JSS 1 First Term

Learning Objectives

• Define Information and Communication Technology (ICT).
• State the parts of ICT.
• List at least six uses of ICT at home, in school and in the community.
• Identify ICT devices found in the local community.
• Define information and explain how it differs from data.
• List the six information ages in order.
• Give one example of a tool or method from each information age.
• Explain the difference between digital and analogue technology.
• Classify digital devices by purpose.

Meaning of ICT

Information and Communication Technology is the use of computers, telecommunication devices and other digital equipment to collect, process, store, transmit and display information. The word ICT joins information and communication technology. It covers both the devices we use to work with information and the networks that move information from one place to another.

ICT is not limited to desktop computers. A mobile phone, a point of sale machine at a shop, an automated teller machine at a bank and a television set are all ICT devices because they all work with information in electronic form.

Parts of ICT

ICT has four main parts. Input devices collect data. Processing devices work on the data. Storage devices keep it. Output devices present it. The keyboard and mouse are input devices. The processor is the processing device. The hard disk is a storage device. The monitor and printer are output devices.

Communication devices and networks form the fourth part. A modem, a router and a fibre optic cable carry information from one computer to another. Together these four parts make up a working information system.

Uses of ICT in Our Environment

ICT is used in many places in Nigeria. In the classroom it supports learning through computers, projectors and online lessons. In the hospital it stores patient records and reports results of tests. In the bank it records deposits, transfers money and supports automated teller machines.

ICT is also used in the market, where a trader records sales and sends money. In the transport system it tracks buses and trains. In agriculture it gives farmers weather forecasts and market prices. In government offices it supports identity registration, tax collection and elections.

At home ICT is used to play games, watch videos, send messages and do homework on a tablet. Every use of ICT depends on the same parts working together: input, processing, storage, output and communication.

What is Information and the Information Ages

Information is facts, knowledge or data that tells us something. It reaches us as spoken words, written words, pictures, photographs, numbers and sounds. Whenever a message or a fact helps you understand something you did not know, you have received information.

Information is not the same as data. Data is a raw fact such as one mark, one price or one name, and it becomes information only when it is arranged so that it has meaning. A list of scores is data; the class average worked out from those scores is information.

Human history is divided into information ages, which are periods marked by a new way of creating, storing or sharing information. The six information ages are the Stone Age, the Iron Age, the Middle Age, the Industrial Age, the Electronic Age and the Information Age.

In the Stone Age, before 3000 BC, people used stone tools, drew pictures in caves and passed information from mouth to mouth. In the Iron Age, from about 1200 BC, stronger iron tools were made and early writing appeared on wood and clay. In the Middle Age, information was copied by hand by scribes and carried by messengers.

The Industrial Age began in Europe in the 1760s. The mechanical printing press allowed books and newspapers to be printed in large numbers, and the telegraph sent messages over wires using coded signals. The Electronic Age began in the early 1900s, when radio, television and the telephone carried information far and fast using electricity.

We live in the Information Age. Computers, the internet and digital devices such as smartphones let people create, store and share vast amounts of information instantly anywhere in the world, and information is kept as 0s and 1s on tiny devices.

Introduction to Digital Technology

Technology means the tools and machines that people make to help solve problems, and a device is any single machine or tool that does a particular job. Automation means machines doing tasks without a person controlling every step, as a washing machine does when it runs a whole cycle by itself.

Digital technology stores, processes and sends information using numbers, specifically only 0 and 1. When you take a photo with a phone, the phone turns the picture into a long string of 0s and 1s so it can be stored and sent. This is why a digital copy stays sharp even after it has been copied many times.

Digital technology is different from analogue technology, which uses continuous signals such as the moving hands of a clock or a liquid in a thermometer. A digital clock shows the time as numbers, while an analogue clock uses hands that move smoothly around a dial.

Examples of digital devices include computers, smartphones, tablets, digital cameras, smart televisions, ATMs and calculators. Devices can be classified by purpose into communication, education, entertainment, business, transportation and health.

Consider a market woman who wants to receive payment without carrying cash. She can use a POS terminal, which reads a customer's card, transfers the money digitally and prints a receipt. The terminal stores, processes and sends the payment as 0s and 1s, which shows how digital technology solves an everyday business problem.

Practical Work

1. Write down five ICT devices you have used today and where you used them.
2. Sort ten device names into input, output, storage and processing groups.
3. Draw a simple diagram of the four parts of ICT and label each part.
4. Interview an adult in your household about the ICT they use at work.
5. Write the six information ages in the correct order and give one example of a tool or method used in each.
6. Make a table with two columns, Digital and Analogue, and list five devices under each column.
7. Collect or draw three devices used in the home and write the purpose of each.

