pearson education botswana (pty) ltd longman is an imprint ... · 8.1.1.1 define a graphics...

Pearson Education Botswana (Pty) Ltd(Longman and Heinemann)PO Box 1083, Gaborone, BotswanaPlot 14386, New Lobatse Road, Gaborone, West Industrial SiteBotswana

Longman is an imprint of Pearson Education Botswana (Pty) Ltd

© Pearson Education Botswana (Pty) Ltd

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or trans-mitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publishers.

First published in 2011

ISBN 978-99912-942-4-7 (Teacher’s Guide Pack with Teacher’s Guide and Test CD)ISBN 978-99912-578-2-2 (Teacher’s Guide)

Cover design by FirebrandCover photo by iStock PhotoTypesetting by Chris LeoReproduction byPrinted by

It is illegal to photocopy any page of this book without the written permission of the copyright holder.

AcknowledgementsAdobe, Illustrator and Photoshop are either registered trademarks or trademarks of Adobe Systems Incorporated in the United States and/or other countries.

CorelDRAW is a trademark or registered trademark of Corel Corporation and/or its subsidiaries in Can-ada, the United States and/or other countries.

Microsoft, Internet Explorer and Windows are either registered trademarks or trademarks of Microsoft Corporation in the United States and/or other countries.

Every effort has been made to trace the copyright holders. In the event of unintentional omissions or errors, any information which would enable the publisher to make the proper arrangements will be appreciated.

iii

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Unit 1 Graphics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Topic 1 Introduction to graphics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Topic 2 Working with drawing applications . . . . . . . . . . . . . . . . . . . . . . . 11Answers to Assessment 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Topic 3 Working with Paint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Topic 4 Working with clip art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Answers to Assessment 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Unit 2 ICT in learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33Topic 1 Introduction to ICT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Topic 2 Electronic media used in teaching and learning . . . . . . . . . . . . 45Answers to Assessment 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

iv

IntroductionThis Computer Awareness in Action Form 3 Teacher’s Guide forms part of a series, and will assist you in interpreting and presenting the activities in the accompanying Computer Awareness in Action Form 3 Student’s Book. It begins with an introduction to the revised junior Secondary School Syllabi.

Introduction to the Revised Junior Secondary School Syllabi y The revised junior secondary programme has not been drastically changed. y The revised syllabi aim to convey the ideals reflected in the Revised National

Policy on Education as well as Vision 2016. y They are still based on the ten-year basic education philosophy and equip

students with knowledge and skills that are relevant to today’s world. y Students are encouraged to excel within their own capabilities. Teachers are

encouraged to use participatory teaching and diverse learning approaches as individual talents, needs and learning styles are recognised.

y This inclusive approach urges teachers to accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions.

y The syllabi also focus on the inculcation of attitudes and values that need to be nurtured.

y Emerging issues help students to understand and cope with the challenges and developments happening around them. These emerging issues, such as environmental education, HIV and AIDS education, gender equality, and the world of work, are infused into the syllabi.

y Assessment is a crucial part of the teaching and learning process, and should also consider those students with special needs.

Features of the Student’s Book y The Computer Awareness in Action Form 3 Student’s Book is divided into units. The

first page of the unit provides a list of topics that will be covered in the unit. y Each unit is further divided into topics. Each topic consists of General Objectives

that are divided into Specific Objectives. The first page of each topic lists the Specific Objectives that will be covered in the topic. The Specific Objectives are also listed at the bottom of each page.

y Activities are used to explore, experiment, research and discover, while exercises reinforce the work the students have learnt.

y Emerging issues link current social and economic issues to the environment of students and make the learning more practical. These emerging issues appear in boxes alongside the text.

Introduction

v

y Extension work provides advanced work for your students when they need it. y There are also case studies, projects, test yourself exercises and homework

exercises to reinforce learning. y Summaries help the students reflect on the work they have learnt. y Revision exercises test their understanding of the work covered. y Assessments provide exam-style questions for more practice.

Features of the Teacher’s GuideThe Teacher’s Guide is designed to be easy to use. It is divided into units, as per the Computer Awareness in Action Form 3 Student’s Book. The following features are included in each unit:

1. Syllabus checklistsAll the General and Specific Objectives have been met in this course. They are summarised in the tables at the start of each unit, and the page references clearly show you where the objectives have been addressed.

2. Background information (rationale and/or additional information)These sections give you additional information (for example, facts, tips, additional resources and suggested teaching methods) which you and your students will find useful.

3. AnswersAll the answers to the questions in the activities, exercises, revision and assessment sections in the Computer Awareness in Action Form 3 Student’s Book appear in these sections.

Teaching methodologyThe focus should be on student-centred, activity-based learning. The activities and exercises in the Computer Awareness in Action Form 3 Student’s Book have been designed to give students a variety of opportunities to learn.

The importance of revisionAt the start of each topic, spend time revising what students already know about the topic. The oral activities help you to lead a discussion that tests prior knowledge, and creates an interest in the work to come.

Introduction

vi

Before beginning any lesson, spend a few minutes revising the previous lesson. Use the revision sections at the end of each unit, or part thereof, and the test yourself sections to give students opportunities to revise their work. This will allow you to gauge what gaps there are in their knowledge, and where additional help is needed.

The importance of assessmentAssessment measures whether students have achieved the identified objectives of a teaching and learning process. Assessment allows teachers to monitor progress, provide feedback and guidance, and diagnose barriers to learning. Simple observation in the classroom, peer-and self-evaluation, testing and project work all play a role in assessment.

The key principle regarding assessment is that of continuous assessment. Teachers and students should reflect on the learning processes at appropriate times, and assess their own strengths and weaknesses. These comments should be recorded.

At various points in each term you will do formative assessment of relevant objectives, and give the students feedback to help them improve their performance. Towards the end of each term you will need to conduct a summative assessment. This will provide an overall picture of each student’s progress at a given time.

Here is a summary of important tips for teachers: 1. Build on what your students already know. 2. Use materials that are meaningful, clear and interesting. 3. Allow students to master simple concepts first, and then apply these concepts

to more complex ones. 4. Accurately assess your students so that you can plan better. 5. Give your students positive feedback so that they are motivated.

Introduction

1

Syllabus checklist: topics, general objectives and specific objectives in this unit

Topic 1: Introduction to graphics

General objectives Specific objectives Activity/Exercise number

Student’s Book page reference

8.1.1 Acquire knowledge of the different components of a graphics application

8.1.1.1 Define a graphics application

Activity 1 10

8.1.1.2 Create a graphics file Activity 2 12

8.1.1.3 Describe the toolbox Support 13

8.1.1.4 Describe the different drawing tools within the toolbox

Activity 3,Project

15, 15

Topic 2: Working with drawing applications

8.2.1 Acquire skills on the use of the line tool

8.2.1.1 Manipulate a line using its various features

Activity 1 24

8.2.1.2 Change the thickness, colour, texture and pattern of the line using the pen palette

Activity 1 24

8.2.1.3 Modify a line to create arrows using the arrowhead palette

Activity 2 26

8.2.2 Acquire skills in manipulation of shapes

8.2.2.1 Use various tools to draw different shapes such as circles, ovals and rectangles

Activity 3,Activity 4

28, 30

8.2.2.2 Modify shapes using handles


33, 33

8.2.2.3 Duplicate and align shapes


40, 43

8.2.2.4 Copy and paste shapes

Activity 9 38

UN

IT

1 Graphics

2

Unit 1: Graphics

8.2.2.5 Transform shapes e.g. flip, scale, rotate, etc.

Activity 8, Activity 12

36, 45

8.2.2.6 Move shapes to different places


36, 36

8.2.3 Acquire skills to change appearance of the different shapes using palettes

8.2.3.1 Fill shapes using the palette

Activity 13 48

8.2.3.2 Hide lines and borders

Activity 14, Exercise 1

51, 52

8.2.4 Acquire the skills for importing and exporting graphics

8.2.4.1 Use the import option to insert graphics from other programs

Activity 15 56

8.2.4.2 Use export option to transfer graphics to other programs

Activity 15 56

8.2.5 Understand the different options of the text tool

8.2.5.1 Use the text tool to insert text into graphics

Activity 16 58

8.2.5.2 Edit text in a text box by changing size, font, style, etc.

Activity 17 61

Topic 3: Working with Paint

8.3.1 Identify and describe the different components of a paint program

8.3.1.1 Create a Paint document

Activity 3 73

8.3.1.2 Identify the toolbox Activity 1 67

8.3.1.3 Identify different painting tools within the toolbox

Activity 2,Support

71, 77

8.3.2 Acquire knowledge to use different tools of the paint program

8.3.2.1 Use the different painting tools to write and paint

Exercise 1,Activity 3

72, 73

8.3.2.2 Use the spray can to make a painting


77, 77

8.3.2.3 Use the eraser to remove the images created


77, 77

3

8.3.3 Demonstrate the ability to create and modify shapes using the different shape tools

8.3.3.1 Use various tools to draw different shapes


79, 81

8.3.3.2 Select shapes using the selection tools

Activity 10 88

8.3.3.3 Duplicate shapes Activity 10 88

8.3.3.4 Copy and paste shapes

Activity 8,Exercise 2,Activity 10

84, 87, 88

8.3.3.5 Move shapes to different places

Activity 9,Exercise 2,Activity 10

86, 87, 88

8.3.3.6 Transform shapes e.g. flip, rotate, etc.

Activity 11 93

8.3.3.7 Create polygons using the polygon tool

Activity 12,Activity 13,Exercise 3

96, 97, 97

8.3.3.8 Create regular polygons using the regular polygon tool

Activity 12 96

8.3.3.9 Fill shapes with patterns, gradients and colour using the bucket and the paintbrush tools

Activity 14,Activity 15,Activity 16

99, 100, 101

8.3.3.10 Fill shapes using the spray can

Activity 17 102

8.3.4 Use the text tool to insert text into graphics

8.3.4.1 Use the text tool to insert text into graphics


105, 105

8.3.4.2 Edit text in a text box by changing size, font, style

Activity 20 108

Topic 4: Working with clip art

8.4.1 Import and modify graphics

8.4.1.1 Import and modify clip art within their graphics programs

Activity 1 113

8.4.1.2 Import and use clip art within their word programs

Activity 2 116

8.4.1.3 Copy and paste graphics between programs

Activity 3 118

4

Unit 1: Graphics

Background informationIn this unit, the students are encouraged to explore the use of a graphics application and to identify how such an application impacts on daily life. They will learn about the large variety of graphics applications available in the market today and that often the various graphics applications have different purposes. Some are used mainly for photo editing while others are used to create new pictures from scratch.

