Currenc" on nu#eric and
1'
se!ect appropriate data t"pes for attri*utes in a ta*!e&
A'
se!ect appropriate searc$ conditions to satisf" user re=uest for data& se!ect appropriate report for#ats&
07'
Reports of@ a sin%!e record& a %roup of records& specified fie!ds in a sin%!e record& specified fie!ds in a %roup of records (it$ and (it$out conditions'
00'
de e!op a te#p!ate for data*ase ta*!e and data fi!e&
CXC 30/ ! "/#$%% 0&'
03
PRODUCTIVIT" TOOLS (CONTD SPECIFIC OBJECTIVES

6tudents should be able to: 04' de e!op a user friend!" data*ase app!ication' De e!op#ent of app!ication to support user re=uests for eas" data entr"9 fast retrie a! and creation of professiona! reports' Desi%n and use of ta*!es,for#s9 =ueries9 reports ;no pro%ra##in% re=uired<' SE TI!N B 9 SE TI!N SPREADS#EETSSPREADS#EETS 6tudents should be able to: /% /% e:p!ain t$e purpose of a spreads$eet& use appropriately the notions commonly associated with spreadsheetsJ Definition of spreads$eet@ a spreads$eet is a ta*!e consistin% of ce!!s ;ro(s9 co!u#n !ocations< t$at $o!d accountin% or financia! data and si#u!ates t$e traditiona! p$"sica! spreads$eet& it captures9 disp!a"s and #anipu!ates data'Row column cell cell address label numeric data <ormula <unction worIsheet template range title window record% Ro(9 co!u#n9 ce!!9 ce!! address9 !a*e!9 nu#eric data9 for#u!a9 function9 (or+s$eet9 te#p!ate9 ran%e9 tit!e9 (indo(9 record'No pro%ra##in% re=uired' No pro%ra##in% re=uired' Modification of a nu#eric fie!d& auto#atic reca!cu!ation9 resu!t fie!d' B 9
CONTENT
4'
use appropriate ter#ino!o%" and notions co##on!" associated (it$ spreads$eets&4' de e!op a si#p!e spreads$eet& de e!op a si#p!e spreads$eet& M e:p!ain t$e resu!ts of reca!cu!ation for a specified c$an%e to a nu#eric a!ue& de e!op si#p!e arit$#etic for#u!ae in o! in% ce!! addresses and constants& e:p!ain t$e effect of #o e9 cop"9
5' 2'
3'
Use of #u!tip!ication9 address'
addition9 di ision
su*traction9 and a*so!ute
>'
CXC 30/ ! "/#$%% 0&'
00
de!ete operations on for#u!ae& 6' Me:p!ain for#attin% features for nu#eric data& Me:p!ain t$e use of insert and de!ete co##and for ro(s and co!u#ns& M e:p!ain !a*e!s& editin% features for Inte%ers9 fi:ed nu#*er of deci#a! p!aces9 dates9 percenta%es9 currenc"'
1'
A'
QNB:
Explanations will only be tested in the 68A and in the alternatiEe to the 68A%
PRODUCTIVIT" TOOLS (CONTD SPECIFIC OBJECTIVES CONTENT
07'
Me:p!ain for#attin% features for !a*e!s&
Centre9 ri%$t9 or !eft a!i%n !a*e! (it$in t$e ce!! usin% faci!ities of t$e soft(are pac+a%e'
QNB:
Explanations will only be tested in the 68A and in the alternatiEe to the 68A% 9 +!RD PR! ESSING
SE TI!N
CXC 30/ ! "/#$%% 0&'
0"
UNIT SECTION +: P,od-ct&.&t/ Too%( (contd

6tudents should be able to: /% se!ect appropriate editin% features in t$e preparation of a docu#ent&SPECIFIC OBJECTIVES De!etin% and insertin% c$aracters9 (ords9 !ines9 sentences9 para%rap$s' T"pe)o er #ode' Se!ectin% *!oc+s of te:t' Cop"in% and #o in% sections of te:t'CONTENT 7odi<ication o< a numeric <ieldJ automatic recalculation result <ield
3%Q
e:p!ain t$e resu!ts of reca!cu!ation for a specified c$an%e to a nu#eric a!ue& deEelop simple arithmetic <ormulae inEolEing cell addresses and constantsJ e:p!ain t$e effect of #o e9 cop"9 de!ete operations on for#u!aeJ explain <ormatting <eatures <or numeric dataJ explain the use o< insert and delete command <or rows and columnsJ explain editing <eatures <or labelsJ explain <ormatting <eatures <or labelsJ
0%
@se o< addition subtraction diEision and a*so!ute address'
multiplication
"%
*%Q 7%%Q )%%Q ,%%Q
&ntegers <ixed number o< decimal places dates percentages currency%
Centre right or le<t align label within the cell using <acilities o< the so<tware pacIage%
QNB:
Explanations will only be tested in the 68A and in the alternatiEe to the 68A 9 +!RD PR! ESSING De!etin% and insertin% c$aracters9 (ords9 !ines9 sentences9 para%rap$s' T"pe)o er #ode' Se!ectin% *!oc+s of te:t' Cop"in% and #o in% sections of te:t' .a%e nu#*ers9 pa%e *rea+s9 te:t a!i%n#ent9 (ord(rap9 #ar%ins9 ta*s9 pa%e !en%t$9 0*
SE TI!N /%
se!ect appropriate editin% features in t$e preparation of a docu#entJ
-%
descri*e commonly aEailable <eaturesJ
CXC 30/ ! "/#$%% 0&'
defau!t settin%s9 font siIe' 3% se!ect appropriate for#attin% features for t$e preparation of a docu#ent& print text <ile% 7argins tab stops line spacing page breaIs page numbers le<t and right ;usti<ication centre line under!ine9 $i%$!i%$t uppercase9 *o!d9 ita!icand ita!ic%
0%
CXC 30/ ! "/#$%% 0&'
07
SECTION 4/ 'ESI%N
+OR' *ROCESSIN%5 *RESENTATION AN' +E$ *A%E
CXC 30/ ! "/#$%% 0&'
0)
SECTION NIT 43/ +OR' *ROCESSIN%5 *RESENTATION AN' +E$ *A%E 'ESI%N+OR' *ROCESSIN%5 *RESENTATION AN' +E$ *A%E 'ESI%N
GENERAL OBJECTIVE
9n completion o< this 6ection students should haEe hands-on experience in the use o< $ordprocessing .resentation and /e* .a%e Desi%n pacIages in the deEelopment o< co#puter)%enerated docu#ents and be able to express theironeKs aptitude and creatiEity in design%
SECTION A: ! WORD PROCESSING SPECIFIC OBJECTIVES

6tudents should be able to: 0' se!ect appropriate editin% features in t$e preparation of a docu#ent& De!etin% and insertin% c$aracters9 (ords9 !ines9 sentences9 para%rap$s' T"pe)o er #ode' Se!ectin% *!oc+s of te:t' Cop"in% and #o in% sections of te:t'
CONTENT
-%
descri*e <eaturesJ
commonly
aEailable .a%e nu#*ers9 pa%e *rea+s9 te:t a!i%n#ent9 (ord(rap9 #ar%ins9 ta*s9 pa%e !en%t$9 defau!t settin%s9 font siIe' 7argins tab stops line spacing page breaIs page numbers le<t and right ;usti<ication centre line under!ine9 $i%$!i%$t9 uppercase9 *o!d9 and ita!ic'
5'
se!ect appropriate for#attin% features for t$e preparation of a docu#ent& use headers <ooters <ootnotes and endnotes appropriate!"& co#*ine docu#ents& perfor# *!oc+ operations& use columns appropriate!"J app!" appropriate for#attin% features& and tables
0%
3' >' 7%
1'
c$aracter
@nderline bold italics superscript and subscript%
<ont
types
and
si2es
A'
use searc$ and rep!ace functions appropriate!"& use #ai!)#er%e faci!ities& Creation of pri#ar" docu#ents and data fi!es 0,
07'
CXC 30/ ! "/#$%% 0&'
in #ai! #er%e app!ication& Fie!d na#es' 00' 04' use spe!!)c$ec+& i#port docu#ents& Te:t fi!es9 %rap$ics9 ta*!es inc!udin% options suc$ as auto#atic sa e and *ac+up cop"9 pass(ord protection9 trac+ c$an%es'
/3%
use appropriate features of a (ordprocessin% pac+a%e in t$e preparation of docu#ents%
CXC 30/ ! "/#$%% 0&'
".
WWORD PROCESSING, PRESENTATION AND WEB PAGE DESIGN (contd ORD PROCESSING0 PRESENTATION AND WEB PAGE DESIGN (CONTD SECTION B: PRESENTATION SPECIFIC OBJECTIVES
6tudents should be able to: 02' e:p!ain t$e uses of presentation soft(are& For e:a#p!e9 to en$ance pu*!ic spea+in%& to de!i er !ectures& to present pro-ect reports& to effecti e!" present sa!es or #ar+etin% ideas'
CONTENT
03'
e:p!ain t$e concepts of (iIards9 te#p!ates and s!ides& c$oose appropriate s!ide !a"out& S!ide !a"out #ust re!ate to t$e t"pe of infor#ation *ein% presented' C$oosein% fro# a !ist of presentation desi%ns' C$an%ein% *ac+%round co!our9 font siIe and ot$er attri*utes9 suc$ as font co!our and *u!!ets' Use of t$e s!ide #aster to persona!iIe t$e s!ides'
0>'
06' 01'
app!" desi%n te#p!ates to s!ides& use for#attin% effecti e!" to presentation& features en$ance
0A' 47' 40'
create s!ide $eaders and footers& create and use spea+er notes& app!" arious t"pes of ani#ation effects to s!ides&
F!"in%9 dri e)in9 ca#era effects& f!as$)once9 t"pe(riter& !aser9 re erse)te:ts9 drop)in effects' Custo# ani#ation& ti#in% and sound effects'
44'
insert %rap$ics and pictures into a s!ide&
#o in%
45'
#anipu!ate #u!tip!e s!ides&
Insertion and de!eteion of s!ides& use of t$e s!ide sorter' Use of s!ide s$o( too!s suc$ as s!ide "/
42'
present perfor# a s!ide s$o('
CXC 30/ ! "/#$%% 0&'
SECT ION 3/ +OR' *ROCESSIN%5 *RESENTATION AN' +E$ *A%E 'ESI%N

