Huraian Sukatan Pelajaran ict16 040906

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Huraian Sukatan Pelajaran ict16 040906

  1. 1. KEMENTERIAN PELAJARAN MALAYSIAHURAIAN SUKATAN PELAJARANKURIKULUM BERSEPADUSEKOLAH MENENGAHINFORMATION AND COMMUNICATION TECHNOLOGYPusat Perkembangan KurikulumKementerian Pelajaran Malaysia2006
  2. 2. CONTENTSRukun Negara vFalsafah Pendidikan Kebangsaan viKata Pengantar viiIntroduction 1The Curriculum Specifications 1Recommended Approaches And Strategies For Teaching And Learning 2Curriculum Content 3Criteria For Schools Intending To Offer The Subject 5Suggested Readings 6Learning Outcomes And Specifications1.0 Information And Communication Technology And Society 72.0 Computer Systems 113.0 Computer Networks And Communications 144.0 Multimedia 195.0 Programming 236.0 Information Systems 26
  3. 3. RUKUN NEGARABAHAWASANYA negara kita Malaysia mendukung cita-cita untuk mencapai perpaduanyang lebih erat di kalangan seluruh masyarakatnya; memelihara satu cara hidup demokratik;mencipta masyarakat yang adil bagi kemakmuran negara yang akan dapat dinikmatibersama secara adil dan saksama; menjamin satu cara yang liberal terhadap tradisikebudayaannya yang kaya dan berbagai-bagai corak; membina satu masyarakat progresifyang akan menggunakan sains dan teknologi moden;MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha kamiuntuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip yang berikut:KEPERCAYAAN KEPADA TUHANKESETIAAN KEPADA RAJA DAN NEGARAKELUHURAN PERLEMBAGAANKEDAULATAN UNDANG-UNDANGKESOPANAN DAN KESUSILAANv
  4. 4. FALSAFAH PENDIDIKAN KEBANGSAANPendidikan di Malaysia adalah suatu usaha berterusan ke arahlebih memperkembang potensi individu secara menyeluruh danbersepadu untuk melahirkan insan yang seimbang dan harmonisdari segi intelek, rohani, emosi, dan jasmani, berdasarkankepercayaan dan kepatuhan kepada Tuhan. Usaha ini adalahbertujuan untuk melahirkan warganegara Malaysia yang berilmupengetahuan, berketerampilan, berakhlak mulia,bertanggungjawab dan berkeupayaan mencapai kesejahteraan diriserta memberikan sumbangan terhadap keharmonian dankemakmuran keluarga, masyarakat dan negara.vi
  5. 5. KATA PENGANTARUsaha menyempurnakan Huraian Sukatan Pelajaran ICT inimelibatkan banyak pihak iaitu pensyarah universiti, pensyarahmaktab, guru, pegawai kementerian pelajaran, dan tenagapakar dari sektor swasta.Huraian Sukatan Pelajaran Information and CommunicationTechnology (ICT) ialah dokumen yang memperincikanSukatan Pelajaran yang bertujuan untuk memenuhi cita-citamurni dan semangat Falsafah Pendidikan Kebangsaan danmenyediakan murid menghadapi arus globalisasi sertaekonomi berasaskan pengetahuan pada abad ke-21. Akhir kata Kementerian Pelajaran Malaysia merakamkansetinggi-tinggi penghargaan dan terima kasih kepada semuapihak yang telah memberikan sumbangan kepakaran, masadan tenaga sehingga terhasilnya Huraian Sukatan PelajaranICT ini.Dokumen ini menghurai dan mengembangkan kandunganserta menyarankan strategi pengajaran dan pembelajaranyang merangkumi pelbagai aktiviti dan penggunaan sumber.Di samping itu, huraian ini memberi hala tuju dan panduanuntuk mengoptimumkan hasil pembelajaran yang dihasratkan.Guru digalakkan menggunakan kreativiti untuk memilih,menyusun dan mengolah aktiviti mengikut kesesuaian murid.Huraian ini diharapkan dapat membantu guru merancang danmelaksanakan pengajaran dan pembelajaran secaraberkesan.(MAHZAN BIN BAKAR AMP)PengarahDalam melakukan aktiviti pengajaran dan pembelajaran, gurudiharap akan dapat memberikan penekanan pada unsurbernilai tambah, iaitu kemahiran berfikir, kemahiran teknologimaklumat dan komunikasi, kemahiran belajar cara belajar,kajian masa depan, kecerdasan pelbagai, pembelajarankontekstual, dan pembelajaran konstruktivisme. Di sampingitu, nilai murni dan semangat patriotik dan kewarganegaraantetap diutamakan. Semua elemen ini diharap dapatmemberikan keyakinan kepada murid dan boleh diaplikasidalam kehidupan harian dan dunia pekerjaan.Pusat Perkembangan KurikulumKementerian Pelajaran Malaysiavii
  6. 6. INTRODUCTIONInformation and Communication Technology (ICT) is apowerful medium that has become increasingly important tosociety. The introduction of ICT as an elective subject inMalaysian secondary schools will provide a valuable trainingground for students. This will help students relate their ICTlearning experiences to a progressive technology-based dailylife. The curriculum provides a platform for producing atechnologically capable work force. This will help meet thechallenges of a global economy.This subject is offered to all Form 4 and Form 5 students. Itaims to provide them with the knowledge, skills and valuesfrom several designated learning areas. It will also preparethem for the Sijil Pelajaran Malaysia (SPM) examination.THE CURRICULUM SPECIFICATIONSSuggested activities are incorporated as part of the teaching-learning strategy. It should be borne in mind that