The students will learn how to open and use a basic graphics application such as Microsoft® Paint. They will be introduced to the toolbox, which is a common feature in many graphics applications. The basic tools in this toolbox allow the user to create pictures from scratch.

They will also learn how to use some of the graphics tools that exist within other applications such as word processors and presentation applications. These basic tools also exist within more sophisticated, professional graphics applications such as Adobe® Photoshop®, Adobe® Illustrator® and CorelDRAW®.

Students will develop their enquiry and critical-thinking skills and will be introduced to the use of graphics applications to produce graphics to enhance their documents. There is a growing demand for people with diverse computer skills. This unit seeks to develop an interest in the exciting field of graphics, and to develop the skills necessary to cope with constantly-evolving computer technology.

Cultural and emerging themes and issuesLife skills: The skills the students will develop will encourage life-long learning and an interest in the ever-evolving world of computer and communications technology. Students will find answers through investigation, research and problem solving. Students will also develop practical skills that will equip them for a life surrounded by computer technology. The ability to use a simple graphics application will provide students with valuable skills in a world that relies increasingly on visual stimuli.

Life skills/Gender: Students will learn that there are equal opportunities for both men and women in the computer field and that anyone can become qualified to work in the computer field.

Education for development: In Botswana, as elsewhere in the developing and developed world, there is a growing need for computer experts from the numerous fields in the industry to share their knowledge in order to build a sustainable economy. The use of graphics applications empowers small business and home owners to illustrate their own documents, for example their promotional and advertising material. Knowing how to use a graphics application also enables a person to earn a living as a computer graphics designer or artist. Being able to create

5

and manipulate graphics also forms the basis of a career in web page design, a sought-after and necessary career in the modern world. There are free software applications available such as GIMP and PicasaTM that enable people to use graphics applications without having to purchase expensive commercial software packages. The computer graphics field is broad and offers many excellent job opportunities such as book illustration, packaging design, architectural design and laying out of magazines.

Human rights: Students will learn that computer technology enables people with a wide range of disabilities to lead productive lives. They will also learn that they have a responsibility to others as they learn to work effectively in pairs and groups.

Environmental rights: Certain activities have an environmental theme, which helps to promote conservation awareness and a respect for nature. Aspects such as graffiti and the damage caused to property by this practice are woven into the learning material.

Cultural issues: Students are exposed to local culture through the use of examples from the rural community in Botswana in the activities.

Health issues: Issues such as HIV and AIDS awareness are woven into some of the activities in a subtle manner to remind the students of this issue and to develop tolerance for those infected and affected by this disease. Issues such as drug abuse are also used in illustrations to heighten awareness of this problem.

6

Unit 1: Graphics

Topic 1: Introduction to graphics (Student’s Book pages 8 to 17)

Time allocation: 5 lessons × 40 minutes

Key skills

• Develop ideas for a graphics product (e.g. a newsletter, poster)

Topic 1: ProjectTopic 2: Activity 16Topic 3: Activities 5, 20

• Use computer applications to design and produce graphics products

Topic 1: Activity 2; ProjectTopic 2: Activities 3–11, 13–16; Exercise 1Topic 3: Activities 2, 4–20; Exercises 2, 3Topic 4: Activities 1–3

• Identify and select appropriate graphics applications in order to transform pictures and images

Topic 1: Activity 1Topic 2: Activities 1, 5–11, 13–16Topic 3: Activities 8, 9, 11, 18, 19; Exercises 2, 3Topic 4: Activities 1–3

• Justify the selection and use of specific computer applications or graphics tools to create a design

Topic 2: HomeworkTopic 3: Test yourself; Activity 19

• Identify problems in the aesthetic appearance of text, a shape, or a picture and use a variety of design ideas to improve visual appeal

Topic 2: Activities 5–11, 13, 14Topic 3: Activities 9, 18, 19Topic 4: Activities 1, 2

• Add graphics pictures to text to improve aesthetic appeal

Topic 2: Activities 9, 16, 17Topic 3: Activities 5, 20Topic 4: Activity 3

• Communicate design ideas concisely, using a wide range of presentation techniques

Topic 2: Activities 16, 17Topic 3: Activities 5, 19, 20

Key attitudes y Develop desirable values, attitudes and behaviours towards using ICT, in a way

that promotes cultural tolerance, good interaction with the environment and supports family and community life.

y Acquire appropriate computer knowledge, skills and attitudes to meet the challenges in the world of work.

Vocabulary to highlightElectronic, layout, toolbox, newsletter

Suggested resources Student’s Book; computers with a basic graphics application installed (a computer available per student in the class if possible); Internet access if possible

7


Suggested teaching methodology 1 . Introduction

y Ask the students questions about the careers that can be linked to the graphics shown on page 8 of the Student’s Book.

y Make sure that the students understand the definition of a graphics application and that there are various graphics applications on the market that focus on different aspects of graphics work. Explain how wide the graphics field is, and encourage interest in careers that use computer graphics. Because there are many aspects to graphics work, there are many excellent job opportunities in this field.

2 . Group, pair and individual work y In this topic, the students will take part as a group in a class discussion as well

as work in pairs on Activities 1 and 3. In Activity 2, the ‘Support’ activity and the project, the students will have the opportunity to work individually to start developing the practical skills they need to work with graphics applications.

3 . Conclusion y Use oral evaluation to see whether the students have grasped the basic

concepts of what a graphics application is and have learnt the names of some of the most commonly used graphics applications and what these applications are specifically good at doing. Use the revision exercise to evaluate each student’s basic knowledge of graphics applications.

Ability groups 1 . Support

There are also some activities that have been designed to allow all students, regardless of ability, to apply basic knowledge and skills. In such activities, the level of questions is deliberately low order. The activities are under the heading ‘Support’ in the Student’s Book.

2 . Remedial learningHelp the students who are struggling to understand the concept of graphics applications and the different categories of graphics application. Help these students make a summary of the examples of each different type of graphics application. When using an example such as Paint, show the students who are struggling to understand what the basic tools do, that they can simply move the mouse cursor over each button on the ribbon to see the name and a short description of what that button does. This will help the students identify which button or tool they need to use. Give the students plenty of time to experiment with drawing lines so that they can discover for themselves how easily they can create different images. Natural curiosity will lead the students to become excited about the possibilities.

8

Unit 1: Graphics

It is essential to walk around the class when the practical activities are being done, to see how each student is progressing and to offer assistance where necessary to those individuals who are struggling.

3 . Extension learningAllow the more advanced students to experiment with the various tools available in the toolbox. Let them explain their discoveries to the rest of the class. Be careful not to let them go too far as all the tools will be discussed in detail in Topics 2 and 3 of this unit.

Suggested assessmentStart the topic with an oral class discussion about the many possible career opportunities in the computer graphics field. Assess each student’s insights informally. Be sure to draw as many students into the discussion as possible, paying special attention to the quieter and more reserved individuals in the class as well.

The various individual activities in the topic provide an informal opportunity to assess the level of understanding and progress of each student. Remember to walk around the class when the practical activities are being done to see how each student is progressing, and to give assistance where necessary to those individuals who are struggling. This will give you a valuable insight into each student’s progress and alert you to those areas a student finds difficult.

The project at the end of this topic provides an opportunity for formal assessment using the suggested marking rubric. You can design your own marking rubric if you prefer.

AnswersIntroduction (Student’s Book page 8)The careers linked to the images in the Student’s Book are listed below, reading from left to right per row. A. graphic designer / magazine editor B. architect C. illustrator / cartoon artist D. graphic designer for advertising E. fabric designer

Activity 1 (Student’s Book page 10) 1. Microsoft® Paint, Adobe® Photoshop®, PicasaTM

2. Remove ‘red-eye’, make image clearer or sharper, touch up photographs, add a person’s face, and so on. (Accept any other logical answers given.)

9


3. Create new pictures, change existing pictures or photographs, do layouts for various items such as cards and flyers, add text to images, and so on. (Accept any other logical answers given.)

4. Corel® PowerTRACETM, Corel® PHOTO-PAINTTM, Corel CAPTURETM

Activity 2 (Student’s Book page 12)This is an introductory practical activity with no specific answer. Simply observe whether each student is able to use the pencil tool to draw a traditional hut or not. Students can create a graphics file in any format.

Support (Student’s Book page 13) 1. Word processor to produce letters and other typed documents, spreadsheet to do

calculations and produce graphs, database to store data and query that data, presentations application to create slide presentations.

2. Accept any logical answer. Here are some examples: word-processing application – photos, shapes, clip art; spreadsheet application – graphs, pie charts; presentation application – photos, clip art, animations, sound clips.

Activity 3 (Student’s Book page 15)Check the students’ answers against the file called ‘Drawing Tools.doc’ on the Teacher’s Guide CD.

