AGE 202 COURSE GUIDE

COURSE
AGE 202
GUIDE

INTRODUCTION TO COMPUTER SCIENCE

Course Writer Samuel O. Oluwadare

Department of Computer Science
Federal University of Technology
Akure-Nigeria

Programme Leader Professor A. Adebanjo

National Open University of Nigeria

Course Coordinators Dr. Jori Sanusi & Adams, A. E

National Open University of Nigeria

ii
AGE 202 COURSE GUIDE

NATIONAL OPEN UNIVERSITY OF NIGERIA

National Open University of Nigeria

Headquarters
14/16 Ahmadu Bello Way
Victoria Island
Lagos

Abuja Office:
NOUN Building
5, Dar es Salaam Street
Off Aminu Kano Crescent
Wuse II, Abuja
Nigeria.

e-mail: centralinfo@nou.edu.ng
URL: www.nou.edu.ng

Published by
National Open University of Nigeria

Printed 2008

ISBN: 978-058-258-4

All Rights Reserved

iii
AGE 202 COURSE GUIDE

CONTENTS PAGE

Introduction …………………………………………..…… 1
Course Contents………………………………………..…. 1
Course Aims……………………………………………..… 1
Course Objectives……………………………………..…… 2
Working through the Course…………………………….… 2
Course Materials…………………………………………… 2
Study Units………………………………………………….. 3
Textbooks and References……………………………….… 5
Assessment …………………………….…………………… 7
Tutor-Marked Assignment…………………………………... 7
Final Examination and Grading……………………………... 7
Summary…………………………………………………..…. 7

iv
Introduction

The computer is fast becoming the universal machine of the twenty-first

century. Early computers were large in size and too expensive to be
owned by individuals. Thus they were confined to the laboratories and
few research institutes. They could only be programmed by computer
engineers. The basic applications were confined to undertaking complex
calculations in science and engineering. Today, the computer is no
longer confined to the laboratory. Computers, and indeed, computing
have become embedded in almost every item we use. Computing is fast
becoming ubiquitous. Its application transcends science, engineering,
communication, space science, aviation, financial institutions, social
sciences, humanities, the military, transportation, manufacturing, the
extractive industries to mention but a few.

Also, early computers were designed to accept numeric data, but over
the years computers have been developed to accept not only numeric
data, but we also able to process multimedia data – text, audio and
video. The combination of computer technology and communications
technology gave birth to what is now widely known as Information and
Communication Technologies (ICT). ICT has changed the face of
virtually all fields of human endeavour, ranging from science to
engineering, commerce and industry, international trade, transportation,
culture and tourism, education and research, among others. Nowadays,
literacy is not only measured by the ability to read and write, but also
includes computer literacy. The wave of globlisation which has been
largely propelled by the collapse of barriers of distance between nations
and peoples in the world as a result of ICT, makes it imperative for the
modern man to have at least the basic knowledge of computers. This
course is meant to introduce students to the historical evolution of
computers, the basic components of computers, and some of its
applications in society.

Course Contents

This Course Guide tells you what to expect from reading this material.
The study of computers is not only of academic importance but is also a
universal tool of the twenty-first century. This course, therefore, is a
systematic approach to the understanding of computers and their
applications.

Course Aims

The aim of this course is to provide students with the basic

understanding of the computer and its applications in everyday life.
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Course Objectives

The specific objectives of this course are to:

• Provide basic understanding of the historical evolution of the com-

puter, types of computers and the classification of computers.
• Enable the students to understand the components of the computer –
the hardware and software.
• Help students to identify the different categories of computer soft-
ware and their uses.
• Introduce students to computer programming with emphasis on the
building blocks and stages of programming and writing of computer
programs using visual basic.
• Enable students to identify and appreciate the areas of application of
computers in society, thereby stimulating their thought to regard the
computer as a tool for human use rather than a master.
• Create awareness at the early stage of the study of computers about
the potential threats that computer viruses pose to the smooth opera-
tions of computers.

Working through the Course

This course requires that you spend a lot of time to read. The material
though presented in simple language, coherent and in logical sequence,
requires diligent study. The material is comprehensive and would
require full commitment and dedication to study on the part of the
student. You are, therefore, advised to avail yourself the opportunity of
attending the tutorial sessions where you would have the opportunity of
comparing knowledge with your peers.

Course Materials

You will be provided with the following materials:

• Course Guide
• Modules
• Study units
• List of recommended textbooks which will serve as compliments to
the course material

ii
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Study Units

The course is made up of seven modules organised into 19 study units as

follows:

Module 1 Understanding the Computer

Unit 1 Basic Concepts

Unit 2 Historical Overview of the Computer
Unit 3 Classification of Computers

Module 2 Computer Hardware

Unit 1 Hardware Components (1)

Unit 2 Hardware Components (2) – Peripheral Devices
Unit 3 Auxiliary Equipment

Module 3 Computer Software

Unit 1 Computer Software (1)

Unit 2 Computer Software (2)

Module 4 Programming the Computer

Unit 1 Computer Languages

Unit 2 Basic Principles of Computer Programming
Unit 3 Flowcharts and Algorithms

Module 5 Computer Application Programming

Unit 1 Programming in Visual Basic (1)

Unit 2 Visual Basic Project Window
Unit 3 Creating Menu Applications
Unit 4 Analysing Visual Basic Data

Module 6 Areas of Application of Computers

Unit 1 Application of Computers in Education

Unit 2 Application of Computers in Business and Industry
Unit 3 Application of Computers in Government, Military, etc

Module 7 Threats to the Computer

iii
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Unit 1 Computer Virus

Synopses of the Study Units

Module 1 Unit 1: This unit presents the definition of the computer,

basic understanding of data processing, the concept of data and
information, methods of data processing and the characteristics of a
computer.

Module 1 Unit 2: It gives the brief history of the computer technology,

evolution of computer and the generations of computers.

Module 1 Unit 3: You are introduced to the classification of computers.

This involves classification based on size, type of signal and purpose. At
the end of the unit you will be able to differentiate between one classes
of computer from the others.

Module 2 Unit 1: In this unit you will be familiarised with hardware

components of the computer. This will enable you to appreciate the
importance of each component to the overall smooth operation of the
computer.

Module 2 Unit 2: in this unit, you are introduced to the peripheral

devices. Also, you will be able to get deeper understanding of the
functions of the input and output units. The knowledge acquired in this
unit will give you a guide on the type of input and output units suitable
to a particular computing environment.

Module 2 Unit 3: The unit discusses the computer auxiliary equipment

such as the air conditioner, voltage stabiliser and the Uninterruptible
Power Supply System (UPS).

Module 3 Unit 1: This unit introduces the computer software in some

detail. You will learn about the system software, language translators
such as compliers and the utility software.

Module 3 Unit 2: This unit builds on the knowledge acquired in the

previous unit by discussing various types of language translators, utility
programs and application programs in greater detail.

Module 4 Unit 1: In this unit you will learn about computer

programming languages such as low level language (machine language
and assemblers) and the high level languages.

iv
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Module 4 Unit 2: You will be introduced to computer programming in

this unit. Topics covered include the concept of problem solving with
computers, principles of programming and stages of programming.

Module 4 Unit 3: This unit advances further on unit 10 by discussing

the use of flowcharts and algorithms in computer programming. These
two concepts are essential ingredients to the writing of well structured
computer programs.

Module 5 Unit 1: This unit begins our discussions on programming the

computer in Visual Basic. Units 12 through 15 are dedicated to this
subject. The discussions are practical in nature. The materials presented
in these four units are in the form of hands-on-practice. You will benefit
more and, in fact, enjoy it better if you can try them using a personal
computer. The steps involved are simple and explicit. By the time you
run through the four units you should be able to write simple visual
basic application programs. Specifically, unit 12 introduces the concept
of working with graphical objects, general visual basic programming
concepts, how to design a project from application wizard, and how to
use the toolbox.

Module 5 Unit 2: In this unit you will learn about the visual basic
project window. This will enable you to gain more mastery of the visual
basic programming environment.

Module 5 Unit 3: In this unit you will learn how to create menu
applications. The menu system is one of the high points of object
oriented programming languages. It makes the application user-friendly
and interactive. This unit, therefore, equips you with the principles and
steps involved in creating visual basic applications with menu.

Module 5 Unit 4: This unit concludes the discussions on programming

computers in visual basic. Specifically, this unit takes you through the
analysis of visual basic data. If you have truly followed all the principles
and steps discussed in the three previous units you should at this stage
be able to plan, design, code and implement a simple but complete
visual basic application.

Module 6 Unit 1: This unit begins the series of presentations on the

areas of application of computers in society. The main aim is to identify
some areas of application to society at large. It is also meant to enlighten
you on the various job opportunities for computer literate persons in the

v
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

society. Specifically, in this unit, you are presented with detailed

discussion on the areas of application of computers in education.

Module 6 Unit 2: This unit takes further the discussion on the areas of
application of computers by presenting in greater detail its application in
business and industry. It discusses the application of computer in the
development and operations of payroll, inventory control, auditing
operations, personnel record keeping, preparation of customer utility
bills and payment orders, management information systems, high quality
production control, point of sale service, financial market and the
publishing industry.

Module 6 Unit 3: This unit concludes the discussions on the areas of

application of computers with particular reference to its application in
science and engineering, health care, transport and communications,
recreation, government and the military.

Module 7 Unit 1: This is the concluding unit of this course. It presents a

discussion on computer virus as one of the major threats to the smooth
operations of computers. Detailed discussions on computer virus, its
mode of transmission, detection, prevention and cure, are presented.

Textbooks and References

More recent editions of these books are recommended for further

reading:

Akinyokun, O.C. (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A., Obe, O.O., Ojokoh, B.A., and

Oluwadare S.A. (2006). Introduction to Computing: A Practical
Approach. Akure: Tom-Ray Publications.

Chuley, J.C. (1987). Introduction to Low Level Programming for

Microprocessors. Macmillan Education Ltd.

Francis Scheid (1983). Schaum’s Outline Series: Computers and

Programming. Singapore: McGraw-Hill Book Company.

Gray S. Popkin and Arthur H. Pike (1981). Introduction to Data

Processing with BASIC,(2nded). Boston: Houghton Mifflin
Company.

Oliver E.C. and Chapman R.J. (1986). Data Processing (7th ed). ELBS/
DP Publications.

vi
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Richard H. Austin and Lillian Cassel (1986). Computers in Focus.

Monterey, California: Books/Cole Publication Company.

Tunji and Dokun (1993). Data Processing: Principles and Concepts.

Lagos: Informatics Books.

In addition to these books, you can browse on the Internet to get

additional materials on the topics covered in this course.

Assessment

There are two components of assessment for this course. The Tutor
-Marked Assignment (TMA), and the end of course examination.

Tutor-Marked Assignment

The TMA is the continuous assessment component of your course. It

accounts for 30% of the total score. You will be given six (6) TMAs to
answer. They must be answered before you are allowed to sit for the end
of course examination. The TMAs would be given to you by your
facilitators at the appropriate time during the course.

Final Examination and Grading

This examination concludes the assessment for the course. It constitutes

70% of the whole course. You will be informed of the time for the
examination. It may or may not coincide with the university semester
examination.

Summary

This course intends to introduce you to the basic understanding of the

computer and its application in various areas of human endeavour. By
the time you complete studying this course, you should be able to
answer basic questions such as:

• What is the computer?

• What are the evolutionary trends in the development of the comput-
er?
• What are the different components of computers?
• What are the different categories of computer software?
• What are the areas of application of computers in society?
• How could you use the computer to create user-friendly, menu-driv-
en and interactive applications?

vii
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

• What are the threats to the smooth operation of the computer?

• How can you detect, prevent and cure computer viruses?

We wish you success in this course. We do hope that this course will
give you a good head start in the understanding and use of computers.

Best wishes as you enjoy the course.

viii
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

COURS
E
GUIDE C
AGE 202
INTRODUCTION TO COMPUTER SCIENCE

Course Writer Samuel O. Oluwadare

Department of Computer Science
Federal University of Technology
Akure-Nigeria

Programme Leader Professor A. Adebanjo

National Open University of Nigeria

Course Coordinators Dr. Jori Sanusi & Adams, A. E

National Open University of Nigeria

NATIONAL OPEN UNIVERSITY OF NIGERIA

ix
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

National Open University of Nigeria

Headquarters
14/16 Ahmadu Bello Way
Victoria Island
Lagos

Abuja Office:
NOUN Building
5, Dar es Salaam Street
Off Aminu Kano Crescent
Wuse II, Abuja
Nigeria.

e-mail: centralinfo@nou.edu.ng
URL: www.nou.edu.ng

Published by
National Open University of Nigeria

Printed 2008

ISBN: 978-058-258-4

All Rights Reserved

x
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

CONTENTS PAGE

Introduction …………………………………………..…… 1
Course Contents………………………………………..…. 1
Course Aims……………………………………………..… 1
Course Objectives……………………………………..…… 2
Working through the Course…………………………….… 2
Course Materials…………………………………………… 2
Study Units………………………………………………….. 3
Textbooks and References……………………………….… 5
Assessment …………………………….…………………… 7
Tutor-Marked Assignment…………………………………... 7
Final Examination and Grading……………………………... 7
Summary…………………………………………………..…. 7

Introduction

The computer is fast becoming the universal machine of the twenty-first

century. Early computers were large in size and too expensive to be
owned by individuals. Thus they were confined to the laboratories and
few research institutes. They could only be programmed by computer
engineers. The basic applications were confined to undertaking complex
calculations in science and engineering. Today, the computer is no
longer confined to the laboratory. Computers, and indeed, computing
have become embedded in almost every item we use. Computing is fast
becoming ubiquitous. Its application transcends science, engineering,
communication, space science, aviation, financial institutions, social
sciences, humanities, the military, transportation, manufacturing, the
extractive industries to mention but a few.

Also, early computers were designed to accept numeric data, but over
the years computers have been developed to accept not only numeric
data, but we also able to process multimedia data – text, audio and
video. The combination of computer technology and communications
technology gave birth to what is now widely known as Information and
Communication Technologies (ICT). ICT has changed the face of
virtually all fields of human endeavour, ranging from science to
engineering, commerce and industry, international trade, transportation,
culture and tourism, education and research, among others. Nowadays,
literacy is not only measured by the ability to read and write, but also
includes computer literacy. The wave of globlisation which has been
largely propelled by the collapse of barriers of distance between nations
and peoples in the world as a result of ICT, makes it imperative for the

xi
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

modern man to have at least the basic knowledge of computers. This

course is meant to introduce students to the historical evolution of
computers, the basic components of computers, and some of its
applications in society.

Course Contents

This Course Guide tells you what to expect from reading this material.
The study of computers is not only of academic importance but is also a
universal tool of the twenty-first century. This course, therefore, is a
systematic approach to the understanding of computers and their
applications.

Course Aims

The aim of this course is to provide students with the basic

understanding of the computer and its applications in everyday life.

Course Objectives

The specific objectives of this course are to:

• Provide basic understanding of the historical evolution of the

computer, types of computers and the classification of computers.
• Enable the students to understand the components of the computer –
the hardware and software.
• Help students to identify the different categories of computer
software and their uses.
• Introduce students to computer programming with emphasis on the
building blocks and stages of programming and writing of computer
programs using visual basic.
• Enable students to identify and appreciate the areas of application of
computers in society, thereby stimulating their thought to regard the
computer as a tool for human use rather than a master.
• Create awareness at the early stage of the study of computers about
the potential threats that computer viruses pose to the smooth
operations of computers.

Working through the Course

This course requires that you spend a lot of time to read. The material
though presented in simple language, coherent and in logical sequence,
requires diligent study. The material is comprehensive and would
require full commitment and dedication to study on the part of the

xii
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

student. You are, therefore, advised to avail yourself the opportunity of

attending the tutorial sessions where you would have the opportunity of
comparing knowledge with your peers.

Course Materials

You will be provided with the following materials:

• Course Guide
• Modules
• Study units
• List of recommended textbooks which will serve as compliments to
the course material

Study Units

The course is made up of seven modules organised into 19 study units as

follows:

Module 1 Understanding the Computer

Unit 1 Basic Concepts

Unit 2 Historical Overview of the Computer
Unit 3 Classification of Computers

Module 2 Computer Hardware

Unit 1 Hardware Components (1)

Unit 2 Hardware Components (2) – Peripheral Devices
Unit 3 Auxiliary Equipment

Module 3 Computer Software

Unit 1 Computer Software (1)

Unit 2 Computer Software (2)

Module 4 Programming the Computer

Unit 1 Computer Languages

xiii
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Unit 2 Basic Principles of Computer Programming

Unit 3 Flowcharts and Algorithms

Module 5 Computer Application Programming

Unit 1 Programming in Visual Basic (1)

Unit 2 Visual Basic Project Window
Unit 3 Creating Menu Applications
Unit 4 Analysing Visual Basic Data

Module 6 Areas of Application of Computers

Unit 1 Application of Computers in Education

Unit 2 Application of Computers in Business and Industry
Unit 3 Application of Computers in Government, Military, etc

Module 7 Threats to the Computer

Unit 1 Computer Virus

Synopses of the Study Units

Module 1 Unit 1: This unit presents the definition of the computer,

basic understanding of data processing, the concept of data and
information, methods of data processing and the characteristics of a
computer.

Module 1 Unit 2: It gives the brief history of the computer technology,

evolution of computer and the generations of computers.

Module 1 Unit 3: You are introduced to the classification of computers.

This involves classification based on size, type of signal and purpose. At
the end of the unit you will be able to differentiate between one classes
of computer from the others.

Module 2 Unit 1: In this unit you will be familiarised with hardware

components of the computer. This will enable you to appreciate the
importance of each component to the overall smooth operation of the
computer.

Module 2 Unit 2: in this unit, you are introduced to the peripheral

devices. Also, you will be able to get deeper understanding of the
functions of the input and output units. The knowledge acquired in this

xiv
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

unit will give you a guide on the type of input and output units suitable
to a particular computing environment.

Module 2 Unit 3: The unit discusses the computer auxiliary equipment

such as the air conditioner, voltage stabiliser and the Uninterruptible
Power Supply System (UPS).

Module 3 Unit 1: This unit introduces the computer software in some

detail. You will learn about the system software, language translators
such as compliers and the utility software.

Module 3 Unit 2: This unit builds on the knowledge acquired in the

previous unit by discussing various types of language translators, utility
programs and application programs in greater detail.

Module 4 Unit 1: In this unit you will learn about computer

programming languages such as low level language (machine language
and assemblers) and the high level languages.

Module 4 Unit 2: You will be introduced to computer programming in

this unit. Topics covered include the concept of problem solving with
computers, principles of programming and stages of programming.

Module 4 Unit 3: This unit advances further on unit 10 by discussing

the use of flowcharts and algorithms in computer programming. These
two concepts are essential ingredients to the writing of well structured
computer programs.

Module 5 Unit 1: This unit begins our discussions on programming the

computer in Visual Basic. Units 12 through 15 are dedicated to this
subject. The discussions are practical in nature. The materials presented
in these four units are in the form of hands-on-practice. You will benefit
more and, in fact, enjoy it better if you can try them using a personal
computer. The steps involved are simple and explicit. By the time you
run through the four units you should be able to write simple visual
basic application programs. Specifically, unit 12 introduces the concept
of working with graphical objects, general visual basic programming
concepts, how to design a project from application wizard, and how to
use the toolbox.

Module 5 Unit 2: In this unit you will learn about the visual basic
project window. This will enable you to gain more mastery of the visual
basic programming environment.

xv
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Module 5 Unit 3: In this unit you will learn how to create menu
applications. The menu system is one of the high points of object
oriented programming languages. It makes the application user-friendly
and interactive. This unit, therefore, equips you with the principles and
steps involved in creating visual basic applications with menu.

Module 5 Unit 4: This unit concludes the discussions on programming

computers in visual basic. Specifically, this unit takes you through the
analysis of visual basic data. If you have truly followed all the principles
and steps discussed in the three previous units you should at this stage
be able to plan, design, code and implement a simple but complete
visual basic application.

Module 6 Unit 1: This unit begins the series of presentations on the

areas of application of computers in society. The main aim is to identify
some areas of application to society at large. It is also meant to enlighten
you on the various job opportunities for computer literate persons in the
society. Specifically, in this unit, you are presented with detailed
discussion on the areas of application of computers in education.

Module 6 Unit 2: This unit takes further the discussion on the areas of
application of computers by presenting in greater detail its application in
business and industry. It discusses the application of computer in the
development and operations of payroll, inventory control, auditing
operations, personnel record keeping, preparation of customer utility
bills and payment orders, management information systems, high quality
production control, point of sale service, financial market and the
publishing industry.

Module 6 Unit 3: This unit concludes the discussions on the areas of

application of computers with particular reference to its application in
science and engineering, health care, transport and communications,
recreation, government and the military.

Module 7 Unit 1: This is the concluding unit of this course. It presents a

discussion on computer virus as one of the major threats to the smooth
operations of computers. Detailed discussions on computer virus, its
mode of transmission, detection, prevention and cure, are presented.

Textbooks and References

More recent editions of these books are recommended for further

reading:

Akinyokun, O.C. (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

xvi
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Balogun, V.F., Daramola, O.A., Obe, O.O., Ojokoh, B.A., and

Oluwadare S.A. (2006). Introduction to Computing: A Practical
Approach. Akure: Tom-Ray Publications.

Chuley, J.C. (1987). Introduction to Low Level Programming for

Microprocessors. Macmillan Education Ltd.

Francis Scheid (1983). Schaum’s Outline Series: Computers and

Programming. Singapore: McGraw-Hill Book Company.

Gray S. Popkin and Arthur H. Pike (1981). Introduction to Data

Processing with BASIC,(2nded). Boston: Houghton Mifflin
Company.

Oliver E.C. and Chapman R.J. (1986). Data Processing (7th ed). ELBS/
DP Publications.

Richard H. Austin and Lillian Cassel (1986). Computers in Focus.

Monterey, California: Books/Cole Publication Company.

Tunji and Dokun (1993). Data Processing: Principles and Concepts.

Lagos: Informatics Books.

In addition to these books, you can browse on the Internet to get

additional materials on the topics covered in this course.

Assessment

There are two components of assessment for this course. The Tutor
-Marked Assignment (TMA), and the end of course examination.

Tutor-Marked Assignment

The TMA is the continuous assessment component of your course. It

accounts for 30% of the total score. You will be given six (6) TMAs to
answer. They must be answered before you are allowed to sit for the end
of course examination. The TMAs would be given to you by your
facilitators at the appropriate time during the course.

Final Examination and Grading

This examination concludes the assessment for the course. It constitutes

70% of the whole course. You will be informed of the time for the
examination. It may or may not coincide with the university semester
examination.

xvi
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Summary

This course intends to introduce you to the basic understanding of the

computer and its application in various areas of human endeavour. By
the time you complete studying this course, you should be able to
answer basic questions such as:

• What is the computer?

• What are the evolutionary trends in the development of the
computer?
• What are the different components of computers?
• What are the different categories of computer software?
• What are the areas of application of computers in society?
• How could you use the computer to create user-friendly, menu-
driven and interactive applications?
• What are the threats to the smooth operation of the computer?
• How can you detect, prevent and cure computer viruses?

We wish you success in this course. We do hope that this course will
give you a good head start in the understanding and use of computers.

Best wishes as you enjoy the course.

xvi
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Course Code AGE 202

Course Title Introduction to Computer Science

Course Writer Samuel O. Oluwadare

Department of Computer Science
Federal University of Technology
Akure-Nigeria

Programme Leader Professor A. Adebanjo

National Open University of Nigeria

Course Coordinators Dr. Jori Sanusi & Adams, A. E

National Open University of Nigeria

NATIONAL OPEN UNIVERSITY OF NIGERIA

xix
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

National Open University of Nigeria

Headquarters
14/16 Ahmadu Bello Way
Victoria Island
Lagos

Abuja Office:
NOUN Building
5, Dar es Salaam Street
Off Aminu Kano Crescent
Wuse II, Abuja
Nigeria.

e-mail: centralinfo@nou.edu.ng
URL: www.nou.edu.ng

Published by
National Open University of Nigeria

Printed 2008

ISBN: 978-058-258-4

All Rights Reserved

xx
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

CONTENTS PAGE

Module 1 Understanding the Computer …………………… 1

Unit 1 Basic Concepts……………………………….…..… 1

Unit 2 A Historical Overview of the Computer…………… 9
Unit 3 Classification of Computers…………………….….. 20

Module 2 Computer Hardware ……………………………. 28

Unit 1 Hardware Components (1)………………………... 28

Unit 2 Hardware Components (2) – Peripheral Devices…. 41
Unit 3 Auxiliary Equipment…………………………....…. 54

Module 3 Computer Software …………………………..…. 58

Unit 1 Computer Software (1)………………………….… 58

Unit 2 Computer Software (2)…………………………..… 70

Module 4 Programming the Computer ……………………. 76

Unit 1 Computer Languages…………………………….... 76

Unit 2 Basic Principles of Computer Programming……..... 85
Unit 3 Flowcharts and Algorithms……………………….… 92

Module 5 Computer Application Programming Using

Visual Basic ………………………………………. 103

Unit 1 Programming in Visual Basic (1)……………...…. 103

Unit 2 Visual Basic Project Window……………………. 110
Unit 3 Creating Menu Applications……………………... 118
Unit 4 Analysing Visual Basic Data…………………..…. 127

Module 6 Areas of Application of Computers …………..…. 136

Unit 1 Application of Computers in Education………..…. 136

Unit 2 Computer Applications in Business and
Industry…………………………………………….. 139
Unit 3 Computer Applications in Government, Science,
Engineering, Transport, Communications,
Recreation and the Military…………………………. 147

Module 7 Threats to the Computer ………………………...… 155

Unit 1 Computer Virus…………………………………..… 155

xxi
AGE 202 INTRODUCTION TO COMPUTER SCIENCE

MODULE 1 UNDERSTANDING THE COMPUTER

Unit 1 Basic Concepts

Unit 2 Historical Overview of the Computer
Unit 3 Classification of Computers

UNIT 1 BASIC CONCEPTS

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Definitions
3.2 Methods of Data Processing
3.3 Characteristics of a Computer
3.4 The Computer System
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings

1.0 INTRODUCTION

The computer is fast becoming the universal machine of the 21st century.
Early computers were large in size and too expensive to be owned by
individuals. Thus they were confined to the laboratories and few
research institutes. They could only be programmed by computer
engineers. The basic applications were confined to undertaking complex
calculations in science and engineering. Today, the computer is no
longer confined to the laboratory. Computers and, indeed, computing
have become embedded in almost every item we use. Computing is fast
becoming ubiquitous. Its application transcends science, engineering,
communication, space science, aviation, financial institutions, social
sciences, humanities, the military, transportation, manufacturing, and
extractive industries to mention but a few. This unit presents the
background information about computers.