teachers arealso encouraged and expected to employ other effectivestrategies in line with the needs of the target group.What is it?The Curriculum Specifications is a document thatcontains detailed explanations of the basic informationrequired within the subject curriculum. It is designed asa teaching guide to help the teacher interpret andimplement the Information and CommunicationTechnology (ICT) syllabus in the classroom.Who is it for?This document is intended for ICT teachers teachingthe ICT subject at the Upper Secondary Level (Form 4and Form 5) of the Kurikulum Bersepadu SekolahMenengah (KBSM).What are the Learning Areas?The six learning areas are as follows:• Information and Communication Technology andSociety• Computer Systems• Computer Networks and Communications• Multimedia• Programming• Information SystemsWhat information does it contain?The ICT Curriculum Specifications contains thefollowing information:• The various topics and recommended duration ofeach topic• The learning outcomes of each topic whichdescribe the skills to be acquired by students atthe end of the allotted time1
  7. 7. • Suggested activities for each topic. Teachers arefree to select any or all of the recommendedactivities or to design their ownThe topics may be taught in any sequence withoutcompromising the quality of the curriculum. The teacher is notconfined to follow the order in which the topics are set out inthis document.RECOMMENDED APPROACHES ANDSTRATEGIES FOR TEACHING AND LEARNINGAppropriate teaching and learning approaches and strategiesare important for the achievement of the learning objectivesset out in the curriculum specifications. The teacher acts asan instructor or a facilitator depending on the types ofactivities and the learning outcomes.Teaching ApproachesInformation and Communication Technology (ICT) lessonsshould be conducted using the teaching approaches statedbelow.The Knowledge-Based ApproachThe knowledge-based approach in this curriculumrequires the teacher to act as an instructor. Theteacher is required to:• introduce the field of study in terms of concept,definition and terminology• show and demonstrate the various software,hardware and devices used in the learning areas• provide instructional guidance which will form thefundamental basis for students to grasp thecontent of the syllabus• encourage students to seek other sources ofinformation and reference, and to conductindependent study whenever necessaryThe Skill-Based ApproachThe skills-based approach emphasizes student-centredactivities with the teacher providing explanations andguidance whenever needed. As such, the teacherplays the dual role of instructor and facilitator, andshould:• provide hands-on guidance to students to helpthem acquire relevant skills in each learning area• guide students on standard operating proceduresinvolved in the various learning areas• encourage students to work systematicallyThe Task-Based ApproachTask-based activities are almost completely student-centred. The teacher’s role here will involve:• providing advice on project managementprocedures and task organization• monitoring the progress of student projects• giving advice, tips and recommendationswhenever needed• evaluating the outcome of students’ work2
  8. 8. Learning StrategiesThe Self-Directed, Self-Accessed, Self-Assessed and Self-Paced strategies (SeDAAP) are introduced within thisdocument.The SeDAAP strategy is designed to encourage students totake responsibility for their own learning and to develop self-reliance and self-confidence within the parameters of theassignments given. This strategy encourages thedevelopment of independent learners, facilitates the forging ofproductive work relationships among group members and alsoserves to foster student discipline.Self-Directed LearningIn self-directed learning, students determine the topicsthey want to learn within a particular content area.Self-Accessed LearningIn self-accessed learning, students search for andlocate information about specific topics from a varietyof sources not supplied by the teacher. Theseinformation sources may include reference books,magazines, CD-ROMs, the Internet, resource centresand libraries.Self-Assessed LearningIn self-assessed learning, students are encouraged toevaluate their own progress within a particular topic.This evaluation can be based on value judgements,self-reflection or observation as well as on criteria listsor evaluation rubrics provided by the teacher. Ifstudents decide that a particular topic or skill has beensatisfactorily learned, they can then move on to anothertopic.Self-Paced LearningIn self-paced learning, students determine their ownpace in acquiring the prescribed knowledge and skillsin the various content areas within the syllabus. Thisstrategy encourages step-by-step learning in whichstudents monitor their own progress.CURRICULUM CONTENTThe curriculum emphasizes the integration of knowledge,skills and values.KnowledgeThe knowledge to be acquired in the ICT curriculum consistsof concepts and facts about ICT as well as ICT terminology. Itincludes procedures in managing computer systems,sequential processes in developing products, andprogramming commands and syntax. It also integratesdiscussions on current issues related to ICT and theirimplications for the future.3