GENERAL OBJECTIVE
9n completion o< this 6ection This @nit seeIs to proEide students should be able to demonstrate with hands-on experience expertise in the use o< $ordprocessing .resentation and /e* pa%e desi%n pacIages in the deEelopment o< computer- %enerated docu#ent's and to proEide an opportunity <or the student to express hisMher aptitude and creatiEity in design% S"CT'%# A - 4%$3 P$%C"SS'#G
na i%ator9 pointer options9 screen attri*utes'
SPECIFIC OBJECTIVES
The students should be able to: -"% use headers <ooters <ootnotes and endnotes appropriate!"& co#*ine docu#ents& perfor# *!oc+ operations& use columns appropriate!"J app!" appropriate for#attin% features& and tables
CONTENT
4>' 46' -)%
4A'
c$aracter
@nderline bold italics superscript and subscriptJ
<ont
types
and
si2es
57'
use searc$ and rep!ace functions appropriate!"& use #ai!)#er%e faci!ities& Creation of pri#ar" docu#ents and data fi!es in #ai! #er%e app!ication& Fie!d na#es&
50'
54' 55'
use spe!!)c$ec+& i#portin% Te:t fi!es9 %rap$ics9 ta*!es Inc!udin% options suc$ as auto#atic sa e and *ac+up cop"9 pass(ord protection9 trac+ c$an%es
CXC 30/ ! "/#$%% 0&'
"-
30%
se!ect and use appropriate features of a (ordprocessin% pac+a%e in t$e preparation of docu#ents%
S"CT'%# B 9 P$"S"#TAT'%# S"CT'%# C 9 4"B PAG" 3"S'G#
CXC 30/ ! "/#$%% 0&'
"3
WORD PROCESSING, PRESENTATION AND WEB PAGE DESIGN (contd SECTION C: WEB PAGE DESIGN
T$is section pro ides students (it$ $ands)on e:perience in t$e use of (e* desi%n soft(are to create and #aintain si#p!e (e*sites'
SPECIFIC OBJECTIVES
6tudents should be able to: 53' p!an t$e (e*site&
CONTENT
Reasons for t$e (e*site& t$e intended audience& nu#*er of (e* pa%es desired& content of eac$ pa%e& !a"out of t$e (e* pa%es' associated T$e concept and purpose of@ t$e /or!d /ide /e* ;///<9 t$e inde: pa%e9 t$e $o#e pa%e9 $"per!in+9 (e* *ro(ser9 (e* ser er& t$u#*nai!& t$e purpose of t$e H"perte:t Transfer .rotoco! ;HTT.< and t$e Unifor# Resource Locators ;URL<' C$oosin% an appropriate desi%n for a pa%e& insertin% and de!etin% te:t and %rap$ics& (rap te:t (it$ i#a%e& create t$u#*nai! i#a%e9 inde: pa%e9 $o#e pa%e9 $"per!in+'' Lin+in% to anot$er (e* pa%e& !in+ to a !ocation (it$in t$e (e* pa%e& !in+ to an e#ai! address& !in+ to user)created fi!es' Use of a (e* *ro(ser& erif" t$at a!! t$e $"per!in+s (or+ correct!"& use a test audience' Re%isterin% do#ain na#es& !ocate T$e concept of do#ain na#es9 $ostin% co#pan"& t$e use of t$e fi!e transfer protoco! ;ftpFT.< for up!oadin% fi!es fi!esand do(n!oadin% fi!es'
0'
e:p!ain ter#ino!o%" (it$ (e* pa%es&
5>'
create a si#p!e (e* pa%e&
56'
create $"per!in+s&
51'
test t$e (e*site&
5A'
e:p!ain $o( t$e (e*site can *e pu*!is$ed and #aintained' a (e*sitEe'&
CXC 30/ ! "/#$%% 0&'
"0
NIT SECTION 46/ S*REA'S"EETS

GENERAL OBJECTIVE:
This @nit seeIs to proEide 9n completion o< this 6ection students should deEelopbe able to with demonstrate hands-on experienceexpertise in the use o< a spreadsheet pacIage in the deEelopment o< computer applications% and to express their aptitude and creatiEity in design o< the application%
SPECIFIC OBJECTIVES
6The students should be able to: 0' e:p!ain t$e purpose of a spreads$eet& se!ect and use basic pre-de<ined systems <unctionsJ <unctionsJ
CONTENT
Definition of spreads$eet@ a spreads$eet is a ta*!e consistin% of ce!!s ;ro(s9 co!u#n !ocations< t$at $o!d accountin% or financia! data and si#u!ates t$e traditiona! p$"sica! spreads$eet& it captures9captures disp!a"s and #anipu!ates data'&ncluding sum aEerage date maximum minimum count9 if9 !oo+up9 ran+' Ro(9 co!u#n9 ce!!9 ce!! address9 !a*e!9 a!uenu#eric data9 for#u!a9 function9 (or+s$eet9 te#p!ate9 ran%e9 tit!e9 (indo(9 record'1ormulae inEolEing additionJ subtractionJ multiplicationJ diEisionJ powersJ sHuare rootsJ the use o< bracIets% Inc!udin% su#9 a era%e9 date9 #a:i#u#9 #ini#u#9 count9 if9 !oo+up9 ran+' For#u!ae in o! in% addition9 su*traction& #u!tip!ication& di ision& po(ers& s=uare roots9 t$e use of *rac+ets' Ro(,co!u#n tit!e !oc+in%9 re!ati e addressin%9 a*so!ute addressin%'
4'
use appropriate ter#ino!o%" and notions co##on!" associated (it$ spreads$eets& create and use ad anced arit$#etic for#u!ae&
5'
se!ect *asic pre)defined s"ste#s functions& create ad anced for#u!ae& arit$#etic
2'
3'
Me:p!ain t$e use of co##on features of spreads$eet soft(are& in o+e ro( and, co!u#n tit!e !oc+in%&
>'
>ori2ontal Eertical both%
CXC 30/ ! "/#$%% 0&'
""
6'
rep!icate ;cop"< for#u!ae into ot$er ce!!s& #anipu!ate data on acop"9 #o e9 de!ete sections of a spreads$eet& Insert and de!ete#anipu!ate co!u#ns and ro(s& Ffor#at a spreads$eet& sort a spreads$eet&
RelatiEe Eersus absolute addressing%
1'
E<<ects o< moEe copy delete operations on <ormulae%
A'
&nsert and delete columns and rows%
07' 00'
'umeric data <ormatting text <ormatting alignment borders% Primary <ield secondary <ield ascending EsEs% descending order% 6imple criterion complex criterion record - <ind command% 8ar charts line graphs pie charts graph titles labels on axes%
04' find a record #atc$in% a %i en criterion& 05' perfor# c$artin% operations&
:E0planations will onl) be tested in the SBA and in the alternati;e to the SBA/
CXC 30/ ! "/#$%% 0&'
"*
CXC 30/ ! "/#$%% 0&'
"7
CXC 30/ ! "/#$%% 0&'
")
UNITSECTION 1: SPREADSHEETS (contd SPECIFIC OBJECTIVES

6tudents should be able: 04' find a record #atc$in% a %i en criterion& perfor# c$artin% operations& 6imple criterion complex criterion record - <ind command% 8ar charts line graphs pie charts graph titles labels on axes%
CONTENT
05'
02'
Sse!ect appropriate %rap$ica! representation of data& #anipu!ate #u!tip!e (or+s$eets&create and use spreads$eets to so! e specific pro*!e#s&' i#portin% fi!es' fi!es' Use of t(o or #ore (or+s$eets to so! e pro*!e#s Mu!tip!e spreads$eet pro*!e#s in o! in% so#e or a!! of t$e functions and operations !isted a*o e' Grap$ics9 ta*!es'
03'
0>'
:E0planations will onl) be tested in the SBA and in the alternati;e to the SBA
CXC 30/ ! "/#$%% 0&'
",
CXC 30/ ! "/#$%% 0&'
*.
NIT SECTION 67/ 'ATA$ASE MANA%EMENT

GENERAL OBJECTIVE
This @nit seeIs to proEide9n completion o< this 6ection students should deEelopbe able to demonstrate with hands-on experienceexpertise in the use design o< a database management system in the deEelopment o< computer applications% and an opportunity to express their aptitude and creatiEity in design o< a database application%
SPECIFIC OBJECTIVES
6The students should be able to: 0' data*ase& e:p!ain t$e concept of a
CONTENT
Ccreate a data*ase&
Definition of dData*ase@ repositor" of infor#ation& co!!ection of ta*!es t$at are re!ated to eac$ ot$er' Ta*!e structure (it$ at !east t$ree data t"pes and popu!ate (it$ at !east t(ent" fi e records' Use of (iIard is pro$i*ited' Data*ase tTer#ino!o%"@ tTa*!e ;re!ation<9 entit"9 tup!e9 attri*ute9 pri#ar" +e"9 secondar" +e"9 co#posite +e"9 candidate +e"9 a!ternate +e"9 forei%n +e"'Usin% #ore t$an one criteria& use of se!ect9 append9 and update =ueries' Ro( ;tup!e9 record<9 co!u#n ;attri*ute9 fie!d<9 +e"' Data t"pes@ a!p$anu#eric& nu#eric& data& !o%ica!'Up to t(o fie!ds in o! in% t$e use of re!ationa! and !o%ica! operators'
4'
use ter#ino!o%" co##on!" associated (it$ a data*ase& N=uer" a database using multiple search conditionsJ
5'
distin%uis$ a#on% ter#ino!o%" associated (it$ fi!es and data*ases& deter#ine t$e resu!ts of a searc$ on a data*ase %i en #u!tip!e conditions& 0%
out!ine t$e ad anta%es and Co#parison (it$ fi!!ies (it$ re%ards to@ !i#itations of data*ases&sort a Speed& Ad $oc =ueries& standardiIation& databaseJ present #u!tip!e ie(s of t$e sa#e data'Arran%e data in nu#eric9 a!p$a*etic9 or a!p$anu#eric for#at' create a data baseindexing and sorting Table structure with at least three data types and */
"%
CXC 30/ ! "/#$%% 0&'
<ilesJJ
populate with at least twenty-<iEe records% Use of wi<ard is prohibited%Report generating <acilities o< the database pacIage including use o< sorting grouping statistical and summary <eatures <or example count count sum and aEerage% Addin% ne( fie!ds9 de!etein% fie!ds9 c$an%ein% fie!d definitions'
*%
modi<y a table structureJ
7%
sort a databaseJ
)% ,%
establish relationshipsJ Huery a database using multiple search conditionsJ
Arrangeing data in numeric alphabeticJ or alphanumeric <ormat% Report generating <acilities o< the database pacIage including use o< sorting grouping statistical and summary <eatures <or example count sum and aEerage% Report generating <acilities o< the database pacIage including use o< sorting grouping statistical and summary <eatures <or example count sum and aEerage% Use of -oins9 #er%e ta*!es,fi!es' Usin% #ore t$an one criteriona& use of se!ect9 ca!cu!ated fie!ds'
CXC 30/ ! "/#$%% 0&'
*-
DATABASE MANAGEMENT (MANAGEMENT (contd
SPECIFIC OBJECTIVES
6tudents should be able to: esta*!is$ re!ations$ips& /.% Huery a database using multiple search conditionsJ determine the results o< a search on a database giEen multiple conditionsJ %enerate reports to t$e screen9 printer and fi!es'&
CONTENT
Use of -oins9 #er%e ta*!es,fi!es' Usin% #ore t$an one criteria& use of se!ect9 ca!cu!ated fie!ds' T(o or #ore <ields inEolEing the use o< relational and logical operators% Report %eneratin% faci!ities of t$e data*ase pac+a%e9 inc!udin% use of sortin%9 %roupin%9 statistica! and su##ar" features9 for e:a#p!e9 count9 su# and a era%e' Add ne( fie!ds9 de!ete fie!ds9 c$an%e fie!d definitions'
//%
04'
utili2e so<tware speci<ic techniHues to generate reports to the screen printer and <ilesJ modi<y a table structureJ Ccreate calculated <ieldsJ use t(o or #ore si#u!taneous!"& data*ase
Use of -oins9 merge two tablesMfi!es' ta*!es Grap$ics9 ta*!es'
se!ect and use t$e appropriate features of a data*ase #ana%e#ent s"ste# pac+a%e to create a data stora%e and retrie a! app!ication'
CXC 30/ ! "/#$%% 0&'
*3
NIT 7/ IN!ORMATION *ROCESSIN%

