Oxford excellence for the Caribbean

,.

OXFORD
Oxford excellence for the Caribbean

Just Click
for the Caribbean
THIRD EDITION

Howard Lincoln
Alison Page
Jennylene
Smith-Drayton
Glenda Gay
Denzle Murray
Ramesh Outar
Janice Steele OXFORD
UNIVERSITY PRESS
Section 1 7
Unit 1 Using computers safe ly 8
1.1 Danger in the computer lab 8
1.2 Staying safe in the computer lab 10
Unit 2 The basics of computer systems 12
2.1 W hat is a computer? 12
2.2 Types of computer 14
2.3 Computer hardware 16
2.4 Computer software 18
2.5 Development of computers 20
2.6 How computers are changing ou r lives 22
2.7 The computer desktop 24
2.8 Using your keyboard and mouse 26
2.9 Ed iting a docu ment 28
2.10 Saving and printing a docu ment 30
Unit 3 Computers and communication 32
3.1 The technology of communication 32
3.2 Using computers to communicate 34
3.3 Computer networks 36
3.4 Find ing informat ion on the web 38
3.5 Send ing an email 40
Unit 4 Computer ethics 42
4.1 W hat is ethical behaviour? 42
4.2 Intellect ual pro perty rights 44
4.3 Find ing reliab le information 46
Unit 5 Careers in computing and IT 48
5.1 Computers and the world of wo rk 48
5.2 A creative career in computing 50
5.3 A techn ical career in computing 52
Unit 6 Introductio n to problem-solving 54
6.1 W hat is problem-solving? 54
6.2 Investigatio n and research 56
6.3 Developing solutions 58
6.4 Describing so lutions 60
Unit 7 Word processing 62
7.1 W hat is word processing? 62
7.2 Entering text 64
7.3 Moving text 66
 . .

7.4 Formatting text 68

7.5 Using lists fo r layout 70
7.6 Using tables for layout 72
7.7 Using co lumns for layout 74
7.8 Inserting pictures 76
7.9 Making changes to pictures 78
7.10 Reviewing documents 80
7.11 Mail merge 82
7.12 Using data fi les in mail merge 84

Unit 8 Desktop publishing and presentations 86

8.1 W hat is desktop publishing? 86
8.2 Using templates in desktop publishing 88
8.3 Using text and images in desktop publishing 90
8.4 Making a presentatio n 92
8.5 Add ing slides 94
8.6 Themes and images 96
8.7 Animat io n and transitions 98
End of Sectio n 1 questio ns and activities 100

Section 2 103
Unit 9 Maintaining your computer 104
9.1 Maintaining you r computer 104
9.2 Determ ining systems requirements 106

Unit 1OHardware and software 108

10.1 The Central Processing Un it 108
10.2 Computer sto rage 110
10.3 Input devices 112
10.4 Output devices 114
10.5 System software 116
10.6 Applicatio n software 118

Unit 11 Data communication and networks 120

11 .1 Data commu nicatio n 120
11.2 Data transmissio n med ia - w ired 122
11.3 Data transmissio n med ia - w ireless 124
11.4 Using transmissio n med ia in the real world 126
11.5 Netwo rk protocols for data transmissio n 128

Unit 12 Digital data and binary numbers 130

12.1 Digital data 130
12.2 Binary numbers 132
12.3 More about b inary 134
. .

Unit 13 Using the Internet for learning 136

13.1 Using the Internet respo nsib ly and legally 136
13.2 Effective web searching 138
13.3 Choosing reliable content 140
13.4 Using citations 142
Unit 14 IT in the workplace 144
14.1 The IT department 144
14.2 The changing world of work 146
Unit 15 Multimedia presentations 148
15.1 Mu ltimedia authoring 148
15.2 Creating multimedia 150
15.3 Make a mu ltimedia presentation 152
15.4 Usingvideo in multimedia 154
15.5 Mu lti media project 156
Unit 16 Problem solving with algorithms 158
16.1 Using algorith ms for problem-solving 158
16.2 Simple flowcharts 160
16.3 Making decisions to solve problems 162
16.4 Using logical tests in problem-solving 164
16.5 Writing algo rith ms in pseudocode 166
Unit 17 Using s preads heets 168
17.1 What is a spreadsheet? 168
17.2 Ed iting and formatting 170
17.3 Using formulae 172
17.4 Spreadsheet fu nctio ns 174
17.5 Starting a new spreadsheet 176
17.6 Formatting numbers 178
17.7 Graphs and charts 180
End of Section 2 questio ns and activities 184

Section 3 187
Unit 18 Basic IT troubleshooting 188
18.1 Basic computer maintenance 188
18.2 Solving basic network problems 190
Unit 19 Managing data files 192
19.1 Working w ith Ales 192
19.2 Using fi les and folders 194
19.3 Organizing files using folders 196
19.4 Advanced fi le organization 198
19.5 Adding in binary 200
 . .

Unit 20 Network security 202

20.1 Network equ ipment 202
20.2 How a network is co nnected 204
20.3 Network secu rity threats 206
20.4 Netwo rk secu rity cou ntermeasures 208
20.5 How a search engine works 210
20.6 How search engines list resu lts 212
Unit 2 1 Staying safe online 214
21.1 Cyberbu Ilying 214
21.2 Stay safe online 216
Unit 22 Planning a career in IT 218
22.1 IT and you r career 218
22.2 Planning for a career in IT 220
Unit 23 Making web pages 222
23.1 The parts of a web page 222
23.2 Planningyou r web pages 224
23.3 Making a web page 226
23.4 Add images to you r web page 228
23.5 Add ing a new page 230
Unit 24 Writing algorithms in pseudocode 232
24.1 Repetition in algo rith ms 232
24.2 Selection in pseudocode 234
24.3 Loops in pseudocode 236
24.4 Writing good algorithms 238
24.5 Testing an algorithm 240
Unit 25 Using a database management system 242
25.1 What is a database? 242
25.2 The parts of a database 244
25.3 Create a database table 246
25.4 Entering data into a table 250
25.5 Data validation 254
25.6 Database queries 256
25.7 Database reports 258
25.8 Exporting data 262
25.9 More about databases 264
End of Section 3 questions and activities 266
Glossary 269
Index 283
This edit ion ofJust Click has been develo ped to Each section of the boo k cove rs a year of
suppo rt the lower secondary IT syl labus throughout teach ing, w ith units align ing to strands w ith in
the Caribbean region. Designed to help students the cu rri c ul u m. Each un it is furth er spl it into
develop the skills and understanding required to top ics w ith clear learn ing objectives, w ith each
progress to the IT for CSEC® cou rse, it provides do ubl e- page spread co rrespon d ing to a lesson
material to explore every aspect of the syllabu s. of teach ing.

Book features Did you know...?

These marginal boxes, which link topics to real-world scenarios, encourage students to think
more deeply about the practical applications of Information Technology
Learning
objectives
Each unit starts by
providing an outline
of the key concepts Activities
students can expect Each lesson ends
to cover. Each lesson with an activity
further breaks this encouraging
down into clear students to use and
learning objectives. consolidate the
knowledge they
have developed.

Talk about
Provides stimulus for Find out
further discussion
• more
and exploration.

Glossary
words
Key terms are
. - --·-··. '
Students are
presented with
opportunities
to use their
developing IT skills
to explore topics in
more depth.
included in bold,
with full definitions at
the back of the book.
Tutorials
Practical skills are
developed in point-
Online by-point tutorials,
Further learning with
online support at:
1111 =
~
· r--.·
which guide
students through
oxfordsecondary.com
/2ust-click-3e
• - "'''--
• given activities.

I!] End of section questions and activities

Each grade of teaching closes with activities and questions. Short answer 'test your knowledge'
questions provide recall opportunities for each topic, while longer answer questions require
students to apply their knowledge to new challenges. The activity section has opportunities to
practise new skills both individually and in groups.
 In this lesson you will learn about t he immediate, long-term and
environmental dangers posed by com puter equipment.
Using computers
safely Risks and dangers
1.n t his unit you will learn Computers pose a threat to o ur health and safety in three ways.
about the risks to hea!th 1. Day-to-day health and safety risks
posed by computer~ and 2. Health risks that result from regular use of eq uipment over
other. eqL.Jipment such as a long time
3. Risks caused by damage to the environment
printers. You will learn how
to recognize the danger Health and safety risks
in the comp.uter lab and It is important to be aware of the risks that exist in a work
avoid the consequences. environment, especially one that contains computer eq uipment.
1. Electrical eq uipment of any kind can be dangerous unless
handled correctly. Irresponsible behaviour, such as opening the
system unit of a computer system, can lead to serious injury
from an electrical shock.
2. Moving heavy eq uipment such as printers and desktop
computers can cause injury unless they are lifted correctly.
3. Care needs to be taken to disconnect cables when moving
computer equipm ent so that devices are not accidentally dragged
to the floor.
4. The cables that connect computer eq uipment can create a trip
hazard in a computer room if they trail on the floor.

DANGER Long-term risks

HIGH VOLTAGE Some health risks you may be exposed to arise from using
computers over a long period of time. Some common conditions
Figure 1. 1.1 Warning: high that fall into this category of risk are:
voltage
Repetitive Strain Injury (RSI): an injury caused to muscles,
tendons and nerves by repeating the same action over a long time .
It can be very painfu l and prevent a person from working. RSI
usually affects the wrists, elbows, and shoulders of computer users.
It is often caused by prolonged use of the keyboard or mouse.
Carpal Tunnel Syndrome (CTS): the most common RSI. CTS is
caused by damage to nerves in the wrist. It causes weakness and
pain in the wrist and hand. Sometimes surgery is needed to relieve
the symptoms.
Computer Vision Syndrome (CVS): caused by focusing on the
computer screen for long periods of time. 0/S can cause strain to the
m uscles that focus the eye leading to headaches and bl urred vision .
lower back pain: Sitting at a computer for a long time can cause
pain in the lower back. A bad posture and an unsuitable chair that
does not support the back can lead to injury.

Figure 1.1.2 Discarded e-waste

Environmental risks
Q
Computers and eq uipment such as printers are difficult to dispose
of Disposing of computers carelessly can cause serious damage to Why is it important to
the environment. dispose of computers
thoughtfully? What
• Most of the material used to make computers is non- are the risks to the
biodegradable. Plastics, metals and other materials that environment of not
make up the computer do not break down if computers are doing so? How could
sent to landfill. that affect you and
• Computers contain heavy metals like mercury and lead, along your family?
with toxic chemicals that can be dangerous if released into the
environment.
• Valuable metals that are used to make computers, such as gold,
copper, and even steel, are thrown away when they could be
recycled. This means more val uable metal m ust be mined and
processed.

Environmental damage harms us all.

Use the Internet to conduct research on the symptoms of

computer- related RS!s. Try to list five ways RS!s may affect you.
 In the last lesson you learned about some of the risks to health
and safety you will encounter when using computers. In this
lesson you will learn how to keep yourself and others safe.

Health and safety in the computer lab

It is important that you do not put yourself or others in danger
when working with computers, whether at school or at home. Some
important safety tips include:
• switch off power points at the wall before connecting or
disconnecting any mains electricity cable
• never apply force when connecting or disconnecting a cable
or component
• keep your work area tidy - remove any trip hazards, and keep
food and drink away from your computer
• do not open the system unit of your computer
• if you lift equipment keep your back straight and lift using
your legs
• do not lift heavy equipment on your own
• if in doubt, stop and ask for help.
Figure 1.2.1 Keep your back
straight and your knees bent Take responsibility for safety in the classroom. If you see something
when lifting equipment you think is a risk, report it to a teacher or a technician.

Ergonomics for good health

Ergonomics is the way work is done so that it suits the needs of the
person doing the work . That includes designing tasks, equipment
and furniture to suit the individual. It also means using eq uipment in
the correct way.
Using computer eq uipment and furniture correctly will red uce stress
on joints and muscles. It will make injuries such as Repetitive strain
injury (RSI) less likely. RSls can cause pain and make it difficult to use a
computer, which can lead to time away from work or school.

Sitting correctly at your computer

The following advice will help you to make sure you are sitting
correctly at the computer:
1. Adjust the height of your chair so your feet are flat on the ground.
The angle of your knee and hip joints should be about 90°.
2. Keep your back straight and your shoulders relaxed.
3. Hold your elbows close to your body, at an angle of 90°.
4. Keep your wrists in line with your arms.
5. Use a wrist rest and footrest if you need to.
6. The top of your monitor should be level with your eyes, and an
arm's length away.

Figure 1.2.2 Reduce strain on muscles and joints by adopting the

correct posture

Protecting the environment Discarded computer

Many non-renewable resources like gold and copper are used eq uipment is known as
to make computers. Energy and resources are consumed in the e-waste. It is becoming
manufacturing process. Old computers that are replaced become a serious problem. Use
non-biodegradable waste. the Internet to search
and find how e-waste
You can protect the environment by using and disposing of
is being dealt with in
computer equipment responsibly. Use a specialist company to
your country/region.
dispose of unwanted eq uipment. They will recycle and reuse parts
of the eq uipment and make sure that poisonous substances are not
released into the environment.
You can also red uce your computer's impact on the environment
in the following ways: Create a poster to
• turn your computer off when you have finished using it promote safety in the
computer lab. Use the
• do not print documents unless you really need to
health and safety tips
• donate eq uipment to a charity who will find a new owner
in this lesson. Use the
• recycle laser printer cartridges. They are made mainly of Internet to search for
non- biodegradable plastic. More than 350 million are thrown suitable accompanying
away each year, though 97 per cent of the material can be images.
re used.
 In t his lesson you w ill learn how com p uter systems are used to
process informat io n.
The basics of
computer systems Processing information
In t his un it yot,J w ill learn .. A computer is an electronic device that helps us to process
information. Processing information means taking data and turning
about the comp.or:ients
it into information Data is a disorganized set of facts and figures.
that make up a com puter Information is data that has been processed in some way to make it
.system, and ho.w more useful.
t hose com ponents fit Here are two examples:
together. You.will learn . 1. Sorting words and their meanings into alphabetical order turns a
how computers have disorganized collection of data into a dictionary. It is now easier
develo ped into the . to look for the meaning of a particular word.

different types of compl)ter

2. A manager organizes data on accidents that occur in a factory.
Accident rates can be calculated according to the different types
used by ind ividuals and of job and the machines being used. The manager can now
o rganizat ions in t he introduce safety measures to reduce the number of accidents.
modern world.
These tasks could be done without using
a computer. People used to sort lists into
alphabetical order and work o ut averages
long before computers were invented.
However, using a computer allows us to
process more data more q uickly.
The most important part of a computer
is its processor. Modern computer
processors are very small. They are called
microprocessors. A microprocessor is so
small it would fit on your fingernail. The
microprocessor is the engine that drives
Figure 2.1.1 Computers help us to quickly process data into every computer. You can also think of it
information as the brain of a computer.

Computer systems
A microprocessor is the brain of a computer, but it is not very useful
on its own. The microprocessor only becomes useful when it is part
of a larger system. We call this a computer system.
A computer system must be able to:
• capture data from the o utside world
• store the data until it is needed
• process the data, for example by organizing it or performing
calculations to create information
• retrieve the right information w hen needed by the user
• o utput information in a useful form.

A computer system uses input devices to capture data from the

o utside world. It has output devices so that we can see the results
of the computer's work. It has storage devices to save data until it
is needed. At the centre of the computer system is a processor. The
processor organizes data and carries o ut calculations.

Input Process Output

Store

Figure 2.1.2 A computer system relies on inputs and Figure 2.1.3 The various devices that make up a
produces output, and stores data during the process computer system are called computer hardware

Look at figure 2.1.3. Identify two devices used to input

information into the computer and two devices that o utput
information to the person using the computer system.

Computer software
A computer cannot work independently; it needs instructions. The
A computer system
instructions a computer follows come from computer programs. A
uses different parts
computer uses different programs for different jobs. For example, a
to carry o ut these
word processor is a program used to create documents. A graphics tasks. The parts of a
program is used to create images. Other programs control printing
computer system are
and make sure data is saved correctly.
called devices.
Different programs are used to instruct a computer to do many
different tasks. This makes the computer a powerful and flexible
tool. The programs used to control the work of a computer are
called software.
A computer system uses hardware and software together to
process data into information.

Name three tasks you use computers for, eithe r at home or at

school. Give examples of software you use.
 Computers vary in size, power and in cost. In t his lesso n you w ill
learn about t he different types of com p uter and w hat they are
used fo r.

Personal computers
Personal computers {PCs) are designed to be used by individuals
to help in their work or learning. There are different types of
personal computer.

... ..
Desktop computers are used in offices, schools and the home.
-- - . 1:1 .. . ,.·, They are used for tasks like word processing, email, and playing
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games. The processor is stored in a metal case often kept on a desk.
Storage devices like disk drives are also stored in the case.
Input and o utput devices are separate components attached with
cables: devices can be chosen to suit the needs of individual users.
Figure 2.2.1 Laptops, For example, a person with disabilities can replace the keyboard
smartphones and tablets have a with a special input device.
variety of uses and functions
Laptop computers are as powerful as desktop computers and are
used for the same tasks.
The base of the case holds the processor, keyboard, storage devices,
and a trackpad. The lid holds a screen. A laptop also has a built-in
camera, microphone, and speakers. A battery allows the laptop to
be used without being pl ugged into an electrical supply. It is easy
to carry around and can be used almost anywhere. The cost of a
laptop computer is about the same as a desktop.
Tablet computers have all their components built into a thin
lightweight case. A tablet uses a touchscreen. A keyboard is
displayed on screen when you want to enter text. There is no need
for a mouse. You can start and control programs by tapping and
sliding a finger across the screen.

Figure 2.2.2 A touchscreen is Tablets are not as powerful as desktop computers, but they are
an input and an output device lighter, smaller, cheaper and more portable. A modern smartphone
combined. is a small tablet computer.

Other types of computer

Supercomputers
The most powerful computers are called supercomputers. They
are built to process vast amounts of data at very high speeds.
NASA uses a supercomputer to plan and control its space missions.
Meteorological agencies use supercomputers to predict the weather
and track the build - up of hurricanes .
 Summit is a
supercomputer built
for Oak Ridge National
Laboratory in the USA.
If you w ere to carry
o ut one calcu lation per
second, it wou Id take
you over 6 billion years
to do the work Summit
can do in j ust one
second.

Figure 2.2.3 Supercomputers are used for important scientific, financial, and
government work

Supercomputers are very expensive, costing as m uch as $100 million

to build. Special air-conditioned rooms are built for super computers.
A room for a large supercomputer is as big as two tennis courts.

Mainframe computers
There are some processes that a business relies on. The process
must be available all the time. For example, an Internet shopping
site depends on its online ordering system.
Mainframe computers are used to run this type of system. Mainframes
are kept in special rooms and have large amounts of storage. The work
done is usually quite simple, so it does not have to be as powerful as a
supercomputer. It must be reliable and available 24 hours a day.

Computer fact card: Desktop

Create a computer fact card

for one of the other computers
covered in this lesson. You will
need to search the Internet for
a picture and a fact, and decide
on star ratings for each of the
Po"'2r * * * * *
categories. When you have
Size * * * * *
finished trade your card with
others in your class to collect a Cost * * * * *

full set. Numberof users * * * * *

Portability * * * * *
Fact The first computer mouse was invented in
1964 by Dougla~ C Engelbart. lt was made of
wood. It was 20 years before his invention was
used on a desktop.
 In this lesson you will learn about the physical components that
make up a working computer system. This is called the computer
hardware.

The processor
The processor is at the centre of a computer system. Modern
computer processors are very small. They are called
microprocessors. A microprocessor is a powerful device. It can
create 3D games that look like real life, and can be used in devices
that fly real spacecraft.
The world's first The basic component inside a microprocessor is a switch. Like the
portable computer was switches around yo ur house, switches in a computer can either
the Osborne 1. It was be on or off. There are millions of microscopic switches inside a
released in 1981. The microprocessor. They are turned on and off by electronic signals.
Osborne 1 was the first
Each time the switches inside the processor change, an instruction is
computer to have a
carried out. The switches change several million times every second.
keyboard, screen and
Processing speed is what makes a computer so powerful.
storage devices built
into a single case. The electronic signals used by a computer processor are called
digital data. A computer is a digital device.
The Osborne 1 had
a tiny 5- inch screen Input devices
and weighed 11 kg,
Input devices are used to capture data from the real world so that
but co uld easily be
it can be processed by a computer. Input devices convert data into
moved around and
digital data. Examples of input devices include:
transported in a car or
plane. • keyboard: turns the letters and numbers you type into digital data
• mouse: turns its movement into digital data
The Osborne company
was a fail ure, but • webcam or digital camera: turns a picture into digital data
its revol utionary • microphone: turns sound into digital data.
design inspired other
Output devices
companies to develop
the laptop computers O utput devices turn the digital data used by the processor into a
that are so popular format we can use. Examples of o utput devices include:
today. • monitor or screen: turns digital data into a visual display
• printer: turns digital data into a printed document
• speakers: turns digital data into sound.

Storage devices
Storage devices are the memory of a computer. The digital data
in the processor is lost when you close your work or switch your
computer off. Storage devices save your work so that you can use it
again. Work is saved to a storage device as digital data. It is not in a
form that people can read. Examples of storage devices include:
• hard disk: saves your work between lessons
• optical drive: can read data stored on DVDs and CDs
• USB flash memory stick: saves work so it can be transferred
from one computer to another.

Name the components (A to I) shown in the diagram.

How hardware connects

Input, o utput and storage devices are called peripherals. Peripheral
One of the newest
means 'around the o utside'. The image in the activity above shows
types of printer is the
peripherals around the o utside of the processor. Peripherals are
3D printer. What is a
connected to the processor by cables. The cables carry electronic
3D printer used for and
signals between the processor and the peripheral.
what does it look like?
Some peripherals are built into the computer case. In a laptop What materials does it
computer, the keyboard, screen and disk drive are built into a single use to create its prints?
case which is easy to carry around. Sometimes peripherals are
wireless. That means the signals are not sent along wires, they are sent
through the air using radio waves. An example is a wireless mouse.

Create a document called 'Computer hardware'. Add a title

page and three headings: Input, Output, and Storage. List the
hardware items mentioned in this lesson under the appropriate
heading and add a brief description of the device.
Search the Internet to find an image and at least one interesting
fact abo ut the device. Divide the work eq ually among your
team members.
Computer hardware consists of the physical objects that make up
a computer system. A computer only becomes a useful tool when
hardware and software are working together.

What is software?
Software is the name given to the instructions that tell a computer
what to do. The instructions are grouped together in files called
programs. A computer program is a set of instructions that work
together to do a job.
An example of a computer program is a word processor. A word
processor is designed to allow us to create documents. A word
processor was used to create this book.
A computer program contains many instructions. For example, in a word
processor program there is an instruction to underline text or make it
bold. There are many thousands of small instructions in every program.

Figure 2.4.1 We use software to give instructions to the computer

Types of software
The two main types of software are called system software and
application software.
System software makes the hardware in your computer system
work. For example, when you move your mouse, a cursor moves on
your screen. When you type letters on your keyboard, they appear
on your screen. It is system software that controls these actions.
System software:
• controls input to the computer from your keyboard and mouse
• controls o utput to your computer screen and printer
• allows you to save your work .
System software is usually installed on a computer when you buy
it. Most of the system software programs you use are part of your
computer operating system. Microsoft Windows is an example
of an operating system. An operating system is a collection of
system software that lets you give instructions to your computer.
Other operating systems you may have used incl ude iOS on Apple
computers and Android on tablets and smartphones. Figure 2.4.2 i0S and Android
Applications software is designed to help a person use a computer are popular smartphone
system to do work . A word processor helps you to create operating systems
documents. If you need to work with numbers and do calculations,
you use a software application called a spreadsheet. When you
need to find information on the Internet, you use a web browser.
Applications software:
• is written to help you to do your work
• uses system software to communicate with computer hardware.

How software is created

Software programs are made by computer programmers.
Programmers use a set of application and system software to
create programs that other people can use. Software companies What application
design software to be flexible so that it is useful to as many people software have yo u
and organizations as possible. used? What did you
Sometimes a large organization might need software to do a use it for? Do you have
job that is particular to their business. The company employs a favourite application?
programmers to write software especially for that task.

What does a computer programmer do? Search the web to find

o ut more about the work of a computer programmer. What
q ualifications do you need to be a computer programmer?
Make notes on any key facts you discover.

Software and hardware

A computer system includes both hardware and software. These
two components of a computer system need each other. Hardware
needs instructions to do its work . The instructions it needs are
contained in software programs. Software needs hardware to do
its work . Hardware turns instructions in a software program into
actions in the real world. This is called interdependency.
 Throughout history people have invented devices to help w it h
calculations. In this lesson you will learn about t he development
of calculating machines.

Early calculators
Mechanical calculators were developed as long ago as the 17th
century. These were not computers as we know them today, but
they provided important lessons for the computer scientists who
came later.
• Blaise Pascal was 19 when he invented the 'Pascaline' in 1642. He
invented it to help his father to calculate taxes. The Pascaline only
performed addition.
• Gottfried Leibniz invented the 'Stepped Reckoner' in 1672. It
could perform addition, subtraction, m ultiplication and division.
• Charles Babbage invented the 'Calculating and Analytical Engines'
in the 19th century. Both engines were powered by steam so they
would work faster than other calcu lators. The machines could
also be programmed, but they were so complicated that they
could not be built.
• Herman Hollerith invented his electrical 'tabulating machine' in
the 1880s. The machine red uced the time it took to process the
US population census from eight years to one year. Hollerith
called his company International Business Machines {IBM). Years
later, IBM became an important computer manufacturer.
Figure 2.5.1 Valve computers
were very large and created a Electronic computers
lot of heat, so air-conditioned
The first 'true' computers were developed in the 1940s. True
rooms were built to house them
computers are electronic devices that can be programmed to carry
o ut different tasks.

One of the earliest

computers was called
Coloss us. It was built in
1942 in the UK d uring
the Second World War.
It was used to break
secret code signals.
Coloss us contained
2,400 valves, 7 km of
cable and weighed
5 tonnes.

Figure 2.5.2 Early computers were too large and expensive for home users
Valves and transistors
The first electronic computers were built in the 1940s using valves
(also called vacuum tubes). A valve looks like an electric lightbulb.
It acts like a switch and can turn the flow of electricity on and off.
Valves can be used to represent binary numbers in computers
(off = 0, on = 1).
Transistors replaced valves in the 1950s. A transistor does the same
work as a valve but generates less heat. Computers made with Figure 2.5.3 Computers using
transistors were smaller and more reliable than valve computers. integrated circuits were
Transistors were available to a few organizations, but they needed developed in the 1970s
specialist technical support.

Integrated circuits
An integrated circuit is a slip of silicon that holds millions of
microscopic transistors. It is usually called a silicon chip. As
integrated circuits became faster and more powerful, all the
processing power of a computer could be built on a single chip
called a microprocessor. Microprocessors are used to build smaller
portable computers like laptops and tablets.

Parallel processing
More computer power is generated when several microprocessors
work together. This is called parallel processing The extra computing
power is being used to develop computers that can learn and act with
independence. This is called artificial intelligence (Al}. Processors
have continued to get smaller. This allows embedded microprocessors
to be used in many more devices.

In 2015, scientists at Michigan University created Michigan

Micro Mote, the world's smallest computer. The Mote measures
2 mm x 2 mm x 4 mm. That's the size of a grain of rice ! The
Mote is being used in medical implants and in driverless cars.

There have been many major developments in the history of

computers. With each development computers have become
smaller, faster, and more powerful.
Use the web to research key developments in computers from
1940 to today. Create a timeline to present your findings.
Include information that shows the trend to increasing power
and decreasing size of computers over time.
 In this section you will learn how computers are changing the
way we live our lives at home and at work.

Computers in the home

Household devices
Computing power is added to household devices. In the kitchen,
computer processors control washing machines, microwave ovens,
and even toasters. Computer powered household devices help us
do housework quicker and better than before.
Robot vacuum cleaners can patrol your house while you are o ut.
They move around without human control, sweeping up d ust.
They even find a power point to charge their own batteries when
they run flat.
Smart devices have computer power and are also connected to
the Internet. A smart refrigerator warns us if food is o ut of date. You
can check what is in your smart refrigerator using your smartphone
while you are at the supermarket. A smart fridge can email you a
shopping list when items run low.

The car
Figure 2.6.1 Robot vacuum
cleaner A modern car can have as many as 60 computer processors. Each
processor does a special job. For example, one microprocessor will
manage how the car uses fuel. Others will operate the car radio or
apply emergency brakes if the car gets too close to another vehicle.
The car is made easier and safer to drive.
Robot cars are being developed. A robot car will not need a human
driver. They are called autonomous vehicles.

Computers at work
In lesson 5.1 you w ill learn how computers and the Internet have
changed the way office work is done. But technology is bringing
change to many other types of work.

Doctors
Doctors diagnose illnesses using machines that contain computer
processors. A magnetic resonance imaging (MRI) scanner creates a
3D picture of the inside of a patient. A doctor can use the picture to
see problems
When an illness is diagnosed, robotic medical instruments allow
doctors to carry o ut delicate surgery they could not do with their
own hands .
Technology helps patients to recover after treatment. Patient-
monitoring systems check blood pressure, temperature, and pulse
rate. N urses get an early warning if a patient needs attention.

Manufacturing
A modern factory is full of technology. Robots are used to assemble
cars. A car is moved automatically from one part of the factory to
another. At each stop, robots complete work on part of the car:
Robots are used to manufacture many other goods. They are used
for simple, repetitive jobs. Robots are also used to do jobs that
are dangerous for humans. For example, the police use robots to
investigate packages that might contain explosives.

Figure 2.6.2 Robot nurses have

been developed to help nurses lift
and move patients

Figure 2.6.3 Robots do work that used to be done by humans

Retail
Many people now use the Internet to do their shopping. High street
stores have set up Internet sites where people can buy goods. Some
retailers do not have physical shops at all. They only sell online.
Orders made on the Internet are processed quickly by computer
systems and robots. Some stores even have robot vehicles that can
deliver packages without needing a delivery driver. Some people
worry about the effect Internet shopping has on jobs in town
centres.

Robots have become very important in industries that make

cars and electrical equipment. Some people say that as many as
800 million jobs worldwide will be replaced by robots by 2030.
Try to think of some jobs that robots will not be able to do.
In t his lesson you w ill investigate t he deskto p, w hi ch is t he display
t hat you see first w hen you start using t he com puter.

When you start up your computer, the first thing you see is the
desktop. The desktop is designed to make it easy for you to use the
software applications on your computer so that you can do your
work. Any system that helps you use your computer is called a user
interface.
Although there are different kinds of user interface, most modern
personal computer systems work in much the same way.

Desktop

Icons

Taskbar

Start button

Figure 2.7. 1 The main screen when you begin work is called the desktop

Icons
On the desktop there will be some small images called icons.
Icons are used to show the different items that are stored on yo ur
computer. You will see icons that represent:
• software applications that you can use, like a word processor or
a game
• computer files, used to store work that you do on the computer.
A file might contain a homework assignment you have completed
or a picture you took of your family on holiday
• folders, which are containers you can make on a computer
to store files in. You use folders to store your work neatly. For
example, you might make one folder to hold your science
assignments and another to store your maths homework.

The icons in this picture represent four different software applications:

• Microsoft Word
• Microsoft Paint
• Microsoft PowerPoint
• Google Chrome .
 w
ti
--
Word Paint
~
ti
PowerPoint
~CJ Google
Chromt

Figure 2.7.2 Software application icons

There are several ways you can recognize an icon and understand
what it shows.
1. The icon uses an image. You will learn to recognize the icons that
you use most often simply from the image.
2. There is a label underneath the icon giving you more information.
3. If you point your mouse at the icon and hold it still, a box with Figure 2.7.3 Folder and
more information about the icon pops up. file icons

Figure 2.7.3 shows two icons. One shows a file, the other shows a
folder. The icons have labels j ust like the software application icons.
You give a file or a folder a name when you create it. That name is
used as the label for the icon.

Icons
At the bottom of the home page is the taskbar. It is the black bar
with small icons on it. The taskbar has two purposes:
1. It contains icons for software applications you use regularly - like
the desktop.
2. It shows you the documents you are currently working on. For
example, if you leave a document open in which you are writing
a letter, you can use the taskbar to get back to your document.

In the bottom left- hand corner is the Start button. From this button
you can start any software which is available on your computer.

Look at the desktop on the computer you are using. Your

computer will have different applications and icons to those
shown in the example.
1. What picture, colour or design does the desktop show?
2. What icons are there on the desktop? Describe and name
three of them.
3. Can you find the taskbar and Start button?
 In this lesson you will learn how a mouse and keyboard are used
together to control your com puter.

In lesson 2.7 you looked at the computer desktop. The desktop is

part of your computer's graphical user interface (GUI}. A graphical
user interface is designed to be used with a mouse.
The mouse is a simple device. It has two buttons called the left button
and right button. Between the buttons is a wheel that rolls backward
and forward. On the base is a laser light or a wheel that detects how
the mouse moves across your desk. The mouse is connected to your
Figure 2.8.1 The mouse makes computer using a cable or by a wireless connection.
it easy and quick to operate a
computer How a mouse works
A mouse only has two buttons and a wheel. There are only a few
things you can do with a mouse:

Move As you move you r mouse an arrow moves on screen.

The arrow is called the pointer.
Click Press the mouse button until you hear it 'cl ick', then
release it straight away. You can click the left button
Figure 2.8.2 When you leam
o r right button.
how to control your mouse
you will be able to control your Double-click Click the mouse button twice - one after the other.
computer This only works w ith the left button.
Click and hold Click the left mouse button and hold it down. This is
used to select objects on screen and move them to a
new position, sometimes called 'drag and dro p'.

How to hold your mouse

Using your mouse is easier if you hold it properly. Rest your hand
lightly on the mouse with your index finger on the left button and
your middle finger on the right button. If you are left-handed, your
middle finger will be on the left button.

Figure 2.8.3 Holding a mouse correctly will provide greater control and may
help to avoid RS/s
Keyboard layout
Having good mouse skills will help you to control your computer.
QWERTY isn't the
To do useful work on the computer you also need to use the
only type of keyboard
computer keyboard.
available. One
The computer keyboard is an input device. The keyboard alternative is the
allows you to send commands to the computer and to type text Dvorak keyboard. What
into documents. The standard keyboard is called the QWERTY is a Dvorak keyboard
(pronounced kwer-tee) keyboard. The name comes from the and how does it
first six letter keys on the keyboard . compare to a standard
QWERTY keyboard?
Function Keys Special Keys

Numeric
Keys
Figure 2.8.4 The keys on your keyboard are arranged in groups

Character keys: This is the most important set of keys. You use the
keys in this block to input data into your computer. You can type
letters, numbers, and punctuation characters using the keys in this
block.
Function keys, Direction keys and the Numeric keypad: The keys in
these blocks are designed for special purposes. With a few exceptions,
you won't need to use them much. For now, make sure you can find
them on your keyboard. If you are using a laptop, these keys may be
arranged differently, combined with other keys, or not included at all.
The most important block of keys is the character block. These are the
keys you will use most of the time. The next activity will help you learn
a little more about the character keys.

( oxfordsecondary.com/just-click-3e

Open Worksheet 2.8. The exercises in the file will help you learn
more about the character keys on your keyboard. Complete the
exercises in the file to practise using your mouse.
 In this lesson you will learn how to use your keyboard to enter
text into a document.

How to sit at your computer

You learned in lesson 1.2 that it is important to sit correctly at your
computer to avoid injury. It is also important to have your hands in
the correct position to avoid damage to your wrists.

Figure 2.9.1 You can help avoid RS/s by adopting the correct hand position

Raise your palms so that your hands are not resting on anything.
Hold your hands at a 10 to 30-degree angle when typing. Too great
an angle in your wrist causes stress and may lead to carpal tunnel
syndrome.

Entering text
The letter keys are arranged in a three-row block in the centre of
your keyboard. The QWERTY layout may seem a little unusual
at first The more practice you have, the faster your typing will
become.
Position your index fingers over the F and J keys so that you can see
G and H between your fingertips. Use your left hand to press keys
Figure 2.9.2 The Shift and Caps on the left of the keyboard. Use your right hand for keys on the
Lock keys right.
When you type a letter key, the letter appears on your screen in
lowercase. For example, as a 't' not a T.
To get uppercase (capital) letters, hold down the Shift key while
you press a letter. The Shift key is marked with an up arrow or the
word 'Shift'. There are two Shift keys on your keyboard: one on the
right and another on the left.
Above the Shift key on the left of the keyboard is the Caps lock key.
If you press Caps Lock, the letters you type all appear in uppercase
until you press Caps Lock again. There is a light either on the key or
elsewhere on the keyboard to remind you that Caps Lock is on.
Entering numbers
You can type numbers using the row of keys above the letters.
There is another block of numbers in a block on the right of your
keyboard.

Entering punctuation
Punctuation characters like the full stop and q uestion mark are
positioned around the edges of the keyboard. Most keys have two
characters on them. For example, the 5 key has'%' above it. If yo u
hold the Shift key and press the 5 key you get a% symbol.
Punctuation key

Figure 2.9.3 More keys

Enter key and spacebar

When you get to the end of a word you are typing, use the spacebar
before you begin the next word. The spacebar is the length of several
letter keys, and is in the middle of the bottom row of keys.
When you come to the end of a paragraph, use the Enter key to
start a new paragraph. While you are typing a paragraph your word
processor will move automatically to a new line when the one you are
typing is full. You do not need to press Enter at the end of every line.

If you make a mistake

You will make mistakes as you type. If you want to co rrect an error
you can:
• use your mouse to position the cursor to the right of the error
• use the backspace key to erase the error. Backspace deletes the
character to the left of the cursor.

oxfordsecondary.com/just-click-3e

Open Worksheet 2.9 and complete the exercises. They will help
you improve your keyboard skills.
 In t his lesson you w ill learn more about you r keyboard. You w ill
also learn how to save and print your wo rk.

Cursor keys
In lesson 2.8 you learned how to move your cu rsor around the
screen using a mouse. When you are using a keyboard, it is
sometimes easier to use the cursor keys to move around. The
cursor moves in the direction of the arrow on a cursor key.

Scrolling
Figure 2.10. 1 Cursor keys
When you create or edit large documents you will notice that only
part of the docu ment is shown on screen at any time. The way to
move around a big document is to use the scroll bar. The scroll bar
is on the right of the window.
Inside the scroll bar is a rectangle called the scroll box. If yo u
drag the scroll box up and down, your document will scroll inside
the window. You can make the document scroll one line at a
time by clicking on the scroll arrows at the top and bottom of the
scroll bar.

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Using databases for business

The scroll
e~Commerce
Many Storts sell items on tht lnttmtt. This Is cafttld t-commerc.. 'TM wortd1 s lafltst 1..co,nm1rct bar
site is Amaton. tt rs estimated that Amazon over 12 mllliOn of items ror sale worldwide. Each item
has a database entry. Those Items are sold at a ra1e of 300 per second. Everysat~h~.s.!~ be recorded
In • d1t1blso.
E-commerce has created huge databases that are, used to make goods available on we.bsites and to
record every s.ate. E.,c,ommerce could not operate without databases.

Banking
Banks now carry out most of their business usinccomputer systems. Whether that Is p.oyias for
goods With a dtblt or credit c-ard, dr~wtng out cas.h from a b.lnk Automated Tltller Machine: (ATM),
,.. every tn1nsaction is recorded in a database. Banks keep transaction data for many years so the
amount of data that h~IJ9. be stored ,c.ross the world is hu.se. The dita is also very important so
systems must be re:llable and secure so that criminals ar• pravantad from haclun.g tham.
Scroll box

Personnel and payroll

Businesses keep records on their employees on databases.. Personnel (eoords contain personal
Information that must be kept ,ecurety. Buslne,se, al,o operate their payroll on computer ,ystoms.
Payroll ~tems are connected to personnel databases and are also used to make sure an
organtsation pays the c:ottect amount of ta,c to the goverM\ent. Scrol I arrow

+ '""'

Figure 2. 10.2 Scrolling through a document helps you to find the information you need
Control keys
The Control key usually has 'Ori' written on it. Pressing the Control
key at the same time as a letter key makes the computer carry o ut
some useful functions. A function that will be useful to you in this
unit is called Undo.
If yo u hold down Ori and type Z at the same ti m e, you will
undo the last thing yo u did on the computer. This is a very useful
function if you make any sort of mistake when you are word
processing: j ust type Ori + Z . The mistake will be undone as if it
never happened.

Saving You can use 'Save as'

When you are using a software application, your work exists in to make a copy of any
electronic form. When you exit the application, your work will be file you are working on.
lost unless you save it. Before you exit an application or turn your 'Save as' creates a new
computer off, you m ust save the file you have been working on. copy of your file. W hen
Hold down the Ctrl key and press the S key at the same time: you give it a new file
Ctrl + S. Your edited file is now saved. name, the original file
is unchanged. This is
The process of saving is more complicated if you are saving a file a good way to use an
you have j ust created. You will need to give a name for the file and existing document as
tell your computer where the file should be saved. This information the starting point for a
will depend on how the computers in your school have been set new piece of work.
up. Your teacher will give you the information you need.

Printing
If you are told to print your work, you can use a Control command:
Ctrl + P This will print your document. W hen you print a
document, you can use
When you send the command print, a pop- up box will appear on custom print settings
your screen. You will have to answer a few questions in the box to print only the pages
before you print. The answers you give will depend on how the you need. Enter the
printers in your school are set up. Your teacher will give you the page numbers for the
information you need.
pages yo u want to
Do not print pages unless you need to or are told to by your print, separated by
teacher. It wastes resources and costs your school money. commas, e.g. 1,4,6.

[ oxfordsecondary.com/ju st-click-3e ~

Open Worksheet 2.10. You will complete exercises to help you

develop your keyboard skills further and to learn how to move
the cursor around a document.
 In this lesson you will learn about how technology is used for
data communication.
.. . ..
Co~~~ter~ a!'d
c9mmµni~ation The data inside a computer is digital data. Digital means data is
stored electronically, as numbers.
In this unit you w.iJ I learn.
h.ow j.ojningcom.p.utecs . Digital data can be sent between computers. This is called data
comm unication. Data comm unication means computers can share:
tog.ether in.n.etw.o.rks.helps .
• files, like documents, images, and m usic
.yow to commw.nicat.e, You ..
• programs
will le.am how.we use th.e.
• messages .
. lntemet .to fin.d infocmation
and _c;:ommi.mica.te.using . When data transmission takes place there must always be a:

. emi:l-il. ..................... . transmitting device. This can be the computer you use to send an
email or a mobile phone yo u use to send a text message.
receiving device. This can also be a computer or phone, but cou ld
also be a digital radio receiver, for example.
transmission medium, i.e. a way to send the message. This might
be along a cable or by a wireless connection.

Data transmission
When you listen to the radio, you are receivi ng data from a radio
station. Here is an example that describes what happens when data
transmission takes place:

1. A DJ talks into a microphone.

Transmission
2. The microphone turns the sound of the DJs
medium voice into electronic signals.
3. A radio transmitter converts the electric
Transmitting device Receiving device
signals into radio waves and sends them
through the air.
4. Your radio receiver picks up the radio waves
Figure 3. 1.1 Data transmission and t urns them into electronic signals.

5. Finally, your radio turns

the electronic signals into
Transmission
medium sounds that you can hear
through a speaker.

Sound Sound
capture r-1\. Radio Radio
broadcast
device L./ transmitter receiver
device

Figure 3.1.2 Radio transmission

 Unit 3 Computers and communication

Using computers for data transmission

When a message is sent between two computers, the same
components and processes in the radio example are used. In this
example, David types a message into his computer and sends it to
his friend Mary:
1. David uses a keyboard to input his message.
2. David's computer converts the input into digital data.
3. A device called a modem converts the digital data into a form
that can be sent along cables.
4. A modem attached to Mary's computer receives the signal and
converts it into digital data.
5. Mary reads the message, which is o utput to her computer screen.

- -~ --+
David types a Message Data Message Mary read
message converted transmission converted the message

Input device Modem Modem Output device

Figure 3. 1.3 Data transmission

Routers and modems

A modem is used to convert digital data into a form that can be sent
over cables. What the model describes is how data is sent over the
Internet. To connect to the Internet, you use a device called a router.
If you have a home Internet connection you will use a router.
A home router contains three parts:
Wireless connection: allows messages to be sent to the router
from any computer in your home.
Router: the router itself makes a connection to the Internet.
Modem: the modem takes data from your computer and converts
it to be sent over telephone and broadband cables. Imagine that
your computer uses one language and the cables use another. The
modem converts between the two languages, like a translator will
convert between English and French.

In the data transmission example, David sent a text message

to Mary. Suppose he had sent a video message. What input
devices would he use and what o utput devices would Mary
use? Make a diagram to show the data commu nication. Add
pictures of the devices they use.
In this lesson you w ill learn about ways that computers are used
to help people commun icate.

Data comm unication has become an important part of o ur

day-to-day lives. At home we use computers and smartphones to
keep in touch with family and friends. At work people communicate
with colleagues and customers.
The first text message was sent in 1992,j ust three years after the
World Wide Web was invented. Since then, many methods of
comm unicating by using computers and mobile phones have been
developed.

Real-time communication
When you have a face-to-face conversation with a friend you
comm unicate in real time. In real -time conversations you can
comm unicate information q uickly and get an immediate reply.
Real-time communication does not have to be face-to-face.
Telephones allow us to comm unicate in real -time with people in
other locations. The telephone was invented in 1876 and was the
only way to carry o ut long distance real -time comm unication for
more than 100 years.
The Internet has allowed new methods of real-time communication
to be developed. Teleconferencing allows several people in
different locations to take part in a real -time conversation.
Video conferencing means that those taking part in a real-time
conversations can also see each other, as they would in a face-to-
face meeting. Web conferencing allows people to share software
in order to create documents, and make presentations to each other:
The invention of the telephone allowed people in distant locations
to talk to each other. The Internet has made it possible for people to
work together in real-time as if they were in the same room.

~---------~
----------
~------~
-----------
---------
Figure 3.2. 1 Emails can be accessed on a range of devices
 Unit 3 Computers and communication

Figure 3.2.2 Video conferencing allows for face-to-face meetings on the go

Asynchronous communication
Not all comm unication takes place in real time. For example, if
you send a letter to someone, it takes time to reach its destination
and you wait several days for a reply. There is a gap between each
step. Another name for real-time communication is synchronous
communication. Sending letters is an example of asynchronous
communication.
Email is one of the most common methods of communicating by
computer. An email is the computer eq uivalent of a letter. An email
is often a long and formal comm unication, especially when used for
a business purpose. Other forms of asynchronous communication
take place over the Internet:
• Instant messaging (JM) allows short, informal messages to be
sent between friends and work colleagues. IM is asynchrono us More than 15 million
and there can be long gaps between replies. Where two people SMS messages are
are online at the same time IM is often used in place of a sent every minute of
synchronous telephone conversation. every day worldwide.
• Emails and instant messages are addressed to individuals or groups That does not include
of people. Other types of computer communication are shared more messages sent using
widely Newsgroups, bulletin boards, and discussion forums apps Ii ke Face book
share messages among large groups of people. They are normally and WhatsApp.
used for lengthy and detailed conversations over a long period.

Make a list of any data communication methods you have used.

For each, give an example of a communication you have used
the method for. What is your favourite data communication
method and what is your least favourite? Say why.
In this lesson you will learn about how computer networks help
us work.

What is a network?
In modern offices and schools, computers are usually connected.
When two or more computers are connected, they make a
computer network.

What are networks for?

There are many advantages in having a network:
1. Networks help us to comm unicate with each other. We can send
messages and emails using the network.
2. We use networks to share expensive devices like printers.
3. We save files using storage drives on the network. This means
you can use your files on any computer on the network. It is easy
to share files with others.

What makes a network?

There are four things needed to make a network:
1. Special network devices. Some devices are needed to send
messages and files from one computer to another Other devices
are used to store files and software.
2. Cables to join the devices together.
3. Network software to help send instructions to the various
devices.
4. Rules that let all the parts of a network work together.
 Unit 3 Computers and communication

Types of network
There are two main types of network:
• A Local area network {LAN) joins computers in a single building.
A LAN lets people in a single place work together.
A school network is an example of a LAN.
• A Wide area network {WAN) joins computers that are far apart.
A company with offices in many cities will use a WAN to let their
people work together. The Internet is an exam pie of a WAN.

There are two other types of network you might hear about:
A metropolitan area network is a kind of WAN, but it only
covers a limited area, usually a city. Metropolitan area networks are
designed to provide reliable Internet service to local companies and
organizations.
A Personal Area Network {PAN) is a network that is designed to
connect all the devices in use by an individual person. A PAN is
designed to allow an individual to work with all the devices they use
including tablets, smartphones, and wearable devices.

Connecting to a network
Figure 3.3.2 Network equipment
Wired connection is stored in special cabinets
A network cable is used to connect a socket in the computer to an
identical socket on the wall of a room.

Wireless (Wi-Fi) connection

Networks use a device called a Wireless Access Point {WAP) to
provide wireless connection. If you are close to a WAP you can
connect to a network without using a cable. You will usually see
WAPs high on a wall or on the ceiling. A place where a wireless
signal is available is called a hotspot.
Do you have a network
Laptop and tablet computers are usually connected to a network in your school? Look
by a wireless connection. Desktop computers are connected with for cl ues that you have
a cable but can also use wireless. a network. Can you
find network sockets in
The Internet
your computer rooms?
Today nearly every network will connect to the Internet. A Can you find a WAP?
connection to the Internet allows emails and other communications Try to arrange a tour to
to be sent o utside the LAN. It can also allow people to work away see the main network
from the building where the LAN is located and still access files and eq uipment room.
other services.
In this lesson you w ill learn about how to use a browser to find
informat ion on t he World W ide Web (WWW).

Using the web for learning

You have probably used the World W ide Web. The World Wide
Web is usually shortened to WWW or the web.

What is a web page?

The information on the WWW appears on web pages. A web page
contains information about a single topic. A web page might be
about your favourite singer or a topic you are studying at school.
A web page can contain text, images, video, sound, and animations.
These different types of information are called media. A web page
usually combines several media formats. We say that web pages are
multimedia.

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Figure 3.4. 1 Web pages are multimedia

What is a website?
Web pages are kept together on a website, like pages in a book.
A website is owned by a person or organization. Governments,
newspapers and lV channels also own websites. Anyone can own a
website.
Every web page contains we blinks. A web/ink can be a word, a
picture, or a button. Clicking a weblink takes you to another
web page. Weblinks are what makes the WWW special. You can
follow links to find new information. This is called browsing.
 Unit 3 Computers and communication

What is a web browser?

You use special software to browse the Internet. That software is
called a web browser. Some popular web browsers are Firefox,
Google Chrome and Microsoft Edge.

Searching the web

Search engines
Typing a q uestion into a search engine is a good way to find
information on the web. The search engine looks at your q uestion
and provides you with a list of web pages. Some of those web pages
will contain the information you need.
Tips for searching the web + c • - -- • 6 IC ,. • I

1. Use a short clear d escri pti on.

Think about the information you are trying to find
- -
before entering your search. Identify the keywords
and use those in your search. You should be able to
find information using three to five words.
2. Think about the best order for your keywords.
The most important words should come first.
Ki
t
..._______
die _
ln1tr you, ...,di Ml'•- Q
t;;..,
1:1 .... ..,_.,.. - ._ ....
3. Do not use punctuation or short, common words.
A search q uestion does not need to be written in Figure 3.4.2 You can find information on the web
full. Leave o ut punctuation marks like commas, f ull using a search engine
stops, and q uestion marks. You can also leave out
short common words like 'and', 'the', and 'a'.
Your teacher says, "The Nile in Africa is the longest river in the
world, but what is the longest river in the Caribbean?"
Most of the words spoken are irrelevant to any search - the keywords
you need to search for are: longest, river and Caribbean. If you enter
Web q uest - use a
the three keywords into a search engine, you will see a page like this:
search engine to
answer these
q uestions:
1. What is Tu ngu rahua,
The longt1t rivtron • Clrlbbean 1'lend i, on Clbe whel9 lhe Cluto llowl for 230
and where is it?
ml (370 km) ~om dS souroe n the Siena M"""ba BOOIES Of WATER The maio<
bodes or water n the Caribbean rndude the AtlantJC Ocean t,e C1ribM1n Sea 2. What happened
and IO • smo~ exle<ll the Gulf or Mex,co ,.
at Tungurahua in
0 Canbbean Landforms and Land Stadstlcs • WorldAllas.com
tlft:tt ..V,'\\.~COfT\"\11~'(0l,lnlf)1,1*"trQ.'l.ll'lbC,,c:wa,nor,rn, March 2016?
· Hll A-,... -~ 3. How do you say
Figure 3.4.3 Google search result
Tungurahua?
There will be several listed on the search page. You can look at a few Find a picture and
pages and decide which seems to give the best information. Or, now one interesting fact
you know the River Cauto is the answer you are looking for, you can about Tungurah ua.
search 'River Cauto Cuba to find more detailed information.
 In t his lesson you w ill learn about how to send an email and how
to use email safely.

Email tutorial
Click here to make
a new email The tutorial in this lesson uses examples
of email systems. You may use different
software, but you should still be able to
follow the examples given here.
Before you begin, find o ut what your
::i -
1otl•hM, . ,,. '
.:l email address is. Yo ur teacher will be
-·
r:i~'lllh...
"t)c1,cdt.-. , o..,..., I

~_j ..... .
fff...,IJOU, tta
hlMMOU- h i
J able to tell you.
u .... .
~-
,,. • .,.10u. 110
.., .....
.l .... u ..... ......,,,101,.a
,......,.,lOU.
lhl 'r
You will send an email to another
""' ..........
.) .... o Jt'.t

~..·
f'tloH.#!'1201.l. kl.J

........... _ '1 classmate, so make sure you know the

person you are going to send an email
Figure 3.5.1 One common email program is Outlook to, and what their email address is. This
person is called your 'partner' in the
tutorial.
Click here to make
a new email 1.0pen the email application software.
When you open the software, the
Mail ~
window may look something like
Search Mail Sea1
figure 3.5.1. This example shows
Microsoft O utlook. You may be using a
Compose MJil web- based email application like Gmail
(Google Mail), which opens in your
Starred .,.., Select: All, None, Read, Unread, Starred, Unstarred
Internet browser and looks something
ChatsO 0 WordPress.com New Comment On: I
Sent Mail 0 f- Lucia Swimming Costume:
like figure 3.5.2.
Drafts
0 )'l Elizabeth, me (2) open mic - Saw this
All Mail In either system, you can see the folders
S1i,1111 (831
0 t' Diane, me (5) The exchange · This
0 ti Diane That emai'I - Hello! D that store emails you have sent and
Trash
0 t' Diane bit of work - H1 both received. The contents of the selected
Colll,lCIS
0 ~ Carrie .. me, Jane (10) Various things - Thai folder are displayed in the main
Figure 3.5.2 An example of a web-based email system window. If this is the first time you have
used email, these folders may be empty.
2. Look for the tool bar button cal led 'Create email' or 'Write new
email' or something similar.
3. Click on that button .

A window will open where you can type your email. Whatever
system you use, there will be space to type the email address to
which you are sending the email, a subject Iine and a place for the
contents of the email.
4. Type your partner's email address in the 'To' field.
 Unit 3 Computers and communication

5. Type a suitable subject line such as I; typ• th• ,ubj,ct lin• h,ro · M,ssag• (... -=""=-=I.ID
= -== =
'Hello there' or 'My first email'.
6. In the body of the emai I type a
--~ M•><ag•
Calibri (Bod~
B I J;l
Insert Options
• 11
:= "' j:;: "'
• A" A·
format Text

i~ i ~
R,voew a, Q

message to your partner. Names lnclud• Tags Zoom

~ .A· ii: • :i! ~
7. Finish with your name, as you would Ba<ocT•n Zoom

in a letter. To... !oome#domain.com

8. Click the Send button w hen yo ur -d Cc...
St n<I
email is finished. SubJ•ct: ~ ht subject lint hor•

Look o ut for the email from your partner

r Type t he body of the email herel
which will soon arrive in your email
inbox. W hen you receive it, you can
reply to the same address or you can
forward the email to another address.