Project (Student’s Book page 15)Assess the project using the following rubric:

4 2 1 0 Mark

Appear ance Professional, neat, tidy, logical, looks good

Generally well-presented, but could look better

Fairly well-presented, but fails to impress

Untidy, no care taken with presentation

Use of graphics Graphics make the articles look interesting and add to the success of the newsletter

Graphics used, but there are one or two places where they could have been used better

Graphics used, but they do not link in with the text OR they spoil the message

No graphics used

Page layout Excellent layout and design – space used well

Good layout, but one or two small changes can be made to make it better

Page not fully used, graphics added without any thought for their relation to each other

Only a small part of the page is used, or items very small in relation to the page

10

Unit 1: Graphics

Use of colour Excellent use of colour, greatly adds to the success of the newsletter

Very good use of colour, but takes some the attention away from the content

Colour used, but does not contribute to the content in any way

No thought given to the use of colour

Photo graph editing

More than two photograph effects used

Two photograph effects applied

Only one piece of photograph editing used

No photograph editing done

Painting tools used

More than two painting tools used

Two painting tools used

One painting tool used

No painting tools used

Clip art Clip art used effectively and creatively to convey the message

Clip art used effectively to convey the message, but not very creatively

Clip art used, but does not contribute to the message

No clip art added

2 0

Topic Newsletter written about the school and is informative about the school

Newsletter not about the school

TOTAL (30)

%

Revision: Answers (Student’s Book page 17)

Multiple-choice questions 1. B 2. C 3. A 4. B

Short-answer questions 5. The selection tool is used to select parts of a picture and the colour picker selects

an existing colour from the picture to be used somewhere else in the picture. 6. A graphics application is used to create a picture or change an existing

illustration or photograph. 7. Photograph editing software: used to edit and improve photographs. Drawing

software: used to create new pictures or change existing pictures. 8. Add text, erase part of a photograph, add lines or shapes to a photograph.

(Accept any logical answer.)

11


Topic 2: Working with drawing applications (Student’s Book pages 18 to 62)


Key skills









• Identify problems in the aesthetic appearance of text, a shape, or picture and use a variety of design ideas to improve visual appeal




• Select and use fonts in a clean, readable, and well-designed way

Topic 2: Activities 9, 16, 17Topic 3: Activities 5, 18–20

• Manipulate or transform text, shapes and pictures creatively using the most appropriate computer applications (e.g. Paint, Microsoft® Office 2007) and methods (e.g. importing, exporting)

Topic 2: Activities 1–11, 13–17Topic 3: Activities 4–11, 18–20; Exercises 2, 3Topic 4: Activities 1–3

• Solve graphic design problems using a wide range of relevant creative and innovative ideas (borne out of sound knowledge of effective graphics applications and how to use to use them effectively)

Topic 2: Activities 1–17Topic 3: Activities 2–19; Exercises 2, 3Topic 4: Activities 1–3


Topic 2: Activities 16, 17Topic 3: Activities 5, 19, 20

• Advertise and market products created using computer applications

Topic 2: Activities 16, 17Topic 3: Activities 5, 20

12

Unit 1: Graphics




Vocabulary to highlightDotted line, dashed line, AutoShape, fill, parallel, arrowhead, oval, group, ungroup, solid colour

Suggested resourcesStudent’s Book; computers with a basic graphics application installed (a computer available per student in the class if possible); Internet access if possible


y Ask the students which features have been changed on the lines shown on page 18 of the Student’s Book, and complete the introductory activity.

y Make sure that the students realise that the options available in applications such as Microsoft® Word and Microsoft PowerPoint® are very similar to the options you have when dealing with shapes in other sophisticated graphics applications. Applications such as Microsoft® Word and Microsoft PowerPoint® offer an ideal training ground to teach the concepts without having to purchase expensive graphics software.

y Although some of the examples in the unit are created using Microsoft® Word and PowerPoint applications, the same characteristics exist in any graphics application and they can be changed there in a very similar way. Applications such as Microsoft® Word and PowerPoint are used in this unit although they are not graphics applications because they are easily accessible to many people and the basic graphics tools and properties exist in them.

2 . Group, pair and individual work y The introductory activity in this topic allows students to take part in a group

discussion. Students will work in pairs on Activities 2 and 17 and Exercise 1. For the rest of the activities, the students will have the opportunity to work individually to start developing the practical skills they need to work with graphics applications.

13


3 . Conclusion y Use oral evaluation to see whether the students have grasped what basic

features graphics shapes can have. Use the revision exercise and the assessment activity to evaluate each student’s basic knowledge of working with graphics applications.



2 . Remedial learningWhen using an application such as Microsoft® Word or Microsoft® PowerPoint, show the students who are struggling to understand what the basic tools do that they can simply move the mouse cursor over each button on the menu to see the name and a short description of what that button does. This will help the students identify which button or tool to choose. Give the students plenty of time to experiment with drawing the various lines and shapes, and discovering for themselves how easily they can create different effects. Natural curiosity will lead the students to become excited about the possibilities.

It is essential to walk around the class when the practical activities are being done to see how each student is progressing and to give assistance to those individuals who are struggling. Take time to show individuals or small groups of students who are struggling how to perform a specific task. Then have them repeat your actions under supervision before attempting to complete their activity.

3 . Extension learningAllow the more advanced students to experiment with the various graphics tools available in office applications. Let them report their discoveries to the rest of the class. Be careful not to let these students get too far ahead with work that is still to be covered further on in the Student’s Book. Let the more advanced students help some of those students who are struggling. Teaching others is an invaluable educational tool and strategy. Few strategies help embed knowledge more effectively.

14

Unit 1: Graphics

Suggested assessment Start the topic with an oral class discussion about the effects that have been used on the lines in the introductory activity. Assess each student’s insights informally. Be sure to draw as many students into the discussion as possible, paying special attention to the quieter and more reserved individuals in the class.

The various individual activities in the topic provide an informal opportunity to assess the level of understanding and progress of each student. Remember to walk around the class when the practical activities are being done to see how each student is progressing and to give assistance where necessary to those individuals who are struggling. This will give you a valuable insight into each student’s progress and alert you to those areas a student finds difficult. You can use the sample solution files for the activities (available on the Teacher’s Guide CD) to check the students, work, or to display the desired end result to the students.

The revision and assessment exercises at the end of this topic provide an opportunity for formal assessment using the model answers provided in the Teacher’s Guide.

AnswersIntroduction (Student’s Book page 18) 1. The lines in (A) change in thickness (weight). The ends of the line in (B) differ

from each other and from the ends used in (A). The line in (C) differs in thickness (weight) of line, as well as the fill or colour.

2. Adding labels to a diagram. 3. C, because it is colourful and artistic.

Activity 1 (Student’s Book page 24) 1. The lines should look exactly like those you see illustrated on page 24 of the

Student’s Book. 2. Check that five more lines have been added, and that the student can tell you

which features he or she has changed in each case. 3. Check that the student is able to save the file with the correct name, namely

‘Line Features’.

Activity 2 (Student’s Book page 26) 1. The arrows should have the same colour, design and ends as those illustrated on

page 26 of the Student’s Book. 2. Check that the student is able to save the file with the correct name, namely

‘Arrow Lines’. 3–5. Check that three more arrows have been added and that they differ from the

ones shown in the Student’s Book.

15


Activity 3 (Student’s Book page 28) 1. The final picture for each student should look like the illustration on page 28 of

the Student’s Book. Be sure to emphasise that the correct size and proportion of each square and rectangle relative to one another is important in this activity. Check that the students have used only squares and rectangles as instructed.

2. Check that the student is able to save the file with the correct name, namely ‘Squares’.

Activity 4 (Student’s Book page 30) 1. The final picture for each student should look like the illustration on page 30 of

the Student’s Book. Be sure to emphasise that the correct size and proportion of each shape relative to one another is important in this activity.

2. The students must have used circles and ovals to create the picture as well as a triangle and two star shapes.

4. Check that the student is able to save the file with the correct name, namely ‘Ovals’.

Support (Student’s Book page 30) 1. The graphics line is separate from any text and can be moved and resized

independently. 2. Graphics lines can end with arrowheads, dots or diamond shapes.

Homework (Student’s Book page 30) 1. Ovals, rectangles, pyramids, stars (or any other shapes available in the particular

word processing application being used). 2. Weight (thickness or width), colour, pattern, style (dotted, dashed, solid), ends. 3. The top object covers the one underneath (hides part, or all, of the bottom object).

Activity 5 (Student’s Book page 33)Check that the students’ solutions look like the sample answer file called ‘Modify Shapes 1.doc’ available on the Teacher’s Guide CD.

Activity 6 (Student’s Book page 33)Check that the students’ solutions look like the sample answer file called ‘Modify Shapes 2.doc’ available on the Teacher’s Guide CD.

Activity 7 (Student’s Book page 36)Check that the students’ solutions look like the sample answer file called ‘Move Shapes.doc’ available on the Teacher’s Guide CD.

Activity 8 (Student’s Book page 36)Check that the students’ solutions look like the sample answer file called ‘Move and Size Shapes 1.doc’ available on the Teacher’s Guide CD.

16

Unit 1: Graphics

Activity 9 (Student’s Book page 38)Check that the students’ solutions look like the sample answer file called ‘Move and Size Shapes 2.doc’ available on the Teacher’s Guide CD.

Activity 10 (Student’s Book page 40)Check that the students’ solutions look like the sample answer file called ‘Duplicate Shapes.ppt’ available on the Teacher’s Guide CD.

Activity 11 (Student’s Book page 43)Check that the students’ solutions look like the sample answer file called ‘Align Shapes.doc’ available on the Teacher’s Guide CD.