GENERAL OBJECTIVE
This @nit seeIs to proEide students deEelopwith an understanding o< the principles organi2ation and operation o< &n<ormation Processing 6ystems%
SPECIFIC OBJECTIVES
6The students should be able to: )% e:p!ain the characteristics and <unctions o< &n<ormation ProcessingJ
CONTENT
For#s o< &n<ormation Processing: automation process control commercial industrial and scienti<ic data processingJ in<ormation retrieEal and management% The phases in the conEentional systems deEelopment li<e cycle: problem identi<icationJ <easibility studyJ analysisJ designJ implementationJ post-implementation reEiewJ maintenance%The phases in the conEentional systems deEelopment li<e cycle: problem identi<icationJ <easibility studyJ analysisJ designJ implementationJ postimplementation reEiewJ #aintenance' A Gantt c$art is a %rap$ica! i!!ustration of a (or+ p!an t$at s$o(s tas+s to *e done and pro-ected ti#e for co#p!etion' T$e aid in p!annin%9 coordinatin% and trac+in% tas+s durin% t$e de e!op#ent of a pro-ect'Dataf!o( dia%ra#s& data dictionar"& decision ta*!es& decision trees'
!ist the actiEities in the system deEelopment li<e cycleJ discuss the actiEities in the system deEelopment li<e cycleJ ,%
07'
e:p!ain t$e need for Gantt c$arts and de e!op suc$ c$arts& use s"ste#s ana!"sis and desi%n too!s in si#p!e situations&
//%
select appropriate &n<ormation Processing modes <or a particular applicationJ distinguish between in<ormation and dataJ identi<y the sources o< data speci<ied application areasJ in
8atch interactiEe on-line real-time%
/-% /3% /0%
Aata as raw unprocessed <actsJ in<ormation as processed data% 6ource document turnaround document machine and human readable document% Ai<<erence between Ealidation and Eeri<ication% 7ethods: range checI reasonableness checIs data type checIs inconsistency checIs'
describe methods o< Ealidation and Eeri<ication o< dataJ
CXC 30/ ! "/#$%% 0&'
*0
/"%
identi<y appropriate Eeri<ication and Ealidation checIs giEen a particular scenarioJ Aescribe Earious methods o< <ile organi2ation and accessJ
Suc$ as double entry to identi<y and correct typographical Mtransposition errors% 6eHuential <ield orderingJ random index- seHuential%
/*%
% I'ELINES !OR T"E CON' CT O! T"E SC"OOL( $ASE' ASSESSMENT
CXC 30/ ! "/#$%% 0&'
*"
Un&t S2ct&on 3: INFORMATION PROCESSING (CONTD SPECIFIC OBJECTIVES

6tudents should be able to: /7% select appropriate <ile organi2ation <or particular applicationJ Associate an appropriate fi!e structure and access #et$od to a specific app!ication' For e:a#p!e9 a pa"ro!! fi!e (ou!d *e or%aniIed se=uentia!!" (it$ se=uentia! access' Adding records to deleting records <rom modi<ying records o< a seHuential and direct access <ile% Representation o< positiEe and negatiEe integers in binary <orm using sign and magnitude twoKs complement and binary coded decimal (8CA+J representation o< charactersJ representation o< <loating-point numbers using sign mantissa and exponent normali2ed and unnormali2ed numbers% 9peration code register memory address direct and indirect addressingJ number o< di<<erent operation codes which can be represented in a giEen number o< bitsJ range o< locations which can be directly addressed% Addition and subtraction o< binary numbers%
CONTENT
/)% /,%
explain how manipulatedJ
<iles
can
be
explain how data are represented in a computerJ
-.%
explain how machine instructions are represented in a computerJ
-/% N/B/
manipulate binary data%
andidates (a) be re7%ired to %se the .nowled'e and s.ills ac7%ired in SectionUnit 8 in the Pro'ra((in' pro&ect/
CXC 30/ ! "/#$%% 0&'
**
NIT SECTION 8/ *RO%RAMMIN%

GENERAL OBJECTIVE
@pon completion o< this 6ection students should appreciate computer programs using structured programming techniHues and principles% This @nit seeIs to proEide students9n completion o< this 6ection with the Inowledge and sIills students should be able to demonstrate problem-solEing sIills and to write computer programs using structured techniHues and principles%
SPECIFIC OBJECTIVE
6The students should be able to: explain commonly used terms and concepts in programmingJ
CONTENT
Refer to Section 4@ Specific O*-ecti e A& s"nta:9 se#antics' All topics listed in the Content o< this section%All topics listed in Content section o< this unit% /% 3% Top-down design with stepwise re<inement Topdown design with stepwise re<inement structure charts pseudocode <lowcharts modular programming pseudocode <lowcharts modular programming% "% 7% Testing and debugging techniHuesJ #odu!e or su*pro%ra#Testing and debugging techniHuesJ unit testing integration testing program trace% testing integration testing program trace% )% /.% &ntegers real numbers characters strings arrays% /-% Create aria*!es and constants@ assi%nin% a!ues to& readin% fro# and (ritin% to aria*!es'Addition9 su*traction9 #u!tip!ication9 di ision9 #od9 e:ponentiation& Reading writing arrays arithmetic operations searchJ 6eHuential and binary searchJ sort: selection bubble% &mportance o< documentationJ the distinction between internal documentation (use o< mnemonic names use o< comments indentation e<<ectiEe use o< white spaces+J external documentation (user manuals+% *7
-% con ert a!%orit$#s to pro%ra#sdesi%n a!%orit$#s and pro%ra#s usin% structured tec$ni=ues& using structured pro%ra##in% techniHuesJ 0% *% per<orm checIs and tests onper<orm checIs and tests on algorithms and programs to Eeri<y correctnessJ programs to Eeri<y correctnessJ ,% use elementary data typesJ //% dec!are aria*!es constants&#anipu!ate data&
and
manipulate data in aria*!esJ in arraysJ write well-documented programsJ
CXC 30/ ! "/#$%% 0&'
write computer programs maIing e<<ectiEe and e<<icient use o< <eatures proEided by the programming languageJ
Conditional branching: i<-then i<-then-else caseJ :oops: while repeat <orJ 6tandard and programmer-de<ined procedures and <unctionsJ Nested !oops and conditiona! state#ents' Create open close insert delete modi<y retrieEe append%
manipulate <iles within a program%

N/B/
o;era'e of Unit = Specific !b&ecti;es and ontent is ass%(ed/
CXC 30/ ! "/#$%% 0&'
*)
% I'ELINES !OR T"E CON' CT O! T"E SC"OOL($ASE' ASSESSMENT

GENERAL PROFICIENC"
The guidelines <or conducting the 68A which consists o< a practical pro;ect set by t$e teac$er are s$o(n *e!o(' The guidelines <or the programming pro;ect designated as the 6chool-8ased Assessment assignment <or the 5eneral Pro<iciency program are set out below% >/ AI$ To proEide students with the opportunity to demonstrate their problem solEing and programming sIills as well as their ability to use productiEity tools e<<ectiEely in: (i+ entering manipulating and presenting text dataJ
(ii+ simulating a worIsheetJ (iii+ entering data per<orming simple analysis on data and presenting data using a database management tool% To proEide an opportunity <or the student to use the Inowledge and sIills identi<ied in @nit 6ections ) and , - &n<ormation Processing and Programming - in the deEelopment o< a computer solution to a meaning<ul problem% =/ T)pes of Pro&ectsASSIGN$ENT The 6chool 8ased Assessment consists o< one practical pro;ect consisting o< <our related components prepared and marIed by the teacher in accordance (it$ CCC %uide!ines' The components will test Problem 6olEing and Programming as well as the application o< processes inEolEed in the use o< Aatabase 7anagement 6preadsheets and $ordprocessing% The <our components will there<ore coEer the 6peci<ic 9b;ectiEes in 6ections - 3 * 7 and )% Although candidates are allowed <lexibility in the choice o< areas they should be encouraged to deEelop pro;ects in the <ollowing areas: education (<or example 5ames CA: Arill and Practice+J agriculture (<or example Rotation and growing o< crops expert systems Aairy <arming+J tourism (<or example Airline reserEation >otel reserEation etc%+J commerce (<or example 6tocI control Payrolls+J medicine (<or example Expert systems Patient <illing systems+J in<ormation storage and retrieEal (<or example Personal telephone directory+% *,
CXC 30/ ! "/#$%% 0&'
?/
Scope and Si<e The pro;ect should be o< a si2e and complexity <or a student to be able to complete it satis<actorily in approximately thirty <iEe hours spread oEer a twenty-<iEe weeI period during the <inal year% The pro;ect should encompass most ob;ectiEes in @nit 6ections ) and ,%
@/
E7%ip(ent The eHuipment should inc!ude a co#puter (it$ an appropriate pro%ra##in% !an%ua%e and a printer%
A/
R!LE !" T#E TEA #ER The role o< teacher is to: (i+ assi%n the pro;ect <or the 6chool 8ased Assessment%
(ii+ proEide guidance throughout the li<e o< the pro;ects% T$e teac$er s$ou!d (or+ with candidates to deEelop a pro;ect management chart (it$ definite ti#e !ines for ac$ie in% c!ear!" identified o*-ecti es9 fro# pro-ect inception to pro-ect co#p!etion% (iii+ guide the candidate through the 68A by helping to clari<y the problem or by discussing possible approac$es to so! in% t$e pro*!e# % Teachers ($i!e %i in% %uidance should guard against pro idin% a co#p!ete so!ution to t$e pro*!e# for t$e candidate or prescribing a speci<ic <ormat t$at should be <ollowed%
CXC 30/ ! "/#$%% 0&'
7.
(iE+ assess each studentKs sIills in problem solEing and algorithm deEelopment using <lowcharts or pseudocode coding an algorithm in Pascal and the e<<ectiEe use o< productiEity tools to per<orm prescribed actiEities% The deEelopment o< the pro;ect is a continuous exercise that occurs during scheduled class hours as well as outside class times% At a time to be determined by the teacher the releEant component will be assessed and the marIs recorded% Hardcopies of t$e co#p!eted docu#ents s$ou!d *e +ept *" *ot$ t$e teac$er and student' The teacher should use the marI scheme proEided by CBC and include any comments pertinent to the conduct o< the assessment% (E+ guide the candidate through the 68A by helping to clari<y the problem or by discussing possible <ormats% (Ei+ ensure that students are allowed su<<icient access to eHuipment to allow success<ul completion o< their pro;ects% To proEide assistance to students in the selection o< pro;ects% To proEide guidance throughout the li<e o< the pro;ects% To collaborate with CBC in the assessment o< the pro;ects% To ensure that students are allowed su<<icient access to eHuipment to allow success<ul completion o< their pro;ects%
CXC 30/ ! "/#$%% 0&'
7/
Pro&ect Doc%(ent @/ ASSESS$ENT RITERIA The <ollowing is the marI scheme <or assessing 68A assignments% Teachers must clearly indicate the breaIdown o< the marIs allocated <or each Huestion on the candidatesK 68A paper% BiC +ordprocessin' 3 =D (ar.s Each candidateKs pro;ect submission must include: (i+ (ii+ (iii+ (iE+ (E+ (Ei+ (Eii+ (Eiii+ (ix+ CoEer sheet - candidateKs name and number title o< pro;ect centre numbero% Table o< cContents Problem de<inition Technical documentation @ser documentation Aocumentation o< algorithm Program listing and output Test data i< applicable Conclusion - eEaluation o< pro;ect (by student+ areas <or <urther deEelopment that is i%e% strengths and weaInesses o< the pro;ect and how the pro;ect could be improEed% $ar. Allocation =
Processes The e<<ectiEeness with which the student uses <ormatting <acilities to create and enhance the document%
Ee) S.ills 1ormatting <or presentation - ;usti<ication - single and double line spacing - paragraph styling (indent hanging blocI+ 1ormatting <or emphasis - bold - italics - borders and shading to highlight and giEe emphasis - <ont and point si2e 9ther <eatures - use o< spell checIerMsearch and replaceMgrammar checI - search and replace Page :ayout - set margins - change page orientations - change paper si2e - text orientation >eadersM<ootersMendnotes Tables
>
The e<<ectiEeness with which students use <ormatting <acilities to present in<ormation%
BAC =
> = BAC 7-
CXC 30/ ! "/#$%% 0&'
Processes The e<<ectiEeness with which students use <acilities to create <lyers or brochures%