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

2.0 OBJECTIVES

At the end of this unit you should be able to:

• define the computer

• explain data processing
• explain data and information
• identify methods of data processing
• mention the characteristics of a computer.

3.0 MAIN CONTENT

3.1 Definitions

Computer: A computer is basically defined as a tool or machine used

for processing data to give required information. It is capable of:

• taking input data through the keyboard (input unit),

• storing the input data in a diskette, hard disk or other medium,
• processing it in the central processing unit (CPU) and
• giving out the result (output) on the screen or the Visual Display
Unit (VDU).

INPUT PROCESSING OUTPUT

(DATA) (INFORMATION)

Fig. 1: A schematic diagram to define a computer

Data: The term data refers to facts about a person, object

or place, e.g. name, age, complexion, school, class,
height etc.

Information: This is referred to as processed data or a

meaningful statement, e.g. net pay of workers,
examination results of students, list of successful
candidates in an examination or interview etc.

3.2 Methods of Data Processing

The following are the three major methods that have been widely used
for data processing over the years:

• The Manual method,

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• The Mechanical method and

• The Computer method.

The Manual Method

The manual method of data processing involves the use of chalk, wall,
pen, pencil and the like. These devices, machines or tools facilitate
human efforts in recording, classifying, manipulating, sorting and
presenting data or information. The manual data processing operations
entail considerable manual efforts. Thus, the manual method is
cumbersome, tiresome, boring, frustrating and time consuming.
Furthermore, the processing of data by the manual method is likely to be
affected by human errors. When there are errors, then the reliability,
accuracy, neatness, tidiness, and validity of the data would be in doubt.
The manual method does not allow for the processing of large volumes
of data on a regular and timely basis.

The Mechanical Method

The mechanical method of data processing involves the use of machines

such as the typewriter, roneo machines, adding machines and the like.
These machines facilitate human efforts in recording, classifying,
manipulating, sorting and presenting data or information. The
mechanical operations are basically routine in nature. There is virtually
no creative thinking. Mechanical operations are noisy, hazardous, error
prone and untidy. The mechanical method does not allow for the
processing of large volumes of data continuously and timely.

The Computer Method

The computer method of carrying out data processing has the following
major features:

• Data can be steadily and continuously processed

• The operations are practically not noisy
• There is a store where data and instructions can be stored temporarily
and permanent.
• Errors can be easily and neatly corrected.
• Output reports are usually very neat, decent and can be produced in
various forms such as adding graphs, diagrams and pictures etc.
• Accuracy and reliability are highly enhanced
• Below are further attributes of a computer which make an
indispensable tool for humans.

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3.3 Characteristics of a Computer

• Speed: The computer can manipulate large data at incredible speed

and response time can be very fast.
• Accuracy: Its accuracy is very high and its consistency can be
relied upon. Errors committed in computing are mostly due to
human rather than technological weakness. There are in-built error
detecting schemes in the computer.
• Storage: It has both internal and external storage facilities for
holding data and instructions. This capacity varies from one
machine to the other. Memories are built up in K (Kilo) modules
where K=1024 memory locations.
• Automatic: Once a program is in the computer’s memory, it can
run automatically each time it is opened. The individual has little or
no instruction to give again.
• Reliability: Being a machine, a computer does not suffer human
traits of tiredness and lack of concentration. It will perform the last
job with the same speed and accuracy as the first job every time even
if ten million jobs are involved.
• Flexibility: It can perform any type of task once it can be reduced to
logical steps. Modern computers can be used to perform a variety of
functions like on-line processing, multi-programming, real time
processing etc.

3.4 The Computing System

The computing system is made up of the computer system, the user and
the environment in which the computer is operated.

The Computer System

The computer system is made up of the hardware and the software.

The Hardware
The computer hardware comprises the input unit, the processing unit
and the output unit.

The input unit comprises those media through which data is fed into the
computer. Examples include the keyboard, mouse, joystick, trackball
and scanner.

The processing unit is made up of the Arithmetic and Logic Unit (ALU),
the control unit and the main memory. The main memory also known as
the primary memory is made up of the Read Only Memory (ROM) and
the Random Access Memory (RAM).

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

The output unit is made up of those media through which data,

instructions for processing the data (program), and the result of the
processing operation are displayed for the user to see. Examples of the
output unit are the monitor (Visual Display Unit) and the printer.

Software

Computer software is the series of instructions that enable the computer

to perform a task or group of tasks. A program is made up of a group of
instructions to perform a task. Series of programs linked together make
up software. Computer programs could be categorised into system
software, utility software, and application programs.

Computer Users

Computer users are the different categories of personnel that operate the
computer. We have expert users and casual users. The expert users
could be further categorised into computer engineers, computer
programmers and computer operators.

The Computing Environment

The computing environment includes the building housing the other

elements of the computing system namely the computer and the users,
the furniture, auxiliary devices such as the voltage stabiliser, the
Uninterruptible Power Supply System (UPS), the fans, the air
conditioners etc. The schematic diagram of the computing system is
presented in Fig. 2a. to Fig. 2d.

The computing system

The computing
Hardware Software Users
environment

Fig 2a: A Schematic diagram of the computing system

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 AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Software

System software Utility software Application software

Word Spread Statistical

Operating system Anti virus Scandisk
processor sheet packages

Fig. 2b: Computer software

Computer users

Expert users End users Casual users

Computer Data entry

System engineers Programmers
operators clerks

Fig. 2c: Computer users

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Computing environment

Furniture
Building Auxiliary devices
and fittings

Air Voltage
UPS
conditioner stabilizer

Fig. 2d: Computing environment

4.0 CONCLUSION

The computer is a machine used for a variety of purposes. Its use

transcends all areas of human endeavours owing to the advantages of the
computer method of data processing over the manual and mechanical
methods of data processing.

5.0 SUMMARY

This unit has taught the following:

• The computer is any electronic device that can accept data, process it
and produce an output
• The computer method of data processing is superior to the manual
and mechanical methods of data processing
• The computing system is made up of the computer system, the users
and the computing environment.

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6.0 TUTOR-MARKED ASSIGNMENT

1 a. What is a computer?
b. What are the advantages of the computer method of data
processing over the manual and mechanical methods of
data processing.

2. Draw a schematic diagram of a computing system and describe

each of the components.

7.0 REFERENCES/FURTHER READINGS

Akinyokun, O.C. (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun,V.F., Daramola, O.A.. Obe, O.O. Ojokoh, B.A., and Oluwadare

S.A. (2006). Introduction to Computing: A Practical Approach.
Akure: Tom- Ray Publications.

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

UNIT 2 A HISTORICAL OVERVIEW OF

THE COMPUTER

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 A Brief History of Computer Technology
3.2 First Generation Electronic Computers (1937-1953)
3.3 Second Generation (1954-1972)
3.4 Third Generation (1903-1972)
3.5 Fourth Generation (1972-1984)
3.6 Fifth Generation (1984-1990)
3.7 Sixth Generation (1990-Date)
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings

1.0 INTRODUCTION

The computer as we know it today has evolved over the ages. An

attempt is made in this unit to present in chronological order the various
landmarks and milestones in the development of the computer. Based on
the milestone achievement of each era, the computer evolution is
categorised into generations. The generational classification, however, is
not rigid as we may find one generation eating into the next.

2.0 OBJECTIVES

At the end of this unit you should be able to:

• explain the processes leading to the emergence of the modern

computer
• predict the direction of research in computer technology in the near
future.

3.0 MAIN CONTENT

3.1 A Brief History of Computer Technology

A complete history of computing would include a multitude of diverse

devices such as the ancient Chinese abacus, the Jacquard loom (1805)
and Charles Babbage’s “analytical engine” (1834). It would also

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

include a discussion of mechanical, analog and digital computing

architectures. As late as the 1960s, mechanical devices, such as the
Marchant calculator, still found widespread application in science and
engineering. During the early days of electronic computing devices,
there was much discussion about the relative merits of analog vs. digital
computers. In fact, as late as the 1960s, analog computers were
routinely used to solve systems of finite difference equations arising in
oil reservoir modeling. In the end, digital computing devices proved to
have the power, economics and scalability necessary to deal with large
scale computations. Digital computers now dominate the computing
world in all areas ranging from the hand calculator to the supercomputer
and are pervasive throughout society. Therefore, this brief sketch of the
development of scientific computing is limited to the area of digital,
electronic computers.

The evolution of digital computing is often divided into generations.

Each generation is characterised by dramatic improvements over the
previous generation in the technology used to build computers, the
internal organisation of computer systems, and programming languages.
Although not usually associated with computer generations, there has
been a steady improvement in algorithms, including algorithms used in
computational science. The following history has been organised using
these widely recognized generations as mileposts.

3.2 First Generation Electronic Computers (1937 – 1953)

Three machines have been promoted at various times as the first

electronic computers. These machines used electronic switches, in the
form of vacuum tubes, instead of electromechanical relays. In principle
the electronic switches were more reliable, since they would have no
moving parts that would wear out, but technology was still new at that
time and the tubes were comparable to relays in reliability. Electronic
components had one major benefit, however: they could “open” and
“close” about 1,000 times faster than mechanical switches.

The earliest attempt to build an electronic computer was by J. V.

Atanasoff, a professor of physics and mathematics at Iowa State, in
1937. Atanasoff set out to build a machine that would help his graduate
students solve systems of partial differential equations. By 1941, he and
graduate student Clifford Berry had succeeded in building a machine
that could solve 29 simultaneous equations with 29 unknowns.
However, the machine was not programmable, and was more of an
electronic calculator.

A second early electronic machine was Colossus, designed by Alan

Turning for the British military in 1943. This machine played an

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

important role in breaking codes used by the German army in World

War II. Turning’s main contribution to the field of computer science
was the idea of the Turning Machine, a mathematical formalism widely
used in the study of computable functions. The existence of Colossus
was kept secret until long after the war ended, and the credit due to
Turning and his colleagues for designing one of the first working
electronic computers was slow in coming.

The first general purposes programmable electronic computer was the

Electronic Numerical Integrator and Computer (ENIAC), built by J.
Presper Eckert and John V. Mauchly at the University of Pennysylvania.
Work began in 1943, funded by the Army Ordinance Department, which
needed a way to compute ballistics during World War II. The machine
wasn’t completed until 1945, but then it was used extensively for
calculations during the design of the hydrogen bomb. By the time it was
decommissioned in 1955 it had been used for research on the design of
wind tunnels, random number generators, and weather prediction.
Eckert, Mauchly, and John Von Neumann, a consultant to the ENIAC
project, began work on a new machine before ENIAC was finished. The
main contribution of EDVAC, their new project, was the notion of a
stored program.

There is some controversy over who deserves the credit for this idea,
but no one knows how important the idea was to the future of general
purpose computers. ENIAC was controlled by a set of external switches
and dials; to change the program required physically altering the settings
on these controls. These controls also limited the speed of the internal
electronic operations. Through the use of a memory that was large
enough to hold both instructions and data, and using the program stored
in memory to control the order of arithmetic operations, EDVAC was
able to run orders of magnitude faster than ENIAC. By storing
instructions in the same medium as data, designers could concentrate on
improving the internal structure of the machine without worrying about
matching it to the speed of an external control.

Regardless of who deserves the credit for the stored program idea, the
EDVAC project is significant as an example of the power of
interdisciplinary projects that characterise modern computational
science. By recognising that functions, in the form of a sequence of
instructions for a computer, can be encoded as numbers, the EDVAC
group knew the instructions could be stored in the computer’s memory
along with numerical data. The notion of using numbers to represent
functions was a key step used by Goedel in his incompleteness theorem
in 1937, work which Von Neumann, as a logician, was quite familiar
with. Von Neumann’s background in logic, combined with Eckert and

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Mauchly’s electrical engineering skills, formed a very powerful

interdisciplinary team.

Software technology during this period was very primitive. The first
programs were written out in machine code, i.e. programmers directly
wrote down the numbers that corresponded to the instructions they
wanted to store in memory. By the 1950s programmers were using a
symbolic notation, known as assembly language, then hand-translating
the symbolic notation into machine code. Later programs known as
assemblers performed the translation task.

As primitive as they were, these first electronic machines were quite

useful in applied science and engineering. Atanasoff estimated that it
would take eight hours to solve a set of equations with eight unknowns
using a Marchant calculator, and 381 hours to solve 29 equations for 29
unknowns. The Atanasoff-Berry computer was able to complete the
task in under an hour. The first problem run on the ENIAC, a numerical
simulation used in the design of the hydrogen bomb, required 20
seconds, as opposed to forty hours using mechanical calculators. Eckert
and Mauchly later developed what was arguably the first commercially
successful computer, the UNIVAC; in 1952, 45 minutes after the polls
closed and with 7% of the vote counted, UNIVAC predicted Eisenhower
would defeat Stevenson with 438 electoral votes (he ended up with 442).

3.3 Second Generation (1954 – 1962)

The second generation saw several important developments at all levels

of computer system design, from the technology used to build the basic
circuits to the programming languages used to write scientific
applications.

Electronic switches in this era were based on discrete diode and

transistor technology with a switching time of approximately 0.3
microseconds. The first machines to be built with this technology
include TRADIC at Bell Laboratories in 1954 and TX-0 at MIT’s
Lincoln Laboratory. Memory technology was based on magnetic cores
which could be accessed in random order, as opposed to mercury delay
lines, in which data was stored as an acoustic wave that passed
sequentially through the medium and could be accessed only when the
data moved by the I/O interface.

Important innovations in computer architecture included index registers

for controlling loops and floating point units for calculations based on
real numbers. Prior to this accessing successive elements in an array
was quite tedious and often involved writing self-modifying codes
(programs which modified themselves as they ran; at the time viewed as

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

a powerful application of the principle that programs and data were

fundamentally the same, this practice is now frowned upon as extremely
hard to debug and is impossible in most high level languages). Floating
point operations were performed by libraries of software routines in
early computers, but were done in hardware in second generation
machines.

During this second generation many high level programming languages

were introduced, including FORTRAN (1956), ALGOL (1958), and
COBOL (1959). Important commercial machines of this era include the
IBM 704 and 7094. The latter introduced I/O processors for better
throughput between I/O devices and main memory.

The second generation also saw the first two supercomputers designed
specifically for numeric processing in scientific applications. The term
“supercomputer” is generally reserved for a machine that is an order of
magnitude more powerful than other machines of its era. Two machines
of the 1950s deserve this title. The Livermore Atomic Research
Computer (LARC) and the IBM 7030 (aka Stretch) were early examples
of machines that overlapped memory operations with processor
operations and had primitive forms of parallel processing.

3.4 Third Generation (1963 – 1972)

The third generation brought huge gains in computational power.

Innovations in this era include the use of integrated circuits, or ICs
(semiconductor devices with several transistors built into one physical
component), semiconductor memories starting to be used instead of
magnetic cores, microprogramming as a technique for efficiently
designing complex processors, the coming of age of pipelining and other
forms of parallel processing, and the introduction of operating systems
and time-sharing.

The first ICs were based on small-scale integration (SSI) circuits, which
had around 10 devices per circuit (or “chip”), and evolved to the use of
medium-scale integrated (MSI) circuits, which had up to 100 devices
per chip. Multilayered printed circuits were developed and core
memory was replaced by faster, solid state memories. Computer
designers began to take advantage of parallelism by using multiple
functional units, overlapping CPU and I/O operations, and pipelining
(internal parallelism) in both the instruction stream and the data stream.
In 1964, Seymour Cray developed the CDC 6600, which was the first
architecture to use functional parallelism. By using 10 separate
functional units that could operate simultaneously and 32 independent
memory banks, the CDC 6600 was able to attain a computation rate of 1
million floating point operations per second (1 Mflops). Five years later

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

CDC released the 7600, also developed by Seymour Cray. The CDC
7600, with its pipelined functional units, is considered to be the first
vector processor and was capable of executing at 10 Mflops. The IBM
360/91, released during the same period, was roughly twice as fast as the
CDC 6600. It employed instruction look ahead, separate floating point
and integer functional units and pipelined instruction stream. The IBM
360-195 was comparable to the CDC 7600, deriving much of its
performance from a very fast cache memory. The SOLOMON
computer, developed by Westinghouse Corporation, and the ILLIAC IV,
jointly developed by Burroughs, the Department of Defence and the
University of Illinois, was representative of the first parallel computers.
The Texas Instrument Advanced Scientific Computer (TI-ASC) and the
STAR-100 of CDC were pipelined vector processors that demonstrated
the viability of that design and set the standards for subsequent vector
processors.

Early in this third generation, Cambridge and the University of London

cooperated in the development of CPL (Combined Programming
Language, 1963). CPL was, according to its authors, an attempt to
capture only the important features of the complicated and sophisticated
ALGOL. However, the ALGOL CPL was large with many features that
were hard to learn. In an attempt at further simplification, Martin
Richards of Cambridge developed a subset of CPL called BCPL (Basic
Computer Programming Language, 1967).

3.5 Fourth Generation (1972 – 1984)

The next generation of computer systems saw the use of large scale
integration (LSI –1000 devices per chip) and very large scale integration
(VLSI –100,000 devices per chip) in the construction of computing
elements. At this scale entire processors will fit onto a single chip, and
for simple systems the entire computer (processor, main memory, and I/
O controllers) can fit on one chip. Gate delays dropped to about Ins per
gate.

Semiconductor memories replaced core memories as the main memory

in most systems; until this time the use of semiconductor memory in
most systems was limited to registers and cache. During this period,
high speed vector processors, such as the CRAY 1, CRAY X-MP and
CYBER 205 dominated the high performance computing scene.
Computers with large main memory, such as the CRAY 2, began to
emerge. A variety of parallel architectures began to appear; however,
during this period the parallel computing efforts were of a mostly
experimental nature and most computational science was carried out on
vector processors. Microcomputers and workstations were introduced
and saw wide use as alternatives to time-shared mainframe computers.

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Developments in software include very high level languages such as FP

(functional programming) and Prolog (programming in logic). These
languages tend to use a declarative programming style as opposed to the
imperative style of Pascal, C. FORTRAN, et al. In a declarative style, a
programmer gives a mathematical specification of what should be
computed, leaving many details of how it should be computed to the
compiler and/or runtime system. These languages are not yet in wide
use, but are very promising as notations for programs that will run on
massively parallel computers (systems with over 1,000 processors).
Compilers for established languages started to use sophisticated
optimisation techniques to improve codes, and compilers for vector
processors were able to vectorise simple loops (turn loops into single
instructions that would initiate an operation over an entire vector).

Two important events marked the early part of the third generation: the
development of the C programming language and the UNIX operating
system, both at Bell Labs. In 1972, Dennis Ritchie, seeking to meet the
design goals of CPL and generalise Thompson’s B, developed the C
language. Thompson and Ritchie then used C to write a version of
UNIX for the DEC PDP-11. This C-based UNIX was soon ported to
many different computers, relieving users from having to learn a new
operating system each time they change computer hardware. UNIX or a
derivative of UNIX is now a de facto standard on virtually every
computer system.

An important event in the development of computational science was

the publication of the Lax report. In 1982, the US Department of
Defence (DOD) and National Science Foundation (NSF) sponsored a
panel on Large Scale Computing in Science and Engineering, chaired by
Peter D. Lax. The Lax Report stated that aggressive and focused foreign
initiatives in high performance computing, especially in Japan, were in
sharp contrast to the absence of coordinated national attention in the
United States. The report noted that university researchers had
inadequate access to high performance computers. One of the first and
most visible of the responses to the Lax report was the establishment of
the NSF supercomputing centres. Phase I on this NSF program was
designed to encourage the use of high performance computing at
American universities by making cycles and training on three (and later
six) existing supercomputers immediately available. Following this
Phase I stage, in 1984 – 1985 the NSF provided funding for the
establishment of five Phase II supercomputing centres.

The Phase II centres, located in San Diego (San Diego Supercomputing

Centre); Illinois (National Centre for Supercomputing Applications);
Pittsburgh (Pittsburgh Supercomputing Center); Cornell (Cornell Theory

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Centre); and Princeton (John Von Neumann Centre), have been

extremely successful at providing computing time on supercomputers to
the academic community. In addition they have provided many
valuable training programmes and have developed several software
packages that are available free of charge. These Phase II centres
continue to augment the substantial high performance computing efforts
at the National Laboratories, especially the Department of Energy
(DOE) and NASA sites.

3.6 Fifth Generation (1984 – 1990)

The development of the next generation of computer systems is

characterised mainly by the acceptance of parallel processing. Until this
time, parallelism was limited to pipelining and vector processing, or at
most to a few processors sharing jobs. The fifth generation saw the
introduction of machines with hundreds of processors that could all be
working on different parts of a single program. The scale of integration
in semiconductors continued at an incredible pace, so that by 1990 it
was possible to build chips with a million components – and
semiconductor memories became standard on all computers.

Other new developments were the widespread use of computer networks

and the increasing use of single-user workstations. Prior to 1985, large
scale parallel processing was viewed as a research goal, but two systems
introduced around this time are typical of the first commercial products
to be based on parallel processing. The Sequent Balance 8000
connected up to 20 processors to a single shared memory module (but
each processor had its own local cache). The machine was designed to
compete with the DEC VAX-780 as a general purpose Unix system,
with each processor working on a different user’s job. However,
Sequent provided a library of subroutines that would allow programmers
to write programs that would use more than one processor, and the
machine was widely used to explore parallel algorithms and
programming techniques.

The Intel iPSC-1, nicknamed “the hypercube”, took a different

approach. Instead of using one memory module, Intel connected each
processor to its own memory and used a network interface to connect
processors. This distributed memory architecture meant memory was no
longer a bottleneck and large systems (using more processors) could be
built. The largest iPSC-1 had 128 processors. Toward the end of this
period, a third type of parallel processor was introduced to the market.
In this style of machine, known as a data-parallel or SIMD, there are
several thousand very simple processors. All processors work under the
direction of a single control unit; i.e. if the control unit says “add a to b”
then all processors find their local copy of a and add it to their local

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copy of b. Machines in this class include the Connection Machine from

Thinking Machines, Inc., and the MP-1 from MasPar, Inc.

Scientific computing in this period was still dominated by vector

processing. Most manufacturers of vector processors introduced
parallel models, but there were very few (two to eight) processors in
these parallel machines. In the area of computer networking, both wide
area network (WAN) and local area network (LAN) technology
developed at a rapid pace, stimulating a transition from the traditional
mainframe computing environment towards a distributed computing
environment in which each user has their own workstation for relatively
simple tasks (editing and compiling programs, reading mail) but sharing
large, expensive resources such as file servers and supercomputers.
RISC technology (a style of internal organisation of the CPU) and
plummeting costs for RAM brought tremendous gains in computational
power of relatively low cost workstations and servers. This period also
saw a marked increase in both the quality and quantity of scientific
visualisation.

3.7 Sixth Generation (1990 to date)

Transitions between generations in computer technology are hard to

define, especially as they are taking place. Some changes, such as the
switch from vacuum tubes to transistors, are immediately apparent as
fundamental changes, but others are clear only in retrospect. Many of
the developments in computer systems since 1990 reflect gradual
improvements over established systems, and thus it is hard to claim they
represent a transition to a new “generation”, but other developments will
prove to be significant changes.

In this section, we offer some assessments about recent developments

and current trends that we think will have a significant impact on
computational science.

This generation is beginning with many gains in parallel computing,

both in the hardware area and in improved understanding of how to
develop algorithms to exploit diverse, massively parallel architectures.
Parallel systems now compete with vector processors in terms of total
computing power and, most especially, parallel systems to dominate the
future.

Combinations of parallel/vector architectures are well established, and

one corporation (Fujitsu) has announced plans to build a system with
over 200 of its high and vector processors. Manufacturers have set
themselves the goal of achieving teraflops (1012 arithmetic operations per
second) performance by the middle of the decade, and it is clear this will

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

be obtained only by a system with a thousand processors or more.

Workstation technology has continued to improve, with processor
designs now using a combination of RISC, pipelining, and parallel
processing. As a result it is now possible to procure a desktop
workstation that has the same overall computing power (100 megaflops)
as fourth generation supercomputers. This development has sparked an
interest in heterogeneous computing: a program started on one
workstation can find idle workstations elsewhere in the local network to
run parallel subtasks.

One of the most dramatic changes in the sixth generation is the

explosive growth of wide area networking. Network bandwidth has
expanded tremendously in the last few years and will continue to
improve for the next several years. T1 transmission rates are now
standard for regional networks, and the national “backbone” that
interconnects regional networks uses T3. Networking technology is
becoming more widespread than its original strong base in universities
and government laboratories as it is rapidly finding application in K-12
education, community networks and private industry. A little over a
decade after the warning voiced in the Lax report, the future of a strong
computational science infrastructure is bright.

4.0 CONCLUSION

The development of the computer spans through many generations with

each generation chronicling the landmark achievements of the period.