  9. 9. SkillsThe skills involved are communication skills, informationmanagement skills, managing computer systems andproblem-solving skills.The details of each skill are as follows :Communication SkillsCommunication skills refer to the process of gainingand disseminating information verbally or non-verbally.These involve:• Information sharing and dissemination• Production through various means includinggraphic presentation, sketching and proto-typingusing information technology• Identifying, elaborating on and interpreting variouspoints of view• Exploiting, accessing and processing technologieswith confidence and competence• Ensuring security of information distributionInformation Management SkillsInformation Management Skills provide opportunities todevelop information by:• maintaining the integration of information• using various inquiry techniques• identifying, searching, collecting, saving,accessing and processing information• categorising, analysing, synthesising andevaluating information• Presenting information clearly, logically,accurately and preciselyManaging Computer SystemsThis involves the use of computer hardware andsoftware for communications and problem-solving,including the ability to identify, assemble, arrange andmaintain the computer systems.Problem-Solving SkillsProblem-solving skills provide opportunities forstudents to apply ways and strategies to real-lifeproblems. These skills emphasize the following:• Logic and programming• Critical, creative, reflective and mantic thinking• Imaginative, initiative and flexibility• Identification, description, and re-interpretation ofproblems and analysis from various perspectives• Investigation, exploration and generation of ideas• Problem-testing and solutions• Making decisions based on experience and soundrationale• Process and product evaluation4
  10. 10. ValuesThe values in the ICT syllabus are diligence, accuracy,precision, confidence, responsibility, integrity, respect,cooperation, appreciation, courtesy and abiding by the ICTCode of Ethics.SCHOOL REQUIREMENTS FOR OFFERING THEICT SUBJECTSchools which intend to offer this subject must fulfil therequirements outlined below:Physical Facilities/Infrastructure• A fully-equipped computer laboratory with directaccess to the Internet, with at least 20workstations and one server• The ratio is one computer to one student.Workstations• Multimedia PC, minimum Pentium 3 or equivalentmicroprocessor with a minimum speed of 700MHz.• A minimum RAM of 128 MB• At least 10 GB of free space hard disk drive• Operating system: Minimum requirements -Windows98/Linux baseLocal Area Network (LAN)• All computers must be networked using theTCP/IP communications protocol with a minimumdata transfer rate of 10 MB per second.Server• Minimum Pentium 3 or equivalent microprocessor.• Minimum speed of 933 MHz• A minimum RAM of 256 MB• HDD of at least 40 GB• Operating system: Minimum requirements -Windows NT /Windows 2000 Server/Linux baseDigital Camera and Digital Video Camera• At least one workstation in the computer labshould be equipped with a Video Capture Card• At least one digital camera• At least one digital video cameraScanner• At least one scannerComputer Software (Standard software provided byMinistry of Education)• Word processor: Microsoft Word/Openoffice.org.writer• Electronic Spreadsheet: Microsoft Excel/ Openoffice.org.calc• Presentation Software: Microsoft PowerPoint/Open office.org.impress5
  11. 11. 6• Database: Microsoft Access• Programming Tool: Microsoft Visual Basic• Authoring Tool : ComIL• Web Browser : Any web browser• Web Editor: Any web editor• Video Editor : Video Capture Card Software orequivalent• Audio Editor: Any audio editor• Graphic Editor: Any graphic editorNote: All proprietary software must be licensedTeacher’s Qualifications• Diploma/Degree/Post Graduate Degree inComputer Science/Information Technology, orequivalent.Students’ Basic Requirement• Students must have basic computer skillsSUGGESTED READINGSReading Materials1. Shelly G.B, Cashman T.J, Vermaat M.E, Walker T.J.(2005) Discovering Computers 2006 : A Gateway toInformation, Course Technology.2. Bryan Pfaffenberger, Bill Daley (2003) Computers In YourFuture, Prentice Hall.3. Chua Chooi See (2000) Visual Basic 6 : A Step-by-StepGuide, Times Publication.4. Capron H.L, J.A. Johnson (2005) Computers: Tools Foran Information Age Eighth Edition, Prentice Hall.5. George Beekman (2004) Computer Confluence :Exploring Tomorrow’s Technology, Prentice Hall.6. Stephen McGloughlin (2001) Multimedia : Concepts andPractice, Prentice Hall.