Ee) S.ills 7ultiple pageMbooI <oldMcolumns @se o< graphics Clarity o< itemi2ation - insertMdelete (word sentence paragraph document+ - blocI operations - moEeMcopyMcut and paste Ae<ining appropriate <ields in the document Creating primary document Creating secondary document appropriately Per<orming the mail merge
$ar. Allocation = > > > BAC > > > = BAC
The e<<ectiEeness with which students use <acilities to per<orm mail merge%
BiiC
Spreadsheets 9 =D (ar.s Processes The e<<ectiEeness with which students use pre-de<ined systems <unctions to <orm arithmetic logical and relation expressions%
Ee) S.ills Aemonstrating awareness o< the existence o< appropriate <ormulae @se o< appropriate <ormulae to solEe numeric problems Replicating <ormulae @se o< range names relatiEe and absolute addressing <ormats Copying data 7oEing data @se o< <ormatting <eatures to allow clarity o< display &nserting page breaIs appropriately Aeleting and inserting rows such that <ormulae remain una<<ected

$ar. Allocation > = > = BFC
The e<<ectiEeness with which students manipulate the spreadsheet%
B=C > B>C ? > > BAC 73
The e<<ectiEeness with which students use the search and sorting <acilities% The e<<ectiEeness with which students per<orm graphic operations to present in<ormation%
6etting up primary and secondary Iey <ields Creating appropriate charts to represent data - bar pie line <rom spreadsheet data :abelling charts appropriately Comparing di<<erent series o< data on a single bar chart or line graph
CXC 30/ ! "/#$%% 0&'
Processes The e<<ectiEeness with which students use spreadsheets to solEe speci<ic problems%
Ee) S.ills Conceptuali2ing a solution using the spreadsheet - select appropriate column and row labels - layout spreadsheet to permit easy additions and deletions - use constants in cells instead o< placing Ealues directly in <ormula 9rgani2ing spreadsheet so that data can easily be interpreted Extracting data to allow summary in<ormation
$ar. Allocation > > > > = BFC
BiiiC
Database $ana'e(ent 9 =D (ar.s Processes The e<<ectiEeness with which students use <acilities in creating and modi<ying database%
Ee) S.ills Ae<ining <ields and selecting appropriate data types to create tables &denti<ying appropriate primary Ieys AddingMdeletingMsortingM modi<ying records or tuples Aeleting <ields and changing <ield de<initions 6earching database - use three tables two tables one table in Hueries to generate new tables - use multiple conditions Producing calculated <ields 5enerating report on speci<ied <ields 5rouping on <ields 6orting on <ields @sing summary <eatures <or example count and sum
$ar. Allocation 3 / / BGC 3 BGC / / BFC
The e<<ectiEeness with which students use the Huery <acility%
The e<<ectiEeness with which student use report generating <acilities%
Bi;C
Proble( Sol;in' and Pro'ra((in' 9 ?D (ar.s Algorithm AeEelopment F /. marIs 70
CXC 30/ ! "/#$%% 0&'
Processes Problem statement problem% that de<ines the

Ee) S.ills Problem is clearly de<ined 6tart o< solution Ae<inition o< Eariables - identi<y Eariables - initiali2e Eariables Processing - reHuest <or data - storing data - appropriate and logical use o< control structures: selection statementsJ looping constructs - output results End o< solution
$ar. Allocation / B>C / / / / -
Representing the solution in <lowchart or pseudocode%
/ BHC
CXC 30/ ! "/#$%% 0&'
7"
Trace Table AeEelopment F " marIs Processes Constructing the trace table%

Ee) S.ills A:: Eariables correctly identi<ied and used Appropriate test data Aata set complete - data set test A:: areas <or robustness - Rdata set test 697E areasS Change in Ealues correctly demonstrated
$ar. Allocation / / R/S / BAC
Programme $orIing to 6peci<ication F /" marIs Processes The e<<ectiEeness with which the program achieEed the ob;ectiEe%