5.0 SUMMARY

This unit teaches that the development of the computer has spanned
through six generations.

6.0 TUTOR-MARKED ASSIGNMENT

1. Outline the major landmarks of the fourth and fifth generations of

computers.
2. Explain what is meant by stored program computer architecture.

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

7.0 REFERENCES/FURTHER READINGS

Akinyokun,O.C.(1999).Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A., Obe, O.O., Ojokoh, B.A. and

Oluwadare S.A., (2006). Introduction to Computing: A Practical
Approach. Akure: Tom-Ray Publications.

Larry Long (1984). Introduction to Computers and Information

Processing. New Jersey: Prentice-Hall Inc.

Tunji and Dokun (1993). Data Processing, Principles and Concepts.

Lagos: Informatics Books.

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

UNIT 3 CLASSIFICATION OF COMPUTERS

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Categories of Computers
3.2 Classification Based on Signal Type
3.3 Classification by Purpose
3.4 Classification by Capacity
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings

1.0 INTRODUCTION

The computer has passed through many stages of evolution from the
days of the mainframe computers to the era of microcomputers.
Computers have been classified based on different criteria. In this unit,
we shall classify computers based on three popular methods.

2.0 OBJECTIVES

At the end of this unit you should be able to:

• classify computers based on size, type of signal and purpose

• identify the features that differentiate one class of computers from
the others.

3.0 MAIN CONTENT

3.1 Categories of Computers

Although there are no industry standards, computers are generally

classified in the following ways:

3.2 Classification Based on Signal Type

There are basically three types of electronic computers. These are the
Digital, Analog and Hybrid computers.

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

The Digital Computer

This represents its variables in the form of digits. The data it deals with,
whether representing numbers, letters or other symbols, are converted
into binary form on input to the computer. The data undergoes a
processing after which the binary digits are converted back to alpha
numeric form for output for human use. Because of the fact that
business applications like inventory control, invoicing and payroll deal
with discrete values (separate, disunited, discontinuous), they are best
processed with digital computers. As a result of this, digital computers
are mostly used in commercial and business places today.

The Analog Computer

It measures rather than counts. This type of computer sets up a model of

a system. The common type represents its variables in terms of
electrical voltage and sets up circuit analog to the equation connecting
the variables. The answer can be either by using a voltmeter to read the
value of the variable required, or by feeding the voltage into a plotting
device. Analog computers hold data in the form of physical variables
rather than numerical quantities. In theory, analog computers give an
exact answer because the answer has not been approximated to the
nearest digit. Whereas, when we try to obtain the answers using a
digital voltmeter, we often find that the accuracy is less than that which
could have been obtained from an analog computer.

It is almost never used in business systems. It is used by scientists and

engineers to solve systems of partial differential equations. It is also
used in controlling and monitoring of systems in such areas as
hydrodynamics and rocketry in production. There are two useful
properties of this computer once it is programmed:

• It is simple to change the value of a constant or coefficient and study

the effect of such changes.
• It is possible to link certain variables to a time pulse to study changes
with time as a variable, and chart the result on an X-Y plotter.

The Hybrid Computer

In some cases, the computer user may wish to obtain the output from an
analog computer as processed by a digital computer or vice versa. To
achieve this, he set up a hybrid machine where the two are connected
and the analog computer may be regarded as a peripheral of the digital
computer. In such a situation, a hybrid system attempts to gain the
advantage of both the digital and the analog elements in the same
machine. This kind of machine is usually a special-purpose device

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which is built for a specific task. It needs a conversion element which

accepts analog inputs, and outputs digital values. Such converters are
called digitisers. There is a need for a converter from analog to digital
also. It has the advantage of giving real-time response on a continuous
basis. Complex calculations can be dealt with by the digital elements,
thereby requiring a large memory, and giving accurate results after
programming. They are mainly used in aerospace and process control
applications.

3.3 Classification by Purpose

Depending on their flexibility in operation, computers are classified as

either special purpose or general purpose.

Special-Purpose Computers

A special purpose computer is one that is designed to solve a restricted

class of problems. Such computers may even be designed and built to
handle only one job. In such machines, the steps or operations that the
computer follows may be built into the hardware. Most of the
computers used for military purposes fall into this class. Other
examples of special purpose computers include:

• Computers designed specifically to solve navigational problems.

• Computers designed for tracking airplanes or missiles
• Computers used for process control applications in industries such as
oil refinery, chemical manufacture, steel processing and power
generation
• Computers used as robots in factories like vehicle assembly plants
and glass industries.

General Attributes of Special-Purpose Computers

Special-purpose computers are usually very efficient for the tasks for
which they are specially designed.

They are very much less complex than the general-purpose computers.
The simplicity of the circuiting stems from the fact that provision is
made only for limited facilities.

They are very much cheaper than the general-purpose type since they
involve fewer components and are less complex.

General-Purpose Computers

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

General-purpose computers are computers designed to handle a wide

range of problems. Theoretically, a general-purpose computer can be
adequate by means of some easily alterable instructions to handle any
problems that can be solved by computation. In practice, however, there
are limitations imposed by memory size, speed and the type of
input/output devices. Examples of areas where general purpose
computers are employed include the following:

• Payroll
• Banking
• Billing
• Sales analysis
• Cost accounting
• Manufacturing scheduling
• Inventory control

General Attributes of General-Purpose Computers

• General-purpose computers are more flexible than special purpose

computers. Thus, the former can handle a wide spectrum of
problems.
• They are less efficient than the special-purpose computers due to
such problems as the following:

- They have inadequate storage

- They have low operating speed
- Coordination of the various tasks and subsections may take time
- General-purpose computers are more complex than special
purpose computers.

3.4 Classification of Computers According to Capacity

In the past, the capacity of computers was measured in terms of physical

size. Today, however, physical size is not a good measure of capacity
because modern technology has made it possible to achieve
compactness.

A better measure of capacity today is the volume of work that a

computer can handle. The volume of work that a given computer
handles is closely tied to the cost and to the memory size of the
computer. Therefore, most authorities today accept rental price as the
standard for ranking computers. Here, both memory size and cost shall
be used to rank (classify) computers into three main categories as
follows:

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

• Microcomputers
• Medium/mini/small computers
• Large computer/mainframes.

Microcomputers

Microcomputers, also known as single board computers, are the

cheapest class of computers. In the microcomputer, we do not have a
Central Processing Unit (CPU) as we have in the larger computers.
Rather we have a microprocessor chip as the main data processing unit.
They are the cheapest and smallest, and can operate under normal office
conditions. Examples are IBM, APPLE, COMPAQ, Hewlett Packard
(HP), Dell and Toshiba, etc.

Different Types of Personal Computers (Microcomputers)

Normally, personal computers are placed on the desk; hence they are
referred to as desktop personal computers. Still other types are available
under the categories of personal computers. They are:

• Laptop Computers: These are small size types that are battery-
operated. The screen is used to cover the system while the keyboard
is installed flat on the system unit. They could be carried about like
a box when closed after operation and can be operated in vehicles
while on a journey.

• Notebook Computers: These are like laptop computers but smaller

in size. Though small, the notebook computer comprises all the
components of a full system.

• Palmtop Computers: The palmtop computer is far smaller in size.

All the components are complete as in any of the above, but it is
made smaller so that it can be held on the palm.

Uses of the Personal Computer

A personal computer can perform the following functions:

• It can be used to produce documents like memos, reports, letters

and briefs.
• It can be used to calculate budgets and accounting tasks
• It can analyse numeric functions
• It can create illustrations
• It can be used for electronic mails
• It an help in making schedules and planning projects
• It can assist in searching for specific information from lists or from
reports.

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Advantages of the Personal Computer

• The personal computer is versatile: it can be used in any

establishment
• It has faster speed for processing data
• It can deal with several data at a time
• It can attend to several users at the same time, thereby being able to
process several jobs at a time
• It is capable of storing several data
• Operating the personal computer gives less fatigue
• It is possible to network personal computers, that is, linking of two
or more computers.

Disadvantages of the Personal Computer

• The personal computer is costly to maintain

• It is very fragile and complex to handle
• It requires special skill to operate
• With inventions and innovations everyday, the personal computer is
at the risk of becoming obsolete
• It can lead to unemployment, especially in less developed countries
• Some computers cannot function properly without the aid of a
cooling system, e.g. air conditioners or fans in some locations.

Mini Computers

Mini computers have memory capacity in the range ‘128- 256 Kbytes’
and are also not expensive but reliable and smaller in size compare to
mainframe. They were first introduced in 1965; when DEC (Digital
Equipment Corporation) built the PDP – 8.Other mini computers are
WANG VS.

Mainframe Computers

The mainframe computers, often called number crunchers have memory

capacity of the order of ‘4 Kbytes’, and are very expensive. They can
execute up to 100 MIPS (Meanwhile Instructions per Second). They
have large systems and are used by many people for a variety of
purposes.

4.0 CONCLUSION

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Computers are classified based on three major criteria namely size, type
of signal being processed, and purpose. The classification adopted at any
point in time depends on the issues involved. For instance, if our goal is
to process different kinds of signals or to accept one type of signal and
convert to another form of signal, we should look in the realm of analog
or digital or even the hybrid computers. This, of course, calls for a
converter such as analog to digital converter or digital to analog
converter as the case may be.

5.0 SUMMARY

In this unit we have been able to study the following:

• Computers can be classified based on three major criteria: size, type

of signal being processed, and purpose.
• Based on size, computers are classified as mainframe, mini computer
and microcomputer.
• Based on the type of signal being processed, computers are classified
as analog, digital and hybrid.
• Based on purpose, computers are classified as general-purpose or
special-purpose computers.
• Microcomputers now come in different forms due to the continued
reduction in size as a result of advances in electronic technology.
Microcomputers could be desktop, laptop or palmtop.

6.0 TUTOR-MARKED ASSIGNMENT

1. Classify computers based on type of signal.

2. Based on the signal being processed, to what category each of
these computing equipment belongs: petrol pump, thermometer,
cellphone, anti-aircraft radar control in the military, and weather
forecasting equipment at the meteorological station.

7.0 REFERENCES/FURTHER READINGS

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Akinyokun, O.C, (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A., Obe, O.O., Ojokoh, B.A., and

Oluwadare, S.A., (2006). Introduction to Computing: A Practical
Approach. , Akure: Tom-Ray Publications.

Larry Long (1984). Introduction to Computers and Information

Processing. New Jersey: Prentice-Hall Inc.

Gray S. Popkin and Arthur H. Pike (1981). Introduction to Data

Processing with BASIC (2nd ed). Boston: Houghton Mifflin
Company.

MODULE 2 COMPUTER HARDWARE

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Unit 1 Hardware Components (1)

Unit 2 Hardware Components (2) – Peripheral Devices
Unit 3 Auxiliary Equipment

UNIT 1 HARDWARE COMPONENTS (1)

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 The System Unit
3.2 The Front of the System Unit
3.3 The Back of the System Unit
3.4 Inside the System Unit
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings

1.0 INTRODUCTION

Your personal computer (PC) is really a collection of separate items

working together as a team, with you as the captain. Some of these
components are essential; others simply make working more pleasant or
efficient. Adding extra items expands the variety of tasks you can
accomplish with your machine.

2.0 OBJECTIVES

At the end of this unit you should be able to:

• identify the components of the computer

• explain the importance of each component of the computer.

3.0 MAIN CONTENT

3.1 The System Unit

The system unit is the main unit of a PC. It is the computer itself while
other units attached to it are regarded as peripherals. It could be viewed
as the master conductor orchestrating your PC’s operation. It is made
up of several components like the motherboard, processor, buses,
memory, power supply unit, etc. This unit (the system unit) has been

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confused over the years by novices as the CPU. This is not true. The
CPU (Central Processing Unit) or simply processor is a component
within the system unit and is not the only thing that makes up the system
unit. Hence, it will be wrong to equate the system unit with the CPU.

3.2 The Front of the System Unit

Lights

Your unit may display a variety of coloured lights on the front panel,
including power and turbo signals, and light to indicate if the hard or
floppy disk is being read or written to.

Key Lock

You can stop intruders from tampering with your PC by using the lock
on the front panel. Turning the key prevents the keyboard from working.

Turbo Button

Some PCs offer a choice of speeds at which they can run. A turbo
switch is usually left so the computer runs at its fastest speed.

Reset Button

If your PC “freezes” and won’t respond to any command, try starting it

up again using the reset button. Pressing the reset button loses all the
work you have not saved in that session, so use it only as a last resort.

Power On/Off

All PCs have main power switch on the system unit. Sometimes this
control is placed on the outside back panel.

Floppy Disk Drives

Either, or both, of two standard types of floppy disk drive may be found
at the front of the system unit. Some systems also have internal CD-
ROM or tape drives.

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Fig. 3: CD-ROM or DVD drive

3.3 The Back of the System Unit

The Fan Housing

The electronic components in your PC generate a lot of heat. To prevent

overheating, a fan at the back of the unit removes hot air from the
system.

Power “in” and “out” Sockets

Cables plugged into these sockets carry power from the electrical outlet
to the system unit and from the system unit to the monitor.

The Joystick Port

Using a joystick is often much better than pressing keys to control

movements when playing a computer game.

Serial Ports

Serial ports often connect the PC to the modem or mouse. Most PCs are
fitted with two serial ports that may be labeled “S101” and “S102”,
“Serial 1” and “Serial 2”, or “COM 1” and “COM 2”.

Sound Jacks

If you have a sound fitted inside your system unit, you will see a jack or
jacks at the back. These can be used to connect your PC to speakers, a
microphone, or an external sound source.

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The Keyboard Port

The cable from your keyboard ends with a round connector, which plugs
into the keyboard port.

The Network Adapter

If an expansion card is fitted to link your PC with other PCs in your

office you will see a network connector at the back of the system unit.

The Monitor Port

A cable from your monitor plugs into this port and carries display
information to the monitor.

Bays for Expansion Cards

PCs are easily expanded, perhaps to provide modem, sound or faster

graphics. You can plug cards into expansion slots inside the PC. The
end of an expansion card shows at the back of your machine, allowing
you to connect items.

3.4 Inside The System Unit

Fig. 4: Inside the system unit

The brain behind everything that happens in your PC is contained within

the system unit. Inside the unit are the impressive electronics that run
programs, handle instructions, and determine the results. Most of the
more important items are described below.

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

The Battery

A small battery powers a clock to keep track of the time when the PC is
turned off. It also maintains low electricity to certain RAM chips that
record which components are installed.

The Disk Drive Controller Card

This card controls the PC’s disk drive motors and transfers data. The
serial and parallel ports at the back of the card link internal PC
components with external devices such as mouse and printer.

The Display Adapter Card (Video Card)

All the information your computer will display is stored in its memory.
To be useful, you need to see the information. The display adapter card
is the link between the PC’s memory and the monitor.

Expansion Slots

These long narrow connectors allow you to plug in expansion cards

(also known as adapter cards), which offer extra options not available on
a basic PC.

ROM Chips

Read-only memory (ROM) chips have data written on them during

manufacturing that tells the CPU what to do when the PC is switched
on. The data is always there, even when you switch the PC off.

RAM Chips

When a computer is switched on and is running a program, RAM

(Random Access Memory) is used for purposes such as holding the
program and its data. But when the PC is switched off, anything held in
RAM is lost.

Empty RAM Chip Slots

These slots let you expand your computer’s memory by adding extra
RAM chips or modules. Some PCs work even faster because they come
equipped with Cache Memory. Cache memory consists of expensive
and very fast memory chips that store the data or instructions that the
CPU will look at next. Cache memory can speed up work on your
computer enormously.

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Fig. 5: A RAM chip

The Central Processing Unit (CPU)

Fig. 6: An Intel processor

The microprocessor, or central processing unit (CPU), is the computer’s

most important single item. It does all the PC’s thinking and runs the
programs (series of instructions) that you request.

CPU Support Chips

These chips help the CPU manage all the other parts of the computer.

The Math Coprocessor Slot

A math coprocessor, present in some PCs, assists the CPU in its

number-crunching activities (if programs have been designed to use it).

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Fig. 7: The CPU fan

The Speaker

The speaker emits the computer’s sound output.

The Power Supply Unit

All the components in a PC need electrical supply. Most need a 5-volt

supply although floppy disk drive motors require 12 volts. If the
components were connected to normal household current, they would
blow up, so the power supply unit converts high voltage electrical
current to a low voltage.

The Hard Disk Drive

The hard disk is your computer’s main permanent storage unit, holding
large amount of data and programs. Unlike data held in RAM, the
information on the hard disk is not affected when the PC is turned off –
it remains there unless you instruct the PC to overwrite it or the hard
disk is damaged.

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Fig. 8: The hard drive (Hard disk)

The Motherboard

All the electronic components in a PC are mounted on a piece of

fiberglass called the motherboard. Fiberglass cannot conduct electricity,
so each component is insulated from all the others. Thin lines of metal
on the surface of the fiberglass connect pins from one component to
another, forming the computer’s electrical circuits.

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Fig. 9: Components of a motherboard

Intel CPUs

The earliest PCs were equipped with a CPU from Intel Corporation
called the 8088. The next generation of PCs used CPU known by the
number “80286” and were called “PC/AT” computers. Subsequently,
PCs have been supplied with more and more powerful CPUs – the
80386, the 80486, and the more recent and impressive of all, the Intel
Pentium (I, II, III, IV& M).

All these PC processors belong to a family called 80 x 86. In general,

you can run the same software on PCs containing different CPUs within
this family. From the outside, the chips look different only in sizes and
number of pin-put inside. An 80486 has over one million components to
the 3,500 that were in the first 8088. Because of these differences, the
latest Pentiums runs over ten times faster.

What is the CPU

The CPU is certainly the most important PC component. CPU stands for
Central Processing Unit. Let us briefly study that name:

• It is a processor, because it processes (moves and calculates) data.

• It is central, because it is the centre of PC data processing.
• It is a unit, because it is a chip, which contains millions of
transistors.
CPU Speed

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

The speed of a CPU is measured in megahertz (MHz). A computer has

a central clock that keeps all the components in time with each other;
one hertz is similar to a clock tick and megahertz is equal to one million
ticks per second. If your PC runs at 333 or 400MHz, the central clock
ticks 333 or 400 million times every second. As you might imagine, the
faster the clock ticks, the faster the computer runs.

Without the CPU, there would be no PC. Like all other hardware
components, CPUs are continually undergoing further development.
You can see the explosive technological development in data processing
most clearly in the development of newer and faster CPUs. The CPUs
have for years doubled their performance about every 18 months and
there are no indications that this trend will stop.

When we now look at all the CPUs from a broader perspective, we can
see that:

• The CPU history is closely tied to the companies IBM and,

especially, Intel.
• The CPUs have their roots back to Intel's chip 4004 from 1971.
• The compatibility concept has been important throughout the
development.

Generations of CPUs

There are CPUs of many brand names (IBM, Texas, Cyrix, AMD), and
often they make models which overlap two generations. This can make
it difficult to keep track of CPUs. Here is an attempt to identify the
various CPUs according to generations:

History of CPUs

The following table shows the different CPU generations.

Table 1: Different Generations of the CPU

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

PC CPUs Year Number

of
Transistors
1st Generation 8086 and 8088 1978- 29,000
81
2nd Generation 80286 1984 134,000
3rd Generation 80386DX and 80386SX 1987- 275,000
88
4th Generation 80486SX, 80486DX, 1990- 1,200,000
80486DX2 and 80486DX4 92
5th Generation Pentium 1993- 3,100,000
Cyrix 6X86 95 --
AMD K5 1996 --
IDT WinChip C6 1996 3,500,000
1997
Improved Pentium MMX 1997 4,500,000
5th Generation IBM/Cyrix 6x86MX 1997 6,000,000
IDT WinChip2 3D 1998 6,000,000
6th Generation Pentium Pro 1995 5,500,000
AMD K6 1997 8,800,000
Pentium II 1997 7,500,000
AMD K6-2 1998 9,300,000
Improved 6th Mobile Pentium II 1999 27,400,000
Generation Mobile Celeron 18,900,000
Pentium III 9,300,000
AMD K6-3 ?
Pentium III CuMine 28,000,000
7th Generation AMD original Athlon 1999 22,000,000
AMD Athlon Thunderbird 2000 37,000,000
Pentium 4 2001 42,000,000

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An Intel processor

DISKS

Floppy Disks

Computers use disks to store information. Although there is a

permanent hard disk that lives inside the system unit, you can use floppy
disks to store and move data easily from one PC to another. Floppy
disks come in two sizes, either 5¼ or 3½ inches in diameter. The
smaller disks are able to store more data and are also less easily
damaged, because of their thicker plastic cases. As both sizes can be
either “high” or “low” capacity (or density), there are four main varieties
of disks available. High-capacity disks are more expensive, but they can
store much more information. Low-capacity disks are generally labeled
DS/DD, which stands for “double sided/double density”, while the high-
capacity floppy disks are labelled DS/HD (double sided/high-density).

Caring for Disks

Treat floppy disks carefully, and you can take them almost anywhere
safely. Don’t leave the disks in your PC when you finish a session.
Also avoid putting anything heavy on top of your disks or leaving them
in extremes of hot or cold temperature. Try not to carry disks loose in
pockets or handbags where dust and dirt may get inside the containers.
Take care to store them vertically, preferably in a special storage box.
Remember too that you should keep floppy disks away from magnetic
fields, including hidden magnets such as those in telephone, radio and
television speakers, amplifiers, desk fans, and photocopiers. If you do
leave floppy disks near a magnetic field, your data may become
corrupted and will no longer be usable.

Write Protecting Disks

Write-protecting a disk means that you prevent the computer from

erasing or writing over important data or programs that are already
there. However, the PC can still read a write-protected disk.

4.0 CONCLUSION

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

The system unit is a box housing many components. It is, in fact, the
most important part of the computer because it houses the processor
(CPU) and other essential components that enables the computer to
function.

5.0 SUMMARY

We have studied the components of the system unit which include the
components in the front, the back and those that are inside the unit.

6.0 TUTOR-MARKED ASSIGNMENT

1. Make a list of five components that could be found inside the

computer systems unit.
2. Describe the functions of each of them.
3. Differentiate between the CPU and the system unit.

7.0 REFERENCES/FURTHER READINGS

Akinyokun, O.C. (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A. Obe, O.O. Ojokoh, B.A., and Oluwadare
S.A.. (2006). Introduction to Computing: A Practical Approach.
Akure: Tom- Ray Publications.

Richard H. Austin and Lillian Cassel (1986). Computers in Focus.

Monterey, California: Books/Cole Publication Company.

Larry Long (1984). Introduction to Computers and Information

Processing. Prentice-Hall Inc. New Jersey.

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

UNIT 2 HARDWARE COMPONENTS (2) – PERIPHERAL

DEVICES

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Input Devices
3.1.1 The Computer Keyboard
3.1.2 The Mouse and Joystick
3.2 Output Devices
3.2.1 Printers
3.2.2 Monitors
3.2.3 Scanners
3.2.4 Speakers and Sound
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings

1.0 INTRODUCTION

The computer peripheral devices are those devices which are attached to
the system unit. The devices are necessary to ensure that the computer is
able to accept input and display the result for the user. This section
therefore discusses the input unit and the output unit.

2.0 OBJECTIVES

At the end of this unit you should be able to:

• identify those components that make up the input unit and the output
unit of the computer
• explain the functions of the input and the output units of the
computer
• identify and explain the type of input unit and output unit suitable to
a particular computing environment.

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3.0 MAIN CONTENT

3.1 Input Devices

3.1.1 The Computer Keyboard

A computer keyboard is identical to the conventional typewriter

keyboard. However, it has more keys than the typewriter keyboard. A
computer keyboard can be a dummy type or intelligent type. A
computer keyboard is considered to be intelligent if, in addition to
performing the routine functions characteristic of a typewriter keyboard,
it can initiate a series of actions for a computer to carry out by mere
pressing a key or combination of two or more keys. Thus, an intelligent
computer keyboard has a set of keys which, when one of them is
pressed, the computer can be made to carry out a specific function. For
example, the pressing of a key may cause the computer to display a
menu list from which the user may be prompted to select one.

The intelligent computer keyboard has four major divisions, namely:

Function keys, Alphanumeric keys, Numeric keys and Control keys.

In addition to the four types of keys, there are some special or important
keys such as the following:

(a) Return or Enter key

(b) Escape key denoted by ESC
(c) Control key denoted by CTRL
(d) Alternate key denoted by ALT
(e) Delete key denoted by DEL
(f) Insert key denoted by INS
(g) Backspace key
(h) Shift key.

Function Keys

The effects of the functions keys are software package dependent. That
is, they mean different translations depending on which software
package one is running on the computer. The function keys are
traditionally labeled F1, F2, F3, F4, F5, F6, F7, F8, F9, F10, F11 and
F12. The function keys are often arranged to the left of the main
keyboard in two columns or they are arranged in a row above the main
keyboard. In most software packages, the function key F1 is used to run
the HELP program. Word perfect, for example, uses F3 for HELP
program and F1 to cancel the last command issued on the computer.
The function keys F7 and F12 are used to save a text and block a section
of a text respectively in word perfect. Function keys can be
programmed to carry out the functions desired by a programmer. For

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example the function key F10 may be programmed to display menus.

Thus, the operations of the function keys can be determined by the user
or programmed by the software package being used at any point in time.

Alphanumeric Keys

The Alphanumeric keys can be likened with the conventional typewriter

keys. They contain alphabetic characters, numeric characters and
special characters such as comma, full stop, open bracket, close bracket,
asterisk, semicolon, colon, question mark, and so on. Usually, each key
carries a character at the lower part and another character at the upper
part. The SHIFT key is used to switch on or off the lower and upper
characters by the programmer.