  12. 12. 7LEARNING OUTCOMES AND SPECIFICATIONS1.0 INFORMATION AND COMMUNICATION TECHNOLOGY AND SOCIETY (6 WEEKS)TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES1.1.1 Overview of Information and CommunicationTechnology (ICT)1.1.1.11.1.1.2Define ICT.Describe the brief evolution of computers.1.1.2 ICT In Everyday Life: Education, Banking, Industry andCommerce1.1 Introduction toInformation andCommunicationTechnology(4 periods)1.1.2.11.1.2.21.1.2.3List the usage of ICT in everyday life.State the differences betweencomputerised and non-computerisedsystems.State the impact of ICT on society.Individual/Group task• List the differences betweencomputerised and non-computerised systems using searchengines.• Discuss and list the differencesbetween computerised and non-computerised systems.• Conduct a simple survey of ICTusage in the community.• Discuss the effects of controversialcontents on society.1.2.1 Definition1.2 Computer Ethicsand Legal Issues(6 periods)1.2.1.11.2.1.21.2.1.3Define Computer Ethics, Code of Ethics,Intellectual Property, Privacy, Computer Crimeand Cyber Law.Differentiate between ethics and law.State the need for intellectual property laws.
  13. 13. 8TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES1.2.2 Privacy1.2.2.11.2.2.2List ways to protect privacy.State authentication and verification methods/technologies.• Study on:- available technologies forauthentication and verification(include: what it is, where it isused, its efficiency, itsavailability)- common ethical practices(10 Commandments ofComputer Ethics)- computer criminals(examples: Kevin Mitnickand Aman Shah)1.2.3 Controversial Contents and Control1.2.3.11.2.3.2List effects of controversial contents on society:• Pornography• SlanderDescribe the process of filtering to controlaccess to controversial contents.1.2.4 Computer Crimes1.2.4.1 Explain the need for Cyber Law.1.2.4.2 Explain briefly the computer crimes below:• Fraud• Copyright Infringement• Theft• AttacksGroup Task• Brainstorming• Slide presentation in groups foreach topic
  14. 14. 9TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES1.3.1 Definition1.3.1.1 Define computer security. Individual/Group task• Conduct a study on effects ofcomputer security breaches on anorganization• Compile the study in a portfolio1.3.2 Security Threats1.3.2.1 Explain briefly the different threats tocomputer security:• Malicious code• Hacking• Natural disaster• TheftSecurity Measures1.3.31.3.3.1 Select the appropriate security measures toovercome the identified computer threats1.3 ComputerSecurity(6 periods)1.3.3.2 Apply the correct security procedures.• Antivirus• Anti-Spyware• Cryptography• Firewall• Data backup• Human aspectsActivity 1.3.3(Refer to provided module).• Visit any computer shop ororganization that uses any of thesecurity measures.