Scenario-Based Questions

1. Your mother receives money on her phone every time she sells goods at the market. Name two ICT devices she uses and explain what each one does.
2. A village has no electricity but has one public computer. Give two reasons the community still benefits from that computer.
3. Your uncle says a television set is not an ICT device. Give two arguments to show that it is.
4. A school wants to register all pupils for a free meal programme. Explain which ICT part would be used to store the names.
5. Name three ICT devices you have seen in a hospital and state what each one is used for.
6. Explain the difference between information and data using your class scores as an example.
7. A shop owner keeps all his records in a notebook. Give two problems this causes and two ICT solutions.
8. Your grandmother tells you that when she was young, news travelled by letter and radio. Explain two ways information travels today and why it is faster.
9. A pupil says a wall clock with hands is a digital device. Explain why the pupil is wrong.
10. Explain how the printing press changed the way people shared information during the Industrial Age.
11. A small shop wants to keep records of sales on a computer. List two advantages of using a digital device instead of a paper exercise book.
12. Give two differences between information and data using examples from your class register.
13. Name two devices used in a bank and state the job each one does.
14. Explain why the age we live in is called the Information Age.

LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:

Rationale: Information and Communication Technology is the use of computers, telecommunication devices and other digital equipment to collect, process, store, transmit and display information. Understanding meaning of ICT, parts of ICT, uses of ICT in Our Environment, what is Information and the Information Ages helps learners use digital technology confidently, safely and responsibly.

Pre-requisite Knowledge: Learners have just entered JSS 1 and already use digital devices such as phones, radios, televisions and computers at home or in the community. They can switch a device on, make a call, send a message and identify common parts such as the screen, keyboard and mouse.

Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Introduction to ICT and Information Ages, practical task sheets, learners' notebooks and pens.

Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 1); First Term examination and Continuous Assessment question papers.

LESSON DEVELOPMENT

Assignment: i. (a) Briefly describe the following Information Ages: (i) Stone Age (ii) Industrial Age (iii) Digital/Information Age (b) Define Information Transmission. (c) List two (2) ancient methods and two (2) modern methods of transmitting information. ii. A school is preparing a display showing how people created and shared information in different periods. Name the six information ages in the correct order, and state the key development that each age introduced.

Learning Objectives

• Explain what evolution means.
• Name the early counting and calculating devices.
• State the contribution of Charles Babbage and other early inventors.
• Describe early electronic computers such as ENIAC.

What Evolution Means

Evolution means the gradual development and improvement of something over time. The computer did not appear suddenly. It changed step by step from simple counting tools to the powerful machines we use today, and each new machine solved a problem that the one before it could not.

In the earliest times people counted with stones, fingers and marks on wood and clay. As trade and farming grew, people needed faster and more reliable ways to work with numbers, so better counting devices were invented.

Early Counting and Calculating Devices

The abacus is one of the oldest counting devices. It has a frame with rods, and beads slide along the rods to stand for numbers. The abacus was used in China, Greece and Rome long before calculators existed. The Chinese abacus, called the suanpan, has two beads on the upper deck and five on the lower deck of each rod.

Napier's Bones were invented by the Scottish mathematician John Napier in 1617. They were a set of rods marked with numbers, and they could be arranged to carry out multiplication and division quickly.

The slide rule was a calculating tool with sliding scales that made multiplication and division fast without doing long written work.

In 1642 the French mathematician Blaise Pascal invented the Pascaline, a mechanical calculator with gears and wheels that could add and subtract. It was built to help his father, who was a tax collector. In the 1670s Gottfried Leibniz improved on this idea with a machine that could also multiply and divide.

The Mechanical Era

In 1642, a French mathematician named Blaise Pascal, who was only 19 years old, invented a mechanical calculator called the Pascaline. His father was a tax collector who spent long hours adding up numbers, so Pascal wanted to build a machine to help. The Pascaline used a series of interlocking gears to perform addition and subtraction. When one gear completed a full turn, it advanced the next gear by one position, carrying numbers just as a person would when adding by hand. It was one of the first machines to show that mechanical parts could perform arithmetic automatically.

In 1694, the German mathematician Gottfried Leibniz improved on Pascal's design by building a machine called the Step Reckoner that could add, subtract, multiply and divide. Leibniz also developed the binary number system using only 0 and 1, which would much later become the foundation of all digital computers.

Charles Babbage and the Analytical Engine

Charles Babbage was an English mathematician and inventor. In 1822 he began the Difference Engine, a machine designed to calculate and print mathematical tables without the errors made by people working by hand.