Cursor Control Keys

The cursor marks the active or current spot on the screen. It is an

indicator that tells the user where in the midst of a document the system
is pointing to. It may be a rectangular bar of light or a blinking
underscore. When a text is being typed, the cursor moves as the carriage
on a keyboard moves and character are typed in. The cursor control
keys include four directional arrow keys.

Table 2: Control Keys and their Functions

Control Key Functions

Moves the cursor one line up.

Moves the cursor one line down

Moves the cursor one character to the right

Move the cursor one character to the left.

Home Moves the cursor to the beginning of a line or
page
Move the cursor to the bottom left of a page or to
End the end of the current line in most text editors.
Moves the cursor to the top of the next page in
PGDN the document or text. For example, pressing this
key while on page 5 of the text will place the
cursor at the top of page 6 of the text.
PGUP Moves the cursor to the top of the previous page.
For example, if you are on page 3 of a document,
pressing this key will place the cursor at the top
of page 2 of the document.

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Other cursor control keys are Home, Page Up, Page Down, and End.
These keys may be part of the numeric keypad or separated from the
numeric keypad. Moving the cursor around on the screen is one of the
most common tasks in an application program. In fact, cursor movement
is so important in an application such as word processing that it can
usually be accomplished by additional key-driven commands. The
control keys and their functions are documented in Table 5.1.

The Numeric Keypad

The numeric keypad contains a set of keys required for typing or

entering number digits 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 into the computer
store. A numeric key is often activated by pressing the Numlock Key.
The numeric keypad is also used in combination with the Alternate (Alt)
key to produce extended characters. Extended characters are characters
not normally found on most keyboards. For example, to produce the
character alpha, denoted ‘α’, one holds down the Alt key and presses
224; to produce character beta denoted by ‘β’, one holds down the Alt
key and presses 255; and to produce the pound sterling sign denoted by
‘₤’, one holds down the Alt key and presses 156.

The Shift Key

When the shift key is pressed, the capital letters on the alphanumeric
keys are activated. It also serves as the activator of characters that are at
the upper part of each alphanumeric key. The Shift key has no effects on
itself; its effect are realised when some other keys are pressed. Thus, if
one presses the shift key and then ‘equals’ sign key, the ‘plus’ sign
which is at the upper part of the ‘equal’ sign is activated, and it then
appears on the screen.

The Caps Lock Key

The Caps Lock shifts all alphabetic characters into the upper case
(capital letters). Thus all characters typed are in lower case (small
letters) when not pressed.

The Alternate Key (Alt)

The alternate key can be used in combination with numeric keys to

generate characters not shown on the keyboard, that is, extended
characters. For example, holding the Alt key down and pressing 228
produces the summation (Σ) sign; holding the Alt key down and
pressing 235 produces the δ sign. To restart or reboot your computer,
press Alt, Ctrl and Del keys simultaneously.

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The Num Lock Key

The Num Lock key activates the numeric keypad. Neither the Num
Lock key nor the Caps Lock key affects the function keys.

The Control Key (Ctrl)

The control key is often used in most text mode to perform block
operations like mass deletion, insertion and so on. For example, Ctrl + Y
deletes a line in most text documents. It can also be used in combination
with other keys to move the cursor to different locations in a text or
document. In some application packages, the Alt, Ctrl and Shift keys are
used in combination with the function keys to perform several
operations. For example, in the Word Perfect word processing package,
to centre a text, press Shift and F6; to print a text, press Shift and F7.

The Escape Key (Esc)

The escape key cancels an operation in progress. For example, when one
is editing a file or issuing a command, Esc cancels any changes one
might have made or terminates the command.

The Return or Enter Key

The return key serves as one of the most important keys on most
keyboards. It is actually used to inform the computer of the end of an
input or command. It performs two functions depending on the program
on which it is used. For example, suppose you are asked to respond to an
operating system command at the prompt or other entries, the operating
system will wait until the return key is pressed before continuing.
Pressing the return key also positions the cursor at the beginning of the
next line (in text mode), which is the equivalent of pressing the carriage
return on a typewriter.

The Insert Key (Ins)

Pressing the insert key puts one’s keyboard in the insert mode, pressing
it again returns to the overstrike (type over) mode. In the insert mode,
the characters one types are inserted at the cursor position, the character
at the cursor position and all characters to the right shift to make room
for them. In overstrike or type over mode, newly typed characters
overwrite the characters at the current cursor position. In most
applications, the insert mode is indicated by a symbol in the status line.

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The Delete Key (Del)

The delete key deletes the character at the cursor position when pressed
and the remaining text moves to the left while the cursor remains at the
same position.

The Back Space Key

The back space key deletes the characters to the left of the cursor when
pressed and all other characters to the right of the cursor are shifted one
space to the left.

The Spacebar

The spacebar is the longest key found on most keyboards. It erases

characters at the cursor position or gives a blank space when pressed.

The Tab Key

The tab key moves the cursor by five spaces to the right when pressed.
The number of positions moved depends on the software or the Tab Set
by the operator. The Tab is normally pressed to insert paragraphs during
typing. In some programs, when this key is pressed in combination with
shift the key, the same number of positions is moved backwards.

The Print Screen Key (Prtsc)

When the print screen key is pressed in combination with the shift key,
whatever in is on the screen will be printed on a printer. The same
effect can be achieved by pressing the key alone on some keyboards.

Keeping Your Keyboard Clean and Working

Never spill liquids on your keyboard. Coffee, soda, and other beverage
spills can ruin your keyboard. Liquid spills on the keyboard have even
been known to cause electrical damage to the PC itself. With that in
mind, though you may not stop drinking coffee around your computer,
you should at least get a spill-proof mug or keep the coffee on the other
side of the desk.

Another enemy of the keyboard is static electricity. Static electricity can

have the same damaging effect on your keyboard as does liquid. If your
keyboard doesn't respond properly after a strong static charge, you may
just need to turn off the PC and turn it back on to reset the keyboard. In
some cases, however, the static discharge can zap the keyboard and even
parts of the PC. If you shuffle your feet across the carpet or your PC is

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in a room with dry air, avoid touching the PC or the keyboard until you
have touched something metal to discharge any static electricity. If you
don't have a metal desk or bookcase in your work area, consider buying
an anti-static mat and keeping it where you can touch it before touching
the PC.

Dust, dirt, food crumbs, and hair are other enemies of the keyboard. Try
to avoid eating over the keyboard and if your computer is in a dirty,
dusty area, keep the keyboard covered when not in use.

Some dirt and dust is unavoidable. To keep the keyboard working well,
you should occasionally clean it.

3.1.2 The Mouse and Joystick

A mouse looks like the electrical clipper in a barber’s shop. It consists of

a pointing device very sensitive to movements. It has a roller ball and
two or more buttons which can be pressed to make a selection. By
moving the mouse on a flat smooth surface and clicking one or a
combination of two buttons on its upper surface, a computer to which it
is connected can be sensitised and commanded to carry out some
specific tasks.

A mouse can be used to draw diagrams on the computer screen more

effectively and efficiently than the computer keyboard. Generally, the
keyboard and the mouse do complement each other. For example, the
mouse can be used to highlight an item in a menu list while the
keyboard Enter Key can be pressed to activate or evoke the command
associated with the highlighted item.

A mouse is the primary input device for modern computers that feature
operating systems with a graphical user interface, such as Windows 98
or Windows XP. While keyboards obviously excel at entering text,
numbers, and symbols, your mouse is the tool you'll use to tell your
computer what to do with all the data you've entered.

Joysticks are almost exclusively used with game software and help the
user more effectively control the actions of computer-simulated
airplanes or arcade-style games.

All modern PC operating systems (Windows 98, Windows XP, and the
Macintosh) rely on an on-screen pointer to select and execute
commands. A mouse is simply an input device built to help the user
control this on-screen pointer in as natural and efficient a manner as
possible.

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The pointer on the screen mimics the movements of your mouse. As you
move your mouse, a ball encased in the bottom of your mouse rolls on
the desk and in turn sends signals to the computer as to which direction
to move the pointer on the screen. Move the mouse side to side, or up
and down, and the on-screen pointer moves in a similar manner.

Once you have the mouse positioned to select the command or data you
want to act on, you use the mouse buttons to execute the command. The
mouse controls the on-screen pointer and lets you select program icons,
manipulate property sheets, and access data.

3.2 Output Devices

3.2.1 Printers

A printer is the computer component that lets you create copies of the
information stored in your computer on paper. The printed material is
often called the hard copy, to differentiate it from the data stored on a
disk, or held in the computer's memory.

There are three basic types of printers available for use with personal
computers:

Laser Printers: These combine a magnetic roller with powdered ink

called toner to transfer high-quality characters or images onto a page.

Inkjet Printers: These have small nozzles that actually spray fast-
drying ink onto the page to form characters or images. Inkjet printers
spray a fine, quick-drying ink through small nozzles to produce
characters and images on paper. Although the results are not quite as
sharp as those of laser printers, inkjet printers provide very good quality
output at a lower cost.

Dot-matrix Printers: These use a print head to strike an inked ribbon

against paper, like a typewriter, creating characters out of a series of
dots. Dot-matrix printers are the cheapest printers available. They create
text and images on the page by hammering several small pins against an
inked ribbon. The more pins used, the better the image. The 9-pin and
24-pin are common options. The 24-pin printers produce a better quality
output, but are somewhat slower than the 9-pin printers.

Print quality for dot-matrix printers is often described in terms of mode:

draft mode (low resolution), near-letter-quality mode (medium
resolution), or letter-quality mode (high resolution). The speed depends
on the mode, with the draft mode being the fastest.

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The type of printer you choose depends on your budget and the type of
output you need. For example, if all you need to print are grocery lists,
you may be happy with a dot-matrix printer. In general, dot-matrix
printers are noisier, slower, and produce a poorer-quality image than do
laser or inkjet printers, but they are also less expensive. If you need to
print newsletters, brochures, or illustrated reports, you will probably
want a high-quality laser printer. Laser printers cost more than other
printers, but they may be worth the price because they are fast, quiet,
and produce high-quality text and graphics.

3.2.2 Monitors

The monitor does not do any processing itself. It only displays the
information that the video card tells it to display.

Monitor Sizes

The two most common monitor sizes are 15-inch and 17-inch. If you
have an older, hand-me-down PC or a very inexpensive starter PC, you
may have a smaller 14-inch monitor. 21-inch monitors are also available
but mostly used by graphics professionals.

VGA and SVGA Monitors

The two most common acronyms you will see on current monitors are
VGA or SVGA. Both of these terms generally refer to how many dots
(or pixels) in each direction the monitor can display. VGA is 640x480
(width by height) and SVGA is 800x600. This measurement is called the
monitor's resolution, and more is better! Most new monitors are capable
of displaying at least SVGA quality. In fact, 1,024x768 is somewhat of a
minimum to look for.

Almost any VGA or SGVA monitor made in the last few years is
capable of displaying any of these resolutions. However, it's actually the
video card that determines what resolution your monitor displays at any
time. The monitor is capable of switching from one resolution to another
on command from the video card.

3.2.3 Scanners

Scanners are peripheral devices used to digitise (convert to electronic

format) artwork, photographs, text, or other items from hard copy. In a
sense, a scanner works as a pair of eyes for your PC. Your eyes see an
image and translate the image into electrical impulses that travel to and
are interpreted by your brain. Similarly, a scanner captures images and

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converts them to digital data that travel to and are interpreted by the
computer.

A scanner works by dividing an image into microscopic rows and

columns and measuring, like the film in a camera, how much light (or
lack of it) reflects from each individual intersection of the rows and
columns. Each reflection is recorded as a dot, or picture element (pixel).
After the scanner collects information from each dot, it compiles the
result into a digital file on the computer.

There are a wide variety of scanners that work in a number of different

ways, but the technology behind them is essentially the same. The
following sections discuss the more popular types of scanners available
today.

Types of Scanners

Flatbed Scanners

Flatbed scanners look and behave a lot like a photocopier. You lay the
item to be scanned on a glass plate and the scanning head passes below
the glass.

Flatbed scanners are very versatile: you can scan objects in a variety of
sizes and shapes, including pages from a book, without damaging the
original. While flatbed scanners are the best choice for a wide variety of
uses, if you plan to do a lot of text scanning (called OCR for Optical
Character Recognition) work, keep in mind that flatbeds only
accommodate one page at a time. Scanning multi-page documents can
be a slow, tedious process, because you have to manually remove one
page and insert the next.

Sheet Fed Scanners

Sheet fed scanners look and act more like fax machines. The page or
item is fed into the machine, scanned, then spat out on the other end. A
sheet fed scanner is a good choice for large volumes of text, but not for
handling delicate original photographs. Scanning directly from a book or
other three-dimensional objects is impossible.

Hand Scanners

Hand scanners are a low-cost alternative to their larger, more

sophisticated counterparts. As their name implies, hand scanners are
manual devices you move over a flat surface, just as you do your PC's
mouse.

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The hand scanner’s advantages are many, but so are its disadvantages.
Generally, hand scanners work best for small, uncomplicated images
such as company logos or small black-and-white photographs. You
might want a hand scanner if you do not plan to use it on a regular basis,
because it usually does not require adding internal cards to your CPU,
and it's easily disconnected and stored away. Most hand scanners can
only scan a four-inch wide image at one time and require a steady hand.
You're usually provided with software that helps you “sew up” a series
of these 4-inch, side-by-side scans into one image, but this is obviously
not as convenient as getting the full image at once.

3.2.4 Speakers and Sound

The built-in speakers in most PC cases are used just for making system
sounds, such as warning beeps and action indicators. To play more
sophisticated sounds on your PC, you need a set of external speakers.
Usually speakers come in pairs, and there is a plug that connects them to
your sound card. Arrange the speakers with one on the left and one on
the right of your desk or work area to get a stereo effect.

Optionally, some speakers come with a subwoofer. This improves the

bass (low notes) sound. If you have a subwoofer with your speakers, it
should go on the floor under your desk.

Sound is one of the favorite options on today's PCs. In fact, sound is a

standard feature of most new PCs.

Everyone has their own uses for sound. You may just want to play a few
music CDs with your CD-ROM drive while you are working, or you
may use multimedia applications for presentations or educational
programs. You may just like the sound of your jet engines roaring as
you punch the throttle in a flight simulator.

Components for Sound on Your PC

To produce sound on your PC, you need a sound card and speakers. The
sound card is an expansion card that plugs into one of the slots on your
motherboard. This card processes all of the instructions that have to do
with sound, and then sends the sounds to the speakers to be played.

Sound Cards

Sound cards plug into an expansion slot in your PC. The card has a set
of connectors that are exposed on the back of the PC; you can plug a
microphone and speakers into the connectors. Some cards include an
optional connector for a line input, which is used to connect another

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input source such as the output from a tape player or portable CD player.
Other optional connectors can include a joystick connector and a MIDI
connector (for connecting a MIDI keyboard). The card may include a
volume control, which controls the volume of the speakers and/or
headphones.

4.0 CONCLUSION

The system unit cannot function without the peripheral devices. The
input and the output units are very important peripheral devices that
must be taken care of in setting up a computer system.

5.0 SUMMARY

This unit has handled the following:

(a) Input unit which comprises

(i) the keyboard – ( the different categories of keys on the

keyboard and their functions)
(ii) the scanner – different types of scanners

(b) The output unit which is made up of the

(i) monitor
(ii) the printer and
(iii) the speakers.

6.0 TUTOR-MARKED ASSIGNMENT

1. Justify the need for the input and output units in a computer
system.
2. Describe the functions of the following keys: the numeric keys,
control keys, shift keys and the function keys.
3. In what situation would you recommend the laser jet printer and
the dot matrix printer?

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7.0 REFERENCES/FURTHER READINGS

Akinyokun, O.C. (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A., Obe, O.O. Ojokoh, B.A. and Oluwadare
S.A., (2006). Introduction to Computing: A Practical Approach.
Akure: Tom-Ray Publications.

Larry Long (1984). Introduction to Computers and Information

Processing. Prentice-Hall Inc., New Jersey.

Francis Scheid (1983). Schaum’s Outline Series: Introduction to

Computer Science. . Singapore: McGraw-Hill Book Company

Richard H. Austin and Lillian Cassel (1986). Computers in Focus.

California: Books/Cole Publication Company. Monterey.

Gray S. Popkin and Arthur H. Pike (1981). Introduction to Data

Processing with BASIC (2nd ed),Houghton Boston: Mifflin
Company.

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

UNIT 3 AUXILIARY EQUIPMENT

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 The Air Conditioner
3.2 The Voltage Stabiliser
3.3 The Line Voltage Transformer
3.4 The Uninterruptible Power Supply System (UPS)
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings

1.0 INTRODUCTION

The auxiliary equipment, as its name suggests, is not a computer but is

necessary in a computing environment in order to ensure proper
functioning and smooth running of computing activities. In this module,
we shall address in some detail the importance of equipment such as the
air conditioner, the voltage stabiliser, the uninterruptible power system
and the line transformer in a data processing environment.

2.0 OBJECTIVES

At the end of this unit you should be able to:

• identify the auxiliary equipment in a computing environment

• discuss the importance of the auxiliary equipment to the smooth
running of a computing centre.

3.0 MAIN CONTENT

3.1 The Air Conditioner

A computer is an electronic machine. It is, therefore, capable of

generating heat. A computer is manufactured to operate in an
environment with a specific temperature range. When the temperature
of the environment in which a computer is kept falls outside the specific
range, the computer may function badly and consequently get damaged.

The free air is, basically, dust laden. Dust is metallic in nature and, as
such, capable of conducting electricity. If dust is allowed to settle on a
computer, particularly the electronic circuits, the dust can bridge two

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circuits. The bridging of two electronic circuits may cause a serious

damage to the computer. Thus, air conditioners are needed in a
computer environment to:

• condition the temperature, and

• prevent dust.

3.2 The Voltage Stabiliser

A computer when switched on, takes off in a cold state, warms up and
gradually gets to a hot state. In a hot state, a computer is always
roaming in an attempt to find something to do. In a situation where the
public electricity, such as that of PHCN in Nigeria, is cut suddenly, the
computer would suddenly be brought to a halt. The sudden power cut
may cause the computer to lose the memory of some basic house
keeping operations when power eventually returns and the computer is
switched on. The sudden power cut may also cause irreparable damage
to the file the computer was processing at the time the power was
suddenly cut.

3.3 The Line Voltage Transformer

We have noted that computers are built to operate within a specific

range of voltages. In the United States of America, computers are built
to operate on 110V. A voltage transformer is a device meant to step up
or step down a voltage as the case may be. In Nigeria, for example, a
110V computer requires a voltage transformer to step down the 240V to
110V. Similarly, in the USA, if a 240V current is connected directly to
a 110V computer, the computer power unit will blow up almost
immediately.

Today, the technology has improved tremendously such that if a 240V

current is connected directly to a 110V computer, only a fuse, rather
than the power unit will blow up. It is worth mentioning, too, that there
is an advanced technology today which permits a computer to operate
effectively and efficiently with the power line voltage ranging between
110V and 240V. The technology supports an inbuilt switch which can
be operated at two terminals, namely the 110V terminus and 240V
terminus. In recent times, the technology has been improved upon such
that computers are manufactured in such a way that they can sense the
voltage that is adequate. Thus, if one connects a 110V computer to a
240V current, the 110V computer has an in-built line transformer which
automatically steps down the 240V current to 110V.

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3.4 The Uninterruptible Power Supply System (UPS)

An Uninterruptible Power System (UPS) is an auxiliary hardware that is

capable of:

• Converting the public electricity raw line into fine line, that is,
conditioning the voltage that is fed into the computer.
• Storing electrical energy when the public electricity line is live
• Releasing the stored electrical energy to the computer when the
public electricity line is dead.

4.0 CONCLUSION

The computer is an expensive resource and as such requires adequate

protection from electrical damage. Similarly, the UPS is an expensive
resource; hence there is the need for it to be protected from electrical
damage, too. Therefore, in practice, it is desirable that the UPS be
protected by a voltage stabiliser which is rugged and less expensive.
The configuration presented in Figure 5.1 is an example of a computer
environment characterised by multiple levels of protection from
electrical damage. This arrangement is desirable in a situation of
electrical surge and blow out.

5.0 SUMMARY

In this unit we have examined the following:

• Auxiliary devices create a facilitative and conducive environment for

smooth operation of computers and the user.
• Voltage stabilisers help to protect computing equipment from
damage due to power surge.
• UPS protects the computing equipment and the software from power
outage during computing sessions. The UPS with the help of its
internal battery stores electrical energy while power is on and
releases power stored to the computer whenever power is off. This
enables the user to end the working session and shut down normally.
• A voltage transformer is a device meant to step up or step down a
voltage as the case may be.

6.0 TUTOR-MARKED ASSIGNMENT

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

With the aid of an annotated diagram, describe the arrangement of the

following auxiliary equipment: the UPS, the line voltage transformer
and the voltage stabiliser in relation to PHCN power source and the
computer.

7.0 REFERENCES/FURTHER READINGS

Akinyokun, O.C, (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A., Obe, O.O., Ojokoh, B.A., and

Oluwadare, S.A., (2006). Introduction to Computing: A Practical
Approach. Akure: Tom-Ray Publications.

MODULE 3 COMPUTER SOFTWARE

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Unit 1 Computer Software (1)

Unit 2 Computer Software (2)

UNIT 1 COMPUTER SOFTWARE (1)

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Computer Software
3.2 Classification of Computer Software
3.2.1 System Software
3.2.2 Operating System
3.3 Types of Operating Systems
3.3.1 Batch Operating System
3.3.2 Time Sharing Operating System
3.3.3 Real Time Operating System
3.3.4 Multiprogramming Operating System
3.3.5 Distributed Operating System
3.3.6 Network Operating System
3.4 Operating System Components
3.4.1 Process Management
3.4.2 Memory Management
3.4.3 Secondary Storage Management
3.4.4 I/O System
3.4.5 File Management
3.4.6 Protecting System
3.4.7 Networking
3.4.8 Command Interpreter System
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings

1.0 INTRODUCTION

Computer hardware is driven by the software. The usefulness of the

computer depends on the programs that are written to manipulate it.
Computer software comes in different forms: the operating system,
utility software, language translators and application software. This unit
therefore presents detailed discussions of each category of computer
software.
2.0 OBJECTIVES

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

At the end of this unit you should be able to:

• identify the different types of computer software

• discuss the importance of each type of software.

3.0 MAIN CONTENT

3.1 Computer Software

The physical components of the computer are called the hardware while
all the other resources or parts of the computer that are not hardware, are
referred to as the software. The software is the set of programs that
make the computer system active. In essence, the software is the set of
programs that run on the computer.

Then, what is a program? A program is a series of coded instructions

showing the logical steps the computer follows to solve a given
problem.

3.2 Classification of Computer Software

The computer software could be divided into two major groups, namely
system software (programs), and application software (programs).

3.2.1 System Software

This refers to the suits of programs that facilitate the optimal use of the
hardware systems and/or provide a suitable environment for the writing,
editing, debugging, testing and running of user programs. Usually,
every computer system comes with a collection of these suits of
programs which are provided by the hardware manufacturer.

3.2.2 Operating Systems

An operating system is a program that acts as an interface between a

user of a computer and the computer hardware. The purpose of an
operating system is to provide an environment in which a user may
execute programs.

The operating system is the first component of the systems programs

that interest us here. Systems programs are programs written for direct
execution on computer hardware in order to make the power of the
computer fully and efficiently accessible to applications programmers
and other computer users. Systems programming is different from

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application programming because the former requires an intimate

knowledge of the computer hardware as well as the end users’ needs.
Moreover, systems programs are often large and more complex than
application programs, although that is not always the case. Since
systems programs provide the foundation upon which application
programs are built, it is most important that systems programs are
reliable, efficient and correct.

In a computer system the hardware provides the basic computing

resources. The applications programs define the way in which these
resources are used to solve the computing problems of the user. The
operating system controls and coordinates the use of the hardware
among the various systems programs and application programs for the
various users.

The basic resources of a computer system are provided by its hardware,

software and data. The operating system provides the means for the
proper use of these resources in the operation of the computer system. It
simply provides an environment within which other programs can do
useful work.

We can view an operating system as a resource allocator. A computer

system has many resources (hardware and software) that may be
required to solve a problem: CPU time, memory space, file storage
space, input/output devices, etc.

The operating system acts as the manager of these resources and

allocates them to specific programs and users as necessary for their
tasks. Since there may be many, possibly conflicting, requests for
resources, the operating system must decide which requests are allocated
resources to operate the computer system fairly and efficiently. An
operating system is a control program. This program controls the
execution of user programs to prevent errors and improper use of the
computer.

Operating systems exist because they are a reasonable way to solve the
problem of creating a usable computing system. The fundamental goal
of a computer system is to execute user programs and solve user
problems.

The primary goal of an operating system is convenience for the user.

Operating systems exist because they are supposed to make it easier to
compute with an operating system than without an operating system.
This is particularly clear when you look at the operating system for
small personal computers.

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A secondary goal is the efficient operation of computer system. This

goal is particularly important for large, shared multi-user systems.
Operating systems can attain this goal. It is known that sometimes these
two goals, convenience and efficiency, are contradictory.
While there is no universally agreed definition of the concept of an
operating system, we offer the following as a reasonable starting point:

A computer’s operating system (OS) is a group of programs designed to

serve two basic purposes:

• To control the allocation and use of the computing system’s

resources among the various users and tasks.
• To provide an interface between the computer hardware and the
programmer that simplifies and makes feasible the creation, coding,
debugging, and maintenance of application programs.

Specifically, we can imagine that an effective operating system should

accomplish all of the following:

• Facilitate creation and modification of program and data files

through an editor program.
• Provide access to compilers to translate programs from high-level
languages to machine language.
• Provide a loader program to move the complied program code to the
computer’s memory for execution.
• Provide routines that handle the intricate details of I/O programming.
• Assure that when there are several active processes in the computer,
each will get fair and non-interfering access to the central processing
unit for execution.
• Take care of storage and device allocation.
• Provide for long term storage of user information in the form of files.
• Permit system resources to be shared among users when appropriate,
and be protected from unauthorised or mischievous intervention as
necessary.