  15. 15. 10TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIESImpact of ICT on Society1.4 Current andFutureDevelopments(8 periods)1.4.11.4.1.11.4.1.21.4.1.31.4.1.4Locate information from various sources(example: Internet, library or magazines).Describe the impact of ICT on society.Present results in a clear, concise manner.Display cooperation in conducting study.Group taskPortfolio: A compilation of informationon any of the issues below:• Copyright and Piracy from moraland legal standpoints.• Lack of security and its effects onindustry/economy/ government.• Malaysian Cyber law, electronicgovernment law.Individual/Group taskSlide Presentation on any of thetopics below:• Phishing• Virus- Trojan Horse- Salami Attack• Hacking• Security measures- Biometrics(Fingerprint, IrisScan)- Authentication
  16. 16. 112.0 COMPUTER SYSTEMS (10 WEEKS)TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES2.1.1 Overview of Computer Systems2.1.1.12.1.1.22.1.1.3Define computer systems.State the meaning of input, process, output andstorage.Describe the information processing cycle whichincludes input, process, output and storage.Individual taskComplete a task sheet (a blockdiagram) on ‘The Computer System’.2.1.2 Data Representation2.1.2.1 State the relationship of data representation: bit,byte and character.2.1.3 Introduction to Binary Coding2.1.3.1 Explain the function of ASCII code.2.1.4 Data Measurement2.1 System Concept(6 periods)2.1.4.1 State the units of data measurement:• Bit• Byte• Kilobyte (KB)• Megabyte (MB)• Gigabyte (GB)• Terabyte (TB)Identify the units used in data and clockspeed measurements.2.1.5 Clock Speed Measurement2.1.5.1 State the units of clock speed measurement:• Megahertz (MHz)• Gigahertz (GHz)
  17. 17. 12TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES2.2.1 Input Devices2.2.1.1 Identify the input devices used for text, graphic,audio and video.2.2.2 Output Devices2.2.2.1 Identify the output devices used for text, graphic,audio and videoRetrieve photos of input and outputdevices from the Internet or otherresources.2.2.3 Motherboard2.2.3.1 Identify the location of the central processing unit(CPU), expansion slots, expansion cards, RAMslots, ports and connectors on the motherboard.2.2 Hardware(12 periods)2.2.4 Storage2.2.4.1 Explain types and functions of :• primary storage (RAM, ROM)• secondary storage (magnetic mediumoptical medium, flash memory)Hands-on.1. Teacher shows different parts andcomponents of the motherboard.2. Students identify the parts andcomponents of the motherboardIndividual taskDifferentiate between primary andsecondary storage by completing a tasksheet.2.3.1 Operating System (OS)2.3.1.12.3.1.22.3.1.3State the various types of OS used on differentplatforms.State the functions of OS.State the different interfaces of OS.Collect information on different OS fromrelevant materials or the Internet.Collect information on differentapplication software from relevantmaterials or the Internet.2.3.2 Application Software2.3 Software(6 periods)2.3.2.12.3.2.2State the types of application software (wordprocessing, spreadsheet, presentation, graphic).Describe the uses of application software (wordprocessing, spreadsheet, presentation, graphic).Collect information on differentapplication software from relevantmaterials or the Internet.
  18. 18. 13TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES2.3.3 Utility Program2.3.3.1 Differentiate between the types and usage of utilityprogrammes (file management, diagnostic and filecompression).2.3.4 Proprietary and Open Source Software2.3.4.1 Differentiate between proprietary and open sourcesoftware.1. Find information on different types ofproprietary and open source OS andapplication software.2. Find, download and explore one opensource application software and giveyour comment.2.4.1 Personal Computer (PC) Assembling2.4.1.12.4.1.2Assemble the components of a PC.Display cooperation in assembling the componentsof a PC.Group task(Refer to provided module)• Assemble components.• Follow step-by-step installationinstructions provided.• Test the functionality of the PC.2.4.2 Hard Disk Partitioning and Formatting2.4.2.1 Format and partition the hard disk.2.4.3 Software Installation2.4 Installation(12 periods)2.4.3.1 Install operating system, application software andutility programs.2.5.1 Latest Open Source Software Available2.5.1.1 Explain the latest open source OS and applicationsoftware available in the market.2.5.2 Latest Development In ICT2.5 Current andFutureDevelopments(4 periods)2.5.2.12.5.2.2Explain the latest ICT hardware and softwareExplain pervasive computing.Collect related information on opensource software and compile it into aportfolio/digital portfolio.
  19. 19. 143.0 COMPUTER NETWORKS AND COMMUNICATIONS (8 WEEKS)TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES3.1.1 Definition3.1.1.13.1.1.2Define computer networks.Define communications.3.1.2 Importance of Computer Network3.1.2.1 State the importance of computer networks andcommunications.Group taskCite examples in immediateenvironment to show the importance ofnetwork and communication.3.1.3 Types of Networks3.1.3.13.1.3.2Define types of computer networks:• Local Area Network (LAN)• Metropolitan Area Network (MAN)• Wide Area Network (WAN)Differentiate between the three types of computernetworks.3.1.4 Network Architecture3.1 Basic Concepts ofComputerNetworks andCommunications(6 periods)3.1.4.1 Define two types of network architecture:• Client/Server• Peer-to-PeerGroup taskRetrieve information on types ofnetwork architectures from relevantmaterials and the Internet3.1.5 Network Topology3.1.5.1 State three types of network topologies:• bus• ring• starIndividual taskPrepare a graphic representation of thedifferent types of network topology
  20. 20. 15TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES3.1.5.2 Differentiate between the three types of networktopology.Group TaskRetrieve information from relevantmaterials and the Internet.3.1.6 Protocol3.1.6.1 Define Transmission Control Protocol/InternetProtocol (TCP/IP) as a protocol to facilitatecommunication over computer network.3.1.7 Internet, Intranet, Extranet3.1.7.1 Describe the types of network communicationstechnology:• Internet• Intranet• ExtranetVisit Internet Provider such as TMnetand Mimos.3.2.1 Devices3.2 HardwareRequirements(8 periods)3.2.1.1 Identify the devices needed in computer networkcommunication :• Network Interface Card (NIC)• Wireless Network Interface Card• Modem (internal and external)• Hub / Switch• Router• Wireless Access PointIndividual taskList the various network devicesrequired to set up client/server network.3.2.1.2 State the functions of the following:• Network Interface Card (NIC)• Wireless Network Interface Card• Modem (internal and external)• Hub / Switch• Router• Wireless Access PointIndividual taskRetrieve information on the function ofthe stated devices from relevantmaterials and the Internet.