There are easy-to-find tools in all email Figure 3.S.3 Sending an email
packages that allow you to do these
things. Once you have pressed either
Reply or Forward, you will see a new email window. You can type
new text, enter a new email address (if req uired) and press Send to
send it.

Using email safely

Some important things to remember about using email safely are:
You must choose a
• do not give o ut your name, address or phone number on the
communication tool
Internet
that best suits your
• remember that people on the Internet might not be who or what task. Text and instant
they claim to be messages are a good
• do not post items, especially pictures, that you will regret in years way to chat informally
to come with friends. If you
• if someone says a nasty or upsetting thing, you do not have to get are sending a more
involved. formal comm unication
like a job or college
Tell an ad ult if you are worried about anything you have seen application, use email.
online, and remember you can always close the browser and
walk away.

Send your partner an email. Wait for your partner's reply to

arrive, then forward this email to your teacher (who will tell
you the add ress to use). When you receive an email from your
partner, write a reply so that they can complete the activity.
 In this lesson you will learn about the values and ethics that
underpin the use of com puters.
Comp~ter ethics
In..t.~i?..lJ.11 it yQ.t,J wil1 In any area of life there are values and rules. These rules include
laws. As well as laws, there are principles of behaviour, including
l_ei'}rn that _it is irnportq.nt
good manners and moral standards. We use the word ethics to
to be ~.ave respons.i b.lY. . describe the standards and rules we use to guide the way we live
and legally.whe.r:i w.sing o ur lives .
.computers, partlcuJarly ... ... Val ues and rules apply to the use of computers just as they do to
when usin g the Internet.. any other area of life. Computer ethics describes the standards and
rules we use to guide o ur use of computers .
. Yo.u.will leam.how. .to find
inf.o.r.mation.on.the Jnternet There are some issues and challenges raised by the widespread use
of computers:
. that you .can .trust.. ...... . ....
• The Internet means that computer users can comm unicate with
people in different countries where laws and val ues are different.
• It is difficult to enforce laws across international boundaries with
different police systems.
• New technology provides new ways of doing negative things, like
bullying or stealing.
• New technology can make bad actions more damaging - for
instance, a fraudulent message can be sent to a million people by
email.
Discuss in a small group:
1. Why is it important Copying another person's work
to behave respectfully If a person makes an item, they own it and can sell it. People make a
to others when using living by making and selling things. We know that it is wrong to take
computers? items that other people own without paying for them .
2. What does it mean
to act responsibly
online?
Make a list of three
examples each of
responsible and
irresponsible online
behaviour.
Share your findings
with your class .
Some people make things that are not tangible objects. They might
write the lyrics of a song o r the words of a book. The creator owns
the words and ideas even though they are not physical objects.
Digital m usic, words and video can be copied, and therefore stolen.
It is difficult to stop people copying a design, a song, or an
invention. Computers have made this a big problem because
computers can be used to make copies of films, songs, poems,
photos, and other artistic and scientific products. Illegal copies are
also sometimes shared using computer communications.

Plagiarism
Plagiarism means taking the credit for someone else's work . If
someone commits plagiarism, they don't j ust steal another person's
work - they also steal the credit for the work too. A plagiarist steals
work and then pretends the work is their own.
This is taken very seriously in schools, universities and colleges.
Students who commit plagiarism can be removed from their
courses. In the workplace, journalists have lost their jobs for If someone bullies
plagiarism. or frightens you on
the Internet, it is
Social responsibility called cyberbullying.
It is important for everyone to behave responsibly when using Cyberbullying is
computers - especially if they are using the Internet. Here are some wrong and can be very
good rules to follow: damaging. If you think
• Be polite and respectfu I to both friends and strangers. you are being bullied,
report it to an ad ult
• Respect differences in politics, culture, and religion.
that you trust, like a
• Do not read or distribute offensive text or pictu res.
teacher, parent, or
• Respect the privacy of others. other family member.
• Treat other people as you would like to be treated. Yo u can read more
about cyberbu llyi ng
If you see bad things happening online, then tell a teacher or
and how to stay safe
another ad ult. If somebody talks to you online in a way that you
on line in Unit 21 of this
find upsetting or unsuitable, stop the conversation. If you and
book.
others are responsible and careful, using computers can be
enjoyable and safe.

Design a poster to encourage students to behave responsibly

when using computers.
In t his lesson you w ill learn about intellectual property and how
to give cred it w hen you use content owned by another person.

Intellectual property
The idea of intellectual property is that you own anything you
have created using your mind. Intellectual property applies to:
• written work
• images and artwork
• m usic
• plans and designs
• computer software.

Intellectual property rights protect the creator of a piece of work

from having it stolen or misused by another person. You can only
use another person's work if you have permission.

Figure 4.2. 1 Intellectual property applies to all kinds of creative work

Copyright, trademarks and patents

• Copyright© means that yo u have the right to copy your work.
Other people m ust ask your permission before they can use it.
• Trade marks™ are used by a company to protect a logo. The
Microsoft logo is an example of a trademark.
• Patents® are used to protect new inventions. A patent stops
other people from copying an invention and claiming it is theirs.
• Registered design® is used to protect designs like wallpaper and
carpet patterns.

Copyright and licensing

Content comes with a license that allows you to use it. The license
will tell you exactly what you can and can't do with the work . For
example, sometimes you will be allowed to make changes to a
program or image .
Giving credit
If you use another person's content in your own work, you must
give the owner credit. You give credit by writing a citation. A
citation says who created the work and where you found it.
Information to include in a citation:
1. The name of the person who created the content.
2. The title of the content.
3. The web page you found the content on.
4. The web address for the page.
5. The date the information was written or updated.

Yo u can add the information below the material that yo u use.

If you find information on the web, use the URL of the page with
the name of the website for points 4 and 5 above. If the information
is in an article, use the article name for point 2. The author name
and date of publication will often be at the top of an article.

Creative commons
If you want to include images, videos, or m usic in your work, you
should look first at content that has a creative commons license.
Yo u can use a creative commons site such as Wikimedia or add the
words 'creative commons' to your search.
Creative commons content is published with a license attached. You
will often find a citation or attribution is provided for you to use.
You can simply cut and paste (see lesson 7.3) th is into your work.

You need to attribute the author

f By Flickr user James Temple - Flickr here, CC BY 2.0, t

Figure 4.2.2 Creative commons sites will often show you the information you
should include in a citation

Search the web for an article on climate change or an

endangered species. Look for an example of an article published
on a major news site - a major newspaper or 1V channel
website, for example. Take a quote from the article and write a
citation for the q uote, gathering as m uch information as you can.
In t his lesson you w ill learn how to check t hat t he informatio n
you find w hen researching o n t he web is reli able.

When you search the web, you will find many web pages that
provide an answer to your q uestions. Some pages provide
information you can trust. Others will contain information that is
biased, o ut of date, or inaccurate. This lesson will help you to find
reliable information.

Who published the page?

The organization that owns a website is called the publisher. Look for
publishers that are honest and respected. Examples will include major
newspapers and news websites, government agencies, universities,
and large charities. Commercial organizations can provide useful
information, but could be biased toward their own prod ucts.
As you use the web more you will find websites that you trust.
Bookmark reliable sites. They can be a good starting point for your
research.

Who wrote the information?

A reliable article will give the name of the person who wrote it. That
person is called the author. You may see the author's job title and
q ualifications next to their name. This information can help you j udge
whether the author is an authority on the subject of the article.
Author contact details such as an email address and links to social
media sites may be included in the article. Social media sites like
Facebook and Twitter will tell you more about the author. Some
websites will provide a profile of the author. The profile may link to
other articles the author has written.

Environment Global survey shows 'frightening'

level of plant extinction
Scientists say the estimate of nearly 600 species wiped out
is likely to be conservative

Howard Lincoln
Science editor
* Follow Howard Lincoln
Mon 10Jun 2019

0@@
Figure 4.3. 1 A news article's author details can tell you more about how reliable
the source is
When was the article written?
Always try to establish the date the article was written. If you are
researching information on technology, an article written five years
ago could be o ut of date and therefore misleading.
Some articles may provide the date the article was last updated. For
example, a website giving Internet statistics can be updated every
time a statistic is updated. Check what was included in the last
update.

Can the information be checked?

You should always try to confirm the facts you find online before
using them in your work. Can you find the same facts on other
websites? The author of an Internet article may incl ude links to
other relevant documents. Following links from the article may help
you to confirm facts, but do your own checks too.
Most authors will use citations at the bottom of an article. Citations
list the sources they have researched when writing the article. Check
these citations to find o ut if they are reliable.
Figure 4.3.2 Be careful not to
Fact or opinion? read an opinion and treat it
as fact
All articles you read will contain facts and opinions. Facts can be
measured, checked, and proven. Opinions can be interesting, but
cannot be checked.
• 'The XP345 computer has more memory than the QR287' is a fact
that can be checked.
• 'The XP345 is better than the QR287' is an opinion.

Go to the website of a national newspaper and find a story that

interests you.
1. What information can you find about the author?
2. Find one fact in the article. Try to check the fact.
3. Find an opinion. Explain why you cannot check it in the same
way as a fact.
 In t his lesson you w ill learn about t he importance of computers
and techno logy in t he wo rld of wo rk.
Careers
. . ..
in.
c9mp'1ting and IT ..... Nowadays many jobs make use of computers. Almost all office
jobs and many jobs in shops, banks and hospitals use computers.
1.n this u_nit_you l(v'ill l~q.rn .
Creative jobs and those in ed ucation and communication all
a.bout.the Jo.bs thq.t you .cA-n involve the use of computer equipment.
d.o .if.y9u .choo5~ a c;3.ree.r.
Computers in the office
.i.n com puting or IT. You ...
At one time, all office documents were typed using typewriters . It
wi 11 .l~arn .how.cornputeVi was hard to make corrections and changes. Copies were made with
. are affectlr:ig th~ way .we a photocopier and documents were sent by post. Nowadays all of
work, whate.ver caree( we this is done with word processing and email. There is a computer
on every desk in the modern office .
. choose, .... ··············· .....
Businesses keep their staff and product records on databases
and use spreadsheets to analyse sales and plan their finances so
the business grows and prospers. Businesses use networks and
the Internet so that employees can share information and work
together wherever they are in the world.

Media, news, and entertainment

Television, radio shows, newspapers, magazines, and movies all
depend on computer technology. Reporters send in stories using
computer communications, publishers prepare layout and designs
using software, and special effects in sound and vision are made
using computer systems.

Figure 5. 1. 1 Music and video used to be recorded on tape; today digital

recordings are captured and edited using powerful computers
Fans access m usic and videos using streaming services over the
Internet. Websites are developed to keep fans informed about
musicians, films, and popular TV shows.
Electronic publishing is used to create magazines and books that
can be read over the Internet rather than on paper. Electronic
readers (e-readers) are hand held devices that let you read books and
newspapers. One small device can hold thousands of books.

Manufacturing
A modern car factory is full of technology. Robots are used to
assemble cars. A car is moved automatically from one part of the
factory to another. At each stop, robots complete a part of the car. A report in 2017 said
Robots do work that used to be done by humans. In the future that 800 million jobs
many people will work with robots. worldwide will be
replaced by robots
Robots are used to manufacture many other goods. Yo ur computer
by 2030. Robots and
and TV will contain many components assembled by robots.
automation will change
Robots are used for simple repetitive jobs. Robots are also used to
the way we work and
do jobs that are dangerous for humans. Police forces use robots to
live o ur lives.
investigate packages that might contain explosives

Retail
Supermarkets and other large shops depend on computer
technology. At the supermarket checkout, goods are scanned using
a barcode reader. This creates a detailed receipt for the customer.
Information gathered at the checkout is used by the stores to create
special offers based on the shopping habits of individual customers.
The offers are used to encourage customers to return to the store.
Shops use the information read from barcodes to alert them when
goods start to run low. The computer will prod uce a report listing
goods that need to be re-ordered. Shop staff will use a barcode
reader to update the computer as they restock shelves in the shop.

Choose one of the areas described in this lesson. For the area
you chose, search the Internet to find:
• relevant photographs of computers and other technology
eq uipment
• one or two interesting facts about the use of computers in
that area.
 In this lesson you will learn about the jobs in IT that have a strong
creative emphasis.

Web designer
A web designer has the job of creating the web pages that make
up the World Wide Web (web). A web designer works with:
• a wide range of media including text, images, video and sound
• data from spreadsheets and databases
• apps that add interactivity.

The web designer brings information together from many sources

to make interesting and informative websites. A web desig ner needs
to think about:
• content: the information on the site should be useful or
interesting to the reader
• usability: the site should be easy to use
• appearance: the style of the site should look professional,
attractive and suitable to the readers it is written for
• visibility: the site m ust also be easy to find by someone using a
search engine.

Designers and writers

Many different computer
applications req uire the skills of
designers and writers who ensure
that images, animations and
scripts are exciting and attractive.
For example, in many computer
games the main characters and the
background landscapes are very well
designed.
Practical software applications
need to be well designed so that
they are clear and easy to use.
Designers and writers typically
Figure 5.2. 1 A web designer needs design , analytical, and technical skills have creative and artistic skills.

Music and video engineers

Today, music and video prod uction is reliant on technology. M usic
and video are stored in digital files and processed using powerful
computers. Websites, computer games and other applications
incorporate sound and video images.
Educational technologist
An ed ucational technologist uses
computers to help people to learn
other subjects. For example, you can
buy special software packages that
test you with maths problems or let
you practise a foreign language.
Educational technologists design
software and training materials that
are used in the classroom. They
advise teachers on how to get the
most o ut of technology such as
interactive whiteboards.
Figure 5.2.2 Video editing
Software trainer
A software trainer teaches people
how to use computer software.
Trainers work with adults who
need to use software as part of
their job. Nowadays many software
applications are designed to be easy
to use, but businesses recognize that
it is important for people to learn
to use software properly, and it is
cheaper in the long term to pay for
training.

Database administrator
A database is a collection of related
data or information stored on a Figure 5.2.3 Specialist software is designed by educational
computer system. If a database is large technologists and can help you learn about a new subject or skill
and has very important information
stored on it, there might be a specialist whose job it is to look after
the data, make sure it is stored safely, and to help people find the
information that they need.
A database administrator may have the job of keeping the
information up to date and free of errors. Their job will include
making regular backups of the data so that it is not lost if there is a
hardware fail ure.

Look at one of your favourite websites. Describe a design

or feature the designer has included that you think is good.
Describe a feature that you think could be imp roved.
In t his lesson you w ill learn about technical careers in computing
and IT

Careers in system development

An important area of work is the development of new computer
software and hardware. Here are some of the main jobs in the area
of development:

Programmer
A programmer is a person who writes computer programs.
Writing computer programs is sometimes called 'coding '. They
usually specialize in using one or two programming languages.
Programmers work on new software but also work to fix existing
software and keep it up to date.

Figure 5.3.1 Computer programmers have good general problem-solving skills

Software engineer
The job of a software engineer is to plan the software that needs
to be created for an application. Software engineers must have
good programming skills even though they do not write programs
themselves. They make plans and designs for programmers to follow.

Systems analyst
The job of a systems analyst is to work with a business to find o ut
what information the business needs. The systems analyst advises
software engineers and others responsible for designing or buying
software. The systems analyst makes recommendations about what
software to buy or develop and how to make it work well.

Software tester
Software is tested thoroughly before it is used in the real world. It is
important to check that the software does what it is designed to do, is
easy to use and will not harm the computer
systems on which it is used .

Computer engineer
Computer engineers research, design,
develop, and test computer hardware systems
and components. Sometimes a computer
engineer will build new systems. At other
times they will build or modify components
to improve existing systems.

Network engineer
A network engineer designs and plans Figure 5.3.2 Computer engineers design, develop, and
networks for companies. Most companies improve computer hardware systems
depend on networks to allow their staff to do
their jobs and to keep in touch with suppliers
and customers. It is vitally important that
the network runs properly 24 hours a day
A network engineer plans, upgrades, and
maintains the network.

Maintaining a computer system

Most computer specialists work to manage
and maintain existing computer systems. They
make sure systems work properly and repair
them if they break down. Here are some of
Figure 5.3.3 The systems administrator makes sure the
the jobs in this area:
network software and hardware work properly
Computer technician
The job of a computer technician is to maintain hardware systems, fix
faults, and deal with any problems. A technician will replace parts that
break, upgrade hardware when needed, and install new software.

Systems administrator
A systems administrator looks after a network and all the services
that run on the network. They ensure users can access the software
and files they need. In a small organization like a school, the
computer technician may also act as systems administrator. The
day-to-day tasks involved in running the system are often given to a
systems operator.

Find a sample job description for a computer technician. Write a

job description for a computer technician to work in your school.
Write bullet points describing jobs the technician will do, and
write information about the skills and q ualifications needed.
 In t his lesson you w ill learn w hat a problem is and w hat steps are
needed to create solutio ns.
. . . .
Introduction to
problern-solving What is a 'problem'?
The me.tho.ds used to . Everyone has things that they want, or things that they want to
happen. Sometimes it is easy to get the result you want. Sometimes
describe problems and .
it is more difficult. If there are difficu lties that you must overcome to
.soluti.o.r.is .are. used by get the results you want, then that is a problem.
.pro.gra mme rs.when they.. • A problem is a situation where there are barriers or difficulties
create computer software. between you and something that you want.
• The solution is a series of steps or actions that will overcome the
difficulties.

Creating solutions
Although all problems are different, there are some common
strategies that can help in all problem situations:
• understand the problem
• investigate ways of solving the problem
• develop a solution
• reflect and review.

Understand the problem

The first step in solving a problem is to understand and explore it.
That means you need to be clear about what you want to achieve
and what is stopping you from getting there.
A good q uestion to ask is: What would success look like? In other
words, when you have solved your problem, what will be different?
Making sure you understand your final goal will help you to find
sol utions to the problem.
Here is an example: A man wants to drive to town to buy chairs,
but his car will not start. It seems there is only one way to solve the
problem - fix the car. But take a moment to investigate the problem.
What does the man really need? What is his goal? What would
success look like?
What he really needs is to have extra chairs (perhaps he has some
friends coming to visit). Success would be having more chairs.
Focusing on the goal like this makes it clear that there are several
ways of solving a problem. Here are some examples of sol utions the
man can consider:
• fix the car
• find another way of getting to town, for example by taxi
 Unit 6 Introduction to problem-solving

1 SOLUTION
I'
) CJ
~(\
Figure 6. 1.1 Solving a problem is like completing a puzzfe!

• buy chairs without going into town, for example from a local
shop
• manage without buying chairs, for example by borrowing some
instead.

Thinking about what success looks like rather than concentrating

on the immediate problem helps you to think of more solutions.
Knowing what success looks like also helps you recognize when the
problem is solved.

A girl wants to buy her grandmother a bracelet that she saw in a

shop, but she does not have enough money.
1. W hy do you think the girl wants to buy the bracelet? What is
the girl's real goal?
2. Is there another way of reaching her real goal other than
buying an expensive bracelet?
3. Think of a way that the girl could give her grandmother a gift
without spending so m uch money.
4. Think of something the girl could do to make her
grandmother happy without spending any money.
5. How will the girl know when she has achieved her real goal?
 In t his lesson you w ill learn how investigation and research play
an important role in problem solv ing.

In lesson 6.1 you learned that you need to understand a problem

before you can start to solve it. Think about the goal you need to
achieve rather than the immediate problem. You may find that the
problem is not what it appears to be at first sight.
For example: in the activity in lesson 6.1, the problem appeared
to be that the girl did not have enough money to buy a bracelet
for her grandmother. However, the real problem was that the girl
Figure 6.2. 1 Set a clear goal needed to find a way to make her grandmother happy. There are
many solutions to that problem that do not rely on the girl being
able to afford a bracelet.
When you have clarified a problem that you want to solve yo u can
set yourself a clear goal. When you set a clear goal, you can move
on to start thinking about sol utions to your problem.

Investigating a problem
There are several good ways to find sol utions to problems:
1. Remember times that you have faced problems like this before -
what sol utions worked?
2. Ask other people for advice, particularly people who have
experienced this problem themselves.
3. Do research to investigate the problem.
4. Make up a new and creative sol ution.

As well as finding o ut about sol utions that have worked for you and
for other people, it is also useful to know about attempts that failed.
Here is an example:
1. A boy's older brother left his exam revision until the day before
the exam.
2. He did not have enough time to do his revision.
3. He failed his exam.

That failed attempt is a very useful thing to know about. It tells the
boy that he might need to spend more than one day on revision. It
is well known that you can learn from your mistakes. You can learn
from other people's mistakes too.
You can also ask ad ults for advice. Remember that some people
have specialist knowledge. People who have had special training
and those who have had a lot of experience of life are good people
 Unit 6 Introduction to problem-solving

to turn to for advice. If you have an illness that you are worried
about, a doctor has special training that will make their advice more
reliable. You will find people with expertise who will help you with
whatever problem you are trying to solve.

Research sources

..
~~ C
IC +

Search
M•i

Figure 6.2.2 Not all the information you find on the Internet is reliable

You can investigate problems yourself. You can use books, manuals,
and the Internet. Use the skills you learned in lesson 4.3 to make
good j udgments about the information you find.

Imagine you missed an important lesson at school because you

were ill. The subject that you missed is going to be in the end -
of-year exam and you are worried that you have not learned
enough about it.
1. Have you ever had a problem like this in real life? If you have,
explain what solution you tried. Did that sol ution work? If
you have not, think of a sol ution to the problem that you
could try.
2. What sources of information can you find on the Internet to
solve this problem?
3. Think of a person who could give you advice about this
problem. What do you think their advice would be?
In t his lesson you w ill learn about approaches you can take for
develo ping so lutio ns to problems.

You have learned about two ways to give yourself the best chance
of finding a sol ution:
1. Understand the problem. What do you really want? What
would success look like?
2. Investigate approaches to the problem. What methods have
worked for others? What methods have failed?

By doing this, you increase your chances of developing a good

sol ution. Here are three good strategies for developing a sol ution to
a difficult problem:
• prepare and plan before you start
• think about possible risks
• keep trying.

Preparation and planning

Before you begin, make all the necessary preparations That might
mean getting tools. It might mean getting friends together to help
you. It might mean making sure that your work area is neat and tidy.
What preparation is needed will depend on the problem you are
trying to solve.
An important part of preparation is knowing exactly what you plan
to do. Sometimes it helps to write down your plan. Here are two
ways to write down your plan.
1. Key tasks: Make a note of each task you need to include in your
plan. What steps will you need to take to reach your goal? Don't
worry at this stage about the order you will do the tasks in. That is
something to think about later.
Write the tasks down on separate slips of paper. When it comes
to thinking about the detail of your plan it will help if you can
lay the steps o ut in front of you and move them around into the
correct seq uence.
2. Storyboard: When you have a sol ution in mind you can lay it out
using a storyboard. Storyboards are used to plan films, computer
games and multimedia presentations. They can be used for
problem solving too .
 Unit 6 Introduction to problem-solving

A storyboard has a series of boxes where you can describe each

step in your sol ution. Each box has:
• a line to enter the title of the step
• an area for you to draw what happens in that step
• space for a description of the step.

A storyboard lets you lay o ut yo ur sol ution visually. It helps you

think about your sol ution and spot any problems. For example, it
may show if you have some of your steps in the wrong order.

Minimize risks
Think of what might go wrong in your plan and take precautions You have promised to
to avoid unnecessary risks. For instance, in a science experiment, cook dinner for a big
if the students are working with flames the teacher may have a fire group of people. You
extinguisher on hand. have never cooked
for so many people
Keep trying before. Answer these
Many people give up if the sol ution does not work. But you should q uestions:
treat every failure as a chance to learn more about the problem. Why 1. What is your goal?
didn't your sol ution work? What can you try differently next time?
2. Give two different
ways that you could
find helpful ideas
about what to cook.
3. What preparations
do you need to
make before you
start cooking? List as
many as you can.
4. Explain one thing
that cou Id go wrong.
How can you avoid
it happening?
Draw a storyboard to
describe how yo u will
prepare dinner.
Figure 6.3. 1 Storyboarding lets you explore a problem with words and pictures
 In this lesson you will learn about the importance of getting your
plans in the right order. You will also learn about the importance
of learning lessons as you solve problems, so you will be better
prepared when you face problems in the future.

In lesson 6.3 you learned how to use key tasks and storyboarding
techniq ues to write o ut the steps needed to solve a problem. One
thing you must be aware of when creating a plan is that the steps in
a sol ution must be carried o ut in the right order or sequence.

Sequence
The seq uence of actions means the order that they go in. Sometimes
the order of the action does not matter. For example, when you go
home in the evening, you might make a drink, eat some food, and
watch TV. It does not matter what order you do those things.
Sometimes actions depend on the results of previous actions. For
example, think of these three actions:
Figure 6.4.1 Sometimes the
sequence of actions affects the 1. Wake up.
outcome 2. Make breakfast.
3. Eat breakfast.
These actions m ust go in that exact sequence. No other seq uence
will do. You cannot make breakfast before you wake up and you
cannot eat breakfast before you make it.

Here are some actions that you might take when you fix a
broken plate. The actions are in the wrong order:
• work out how the pieces fit together
• leave the plate in a safe place for the glue to dry
• find the broken pieces
• glue the pieces together.
Put these actions in the right order. Even if you have never fixed
a broken plate, you should be able to work it o ut. Just think
about which actions depend on the results of previous actions.
 Unit 6 Introduction to problem-solving

Reflect and review

Remember that at the start of the problem-solving process you
had to define what success looks like. You had to be clear about
what you wanted to achieve. You can use this information to check
whether you have solved the problem. Have you ended up with
a sol ution you are happy with? If you are happy with the solution
then you have solved the problem. Well done!

Figure 6.4.2 It is important to reflect and review after a problem is solved

After you have solved the problem you should take some time to
reflect on your experience. Ask yourself:
• What have you learned from this experience?
• What approaches did you try that worked well?
• What approaches did you try that did not work so well?
• What would you do differently next time?

Taking time to think about what happened will help you next time
you face a problem. Sometimes it is helpful to keep a record of
what problems you faced, what you did and what the result was.
In science, for example, it is very important to keep good records.
Scientists share their experiences and experimental results so that
other scientists can learn from their findings.

Think of the last big piece of work that you did. Perhaps it was a
piece of schoolwork or a job you did at home.
Answer these q uestions:
1. What was the res ult of your work? Was it a success?
2. Explain one thing that you did which worked well and you
wou Id try again.
3. Explain one thing that did not work o ut so well.
4. What would you do differently if you were to do the work again?
 In this lesson you will learn what word processing is and what
features word processing software contains.
Word pro<?e~sin~
......... J.n .t.~is..t,1_n it y9.u wi11 deyelor. What is word processing?
yqur wqrq processi n_g . Word processing is used to create documents using a computer.
A word processor is software used to make documents that are
skills..You will l~~rnb9~ t9
correct and well presented. Word processing is one of the most
creilte..u~ef.ul a.od attr~0;i.v~ popular ways that computers are used .
.d.oc.urnerits. Before word processing, all documents had to be written by hand
or typed using a typewriter. It is difficult to make changes and
corrections to a typed or handwritten document. With a word
processor, it is m uch easier to make changes and improvements to
documents. A word -processed document can be saved and printed
o ut as many times as you like.
A word -processed document can be sent by email to reach its
destination almost instantly. Handwritten and typed documents
m ust be posted in an envelope and can take days to arrive.

The key features of a word processor

There are features you can expect to find in any word processing
software application:
1. Enter, edit and rearrange text in a document.
2. Format text to change the way it looks. The colour, size, and
shape of text can all be changed.
3. Format entire blocks of text to change their appearance.
4. Show information in a table so that complicated data can be
easily understood.
5. Arrange information in lists and col umns (like a newspaper or
magazine).
6. Add pictures, charts, and other graphical content to documents.
7. Check for spelling or grammar errors and correct any mistakes.

Other functions, such as mail merge, which helps you to prod uce
letters, and change tracking are also found in word processing
software. All the functions in a word processor serve one purpose -
they make it easier to produce professional- looking documents.
The word processor window
A word processor has many functions. It can look complicated
and daunting. This diagram shows you the main parts of a word
processor screen. The screens used for examples in this unit use
Microsoft Word for Office 365. If you are using a different word
processor, your screen may look slightly different. You should be
able to see the main parts of the screen shown in the diagram.

Tabs

Figure 7.1.1 A word processor window

The four main parts of a word processor window are:

1. Tabs: The functions of a word processor are arranged in groups.
Each group has its own tab. The functions you will use most often
are in the Home tab.
2. Ribbon: Each tab shows a different set of icons on the ribbon.
For example, the ribbon for the Home tab contains icons that
change the appearance of text and make lists.
3. Task pane: The area where the document you are creating is
shown. Any text you type or pictures you insert are shown here.
4. Scroll bar. Yo ur word processor window only shows a part
of yo ur document at any time. You use the scroll bar to move
forwards and backwards in your document.

Explore the Home and Insert tabs of your word processor. Find
the icons to:
• insert a picture
• insert a table
• change font colour
• add a bulleted list.
 In this section you will learn how to enter text and carry out basic
formatting and editing.

In lesson 2.9 you learned to use the keyboard to enter text,

numbers, and punctuation. You know how to:
Paragraphs are used
• use the Shift key to enter uppercase letters
to organize your
ideas. They make a • find commonly used punctuation characters like full stop and
document easier for a comma
reader to understand • use the Shift key to find less common punctuation
the points you want • use keyboard cursor buttons and your mouse to move around a
to comm unicate. A document.
paragraph shou Id
contain text about a
Paragraphs and word wrap
single idea. Two or W hen you start to enter text into a word processor you begin a
three sentences are paragraph. You will contin ue to enter text into the paragraph u ntil
usually enough to you press the Enter key. When you press Enter, a new paragraph
make a paragraph. starts. If you want to split a long paragraph in to two smaller
paragraphs, position the cursor where you want the new paragraph
to start and press Enter.
As you type text into a paragraph, you will eventually come to
the end of a line. W hen you reach the end of a line, the cursor
automatically j umps to the start of the next line. This is called
word wrap.

Making mistakes
As you learn to use a word processor, or any other piece of
software, you will make mistakes. Sometimes you will intend to
make a small deletion and find you have accidentally removed a big
block of text.

HEADLINE
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., nee quam ,,..,.
maximus,MaeceRaSYltae'IMlrraart1e,lntegapo:sanerosQuispuMoarraciliSis.lnbbndilsemsit
amel mnod maxlnlJ~ arc! 1'1111s daplllls Ju~~ ooc 11,i:1c1,~ 11am ~bh ot amBI '°"'
Dooec
a:rwalliseleifmdodit).viberutrumlgulac001tmdawtae.~nec6beroest.maximuset laoreet r.!t.
ultricasnec1ectus1,ta,nstlooidunt11Ulsl.,..et>a'lus.

Sedttrrrr1lldo augueet '12r1usvohicula.Ali(Ji3mfadusullaitmJJer neq~acr:onsetlelur

lacusnr~sat. Sedsed diam lJillO. F"""' " ""' rlloncusquam In l'JMn... Oo,ec sod 11111" ,t ~
mtrtpal solli:iti.lllmectemp11Ssern. Dcmec Uplsneque, feugial'fftaem:&1risac, ttierdlmultrtCES
nlslN1111teu)l~onlbh.Ellam1JJbumaut1eUlaultrlclesplda.~hachabitzsepbteatlcwmsl

ln!rcijlfltlmpenilet tUIJ)l!.~,.,,._,11telhJS"""'"1ellle• Sed maubot lectus qtll

'IMpal. i.,11am etlt 1101, qat ,, punJS malesuad~ ,1111111 sodales ml. ~ltJ1am ,nae amu
cmsequal eoim ornare dictum nan ut risl. Afnean Id necpe nee fefisparta IK!rtti1D non ac massa
°"""' accums,n cOOl'all~ tellus
~ ,~llcltudl. Aliquam auctor, rnassa $11 amBI \'8/\lcola
w,di""'11um,ribhrtu,...,..,.111,11,,ll<\Jls1iquemassalorern,1t,etellus

Figure 7.2. 1 Paragraphs in a document

If that happens, take a deep breath and concentrate on how the
problem can be solved. You usually can recover the situation, and
the Undo button is there to help. Clicking Undo returns your text to
how it was before your last action. The Undo icon is usually in the
top left of your word processing screen.

Correcting errors
Figure 7.2.2 The Undo button
As you type a document you will want to make changes to the text.
You might want to correct an error. You may change your mind
about a word you have used in a sentence and want to change it for
a better word.
There are two keys on the keyboard that let you delete text:

r- Pressing the Delete key once deletes a single letter

Delete
to the right of the cu rsor. There is a keyboard
----.J
shortcut for undo.
Ctrl + Z does the same
Backspace -
+-'--- Pressing the Backspace key once deletes a single job as the Undo key in
letter to the left of the cu rsor. yo ur word processor.
Ctrl + Y does the same
job as the redo key.
Using Delete and Backspace is a good way of making minor
These shortcut keys
changes to your document as you type. Both keys work on blocks
will work in almost any
of text. For example, if you highlight a paragraph and press
application.
Backspace, the whole block of text is removed from your document.
If you are making corrections that involve larger blocks of text, it is
better to use the Cut command than either Backspace or Delete.
Cut places the text into an area called the Clipboard. You can get
text back from the Clipboard using the Paste command. Cut and
paste are described in lesson 7.3.

[ oxfordsecondary.com/just-click-3e

Open Worksheet 7.2 and follow the instructions to practise

your skills in entering text.
1. What do you understand by 'word wrap'?
2. Why do we use paragraphs when making a document?
3. What keyboard button do you press to delete the character
to the right of the cursor?
4. What key can you use if you have made a mistake deleting
text?
 In this section you will learn how to use the Cut, Copy and Paste
commands to move text and images in a document.

When you are creating a document, you will often want to move
text. Sometimes you will want to move text within the document
you are creating. In this case you are most likely to use Cut and
Paste.
Sometimes you will want to use text from another document. In
this case you will probably use Copy and Paste. You will want to
leave the text in its original document and make a copy in a new
document.

Copy and paste

1. Select part of a file {for instance some text).
To select an entire
paragraph of text you 2. Click the Copy button.
can place the cursor 3. Move your cursor to a new place in the document, or a new
anywhere in the text document.
of the paragraph and 4. Click Paste to insert the contents of the Clipboard into the
triple-click your mouse document, making a copy of the original item.
{that is, click the left
mouse button three Cut and paste
times). As well as Copy, there is a function called Cut. Cut works the same
as Copy, except that the item disappears from its original location.
Cut is a useful command when you want to move an item, such as a
block of text, to a new location.

Cut and paste commands

There are two ways to use the Cut, Copy and Paste commands:
1. Use keyboard shortcuts.
2. Use the menu icons.

You can find the menu icons under the Home tab in the Clipboard
group on the far left of the ribbon. The icons also appear in a menu
if you right-click your mouse.
The Cut, Copy, and Paste buttons can only be used if you have text
highlighted.
Command Keyboard shortcut Menu buttons

~ Cut Yo u can cut and paste

Cut Ctrl+X
tables as well as text
and pictures. To copy a

~
table, you m ust select
Copy Ctrl+C Copy it by clicking the Select
table icon in the top-

'=i
left corner.

Paste Ctrl+V Paste

CT±~
- Command Keyboard shortcut Menu buttons
Cut Ctrl + X ~ Cut
1111 HOME INSERT DESIGN PAGE LAYO
Copy Ctrl + C ~ Copy .. l{,(ut
TimesNewRo • 12 • ,; ,,;
Paste O ri + V ~ Paste P.su li@lcopy
., Form.II p,.nta, 8 1 II • • x x· £
Figure 7.3. 1 Select table (hpbci.ltd font

Clipboard • X

The Clipboard Putt AU CIH f ....

0.d 1,n h:tM tO f>Hlt
When you cut or copy a piece of text it is saved in the Clipboard.
When you select Paste, the last thing you copied is inserted in your
docu ment. But everything you have cut or copied d uring a session Cl~ Comm•nd ltyboMd shortcut Cut Cbf - X Copy
Ori· C Porte Ori· V I, To open,our dipl>oor<I,
on your computer is saved in the Clipboard. cU<k the rmtJ1 arrow on tht nt>t>on ntlt to tht C...

0) I , To open rour <1i1>1>o,r4 dick the sm.a mow

1. To open your Clipboard, click the small arrow on the ribbon next on tht riboon nu.t to lht Clipboard fm th,t Homt
QbJ. 2. Tht d1pbo1rd optns M'id you stt I IIJt o...
to the Clipboard (in the Home tab). a'""' Command Ktyt,0&1d snon.cut. Cut Ct:rl .. X Copy
Ctrl• C Past,Orl• V
2. The Clipboard opens and you see a list of everything you have
cut or copied.
3. Click on an item in the Clipboard list to insert it in your document.

The Clipboard is useful if you are gathering information from one

or more documents to paste into a new document. For example,
suppose you are working with a team and you have all typed
information you have researched in separate documents.
It can be easier to open each document and copy the text you want
onto the Clipboard. Then you can paste from the Clipboard into a
new document Figure 7.3.2 The Clipboard

[ oxfordsecondary.com/just-click-3e

Open Worksheet 7.3. Complete the activities to help you practise

your skills in moving text in a word -processed document.
 In this lesson you w ill learn how to use formatting to change how
your text looks.

What is text formatting?

Typefaces are in two Text formatting changes the appearance of the individual
main groups: serif and characters that make up your text. Changing font alters the
sans serif. A serif is the appearance of your text. For example, the size of the characters .
decoration at the end
Working with fonts
of a character. 'Sans'
is from the French Microsoft Word provides tools to identify and change the fonts you
language - it means use. The tools can be found in a tool bar called Font in the Home menu.
without. If you are using a different word processing application the toolbar
may vary slightly. Your teacher will advise you of any important
T T differences.

Serif Sans-serif
Calibri (Body) v 12 v A A Aa.., P,~
B J !l v,39- )( X {A v .sJ.., ,a ..,

Font

Figure 7.4. 1 The font too/bar

Identifying fonts
If you are working in a document and would like to know what font is
Font size is generally being used in a piece of text, place your cursor somewhere in the text
measured in points. you are investigating. The font tool bar changes to show the font used.
The size of normal text
In figure 7.4.2 the cursor is positioned in the heading. The tool bar
is usually 10, 11 or
tells you the typeface is Arial. The font size is 16. The highlighted 'B'
12 points. Headings are
icon below the typeface name shows the text is bold.
14 points or more.
Home Insert Design Layout References

Arial • 16 • K A. Aa • /;/> •- '

B I !J. ·-a& x, x' A · t!,, · t. · ¢,.

rd r; Font r.

Early calculators
Mechanical calculators were develo
computers as we know them today.
computer scientists who came later.

Figure 7.4.2 Identifying fonts

Using fonts
Fonts are applied to text using the tools in the Font tool bar. When
you click an option in the toolbar, the effect you choose is applied
to any text you have highlighted in your document.
Font tools work in two different ways:
1. They toggle an option on and off.
2. Drop-down menus let you choose from a range of options when
you click the small black arrow to the right of the icon.

Av These tools are used to set the typeface and font size.
Calibri (Body) V 11 VA
Dro p-down menus Iist all the fonts and font sizes available.

This set of tools is used to emphasize a piece of text. Text can

B I 1J. V

be made bold, italic or underlined.

These buttons can be used for subscript (e.g. Hp),

-ae- x2 xz superscript (e.g. 3 2 = 9) and to strikeout text. You won't
need them often.

-
This set of buttons is used to apply special effects and colou r
/A V .R V A V
to text. Dro p-down menus allow you to set t ext colour o r to
highlight .a piece of text.

Good practice in text formatting

1. Choose a typeface that is easy to read for your main text. Sans
serif fonts are easier to read.
2. Do not mix too many typefaces in a document.
3. Frequently using bold, italics or colour for emphasis can often
reduce impact.
4. Using too much coloured text makes a document difficult to
read.

oxford secondary. com/just-click-3e

1. Complete Worksheet 7.4, Working with fonts. You will answer

q uestions about identifying fonts.
2. Complete Worksheet 7.4, Working with fonts to improve
your documents. You will choose and use fonts to improve
how a document looks.
 In this lesson you w ill learn how to use li sts to present
information more clearly.

Why we use lists

When we speak, we often mention several items that are linked
The order you place
to each other. We say them one after another in a sentence. For
items in a list is
example, your teacher might say, "The students who gained a
important. Sometimes
distinction in the test are Peter, Sharon, Derek, and Valerie."
you want to use a
list to indicate that When we write a list, we often separate the list from the rest of the
some items are more sentence and write each list item on a separate line. The list in the
important than others. spoken sentence looks like this when it is written:
You will put important The students who gained a distinction in the test are:
items at the top of your
list and less important • Peter
items toward the • Sharon
bottom. Suppose the • Derek
items in your list are no • Valerie
more or less important
than each other. How Notice how each list item has a dot before it. The dot is called a
can you show that bullet, and each item in the list is a bullet point. The list is called a
in a list? Is there a bulleted list.
better way to show the
How to create a bulleted list
information than a list?
Frie ~ Insert Design Latout References ~dmgs RtMew View Developer Help P
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(11 bn Body) • 11

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The West indles wlll play the follOWfng sides In the gr stage of the World a,p

SrI Lanka --------

2.
Australia Click the bullet list icon

P.ibstan

1.
Type 11st Items on separ.ite lines.

Select and highlight the 11st using

your mouse

Figure 7.5.1 Making a bullet list

1. Type each of your list items on a new line. •

2. Highlight the list of items using your mouse. e
3. Click the bullet list icon. e
Numbered lists
Sometimes a list contains items that are in order of importance or , __
val ue, or the items may be listed in the sequence they have to be 2--
3--
carried o ut. Here is an example of a list that is ordered.
Numbc:tftJIJbnNJ
The three longest rivers in the world are
1. The Nile
1 None
1
2--
I)- -
21- -

2. The Amazon 2 3

,.._ __ 31

•- - lll- -
3. The Yangtze 3 •- - e-- 01- -
•- - c-- CJ- -

You make a numbered list in the same way as a b ullet list, but click a- - ,- -
o- - ii - -
the numbered list icon instead of the bullet list icon. As with all c. - - Ii - -

formatting tools, these buttons can be used in two ways:

1. Type text, then select the text and click an icon to switch the Figure 7.5.2 Numbered fist menu
formatting on or off.
2. Click an icon to turn formatting on before you type. Click the icon
to turn formatting off again when you have finished.

Drop-down menus
You will see a small 'down' arrow to the right of the bullet list and
the numbered list icons. The arrow shows that there is a menu for
the icon. Clicking on the icon opens the menu.
The bullet list menu lets you choose different characters to use as
the list bullet.
The numbered list menu lets you choose different numbering styles
for lists. You can use letters instead of numbers for a list.

1. Type a Iist of people in your class. Include at least ten names.

Use the Tab key to separate the surnames and first names.
2. Format your text as a bulleted list.
3. Use Cut and Paste to make a copy of your list.
4. Format the copy as a numbered list. Save your work.

[ oxfordsecondary.com/just-click-3e )

For more practice using lists, open Worksheet 7.5, Formatting

lists, and complete the exercises.
 In t his lesson you w ill learn how to use tables to lay out
complex data.

Flrn Home Surname What is a table?

Thomas Young A table is more structured than a simple list. It has rows and columns.
Rochelle Brown For example, figure 7.6.1 is a class list. It is laid out as a table.
Terrence Boyd
Most tables use a headerrow. The header row has titles which
Jockie Hyom
Janet Rioche
explain what information is held in each column of the table. In
the example above, the two columns hold each pupil's first name
Figure 7. 6. 1 Class I ist table
and surname. The header row explains this. Tables can have more
columns and rows than this simple example.
The next example shows a school timetable. Each column in the
timetable stands for a different period of the school day. Each row
stands for a different day in the week. There are col umn and row
headers that make the table easy to read. The boxes formed where
a row and a column meet are called cells.

9- IOom 10-llom 11- 12 noon 12- lpm 1- 2pm 2..Jpm

-Monday
Tuesday
Wednesday
Thursday
Friday

Home Insert Design Layout Figure 7.6.2 School timetable

Eo Pictures ".3 Icons
fo Online Pictures ~ 3D Models In each ce II of the table, there is room to show the lesson or other
Table
(oShapesv ~
activity (such as lunchtime) that occurs at that time, on that day.
Insert Table ns

DDDDDDDDDD . 2 . 1
• How to create a t able
DDDDDDDDDD This is how you can create a table using the school timetable as an
DDDDDDDDDD
DDDDDDDDDD example.
DDDDDDDDDD
DDDDDDDDDD 1. Decide how many rows and columns your table needs. Count the
DDDDDDDDDD rows and col umns in the timetable, remembering to include the
DDDDDDDDDD
headers.
!:ff! Insert Table...
2. Create a table with that many columns and rows:
lffl Qraw Table

"8 r T
a. click on the Insert tab at the top of the screen
!ja E15:cel Spreadsheet b. find the Table icon and click on it to open a drop-down menu
!:ff! Quick Iables > c. click on Insert Table.

Figure 7.6.3 Table menu You will now see a window like the one in figure 7.6.3.
3. Type the number of rows and the number of columns that you lnsen T1ble 7 X
want in your table.
Tabltllzt
4. Click OK. llumbtr of i;o1ur1n1: 7

Numbtr of [OWS: fl
A blank table of the correct size will be created on your page. Autofit bt ha"1or

@ f11td column !flcllh: Auto

5. Add some text into the cells of your table, to show:
0 ~utofrt to conttnll
a. labels in the first cell of each row, showing t he days of the week 0 Autofrt l o w,nJlow

b. headers for the col umns, showing the periods of the day 0 Rtmt 1aber d1.,• n11on, tor MW toblu

c. content in each cell showing the lessons or other activities for OtC C.nul

each day of the week.

6. Save your work . Figure 7.6.4 Insert Table menu

Add and delete rows and columns

When you enter text into your table, you may find that you have the
wrong number of columns or rows. You can add or delete col umns
and rows from your table.
1. Click in a row or col umn where you want to insert a new row.
2. Right-click yo ur mouse - a menu will be shown on screen.
3. Select the Insert option. You can change the
width of the columns,
Another menu will open. You can choose to add a row above or or the height of the
below your cursor. You can add a col umn to the left or right. rows, by using the
resize pointer. Hover
S~ onyms > over the line on the
~t Tran21ate right- hand side of the
Jnsert > B'.J Insert Columns to the !,.eft column you want to
.Qelete Cells... Ira Insert Columns to the Eight
change. When the
cu~orchangestothe
ffi S~lit Cells... ~ Insert Rows !bove
resize pointer you have
~order Styles > ~ Insert Rows ~elow
two options:
!1 Tqt Direction... ~ lns_trt Cells...
1. Click and hold the
lfli:l Table Properties...
mouse button and
Ce, link > drag the column to
Figure 7.6.5 Insert rows and columns menu the right size.
2. Double-click -
the col umn will
automatically change
Find your own school timetable. Use a table to make a copy of to fit the content in
your own timetable. the column .
 In this lesson you w ill learn how to layout text in columns like a
newspaper or magazine.

Laying out text in columns

Look at a newspaper. The words are not laid o ut like the words in
this book, stretching from one side of the page to the other. Instead
the newspaper text is laid o ut in col umns. This is called 'col umnar'
text. Col umns are also used for magazines, newsletters, and
advertising materials.
It is very easy to put text into column form . However, you need to have
q uite a lot of text to fill a page. In this lesson you will enter text then
format it in columnar form. Before you begin, find a newspaper or
magazine which has an article that you like. You are going to type out
--...··--
----
ASK THI IXHRTS:

this article, so choose something you are interested in.

::'f5-I~J
=:::_-=::-
-·_,., Make sure you are sitting at the computer with a word -processing
application ready to use:
1. Type in the full text of the newspaper or magazine article that you
have chosen.
2. Save your work .
You should now have a whole page or more of text. If your article is
short and does not fill up a page with text, type in a second article.
3. Format the head I ine or heading of the article using large bold
text. A font size between 18 and 24 points should be suitable for
your headline.

Now you can format the text as col umns. Select the whole block of
text you have j ust typed. Do not include the headline. Select all the
text below the headline.
Figure 7.7.1 Newspaper
4. Select the Page Layout tab.
in columnar format
5. Select the Columns icon from the ribbon.
6. Select the number of columns you want.
7. Try different column layouts until you find the one you think
looks best. When you are happy, save your work .

When to use columns

Col umns are used to make text look like a newspaper or magazine.
Newspapers use columns for three reasons:
1. If you use short paragraphs, text looks better and is easier to read
if it is laid out in col umns.
2. Col umns look better if you want to use small text in a document.
3. You can sometimes fit more text on a page by using columns.
 ACl<OBAT

• •
PtOt kh,. ,_ 1J1.Wh ""-lft9l
Ut!>!>Utl\N lttlil CUUIIUIJ&., HHU IIN.HH ytJOll'JHI, HIMJ NI ~IKJOt,
Classmales declined l o lhan 700 places, and our teachers showed
'il sr unung It's 1ncreas1ng us litns of plasllc 1n I/le
- - ~ - - - ~ - - ~ rymuc:h now, and ocean slaMng polar
rs VetY, very fun • bee~ and so oo I cned

• II [fill Ill
year ago, ltus was
imaginable Back
n. Thunberg was a
II
through alt the moV18S
My classmates ware
concerned when they
~ r of c:oluan11
Wdftan.cl~O
,... Wl«hc
J
_,, ,._
llMlffftt!n
mlully lnlroverted,
hlly 00111 nobody,
klng a1 6am 10
re for schOol end
watched the fim, blJt
when rt stopped, they
started thinking about

~
other things I couldn't
I 4..17m Lam, back home al dO that Those ptetums
m 'Nothing reaDy were stuck in my head '
.s hajlpemng 11 my She has come to
; she recalls ·1 have accept this as part of
./[QUal<OltMt"lwtdttl been lhat girl 1n who she IS - and made
baek who doesn'I Ha mo11va11ng force
~,o: SdteltdtCJII g r c anything I ltooughl Instead or a source of
Coi"=:J ,......
ouldn~ make a paralysmg depress10n,
erence because I which rt once was
"==::::::;:==--...........,........,~...,....--- ~100small " />J about the age of
by her, lace lo lace, She was never quite eigh~ when she first
Her ~ E I ! . Ilka lhe other kids, Her learned about clmate
//tW1al.el, (school stnke molhef, MAl!mD change, she was
for climate) banner has fDlmln.1soneof shocked that adults did
been translalecl snto Sweden's most nol aooear lo be takino
Figure 7.7.2 Columnar layout

Safety features
You are creating more files as your course progresses and you learn
new skills. Perhaps you are using IT to create schoolwork in other
subjects too. There are features in yo ur software applications that
are designed to keep your files safe:
Automatic save: In Word, this feature is called A uto- recover'.
Auto-recover is on and saves your document every ten minutes by
defau It. This means you should always have a recent version of your
file available if you lose your main file.
Backup: There is a 'Backup' option in most word processor
applications. If you switch it on, two copies of your work are saved.
One copy is for you to work on, and the other is a safe copy in
case anything goes w rong with the original. In Word, you find the
backup option in the File/ Options/ Advanced menu.
Password protection: You can password protect any Word file.
Once you have set a password for a file it m ust be entered each
time the file is opened.
These safety features are useful if your work is very important, o r
secret.

( oxfordsecondary.com/just-click-3e

Open Worksheet 7.7. The file contains text for a newsletter.

Reformat the text in a th ree-col umn format. Format any
headings in the document.
In t his sectio n you w ill learn how to put pictu res into you r word -
processed documents.

Using images in documents

Word processing isn't j ust about text. A word-processing document
can also include images. The images you can add to a word- processed
document include photograph, drawings, diagrams, maps, and charts.
Images are important in text documents. They can help you when
you are explaining something. A description of a place you have
visited is more interesting if you include a photograph. It is much
easier to describe how to get to a location if you include a map in
your document.
Images also make a document more interesting to read. A page
of text can be dull and hard to read. There are several ways to add
images to your document.

Cut and paste

You learned how to cut and paste to move text in lesson 7.3. You
can use the same techniq ue to copy images from one place to
another. If you have found an image you would like to use in a
document or web page, you can copy it into your own document.
1. Place your mouse pointer over the image in the web page.
2. Right-click and select Copy image (or press Ctrl+C).
3. Move to your document.
4. Click your mouse pointer where you want to place the image.
5. Right-click and select paste (or press Ctrl+V).

Insert a saved file

Sometimes you have a file saved on your school network or on your
home computer. It might be a file you found on the Internet, or one
you took with a camera. It is a good idea to save important pictures
to your computer.
You don't have to copy and paste a picture saved to your computer
or network. You can use the menus in your word processor to insert
the image.

File Home lnse-rt Design Layout References Mailings

~ Cover Page• tZ Icons d]J Chart

~ Blank Page
[ffl ~Pictures
E@Online Pictures ~ 3D Models • ~l Screenshot •
Table
?i Page Break [oshapes· ~SmartArt

Pages Tables Illustrations

Fig ure 7.8. 1 Insert illustrations menu

1. Click on the Insert tab. lnun P,cturt X

2. Find the Illustrations section 1' « my • AAl01805~ v C, Surch AA .?01 • •• .P

on the ribbon. Org•nr:.< - New folder

3. Click the Pictures icon. A file

browser opens.
4. Find the file you want to load
and double-click it.
al Mt<.tosoh Word
• Ond>nvt
l
e.... horse 03 e,... horu04 Br•ss horse OS

Insert an online picture Fiknome:: All ?ldu,es

Word processors and other

Tools • '""ft H Cancel

applications have other tools you

Figure 7.8.2 File browser window
can use to add images to your
documents. In Word you can use
the Online Pictures option. You can see it j ust below the Pictures icon in
figure 7.8.1.
The Online Pictures option opens a browser that has been specially
designed to help you search for pictures to insert in your document.
You can type in keywords for a picture search. There are also
categories of pictures that you can browse through. 'Online Pictures'
is a like a web browser, but it only shows you pictures that yo u can
click and insert into your work.

Online Pictures

:> B<"9111>9"

,..

Mi·MWN
Figure 7.8.3 Online Pictures browser

[ oxfordsecon dary.com/just-click-3e

Open Worksheet 7.8. The file is an information sheet

about endangered species. The file contains text about two
endangered species : the Bengal tiger and the axolotl. Use a web
browser to search for a picture of a Bengal tiger. Download
the image and insert the picture below the tiger text. Use the
Online Picture browser to insert a picture of an axolotl.
 In this section you will learn how to change the size and position
of pictures in your documents.

Changing the size of an image

A picture is often the wrong size when you put it in your document.
You can easily change the size of images. If you click on a picture,
an o utline appears around it. This o utline has eight small circles;
one on each corner and one along each side.

Big eats You resize an image by clicking and holding

your mouse pointer on one of the corner circles.
._t The term "Big cat' rs used to describe the S bigges1 wild cats, 1he Imagine there is a dot in the centre of the picture.
lion, tiger, jaguar, leopard, and snow leopa rd Except for the snow
ut the~ can't purr! Move your mouse so the pointer moves toward
or away from the imaginary dot. Moving away
makes the picture bigger. Moving toward the
centre makes it smaller.