Though systems programs such as editor and translators and the various
utility programs (such as sort and file transfer program) are not usually
considered part of the operating system, the operating system is
responsible for providing access to these system resources.

3.3 Types of Operating Systems

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Modern computer operating systems may be classified into three groups,

which are distinguished by the nature of interaction that takes place
between the computer user and his or her program during its processing.
The three groups are called batch, time-shared and real time operating
systems.

3.3.1 Batch Processing Operating System

In a batch processing operating system environment users submit jobs to

a central place where these jobs are collected into a batch, and
subsequently placed on an input queue at the computer where they will
be run. In this case, the user has no interaction with the job during its
processing, and the computer’s response time is the turnaround time -
the time from submission of the job until execution is complete, and the
results are ready for return to the person who submitted the job.

3.3.2 Time Sharing Operating System

Another mode for delivering computing services is provided by time

sharing operating systems. In this environment a computer provides
computing services to several or many users concurrently on-line. Here,
the various users are sharing the central processor, the memory, and
other resources of the computer system in a manner facilitated,
controlled, and monitored by the operating system. The user, in this
environment, has nearly full interaction with the program during its
execution, and the computer’s response time may be expected to be no
more than a few seconds.

3.3.3 Real Time Operating System

The third class of operating systems, the real time operating systems, are
designed to service those applications where response time is of the
essence in order to prevent error, misrepresentation or even disaster.
Examples of real time operating systems are those which handle airlines
reservations, machine tool control, and monitoring of a nuclear power
station. The systems, in this case, are designed to be interrupted by
external signal that require the immediate attention of the computer
system.

In fact, many computer operating systems are hybrids, providing for

more than one of these types of computing service simultaneously. It is
especially common to have a background batch system running in
conjunction with one of the other two on the same computer.

A number of other definitions are important towards gaining an

understanding of operating systems:

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3.3.4 Multiprogramming Operating System

A multiprogramming operating system is a system that allows more than

one active user program (or part of user program) to be stored in main
memory simultaneously.
Thus, it is evident that a time-sharing system is a multiprogramming
system, but note that a multiprogramming system is not necessarily a
time-sharing system. A batch or real time operating system could, and
indeed usually does, have more than one active user program
simultaneously in main storage. Another important, and all too similar,
term is ‘multiprocessing’.

A multiprocessing system is a computer hardware configuration that

includes more than one independent processing unit. The term
multiprocessing is generally used to refer to large computer hardware
complexes found in major scientific or commercial applications.

A networked computing system is a collection of physically

interconnected computers. The operating system of each of the
interconnected computers must contain, in addition to its own stand-
alone functionality, provisions for handing communication and transfer
of program and data among the other computers with which it is
connected.

A distributed computing system consists of a number of computers that

are connected and managed so that they automatically share the job
processing load among the constituent computers, or separate the job
load as appropriate to particularly configured processors. Such a system
requires an operating system which, in addition to the typical stand-
alone functionality, provides coordination of the operations and
information flow among the component computers.

The networked and distributed computing environments and their

respective operating systems are designed with more complex functional
capabilities. In a network operating system the users are aware of the
existence of multiple computers, and can log in to remote machines and
copy files from one machine to another. Each machine runs its own
local operating system and has its own user (or users).

3.3.5 Distributed Operating System

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A distributed operating system, in contrast, is one that appears to its

users as a traditional uniprocessor system, even though it is actually
composed of multiple processors. In a true distributed system, users
should not be aware of where their programs are being run or where
their files are located; that should all be handled automatically and
efficiently by the operating system.

3.3.6 Network Operating Systems

Network operating systems are not fundamentally different from single

processor operating systems. They obviously need a network interface
controller and some low-level software to drive it, as well as programs
to achieve remote login and remote files access, but these additions do
not change the essential structure of the operating systems.

True distributed operating systems require more than just adding a little
code to a uniprocessor operating system, because distributed and
centralised systems differ in critical ways. Distributed systems, for
example, often allow programs to run on several processors at the same
time, thus requiring more complex processor scheduling algorithms in
order to optimize the amount of parallelism achieved.

3.4 Operating System Components

An operating system provides the environment within which programs

are executed. To construct such an environment, the system is
partitioned into small modules with a well-defined interface. The design
of a new operating system is a major task. It is very important that the
goals of the system be will defined before the design begins. The type of
system desired is the foundation for choices between various algorithms
and strategies that well be necessary.

A system as large and complex as an operating system can only be

created by partitioning it into smaller pieces. Each of these pieces should
be a well defined portion of the system with carefully defined inputs,
outputs, and functions. Obviously, not all systems have the same
structure. However, many modern operating systems share the system
components outlined below.

3.4.1 Process Management

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A process is the unit of work in a system. Such a system consists of a

collection of processes, some of which are operating system processes,
those that execute system code, and the rest being user processes, those
that execute user code. All of those processes can potentially execute
concurrently.

The operating system is responsible for the following activities in

connection with processes managed:

• The creation and deletion of both user and system processes

• The suspension and resumption of processes.
• The provision of mechanisms for process synchronisation
• The provision of mechanisms for deadlock handling.

3.4.2 Memory Management

Memory is central to the operation of a modern computer system.

Memory is a large array of words or bytes, each with its own address.
Interaction is achieved through a sequence of reads or writes of specific
memory address that the CPU fetches from and stores in memory.

In order for a program to be executed, it must be mapped to absolute

addresses and loaded in to memory. As the program executes, it
accesses program instructions and data from memory by generating
these absolute is declared available, and the next program may be loaded
and executed.

The operating system is responsible for the following activities in

connection with memory management:

• Keeping track of which parts of memory are currently being used

and by whom.
• Deciding which processes are to be loaded into memory when
memory space becomes available.
• Allocating and deallocating memory space as needed.

3.4.3 Secondary Storage Management

The main purpose of a computer system is to execute programs. These

programs, together with the data they access, must be in main memory
during execution. Since the main memory is too small to permanently
accommodate all data and programs, the computer system must provide
secondary storage to back-up main memory. Most modem computer
systems use disks as the primary on-line storage of information, of both
programs and data. Most programs, like compilers, assemblers, sort

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routines, editors, formatters, and so on, are stored on the disk until
loaded into memory, and then use the disk as both the source and
destination of their processing. Hence the proper management of disk
storage is of central importance to a computer system.

The operating system is responsible for the following activities in

connection with disk management:

• Free space management

• Storage allocation
• Disk scheduling.

3.4.4 I/O System

One of the purposes of an operating system is to hide the peculiarities of

specific hardware devices from the user. For example, in Unix, the
peculiarities of I/O devices are hidden from the bulk of the operating
system itself by the I/O system. The I/O system consists of:

• A buffer caching system

• A general device driver code
• Drivers for specific hardware devices

Only the device driver knows the peculiarities of a specific device.

3.4.5 File Management

File management is one of the most visible services of an operating

system. Computers can store information in several different physical
forms. The magnetic tape, disk, and drum are the most common forms.
Each of these devices has it own characteristics and physical
organisation.

For the convenient use of the computer system, the operating system
provides a uniform logical view of information storage. The operating
system abstracts from the physical properties of its storage devices to
define a logical storage unit, the file. Files are mapped, by the operating
system, onto physical devices.

A file is a collection of related information defined by its creator.

Commonly, files represent programs (both source and object forms) and
data. Data files may be numeric, alphabetic or alphanumeric. Files may
be free-form, such as text files, or may be rigidly formatted. In general a
file is a sequence of bits, bytes, lines or records whose meaning is
defined by its creator and user. It is a very general concept.

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The operating system is responsible for the following activities in

connection with file management:

• The creation and deletion of files

• The creation and deletion of directory
• The support of primitives for manipulating files and directories
• The mapping of files onto disk storage.
• Backup of files on stable (non volatile) storage.

3.4.6 Protection System

The various processes in an operating system must be protected from

each other’s activities. For that purpose, various mechanisms are used to
ensure that the files, memory segment, CPU and other resources can be
operated on only by those processes that have gained proper
authorisation from the operating system.

For example, memory addressing hardware ensures that a process can

only execute within its own address space. The timer ensures that no
process can gain control of the CPU without relinquishing it. Finally, no
process is allowed to do its own I/O, to protect the integrity of the
various peripheral devices.

Protection refers to a mechanism for controlling the access of programs,

processes, or users to the resources defined by a computer controls to be
imposed, together with some means of enforcement.

Protection can improve reliability by detecting latent errors at the

interfaces between component subsystems. Early detection of interface
errors can often prevent contamination of a healthy subsystem by a
subsystem that is malfunctioning. An unprotected resource cannot
defend against use (or misuse) by an unauthorised or incompetent user.

3.4.7 Networking

A distributed system is a collection of processors that do not share

memory or a clock. Instead, each processor has its own local memory,
and the processors communicate with each other through various
communication lines, such as high speed buses or telephone lines.
Distributed systems vary in size and function. They may involve
microprocessors, workstations, minicomputers, and large general
purpose computer systems.

The processors in the system are connected through a communication

network, which can be configured in a number of different ways. The
network may be fully or partially connected. The communication

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network design must consider routing and connection strategies, and the
problems of connection and security.

A distributed system provides the user with access to the various

resources the system maintains. Access to a shared resource allows
computation speed-up, data availability, and reliability.

3.4.8 Command Interpreter System

One of the most important components of an operating system is its

command interpreter. The command interpreter is the primary interface
between the user and the rest of the system.

Many commands are given to the operating system by control

statements. When a new job is started in a batch system or when a user
logs in to a time-shared system, a program which reads and interprets
control statements is automatically executed. This program is variously
called (1) the control card interpreter, (2) the command line interpreter,
(3) the shell (in UNIX), and so on. Its function is quite simple: get the
next command statement, and execute it.

The command statement themselves deal with process management, I/O

handling, secondary storage management, main memory management,
file system access, protection, and networking.

Fig.10: Relationship between the operating system and other

components of the computer system

4.0 CONCLUSION

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Operating system occupies a central place in computer operations. It

manages the hardware, other software, the computer peripherals and the
user. Operating systems have also evolved in line with the evolutionary
trends in computers. This has led to a variety of types of operating
systems. This and other issues relating to operating system have been
discussed in this unit.

5.0 SUMMARY

In this unit we have examined the following:

• The operating system as the executive manager of the computer

• Types of operating systems
• Functions of the operating system.

6.0 TUTOR-MARKED ASSIGNMENT

1. Discuss the role of the operating system in a computing

environment.
2. Differentiate between the multi-user operating system and the
network operating system.
3. What is the function of the command interpreter in an operating
system?

7.0 REFERENCES/FURTHER READINGS

Akinyokun, O.C. (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A. Obe, O.O. Ojokoh, B.A., and

Oluwadare S.A. (2006). Introduction to Computing: A Practical
Approach. Akure: Tom- Ray Publications.

Silberschatz, A., Galvin, P., and Gagyne, G. (2000). Applied Operating

System Concepts (1st ed). New York: John Wiley and Sons Inc.

Harvey Katzan, Jr. (1986). Operating System: A Pragmatic Approach,

(2nd ed). New Delhi: CBS Publishers and Distributors.

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UNIT 2 COMPUTER SOFTWARE (2)

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Language Translator
3.2 Utility Software
3.3 Application Software
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings

1.0 INTRODUCTION

In unit 2, we discussed, in detail, the operating system as the executive

manager of the computer, its peripheral devices and the users. In this
unit, we shall look at other types of software such as utility programs
and the application programs.

2.0 OBJECTIVES

At the end of this unit you should be able to:

• conclude our discussion of system software with language translators

• discuss different categories of utility programs and application
programs in greater detail.

3.0 MAIN CONTENT

3.1 Language Translators

A programming language is a set of notations in which we express our

instructions to the computer. At the initial stage of computer
development, programs were written in machine language conducting
the binary system i.e. 0 and 1. Such programs were hard to write, read,
debug and maintain. In an attempt to solve these problems, other
computer languages were developed. However, computers can run
programs written only in machine language. There is therefore the need
to translate programs written in these other languages to machine
language. The suites of languages that translate other languages to
machine language are called language translators. The initial program
written in a language different from machine language is called the

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source program and its equivalent in machine language is called object

program.

Three examples of classes of language translators are assemblers,

interpreters and compilers.

1. Assemblers: An assembler is a computer program that accepts a

source program in assembly language program and reads and
translates the entire program into an equivalent program in
machine language called the object program or object code. Each
machine has its own assembly language, meaning that the
assembly language of one machine cannot run on another
machine.

2. Interpreters: An interpreter is a program that accepts program

from a source language, reads, translates and executes it, line by
line, into machine language.

3. Compilers: A compiler is a computer program that accepts a

source program in one high-level language, reads and translates
the entire user’s program into an equivalent program in machine
language, called the object program or object code.

The stages in compilation include:

• Lexical analysis
• Syntax analysis
• Semantic analysis
• Code generation

For each high-level language, there are different compilers. We can

therefore talk of COBOL Compilers, FORTRAN Compilers, BASIC
Compilers, etc. A compiler also detects syntax errors, that is, errors
that arise from the use of the language. Compilers are portable, i.e. a
COBOL Compiler on one machine can run on a different machine with
minimum changes.

3.3 Utility Software

This is a set of commonly used programs in data processing

departments, also called service or general-purpose programs. They
perform the following operations.

• File Conversion: This covers data transfer from any medium to

another, making an exact copy or simultaneously editing and
validating. For example, copying from a hard disk to a diskette.

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• File Copy: It makes an exact copy of a file from one medium to

another or from an area of a medium to another area of the same
medium.

• Housekeeping Operations: These include programs to clear areas of

storage, writing file labels and updating common data. They are not
involved in solving the problem in hand. They are operations that
must be performed before and after actual processing.

3.3 Application Software

Application software is a set of programs designed to solve problems of

a specific nature. It could either be supplied by the computer
manufacturer, or in some cases, the users produce their own application
program called user programs. Hence, application software could be
subdivided into two classes, namely; generalized software and user-
defined software.

Under generalised software, we have as examples: Word Processing

Programs e.g. Word Perfect, Word Star, Microsoft Word. Also included
are Desktop Publishing e.g. Ventura, PageMaker, CorelDraw, likewise
the Spreadsheet program e.g. LOTUS 1,2,3, Excel, Super-Q. Under the
user-defined, software, we could have some user-defined packages for a
particular company or organisation, for accounting, payroll or some
other specialised purposes.

• The Word Processor: A word processor is used to create, edit, save

and print reports. It affords the opportunity to make amendments
before printing is done. During editing a character, word, sentence
or a number of lines can be removed or inserted as the case may be.
Another facility possible is spell checking. A document can be
printed as many times as possible. Word processors are mainly used
to produce letters, mailing lists, labels, greeting cards, business
cards, reports, manuals and newsletters. Examples are: WordPerfect,
WordStar, Display Writer, Professional Writer, LOTUS Manuscript,
Ms-Word, LOCO Script and MM Advantage II etc.

• The Spreadsheet: This is an application mainly designed for

numerical figures and reports. Spreadsheets contain columns and
rows, in which numbers can be entered. It is possible to change
numbers before printing is done. Other features of spreadsheets are
the ability to use formulas to calculate, use sum and average
function, ability to perform automatic recalculation, and the capacity
to display reports in graphical modes. The spreadsheet is used for
budgets, tables, cost analysis, financial reports, tax and statistical

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analysis. Examples are: LOTUS 123, Supercalc, MS Multiplan,

MS-Excel, VP Planner etc.

• Integrated Packages: They are programs or packages that perform

a variety of different processing operations using data that is
compatible with whatever operation is being carried out. They
perform a number of operations like word processing, database
management and spread sheeting. Examples are: Office Writer,
Logistic Symphony, Framework, Enable, Ability, Smart Ware II, and
Microsoft Works V2.

• Graphic Packages: These are packages that enable you to bring out
images, diagrams and pictures. Examples are PM, PM Plus, Graphic
Writer, Photoshop.

• Database Packages: These are software for designing, setting up

and subsequently managing a database. (A database is an organised
collection of data that allows for modification, taking care of
different users view). Examples are Dbase II, III, IV, FoxBASE,
Base Data Perfect, Paradox III, Revelation Advanced and MS-
Access.

• Statistical Packages: These are packages that can be used to solve

statistical problems, e.g. Stat Graphical, and SPSS (Statistical
Packages for Social Scientists).

• Desktop Publishing: These are packages that can be used to

produce books and documents in standard form. Examples are
PageMaker, Ventura, Publishers, Paints Brush, Xerox Form Base,
News Master II, and Dbase Publisher.

• Game Packages: These are packages that contain a lot of games for
children and adults. Examples are Chess, Scrabble, Monopoly, Tune
Trivia, Star Trek 2, California Game, Soccer Game, War Game, Spy
Catcher and Dracula in London.

• Communication Packages: Examples are Carbon Plus, Data Talk

V3.3, Cross Talk, SAGE Chit Chat and Data Soft.

There are so many packages around, virtually for every field of study
but these are just to mention a few of them. Advantages of these
packages include that they are quicker to and cheaper implement, time
saving, minimum time for its design, they have been tested and proven
to be correct, they are usually accompanied by full documentation, and
are also very portable.
User Programs

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This is a suite of programs written by programmers for computer users.

They are required for the operation of their individual business or tasks.
An example is a payroll package developed for the salary operation of a
particular company.

4.0 CONCLUSION

Apart from the operating systems, we need program translators for us to

be able to program and use the computer effectively. Since computers
do not understand natural languages, there is the need to have language
translators such as assemblers, interpreters and compilers. Utility
programs such as file conversion and scandisk, on the other hand, enable
us to maintain and enhance the operations of the computer. Application
and user programs such as word processors, spreadsheet and the like
help us to perform specific tasks on the computer. These have been
discussed in this unit.

5.0 SUMMARY

In unit, we have discussed the following:

• Language translators such as the assembler, interpreters and the

compilers.
• Utility programs such as file conversion, file copy programs, and
house keeping programs such as scandisk.
• Application programs such as word processors, spreadsheets and
statistical packages.

6.0 TUTOR-MARKED ASSIGNMENT

You have just been appointed as a consultant to a firm that is about to

procure computing hardware and software. Recommend different
categories of application packages that would be necessary for the
smooth operations of the firm. Justify the need for each item
recommended.

7.0 REFERENCES/FURTHER READINGS

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Akinyokun, O.C. (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A., Obe, O.O. Ojokoh, B.A. and Oluwadare
S.A., (2006). Introduction to Computing: A Practical Approach.
Akure: Tom-Ray Publications.

Francis Scheid (1983). Schaum’s Outline Series: Introduction to

Computer Science. Singapore: McGraw-Hill Book Company.

Tunji and Dokun (1993). Data Processing, Principles and Concepts.

Lagos: Informatics Books.

MODULE 4 PROGRAMMING THE COMPUTER

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Unit 1 Computer Languages

Unit 2 Basic Principles of Computer Programming
Unit 3 Flowcharts and Algorithms

UNIT 1 COMPUTER LANGUAGES

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 An Overview of Computer- Programming Language
3.2 Types of Programmes, Language
3.2.1 Machine Language
3.2.2 Assembly (Low Level) Language
3.2.3 High Level Language
3.2.4 High Level Language
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings

1.0 INTRODUCTION

In this unit, we shall take a look at computer programming with

emphasis on:

a. The overview of computer programming languages.

b. Evolutionary trends of computer programming languages.
c. Programming computers in a Beginner All-Purpose Symbolic
Instruction Code (BASIC) language environment.

2.0 OBJECTIVES

At the end of this unit you should be able to provide background

information about programming the computer.

3.0 MAIN CONTENT

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3.1 An Overview of Computer Programming Languages

Basically, human beings cannot speak or write in computer language,

and since computers cannot speak or write in human language, an
intermediate language had to be devised to allow people to communicate
with the computers. These intermediate languages, known as
programming languages, allow a computer programmer to direct the
activities of the computer. These languages are structured around a
unique set of rules that dictate exactly how a programmer should direct
the computer to perform a specific task. With the powers of reasoning
and logic of human beings, there is the capability to accept an
instruction and understand it in many different forms. Since a computer
must be programmed to respond to specific instructions, instructions
cannot be given in just any form. Programming languages standardise
the instruction process. The rules of a particular language tell the
programmer how the individual instructions must be structured and what
sequence of words and symbols must be used to form an instruction.

• An operation code
• Some operands.

The operation code tells the computer what to do such as add, subtract,
multiply and divide. The operands tell the computer the data items
involved in the operations. The operands in an instruction may consist
of the actual data that the computer may use to perform an operation, or
the storage address of data. Consider for example the instruction: a = b
+ 5. The ‘=’ and ‘+’ are operation codes while ‘a’, ‘b’ and ‘5’ are
operands. The ‘a’ and ‘b’ are storage addresses of actual data while ‘5’
is an actual data.

Some computers use many types of operation codes in their instruction

format and may provide several methods for doing the same thing.
Other computers use fewer operation codes, but have the capacity to
perform more than one operation with a single instruction. There are
four basic types of instructions, namely:

(a) input-output instructions;

(b) arithmetic instructions;
(c) branching instructions; and
(d) logic instructions.

An input instruction directs the computer to accept data from a specific

input device and store it in a specific location in the store. An output
instruction tells the computer to move a piece of data from a computer
storage location and record it on the output medium.

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All of the basic arithmetic operations can be performed by the computer.

Since arithmetic operations involve at least two numbers, an arithmetic
operation must include at least two operands.

Branch instructions cause the computer to alter the sequence of

execution of instruction within the program. There are two basic types
of branch instructions; namely unconditional branch instruction and
conditional branch instruction. An unconditional branch instruction or
statement will cause the computer to branch to a statement regardless of
the existing conditions. A conditional branch statement will cause the
computer to branch to a statement only when certain conditions exist.

Logic instructions allow the computer to change the sequence of

execution of instruction, depending on conditions built into the program
by the programmer. Typical logic operations include: shift, compare
and test.

3.2 Types of Programming Language

The effective utilisation and control of a computer system is primarily

through the software of the system. We note that there are different
types of software that can be used to direct the computer system.
System software directs the internal operations of the computer, and
applications software allows the programmer to use the computer to
solve user made problems. The development of programming
techniques has become as important to the advancement of computer
science as the developments in hardware technology. More
sophisticated programming techniques and a wider variety of
programming languages have enabled computers to be used in an
increasing number of applications.

Programming languages, the primary means of human-computer

communication, have evolved from early stages where programmers
entered instructions into the computer in a language similar to that used
in the application. Computer programming languages can be classified
into the following categories:

(a) Machine language

(b) Assembly language
(c) High level symbolic language
(d) Very high level symbolic language

3.2.1 Machine Language

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The earliest forms of computer programming were carried out by using

languages that were structured according to the computer stored data,
that is, in a binary number system. Programmers had to construct
programs that used instructions written in binary notation 1 and 0.
Writing programs in this fashion is tedious, time-consuming and
susceptible to errors.

Each instruction in a machine language program consists, as mentioned

before, of two parts namely: operation code and operands. An added
difficulty in machine language programming is that the operands of an
instruction must tell the computer the storage address of the data to be
processed. The programmer must designate storage locations for both
instructions and data as part of the programming process. Furthermore,
the programmer has to know the location of every switch and register
that will be used in executing the program, and must control their
functions by means of instructions in the program.

A machine language program allows the programmer to take advantage

of all the features and capabilities of the computer system for which it
was designed. It is also capable of producing the most efficient program
as far as storage requirements and operating speeds are concerned. Few
programmers today write applications programs in machine language.
A machine language is computer dependent. Thus, an IBM machine
language will not run on NCR machine, DEC machine or ICL machine.
A machine language is the First Generation (computer) Language (IGL).

3.2.2 Assembly (Low Level) Language

Since machine language programming proved to be a difficult and

tedious task, a symbolic way of expressing machine language
instructions is devised. In assembly language, the operation code is
expressed as a combination of letters rather than binary numbers,
sometimes called mnemonics. This allows the programmer to remember
the operations codes easily than when expressed strictly as binary
numbers. The storage address or location of the operands is expressed
as a symbol rather than the actual numeric address. After the computer
has read the program, operations software are used to establish the
actual locations for each piece of data used by the program. The most
popular assembly language is the IBM Assembly Language.

Because the computer understands and executes only machine language

programs, the assembly language program must be translated into a
machine language. This is accomplished by using a system software
program called an assembler. The assembler accepts an assembly
language program and produces a machine language program that the
computer can actually execute. The schematic diagram of the

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 AGE 202 INTRODUCTION TO COMPUTER SCIENCE

translation process of the assembly language into the machine language

is shown in fig.9.1. Although, assembly language programming offers
an improvement over machine language programming, it is still an
arduous task, requiring the programmer to write programs based on
particular computer operation codes. An assembly language program
developed and run on IBM computers would fail to run on ICL
computers. Consequently, the portability of computer programs in a
computer installation to another computer installation which houses
different makes or types of computers were not possible. The low level
languages are, generally, described as Second Generation (Computer)
Language (2GL).

Low Level
Language Assembler Machine Language Operating System
Program Program

Store
Fig.11: The assembly language program translation process

3.2.3 High Level Language

The difficulty of programming and the time required to program

computers in assembly languages and machine languages led to the
development of high-level languages. The symbolic languages,
sometimes referred to as problem oriented languages reflect the type of
problem being solved rather than the computer being used to solve it.
Machine and assembly language programming is machine dependent but
high level languages are machine independent, that is, a high-level
language program can be run on a variety of computers.