  21. 21. 16TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES3.2.2 Medium3.2.2.1 Identify various types of cables such asUnshielded Twisted Pair (UTP), Shielded TwistedPair (STP), Coaxial and Fibre Optic Cable.Individual taskLabel correctly pictures of differenttransmission media.3.2.2.2 Identify various types of wireless transmissionmedia such as infrared, radio wave and satellite.3.3.1 Server Software3.3.1.1 Define Network Operating System. Individual taskRetrieve information from books and theInternet.3.3.1.2 Name various Network Operating SystemSoftware.3.3.2 Client Software3.3 SoftwareRequirements(4 periods)3.3.2.1 State the functions of various client software. Group taskState the functions of the following:• web browser (Internet Explorer,Firefox)• email client (Outlook Express,Thunderbird)• network utilities (Ping, Trace Route)• network file manager (NetworkNeighbourhood, My Network Places)
  22. 22. 17TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES3.4.1 Installation of Network Interface Cards (NIC)3.4.1.13.4.1.2Insert network interface cards (NIC).Install drivers for the NIC.3.4.2 Cable Crimping and Testing3.4.2.13.4.2.2Crimp and test UTP cable• Straight cable• Crossed cableCreate awareness of the correct way whencrimping a cable.Group task(Refer to provided module).1. Insert NIC correctly.2. Follow step-by-step installationinstructions provided.3.4.3 Configuration and Testing of Network3.4.3.1 Configure the workstation to join a Local AreaNetwork :• Internet Protocol (IP) Address• Subnet Mask• Server name3.4 Setting NetworkFacilities(12 periods)3.4.3.2 Test the network connection. Individual/ Group taskPing the server from the configuredworkstation.3.4.4 Share Data3.4.4.1 Create a shared folder. Individual/ Group task• Set up a shared folder.• Save a file in the shared folder.• Access the file in the shared folderfrom other workstations.
  23. 23. 18TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES3.5.1 Latest Development In Networks and Communications3.5 Current andFutureDevelopments(6 periods)3.5.1.1 Describe• Mobile Computing (specifications,services, frequencies)• Internet Technology and Services(VOIP, BLOG)• Types of network (examples: PAN,VPN, WLAN, WIMAX)Individual task• Study on any of the chosen topic andsave the document in the sharedfolder.• Write a short report (minimum of 350words) and save the document in theshared folder.
  24. 24. 194.0 MULTIMEDIA (9 WEEKS)TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES4.1.1 Definition of Multimedia4.1.1.1 Define multimedia. Individual taskCollect and discuss information aboutthe concept of multimedia .4.1.2 Multimedia in Various Fields4.1.2.1 Identify the use of multimedia in various fields. Individual taskGive examples of various applicationsof multimedia and discuss theircontributions to the society.4.1.3 Interactivity of Multimedia4.1.3.1 Differentiate between the characteristics of linearand non-linear multimedia.4.1.4 Medium of DeliveryIndividual taskDiscuss the characteristics of linear andnon-linear multimedia.4.1 MultimediaConcepts(6 periods)4.1.4.1 Compare and contrast the mediums of delivery formultimedia applications:• web-based• CD-basedIndividual taskDiscuss the similarities and differencesbetween mediums of multimediaapplication delivery.4.1.5 Multimedia Elements4.1.5.1 Identify the multimedia elements:• text• audio• video• graphics• animationIndividual taskMatch multimedia elements with therespective standard file formats.