Rotating an image
When you click on an image you will see a
symbol above the picture, in the middle. The
symbol is a curved arrow. If you click on and hold
that symbol and move your mouse, the picture
will rotate. Rotating an image slightly can make a
Figure 7.9.1 Resize an image page look more fun.

Open a new document and insert an image. Select the image

and practise resizing and rotating the image.

Big cats Moving an image

J, The....,"91g...-11UMd10--N!Jtiogg,11t-<*I ,_
If you click on a picture and then move the cursor into
ion •c•• 11r--.r top1rd - ,,._ t op1rd Elioepllor !N """"'
~ bog.... bul~_,,purr' the centre, a four-direction arrow appears. If you click
and hold when that icon is on the screen, you can drag
" the image around on your page.

Page layout
When you place an image in a page of text you can
tell the computer how you want the words and picture
to fit together. The way that pictures and words are
shown on a page is called layout.
Figure 7.9.2 Rotate an image
When you click an image to select it, you will see a box appear to
the top right of the picture. The box contains blue lines and a black
semi -circle. Clicking this icon opens the Layout menu. The Layout
lft J Llyout Options X

menu has two sections: In-line with text and Text wrapping. In Line with Text

When an image is in -line with text, it is placed on its own line in the
document. Text wrapping allows text to flow around the image. You
W"rth Text Wrapping
can see both effects in figure 7.9.4.
There is only one icon in the In- line with text section of the menu.
In -line layout always looks the same. There are six different icons
in the 'With text wrapping menu'. You can choose different ways of n
wrapping text around an image.

Big cats Big cats

Tl1e 1e1111 ·a.g car is useo 10 oescnoe 111e & otggest The Jenn "8,1g ca1• is useo to aescnoe Illes l>iggesl
WIid cats Ille hon. toger, iaavor loopard and snow v.lld cats. tne hon u,.,. 111uar leopord and snow See more...
leopard Except for Ille snow leopard big cats can roar leopord Except ror tne SMW leOpafd big cat, can roar
- 0Ut1neycan·tl)IJtl1 - bUI !hey canl purrl

The l,on IS the Figure 7.9.3 Layout options

boggesloflhebog
cats The male loon IS
ea$Y to ll!COII"""'
because of ,ts long
shaggy mane
Uons are very soaal
animals They l,ve Ill
The hon ,s lhe biggesl ol rhe big cats The male lton groups called pndes, or up 10 30 lions lllefe can
1S easy to rea)Qnise because or rts long shaggy be three male hons ., a pode and 12 lemales The
mane Lions are very sooal aromals They bve ., res1 of the pode are cubs al'1d young lions and a
groups called pndes. or up 10 30 loons dozen females, and lhe1r young The SI.le or lhe
pnde depends on how much lood ,s a ~

Figure 7.9.4 In-line and Text Wrap layout

More picture effects

There are other effects that you can use with images to improve the
way they look in a document.
If you move your mouse pointer over an image and right-click, a
menu opens. Two menu items you can experiment with are Insert
caption and Format object.
A caption is a description of a picture that sits just below the Figure 7.9.5 Caption
picture to tell the reader what the image is about. You can use the
Format object option to add borders and shadows to an image.

oxfordsecondary.com/just-click-3e

Open Worksheet 7.9. The file contains text about big cats. Find
two pictures to illustrate the text. Insert them into a document
and use the skills you have learned in this lesson to resize and
position the pictures. Save your finished document in your own
folder.
 In this lesson you wi ll learn how to use tools to help you review
and improve your documents.

Proofreading your documents

When you have finished a document, you m ust check it for errors.
This is called proofreading. The purpose of proofreading is:
• to check the accuracy of your docu ment - have you said what
you meant to say? Are there any factual errors?
• to check there are no spelling or grammatical errors.

A well -written document is easy to read and communicates exactly

what you mean to say. A document that has factual and spelling
errors gives a bad impression and may contain incorrect and
misleading informat ion.
A word processor has tools to help you proofread and correct your
documents. Most of them are found in the Review tab.

Spell checker
A spell checker reports any spelling errors that you make. It works in
three ways:
l. It automatically corrects common errors without asking you. For
example, if you type 'teh' instead of 'the', the spell checker will
correct your spel ling.
2. It marks spelling errors by underlining them in a document as you
type.
3. You can run a complete spell check when you finish your
document. The spell checker will give you a list of all the errors.

In figure 7.10.1 you will see two words are underlined in red and two
in bl ue. In Word, a red line shows a spelling error A blue line shows
a grammar error The blue line under the word 'check' tells you that
there is no full stop.
To correct an error, you place your
When you have finished wdritins and editing your cursor over an underlined word
document, you should give it a final check This is called and right-click. A box pops up to
proof reading. One off the most important checks is a spell tell you what the problem is with
check. Your word processor will normally chek your the word . It will also offer you some
spelling as you type and underline words with spelling
suggestions for the correct word.
mistakes in red
Yo u can see in the image that when
Figure 7.10. 1 Spell check error marks the mis-spelled word 'chek' is right-
clicked, spell checker gives three
suggestions: check, cheek, and chef.
When you have finished wdrlting and editing your
Click the word you want, and the document. you should give it a final check This Is called
change is made. proof read Ing. One off the most Important checks Is a spell
check. Your word processor will normally chdc your
spelling as you type and 5p,nmg > <"«k
Thesaurus mistakes in red >
I ,. fflffll,, b ff

Another useful tool is the Thesaurus.

>
Sometimes it is hard to think of the f r na. t,. lnGI,, COUll9t

':O Pa.te Options: chef

right word to put in a document. )

If you highlight a word in your 6il A

• Smort Looi-up
document and open the Thesaurus
you will get a list of words with the
same meaning.
If, for example, you think that the
Figure 7.10.2 Spell check dialogue box
word 'document' isn't quite right, the
Thesaurus gives you a list that includes words like text, article, and essay.
If you click on one of these options, 'document' is replaced with the ..,,. X
word you choose. Thesaurus
, [ Document
In Word, the Thesaurus icon can be found in the Review tab in the
Proofing section of the ribbon. ~ Text (n.)
Text
Find and replace File
Find and replace can be a useful tool if you decide to change a Article
word everywhere it appears in your document. Suppose you decide Essay
Paper
that you will replace the word 'document' with 'essay' every time it
Manuscript
appears. n .....4

The Find and replace icons are in the editing section of the ribbon Figure 7.10.3 The Thesaurus
in the Home tab.
1. Highlight the word you want to replace.
2. Click Replace.
3. A box pops up with the word you have chosen in the Find line.
4. Fill in the word you want to replace the chosen word with.
5. Click on 'Find nexf then 'Replace' if you want to replace the word .

Always proofread your document

These proofreading checks will help you to prod uce the best
document you can. But you should still read the document carefully
yourself. There may be errors that proofreading tools cannot detect.

( oxford sec on dary.com/just-click-3e

Open Worksheet 7.10. Follow the instructions in the document

to practise your skills using proofreading tools.
 In t his lesson you w ill learn how to create a data file to use in a
mail merge.

What is mail merge?

Sometimes an organization wants to send o ut the same letter to many
The number of letters
people. It might be an invitation to an event or an advertisement for
posted is in decline
a new product. Usually, the organization wants to add some personal
worldwide as emails
details to the letter to customize it for individual customers.
and other Internet
services have replaced For example, the letter will have the individual customer's address at
physical mail. Postal the top and start with a personal greeting. A word processor uses a
services in many function called mail merge to customize letters in this way.
countries now rely on Mail merge uses two files:
income from parcels
and other services to
1. The primary file : a word- processed docu ment such as a letter.
survive. 2. The data file: a collection of records, for example the names and
addresses of customers.
1. How often do you
receive a letter Mail merge prod uces many copies of the same letter. Each copy is
customized for an individual customer.
com pared to an
email?
Make a data file
2. What are the The functions you will use to complete this activity can be found in
advantages of email
the Mailings tab at the top of your word processor window. The first
over letters?
task in a mail merge is to create the data file.
3. Are there any
1. Click on the Mai I ings tab.
advantages of letters
over email? 2. Click on an icon on the ribbon called Select Recipients.
4. Do you think that 3. Click on Type New List.
email and Internet
communication Insert Design Layout References Mailings F
will totally replace

~ ~ ~ ~ ~ ~
letters?
Q.
Start Mail Select Edrt Highlight Address Greetms
Merge.., Recipients .., cip1ent list Merge Fields Block I ,n.a.

fill! Type a New List... Write & I

. 4. I • 5 • I •

to. Us~ an Existing List...

R: Choose fr.Qm Outlook Contacts...

Figure 7. 11.1 Select Recipients

A window called New Address List will open. This is where you can
type the names and addresses of all the people you want to send
letters to. In this demonstration we will j ust use the first and last
names of the people we want to contact.
4. Click in the First Name column and type a first name - it can be a
friend or a person you have made up.
5. Drop the cursor in the Last Name column and type a last name.

Hew Address list l?Jij

:[ype req,ient Information in the table. To add more entries, dickNew Entry.
!Title ... 1Fist Nirne ,.. I Last Name ... 1Compaw Name ... 1Adctess uie 1 ... 1
tJ ~
I Type first name here
ll Type last name here
I
Click here
when you
Click here to add a have added
new person to the list everyone
<l / I >
I ttew Entry II End... I' I
[ Qelete Entry I ICustomqe Counns... J I ~ II Cancel
I
",<

Figure 7. 11.2 Adding to the list

To add a new person to the list:

6. Click on the button labelled New Entry.
7. Type a first name and last name into the col umns. Repeat this
until you have entered at least ten names.
8. When you have completed the list of ten names, click OK.

When you click OK you are asked to save the file. Select a location
to save your file to and enter a filename. Use the filename 'mail_
merge_demo_datafile' so that you can find the file easily in the next
lesson.
You have created a simple data file. A data file is made up of records
and fields.
A record is all the information about one person or thing, so in the
data file you j ust created there were at least ten records, one for
each person.
Field is the name of a single item of information stored in a data
file. You used two fields in the data file you j ust created: first name
and last name.
 In this lesson you will learn how to create a primary mail- merge
file and merge it with a data file.

Completing a mail merge

In the previous lesson you learned that two files are needed for a
mail merge: the data file and a primary file. In this lesson you will
create a primary file and complete your mail merge.

Creating a primary file

You have created a data file that contains the names of your friends.
You will now use that file to send o ut personalized party invites.
1. Open a new docu ment.
2. Type an invitation letter to a party you might be throwing. Your
invite might look something like this one:

Please come to my party on the 15th June at 8.30pm.

From,
Bobby

Design Layout References Mailings

Adding data fields
To complete your personalized invitation, you m ust
~
AA. ~ add data fields to your primary document. To do this
you need to use the data file you created in lesson
Select Edit Highlight Address Gree
Recipients ., Recipient list Merge Fields Block Li1 7.10.
~ Type a New List... Writi
3. Click on the Mailings tab.
• 4 • I • 5 '
ITTIJ Us~ an Existing List... 4. Click on Select Recipients.
A= Choose frQm Outlook Contacts... 5. Click on Use Existing List.

Figure 7.12.1 Selecting the data source Use the navigation pane to select the file you saved
in the last tutorial.

You will now tell the computer where you want the fields you
added to yo ur data file to appear in the document. Move the cursor
to the place in the invitation where you want your friend's name to
appear.
To insert the name fields into your document:
6. Click on the down arrow below Insert Merge Field.
7. Click on First Name.
8. Press the spacebar.
9. Use the same method to insert the last names.
What is inserted in your document will look Click here
something like this: «First_Name». That is the
name of the field in your data source.
10. To complete your invitation, add a - 7Rules·
greeting that you would like to put [_, :,):: ~ M•tchflolds ,:j ;) •nt
Address GIIXlllng lnSll(I V.c>fge I J 1, I
before the name, such as 'Dear' or 'Hi'. " Slock Uno Flllld • ~ Chodc for Enors
iv.ii,,& " Title
Save your file.
FirstNome
Last_Nome
Your letter will now look something Insert Mc,il Merg~ f,cld
Cornp• ny_N..010
like this:
Addu,ss_Lne_l

Dear <<First_Name>> <<Last_ Name>>, Adticcss.ln,:,_2 Click on

Please come to my party on the 15th June
City First Name
Sl~tt
at 8.30pm.
ZIP_Codo
From, Figure 7.12.2 Insert Merge Field w indow
Bobby

Complete the mail merge

The final stage of your mail merge will
create ten invitations. The invitations
f(j _ _ _- l
Finish & Click here
will be identical, except that each will be
Merge v
personalized with the name of one of your
~ fdit Individual Documents...
friends.
~ Erint Documents... - - - ,
Select this
11. Click on the Mailings tab. option
C?-) ~end Email Messages ...
12. Select the icon labelled Finish & Merge.
13. Select the Edit individual documents
option. Figure 7.12.3 Finish and M erge menu

'Edit individual documents' creates a new file. It is probably called

'Letters 1'. If you scroll down the file, you will see that it contains ten
separate personalized invites.
If you were really sending invites you would select the Print option.
Because this is only a demonstration, do not select Print.

Imagine you are on work experience, working for a

photographer. He wants to send a letter to everyone on a list of
people who are about to get married, advertising his wedding
photo service. You offer to help him by using mail merge.
Yo u will need to create a primary file and a data file. The data
file should contain at least three fields and five records. Make
your primary file attractive by using fonts, colo urs, and images.
 In this lesson you will learn what desktop publishing is and what
it is used for.
···· · ····Desktop publishing
. . .
and pi:-esentations ..... Desktop publishing (DTP) means using the computer to:
lo this .unit y.o.u wlll leam .... . • create materials that combine words and images
ho.w to use two.software .... . • create attractively presented documents to inform and pers uade
people.
.appJications.designe.d 10 .
combine images, text and.. DTP was one of the early uses of more powerful personal
.o.ther mediil t.o..help you. . computers. Together with the invention of affordable printing
technologies (like colour inkjet and laser printing), it changed the
to communicate y.o.ur ....
way computers were used. DTP software helped computers move
. ideas. Desktop publ.ishing from being j ust for b usiness and science to becoming tools for
. helps.you pr.a.duce artists and designers .
atJJ.a~t;i.v~ _p.ri nted. rnate.ri.al.
Pr.esentation software.helps
l,1oo ~I 1 /,1 I ~11 • l,t.!, !,., , L111.iJ l,.,W,t,I ~..1,..L ,.J\ t.ul,..t. J~, t..,l,1.La,t...1... l.1,1 •~• I 1 ,1,I 1 ~hi I l. .. 1,1.Jlta.1 I
L1,~;.1,.. 1.... •
Pages
.create jnformati.ve displays. .
on scr.een. ........................ ..

Diversity Day
1:i:::.. !:-=ot,...c.et::aa"',1~~.. 0"~~ -·P::1:....1!
Nia'..;..,..",..*""""""~ ••:J•-=r•D"J'..:•
,....~~MM<llll'l.t.1'1;'\,+,~Ql'IClt • ..,,
~~ --~.... •02..~ f , ' " ' • • 0 e 1 1 ~
11!1)1',0•fl'IN<• 111'4t••...,ot,\

hptemborld 2013 Uolpm

• - I • ~ ~

Figure 8. 1. 1 The MS Publisher interface

Before people had access to computers powerful enough for DTP.

professional -looking documents that combined words and images
had to be created by graphic designers.
Designers would draw images by hand and arrange them with text.
They would then photograph the results and print them on very
large lithographic printing machines that used chemical processes.
This was how images were printed before computers were invented.
It was expensive and time-consuming .
 . ... . .. . ... .
Why people use DTP software
DTP software makes it easy for anyone to design materials that
combine text, images, graphs, and charts. The software usually provides
templates to help the user create a design for a specific purpose, for
example a banner or poster: A template is a readymade blank layout or
design that you can adapt by adding your own content.
With DTP software you can see what the res ult of your work will
look like as you go along, and it is simple to make changes and
revisions. DTP software allows you to create materials for different
formats. You can print your materials onto paper or upload them
onto web pages. You can also put materials into other documents,
Figure 8.1.2 Magazine format
for example word -processed reports o r business presentations.
DTP software is like word-processing software, but it gives you
more freedom to design materials to look the way you want them
to. DTP software is used to bring text and images together to create
designs like fliers, invitations and magazines.
In this unit you will learn a range of useful DTP skills, building on
what yo u already know about using word- processing software.

Types of DTP software

There are many different types of DTP software. They include
commercial products, and free and open -so urce software. Many
commercial products are very powerful software systems made
specifically for professional graphic designers.
The tutorials in this section use software called Microsoft Publisher.
The most recent versions of Publisher are very similar to Word
and other Microsoft applications that many of you will be familiar Figure 8.1.3 Flier format
with already. If you are using an older version of the software, or a
different type of DTP software, then the software may look different.
You should still be able to carry o ut all the tasks.

Search the web to discover the name of the first desktop

publishing software. What was the software called?

Search the Internet for information about the job of a desktop

publishing specialist. What tasks does the DTP specialist do?
What is the typical salary for the job? What kind of skills does
the job need? Write a short report on your findings.
 8.2 Using templates in desktop
Umil 8 publishing
In this lesson you will learn how to use templates to create
documents.

In this lesson you will use DTP software to create a flyer. You may
have seen flyers for concerts, events, or shop sales. The example
project in this unit is a flyer for a barbecue. You can either:
• follow the example given here, but make your own choices about
the images, text and colour scheme to use
• or you can choose a different template and create a flyer for an
event of your choice.

In previous activities in this book you have been given precise

BBQ Title instructions about the work you m ust do. In this unit you can make
more decisions for yourself. If you are confident using the computer,
it might be fun to challenge yourself and try to make a flyer which is
_
........ unique, perhaps advertising a real -life event.

-···
uo .......
...........
illn119..,.....
Using templates
Y•AA7 "1..
Templates are readymade document structures, which have colours,
·--·
WU,l . . . . . . . . i

C - a d ~ U.UH \~t
-~-
pl.&a>d rnilih
styles, and content already set up for you to use. You will start by
opening a template. It will have words and pictures already in place.
=':".=::..'!
You can then change the words, the image, the colour scheme and
other features.
Figure 8.2. 1 A flyer is a small
Find and open a template
leaflet advertising a business or
an event Your teacher will tell you what software to use for your project.

1. Open a DTP application, such as MS Publisher.

2. Open a new document. You will be given
New
the option to use a template for you r new
p
document. There are many different templates
to choose from . In this example, we will select a

n ~.'~-
template to create a flyer for a barbecue.
3. Select the template category 'Flyers'. A selection
of templates for flyers open. There are many
different types, including flyers for a range of
events.
4. Select the template called 'BBQ'. If you want to
try something different, or if your software does
not include this template, then choose another.
Figure 8.2.2 The templates menu

.
 . ... . .. . ... .
Changing the template
to suit your project
A template is a flexible design.
You can make changes to the All Event
template to suit your project.
For example, there will be © Home > Flyers > All Event

different colour schemes you

can apply to a template. The Other

[l
design stays the same, but the
colours change.
The colour schemes have been
designed by a graphic artist, so
they will look good together Ascent
Il
l BBQ Blackboard

whichever scheme you choose.

The aim of DTP software is to
Figure 8.2.3 There are a range of template options to choose from
make it easy to prod uce well-
designed, professional -looking
documents.

Changing the colour scheme

To change the colo ur scheme in a template in Microsoft Publisher,
click on the Page design tab at the top of the window. Yo u will
see a selection of colour schemes in the 'Schemes' section of the
ribbon.

Floral
Grove
Island
Garnet
Harbor
Ivy

Figure 8.2.4 Choose a colour scheme

-• •
Schemes
Glacier
Heather
Lagoon
Green
Iris
Lilac
.
•
~
Fonts

1. Click on different colour schemes and see how the appearance of

the flyer changes.
2. Choose the colour scheme you like best.
3. Save the flyer using a suitable filename and storage location.

Choose a template for your flyer. Decide on the colour scheme

you want to use. Save your flyer using a suitable filename. You
will use it in the next lesson.
Before the next lesson, think about the event you are creating a
flyer for: What title will you give the flyer? How will you describe
the event to attract people to come? Make some notes that you
can use in the next lesson.
 8.3 Using text and images in desktop
Umil 8 publishing
In this lesson you will learn how to add text and images to a DTP
document.

Adding text to the flyer

Changing the text of a DTP document is like using word -processing
software. You can delete and add text and change the font and
colour of text. You can centre align text, use bullet points and use
all the other features you have available in a word processor and
other software applications.
The main difference between DTP and word processing is that all
text is placed in boxes. You can move the boxes around on the page
BB's Birthday BBQ! to suit your design. Boxes can be rotated, shrunk, or surrounded by
decorative borders. They can be overlaid (placed on top of each other).
In the next tutorial you will make changes to the text of the flyer.

Changing text
...... .....
~

.......
tMpu1fM4L
There are five text boxes in the BBQ flyer:
....,_,.._
~ -;

.........
. . . . , .. "'l'
• one box has large text giving the name of the event
• there is space to enter a date and time for the event
C•u.t.--1HJ Ut fflt
Sa.pa,,uJ.ad.t.u
a~le!
• there is a box to the right of the page for you to enter a description.

1. Click in each of these boxes and add the text you wrote in the
Figure 8.3. 1 Its easy to make activity in lesson 8.2.
changes to your template
You can delete any text box:

2. Click inside a text box to select it. An o utline will appear around
it. Press the Delete or Backspace key to delete the box.

Contact person : 555 555 5555

Figure 8.3.2 Text box

You can use the squares in the corner of the text box to resize the
box. Click and hold the box to drag and move it. You can use the
circle at the top of the text box to rotate it.
3. Add a new text box to the flyer:
• select the 'Insert' tab
• choose the icon for 'Draw text box'
• drag the mouse pointer across the screen to draw a new text box
on the screen .
 . ... . .. . ... .
4. When you are happy with the appearance of t he flyer save your
work .

Adding an image to your flyer

Images can be added to any DTP document. In the t Page Design Mailings R
example, we are going to add a picture of a salad to the ,...........
bottom of the page to advertise that a salad bar will be
[__ [;]
available at the barbecue.
Pictures Online Shapes Picture
5. To add an image, first click on the insert tab. T here is a Pictures Placeholder
section in the ribbon called 'Illustrations'. Illustrations
6. To add an image, you can click the 'Pictures' icon. This
Figure 8.3.3 Insert an illustration
allows you to add a picture you have saved on your
storage area. You may want to use a picture you found on
the web or that you took using a camera.
X
The Online Pictures icon opens a
Online Pictures ©G
picture browser that you can use to
search the web for a suitable image. ~ G·'~- - - - - - - - - - - - - Powered by I> Bing
>J
1
You don t have to save the image;
'7 g CreabveCommonsonly
instead it is inserted directly in your
DTP document.
The Shapes icon lets you draw
shapes yourself and add emoticons
and simple images.
7. Add a picture of a salad to your
flyer. If you are working on your "
own example, add a relevant
image. Figure 8.3.4 Online Pictures

• Complete yo ur flyer,
adding suitable text 1(Q tl? BON APPETU 11:100
and images to your
template. Don't
forget to save the
completed file .
• Find a template for a
menu. Create a menu
for the barbecue
adding pictures and
descriptions for a few of your favourite barbecue dishes.
 In t his lesson you w ill learn w hat presentatio n software is and
how it can be used to present info rmatio n to an aud ience.

What is a presentation?
People are often asked to give presentations in school or as part of
their job. A computer application called presentation software has
been designed to help you give a presentation.
Presentation software helps you to:
• organize the ideas you want to comm unicate to an audience
• present your ideas clearly
• use different media to communicate your ideas (for example,
photographs and video).

Presentation software lets you create a set of

slides that can be shown to an audience. The
slides are like pages but contain m uch less
COMPUTER information than a word- processed page. Slides
INPUT DEVICES can contain text, photographs, charts, audio, and
video. Presentation software is used to create
multimedia presentations.
The examples in this course use Microsoft
PowerPoint. Your teacher will be able to help
Figure 8.4. 1 Presentations are a great visual tool you if there are any major differences between
PowerPoint and the software you use in school.

Planning your presentation

Before you start creating slides you should plan your presentation.
You will need to think about the following:
1. What is the subject of your presentation?
2. What topics will you cover in your presentation?
3. How will you make your points? Usually a slide will contain text
and photographs, but you can also add video and audio.

Suppose a teacher is writing a presentation for an IT class. The

su bject of the presentation is computer input devices. The teacher
decides to include three main topics: the keyboard, the mouse and
voice input. Each topic will be on a single slide. Each slide will have
a picture and three or four bullet points about the topic.
 . ... . .. . ... .
The PowerPoint screen
When you open your presentation software you will see that the
screen is divided into three main areas:

Filo ~ lnson O.s,gn Transitions Animotions Slido Show Review vitw Help p St,rm d P

LO tr," ffi 1::1ffl-

P.ut Ntw
8 I !.! S "- AV
., --
-= "
r-
Co DD~;
~ An~09<
p JJ
--
- - --- t;b £cfit,.,9 0.:Wt

Clpbo1rd
Slide• El·
Slidts
1.e Fonl
"" I\,
hn19Bph
:r,
,.,Kf

SIMSt 1 ot 1 CB Enolbll tur'Mted laftodornt + s,.. E3

Figure 8.4.2 The parts of a PowerPoint screen

Along the top of the screen is the tool bar or ribbon. You will be
familiar with using tabs and menu icons from yo ur work in word
processing and DTP applications. The various tools you will use to
make a presentation are grouped together in tabs. Each tab has a
different set of tools.
The main area of the screen shows the slide that you are working on.
Each slide is based on a template. You used templates in DTP Templates
help you to lay o ut your text and other content neatly on a slide.
To the left of the screen is an area called the slide sorter. You will
see a list of the slides you add to your presentation in this area. You
can use the slide sorter to move from slide to slide or to change the
order of your slides.

Decide on a subject for a presentation. You can choose any

subject you like. It could be your hometown, your hobby or
sport or a topic you are studying at school.
1. Write down a title for your presentation.
2. Write three topics that you will include in your presentation.
Open your presentation software. You should see a title page
for your presentation. Add your presentation title to the slide.
Save yo ur presentation. Yo u will use it in the next lesson.
 In this lesson you will learn how to create slides for your
presentation and how to add text to them.

Choosing and using slides

Title slide
When you begin a new presentation, PowerPoint ass umes that you
would like to start with a title slide. A title slide has two content
boxes: one for a main title and one below for a subtitle. The boxes
in a template for text and images are called placeholders.
1. Open the file you saved in the last lesson. Check you are happy
with the title you added in the last activity. Add your name to the
subtitle placeholder. Save your file.

Add a new slide

Computer i put devices
0 0 When you have your title slide completed, you
By Alison Page
can move on to add content screens to your
0 ()
presentation. In this example, we are creating
o- - - · - - - - - 0 - - - - - - - --0 a presentation about computer input devices.
Figure 8.5.1 The title slide Based on the plan we made in lesson 8.4 we will
create slides about the keyboard, the mouse, and
AutoSave ~ (gJ '9 ¥ ('.) t:p ; voice input. In this lesson we will create the first
File Home Insert Design Transitions Animations s slide, about the keyboard.
fEll @ Layout ¥ Calibri (Body)
N
~·
Slide ¥
~Reset
C S«tion ¥
B I !.! S -.1& !~ ¥ Aa ¥ ./l ·
Add a blank slide
2. Click the New Slide icon which is in the 'Slides'
Chpboard "' I Office Theme
Group on the 'Home' tab. A drop-down menu
of slide layouts appears.
1 [ ·-
: ~,~~~ -~~c==ij l ,tie Shde Tttle and Conttnl Section Huder
Select a slide layout. In this example we have
selected the 'Two Content' layout. When you
~ ~F===si
~l:EJJ~
Two Content Comp111son Title Only
come to make your own presentation, pick
whatever design you thin k is most suitable. A
new slide will be added to your presentation and
;.=:=:::ir---i Ic1,·1,· I
CJ Blank
; !i .. ~ ; I ·:
, ..........,.._
Conttnt with
Caption
..,.,
.,
, .........!...._ .....
P1cturt w,th
Ci ption
J.

::>
will appear in the main area.

Add text to your new slide

!ii, Quplic•tc Selected Slides 3. Click in the title placeholder at the top of the
(ti Slides from Out[,ne... page and add a title. In this example, the title is
ill B•use Slides ... 'the computer keyboard'.
().....
4. Click where you see the message 'Click to add
Figure 8.5.2 The N ew Slide menu text' in one of the content placeholders. Type
in the text for your slide .
 . ... . .. . ... .
In this example we have used the placeholder on the right. We will add
an image to the placeholder on the left in lesson 8.6. You will notice
that your text is entered as bulleted lists. You can t urn off bullets in
your own presentation if you don't want to use them.

The computer keyboard

• Click to add text

·--,o f
• The keyboard is an input device.
o

, • As you press keys. The

characters you type appear on
screen.
r11 ..... lo•The keyboard has letters1 0
. numbers and characters,i
' • The keyboard in the picture is
called a QWERTY keyboard.

I
- - - - -·- - - - ' O .. 0 0

Figure 8.5.3 Slide with text

Slide sorter
As you add slides to your presentation you will see each new slide
appear in the slide sorter bar to the left of your screen. The slide
you are editing in the main part of the screen is highlighted with a
red box.
You can use the slide sorter to navigate between your slides. Click
on any slide in the sorter and it appears in the main screen so that
you can edit it. You can also use the sorter to change the order of
your slides. Click and hold your mouse on a slide and you can drag
it to a new position in your presentation.

1. Open your own presentation. It should contain one slide

with the title of your presentation and your name. In the
activity in lesson 8.4 you wrote three topics to include in yo ur
presentation.
2. Make three slides for the topics you have chosen to include
in your presentation. Each slide will have a title and some text
about the topic. When you have finished, make sure you save
your file.
3. You will add images and some more features to your
presentation in lesson 8.6.
In this lesson you will learn how to use themes and images to
improve the way your presentation looks.

Adding images
In lesson 8.5 we created a slide about the computer keyboard. The
placeholder on the left-hand side of the page was left empty. We
will now add an image of a keyboard to the placeholder.
In the centre of the placeholder there are six faint icons. These icons
can be used to add different types of image to a placeholder. One
of the icons is labelled Online Pictures.
You have used this method of inserting pictures into documents
before, in lesson 7.8. If you have an image that you want to use saved
on your computer, use the Pictures icon instead of Online Pictures.
You can use the Pictures and Online Pictures icons in the
PowerPoint menu ribbon to insert images anywhere on your page.
You will find them in the Images section on the Insert tab.

Themes
When you have finished the slides that you need for your
presentation yo u can apply a theme. A theme is a design for your
page. Themes combine backgro und graphics, a colour scheme and
fonts. The colours and images in a theme have been designed to
work well together. Themes have been made by a graphic designer
so that your presentations look professional.

To add a theme to your presentation

1. Click the Design tab.
2. Browse through the designs in the Theme section. As you hover
over each design, the slide currently in the ed itor changes to
show what the design looks like.
3. When you fi nd a theme you like, click it. The theme is applied to
all your slides.

Home Insert Design Transitions Animations

Themes

Figure 8.6. 1 Th e Themes menu

 . ... . .. . ... .
Here are some guidelines you can think about w hen choosing a theme:
1. Choose white or pale fonts on a dark backgro und as this will be
easier to read.
2. Don't choose a theme that is too complicated. A lot of colours
and graphics on screen can be very distracting.
3. Use the same themes and screen templates th ro ughout your
presentation.

The computer keyboard

The keyboard Is an Input device.

As you press keys. The characters
you type appear on screen.
.. . . ·. •. ··. ;;_ '°· •. •. - .... - . -. - The keyboard has letters, numbers
. : : : : ! ; : ; • ; . : -
and characters.
.,
- • ; I - t I t • I • f : :
_.._.._,_._ - - I
- .i t I t I e I t • -
The keyboard In the picture Is
;.-""'J' V'f ;1-;' •" ... . . : - called a QWERTY keyboard.
~p~--- ... : .

Figure 8.6.2 A completed slide

Run your slide show

Once you have completed your slides you can ru n your slide show.
1. Click on the Slideshow tab.
2. Click the From beginning icon in the Start slide show section.

Your slideshow will start from the title page. The slideshow fills the
whole screen. All menus are hidden until the slid eshow is over.
3. Click your left mouse button to move to the next slide.
4. To end your slideshow, press the escape (Esc) key.

Open your own presentation. It should contain several slides.

Each slide will have a heading and some text
1. Add an image to some of your slides. Make sure the images
are relevant to the text on the slide.
2. Add a theme to your presentation.

Save your presentation. You will add more features to your

presentation in lesson 8.7.
 In this lesson you will learn how to add animations and
transitions to your presentation that will make your presentations
look more attractive and professional.

Before you show your presentation to others you can add two more
features that will make your presentation look more professional
and make it easier to watch.
When you run your presentation, you click your mouse to show
the next slide. The screen changes very suddenly from one screen
to the next. Animations and transitions can make the change less
sudden. They can make the presentation easier to watch.

Transitions
Transitions are used to control how one screen changes to another.
For example, instead of a sudden change, you can select a transition
where one screen fades o ut before the next screen fades gently into
view. This kind of effect is sometimes used in films and TV, when
one scene in a movie changes to another.
Adding transitions
1. Select t he slide you want to add a transition to in the slide sorter.
You can select several slides at once by holding down the Control
(Ctrl) key and clicking the slides you want.
2. Click on the Transitions tab.
3. Add one of the transitions shown in the Transitions to this slide
section of the ribbon.

Experiment with transitions

rile, Honw lnsen Ot59"4 ~ A.nrrmuons Sh<k- Show fte\1ew Vte:w HNp p St.trch e C'
to find the ones you like.

-
<10Soundi !NoSoul'ld) - Mv• nctSW.
D ,.... 0 0untion:: 02.00 ~ lid On ~ Click There are simple transitions
Motpll Wipe •
lii:1-"l>f'l)ITo AI O Mtn OOdl0.00 :
PYffltw l 111uno
such as fade and wipe.

·o
2 ~
The computer keyboard
There are some more
complicated transitions
that are designed to grab
The i..,,txw~ lun Input - ·
the attention of people
+ As you pres\ keys. The cha.rac.ten. watching your presentation.
.- . ...... . . - - - .. - . you type ~ ar on screen.
Th• ~ , d hM l•tt•n. numbttr'I
~ ~ : ! : • • . . . ¥Kf ch.lt'-'clc-rs . Complicated transitions
..
.; •

' ...... '

;:' • •

_...,.,'11 7·" ;- ;• .. • .
I •

'
•

--
• • •
Tho ~ d In the pkture, Is
COIied • QWERTY ~ rd. are useful on important
P'!-.•'11;-~-- .... : .
slides. They can signal
that the slide is important,
for example. However,
complicated transitions
Figure 8.7.1 Adding transitions can be harder to view and
lose thei r impact if they are
used on every slide.
 . ... . .. . ... .
Adding animation
Transitions add effects when a new slide is shown on screen.
Animations are like transitions, but are used to add effects to items
of text or images on a slide.
1. Click in a text box or on an image.
2. Click the Animations tab.
3. Select an option from the Animations section on the ribbon.

If you add an animation, your

text is revealed one paragraph (or V st_.rt: On Cl1clc

None
0 0 - 00.;o
bullet point) at a time. Every time (='1),1,y, 00.00

you click your mouse, the next

paragraph appears. You can change
--·
that by using the Effect options
button in the Animation tab.
Selecting As one object makes all
the text appear together.
. . ...... - - -
As with transitions, there are simple
animations and more complicated
...--- ,, .
...
'
r.:?"11'
"
. .
...
-

.
-

ones. Choose simple animations

unless you have a good reason to
0
use a complicated one.
Figure8.7.2 Adding animations
Checking your work
Before you show your presentation to an audience it is important to
check it carefully. You need to check:
• grammar and spelling on each slide
• that the design you have chosen is clear
• transitions and animations work as you expect them to.
Work with a partner to give each other feedback on your
presentations.

Open your own presentation. It should contain your complete

slides how. It will have several slides. Each slide will have a
heading and text. Some of your slides will have images added.
Yo u will have applied a theme to your presentation.
1. Add a transition to all the slides in your presentation.
2. Add animation to the text on your slides.
3. Save your file.
 . ~h~se pag~s provic;l_~:; yQ\J .w.1th qt.J~$t 1oris tq_t!:St yyhat yo.u hgve 1!:arr:i.~p dw!rig ..
.. . t~is. COL!rs~, Th~ fi r:st pqrt.cor:it?ins .a set; of short.i'V:\SVV.~f. q.u~?t.iQf1S. cpyeri r:ig.each .
. ... of th.!:.eight topic~ you .have studied. 1:he ~1;:_c;:90d par:u::omains questi9ns_that . ..
. . q.Sk yo.vJo apply yow r k.no~I.E;dg~ to .r:i.E;w c;:_h9,II.E;n.ges. . ..... ...... ..................... .

Test your knowledge Unit 4: Computer ethics

Unit 1: Using computers safely 1. Explain what is meant by intellectual
1. List three ways that discarded computer property Give three examples of the
equipment poses a threat to the type of work intellectual property
environment. applies to.
2. You have been asked to move a printer 2. What is plagiarism and why is it wrong?
to a new desk. What safety measures 3. Why is it important to check the date
will you take? that web pages were written when
3. How can using computers lead to searching the web?
Repetitive strain injury (RSI)?
Unit 5: Careers in computing and IT
Unit 2: The basics of computer 1. What is a barcode reader used for? Give
systems an example of an organization that uses
1. Draw a diagram to show the relationship barcode readers.
between inputs, o utputs, processing and 2. List three tasks a computer technician
storage in a computer system carries out while doing their job.
2. List one input and one o utput device 3. Suggest three jobs in the creative
used for: a. digital video; b. digital audio. industries that need good IT skills.
3. Explain the difference between
application software and system software.
Unit 6: Introduction to problem-
solving
Unit 3: Computers and 1. List the four steps you should follow
communication when solving a problem.
1. Explain the role of a router and a 2. How can you use a storyboard to help
modem in data comm unication. when problem solving?
2. Explain the difference between a local 3. Where can you find help and advice
area network and a wide area network. when planning the solution to a problem?
Give an example of each.
3. What is a web browser used for? Give
Unit 7:Word processing
an example of a web browser. 1. List three ways you can use format
functions in a word processor to
emphasize text.
 and activities

2. What are the two types of list yo u 2. What are transitions used for in
can use in a word processor? Which presentation software?
wo uld you choose to list the five most 3. A picture you use in a presentation
popular word -processing programs slide has a creative commons licence.
and why? Explain what that means.
3. What two fi les are needed to do a
mail merge using a word processor?
What kind of information does each file ~ach .of. th~ foll.ovyi,:ig l;ri~.ar)sw~r. ..........
contain?
... que~t.iqns q:~rresp.onos .t o Q.n.e ~~-·t~e· . ····· .
Unit 8: Desktop publishing and . units you ha\:~ ~tud.i.ed this_yE;pr. Th~~.e . ·····
presentations q.t.Jes.tions r~quire ·a Jonger a.n~wer · · ··
...
1. How are templates useful in desktop f~o.m Y.OU. . ......•....
publishing software? Give an example. . ········ ······· ········ ······ ....

Long answer questions 5. Yo ur friend sends you an email. She has

1. What are the risks and dangers of not very good IT skills and also has good
using computer eq uipment safely and creative skills. She enjoys writing, likes to
responsibly? Give examples in your learn new things and is good at art and
answer. photography. She is starting to think
about jobs she might do in the future.
2. At the centre of every computer system
Write a reply to her email and suggest
is a computer processor. What are the
one or more IT jobs she might think
other three types of hardware device
about as a future career.
needed to make a complete computer
system? Describe the purpose and give 6. Yo u plan to bake a cake for your sister's
at least two examples for each group. birthday. Create a storyboard or a
seq uence of key tasks that describes
3. For each of the situations below suggest an
the solution to this problem. Some of
appropriate communication technology.
the tasks you will need to think about
Explain your reasons for choosing the
are: choose a recipe; check ingredients;
technology ahead of other options.
make a shopping list.
a. Asking a local company if they offer 7. A car mechanic has a file listing all his
work experience places customers. He wants to offer each
b. Letting your parents know you will customer a half- price oil change. Write
be late home from school a report explaining how the mechanic
could use a word processor to make the
c. Discussing a difficult piece of
promotion a success.
homework with a friend
8. Create a single- page flyer or advert for
4. How should a person behave if they a new bicycle shop in your local town
want to be a responsible computer or city. You can decide the name and
user? Write a list of actions that a location of the shop.
responsible user will or will not do.
 : ~hi? secti.ox, p~QyiQ(;:.~y9.t,1.yvi_t.l':1.q.~i.vities .that q.l lovy y,qu .t o P.~9-ctis~ .~h~ ~ki II~ypu ..

... have
' . learned in this
. ........ ,,.
un.it bot.h pn y,our .o.wn ,c;1n.d .i.n. a,g_r.9up... . ............

Create a guide to using computer eq uipment safely when

in the school computer lab. Include both immediate safety
risks and long-term risks in your guide.
Split the work up among the members of your group so
that each contributes at least one page to the guide. Search
the Internet for images and facts to illustrate your guide.
Use desktop publishing software to complete your task.

Choose one of the computing careers described in lesson

5.2. Pick one that interests you as a possible career.
Search the Internet to find o ut more about the career.
What qualifications and skills are needed? What are the
tasks involved in the career?
Write a report of your findings.

The file 'history project' contains an assignment prod uced

by a friend of you rs. She has used a word processor but
does not have your skills.
1. Use a spell checker to help you to correct any errors in
the file.
2. Apply headings, emphasis and any other method you
choose to improve the presentation of the document.
3. Save your improvements using a new file name .
 In t his lesson you w ill learn how to do basic maintenance of your
computer and how to connect peripherals safely.
······ ..
Maintaining
. . your.
c9mp-µter It is important to keep your computer system clean. Here are
some basic cleaning proced ures to follow that will keep your
lr:i t.h.is _unit.you l(v'ill l~q.rn .
computer and its peripherals in good condition. Before doing
a.bout. [?a,si\: r:nainter:i.~.nce.. any maintenance on your computer, make sure it is t urned off and
p.roc~dw re$ tha.t. l(v'[l_l.,keep unplugged from electrical power.
your.~ornpwte.r c!Nn. . .. Cleaning the keyboard
. Yoµ wil).le.arn.about the. Dust can gather between the keys of your keyboard and prevent
c;:ables that are used to .. them from working properly. To clean your keyboard:
. connect your co.mp.u.t.er. 1. Unplug the keyboard from your computer.
. system .and how.to check if 2. Turn the keyboard upside down and gently shake it to remove
.software you wantto install dirt and d ust.
.is.compatibl.e w.i.th your 3. Moisten a cloth or paper towel and gently wipe away any dust
from the keyboard. Do not pour liquid directly onto the keys.
computer.. .................... .
4. Reconnect the keyboard to the computer once it is dry.

Cleaning the mouse

Dirt and d ust can build up on the base of your mouse. To clean
your mouse:
1. Unplug the mouse from the USB port.
2. Moisten a soft cloth and wipe the top and bottom of the mouse.

Cleaning the monitor

Figure 9. 1.1 A soft brush will
Grease, fingerprints and dust can make your computer screen
remove dirt
difficult to read. Be careful cleaning screens. They often have special
coatings that can be damaged by chemicals. The best method is to
use a soft cloth or paper towel moistened with water.

Afte.r

---- \,
----

Figure 9.1.2 Keep your work area clean and tidy

 Unit 9 Maintaining your computer

1. Turn off your computer and unplug the monitor from the power.
If you are using a laptop, unplug it.
2. Wipe the screen with a soft cloth moistened with water.
3. Wipe the case of your computer with a moist cloth to remove
dust. Be careful to clean around any fan vents.

Connecting your computer system

There are two types of cable used with computer systems: power
Figure 9.1.3 USB cable
cables and data cables.
Power cables connect your system to electrical power. Electrical
power m ust be treated with respect. Always ensure power is turned
off at the wall before disconnecting a power cable. Ensure you haVf
saved your work before disconnecting power cables .

Data cables
There are many types of data cable. The two you will see most ofte
are network cables and USB cables .
USB is the most commonly used cable in modern computers. USB
Figure 9. 1.4 VGA is used for
stands for Universal Serial Bus. USB is used to connect almost many business computers
every type of peripheral except for computer screens. A USB mouse,
printer or keyboard can safely be connected and disconnected
without turning off the computer.
USB cables can be used to connect screens but are limited in
bandwidth so other cables tend to be used instead. The most
popular cables for monitors are Video Graphics Array {VGA),
Digital Visual Interface {DVI) and High-Definition Multimedia
Interface {HDMI}.

Figure 9.1.5 HOM/ is better

Create a maintenance guide to be used in your school for multimedia applications like
computer room. Use the content in this lesson and do some video and games
web research of your own. Find some suitable images to
illustrate your guide.
 In this lesson you will learn how to find the specification of your
computer.

Installing software
There will be times when you need to install software on your
computer. You might want to install new graphics software to
process your photographs, or perhaps install a new word processor.
Before installing software you m ust find o ut if the software will run
on your computer.

Software compatibility
To find out if software will function on your computer you must
compare the system requirements of the software with the
system specification of your computer.
A system specification is a description of the minimum components
in your computer. For example, the system specification will tell you
how m uch memory your computer has.
System req uirements are a description of the components a piece
of software needs to run on a computer.
In Windows 10,
If the system specification of your computer matches the system
selecting System and
specification of a piece of software, we say the software is
clicking the About
compatible. You should check the system req uirements against the
menu gives you
components of your computer before installing it. This is for two
summary information
reasons:
about your computer's
system specification. 1. Running the software may affect the performance of your
Another way to get computer if the system requirements are too demanding.
system specification 2. You may waste money buying software that will not run on your
information is to search computer.
for 'System information'
in the search box on System requirements
the taskbar along the System req uirements are published by the software developer.
bottom of the screen. There are three places you can look for the specifications:
1. Printed documentation issued with the software.
2. The official website for the software.
3. The website of the company selling the software.

The minimum system req uirements of a piece of software will look

something like this:
PC: Intel Core 2, 4GB RAM (8GB recommended), Windows 7 to 10
Hard drive: 4GB
Minimum screen resolution: 1280x768 pixels
 Unit 9 Maintaining your computer

List five pieces of information in the system req uirements that

you need to check against the system specification .

System specification
To find yo ur system specification:
1. Right-click on the Start button or Windows icon in the bottom
left of your screen.
2. Click on the settings icon.
3. In the menu that follows, click System.
4. Find About at the bottom of the menu.
5. Information about your computer will appear in the window on
the right. Figure 9.2. 1 The settings icon
6. If you need information on other parts of your computer system,
find and click the appropriate menu link. For example, Display
gives you information about your screen settings and Storage
gives information about your storage drives.
D X

Q Home About

Device specifications

V110·1SAST
0.-,ice nome TOP l M&
Process0< AMD A9-';4\0 AAD£0N RS 5 COMPUTE
Ql Tablet mode C0'5 2C • 3G 2.90 GJ<z
Jnsull<d RAM 00 GB (74 l GB u<.101<
DeY,ceJO • 1!9749-f4A144 t MAS-82(EA5
Product ID 01 325-80000-()()()00-AACf.M
,51 PIOJf<U/19 10 this PC
System type 6'-b t oP<'ltoog ,ys,..,,, •64 - . , proc....,.
Pen and touch No ~n °' tOuth mput 11 ,..,.,1 ble for th:s
ploy

Ren.me this PC

©About

Windows specifications

Figure 9.2.2 The About window

Search the web for an alternative to Microsoft Word . Choose a

word processor from the alternatives you find. Find the system
requirements for the word processor you have chosen. Check
them against the system specification of the computer you are
using. Write a report on whether your chosen application is
compatible with your computer.
 In this lesson you will learn about the parts that are inside a
com puter processor. You will learn how the various parts work
.... . .. .Hardware and together to process data.

softwc;t,re
1.n this u_nit_you l(v'ill l~q.rn .... The processor is at the heart of any computer system. It takes data
from the input devices and processes it before sending the results
how the main p~rts of a. . to an o utput device. The processor carries o ut instructions held in
p_rocesso.r wor.~_togetber . .. .. computer software. Another name for the processor is the Central
.to p.roces~ .dati3. an.d . Processing Unit (CPU).

i.n~tcu.ctjo_ns. You wi 11 CPU

. also.Jear.n abo.ut the There are four main parts to a CPU:
components of.a .computec 1. The control unit manages the work of the CPU. It receives
. that pro).(ide.memory .th.at instructions and makes sure they are carried o ut correctly.
.the. process.or cart use.. ...... 2. The Arithmetic and logic Unit (ALU). It makes calculations
needed to carry o ut an instruction.
3. The registers are small areas of memory that store an instruction
while it is being carried o ut.
4. The clock. An instruction is carried o ut every time the clock ticks.
It ticks around 3 billion times a second.

CPU

Control
ALU
unit

Buses

Registers
A B C D E

Figure 10.1.1 There are four main parts to a CPU

Buses
The parts of a CPU are joined together by fast connections called
buses. The buses also join the CPU to the computer's main memory.

Motherboard
The computer's CPU is mounted in the centre of a larger component
called the motherboard. The motherboard contains all the parts
needed to allow the CPU to work. It contains the computer's main
memory. It also contains sockets known as ports that allow the CPU
to connect to input and output devices.

The machine cycle

The way the CPU works is known as the machine cycle. Every
instruction is processed the same way:
Figure 10.1.2 Microprocessor
1. The control unit fetches an instruction from the main memory.
2. It then decodes the instruction - working o ut what needs
to be done.
3. Next, the control unit sends the instruction to the ALU.
4. The ALU executes the instruction.
5. The cycle starts again.

The machine cycle is also called the fetch -decode-execute cycle.

Fetch next
instruction
/ from memory

-----
Return the
result to Decode the
instruction
memory

Execute
J
Fetch any
(carry out) data which is
the instruction needed
----~'11111---~-----
Figure 10. 1.3 The fetch-execute-decode cycle Draw a diagram of
the machine cycle
explaining in your own
Processing speed
words what happens at
The speed of the processor is measured in hertz (Hz). A hertz is each step in the cycle.
one cycle per second. Modern processor speeds are measured in
gigahertz. A gigahertz is one billion cycles per second. Personal Search the web for a
computer CPUs operate at around 3 gigahertz - three billion labelled picture of a
cycles per second. A faster clock speed means more instructions are motherboard. Where
carried o ut per second. is the CPU positioned?
Make a list of any ports
A core is a processor in the CPU. Instead of having one processor, you can see. Can you
a CPU will have two, four, or more processors ru nning side by side. see any memory?
M ultiple cores make a processor run faster.
In this lesson you will learn how the computer stores informat ion.
You will learn how to pick the right type of storage for your needs.

Primary storage
Primary storage is memory connected directly to the CPU. It is
memory used by the computer for its own operations. You cannot
save your work to primary storage. There are several types of
primary storage:

Cache and registers

You learned about registers in lesson 10.1. They are used to hold
the instruction the CPU is processing. Just o utside the CPU is a
larger area of memory called the cache. The cache stores a q ueue
of instructions ready for the CPU to use.

Random-access memory (RAM)

If you are working on an assignment, the word processing software
and your document are stored in RAM so the CPU can access them
q uickly. RAM is 'volatile'. All data in RAM is lost when the computer
is switched off.

Figure 10.2.1 RAM contains the instructions

and data for any program you are using

Read-only memory (ROM)

ROM contains the basic instructions a computer needs to start
up and operate. The programs on ROM are loaded by the
manufacturer of the computer when it is built The data held in
ROM cannot be changed .

Secondary storage
Secondary storage is not directly connected to the CPU, so it takes
longer for the processor to access data and instructions held there.
Programs and data must be moved to RAM before the processor
can access them .

Secondary storage:
• has m uch greater capacity than primary storage
• is not volatile - data is not lost when you switch the computer off
• is sometimes portable.
Storage drives
There are two types of storage drive: a hard disk drive (HDD) and
a solid state drive (SSD).

An HDD is a mechanical drive. It contains metal disks that rotate.

An arm moves over the surface to read data which is stored
magnetically on the disks' surface. An SSD has no mechanical parts.
It stores data electronically using electronic circuits. Figure J0.2.2 Hard disk drive
HDDs are cheaper than SSDs and can store more data. SSDs are
faster than HDDs and there is less chance of them breaking down.
People sometimes choose to pay extra for SSD storage because it
is faster than HDD storage. SSDs are sometimes used in laptops
because they are lighter.

Network and cloud storage

If your computer is joined to a school network or the Internet, you
can use this link to save your work.
A network provides a large storage area for a whole network. Data
stored on a network drive can be used on any computer connected
to the network.
Cloud storage uses storage devices on the Internet. The devices
are kept in large buildings called data centres. Storing files to 'the
cloud' means you can retrieve them from any computer with an
Internet connection.

Create a poster about

computer storage. Say
what the difference is
between primary and
secondary storage. List
the types of storage.
Search the web for
photographs to
Figure 10.2.3 External storage devices can be plugged into the illustrate your poster.
computer

Portable storage
An external device is portable and can be moved from one
computer to another. You can buy external HDD and SSD devices.
A flash memory drive is a small version of an SSD that is cheap
and very portable.
 In this lesson you will learn about the many different types of
input device and what they are for.

What is an input device?

An input device is a computer peripheral. The purpose of an input
device is to:

Many computer • capture data

systems use voice • convert data into digital form
recognition to input • send digital data to the CPU to be stored or processed.
data. You can search
the web using your Types of input device
voice, select m usic Keyboard and mouse
from your playlist or Yo u learned about the keyboard and mouse in Unit 2 and have
even create and send
used them with applications like the word processor. Key presses
an email.
on the keyboard create digital data. A wireless mouse uses infrared
1. Do you feel light to detect movement and convert it into cursor movement on
comfortable talking screen. Mouse buttons are clicked to make menu selections.
to a computer?
Many alternative keyboard and mouse devices have been
2. Can you think of
developed. These are often used to help disabled people use
any situations where
computer systems. Examples are the braille keyboard, foot- mouse
voice input would
and eye-typer.
be useful?
3. Are there any Modern technology allows a computer screen to be used as
situations where an input device. Touchscreens are used on every tablet and
voice control or input smartphone. Some computers also have touchscreens. A
cannot be used? touchscreen lets you tap a finger on the screen to select from
menus, instead of using a mouse.

Figure 10.3.1 Rollerba/1 mouse

Figure 10.3.2 With sensor

pressures, robots can grip
delicate objects
Sensor
A sensor measures events in the real world automatically. The
sensor sends digital signals to a computer processor. In a factory, a
sensor might monitor the temperature of an industrial process. If
the temperature gets too high, a computer adj usts the process or
sounds an alarm.
There are sensors to detect movement, heat, pressure and light.
There are sensors to detect chemicals and radioactivity. Infrared
sensors are used to detect how close objects are.
Camera
Digital cameras capture images as electronic digital data. Digital
photographs can be stored and edited using a computer. The
images can be added to documents, sent to friends as email
attachments or included in multimedia presentations.
A web camera (webcam) captures moving video images. Digital
video can be stored and edited in the same way that digital
photographs are. Digital video can also be sent live over the
Internet. Video chat lets people see as well as talk to each other. In
business, videoconferencing allows people to hold meetings even if
they are in different countries.

Biometrics
Some features of your body are unique, for example your
fingerprint. The tiny marks of the iris of your eye and the precise
tone of your voice are other examples. These unique identifiers are
called biometrics.
Some modern input devices can read biometric data. They are
used for security checks. For example, you might have to press your
finger to a fingerprint detector to open a door.

Audio input
A microphone can capture sound and convert it into digital data.
The sound can be stored and edited as an audio file. Most m usic is
recorded and played digitally.
Modern computer systems can be programmed to recognize
speech. Voice recognition allows you to use audio input to give Figure 10.3.3 Fingerprint
scanner
commands to a computer or to dictate text to a word processor.