Ee) S.ills Program compiled (/+ 9utput (-+ - output is correct <or A:: Ealues in teacherKs data set R9utput is correct <or 697E Ealues in the teacherKs data setS
$ar. Allocation / R/S B?C
The e<<ectiEeness with which the language <eatures are used to achieEe a worIing solution%
Appropriate use o< <eatures o< the language (-+ - appropriate choice o< data types <or A:: Eariables Rappropriate choice o< data types <or 697E EariablesS Appropriate use o< control structures (7+ - appropriate initiali2ation o< Eariables - appropriate use o< seHuence - appropriate use o< i< then else construct Rine<<icient use o< i< then constructS
R/S
/ / R/S
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7*
Processes The e<<ectiEeness with which the language <eatures are used to achieEe a worIing solution% (contKd+ -
Ee) S.ills appropriate use o< looping construct to manipulate arrays and per<orm other tasIs Rine<<icient or inappropriate use o< loop constructS Clarity o< program (3+ - program documentation through Eariable namesJ author o< programJ date createdJ simple statement o< tasI program solEes - readability (correctly indentedJ logical <low o< controlJ easy to <ollowJ+ - user-<riendly%
$ar. Allocation 3
R/S BHC
The e<<ectiEeness with which the language <eatures are used to achieEe clarity%
/ B?C 1urther details on the in<ormation that must be included in the pro;ect and an explanation o< how the items listed aboEe are used in the eEaluation o< the pro;ect are proEided below% A/ REIUIRE$ENTS !" SBA PR!4E T D! U$ENTATI!N Proble(3sol;in' and Pro'ra( I(ple(entation Doc%(entation Re7%ire(ents CoEer sheet Table o< contents G%idelines The in<ormation supplied here is essential since it is used to associate the submission with a particular candidate% ProEides easy re<erence when eEaluating the pro;ect% &< candidates submit a table o< contents with appropriate page numbers they are awarded marIs under Huality o< presentation% This section proEides a clear statement o< the scope o< the pro;ectoblem% Candidates are expected to delimit the problem and present the scope o< the problem% The problem de<inition is use<ul <or the student the teacher and the moderator% 6tudents should use this statement as the goal o< the pro;ect so that throughout the deEelopment o< the pro;ect they can remain <ocused% &n addition at the end o< pro;ect students can use this statement to assess whether they haEe been able to achieEe their goal% &< during the deEelopment o< the pro;ect a student <inds that the original goals cannot be achieEed then the student may need to reEise the scope o< the pro;ect% There<ore this statement should not be Eiewed as being unchangeable% >oweEer the de<inition submitted should be the <inal scope% Teachers can use this statement in order to monitor the 77 o(ponentRe7%ire(ents !f Sba Pro&ect
Problem de<inition
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progress o< the student% The moderators use this statement in eEaluating the problem de<inition as well as in assessing the studentsK eEaluation o< the pro;ect% 6tudents are also expected to use a data<low diagram to document the scope o< the pro;ect% This data<low diagram should be a context diagram identi<ying the entities (external entities+ that would inter<ace with the system (programs+ as well as the input data to the system and the outputs <rom the system% draw <lowcharts% G%idelines This section should include the in<ormation which would be necessary <or modi<ication o< the programs <or example the structure o< the program(s+ structure o< the <iles descriptionand description o< the algorithms% This section is used by the moderators to eEaluate the problem solution% Candidates are expected to use speci<ication tools including pseudo code logic <low charts decision tables decision trees and structure charts to document the algorithms and program structure% This section should include the in<ormation necessary <or a user to install and use the system <or example the hardware and so<tware reHuirements the installation instructions instructions <or using the di<<erent <eatures o< the program interactiEe screens etc% This in<ormation could be included in the technical documentation section% The algorithms used in each o< the programs must be included% &t is recommended that students should deEelop their algorithms be<ore writing the program% The studentKs ability to use pseudo code <low charts decision tables and decision trees appropriately <or the de<initions o< the algorithms is assessed% This section is essential <or assessing whether the component submitted is correct and complete% &n addition this section is used to eEaluate the internal documentation% Candidates must demonstrate that they can select the appropriate <eatures o< the language to obtain the solution to the problem% This section is essential <or assessing whether the program worIs% &n addition this section is used to eEaluate the internal documentation% Candidates must demonstrate that they can select the appropriate programming language <eatures to program the solution o< the problem% There are situations <or example in interactiEe programs where outputs are not releEant% &n situations where output is releEant candidates are reHuired to supply the test data that produced the output% This in<ormation would be necessary to determine whether the tasIs haEe been per<ormed correctly% This in<ormation would be necessary to determine whether the program worIs% 7)
Re7%ire(ents Technical documentation
@ser documentation
Aocumentation o< algorithms
Program listing and output
Test data (i< applicable+
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Conclusion
This inEolEes the eEaluation o< the pro;ect (by student+ that is i%e% strengths and weaInesses o< the pro;ect areas <or <urther deEelopment and how the pro;ect could be improEed% Candidates are reHuired to assess their solutions iI)a) iI the de<inition o< the problem% &t is expected that candidates would not be able to proEide all the <eatures that they haEe considered% &n this section the candidates should include the improEements they would proEide giEen additional time and other resources% Apart <rom the problem de<inition user documentation and conclusion all other documentation should be produced during the deEelopment o< the pro;ect% There are no predetermined si2es <or this section% >oweEer the teacher could adEise the student that the Problem Ae<inition should be between /-- pages (-". words+J the Conclusion should be between /-- pages (3.. words+%
6i2e o< document
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7,
Re7%ire(ents
G%idelines &n preEious years there has been a wide Eariation in the Huality o< pacIaging o< 68A pro;ects% These range <rom bound typewritten documents to loose pages held together by a paper clip% Candidates are not awarded additional marIs <or bound documents but it is expected that the document is pacIaged in such a way that would allow ease o< re<erence ' '! (s a re:/(reme ! !ha! !he doc/me !s +e prod/ced /s( . a !,pe-r(!er0
PacIaging 6i2eMlength o< program The si2e o< the program(s+ should be determined by the amount o< time necessary to deEelop and program the solution% There<ore the si2e o< the program(s+ would be dependent on the complexity o< the problem% The syllabus states that Tthe pro;ect should be o< a si2e and complexity <or a student to be able to complete it satis<actorily in approximately thirty-<iEe hours spread oEer a twenty-<iEe weeI period during the <inal year%U ConseHuently a complex non-routine problem may be relatiEely small since it may reHuire an innoEatiEe solution on the other hand routine problems o< low complexity may be substantially longer% &t is an expectation o< the syllabus that candidates be able to use arrays records and <iles o< records% There<ore candidates are expected to use the appropriate data and <ile structures to meet the demands o< the problem% The programs must be easy to use% A good rule o< thumb is i< a program reHuires the user to haEe an intimate Inowledge o< the internal worIing o< the program to be able to use it then it is not user- <riendly% &< the user only needs to Inow what heMshe wants to achieEe in order to use the program then the program is considered user-P <<riendly%
@ser <riendliness
Assess(ent of Pro&ect The <ollowing are guidelines <or assisting teachers in assessing the pro;ects% Pro&ect FD (ar.s Assess(ent ate'ories B$ar.sC i% Proble( Definition >ow well is the problem de<inedV ("+ (3+ 'ot dAe<ined Poorly dAe<ined the 1air no de<inition included little attempt to delimit problem a <air attempt to delimit the problem de<inition o< scope exists but some boundaries may be unclear scope is well de<ined and ). (.+ (/+ riteria B$ar.sC
(-+ (3+
$ell dAe<ined
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clearly delimited
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)/
Assess(ent ate'ories B$ar.sC >ow well did the student use speci<ication toolsV (-+ 'o use 1air -
riteria B$ar.sC (.+ (/+ a <air attempt to use tools external entities may not be labelled or some items may be omitted Appropriate @se data<low diagramming conEention adhered to all data<lowsdata <lows and external entities are included B8C (0+ Aoes not worI $orIs <or <ew situationsMinput Ealues $orIs <or some situationsMinput Ealues $orIs <or most situationsMinput Ealues $orIs <or all situationsMinput Ealues (.+ (/+ (-+ (3+ (0+
(-+
ii/
Proble( Sol%tion >ow does the algorithm worIV
>ow well is the algorithm designed <or its purposeV
(-+
'ot well designed 1air $ell designed a
- caters <or Eery limited range o< real world situationsM proEides Eery limited <eatures - caters <or a <air range o< realworld situationsMproEides a <air amount o< <eatures - caters <or a wide range o< real-world situationsMproEides wide range o< <eatures - some attempt is made to use speci<ication tools - student uses the appropriate tools to document the algorithms and student adheres to the releEant conEentions
(.+ (/+ (-+ (.+ (/+
>ow well does the student maIe use o< Pseudo CodeM1low ChartsM 6tructure ChartsV
'o use 1air (-+ Appropriate @se
(-+
iii/ +or.in' Pro'ra( >ow well does the program worIV
B>=C (0+ Aoes not worI $orIs <or <ew input Ealues $orIs <or some input Ealues $orIs <or most input Ealues $orIs <or a <ull range o< input Ealues )(.+ (/+ (-+ (3+ (0+
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Assess(ent of ate'ories B$ar.sC +or.in' Pro'ra( Bc ontJdC >ow well does the student use programming <eatures to code the programV
riteria B$ar.sC
(3+
'o Program submitted Poor @se inappropriate use o< programming <eatures 1air some attempt to use appropriate programming <eatures Appropriate @se appropriate use o< programming <eatures 'o Program submitted :ittleM'o attempt to use structured constructs 1air attempt to use structured construct $ell structured Ai<<icult to use 'eed some Inowledge o< the programming to use 6imple to use 'ot clear 1air Dery clear
(.+ (/+ (-+ (3+ (.+ (/+ (-+ (3+ (.+ (/+ (-+ (.+ (/+ (-+ (.+ (/+ (-+ (3+
>ow well is the program structuredV
(3+
>ow user-<riendly is the programV i;/ User Doc%(entation >ow clear is the user documentationV >ow complete is the user documentationV
(-+ BAC (-+
some ambiguities exist
(3+
'o user documentation Dery little 1air some omissions exist Complete
;/
Internal Doc%(entation >ow readable is the programV @se o< comments
BAC
(-+
'o Comments 1ew Comments Appropriate Comments 'ot used @sed 'ot indented :ittle use Appropriate @se
(.+ (/+ (-+ (.+ (/+ (.+ (/+ (-+
@se o< 7nemonic 'ames &ndentation
(/+ (-+
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)3
Assess(ent ate'ories B$ar.sC ;i/ Presentation >ow well is the Pro;ect presentedV ;10< ;07<
riteria B$ar.sC
Co er pa%e desi%n and c!arit" /e!! .ac+a%ed and8 Sections (e!! de#arcated
;0 < ;0 < ;4 < ;0 < ;0 < ;4 < ;4 <
Content .a%e inc!uded and pa%es correct!" nu#*ered Correct spe!!in% ;0<
;ii/
reati;it) ;=<
C!arit" of ite#iIation and para%rap$ structure Appropriate use of font settin%s for e#p$asis and appearance For#attin% and p!ace#ent of $eadin%s for sections ;4<
To what extent was the approach creatiEe in its solution o< the problemV ;iii/ E;al%ation >ow reasonable is the studentKs assessment o< the strengths and weaInesses o< the Pro;ectV B8K=C
(Award marIs <or each o< the <ollowing+ &nnoEatiEe application &nnoEatiEe use o< programming <eatures (-+ (3+
Assessment o< 6trengths ("W/+ 'o assessment Cursory Assessment Cursory Assessment Reasonable Assessment Thorough Assessment Assessment o< $eaInesses 'o assessment Cursory Assessment )0 (.+ (/+ (.+ (/+ (/+ (-+ (3+
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Reasonable Assessment Thorough Assessment 6uggested &mproEements
(-+ (3+
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)"
Assess(ent ate'ories B$ar.sC >ow realistic are the improEements suggested by the studentV
riteria B$ar.sC 6uggested &mproEements (3W/ (3W/+ 7ade no suggested improEements 7ade suggested improEements but not Ealid 6ome suggested improEements are Ealid All suggested improEements are Ealid All suggested improEements are Ealid and achieEable (.+ (/+ (-+ (3+ (0+
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)*
F/
PR! EDURES ASSESS$ENT (i+
"!R
REP!RTING
AND
SUB$ITTING
S #!!L
3BASED
Teachers are reHuired to record the marI awarded to each candidate under the appropriate pro<ile dimension on the marI sheet proEided by CBC% The completed marI sheets should be submitted to CBCthe :ocal Registrar no later than April 3./" o< the year o< the examination% Note* The school is ad;ised to .eep a cop) of the pro&ect for each candidate as well as copies of the (ar. sheets/
(ii+
Teachers will be reHuired to submit to CBC copies o< the pro;ects o< a sample o< candidates as indicated by CBC% This sample will be re-marIed by CBC <or moderation purposes%
G/
$!DERATI!N !" S #!!L 3BASED ASSESS$ENT The candidateKs per<ormance on the pro;ect will be moderated against hisMher per<ormance on the practical component o< the examination% The standard and range o< marIs awarded by the teacher will be ad;usted where appropriate% >oweEer the ranI order assigned by the teacher will be ad;usted only in special circumstances and then only a<ter consideration o< the data proEided by the sample o< marIed pro;ects submitted by the teacher and re-marIed by CBC% Teachers 7@6T submit by April 3. o< the year o< the examination the prescribed samples o< studentsK pro;ects as identi<ied by CBC%
TE #NI AL PR!"I IEN Y The 5uidelines <or conducting the 68A which consists o< inte%rated practical assignments set by t$e teac$er' >/ Ai( To proEide students with the opportunity to demonstrate their ability to use productiEity tools e<<ectiEely in: (iE+ (E+ (Ei+ =/ entering manipulating and presenting text dataJ simulating a worIsheetJ entering manipulating and presenting data using a database management tool%
Assi'n(ents The 68A component consists o< one set o< practical assignments prepared and marIed by the teacher in accordance (it$ CCC %uide!ines'
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)7
The assignments will test the application o< the processes inEolEed in the use o< $ordprocessing 6preadsheets and Aatabase 7anagement .resentation and /e* .a%e Desi%n' Eac$ candidate $o(e er9 in addition to /ordprocessin%9 Spreads$eets and Data*ase Mana%e#ent9 s$ou!d #ust c$oose EITHER .resentation OR /e* .a%e Desi%n % The set o< <our assignments will there<ore coEer the 6speci<ic 9ob;ectiEes in @nits06ections 0 " * and 7% ?/ Role of the Teacher (Eii+ To assess each studentKs pro<iciency in e<<ectiEely using the productiEity tools to per<orm the prescribed actiEities% T$is is a critica! step in t$e assess#ent process' For t$e teac$er to produce #ar+s t$at are re!ia*!e9 t$e #ar+sin% s$ou!d#ust *e consistent and nd #ar+s s$ou!d ref!ect t$e standard of perfor#ance at t$e !e e!' T$e teac$er s$ou!d#ust *e a*!e to -ustif" t$e #ar+s and uset$is occurs ($ere t$ere is a fi:ed set of conditions9 factors and criteria for ($ic$ t$e teac$er !oo+s' To guide the candidate through the 68A by helping to clari<y the problem or by discussing possible <ormats% >oweEer teachers should guard against giEing candidates details on how to solEe the problem or prescribe a speci<ic <ormat to <ollow% &n awarding marIs teachers should taIe into consideration the extent to which candidates relied either on their own initiatiEes or on input <rom their teachers% ConseHuently candidates who <or example deriEed the <ormat o< their spreadsheets on their own would be more highly credited than those who reHuired substantial teacher input% To ensure that the so<tware pacIages being used are capable o< meeting the reHuirements o< the syllabus% Mar+s s$ou!d *e su*#itted to CCC on a "ear!" *asis on t$e S?A for# pro ided' T$ese #ar+s s$ou!d *e are su*#itted in Y"ear 0 and 4 of t$e course and s$ou!d reac$ CCC *" Oune 57 of Year 0 and Apri! 57 of t$e "ear of e:a#ination'
(Eiii+
(ix+
(x+
@/
Assess(ent riteria ;Use CCC re ised S?A criteria for t$is section< The <ollowing marI scheme is only a guide <or assessing 68A assignments CBC will proEide a general marI scheme with the 68A assignment% Teachers must clearly indicate the breaIdown o< the marIs allocated <or each Huestion on the candidatesK 68A paper%
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))
Proced%res for Reportin' and S%b(ittin' School3Based Assess(ent (i+ S+i!!s re!atin% to eac$ .roducti it" Too! s$ou!d#ust *e tested 5 ti#es o er t$e T(o Year .eriod as indicated in t$e ta*!e *e!o(' Note t$at t$e .resentation pac+a%e or /e* .a%e Desi%n s$ou!d *eis on!" assessed once' Students s$ou!d *e encoura%ed to practice a!! s+i!!s *efore t$e" are *ein% assessed' T$e S?A se!ected s$ou!d #a+e ade=uate de#ands on t$e candidates ands t$e s+i!!s assessed s$ou!d re!ate to t$ose in SectionsUnits 2 )D 6' t$e e:ercises Teachers will be reHuired to record the marI awarded to each candidate under the appropriate pro<ile dimension on the marI sheet proEided by CBC% T$e assess#ent (i!! *e conducted durin% ter#s 0 D 3 of t$e t(o "ear period' Teachers will be reHuired to submit to CBC copies o< the assignments o< a sample o< candidates identi<ied by CBC% The sample will be re-marIed by CBC <or moderation purposes% The school is adEised to Ieep copies o< the assignments and the marI sheets sent to CBC% Year 0 No' of Assess#ents 5 4 Year 4 No' of Assess#ents
(ii+
Note*
SPILLS
/ord .rocessin% Spreads$eet Data ?ase .rocessin% .o(er .oint.resentation or /e* .a%e Desi%n
0 5 0
Tota! No' of Assess#ents 5 5 5 0
07 At t$e end of "ear 4 949 se!ected pro-ects for #oderation (i!! inc!ude ALL %raded (or+ for(or+ for Y"A$S 1 A#3 20 T$erefore9 it is reco##endedsu%%ested t$at t$e S?A *e an*e an inte%rated pro-ect sopro-ect (it$ t$at t$et$e sections are interre!ated t$ou%$ co#p!eted at arious ti#es o er t$e t(o "ear period' .o(er point and /e* .a%e Desi%n t$ou%$ not #oderated *" CCC is to *e s$o(n in t$e pro-ect and inc!uded in t$e S?At$e S?A #ar+s' A/ $oderation of School3Based Assess(ent The candidateKs per<ormance on the assignments will be moderated against hisMher per<ormance on the practical component o< the examination% The standard and range o< marIs awarded by the teacher will be ad;usted where appropriate% >oweEer the ranI order assigned by the teacher will be ad;usted only in special circumstances and then only a<ter consideration o< the data proEided by the sample o< marIed assignments submitted by the teacher and re-marIed by CBC%
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),
SA$PLE SBA ?ou are the owner o< a small tour operating <irm which caters to /- small F medium si2ed hotels% ?ou proEide <un tours o< di<<erent types to the guests o< these hotels% These tours shown below% ?ou proEide transportation to and <rom the hotels <or a cost <or speci<ic tours% T9@R 7useum tours Eco-tours >iIesJ 8oat cruises !ayaIing >orse bacI Riding 6A1AR& 5lass bottomed boat 6norIelling &sland T9@R6 PR&CE (per person+ X-" X0. X3X/". X3. X0" X7. X--%". X--%". X,. TRA'6P9RT PR9D&AEA C9AE 7@ EC >! C !? >8 61 58 6! &6:
Any group o< -. persons or more booIed <or any tour receiEes a discount o< *L% ?ou employ /" tour guides all o< whom can conduct any o< the tours o<<ered% 9< those /" six are senior and act as superEisors% All prices <or the tours are Huoted in @6 dollars and include the transportation cost% ?ou conduct your own adEertising in terms o< proEing colour<ul and in<ormatiEe <lyers to each hotel% These <lyers describe in detail the tours o<<ered the tour codes the cost times and dates o< these tours throughout the year% &n the medium si2ed hotels you use Power Point presentations on screens in the lobby to adEertise your tours% 8oth the <lyers and the presentations carry the Company web site% ?our expenses <or the current year are as <ollows: ELPENSE TYPE 7useum tours Eco-tours >iIesJ 8oat cruises Entry <eesJ &nsuranceJ Transport costs Entry <eesJ Catering Transport costs 6a<ety EHuipment Catering Transport costs Entry <eesJ !ST X/-MPER69' X0.. X).. X) MPER69' X-... X/3.. X/... X,.. X,.. X-.MPER69' ELPE TED IN REASE *L -%3L 8? X0.. 3L "L
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,.
ELPENSE TYPE Catering Transport costs !ayaI RentalJ Catering &nsurance 6table RentalJ Catering Transport costs &nsuranceJ Catering Transport costs &nsuranceJ :i<e 5uard Payment &nsuranceJ :i<e 5uard Payment &nsuranceJ Catering Transport costs 6A:AR&E6 DE>&C:E &'6@RA'CE RE'TA: 91 EC@&P7E'T AADERT&6&'5
!ST X"... X*.. X7.. X/-.. X3... X".MAA? X/--. X7.. X"... X3... X,.. X3-.. X/..MAA? X3-.. X/..MAA? X*... X"... X3-.. X).... X//"... X7... X*".M79'T>
ELPE TED IN REASE 3L -L
!ayaIing >orse bacI Riding 6A1AR& 5lass bottomed boat 6norIelling &sland Tours
X*... 0L 3L X*".
/0L "L 3L *L X/-... 7L /.L
ST/ ANDRE+ #IG# S #!!L "!R GIRLS IN"!R$ATI!N TE #N!L!GY DEPART$ENT Yo% are to %se +ord Processin'- Presentation Pac.a'esPro'ra((in' BPascalC+eb site desi'n tools- Spread sheet B Use (%ltiple na(es wor.sheetsC and Database $ana'e(ent Pac.a'es to carr) o%t the followin'*
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,/
Prod%ce )o%r own fi'%res per to%r for the c%rrent inco(e )ear/ Prepare IN !$E AND ELPENSE reports for the c%rrent )ear/ =/ Show the profit1loss (ade in the c%rrent )ear ?/ Show the to%r which earned the (ost inco(e with the appropriate label/ @/ +rite a well doc%(ented pro'ra( se'(ent to show this/ A/ Ran. the to%rs in descendin' order with the least profitable first/ F/ Ret%rn the na(e of the hotel where the inco(e earned was o;er M@DDDD/ G/ Show all to%rs which brin' in less than ?=DD 8/ "or the co(in' )ear show the e0pected increase in e0penses/ H/ Incl%de an e0pected inco(e wor.sheet based on the e0pected e0penses so that a profit of at least =D2 o;er the c%rrent )ears profit will be (ade/ >D/ Show the contrib%tion each to%r (ade to the c%rrent )ears inco(e/ >>/ reate a database table for =D e(plo)ees indicatin' the positions within the to%r co(pan)- na(es- addresses)earl) salaries and len'th of ti(e with the co(pan)/ Each e(plo)ee has a %ni7%e ID n%(ber/ >=/ Also create a table with the hotels that )o% cater to and the to%rs pro;ided to each hotel/ Use the to%r codes and indicate the si<e- na(e and address of the hotel/ >?/ reate a table which show the si<e of the 'ro%ps for F specific to%rs fro( each hotel for the first F (onths of
,-
>/
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the c%rrent )ear/ Incl%de a new field which shows the re;en%e for these to%rs/ >@/ All non s%per;isor) staff will 'et a salar) increase o f =/A2/ Show all new salaries/ >A/ Yo% want to 'i;e lon' ser;ice awards to those persons with o;er >D )ears in the co(pan)/ reate a report which shows the na(es of these e(plo)ees- 'ro%ped b) len'th of ser;ice- sorted on last na(e and shows the position and salar) of each e(plo)ee/ Use the s%((ar) reportin' f%nction to show the a;era'e salar) per 'ro%p/ >F/ reate fl)ers to be posted to all the hotels )o% ser;ice and slide Presentations for the (edi%( si<ed hotels/ >G/ reate a web site for )o%r co(pan)/
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,3
$"C%11"#3"3 T"XTS
8/
TYPES !" PR!4E TS
Teachers sho/ld de6elop ass(. me !s !ha! e>pose !he ca d(da!es !o real(s!(c appl(ca!(o s -h(ch ( 6ol6e8 +/! are o! l(m(!ed !o !he 5ollo-( . areas? BiC b%siness Bfor e0a(ple- storin' and (ana'in' e(plo)ee- c%sto(er and sales records- (ar.etin'C, BiiC ban.in' Bfor e0a(ple- creation of different t)pes of acco%nts- loans- interest- pa)(ents on loans- fi0ed deposits- in;est(entsC, BiiiC ed%cation Bfor e0a(ple- enrol(ent in schoolsacade(ic record .eepin'C,
3iv2
entertain(ent Bfor e0a(ple- anal)sis of data on distrib%tion and sales of (o;ies- (%sic- electronic 'a(esC,
B;C en;iron(ent Bfor e0a(ple- records of stor(s and h%rricanes o;er specific periods and in na(ed territories- calc%lation of cost of da(a'e to infrastr%ct%re- ho%sin'- li;estoc.- far(sC, B;iC law enforce(ent Bcollection and (ana'e(ent of cri(e statistics collection and anal)sis of data on offenders- cost of (aintainin' prison pop%lationsC,
,0
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B;iiC (edicine Bfor e0a(ple- (ana'in' patient records collection and anal)sis of data on diseases o;er a period of ti(e and in ;ario%s locationsC,
3viii2
(onitorin' Bfor e0a(ple- anal)sis of data on accidents at intersections- co%ntin' and cate'ori<in' ;isitor arri;als in aribbean territoriesC,
3ix2
sports Bfor e0a(ple- collection and processin' of data on athletes sport (eetin'sC/ +ordprocessin'
This assi'n(ent sho%ld consist of the for(attin'i(portin' and1or doc%(entation of res%lts to be incl%ded in no (ore than two word processed doc%(ents/ !ne doc%(ent (%st be a letter for (ass (ailin'/ The other (a) be chosen fro( b%t not li(ited to reports- fa0es- si(ple broch%res- fl)ers and newspaper articles/ Note that Presentation and +eb Pa'e Desi'n sho%ld not be incl%ded in the SBA pro&ect/ andidatesJ proficienc) in these topics wo%ld be assessed in Paper D> and Paper D=/ Spreadsheet This assi'n(ent sho%ld be li(ited to*
,"
CXC 30/ ! "/#$%% 0&'
BiC a (a0i(%( of T#REE (a&or tas.s consistin' of no (ore than T#REE re7%ire(ents, BiiC the creation of no (ore than T+! charts/ Database $ana'e(ent The tas.s in this assi'n(ent sho%ld be li(ited to no (ore than*
3i2
T#REE tables or files,