  25. 25. 20TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES4.2.1 Hardware4.2.1.1 Identify hardware that can be used to producemultimedia products:• scanner• video camera• camera• audio devices• video capture devicesGroup taskScan pictures using scanner.Group taskCapture images and motions usingcamera and video camera.Group taskCapture sound, music, narration orspecial effects using audio devices.Group taskCapture video from video tape, laserdisc or camera using video capturedevices.4.2.2 Editing Software4.2.2.1 Identify editing software that can be used toproduce multimedia elements:• text editor• graphics and image editor• audio editor• video and animation editorIndividual taskCollect information on popularmultimedia editing software from printedmaterials or the Internet.4.2.3 Authoring Tools4.2 Hardware andSoftware(6 periods)4.2.3.1 Define the various concepts in authoring tools:• time frame concept• icon concept• card conceptIndividual taskProduce a portfolio on various conceptsused by the specific authoring tools.
  26. 26. 21TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES4.2.4 Web Editor4.2.4.1 Describe and give examples of web editors:• text-based• WYSIWYGIndividual taskCollect information on web editors fromprinted materials or the Internet.4.3.1 User Interface Principles4.3.1.14.3.1.2State user interface principles.Apply suitable user interface principles in a project.Individual taskCollect information on user interfaceprinciples from the Internet.4.3.2 Development Team4.3.2.1 State the role of each member in a developmentteam (examples: project manager, subject matterexpert, instructional designer, graphics artist,audio-video technician and programmer).Group taskForm a development team, consisting ofa project manager and assign memberswith respective responsibilities based onthe module.4.3.3 Multimedia Production4.3.3.1 Describe the phases in multimedia production:• analysis• design• implementation• testing• evaluation• publishingIndividual taskCollect information on multimediaproduction phases from printedmaterials or the Internet.4.3 MultimediaDevelopment(24 periods)4.3.3.2 Apply all the phases of multimedia production toproduce an interactive educational multimediaproject.Group taskProduce an interactive educationalmultimedia project based on themodule.
  27. 27. 22TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES4.4.1 Immersive Multimedia4.4 Current andFutureDevelopments(4 periods)4.4.1.1 Give an example of immersive multimedia ineducation, business or entertainment.Group taskProduce a portfolio about the exampleof immersive multimedia in education,business or entertainment.
  28. 28. 235.0 PROGRAMMING (10 WEEKS)TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES5.1.1 Define Program and Programming Language5.1.1.15.1.1.2State the definition of program.State the definition of programming language.Individual taskCollect information on definition of theprogram and the programminglanguage from printed materials or theInternet.5.1.2 Levels and Generations Of Programming Languages5.1.2.15.1.2.2Identify the generations of low-levelprogramming languages with examples.Identify the generations of high-levelprogramming languages with examples.Individual taskDraw a hierarchy chart to classify thegenerations of each level ofprogramming language.5.1.3 Programming Language Approaches5.1 BasicProgrammingConcepts(10 periods)5.1.3.15.1.3.25.1.3.3Define structured approach in programming.Define object-oriented approach in programming.Differentiate between structured approach andobject-oriented approach in programming.Individual taskCollect information on differentprogramming language approachesfrom printed materials or the Internet.Individual taskProduce a compare and contrast tableon structured approach and object-oriented approach in programming.5.1.4 Translator5.1.4.1 Describe the translation method of programmingusing assembler, interpreter and compiler.Individual taskWrite an essay on how the assembler,interpreter and compiler work.
  29. 29. 24TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES5.1.5 Basic Elements In Programming5.1.5.15.1.5.25.1.5.35.1.5.4Differentiate between constants and variables.Differentiate between the data types: Boolean,integer, double, string and date.Differentiate between mathematical and logical(Boolean) operators.Differentiate between sequence control structureand selection control structure.Individual taskDraw a chart or table to illustrate theunderstanding on constants andvariables.Individual taskDraw a chart or table to illustrate theunderstanding on different data types.Individual taskDraw a chart or table to illustrate theunderstanding on the mathematical andlogical (Boolean) operators.Individual taskFind out a simple flow chart for bothstructures from printed materials or theinternet.5.2.1 Program Development Phases5.2 ProgramDevelopment(24 periods)5.2.1.1 Describe the five main phases in programdevelopment:• problem analysis• program design• coding• testing and debugging• documentationIndividual taskCollect information on programdevelopment phases from printedmaterials or the Internet.
  30. 30. 25TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES5.2.2 Develop a program5.2.2.1 Apply program development phases to solveproblems.Individual taskDevelop a simple program using VisualBasic based on the module.5.3.1 Latest Programming Languages5.3 Current andFutureDevelopments(6 periods)5.3.1.1 Find out the latest programming languages:• fifth generation language• natural language• OpenGL (Graphic Library)Group TaskCollect information on the latestprogramming languages from printedmaterials or the Internet.