Use the Internet to cond uct research and write a report on

either of these topics:
1. Computer input devices for the disabled.
2. How robots use sensors to 'see' the world around them.
 In this lesson you w ill learn about different types of output device
and what they are used for.

O utput devices turn digital data into a form that is useful to humans.
O utput devices typically display the results of a computer's work so
that we can see it, b ut there are other types of o utput device that
D
=
= Litl
have different functions.

B :,:::..--:-.:..--=
a -·- Screens and projectors
11
a The screen or monitor of your computer o utputs text and image.
Modern screens are flat and lightweight. This makes modern
computers more portable. Screens prod uce high-q uality images.
We can read text and watch video on devices as small as a
smartphone.

Figure 10.4.1 Interactive The two main types of screen used are light-emitting diode
w hiteboard {LED) and liquid crystal display {LCD). Both are fl at and light, and
produce high-q uality o utput. LED screens use less electricity and are
not as easily damaged as LCD screens.
A projectortakes the image from a computer and projects it so
it can be seen by a large group of people. Teachers use projectors
to give multimedia presentations to whole classes. Sometimes the
image is projected on to an interactive whiteboard, which acts
like a very large touchscreen.

Printers and plotters

Printout is sometimes called 'hard copy'. Hard copy is created by
o utput devices called printers and plotters. The two types of printer
commonly used today are:
1. Inkjet: sprays dots of coloured ink onto a page to create text and
images.
2. laser printer: draws the information on a page on a metal drum
with a laser beam. The beam creates a small electrical charge
which attracts a powder called toner onto the drum. Toner is
transferred and heat- infused onto paper.
Both types of printer can print in colour and are q uiet. Laser printers
are faster and give a better quality print than inkjet printers. Most
organizations prefer laser printers.
Plotters work by drawing on the page with pens. Plotters create
accurate technical drawings on large sheets. They are used by
engineers and architects to draw plans.
Figure 10.4.2 Plotter

Figure 10.4.3 30 printers create three-dimensional

physical objects from digital models

3D printers usually print in plastic, but can print other materials

including metals. They are used to demonstrate designs but can also
produce working objects. You are designing a
computer system for
Speakers and headphones
use in your school
The o utput from a computer doesn't need to be visual. A computer
IT room . Write a
can also o utput sounds. A computer can store and play music tracks.
report with your
Blind people rely on sound to work with a computer. Screen reader recommendations for
software converts digital data into sound. The screen text is read o utput devices for the
aloud to the blind user. room.

Virtual reality
Virtual reality (VR) is a computer-created world that surrounds
the viewer. The virtual world is interactive - you can reach o ut and
touch things. A VR world is viewed through a VR headset, which
means all you see is the virtual world you are in. VR is mostly used
for games but can also be used to train people to complete difficult
or dangerous tasks, such as landing a plane.
In this lesson you w ill learn about system software.

There are two main types of software:

1. System software
2. Application software.

You need both types of software to use a computer:

System software
System software is software that controls the way your computer
works. It has four main tasks. It:
1. Makes sure that all the pieces of computer hardware
comm unicate with each other.
2. Takes care of the computer's memory and storage.
3. Loads application software packages.
4. Saves your work.

The software which takes care of all these system functions is called
the operating system (OS).
The OS starts up as soon as you turn on the computer, and keeps
running all the ti me you are using it. A lot of the ti me you do not
even notice it. For example, the OS makes sure that when you type
on the keyboard, the letters you type are sent to the processor:

Types of operating system

The most common OS for desktop and laptop computers is
Microsoft Windows. Windows uses a GUI, and yo u give instructions
mainly by clicking a mouse over icons and menus.
Microsoft Windows is designed to be used on computers made by
many different man ufacturers. It doesn't matter who has made your
computer; what you will see when you start the computer is the
Microsoft Windows GUI. Windows can be replaced by alternative
operating systems, such as Linux.
Macintosh computers have their own operating system, called Mac
OS. It is q uite like Microsoft Windows in appearance, but Mac OS
is not used on any other manufacturer's computers. Macintosh
computers can only use Mac OS.
An OS that has become very important in recent years is Android.
Android has been d eveloped to operate on tablet computers and
smartphones. It is installed on more devices than any other OS. Like
Microsoft Windows, Android is used on devices made by many
different manufactu rers .
Monitor Storage

1/ [I;J

/ 1'\
Keyboo, d ri/i}'J :s?.
Printer
Figure 10.5.1 Operating system Figure 10.5.2 User interfaces

Apple's iOS operating system is designed for Apple iPhone and

the iPad.

The user interface

The OS provides a user interface. The user interface is what you see
when you first start up your computer. It lets you give instructions to
the computer.
Today a computer interface uses graphical images such as windows
and icons. You use a mouse and a keyboard together to navigate
and give instructions to the computer. This type of interface is called
a graphical user interface (GUI}.
In older computers, the user interface was text only. You typed
in commands like 'Print file' when you wanted to do a task . The
computer sent messages back to you as words which appeared
on the screen. This type of interface is called a command line Research the Linux
interface. OS and write a brief
report. Who owns
A GUI is easy to learn. It is intuitive and does not need a high level Linux? How does it get
of technical knowledge. A command line interface is q uite technical its name? What kind
in comparison . It discouraged many people from using computers. of computers can it be
The command line interface is still present in operating systems, used on? How m uch
but few people use it. It tends to be used by experts to complete does it cost?
technical tasks.
In this lesson you will learn about application software.

What is application software?

When you sit down at a computer, you might want to type an
assignment or send an email. An architect may want to design a
new house. A bank manager may want to calculate repayments on
a loan. Application software is written to help us carry o ut tasks
like these.
Types of application software
There are many applications that software is written for. Some of the
main areas are:
• Business applications: word processing, spreadsheets, databases,
financial planning, project management
• Design: computer-aided design (CAD), graphics, desktop
publishing, web design, 30 design
• Engineering and science: computer-aided manufacturing,
robotics, sim ulations and models
• Entertainment: games, video and audio editing, m usic and video
streaming
• Communications: email, web browsers, video conferencing.

Figure 10.6.1 Computer-aided design

Apps
Apps are small applications, usually written for use on tablet
computers or smartphones. They are application software, but are
usually written for a very limited task, like a calculator. Apps are
intended to be used on mobile devices and usually linked to the
Internet.
Software suites
A software suite is a set of software applications made by the
same supplier. Suites usually contain business applications for word
processing, spreadsheets, presentation design, and databases.
The advantage of a suite of software is that each separate piece of
software will behave in a similar way. The menus will be similar.
Some of the functions will be the same throughout, for example the
way that text is emphasized. The similarity makes it easier to learn
and use applications. Suites also make it easy to share data between
different applications.
Examples of software suites are Microsoft Office, Apple iWork and
Google Docs.

Off-the-shelf or bespoke software

For most purposes, individuals and organizations buy software
'off-the-shelf'. Off-the-shelf software (sometimes called general
purpose software) is written by a company with the aim of making
it useful to as many people as possible. The prod uct is bought,
installed and used. It can be used as soon as it is bought, but it
might not do exactly what you want.
For some specialized applications, a company might decide it
needs software written to do exactly what they need it to do. This is
called bespoke software, or sometimes custom -written software.
Bespoke software is expensive and takes a long time to develop. Figure 10.6.2 Web design

Commercial and free applications

Application software can be purchased o utright. Purchasing
software gives you a license to use it on a fixed n umber of
computers. Another way to buy software is to pay an annual fee
for a license. That can be a cheaper way to start using software, but
could cost more over time than buying the software o utright.
Free software applications are available. Sometimes, free software is
a limited version of paid -for software. Other times, free use is time-
limited to let you try the software before you buy it. There is also
completely free software available: Google Docs is one example.

Look through the list in the 'Types of application software'

section. Choose an application area that you are interested in.
Search the Internet for two or three programs that are widely
used for your chosen purpose. Which one would you like to
use? Can you find any free software that might work j ust as well?
 In this lesson you will learn about different modes and signals
used in data transmission.
.. . .
Data communication
. . .. . .
and networks Analog and digital transmission
1.n this uriit_you y.,ill lec;t.rn. A digital measure is one that can be expressed in whole numbers,
or digits. For instance, if you count the number of coins that you
how dc;ttq i~ tr:ar:i?.r:n itt~9 O.Yfr
have in your pocket, that is a digital value. An analog measure is one
a n~twQrk, .and a.ooutthe . .... that changes smoothly over time. Time is an example of an analog
.n:iedia ws.e;Jt9 c.arTY. data .. measure.
.sign.al.s. You will lear.n about . The data stored by a computer is digital. A comm unication signal
. the practical things.data. is often analog. A device called a modem enables computer
comm unication by converting between digital and analog signals.
. ....... transmjss.ion. is used Jo.r, . .. ..
'Modem' is short for modulator-demodulator. It is the device that
converts digital signals to analog signals - and back again - so that
digital data can be sent over analog telephone networks. In modern
networks, analog signals are not used as often, but modems are still
needed to translate between different forms of digital data.

Computer Modem Analog Modem Computer

signal
Input Convert to Convert to Output
Q
digital
info
r--'\
Ly
analog signal
(modulate) ..__
>
_,
digital info
(demodulate)
digital
info

Figure 11. 1.1 Modem operation

Bandwidth and latency

The amount of data that can be sent over a connection in a fixed
time is called bandwidth. The higher the bandwidth, the more data
can be transmitted. Bandwidth is like water moving in pipes. Water
travelling through a broad pipe will reach the other end in greater
q uantities than water travelling through a narrow pipe.
A data connection that carries a lot of data is called broadband.
Broadband can carry data such as video signals. Connections that
carry less data are called narrowband. Voiceband connections
make use of phone lines. These have very limited bandwidth and
are very limited in the amount of data they can carry.
Sometimes a high bandwidth connection is described as 'faster'.
In fact, data travels at a similar speed along any connection.
Bandwidth is a measure of how much, not how fast data travels.
High bandwidth tel Is you a network will support a lot of users at the
same time .
 communication and networks

Latency is the measure of how fast a network is. l atency is the time
it takes a set of data to travel to its destination and back. Bandwidth
is one factor in deciding latency, but there are many more, like the
condition of the hardware and cables being used, and whether or
not you are connecting to the network via a wireless connection.

Communication methods
Data can be transmitted using a number of methods:
• Simplex communication sends signals in one direction only,
for example a public announcement (PA system , through which
you can receive information, but cannot send messages).
• Duplex communication sends signals in both directions (for
example a computer connected to the Internet that can receive
and send information).
• Ha/f-dup/ex comm unications work in both directions, but only
one at a time. An example is a walkie-tal kie, where only one
person can talk at any time.
• Point-to-point communication connects two fixed points,
and other users cannot hear the signal. An example is a phone
conversation.
• Broadcast comm unication is sent o ut from a central point, and
anyone who can pick up the signal can hear it. An example is a
radio station, which can be heard by anyone with a rad io.

Data travels very quickly around a network - even one as large

as the Internet.
Data is sent along fibre-optic cables as pulses of light. Light
travels at 299,792,458 metres per second. The latency of light
is 3.33 microseconds. That means it travels 1 kilometre in
0.00000333 seconds.
Light does not travel as fast along a fibre-optic cable. The
latency of light along a cable is 4.9 microseconds per kilometre.
At that speed, data would travel to the moon in less than
2 seconds.

Use an appropriate software package to create a diagram that

shows how modems are used in comm unication. Add notes to
describe what is happening at each stage in the process.
In this lesson you will learn about the cables that carry dat a
around a network.

You have learned about devices that use communications

technology. In this lesson you will look at the transmission medium -
the channels that carry the signals between devices.

Cable
There are two types of cable used to carry data in networks. Metal
cables are used to carry signals as electronic pulses. Fibre-optic
cables are also used in networks. Fibre-optic cables carry data
signals as pulses of light.

Copper cable
The cables used in networks are made from copper. Copper is
inexpensive and easy to install. Copper has a low resistance to
electricity, and is used for electrical cabling in your house.
Copper cables are vulnerable to electrical interference. They are
only used over relatively short distances. The copper cables used
in local area networks {LAN) are never used over distances of
more than 100 metres. Beyond 100 metres, the signal suffers from
interference and data transmission is unreliable.
There are two types of copper cable used in networks: twisted pair
and coaxial. Both cables can carry a two-way duplex signal.

Twisted pair cables

In a twisted pair cable, data is carried along pairs of thin copper
wire. One wire in the pair brings data inwards and the other takes
data out. The pair of wires are twisted around each other. This is to
reduce interference. Some types of twisted pair cable are shielded
to cut o ut electrical interference.

Figure 11.2.1 Twisted pair cable

 communication and networks

The cables that carry data around a LAN are mostly twisted pair.
They are hidden away in plastic or metal casing. Each cable ends in
a network socket. The sockets allow computers and other devices

•
to be connected to the network. Data points are the sockets on the
wall you plug a computer into. The socket is called an RJ 45. The
cable you see connecting a computer to a wall socket is the same
twisted pair cable used throughout the network.

Coaxial cable
In a coaxial cable, the signals are carried by an inner cond uctor
Figure 11.2.2 RJ 45 connector
and an outer insulating layer which wraps round it. The signal is
carried in the space between the two layers. Coaxial cable is strong,
but more expensive than twisted pair cable. It is rarely used in
modern LANs since it has been replaced by fibre-optic cable for
most uses.

Fibre-optic cable
Fibre-optic cable is made of long clear strands of plastic wire
covered with a reflective interior coating. Light signals pass along
the inside of the fibre by bouncing off the reflective inside coating.
Optical fibres can be used for telecommunication and computer
networks because they are flexible and can be b undled as
cables. Fibre -optic cable is especially good for long-distance
communications because light does not lose energy as it passes
down the fibre, and it is not affected by electrical interference.
Fibre-optic cable is used to extend LANs over longer distances than
copper can.

Figure 11.2.3 Fibre-optic cables use light signals

How much data cable is in your school's computer lab? Find

o ut how many data points (sockets) there are in the room.
Assume the average length of a cable in your school is
50 metres.
Unit 11 11.3 Data transmission media -
wireless

In t his lesson you w ill learn about t he techno logy used to

t ransm it data w it hout t he use of cables.

Wireless data transmission

Some devices transmit data within a network without using a cable.
Those devices use a wireless connection. The most common
forms of wireless connection are radio waves, microwaves and
infrared beams.
Radio waves can pass through solid objects, so a radio signal can
be picked up from almost anywhere. Radio signals allow portable
devices like laptops and tablets to access a local area network (LAN)
or the Internet.
Infrared signals are blocked by solid objects, so they are only used for
short-range communication. Infrared might be used to send a signal
to a device in the same room (for instance a lV remote control).

+ +

Figure 11.3.1 Satellite signals are sent as microwaves

People who live in areas where there are no cables in place can
connect to the Internet through a satellite connection Satellite
signals are sent as microwaves. Microwaves do not pass through
solid objects as easily as radio waves, but because the satellite is in
space, that is not a problem. However, bad weather and rain can
affect the connection.

Wi-Fi network connection

A Wi-Fi enabled device such as a laptop, smartphone or tablet
can connect to a LAN or the Internet when in range of a wireless
Figure 11.3.2 Home router Internet connection. Wireless network adapters are now bu ilt
 communication and networks

into most laptops. Wi -Fi connections have very limited range - a

maximum of 300 metres when o utdoors, and m uch less indoors,
because walls get in the way of the weak signal.
Wireless access in LANs is provided using devices called Wireless
Access Points (WAP). Wireless access points are added in a
network. You may see WAP around your school or other buildings
you are in. They are usually located on ceilings or high on walls. Yo u
may have an Internet connection in your home. The home router
that provides the service contains a WAP The WA P lets you connect
to the Internet wirelessly.

Bluetooth
8/uetooth is a protocol used to let wireless devices communicate
with nearby computers, or with each other. For instance, Bl uetooth
will let you use a hands-free mobile headset or share files between
mobile phones. Like Wi -Fi, Bluetooth has a limited range.

Mobile communications network

Mobile communications networks were introduced in the 1980s
to allow people to use mobile phones. Since then, new versions
(called generations) of mobile communication networks have been
introduced to provide faster data and Internet access. The latest
generation, SG, was introduced in 2018. SG has the potential to
provide faster Internet access than broadband.
It is predicted that by 2020 there will be 4.75 billion mobile phone
users in the world. Many use smartphones to access the Internet.
Mobile phones provide access to the Internet from anywhere - Figure 11.3.3 Mobile phone
you don't have to be near a WAP aerial

Make a list of ways that you access the Internet in a typical

week.
Make a note of where you access the Internet, whether you use
a wired or wireless connection, and what you use the Internet
for. What changes would you like to see in how you access the
Internet?
Unit 11 11.4 Using transmission media
in the real world

In this lesson you will learn about some ways that computer
networks are used in communications.

Sending messages
Point-to-point communication systems allow us to send messages to
an individual or small group of people. Point-to-point messaging is
different from broadcasting, which goes out to anyone who is listening.
Short Messaging Service {SMS) carries short messages between
mobile phone users. Because a single text message is only 160
characters long, people often use 'text speak', which includes
abbreviations.
Instant messaging{IM) is a way of sending typed messages using
the Internet. Instant messages are usually read as soon as they
are sent. They are replied to q uickly. IM sometimes takes place
Figure 11.4.1 SMS is commonly
in chatrooms. Chatrooms are usually moderated, which means
called texting
threatening or unsuitable language is banned.
Email is used for longer, more formal comm unication than SMS
and IM. There is usually a delay between an email being sent and a
reply being received. Large documents and images can be attached
to emails. Business emails must be polite and professional. Emails
should be typed carefully, with high standards of spelling and grammar.
Business emails are often filed so there is a record of a communication.

Real-time communication
In real-time commu nication, people interact as if they are having a
Text messaging is
face-to-face conversation.
the most widely
used form of data Vo/P stands for'voice over Internet Protocol'. VoIP allows phone
comm unication. In conversations over the Internet, but needs high bandwidth to work
2018 it was estimated well. Vol P is cheaper than traditional phone systems.
that 16 million SMS
Video conferencing is like a phone conversation, but the people
messages were
taking part can see as well as hear each other. Webcams built
sent every minute
into computers and smartphones let us videoconference. Some
worldwide. Texting is
organizations set up special rooms with high-q uality video and
also the most effective
audio equipment for videoconferencing.
comm unication:
99 per cent of texts
are opened and read,
compared with only
25 per cent of emails .
 communication and networks

Web conferencing is like video conferencing, b ut the people taking

part have extra tools they can use. People can share screens so they
can create documents together even though they are in different
locations. A whiteboard lets people share their ideas. Presentation
software lets people share slideshows.

Figure 11.4.2 A web conference lets people in distant locations hold meetings as
if they were in the same room together

A global conversation
Technology lets you take part in global conversations with a wide
range of people all over the world.
Weblogs {biogs) are personal web pages that you update regularly
like a diary. Biogs can be read by friends and by strangers. Readers
can add comments to a blog.
Newsgroups and forums share messages among a wide group of
people. They are used for more detailed conversations than SMS
and IM. Typically, discussion is about a particu lar topic, like science,
m usic or sport.

Use the Internet to search for at least three applications that can
be used for video conferencing. Compare the advantages and
disadvantages of each application in a list. Which one do you
think is best?
 In t his lesson you w ill learn w hat protoco ls are and how t hey are
used to allow commu nicatio n over networks.

Sending data over networks

Think about an email you send to a friend. To reach its destination,
your email must pass through miles of cable owned by several
different organizations. It will be received and then sent on by
dozens of hardware devices made by different manufacturers.
The journey an email makes is very complicated, but it is almost
100 per cent certain to reach its destination. What makes that
possible is that your email and all the cables, hardware and software
along the route follow the same rules. Those rules are called
network protocols.

Network protocols
A network protocol is a set of rules that says how:
• data must be organized
• signals must be sent
• errors are detected and fixed.

Two devices m ust use the same protocols to be able to

comm unicate.

Examples of protocols
There isn't a single network protocol. Different protocols are used
for different purposes.
Ethernet is the protocol that says how computers are linked
together in local area networks (LAN). Ethernet tells us what cables
and sockets can be used for LANs. Yo u learned about network
cables and sockets in lesson 3.3.
If network users send data at the same time, a data collision can
occur. Data is lost in a collision. Ethernet protocols make sure that
Figure 11.5.1 Ethernet socket data collisions are detected and data is recovered so that it gets
and cable safely to its destination.
 communication and networks

TCP/IP is the protocol that says how data sent over the Internet will
get safely to its destination. The TCP/IP protocol has two parts:
1. Transmission Control Protocol {TCP): controls the way that
data is broken into small blocks (called packets) to be sent over
the Internet. Sending messages in small packets is more reliable
and faster than sending them as a large block of data.
2. Internet Protocol {IP} is a method of giving all devices on the
Internet an address so that messages are delivered to the correct
destination.

Hypertext Transfer Protocol {HTTP} controls how web pages are

formatted and sent over the Internet. HTIP makes sure that when
you request a web page you can read it - no matter what browser
or device you are using.
HTTPS is a more secure version of HTIP - the 'S' stands for
Secure. HTIPS was designed to protect personal data and financial
transactions on the Internet. Most websites now use HTIPS. Figure 11.5.2 HTTPS makes
There are many other network protocols used, including: websites more secure

• simple Mail Transfer Protocol (SMTP) and POP3, which are used
for sending emails
• Wi -Fi, the protocol that provides wireless connection to a
network
• File Transfer Protocol (FTP), used to transfer large files between
computers
• Internet Relay Chat, the protocol that allows instant messaging to
take place.

For comm unication to take place, all the devices, software

and communication media being used must comply with
the appropriate protocols. Without protocols, networks would
not be able to operate.

Make a list of the things you have done in the last week using a
computer connected to a network. For example, have you sent
an email? For each activity, write the network protocol(s) that
you used.
 In t his lesson you w ill learn w hat digital dat a is and w hy a
computer must use digital data in all its processes.
····· ·· Digital da~a ~nd
binary numbers What is digital data?
t:,.s_you f)aye st uqied t~i_s W hen we comm unicate, we use letters, numbers and punctuation.
We put characters together to make words and sentences. We
c9urs~_YOL! ":"fill -~_ave_..
communicate in other ways too. We create images, still and moving.
IE!arri~c;l aqq~t the term We create sounds - music, for example, helps us to communicate
_'qi_gita,1'. You may ha,v~ \JS\=q feelings.
it yqurself in ~0:iviti_es, . .. .. A computer uses a simpler language. A computer can only
ef")ts cJ.rn:J c;:J~ss .
. assignm_ comm unicate using numeric digits. That is where the term digital
comes from. In fact , computers only use two digits in their
di_~Cl.JS~i.Qf"\S. .l.r:i t.hi? L,Jnit you
language: zero (0) and one (1). The computer can combine digits to
. wil,I l~arn whi3-t d_i_gjta,I .d~ta,
make words, but it can only ever use O and 1 in those words.
rneans..You will learr:i why .
Data that is only made up of two digits is called digital data.
a.~om.pu.ter. pro_cfsso.c .r:rn,J$t.
.u.se d.ig(tal di3-ta,. and how Why computers use digital data
A microprocessor is made up of millions of tiny electronic switches.
. .i.t .manages..to stoce every.
A switch in a microprocessor is like any other type of switch. A switch
. p.iece of data as a.str.irig.of can be off or on. The off positions of the switches in a microprocessor
.. zeros.and on.es.. .............. . are shown as Os while the on positions are shown as 1s.

0- ~
- 0 - ~
- 0 - 0- ~
- 0 - 0-
-OFF
0
--'
,
ON
1
--'
,
ON
1
-
OFF
0
--'
,
ON
1
-
OFF
0

Figure 12.1.1 Digital data

How a computer stores data

You have learned that the computer stores data as numbers. It uses a
number system that only uses two digits, 0 and 1. This number system
is called binary. You will learn more about binary in lesson 12.2.
Binary is used to store every piece of data in a computer. That
includes numbers, text instructions, video and audio .
 Unit 12 Digital data and binary numbers

Numbers: the decimal numbers you are used to can be written as

binary numbers. For example, 14 in decimal is 1110 in binary. The
numbers look different, but the val ue they hold is the same. Storing
numbers is straightforward for computers.

Figure 12.1.2 Digital data is stored as code

Every other piece of data stored by a computer m ust be stored

as a code. Code is very important in computing. It is used to
translate between human readable language and binary. Without
code, people would have to learn to read and write binary to use
a computer. Using code, a computer can t urn a string of Os and 1s
into a high -definition interactive game with full audio.
Here is an example of how code works:
Text: when you press a key on your keyboard, your computer looks
up the letter you typed in something called an ASCII (pronounced
as'-key) table on a microchip in the keyboard . The ASCII table
contains a code. Every letter on your keyboard has a binary number
code which is sent to the computer processor.
So, when you type the letter A, the keyboard converts it to
01000001 and sends it to memory.
For 'A' to appear on your screen or be printed, your computer
changes the ASCII code back into the letter that you can read, but
stores it as ASCII.

oxfordsecondary.com/just-click-3e

Open Worksheet 12.1. You will use ASCII code to do some

conversion between text and binary.
In this lesson you will learn about binary numbers and how to
convert them into decimal.

Decimal and binary

In lesson 12.1 you learned that a computer must store everything
it processes as digital data. We use the binary number system to
understand what digital data looks like. You have seen how binary
numbers look different to decimal numbers.

Decimal
The decimal number system uses 10 digits (Oto 9). The val ue of
each col umn in a decimal number is 10 times greater than the
previous col umn. Another name for decimal is Base 10.

Thousands Hundreds Tens Units

2 5 4 3

Figure 12.2.1 Base 10

Binary
The binary number system uses two digits (O and 1). The val ue
of each col umn in a binary number is two times greater than the
previous col umn. Another name for binary is Base 2.

Eights Fours Twos Units

1 1 0 1

Figure 12.2.2 Base 2

How to read binary numbers

You can use your knowledge about Base 2 to read binary numbers.
The best way to understand a binary number is to convert it into
decimal. You use decimal every day, so it is much easier to understand .
 Unit 12 Digital data and binary numbers

The binary number used in the previous section used the binary
number 1101 . Here is an easy way to convert the number to
decimal:
1. Draw a table like the one in figure 12.2.2. It must have enough
col umns to hold the binary number you want to convert.
2. In the first row of the table write the val ue of each col umn. Start
with a 1 in the right-hand col umn then multiply by 2 as you
move from right to left.

8 4 2 1

3. Enter the number you want to convert in the second row of

your table .
1.-- s-s- - . - -4-s- - . - -2-:--,--,-,s--.
When computer
1 1 scientists needed a
word for a group of 8
4. Using the table you created, move your binary number along and bits they invented the
add together the val ues of those col umns that contain a 1. With word byte.
practice, you will soon learn the column heading val ues and be
Byte is a play on the
able to convert binary numbers in your head.
word bite. Taking a
byte of data is like
In this example you have 8 + 4 + 1 = 13
taking a small bite of a
11 01 in binary is 13 in decimal. biscuit.

Bits and bytes Later, scientists started

Each digit in a binary number is called a bit. There are four bits in to use smaller groups
the binary number 1101 . The word 'bit' is short for binary digit. Bit of 4 binary digits. Fo ur
combines the first letter of 'binary' with the last two letters of 'digit'. binary digits is called a
'nibble'.
A bit isn't very useful on its own. It can only store one of two val ues:
0 or 1. To make binary more useful, computers group bits together.
Eight bits grouped together is called a byte. Here are some
examples of data stored in a byte: 11111111, 00000000, 0011 0101 .
When you write a byte you must show all eight digits in the number,
even if the number starts with zeros. The val ue zero written as a byte
is 00000000, not j ust Oas it would be written in decimal.

oxfordsecondary.com/just-click-3e

Open Worksheet 12.2. You will find plenty of f un exercises to

practise your skills in converting binary numbers to decimal.
 In this lesson you will learn how computers store large numbers in
binary You will learn how to convert decimal numbers into binary

Larger numbers in binary

You learned in lesson 12.2 that a single binary digit is called a bit. A
bit is too small to be very useful, so the computer processor uses a
byte as its basic 'word'. A byte is eight bits long.
The binary number
system was invented The lowest val ue a byte can hold is 00000000, or O in decimal. The
by a German called highest value a byte can hold is 11111111 . Adding the column
Gottfreid Leibnitz in values in the table will show that the largest value that can be held
1689, long before in a byte is 255.
computers were
64 32 16 8 4 2
invented. Leibnitz , ,~s I
based much of his
thinking on earlier
Storing larger numbers
binary systems such as
the Chinese i-Ching. A computer will often need to use larger val ues than 255. To store
He believed binary and process larger values, the computer joins bytes together.
numbers could be used If two bytes are joined together, the highest value that the combined
to solve the mystery of bytes can hold is 65,535.
how the Universe was
If three bytes are joined together, the highest value that the
created.
combined bytes can hold is 16,777,215.
Today, astronomers are
When several bytes are joined together they are called a word.
using supercomputers,
processing billions Uses for larger binary numbers
of binary numbers a
In lesson 12.1 you learned that a computer uses ASCII code to store
second to explore how
the characters you type on a keyboard. ASCII is stored in a single byte.
the universe works. It is
That means ASCII can only use 256 characters (numbered Oto 255).
possible that Leibnitz
will, one day, be proved ASCII only includes English characters. To allow people to use other
right. languages, the computer uses unicode. Unicode uses two or more
bytes joined together. That means unicode can support languages
like Arabic and Mandarin. There are approximately 110,000
characters in unicode .
 Unit 12 Digital data and binary numbers

A computer stores images as digital data. A digital image is made

up of tiny dots of colour called pixels. In early colour computers a
single byte was used to store colour. That meant only 256 colo urs
could be used.
For simple images like emojis, 256 colours is enough. But a
photograph needs many more colours to look realistic. A method
called true colour is used in modern computers. True colour uses An early use for binary
three bytes to store nearly 17 million colours - more than the was the Braille type
human eye can see. system. The system was
invented by Frenchman
Converting from decimal to binary Lo uis Braille in 1829.
In lesson 12.2 yo u learned how to convert a binary number into In Braille, a letter is
decimal. In this example you will see how to convert a decimal shown as a group of
val ue to binary. In this example, 20 is converted to binary. 6 dots. The dots can
1. Create a blank binary number table like the one you used when be either raised or flat.
converting binary to decimal. The pattern of raised
dots represents a letter
128 64 32 16 8 4 2
I units I number or punctuation
1 1 character.
2. Working from left to right, put a O in every colu mn until you Braille is a printing
reach the first column that is less than or eq ual to the number system that uses raised
you are converting. Put a 1 in that column. In t his example, 16 is dots on a page instead
less than 20, so a 1 goes in that col umn. of ink. Braille allows
blind people to read.
64 32 16 8 4 2
I units I
0 0

3. Subtract the val ue of the column you have put a 1 in from the
number you are converting:
20 -16 = 4

4. Continuing from the column on the right, repeat step 2 using

the remainder. In this example, the remainder is 4. When the
remainder is O you have completed the conversion. Fill in any
empty col umns with a zero.

128 64 32 16 8 4 2 units Figure 12.3. 1 Braille

0 0 0 0 0 0

Convert these numbers into binary:

1. 18
2. 37
3. 146
 In this lesson you will learn how to use Internet content
responsibly and legally.
.. . . .
U~i~g the lnter~et
for learning Using the Internet responsibly
l_n t his u_nit you wi_ll )~~rn . Online behaviour
W hen you are online it is important to behave responsibly. You
...how
. .to................
use advanced. w~b
should behave to others as you would like them to behave toward
..~earc~ te.c.hn iquE_:s. Ypu .
you. Responsible online behaviour is called netiquette. Examples of
will. l~acn .how to ~i:-isure. good netiquette incl ude:
_the yveb c;ontent t.h.at you . .. • being courteous in email and messaging - think about how your
.. . .. .. u~E.: is. reJiabJe, When .YOlJ ... message will be interpreted. Talk to people online as though they
u.se c:onter:i.t you.find on .. were with you in person
• report any behaviour that seems upsetting, dangerous or
.th.e.we.b, it.is im.portao_t .to.. ..
irresponsible. Help others to report problems
.say where you fo.und.it. ... • observe the rules of any website you are using
.You w.i.1 1learn how. to. us.e. . .. • check your messages and email regularly. Respond in a timely
.citatio.ns to .giYe credit for. manner
.the. content you use. .. .... .. • be open and willi ng to share your knowledge with others
• be safe and help others to stay safe.

Using the Internet legally

Intellectual property
The idea of intellectual property is that you own anything you
have created using your mind. Intellectual property applies to:
• written work
• images and artwork
• m usic
• plans and designs
• computer software and games.

Fair use of intellectual property

Intellectual property is protected by copyright law. This means that
you must have perm ission from the owner before you can use their
content. Copyright law usually allows for 'fair use' of copyrighted
materials. The idea of fair use allows limited use of content for a few
purposes such as:

• research or study
• using a short q uotation from a work
• writing a review of a piece of work
• reporting current affairs and news
Fair use allows you to use short q uotes or extracts from other
people's work in your school assignments without asking for
permission. If copyrighted work is used it should be acknowledged
with a citation. Fair use does not apply to video, film or broadcast
material such as TV and radio programs.
What copyright means to you
1
You can legally use someone else s content in yo ur own work
if you have:
Figure 13. 1. 1 Behaving
• purchased the content with a license that allows you to use it
responsibly online will
• been given permission by the owner of the work to use it. encourage others to behave
well toward you.
Many content owners on the Internet use a license called Creative
Commons. A license is published with content so that you don't
have to ask the owner for permission. Sites you can use include
Wikimedia Commons, Pixabay and Unsplash.
&
---·--~----
~
~ --- •
-·
w.. ..... i : - 1 1. . . &,gljl,,
WU:IPUDtA

Wikimedia Commons
.. on~..., ....... · - . , _ , . ,_ _

-
--
---- .
--
---
,_

Figure 13. 1.2 There are websites that help you to find Create Commons content

Copyright theft
Copyright theft is a crime. Criminals make copies of music, games
and films. They sell the copies on the Internet. This is called
software piracy. The person who created the work does not get
money from the copies. Downloading unofficial files that have been
pirated is illegal.

Local laws
Countries have become concerned at the levels of crime that take
place on the Internet. Local laws exist in most co untries to govern
behaviour on the Internet. The laws cover activities such as online
fraud, the publication of illegal and obscene material and copyright
theft. Laws may exist that limit what people can say about others
online. You need to be aware of laws that apply in your country.

[ oxfordsecondary.com/just-click-3e

Open Worksheet 13.1. Complete activities on behaving

responsibly and behaving legally when using the Internet.
In this lesson you wi ll learn some advanced web search skills that
will make you more effective when you search for information on
the web.

You have had opportunities to practise the basic web search skills
you learned in lesson 3.4 while completing activities in this book. In
this lesson you will learn some advanced web search skills.

Advanced search
Most search engines have advanced tools you can use to improve
your web searching. In this lesson you will learn how Google's
advanced search works.
In the bottom right- hand corner of the main Google search page
are three links: Terms, Privacy and Settings.
1. Click Settings - a pop- up men u appears.
2. Select Advanced search from the men u.
The Google '.l\dvanced search' men u comes up on screen. The
advanced search box is in two parts. At the top there is a section
called 'Find pages with ...' Below that there is a section called 'Then
narrow your resu Its by. ..'

'Find pages with'

The boxes in the 'Find pages with' section tell Google what items you
want to include in your search list. The table below shows an example:
Mary wants to buy her grandmother a flower vase for her birthday.

Search box Explanation Example

all these Enter your keywords in this box like you Flower vase blue
words: would in the main search box on the
Google search page.
this exact Enter ph rases you want to search for Cobalt blue
word o r exactly as you want them to appear.
phrase
any of these Google will match any of the words you Vintage, antique
words enter in th is box but won't try to match
them all. Imagine the word 'o r' between
each word.
none of A page containing these words w ill be Glass
these words excluded fro m you r search Iist.
nu m bers Enter u pper and lower numerical limits $10- $20
ranging for you r search. You m ust include a
fro m sym bol for what the nu m ber stands for
(e.g.$, kg, cm).
The example tells us Mary wants to buy a blue flower vase. She
decides she likes the colour 'cobalt blue' best. In the third box Mary
says she wants to buy either a vintage or antiq ue vase. In the next box
she says she doesn't want the vase to be made from glass. In the final
box she says she wants to see vases that cost between $10 and $20.

C i hnps;//www.google.com/advanced_search?hl=en-GB&fg=1

Go gle
Do the search yourself.
Advanced Search Add the information
to the search boxes
one at a time, and after
Find pages with completing each box
aII lhese words click the advanced
search button at the
lhis exact word or phrase
bottom of the page.
any of lhese words· Compare the res ults
none of lhese words.
you get at each step.

numbers ranging from. to

Figure 13.2.1 Advanced search

'Then narrow your results by'

In this section you give Google information about the results you
want to remove from your search list. Some useful options here are:
Region: The drop-down box lets you pick a country by name. This
can be useful if you want to compare how issues are reported in
different countries.
Last update: This lets you filter o ut pages that have not been
recently updated. You could set this to 'up to a week ago' to search
for up-to-date news reports.
Usage rights are useful if you are looking for images or other
resources to use in your own work . You can set to 'free to use or
share' to find Creative Commons images.

Choose a major news story you have heard about in the past
week. Use Google's advanced search tools to compare how the
story has been reported in your own country and in another
country.
 In t his lesson you w ill learn how to judge w hether content you
find o n the web is reliable.

We use the information we find on the Internet to ed ucate

o urselves and make decisions - from what to buy to how to vote.
Many Internet searches will lead to information that is reliable.
However, many searches lead to information that is:
• incorrect
• o ut of date
• biased
• dishonest.

If you carry o ut the checks in this section, you will be able to test
Figure 13.3.1 Finding reliable whether information is reliable.
information is important if you
want to use the web effectively Who owns the site?
Can you trust the person or organization who has published the
information? Use sites that have been established for some time
and which are associated with organizations that have a record for
reliability and honesty.
Examples will include established newspapers and news sites,
government agencies, universities and large charities. Commercial
organizations can provide good information, but the information
they provide could be biased toward their own products.
Find out who owns the site and what its purpose is.

Dan Smerilli Who wrote the information?

Fri 20 Sep 2019
Has the author of the information put their name to the article? If
not, be wary abo ut the information. It is a good sign if the author
CD@@ gives their contact details as well as their name. The author may
Figure 13.3.2 You should be give their job title and q ualifications. Does the author seem to be
able to find information about an expert on the subject? Check if the author has written any other
the author articles on the same subject.
Can the information in the article be checked?
Find the date the article was written. If you are researching prices of
laptops, an article written five years ago could be misleading. If you
cannot find o ut when the article was written, you should be wary
of it. It could be out of date.
The author of an Internet article will usually include links to other
relevant documents. Follow some of those links. The links should
work and link to sites and articles that pass the same tests you are
applying to the main article.
Many authors will use citations at the bottom of an article. Citations
list the sources they have researched when writing the article. Check
these citations to find o ut if they seem reliable.
During your research you will find several articles that interest you.
Try to check facts in more than one article.
You will be able to follow links from a reliable article to discover
how honestly it was written.

What does the article look like?

Expect a reliable article to be well written and free from spelling and
grammatical errors. A site that publishes reliable information should
be professionally designed too.
This does not mean poorly written informations hould be rejected.
Nor does it mean all professionally produced content should be
believed. But if an online article looks like it was carelessly written,
it probably was.

Think of a topic you have studied in this course. Perform an

Internet search. Pick a link from the list presented by the search
engine. Ask the four q uestions in this section. Do you think the
site you found is reliable?
In t his lesson you w ill learn w hy it is im portant to give cred it to
t he owner of any content you use in your wo rk. You w ill learn
how citatio ns are used to give credit .

Why citations are important

If you use content that belongs to someone else in your work, you
m ust give credit for it. A citation is a note that appears j ust below
or after content you have used. It tells the reader who owns the
content and where you found it.
There are four reasons why using citations is important:
1. You are giving credit to the person who created the content.
People are proud of their content. They want to get credit for
producing it.
2. Someone reading your work can follow the link in your citation
to learn more about a subject.
3. Citations make it clear what work is yours and what belongs to
someone else. You m ust not pretend that someone else's work is
your own. That is called plagiarism.
4 . Citations show yo ur teacher you have carried o ut research to
complete your school assignments.

citation
Figure 13.4. 1 Citations make it clear what work is yours and what belongs to
someone else

Writing a citation
There are four pieces of information you should include in a citation:
1. The name of the person who created the work: the author.
2. The year the work was created .
3. The title of the work you are q uoting from or the name of a
picture you use.
4. The URL of the site you are taking the work from. If the work you
are using does not come from the Internet, use the title of the
book or newspaper you have taken the work from instead.
There will be times when you won't find some of the information
you need, but you should always use what you can find.
A citation for an article on a website will look like this:
Devon Campbell, 2020, 70 rules of netiquette you should know,
www.dailynewsforstudents.org
Or this:
Campbell, D. (2020) 10 rules of netiquette you should know.
Retrieved from www.dailynewsforstudents.org on July 28, 2019
Is stealing intellectual
Sometimes the owner of a piece of work will not provide a citation property through
for you to use. In that case you will have to write your own. Creative plagiarism as bad
Commons images often provide a citation for yo u to use. as stealing physical
property from a
Referencing person? How is it
Sometimes you will be asked to use a recognized method such as different?
Harvard referencing, to give citations. Two other methods used are:

Modem Language Association (MLA) referencing

Ml.A referencing is used widely in courses that study language and
literary subjects. In Ml.A referencing you include a brief note in the
text to say where a quote comes from. You then give more details in
a list of'works cited' at the end of the document. In the brief note in
your text you provide the name of the author. If you have taken the
quote from a book, you also provide the page number. If you do
not know the author's name, you give the name of the work .

American Psychological Association (APA) referencing

APA referencing is used widely in social sciences. As with Ml.A
referencing, you include a brief note in the text, which links to more
details in a list at the end of the document. The note in the text
should be in the following format:
(author's surname, date of publication, page number)
More information about the book or website is provided in a
references section at the end of the document.

Create a poster with the title 'Did you know...?' Search the web
to find a fascinating or fun fact about computers. Add a short
quote about the fact to your poster. Find an image to illustrate
your q uote. Add citations to your quote and image.
 In t his lesson you w ill learn about t he role of t he IT department in
an o rganizatio n.
···· · ··· ·1T i.n the workplace

ln..t_hi?..u.n it yo.t,J will The work of the IT department

l,ei'}rn ab.out how the Organizations depend on IT systems and networks. Fo r most
organizations their IT systems m ust be available 24 hours a day,
lT department .in.a,n .
every day of the year.
organization ope.rates,.
.You wi IJ also 1.e.arn about IT department

the impac.tJT.has an
. pe.o.ple ln. the.w.orkp.lace.
IT affe.cts..ever.yone, no.t Jus.t Data security

..... . . com puter specialists. .. . . ..... "-._./

System
System support Service delivery
deve lopment
"-._./
Figure 14.1.1 The IT department performs three important roles

IT departments are responsible for:

• development of the IT system so that computer systems meet
the needs of the organization
• support for IT systems to ensure computer systems run efficiently
and are available 100 per cent of the time
• service delivery, which makes sure that problems affecting
system users are dealt with
• security, keeping hardware, software and data safe from loss or
damage.

System development
~
System
development

System design
X
Syste m
develop ment
Testing
"-._./
Figure 14. 1.2 IT systems must change to meet new demands

The system development team is responsible for creating new

systems and updati ng existing systems. The team helps managers
in the organization to decide what new systems are needed.
Programmers and software engineers will develop new software
or make changes to existing software.
Sometimes software applications will be purchased rather than built
from scratch. The team will eval uate new software to make sure the
organization gets the software it needs.
Job roles: programmer, software engineer, systems analyst,
software tester

Systems support

System support

Network
ad ministration
X
System
administration
Application
support
'--..._/ '--..._/
Figure 14.1.3 The job of the systems support team is to make sure the
organization's existing IT system works and is always available

The job of the network administration team is to look after the

equipment that keeps the local area network (LAN) running.
The systems administration team is responsible for the services that Service delivery
are available on the LAN. For example, printing and email and file
storage. The application support team makes sure that application y
software is updated, installed and maintained.
Job roles: systems administrator, network manager, computer Service desk Training

technician, systems operator

Figure 14.1.4 The helpdesk in an
Service delivery organization takes calls from users
Both network and systems administration are system-facing. That is, who are having problems
the main concern of those departments is the computer system itself.
Service delivery is customer-facing. That is, concerned with the
people who use the system.
The helpdesk staff solve problems if they can, o r pass them on to
the right person in the systems or network administration teams.
Trainers work with people to make sure they have the IT skills they Which of the three
need to do their job. areas wou Id you
consider working in?
Job roles: trainer, helpdesk technician, service desk manager, open Do research to find o ut
learning author more abo ut the jobs
in your chosen area.
Smaller teams
Make a poster about
In small organizations, some of the functions shown in the charts in the jobs in the area you
this lesson would be combined so that one person is responsible for chose - can you find
several tasks. Sometimes a team will not have the expertise needed typical salaries for the
to complete a task. When that happens experts can be brought in jobs you include?
from o utside the organization.
 In this lesson you will learn how the introduction of computers
into the workplace affects the way that individuals work.

The impact of technology on work

Old jobs
Technology has led to many jobs being lost. Some jobs have been
lost because they are done by machines. For example, robots now
carry o ut tasks previously done by people in car and electronics
manufacturing.
Other jobs are lost because technology allows us to do things in
a different way. For example, before 1970, organizations would
employ typists to type letters for other people. In the modern office
people use a word p rocessor to create their own documents.
Many more jobs will be lost to automation and robots as
technology advances. Taxi drivers may be replaced by autonomous
cars . Agricu ltural jobs may be replaced with robots that are able to
plough fields and pick fruit.

New jobs
As old jobs have been lost because of technology, other jobs have
been created. Many jobs have been created in IT departments to
develop and maintain computer systems. Many people are employed
in new industries like robotics and automation, where they build,
install and maintain robots and automated production lines.
New jobs have been created in the mobile phone industry. Web
designers, game programmers and others work in media industries
such as television and m usic.

Figure 14.2. 1 Typists at work

Figure 14.2.2 Technology has also changed the way people
work and interact with one another
Changing patterns of work
It is not j ust the types of job that have changed: the way people
work is changing too. People change jobs more often. In the past
people spoke of a 'job for life', and it was not unusual for someone
to do the same job for 40 or 50 years. Today people may work in a
job for a few years before moving on to a new job.
Computer-based comm unications make it possible for people to
work together even though they are not in the same building, or
country. Teams are put together temporarily to complete projects.
Teamwork is becoming more important. Often people working for
themselves or other companies are included in teams j ust for the
duration of a project.

Retraining
Yo u have seen that computers in schools will help young people to
develop computer skills. You will need to keep your skills up to date
throughout your working life. As old jobs disappear or change, there
is a need for new skills. Online courses can help you to develop
technology skills. At other times you will learn on the job, adapting
to new ways of working that involve technology.

Telecommuting
In many parts of the world, people must travel long distances to
their jobs. Roads become very crowded. Traffic causes poll ution
and fuel is expensive. Travelling to work is called comm uting. An
alternative is telecommuting. This means that people work from
home, using computer comm unications.

Talk to a parent or
another adult you know
about their work and
the role of IT in it. What
do they use IT for and
how important is it? Do
they expect to change
jobs more or less often
in the future? How
often do they need to
learn new IT skills?
Share your findings with
your class or a small
group of classmates.
Figure 14.2.3 Telecommuting provides a way of working when there
are disasters or bad weather that stop people from being able to travel
 In this lesson you will learn what the components of multimedia
content are. You will learn what multimedia is used for.
Multimedia
pr:esentatio.ll!:' ... What is multimedia authoring?
In this..unit y.o.u wlll leam .... M ultimedia content:
what .multimediaconter.it. • uses two or more digital media, for example images, video and
is and.what it is.used.foe . sound
• is graphical - information is shown in pictures not paragraphs
.You will cr.eate.a pie.c.e of..
• is often interactive. The user can influence how the content is
r:n ultj medla conten.t ...... shown.

Creating multimedia content is known as multimedia authoring.

A m ultimedia author will use content they have created themselves
and content prod uced by others.

Multimedia resources
M ultimedia systems consist of at least two, and perhaps all, of the
following types of media:

Text
Text is used alongside other media like images and video to give
information. A multimedia user will not read large blocks of text as
they do in a newspaper. Text is used to emphasize important points
or describe other media.
Common file formats include TXT DOC, DOCX, RTF and PDF.

Images
Images like photographs, drawings or diagrams give information
visually. The m ultimedia author can create images using tools like a
camera, graphics software or a spreadsheet, which can be used for
graphs and charts.
Common file formats include JPEG, PNG, TIFF and BMP

Audio
Audio files can be used to provide background music or
commentary. Audio can be added as a separate track to provide
commentary on a still image, or it can be part of a video clip you
include in your work.
Common file formats include MP3, WAV and WMA.

Video
Video presents moving pictures and combines images and audio
that can make multimedia engaging and interesting for the user.
 Unit 15 Multimedia presentations

Other forms of moving image like GIF animation files are also used
to add movement to presentations. Animations are much smaller
than video files.
Common file formats include: AVI, WMV, MOV, MP4, FLV and GIF.

What is multimedia used for?

M ultimedia can be used for any activity that needs interesting and
high q uality comm unication. M ultimedia can be presented live to
an audience or remotely over the Internet, for purposes including:
• education
• training
• marketing and sales presentations.

Figure 15.1.1 Online study

Advantages of multimedia authoring
• Creativity: the m ultimedia author can use a wide range of
creative tools.
• Diversity: information can be presented using different media to Use the Internet to
suit the needs of different users. search for a m ultimedia
• Interactivity: users can take different routes through content. presentation on a
They can complete tests and challenges and get feedback on how topic that interests
well they understand the content. you. Identify the media
• Realism: video and audio content can add realism to a that is used in the
presentation. Users can see a piece of eq uipment in action or presentation. What is
listen to an interview with an expert on a subject. its purpose? What was
• Support: multimedia linked to the Internet can provide access to good and bad about
support materials or a real person to help solve problems. the presentation?

However, there are also some disadvantages to multimedia. For

instance, it can be costly and time-consuming to produce. M ultimedia
also needs a device like a computer or tablet to view it on.
In this lesson you w ill learn about t he tools used to create
multimedia content.

A multimedia team
Creating multimedia needs a wider range of tools than almost
any other creative activity that uses computers and other digital
technology. Professional m ultimedia prod uction is seldom carried
o ut by one person. It is an activity that brings together a wide range
of skills in a team.
A professional multimedia prod uction team can include:
• writers and editors
• graphic designers and artists
• video and sound engineers along with photographers
• programmers and testers - especially if interactivity is involved
• project managers.

Multimedia hardware
Digital camera
Cameras capture still images. All cameras work in the same way.
Light enters the device through a lens and is stored so that a
moment in time is captured . What has changed over the years is the
way that the image is captured. Early cameras captured images on
glass plates or plastic strips coated with special chemicals.
Modern digital cameras capture images as digital data. Digital
images can be processed using a computer and included in
documents or m ultimedia presentations.

Video camera
A video camera is like a digital still camera that captures moving
images. A video camera works by taking many photographs, one
after the other. Each image is called a frame. When played back
q uickly, the individual frames blend to form a lifelike moving image.
Most digital cameras can take video clips.

.
.
I
,.__
--
_ ·.
. "

\.·-:-· J . •, . '
Figure 15.2.1 Digital camera Figure 15.2.2 Video camera
 Unit 15 Multimedia presentations

Audio recorder
An audio recorder uses a microphone to capture background
sounds, interviews and instructions. Audio fi les are stored digitally.
An audio recorder captures data in a similar way to a video recorder.
It captures slices of sounds at regular intervals. The slices are called
samples. Played back quickly the sound appears continuo us. Most
video cameras have so und recorders built in.

Figure 15.2.3 Audio recorder

Multimedia authoring software

Many media files
Multimedia authoring software is designed to bring several forms
are compressed.
of media together into a single presentation. M ultimedia can also
Compression reduces
include interactive elements such as tests, q uizzes and questionnaires.
file size without
A m ultimed ia authoring package will include some editing tools, but greatly reducing image
those tools have limited functions. The aim of the editing tools is to or sound q uality.
allow minor changes to be made to an image, video or audio clip Compressed files
so that they fit together seamlessly. Other tools are available that are req uire less storage
specifically designed to edit media more extensively. space and stream faster
In the next lesson you will use a m ultimedia authoring package. You over the Internet. JPEG
will see that the text editing functions are very limited compared is a compressed image
with a word processor. format that is a fraction
of the file size of a
Popular multimedia authoring packages include Easy Generator, non -compressed file
Elucidat and Adobe Captivate. Many packages are designed for learning format such as BMP
and training development - one of the main uses for multimedia.

What hardware is available in your school for recording and

processing audio and video?
If you have a cell phone, what facilities does it have for
recording audio, video and photographs?
This course uses Microsoft Photos to illustrate some of the skills
needed to build multimedia. Is Microsoft Photos available in
your school?
Make a list of the resources you will be able to use in a
m ultimedia project.
 In this lesson you will learn how to make a simple multimedia
presentation in Microsoft Photos.

Microsoft Photos lets you build video projects. A video project is a

multimedia presentation.

Opening a video project

When you open Microsoft Photos you will see a menu at the top of
the screen.
If Microsoft Photos is
not on your desktop, 1. Select the Video projects menu item.
you will find it listed Any videos you have already made are shown in the Video projects
as 'Photos' in the start window. Clicking a project will open it so you can contin ue to work
menu. The logo for on it.
the application looks 2. To open a new project, click on the New video box.
like this:
Parts of an editing screen
There are three parts to the Video project screen:
• Project library is a box in the top left of the screen. This is
where you add the images and videos you will include in your
project.
• The preview box is to the left of the project library. You can click
the play button to preview your project at any time.
• The Storyboard is located across the bottom of the Photos
window. Yo u drag reso urces from the library onto the
storyboard. Yo u can sort them into order, make edits and add
text and backgro und music to your slides once they are on the
storyboard.

Add images to your library

Before you start to b uild a project, load the images and videos you
plan to use to your library:
3. Click Add.
4. Select From this PC from the drop-down menu to load
images you have saved to your PC. The Windows file browser
will open.
5. Select From the web to search for Creative Commons-licensed
images .
 Unit 15 Multimedia presentations

,..,, __ ,.,

Search the web to

Figure 15.3.1 Open a new project Figure 15.3.2 N ew project screen find information on
the best free video
Add a title screen
editing applications
6. Click Add title card in the menu at the top of the storyboard area. available for desktop
computers. Are there
A blank title page is added to the storyboard. A title card can be
any free video editing
used at the start of your video or to introduce a new section within
applications you
it. To add text to your title card:
can use on a tablet
7. Right-click on the title slide to open a drop-down menu. computer?

8. Select Edit then Text to add text to your title screen. You can
select different styles and positions for the text using the options
in this screen.

Move images onto the storyboard Create a simple video

9. To move images from your project library to the storyboard, presentation on a topic
drag the images one by one. that interests you. The
presentation should
10. When you have the images you want, you can arrange them
include a title screen
into the right seq uence by dragging them along the storyboard.
and three related
You can adj ust the time that each image stays on screen d uring a images. When adding
presentation. images to the project
library, use the 'From
11. Right-click on an image in the storyboard. Select Duration from the web' option.
the menu and set a new d uration in seconds.

- C •

....
--
T~s of computer ti ? n 11r..-,.._. d~"- ...

m •

..w Simple

Types of computer
. ~ -0-- Cl<lf I'

Eli CV<,!