Homework (Student’s Book page 43) 1. The duplicate function creates a regularly spaced pattern while ordinary copy

and paste just places the copy slightly over the original shape. 2. Copy = Ctrl + C; Paste = Ctrl + V. 3. When you select a group of shapes and then use the ‘Align Middle’ function, the

middles of the shapes will be aligned with one another, across the page. 4. When you select a group of shapes and then use the ‘Align Center’ function, the

centres of the shapes will be aligned with one another, down the page. 5. Copy: The original selected area stays in place and an exact copy of the selected

area is available to be pasted in a new location. Move: The original selected area disappears from its original location and the selected area is pasted in a new location.

Activity 12 (Student’s Book page 45)Check that the students’ solutions look like the sample answer file called ‘Rotate Shapes.doc’ available on the Teacher’s Guide CD.

Activity 13 (Student’s Book page 48)Check that the students’ solutions look like the sample answer file ‘Fill Shapes.doc’ provided on the Teacher’s Guide CD. (The solution to the extension activity is also within that file on the CD.)

Activity 14 (Student’s Book page 51)Check that the students’ solutions look like the sample answer file called ‘Shape Borders.doc’ provided on the Teacher’s Guide CD. Check to see that each instruction has been followed exactly.

17


Exercise 1 (Student’s Book page 52)Check that the students’ solutions look like the sample answer file called ‘Shapes Exercise Answer.doc’ provided on the Teacher’s Guide CD. Check to see that each instruction has been followed exactly.

Activity 15 (Student’s Book page 56) 1–4. Check that the students’ solutions look like the sample answer file called

‘Import Graphics.ppt’ provided on the Teacher’s Guide CD. Check to see that each instruction has been followed exactly to create the image.

5–7. A file called ‘No Colours Allowed.bmp’ must have been created containing the image created in tasks 1 to 4.

Homework (Student’s Book page 56) 1. Importing graphics – bringing in a graphics object from another file. Exporting

graphics – sending a graphics object to another file. 2. A jPEG format is better. An image in jPEG format will have a smaller size than

the same image in BMP format. It is good ‘netiquette’ (that is, manners on the Internet) to send the smallest possible attachments on an email message.

3. CorelDRAW®, Adobe® Photoshop®, Picasa™, GIMP 4. Right click on the shape; choose the ‘Save as Picture’ option; choose the location

and type of image; enter the name of the image.

Activity 16 (Student’s Book page 58)Check that the students’ solutions look like the sample answer file called ‘Text in Graphics 1.ppt’ provided on the Teacher’s Guide CD. Check to see that each instruction has been followed exactly to create the image.

Activity 17 (Student’s Book page 61)Check that the students’ solutions look like the sample answer file called ‘Text in Graphics 2.doc’ provided on the Teacher’s Guide CD. Check to see that each instruction has been followed exactly to create the image.


Multiple-choice questions 1. B 2. D 3. D 4. A

18

Unit 1: Graphics

Short-answer questions 5. In underlined text, the underlining is part of the letter and cannot be moved

independently. A graphic line can be moved anywhere on the page and has specific properties of its own such as colour, weight, pattern and style.

6. Add a border, change the shape fill, transform the shape (flip, rotate). 7. Pattern fill – a limited selection of two-colour patterns, for example diagonal

lines. Texture fill – coloured images of different surfaces, for example marble. 8. Group the three shapes together first and then resize the group.

Answers to Assessment 1 (Student’s Book page 63)

Multiple-choice questions 1. A 2. C 3. B 4. B 5. B

Short-answer questions 6. Fill, outline, size, rotation (any three). 7. Right click on the shape (1 mark). Choose the ‘Save as Picture’ option (1 mark).

Choose the location and type of image, and enter the required name for the image (1 mark).

8. The same image saved as a bitmap image is much larger (1 mark) than when it is saved as a jPEG image (1 mark).

9. Handles are used to resize a shape (1 mark) and change its proportions (1 mark). 10. Five different shapes used (5 marks). Topic: World AIDS Day (1 mark). Design

made up of shapes and graphic lines (1 mark). Text added to some shapes (1 mark). Design shows originality (1 mark). Design is eye-catching (1 mark).

19


Topic 3: Working with Paint (Student’s Book pages 64 to 120)


Key skills:













• Select and use fonts in a clean, readable, and well-designed way.

Topic 2: Activities 9, 16, 17Topic 3: Activities 5, 18–20






Topic 2: Activities 16, 17Topic 3: Activities 5; 19, 20

• Advertise and market products created using computer applications

Topic 2: Activities 16, 17Topic 3: Activities 5, 20

20

Unit 1: Graphics




y Develop an appreciation for the environment and learn how to preserve it for the future.

Vocabulary to highlightAspect ratio, crayon, cut, flip, marker, opaque, palette, rotate, transparent, zoom

Suggested resourcesStudent’s Book; computers with a basic graphics application installed (for this topic a computer with a Windows® operating system installed on it is preferable, and preferably the Windows® 7 operating system), a computer available per student in the class if possible; Internet access if possible


y Lead the lesson with a simple demonstration, using the Paint application to draw a picture.

y Make sure that the students understand that Paint is a very useful, but limited, graphics application.


discussion. Students will work in pairs on Activity 1 and Exercise 1. For the rest of the activities, the students will have the opportunity to work individually to start developing the practical skills they need to work with Paint.

3 . Conclusion y Use the revision exercises to evaluate each student’s basic knowledge of Paint.

If at all possible show the students one or two more sophisticated applications such as CorelDRAW®, Adobe® Illustrator® or GIMP to further stimulate their interest in the graphics field.

21




2 . Remedial learningWhen using an application such as Paint, show the students who are struggling to understand what the basic tools do that they can simply move the mouse cursor over each button on the menu to see the name and a short description of what that button does. Make sure that they know how to use the Help function, and if possible show them where to find Paint tutorials on the Internet for more practice. Give the students plenty of time to experiment with using the various tools and discovering for themselves how easily they can create different pictures. Natural curiosity will lead the students to become excited about the different possibilities.

It is essential to walk around the class when the practical activities are being done to see how each student is progressing and to give assistance to those individuals who are struggling. Take time to show individuals or small groups of students who are struggling how to perform a specific task. Then, have them repeat your actions under supervision before attempting to complete their activity.

3 . Extension learningAllow the more advanced students to experiment with the various graphics tools available in Paint. Let these students report on their discoveries and show their artworks to the rest of the class. Be careful not to let these students get too far ahead with work that is still to be covered further on in the Student’s Book. Use the more advanced students to assist with helping some of those students who are struggling, as this is an invaluable strategy. Specific extension activities may be found on pages 67, 71, 81, 84, 96, 102 and 105 in the Student’s Book. Students who are more advanced can experiment with the other fill tools (‘Crayon’, ‘Marker’, ‘Oil brush’, ‘Natural pencil’ and ‘Watercolor brush’) when they have completed Activity 17, to encourage experimentation and investigation.

Suggested assessment Start the topic with an oral class discussion about ancient and modern art, using the images in the introductory activity as the starting point for the discussion. Assess each student’s insights informally. Be sure to draw as many students into the discussion as possible, paying special attention to the quieter and more reserved individuals in the class.

22

Unit 1: Graphics

The individual activities in the topic provide an opportunity to informally assess the level of understanding and progress of each student. Remember to walk around the class when the practical activities are being done to see how each student is progressing and to give assistance where necessary to those individuals who are struggling. This will give you a valuable insight into each student’s progress and alert you to those areas a student finds difficult. You can use the sample solution files for the activities available on the Teacher’s Guide CD to check the students work or to display the desired end result to the students.

The revision exercises at the end of this topic provide an opportunity for formal assessment using the model answers provided in the Teacher’s Guide.

AnswersIntroduction (Student’s Book page 64) 1. Rock painting is limited in colour and has an informal, rougher appearance,

while the computer generated image is colourful, detailed and structured. 2. Rock painting – natural pigments and charcoal. Computer generated picture – computer, computer mouse / mouse pen /

electronic stylus and a graphics application. 3. Design packaging, advertising material, greeting cards or graphics for decoration.

(Accept any other reasonable answers.)

Activity 1 (Student’s Book page 67)See how many of the tools the students can correctly identify from their previous experience. Do not be too worried about the students getting everything correct at this point, as all the tools will be covered in detail later on in this topic.

Activity 2 (Student’s Book page 71) 1–2. Check to see that each student is able to locate the Help function and the

information on the various tools. There is no correct or incorrect answer here as they are exploring the options available.

3–4. See that each student is able to create an end result that looks similar to the example on page 71 of the Student’s Book.

5. Check that each student is able to save the picture with the correct name (‘Paint Answer.bmp’).

Exercise 1 (Student’s Book page 72) 1. The ‘Text’ tool. 2. 1 = ‘Pencil’, 2 = ‘Airbrush’, 3 = ‘Calligraphy brush 1’, 4 = ‘Line’ tool, ‘Curve’ tool

and ’Fill with color’ tool.

23


Activity 3 (Student’s Book page 73) 1. New picture with the text ‘I am a budding artist’ created. 2. Check that each student has created a new folder called ‘Paint’ for him- or

herself and saved the new picture as ‘My Art’.3–4. When you create a new picture, the previous one is closed automatically. If you

have not saved the first picture, you will be prompted to save it first before the new one is created.

5. The ‘My Art’ image closed automatically, and the untitled image is a clean drawing area.

Activity 4 (Student’s Book page 77)When a student is finished, his or her picture should look like the illustration on page 76 of the Student’s Book. The emphasis here is to check that each student is able to use the airbrush tool effectively.

Activity 5 (Student’s Book page 77) 1. Check that each student is able to use both the airbrush tool and the eraser

tool effectively when creating his or her advertisement. The advertisement must be about the environment and a green colour must be prominent in the picture.

2. Suitable text must be added to the advertisement. 3. Check that each student has saved his or her picture with the name

‘Airbrush 2 Answer’. (The students can save their images in any format.)