While the flexibility of high level languages is greater than that of

machine and assembly languages, there are close restrictions in exactly
how instructions are to be formulated and written. Only a specific set of
numbers, letters, and special characters may be used to write a high level
program and special rules must be observed for punctuation. High level
language instructions do resemble English language statements and the
mathematical symbols used in ordinary mathematics. Among the
existing and popular high level programming languages are Fortran,
Basic, Cobol, Pascal, Algol, Ada and P1/1. The schematic diagram of
the translation process of a high level language into the machine
language is shown in fig.9.2. The high level languages are, generally,
described as Third Generation (Computer) Language (3GL).

Low Level
Language Compiler Machine Language
Operating System
Program Program

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Store

Fig. 12: The high level language program translation process

The general procedure for the compilation of a computer program coded

in any high level language is conceptualised in Fig. 13.

Main Memory Specific

Compiler

Source code in Object Code

High Level Language

Machine
Code
Link
Loader

Library Subroutines
Subroutines

Fig. 13: General procedure for compiling a high level language

program

3.2.4 Very High Level Language

Programming aids or programming tools are provided to help

programmers do their programming work more easily. Examples of
programming tools are:

• Program development systems that help users to learn programming,

and to program in a powerful high level language. Using a computer
screen (monitor) and keyboard under the direction of an interactive
computer program, users are helped to construct application
programs.
• A program generator or application generator that assists computer
users to write their own programs by expanding simple statements
into program code’.
• A database management system
• Debuggers that are programs that help the computer user to locate
errors (bugs) in the application programs they write.
The very high level language generally described as the Fourth
Generation (computer) Language (4GL), is an ill-defined term that

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 AGE 202 INTRODUCTION TO COMPUTER SCIENCE

refers to software intended to help computer users or computer

programmers to develop their own application programs more quickly
and cheaply. A 4GL, by using a menu system for example, allows users
to specify what they require, rather than describe the procedures by
which these requirements are met. The detailed procedure by which the
requirements are met is done by the 4GL software which is transparent
to the users.

A 4GL offers the user an English-like set of commands and simple

control structures in which to specify general data processing or
numerical operations. A program is translated into a conventional high-
level language such as COBOL, which is passed to a compiler. A 4GL
is, therefore, a non-procedural language. The program flows are not
designed by the programmer but by the fourth generation software itself.
Each user request is for a result rather than a procedure to obtain the
result. The conceptual diagram of the translation process of very high
level language to machine language is given Fig.14.

4GL Translator High Level Compiler

4GL Program
Language Program

Machine Language Operating

Program System

Fig. 14: The program translation process

The 4GL arose partly in response to the applications backlog. A great

deal of programming time is spent maintaining and improving old
programs rather than building new ones. Many organisations, therefore,
have a backlog of applications waiting to be developed. 4GL, by
stepping up the process of application design and by making it easier for
end-users to build their own programs, helps to reduce the backlog.

4.0 CONCLUSION

Computer programming languages are means by which programmers

manipulate the computer. The programming languages emanate from
the need to program the computer in languages that would be easy for
non-experts to understand and to reduce the enormity of tasks involved
in writing programs in machine code. Programming languages have

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evolved from the machine language to assembly language, high level

language and very high level programming language.

5.0 SUMMARY

We summarise the study of computer programming language as follows:

• Machine language is the binary language and it is made up of only 0s

and 1s which represent the ‘off’ and ‘on’ stages of a computer’s
electrical circuits.

• Assembly language has a one-to-one relationship with machine

language, but uses symbols and mnemonics for particular items.
Assembly language, like machine language, is hardware specific, and
is translated into machine language by an assembler.

• High level languages are usable on different machines and are

designed for similar applications rather than similar hardware. They
are procedural in that they describe the logical procedures needed to
achieve a particular result. High level languages are translated into
machine language by a compiler or an interpreter.

• In a high level language one specifies the logical procedures that

have to be performed to achieve a result. In a fourth generation
language, one needs to simply define the result one wants, and the
requisite program instructions will be generated by the fourth
generation software. Fourth generation languages are used in fourth
generation systems in which a number of development tools are
integrated in one environment.

6.0 TUTOR-MARKED ASSIGNMENT

1. What are computer programming languages?

2. Explain the following terms: machine language, source code,
assembler, and compiler.

7.0 REFERENCES/FURTHER READINGS

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

Akinyokun, O.C. (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A. Obe, O.O. Ojokoh, B.A., and Oluwadare
S.A. (2006). Introduction to Computing: A Practical Approach.
Akure: Tom- Ray Publications.

Francis Scheid (1983). Schaum’s Outline Series: Computers and

Programming. Singapore: McGraw-Hill Book Company.

Chuley, J.C. (1987). Introduction to Low Level Programming for

Microprocessors. Macmillan Education Ltd.

Holmes, B.J. (1989). Basic Programming, 3rd (ed) ELBS.

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UNIT 2 BASIC PRINCIPLES OF COMPUTER

PROGRAMMING

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Problem Solving with the Computer
3.2 Programming Methodology
3.3 Stages of Programming
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings

1.0 INTRODUCTION

Computer programming is both an art and a science. In this unit you wil
be exposed to some arts and science of computer programming,
including principles of programming and stages of programming.

2.0 OBJECTIVES

At the end of this unit you should be able to:

• state the principles of computer programming

• explain the stages involved in writing computer programs.

3.0 MAIN CONTENT

3.1 Problem Solving With the Computer

The computer is a general-purpose machine with a remarkable ability to

process information. It has many capabilities, and its specific function
at any particular time is determined by the user. This depends on the
program loaded into the computer memory being utilised by the user.

There are many types of computer programs. However, the programs

designed to convert the general-purpose computer into a tool for a
specific task or applications are called “Application programs”. These
are developed by users to solve their peculiar data processing problems.
Computer programming is the act of writing a program which a
computer can execute to produce the desired result. A program is a
series of instructions assembled to enable the computer to carry out a

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specified procedure. A computer program is the sequence of simple

instructions into which a given problem is reduced and which is in a
form the computer can understand, either directly or after interpretation.

3.4 Programming Methodology

Principles of Good Programming

It is generally accepted that a good computer program should have the

characteristics shown below:

• Accuracy: The program must do what it is supposed to do correctly

and must meet the criteria laid down in its specification.
• Reliability: The program must always do what it is supposed to do,
and never crash.
• Efficiency: Optimal utilisation of resources is essential. The
program must use the available storage space and other resources in
such as way that the system speed is not wasted.
• Robustness: The program should cope with invalid data and not
stop without an indication of the cause of the source of error.
• Usability: The program must be easy enough to use and be well
documented.
• Maintainability: The program must be easy to amend, having good
structuring and documentation.
• Readability: The code of a program must be well laid out and
explained with comments.

3.3 Stages of Programming

The preparation of a computer program involves a set of procedure.

These steps can be classified into eight major stages, viz

(i) Problem definition

(ii) Devising the method of solution
(iii) Developing the method using suitable aids, e.g. pseudo code or
flowchart.
(iv) Writing the instructions in a programming language
(v) Transcribing the instructions into “machine sensible” form
(vi) Debugging the program
(vii) Testing the program
(viii) Documenting all the work involved in producing the program.

(i) Problem definition

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The first stage requires a good understanding of the problem. The

programmer (i.e. the person writing the program) needs to thoroughly
understand what is required of a problem. A complete and precise
unambiguous statement of the problem to be solved must be stated.
This will entail the detailed specification which lays down the input,
processes and output required.

(ii) Devising the method of solution

The second stage involved is spelling out the detailed algorithm. The
use of a computer to solve problems (be it scientific or business data
processing problems) requires that a procedure or an algorithm be
developed for the computer to follow in solving the problem.

(iii) Developing the method of solution

There are several methods for representing or developing methods used

in solving a problem. Examples of such methods are: algorithms,
flowcharts, pseudo code, and decision tables.

(iv) Writing the instructions in a programming language

After outlining the method of solving the problem, a proper

understanding of the syntax of the programming language to be used is
necessary in order to write the series of instructions required to get the
problem solved.

(v) Transcribing the instructions into machine sensible form

After the program is coded, it is converted into machine sensible form or

machine language. There are some manufacturers written programs that
translate users programs (source programs) into machine language
(object code). These are called translators and instructions that
machines can execute at a go, while interpreters accept a program and
execute it line-by-line.

During translation, the translator carries out syntax check on the source
program to detect errors that may arise from wrong use of the
programming language.

(vi) Program debugging

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A program seldomly executes successfully the first time. It normally

contains a few errors (bugs). Debugging is the process of locating and
correcting errors. There are three classes of errors.

• Syntax errors: Caused by mistake coding (illegal use of a feature of

the programming language).
• Logic errors: Caused by faulty logic in the design of the program.
The program will work but not as intended.

• Execution errors: The program works as intended but illegal input

or other circumstances at run-time makes the program stop. There
are two basic levels of debugging. The first level called desk
checking or dry running is performed after the program has been
coded and entered or key punched. Its purpose is to locate and
remove as many logical and clerical errors as possible.

The program is then read (or loaded) into the computer and processed by
a language translator. The function of the translator is to convert the
program statements into the binary code of the computer called the
object code. As part of the translation process, the program statements
are examined to verify that they have been coded correctly, if errors are
detected, a series of diagnostics referred to as an error message list is
generated by the language translator. With this list in the hand of the
programmer, the second level of debugging is reached.

The error message list helps the programmer to find the cause of errors
and make the necessary corrections. At this point, the program may
contain entering errors, as well as clerical errors or logic errors. The
programming language manual will be very useful at this stage of
program development.

After corrections have been made, the program is again read into the
computer and again processed by the language translator. This is
repeated over and over again until the program is error-free.

(vii) Program testing

The purpose of testing is to determine whether a program consistently

produces correct or expected results. A program is normally tested by
executing it with a given set of input data (called test data), for which
correct results are known.

For effective testing of a program, the testing procedure is broken into

three segments.

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a. The program is tested with inputs that one would normally expect
for an execution of the program.

b. Valid but slightly abnormal data is injected (used) to determine

the capabilities of the program to cope with exceptions. For
example, minimum and maximum values allowable for a sales-
amount field may be provided as input to verify that the program
processed them correctly.

c. Invalid data is inserted to test the program’s error-handling

routines. If the result of the testing is not adequate, then minor
logic errors still abound in the program. The programmer can use
any of these three alternatives to locate the bugs.

Other methods of testing a program for correctness include:

• Manual walk-through: The programmer traces the processing

steps manually to find the errors, pretending to be the computer,
following the execution of each statement in the program, noting
whether or not the expected results are produced.

• Use of tracing routines: If this is available for the language, this is

similar to (1) above but is carried out by the computer; hence it takes
less time and is not susceptible to human error.

• Storage dump: This is the printout of the contents of the

computer’s storage locations. By examining the contents of the
various locations, when the program is halted, the instruction at
which the program is halted can be determined. This is an important
clue to finding the error that caused the halt.

• Program documentation: Documentation of the program should be

developed at every stage of the programming cycle. The following
are documentations that should be done for each program.

(a) Problem Definition Step

• A clear statement of the problem

• The objectives of the program (what the program is to accomplish)
• Source of request for the program.
• Person/official authorising the request

(b) Planning the Solution Step

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• Flowchart, pseudo code or decision tables

• Program narrative
• Descriptive of input, and file formats

(c) Program source coding sheet

(d) User’s manual to aid persons who are not familiar with the
program to apply it correctly. The manual it contains a
description of the program and what it is designed to achieve.

(e) Operator’s manual to assist the computer operator to successfully

run the program. This manual contains:

(i) Instructions about starting, running and terminating the program.

(ii) Message that may be printed on the console or VDU (terminal)
and their meanings.
(iii) Setup and take down instruction for files.

Advantages of Program Documentation

a. It provides all necessary information for anyone who comes in

contact with the program.
b. It helps the supervisor in determining the program’s purpose,
how long the program will be useful and future revision that may
be necessary.
c. It simplifies program maintenance (revision or updating).
d. It provides information as to the use of the program to those
unfamiliar with it.
e. It provides operating instructions to the computer operator.

4.0 CONCLUSION

The intelligence of a computer derives to a large extent from the quality

of the programs. In this unit, we have attempted to present, in some
detail, the principles and the stages involved in writing a good computer
program.

5.0 SUMMARY

We have discussed the following:

• Principles of computer programming

• Stages of computer programming
• The interrelationship between different stages of programming.

6.0 TUTOR-MARKED ASSIGNMENT

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AGE 202 INTRODUCTION TO COMPUTER SCIENCE

1. Differentiate between program debugging and program testing.

2. What are the differences between syntax errors and logic errors?
Give examples of each.
3. Is it possible to detect logic errors during program compilation?
Explain the reason for your answer.

7.0 REFERENCES/FURTHER READINGS

Akinyokun, O.C. (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A., Obe, O.O. Ojokoh, B.A. and Oluwadare
S.A., (2006). Introduction to Computing: A Practical Approach.
Akure: Tom-Ray Publications.

Francis Scheid (1983). Schaum’s Outline Series: Introduction to

Computer Science. Singapore: McGraw-Hill Book Company.

Holmes, B.J. (1989). Basic Programming (3rd ed) ELBS.

Chuley, J.C. (1987). Introduction to Low Level Programming for

Microprocessors. Macmillan Education Ltd.

UNIT 3 FLOWCHARTS AND ALGORITHMS

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CONTENTS

1.0 Introduction
2.0 Objective
3.0 Main Content
3.1 Flowcharts
3.2 Flowchart Symbols
3.3 Guidelines for Drawing
3.4 Flowcharting the Problem
3.5 Algorithms
3.6 Pseudo Codes
3.7 Decision Tables
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings

1.0 INTRODUCTION

This unit introduces to the principles of flowcharts and algorithms. The

importance of these concepts is presented and the detailed steps and
activities involved are also presented.

2.0 OBJECTIVE

At the end of this unit you should be able to:

• explain the principles of good programming ethics through

flowcharting and algorithms.

3.0 MAIN CONTENT

3.1 Flowcharts

A flowchart is a graphical representation of the major steps of work in

process. It displays in separate boxes the essential steps of the program
and shows by means of arrows the directions of information flow. The
boxes, most often referred to as illustrative symbols, may represent
documents, machines or actions taken during the process. The area of
concentration is on where or who does what, rather than on how it is
done. A flowchart can also be said to be a graphical representation of an
algorithm, that is, it is a visual picture which gives the steps of an
algorithm and also the flow of control between the various steps.

3.2Flowchart Symbols

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Flowcharts are drawn with the help of symbols. The following are the
most commonly used flowchart symbols and their functions:

Symbols Function
Used to show the START or STOP
May show exit to a closed subroutine.
Terminator
Used for arithmetic calculations of process.
E.g. Sum = X + Y + Z

Used for Input and Output instructions,

PRINT, READ, INPUT AND WRITE.

Used for decision making. Has two or

more lines leaving the box. These lines are
labeled with different decision results, that
is,’ Yes’, ‘No’, ‘TRUE’ or ‘FALSE’ or
‘NEGATIVE’ or ‘ZERO’.

Used for one or more named operations or

program steps specified in a subroutine or
another set of flowchart.

Used for entry to or exit from another part

of flowchart. A small circle identifies a
junction point of the program

Used for entry to or exit from a page

Used to show the direction of travel. They are used

in linking symbols. These show operations sequence
and data flow directions.

Fig.15: Flowchart symbols and their functions

3.3 Guidelines for Drawing Flowcharts

• Each symbol denotes a type of operation: Input, Output, Processing,

Decision, Transfer or Branch or Terminal.
• A note is written inside each symbol to indicate the specific function
to be performed.
• Flowcharts are read from top to bottom.
• A sequence of operations is performed until a terminal symbol
designates the end of the run or “branch” connector transfers control.

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3.4 Flowcharting the Problem

The digital computer does not do any thinking and cannot make
unplanned decisions. Every step of the problem has to be taken care of
by the program. A problem which can be solved by a digital computer
need not be described by an exact mathematical equation, but it does
need a certain set of rules that the computer can follow. If a problem
needs intuition or guessing, or is so badly defined that it is hard to put
into words, the computer cannot solve it. You have to define the
problem and set it up for the computer in such a way that every possible
alternative is taken care of. A typical flowchart consists of special
boxes, in which are written the activities or operations for the solution of
the problem. The boxes, linked by means of arrows, show the sequence
of operations. The flowchart acts as an aid to the programmer, who
follows the flowchart design to write his programs.

3.5 Algorithms

Before a computer can be put to any meaningful use, the user must be
able to come out with or define a unit sequence of operations or
activities (logically ordered) which gives an unambiguous method of
solving a problem or finding out that no solution exists. Such a set of
operations is known as an ALGORITHM.

Definition: An algorithm, named after the ninth century scholar Abu

Jafar Muhammad Ibn Musu Al-Khowarizmi, is defined as follows:

• An algorithm is a set of rules for carrying out calculations either by

hand or a machine.
• An algorithm is a finite step-by-step procedure to achieve a required
result.
• An algorithm is a sequence of computational steps that transform the
input into the output.
• An algorithm is a sequence of operations performed on data that
have to be organised in data structures.
• An algorithm is an abstraction of a program to be executed on a
physical machine (model of computation).

The most famous algorithm in history dates well before the time of the
ancient Greeks: this is Euclids algorithm for calculating the greatest
common divisor of two integers. Before we go into some otherwise
complex algorithms, let us consider one of the simplest but common
algorithms that we encounter everyday.

The classic multiplication algorithm

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For example to multiply 981 by 1234, this can be done using two
methods (algorithms) viz:

a. Multiplication the American way:

Multiply the multiplicand one after another by each digit of the

multiplier taken from right to left.
981
1234

3924
2943
1962
981
1210554

b. Multiplication , the British way:

Multiply the multiplicand one after another by each digit of the

multiplier taken from left to right.
981
1234

981
1962
2943
3924
1210554

An algorithm therefore can be characterised by the following:

(i) A finite set or sequence of actions

(ii) This sequence of actions has a unique initial action
(iii) Each action in the sequence has unique successor
(iv) The sequence terminates with either a solution or a statement that
the problem is unresolved.

An algorithm can therefore be seen as a step-by-step method of solving

a problem.

Examples

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1. Write an algorithm to read values for three variables. U, V, and

W and find a value for RESULT from the formula: RESULT =
U + V2/W. Draw the flowchart.

Solution

Algorithm

(i) Input values for U, V, and W

(ii) Computer value for result
(iii) Print value of result
(iv) Stop

Flowchart

START

INPUT U,V,W

RESULT U+(V^2)/V

PRINT RESULT

STOP

2. Suppose you are given 20 numbers. Prepare the algorithm that

adds up these numbers and find the average. Draw the flowchart.

Solution

Algorithm

• Set up a Counter (1) which counts the number of times the loop is
executed. Initialise Counter (1) to 1.
• Initialize sum to zero.
• Input value and add to sum.
• Increment the counter (1) by 1.

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• Check how many times you have added up the number, if it is not up
to the required number of times, to step (iii).
• Compute the average of the numbers.
• Print the average.
• Stop.

START

1 1, SUM 0

INPUT 1

SUM SUM +1

1 1+1

IS
1<

AVE SUM/

PRINT AVE

STOP

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3. Prepare an algorithm that indicates the logic for printing the name
and telephone number for each female in a file (Code field is 2
for female). Draw the flowchart.

Solution

Algorithm

(i) Read a record

(ii) Determine if the record pertains to a female (that is, determine if
the code field is equal to 2).
(iii) If the code field is not equal to 2, then do not process this record
any further, since it contains data for a male. Instead, read the
next record; that is, go back to step (i).
(iv) If the record contains data for a female (that is, code is equal to
2), then print out the following fields: first name, last name,
telephone number.
(v) Go back to step (i) to read the next record.

Flowchart

START

READ & RECORD

NO

IS
CODE = 2
YES

PRINT FIRST NAM E,

LAST NAM E, TEL. NO

Note: Nothing indicates the end of records processing here.

4. Prepare an algorithm that prints name and weekly wages for each
employee out of 10 where name, hours worked, and hourly rate
are read in. Draw the flowchart.

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Solution

Algorithm

(i) Initialise Counter (A) to 1

(ii) Read name, hours and rate and number of workers
(iii) Let the wage be assigned the product of hours and rate
(iv) Print name and wages.
(v) Increment the counter (A) by 1.
(vi) Make a decision (Check how many times you have calculated the
wages).
(vii) Stop processing, if you have done it the required number of
times.

Flowchart

ST ART

A 1

INP UT NAME HRS, RAT E

WAGES HRS X RAT E

P RINT NAME WAGES

A A+1

YES
IS
A < = 10
NO

STOP

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3.6 Pseudocodes

A pseudocode is a program design aid that serves the function of a

flowchart in expressing the detailed logic of a program. Sometimes a
program flowchart might be inadequate for expressing the control flow
and logic of a program. By using Pseudocodes, program algorithms can
be expressed as English-language statements. These statements can be
used both as a guide when coding the program in a specific language
and as documentation for review by others. Because there is no rigid
rule for constructing pseudocodes, the logic of the program can be
expressed in a manner that does not conform to any particular
programming language. A series of structured words is used to express
the major program functions. These structured words are the basis for
writing programs using a technical term called “structure
programming”.

Example

Construct a pseudocode for the problem in the example above.

BEGIN
STORE 0 TO SUM
STORE 1 TO COUNT
DO WHILE COUNT not greater than 10
ADD COUNT to SUM
INCREMENT COUNT by 1
ENDWILE
END

3.7 Decision Tables

Decision tables are used to analyse a problem. The conditions applying

in the problem are set out and the actions to be taken, as a result of any
combination of the conditions arising are shown. They are prepared in
conjunction with or in place of flowcharts. Decision tables are a simple
yet powerful and unambiguous way of showing the actions to be taken
when a given set of conditions occur. Moreover, they can be used to
verify that all conditions have been properly catered for. In this way
they can reduce the possibility that rare or unforeseen combinations of
conditions will result in confusion about the actions to be taken.

Decision tables have standardised formats and comprise of four sections.

(α) Conditions Stub: This section contains a list of all possible

conditions which could apply in a particular problem.

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(β) Conditions Entry: This section contains the different

combination of the conditions, each combination being given a
number termed a ‘Rule’.

(χ) Action Stub: This section contains a list of the possible actions
which could apply for any given combinations of conditions.

(d) Action Entry: This section shows the actions to be taken for
each combination of conditions. Writing the instructions in a
programming language (program coding)

The instructions contained in the algorithm must be communicated to

the computer in a language it will understand before it can execute them.
The first step is writing these instructions in a programming language
(program coding). Program coding is the process of translating the
planned solution to the problems, depicted in a flowchart, pseudocode or
decision table, into statements of the program. The program flowchart,
pseudocode decision table as the case may be, is as a guide by the
programmer as he describes the logic in the medium of a programming
language. The coding is usually done on coding sheets or coding forms.

4.0 CONCLUSION

Flowcharts, decision tables, pseudocodes and algorithms are essential

ingredients to the writing of good programs. If they are done properly
they lead to a reduction in errors in programs. They help minimise the
time spent in debugging. In addition, they make logic errors easier to
trace and discover.

5.0 SUMMARY

This unit teaches that:

a. A flowchart is a graphical representation of the major steps of

work in process. It displays in separate boxes the essential steps
of the program and shows by means of arrows the directions of
information flow.
b. Decision tables are used to analyse a problem. The conditions
applying in the problem are set out and the actions to be taken, as
a result of any combination of the conditions arising, are shown.
c. A pseudocode is a program design aid that serves the function of
a flowchart in expressing the detailed logic of a program.
d. An algorithm is a set of rules for carrying out calculation either
by hand or a machine.

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6.0 TUTOR-MARKED ASSIGNMENT

1. Draw the flowchart of the program which prints each two-digit

odd number N, its square, and its cube.
2. Draw a flowchart to input the scores of a student in 8 courses and
find the average of the scores.

7.0 REFERENCES/FURTHER READINGS

Akinyokun, O.C. (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A., Obe, O.O. Ojokoh, B.A. and Oluwadare
S.A., (2006). Introduction to Computing: A Practical Approach.
Akure: Tom-Ray Publications.

Francis Scheid (1983). Schaum’s Outline Series: Introduction to

Computer Science. Singapore: McGraw-Hill Book Company.

Chuley, J.C. (1987). Introduction to Low Level Programming for

Microprocessors. Macmillan Education Ltd.

Gray, S. Popkin and Arthur H. Pike (1981). Introduction to Data

Processing with BASIC (2nded). Boston: Houghton Mifflin
Company.

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MODULE 5 COMPUTER APPLICATION

PROGRAMMING USING VISUAL BASIC

Unit 1 Programming in Visual Basic (1)

Unit 2 Visual Basic Project Window
Unit 3 Creating Menu Applications
Unit 4 Analysing Visual Basic Data

UNIT 1 PROGRAMMIMNG IN VISUAL BASIC (1)

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Learning to Run Visual Basic Applications
3.2 How to Design a Project from the Application Wizard
3.3 How to Create a Project from the New Project Window
3.4 Using the Toolbox
3.5 The Form Window
3.5.1 The Form Window Layout
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings

1.0 INTRODUCTION

Visual basic is an event driven language which has some features of

Object Oriented Programming (OOP). Actions are tied to the
occurrence of events, e.g. an action may be triggered by clicking the
mouse. This approach makes application programs more friendly and
natural to the end user. In this unit students are introduced to the concept
of working with graphical objects and the general visual basic
programming concepts.

2.0 OBJECTIVES

At the end of this unit you should be able to:

• work with graphical objects and general visual basic programming

concepts.
• design a project from the application wizard
• use the toolbox.

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3.0 MAIN CONTENT

3.1 Learning to Run Visual Basic Applications

These sessions will include learning how to work with graphical objects
in the visual basic environment and using general visual basic
programming concepts.

3.2 How to Design a Project from the Application Wizard

A project is a collection of files that make up your application. A single

application might consist of several files, and the project is the
collection of those files.