Figure 15.3.3 Title screen Figure 15.3.4 Storyboard screen

 In this lesson you will learn how to add video and audio to your
multimedia presentation.

Adding video to your project

You add video to your presentation in the same way that you added
images:
1. Add a video file to your library.
2. Drag the fi le onto your storyboard.

When you add any resource to your library it must be in a format that
Microsoft Photos recognizes. MP4 and WMV are good formats to use.

Editing your video

When your video is in the storyboard you can edit it. You can add
text captions to a video in the same way that you added text to your
title page. You can also add captions to images.

Trim and split a video

When you right-click on a video in your storyboard a pop-up menu
A good way to find free appears. Two menu selections you will see are Trim and Split.
images and video clips
on the Internet is to Trim lets you remove frames from the start and end of a video. It
use a search engine like also lets you cut a section from the middle of a video.
Pixabay or Unsplash. 1. Drag the bl ue squares towards the centre of the timeline below
Sites like Freesound the video. Click Done when you have finished.
provide free m usic and
Split lets you break a large video into two smaller parts. Yo u can use
other clips, like sound
the smaller clips in different parts of your project.
effects.
2. Drag the single blue sq uares to the point in the timeline where
you want to split the video. Click Done.

When you use split or trim a new video clip is saved to your project
library. Your original video file is left in its original form.
"- - 0 'I(

- - ; ...... !J'""' +-- "'°..... ..

a,,...., ......

. ... ..
Figure 15.4.1 Trimming a video file
...
-
 Unit 15 Multimedia presentations

Add audio to your project

When you add audio to your project it must be in a format that
Microsoft Photos recognizes. MP3 and WAV are good formats to use. Select t»ckground music
StKt.a 1nUS1C 'net. Thi, ,,,1,n -..tomat,caJt:,~ to u.
There are two ways to add audio to your project: lfft01'1 r1~ '"° unpo,,:1n<:1.ad'trAl~•,,lj1
1-.u. 90tDCul1.0fflNiio

Background music is a simple musical track that plays in the

None
background while your presentation shows. It plays through every I> Am'*',ed

item in your storyboard. 1>-.0

0 -P>rty 1w1
1. Click on the Background m usic button in the menu across the - ---~
l> -"'9
top of the Microsoft Photos window. A menu will open.
2. Choose one of the m usic tracks in the menu. Set the vol ume
you want.
3. Click Done. - - - - -- ~•
Custom audio allows you to add your own audio file to a project.
It might be a narration you have recorded to explain an image in Figure 15.4.2 Background
your project, or it could be a sound effect. music menu

- Cl X

'? Custom audio

Open the slideshow you

created in lesson 14.3.
1. Add background
music.
2. Add a video clip.
Add a caption to the
video clip.
3. Add some custom
I> 0:11 1'®·H:i... 9 0:19
sound effects to your
- Canul
presentation.

Figure 15.4.3 Adding an audio file to a video presentation

1. Click on the Custom audio button in the menu across the top of
the Photos window. A menu will open.
2. Add your files to the custom audio area on the right of the screen.
You can drag the files or click the Add files button.

Each audio file you add has a bl ue bar on the timeline at the
bottom of the screen. Slide each audio clip around on the timeline
until it is in the location you want. Preview your presentation to
make sure you have everything in the right place.
In t his lesson you w ill work in a small team to create a
multi media project. The lesson has some guidelines t hat are
important for your project to be a success.

Working on the multimedia project

Work in a team to produce a booklet or presentation. Use the Internet
to find computingjobs that are related to the Internet and networks.
Your team will make an information sheet or slides for each job you
research. Use your school network or the Internet to communicate
with other team members whenever you can . Use email and
messaging if it is available.
Jobs you can choose to research for this project include:
• network technician
• web developer
• app developer
• web graphic designer
• games developer
• data cable installer or technician .

Figure 15.5. 1 Cable installation engineer

Carry o ut some research using the Internet for information on the

jobs your team chooses. Think carefully about your search terms.
Look for information about:
• what work is involved in the job
• what sort of place yo u would work in
• what skills you need to do the job.

Find a picture of someone doing the job .

 Unit 15 Multimedia presentations

Making your project a success

Your project should have three stages:

1. Planning
Before you start any work make sure you have a plan. The q uestions
you need to answer before you start working on your project are:
1. What jobs will you research?
2. How will you present your work?
3. What information will you collect about each job?
4. Will you have a team leader? Who will it be?
5. How will you divide the work? Who will do what?

Write all your decisions down. You might need to check them later.
Write a project plan. A plan lists every piece of work that you need
to do. Put a name next to each item with the date the work is to be
completed.

2. Execution
This stage is where the work takes place As each piece of work
on your plan is completed, note this down. This can be the Job Meet your team to
of your team leader, if you have one. Once team members have review how well it
researched and collected the information on jobs, present it to worked on the project.
your teacher. How well do you think
you did as a team
member? Make notes
on things you did well.
What will you try to
do better in your next
project?

Figure 15.5.2 Web designers

Which of the jobs that

3. Close
your team researched
To close your project, talk about how successful it was. What went would you most like to
well in the project? What went badly? How will you do things do? Give your reasons.
differently in your next project?
 In this lesson you will learn how algorithms can be used to solve
.... ····· . ··········
problems and how they are particularly useful in helping to solve
..... . . Problem solving programming problems.
... .. .. . .
with alQ(;>J'.ithms
An algorithm is a process used for problem -solving operations.
l_n..t_his__LJ.n it y_o.v Y'!lll le?-rn .....
a.bQut. tw.o .n:ieth9ds .o.f . Methods for creating algorithms
cr!=ati_ng algorit_h m_s t_hat .... . Input-Process-Output (IPO) model
_w ill help yo.v. tp_r::;r~at~ a, , .... . You have seen the input model in several places in this book. It
is used as a way to describe computer systems and the internal
..wel.1.-:de.sign.ed progcarn,
workings of the CPU. It is used in program design. The /PO model
. The.methods you.will learn.... is a good tool to use when you start to think about how to solve a
. .... . .. . abo.ut a(e flowcharts.and . . problem. It provides a chance to think about:
.. ... ... pse.udocode, You.wjJI.see .. 1. The o utputs you need your algorithm to provide
.. .. .... how both metbo.d.s can be . 2. What processes are needed to prod uce the o utputs
.u.se.d f.or plarinlog programs 3. What inputs are needed for the processes to work .
. and will.have.the chance to Although the name of the IPO model puts the word 'input'
..develo.p your owns.kills. first, you should always think first about what your algorithm
needs to achieve.

in_p_ut_)_I_9oc_e_s•_ _:-_o_ut_~uf
Figure 16. 1.1 The input-process-output model

Flowcharts
A flowchart is a method used to show an algorithm. A flowchart
uses boxes of various shapes to show inputs, processes and o utputs.
The sequence of events is shown by arrows that connect the boxes.
Flowcharts are used to:
• help when you are designing a new process
• document or describe a process so that another person can
understand it
 . ..
• investigate a process if you want to make changes or
improvements
• analyse a proced ure and work o ut what the logical stages are.

A flowchart makes it easy for you to see how the parts of your
solution fit together. It is a good way to describe your ideas to
other people.

Pseudocode Figure 16. 1.2 Flow charts

Pseudocode is a way of writing algorithms using short simple
English phrases. It includes keywords to describe inputs, processes
and o utputs. Pseudocode is an alternative to using a flowchart.
It allows you to write a more detailed algorithm t hat looks like
computer code. It is m uch easier to turn pseudocode into a
program than it is with a flowchart.

Variables
Whatever algorithm method you use, you will need to use
variables in your solution. A variable is a name for the data items
that you need to input, process or o utput in your algorithm.
It is important that you use meaningful names that remind you of
the purpose of the variable. Examples might be Age, FirstName or
Cost. Using meaningful names is a good idea because it makes it
easier:
• to re use the variable names when you write your program
• to remember how the program works
• for other people to understand the algorithm when they read it.

A teacher wants a program to calculate student grades for an

IT course. The teacher will input an exam mark and assignment
mark for each student.
The program will add the two marks together to give a total
score. The program will o utput the student's name and grade.
List the variables needed in the algorithm and give each a
suitable name.
 In this lesson you w ill learn what a flow chart is. You will learn
how to use flowchart symbols to describe algorithms.

What is a flowchart?
A seq uence of actions can be represented by a diagram called
a flowchart. A flowchart consists of a series of boxes joined by
arrows.
1. The shape of the box tells you the type of action to be
carried out.
2. The words inside the box tell you the exact action to be
carried out.
3. The arrows that join the boxes tell you the order in which the
actions m ust be carried o ut.

Flowcharts typically start at the top of the page, and the arrows
point downwards. Occasionally they are drawn from left to right.

Flowchart symbols
Symbol Name Used for

c ) Termi nator Shows the start and end of the algori thm.

D Process box
The text inside the box explains what
process is to be carried out

I I
Used to show what data is input (e.g. typed
Input/output box in) o r output (e.g. to screen). The fi rst word
1
in the box must be either 'input' o r 'output •

A decision box allows you to show

d ifferent routes th rough an algori thm.
Decision box The route taken is decided by a logical
statement. You w ill learn more about
decision boxes in lesson 16.3
Used to show the sequence of actions in an
Directional arrow
algorith m.

An example flowchart - calculating pay

Figure 16.2.1 shows an algorithm to calculate a person's pay by
m ultiplying the rate of pay per hour by the number of hours
worked .
 . ..
Here are the actions set o ut in the flowchart. The numbers in this
list match the numbers on the flowchart, so you can match the Q) Start
description to the flowchart.
1. The start of the process is shown by a 'terminator' box with the
word Start in it.
0
2. An input box shows that a value will be typed in and stored in the
variable Hours.
3. Another input box shows that a val ue will be typed in and stored
®
in the variable PayRate.
4. A process box shows that the variable Pay will be calculated by
multiplying the variable Hours by the variable PayRate.
0 Pay = Hours x Pay.Rate

5. An o utput box shows that the program will display the value of
the variable Pay.
6. The final box is a terminator with the word Stop in it.
® Output Pay

Assigning values
Three variables are used in this flowchart: they are called Hours,
© Stop

PayRate and Pay. In 16.1 you learned that values are assigned to Figure 16.2. 1 Example flowchart
variables by being input or by being calculated.
• The val ues of the variables Hours and PayRate are input.
• The val ue of the variable Pay is calculated.
The statement that calculates the variable Pay looks like this:
Pay = Hours* PayRate
This statement uses the arithmetic operator*, which means
'm ultiply'. The statement has this structure:
• first comes the name of the variable (Pay)
• then comes an equals sign = (this stands for assigning a val ue)
• after the eq uals sign comes a statement telling you what value is
to be assigned to the variable (Hours* PayRate).
All statements assigning a calculated val ue to a variable are shown
this way.

If the value 40 is input to the variable Hours and the value 25 is

input to the variable PayRate, what value is o utput?

Draw a flowchart that shows the steps needed to write and

hand in a school assignment using a word processor.
 In th is lesson you w ill learn how decision boxes can be used to
make flowcharts more useful for solving problem s.

Using decision boxes

The solution to many problems involves making a choice or a
decision. In flowchart algorithms, decisions are shown using a
decision box One arrow goes into the box, and two arrows come
NO o ut of the box.
Inside the box is a yes or no q uestion. If the answer is 'yes', the
Figure 16.3.1 Decision box seq uence of the algorithm follows the 'yes' arrow. If the answer is
'no', the algorithm follows the 'no' arrow.

Connector
In most flowcharts, all events lead to a single terminator at the
bottom of the chart . Where there is a decision box in your flowchart
the seq uence of your algorithm splits in two possible directions. The
END two paths m ust join again at some point Where the arrows come
back together a small circle is used called a connector.
Figure 16.3.2 Connector
Here is a security proced ure for checking that all the people
entering a factory have a valid security pass:
• Ask to see the pass.
START • If the person has a valid pass, let them enter.
• If the person does not have a valid pass, turn them away.
Check security
pass
Using yes/no decisions
The decision boxes in a flowchart m ust use simple yes or no
decisions. To show more complex decisions you must break
the decision down into a series of simple decisions.
For example, think about the process for making a cup of
NO coffee. When you make someone a cu p of coffee, some of
your actions depend on their preferences:
Do not allow
Allow to enter
to enter What do you want in your coffee?
• Nothing?
• Milk only?
• Sugar only?
END • Milk and sugar?

Figure 16.3.3 Security

procedure algorithm
 . ..
When you are making flowchart, a question like ' What do you
want in your coffee?' cannot be answered in a single decision box.
Ask if wont
A decision box only allows a choice between two options. To deal sugar
with a more complex problem you must break it down into a series
of simple q uestions that have a simple yes or no answer.
In this example, you can ask two q uestions, one after the other: do you
want sugar? Do you want milk? Asking two simple yes or no questions
NO
allows you to choose between four different courses of action:
Add sugar

Do you w ant Doyouwant

milk? sugar?

No No Ask if wont
milk
No Yes
Yes No
Yes Yes
NO

Add milk

Create a complete flowchart for making a cup of coffee,

including the double-decision section shown here, and all the
other actions such as boiling a kettle.
Figure 16.3.4 What do you
want in your coffee?

You order a chicken sandwich in a cafe. The waiter asks if

you want 'everything' with the sandwich. He explains that
'everything' is salad, mayonnaise and chilli sauce.
Write a flowchart that the chef can follow to make a chicken
sandwich, whatever combination of extras the customer orders.
In th is lesson you w ill learn how the use of logic makes flowcharts
a good tool for planning computer programs.

Logical tests
All conditional statements depend on logical tests. A logical test is
one that has the answer yes or no, or true or false.
'How old are you?' is not a logical test, because it can have many
different answers.
'Are you under 20?' is a logical test, because it has the answer yes or no.
In the previous lesson you turned a waiter's q uestion, 'Would you
like everything with your chicken sandwich?' into three separate
logical tests: add salad (yes or no); add mayonnaise (yes or no); add
chilli sauce (yes or no).

Conditional statements
Planning a computer program is no different to planning sol utions
to everyday problems. A program has inputs, processes and
o utputs like any other problem. Decisions in a computer program
are written in a more formal way. They are written as conditional
statements.

Start

0 Input
Exam Mark.

®
NO

® Output 'Student
has passed"
© Output 'Student
has not passed'

®
® Stop

Figure 16.4. 1 Have you passed or failed the exam?

 . ..
Conditional statements use a relational operator to compare two
val ues. The comparison gives a yes/no response which decides
which of two actions is taken.
The flowchart on page 164 (figure 16.4.1) shows an algorithm that
tells you whether a student has passed or failed an exam in which
the pass mark is 50.
1. The student's exam mark is input.
2. A decision box asks whether the exam mark is more than 49.
3. If the answer is 'Yes', then the o utput is 'Student has passed'.
4. If the answer is 'No', then the o utput is 'Student has not passed'.
5. The two arrows rejoin at a small circle called a connector.
6. The flowchart finishes at the 'terminator' box with the word
'Stop' in it.

Relational operators
The logical test in the decision box says:
'ExamMark > 49?'
This means 'Is the exam mark greater than 49?'
> is a relational operator. The next table shows the list of relational
operators you will find useful.

Operator Meaning Example

< Is less than 4 < 100
> Is greater than 0.5 > 0.25
= Is equal to 3 * 4 = 12
<= Is less than or equal to Age <= 18
>= Is greater than or equal to Height >= 1.5 m
<> Is not equal to 25/4 <> 10
(sometimes the symbol * Is used)
Figure 16.4.2 Relational operators

The new computer game War Machine can only be bought by

customers aged over 12. Create a flowchart that sets o ut the
following seq uence of instructions:

• Input age.
• If age is over 12, then o utput 'You may buy War Machine'.
• Otherwise, o utput 'You may not buy War Machine'.
 In this lesson you will learn how to use pseudocode to describe
algorithms.

Q Pseudocode is a way of writing down an algorithm in words. Some

people prefer pseudocode to flowcharts for planning computer
Programming languages programs because it looks like the code used in a computer program.
are used to turn your
program designs Keywords
into useful, working When you draw a flowchart, you use different shaped boxes to
programs. In the early represent different actions such as input, processing and o utput. In
stages of learning pseudocode, keywords are used instead. Keywords can be shown
programming you in upper or lowercase. In this book we will use lowercase to show
might use a visual keywords.
language like Scratch.
As you progress you Variables
may use a professional In lesson 16.1 you learned that variables are named areas of
language like Python. computer memory. Variables are used to store val ues. Variables
should be given sensible names to remind you of what value they
Search the web to find
will store. In this book we will give o ur variables an initial capital to
information about
distinguish them from keywords.
Scratch and Python.
What are they used Before a variable can be used in a calculation or o utput, it must be
for? What are the given a val ue. This is called initializing the variable. A variable can be
differences. Are there initialized in one of two ways:
similarities? What
1. A val ue is input by the user.
programming language
will you use in your
2. A val ue is assigned to the variable.
school studies as you
Input a value to a variable
progress from lower to
A value may be input and stored in a variable. For example, the
higher secondary level?
number of hours worked may be input and stored as the variable
Hours . In a flowchart, this is shown in figure 16.5.1.
In pseudocode, the keywords 'input' is used. For example:
Input Hours
input Hours

Figure 16.5.1 Input hours box

This command means input a value and save it as a variable called
1
'Ho urs .

Assign a value to a variable

In a flowchart, a val ue is assigned to a variable using this type of box:

I Pay ~ Hours* PayRate I

In pseudocode, the same command is used, but note that an arrow
replaces the eq uals sign.
 . ..
Pay ~ Hours* PayRate

Output a value
In a flowchart, a val ue is o utput using figure 16.5.2. The val ue of the
variable 'Pay' will be printed or displayed for the user.
Output Pay
In pseudocode, the following command may be used:
output Pay Figure 16.5.2 Output Pay box

Sequence of commands
In a flowchart, the sequence of commands is shown using arrows.
In pseudocode the sequence is shown by the order in which the
lines are written. Start at the first line and read down the page:
read Hours
read PayRate
Pay ~ Hours* PayRate
print Pay

This lesson provides you with all the parts of a pseudocode

algorithm that calcu lates pay. Put them together then add extra
code to:
A teacher wants a
• calcu late tax at 20 per cent of pay (m ultiply Pay by 0.2) program to calculate
• o utput the amount of tax grades for students.
• calculate and o utput take-home pay, after tax is deducted The program shou Id
(pay - tax). let the teacher input
an exam mark pl us an
assignment mark. The
Decisions program shou Id total
In pseudocode, the conditional structure begins with the words: the two marks, and
then if the total is
if ... then
• less than 40, o utput
The logical test goes between the words 'if' and 'then'. In this case, 'Fail'
we want to test whether a variable called ExamMark stores a value
• greater than or eq ual
greater than 49. If the test is true, print out the message 'The pupil
to 40, the program
has passed the test'.
should o utput 'Pass'.
if ExamMark > 49 then
Write a pseudocode
print uThe pupil has passed the test" algorithm for the
endif program.

The word 'end if' marks the end of the conditional statement.
 In this lesson you will learn what a spreadsheet is and what it is
used for.
Using
spre~dsheets A spreadsheet is a piece of software designed to help you work with
n umbers. You can enter text and numbers into a spreadsheet in the
In this uriit; you vyill lec).rr) .....
same way you can enter them into a word processor. What makes
what cJ..spr~adshr;:_et . a spreadsheet usefu l for working with n umbers is that you can also
is and .YJha,t it is w.s~d. enter form ulae. Formulae are used to do calcu lations automatically.
for. You \i'l(iJl.le.am how A spreadsheet is laid o ut as a grid of col umns and rows. A
)abe.ls., n.urnbecs and spreadsheet is a bit like a sheet of squared paper that you use to set
o ut your maths work. Using a spreadsheet is better than using paper
. formulae .are.c.o.mbjned
because it does the calculations for you.
in a.spre.adsheet.to ere.ate
. us.eful ap.pJications. for.. . . .... Who uses spreadsheets?
Jear.ning an.dwork. You Spreadsheets are used by:

w.i.11 also.learn how.to..use • scientists, who process data from their experiments to help make
new discoveries
a.spreadsheet to s.o.lve
• business people and accountants, who process financial data to
. a problems that. inv.o.1)./e
make their b usinesses successful
.calculatiori. .. ·········· · ····· • engineers, who need to make accurate calculations to ensure
their designs work efficiently and are safe.

In fact, anyone w ho needs to work with numbers will find a

spreadsheet useful.

Why are spreadsheets useful?

A spreadsheet has m any advantages:
• you can lay o ut your work so it is easy to understand
• you can reuse a spreadsheet to help you in new situations
• if you c hange any of the n umbers in a function or form ula, the
spreadsheet automatically calculates a new answer
• you can easily sort and reorganize you r data
• you can create usefu l o utputs such as graphs and charts.

Spreadsheet software
There are many good spreadsheet applications. They all look slightly
different, b ut they all work in very similar ways. Some examples are:
• Microsoft Excel
• Open O ffice Cale
• Apple N umber
• Google sheets.
Yo u can follow this unit no matter which software is installed on the
computers at your school. Yo ur teacher will advise you if there are
any major differences in the way the spreadsheet you use in your
school works.

The main parts of a spreadsheet

Al
B
·~ C
iJ Beaconbury School
D E F
This is the formula bar; it
shows the contents of the
This is cell A 1 . This Schoo l selected cells
is the cell which is
currently selected 3 teacher boys girls
4 Mrs Adair 13 17
5 Miss Mulle n 15 23 Columns ore
6 Mr Tarrant 20 19 labelled with letters
7 Mr Fulma in 19 16
8 Mr Gregory 12 19
9 M iss Spall 15 22
Rows ore 10 M rs Chever 18 14
numbered 11 Mr Holde n 17 21
12

Figure 17.1. 1 Exam pie spreadsheet

A page in a spreadsheet is called a worksheet. A spreadsheet can

contain several worksheets. For example, in a business spreadsheet
there can be separate worksheets for every month in the year.
The worksheet is divided into columns. Each column has a letter.
The worksheet also has rows. Every row has a number.
Where a row and col umn meet, a box is formed. The box is
called a cell.
Each cell in the spreadsheet is named after the col umn letter and the
row number. For example, the cell in the top left corner is called A 1'.
This is called the cell address. A' is the column the cell is in and Tis
the row.
You select a cell by clicking it. The contents of the selected cell
are displayed at the top of the spreadsheet, in an area called the
formula bar.

oxfordsecondary.com/just-click-3e

Open Worksheet 17.1 and complete the activity. In this

activity you will learn how to move around a spreadsheet. Yo u
will enter data and see how formulae can be used to make
automatic calculations.
In this lesson you will learn how to enter numbers and words in a
spreadsheet. You will change how data looks in your spreadsheet
by using formatting commands.

Editing data
Values and labels
In lesson 17.1 you learned how to enter and edit the contents of
any cell in a spreadsheet.
You can type either words or numbers into a cell:
• N umbers in spreadsheets are called values. You can carry out
calculations with val ues. You will find o ut how in lesson 17.3.
• Words are called labels. You cannot do calculations with labels.
The purpose of a label is to explain the meaning of the val ues.

Justification
When you type data into a spreadsheet it can be positioned on the
left, on the right or in the centre of a cell. This positioning of data in
a cell is called justification.
When you type data into a cell:
• values are right-justified (the numbers appear on the right of the
cell, and any blank space is on the left)
• labels are shown left-j ustified (the text appears on the left of the
cell, and any blank space is on the right).

teacher boys girls

Mrs Adair 13 17
M iss Mulen 15 23

Figure 17.2.1 Justification

The reason for j ustifying text and val ues in this way is that it makes
them easier to read. Look at the example in 17.2 2. The values in
the left col umn are left-j ustified. The val ues in the right col umn are
right-j ustified. The values on the right are easier to read because the
units, tens and hundreds columns are lined up with each other:

Left justified Right justified

34 34
29727 29727
193 193
1200001 1200001
2 2
Figure 17.2.2 Right and leftjustified values
Formatting File Home Insert Page Layout Form
Formatting a cell
You can change the appearance of the labels and Arimo

val ues in a spreadsheet in the same way that you

can format text when using a word processor. In
a spreadsheet, formatting changes are applied to Clipboard r.
B J ~ V

Font
--
~ V A V

r.
everything you have selected in the cell.
Figure 17.2.3 Format cell menu
To change the format of a cell, use the Font menu
in the Home tab on the ribbon. The Font tab is
like the Font menu in your word -processing software, but it usually
has fewer options. To make the contents of a cell bold:
1. Click a cell to select it.
2. Click the Bold menu button in the Font section of the Home tab.

You can use the same method to change the colour, size or font
of text.

Formatting a range of cells

You can apply a format to more than one cell. A B C D
One way to do this is to apply a format to a 1 Beacon bury School
range of cells. In a spreadsheet, a range is a 2
rectangular block of cells. A range is named 3 teacher boys girls
using the cell references in the top left and 4 Mrs Adair 13 17
bottom right of the range. For example, we refer 5 Miss Mulen 15 23
to the range in figure 17.2.4 as A4:Bl 1. 6 Mr Tarrant 20 19
There are two ways to select a range: 7 Mr Fulmain 19 16
8 Mr Gregory 12 19
1. Click and hold your mouse in the top left Miss Spall 15 22
9
corner of the range, then drag the mouse 10 Mrs Chever 18 14
pointer to the bottom right cell. Release the 11 Mr Holden 17 21
mouse button.
Figure 17.2.4 Range of cells
2. Click your mouse in the top left corner of the
range. Hold the Shift key. Click in the bottom
right corner.

[ oxfordsecondary.com/just-click-3e

Open Worksheet 17.2 and complete the activity. In this activity

you will learn how to apply formatting to cells.
In this lesson you wi ll learn how to create formu lae. Formulae are
instructions that te ll the spreadsheet to perform a calcu lation and
show the result.

Enter a formula
How many pupils are in Mrs Adair's class? To work this o ut you
m ust add together the number of boys in cell (4 and the number
of girls in cell D4. You could perform the addition yourself and type
the sum into cell E4.
If you complete the calculation yourself, you will have to do it
again every time the number of pupils in col umns C or D changes.
When using a spreadsheet, you can use a form ula to create the
calculation.
• A formula does the calculation for us automatically.
• If a value changes in col umn C or col umn D the form ula updates
the sum immediately.
I
1
A
E4
B
Beaconbury School
• (
I C
J;, =C4+o4

o o/:ri
,-------,

The formula

2
3 teacher boys girls
4 Mrs Adair 13 1~
5 MISS Mullen 15 23 The result
6 Mr Tarrant 20 19

Figure 17.3. 1 Using a formula

How to type a formula

In this example we will create a form ula to add together the number
of boys and girls in Mrs Adair's class.
1. Click on cell E4. This is where you want the result to appear.
2. Type the equals sign = to begin the formula. A form ula always
starts with this sign.
3. Type C4.
4. Type the 'plus' sign+.
5. Type D4.
6. The formula bar should show this: =C4+D4. When you are sure it
is correct, press Enter.

The formula takes the val ue in cell (4 and adds the value in D4. The
sum would be placed in the cell where you typed the form ula .
In this example, you used the pl us sign to add two numbers
together. Yo u can also enter formulae to add, subtract, m ultiply or
divide val ues. The table shows you what signs to use for addition,
subtraction, m ultiplication and division.

Action Sign To do this sum Use th is formula

When you copy
Add + CS pl us D5 =CS + D5
a formula it
Subtract - CS minus D5 = C5-D5 automatically adj usts
M ultiply * CS times D5 = CS * D5 the cell references. It
Divide . CS divided by D5 = CS·D5
makes the adj ustment
so that the fo rmula
Figure 17.3.2 Simple formulae works in the cell it has
been copied to. The
original form ula is
The Fill command
=C4+D4. W hen copied
Once you have entered a formula, you can copy it to other cells by to row 5, the form ula
using the Fill command . Using the Fill command means that you becomes =C5+D5.
don't have to type the same form ula in many times. Copying the Each formula gives
form ula using Fill is m uch q uicker. the correct answer for
that row. This is called
How to use Fill
relative copying.

boys girls
13 17 30
15
?n
23L....iil This dot is the
1q -
fill handle.

Figure 17.3.3 The Fill command

If you select cell E4, you will see a small sq uare in the bottom right
Open the file you
corner of the cell. This is called the fill handle.
saved in lesson 17.2.
1. Click on the cell E4. Complete the steps in
2. Move the cell pointer over the fill handle. Yo u will see the pointer this lesson. Check that
turn into a cross when you are in the right place. your formula is correct
3. Hold down the mouse button and drag the mouse down to by manually calculating
cell El 1. a few rows and checking
the answer your form ula
4. Let go of the mouse button.
produces. Save your fi le.
The form ula from cell E4 is copied into all the cells you selected. Yo u will use it again in
lesson 17.4.
Completing the worksheet
Finally, add a label for the new col umn you have made.
5. Select cell E3.
6. Enter the label 'all pupils' and make sure the text is bold.
Every spreadsheet has bu ilt - in fu nctio ns to help w it h calcu latio ns.
In t his lesson you w ill learn how to use f unctio ns.

Functions
You learned in lesson 17.3 how to write form ulae using simple
mathematical symbols like+ and - . If you have a more complicated
mathematical problem to solve you can use functions.
A function is a ready-made formula that you can use to do a
mathematical calculation without having to write formulae yo urself.
An example is the function AVERAGE. A set of numbers is input into
the AVERAG E function and the average of the numbers is o utput.

The SUM function

A function that you will use often is SUM. Yo u can use the SUM
function with a spreadsheet to easily add together a group of
numbers. The SUM function looks like this:
= SUM(RANGE)
A function starts with an eq uals sign = like the formulae you used in
lesson 17.3.
The word SUM follows the eq uals sign.
The word RANG E is replaced with a range of cells in the brackets.
You learned how to define a range of cells in lesson 17.2.
Here is an example of how to use SUM. You will use the SUM
function to add up the number of pupils in the school example you
have already worked on in this unit.

Using the SUM function

1. Select cell A 13.
2. Enter the label TOTAL and make the text bold.
3. Now select cell El 3. You will enter the sum function into this cell.
4. Select cell El 3. This is where the res ult of the SUM function will
appear.
5. Type the eq uals sign to begin a formula.
6. Type the word SUM and an open bracket(. The formula will look
like this =SUM(
7. Select cell E4 and hold down the mouse button. Drag the mouse
down to cell El 1. You have now selected all the cells showing
numbers of pupils in each class.
8. Release the mouse button and type a closed bracket ). The
form ula will look like this: =SUM(E4:El 1).
9. Press Enter to complete the calculation.

Cell El 3 now shows the total number of pupils in the school.

More functions
There are other useful functions shown in figure 17.4.1.

Use t his function To getthis result

= COUNT The number of values in the range
= M IN The smallest value in a range
=MAX The largest value in a range
= AVERAGE The average value
Figure 17.4. 1 More useful functions

The four functions in the table all work in the same way as SUM.
Look at the completed spreadsheet in figure 17.4.2. The functions
in the table can be used to complete the spreadsheet. Use them to
calculate the: Open the file you
saved in lesson 17.3.
• number of classes in the school Complete the steps
• size of the smallest class (use MIN) in this lesson. Check
• size of the largest class ( use MAX) that your functions are
• average class size (use AVERAG E). working correctly.
Try changing some
A B C D E of the val ues in the
1 lseaco~bury School spreadsheet. You will
2 see that the values in
3 teacher boys girls all pupils
al I the formula and
4 Mrs Adair 13 17 30
5 Miss Mullen 15 23 38
function cells change
6 Mr Tarrant 20 19 39 automatically. This
7 Mr Fulmain 19 16 35 is one of the most
8 Mr Gregory 12 19 31 useful features of a
9 Miss Spall 15 22 37
spreadsheet.
10 Mrs Chever 18 14 32
11 Mr Holden 17 21 38 Once you have set
12
up the spreadsheet,
13 TOTAL PUPILS 280
14 NUMBER OF ClASSES 8
it will recalculate all
15 SM ALLEST ClASS SIZE 30 the answers for you
16 lARGEST ClASS SIZE 39 whenever you change
17 AVERAGE ClASS SIZE 35 the values. Save
•o
your file.
Figure 17.4.2 Completed spreadsheet
In t his lesson you w ill learn how to build a new spreadsheet.
You w ill learn some new formatting skills and make you r own
decisio ns o n how to use t hem.

Traffic survey project

A class recorded the number of cars, taxis, buses and trucks going
past their school between 10.30am and 11 .30am every day of the
week. Here is the data:
A traffic survey
Day Cars Taxis Buses Trucks
Monday 20 7 2 5
Tuesday 21 12 1 8
Wednesday 13 10 2 7
Thursday 45 23 2 15
Friday 30 9 2 II
Figure 17.5. 1 Traffic survey data

In this example you will create and format a spreadsheet to show

the data. You will use the skills you have learned in this unit and
learn some new formatting skills. You will have the chance to make
your own decisions on how best to format your spreadsheet.

Enter the data

1. Open a spreadsheet application.
2. Put the title 'A Traffic Survey' in cell A1. Add your name or initials.
3. Enter the labels and data shown in the traffic survey data table
into the spreadsheet cells.
4. Save your work.
Your spreadsheet will look something like the one in figure 17.5.2.

A B C D E
1 ITraffic Suive:t! by AP
2
3 Day Cars Taxis Buses Trucks
4 Monday 20 7 2 5
5 Tuesday 21 12 1 8
6 Wednesday 13 10 2 7
7 Thursday 45 23 2 15
8 Friday 30 9 2 11
9

Figure 17.5.2 Enter your data

More formatting
In lesson 17.2 yo u learned how to use formatting tools in the Font
menu in the Home tab. You have already used this menu to make Follow the steps in this
text larger and bolder. To change the format of a cell, select a cell or lesson to create the
range of cells, and click on a formatting button. Traffic survey project
spreadsheet.
There are three formatting options you have not used yet:
1. Enter the data from
File Home Insert Page Layout Form
the table at the top
of page 176.
Arimo " 10 " A A"
2. Use the SUM
function you learned
about in lesson
Clipboard r;. I
17.4 to add totals to
Text colour
each Day row and
each Vehicle Type
Figure 17.5.3 Font menu column. Make sure
you include a SUM
Font colour: Using the font colour button will change the colour of text function to calculate
in selected cells. You can use this for headings o r to highlight important the total number of
data. Use the arrow to the right of the icon to choose a colour. vehicles in the survey.
Fill: The paint pot symbol is used to change the background 3. Add formatting and
colour of selected cells. This can be used to highlight headings and adj ust the width of
important data like totals . col umns to improve
Borders: Lets you insert lines and borders into your spreadsheet. the look of your
For example, you can separate labels from data with a line or put a spreadsheet.
border around important data. Yo ur completed
Try o ut different effects before deciding which to use in your spreadsheet should
spreadsheet. Remember, you can use Undo (Ctrl + Z ) if you make look figure 17 .5.4
a mistake. below.

There is an example of a formatted

A B C D E
spreadsheet in the Activity for this lesson. 1 Traffic Survey: by AP
Your work does not have to look exactly like 2
this example, but it will give yo u a guide. 3 Do Cori Taxis Buse s Trucks All Traffic
4 M onday 20 7 2 5 34
5 Tuesday 21 12 1 8 42
Co lumn width 6 Wednesday 13 10 2 7 32
When you fl rst open as preadsheet, all the 7 Thursday 45 23 2 15 85
8 Friday 30 9 2 11 52
col umns are the same width. You can adjust 9 AIIWHk 129 61 9 46 245
the width of col umns so that they are wide 10

enough to hold the data you want to show: Figure 17.5.4 Traffic survey project spreadsheet

1. Move your cursor on to the col umn heading at the top of your
spreadsheet. That is the row that contains the col umn letters.
2. Position the cursor on the line that separates two col umns.
3. Click and hold your mouse.
4. You can now drag the line - moving it changes the width of the
left- hand col umn.
 In t his lesson you w ill learn how to fo rmat values to show
percentages and numbers w it h a decimal po int .

So far in this unit you have only used integer numbers in your
spreadsheets. A spreadsheet can be formatted to display other types
of numbers, like percentages.
To learn how, you will use the traffic survey spreadsheet that
you created in lesson 17.5. Yo u will add an extra row to your
spreadsheet to show the percentage of cars, taxis, buses and trucks
that were recorded in the survey. The finished result should look
something Iike the spreadsheet in figure 17 .6.1.

Why we use percentages

The traffic survey tells us how many vehicles passed a school in a
week. We have used a formula to calculate the total number of
vehicles in cell F9. We have also used a form ula to calculate how
many cars passed the school. That figure is in cell B9 .

A B C D E F ..TI
1 Traffic Survey: by AP
2
3 Oo Cor• Taxi• Bu.• • Truclcs All tro c
4 Monday 20 5 34
21 12 8 42
Cell B9:
13 10 2 7 32 Cell F9:
Number of cars
45 23 2 15 85 Total traffic
30 9
~ ~ - ~2~ - ~
11+-_......;;5;.;.
2 ~---~
129 61 9 46 245
Percentage of traffic
which is cars 41' 19%

·"
11 percentage 25"
12

Figure 17.6. 1 Using percentages

We know that 129 of the 245 vehicles that passed the school were
cars. It is better to say 53 per cent of the vehicles that passed the
school were cars. You calculate the percentage by dividing the total
number of cars by the total number of vehicles. That is B9/F9. This
number can be formatted and shown as a percentage.

Calculating percentages
1. Select cell A 11 .
2. Enter a suitable label (for example, 'Percentage').
3. Select cell Bll .
4. Enter the form ula: =B9/F9

The result of the form ula will be shown in cell A 11 as a decimal

number. It will look something like: 0.52653. This number can be
formatted and shown as a percentage.
Formatting numbers
You are already familiar with using the Fonts section of the Home
tab to format text. In a spreadsheet, the N umber section has menu
buttons that you can use to format values.
1. Select cell Bll .
2. Find the N umber menu in the Home tab.
3. Click the button with the percentage% symbol. General

The result is now shown in the cell as a percentage, something like Kc ..., O/_o
/C ' +-eo
00 -+oo
O
53% or 52.6%.
Number Ii
Other number formats
Figure 17.6.2 Number menu
There are other useful formats you can use in the Number format
menu.
Sometimes a decimal or a percentage shows too many decimal
places. To red uce the number of decimal places, click on this button General ... '
on the toolbar. ~ 3 No specific format

N umber
If your spreadsheet contains large numbers, you may want to use 12
commas to make the numbers more readable. Clicking the button
with a comma changes a value like 172020 to 172,020.
• [0@ Currency
When you perform division, you can get results that have a lot of
~J
Accounting
decimal places. Yo u can set the number of decimal places you want
to show by using the buttons with left/ right arrows.
There are many other formats that allow you to format cells to show: El Short Date

• currency (for example, $26.50)

• dates (for example, 23/7/2020)
El Long Date

• times (for example, 1O.OOam) (9 Time

• fractions (for example, 1/2).

Percentage

You can see the full range of formats by clicking the down arrow
%
you see in the Number menu. To apply a number or text format, Fraction

select the range of cells the format will apply to then click the
½
format you want. Figure 17.6.3 Number format
menu

In the same spreadsheet:

1. Format the row you have added to display as a percentage
(for example, 57%).
2. Enter the date of the survey in cell Dl . Enter it in the format
DD/MM/YY (for example, 12/03/20). Explore the date
formats available in the number menu. Choose the format
you prefer.
In t his lesson you w ill create simple graphs.

Pie chart
A pie chart shows how a total is divided up among different
categories. It makes sense to use a pie chart to show how the total
traffic is divided among buses, cars, taxis and trucks. Here is the data
that you will use to make the pie chart.

r A B C
1 Data for creating graphs
2
3 1) Traffic Survey: type of vehicle
4
5 Car• U9
6 Taxis 61 Cell range B5:C8
7 Bus•s gr-- This is the data
8 Trucks 46 for t he pie chart
q

Figure 17. 7. 1 Data range for pie chart

Yo u will find the data you need to create the other example charts
in this lesson in Worksheet 17.7.

Create a pie chart

1. Using the mouse, select the cells showing vehicle types and
numbers (B5:C8).
2. Select the 'Insert' tab in the ribbon.
3. In the charts section of the insert tab, click the icon called
'Insert pie'.
4. Choose the type of pie chart that you want. The chart will appear
on your screen.
5. Find a tab at the top of the screen which says Layout and click on it.
6. Click on the option for Chart title and choose Above chart.
7. Type a suitable chart title in the title box .
Yo ur finished pie chart should look something like this:

Traffic Survey: Type of vehicle

• cars
• T~is

• Bus~s
• Trucks

Figure 17.7.2 Traffic survey pie chart

Create a column or bar chart

A column or bar chart is used to show how a q uantity varies
between categories. It is the ideal chart to use to show how traffic
varies day-to-day o utside the school. A col umn chart is sometimes
called a histogram.

9
10 2) Traffic surv•y: daily traffic
11
12 Mondoy 34
13 Tu•sday 42

14 W•dn•sday 32 Cell range B12:Cl6

This is the data for
15 Thursday ...... the histogram
16 Friday 52
17

Figure 17.7.3 Data for bar chart

1. Using the data above, select the range of cells titled Traffic survey:
daily traffic in the example spreadsheet {812:C16).
2. Use the same method as before to create a graph, this time
selecting the column graph option.
3. Add the title 'Daily traffic'.
4. Find and use the command to hide the legend - you do not need
it in th is graph as it uses only one colour
17.7 Graphs and charts (continued)

Your finished col umn chart should look something like this:

Daily traffic
90 ~ - - - - - - - - - - - - - - - - - - - - -
80 +---------------
70 +---------------
60 - - - - - - - - - - - - - - -
50 - - - - - - - - - - - - - - -
40 - - - - - -
30
20
10
0
M onday Tuesday W ednesday Thursday Friday

Figure 17. 7.4 Daily traffic bar chart

Line graph
A line graph is used to show data that changes gradually over time.
In this example, you will show the growth of a plant. A pupil grew
two plants from seeds. One plant was grown in full light and one
in dim light. The student measured the plant every week. The data
looks like this:
The 'legend' of a graph
A ~I___s_ _ _ _c_ _ _o_ ~-~
is the key which tells 17
you what the different 18 3) Plant growth: height of plants
19
colours stand for.
20 date full light dim light
21 19th Jan 1.2 1.1
22 26th Jan 1.8 1.5
23 2nd Feb 2.9 2.1
24 9th Feb 4.2
25
26
16th Feb
23rd Feb
7.7
11.0
~ 5.4 ~
Cell range B20: D27
This is the data for
27 2nd March 13.5 6.6 this line graph
28
29
30 !height fs given in cm !
Fig ure 17. 7.5 Data for line graph

• Select the range of cells titled Plant growth: height of plants in the
example spreadsheet (B20:D27).
• Use the same method as before to create a graph, this time
selecting the line graph option.
• Add a suitable title.
Your line graph should look something like this:

Plant growth
16 ~ - - - - - - - - - - - - - - - - - - - -

14 +---------------------
12 +-------------------::,~ - - -
10 - 1 - - - - - - - - - - - - - - - - - - - ,,;c-- - - - -
8 + - - - - - - - - - - - - ------ - - - - - -
6 - 1 - - - - - - - - - - - ------,,.' ------------=...-=--- -
4
2 +--------===~~:::::::::=._ __
-1------------::- -- -~,-:;...- - - - - -

o --------~--~--~--~--~
19th Jan 26th Jan 2nd Feb 9th Feb 16th Feb 23rd Feb 2nd M arch

- fulllieht - dimlieht

Figure 17.7.6 Plant growth line graph

Choosing the right type of chart

Charts are used in documents where number information needs to
be explained. A chart can make it easier to see trends in numbers,
how things change over time, for example. They also help us
compare numbers with each other.
The type of chart you choose to show data is important if you want
to make the information clear to the reader.
Pie charts are a good way to show how a whole set of data is split
into groups. For example, you might do a survey of your class to find
out how they travel to school. How many walk, take a bus or travel by
car? A pie chart makes this kind of information easy to understand.
Line graphs are a good way to show how data changes over time. If
your school is trying to encourage more students to walk to school,
it might survey all students every month for a year. A line graph will
show if the effort to encourage walking to school is succeeding.
Bar charts can be useful when comparing different groups. For
example, you may want to know which school years are most likely
to walk to school. Showing the percentage of students walking to
school in each school year will show this information clearly.

Open the data file in Worksheet 17.7. Use the three sets of data
in the spreadsheet to create the graphs shown in this lesson.
 These ~ag~?: pro~i.de; ~ou yy_1t~ q L!estio~s to te?t wh_
at yo_y h~Y'.~ le?rned d L! nng
· thi~ course. The first part C(?ntains a ?et 9f _sho0:.an.?yy~r_quest_ioris coveri ng_e.i?-ch .. .
_c;ii t.~~:~in:e·~~pi~; yo_
L:J hav.e stl.}9ie9. ! h~.~ec909 Pilrt contain? qu~stion? thi3-t_ ....
. .~ .k_yo_u to apply yq1,1 r knqwleqg~ t9 _ne""". challeng~s: ................................. .

Test your knowledge 2. Convert the decimal number 72 into a

byte.
Unit 9 Maintaining your computer
3. What is the biggest number that can be
1. Why is it important to know the system
stored in a byte? Show your answer as
req uirements of a software application?
both a binary and decimal number.
2. Name three peripheral devices that are
usually connected to a computer using Unit 13 Using the Internet for
a USB cable. learning
3. What two steps m ust you follow l. What is netiquette? Give three
before carrying o ut any cleaning or examples.
maintenance on a computer? 2. What is software piracy?

Unit 10 Hardware and software 3. List the four items of information you
should include in a citation when using
1. What is the ALU in a computer
another person's work in a project.
processor? What tasks does it carry o ut?
2. What is a biometric reader and what is Unit 14 IT in the workplace
it used for? Give an example. 1. What is the difference between
3. What is a supercomputer? Give an customer-facing and system -facing
example of where supercomputers are roles in an IT department?
used. 2. What is the role of the helpdesk in an IT
Unit 11 Data communication and department?
networks 3. Janelle has a young family, so her
1. What are the two types of cable most employer has agreed that she can
commonly used in a modern computer telecomm ute for two days a week.
network? What is telecommuting and how will it
help Janelle?
2. Explain the difference between simplex,
duplex and half-d uplex transmission. Unit 15 Multimedia presentations
Give an example of each.
1. What is meant by the term
3. What does HTTP stand for? Why is 'm ultimedia'?
HTTP important when you are browsing
2. List four skills that are needed in a
the web?
m ultimedia development team.
Unit 12 Digital data and binary 3. Name two input devices that can be
numbers used to create media for a m ultimedia
1. Convert the binary number 0101 to presentation.
decimal.
 End of Section 2 questions and activities

Unit 16 Problem solving with 2. List three things that you can type into a
algorithms spreadsheet cell.
1. What is a terminator used for in a 3. What kind of graph would you choose
flowchart? Draw the symbol used as a to show the increase in the number of
terminator. Internet users in the world from 2000 to
2. An algorithm asks a user to enter their the current year?
age. A conditional statement is needed to
check if the person is older than 16. Draw
a decision box that carries o ut this check. Each of the following long.aosw~r·_" · · ··
3. Draw a flowchart box to m ultiply N umA
q.uestions.cor.resp.onds to.one. of the units.
by N um8.
you hav.e studi.ed this y.ea[.These.questions.
Unit 17 Using spreadsheets require an exte11ded.answer.from you. . ....
1. Explain what a cell is in a spreadsheet.

Long answer questions networks, but has a good understanding

of both. She is o utgoing and enjoys
1. Explain the steps you need to take to find
working with people. Describe two
out if the software application you want to
jobs Simone could consider for a fut ure
install is compatible with your computer. career in IT For each one you choose say
2. Draw a diagram that shows how the why you think the role will suit her.
components of a CPU are arranged.
7. Nicole does not study IT, but she is
Include the control unit, ALU, clock,
keen to use the web to help her to find
registers and bus. Label your diagram. facts and resources that she can use
3. Instant messaging and email are two in her geography and history projects.
methods of communication used on How would you advise Nicole to write
computers. Explain what each method good search q uestions and check if the
is, and explain how they are different information she finds is reliable?
from each other. Give examples of what 8. Write an algorithm for a program to
each is used for.
calculate the price of entry to a theme
4. Explain how computers use binary park. The two inputs are number of
numbers to store and process letter ad ults and number of children. The
characters and punctuation. program should calculate the total cost
S. Colossus was one of the world's first of entry. Each adult is charged $20 and
programmable computers. Search each child $10.
the Internet for an image of Colossus. 9. A spreadsheet contains the values 4, 9, 23
Cut and paste the image into a word and 12 in cells 83, 84, 85 and 86. Write
document and add a suitable citation. two alternative formulae you can type
6. Simone is interested in working in an into cell 87 to calculate the total of the
IT department. She has very good four numbers. One formula should use
software skills and communicates well the SUM function, the other should not.
with people. She is not so interested in Which of the two form ulae would you
programming or the technical aspects of use in the spreadsheet and why?
 : ~hi? secti.ox, p~QyiQ(;:.~y9.t,1.yvi_t.l':1. q.~i.vities .that q.l lovy y,qu .t o P.~9-ctis~ .~h~ ~ki II~ypu ..

... have
' . learned in this
. ........ ,,.
un.it,.both on,your 9wn.and .in agrpL,Jp.. . ............

Make a presentation about one of the following:

• Computer input devices
• Computer o utput devices
• Computer storage

Your teacher will help you decide which presentation to work on. Your presentation should
include a description of the main devices in the category you are working on along with an
illustration. Divide the work among your team members so that each is working on one or
two slides. Leave time to bring your slides together into a single presentation.

Choose a country in the world. It can be a country you have visited, or would like to visit.
Search the web to find facts for a tourist guide to that country. Your guide should include
information about:
• The geography of the country (e.g. longest river, highest mountain. Any features that are
tourist attractions)
• Three cities to visit
• Food and drink
• Facts about the people and traditions that might be of interest to tourists.

Present your guide using suitable software of your choice.

Make a m ultimedia presentation to show how to connect a computer screen to a

computer.
• Create text screens that describe each step in connecting a screen.
• Add an image or video to illustrate each screen in your tutorial.
• If you have the time, create your own resources using a digital camera and recorder.
For example, create your own video clips and audio commentary to include in your
presentation .
I
 In this lesson you will learn how to solve some common fau lts
that occur when using a com puter system.
..... .. .. .... ············· .............
Basic IT
... ... . . . .troubleshooting
. .. . .. . - .
~
Stay safe
1:-t19dern.c9mput~r sys(el')ls . Whenever you are troubleshooting computer problems you will
be working with electrical eq uipment. Your priority is to stay safe.
and n~P-'.Vo~ks ar~ .v.ery . . .
Always follow your school's rules when using school computers.
~~liabJ~_a.nd vyill. r.uri for y~ars Always check with an ad ult before trying to deal with any problems
.witho.l.Jt problems. When .a with your home computer. Always follow these safety guidelines
probJern does. h?.pp.en, there . when troubleshooting:

. are some simple pro~edwres. 1. Switch off power points at the wall before connecting or
disconnecting any mains electricity cable.
. ....... you .can follow.
2. Save files and close down your computer correctly before turning
off electrical power points.
3. Do not open the case of your computer or any other electronic
device.
4. Never use force when connecting or disconnecting a cable or
component.
5. Make sure all cables are disconnected before attempting to move
a device (e.g. a printer).
6. Do not lift heavy equipment on your own.
7. If in doubt, STOP and ask for help.

What to do if ...
Figure 18. 1.1 Computer power .. .your computer will not start when you switch it on
switch
1. Is the power cable connected securely to the socket in the
computer case and the wall socket? Check if the power socket is

•
switched on.
2. If the cable to your computer has a power supply box along its
length, check if there is a switch on the box. Is it switched on?
3. Turn off the socket, unplug the computer cable and pl ug in
another device to confirm it is live.
Once you have confirmed that the power cable is connected
properly and that the power socket is live:
4. Replace the power cable with one you know isn't faulty.
If the computer still won't start, report the fault to a
technician .

Figure 18. 1.2 Power socket

and cable

.
 Unit 18 Basic IT troubleshooting

...your printer won't work

If your printer powers up but will not print:
1. Check that the USB cable is properly
connected to the printer and the computer.
2. Check the computer screen. If a print cartridge
needs replacing, there will usually be a warning
message on screen. Some printers have a small
screen that will also state the problem.
3. If the ink on the paper is faint, then the print
cartridge needs replacing.
4. When you remove an ink or toner cartridge, Figure 18. 1.3 If lined up properly, a cartridge will slide
take notice of how it lines up. Never apply easily into place
force.

...your keyboard or mouse won't work

1. If the device is connected by a cable, check it is connected
properly.
2. If the device is wireless, turn the power switch on the device
off and then on to reboot the connection. Check that the
USB dongle is inserted firmly in the computer.
3. Check to see if the batteries in the device need replacing.

...your computer screen is blank

Check that the cable connecting the monitor to the computer is
firmly connected . If there is power to the monitor, you will see a
coloured light on the case.
If there is still no display on the screen: find the brightness and
contrast controls on the monitor case. Adj usting them may solve Figure 18. 1.4 Keyboard mouse
dongle
the problem.

Laptops
Sometimes, the battery in a laptop is loose. Locate the battery and
press it firmly into place.
Why do you need to
pay attention to safety
when troubleshooting
Draw a flowchart that describes the checks to carry o ut if your computer problems?
computer will not power up when you press the 'power on' What can happen if
switch. you don't?
 In this lesson you will learn how to solve problems affecting the
connection between your computer and the network.

Username and password

If you are having problems logging onto a network, the first thing to
do is to check you are using the correct username and password.
Passwords are usually case sensitive. That means it matters if the
letters you use are upper case or lower case. Check you haven't left
the Caps Lock key on.
If you have forgotten your password, you will see a button that says
'Forgot password?', or something similar. You can use this button
to change your password. You will need an email address to verify
your identity. At school, you will need to ask your IT technician to
change your password.

Troubleshooting wired networks

If you are having network problems with a wired connection, check
Describe a time when that the cable connecting your computer to the network point is
you have had problems connected securely at both ends.
logging onto a network.
The connection socket on your computer will usually have a small
What was the problem?
green or orange light. If this light is flashing, your computer is
How did you solve it?
connected. There are two things you can check if the light isn't flashing:
Did you need any help
to solve the problem? 1. The cable connecting your computer to the network may be
Who did you turn to faulty. Changing it for one you know is working correctly might
for help?
solve the problem.
2. The network point you are connected to might not be connected
to the network. Try another network point.
Only try to solve problems with your school network if your school
IT policy allows it. Report the problem to the IT technician or your
teacher and use another computer until the problem is fixed.

Troubleshooting wireless networks

If you cannot make a wireless connection to a network, check if you
have wireless connectivity enabled on your computer. Find the WiFi
icon on the toolbar at the bottom right of your screen. If it contains
a red cross, wireless connectivity may be turned off.
Click the icon to open the wireless networks control panel. You
can turn wireless on by clicking the button marked WiFi.
If you are using a tablet or smartphone you will find a similar icon
Figure 18.2.1 Wi-Fi icon on your device. If the icon is grey, wireless is t urned off. Tap the icon
to turn wireless on.
 Unit 18 Basic IT troubleshooting

Figure 18.2.2 Wi-Fi control panel

Troubleshooting your home network

If you are having problems connecting to your home network,
check the following:
• Check you are entering your password correctly.
• Check your computer to make sure that wireless connectivity is
turned on.
• Check if other people in the house have a connection . If they do,
the problem is likely to be with your device, rather than the router.
There are some basic checks you can carry o ut on your home
network router:
• Is the router pl ugged in to an electricity socket? Is the socket
switched on?
• Check that any cables connected to the back of your ro uter are
secure.
If everything else fails, reset your router: Tu rn off the power switch or
the electricity socket. Wait 30 seconds, then turn the router back on
again. Do not press any button marked reset on the router.