  31. 31. 266.0 INFORMATION SYSTEMS (10 WEEKS)TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES6.1.1 Definition6.1.1.1 Give the meaning of data, information andinformation systems.Individual taskDraw a mind map on data, informationand information systems.6.1.2 Usage of Information Systems In Various Fields6.1.2.1 State the usage of Information Systems ineducation, business and management.Individual taskCollect information on usage ofInformation Systems in education,business and management from printedmaterials or the Internet.6.1.3 Information System Components6.1 Concepts ofInformationSystems(6 periods)6.1.3.16.1.3.26.1.3.3List the Information System components:• data• hardware• software• people• procedureDefine each of the Information Systemcomponents.Describe the interrelation between informationsystem components using a diagram.Individual taskDraw a mind map on the five main IScomponents based on a given scenario.Individual taskDiscuss how data, hardware, software,people and procedure are interrelated ininformation system environments.Individual taskDraw a diagram showing theinterrelation between informationsystem components.
  32. 32. 27TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES6.1.4 Types of Information Systems6.1.4.1 List five types of Information Systems:• Management Information System (MIS)• Transaction Processing System (TPS)• Decision Support System (DSS)• Executive Information System (EIS)• Expert System (ES)/Artificial Intelligence(AI)Individual taskCollect information on the five types ofIS from printed materials or the Internet.6.1.4.2 State the usage of each type of informationsystem.Individual taskList and provide examples of the typesof information systems.6.1.5 Hierarchy of Data6.1.5.16.1.5.2Define bit, byte, field, record, and fileState the hierarchy of data:• Bit → Byte (Character) → Field → Record→ File → DatabaseIndividual taskCollect information on bit, byte, field,record, file and database from printedmaterials or the Internet.Individual taskDraw a diagram to illustrate thehierarchy of data.
  33. 33. 28TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES6.2.1 Definition6.2.1.16.2.1.2Define database and Database ManagementSystems (DBMS).List the benefits of using database.Individual taskProduce a comparison table ondatabase and DBMS.Group taskBrainstorm and record the findings in areport.6.2.2 Features6.2.2.1 State the relationship between attribute (field), row(record) and relation (file).Individual taskShow the relationship between attribute,row and relation on a chart or table.6.2.2.26.2.2.36.2.2.46.2.2.5Define the primary key and foreign key.State the importance of the primary key.Differentiate between the primary key and foreignkey.State the importance of relationship between theprimary key and foreign key.Individual taskCollect information on primary key andforeign key from printed materials or theInternet.Individual taskDraw a simple diagram to show therelationship.6.2.3 Database Objects6.2 Software(8 periods)6.2.3.1 Define the following database objects/ tools: Table,form, query, report.Individual taskCollect information on four databaseobjects/ tools from printed materials orthe Internet.
  34. 34. 29TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES6.2.3.2 Identify table, query, form and report as databaseobjects/ tools.Individual taskIdentify the four database objects/ toolsin Microsoft Access.6.2.4 Data Manipulation6.2.4.1 List the basic operations of data manipulation:• Update• Insert• Delete• Retrieve• Sort• Filter• SearchIndividual taskCollect information on the basicoperations of data manipulation fromprinted materials or the Internet.6.2.4.2 State the usage of basic operations in datamanipulation.Individual taskCollect information on the usage ofbasic operations in data manipulationfrom printed materials or the Internet.6.3.1 Phases of Systems Development6.3 DatabaseDevelopment(22 periods)6.3.1.1 Describe the phases of systems development:• Analysis• Design• Implementation• Testing• Documentation• MaintenanceIndividual taskCollect information on the phases ofsystems development from printedmaterials or the Internet.
  35. 35. 30TOPICS LEARNING OUTCOMES SUGGESTED ACTIVITIES6.3.2 Develop A Database Project6.3.2.16.3.2.26.3.2.36.3.2.46.3.2.56.3.2.66.3.2.76.3.2.86.3.2.96.3.2.106.3.2.116.3.2.12Identify a project.Identify the project requirements.Classify project requirements into two tables.Design database tables.Create a database.Create two tables that include the primary key ineach table.Build a relationship between two tables.Enter data into the table.Create a form that relates to the table content.Create a query to retrieve required information withone or more conditions.Generate a report.Gather all the documents from the above phasesinto a folio.Individual taskCreate a database that has tables,relationships, forms, queries and reportsbased on the module.6.4.1 Web-based Application6.4 Current andFutureDevelopments(4 periods)6.4.1.1 Find out current developments in computerinformation systems.Group taskProduce a portfolio about currentdevelopments in computer informationsystems.

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