Support (Student’s Book page 77) 1. ‘Color 1’ is the foreground colour. It is used for the borders of shapes and also

for all lines. ‘Color 2’ is the background colour. It is used to fill erased spaces and to fill shapes.

2. The colour picker picks up the colour used in a part of a picture and makes it the active colour.

3. You use the colour picker when you are trying to match an existing colour exactly or when trying to improve an existing picture – perhaps to block out something on the picture.

Test yourself (Student’s Book page 77) 1. In Paint, you cannot edit the text once you click away from the text box, but

you can in a word processor. 2. The ‘Line’ tool. 3. Use the ‘Eraser’ tool.

24

Unit 1: Graphics

Activity 6 (Student’s Book page 79)Check that the students’ solutions look like the sample answer file called ‘Boomerang.bmp’ provided on the Teacher’s Guide CD. Make sure that each student is able to save the file correctly with the correct name.

Activity 7 (Student’s Book page 81)Check that the students’ solutions look like the sample answer file called ‘Different Shapes.tif’ provided on the Teacher’s Guide CD. (The students can save their images in any format.) Here are some hints for creating the picture: y Start by drawing the hills using the ‘Curve’ tool. y Draw the house using a filled triangle for the roof and rectangles for the house,

door and window. y Create the moon by drawing a blue circle half over a yellow circle. y Fill the hills with black. y Draw the sides of the path using the ‘Curve’ tool. y Fill the night sky with the same blue used for the top circle used to create the

moon – so that the blue circle disappears. y If the student does the extension activity, he or she can add the stars using one

of the star shapes from the ‘Shapes’ drop-down menu.

Homework (Student’s Book page 82) 1. a) 2 and 4; (b) 1, 3, 5 and 6 2. A=2; B=4; C=3; D=5; E=1; F=6

Activity 8 (Student’s Book page 84) 1–5. Check that the students’ solutions look like the sample answer file called

‘Copy and Paste.bmp’ provided on the Teacher’s Guide CD. Make sure that each student is able to save the file correctly with the correct name. (The students can save their images in any format.)

6–7. If a student does the extension activity, check that the picture has been copied and pasted into a new word processing document and that it has been saved with the name ‘Copy and Paste 2’.

Activity 9 (Student’s Book page 86)Check that the students’ solutions look like the sample answer file called ‘Triangles Answer.bmp’ provided on the Teacher’s Guide CD. Make sure that each student is able to save the file correctly with the correct name. (The students can save their images in any format.)

Exercise 2 (Student’s Book page 87)Check that the students’ solutions look like the sample answer file called ‘Exercise 2 Answer.bmp’ provided on the Teacher’s Guide CD. Make sure that each

25


student is able to save the file correctly with the correct name. (The students can save their images in any format.)Hint: The triangle must be selected with the ‘Free-form selection’ tool before the triangle is moved and the background colour must be ‘Rose’ so that the rectangle stays filled with this colour after the triangle is moved. All other selections are done using the ‘Rectangular selection’ tool.

Activity 10 (Student’s Book page 88)Check that the solutions look similar to the sample answer file called ‘Duplicate Shapes.bmp’ provided on the Teacher’s Guide CD. (The students can save their images in any format.) The students may choose their own puzzle piece shapes, but at least one must be a rectangle and another one must be a star shape. Where the pieces have been removed, they must have been replaced by a light blue colour in the original image.

Homework (Student’s Book page 92) 1. B = ‘Flip horizontal’; C = ‘Flip vertical’; D = ‘Rotate left 90°’ 2. B = ‘Flip horizontal’; C = ‘Flip vertical’; D = ‘Rotate right 90°’

Activity 11 (Student’s Book page 93)Check that the students’ solutions look like the sample answer file called ‘Transform Shape.bmp’ provided on the Teacher’s Guide CD. (The students can save their images in any format.)

Case study (Student’s Book page 93)The answers here are a guideline only. The students may have found other correct answers as well. 1. A graphics designer creates designs to meet a client’s needs and budget. He

or she may use photography and/or computer-aided design. He or she uses graphics software.

2. A graphics designer needs a Bachelor’s degree in design or a diploma in design.

Homework (Student’s Book page 96) 1. Some polygons are the triangle (3 sides), the square (4 sides), the pentagon (5

sides) and the hexagon (6 sides). 2. Various answers are possible here, but a good reason would be to draw a shape

with three or more sides of various lengths. 3. Various answers are possible here, but a good reason would be to draw an

accurate shape with all its sides even in length. 4. Diamond

26

Unit 1: Graphics

Activity 12 (Student’s Book page 96)Check that the solutions look like the image on page 96 of the Student’s Book. The students can save their images in any format. (The solution file, ‘Polygons 1.tif’, is available on the Teacher’s Guide CD.)

Activity 13 (Student’s Book page 97)Check that the students’ solutions look like the sample answer file ‘Polygons 2.bmp’ provided on the Teacher’s Guide CD. (The students can save their images in any format.)

Exercise 3 (Student’s Book page 97)Check that the students’ solutions look as similar to the illustation on page 97 of the Student’s Book as possible. Hint: The eyes are created using the ‘Oval’ tool, and the ‘Line’ tool is used to create the lines on the elephant’s trunk.

Activity 14 (Student’s Book page 99)Check that the students’ solutions look like the sample answer file ‘Gradient.bmp’ provided on the Teacher’s Guide CD. (The students can save their images in any format.)

Activity 15 (Student’s Book page 100)Check that the students’ solutions look like the sample answer file ‘Pattern.tif’ provided on the Teacher’s Guide CD. (The students can save their images in any format.)

Activity 16 (Student’s Book page 101)Check that the students’ solutions look like the sample answer file ‘Easter Egg.bmp’ provided on the Teacher’s Guide CD. (The students can save their images in any format.)

Activity 17 (Student’s Book page 102)Check that the students’ solutions look like the sample answer file called ‘Airbrush Fill.bmp’ provided on the Teacher’s Guide CD. (The students can save their images in any format.)

Activity 18 (Student’s Book page 105)Check that the students’ solutions look like the sample answer file ‘Labels.bmp’ provided on the Teacher’s Guide CD. (The students can save their images in any format.)

Activity 19 (Student’s Book page 105) 1. There is a white block around the text that covers part of the underlying picture

and there is unnecessary blank white space to the right of the text. The background to the text box needs to be made transparent. The colour of the text should not be black as it would disappear in the picture. It could be white or another light colour.

27


2–4. Check that the students’ solutions look as similar to the sample answer file ‘Labels 2.tif’ provided on the Teacher’s Guide CD. (The students can save their images in any format.) The students could choose to change the colour of the text from black to a light colour, although this has not yet been covered. This process is simple and is done in the same way as in a word processor.

Activity 20 (Student’s Book page 108)Check to see that the students have done the following: y Shapes and text must have been used. y Different fonts, font sizes and styles must have been used. y The poster must advertise a cake sale to raise school funds.


Multiple-choice questions 1. C 2. B 3. C

Short-answer questions 4. a) A regular polygon is a shape that has three or more equal sides and equal

angles, while an irregular polygon has three or more sides of different lengths. b) Triangle, pentagon, hexagon, diamond (any three). 5. There will be unfilled areas inside letters such as ‘a’, ‘e’ and ‘o’. 6. To transform a shape means to change the way it looks. Shapes in Paint can be

flipped, rotated, skewed or resized.

28

Unit 1: Graphics

Topic 4: Working with clip art (Student’s Book pages 110 to 119)


Key skills
















Vocabulary to highlightBrightness, contrast, foreground

29


Suggested resourcesStudent’s Book; computers with a basic graphics application installed (for this topic a computer with a Windows® operating system installed on it is preferable, and preferably the Windows® 7 operating system), a computer available per student in the class if possible; Internet access if possible


y Complete the introductory activity on page 110 of the Student’s Book to check the students’ prior knowledge of clip art.

y Make sure that the students understand exactly what clip art is and that clip art images were all created orginally using a graphics application.

2 . Group and individual work y The introductory activity in this topic allows students to take part in a group

discussion. For the rest of the activities, the students will have the opportunity to work individually to start developing the practical skills they need to work with a graphics application.

3 . Conclusion y Use oral evaluation to see whether the students have grasped the fact that

clip art images have been created by graphic designers at some stage and that, just like any other image, clip art can be modified in graphics applications and even to some certain extent in office applications.

y Use the revision exercise and the assessment activity to evaluate each student’s basic knowledge of working with clip art and graphics applications.

Ability groups 1 . Remedial learning

The activities in this topic are relatively simple, but if some students struggle you need to deal with their problems individually. Walk around the class when the practical activities are being done to see how each student is progressing and to give assistance where necessary. Take time to show individuals or small groups of students who are struggling how to perform a specific task. Then have the students repeat your actions under supervision before attempting to complete the activity.

2 . Extension learningAllow the more advanced students to experiment with modifying clip art images. Let them explain their discoveries to the rest of the class. Use the more advanced students to assist with helping some of those who are struggling.

30

Unit 1: Graphics

Suggested assessmentStart the topic with an oral class discussion about clip art. Assess each student’s insights informally. Be sure to draw as many students into the discussion as possible, paying special attention to the quieter and more reserved individuals in the class.

The individual activities in the topic provide an opportunity to informally assess the level of understanding and progress of each student. Remember to walk around the class when the practical activities are being done to see how each student is progressing and to give assistance where necessary to those individuals who are struggling. This will give you a valuable insight into each student’s progress and alert you to those areas a student finds difficult. You can use the sample solution files for the activities available on the Teacher’s Guide CD to check the students work or to display the desired end result to the students.

The revision and assessment exercises at the end of this topic provide an opportunity for formal assessment using the model answers provided in the Teacher’s Guide.

AnswersIntroduction (Student’s Book page 110) 1. Clip art is a collection of pictures, photographs, sounds and movie clips that

may be used in applications, and that are supplied free of charge with that application. (Originally, the term referred to pictures only.)