Write an information sheet titled, 'Solving network connection

problems'. Design the instructions someone new to computing
might need to help them troubleshoot their connection at your
school.
Make the information sheet relevant to the network system at your
school. Illustrate with photographs and screenshots where you can.
 In this lesson you will learn where files that are saved on a
com puter are stored. You will learn how to save files safely so that
.. . ..
you can find and use them again.
M~~a~ing. dc:'ta
files
1n this u()it; you vyill leq.rl') Data files
Different types of media can be created and used on a computer.
s9me pasic; q.nQ.m9r~ ..
Some of the media types used on computers are text documents,
a9variced. mi=t hQ(:i;; for photographs, videos and music. All types of media used on a
.L! ~ir:ig}. .fi)~ .m.anageme.nt.. computer are stored in data files.
tool.to save arid organize When you create work on a computer it is important to save it
.. youc.data,. .. ............ .. correctly. Work saved in a data file can be used repeatedly. If your
work is not saved correctly it can be lost. All computer systems
provide storage drives that your files can be stored on.

Where data files are stored

Computer storage
Computers typically have a storage drive built into the case.
Typically, a storage drive used in a desktop computer can store
150,000 photographs or 8,500 hours of m usic.

Figure 19. 1.1 A storage drive can save a large amount of information

Network storage
Every network has storage drives that network users can save their
Figure 19. 1.2 A flash drive is a files to. That includes the Internet. Storage that is accessed over the
small portable storage device Internet is called cloud storage.
The advantage of using network storage is that you can access files
on any computer connected to the network. If you save your work
to the cloud, you can access your work on any computer connected
to the Internet.
Portable storage
Portable storage is connected to a computer using a USB port.
It can be used to transfer data from one computer to another Many software
computer or device. applications, like
Microsoft Word, have
Saving your work safely an autosave function.
Failing to save work correctly could mean: Autosave saves a
version of your work
• you could lose work
every few minutes
• you may not be able to find work when you need it again.
without you having
Rule 1: Use helpful file names to do anything. Using
autosave allows you to
When you save a file, you must give it a name. Choose a filename
go back to a previous
that describes the information in your file. If it helps, add some date
version of a file if you
information. For example: 'Science project research April 2020'.
need to.
Rule 2: Use folders to organize your work
Using folders to organize your files can help you to find your work.
For example, you could create a folder for video files, or a folder for
photographs.

Rule 3: Save your work often

Get used to saving your work regularly. Don't wait until you have Microso~ Word ? X
finished a piece of work before saving it. There will be times when
The Ille blOc.ats 24 Apr 20 already exists.
you are typing, and you pause to think about what you will write
Oo you want to:
next. That is a good time to save your work . @[ie·-
pl-ace- ,-xls-tln-9..!!!!:J
-til~e.
0 Save changes with a different name.
Rule 4: Be careful not to overwrite your files 0 Merge changes into txistlno file.

Sometimes you will see a warning like the one in fi gure 19.1.3. OK !I Cancel
This is a warning that you are abo ut to overwrite a file you have
previously saved. If you are not sure what to Figure 19. 1.3 A file overwrite
warning means you could be
do, cancel and start again. If the problem continues, ask
about to lose important work
your teacher for help.

Rule 5: Make copies of important files

Sometimes you will have a file that is so important that losing it
would be a disaster. You can red uce the risk of losing important
work by making a backup copy of the important file. It is safest to
back up files to a different storage location.

Work with a partner on this activity. How well does your partner
use file name and folders? Suggest how your partner can make
improvements to their file storage.
 In this lesson you w ill learn how to perform basic file operations
such as save, copy and search.

Saving files
If you are using an application such as a word processor, there are
two ways to save a file. You can use the file menu or click the save
icon. If your file already has a name, it will be saved with the same
name. If it is a new fi le, you need to enter a filename before you
can save the file.
For example, you have j ust completed a science homework
assignment on big cats. The assignment is to be handed in on
24 April 2020. A good filename is: 'Sci hwork Big cats 24 Apr 20'.

UJ X Cut
[~ Copy
j Calibri (Body) ... , ,

Paste
<1 Format Painter B I ~ •-aa-
Clipboard
Figure 19.2. 1 Saving a file

Using Save as ...

There are times when you will open a file and make some changes
to it but want to save the file using a new filename. This creates a
new file with the changes you have made and leaves the file you
opened unchanged. In such a case, you m ust use the file menu and
use 'save as' when you save your file.
Figure 19.2.2 To open File
Explorer you can click the File Viewing your files
Explorer icon on the taskbar
To view the files you have saved you can use an application called a
file manager In Windows, the file management software is called
File Explorer
Another way to open the File Explorer window is to hold down the
Windows key on your keyboard and press 'E'.
A File Explorer window will open on your screen. How it looks will
depend on how your computer has been set up, but it will look
something like the window in figure 19.2.4. You will use File Explorer
Figure 19.2.3 The Windows key
further in lesson 19.3 .
. . HoMt Sf'l.are Vltw 0
I] Cl .a ld11 ,.,oe ,con, -
Mt(hUM l(O(IS
WO• 1eon1
Sn\•ll t(OtU • D
lttrw dlttl t>ous

Fdt Nfflt e:,t enstORs

r Yo u can also create
....
a •

'";!~l~on Cl I LJu . D<t••ls Hldt 111ta,

~
()ptlons folders in other
applications. For
+- 1' " Sp,uds , G9 Unll 19 bllffl!'lt filos .., C, Surd! E• 1,r,¢, I os p example, you can use
folders in your email
Devon's laldtr 08.l09/2019 23:lO Fdt folder
Unot18
application to save
Un<119 important emails. You
a Ondlnvt can find important
al Th11PC emails more easily
3001,j«ts when you need them
• Dosli:tap
- Documents
later. Another useful
" <
way to use folders is
Figure 19.2.4 Windows File Explorer
when you save your
favourite websites
using bookmarks in
Create a folder your browser.
Using folders can help you to organize your work . You can organize
yo ur work by subject or type. For example, Devon has set up folders
for Computing, Maths and Science.

V Example files
V Devon's folder
> Computing
Maths
Science
> Screen shots

Figure 19.2.5 Devon's folder

structure

Inside the computing folder, Devon has created folders to contain

different types of work. He has created folders for homework, class
notes, projects and screenshots. When a folder is created inside
Open your work area
another folder, we call it a su bfolder. in File Explorer, either
To create a folder: on a school computer
or at home. Create a
1. Open File Explorer.
folder called Activities.
2. Find the folder that you want to create a subfolder for. Create a test file using
Double click to open the folder.
your word processor
3. Right-click on a blank space. and save it to the
4. Select New from the menu that appears, then click Folder. Activities folder.
5. Enter a name for the new folder.
 In this lesson you w ill learn how to use a file manager to organize
your files using folders.

Folder tree structure

Devon's
files In lesson 19.2, Devon created folders to
organize his school files. His main folder on

Computing
,.__M
_ a_th
_s__, EJ the network is called 'Devon's files'. He created
folders for IT, Maths and Science.
Devon has created many files while studying
his computing course. He made subfolders
Projects for Homework, Programs and Projects. The
file structure Devon creates spreads o ut from
Figure 19.3.1 Devon's folder structure a single folder. This is called a tree structure,
because each level of folders spreads like the
branches of a tree.

File paths
Once Devon has created his folder structure, he is able to use it to
find files. For example, if he is looking for homework he created last
term for his computing class, he follows a path through his structure:
Devon's files ~ Computing ~ Homework
When he reaches the correct folder, he only has a few files to search
through to find the one he needs. As Devon clicks through his
folder structure in File Explorer, the route he takes is recorded in
the address bar, which is j ust below the ribbon. You can see this in
figure 19.3.2.

Folder views
You can change the way you see files in File Explorer. Different views
can be applied to show different levels of detail about the files that
are stored in a folder. To change the view:
1. Click the Views tab
2. Use the options in the Layout section of the ribbon to choose a
view.
Devon has chosen the Details view shown in figure 19.3.2. The
details view shows an icon displaying each file's type. The filename
follows, and then the date the file was last saved, a full description
of the file type and the file's size.
Another view, Medium icons, is shown in figure 19.3.3. The icons
view is useful if you are searching for an image. The icon shows a
small version of the image in the file. This is called a thumbnail.
 rJ • bttl ,1,01 1<ons • lJrgt Kons 0 tt,,. dlt<t Don, •
• • Mt4n,m ,tons Small •cons l • ~ fMt Mae tl!tM40n,
l111 ~~ - D Hkklffl ltffl\l Hldt ~!"' Options

(Uf'ftffl'f1fW

+- • ~ « OcYon's fol6er > Computtng Hom"*°'11: v O 5urch ~ p

o:_i Jobs III ll jlltSfflUbon OIIOi~l9 !US MkrOiOft p....,rPo,nt Pr.,.ntroon IJU8
0 Netwo<b hom- Ollll9J2019 c• 53 M OOICfl W0<d Oocumtnl 17 Kil
~ Program d...gn home,wrlt 07,mg ~19 lllJl , m,osc/1 V,o,d Oocum.,,t 18 kl!
o)Robatspo<ttf 2J.111&,201911l1 M,crOICh WO<d Documrnt 17 <B
Ii; Sp,ead,htfu he m - U<aosctr l,tdl'l0<•>htet 2U8

Figure 19.3.2 File details view

Organizing files
You can use File Explorer to organize your files in the folder
structure yo u have created. To organize your files:
1. Click the Home tab, then click on the file you want to work on.
2. Use the options in the Organize section of the ribbon to choose
an action.

Moving and copying files: Clicking on either the Move or Copy

buttons on the ribbon opens a drop-down box showing all the
folders you have created. Choosing one from the list will move or
copy the selected file to that location. Sometimes it is easier to use
cut and paste commands. For example, to move a file:
1. Right-click on the file icon in Fi le Explorer.
2. Choose Cut (or Copy) from the menu that pops up.
3. Navigate to the folder you want to move the fi le to, right- click
and choose Paste.

Deleting files: Using this option will remove the selected file. Use
this option with care.
Rename: allows you to change the name of a fi le.

I 0 .- I Homework
. . Home Share View

~
~ LJ J, Cut
,,._ Copy path
., Move to • X Delete •

Pin to QIJ1<k Copy Paste ~ Copy to • Iaji Rename New Create a folder called
access [cl Paste shortcut folder
Clipboard Organize: New
'Backups' in your file
f- • 1' « D..von's folder > Computing > Homewori< area. Choose two or
three important fi les

"Q) I ~ I ~ ~ ~
Jobs in IT ~ Prog!am Robots Spreadshee
and copy them to the
folder that you have
presentabo ~ design poster ts
n homework homework created.
Figure 19.3.3 Renaming a file
 In t his lesson you w ill learn how to use t he recycle bin to recover
any files you delete accidentally. You w ill also learn how t o
com press files before you send t hem by email.

Organizing folders
In lesson 19.3 you learned how the tools in File Explorer can be
used to move, copy and rename files. File Explorer can also be used
to organize folders. When you move a folder to a new location you
also move all the files and subfolders it contains.

Deleted files
Deleting a file should always be done with care. You must be sure
that you have the right file and that you will not need the file in
future. Deleting a folder needs even more care, as you may be
deleting many files and subfolders with a single click .
If you use the Delete button in the Organize
., Move t o • rX Delete ... M rti
section of the Home tab ribbon, you will be
given two options:
© Copy to • 'l tc Recycle
X Permanently delete 1. Recycle: deletes the file but places it in the
Organ
Show recycle confirmation :>~ recycle bin.
mputing > Homework v c, Se 2. Permanent ly delete: Removes the file but
Figure 19.4. 1 The Delete options in File Explorer does not put it in the recycle bin.
Deleted files that are placed in the recycle bin can be recovered
if you have made a mistake or changed your mind. Always
choose this option to delete. Most file delete options you use will
automatically place a file in the recycle bin. To recover a file:
•1MU9t R,q,cle8'n 0 X 1. Open the recycle bin - it is in
Sh.Mt ~ RHJ(k91nToott 0 the top left of your computer
0
... desktop.
I laoty Rtqdc llln Rulott Rutort U'tt
Rff1'dt8ln Pfot)t.l'tiU . . !lftl.S Hkdt.dd.clld
Pts.tor,
2. Click on the file you want to
.,. .., C, SuKh Ft It 8,n p restore to select it.
tht H!t<UCI IUIU lfOII tnt
..Iott
Rtqelt Bin to lf'ltu o , ~
tomlont on ,out COllltOUlt•
3. Click the 'Restore selected
items' button. The file will
be returned to its original
location.

Compressing files
File compression is a method
developed by computer scientists
Figure 19.4.2 Restoring a file from the recycle bin to red uce the size of a data
file. There are many forms of
compression. Most graphics, audio and video files are automatically
compressed when they are saved. At other times you can choose to
compress files. There are two advantages of compressing files:
1. Files take up less space on storage devices.
2. Files take less time to send over the Internet.

Making a zip file

File Explorer can be used to compress files. It uses a method called
zip. In figure 19.4.3, Devon has three images in a folder that he
wants to email to a classmate.

-
• T ltlract
Cornprt11fd foldu Tooll
D X

•
Shift [IM!f Zip

Stn<I
.,-..
.....
Ekimtocttsc
. H.,..,<IA.,.,.n
.a Sptahc. p~oplt... _ Ru,o-,t
• MU1J
[sl
Ad'Y&nctd
stCllfnJ

+- • .,. Eumpl, fde, 0..Cn's loldtt • Scrw,shots p

.
l/ -ohomc,,_rl< My home route
-
1 -- If__,·.. I log,n

Figure 19.4.3 Making a zip file

To compress files:
1. Open the folder containing the files using File Explorer.
2. Click on the Share tab.
3. Hold the Ctrl key and click to select the files you want to include
in the zip file.
4. Click the zip button in the Save section of the ribbon.
5. Give the zip file a suitable name.

A zip file is created as a folder. You can recognize a zip folder by the
zip on the folder icon.

Extracting files from a Zip file

In lesson 19.3 you
Devon can send the zipped file to his classmate. Before using the files,
created a folder called
his classmate needs to extract the files. To extract files from a zip file:
Backups. You copied
1. Open the folder containing the zip file. three files to the
2. Click on the Share tab. folder. Open the folder
3. Click the zip file to select it. and create a zip file
containing the three
4. Click the pink Extract button at the top of the screen.
files.
5. A new ribbon will open. Click Extract all.
 In t his lesson you w ill learn how to d o simple add it io n in binary.

In unit 12 you learned that binary numbers can be used to

represent how data is stored in a computer. Every piece of data,
whether it is text, an image, or a program, is stored as Os and 1s.
Sometimes a comp uter needs to process data. To do that it needs to
perform mathematical operations on binary numbers.
One mathe matical process a computer performs is to add two
numbers together. This example shows how addition is carried out.
To add two binary n umbers together you must use four rules:
+,--,-----------,r--,----------,
Rule 1: 0 +0 • 00 Rule 2: O+ 1 • 01

Number 1 0 Number 1 0

- -
Number2
carrv
-
I o
0
-n
Number 2
carrv
-
I o -~
1

sum 0/
- sum
-t /
Rule3:1 +1; 10 Rule 4: 1+1+1; 11

Number 1 1 Number 1 1
Number 2 - 1 Number 2 - 1
C.rTV
SUm
-
/ 1 -n
0/
-
C.rTV
sum
/ 1

---
r--..1
1 /
-

Figure 19.5. 1 Binary addition rules

Example
In this example we wil l add the binary numbers 001 1 and 1011 . We
use the four rules to help us with binary addition.
1. N umber 1 and N umber 2 both contain a 1 in the first column.
step2 Mule 4: 1 .. 1• l • lJ f Rule 3 says 1 + 1 = 10. The 1 is entered in the 'carry' row of the
-.1
Nllmbe<2
D
1
D
0
1
1
I
I
next column. The O is entered in the 'sum' row of the col umn you

-_, are working on.

~ 11 ..... 1
-......_,..;)
0
2. In Column 2, both N umber 1 and N umber 2 contain a 1. There is
Step) Rulit l! 0• 1 • 01 f. also a 1 in the carry column. Rule 3 says 1 + 1 + 1 = 11 . A 1 is entered
-.1 0 0 1 1
1 0 1 1
in the carry row of the next col umn. A 1 is entered in the sum row of

-
~ 0 ..... I 1
"-..,-.i) 1 0 the column you are working on.
stea,4 Ru1e2! f 3. In Col umn 3 N umber 1 and N umber 2 contain a 0. There is a 1 in
-.1
-2
0
1
0
0
l
1
1
1
the carry col umn. Rule 2 says O+ 1 = 01. It doesn't matter where

- the 1 appears; what matters is that it only appears once. AO is

~ 0 I I

I 1 1 D
entered in the carry row of the next col umn. A 1 is entered in the
sum rowofthecol umnyou are working on.
Figure 19.5.2 Binary addition -
worked example 4. Rule 2 says O+ 101. A 1 is entered in the sum row of the
=
column you are working on .
 The addition in the example is 0011 + 101 1 = 111 0.
Use the method you learned in lesson 12.2 to convert each of
the binary numbers in the calculation into decimal to check if
the addition is correct.

More complicated addition

The method you have just used is a demonstration of how
computers do addition. Sometimes we ask a com puter to add a Ten and eleven are
list of numbers, for example 7 + 8 + 4. The computer will add the names we give to
first two numbers, then add the next number to the sum until it has numbers in the
added all the numbers. decimal system. We
have names for every
Eleven (decimal) 11 (binary) number we use in
decimal. N umbers are

•••• • •
V V V V
V
not given names in
bi nary. In bi nary 11 is
called 'one-one', not

•• •• •• • •
V V V V
V
eleven. Eleven and
11 in binary are q uite
different.

Figure 19.5.3 Eleven and 11 compared

Draw a copy of the table used in the binary addition example.

Use the table to add together 1010 and 0010. Rule 1 was not
used in the example, but you need to use it to find the answer
in th is activity.
Complete these calculations in binary:
1. 0011 + 0100
2. 0101 + 0010
3. 1001 +0011
 In t his lesson you w ill learn more about network hardware. W hen
we send o r receive a message over a netwo rk , we use many
...... .. . ..
pi eces of com puter hardware t hat are usually hidden away.
Network security
. . .

........ . J.n .t.~is..tJ.n it y9.u will le~rn ......

?bout t~e .hardV'{are lJSed . Servers and storage
One of the most important types of hardware in any network
t9 ma~e a.r1~tyvQf~ op\:ra.t.e.
is a server. A network server provides computer files to users like
YoL,J w.i.1 1leq.rn q.QO\Jt.the . a waiter serves food to diners. Examples of the jobs that servers
.thre.ats qj[ll i naJ:; aJ)Q perform include:
h9-ck~rs.pose .to data.held • receiving a completed word- processed file and saving it to a
. Or\.anetwork..Yo.u.will.also network storage drive
I.earn how. search .engir\es • finding a spreadsheet file users ask for and sending it to their
computer
. work to help y.au.f.ind...... ..
• receiving an email from one person and passing it on to another
ir.tf.ormation on t he web. . .. . • receiving a req uest from a user to print a file and sending the file
to a printer.

All computers need to store data. Servers are no different. They

have storage devices attached to them. The storage devices used by
servers are larger and faster than those used in personal computers.

Switches and hubs

As messages are sent o ut across a network they need to be sent to
the correct destination. H ubs and switches do this job in a network.
When a hub receives a message, it sends it to all the computers it
is connected to. The computer that the message is meant for keeps
the message. The other computers ignore the message. When a
switch receives a message, it decides which computer the message
is meant for. It sends the message only to that computer.
The extra messages a hub sends o ut can slow a network down.
A hacker has more chance of intercepting and stealing messages
sent by a hub. A switch is more expensive than a hub, but it is
more secure and works faster. For these reasons, switches are
usually used in modern networks.

Router and modem

A router joins two networks together. Routers are typically used
to connect a local area network {LAN) or a home network to the
Internet. A router works together with a modem.
When two networks are joined together, they sometimes use
different methods to send data. A modem takes data sent by one
network and translates it into a form that can be understood by the
second network .
Wireless access point
Most modern networks allow wireless connections. That means
devices like laptops, tablets and other mobile devices can connect
to a network without having to use a cable. This needs a special
piece of hardware called a wireless access point (WAP). WAPs are
positioned on the ceiling or high on walls.

Figure 20.1.1 A WAP is connected to the network by a cable, but computers can
connect to the WAP wirelessly, without a cable

Network interface card

A network interface card (NJC) allows a computer or other device
to connect to a network. Most devices come with an NJC installed
inside the computer case, but you will see the network cable socket
on the o utside of the case.

Find images of the

devices described in
this lesson on the web.
Make a docu ment
labelling the images
you find. Add a short
description of the
purpose of each device
in a network.
Figure 20.1.2 Most computer devices come with an
NIC fitted
In this lesson you will learn how devices in a network are
connected in a home network and LAN.

Home network
An Internet signal reaches a home network via a telephone line,
or special broadband cables. The cables carrying a home Internet
signal are connected to a home router.
A home router combines four different network devices in a small
case . A home router contains:
1. Router: connects your home to the Internet.
2. Modem: converts the signals that pass along telephone or
broadband cables into digital data your home network can use.
3. Switch: makes sure that messages coming into your home are
sent to the correct computer.
4. WAP: lets you connect to the network wirelessly, from anywhere
in your home.
Look at figure 20.2.1. The yellow cable links the Internet to the
router. Three aerials are connected to the WAP to improve the
wireless signal. Fo ur sockets to the right of the case allow devices
to be connected by wire to the home router's switch.

Figure 20.2. 1 Home router

Local area network

A local area network (LAN) is bigger than a home network, but it
m ust contain the same components. The components in a LAN are
larger than those needed in a home network and there are many
more of them. A local area network is not stored in a single case like
a home network. LAN eq uipment is spread around a building, stored
in cabinets that either stand on the floor or are attached to walls.
Connecting LAN components
Network components like servers and switches are connected
by cables. There are two types of cable used to connect network
equipment:
1. Copper cable is the most common cable in a network.
2. Fibre-optic cable is made up of thin strands of clear fibre.

Figure 20.2.2 Data is sent Figure 20.2.3 Data is sent

along copper cables as pulses along fibre-optic cable as pulses
of electricity of light

There are three important differences between the types of cable:

1. More data can be sent at faster speed along fibre cables.
2. Fibre cables can be used over longer distances than copper.
Electrical pulses fade as they travel. Copper cables can only be
used over distances of up to 100 metres.
3. Copper cable is cheaper.

In a LAN, copper cable is used wherever possible. It is a cheaper

and easier cable to work with, so will be used wherever a cable
of less than 100 m is needed to connect a device to the network.
Fibre-optic cable is used for longer distances.

The server room

The server room contains all the servers in the network. It also
contains hubs and switches so that the rest of the network can be
connected to the servers .
Each server is connected to a hub or switch by a single cable. The
switch is then connected to devices such as printers and computers.
The server room is usually air conditioned. Computer eq uipment
produces a lot of heat, and if it gets too hot the equipment may
become damaged.

Next time you have a lesson in a computer room, look for

evidence of a network. List the evidence you find and illustrate
your list with sketches or photographs of what you see.
In this lesson you will learn about malware and other risks t hat
threaten the security of data stored on networks.

People usually commit computer crime to make money. Others

commit computer crimes to cause trouble in the same way that
people commit vandalism : to cause trouble, to get attention or
publicity, or for political reasons.

Malware
You have learned that software is the name for the instructions that
make the computer work . Some people deliberately make software
that will harm your computer. The general name for this is 'malware'.
That is made from the words 'malicious' and 'software'.

Types of malware
Often people use the word 'virus' to mean any type of malware.
In fact, there are many types of malware that are not viruses. All
malware needs to stay hidden from the user. Otherwise the malware
would not be able to damage the data or software. The different
types of malware use different ways to stay hidden:

Type of malware Method of hiding

Virus H ides itself inside another file
Worm Copies itself to other com puters across the network
Trojan Comes d isgu ised as a 'good' fi le, such as a
computer game o r image
Rootkit Changes you r o perating system so you cannot spot it
Backdoor Switches off secu rity software to let other malware
onto you r computer
Ransomware Locks files so that they cannot be used. Crimi nals
demand payment of money to unlock the fi les

Effects of malware
Malware causes serious problems for the data on computers. It can:
• delete files or wipe entire storage devices
• alter your computer settings
• make your comp uter carry o ut unwanted actions (such as
sending emails).

How malware spreads

Malware spreads in two main ways:
1. It can be contained in files attached to emails. When the file is
opened or saved,. the malware is activated .
2. It is hidden in software, particularly games,
which you install onto your computer.

Spyware
Spyware is a special kind of malware. Like
a virus, spyware cannot be seen on your
computer. Spyware records everything you
do with your computer. The person who
made the spyware can look at the record
of your computer use. That might tell them
every website you looked at, and what you
typed on your computer.
Spyware can be used by companies and
governments to monitor behaviour. Spyware
is used by criminals to find o ut passwords
and other personal details. Figure 20.3.1 Hackers

Hacking
A hacker uses someone else's computer system without permission
through a network connection. Some hackers break into computer
systems for both malicious and non- malicious reasons. Some companies
Malicious hackers break into computer systems to commit crimes. employ hackers to
For example, they steal money from bank accou nts, commit credit try to hack into the
card fraud, steal sensitive information or steal personal information. company's network
from o utside. That way,
Piracy the company can find
Software piracy is the illegal copying and distribution of software its weaknesses and fix
and media such as games and music. Piracy isn't always a security them before malicious
risk, but there is a risk that illegally copied software carries malware. hackers find them. A
hacker who works to
Here are some ways that criminals can make money from illegal
improve the security of
copies of software:
networks is called an
• counterfeiting: copying and selling of software ethical hacker.
• softlifting: buying one legal copy of software and installing it on
several machines
• hard -disk loading: selling computers with illegal software on them
• software rental: renting o ut illegal copies of software.

Write an article for a school magazine explaining what malware

is. Describe the different types of malware.
In t his lesson you w ill learn about physical, software and
hardware measures used by network managers to cou nter t he
t hreat o f malware and hacking.

In lesson 20.3 you learned that malware and hackers pose a threat
to data security in a network. Organizations use a range of measures
to protect their data against such threats.

Physical measures
Physical security is used to prevent people from accessing network
eq uipment. Measures include locked doors, security passes and
security guards.
Biometric systems provide a high -tech way of controlling access
to network eq uipment. Two common types of biometric system are
fingerprint readers and iris scanners. Both use physical features to
create patterns that can be automatically read to authorize access.

Figure 20.4. 1 Using biometrics means people don't have to carry a security card
that might get lost or stolen

Software security
Most network systems use intrusion detection systems (JDS).
An IDS is software that monitors a network and warns when
unauthorized access has occurred. This allows action to be taken to
deal with the problem early.
Encryption is a way of converting data into a secret code. Most
data sent over the Internet is encrypted. Encrypted data cannot be
read even if it is intercepted by a criminal.
Ma/ware protection software searches any file saved on your
computer. Malware protection software places infected files in
quarantine so that they cannot damage the computer or its data .
A firewall is a filter. It allows authorized communications through
the filter into the network and it blocks comm unication from
unauthorized sources.
Think of a firewall as the walls of a castle. Every gate in the wall is
guarded. Guards let those who have passes into the castle. They turn
others away. The guards and walls act like a firewall.
Other soldiers patrol inside the castle wall. They are constantly on the
lookout for wrong-doers. When the patrols find a criminal, they lock
them in the castle dungeons. These patrols act like malware protection.

Figure 20.4.2 Ma/ware protection software must be

updated regularly so it can identify the latest viruses

Secure working practices

Security is improved by the ways people work with computers.
Users must use strong passwords that they change regularly.
Passwords should not be revealed or written down.
Organizations have strict rules about what data can be stored on
mobile devices such as laptops. A laptop can be lost or stolen along
with all the data stored on it. It is safer to save sensitive data on
network drives or on cloud storage.
Individuals can protect against malware and viruses through the way
they work. Email attachments from unknown sources should never Carry o ut your own
be opened. Care should be taken when browsing the Internet.
research and write a
short report on the
Disaster recovery
following su bjects:
Disasters such as hurricanes or major cyber-attacks can damage
computer equipment or data. Organizations m ust have plans to 1. Biometric systems
recover from disasters so that they can resume normal work q uickly. 2. The cost of malware
attacks
A backup is a copy of all your data, stored away from your computer
in a safe place. If a disaster happens and your data is lost, you can turn
to your backup. Bringing back data from backup is called recovery:
In this lesson you will learn how a search engine delivers results
to your computer.

How a search engine works

When you type a web search, your search terms are sent to a
search engine over the Internet. The search engine uses a powerful
computer to process your question. After a few seconds, a list of
links is displayed on your computer screen.
A search engine wo uld take a very long time to search all 1.9 billion
websites on the web. To be able to send you a list of links q uickly,
the search engine m ust work in another way, long before you even
send o ut your req uest.

bing .
" ,. ·" / .,

Go gle~
Figure 20.5. 1 Search engines

Spiders and crawlers

A search engine uses a method called 'web crawling' to search the
web. Web crawling uses a piece of software called a spider. A spider
is sent o ut to crawl around the web collecting information.
When a spider reaches a web page, it records every word on the
page. The spider co unts how often each word is used and creates
a list of the important words on the page. The list will show which
words appear most often. Those words describe what the page is
about.
The spider ignores words like 'the' and 'when'. It only includes
keywords in its list. This is why you only need to include keywords
in a web search.

Search engine index

The information collected by a spider is sent back to the search
engine. The information is stored in a special list called an index.
The index contains a count of keywords used on every page on the
web. The index is a very large data file.
When you type a web search, the search engine looks through the
index. Searching the index is much quicker than searching the web.
The search engine compares the keywords in your search with the
keywords in its index.
The search engine looks for web pages where the keywords in your
search appear most often. The search engine chooses those web
pages for you. Those web pages will appear at the top of the search
list that is sent back to you.
A search engine uses an algorithm to choose the best web pages for
you. The algorithm aims to send you the most useful results when
you carry o ut a web search. Companies like Google and Microsoft
are always trying to improve their algorithm to give you better
search res ults.
There were over 20 million 'hits'
Search
query or key • q, 0 • t

words

Pico Duarte ____ .....,_._

Caribbean
This is one of ..._..,.,..,,........ m-,..--.. .......... ~ ,,~ - ·...
..... IJlt#itilMMIMN #ta<. . . * Wf'I N.....,NOO,OO-"'M~tlNIIIW ..... l '°"~""
the top 'hits' -...OOffN:M~ O'»MISllt~'1.,...,_.i,Ml.~0...... tt\Jt'-1 ~ . U « l!l'lb...'D•tl

-~-~--
e TI'IDCilfilibNn - P c ~

-
f'c:.-.Sallllltrffc lWllaU,,_0,,...,...lllt'$li.
,,._.,"""""',&:,,"'......
C~ • i . . -.1......w.o,~MM~
~(~~~

Figure 20.5.2 Search engine results page

Here is a web search typed by a user:

What is the longest river in Africa?
Make a copy of the search. Put a circle around all the words
that the search engine will ignore.

Use the Internet to search for a video or animation that explains

how a search engine works. Watch the video and make notes.
Bookmark any videos that you find useful.
 In t h is lesson you w i II learn how search engines prio rit ize t he pages
t hey show you w hen you do a web search. You w ill also learn some
advanced search methods.

How a search engine sorts results

When you do a web search, the search engine algorithm sorts the list
of pages it finds. It tries to move the most relevant pages to the top of
the list. Some factors that affect the ordering of the results include:
• Popularity: The main way that the popularity of a page is
assessed is by the number of web pages that link to it.
• Currency: When you search the web, you want information
that is up -to-date. A search engine will prioritize pages that are
updated often and have changed recently.
• Search history: A web browser keeps a list of websites you have
looked at before. The search engine uses this information to
predict what websites you want to see in the future.
• Reliability: Sites that a search engine trusts are moved toward
the top of a search list. This does not mean that you can believe
everything you see on web pages at the top of a search list. You
still need to check the facts.

Adverts
Most search engines add adverts to the top of a list of sites. The adverts
are paid for by the advertiser. Adverts are not always relevant to a search
and may give biased information. Adverts are usually indicated with an
AD' symbol or the words 'sponsored link' in the title of the page.

Advanced search techniques

Search engines like Google have operators that you can
use to carry o ut advanced searches to better find the
information you need. Here are some examples you
might find useful:
OR and AND: You can use the relation operators OR
and AND as you do in other software applications and
in programming. This search will fi nd information on
mountains of the islands of Jamaica OR Trinidad:
Mountains (Jamaica OR Trinidad)

- Notice how brackets are used to group the OR part of

the search statement. You can use AND in a search, but
1
it isn t u sually necessary. If you put two words together,
Figure 20.6. 1 The most relevant results are
shown first a search engine assumes you mean AND. So, (Jamaica
AND Trinidad) is the same as 'Jamaica Trinidad'.
NOT: You can use the NOT operator in a search string by using the
minus symbol - . The example will list recipes for vegetarian pizzas
but will excl ude recipes for Margherita pizza.
vegetarian pizza recipe - Margherita
Quotes: You can use double q uotes"" when you want to search
for a phrase rather than individual words. This can be useful when
searching for book or song titles .

Some more useful operators

Here are a few search engine operators you can use for very specific
jobs. They can be great time-saving tools.
Define: Typing the following term gives the dictionary definition for
the word 'programmer'.
Use advanced searches
Define: programmer to discover:
Site: Typing the following searches for the term 'information • a map of the
technology' only on the site o up.com: Caribbean
information technology site:oup.com • information
about the highest
Map: This function will find maps of specific places:
mountains in the
Map: Atlanta, Georgia Himalayas
In: This function converts from one unit of measurement into • information about
another. In can be used for many conversions including distance, the world's longest
weight and currency. rivers, excluding the
Amazon.
400 metres in yards

It) ,. i;"

Trinidad and Tobago

... 1~-

Trlnided
arid Tobago

Photo ,

~
<,>
-
·1fi f;.
.
• l- •- ~.._
Pqo,o

- '~°"'
G
_ o~ g"'-e- ~----'

Figure 20.6.2 Map search

 In this lesson you will learn what cyberbullying is. You will learn
about the damaging effects of cyberbullying and what you can
..... . .staying ·sate do to avoid them.

OI)liI)~
lnJhis..u.njt.yo.u will le?.rxi. .... . What is cyberbullying
A person who uses the Internet or other electronic means to bully
about the risks tha.t .caci . . .. .
others is called a cyberbully. Cyberbullying can take place on
.0.ccu.cw.hen yo.u..use the . social media sites, but bullies will also use email and text messages .
.ln.ternet. .Y.o.u.wil.1.1eam how Cyberbullying is malicious and persistent. It can seem impossible to
to act.ta avoid .risks and . escape from a cyberbully. A bully can strike any time and anywhere,
using text messages and social media posts .
. cope with problems yo.u
A cyberbully has many ways to frighten a target. The bully will send
. ....... might eiperie.n.ce online.
threatening messages, often including physical threats. This is called
online harassment. A bully might impersonate their target and send
false messages that cause trouble between the target and their friends.
A cyberbully may post public messages showing disrespect to a
target, publicly humiliating them. One way a bully achieves this is
through exclusion, that is publicly excl uding their target from a
social group.

The effect of cyberbullying

Bullying over the Internet is often anonymous. Not knowing who is
carrying o ut the bullying makes it more frightening. Cyberbullying
can have several devastating effects on things like:
Confidence: Cyber bullying affects self-confidence, leading to
anxiety and depression. Being the target of rumour and ridicule
makes a person feel powerless and vulnerable.
Loneliness: A person who is bullied feels alone with no one to turn
to. The target of cyberbullying can withdraw from their family and
friends.
Performance at school: The pressure created by cyberbullying
makes it hard to concentrate on schoolwork. A person may start to
miss classes.
Change of personality: A target of bullying who is usually pleasant
and respectful can misbehave or become aggressive. Bullying can
lead to sleep and eating disorders.

What makes a cyberbully?

There are many reasons why someone might turn to cyberbullying.
They may want revenge for harm they feel has been done to them,
turning their own unhappiness and insecurity on to someone else.
 Unit 21 Staying safe online

Many countries
are considering the
introduction of laws
to deal with the rise of
cyberbullying. In other
countries, existing
harassment laws have
been used to prosecute
cyberbu II ies.

Figure 21.1.1 A person who uses the Internet to bully others is called a
cyberbully

Jealousy can motivate a cyberbully, or they may feel threatened by

people who are different to themselves. Often, cyberbullies are
seeking some sort of approval.

Dealing with cyberbullying

If you see someone being bullied, do not join in . Don't 'like' a
bullying post, not even as a joke. That will encourage the cyberbully
and hurt the target of the post.
Say something positive about the person being b ullied. Showing
your support will make the bullying easier to bear. Offer support
and reassurance. Let the person being bullied talk if they need to.
Encourage them to talk to an ad ult about the bu llying.
If you are bullied yourself, collect evidence. Take screenshots so
that you have a record, even if a post is deleted. Don't respond to
the bullying. Retaliating can encourage the bully and escalate the
problem.
Talk to someone you trust about the bullying, like a friend, family
member or teacher. If you experience bullying or see someone else
being bullied, stand up to the bullying. Don't stand by and let it
happen. Be an upstander not a bystander.

Make a list of the positive things you cou Id do if you observe

someone being bullied or if you are a victim of bullying.
 The Internet is a wo nderful resource. We use it for work, fo r
learning, and to keep in touch with friends and fam ily. However,
using the Intern et has risks. In this lesson you will learn how to
protect yourself online.

Staying safe
Most people using the Internet are friendly. However, there are
some people using the Internet with bad intentions. Young people
are particularly at risk . Some of the activities that carry the greatest
risks are discussed below.
• Chatting: Do not chat with strangers. It is safer to chat to people
you know well. It is safest if you chat to people you know in
You can make the real life. Don't accept friend req uests from strangers. If you feel
time you spend online uncomfortable about someone who sends you a message you
safer by carrying o ut can block them. Never arrange to meet a stranger.
regular checks on your
computer. Some people you meet online may ask you to send inappropriate
messages or texts. If the person you are talking to is trying to exploit
• Turn off location you then you should block them immediately.
sharing on your
phone and browser. • Sharing: Do not share your personal information or photographs
• Check your privacy with strangers. Never share your address, phone number or
setting on social which school you attend with strangers. Be careful that the
photographs you post online do not reveal your location, or the
media sites - do not
allow public access location of any other person in the picture.
to your private • Accepting: Do not accept pictures or other files from people
information. you don't know. The files could be infected with a virus or other
malware. If you receive a message or file by email from someone
• Check your lists of
friends on social you don't know, do not open it. If you are in doubt, ask an ad ult
media. Do yo u really you trust for help.
know everyone on • Settings: Social media and gaming sites allow you to set privacy
your friends list? levels. Privacy levels let you decide who can see what you share
Remove names you on line. If you are unsure how to use privacy settings, ask a family
aren't sure of. member or teacher to help you. Check your friends list. Make
sure you haven't added strangers by accident.

Digital footprint
Never type words online that you would not want family, police or
employers to see. Never share pictures that you might regret sharing.
Once information is posted online it can be hard to remove. This is
cal led the persistence of data or a digital footprint.
 Unit 21 Staying safe online

Passwords
Many websites store content that is personal to you - for example
payment details or a personal profile. Nobody else should be able
to access that content. Websites will protect your personal details
with a password. By typing the password, you confirm your identity.
• Do not use obvious passwords such as '1234' or 'password'. Think
of a password that is hard to guess.
• Make sure yo u can remember the password.
• Do not use the same password on every website.
• Never tell anyone else your password.

Reporting problems
If something or someone frightens or upsets you online, tell an
ad ult. It can be scary, but you will feel better once the problem is
o ut in the open. Your school may have a teacher responsible for
dealing with online abuse and bullying.

Figure 21.2.1 If you encounter a problem online, tell someone you trust, like a
family member or a teacher.

Search the Internet to find one or more sites that provide good
information on how to stay safe online. Add the sites to your
bookmark list. Share your favourite site with your class.
 In this lesson you will learn about t he skills you will need to be
successful in finding your first job and building a career.
...... ..
Planning
. . ..
a. career
.. .

in IT Computers in the workplace

lnJhis..u.njt.yo.u will le?.rJ\. ... . Almost all jobs in offices, shops and banks use computers. Creative
jobs and those in education and comm unications also use
about what you. .n.e~d.to . ... .
computer equipment. IT is not the main skill needed in these jobs,
do .to. plan.f.or acare.eri n . but there are few jobs that can be done without IT skills.
.ln.fo.r.mation Techn.o.1.ogy.or
IT and the medical profession
com plJt ing. ........
Office applications are important to doctors. Doctors type patient
notes using a word processor and read a patient's treatment history
using databases. Doctors use email to comm unicate with patients
and colleagues and research information on new treatments using
the Internet.
Doctors use high-tech scanners to make 3D images of the inside of
a patient's body so t hey can give better diagnoses. Robotic surgical
tools are used by doctors to perform delicate proced ures in parts of
the body they could not otherwise reach. Doctors sho uld keep their
IT and technical knowledge up-to-date and be willing to learn new
skills.

Figure 22.1. 1 Robotic surgery

Specialist IT jobs
Specialist IT jobs are those where computer skills are the focus of
the job. Examples of these roles include computer programmer and
IT technician. A range of specialist IT jobs were described in Unit 5.
If you are considering a career in IT or computing, there are many
non- IT skills that yo u will need .
Modern computer professionals use a range of skills:
• Problem-solving skills are important. There are constant
challenges in the world of IT, and you m ust be able to respond
rationally to overcome them.
• Good communication skills are needed by those who work with
computer users to find o ut their needs, and also train them to
make good use of computers.
• Writing and language skills are essential for those who create
computer manuals and websites.
• Maths and logic skills are used to design solutions and write
computer code for application software.
• Scient ific understand ing and knowledge is needed by those
who design and build computer hardware systems.
• Engineering and electronic skills are needed by technicians who
maintain, repair and improve computer systems.

Trending jobs
New industries emerge when new technologies are developed, or
new applications are found for existing technologies. Innovative
jobs and careers are created that can be rewarding and exciting.
These are called trending jobs. You might consider working in an
emerging industry in the future. Two examples include:
1. Media: the growth of digital media, the Internet and
smartphones capable of streaming multimedia has changed
the way people access entertainment and news. There has been
a growth in high-tech jobs in the media and entertainment
industries.
2. Robotics: many traditional jobs will be lost to robots and
automation in the coming years. At the same time, there will be
many new exciting jobs created in the robotics industry, building
and maintaining robots, as well as writing software applications
for mobile devices.

Make a list of the skills you have developed in your IT course

that will help you get a job in a non -specialist IT role. For each
skill you identify, give an example of a piece of work you are
proud of.
In this lesson you w ill learn about the skills needed in specialist
IT jobs and how to plan for a career in the IT industry.

Hard skills and soft skills

When you apply for a job, an employer will be looking for evidence
of both hard and soft skills. Hard skills are relevant to the job itself
For example, a software developer m ust be able to write computer
programs. Soft skills are the qualities that make an individual a
good employee. For example, being able to work in a team is an
important skill for IT specialists.

Hard skills
Hard skills are the technical skills you need to do a job. Hard skills
can be measured and demonstrated. An employer usually evaluates
skills by looking at a candidate's qualifications. The employer will
also want evidence that the candidate has the skills they are looking
for. They might ask to see previous work that you have done, or set
a test for you to complete.

Soft skills

Figure 22.2.1 IT careers require both soft and hard skills

Soft skills are the general skills that are needed to be successful in
the workplace. Some of the soft skills most val ued by employers are:
Communication: Good verbal and written comm unication is
important in every job. Clear comm unication is essential when
writing an email or report, making a training presentation or dealing
with a phone enq uiry.
Teamwork: Good teamwork involves cooperating and collaborating
with other team members. Good listening and negotiating skills are
important.
Adaptability means being able to cope well with change. An
adaptable person is self-confident and calm under pressure. They
have good organization and decision- making skills
Problem-solving: is one of the most important soft skills in IT and
computing. Solving problems req uires an analytical approach to
understanding a problem and a creative approach to finding a
solution. A problem solver must be able to make decisions. Figure 22.2.2 Teamwork can
be built in different ways
Creativity: Creativity is a skill that can help you develop new
solutions to problems. Creativity is important when designing new
systems or prod ucts. It is helpful to have team members who can
look at problems in a different way.
Interpersonal skills are the skills you need to interact and
communicate with the people you work with. You need to be polite
and respectful. You also need to be able to persuade people when
you have a valid point to make.

Think about the list of soft skills above.

1. What are your strong soft skills? Choose two fro m the list that you
believe you do well. For each, descri be a t ime when you have
demonstrated your ski lls.
2. What are your weak soft skiIIs? Choose two item s fro m the Iist
that you think you need to im prove. Explain what you can do to
improve you r ski lls.

1. Choose an IT o r computing j ob that you might want to do in the

futu re. Use the lists of techn ical and creative j obs in lessons 5. 1 and
5.2 to hel p you choose.
2. Conduct research on the Internet to find a job descript ion for the
job you have chosen.
3. Make a list of the hard and soft skills needed for the job.
4. What qualifications does the job description ask for?
5. Return to your search and review three job adverts - what is
the lowest and the highest salary offered for the job?
 In this lesson you will learn how to recognize and name t he parts
of a web page.
.... . . .Ma~i~~ w~b pages
1.r:i .t~is _
u_n it yqu will le~rn ...... How web pages are stored and read
~qw to 9e_sign arid bL!ilc;l Web server
s[mpl~_weQ pag~-~.U.$i[1g A web server is a computer that is connected to the Internet.
Web content is stored or hosted on the web server. Web content
qothJH !V1~ an.d il.w.~p
is arranged and presented on web pages. A web page contains
_q.Ut.hQ[i_ng t99l-. text, images and other content. A web page contains links to
other web pages. Links allow us to investigate the web to find new
information. This is called browsing.

Web browser
We view content on the web using a web browser. A web browser
is a software application used to view web pages.

Website
A website is a collection of web pages on the same topic. The
pages in a website are usually hosted on a single web server
and have a similar design. The pages on the website are created,
controlled and maintained by the same person or organization.

Web page address

The address of a web page is called the uniform resource locator
{URL). For example, the URL name for the International Cricket
Council (ICC) is:
https://www.icc-cricket.com/
A URL starts with the letters http://or https://
HTIP stands for 'Hypertext Transfer Protocol'. HTIP is the set of
rules that determine how web pages are sent across the Internet. As
you discovered in Unit 11.5, HTTPS is a secu re alternative to HTIP
- the 's' stands for secure.
What follows http:// is called the domain name of the website.
In the example, ice -cricket.com is the domain name.

Three of the most common web browsers are (Google) Chrome,

(Mozilla) Firefox and (Microsoft) Edge.
The parts of a web page
A web page consists of several parts or components.

Loco I
Links I
\ ~
1
""'"' ,..., . _ \ _ C•mnu, ....
OXFORD Academic
Srf"I,.. ltoiJ~"' I., a«,Q,llf'f: l•""C' rf' O .,.._
\TNlVBllSITY PUSS ,c.,,....ci AiAhot 1sdt. r , l:m:I
11:1111111
I Heading 1- - -Making an
Impact

Image
Text

Figure 23.1.1 Parts of a web page

Logos. Most websites use a logo. The logo tells you who owns the
website. The logo should be on every page in a website.
Text: text is used on a web page to give information. Text should be
clear and relevant to the subject of the page. Too much text makes a
page difficult to read.
Headings are short descriptions that tell you what a website or a
piece of text is about. A heading is larger than normal text so that it
stands o ut.
Images: Most websites use images as well as text. Images can be Open one of your
photographs, drawings or cartoons. Images make the content of a favourite web pages.
web page more attractive and easier to understand. Take a screenshot and
Links: W hen you click on a link on a web page, you are taken to a paste the image into
new page. You use links to find new information on a subject. Links a word processor or
are also called hyperlinks. A hyperlink can be a piece of text or an graphics package.
image. Label the web page to
show the features you
Menu: A menu helps you to find your way around the web pages learned about in this
that make up a website. Clicking on a menu option takes you lesson.
directly to another part of the website.
In this lesson you will learn what to consider when you plan your
website. You will learn a few simple techniques that will help you
plan a successful website.

Content and audience

Purpose
Every website is set up for a purpose. If you are creating a personal
website, it might be about a hobby, your favourite singer or sports
team, or about a subject or cause that interests you.

Audience
When you design a website, you m ust think about who will view it -
its audience. The website design and content should be suitable for
that audience. Here are some things to think about :
• Use language that is suitable for your audience.
• Use images to make your content more interesting.
• Consider the colours and fonts you will use to appeal to your
audience.

Pages
The homepage is the page your audience sees when they first
connect to the website. You should design the homepage to make
people want to stay and visit other pages on your website. Before
you create the website, you should also decide how many pages it
will have, and what content will go on each page.

Navigation
You want your website users to be able to find content on the
site. You will use links and menus to guide people through your
site content. It is important that people can find their way around
the content on your site and always find their way back to the
homepage without feeling lost.

Design methods
There are methods you can use to help plan your website. They
will help you make important decisions about structure and design
before you start to create yo ur web pages.

Site structure chart

A structure chart can be useful as you start to think about how you
will split your content up into pages and sections in your website.
Start with a box at the top of your page, then decide how you want to
break down your content to provide more detail. If you have enough
content, you may have further levels of web page. You can draw
your chart by hand or insert a hierarchy chart into a word -processing
document. Start with a simple design and add to it when you need to.

Big cats
Home page

Endangered
Lions Tigers
species

Habitat
preservation

Illegal
hunting

Figure 23.2.1 Structure chart

Wireframe
A wireframe is a useful tool to help you think about how you will
lay o ut the various parts of a web page that you learned about in
lesson 23.1. A wireframe design does not include any content. You
use it to show where on your web page you will place the heading,
text, images, menus and other parts of your design.

Plan a website you

would like to create.
What is the website
about? Who is it for?
What can you do to
make your site attractive
Figure 23.2.2 A wireframe design
to the audience you
are creating it for?
Storyboard Draw a structure chart
A storyboard is like a cartoon story you find in a comic. It is that shows the pages
made up of a seq uence of drawings, with dialogue and directions. you will create. Draw a
Storyboards are often used for planning multimedia resources, but wireframe to plan what
can also be used in website planning. Storyboards are not used to the homepage will
describe yo ur site content. They are used to show how you expect look like.
people to use your site.
In this lesson you will learn how to use a web page editor to
create and add text to a web page.

Web page editor

A software application called a web page editor is used to create
web pages. Your teacher will tell you what editor to use in school.
There are free web editors you can use at home. This unit uses a
web page editor called Wix as an example.
This lesson will help you to build a website about big cats. Follow
the instructions then use the skills you have learned to create the
website you planned in lesson 23.2. The website you build in the
activities in this unit can be about any subject you choose.

Getting started
When you open yo ur web editor for the first time you will be asked
to create a new website. When you create the site, you will be asked
to select a template for your site. Select a blank template. Using a
blank template will make it easier for you to learn the basics of web
page design.

Sections of a web page

Header. this is an area at the top of a web page. The header is used
to contain a logo and the name of your web page.
Body this is the main part of your web page. It contains the text
and images you want to share.
Footer. this is an area at the bottom of the page. The footer is often

(i).
used to contain links to information about the site, as well as a list of
contents.

WIX Pt0t 0. ') lei

Header
a
-0 · - - - - - - - - - - - - - - - - - - - - - - ~·
..
.a

A
Body
'
Figure 23.3. 1 Web page editor
Adding text to your page WfX Paga: 0
When you start building your web page, the
first thing you will add is text. Text can be
paragraphs, or headings. When you are using
Add Text •
a web page editor, you place text in boxes. ThemedTexl
Once you have created a text box you can
move it around your web page to position it Add Heading 1
where you want it.
Add Heading 2
1. Choose the Add option from the toolbar on
the left of the screen. Add Heading 3
2. Choose text from the men u. Add Heading 4
3. Choose a paragraph style from the list if you Add Heading 5
want to add body text, or choose a heading Add Heading 6

style to add a heading. I'm a paragraph. Cllcl< here to add your own
text and ed,t me It's easy
4. A box will appear on your web page. Drag I'm o perogroph. CIICk ~r• 10 odd your own
text and ~drt me It's easy
the box to where you want it to appear on
your page.
5. To add text to the box, click the Edit text Fig ure 23.3.2 The Add Text tool
button above the box. You can type or paste
text into the box. A Text settings menu appears
when you select edit. Use this to add effects
WIX

0
- C

h°he Big Cat Page

like bold and coloured text. 0
!Welcome
0
Figure 23.3.3 shows an example web page. ll'
: ...... . .. ..
: ,..,..,.a........ -
'll· ... ,....,... 01,-1,
... ,00~· ... -,1.~ ..

-
: c.ett l1t•~•.....,b-:icaras~11...a
! ff ,. 'f,oe-Wt<oC.,....ki• lN.,..,'l"II-..
Notice that the main heading, The Big Cat If! :"
: ~• -.. uc,qcal:~t!w-C~t...
Page is above the dotted line. It is in the page t
l-,\ff'l;C'1t<Oll'Util

header. The rest of the text is in the body of m iThe big 5 cats
: .......,11 ..iO'il>~D>'iJ .Al:fi n..'511'9C...
"'°"'
..
the page - below the dotted line. , ..,.,.._,~ M-'I 1,owo lt09t'lf

.
• ..-.cl11Q.11, ""•Mt,,ero-.0>11-v
:..,_,Vu-"V~••"o::1...a.-.w'l.lt
~,..... ,~,,
:OIMftflu. ~ UC~#l.-ldlr• " ~
Be safe :~d'l-.....·~·-..,,.,11.0
; ... ,1th't..,e""'1• • 1ft ....1 -·••I •-, . ...,.
-r~lfl.•JI.~..~ t~!C.,t~ . • •
When you publish a web page it can be read by
anyone in the world. Do not include personal Figure 23.3.3 Adding text to your web page
details in your web page. You must keep your
full name, address and phone number private. Do not include any
information that will allow someone to identify or locate you.

1. How many types of

When you have completed the 'Big cats' activities on this page, heading are used in
try creating your own web page:
the example
1. Add a page title in the header of you r web page. web page?
2. Add two o r three short paragraphs of text in the body of you r 2. W hy are some
web page. headings larger than
3. Add su itable headings for the body text. others?
 In this lesson you will learn how to add an image to a web page.

Choosing the right images for your web page

Adding an image to a web page can make it more interesting. It can
also make your page easier to understand. Choose images that are
relevant to the content of your web page. Here are two paragraphs
from a web page about big cats. Of the four images below, which
would you choose to illustrate each paragraph?
• The ad ult male lion can easily be recognized by the impressive
crown of hair aro und the head and neck. This crown, which
develops after about a year, is called the mane.
• Unlike other big cats, lions are sociable and live in family groups
of up to 25 individuals. This group is called a pride.