Babbage then designed the Analytical Engine, a much more general machine. It had a store for holding numbers, a mill for doing the arithmetic, and instructions provided on punched cards. Because it could be given different instructions, the Analytical Engine is regarded as the first design for a programmable computer. It was never completed in Babbage's lifetime.

Ada Lovelace worked with Babbage and wrote a detailed set of instructions for the Analytical Engine. Because of this she is often called the first computer programmer.

Early Electronic Computers

The first electronic computers used thousands of electronic valves, also called vacuum tubes. These machines were very large and used a great deal of power.

In 1945 the Electronic Numerical Integrator and Computer, or ENIAC, was completed in the United States. It was the first general purpose electronic computer, filled a large room, weighed about thirty tonnes and used about eighteen thousand vacuum tubes.

The invention of the transistor in 1947 and the integrated circuit in the 1950s made computers much smaller, faster and more reliable. Later the microprocessor put a whole processing unit on a single chip, and this led to the personal computers and the handheld devices we use today.

Generations of Computers

A computer generation is a group of computers that share the same main technology. When a completely new technology replaced the old one, a new generation began. There are five generations.

The first generation, from 1940 to 1956, used vacuum tubes. These machines were large, hot and unreliable, and ENIAC is the famous example. The second generation, from 1956 to 1963, used transistors and was smaller, cooler and faster, with the IBM 1401 as an example. The third generation, from 1964 to 1971, used integrated circuits, with the IBM System/360 as an example.

The fourth generation, from 1971 to today, uses microprocessors, which placed the whole processor on one chip and made the personal computer possible. The fifth generation uses artificial intelligence, so machines can recognise speech, learn and help make decisions. Each generation made computers smaller, faster, cheaper and more reliable.

Practical Work

1. Draw and label an abacus, then explain in one sentence how it is used.
2. Make a timeline showing the abacus, Napier's Bones, the Pascaline, the Analytical Engine and ENIAC.
3. Write two sentences on the contribution of Charles Babbage and two on Ada Lovelace.
4. List two differences between a mechanical calculator and an electronic computer.

Scenario-Based Questions

1. A trader in ancient China wants the total cost of 15 bags of rice at 7 copper coins each. Explain how she could use an abacus to find the answer.
2. A pupil says the abacus and the computer are the same thing because both help with numbers. Explain why the pupil is not correct.
3. Explain why the Analytical Engine is regarded as the first design for a programmable computer.
4. Ada Lovelace wrote instructions for a machine that was never built. Explain why her work is still important today.
5. List three ways in which the first electronic computers were different from the computers of today.
6. Explain, with one example, how the invention of the transistor changed computers.
7. State two contributions of Charles Babbage to the history of the computer.

LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:

Rationale: Evolution means the gradual development and improvement of something over time. Understanding what Evolution Means, early Counting and Calculating Devices, the Mechanical Era, charles Babbage and the Analytical Engine helps learners use digital technology confidently, safely and responsibly.

Pre-requisite Knowledge: In Week 1, learners studied Introduction to ICT and Information Ages, including meaning of ICT, parts of ICT, uses of ICT in Our Environment. The knowledge from that week is used again in this lesson.

Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on History, Evolution and Generations of Computers, practical task sheets, learners' notebooks and pens.

Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 2); First Term examination and Continuous Assessment question papers.

LESSON DEVELOPMENT

Assignment: i. (a) Mention three (3) early non-electronic counting devices used before modern computers were invented. (b) Highlight the main technological component used in each of the following computer generations: (i) First Generation (ii) Second Generation (iii) Third Generation (iv) Fourth Generation (c) Who was Charles Babbage, and what was his contribution to computer history? ii. A history lesson explains that one age built on another. Describe how the Industrial Age changed the sharing of information, explain how the Electronic Age improved on it, and state why the Electronic Age is called a bridge between the Industrial Age and the Information Age.

Learning Objectives

• Name the parts of a computer and their functions.
• Identify the system unit, monitor and accessories.
• Locate the power supply, motherboard, processor, RAM and hard disk inside a system unit.
• State the function of each part.

What is a Computer and a Computer System

A computer is an electronic device that accepts data, processes it following instructions called a program, and produces useful output. Its main characteristics are speed, accuracy, storage ability, automation and versatility.

A computer system is not only the box on the desk. It has five parts that work together: hardware, the physical parts you can see and touch; software, the programs and instructions; peopleware, the people who use and maintain the system; data, the raw facts that are fed in; and infrastructure, the power supply, cables and environment.