2. Pictures, photographs, sounds and movie clips. 3. You can use clip art to illustrate a point in a document, to decorate a document

and to add animated illustrations to a document.

Activity 1 (Student’s Book page 113)Check the following for each student: 1–3. The maize clip art has been pasted into a Paint file. 4. Dark green strip added to leaf, and outline now the same colour as the corn. 5. Oval shape added around the head of maize. 6. Areas outside the oval erased. 7. Check that the students’ solutions look like the sample answer file called

‘Maize Clip Art Answer.tif’ provided on the Teacher’s Guide CD. (The students can save their images in any format.)

Activity 2 (Student’s Book page 116)Check the following for each student: 1. A clip art image of a tiger has been inserted into a word processing document. 2. Image of the tiger has been enlarged to fill width of the page. 3. Picture style has been changed to ‘Soft Edge Rectangle’. 4. Contrast increased by 30%.

31


5. The picture has been cropped to remove most of the background. 6. Check that the students’ solutions look like the sample answer file called

‘Tiger Clip Art Answer.doc provided on the Teacher’s Guide CD.

Activity 3 (Student’s Book page 118) 1–8. Use the following checklist to assess each student’s work.

Action ü û

Table copied into spreadsheet from the word processing document.

Ink cartridge image copied into the spreadsheet.

Recycling bin image copied into the spreadsheet.

Cycle diagram copied from the spreadsheet to the word processing document.

All items clearly visible.

9. The clipboard in the Microsoft® PowerPoint application contains all the images that were copied between the spreadsheet and the word processor applications.

Check to see that the students’ final products look like the sample answer files ‘Graphics Doc Answer.doc’ and ‘Graphics SS Answer.xls’ provided on the Teacher’s Guide CD.


Multiple-choice questions 1. B 2. B 3. C

Short-answer questions 4. CorelDRAW®, GIMP, Adobe® Photoshop®

5. A folder on your computer where all the clip art images are stored.

Paragraph questions 6. You can copy and paste from another document. You can also use the ‘Open’

function to navigate to a clip art folder and open the required clip art image in Paint.

7. Copy each image one by one. When you open the other application the copied images will be available on the clipboard to be pasted.

8. Use the magnifier to increase the size until you see individual blocks, and change the colour block by block.

32

Unit 1: Graphics


Multiple-choice questions 1. D 2. C 3. D 4. A 5. D 6. D 7. A

Short-answer questions 8. No pattern fill option in Paint (1 mark); the weight options are limited for the

border in Paint (1 mark); Paint offers border effects like crayon, oil, water colour and marker (1 mark).

9. Pentagon has five sides (1 mark); hexagon has six sides (1 mark). 10. It goes to the clipboard (1 mark), which is a special area in the computer’s

memory available to all applications (1 mark).

Paragraph questions 11. Draw a succession of oval shapes (1 mark) inside each other (1 mark), each one

smaller than the previous one (1 mark). These ovals must be centred on one another (1 mark), each one with a fill that is slightly lighter or darker than the previous one (1 mark).

12. Grouping shapes makes the shapes behave like one shape (1 mark). They can be ungrouped again and treated as separate objects once more (1 mark). When grouped together, the shapes can be moved and copied as one object (1 mark). Grouping allows the shapes to remain together in the same relationship to one another (1 mark).

33

UN

IT

2

Syllabus checklist: topics, general objectives and specific objectives in this unit

Topic 1: Introduction to ICT

General objectives Specific objectives Activity/Exercise number

Student’s Book page reference

9.1.1 Acquire knowledge of common communication technologies

9.1.1.1 List common communication technologies (radio, mobile phone, telephone, fax, email and Internet)

Activity 1 124

9.1.1.2 State how at least two communication technologies of choice function


125,126

9.1.2 Acquire knowledge of network concepts

9.1.2.1 Define the term network

9.1.2.2 List two main types of network as LAN and WAN

9.1.2.3 State the advantages and disadvantages of the two networks

Activity 4 129

9.1.3 Acquire knowledge on the use of the Internet

9.1.3.1 Define the terms Internet, WWW, web browser and email

Activity 5 131

9.1.3.2 List the hardware components of the Internet

Activity 6 133

9.1.3.3 Describe the use of the Internet

Activity 5 131

9.1.3.4 Create an email account

Activity 7 136

9.1.3.5 Retrieve and send messages using email

Activity 8 138

9.1.3.6 Access and retrieve information from educational websites on the Internet

Activity 9,Project

139,139

ICT in learning

34

Unit 2: ICT in learning

9.1.3.7 State some of the precautions to be taken when using the Internet

Activity 11 144

9.1.3.8 Evaluate and discuss advantages and disadvantages of using the Internet

Activity 10 142

Topic 2: Electronic media used in teaching and learning

9.2.1 Acquire knowledge on different electronic media

9.2.1.1 List common electronic media

Activity 1 148

9.2.1.2 State the use of the various electronic media used in teaching and learning; CD-ROM; CD-R; CD-RW; DVD

Activity 2 153

9.2.1.3 Evaluate the use of stated examples of electronic media in teaching and learning

Activity 2 153

Background informationIn this unit, the students will learn all about communication technologies including the use of the Internet, the World Wide Web and email. Students will be shown how use the Internet effectively for research, how to search effectively for information and how to use email correctly and efficiently. Practical activities will help strengthen these skills.

The students will learn about various electronic media that can be used in education. They will learn about digital storage media, their uses and their suitability for various purposes. The students will be introduced to modern technology such as interactive whiteboards and cloud computing and they will learn how this technology can benefit both teachers and students in education.

Students will develop their enquiry and critical-thinking skills and will be introduced to the use of modern technology to enhance their daily learning experiences. There is a growing demand for people qualified in the many diverse computer skills. For this reason, this unit seeks to develop the students’ interest in the exciting areas of the WWW and electronic technologies, and to develop their skills so that the students can cope with constantly-evolving computer technology.

35

Cultural and emerging themes and issuesLife skills: The skills the students will develop will encourage life-long learning and an interest in the ever-evolving world of computer and communications technology. Students will find answers through investigation, research and problem solving. Students will also develop practical skills that will equip them for a life surrounded by computer technology. Learning how to use the Internet, the WWW and email will equip the students well so that they can function effectively in the modern world.

Life skills/Gender: Students will learn that there are equal opportunities for both men and women in the computer field and that anyone can become qualified to work in the computer field. Students will also learn that communication technologies do not discriminate based on gender – anyone, male or female, can use these technologies.

Education for development: In Botswana, as elsewhere in the developing and developed world, there is a growing need for computer experts from the numerous fields in the industry to share their knowledge in order to build a sustainable economy. Communication technologies allow the economy and job opportunities to increase as it is possible for people in Botswana to communicate with potential business contacts all over the world.

Human rights: Students will learn that computer technology enables people with a wide range of disabilities to lead productive lives. They will also learn that they have a responsibility to others as they learn to work effectively in pairs and groups.

The students will learn that when using modern communication technologies people have a right to privacy and they must maintain this right while online. The students will also learn that they have responsibilities when online. Cyber-bullying is unacceptable. You have to respect the rights of another human being.

Environmental rights: Certain activities have an environmental theme, which helps to promote conservation awareness and a respect for nature.

Health issues: Issues such as HIV/AIDS awareness and other health issues are woven into some of the activities in a subtle manner to remind the students of these issues and to develop tolerance for those infected and affected by this disease.

36


Topic 1: Introduction to ICT (Student’s Book pages 122 to 145)


Key skills

• Display critical thinking, enquiry skills, problem-solving, creative and interpersonal skills through use of ICT

Topic 1: Activities 2, 3, 5, 6-11; ProjectTopic 2: Activity 2

• Use ICT to acquire knowledge through research Topic 1: Activities 5, 9, 11, ProjectTopic 2: Activities 1 and 2

• Use ICT to communicate electronically Topic 1: Activity 8

• Use computer technology for various purposes; present evidence of purposeful use of ICT (email, the WWW, CD-ROM)

Topic 1: Activities 1-9, 11; ProjectTopic 2: Activities 1, 2

• Use ICT literacy to meet real-life needs, or improve efficiency of work

Topic 1: Activities 5-9, 11; Project

• Develop life skills and talents that are needed in an ever-changing technological sphere; present evidence of purposeful use of ICT (email, the WWW, CD-ROM)

Topic 1: Activities 2, 6-11; Project

• Display knowledge of the social and economic effects of computer technology

Topic 1: Activities 2-4, 10, 11Topic 2: Activity 2

• Use ICT to support learning Topic 1: Activities 9, 11; ProjectTopic 2: Activity 2




y Develop an understanding of the digital divide and the importance of narrowing the gap.

Vocabulary to highlightConvergence, email server, ethernet, ISP, keyword, links, mast, offensive, port, wireless, social networks, spam, threat, webmail, web page, web server

37


Suggested resourcesStudent’s Book; computers with a web browser installed (a computer available per student in the class if possible); Internet access; newspaper advertisements and advertising flyers for computers and communication technologies; road map on the CD in the Student’s Book (in folder ‘Unit 2 Topic 1).


y Complete and discuss the introductory activity on page 122 of the Student’s Book. y Lead a general discussion on the influence of ICT on our daily lives and the

advantages ICT brings. Be sure to talk about the issue of convergence, where the borders between the functions of many devices are blurred. For example, some mobile telephones (cellphones) can access the Internet and have word processors and spreadsheet applications installed on them.


discussion. Students will also work in groups on Activities 1, 9 and 10. These activities lend themselves to interesting discussions where multiple viewpoints will give the students the opportunity to develop their own opinions. In Activity 2, the students will have the opportunity to work in pairs to solve a problem. For the rest of the activities, the students will have the opportunity to work individually to develop personal skills such as searching the WWW for information, and sending and receiving email messages.