3ii2
"!UR 7%eries,
3iii2 3iv2
T+! calc%lations within 7%eries,
!NE report- with 'ro%pin' and sortin' in;ol;in' T+! or T#REE tables/
H/
S !PE AND SINE
The pro&ect sho%ld be the si<e and co(ple0it) for a candidate to satisfactoril) co(plete d%rin' the second )ear of the two3)ear co%rse/ The +P- SS and DB sections of the pro&ect sho%ld each ha;e appro0i(atel) the sa(e n%(ber of tas.s and de'ree of co(ple0it) s%ch that each pro&ect re7%ires the sa(e a(o%nt of preparation/ The pro&ect sho%ld enco(pass so(e ad;anced processes in Sections F- G
CXC 30/ ! "/#$%% 0&'
,*
and 8/ Proble(3sol;in' and Pro'ra( I(ple(entation sho%ld be based on the pro&ect and not atte(pted in isolation/ It (%st- therefore- be an act%al i(ple(entation of so(e aspect of the pro&ect/ Teachers are enco%ra'ed to desi'n their School Based Assess(ent at the co((ence(ent of the acade(ic )ear/ This wo%ld allow for the co(pletion of sections of the pro&ect as topics are addressed/ It is s%''ested that the Proble(3Sol;in' co(ponent be atte(pted when the teacher has co(pleted Section = of the s)llab%s- and the Pro'ra( I(ple(entation co(ponent at the co(pletion of Section ?/
>D/
EIUIP$ENT
The e7%ip(ent sho%ld incl%de an IB$3co(patible co(p%ter with software that is capable of inte'ration a(on' +ordprocessin'- spreadsheet and database (ana'e(ent applications/ Software (%st also incl%de a Pascal co(piler/ L stip%lates the %se of the pro'ra((in' lan'%a'e Pascal for pro'ra( i(ple(entation/ L will not be responsible for partial assi'n(ents s%b(itted d%e to software co(patibilit) and1or inte'ration proble(s/
>>/
PR! EDURES "!R REP!RTING AND SUB$ITTING S #!!L BASED ASSESS$ENT
CXC 30/ ! "/#$%% 0&'
,7
BiC
Teachers are re7%ired to record the (ar. awarded to each candidate %nder the appropriate profile di(ension on the (ar. sheet pro;ided b) L / The co(pleted (ar. sheets sho%ld be s%b(itted to the L no later than April ?D of the )ear of the e0a(ination/ Note* The school is ad;ised to .eep a cop) of the assi'n(ent for each candidate as well as copies of the (ar. sheets/
BiiC Teachers will be re7%ired to s%b(it to L a cop) of the assi'n(ent1pro&ect set b) the teacher as well as copies of the assi'n(ents of a sa(ple of candidates as indicated b) L / This sa(ple will be re3(ar.ed b) L for (oderation p%rposes/ SA$PLE S #!!L BASED ASSESS$ENT SA$PLE SBA > arni;al has lon' been a traditional c%lt%ral festi;al in se;eral aribbean territories/ E;er) )ear- tho%sands of cost%(ed (as7%eraders parade thro%'h the streets- dancin' to the p%lsatin' so%nds of steelband- cal)pso and soca/ $ost of these re;elers re'ister to participate in the band of their choice (onths before the festi;ities be'in/ !r'ani<ers of these bands (%st %tili<e (ana'e(ent and or'ani<ational s.ills in order to sta'e a s%ccessf%l e;ent/ As a bandleader of one these carni;al bands- )o% are re7%ired to %tili<e
CXC 30/ ! "/#$%% 0&'
,)
s%itable +ordprocessin'- spreadsheet- database (ana'e(ent as well as a pro'ra((in' application to desi'n and i(ple(ent co(p%ter3based sol%tions to the tas.s in;ol;ed in the (ana'e(ent of )o%r carni;al band/ Spreadsheet The financial records of the band are (aintained %sin' a spreadsheet application/ The na(es of (as7%eraders are listed b) section/ Both (en as well as wo(en (a) re'ister to pla) in each section/ There are fi;e sections in the band/ The cost of cost%(es is 7%oted in US dollars/ The cost b) section is M>FD- M==D- M=8D- M?AD and M@=A respecti;el)/ $as7%eraders are 'i;en the option of pa)in' for the cost%(e in three install(ents- or pa)in' the f%ll cost in one pa)(ent/ $an) people %tili<e the install(ent option/ Sin'le f%ll pa)(ent attracts a disco%nt of >D2- while pa)(ent b) install(ents attracts an interest of >A2/ Install(ents sho%ld be spread o;er three e7%al pa)(ents/ Each (as7%erader pa)s an OIncl%si;eJ fee/ A M>AD Incl%si;e fee entitles the (as7%erader to food- drin.s- access to portable bathroo( facilities and bottled water d%rin' the carni;al parade thro%'h the streets/ #owe;er- a pa)(ent of MAD/DD entitles the (as7%erader to portable bathroo( facilities and bottled water onl)/ E0pendit%re is inc%rred in the pro;ision of se;eral a(enities for (as7%eraders d%rin' the carni;al/ The bandleader (%st s%ppl) food- drin.s- portable bathroo( facilitiesCXC 30/ ! "/#$%% 0&'
,,
transportation- (%sic- sec%rit) personnel- and artiste fees/ In addition- the costs of (aterial for the (an%fact%re of cost%(es as well as labo%r costs are inc%rred/ Beca%se of the anticipated lar'e n%(ber of (as7%eradersthe bandleader has decided to (ana'e the inco(e and e0pendit%re of each section separatel)/ Yo% are re7%ired to* >/ Desi'n a wor.sheetBsC which accepts inco(e and e0pendit%re costs for each section/
Yo%r wor.sheet (%st record all pa)(ents (ade b) (as7%eraders- Ba few persons ha;e onl) (ade one or two of the re7%ired three install(ent pa)(ents on cost%(esC- the total a(o%nt paid b) each person as well as the 'rand total collected (%st be calc%lated/ ost%(e pa)(ents (%st be (ade in US dollars/ The total pa)(ents (ade b) each person howe;er- (%st be con;erted to the e7%i;alent a(o%nt in local c%rrenc)/ In an appropriate row- co%nt the n%(ber of (as7%eraders in the section, calc%late the total pa)(ent on cost%(e- Incl%si;e fees and the total o;erall pa)(ent/ The e0pendit%re inc%rred for each section (%st also be calc%lated/ "ood is MFD/DD per person, drin. is M@D/DD per person, (aterial is M>AD/DD and labo%r is MGA/DD/
CXC 30/ ! "/#$%% 0&'
/..
!ther ser;ices are pro;ided at a flat rate for the entire band/ These are as follows* bathroo(3 M?DDD/DD, transport M=ADD/DD, (%sic 3 M@DDD/DD, sec%rit) 3 M>8DD/DD, artiste 3 MADDD/DD/ The cost of each flat rate ser;ices for each section P Rate 1No/ of Sections/ "ood and drin.s are increased b) >A2 of the startin' per person cost for each s%ccessi;e section- (aterial is increased b) >=2 of the startin' cost for each s%ccessi;e section- while labo%r is increased b) 82 of the startin' cost for each s%ccessi;e section/ The total cost of each ser;ice for each section P ost of ser;ice L the n%(ber of (as7%eraders in the section/ Sa;e )o%r spreadsheet as $as7%eraders>/
CXC 30/ ! "/#$%% 0&'
/./
=/
$odif) )o%r spreadsheet to effect the followin' chan'es*