The application wizard can be selected from the New Project dialog box.
If you cancel the New Project dialog box, and then later want to start the
Application wizard, select File, New Project to display the New Project
dialog box once again. The screen you see looks like that in Figure 16.

Fig.16

When you select the icon labelled VB Application Wizard on the new
tab, the wizard begins its work. The interface type you select will
determine how your application will process multiple windows. See
Fig.17.

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Fig. 17

Fig.18

You can select the options you want your application’s menu to contain
as shown in Fig.18. The options are common Windows options found
on most Windows programs. The ampersand (&) next to a letter in a
menu name indicates the underscored accelerator key letter; in other
words, & New indicates that New appears on the menu and that the user
can select the option by pressing Alt+N.

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The next wizard screen, shown in Fig.19, lets you select the toolbar
buttons that your application will have. Click next to accept all the
default toolbar settings.

Fig. 19

The next wizard screen to appear is the Resource screen from which you
can select to use resources in your program. The next one is the Internet
Connectivity screen from which you can add an Internet interface to
your program if you want one. The next screen gives the option of
adding one of these standard screens to your application:

• Splash screen is an opening title screen that appears when your

application first begins.
• Login dialog is a dialog box that asks for the user’s ID and password
as part of application security that you can add.
• Options dialog is a tabbed blank dialog box from which your users
can specify attributes that you set up for the application.
• About box is a dialog box that appears when your users select Help,
About from the application menu.

You can also select a form template from here. A form template is a
model of a form that you can customise.

Click Next to get to the last screen and click the button labelled Finish to
instruct Visual Basic to complete your initial application.

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3.3 How to Create a Project from the New Project Window

The New Project Window appears when you first start Visual Basic or
when you select File, New Project. You will always need toolbars in
your project. Visual Basic has a total of four toolbars:

• Debug. This toolbar appears when you use the interactive debugging
tools to trace and correct problems.
• Edit. This toolbar aids your editing of Visual Basic codes.
• Form Editor. This toolbar helps you adjust objects on forms.
• Standard. This toolbar is the default toolbar that appears beneath
the menu bar.

You can display and hide these toolbars from the View, Toolbars menu.

3.4 Using the Toolbox

The Toolbox window differs from the toolbar. The toolbox is a

collection of tools that act as a repository of controls you can place on a
form. Fig.20 shows the most common collection of toolbox tools that
you’ll see.

Selection pointer Picture box

Label Text box
Frame Button
Check box Command button
Option button
Combo box List box
Horizontal scrollbar Vertical scrollbar
Timer Drive list box
Directory list box File list box

Shape Line
Image Data
OLE

Fig.20

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3.5 The Form Window

Most of your work goes on inside the Form window. You’ll design all
your application’s forms, which are the background windows that your
users see, in the central editing area where the Form window appears.
You can resize the Form window to make the windows you create in
your application as large or small as needed.

An application may contain multiple forms: you can display one or more
of those forms in their own Form window editing areas. Activate a form
by clicking a form by clicking anywhere within the window, or on the
title bar.

3.5.1 The Form Layout Window

The Form Layout window is an interesting little window connected

closely to the Form window, because the Form Layout window shows
you a preview of the Form window’s location.

4.0 CONCLUSION

Visual Basic programming language is one of the most popular

application programming languages which are easy to learn. Visual
Basic is event driven and has some attributes of Object Oriented
Programming. These attributes have made it one of the most preferred
languages in Windows environment.

5.0 SUMMARY

This unit teaches the following:

• The concept of working with graphical objects and the general

Visual Basic Programming concepts
• How to design a project from the application wizard
• How to use the toolbox.

6.0 TUTOR-MARKED ASSIGNMENT

1. What is a toolbox in the Visual Basic Programming

environment?
2. List and discuss the functions of ten items in the Visual Basic
toolbox

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7.0 REFERENCES/FURTHER READINGS

Akinyokun, O.C. (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A. Obe, O.O. Ojokoh, B.A., and Oluwadare
S.A.. (2006). Introduction to Computing: A Practical Approach.
Akure: Tom- Ray Publications.

Francis Scheid (1983). Schaum’s Outline Series: Computers and

Programming. Singapore: McGraw-Hill Book Company.

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UNIT 2 VISUAL BASIC PROJECT WINDOW

CONTENTS

1.0 Introduction
2.0 Objective
3.0 Main Content
3.1 The Project Window
3.2 The Properties Window
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References /Further Readings

1.0 INTRODUCTION

The Project window enables the user or programmer to navigate the

items created in a project such as the forms and modules. The properties
window on the other hand, helps the programmer to choose the
appropriate properties for an object. When you display the Properties
window for a control, you can modify its values. You can do that by
selecting the View option and then Properties window.

2.0 OBJECTIVE

At the end of this unit you should be able to:

• demonstrate mastery of the Visual Basic programming environment.

3.0 MAIN CONTENT

3.1 The Project Window

The Project window helps you to manage your application’s

components. It lists its components in a tree-structured listing. Related
objects appear together. You can expand or shrink the details by
clicking the plus sign next to the object labelled Forms, so that a list of
the current project’s forms will appear.
The following kinds of objects can appear in the Project window:

• Projects
• Forms
• Modules
• Class modules
• User controls

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• User documents
• Property pages

3.5 The Properties Window

A form can hold many controls. As you add controls to a form, you can
select a control by clicking the control. When you select a control, the
Properties window changes to list every property related to that control.
When you add a control to a Visual Basic application, Visual Basic sets
the control’s initial property values. When you display the Properties
window for a control, you can modify its values. You can do that by
selecting the view option and then Properties window.

Fig.21shows a Properties window listing some of the properties for a

Label control.

Fig.21

Example 1

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Create an application with three controls, a label, a command button and

an image control to look like what you have in Fig.22.

Fig. 22

Guide to the solution

To place a control on a form, click on the control’s icon on the toolbox

and move the crosshair mouse cursor to the form. As you drag the
mouse, Visual Basic draws the control’s outline on your form. When
you have drawn the control at its proper location and size, release the
mouse button to place the control at its proper location.

Assign the following property values to the application’s forms and

controls:

Control Property Property value

Form Max Button False

Label Alignment Centre
Label Name LblHappy
Label Caption Have a happy day!
Label Font Courier New
Label Font style Bold
Label Size 36
Label Left 1320
Label Height 1695

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Label Top 120

Label Width 4695
Image Name imgHappy
Image Stretch True
Command button Name cmdHappy
Command button Caption Click Here

While writing your application, you can run the application to see what
you have done by pressing F5.

You need to add some codes to finalise the application. Double click
the form somewhere on the grid inside the Form window to display the
code window. Add the codes shown in Fig.23.

To return to the Form window, click the Project window’s View Object
button.

Fig.23

Run your program and click the command button. An image like that
shown in Figure 13.2 appears. Save your project and click the Close
window to terminate the program. To save, Select File, Save Project.
The Save Project option saves every file inside your project as well as a
project description file with the filename extension, VBP. Visual Basic
asks first for the filename you want to assign to your form. Visual Basic
then asks for a project for the project description file. Answer No if
Visual Basic asks to add the project to the Source Safe library.

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Example 2

Create an application to look like what is shown in Fig.24 to include a

label, a textbox (where the secret characters will be entered), an image,
and two command buttons.

Fig. 24

Guide to the solution

Set these controls and properties on the form:

Control Property Name Property Value

Form Name frmPassword

Form Caption Try a password
Form Height 5610
Form Width 8475
Image Name imgPassword
Image Border Style 1-Fixed Single
Image Height 1890
Image Left 3000
Image Stretch True
Image Top 2640
Image Width 2295
Label Name lblPrompt
Label Border Style 1-Fixed Single
Label Caption Type the secret password below
Label Font MS Sans Serif
Label Font Size 14
Label Font Style Bold

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Label Height 855

Label Left 2520
Label Top 600
Label Width 3375
Text box Name txtPassword
Text box Height 375
Text box Left 3360
Text box PasswordChar *
Text box Text (Leave blank by clearing the default value)
Text box Top 1600
Text box Width 1695
Command button Name cmdTest
Command button Caption &Test Password
Command button Left 6360
Command button Top 3000
Command button #2Name cmdExit
Command button #2Caption E&xit
Command button #2Left 6360
Command button #2Top 3720

Add the following code seen on the screen in Fig.25 to activate the
password-based form:

Fig. 25

After running the application, you have what is shown in Fig.26 below:

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Fig.26

4.0 CONCLUSION

The Project window and the properties window are very important to
features of the Visual Basic programming environment that are of
immense importance to the programmer.

5.0 SUMMARY

We have studied the importance of the project window and the property
window.

6.0 TUTOR-MARKED ASSIGNMENT

.Create an application with three multiline text boxes. Make the text
boxes tall enough to display three or four lines of text. Give the first one
a vertical scrollbar, the second a horizontal scrollbar, and the third both
kinds of scrollbars. In all the three text boxes, supply the default text,
“Type here”. In addition to the text boxes, include an Exit command
button, so the user can press Alt+X to terminate the program.

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7.0 REFERENCES/FURTHER READINGS

Akinyokun, O.C. (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A., Obe, O.O. Ojokoh, B.A. and Oluwadare
S.A., (2006). Introduction to Computing: A Practical Approach.
Akure: Tom-Ray Publications.

Francis Scheid (1983). Schaum’s Outline Series: Introduction to

Computer Science. Singapore: McGraw-Hill Book Company.

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UNIT 3 CREATING MENU APPLICATIONS

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Creating Menu Applications
3.2 Adding a Pull-Down Menu
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References /Further Readings

1.0 INTRODUCTION

One of the basic features of the Graphical User Interface (GUI) is that it
enables the user to select the operations to be performed through menus
with the aid of the mouse. In this unit the student is introduced to the
rudiments of creating a menu application.

2.0 OBJECTIVES

At the end of this unit you should be able to identify the steps involved
in creating visual basic applications with menu.

3.0 MAIN CONTENT

3.1 Creating Menu Applications

You can generate menus for your applications using the application
wizard. After you click the menu options and submenus you want in
your applications, the Application wizard generates the appropriate
menu controls and places them in the generated application.

The Toolbox window does not contain any menu-creation tools.

Instead, Microsoft offers a special menu tool called the Menu Editor,
shown in Figure 14.1 that you use to create menus. From the Form
window, you can press Ctrl+E to display the Menu Editor.

The Menu Editor helps you design menus for your applications. In a
way, the Menu Editor acts as a Properties window for the menu bar
because you will designate the names of the menu controls as well as the
captions that the users see on the menus and other related information
from within the Menu Editor.

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Menu properties

Menu control list box

Fig.27

A menu bar offers a special kind of control that lets your select options
Menu bar
and issue commands.

Disabled options
Enabled options

Shortcut

Separator
Selected option
Checked Submenu
option

Fig.28

Fig. 28 displays the menu bar and its parts.

Practice creating menu applications with the following exercise.

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SELF-ASSESSMENT EXERCISE 1

Create an application with three menu options and a label. Your screen
should look like what you have in Fig. 29.

Fig.29

Guide to solution

To create the menu bar, click the form and press Ctrl+E to display the
Menu Editor.

• Type &File for the Caption field. As with all other Visual Basic
values, the ampersand indicates that the F will be the accelerator key
for the menu selection. As you type the caption, Visual Basic
displays the caption in the Menu control list box in the bottom half
of the Menu Editor.
• Press Tab to move to the Name field. Tab and Shift+Tab shift the
focus between the Menu Editor fields.
• Type mnuFile for the name of the first menu option.
• Leave all other fields alone and click the Next button to prepare for
the remaining menu bar options. The Next button lets the Menu
Editor know that you are through with the first option and want to
enter another.
• Type &Color for the next menu bar caption and type menuColor for
the name.
• Click Next to add the next item.

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• Type &Message for the third and final menu bar caption and type
menu Message for the caption. Your Menu Editor should look like
the one in Fig.30.

Fig.30

3.3Adding a Pull-Down Menu

You can either create pull-down menus as you build the menu bar or add
the menus later. If you create the complete menu bar first, however, as
you’ve done in this exercise, you’ll have to insert the menu options in
their respective locations when you are ready to add them. The Menu
Editor’s Insert button lets you do just that.

SELF-ASSESSMENT EXERCISE 2

.Add three checked options: Blue, Green, and Red, to the second menu,
Colour. These colors will be mutually exclusive; the label will not be
able to be all three colours at once, but only one colour at a time. Such
colours make perfect candidates for checked menu options. Your
application should like Figure 14.5 after running. Also, include a
submenu to the Message menu. Let it contain the checked messages
displayed in Figure 14.6 and include a separator bar as shown.

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Fig.31

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Fig.32

Follow these steps to do these:

• Open the Menu Editor

• Click the Message option in the Menu control list box to highlight
that option.
• Click the Insert button and right arrow button three times to add
three empty rows for the Color menu options.
• Highlight the first blank row where you’ll add the Blue option.
• Type &Blue for the caption and mnuColorBlue in the Name field.
When the user first runs the program, the Blue option will be
unchecked to indicate that Blue is not currently selected.
• Click Next to enter the next option.
• Type &Green for the caption and mnuColorGreen in the Name field
of the next option.
• Click Next to enter the next option.
• Type &Red for the caption and mnuColorRed for the name of the
next option.

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• The Red option is to be checked when the user first starts the
program. Therefore, click the Checked field to place the check mark
next to Red.
• Close the Menu Editor and run your application.
• To add the Message menu, display the Menu Editor and click the
row beneath &Message in the lower half of the Menu Editor to
prepare the Menu editor to receive the next option.
• Follow the steps as for the Color menu.
• To create the separator bar, after entering the first item, clicks Next
and type a single hyphen (-) for the caption (all separator bars have
this caption). Type mnuMessageSep1 as the separator bar’s name.
• Fix the other options appropriately and run the application.

To finalise the menu with a code:

• Open the code window and type the code shown in Figures 33 &34.
The code controls the label’s colour and contents.

Fig.33

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Fig.34

When the application is run, the screens look likethose in Figures 35 &
36. For Figure 35, colour blue was selected with the second message
“VB is Simple”.

Fig.35

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Fig.36

4.0 CONCLUSION

Menus make programs interactive and enable programs to be written in

modules.

5.0 SUMMARY

This unit shows how to create a menu application.

6.0 TUTOR-MARKED ASSIGNMENT

.Enumerate the steps involved in creating a menu application.

7.0 REFERENCES/FURTHER READINGS

Akinyokun, O.C. (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A., Obe, O.O. Ojokoh, B.A. and Oluwadare
S.A., (2006). Introduction to Computing: A Practical Approach.
Akure: Tom-Ray Publications.

Francis Scheid (1983). Schaum’s Outline Series: Introduction to

Computer Science. Singapore: McGraw-Hill Book Company.

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UNIT 4 ANALYSING VISUAL BASIC DATA

CONTENTS

1.0 Introduction
2.0 Objective
3.0 Main Content
3.1 Analysing Visual Basic Data
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings

1.0 INTRODUCTION

Here, you should learn more about the Code window, and practise your
programming skills on declaration of data, use of variables of different
data types, and the use of operators.

2.0 OBJECTIVE

At the end of this unit you should be able to:

• operate in the code window.

3.0 MAIN CONTENT

3.1 Analysing Visual Basic Data

Working inside the Code Window

The Code window contains several sections which include:

• The declarations section

• General-purpose procedures
• Event procedures

Figure 15.1 shows the declarations sections in the first set of codes.
After the first wrapper line, there is an event procedure, followed by
another one. General-purpose procedures can be meant to perform any
kind of function like computing some data, while event procedures will
be executed after the clicking of a mouse once or twice, the loading of a
form, or any other event.

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Fig.37

The output of the code displayed in Figure 37is shown in Figure 38.

Fig.38

More of use of variables, together with the control of programs with

conditional operators, logical operators and FOR DO loops, are
described in the Exercises below:

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SELF-ASSESSMENT EXERCISE 1

Write and run a Visual Basic Program to solve the Quadratic Equation
Problem, ax2+bx+c.

Solution

The code that provides the solution to the problem using the IF-THEN
statement, is shown in Figures 39 and 40. This contains statements
explaining most of the basic concepts a beginning VB Programmer
needs to know. The output of the program is displayed in Figure 41. As
can be seen, key words are in blue, comments are in green, while the
other codes are in black.

Fig.39

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Fig.40

Fig.41

Solving the same problem using SELECT CASE statement, we have the
codes displayed in Figure 42.

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Fig.42

SELF-ASSESSMENT EXERCISE 2

Write and Run a Visual Basic Payroll Program for 10 employees of a

company. The Gross pay sums the Basic pay, Housing allowance and
Professional allowance (where applicable). Workers’ Grade levels
range from 1 to 16. Housing allowance of workers is 30% of Basic pay
for workers on levels 8-16 and 40% for levels 1-7 workers. Transport
allowance is 20% of Basic pay for all workers. Hazard allowance is
15% of Basic pay for only levels 8-16 workers. The Net pay, which is
the take home pay, is the Gross pay – Tax (10% of Gross pay). Design a
form through which each worker’s data can be entered (to look like the
one displayed in Figure 43).

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Fig.43

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Fig.44

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Fig.45

4.0 CONCLUSION
The Code window is very important to visual basic programming. The
ability to write good programs depends to a large extent on its mastery.

5.0 SUMMARY

In this unit we have learnt how to program in the code window.

6.0 TUTOR-MARKED ASSIGNMENT

Using the code window, write a program to display the current time.

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7.0 REFERENCES/FURTHER READINGS

Akinyokun, O.C. (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A. Obe, O.O. Ojokoh, B.A., and Oluwadare
S.A.. (2006). Introduction to Computing: A Practical Approach.
Akure: Tom- Ray Publications.

Francis Scheid (1983). Schaum’s Outline Series: Computers and

Programming. Singapore: McGraw-Hill Book Company.

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MODULE 6 AREAS OF APPLICATION OF

COMPUTERS

Unit 1 Application of Computers in Education

Unit 2 Computer Applications in Business and Industry
Unit 3 Computer Applications in Government, Science,
Engineering, Transport, Communications, Recreation and
the Military

UNIT 1 APPLICATION OF COMPUTERS IN

EDUCATION

CONTENTS

1.0 Introduction
2.0 Objective
3.0 Main Content
3.1 Application of Computers in Education
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings

1.0 INTRODUCTION

The computer has become a universal tool for modern men and women.
Literacy today is not defined only in terms of the ability to read and/or
write but in addition, it includes the ability to use and communicate with
the aid of the computer. In the education sector, computers are being
used to promote teaching and learning.

2.0 OBJECTIVE

At the end of this unit you should be able to:

• identify some areas of application of computers in the in the field of

education.

3.0 MAIN CONTENT

3.1 Application of Computers in Education

The field of education provides the most fascinating application of the

computing system. This has consequently attracted considerable

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attention from educationists and policy makers since the late 1960s,
when computers were introduced into the classroom. The entry of the
computer into the classroom has now offered opportunities and
possibilities for students to develop their potential with computer-aided
instruction packages. A considerable number of fascinating and
entertaining educational computer software packages are now available
in almost every subject. These self-tutor instruction packages are well
designed to enable the user to learn at their own time, speed and
convenience. The role of the teacher here is that of a guide so that the
student can think more logically and can gain meaningful experience in
such structured situations, role playing and other well programmed
exercises so that the student can have a better understanding of the
interrelationships of variables to real life situations.

Apart from the use of the computer as an instructional aid, it is also used
in the execution of routine and administrative tasks such as the keeping
of academic and administrative records on admissions, examinations,
staffing and other routine functions.

The computer has also revolutionised the services rendered by libraries

to readers. A computer based on-line public access catalogue system
manages a search for materials using indices such as author’s name,
book title, subject and class mark. Readers using public terminals can go
through a menu-driven programme to find specific books or periodicals,
recall books on loans and also make requisitions for short loan items.

Furthermore, optical character reading devices are used to scan the bar
codes on readers’ library cards to offer a computer based issuing of
books to readers. A computer based security system is used to maintain
security services in libraries as well. In educational institutions such as
nursery schools, primary schools, secondary schools, polytechnics,
colleges of education and universities, the computer can be used for the
following:

• Computer aided self-tutored application packages.

• Computer instructional aids e.g. digital projectors.
• Microsoft PowerPoint application software for preparing slide
shows, speeches, seminars, workshops, lectures etc.
• Computer simulated graded exercises and group work.
• Computer-aided laboratory experiments and investigations.
• Computer-aided software packages for special students e.g. the
mentally/physically disabled (the blind, deaf etc), adults, KGs,
teenagers etc.
• Distant learning programmes e.g. sandwich programmes, through the
virtual library technology.
• Teleconferencing technology.

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• Placing and sourcing of educational materials/resources e.g. papers,

journals, newsletters, magazines, textbooks, and films, on the
Internet.
• Computerisation of library services to make cataloguing indexing,
retrieval, borrowing, return and other library services easier and
faster.
• Keeping the records of students, teachers and teaching facilities.
• Estimating the teacher-student ratio with a view to assessing the
adequacy of teaching and learning.
• Estimating the ratio of students to teachers and teachers to teaching
facilities with a view to assessing the adequacy of teaching and
learning.
• Timely generation of students’ examination results.
• Automatic generation of lecture and examination time tables.
• Aiding students to learn basic theoretical concepts. There are
currently, some computer aided learning software packages and
hardware devices that are readily available in the market.

4.0 CONCLUSION
Computers have been applied in virtually all fields of human endeavour.
This unit presents an overview of some of the key areas of its
application. The application of computers in education has been
discussed in detail.

5.0 SUMMARY
This unit gives detailed information on how the computer can be used to
advantage in the field of education.

6.0 TUTOR-MARKED ASSIGNMENT

You have just been appointed as the principal of a model secondary

school. Write a proposal to the school governing council on the areas of
application of computers to the operations of the school.

7.0 REFERENCES/FURTHER READINGS

Akinyokun, O.C. (1999). Principles and Practice of Computing
Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A. Obe, O.O. Ojokoh, B.A., and Oluwadare
S.A.. (2006). Introduction to Computing: A Practical Approach.
Akure: Tom- Ray Publication.

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Oliver E.C. and Chapman R.J. (1986). Data Processing,(7th ed). ELBS/
DP Publications.
UNIT 2 COMPUTER APPLICATIONS IN BUSINESS
AND INDUSTRY

CONTENTS

1.0 Introduction
2.0 Objective
3.0 Main Content
3.1 Business and Industry
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings

1.0 INTRODUCTION

In the early days of computing, computers were originally meant to

assist in scientific and engineering applications. Today, computers are
widely used to perform wide ranging tasks from routine accounting
operations to management decision making. Corporate operations are
becoming more complex and competitive, thus increasing the need to
produce and process more accurate and timely data both in quantity and
quality. More accurate, reliable and timely data are needed for corporate
planning, policy formulation and decision making.

2.0 OBJECTIVE

At the of this unit you should be able to

• highlight the areas of application of computer in business and

industry.

3.0 MAIN CONTENT

3.1 Business and Industry

The following areas of application of computer technology in business

will be discussed in detail:

• Payroll
• Inventory Control
• Auditing Operations
• Personnel Record Keeping

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• Preparation of Customer Utility Bills and Payment Orders

• Management Information System
• High Quality Production Controls
• Point of Sale Service
• Financial Market Transactions
• The Publishing Industry.

(i) Payroll

Payroll preparation is essentially a repetitive and routine task which has

to be done periodically for every single employee in an organisation at
particular points in time, whether weekly, fortnightly or monthly.
Payroll preparation is a work schedule which demands speed, accuracy,
carefulness and honesty. It involves making references to a number of
source documents which, by their nature, also require constant and
periodic updating.

These attributes obviously lend themselves to the use of computers

which have the capabilities to meet the challenging demands in payroll
preparation. These include the capability of the computer to:

• Handle the enormous amounts of information required in payroll

preparation.
• Store information and make the information available as and when it
is needed.
• Handle repetitive recurring tasks and check on its own work as a way
of controlling human errors.
• Provide a much better and reliable procedure for necessary security
checks to monitor and detect fraud and other malpractices.

Computer application in payroll preparation involves a number of

procedures which include the following:

• Updating the personal records of employees whenever new

appointments, resignations, terminations, dismissals and other
changes are made within a period of time.
• Computing wages and salaries for each individual worker based on
regular and overtime hours worked.
• Making deductions for income tax and for other payments such as
union dues and repayment of loans.
• Preparation of pay advice slips and cheques to employees and banks.
• Updating the master payroll file based on the records received from
the personnel department.
• Preparation of summary report and analysis for management.

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In addition to payroll preparation, the computer is also used for other

routine and repetitive book keeping and accounting operations involving
recording, classifying and summarising accounting data. This may
involve preparing and updating ledger and journal accounts, invoicing,
accounts receivable and payable. Other operations may also include
updating and preparing accounts on sales, purchases and inventory. The
computer is also used for the preparation and evaluation of the balance
sheet and statements of accounts and, preparation of dividends and
summary accounts for shareholders and management.

(ii) Inventory Control

An equally important business application of the computer is seen in the

execution of the important business function involved in maintaining a
desirable level of inventory in a business organisation. This is to ensure
that working capital is not unduly tied in stocks while at the same time
available stocks can meet the demands of continued production
processes. In this direction, the computer is used as a tool in updating
records of inventory and also in the preparation of forecasts and demand
predictions based on economic order quantity analysis and other
forecasting techniques.

(iii) Auditing Operations

The computer is used as a tool by auditors to report accurately on the

transaction register which constitutes the most crucial aspect in the audit
trail. With the aid of the computer, it is easier for auditors, in their
examination of the accounting records of a business, to trace routine
business operations so that variances can be detected and verified
accurately using various computer audit packages.

(iv) Management Information System

An equally challenging and revolutionary application of the computer in

business is the important role the computer-based Management
Information System (MIS) is playing in management decision making.
The computer is used as a tool for the online storage, retrieval,
processing and maintenance of corporate data meant to be shared by all
the users’ departments.