Big cats: an example web page

In lesson 23 .3 you learned how to add text and headings to a
web page. The example showed you how to position text and
The web designer has headings in the body and header of a web page. Figure 23.4.1
chosen a cute picture shows how the page looks with images.
of a cat wearing a bow
Two images have been added to the page.
tie for the page logo.
What does the logo say A logo has been added to the left of the web page heading. The
to you about the page? logo is in the page header. A logo is an image used to identify your
Is the cartoon lion a web page. Use a logo to tell users what your page is about.
good choice? Why, or An image has been added to the right of the text in the body of the
why not? page. The image should fit with the text on your page.
Adding images to a web page WIX

m
·-
Here are the steps to follow to insert an The Big Cat Page
image on your own web page: a
0 ·--····'· ···----·-··············· ...
1. Choose the Add Images option from :P \Welcome
the toolbar on the left of the screen. r., :"'C-10"'\lfloQ-C•c.QC.0,,.11'«
:~•1'9~-' Jt_._.,,~Jl,l"''(ID',i!;llr•

~~:.zec;:~;t-~~-~
2. Use the Free Wix Images option for •
~
l ~~; :
:•
l ..fr.,• .-. ,,.01rcr ,.,.... -
; P")rt.....-,:0!~
~ •-

this activity. !The big S cats

i T~•--1"0',11&,0CMS .... ~o,:,cw
3. Select an image yo u want to add to :,'t ... r.~•.t,11.MC~'P"OW«~
; •~ •:A-• f~::,,;,)-t!'C'U~
: IHJ,<l,e,"",. ~ ••u= r ' ! l " ~i t\,

your page. i"~

;O,.,.._•..,.ll~ ( ~·"(lf"lt

4. Resize the image and drag it into t he :~~::..::..~--==·~

Figure 23.4.1 Adding images to your web page
position you want on your page.

WIX Page: -<:, -

Add an Image ? •
My Uploads

My Image Uploads
Upoao a'!o add yOJr own
,mages 10 your S-1e

Image Collections

Free Woe Images

Be3u: \JI free irrages :o
use o, Yo.J' si:e.

A web page editor often

Free Woc Illustrat ions
provides free images
sturn rg us:ratoos
oe59'18d for yo.J' sr.e that you can use in your
web pages. You can use
Figure 23.4.2 The Add Images tool your own images by
choosing the My image
Be careful about the images you add to web pages. Do not add uploads o ption and
photographs of yourself to your web page. If you feel there is using the file browser
a good reason to, make sure you talk to an adult first. Never to find an image saved
include images of friends or family without their permission. on your computer.
Remember you need
to have a creative
commons license or
Open the website you created in lesson 23.3. Add an image to other permission to
the body of your page. Choose an image that is relevant to the use images that you do
text on the page. Add a logo to the header of your web page. not own .
 In this lesson you wi ll learn how to add a new page to your
website and link pages using a menu.

Adding a new page to your website

So far in this unit you have created a single web page. In this lesson
you will create a second page. The second page will be a gallery of
big cat pictures. It will be called 'Big cat gallery'.

WIX .... a ., ,.

(i) The Big Cat Page

0
_o
:I'
Ii,
Big cat gallery

•
CD

Figure 23.5.1 Big cat gallery

WIX ..., Adding a new page

1. Choose the Menus and pages option from the toolbar on
the left of the screen.
Q HOME
2. Click Add Page at the bottom of the screen.
0
3. Type in a name for your new page.
..
•o

If you want to move between pages in the web editor, choose

the Menus and pages option. Click on a page name to go to
that page.

Your homepage
You will now see two pages listed. One is called 'Big cat gallery'
and the other is called 'Home'. You learned in lesson 23.2 that
a collection of web pages is called a website. You have now
Figure 23.5.2 The Add Page menu created a website. The first page you create is always called
'Home'. It is the homepage. The homepage is the page people
see first when they visit your site .
The page header

--
Addi MflH'IU
When you created the homepage in lesson 23.3
you added the name of the web page in the page
header. In lesson 23.4 you added a logo to the header.
When you create a new page, the information in the
homepage header is automatically inserted in the
header of the new page.

How to link pages

- ·-
When someone visits your website, they arrive at the
_ _ _ ..,an
homepage. If you want your visitors to see your Big cat
gallery, you must create a link to it. Visitors click on the
weblink to visit your gallery There are several ways to ,_ ....
make a link from one page to another: In this lesson you
will use a menu. Figure 23.5.3 The Insert menu

Adding a menu to a web page

1. Choose Add from the tool bar on the left of the screen. save Preview
2. Select the Menu option.
3. Select the menu style yo u want to add to your page.
Preview
A menu will appear on your web page. Drag it into the See what your site lookS hke
header of your page. Placing the menu in the header means on desktop and mobile
before you go hve.
that it will appear on every page of your website.

Preview your pages

To see how your menu works yo u can use the Preview Figure 23.5.4 The Preview button
button. The Preview button shows how your pages will look and
work in a browser.

When you have completed the activities in this lesson, open the
website yo u created in lesson 23.4.
1. Create a new page. You can add a page from the plan you
created in lesson 23.2, or you can add a gallery page like the
one in the example.
2. Add a menu to your homepage that links your pages
together.
3. If you have time, add more pages from your website plan.
 In this lesson you will learn about a loop and how it can be used
in problem -solving.
Writing afgori'thms ...
. . ..

········.
in. pseudo~o-
... ~ e _....... .. What is a loop?
Jn .th(s wn.it you. will In Unit 16 you learned about program seq uence, which is when
commands are carried o ut in order. You have learned about
develop your p.rob.l~m-.
program selection, which is when the computer uses a logical test
.solving and ps.eud.ocode to choose between different options. In this lesson, yo u will learn
.skU.l.s, Y.ou will.learn how about program repetition.
to.describe pr.oblerns . A loop is a section of an algorithm that is repeated . The algorithm
. where the solution ne.eds circles back on itself repeating the instructions that are contained
in the loop. Using loops makes algorithms much more useful in
. .. ... .. events to repeat,
describing real- life problems.
Exit condition
You will often find problems in real life where a series of events
m ust repeat. You will never find a sol ution where something needs
to repeat forever. Something m ust occur to make the loop end. The
loop m ust have an exit condition.
The exit condition is a logical test. It tells the algorithm when to stop
repeating the loop. When you are using a loop in an algorithm, it
is important that there is a way to stop the loop. You must make
sure that the exit condition can be met, otherwise the loop will
never stop.
Types of loop
There are two types of loop, and these two types of loop have
different exit conditions:
• Counter-controlled loop: In a counter-controlled loop, the
algorithm counts how many times the loop repeats. When
it reaches a set number, the loop stops. You use a counter-
controlled loop when you know exactly how many times to
repeat the section of the algorithm. A counter-controlled loop
uses a variable called the counter. The counter increases or
decreases every time the loop repeats. When it reaches a specific
value that you set, the loop stops
• Condition-controlled loop: In a condition-controlled loop, you
set a logical test. The result of the test tells the computer whether
or not to repeat the loop. The loop might repeat once, or a
million times. You use the condition-controlled loop when you
do not know how many times you need to repeat the loop.
 Unit 24 Writing algorithms in pseudocode

Example flowchart - a loop

In a flowchart, a decision box is used to control a loop. The exit
condition is written in the diamond -shaped decision box. If the
condition is false, the algorithm loops back to an earlier point in the
flowchart and the set of instructions that have j ust run is repeated.
When the exit condition is true, the algorithm moves on to the next
instruction.

St art

Repetition is
Output sometimes called
" 12+5 = " iteration. Iteration
means an event that
is repeated O or more
Output times.
Input Answer
" Try again"

Output

Stop

Figure 24. 1.1 An example flowchart

This example flowchart asks a mathematics question and checks the

user's answer. Note these important features:
• The exit condition uses a variable called "Answer''.
• An input box inside the loop lets the user change the value of the
variable "Answer".
• The algorithm asks the user 'What is 12+5?' The loop will contin ue
until the user enters the answer that makes the condition in the
decision box 'true'.

Draw a flowchart for a program that asks for a password. It

loops until the user gives the correct password. You can choose
what the correct password is.
 In this lesson you will learn how to create selection structures
in pseudocode.

In pseudocode, selection is achieved using logical tests. This method is

very similar to the way selection is carried out in a programming language
like Python. Likewise, if you have experience of using 'If' statements in a
spreadsheet like Microsoft Excel, you will be familiar with how selection
statements work. A spreadsheet uses a format like this:

- -- --- ~= ~=
-- - =If (logical test, action 1, action 2)
r,, , Align The first comma in the statement is eq uivalent to the word 'TH EN'
you will see used in pseudocode. The second comma is the
=IF(D7>40, G7,G8)
eq uivalent of the word 'ELSE' in a pseudocode selection.
D
- - -E -- F
L
IF ... THEN ... ELSE ... ENDIF
Figure 24.2.1 Spreadsheet IF The structu re of a pseudocode selection statement looks like this:
statement
I F logical test THEN
commands
ELSE
commands
ENDI F
In your logical test, you will compare two values using a relational
operator like'=' or '>', j ust as in a programming language or
spreadsheet. You will see examples of logical tests used in the
pseudocode examples in this lesson.
Example 1
This sample of pseudocode is for a program people use to b uy
tickets for a roller coaster ride in a theme park. This piece of code
checks the age of the person b uying tickets:
READ Age
IF Age < 15 THEN
PRINT "sorry come back when you are older"
ELSE
PRINT "you can buy a ticket at your own
risk"
ENDIF

CASE
IF, TH EN, ELSE is used in pseudocode where there is a choice between
two courses of action. When there are many different possible actions
in a selection, a CASE statement is used in pseudocode.
 Unit 24 Writing algorithms in pseudocode

Most programming languages also use a case statement. Python

uses the ELSE, IF (elif) command to provide the same function.
There is no eq uivalent to case used in spreadsheets.
All the tests in a CASE statement are carried o ut using the same
variable. You begin by saying what the variable is:
• CASE Variable O F
• Then you list all the different val ues for that variable, and the
command that goes with each test. A colon separates the value
and the commands:
• Value: Commands
• Value: Commands
• Value: Commands
• The word OTHERWISE is used to say what happens if none of
the values statements are true. The CASE statement ends with the
word ENDCASE.

Example 2
This example shows a simple calculator pseudocode program
written using the Case statement:
READ Numl
READ Num2
PRINT "choose the operator (+ - / *):"
INPUT Choice
CASE Choice OF
"+": answer ~ Numl + Num2
II - ,, :
answer ~ Numl - Num2
"*" : answer ~ Numl * Num2
"/": answer ~ Numl I Num2
OTHERWISE
PRINT "you didn't choose a valid operator"
answer ~ 0
ENDCASE
PRINT answer

Create the code for one scene from a computer game. The
user m ust type "north", "south", "east" or "west". The computer
displays an action for a different danger or challenge for each of
these four options.
 In this lesson you will learn about pseudocode loop structures.
Loops allow you to make actions in your solution repeat.

There are three kinds of loops you can use in pseudocode.

• FOR loop - used for counter-controlled loops
• WHILE loop - used for condition -controlled loops
• REPEAT...UNTIL - used for condition-controlled loops

FOR loop
A co unter-controlled loop in pseudocode has a similar structure to
Sometimes a loop is
Python. In this example, the counter variable is shown as i:
so badly written that
the condition in the FOR i +- start TO stop
test can never be true. Commands
When that happens NEXT i
a loop will contin ue
for ever - or until the Notice that:
program is closed • Command words are shown in upper case.
down. This is called an • An arrow is used to point to the counter variable. This assigns a
infinite loop. value to i.
Here is an example • The structure ends with NEXT i.
of an infinite loop. • In pse udocode the loop stops when it reaches the stop value.
Discuss in your group
To make a FOR loop you m ust use numbers in place of start and
why the loop is infinite
stop. Remember that in pseudocode the FOR loop counts to the
and what change
stop val ue. The final iteration uses the stop val ue. Indent the lines
you can make to the
that you want to repeat inside the loop. Here is an example:
algorithm to correct
the loop. READ Value
WHILE counter FOR i +- 1 TO 5
< 5 PRINT Value* i
counter +- 1 NEXT i
counter +- PRINT uThe loop has stopped"
counter+ 1 If the user entered the val ue 10, what o utput would be prod uced by
ENDWHILE this loop? Remember that in pseudocode, on the first iteration the
counter value will be 1, and on the final iteration it will be 5.

WHILE loop
A WHILE loop in pseudocode is written with a logical test at the
start of the loop. If the test resu It is 'True' the loop will contin ue:
WHILE test DO
commands
ENDWHILE
 Unit 24 Writing algorithms in pseudocode

To use a WHILE loop in pse udocode, replace the word test with a
logical test. Enter commands inside the loop. The structure ends
with the word ENDWHI LE. Here is an example:
PRINT "You are stuck in a maze"
READ Direction
WHILE Direction<> "W" DO
PRINT "You are still in the maze"
READ Direction
ENDWHILE
PRINT "You have escaped!"
The test comes at the top of the loop, so you must set the value of
the test variable before the loop starts. If the test result is False the
commands inside the loop will not be carried out.

REPEAT... UNTIL loop

A REPEAT loop has different rules from a WHILE loop. The logical
test comes at the end of the loop. If the test resu It is True the loop
will stop. The pse udocode structure looks like this:
REPEAT
commands
UNTIL test

Here is the game "The Maze of Doom", made using a REPEAT loop:

REPEAT
PRINT "You are stuck in a maze"
READ Direction
UNTIL Direction= "W"
PRINT "You have escaped!"
The test comes at the bottom of the loop. You do not have to set
the test variable before the loop starts. The commands inside the
loop are carried o ut at least once before the test

• Write an algorithm in pseudocode that prints o ut the

17 times table.
• Write an algorithm for a password login, using the WHILE
loop.
• Write an algorithm for a password login, using the REPEAT
loop.
In this lesson you will learn how to write good algorithms that you
will be able to use as part of the planning process for your programs.

An algorithm is used as a plan for a computer program. A well -written

algorithm will be easier to read and easier to turn into a program.

Make your algorithm readable

To make your algorithm readable you need to use good variable
names. Variable names should start with a letter. They may include
numbers and the underline symbol, but no other characters or spaces.
It should be clear from the variable name what the variable is for. It is
good practice to list all the variables at the start of the algorithm.
This is called declaring the variables. In a payroll these might be:
declare Hours, PayRate, Pay
An algorithm should be clearly laid o ut. Use plenty of white space
within and between lines to make them readable.

Data types
The data type of a variable determines what type of data you can
store in that variable.

Data type What it can store Can also be called

Can only store the values True or Logical
Boolean
False
Integer Can only store whole numbers
Can store any number including Float
Real
decimals and fractions
Can store a single keyboard
Character
character
Stri ng Can store a series of characters Text

Figure 24.4. 1 Data type table

You can only carry o ut calculations with variables if they are a

numeric data type (integer or real). The data type of a variable can
be set in two ways:
• When the variable is declared you can state its data type.
• When the variable is initialized, it will get the data type of the
value stored in the variable.
It is good practice to declare variables and set their data type at the
start of a program. That red uces the chance of incorrect data inputs.
Declaring variables correctly in a pseudocode design makes it easier
to transfer the design to a coding language .
 Unit 24 Writing algorithms in pseudocode

In the payroll example, Hours could be an integer, while PayRate

and Pay co uld be real numbers, as money val ues include a decimal
point. The declaration section would be written like this:
declare Hours as integer
declare PayRate, Pay as real

Prompts to the user

An input command gets a value from the user and stores it in a
variable. For example:
read Hours
It is good practice to include a message called a 'Prompt'. The prompt
tells the user what value they m ust input. In pseudocode, the prompt is
generally shown as a separate command before the input command:
print "Enter number of hours worked"
read Hours

Clear outputs
An o utput command can be used to display a val ue. For example:
print Pay
It is good practice to include some explanatory text. In pseudocode,
the explanatory text is usually included in the same print command.
print "Total pay earned is $" Pay
In this example, a dollar sign has also been included to show that
the value is an amount of cu rrency. Here is an example of well -
written pseudocode:
declare Hours as integer
declare PayRate, Pay as real
print "Enter number of hours worked"
read Hours
print "Enter rate of pay"
read PayRate
Pay= Hours* PayRate
print "Total pay earned is $" Pay

Write a pseudocode algorithm to deduct tax from pay. Calculate

pay by m ultiplying an employee's rate of pay by the number of
hours worked. Ded uct tax from the total pay earned at the rate
of 20%. O utput a suitable message.
In t his lesson you w ill learn how to test your pseudocode
algorit hms to make sure t hey give t he resu lts you expect.

Dry run
The way to test an algorithm is to perform a dry run. This means you
read through the algorithm, step by step, following the instructions in
order, noting the values stored in each variable at each stage of the
process. You m ust decide what values to use as input - this is the test
data The values of the variables are noted down using a trace table.

Test data
You should perform a range of tests, using different input data, to
make sure that the algorithm works as you want it to in a range of
circumstances. Your tests should include:
• 'Normal' data. This is the type of data you would input during
normal use of the planned computer program. The algorithm should
process this type of normal data to give you the answers you expect.
• 'Extreme' data. These are data at the extremes or boundaries of
what is acceptable in your design. For example, if 'age' is to be
input and the maximum acceptable age is 18, then the important
values to test are 18 and 19.
• Your tests should also include examples of 'impossible' or 'null'
data. For example, what happens if you enter a negative number,
or letters instead of numbers?

Make sure that in your tests you include a wide range of input data.
When testing an algorithm, you need to run many tests. Even if your
algorithm passes one test, that does not mean it will work correctly
every time!

Trace table
A trace table has a column for each variable used in the algorithm.
As you work your way through the dry run you use the trace table to
note down the value of each variable at each stage of the process.
In a very simple trace table (see Exam pie 1) you might have a row
for each line of the algorithm. If you are testing a slightly longer
algorithm, for example, one that includes a loop (see Example 2), then
typically there is one row in the table for each iteration of the loop.
Example 1: Simple algorithm
You have seen this algorithm earlier in this unit:
input Hours
input Rate
 Unit 24 Writing algorithms in pseudocode

Pay ~ Hours* Rate

output Pay
A pupil decided to test this algorithm using as test data 12 for Hours
and 5.25 for Rate.
The following trace table shows the res ults.

Line Hours Rate Pay

input Hou rs 12 - -

input Rate 12 5.25 -

pay= Hou rs* rate 12 5.25 63
output Pay 12 5.25 63
Example 1: Payroll trace table

Example 2:Algorithm with loop

The following algorithm determines the biggest number in a
seq uence of ten input numbers. i Number Biggest
Biggest ~ 0 0
for i ~ 1 to 10 1 6 6
input Number 2 7 7
if Number> Biggest 3 1 7
Biggest ~ Number 4 10 10
endif 5 6 10
next 1 6 8 10
print Biggest 7 11 11
8 4 11
A student decided to carry o ut a dry run of this algorithm.
9 2 11
Her test data had to be ten numbers. She chose the numbers:
10 1 11
6, 7, 1, 10, 6, 8, 11 , 4, 2, 1
Example 2: Largest number trace
As the algorithm has a loop in it, she created a trace table with table
one table row for each iteration of the loop.

Create a trace table, and perform a dry run on the following

algorithm, using suitable test data.
Total ~ 0
for i ~ 1 to 10
input Number
Total ~ Total+ Number
next i
print Total
 In t his lesson you w ill learn w hat a database management system
is and how it is used to process data to create usef ul informatio n.
..... ..... .
Us~n-~.a d~t~base
man~gement system A database is an organized store of data. Data consists of facts and
1.n this u_nit_you l(v'ill l~q.rn ..... figures. When facts and figures are organized and presented in a useful
way, they become information. The software that is used to store and
how t9 \JS~ q. Oat9,Q?.5~ . . .. , ,. process data is called a database management system {DBMS).
n:iQ.nagement system. to .
Databases are useful when you have lots of data and need to find
..stpre,. retri~ve.and .pceser:it information to solve a problem For example, a school library will
data, . .......... .... .. ..... .. contain thousands of books. A database could store the titles of
all the books and a note stating what each book is about. Then if
a student asks, 'Do you have a book called Moby Dick?' or 'Do you
have a book about butterflies?', the librarian can easily find the
answer by using the database.

Figure25. 1. 1 A college library

A library database will also record information about every book

that has been borrowed. The database will store the date the
book is d ue back and who borrowed it. By using the database, the
librarian can make a list of all the books that are overd ue and send
o ut a reminder to each borrower.

What is a Database Management System (DBMS)?

The functions of a DBMS can be grouped under the following
headings:
• Input: data can be typed into a database, often using a
specially designed input screen. Sometimes data can be added
Figure 25. 1.2 A DBMS provides the tools you need to store and organize data

automatically to a database. For example a weather station might

measure and record the temperature directly into its database.
• Validation: this means checking that the data which is input is of
the right type. For example, if a database stores the price of an
item:
• It will let you enter a price of 10.22 (valid data).
• It will not let you enter a price of 10.2222 (not valid data).
• It will not let you enter a price of WW.ZX (not valid data).
• Sort: sorting means putting the records of a database into order.
For example, you might arrange the records of books in a library
into alphabetical order by author or title.
• Search: searching or querying a database means finding the
information that you need to complete a task. For example, you
might find the record of a book in a library database by searching
for its title.
• Output: means printing or displaying information from the
database. The output might be one record, a group of records
resulting from a query, or you might output all the records in the
database. Output can be formatted as a report that makes the
information easy to read, and can be read on screen or printed out.

The example in this lesson shows how a database is used to

manage the books in a library. Can you think of two other
examples where databases are used to store information?
Explain what the database is used for and list some data items
you think will be stored in the database.
 In t his lesson you w ill learn how a database is structured and
w hat t he parts of a database are called.

Fields and records

Database systems store data in tables. A database table looks like
a spreadsheet. A library database might contain a table like the one
below.
Each row in the example table shows information about a different
book. Each row is called a record. A record contains all the
information about an entity. An entity can be an object, person,
place or event. In this example, the entity is a book. In other
database tables the entity could be a customer or an item for sale.

A B C D
1 Library Code Title Author Surname Author first name
,,
2 00230 Anna Kare nina Tolstoy Leo
3 00231
-----------t
W ar and Peace
t-------
Leo
4 00232 Les M iserables Hugo Victor
5 '00233 Crime and Punishment Dostoevsky Fyodor
6 "00234 Moby Dick M e lville He rman
7 "00235 Tevye the Milkman Ale iche m Sholem

One record: all the info One field: a single item of

about a single entity information about all entities

Figure 25.2. 1 Data table

Each col umn of the database shows one item of information. For
example, one column contains book 'Title', another the /\uthor
Surname'. This is cal led a field. Each field has a field name, shown
at the top of the col umn.
Every record (row) in the table has the same structure. That means
each record contains the same fields (columns). The same type of
information is stored for each record in the database.
A complete database might have more than one table in it. For
example, a library database might contain tables storing data about:
• books
• people who are members of the library
• which books have been lent to which people.
Each table stores different information and will contain different
records and fields.
The example database table is smaller than a real database, which
might have thousands of records in it. Each table may contain many
more fields than shown in the example. All tables are stored as a
single database file.

Primary key
Each record in a database table m ust be unique. That means it must
be different from every other record. Look back at the example
library table in figure 25.2.1. One of the fields is called 'Library code'.
This field is known as the primary key. The primary key is the field
which uniquely identifies each record in the database. Databases
almost always include a primary key made up of numbers, text, or
both. You cannot have two records with the same primary key.
A primary key is needed because the other fields might not be
unique. For example, a library could have two books with the same
author or the same title. To make sure the records do not get mixed
up, each book has its own unique code.

Data types
When you define the structure of a database you decide which
fields there will be. You give each field a name. This name appears
at the top of the col umn in a typical database table. You also define
the type of data that will be stored in the field. For example, it might
store:
• text
• number
• currency (money)
• a date or a time.

Shanice wants to use a database to store information about her

friends. She will use the database to remember information like
phone numbers and to remind her when she needs to send
birthday cards.
1. What are the entities that this database stores information
about?
2. What are the fields that need to be recorded for each entity?
In this lesson you w ill create a simple database table to save
library book records.

The examples in this unit use a DBMS called Microsoft Access. Your
school may use a different DB MS or an earlier version of Microsoft
Access. Your teacher will advise you of any difference in the way
your software works.

Create a table to hold book data

You are going to create a new database with one table in it, which
stores book information like the example shown in the library table
on page 244. The table will have four fields:
• Book code (n umber data)
• Title (text data)
• Author surname (text data)
• Category (text data).

The primary key for the database is 'Book code'.

Creating a new table

Start up Microsoft Access database software. The Access start- up
screen will open.
This start up screen offers you a list of database templates. In this
tutorial you will create a database using a blank database.
1. Click the 'Blank database' option on the start page. A window will
open like the one shown in figure 25.3.1.

Blank database

Figure 25.3.1 Creating a new database

 . ... .
... ..

2. Type a suitable name for the database, such as 'Library'.

3. Click the 'Create' button .

You have created a blank database file. You are now ready to add
structure to your file. You will add a table and fields to your database.

Add a table
When you have created your new database the main Microsoft
Access window opens. The layout of the window is like other
applications you have used. There is a menu bar across the top of
the screen. Beneath the menu is a ribbon containing the tools you
need to create a database. Below the ribbon is your work area.
1. Select 'View' in the top left of ribbon and click 'Design View'.
2. A box opens asking for a name for the table you are going to
create. Type 'Books' and click on the OK button.

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AB 12 Cf:' o.i.&Ttm• b
Shon Nutnbot Cuntney w) Voo'No
Tert r:.., Mott fields •

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Acld&Dtltlt fom1tt1no fltld \lolld1hon

ID • Cid to Add •
(New) ~~~~

1011 .. ... ~1rch

DIWhulVlif'tllf Nualock

Figure 25.3.2 Design View

Add fields to your table

You will now see the Design View screen. You use this screen to
design a new database table. To design your Books table, you will
add the four fields listed at the start of this lesson. The first field you
will enter is 'Book code'. Book code is a number f ield.
 file Home Create External Data Database Tools Help P Tell me \\hat you want to do

~ lnstrt Rows
D ~
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Vit WS
''
Prirmay Bu,ldtt Te.t \
Key

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11oo1cs
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o- Modify l ooku~
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x .___ _ _ __ _ _ _ _ _ __ _ _ _ _ _ _ _ _ __
Q
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Ma<ros • Otlett ~<ro
fldd, Re<ord & Tablt Events

Data Type
Relationships Object
Oeptndtn<its
Relationships

Description
1 BookCode ffll'lffll Iv
~
_j SholrtText

Gentrill Lookup
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long Text Flt ld Proptrtlts

f ltld So?t Long lnttgt r Large Number

format Date/Time "
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Required Yu
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lndutd Yes (llo Oupt
r. . .... ... calculated V

Oes,gn Yitw. f6 • Switch p3nu. ft • Htlp.

lookup Wizard...

Figure 25.3.3 Define fields

1
1. Type Book code' in the first row of the 1Field name' col umn. Note:
1
replace the label 1D' that is in that eel I.
2. Open the drop-down box in the Data Type col umn and
1
select N umber' from the list.

Now add the other three fields needed for this table: Title, Author
Can you see the small 1
surname and Category Use the Short text' data type for each of these
picture of a key next to fields. Your table design should look like figure 25.3.4.
the Book code field? It
l
tells you that the Book
code is the primary key.
Remember that the
II
Cl Books
Field Name
BookCode
Title
Data Type
Number
Short Text
primary key database Author surname Short Text
is the field that holds Category Short Text
information which
uniquely identifies each
record in the table. The
Figure 25.3.4 Field list
first field in a table is
the primary key unless
you choose to use
another field .
 Carry o ut the tasks in this activity to create you r own copy of
the library database. You will use this file in the next lesson.
Make sure you check your file before saving it.

Databases in leisure and entertainment

Online media streaming
Online streaming services like Spotify, Netflix and
Apple music provide access to movies and music.
Some of the ways that streaming sites use databases
are:
• to store information about movies and m usic
tracks. For example, the title, a plot summary and
cast of a film
• to keep a track of your preferences so that the site Figure 25.3.5 Streaming music
can recommend films or m usic tracks you might
like
• to keep track of the music and films people watch
so that royalties can be paid to artists.
How do you feel about
Social Media
social media sites
Whenever you use a social media platform to post a message, collecting personal
accept a friend req uest or like a post, your actions are stored in
information about
a database. Social media sites use the information they store to
you? Do you think
recommend topics, news articles and product adverts to you.
social media sites
collect too much
Sports
information? Do you
The storage of data about sports teams has become a big business.
worry about how they
Data is collected on every game and every player that allows
use that information?
analysis of games and performance in minute detail. If you are a
sports fan, information about the performance of your team is
available to you d uring sports broadcasts and on websites.
More detailed information is available to team managers who use
the information to help them understand their opponents' strengths
and weaknesses and to plan for victory. They also use player
statistics to help them decide which players to recruit. Next time
your team wins, a database may have played a part in the victory.
In this lesson you will learn how to enter data into the fields of a
database table.

In lesson 25.3 you created a simple database called Library. Now it

is time to add some data to your database.

Open a file to add data

There are three methods you can use to open a database file that
you have already created .
1. Open Microsoft Access. On the left of the Start window is a red
panel. The panel contains a list of'Recent' files. If your file is in the
list, you click the filename to open it.
2. If your file is not in the recent file list, you can click on the 'Open
Other Files' link that you can find below the recent file list. This
opens a file browser that you can use to find your file.
3. Use the standard Windows file browser to find your file. When
you find it double-click the file to open it.

Figure 25.4. 1 Open a file

Adding records to your table

When you have opened your database file you will see the Access
main screen. You will see the table you created listed to the left of
the main work area .
Double-click on the 'Books' link to open the table you created in
lesson 25.3 .
 File Home Create External Data Database Tools HI

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~ I ~. . _o_o_u_b_le_-c_li_ck_h_e_re___.
Tables
'::J Books

Figure 25.4.2 Open a table

Table views
There are two ways of looking at a table. They are called views.
There is a tool on the tool bar which lets you toggle between the
two views. You used Design view in lesson 25.3 when yo u added
fields to your Books table.

~
Datash eet
Design
View
View -~
Vie1N View
.... ...
Views Views
Figure 25.4.3 Table view

The Datasheet view allows you to enter data into the table. This is the
view you will use in this lesson.
1. Use the Views toggle to see the two ways of looking at a table.
2. Switch on Datasheet view.

Enter data into the table

The Datasheet View of the Books table looks a bit Ii ke a spreadsheet,
with rows and columns. The columns are the fields that you created
when you designed the table. Just like a spreadsheet you can type
information into the cells. Here is the list of books you must enter:
 ::l Books
Book Code • Title • Author Surname • category . ,
UOl For Whom the Bell Tolls Heming\',1ay Fiction
U02 Beloved Morrison Fiction
1203 Dreams From My Father Obama Non-fiction
1204 White Teeth Smith Fiction
1205 Bleak House Dickens Fiction
U06 A Brief History of Time Hawking Non-fiction
1207 Long Walk to freedom Mandela Non-fiction
* I
Figure 25.4.4 Book data

1. Type the code nurmber and other details for the first book. You
can expand the size of the cells by dragging the cell borders.
2. Add the details of the other books in the list to your data table.
Enter each record on a new line.

The completed table should look like this:

File Home Create External Data Database Tools Help Fields Table J) Tell me what you want to do

T : ! Ascending T Selection •
z LDescending Tfl Advanced •
l@J ~New 2 Totals
p ~BeReplace
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Search- p Book C • Title • Author surname • Category •I Click to Add •

1207 Long Walk to Freedom Mandela Non-Fiction
Tables
1206 A Brief History ofTime Hawking Non-fiction
~ Books
1203 Dreams From My Father Obama Non-fiction
1205 Bleak House Dickens Fiction
1204 White Teeth Smith Fiction
1202 Beloved Morrison Fiction
1201 For Whom the Bell Tolls Hemingway Fiction!

* 0

Figure 25.4.5 Completed table

 Complete the table as shown in this lesson. Yo u will use the file
in the next lesson, so make sure you save the fi le safely.

Databases for research and learning

Search engines
When you send a q uery to a search engine, the search engine does
not search the web to find an answer to your q uestion. A search
engine is contin ually searching the web, analysing each site it finds
and recording key information about the website in a database. A
search engine uses that database to answer your q uery.
Google is the world's most used search engine. Google's database
is one of the largest in the world . It is estimated that the Google
database holds more than 10 exabytes of data. A disk drive in a
modern desktop computer can store up to 1 terabyte of data. You
would need 10 million 1 terabyte drives to store 10 exabytes of data.
It is important that they can hold a lot of data. But it is equally
important that the data you need can be found q uickly. A typical
Google search will find millions of links in a fraction of a second.

Museums and libraries Q

As you use the web to learn, you will find good reliable sites that
you can revisit when you need information in the future. Many What are the main
museums, libraries and other organizations put information about m useums and libraries
their collections online. The information is stored in large databases. in your country?
Do they have digital
The British M useum online database has more than two million resources that you can
records describing items in its collection. More than one million access?
have pictures of the items. Most of the information is published
with a Creative Commons licence so that you can use it in your
own work if you use a suitable citation.
The Smithsonian Institute in the USA has a digital collection of
books, images and audio, m uch of which can be accessed and used
for free with citation.
 In this lesson you w ill learn what validation is and how you can
use it in a database.

Investigating validation
Validation means checking that the input data is of the correct type.
If you try to enter data of the wrong type, a DBMS will display an
error message.
Yo u will look at two types of validation:
1. Data type
2. Primary key

Validate data type

Open the library database you completed in lesson 25.4. Double-
click the Books table to open it.
1. Click to place your cursor in the 'Book code' field for the first
record in the database.
2. Replace the existing book code (1201) with a new code that
contains letters instead of numbers and press Enter.

;
-
Booti. c · TllM
•h•1L'._..:.111om the ~I Toll<
1202
• Author sum~ ·
Heml,..,•y

""',.
C.topv
Fiction
-I ad ro Add •
You will see an error message. When you created
the library database, you defined the Book code
1203 data type as 'n umber'. Microsoft Access recognizes
UOI
1205 when the data you are trying to enter is not a
1206 Ht"4p .di 1bu r.,pn Md fONNtJ.
1207 Lotts W•l-1e to ffffdom M10CS.J,1 Non--hctH>n number and puts an error message on screen.
0
3. Click on Enter new value. Retype the book code,
Figure 25.5.1 Validation message
this time using the correct numerical code.

Validate primary key

Book code is the primary key of the Books table. That means each
record in the table must have a unique book code.
Add th is record to the end of your database:

Bookcode Title Author surname Category

1201 Mansfi eld Park Austen Fiction

When you enter a record that contains the same primary key as
another record, an error message is displayed. It says, 'The changes
you req uested to the table were not successful because they would
create d uplicate val ues ...'
The database has detected that there is already an entry '1201' in
the Book code field. You cannot enter the same val ue twice because
Book code is the primary key field .
Retype the book code using 1208.
 . ... .
... ..

Automatic numbering
To make it easy for you to give every record a unique number,
DBMS software has a feature to automatically create unique code
numbers for each record.
In this tutorial, you will create a new table for you r database called
'Pupil records'. The table will contain records of students w ho can
borrow books from the library.
1. Open the 'Create' menu tab and click the 'Table design' button in
the ribbon. A new table opens in the work area.
2. Type the field name 'Pupil code' and set the data type to
AutoN umber:
3. Make the 'Pupil code' field the primary key by clicking on the key
symbol in the ribbon.
4. Add these fields to the table to complete the
1
Fit
design: 'Pupil first name (text), Pupil last
CJ
name (text), School year (number) and their
Class (text).
5. The table design looks like figure 25.5.2. All Access ... 0 " .,.,,"J
_,. p
,....
=-...,----.-::1...,=--
,.,-..-lt(.,-.-. --,
field Name
-
Propc,I)' lndo.,

1
~Hjctt

Dai.Type
CtUltO.t•
M,c_,o.• l
Fitld. Rc,cord ~

6. Save the table design by clicking on the Save Tobi_.._ _ _,.

I Pupllcode
Pupil first n,me
AutoNumber
1
Short Text
symbol. Call the table 'Pupil records • ::J Boo,, Pupil second n,me ShonT•xt
SCl1oolyear Number
7. Switch to the Datasheet View. Class Shon Text

8. Add the details of at least 10 pupils to this

table. You can make up the details or use the Figure 25.5.2 Pupil records table
names of pupils at your school.

:::J Pup~ records

Pupil code • Pupil first name • Pupil second name • School year • Class • Click to Add •
1 Tom Brown 9 Mr Jack.son
2 Shanelle McAdam 8 Mrs Facey
3 Adean Ward 8 Mrs Sterling
-~ 4 Winston Davi~ 0
(New) 0
*
Figure 25.5.3 Add pupil details

Follow the instructions in this lesson to add the Pupil records

table to your database. Add 10 student records to the table.
Save your database to use in the next lesson.
In this lesson you will learn how to write queries. Queries are
used to find data held in a database.

An important function of a database management system (DBMS)

is to allow a user to find the information that they need. A query is
used to find information. To create a query you must select a field
and enter a condition (also called a criterion).
The q uery finds all the records where the content of the selected
field matches the condition. A simple query uses one field and one
condition. A complex query combines more than one condition to
find information.

Matching conditions
The simplest kind of condition looks for a simple match. You select
a field, type in a word or number, and the database will find all the
records that exactly match. In most database systems the eq uals
sign(=) is used in the query to indicate an exact match. For example,
if you have a database of pupils, a q uery like Year = 10 will find all
pupils in year 10.

Other search conditions

You can also look for records which do not match. The symbol <>
1
stands for 'does not match • Other conditions use comparisons
such as 'bigger than' or 'smaller than'. Comparisons are used with
numerical fields. The symbol> means 'bigger than' and the symbol
< means 'smaller than'.
Complex conditions are made by combining more than
one condition. To find records which match two conditions you
combine them with the words AND/OR. You have used conditional
statements in the program design units of this book. Conditional
statements are used in the same way in a DBMS.

Build a simple query

Now you can create a new q uery. This wil l be a simple q uery that
lists only the fiction books in your database.

Select the table to query

1. Select the 'Create' tab and click 'Query Design' on the ribbon.
2. A window called 'Show Table' opens, listing all tables in your
database.
3. Pick the Books table from the list and click 'Add'. The Books table
appears at the top of the q uery area.
 . ... . ... ..

,...._ ,_,,.._ cw.-- •••°"'""" r..,_.,.,,.._..

Select the fie ld to query C_ _I "j:
_ _
~

+I.,,..., ....
l ,.,.....,,n-..o--.- _,_ ~~ .... --"""'"'"
>w-- J l o - l -
1:: ••,.,...~
.,..,........., _
1
I:('_._.._.., - _,_ ..,__,,.
1. Now you m ust pick the 'Category' field from the - ... .Ma tlf""ftle,o.,.oo

1:-· ~:
-
A.ii A<cns ;, • r-;1-..... -c-.""
- ,.....,, ~-
Books table. That is the field that tells you if a book
is fiction . ?-_ : ::,._
Do"bk,-cl~k
Category

2. Double-click the 'Category' field . The field

'Category' appears in the first column of the query
,..,,~
':; ... "' u u
:.,•w
..,: r-4 ..I L
at the bottom of the screen.
Type the search
cond it ion Fictio n
Enter a search condition
Figure 25.6.1 Building a query
You want the q uery to search for fiction books.
1. In the 'Criteria' box, type the search condition 'Fiction'.
2. Now you have to run the q uery. Click on the large red
exclamation mark on the top left of the ribbon.
3. The q uery will now find all the books which have the word
'Fiction' in the Category field.

Display, save and view your query

The query will only show t he 'Category' field. You also want to see
the titles of these books.
1. In the Books table at the top of the screen, double-click the field Title'.

Field: Category
Table: Books
m
Books
V

Sort:
Show: 0 0 D
Criteria: "Fiction
or:
~

Figure 25.6.2 A completed query

2. Click on the 'Save' icon and save the query. Cl Pupil records X ~ Action r.st
All Access ... 0 «
Category • Title
Give it a suitable name such as 'fiction Srorch_ P
Tables ~
11111 For Whom the Bell Tolls
books'. Fiction Beloved
Cl Books
Fiction White Teeth
3. Select 'Datasheet view'. You will see the :::l l'I.Jpil records
Fiction Bleak House
category and title fields for the records that Queries ~
Fiction Mansfield Park
match the criteria in your q uery. :§'.] fiction 11st
*

Figure 25.6.3 Data query view

Open the database file you completed in lesson 25.5 and add the
fiction query described in this lesson. W hen you have finished
you will find more challenges in the online activity sheet.
 In this lesson you wi ll learn how to use report formats to make the
output from your database file more attractive and easier to read.

Creating report
DBMS software like Microsoft Access allows you to produce reports
that present information neatly, in a way that is easy to read. Reports
use titles, headings and col umns to create an attractive layout.
1. Select the Books table from the list of tables on the left of the
screen.
2. Select the Create tab.
3. Click on the tool for Create Report.

Create
fole Homo CrNi. Elltom.11 om [)aQba.,. Tool> Holp flflds T•bi.
Report

~ ml~ C IQ trj
Appl,c,t,on Tabl• Table Sho,cP_ °""'I' Que,y
,.,... ~ u<t,· w....d o..,g..
labtu fol•• t.uc:ro1.&Codt

-
fcap&al.H Q,HrKI lhpofU

All Access... 0 .. ::n110(), '"°'"' " -'ii '"'IOfl 1 •1

""" Cod• • TIiie • Autllo< ..,,,.._ • ~le&OIY .. CIiek to Add •
• I.Ofl& Walk IO frHclom Mand<tla Non-llctJon
Tabl..
:::J aoo..
• 1206 ABriefHtst«yofllme Hawklng Non•flctJoo
UOl Oreom, from My Fathef' ObMna Non-ltet1on
.:J Puo1t rc(Ofch 1208 Mansfield P•rk Eyre FlalOII
ouen.. • 1205 BIH~ Hou,e

Figure 25.7.1 Create a report

A report design will immediately appear on the screen. The report

option provides you with a simple report format that includes a title,
the date and time of the report, and an image. The report is split
into numbered pages for printing. The image can be replaced with
one of your choice.

18 August 2019
Northside School . Library catalogue
[:] 13:4:i:19

Aut!\ot sur'lame Category

For Whom the Bell Tolls Hemingway F1ct1on

Beloved Morrison flctton

Dreams From My Father Obama Non-flctton

Smith F1d1on

Dickens FICIJOn

A Brief History of nme Hawking Non-fiction

lOng Walk 10 Freedom Mandela Non-f1ct1on

Eyre F1cuon

Pagel o f l

Figure 25.7.2 A formatted report

Modifying a report
When Access creates a report for you it applies a theme to
the report. A theme is a combination of colour and font. It is
professionally designed to make your report look good.
• Use the drop-down boxes in the 'Themes' group of the Design
tab to change the look of the report. Try a few themes until you
find the one you like best

L:l lhemes·
Colors •
0 Fonts•
Themes

Figure 25.7.3 The Themes menu

Organizing a report
It is also possible to change the way that data is organized in the
report. For example, the books in the report on page 258 are shown
in the order they were input into the database. The report would be

.6l Them~ • ff; Group & Sort lY r::,

In this Database

C Office

Iii:] ~rowse for Themes...

l!g S2.ve Current Theme...

---- r -· •••

Figure 25.7.4 A standard report can be modified

much easier to use if Fiction and Non-fiction books were grouped,

and the books were sorted in alphabetical order by author.
 To sort and group records in your report:
1. Click the 'Group & Sort' button in the design tab.
2. Yo u will see two pink buttons appear below your report: Add a
group' and Add a sort'.
3. Click the pink button marked Add a group'. A box appears next to
the button containing the field names in t he Books table.
4. Select 'Category'.
5. You will see the list change. Fiction and Non-fiction books are
now listed separately in the report.
[tlj 2 Tot
6. Click the pink button marked Add a sort'. A box appears next to
~;~~ tf:5 Hide Details the button containing the field names in t he Books table.
7. Select 'Author'.
Grou ping & Tot als

Figure 25.7.5 The Group Yo u will see the list change. The Fiction and Non- fiction lists are
and Sort icon now in alphabetical o rder by author name.

~r: I Northside School - Library 18 August 2019

23:48:39
~ catalogue
Category Book Code Title Author surname

Fiction

1201 !J For Whom the Bell Tolls II Hemingway

~===~
L uo2 Beloved 1
1 J Morrison

L 1204]1White Teeth ======-------; Smith

------'
l
1205 Bleak House
====~I Eyre
=1 Dickens

~ - - -1_2os][Mansfield Park
iNon-ftction
------~
1203 ] Dreams From My Father =11obama
~

L 1~ @ rief History of Time IHawking

I
1207 Long Walk t o Freedom
--=====
-==~1Mandela
---
,up, Sort, and Total

1 Group on Category • with A on top • , More •

O::: Add a group ~! Add a sort

Figure 25.7.6 A completed report

 Complete the exercises in this lesson to create a report using
data in the books file. When you have finished open the Pupil
records table you created in lesson 25.5. Create a report that:
• gro ups students by year
• sorts record by the Class field
• uses a theme of your choice.

Using databases for business

E-commerce
Many stores sell items on the Internet. This is cal led e-commerce.
The world's largest e-commerce site is Amazon. It is estimated that
Amazon has over 12 million items for sale worldwide. Each item has
a database entry. Those items are sold at a rate of 300 per second.
Every sale has to be recorded in a database.
E-commerce has created huge databases that are used to make
goods available on websites and to record every sale. E-commerce
could not operate without databases.

Banking
Banks now carry o ut most of their business using computer systems.
Whether that is paying for goods with a debit or credit card or
drawing o ut cash from a bank Automated Teller Machine (ATM),
every transaction is recorded in a database. Banks keep transaction
data for many years, so the amount of data that has to be stored
across the world is huge. The data is also very important, so systems
must be reliable and secure so that criminals are prevented from
hacking them.

Personnel and payroll

Businesses keep records on their employees on databases.
Personnel records contain personal information that must be kept
securely. Businesses also operate their payroll on computer systems.
Payroll systems are connected to personnel databases and are also
used to make sure an organization pays the correct amount of tax
to the government.
 In th is lesson you wi II learn how data can be exported from a
database to be used in other software applications. You will learn how
to export reports and how to use a database table in a mail merge.

You often need to use the information you have created in one
software application in another application. For example, it can be
an advantage to export a report from Microsoft Access into a word
processor. That allows you to include a report as part of a larger
document or to attach a report to an email. One method you can
use is to export information from an application so that it can be
used elsewhere.

Exporting database objects

In lesson 25.7 you created reports using a Microsoft Access database.
You have also created tables and queries in this unit. Reports, queries
and tables are called objects in 'Access'. All the objects in your
database are listed to the left-hand side of your work area. Clicking
on an object opens it so that you can edit or add data.

File Home Create External Data Database Tools Help p Tell me what '

c 'i.Saved Imports
~ ~ Linked Table Manager
~ G~~~ ~ @Access
New Data Saved Excel Text XML PDF Email Cl
Source• Exports File File or XPS E;' More•
Import & link Export

All Access Objects 0 « u Book, x t:1 Pupil record, x r.J Books "

5earch- j)
Tabf.,..
Cl Book,
U Northside School - Library
I::!! Pupil records
catalogue
Queri"" Category Book Coe
:§J Fiction li,t Fiction
Reports
t!I Books

Figure 25.8.1 Access objects

In this lesson you will export the 'Books' report you created in lesson
You can use the fields 25.7 to Word.
in Access tables and 1. Open the Library database you created in this unit.
queries to create mail -
2. Double-click the 'Books' report in the Access objects list. The
merge documents.
report will open in your main work area.
Reports cannot be
used in mail -merge 3. Click the 'External data' tab in the Access menu.
operations. 4. Open the 'More' drop-down box in the 'Export' section of the
ri bbon.
 . ... .
... ..

External Data Database Tools Help p Tell me what you want to do

~ &iJ f2J ~ ~ ~ Ul Access

er Saved Excel Text XML PDF Email Cl "
Exports File File or XPS i::;' More•

Books
Export
Qi Word
Export the selected object to Rich
0 « Text
p
Export to RTF file
~
Northside Schc J E
.rJ catalogue
e
Export selected obJect to a Rich Text
Format fil~
ODBt

Figure 25.8.2 Export to Microsoft Word

5. Select 'Word' from the drop-down list. I X

6. Decide on a file name and a location to save

your file to. If you tick the box marked 'Open
the destination file after the export operation is
complete', the report will open automatically in
Word.
---
Using database files in mail merge 0 ~- - ~ ~.......~

In lesson 7.11 yo u learned how to create mail-

....
Stkrt.tt...,..,_.,• .._._,.,.11,lbllU.ftOMo,cr.allall.ll'lll~•-aH&llht-wflcttJ'OIIQtoOdf..,...,..

tt I . . . . . MIJ,"7\f....U.•ru.nts.'-..,_ ....,_.,.,.,_,...1'1111nft11--.C,C8111.,.
merge documents in a word processor. In that ~ - N. . .~rt. .

lesson you created a data file using Microsoft Word

to create personalized letters. You can use data
from a database table. Figure 25.8.3 Export RTF

1. Open the Library database you created in this

unit.
2. Double-click the 'Pupil records' table in the Access objects list.
The table will open in your main work area.
3. Click the 'External data' tab in the Access menu.
4. Click the 'Word merge' option in the 'Export' section of the ribbon.
5. A 'Microsoft Word mail merge' wizard opens. Check the button
marked 'Create a new document then link data to it'.

A Microsoft Word document will open to guide you through

creating a mail- merge document, in the way you did in lesson 7.11 .
The 'Pupil records' data table you created in lesson 25.5 is now
linked with Microsoft Word. This means that you can include fields
from the data table in your mail -merge document.

[ oxfordsecondary.com/just-click-3e

Open the file 'Using a database table in mail merge'. The

activities in the document will guide you through creating a
mail -merge document that uses data from a database table.
 In this lesson you w ill learn how organizations use databases to
help them work effectively.

Relational databases
A database typically has several tables in it. The one you have
Almost everything created has two tables so far - for pupils and for books. Modern
you do in the modern databases are typically relational. That means the different tables
world creates data. are linked together by 'relationships' between the tables. These links
The data you create is typically use the primary key of each table to link it into a different
stored in a database. table.
Buying goods online
or in -store, visiting In the library, when a pupil borrows a book, the librarian m ust
your doctor, voting record:
in elections: all these • the date of the loan
activities and many • which book was borrowed
more create data. • which pupil borrowed the book.
Large collections of
data have become Because details of books and pupils are already stored in the
known as big data. database, there is no need for the librarian to type the full title of the
People called data book or the name of the student. Instead, the librarian only needs
analysts process to input:
big data looking for • the code of the book
patterns. Patterns • the pupil code.
in data can provide
knowledge to help Automatic data entry
organizations to make In a real library, the librarian might input the book code by scanning
decisions. For example, a magnetic strip inside the book cover, or a barcode at the back
analyzing data about of the book. The librarian might input the pupil code by scanning
patients can help a barcode on the library ticket. Perhaps you have seen people
health services learn in shops or libraries input codes using handheld scanners. This
about the causes of greatly speeds up the work of the librarian or shop assistant.
illnesses like cancer.

Figure 25.9.1 A barcode reader

 . ... .
... ..

If you see this happening, you will know that t here is a database
installed in the shop or library, and that the code that is scanned in
is a primary key that links to a database. In a typical computerized
library system, the computer will automatically add the date to each
loan record. This means that the job of the librarian is made much
quicker and simpler.

Uses for databases

Databases are widely used by many different organizations:
• Governments use databases to keep records about citizens they
represent. Tax records are kept in databases, so the government
has a record of who has paid or owes Income tax and National
Insurance. There are many other government databases recording
everything from dog licences to voter registration.
• Police and law enforcement agencies record details of crimes and
criminals on databases. Fingerprint records are maintained on
databases so that criminals can be identified from cl ues they
leave at the scene of a crime.
• Doctors and hospitals store patient records in a database,
keeping a history of treatment and appointments. Some
medical proced ures need to be carried o ut at regular intervals.
For example, reminders for dental check- ups can be sent
automatically to patients from a database.
• Online shops keep records of customers and orders so that
they can fulfil orders and send o ut marketing material. A large
online retailer will process millions of transactions every year.
Every transaction m ust be stored so that company accounts are
accurate.
• Mail merge: A major use for databases is for sending personalized
mail o ut to customers and clients of organizations. The mail -
merge operations used by major organizations can involve
creating many thousands or even millions of letters and emails.
Using databases means personalized mails can be prod uced
easily and q uickly.

Use the Internet to find o ut more about how either

governments, the medical profession, or police departments
use databases. Write a report that includes:
• examples of how databases are used
• advantages of using databases in the area you have chosen
• disadvantages or concerns about the use of databases in your
chosen area.
 .Th~se pag~s provic;l.~:; yQ\J .w.ith qt.J~$t ioris tq_t!:st yyhat yo.u hgve 1!:arr:i.~P dwirig ..
.. . t~is. COL!rs~, Th~ fi r:st pqrt.cor:it?ins .a set; of short.i'V:\SVV.~f. q_u~?t.iQf1S. cpyeri r:ig.each .
. ... of th.!:.eight topic~ you .have studied. 1:he ~i;:.Q)flQ par:u::omains questi9ns.that . ..
. . q.Sk yo.vJo apply yow r k.no~I.E;dg~ to .r:i.E;w <;_h9,ll,E;n.ges. . ..... ...... ..................... .

Test your knowledge 2. How can privacy settings be used to

Unit 18 Basic IT troubleshooting make you safer online?
1. Computer passwords are usually case 3. List three ways that cyberbullying can
sensitive. What does that mean and affect the target of the bullying.
how can it cause problems when
Unit 22 Planning a career in IT
logging on to a network?
1. Describe three soft skills that are useful
2. Draw the Wi -Fi connection symbol
for a successfu I career in IT
that appears on computers, tablets and
smart phones. 2. How do employers j udge if someone
has the right hard skills for a job in IT or
3. Suggest three things you can check if
computing?
your computer screen is blank.
3. How will robots affect the way we
Unit 19 Managing data tiles work in the future? List three potential
1. What is meant by the term 'cloud outcomes.
storage'?
Unit 23 Making web pages
2. List two uses of file manager software.
1. Describe three tools that you can use to
3. What is a zip file, and what are the
help design a web page.
advantages of using one?
2. In which section of a web page shou Id
Unit 20 Network security you put information if you want it to
appear on every page of your website?
1. What is a Network Interface Card (NJC)
Give two examples of information you
used for in a computer network?
might want to display on every page.
2. What are the two types of cable used
3. Here is the address of a government
to connect devices in a local area
website in the Caribbean: https://www
network?
.gov.bb
3. Who is an ethical hacker? How is their
a. What is the formal name for any
work different from a malicious hacker?
website address, and what is its
Unit 21 Staying safe online 3-letter abbreviation?

1. What is meant by the term 'digital b. What is the domain name in this
footprint'? How might your digital address?
footprint be harmful to you in the c. What is the meaning of HTIPS in the
future? address?
 and activities

Unit 24 Writing algorithms in 2. A database table contains the fields:

pseudocode Employee_name, Date_of_birth and
1. Describe the function of a loop in an Salary. What data types shou Id be used
algorithm. for these fields?
2. What are the three types of loop that 3. State two ways you can organize a
are used in pseudocode? database report to make it easier to read.
3. Write an algorithm that accepts the
input of a number then continues
to input numbers until the number ~?ch of th!=' fol/qyving long ic!l:J~\N~r~~-estions .
entered is a 0.
. qxre_sponds to one pf th.e units you h .
. .. ave
Unit 25 Using a database · studied
· ··this·year. These
··· ·quest,·ons
· .. -~eq
··
..1.we
·
an
management system ... ~~tende.c;! c\n~we~ from yo_u.. ..... ...
1. What is a key field used for in a ······· ·······
database table?
Long answer questions 5. When organizations are recruiting
1. What precautions should you take to employees, they look at a wide range
make sure you stay safe from injury of skills. What is the difference between
and do not damage eq uipment when hard skills and soft skills? Give examples
troubleshooting IT problems? Write a relevant to IT jobs.
list of things you sho uld do and things 6. A local sports team you play for has
you should not do. asked you to design a website for them.
2. What is the purpose of the recycle bin The site is to give information about the
on your computer desktop? Explain team and its players, to publish results
why you might use it and reports, and to attract new players.
Create a wireframe design for the home
3. Describe the hardware and software
page of the site.
measures that an organization can take
to protect its network against security 7. You have been asked to write a program
threats. that calculates the average of a list of
integer values entered by a user. You will
4. A relative of yours has been given a
use a loop to read values from the user.
laptop computer she can use at home
The loop will terminate when the user
to help her with schoolwork. Her
enters a 'O'. To calculate an average, you
parents are worried about online risks
will need to count the number of values
like cyberbullying and want to be sure
entered by the user and calculate the sum
she behaves responsibly and safely
of the values entered. Write a pseudocode
online. They ask for your help. Write the
algorithm that solves this problem.
text of an email you can send to your
relative that gives her advice on how 8. What is validation in IT systems?
to stay safe when using a computer Describe the validation checks you
online. would expect to be able to carry o ut
using a database management system.
Give examples.
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Work with your team to create a website that students can

use to find o ut about careers in IT The site should have a
home page that provides an introduction to jobs in IT and
describes the site's purpose. The home page will have a
menu that links to the other pages in the site. One team
member will be responsible for creating the home page.
Other team members will each make a web page for
the site that describes an IT job. See the web research
task below for more detail on this task. Agree in your
team what headings you will use. Agree on a design for
your pages so that they all look the same and contain
information using the same headings.