(a+
(b+
(c+
Insert a (as7%erader before the last person in each of the first three sections/ Delete the third (as7%erader fro( each of the last two sections/ reate a table that shows the total inco(e and total e0pendit%re b) sections/ Sa;e )o%r spreadsheet as $as7%eraders=/
3,
Perfor( the followin' (odifications to )o%r wor.sheet/

(a+
The cost of raw (aterials has decreased/ han'e the initial cost of (aterials fro( M>AD/DD to >?A/DD/ Labo%r costs howe;er- ha;e increased/ The startin' cost of sewin' cost%(es for the first section is now MHA/DD/ D%e to inflation- it has beco(e necessar) to increase the cost of food and drin. fro( >A2 to =D2/ #owe;er- the first section has been spared this price hi.e/ Sort the first two sections in descendin' order b) Total Pa)(ent/
/.-
(b+
(c+
(d+
CXC 30/ ! "/#$%% 0&'
(e+
Sort the third and fo%rth sections in ascendin' order b) Na(e- then b) cost/ reate an appropriate chart which co(pares the inco(e and e0pendit%re of each section/ Gi;e this chart a s%itable na(e/ reate an appropriate chart- with appropriate data labels- which shows the distrib%tion of e0pendit%re for an) one na(ed section/ Sa;e )o%r spreadsheet as $as7%eraders?/ Database $ana'e(ent
(<+
(g+
Yo% sho%ld %se a s%itable application to (ana'e data on persons who ha;e re'istered to pla) in )o%r band/ Personal data on each applicant- s%ch as na(e- se0- address- a'e- si<e and telephone contact/ (%st be stored/ $as7%eradersJ pa)(ent data (%st also be stored/ The cost of cost%(es ;aries b) section/ ost%(e prices ran'e fro( USM>FD to USM@=A/ In addition- the section of the band in which the) choose to pla) (%st be recorded/ The band has fi;e na(ed sections/ Each section has a specific fo%r3di'it section code/ Yo%r database sho%ld contain three tables/ Usin' data fro( )o%r spreadsheet- pop%late )o%r database with data on at least twel;e b%t not (ore than fifteen persons in each section/
CXC 30/ ! "/#$%% 0&'
/.3
Yo% sho%ld test )o%r database b) perfor(in' 7%eries to show*

1,
The na(e- a'e- si<e and address of all persons re'istered to pla) in a na(ed section Na(e this 7%er) Section/ The ID N%(ber- na(e- se0- and a'e of all fe(ale (as7%eraders between twent) and thirt) )ears old/ Na(e this 7%er) TwentiesLadies/
2,
3,
The ID N%(ber- LastNa(e- section and total pa)(ent of all persons who ha;e paid in f%ll for their cost%(e in a 'i;en section/ The data s%pplied sho%ld be sorted b) Last na(e/ Na(e this 7%er) Paid%p/ The bandleader has e0perienced diffic%lt) in sec%rin' the ad;ertised (aterial for the cost%(es in the third section/ #e has therefore decided to 'i;e a >A2 rebate on the total pa)(ent (ade to all persons in this section/ alc%late this rebate and show it alon' with the na(eaddress and total pa)(ent of all persons in one na(ed section/ Na(e this 7%er) Rebate/ As an incenti;e to attract (ore fe(ale (as7%eraders to his band- the bandleader has decided to 'i;e a 'ift ;o%cher to the ;al%e of >=2 of the total pa)(ent to all fe(ales re'istered in the band/ Show the na(e- se0total pa)(ent and ;o%cher ;al%e for all fe(ale re;elers/ Na(e this 7%er) Gift5o%cher/
CXC 30/ ! "/#$%% 0&'
4,
A/
/.0
F/ Two re;elers ha;e as.ed to be ref%nded their pa)(ents- as the) were forced to tra;el prior to the date of the carni;al/ Delete all records that pertain to these two na(ed persons/ G/ Generate a report that shows the na(es- ID N%(bersection- a'e and total pa)(ents for all re;elers who ha;e paid in f%ll for their cost%(es/ The report sho%ld be 'ro%ped b) section and sorted in descendin' order b) LastNa(e- then b) "irstNa(e/ The report sho%ld calc%late and show the total a(o%nt of f%nds paid b) the re;elers of each section/ The a;era'e pa)(ent of each section sho%ld also be 'enerated as well as the 'rand total of pa)(ents (ade/ This report sho%ld be 'i;en a s%itable title %tili<in' two lines/ +ordprocessin'
/%
reate a f%ll pa'e an ad;ertise(ent for a local newspaper that infor(s the p%blic abo%t )o%r carni;al band/ This (%st be desi'ned on letter si<e paper/
-%
Usin' a s%itable feat%re of )o%r wordprocessin' application- create a doc%(ent which sho%ld be (ailed to persons who ha;e paid on f%ll for their cost%(es/ The doc%(ent sho%ld infor( (as7%eraders of the parade ro%te- the ti(e of asse(bl) and depart%re of the band onto the parade/
/."
CXC 30/ ! "/#$%% 0&'
The report fro( the database section sho%ld be inserted into )o%r doc%(ent/ The final para'raph sho%ld e0press the bandleaders 'ratit%de to (as7%erades for choosin' to &oin his band for the carni;al celebrations/
3%
Desi'n a s%itable letterhead for )o%r doc%(ent which sho%ld be placed in a header/ A s%itable footer (%st be inserted- with the words center ali'ned/
0%
The doc%(ent sho%ld be &%stified/ The left (ar'in (%st be >/AQ/ Proble(3Sol;in'
/%
De;elop an al'orith( or write pse%docode that accepts as inp%t the na(es of an %nspecified n%(ber of (as7%eraders who each ha;e paid the f%ll cost of their cost%(e and the a(o%nt each has paid/ A (as7%erader (a) ha;e paid for a cost%(e in an) of the fi;e sections in the band/ The al'orith( sho%ld deter(ine the section in which a (as7%erader pla)s based on the a(o%nt he1she has paid for the cost%(e/ The al'orith( sho%ld also deter(ine the n%(ber of (as7%eraders who ha;e paid for cost%(es in each section/ The na(es of persons and the section for which the) ha;e paid sho%ld be printed/ A listin' of section and the total
CXC 30/ ! "/#$%% 0&'
/.*
n%(ber of persons re'istered to pla) in each section sho%ld also be printed- alon' with the total a(o%nt of (one) paid in each section/
-%
Usin' data fro( )o%r database- (a.e a rando( listin' of persons who ha;e paid in f%ll for their cost%(es/ The listin' sho%ld contain the IDN%(ber- and f%ll a(o%nt paid b) each (as7%erader for his1her cost%(e and sho%ld be chosen rando(l) fro( each of the fi;e sections/ No (ore than twel;e persons sho%ld be selected/ Usin' this listin'- desi'n a trace table that traces the n%(ber of (as7%eraders in each section- the a(o%nt paid- and traces the total a(o%nt collected in each section/ Pro'ra( I(ple(entation
3%
Usin' the pro'ra((in' lan'%a'e Pascal- write pro'ra( code to i(ple(ent the al'orith( in B>C/
S #!!L BASED ASSESS$ENT BSBAC PR!4E T =DD8 3 =D>D