3 . Conclusion y Use oral evaluation to see whether the students have grasped important

concepts such as safety online and the threats to privacy. Wrap up by having a final discussion on the influences of technology on our daily lives – both positive and negative.



2 . Remedial learningHelp the students who are struggling by engaging them in individual discussions about the areas they battle to understand. You may have to give certain students individual assistance when they start using the Internet, especially when they use a search engine for the first time.

38


Be sure to move around the class when the practical activities are being done to see how each student is progressing and to lend assistance where necessary to those individuals who are struggling.

3 . Extension learningThis particular topic lends itself to interesting discussions. Do not hesitate to engage in spontaneous class discussions whenever an interesting topic becomes apparent. Use this technique especially when dealing with the WWW, Internet searches and the use of email. An extension activity may be found on page 128 of the Student’s Book.

Suggested assessmentStart the topic with an oral class discussion about the various communication devices available today. Assess each student’s insights informally. Be sure to draw as many students into the discussion as possible, paying special attention to the quieter and more reserved individuals in the class. Use this tactic for all the group activities in this topic.

The various individual activities in the topic provide an opportunity to informally assess the level of understanding and progress of each student. Remember to walk around the class when the practical activities are being done to see how each student is progressing and to give assistance where necessary to those individuals who are struggling. This will give you a valuable insight into each student’s progress and alert you to those areas a student finds difficult.

Use the revision exercises at the end of this topic to assess each student’s knowledge formally.

AnswersIntroduction (Student’s Book page 122) 1. Possible answers could include: cellphones, cordless telephones, fax machines,

ADSL routers, computers with Internet access. 2. Cellphone, landline telephone, computer and email. 3. Answers will vary. 4. Satellite navigator – often known by a brand name such as Tom-Tom or Garmin.

Uses the Global Positioning System (GPS) to locate your position on the globe, and plots a route for you to follow to get to a given destination.

5. Sony Playstation, Xbox, Nintendo Wii.

39


Activity 1 (Student’s Book page 124) 1. A set of rules used for communication in computers. 2. a) GSM (Global System for Mobile communication) b) IP (Internet Protocol)

Activity 2 (Student’s Book page 125) 1. Approximately 270 km. 2. As each mast can reach a distance of 50 km when the radius is 25 km,

6 masts will be needed. (270 km divided by 50 = 5.4 masts, which we round up to 6 masts.)

3. Pilane, Mosomane, Dibete, Gonwapitse, Radisele. 4. Identify the closest mast and see whether you can organise a class trip for the

students to be able to draw the mast, or set this as a homework task.

Activity 3 (Student’s Book page 126) 1. Wi-fi works over relatively short distances, while GSM works over many

kilometres. Wi-fi is used for a variety of devices, while GSM has been specifically developed for use by cellphones.

2. Many devices now use the Internet Protocol so that they can access the Internet. This has led to convergence as not only computers can access the Internet but also cellphones, personal digital assitants (PDAs) and electronic book readers for example.

Homework (Student’s Book page 128) 1. MAN = Metropolitan Area Network; used by local government offices for

communication between branches or the various public libraries in a city, also used between various buildings on a university campus.

2. Router 3. Switch 4. The fibre optic cable is used for high-speed Internet connectivity. It is part of

a WAN.

Activity 4 (Student’s Book page 129)

LAN WAN

Speed Slower Faster depending on the technology used

Distance Relatively small – limited to a building Large – can be worldwide

Communication technologies

Ethernet (amongst others) IP (amongst others)

40


Advantages Computers can share information with one another.Communication within a LAN is fast.Devices such as printers and scanners can be shared. An Internet connection can be shared.Software can be shared.Security can be set up to control access.Because devices and software are shared, money can be saved on ICT.

You can communicate across a very wide area.Employees can share information across the world.Employees can easily work together on projects, even when they are on opposite sides of the world.

Disadvantages Communication is limited to within an organisation.A LAN can cost a lot of money to set up in the beginning.Technical knowledge is needed to set up and run a LAN.If security is not set up correctly, the information within the LAN will not be secure.It is possible for viruses to spread easily over a LAN.

Criminals can find a way to connect into an organisation’s WAN and change the data or cause problems with the network.Computer viruses, unwanted messages and pornography can spread easily across a WAN. Communication can be slow.Expert technical knowledge is needed to set up and run a WAN.

Activity 5 (Student’s Book page 131) 1. The Internet is made up of all the networks and computers in the world that

have been connected together to create the Internet. 2. The WWW or Web is the entire collection of all the web pages in the world,

while the Internet includes all the networks and computers in the world that have been connected together to create the Internet.

3. A computer application that allows you to display websites from the WWW. 4. Internet Explorer®, Mozilla Firefox®, Google™ (accept any other correct ones). 5. Yahoo!® Mail, Gmail™ (accept any other correct ones).

Activity 6 (Student’s Book page 133) 1. Computers, cabling, switches or hubs, routers, a public telephone system. 2. Public telephone system, an Internet Service Provider (ISP). 3. IBIS, Interswana, Global Internet Access (GIA), Mega Internet (accept any other

correct answers). ISPs change with time and so these answers may change. 4. Accept any relevant Botswana web addresses here (test them in a web browser if

necessary to confirm them).

41


Activity 7 (Student’s Book page 136)In this practical activity, move around the class and confirm that each student successfully creates an email account with a webmail company. If it is not possible for each student to complete this activity because of limited Internet access, demonstrate the process to the class.

Activity 8 (Student’s Book page 138)In this practical activity, move around the class and confirm that each student successfully sends and receives an email message. If it is not possible for each student to complete this activity because of limited Internet access, demonstrate the process to the class. In this case, if possible, call individuals to the front of the class to try it out.

Activity 9 (Student’s Book page 139)In this practical activity, move around the class and confirm that each student accesses the website successfully and navigates to a topic of interest. Should this website not be available, go to other educational websites such as an online encyclopaedia or NASA’s website. If it is not possible for each student to complete this activity because of limited Internet access, demonstrate the process to the class and have individuals come forward to try it out. In this case, try to give as many students as possible a chance.

Project (Student’s Book page 139)Assess the project using the following rubric:

4 2 1 0 Mark

Appear ance Professional, neat, tidy, logical, looks good

Generally well-presented, but could look better

Fairly well-presented, but fails to impress

Untidy, no care taken with present ation

Use of graphics Graphics make the articles look interesting and add to the success of the newsletter

Graphics used, but there are one or two places where they could have been better used

Graphics used, but they do not link in with the text OR they spoil the message

No graphics used

Page layout Excellent layout and design – space used well

Good layout, but one or two small changes can be made to make it better

Page not fully used, graphics added without any thought for their relation to each other

Only a small part of the page is used, or items are very small in relation to the page

42


Use of colour Excellent use of colour, greatly adds to the success of the newsletter

Very good use of colour, but takes some attention away from the content

Colour used, but does not contribute to the content in any way

No thought given to the use of colour

Originality of content

The report is a factual summary in the student’s own words, based on reliable research

The report is a factual summary mostly in the student’s own words, based on reliable research

The report is a factual summary at least 50% in the student’s own words, mostly based on reliable research

Content merely copied and pasted from a website, i.e. plagiarised (in this case give zero for the whole project)

Content based on several websites

Several websites used, only relevant, reliable sites used

Several websites used, but little attention paid to their relevance or reliability

At least two websites used, but no attention paid to their relevance or reliability

Single website used as a source

4 0

Topic Educational in nature Not relevant – popular topic, but not of educational value

2 0

References List of web addresses accessed as well as date accessed for each website provided

No references provided

TOTAL (30)

%

Activity 10 (Student’s Book page 142) In this group discussion, guide the students to ensure that they stay on the topic and that the discussion takes place in a controlled atmosphere of mutual respect for one another’s opinions. Possible topics that may be mentioned in the discussion could include: 1. Communicating with friends and family in distant places, finding interesting

information, online gaming, finding information for a successful project or assignment, making new friends online through social networking, using Facebook and Twitter.

2. Accidentally accessing pornography, meeting a scary person online, cyber-bullying on Facebook, Twitter or in chatrooms.

43


Activity 11 (Student’s Book page 144) 1. Social networking sites are websites geared towards social communication in an

informal manner. 2. Facebook allows you to share information, photographs, music and videos, and

send messages to people. Twitter is a so-called ‘micro-blog’ where you mainly send short text messages and start discussion threads or participate in them.

3. Find out information on specific topics from other people, conduct surveys, ask for help, share experiences, find out about other people’s experiences so that you can compare them with your own. (Any other relevant suggestions.)

4. Never give out your personal information. Be careful about trusting people on social websites – some people are not who they pretend to be.


Multiple-choice questions 1. A 2. C 3. A

Short-answer questions 4. Http is an ordinary website with no security (1 mark), https is a secure website

where you can safely conduct financial or private transactions (1 mark). 5. Computers can share information with one another (1 mark). Communication

within a LAN is fast (1 mark). Devices such as printers and scanners can be shared (1 mark). An Internet connection can be shared (1 mark). Software can be shared (1 mark). Security can be set up to control access (1 mark). Because devices and software are shared, money can be saved on ICT (1 mark). (Any three.)

6. It has an enormous amount of information (1 mark), which makes research for projects very easy (1 mark). It is also easy to do things like get information on holiday venues and accommodation (1 mark). Email makes nearly instant communication around the world possible (1 mark). Groups of people all over the world can work together on a project and share documents (1 mark). Distance education is possible on the Internet (1 mark). Students can get their tasks and submit their answers using the Internet (1 mark). They can also view recorded lectures at any time (1 mark). You can do your banking using the Internet instead of standing in queues at the bank (1 mark). You can buy and sell products using the Internet (1 mark). You can make friends with people on the other side of the world using chat rooms (1 mark). (Any three.)