Lessons 5.2 and 5.3 in this book describe creative and

technical jobs in the IT industry. Choose one of the jobs
that interests you. Search the web to find more detailed
information about that job. The information you gather
should include job title, tasks carried o ut , q ualifications
needed, skills needed, and salary range.
Write notes on t he job in a Word file that you can use
when creating a web page in the group project. Bookmark
any useful sites you find. You may need to go back to the
sites as you create your page.

Create a database table to hold your favourite films. Your

database should include the following fields: Title, Director,
Length, Actor #1, Actor #2, Rating. The rating field contains
your star rating for the film (between 1 and 10). When
you have created your database, enter ten films. Print o ut
a report showing the films in order of rating, with your
favourite films at the top of the list.
3D printer a pri nter that outputs 30 images on a Bar chart a chart that uses bars to show how often
com puter into solid 30 objects in plastic o r other events occur over time.
material.
Barcode a label consisting of vertical bars wh ich,
Animation creating apparent movement by when scanned, provides information about an item
displaying still images one after the other at speed. for sale, such as its country of o rigin, manufactu rer
and i tern code.
App short for appl ication software; usually referri ng
to software on a tablet computer o r a smartphone. Barcode reader a com puter input device that
reads barcodes on goods in shops and converts
Application software software designed to carry out
t hem into d igital data.
a particular task o r appl ication (e.g. word processor).
Base 10 a nu m ber system using ten digits. Each
Arithmetic and logic unit (ALU} the component
colu m n is ten times the value of the preced ing
in a com puter processor that carries out arithmetical
colu m n. Also called decimal o r denary.
or logical o perations.
Base 2 a num ber system using two digits. Each
Artificial intelligence (Al} the sim ulation of
colum n is two times the value of the preceding
human intelligence by a com puter system .
colu m n. Also called binary.
ASCII code a code that allows letters and other
Bespoke software application software created to
keyboard characters used in the English language to
do a particular j ob for a single o rgan ization.
be stored and processed by a com puter
Binary see Base 2.
Audience the group of people a website o r
presentat ion is designed for. Biometric system a com puter input device
that reads unique hu man characteristics
Audio recorder an input device that captu res
(e.g. fingerpri nts) and converts it to d igital data.
sound and converts it into d igital data to be
processed and stored by a com puter. Bit a single binary d igit that may be either a O or a 1.

Author Person responsible for w riting an item of Block prevent an individual fro m accessing public
content (e.g. web article). information published on the Internet, for exam ple,
on social med ia sites.
Autonomous vehicle a veh icle that uses com puter
and robotics technologies to t ravel w ithout human Blog short for 'web log'. A blog is an on line j ournal or
control. diary of an individual's opi nions and latest news. It is
updated regularly and displayed in chronological o rder.
Backspace keyboard key that deletes a single
character to the left of the cursor. Bluetooth a method of connecting devices to a
com puter w i relessly
Backup a copy of a file, usually stored in a different
physical location. A backup can be used if the Body the main area of a document (e.g. word-
original is lost o r damaged . processed docu ment o r web page) where text and
images are d isplayed.
Bandwidth the amount of data that can be
transmitted over a mediu m such as a data cable Bold a method of em phasizing text in a docu ment
over a fixed amount of t ime. using a strong, dark font.
 ..
Bookmark a record of a website address, saved so Case sensitive a com puter function in which letter
that the page can be found qu ickly in the futu re. characters, in a password for example, must be
typed using the correct case.
Border a blan k area around the edge of a
document to make it easier to read. Cell a spreadsheet is d ivided into horizontal rows
and vertical colum ns creating a grid of cells to hold a
Broadband a transmission med ium that has a high
single piece of data (e.g. a nu m ber, label o r formula).
bandwidth and can carry high volu mes of data.
Cell address the posit ion of a cell in a spreadsheet.
Broadcast a method of transmi tting data where For exam ple, the cell G34 w ill be found in colum n G
transmissions can be picked up by anyone w ith a of row 34.
receiver (e.g. rad io signals).
Cell border a line around the edges of a cell, used
Browsing searching the web for information using to separate it from su rround ing cells.
a web browser.
Citation a statement inform ing a reader that a
Bulleted list a list in a document in wh ich each list piece of content in the docu ment is fro m another
item starts w ith an icon, usually a dot. sou rce. A citation w ill describe the sou rce, e.g. who

Bulletin board a comm unication method on the w rote the information and when.

Internet. Users post messages called bulletins. Any Click the action of pressing and releasing a mouse
mem ber of the group can read and respond to the button to cause an action to take place in a software
message so that a conversation takes place over t ime. appl ication (e.g. make a menu selection).

Bus a fast link that is used to carry data between Click and hold the action of pressing and hold ing
the com ponents inside a com puter processor. a mouse button to cause an action to take place in a
software application (e.g. to select and move a piece
Bystander a term used for someone who stands
of text o r image in a docu ment).
by and does noth ing when they experi ence
cyberbullying. Clipboard an area where items that are copied o r
cut from a docu ment are stored te mporari ly before
Byte the basic unit of storage used by a com puter.
being pasted into a new location.
A byte is a group of eight binary digits (bits).
Cloud storage com puter storage that exists on the
Cable a w ire used to connect the com ponents of Internet.
a com puter system o r devices in a network. Cables
are usually made of copper though some fi bre- optic Coaxial cable a type of copper cable used for data
cable is used in networks. t ransmission. Rarely used in modern networks.

Code a system whe re a set of letters o r nu m bers

Cache a small amount of fast memory located near
are used to represent other characters. In
the computer processor. Cache holds instructions
com puting, codes are used to convert real-world
and data that are waiting to be processed.
data into digital data that a com pute r can store and
Caps Lock the key on a com puter keyboard that process (e.g. ASCII code).
toggles uppercase letters on and off.
Colour scheme a design that provides a set of
Caption text used in a document to descri be colours for use in text head ings and other page
content such as an image, graph o r d iagram . design features.

Carpal Tunnel Syndrome (CTS) a condition that Column A spreadsheet is div ided into horizontal
causes joint pain in the fingers and hands. CTS can rows and vertical colu m ns creating a grid of cells to
be caused by prolonged use of a com puter. hold data.
Command line interface a method of giving Copy a function used to place a repl ica of data
instruction to a com puter operating system that on a v irtual cli pboard (wh ile leaving the o riginal in
involves typing commands line- by- line. place) so it can be 'pasted'. often multiple times,
elsewhere.
Compatible when the com ponents of a com puter
system w ill work successfully together, they are said Copyright legal concept designed to provide
to be com patible. creators and owners of o riginal works w ith exclusive
rights to that work's use and d istribution.
Computer engineer an IT j ob that involves
researching, designing, developing and testing Creative Commons a method of licensing content
com puter systems. shared over the web. A Creative Commons licence
is published w ith the content so that permission
Computer ethics the mo ral pri nciples that gu ide
does not have to be sought to use the content.
how we use com puters; eth ical issues in computing
include obseNing intellectual property rights and Criterion a cond ition used to search for records in
behaving responsibly onl ine. a database, e.g. student_surname = 'Smith'.
Computer network com puters that are joined Cursor keys fou r arrow keys on the keyboard that
together so that they can share data, and resources move the cu rsor around a docu ment.
such as printers and storage devices.
Customer-facing any computer system o r j ob that
Computer system a set of com puter hardware and
is concerned w ith the needs of customers o r users.
software com ponents that can be used to com plete
a task. Cut a tool used to remove o r excise data from a fi le
o r document, retaining it on a virtual cl ipboard so it
Computer Vision Syndrome (CVS) a condition
can be 'pasted' elsewhere.
caused by strain on eye m uscles that can result from
viewing a com puter screen for long periods. Cyber bullying using the Internet and mobile
Condition A logical statement that can be j udged phone technology to bully and th reaten othe rs.
to be t rue o r false, e.g. age> 16. Data raw unprocessed facts.
Conditional statement a statement that says
Data file a collection of records holding the same
what action w ill be taken if a condition is true. For
type of information.
exam ple, if it is raining THEN put on hat.
Database administrator an IT role that
Connector a word used to link condit ional
involves creating and managing reports using an
statements together. AND and OR are commonly
o rganization's databases.
used connectors. For example, Age > 12 AND
Age< 18. Decision box a diamond- shaped box w ith one line
Control key a special key on a com puter keyboard in and two lines out, used to show where a decision
that is used together w ith letter keys to carry out is made in a flowchart .
commands. For exam ple, Control+ P can be used Delete a com puter key o r menu icon that deletes
to pri nt a document. highl ighted text in a docu ment. The delete key on
Control unit the com ponent in a com puter a keyboard deletes a character to the ri ght of the
processor that controls the work of all other cu rsor.
com ponents.
Desktop the working area of a com puter screen
Copper cable the most common type of cable used t hat contains all the files and links a user needs
to make a wired connection in a com puter network. when they start a com puter session.
 ..
Desktop computer a personal com puter system Domain name the name of the website on which
designed to be permanently located on a desktop. a resou rce may be found, e.g. oup.co.u k.
A desktop com puter consists of a case which houses
Double-click the action of pressing and releasing a
the com puter processor and main storage devices.
mouse button twice in qu ick succession to cause an
Other com ponents such as a keyboard and screen
action to take place on a computer (e.g. opening a
are connected using cables.
data file).
Desktop publishing (DTP} a software application
Dry run a method of testing a com puter algorithm
that helps a user create docu ments that com bine
using test data. A dry run is used so that problems
text and images in graph ical designs (e.g. magazines,
in the design can be el imi nated before ti me is spent
fliers, adverts).
w riting a com puter program.
Digital being made up of nu m bers. The word
Duplex a form of data communication where both
usually refers to data that is stored in the form of
parties can communicate at the same t ime using the
binary num bers, using the digits Oand 1.
same connection.
Digital camera a device that captu res images in
Email mail or messages t ransmitted electron ically
digital form as files that can be stored and processed by com puters via commun ication channels. It is
by a com puter usual for such messages to be held in a central store
Digital data data that is represented using the for retri eval at the user's conven ience.
binary digits O and 1. Digital data can be stored and Email address an add ress attached to an email
processed by a com puter. to ensu re it reaches the intended destination. For
Digital device any device that can store or process exam ple, DavidJones@gmail.com.
digital data, usually as part of a com puter system. Encryption a method of coding data so that it
Digital footprint the trail of activity a person leaves cannot be read if stolen o r lost.
in the publ ic domain as a result of their actions on Enter key the key on a com puter keyboard that is
social media and other Internet services. used to start a new line o r paragraph of text when
Digital media the ability to create, view, d istri bute, entering data.
mod ify and store data or music on d igital Ergonomics the science of designing j obs and
electron ics devices. equ ipment to suit the needs of people.
Digital recording the use of a com puter input Ethernet the rules that govern how devices
device to capture sound and convert it to a digital comm un icate w ith each other in a local area
file that can be stored on a com puter. network.

Digital Visual Interface (DVI} a type of socket Exclusion a method of harassing a person onli ne
and cable used to connect a com puter screen to a that involves publ icly rejecting the person from
com puter system. social groups and events.

Directional arrow one of four keyboard keys used Exit condition a condit ion in a logical statement
to move the cursor around a document on screen. which if true causes a loop to end.

Discussion forum a method of on line Export sending data from one software application
comm unication that involves leaving messages to be used in another. For exam ple, data from a
on a public online forum to be answered by any database may be exported to a word processor to
mem ber of the forum . be used in a mail merge.
Extreme data a term used in testing a program Flowchart a visual algorith m that uses vari ous
or algorith m that describes data that will test shapes of box to represent input, output and
the boundary of any conditional statement. For processing tasks.
example, extreme data for the cond ition x> 10 is x=9,
Folder a container used to group files of a similar
x= 10 and x= 11.
type or pu rpose together on a computer storage
Fibre- optic cable a type of cable used to connect device. Folders are used to organize fi les to make
network devices. Fibre-optic cable carri es data as them easier to manage and retrieve.
pulses of light. It can carry large amounts of data
Font the shape of a set of characters used in a
over long distances.
document. Different fonts are used to create a design
Field usually formi ng a column in a database or that suits the purpose of a document. The size and
spreadsheet table, a field is a data element that colou r of a font can be changed within a document.
occurs in the same format in every record of a table.
Footer an area at the bottom of each page in a
Field name a name describing the data held in a document. The footer is used to hold information
field. The field name may be used in queri es, and like the page number and date of a document.
calculations. Format the design featu res that have been appl ied
File a document, image or collection of data in to text, images and other content in a document.
digital format that may be saved and processed by a The format wi ll include the font, font size, font
computer colou r and any special effects.

File compression a method used to make a file Formula bar a section of a spreadsheet that shows
smaller Compressed fi les take up less space on the formula that is contained in the cu rrent cell.
storage devices and can be sent more quickly over Forum an on line area where members of a group
the Internet. Most image, aud io and video files are can contri bute to discussions on a subject over a
com pressed. long period.
File Explorer the file manager used in M icrosoft Function in a spreadsheet, a pre-defined form ula
Windows operating system. that carries out complex actions or calcu lations
File format the method used to store a data file. (e.g. AVERAGE function works out the average value
Different types of file are stored using different of a list of numbers).
methods. The file format is indicated by a code wh ich Graphical user interface (GUI} a method of using
follows the filename (e.g. myfileTXT is a text file). a computer operating system that uses icons and
File manager a software tool, usually part of a other graphics that are selected using mouse cl icks.
computer operating system, that allows you to find, Graphic design a job that is associated with the
browse and open files on a storage device. many IT tasks like the production of web pages and
Filename the name given a file by a user. game design.
A filename helps the user find the file when they Group putting items such as data and files together
need to retrieve it. so that a single process can be applied to them. For
Firewall system software that uses rules to decide exam pie, a group of fi les can be deleted.
which data may enter or leave a network. Half-duplex form of data comm unication
Flash memory drive a small portable storage where both parties can communicate using the
device; usually used to transfer files between same connection but only one party can use the
devices. connection at any time.
 ..
Handheld scanner a scanner that is held in the Image any graphical content used in a docu ment.
hand and passed over a docu ment to create a Images may include photographs, maps, diagrams
digital file. o r charts.

Hard skills the techn ical skills needed to do an Infrared sensor a sensor used in robots and other
IT j ob. com puter-controlled devices. The sensor uses
infrared light to detect the d istance of objects.
Hardware the physical com ponents of a com puter
system such as the CPU, memory, input, output and Inkjet printer a pri nter that sprays tiny dots of in k
storage devices. onto a sheet of paper to form words and images.

Header an area at the top of each page in a Input captu ri ng data from the outside world
document. The header is used to hold information and enteri ng it into a com puter to be stored and
like the title and author of a docu ment. processed.

Heading a short piece of text that is used to Input/output box a parallelogram (tilted
rectangle)- shaped box w ith one line in and one li ne
identify a section of text in a document. Headings
out, used to show where information is input o r
usually use a large font that stands out from the rest
of a document. output in a flowchart.

Input device used to enter data into a com puter.

Helpdesk a team of people with expert knowledge
of an o rganization's com puter systems who can Instant messaging (IM) a feature that exchanges
be contacted by users to give advice and solve text, images, video o r audio messages in real t ime.
problems.
Integrated circuit a computer processor where all
High-Definition Multimedia Interface (HDMI) the parts are integrated onto a single silicon chip.
a type of socket and cable used to connect a
Intellectual property the idea that a person
com puter screen to a com puter system. Often
has ownership of any work that they create as
used for high- defin ition screens used for gami ng
a result of using their intellect. Includes books,
and video.
photographs, etc.
Highlight applying a brightly coloured background Interactive a computer process that can be
to a block of text so that it stands out. changed in real time as a result of the actions
Homepage the fi rst page of a website. The of the user.
homepage descri bes what the website is about and Interactive whiteboard a whiteboard used for
links to other pages in the site. projecting a presentation onto. The whiteboard acts
Hypertext Transfer Protocol (HTIP) the set as an input device so that the user can interact w ith
of rules that governs how web pages can be the content. Used by teachers and t rainers.
located and sent over the Internet to any browser Internet a com puter network that connects
connected to the Internet. com puter and local networks across the world.

Hypertext Transfer Protocol Secure (HTIPS) a Internet Protocol (IP) rules that govern how data
secure version of HTIP. HTIPS uses ciphers when is sent across the Internet.
send ing information over the Internet so that
Intrusion detection system (IDS) software that
messages cannot be read if they are intercepted.
detects when unauthorized access to a network has
Icon a small image used to represent a fi le, occu rred so that measu res can be taken to prevent
program o r function on a com puter. fu rther access.
IPO model the Input- Process- Output model is Link a piece of text o r image in a web page that, when
used to describe any computer system o r function. clicked, takes the reader to another web location.
All systems m ust include input, process and output.
Liquid crystal display (LCD) a technology used in
The model usually includes storage as a fourth
modern computer and television screens.
element.
Local area network (LAN) a network of computers
Italic an effect added to a font that tilts letters to
connected in a small geographical area.
the right. Used to add emphasis to text so that it is
noticed by the reader. Logo a small image used to represent the owner of
a website o r docu ment.
IT department the department that is responsible
for an o rgan ization's computer equipment, software Lower case letters that are typed when using a
and data. computer keyboard w ithout using the Caps o r Caps
Lock keys.
Iteration a section of an algorith m o r computer
program that repeats Oo r mo re t imes until a pre- Mail merge word-processing tool that d raws
determined cond ition is met. Sometimes called information from a database, usual ly a mailing list,
a loop. to print multiple copies of a document. Each copy
contains some common text, but each w ill bear, for
Justification in software appl ications, the position
exam ple, different name and add ress details.
of text o r other content d isplayed on a Iine. Content
can be justified to the right, left o r centre of the line Main memory computer storage used by a
it is on. computer to carry out its operations.

Keyboard an input device that al lows a user to Malware protection software that is designed to
type messages and data into the computer system . prevent malware being installed onto a computer
system. It is sometimes called anti-virus software.
Label text used in a spreadsheet o r database to
indicate the meaning o r purpose of a set of data items. Menu a list of options available to a user from any
screen in a software application o r website. Users
Laptop computer see definit ion for Mobile
can choose a cou rse of action from a menu.
device. (Handheld device including laptops, tablets
and smartphones.) Metropolitan area network (MAN) a network
that is large enough to extend to an area like a city
Laser printer a common type of printer that uses
o r cam pus.
a laser to electrically charge areas of a metal drum
with an electric charge. The charged d rum attracts Microphone an input device that converts
a powder called toner wh ich is transferred from the sound into a digital format that can be stored and
drum to a sheet of paper. processed by a computer.

Licence a legal docu ment that gives permission for Microprocessor a small chip of silicon that contains
a program or item of content to be used. all the components of a computer processor.

Light- emitting diode (LED) an electrical Microwave a high- frequency wave used to
component that glows when an electrical charge t ransmit data between locations where there is a
is passed through it. A technology used in some clear line of sight w ith no physical obstruction in the
computer screens (LED screen). path of the transmission.

Line graph a type of graph that uses a line to show MMS messages sent between mobile phones that
how the q uantity of someth ing changes over t ime. may contain mu ltimed ia such as images and video.
 ..
Mobile communications network a network Network protocol a set of ru les that govern some
built to carry mobile phone data and voice aspect of data commu nication over a network.
messages. Examples include TCP/IP, HTIPS and W i- Fi.

Modem a device used in a network to convert data Network software software speci fically designed
fro m one format so that it can be t ransmitted in to ope rate over a network o r to manage the
another format; used to enable data to be sent from operation of a network. Most modern application
a LAN over the Internet, for example. software is designed to ru n over a network.

Motherboard a board in a computer that holds all Network storage storage devices that are available
the main components of a computer including the to authorized users of a local area network.
central processing unit and main memory.
Newsgroup a method of communicating
Mouse an input device designed to allow a user to information w ith a group of people who have
navigate and use a graphical user interface by simply shared concerns.
clicking mouse buttons.
Non- biodegradable waste waste that does not
Move relocating files, text, im ages and other decay naturally and creates an environmental
content items using application o r syste m hazard.
software.
Normal data data used in the testing of algorithms
Multimedia computer documents and programs and computer programs that represents the type of
that comm un icate using several forms of med ia data that w ill normally be processed.
(text, images, video and audio).
Number format a format used in application
Multimedia authoring software application software that is applied to nu mber data, e.g.
software that enables the user to create mu ltimedia cu rrency format, the nu m ber of decimal places
resources (e.g. presentation software). displayed.

Multimedia presentation a presentation of Off-the-shelf software ready-made software that

information to an audience using a com bination of can be purchased by an o rganization m ore cheaply
several media formats. than they could have custom software created.

Narrowband a method of t ransmitting data ove r Online harassment continual and prolonged
a network that is only capable of carrying a small bullying of a person using the Internet and m obile
amount of data over a fixed t ime. phones.

Navigation moving around a document, software Online shopping using the Internet to buy goods
application o r website using menus, mouse cl icks and services.
and other links.
Operating system software that controls the basic
Netiquette behaving cou rteously towards others operations of a computer (e.g. file storage, operation
when using the Internet. of peripherals Iike the keyboard and screen).

Network device a hardware device that is used to Output converting d igital data that is stored and
allow computers and their users to commu nicate processed by a computer into a form that can
with each other over a network. be understood by people (e.g. creating a printed
document).
Network engineer an IT j ob that involves
researching, designing, developi ng and testing Output device used to retrieve or generate
computer networks. processed information from a computer.
Overwrite existing text repIaced by text typed on a Plotter a type of printer that creates images by
keyboard when the insert key is pressed. moving pens over a sheet of paper; usu ally used to
create plans and technical d rawings.
Paragraph a block of text in a document that is
started and ended by pressing the enter key. Point-to-point a t ransmission method where
the receiver and sender are d irectly linked (e.g. a
Parallel processing a method of increasing the
telephone call).
power and speed of a computer by having two or
more processors worki ng together. Portable storage a storage device that can be
carried and connected to computers in different
Paste tool used to place cut o r copied data
locations. May be used to transfer data from one
elsewhere in a document.
location to another.
Patent a method used to protect the intellectual
Power cable a cable used to carry electri cal power
property rights of inventions.
to a computer o r other device.
Peripheral any hardware device connected to and
Presentation software application software used
control led by the Operating System (e.g. keyboard,
to create sl ideshow presentations.
screen, printer).
Primary file in mail merge, the file that contains
Persistence of data refers to the fact that images
the document that w ill be personal ized using data
and text posted on social media may remain visible
from a data fi le.
for a long time and are difficult to remove.
Process box a rectangu lar box w ith one line in and
Personal Area Network a computer network that
one line out; used to show where a process takes
connects all the devices an ind ivid ual uses to do
place in a flowchart.
their j ob (e.g. laptop, smartphone, tablet, printer).
A PAN mainly uses w ireless connections like Processor the component in a computer that
Bluetooth . carries o ut the calculations and logic operations
needed for a computer to complete tasks.
Personal computer (PC) a compu ter designed to
be used by an individual to carry out tasks such as Programmer an IT j o b that involves w riting the
word processing o r graphic design. code for computer software applications.

Physical security security measures that protect Project library a collection of media resou rces
impo rtant eq uipment using physical measu res such used to complete a mu lti media resource.
as locking it away in secure rooms.
Projector an output device that projects the
Pie chart a chart that uses a circle divided into content on the computer screen onto a large wh ite
segments to show relative size of items being board so that it can be presented to a group.
com pared w ith each other.
Pseudocode a method of creating algori thms
Pixel a picture element - a small dot of a single that uses a structu red language Iike that used in
colou r used w ith many others to make up a digital computer programmi ng languages.
image.
Publisher an indiv idual o r o rgan ization responsible
Placeholder an area defi ned in a template design for maki ng a piece of content available to be read
where a user will insert their own text o r image. in, for example, a document o r website.

Plagiarism copying the work of another person Quarantine The process of maki ng a malware
and claim ing it as you r own. infected file safe when detected by anti-virus software.
 ..
Query a search based on criteria carried out in a in a form ula depending on the row it is copied to.
database appl ication. For exam ple, if the form ula in cell B4 is =B2+B3, it
becomes =C2+C3 when copied to the cell C4.
QWERTY the standard keyboard used on all
com puters. The name comes fro m the fi rst six letters Rename to change the name of a file of folder.
on the top row of the keyboard.
Repetitive strain injury {RSI) pain about the body
Radio wave a method of transmitting a signal caused by, for exam ple, lengthy o r im proper use of
between a transmitting device and a receiving device. com puters.

Random-access memory (RAM) data storage Report an output document fro m a database
used by a com pute r processor to support its own appl ication that is well structu red and designed to
operations. RAM can be w ritten to and read from by be easy to read.
the com puter processor. Review to check a document fo r erro rs, using
Range in a spreadsheet appl ication, a gro up of cells software functions like spellcheck and by read ing
that a form ula o r function processes to provide an the document careful ly.
output. Ribbon a bar at the top of a software application
Read-only memory (ROM) memory used to store that shows the menu selections available in the
the basic commands a computer needs to operate. application.
ROM cannot be w ritten to o r changed. Robot a machine that can be programmed to carry
Receiving device in data transmission, the device out tasks w ithout hu man control.
that receives a signal fro m a transmi tting device.
Rotate to change the angle of an object (usually an
Record a collection of all the data abo ut a single image) on a page.
entity in a database (e.g. in an em ployee database,
Router connects a home o r local area network to
a record contains all the data abo ut a single person
the Internet.
worki ng for the o rgan ization).
Row a spreadsheet is div ided into horizontal rows
Recovery restoring com puter systems and data
and vertical colum ns creating a grid of cells to hold
to their o riginal state follow ing a serious hardware
data.
failure o r malware attack.
Sans serif a font that does not use seri f.
Recycle bin a folder in a com puter operating
system that is used to store files that have been Satellite connection using a satellite in space to
deleted so that a file deleted in erro r can be t ransmit data signals.
recovered.
Scroll bar bars to the side and below a docu ment
Register a small area of memory in a com puter used to navigate a large document.
processor that is used to hold data d uring the
Sensor any device that senses condit ions in the real
fetch- decode- execute cycle.
world and inputs them in d igital form to a com puter
Relational database a database in which data can system. Sensors are used in robots and contro l
be accessed and processed thro ugh relationsh ips systems, e.g. tem perature sensors in a com puter-
that exist between data tables. contro lled heating system.

Relative copying in a spreadsheet, relational Serif a small decorative proj ection in the shape of
copying changes the row (or colum n) references a font.
Server room a room at the centre of a network Software tester an IT j ob that involves testing
where impo rtant network equ ipment like servers are computer programs to make su re they work as they
stored secu rely. are designed to.

Short Messaging Service (SMS) a method of Software trainer An IT job that involves training
send ing short text messages using a mobile phone. people to use software applications and computer
systems effectively.
Simplex a form of data comm unication where
communication takes place in only one d irection Sort a function in software applications like
(e.g. a loudspeaker system). spreadsheets and databases that sorts data records
into al phabetic o r nu meri c o rder.
Slide sorter a function in a presentation
application that allows sl ides to be easily accessed Spacebar the keyboard key that inserts a space
and sorted into the desi red o rder. between words.

Smart device any mechanical device that is Spreadsheet a software application designed to
process nu m ber data.
control led by a m icroprocessor and is connected to
the Internet (e.g. a smart fridge). Start button a button in W indows that provides
q uick access to available appl ication programs and
Smartphone a mobile phone w ith bu ilt-in
utilit ies.
comput ing power, like that found in a tablet
computer. Storage device peripheral device used to store
user data fi les (e.g. digital photographs, word-
Social media web- based tools that help friends
processed docu ments).
and people w ith shared interests to commu nicate.
Storage drive a computer peripheral that is used
Soft skills non-techn ical ski lls required to be
to store documents and other data files.
successful in the workplace (e.g. team work,
communication ski lls). Storyboard a planning method that uses a comi c
book format to plan user interaction w ith a website,
Software collection of programs, procedu res and
game or application.
routines which direct the operations of a computer.
Custom-w ritten software is w ritten for use in specific Streaming service a service that streams media
organizations. Specialized software is w ri tten solely to customers over the Internet o r a phone
for one specific task. network. Streami ng supports al most instant access
to video and music w ithout the need for lengthy
Software application a computer program that is downloads.
designed to help people carry out a particular task
(e.g. word processor). Structure chart a chart w ith a t ree o r hierarchy
shape that is used to show the structu re of an
Software engineer an IT j ob that involves o rgan ization o r depart ment in an organ ization.
designing, developing and testing computer
software applications. Subscript a font effect that featu res small
text appearing below the Iine of the main text
Software piracy illegally copying and d istri buting (e.g. in Hp).
software w ithout the owner's permi ssion.
Supercomputer a very powerful computer that
Software suite a set of software appl ications is used to process large amounts of data at high
that are designed to work together (e.g. M icrosoft speed. Used for complex scientific and financial
Office). processing.
 ..
Superscript a font effect that featu res small text Taskbar A bar, usually found at the bottom of the
appeari ng above the line of the main text (e.g. in 32 ). computer screen that provides links to tasks that are
cu rrently o pen.
System development a team function in an IT
department responsible for planning, bu ilding and Telecommuting worki ng fro m home using the
testing new computer systems. Internet and email.

System-facing any com puting j ob that is Template a ready-made docu ment design that
concerned w ith the needs of an o rgan ization's includes styles and layout featu res.
IT systems. Terminator A rectangular box w ith rounded
System requirement a descript ion of com puter corners used to indicate the start and end of a
characteristics needed for a piece of software o r flowchart algori thm.
hardware to work successfully w ith the computer. Test data data created to test every expected action
System specification a description of the carried out in an algorith m o r com pute r program.

characteristics of a com puter. A specification will Text wrap a formatting option used to w rap text
include the processor type, amount of memory, around an image inserted in a docu ment.
and types of connector available.
Thumbnail a small image used in a graphical user
Systems administrator an IT job that involves interface to represent a larger docu ment o r graphic.
responsibility for the reliable o peration of com puter
Trace table a table used to record the inputs,
systems.
stored values and outputs when testing a program.
Systems analyst an IT j ob that involves analysing
Transistor an electrical component that acts like
the data and processing needs of an o rganization
a switch. Transistors replaced vacuum tubes in
before com puter systems are created. com puters in the 1950s, leading to smaller, mo re
Systems operator an IT j ob that involves carrying powerful and mo re rel iable com puters.
out day- to-day scheduled tasks that ensu re Transition in a presentation, the way one sl ide
computer systems continue to work efficiently. changes smoothly to the next slide.
System software computer programs that are Transmission Control Protocol (TCP} a set of
designed to make the com puter hardware, input rules that allow compu ters and other devices to
and output devices and application software work communicate w ith each othe r when connected
together. in a network.
Systems support a team in an IT department Transmission medium the med ium by
responsible for supporting system users through which messages are sent between two po ints
functions such as a helpdesk and training. (e.g. fibre- optic cable).

Table a design feature in a software application that Transmitting device in data transmission, the
is made up of rows and colum ns. Tables are used to device that sends a signal that is received by one o r
lay out structu red data (e.g. a timetable). mo re receiving devices (e.g. radio t ransmitter).

Tablet computer a portable com puter w ith all the Trip hazard a health and safety risk that can lead
peri phe ral components bu ilt into a slim lightweight to people tri pping and sustaining an injury. In a
case. A tablet usually has a touchscreen to replace computer room, carelessly positioned cables can be
the keyboard and mouse found on a standard PC. a t ri p hazard.
Troubleshooting investigating problems in a Variable a named memory location in a com puter
computer system program or application program. Variable names
can be used in calculations and logical statem ents.
True colour a method of storing colour as digital
data. True colou r uses three bytes to store mo re Video camera a camera that can captu re moving
than 16 mi ll ion shades of colour. images.

Twisted pair cable the type of copper cable Video conferencing to hold meetings between
typically used to connect devices in a network. The people in remote locations using the Internet and
cable consists of pairs of thin strands of copper so com puters equipped w ith video cameras and
that data can travel in both directions. The cables microphones.
are twisted to reduce interference.
Video Graphics Array (VGA} a standard used
Underline A method of em phasizing text in a to d isplay low- resolution graph ics to a com puter
document by adding a line beneath the text. screen. Also used to descri be the type of cable used
to connect a VGA screen to a com puter.
Undo a button available in most software
applications that reverses the last action performed Voice recognition analysis of a hum an voice by a
by a user. com puter that enables the sound to be converted

Unicode a code that allows letters and other into data input o r commands that control how the
keyboard characters used in many thousands com puter operates.

of languages to be stored and processed by a VoIP Voice Over Internet Protocol, a set of rules
com puter. that allow telephone voice messages to be carried
Uniform resource locator (URL} the address of a over the Internet
web page, used to find and d isplay the web page in VR headset an output device that com pletely
a web browser. covers the eyes creating a virtual 3-d imensional
Universal Serial Bus (USB} a type of socket and environ ment that the wearer can interact w ith.
cable used to connect many types of peri pheral Web browser a software appl ication used to read
device to a computer. web pages.
Uppercase (capitaJs} capital letters typed when Web camera (webcam} an input device that can
holding the Shift key on a com puter keyboard. be used to create digital video to be stored on a
Upstander a social media use r who acts posit ively com puter o r t ransmitted directly over the Internet.
in the face of negative o r threaten ing online
Web conferencing using a range of Internet
behaviour.
technologies to hold formal meetings where
User interface the way that a person uses software the participants are in remote locations. Web
and computer devices to operate a com puter system. conferences can use video conference equ ipment,
shared whiteboards, presentations and collaborative
Vacuum tube (vaJve} a large electrical com ponent
docu ments.
that looks like a light bulb. Used in early com puters
because it acts like a switch when electricity is Web designer a person whose j ob it is to design
passed th rough it websites, often for a nu m ber of different com panies
o r individuals.
Value num ber data in a com puter system that can
be used in arithmetic calculations.
 ..
Web page a single page w ritten in HTML that can Wireless connection a connection to a network
be accessed over the Internet and read using a web that does not use a cable to make the connection.
browser. Wi-Fi and Bluetooth are examples of w ireless
connection methods.
Web page editor application software that al lows
a user to create HTML pages for publication on Wireless network a form of network that does not
the web. req uire cabl ing.

Web server a network com puter that provides Word processing using a com puter to create text
a service to network users. For exam pie, a print documents such as letters and repo rts.
server allows users to pri nt documents to a network
Word processor a type of appl ication software
pri nter. used to create text documents such as letters and
Website set of interconnected web pages, usually repo rts.
located on the same server, and maintained Word wrap a feature that automatically starts
as a collection of information by a person o r a new line of text when the text entered into a
organization. document goes beyond the margins of a page.
Wide Area Network (WAN) a network of Worksheet a single worksheet in a spreadsheet
computers connected over a large geographical area. file. A spreadsheet file can contain several linked

Wi- Fi a protocol that enables mo bile com puter worksheets.

devices like laptop com puters and tablets to make a World Wide Web (WWW or web) method of
wireless connection to a network. accessing information on the Internet using a web
browser
Wireframe a method used to design docu ments
that shows the position of im portant features like Zip a method of compressing data fi les to save
headings, men us and images. storage space.

Wireless Access Point (WAP) a network hardware

device that enables a com puter to make a w ireless
connection to a network .
Index headings in bold indicate concepts and key t erms. Page numbers in italics indicate figures.

30 printers 115 backups 51 , 75, 193,209 cell borders 177, 252

bandwidth 105,120 cells 169, 171, 178- 9
Address List 83 bar charts 181 - 2, 183 Central Processing Unit (CPU) 108- 9
adverts 212 barcode readers 23, 49,264 character keys 27
Al see artificial intelligence barcodes 264 charts 180- 3
algorithms 158- 63, 166- 7, Base 2 see binary numbers citations 45, 47, 141, 142- 3
232- 41 Base 10 see decimal numbers cleaning your computer 104- 5
creating 158- 9 bespoke software 11 9 click and hold 26, 78, 90, 94, 170
dat a types 238- 9 big data 264 Clipboard 65, 67
decision boxes 160, 162- 3 binary numbers 21, 130- 5 cloud storage 111, 192
dry run 240 addition of 200- 1 coaxial cable 123
loops 232- 3, 241 conversion to decimal numbers code 131
outpu t commands 239 132- 3 colour schemes 88, 89
pseudocode 159, 166- 7, 234- 7 biometric systems 113,208 columns 73, 169, 177, 244
readability of 238 bits 133, 134 command line interface 117
repetition in 232- 3 block 216 compatible 106
search engines 211 biogs (weblogs) 35, 127 compression of files 198- 9
test data 240 Bluetooth 125 computer-aided design (CAD) 118
trace table 240- 1 body 226 computer engineers 53
user prompts 239 bold 68, 69 computer ethics 42- 3
variables 159, 166- 7, 238 bookmarks 46 computer networks 36- 7
ALU see arithmetic and logic unit borders 79, 177 connecting 204- 5
American Psychological Association broadband 120 equipment 202- 3
(APA) referencing 143 broadcast 121 security 206- 9
analog transmission 120 browsing 38 troubleshooting 190- 1
Android 116 bulleted lists 70, 71, 90, 95 see also network...
animations 38, 50, 99, 149 bulletin boards 35 computer programs 18
APA referencing 143 buses 108 computer systems 8, 12- 13
applications software 19, 118- 19 business databases 261 computer technicians 53
apps 118 bystanders 215 computer vision syndrome (CVS) 8
arithmetic and logic unit (ALU) 108 bytes 133, 134, 135 computers
artificial intelligence (Al) 21 development of 20- 1
ASCII code 131,134 cables 8, 17, 36, 105, 122- 3, 205 types of 14- 15
audience 92, 224 troubleshooting 188,189,190,191 in the workplace 22- 3, 48, 218- 19
audio 115,148,151,155 cache 110 conditional statements 164- 5
see also music CAD see computer-aided design conditions 236,256,257
audio recorders 151 calculators 20 connectors 162
authors 45, 46, 140, 141 cameras 16, 113, 150 Control key 31
Auto-recover 75 caps lock 28, 190 cont rol unit 108
autonomous vehicles 22, 146 captions 79 copper cable 122, 205
Autosave 193 careers in computing/IT 50- 3, 145, Copy 66, 67, 197
218- 21 copyright 44, 136, 137
back pain 9 carpal tunnel syndrome (CTS) 8, 28 CPU see Central Processing Unit
Background music 155 cars 22, 23, 49, 146 'crawlers' 210
Backspace 29, 65 case sensitive 1 90 Creative Commons 45, 137, 143
crime/criminals 137, 206- 7, 265 numbering of records 255 dry run 240
criterion 256 primary key 245, 248, 254 DTP see desktop publishing
CTS see carpal tunnel syndrome queries 256- 7 duplex 121
cursor keys 30 records 244- 5, 255 DVI see digital visual interface
Custom audio 155 relational databases 264
customer-facing 145 reports 258- 60 e-commerce 261
Cut 66- 7, 76 search engines 253 e-waste 9
0/S see computer vision syndrome structure of 244- 5 editing documents/spreadsheets
cyberbullying 43, 214- 15 tables 246- 8, 250- 2 28- 9,170
usesfor249, 261,265 educational technologists 51
data 12 Datasheet view 251 electronic publishing 49
big data 264 DBMSs see database management email 34, 40-1, 126,209
collisions 128 systems email address 40
extreme data 240 decimal numbers 132- 3, 135 encryption 208
normal data 240 decision boxes 160, 162- 3 Enter key 29
persistence of 216 Delete 65, 197, 198 entertainment 48-9, 249
speed of 121 Design View 247 entit ies 244
data cables 105 designers 50 environmental damage 9, 11
data communication 32, 34- 5, 120- 9 desktop 24- 5 ergonomics 10- 11
analog and digital transmission 120 desktop computers 14, 37 errors, correcting 64- 5, 80- 1
bandwidth 120, 121 desktop publishing (DTP) 86- 99 Ethemet 128
cables 122- 3 colour schemes 88, 89 ethics 42-3
latency 121 format types 87 exclusion 214
messaging 126 images 91, 96 exit condition 232- 3
network protocols 128- 9 presentations 92- 9 export 262- 3
wireless transmission 124- 5 software 87 extreme data 240
data files 192- 9 templates 87, 88- 9
Delete 198 text 90- 1 fibre-optic cable 122, 123, 205
file compression 198- 9 digital 130 f'ield names 244
file paths 196 digital cameras 16, 113, 150 fields 83, 244- 5
folders 195, 196- 9 digital data 16, 32, 1. 30- 1 file compression 198- 9
mail merge 82- 5 digital devices 16 File Explorer 194- 5, 198
organizing 197-9 digital footprint 216 file format 151, 192
saving 193, 194 digital media 219 file manager 194
storing 192- 3 digital recordings 48 filenames 193
viewing 194- 5 digital transmission 1 20 files 24
zip files 199 digital visual interface (DVI) 105 see also data files
data transmission 32- 3, 122- 9 directional arrow 160 Fill button 173, 177
database administrators 51 disaster recovery 209 Find and replace t ool 81
dat abase management systems (DBMSs) discussion forums 35 firewalls 209
242- 3, 255 doctors 218, 265 flash memory drive 111
dat abases 242- 65 document s flowcharts 158- 63, 166- 7, 233
data entry 250- 2, 264- 5 editing 28- 9 flyers, desktop publishing 88- 91
data types 245 printing 31 folders 24, 25, 193, 195, 196- 9
dat a validation 254- 5 saving 31 organizing 198- 9
export 262- 3 scrolling 30 view options 196- 7
fields 244- 5 domain names 222 font colour button 177
library databases 242, 264 double-click 26, 73, 77,251, 255, fonts 68- 9
mail merge 263,265 257,263 footers 226
format 68- 9, 171 , 177- 9 image effects 79 labels 170
formula bar 169 multimedia 148 LAN see local area network
formulae 168, 172- 3 Online Pictures 77, 91, 96 laptop computers 14, 37,189,209
forums 127 page layout 78- 9 laser printers 114
free software 11 9 resizing of 78 latency 121
function keys 27 rotate 78 laws/legal issues 42, 136- 7, 215
functions 174- 5 safety 216 LCDs see liquid crystal displays
storyboards 153 LEDs see light-emitting diodes

Google 138-9, 253 web pages 223, 228- 9 letters, mail merge 82- 5
government databases 265 indexes, search engines 210- 11 library databases 242,253,264

graphic design 96 informat ion licenses 44, 119, 137

graphical user interface (GUI} processing of 12 lifting of equipment 10

26, 117 reliability of 46-7, 140- 1 light-emitting diodes (LEDs} 114

graphs 180- 3 infrared sensors 113 line graphs 182- 3

group 18, 260 infrared signals 124 links 38

GUI see graphical user interface inkjet printers 114 liquid crystal displays (LCDs) 114
input 242- 3 lists 70- 1
hackers 207 input devices 13, 14, 16, 27, 112- 13 local area network (LAN} 37, 122,

half-duplex 121 input/ output box 160 123, 128, 204- 5

instant messaging (IM} 126 logical tests 164- 5, 234- 5
hand-held scanners 264
integrated circuits 21 logos 137,153,223,226,228,229
hard disk drive (HOD} 111
intellectual property 44-5, 136- 7 loops 232- 3, 236- 7, 241
hard disks 17
interactive 115 lowercase 28
hard skills 220
interactive whiteboards 114
hardware 13, 16- 17, 19, 150- 1
Internet machine cycle 109
HDD see hard disk drive
connecting to 37, 124- 5 magazine layout 74- 5
HDMI see High-Definition Multimedia
information reliability 46-7, 140- 1 mail merge 82- 5, 263,265
Interface
legal issues 136- 7 main memory 109
headers 72,226, 231
netiquette 136 mainframe computers 1 5
headings 68, 74, 177,223,225, 227,
online shopping 23, 49 maintaining your computer 104- 5,
228, 258, 268
responsible use of 43, 136 188- 9
health and safety 8, 10- 11
routers 33 malware 206- 7
see also safety safety 216- 17 malware protection 208, 209
helpdesk 145 search engines 210- 13 manufacturing 23, 49
High-Definition Multimedia search techniques 39, 46-7, 138-41, media 48-9, 219, 249
Interface (HDMI} 105 212- 13 see also social media
highlight 1 77 Wi-Fi connection 124- 5 medical instruments 22- 3
home networks 191, 204 Internet Protocol (IP} 129 medical records 218, 265
homepage 224, 230 intrusion detection systems (IDS} 208 menus 71, 231
hubs 202 IPO model 158 messaging 34, 126
Hypertext Transfer Protocol (HTTP} IT department 144- 5 metals 9
129, 222 italics 69 metropolitan area network 37
iteration 233 microphones 16, 113
icons 24- 5 microprocessors 12, 16, 21, 130
IDS see intrusion detection systems jobs in computing/IT 50- 3, 145, 218- 21 Microsoft Access 250, 258- 9, 262
IM see instant messaging justification 170 Microsoft Photos 152
images Microsoft Windows 116
desktop publishing 91, 96 keyboards 16, 27, 104, 112, 189 Microsoft Word 193
in documents 76- 9 keywords 39, 166 microwaves 22, 124
mistakes, correcting 64- 5, 80- 1 non-biodegradable waste 9, 11 points 68
MLA referencing 143 normal data 240 police dat abases 265
MMS (multimedia messaging Number format 178- 9 portable storage 111, 193
service) 34 numbered lists 71 posture 9, 10, 77
mobile communications numbering of records, databases 255 power cables 105, 188
networks 125 numeric keypad 27, 29 PowerPoint 93, 94
modems 33, 120, 202, 204 presentation software 92- 3, 127
Modern Language Association {MLA) objects 262- 3 present at ions 92- 9
referencing 143 off-the-shelf software 119 animations 99
monitors 16, 62- 3, 104- 5, 114,189 online harassment 214 images 96
motherboard 1 08- 9 Online Pictures 77, 91, 96 multimedia 92, 152- 5
mouse 16, 26,104,112,189 online shopping 23, 49,265 Online Pictures 96
Move 197 operating systems (05) 19, 116- 17 software 92- 3, 127
multimedia 148- 57 operators 165, 212- 13 themes 96- 7
advantages/disadvantages of 149 optical drives 17 transitions 98
audio 148, 155 OS see operating systems Preview button 231
aut horing 148- 9 output 243 primary file 82, 84
hardware 150- 1 output devices 13, 1.6, 114- 15 primary key 245, 248, 254
images 148 overwrite 193 primary storage 11 0
production t eam 150 print ers/printing 31, 114-15, 189
projects 156- 7 Page design 89 problem-solving 54-61, 158- 67, 221
resources 148- 9 PAN see Personal Area Network developing solut ions 58- 9
uses 149 paragraphs 64, 227 investigating problems 56- 7
video 148- 9 parallel processing 21 key t asks 58
multimedia authoring software 151 passwords 75, 190, 191,209, 217 logical tests 164- 5
multimedia messaging service Paste 66- 7, 76 planning 58
(MMS) 34 patents 44, 137 reflecting and reviewing 61
multimedia presentations 92, payroll databases 261 research sources 57
152- 5 PCs see personal computers sequence of act ions 60
museum dat abases 253 percentages 178 storyboards 58- 9
music 50, 155, 249 peripherals 17, 1 04 understanding problems 54- 5
see also audio persistence of data 216 process box 160, 161
Personal Area Network (PAN) 37 processing speed 109
narrowband 120 personal computers (PCs) 14,109,202 processors 12, 16
navigation 224 personal information , safety 216 programmers 1 9, 52, 144
netiq uette 1 36 personnel databases 261 Project library 152
network, see also computer physical security 208 projectors 114
networks pictures see images proofreading 80, 81
network devices 36, 204 pie charts 180-1, 183 pseudocode 159, 166- 7, 234- 7
network engineers 53 pixels 1 06, 135 publishers 46
network interface card {NIC) 203 placeholders 94 punct uat ion characters 29
network protocols 128- 9 plagiarism 43, 142
network software 36 planning quarantine 208
network storage 111, 192 disaster recovery 209 queries 243, 256- 7
New Address List 83 presentations 92 QWERTY 27, 28
news 48-9 problem-solving 58
newsgroups 35, 127 web pages 224- 5 radio waves 17, 32, 124
newspaperlayout74- 5 plotters 114- 15 random access memory (RAM) 11 O
NIC see network int erface card point-to-point 121 range 171
read-only memory (ROM) 11 O search techniques 39, 46-7, 138-41, formulae 168, 172- 3
receiving devices 32 212- 13 functions 174-5
records 48, 61, 83, 244- 5 secondary storage 110- 11 graphs 180- 3
recovery 209 security 206- 9 line graphs 182- 3
recycle bin 198 sensors 113 Num her format 178- 9
recycling 11 serif 68 percentages 178
referencing 143 server rooms 205 pie charts 180- 1, 183
registers 1 08 servers 202, 222 range 171
relational databases 264 settings 1 07 rows 169
relational operators 165 Shapes 91 software 168- 9
relative copying 173 Shift key 28 structure of 169
Rename 197 shopping, online 23, 49, 265 traffic survey project 176- 82
repetitive strain injury (RSI) 8, 10, short messaging service (SMS) 34, 126 uses 168
26,28 silicon chips 21 spyware 207
reporting of problems 217 simplex 121 SSD see solid state drive
reports 258- 60 slide sorter 93, 95 Start button 25
research slides, presentations 92, 93, 94- 5, 97, storage 110- 11, 192- 3, 202, 222
databases 253 98- 9 storage devices 13, 16- 17
problem-solving 57 smart devices 22 storage drives 107, 111, 1 92
Restore button 198 smartphones 14, 79,112,190 storyboards 58- 9, 152, 153, 225
retail sector 23, 49, 265 SMS (short messaging service) 34 streaming services 49, 249
Review 80- 1 social media 46, 216, 249 structure charts 224- 5
ribbon 63, 81, 89, 91, 93 soft skills 220- 1 subscript 69
risks 8- 9 software 13, 18- 19, 87, 151, 168- 9, 226 SUM function 174- 5, 177
see also safety installing 106 supercomputers 14- 15
robots 22, 23, 49,772,146,219 malware 206- 7 supermarkets 23
ROM see read-only memory purchasing 119 superscript 69
rotate 78, 90 security 208- 9 switches 202, 204
routers 33, 124, 125, 191,202, 204 software applications 24- 5, 50 system development 52- 3, 144-5
rows 73, 169, 244 software engineers 52, 144 system-facing 145
RSI see repetitive strain injury software piracy 1 37 system requirements 106- 7
software suites 11 9 system specification 106,107
safety software testers 52- 3 systems administrators 53, 145
health and safety 8, 10- 11 software trainers 51 systems analysts 52
online safety 216- 17 solid state drive (SSD) 111 systems operators 53
passwords 217 sort 243, 260 systems software 18- 19, 116- 1 7
saving your work 193 spacebar 29 systems support 145
security measures 208- 9 speakers 16
troubleshooting 188 spell checker tool 80- 1 tables 72- 3, 246- 8, 250- 2
web pages 227,229 'spiders' 210 tablet computers 14, 37, 190
word processing 75 sports databases 249 tabs 63
sans serif 68 spreadsheets 19, 168- 83 task pane 63
satellite connection 124 adding data 176 taskbar 25
saving your work 31, 193, 194 bar charts 181 - 2, 183 TCP see Transmission Control
screens 16, 62- 3, 104- 5, 114, 189 cells 169, 171, 1 78- 9 Protocol
scroll bar 30, 63 charts 180- 3 technology
search engines 39, 138, 210- 13, 253 columns 169, 177 new t echnologies 219
how th ey work 210- 11 editing data 170 workplace impact 146
result s listing 212- 13 format 171, 177- 9 telecommuting 147
templates 87, 88- 9 vacuum tubes (valves) 20, 21 Wi-Fi 37, 124- 5, 190- 1
terminator 160 validation 243, 254- 5 Wide Area Network (WAN) 37
test data 240 values 170 wired networks 190
text messaging 126 variables 159, 166- 7, 238 wireframe 225
text wrapping 79 VGA see video graphics array Wireless Access Point (WAP) 37,
Thesaurus tool 81 video cameras 150 125,203
thumbnails 196 videoconferencing 34- 5, 126 wireless connection 17, 33, 37,121,
touchscreens 112 video graphics array (VGA) 105 124-5
trace table 240- 1 video, multimedia 148- 9, 152- 5 wireless networks 190- 1
trademarks 44, 136 video production 50, 57 word processing 62-85
transistors 21 virtual reality (VR) 115 columns 73, 74-5
transitions 98 voice recognition 113 ent ering t ext 64- 5
Transmission Control Protocol voiceband 120 Find and replace tool 81
(TCP) 129 VoIP (voice over Internet format 68- 9
transmission medium 32 Protocol) 126 images in documents 76- 9
transmitting devices 32 VR headsets 11 5 layout 70-5
trip hazards 8 lists 70- 1
troubleshooting 188- 91 WAN see Wide Area Network mail merge 82- 5
cables 188, 189, 190, 191 WAP see Wireless Access Point moving t ext 66- 7
computer networks 190- 1 web browsers 19, 39, 212 newspaper layout 74- 5
keyboards 189 web cameras (webcams) 16, 113 processor screen 62- 3
monitors 189 web conferencing 127 Review 80- 1
mouse 189 'web crawling ' 210 rows 73
printers 189 web designers 50 safety 75
safety 188 web page editor 226 spell checker tool 80- 1
wired networks 190 web pages 38, 222- 31 tables 72- 3
wireless networks 190- 1 adding images 228- 9 Thesaurus tool 81
true colour 135 adding new pages 230- 1 word processors 18, 62- 3, 107
twisted pair cable 122- 3 adding text 227 word wrap 64
typefaces 68 audience 224 workplace
authors 140,141 changing nature of 146-7
Under1ine 69 content 224 computers in 22- 3, 48, 218- 19
Undo 31, 65 creating 226- 7 see also jobs in computing/IT
unicode 134 design methods 224- 5 worksheets 169
uniform resource locator (URL) 222 links 231 World Wide Web (WWW/ web) 38
universal serial bus (USB) 105, 189 menus 231 information reliability 46-7,
uppercase (capitals) 28 parts of 223, 226 140- 1
upstanders 21 5 planning 224- 5 search engines 210- 13
URL see uniform resource locator safety 227,229 search t echniques 39, 46-7, 138-41,
US B see universal serial bus storage 222 212- 13
US B flash memory sticks 1 7 web servers 222 see also Internet
user interface 24, 117 weblogs (biogs) 127
usemames 190 websites 38,46- 7, 140,141,222 zip files 1 99
see also web pages

.
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