#AMP%E #9A 2 Descri*tion of t(e Pro0ect
CXC 30/ ! "/#$%% 0&'
/.7
Natio a! "# #$a! #!#%tio & 'a(# )## a $#%*$$i " +#at*$# a,o " t'# -#,o%$ati% t#$$ito$i#& o+ t'# Ca$i))#a &i %# i -#.# -# %#. E(#$ &o o+t# o(#$ t'# /#a$&/ /#a$0 i o # t#$$ito$/ o$ a ot'#$0 %iti1# & #2#$%i&# t'#i$ $i"'t to #!#%t t'#a "o(#$ ,# t o+ t'#i$ %'oi%#. Ho3#(#$0 t'# #2#$%i&# i& ot 3it'o*t it& att# -a t %'a!!# "#& o+ -ata ,a a"#,# t. T'o*&a -& o+ (ot#& a$# %a&t o t'# -a/ o+ t'# #!#%tio & a - a a 2io*&0 3aiti " .*)!i% -#,a -& &.##-0 #++i%i# %/ a - a%%*$a%/ i t'# -#t#$,i atio o+ $#&*!t&. A& a $#&*!t0 t'# #!#%tio #2#$%i&# %o,#& 3it' &o,# %'a!!# "#& o+ -ata ,a a"#,# t. I .$#.a$atio +o$ t'# a%t*a! #2#$%i&#0 t'# 4a/,a%aT$i )a$5a, E!#%tio & A-(i&o$/ Co,,i&&io 'a& 'i$#- /o* to &i,*!at# t'# #!#%tio & #2#$%i&# a& a t#&t $* 0 .$io$ to t'# a%t*a! #!#%tio & 3'i%' a$# to ta6# .!a%# &'o$t!/ i /o*$ %o* t$/. T'# #!#%tio 3i!! ta6# .!a%# i +i(##i"'t %o &tit*# %i#& a - t'# +o!!o3i " .a$ti#& 3i!! +i#!- %a -i-at#& i a!! t'# %o &tit*# %i#& : t'# D#,o%$ati% A%tio 7a$t/ 8DA790 t'# Wo$6#$& Natio a! A!!ia %# 8WNA90 a - t'# : it#- 7$o"$#&&i(# Mo(#,# t 8:7M9. A +o*$t' .a$t/ : t'# 7#o.!#& D#,o%$ati% R#(o!*tio 87DR9 3i!! o !/ %o t#&t o !/ +o*$&i2 o+ t'# +i(##i"'t %o &tit*# %i#&.
Yo* a$# $#;*i$#- to *ti!i1# &*ita)!# 3o$--.$o%#&&i "0 &.$#a-&'##t0 -ata)a&# ,a a"#,# t0 a& 3#!! a& a .$o"$a,,i " a..!i%atio 0 to -#&i" a - i,.!#,# t %o,.*t#$-)a&#&o!*tio & to t'# ta&6& i (o!(#- i t'# &i,*!atio o+ t'# #!#%tio .$o%#&&. It i& #2.#%t#t'at /o* 3i!! "# #$at# t'# &i,*!at#- -ata $#;*i$#- +o$ t'# .$o5#%t.
CXC 30/ ! "/#$%% 0&'
/.)
#9A Proce)ures
T'# o)5#%ti(#& o+ t'# SBA i& to "i(# /o* t'# o..o$t* it/ to -#,o &t$at# /o*$ .$o)!#, &o!(i " a - .$o"$a,,i " &6i!!& /o*$ a)i!it/ to # t#$0 ,a i.*!at# a - .$#&# t t#2t*a! -ata< /o*$ a)i!it/ to &i,*!at# a 3o$6&'##t< a /o*$ a)i!it/ to # t#$ -ata0 .#$+o$, &i,.!# a a!/&i& o &ai- -ata a - .$#&# t *&#+*! i +o$,atio *&i " a -ata)a&# ,a a"#,# t too!. T'# SBA #2#$%i&#.$o5#%t i& -i(i-#- i to &#(#$a! &*)-ta&6& 3'i%' /o* 3i!! $#%#i(# o(#$ t'# .#$io- o+ G$a-# 10 a - G$a-# 11. Wit' #a%' ta&6& /o* 3i!! $#%#i(# a &#t o+ -*# -at#&. Yo* a$# #2.#%t#- to t*$ i a -$a+t a - a +i a! &*),i&&io o o$ )#+o$# t'# -at#& i -i%at#-.Wit' t'i& -o%*,# t /o* a!&o $#%#i(#- a %o./ o+ t'# ,a$6 &%'#,# 3'i%' 3i!! )# *&#- to a&&#&& /o*$ SBA .$o5#%t. :&# it a& a "*i-# a& /o* 3o$6 o #a%' ta&6. Wit' #a%' ta&6& /o* 3i!! $#%#i(# a &#t o+ -*# -at#&. Yo* a$# #2.#%t#- to t*$ i a -$a+t a - a +i a! &*),i&&io o o$ )#+o$# t'# -at#& i -i%at#-. T'# # ti$# .$o5#%t -o%*,# t 3i!! )#%o,# -*# o a -at# to )# a-(i&#- i t'# &#%o - t#$, o+ G$a-# 11. Yo* a$# t'#$#+o$# #2.#%t#- to 7ee* t'# +i a! ,a$6#- %o.i#& o+ a++ /o*$ -o%*,# t& i a &a+# .!a%# * ti! t'# . Tota! .o&&i)!# ,a$6& o t'i& .$o5#%t i& =0 a - it i& 3o$t' >0? o+ /o*$ +i a! CSEC I +o$,atio T#%' o!o"/ CSEC "$a-#.
CXC 30/ ! "/#$%% 0&'
/.,

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APPENDIX III

CARIBBEAN EXAMINATIONS COUNCIL CARIBBEAN EXAMINATIONS COUNCIL

Information Technology Syllabus

CXC 30/G; T/SYLL 087A

CXC 30/ ! "/#$%% 0&'

CXC 30/G; T/SYLL 087CXC

"ec(nica+ Proficiency 3*a-es 31 5 322, :evise) 2000; 200&'

P+ease c(ec7 t(e /e.site; ///,cxc,or- for u*)ates on CXC<s sy++a.uses,

CXC 30/ ! "/#$%% 0&'

CXC 30/G; T/SYLL 087CXC

-*/ -)-3, 0*3"3

Recommended Reading :ist%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

CXC 30/ ! "/#$%% 0&'

CXC 30/ ! "/#$%% 0&'

Information Technology Syllabus for Examinations In Information Technology

CXC 30/G; T/SYLL 087CXC

CXC 30/ ! "/#$%% 0&'

STR CT RE O! T"E S#LLA$ S

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CXC 30/ ! "/#$%% 0&'

OR%ANI&ATION O! T"E S#LLA$ S

UnitsSection /% 1undamentals o< >ardware and -% /% 6o<tware -% 3% 0% "% *% 7% 3' -'

.ro*!e#)So! in% and .ro%ra# Desi%n Program I#p!e#entation -

S %%ESTE' TIME(TtA$LE ALLOCATION

CXC 30/ ! "/#$%% 0&'

-" )57 Total

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!ORMAT O! T"E E)AMINATIONS

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CXC 30/ ! "/#$%% 0&'

CXC 30/ ! "/#$%% 0&'

CERTI!ICATION AN' 'E!INITION O! *RO!ILE 'IMENSIONS

CXC 30/ ! "/#$%% 0&'

.roducti it" Too!s

.ro*!e#)So! in% and .ro%ra##in%

CXC 30/ ! "/#$%% 0&'

&n<ormation Processing: Programming: Technical Proficienc)* Theory: $ordprocessing:

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Database $(ana'e(e nt 27 57 67 45'5

Paper Totals >7

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"AR'+ARE AN' SO!T+ARE RE, IREMENTS

-% 1ilemaIerM1ilemaIer Pro 3% Paradox

7icroso<t Access 1ilemaIerM1ilemaIer Pro Paradox

0' .o(erpoint 4'Free!ance

0'Frontpa% e 4' MsS /ord

CXC 30/ ! "/#$%% 0&'

*' c' d' e'

CXC 30/ ! "/#$%% 0&'

CXC 30/ ! "/#$%% 0&'

CXC 30/ ! "/#$%% 0&'

RE% LATIONS !OR RESIT CAN'I'ATES

RE% LATIONS !OR ST 'ENTS !ROM *RI-ATE INSTIT TIONS

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RE% LATIONS !OR *RI-ATE CAN'I'ATES Technical *roficiency Only

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NIT SECTION ./ ! N'AMENTALS O! "AR'+ARE AN' SO!T+ARE

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CXC 30/ ! "/#$%% 0&'

UNIT SECTION 1: FUNDAMENTALS OF HARDWARE AND SOFTWARE (contd SPECIFIC OBJECTIVES

interpret t$e $ard(are specifications of a co#puter s"ste#&

CXC 30/ ! "/#$%% 0&'

distinguish between systems programs and application programsJ

e:p!ainidentif"descri*estate t$e functions of an operatin% s"ste#&

-/ -)-3, 03"3

RE% LATIONS !OR RI-ATE CAN'I'ATES Technical roficiency Only

NIT SECTION 0/ RO$LEM( SOL-IN% AN' RO%RAMME 'ESI%N

SECTION 1/ RO%RAMMIN% IMLEMENTATION

se!ect appropriate data t"pes for attriutes in a ta!e&

de e!op a te#p!ate for dataase ta!e and data fi!e&

sutraction9 and aso!ute