A Management Information System involves a computerised system of

data processing procedures which are integrated in an organisation to
provide accurate, complete, concise, timely and effective data which
management can use at various levels of decision making for planning,
organising, directing, controlling and monitoring procedures.

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Included in Management Information System to be used for the various

decision making procedures are a number of systems comprising:

• Controlling and operational planning support systems to deal with

day-to-day decisions involving routine processing and transaction
procedures.
• Tactical support systems to deal with short-run and middle level
management decisions.
• Strategic support systems to deal with corporate strategic and top
level management decisions.

With the aid of these support systems, data can be retrieved and
analysed on a continuous and timely basis to aid management decision
making and other management functions about sales, finances,
purchases, acquisition of plant and equipment, research, market analysis
and so on.

(v) Personnel Record Keeping

One of the important functions of the personnel department is to

maintain and continually update a master file and other records in the
personnel department in an organisation. The computer facilitates the
effective keeping of a comprehensive and up-to-date record of each
employee by providing a comprehensive database involving names,
addresses, ages, qualifications, marital status, salaries, dates of
promotion and so on.

By keeping such an up-to-date record, a steady flow of various reports

can be prepared at the appropriate time to provide the necessary data to
aid management decision making in areas such as appointments,
promotions, awards of incremental credits, leave periods, staff training,
staff development and so on. Furthermore, management can provide the
necessary accurate and up-to-date reports on a timely and continual
basis to facilitate payroll preparation and also to satisfy other mandatory
data requirements from data users such as governments, trade unions,
banks, credit unions and tax collectors.

(vi) Preparation of Customers’ Utility Bills

The routine and periodic preparation of customers utility bills,

particularly those based on meter readings for such utility services as
water, electricity, telephone and gas, demands accuracy and speed in
which the computer has proved very effective and efficient. With the aid
of the computer, accurate and up-to-date customer’s bills can be sent to
them periodically and in good time to enable settlement to be made.
Computers can be used to generate notices of defaulters. Equally

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important is the use of the computer to calculate dividend, pension and

other periodic payments as and when they become due.

(vii) High Quality Production Controls

Another important application of the computer which has proved very

beneficial in the world of business is the monitoring of production
processes so that high quality products and services are provided to
customers. Computer Aided Design (CAD) devices are used in the
design of products while computer monitored quality control procedures
are used in the production process to detect items that fail to meet the
approved quality standards and specifications. Such automated devices
are used in car assembly plants, oil refineries, manufacturing of drugs
and so on. Computer aided quality control devices are also used to
monitor weight, size, quantity, contents and other standard
specifications in the course of a manufacturing process.

(viii) Point of Sale Services

Check-out points in supermarkets and departmental stores are now

highly computerised to detect the prices of items. Magnetic Character
Readers are used to scan Universal Product Codes on items to provide
fast, efficient and satisfactory services to customers in commercial
transactions in retail outlets, departmental stores, libraries and other
point of sale services.

(ix) Financial Market Transactions

Computer application in the financial market is manifested in its use to

monitor financial market operations and to disseminate timely and up-
to-date information which are announced daily on the radio, television
or consumers’ magazines. Stock exchange centres are highly
computerised to provide accurate and up-to-date prices of stocks and
shares, and also to execute the buying and selling transactions that take
place in the markets. The computer has long been used to assess,
evaluate and monitor stock market prices. With the aid of the computer,
market trends are predicted with accuracy and investors are provided
with appropriate and up-to-date data to enable them to make intelligent
decisions, and also to guide them to manage their portfolios effectively.

Furthermore, the computer is used to calculate the foreign exchange

rates of major currencies as well as the prices of major commodities
such as gold, crude oil, cocoa, coffee, and other commodities that enter
into international trade. The computer is also used to provide accurate
and up-to-date information on interest rates, gilts and bonds to reflect
market trends. Computer application in business is further seen in its use

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in discounting bills and bonds and other financial market instruments to

their present values. Closely related to this is the use of the computer to
carefully monitor the movement of a basket of goods and services which
measures the rate of inflation in an economy, and which further provides
a barometer of the standard of living in a country.

Most banking operations are now highly computerised as a move to

provide fast, effective and efficient services to customers. These include
the use of Magnetic Ink Character Readers to process cheques and the
provision of Magnetic Credit Cards to customers to have access to funds
twenty-four hours a day at unattended automatic teller machines.
Customers also use their credit cards to open doors to some banking
houses to transact business. There are also Electronic Funds Transfer
terminals to perform automatic financial transactions at check out
counters in hotels, stores, airlines, railways and other terminals.

In the banking industry, the computer can also be used to:

• Keep the records of customers or clients’ accounts.

• Monitor, control and evaluate the transactions of the customers and
clients on their accounts.
• Reconcile accounts and assist in producing cashbook balances.
• Monitor, control and evaluate the bank or insurance company’s
revenue and expenditure.
• Automate the production of statements of account and assist in
generating correct addresses to which the statements of account
should be sent.

x) The Publishing industry

In the publishing industry, the computer is used in the following ways:

• Creative writing.
• Typesetting manuscripts.
• Drawing illustrations.
• Generating the table of contents and the index of a book
automatically.
• Generating the page size of a book and cut and paste illustrations
automatically.
• Processing images such as the scanning of pictures, and recording
them automatically in the computer store for future retrieval or
printing.
• Verification and validation of spellings.
• Assisting the writer of an article to identify words that have similar
meaning.

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4.0 CONCLUSION

Computer technology has changed the face of business and industry

through its various applications. Information and knowledge have
replaced capital and energy as the primary wealth-creating assets.
Information technology has transformed the way that business is
conducted, and the way the commodities of trade are transformed.
Discussions presented in this unit have brought to the fore some of the
areas of the application of computer in business and industry.

5.0 SUMMARY

In this unit, the following areas of application of computer technology in

business were discussed in detail:

• Payroll.
• Inventory Control.
• Auditing Operations.
• Personnel Record Keeping.
• Preparation of Customer Utility Bills and Payment Orders.
• Management Information System.
• High Quality Production Controls.
• Point of Sale Service.
• Financial Market Transactions.
• The Publishing Industry.

6.0 TUTOR-MARKED ASSIGNMENT

The banking industry in Nigeria has benefited immensely from

computer and information technology. Briefly discuss the various
applications of computer technology to Nigeria’s banking industry.

7.0 REFERENCES/FURTHER READINGS

Akinyokun, O.C. (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A., Obe, O.O. Ojokoh, B.A. and Oluwadare
S.A., (2006). Introduction to Computing: A Practical Approach.
Akure: Tom-Ray Publications.

Oliver E.C. and Chapman R.J. (1986). Data Processing, (7th ed). ELBS/
DP Publications.

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Tunji and Dokun (1993). Data Processing, Principles and Concepts.

Lagos: Informatics Books.

Richard H. Austin and Lillian Cassel (1986). Computers in Focus.

Monterey, California: Books/Cole Publication Company.

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UNIT 3 COMPUTER APPLICATIONS IN

GOVERNMENT, SCIENCE, ENGINEERING,
TRANSPORT, COMMUNICATIONS,
RECREATION AND THE MILITARY

CONTENTS

1.0 Introduction
2.0 Objective
3.0 Main Content
3.1 Science and Engineering
3.2 Marketing Departments
3.3 Agriculture
3.4 Law and Justice
3.5 Health Care
3.6 Transport and Communication
3.7 Government
3.8 The Military
3.9 Recreation, Amusement and Gaming
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings

1.0 INTRODUCTION

This unit discusses in detail the application of computers in the

following fields: science and engineering, health care, transport and
communication, recreation, government and the military.

2.0 OBJECTIVE

At the end of this unit you should be to:

• mention and explain the application of computers in more areas of

life than we have discussed before now.

3.0 MAIN CONTENT

3.1 Science and Engineering

Computers are commonly used to find accurate solutions to both

scientific and engineering problems. Weather forecasting has now
become a daily activity to which the computer has proved very useful in
providing information on the kind of weather we are likely to expect

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over a period of time. Such accurate predictions help the farmers, airline
operators, navigators and other activities which depend on the weather
for their operations. Computer aided critical path study is used to
monitor the optimum and efficient use of time, money, material and
human resources in the execution and implementation of projects. Such
critical path study is used successfully in various projects, for example,
the construction of roads, bridges, buildings, manufacturing, the conduct
of elections and sales campaigns.

Another scientific application of in computer is the monitoring and

simulation modelling techniques, to provide indicators as to how
systems such as the human body, economy, weather, demographic
variables and so on react to changes in situations. The application of
simulation techniques helps in taking decisions and precautions in
advance, in case there are repercussions help when the desired changes
are introduced in practical situations. Computers also help to design
buildings, roads, bridges, vehicles, aeroplanes, ships and complex
architectural, works computer. Prototyping is increasingly being used in
the construction of systems to minimise the financial losses in real life
situations.

The computer is also used to find solutions to very complex

mathematical and statistical computations at incredible speeds and
accuracy. Furthermore, various software packages are now increasingly
being developed to analyse surveyed data, construct live tables, perform
mortality demographic and other multivariate data analysis designed to
revolutionise scientific research and to find practical solutions to
complex, challenging and everyday life situations. We now outline the
use of the computer in the following specific areas, among others.

(i) Research Institutions

a) Evaluating, monitoring and controlling laboratory experiments.

b) Storing the readings obtained in laboratory experiments.
c) Standardising the readings obtained in laboratory experiments.
d) Tabulating or plotting the graph of the results obtained from
laboratory experiments.
e) Interpreting the results obtained from laboratory experiments.
f) Modelling and simulating systems.
g) Developing the prototypes of systems.

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(ii) Engineering and Architecture

a) Designing and drawing with very high precision, accuracy and at

minimum cost.
b) Modelling and simulating the behaviour of engineering or
architectural systems.
c) Developing the prototype of, say, an aircraft, a motor car, assembly
plant and so on. It is possible to test and monitor the performance of
these systems without serious financial commitments.
d) Fabricating, constructing and assembling the component parts of
machines such as motor cars, aircraft and engineering plants without
any hazards.

3.2.1 Marketing Departments

(a) Comparative analysis of products of two or more companies with
a view to predicting some areas of improvement.
(b) Market survey, statistical analysis of proportional market gains
and prediction of new market areas.
(c) Creation of consumer awareness and appreciation of products.

3.3 Agriculture
(a) Keeping records of soil, rainfall, weather conditions, land size,
crops, and chemicals and ultimately processing the records to
estimate soil fertility and yield per hectare over a number of
years.
(b) Keeping records, of poultry and animal husbandry farm with a
view to estimating the feed mix and environmental conditions
desirable for optimal yield.
(c) Assessing the behaviour patterns of farmers in a cooperative
venture, and assisting in matching the farmers that have identical
behaviour with a view to optimizing their productivity.

3.4 Law and Justice

(a) Modelling and simulating legislative procedures.
(b) Indexing, storage and retrieval of law reports.
(c) Indexing, storage and retrieval of court proceedings.
(d) Assisting the human experts in crime investigation.
(e) Statistical analysis of criminal and civil cases in the law court and
estimating the rate of growth.
(f) Assisting the court registrar in the allocation of cases to courts.
(g) Monitoring and evaluating congestion in police custody and
prisons.
(h) Identifying the causes of crime and assisting with the provision of
preventive and curative measures.

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3.5 Health Care

The delivery of health care facilities has been one of the notable areas in
which computer applications have proved most beneficial to mankind.
The computer is used to conduct fast and accurate laboratory tests for
blood, urine, stool and so on. The computer is used in the diagnosis and
physiological monitoring of patients’ life during surgical operation and
intensive care programmes. There is also a wide range of application
packages for the scientific preparation and administration of drugs, x-ray
techniques, blood bank management and so on. An equally important
application of the computer is the computer simulation provided in the
training of medical and paramedical staff and students.

Computers are being used to perform routine clerical functions in

hospitals such as keeping records of hospital admission and discharges,
administration of drugs and prescriptions and other hospital
administrative functions. Furthermore, the computer is used to provide a
data bank of medical history to meet the data needs of health insurance
schemes and vital health care statistical reports.

The summary that can be drawn about the use of computers in hospitals
is as follows:

(a) Keeping and reviewing in a timely, effective and efficient manner

the records of patients, staff, drugs and equipment.
(b) Monitoring the temperature, blood pressure, heartbeat and a host
of other parameters of patients, and raising the alarm when an
abnormal situation is about to occur.
(c) Assisting medical practitioners in the diagnosis of patients’
diseases.
(d) Assisting medical practitioners in the prescription of drugs to
patients, and ultimately the treatment of patients.
(e) Assisting medical practioners in the monitoring, controlling and
reviewing of basic health services, birth rate, death rate, and
outbreak of disease and a host of others.

3.6 Transport and Communication

The most dramatic computer application is witnessed in the transport

and communications sectors, with increased sophistication geared
towards making life easier and safer for mankind. Today, mankind
world-wide is linked by computer controlled orbiting communications
satellites. Telecommunications and computing are today electronically
linked together. As a result, information can now be transmitted around
the globe on the radio, television, telex, facsimile and so on through
microwave communication satellites.

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Man’s advancement in information technology has led to the

development of the popular computer controlled electronic mail service
which provides a more effective and efficient method of disseminating
information to users in a computer network environment. The electronic
mail service now provides faster, more convenient and cheaper
electronic flow of information than telephone, fax and telex
transmission.

Computer application in communications has led to the use of computer

terminals at home. This development enables viewers to read electronic
newspapers on television while the teletext provides computerised
information to viewers on events around the globe in the field of
politics, business, transport, sports, airlines, hotel reservations and many
others. The Cable News Network (CNN) is a practical example.

Computer application is now felt in traffic control and vehicle

maintenance. Traffic congestion in cities is monitored by computer
controlled traffic switching system which controls traffic flows.
Computer aided input devices in the form of railcards or tickets are used
to operate automatic gates in underground railway lines. When a ticket
coated with magnetic stripes is slotted downwards into a device, the gate
automatically opens for you to enter while you take your ticket. The
device will return your ticket if it is valid for another journey; if not, it
will keep the ticket and allow you to go. A passenger with an invalid
ticket is given a red message and there is no way he or she can enter
through the gate.

In the delivery of postal services, the computer is used to sort letters

according to post codes. In the field of aeronautics, computer
simulations are used to train pilots while air traffic movements are
monitored by computer controlled radars. The scheduling of trains,
subways, in real-time is also aided by sophisticated computer systems.
Another important computer application is the introduction of computer
devices to improve personal safety on aircraft and motor vehicles, and
also to detect engine faults and help in the maintenance of aircraft and
motor vehicles.

3.7 Government

The business of governance is serious business. In a multi-cultural,

multilingual, multi-ethnic, setting such as Nigeria, a lot of complex and
often conflicting variables interplay or are taken into consideration
before a broad-based decision can be taken. Computers can assist
government business in the following ways:

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(a) Planning
(b) Decision marking
(c) Policy formulation
(d) Monitoring and control of operations

The availability of data, timely access to the data and timely reporting
on the data are very crucial to the above listed business of government.
Computers can be used to:

(a) Keep accurate records of government assets and periodically

estimate the market value and insurance value.
(b) Keep accurate records of the population, behaviour patterns, and
consumption patterns of utilities, and estimate the distribution of
basic needs such as electricity, water, telephone and postal
services.
(c) Keep records of government revenue and expenditure and assist
government in monitoring, controlling and evaluating the revenue
and expenditure.
(d) Keep records of government employees with a view to:

(i) Preventing ghost workers

(ii) Estimating the strength of the human resources of
government
(iii) Producing statistical data on employees

(e) Issue identity cards to the citizens.

(f) Compile a broad-based and accurate voters register. This will
check the incidence of ghost voting, multiple voting and other
electoral malpractices, which have bedevilled the electoral
processes and stable polity in third world countries.
(g) Keep track of crime in society, thereby helping government
security agencies to check crime.
(h) Maintain the database of the mineral resources and other
resources of the nation.

3.8 The Military

One of the areas in which the computer has been applied intensively and
extensively is the military. The first generation of the modern computers
were designed and used during the First and Second World Wars. The
use of computers for processing data became more popular during these
periods due to the need to procure, store and process large volumes of
data. Over the years, the use of computers has transcended the
traditional role of “crunching numbers” to sophisticated applications.
Specifically, computers are being used in the following ways, in military
operations:

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• Training the personnel through the use of simulated war situations.

• Reconnaissance surveys.
• Automatic detection of mines.
• Monitoring and tracking of planes with a view to bringing down any
unauthorised plane flying in the nation’s airspace.
• Monitoring operations in the military base.
• Launching of missiles from distant military bases to the enemy
territory. Such missiles are programmed to ensure that only the
desired targets are hit.
• Manufacture of state-of-the-art military hardware and consumables.
• Communication and transmission of highly coded classified military
information.
• Military games, adventures and expeditions.
• Keeping records of military personnel and logistics.
• Keeping records of military assets – hardware
• Management of military stock with a view to maintaining war-ready
stock of materials, ammunition and assets at any point in time.
• Monitoring the environmental and storage conditions of lethar
weapons in order to prevent accidents, like sudden explosions caused
by improper storage.
• Generation and maintenance of necessary data that would enhance
planning, policy formulation, decision making and forecast.

3.9 Recreation, Amusement and Gaming

One of the major areas in which the computer has affected society
positively is in the area of recreation, amusement and gaming. “Allwork
and no play makes Jack a dull boy”. With increasing civilisation and
urbanisation, there is the need for people to relax and keep their mind
off the tension that is associated with daily activities.

Computer games help you to learn in private (even in the comfort of

your own room or office), keep you off the streets and arcades, reduce
tension and boredom, engage your mind with constructive things, and
teach you new skills.
There are different kinds of games examples of which are adventure
games, business games, war games, traditional games, and simulation
games.

4.0 CONCLUSION

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The computer, as a universal machine, is being applied to almost every

area of human activity. The discussions in this unit here, hopefully,
clearly demonstrate this assertion.

5.0 SUMMARY

In this unit, we have discussed in detail the application of computers in

the following fields:

(a) Science and Engineering

(b) Health Care
(c) Business and Industry
(d) Transport and Communications
(e) Recreation
(f) Government
(g) The Military

6.0 TUTOR-MARKED ASSIGNMENT

Discuss the roles of the computer in ensuring food security in Nigeria.

7.0 REFERENCES/FURTHER READINGS

Akinyokun, O.C. (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A., Obe, O.O. Ojokoh, B.A. and Oluwadare
S.A., (2006). Introduction to Computing: A Practical Approach.
Akure: Tom-Ray Publications.

Richard H. Austin and Lillian Cassel (1986). Computers in Focus.

Monterey, California: Books/Cole Publication Company.

Tunji and Dokun (1993). Data Processing, Principles and Concepts.

Lagos: Informatics Books.

MODULE 7 THREATS TO THE COMPUTER

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Unit 1 Computer Virus

UNIT 1 COMPUTER VIRUS

CONTENTS

1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Computer Virus
3.2 Mode of Transmission of Computer Virus
3.3 Virus Properties
3.4 How Viruses May Infect Files
3.5 What Viruses May Do
3.6 Detecting Viruses
4.0 Conclusion
5.0 Summary
6.0 Tutor-Marked Assignment
7.0 References/Further Readings

1.0 INTRODUCTION

One of the biggest fears of having computers is viruses. Viruses are

malicious programs designed entirely for destruction and havoc. Viruses
are created by people who either know a lot about programming or
know a lot about computers.

2.0 OBJECTIVES

At the end of this unit you should be able to:

• explain the concept of computer virus

• explain the ways in which computer viruses are transmitted
• detect viruses in computers
• explain how computer viruses can be prevented
• clean viruses from a computer installation

3.0 MAIN CONTENT

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3.1 Computer Virus

Computer virus is one of the greatest threats to computers and computer

applications.

Once the virus is made, it is generally distributed through shareware,

pirated software, e-mail or other various ways of transporting data. Once
the virus infects someone's computer it will either start infecting other
data, destroying data, overwriting data, or corrupting software. The
reason these programs are called viruses is that they spread like human
viruses. Once your PC has become infected, either by downloading
something from the Internet or sharing software, any disks or writeable
media that you place into the computer will then be infected. When that
disk is put into another computer, the computer is also infected. And if
the user puts files on the Internet, and hundreds of people download
those files, they will all be infected, and the process will continue
infecting thousands if not millions of computers.

3.2 Mode of Transmission of Computer Virus

The majority of viruses are contracted through floppy disk information

being brought from one source and then put into your computer. Viruses
can infect disks, and when such disks are put into your computer, your
computer will become infected with the viruses. A recent survey done in
1997 by NCSA given to PC users showed that 80% of PCs contracted
viruses by floppy diskettes. The same survey showed that the other 20%
of PCs contracted viruses by e-mail attachments and over the Internet.
This means that the users received e-mails with attached files and
opened the files, or downloaded files over the Internet.

3.3 Virus Properties

Your computer can be infected even if files are just copied: Because
some viruses are memory resident, as soon as a diskette or program is
loaded into memory, the virus attaches itself into memory.

Viruses can be polymorphic: Some viruses have the capability of

modifying their code, which means one virus could have various
amounts of similar variants.

Viruses can be memory/Non memory resident: Depending on the

type, a virus can be a memory resident virus type, which first attaches
itself into memory and then infects the computer. The virus can also be
Non memory resident, which means a program must be run in order to
infect the computer.

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A virus can be a stealth virus: Stealth viruses first attach themselves to

files on the computer, and then attack the computer. This causes the
virus to spread more rapidly.

Viruses can carry other viruses and infect a system, and infect with
the other viruses as well: Because viruses are generally written by
different individuals and do not infect the same locations of memory and
or files, this could mean that multiple viruses can be stored in one file,
diskette or computer.

Viruses can make the system never show outward signs: Some
viruses will hide changes made, such as when infecting a file, the file
will stay the same size.

Viruses can stay on the computer even if the computer is formatted:

Viruses have the capability of infecting different portions of the
computer such as the CMOS battery or master.

3.4 How Viruses May Infect Files

Viruses can infect any files, however they usually attack .com, .exe,
.sys, .bin, .pif or any data files. Viruses have the capability of infecting
any file. However they will generally infect executable files or data files
such as Word or Excel documents which are opened frequently.

Viruses can increase the file’s size; however this can be hidden:
When infecting files, viruses will generally increase the size of the file.
However with more sophisticated viruses, these changes can be hidden.

Viruses can delete files as the files are run: Because most files are
loaded into memory and then run once the program is in memory, the
virus can delete the file.

Viruses can corrupt files randomly: Some destructive viruses are not
designed to destroy random data but instead randomly delete or corrupt
files.

Viruses can cause write protect errors when executing .exe files
from a write protected disk: Viruses may need to write themselves to
files which are executed. Because of this, if a diskette is write protected,
you may receive a write protection error.

Viruses can convert .exe files to .com files: Viruses may use a separate
file to run the program and rename the original file to another extension,
so the .exe is run before the .com.

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Viruses can reboot the computer when a file is run:Various

computers may be designed to reboot the computer when run.

3.5 What Viruses May Do

The following are possibilities you may experience when you are
infected with a virus. Remember that you also may be experiencing any
of the following problems and not have a virus.

Once the hard drive is infected, any disk that is non-write protected that
is accessed can be infected.

A virus may:

• Deleted files.
• Insert various messages in files or on programs
• Changes volume label
• Mark clusters as bad in the FAT.
• Randomly overwrite sectors on the hard disk
• Replace the MBR with own code
• Create more than one partition
• Attempt to access the hard disk drive which can result in error
messages such as invalid drive specification.
• Cause cross linked files
• Cause a “sector not found” error
• Cause the system to run slowly
• Create logical partitions created. Partitions decrease in size
• Display directory as garbage
• Modify order, so files such as Com will start at the beginning of the
directory
• Cause hardware problems such as keyboard keys not working,
printer problems and modem problems
• Disable ports such as LPT or COM ports
• Cause keyboard to be remapped
• Alter the system time/date
• Cause the system to hang or freeze randomly
• Cause activity on HDD or FDD randomly
• Increase file size
• Increase or decrease memory size
• Randomly change file or memory size
• Extend boot times
• Increase disk access times
• Cause the computer to make strange noises, make music, clicking
noises or beeps

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• Display pictures
• Cause different types of error messages

3.6 Detecting Viruses

The most commonly used method of protecting against and detecting

viruses is to purchase a third party application designed to scan for all
types of viruses. Alternatively, a user can look at various aspects of the
computer and detect possible signs indicating a virus is on the computer.
While this method can be used to determine some viruses, it cannot
clean or determine the exact virus you may or may not have.

4.0 CONCLUSION

Computer viruses are perhaps the greatest threats to the computer. If not
detected and promptly cured, a computer virus attack could lead to the
total breakdown of the computer. With the aid of our discussion in this
unit, you should be able to prevent, detect and clean viruses in a
computer installation.

5.0 SUMMARY

This unit has taught the following:

(a) Computer viruses are programs written by programmers with the aim
of causing havoc to the computer.
(b) Computer viruses could lead to malfunctioning and total breakdown
of the computer.
(c) Computer viruses are transferred from one computer to another
through the use of infected storage media such as diskette, flash
drive, CDROM, or across a computer network.
(d) There are antivirus packages specially written to prevent, detect and
clean viruses.

6.0 TUTOR-MARKED ASSIGNMENT

1. What is a computer virus?

2. What are the differences and similarities between biological
viruses and computer viruses?
3. How would you prevent virus attack in the student’s computer
laboratory.

7.0 REFERENCES/FURTHER READINGS

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Akinyokun, O.C. (1999). Principles and Practice of Computing

Technology. Ibadan: International Publishers Limited.

Balogun, V.F., Daramola, O.A. Obe, O.O. Ojokoh, B.A., and Oluwadare
S.A. (2006). Introduction to Computing: A Practical Approach.
Akure: Tom- Ray Publications.

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