7. Facebook, Twitter (Any other relevant example.)

44


Paragraph questions 8. Open your web browser. Enter the web address of a popular search engine such

as www.google.com or www.yahoo.com (1 mark). Enter search keywords such as elephants +Botswana. Look at the search results and try out the various links provided to locate relevant websites (1 mark).

9. Criminals can steal your identity information (1 mark). Criminals can steal your banking information (1 mark). There is now more pornography than ever before (1 mark). People can easily pretend to be someone that they are not (1 mark). Companies advertising their products and services can send you a lot of unwanted advertising very easily (1 mark). Viruses can change or delete important information on your computer (1 mark). Some websites can contain information that is completely untrue (1 mark). (Any three.)

10. Spyware tracks an Internet user’s Internet habits, and may even steal personal information (1 mark). A computer virus is a piece of software that deliberately damages files and data on a computer (1 mark).

45


Topic 2: Electronic media used in teaching and learningTime allocation: 3 lessons × 40 minutes (Student’s Book pages 146 to 155)

Key skills

• Display critical thinking, enquiry skills, problem-solving, creative and interpersonal skills through use of ICT

Topic 1: Activities 2, 3, 5, 6-11; ProjectTopic 2: Activity 2

• Use ICT to acquire knowledge through research Topic 1: Activities 5, 9, 11, ProjectTopic 2: Activities 1 and 2

• Use ICT to communicate electronically Topic 1: Activity 8

• Use computer technology for various purposes; present evidence of purposeful use of ICT (email, the WWW, CD-ROM)

Topic 1: Activities 1-9, 11; ProjectTopic 2: Activities 1, 2

• Use ICT literacy to meet real-life needs, or improve efficiency of work

Topic 1: Activities 5-9, 11; Project

• Develop life skills and talents that are needed in an ever-changing technological sphere; present evidence of purposeful use of ICT (email, the WWW, CD-ROM)

Topic 1: Activities 2, 6-11; Project

• Display knowledge of the social and economic effects of computer technology

Topic 1: Activities 2-4, 10, 11Topic 2: Activity 2

• Use ICT to support learning Topic 1: Activities 9, 11; ProjectTopic 2: Activity 2

Key attitudes y Develop desirable values, attitudes and behaviours towards the use of ICT in a way

that promotes cultural tolerance, good interaction with the environment and promotes family and community life.


Vocabulary to highlightCourse management system (CMS), encyclopaedia, interactive, learning management system (LMS), memory stick, personal digital assistant (PDA), social networking, virtual learning environment (VLE), web-based

Suggested resourcesStudent’s Book, computers with CD-ROM or DVD drives and USB ports, examples of CDs and DVDs – both blank and used. If possible there should be a computer available per student in the class, access to the Internet would be an advantage. If possible an interactive whiteboard and a data projector to show the students how they work.

46



y Have the students examine the pictures on page 146 of the Student’s Book. Run a class discussion on the two different situations depicted and then complete the introductory activity.

y Make sure that the students realise that electronic media can greatly aid the learning experience for both the student and the teacher.

2 . Group and individual work y In this topic, the students will take part as a group in a class discussion for

the introductory activity. For the rest of the activities the students will have the opportunity to work individually to develop their knowledge of the various electronic media. Take time to see that the students grasp the importance and benefits of new technologies such as cloud computing, before completing the activities.

3 . Conclusion y Use oral evaluation to see whether the students have grasped the positive role

that electronic media can play in education. Use the revision and assessment exercises to evaluate each student’s basic knowledge of electronic media in education.



2 . Remedial learningHelp the students who are struggling by engaging in individual discussions about the areas they battle to understand. Be sure to move around the class when the indivudual activities are being done to see how each student is progressing and to lend assistance where necessary to those individuals who are struggling.

3 . Extension learningThis particular topic lends itself to interesting discussions. Do not hesitate to engage in spontaneous class discussions whenever an interesting topic becomes apparent. Use this technique especially when dealing with new technologies such as cloud computing and Blu-ray discs. An extension activity may be found on page 153 of the Student’s Book.

47


Suggested assessmentStart the topic with an oral class discussion about the advantages that electronic media hold for education. Assess each student’s insights informally. Be sure to draw as many students into the discussion as possible, paying special attention to the quieter and more reserved individuals in the class.

The various individual activities in the topic provide an opportunity to informally assess the level of understanding and progress of each student.

Use the revision exercises at the end of this topic to formally assess each student’s knowledge of the use of electronic media in education. Use the assessment exercise to formally assess each student’s knowledge of ICT in education, including the Internet and other electronic media.

AnswersIntroduction (Student’s Book page 146) 1. Books, including encyclopaedias, magazines and pamphlets. 2. High volume of information, easy to access, research can be done at any time

of the day. 3. Appropriate music could set the mood for a poem or a story book (accept any

other suitable ideas).

Activity 1 (Student’s Book page 148) 1. C 2. A 3. B

Activity 2 (Student’s Book page 153) 1. The teacher can enhance a lesson with visual stimuli; summary notes about

the lesson can be easily displayed. 2. Cost – interactive whiteboards are very expensive; only one person can use it

a time. 3. Benefits: No need to buy expensive application software; can access documents

anywhere where there is a computer with an Internet connection. Disadvantages: You need to have a reliable and fairly high-speed

connection to the Internet to be able to use this service well. If your public telephone system has a problem, you will not be able to connect to the Internet. You lose some control over your documents because the documents are saved on equipment somewhere else in the world. If that equipment is not available for a short time, then you will not be able to get to your stored information.

48


4. E-learning is any learning that takes place using an electronic medium, including the Internet. Benefits: Able to work in own time at own pace; able to access assignments and learning material anywhere, any time; can submit assignments online.

5. The student can complete a study course at his or her own speed. The student can be at home and still get the course material and work tasks at any time of the day or night. A student who might not be able to go to school, college or university for some reason can use distance-learning courses to get a good education. A teacher can get a student’s work wherever the student or the teacher is. Both the student who uses the online system and the teacher who creates the course develop better IT skills without realising it. A well-developed online course can create an organised collection of information for the student from the huge amounts of information on the Internet.


Multiple-choice questions 1. C 2. D 3. B 4. A

Short-answer questions 5. Play music or movie clips (1 mark), store and transport work (for both the

teacher and the student) (1 mark), backup of files (1 mark). 6. Students actively involved in the lesson, get up out of seat and touch the screen

to complete a task, greater interest in the lesson stimulated (1 mark), students focused on the lesson material without realising it because they are captivated by the technology (1 mark).

7. Students are able to keep up to date with the lessons, homework and assignments (1 mark). They will know what work they have missed and can have all the assignments and homework up to date by the time they return to school (1 mark).

8. Social network websites make collaboration on group assignments easy (1 mark), captures the attention of the student for whom interaction with a social networking site is a daily habit (1 mark), tasks and assignments available online for the student to check (1 mark), student can ask for help while online in the social networking site (1 mark). (Any two.)

49



Multiple-choice questions 1. C 2. A 3. B 4. A 5. C 6. D

Short-answer questions 7. Criminals can steal your identity information (1 mark). Criminals can steal your

banking information (1 mark). There is now more pornography than ever before (1 mark). People can easily pretend to be someone that they are not (1 mark). Companies advertising their products and services can send you a lot of unwanted advertising very easily (1 mark). Viruses can change or delete important information on your computer (1 mark). Some websites contain information that is completely untrue (1 mark). You can easily feel there is too much information for you to handle (1 mark). (Any three.)

8. Do not reveal personal details and movements online (1 mark). Log off if you feel uncomfortable (1 mark). Be careful when you befriend strangers online (1 mark).

9. The Internet is the network of all the computers and communication media that are interconnected across the world (1 mark). The WWW (or Web) is the collection of all the websites in the world (1 mark).

10. A website (1 mark) that is used to locate other websites (1 mark) based on certain keywords (1 mark).

Paragraph questions 12. A network consists of interconnected computing devices that can communicate

with one another (1 mark). The main parts are: Computer (1 mark), Network card/port (1 mark), Communication medium (1 mark).

13. A website is a collection of web pages (1 mark) on a central theme (1 mark) located on a web server with a specific web address (1 mark). A web page is a single ‘page’ from a whole website (1 mark).

14. CD-ROM (Compact Disk – Read Only Memory): These disks have pre-recorded data, music or film clips on them (1 mark). The content cannot be changed by the user (1 mark), it can only be viewed or listened to.

DVD (Digital Video Disk or Digital Versatile Disk): These disks can store up to 7 times more data than a CD (1 mark). This means that DVDs are very useful for storing films. They can also store ordinary data (1 mark).

50


CD-RW (Compact Disk – Re-Writable): You can record and erase data (1 mark) on these disks many times (1 mark).

15. Electronic storage media make it easy for both teachers and students to move documents / tasks / projects / mark sheets between school and home (1 mark). Electronic media enhance the teaching process – for example, music on a CD can set the mood for a lesson, electronic encyclopaedias can assist with research and for illustrating a point in a lesson (1 mark). Interactive whiteboards involve students directly in the learning process and capture their attention (1 mark). Online learning systems make distance tuition and e-learning possible (1 mark). The Internet makes accessing huge amounts of information extremely easy when researching for an assignment or project (1 mark). Teachers can easily access many sources on the Internet to enhance their lessons. They can include text, images, video material and interactive material as well as educational games (1 mark). (Accept any other reasonable ideas.)

16. Facebook (1 mark) – people can discuss issues of common interest or exchange views on topics in which they share an interest (1 mark);

Twitter (1 mark) – people can discuss a topic under investigation (1 mark).

pearson education botswana (pty) ltd longman is an imprint ... · 8.1.1.1 define a graphics...

Documents