Every task a computer performs follows the information processing cycle of input, processing, output and storage, which the parts of the system carry out together.

Categories of Computers

Computers can be grouped by size and power. A supercomputer is the largest and fastest, used for weather forecasting and scientific research. A mainframe handles many users at once, such as a bank processing millions of transactions. A minicomputer serves a small group, such as a university department. A personal computer is for one user and includes desktops, laptops and tablets.

Computers can also be grouped by purpose. A general purpose computer can do many different jobs, while a special purpose computer is built to do one job only, such as an automated teller machine.

The Computer System

A computer system is made of three main units. The system unit does the processing. The monitor shows the result. The accessories are the parts a user works with, such as the keyboard, mouse, printer and speakers. All three work together as one system.

The system unit is also called the CPU cabinet or the tower. It is the box that contains the parts that do the actual work. Everything a learner types goes into this box, and every result comes out of it.

Accessory means a part the user works with, such as a keyboard or printer.

Parts Inside the System Unit

The power supply unit converts mains electricity to the lower voltage the computer needs. The motherboard is the flat board that holds the parts and connects them. The processor, also called the CPU, does the calculating and controls the work.

RAM is temporary memory. It holds programs and data while the computer is working, and it is emptied when the power goes off. The hard disk is permanent storage. It holds the operating system, programs and files even when the computer is off.

Other parts include the drive bays for CD and DVD discs, the cooling fan that prevents overheating, and the expansion slots where extra cards can be added.

Front of the System Unit

The front panel carries the power button, the reset button, the power indicator light, headphone and microphone ports, and the optical drive. The back panel carries the power socket, the network cable port, and ports for the monitor, USB devices and speakers.

The monitor, formerly called the VDU, is the screen. Keyboard and mouse are the two devices a user cannot work without. Speakers produce sound. A printer gives a permanent copy called a hard copy.

Practical Work

1. Open a system unit cover with your teacher and locate the power supply, motherboard, processor, RAM and hard disk.
2. Draw and label the system unit with at least ten parts.
3. Touch and name each device on the workbench, then write its function in your notebook.
4. Find the power button, reset button, power light and headphone port on the front of the tower.

Scenario-Based Questions

1. A computer shows nothing on the screen when the power button is pressed. List three parts you would check first and explain why.
2. Explain what would happen to a file saved in RAM when the computer is switched off.
3. Your school wants to buy computers. State two reasons the processor and RAM matter more than the colour of the cabinet.
4. Name four parts found inside a system unit and state one function each.
5. A computer keeps restarting on its own. Which two parts could be responsible and how would you check?
6. Explain the difference between a system unit and an accessory using two examples each.
7. Draw the front panel of a system unit and label four features.

LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:

Rationale: A computer is an electronic device that accepts data, processes it following instructions called a program, and produces useful output. Understanding what is a Computer and a Computer System, categories of Computers, the Computer System, parts Inside the System Unit helps learners use digital technology confidently, safely and responsibly.

Pre-requisite Knowledge: In Week 2, learners studied History, Evolution and Generations of Computers, including what Evolution Means, early Counting and Calculating Devices, the Mechanical Era. The knowledge from that week is used again in this lesson.

Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on What is a Computer and Its Parts, practical task sheets, learners' notebooks and pens.

Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 3); First Term examination and Continuous Assessment question papers.

LESSON DEVELOPMENT

Assignment: i. A computer shows nothing on the screen when the power button is pressed. List three parts you would check first and explain why. ii. Explain what would happen to a file saved in RAM when the computer is switched off.

Learning Objectives

• State the functions of the major parts of a computer.
• Explain how the parts work together to produce output.
• Trace a task from typing a name to printing it.
• Compare primary and secondary storage by function.

Input and Output Functions

An input device sends data and instructions into the computer. A keyboard types letters and numbers. A mouse points, clicks and selects. A scanner changes a printed page into a digital file. A microphone sends sound. A webcam sends a picture.

An output device presents the result. The monitor shows it on screen. A printer produces a paper copy. A speaker produces sound. A projector enlarges the screen for a class.

Soft copy means a copy shown on the screen.

Processing and Storage Functions

The processing function is done by the processor. It performs arithmetic and logical operations, and it follows instructions stored in memory. Without the processor, data would enter the computer and never be changed into a useful result.

Storage has two forms. Primary storage is temporary and very fast. RAM is the main example. Secondary storage is slower but permanent and larger. The hard disk, solid state drive, flash drive, memory card and optical disc are all secondary storage.

Arithmetic operation means a calculation such as addition or multiplication.

How the Parts Work Together

Consider a simple task. A learner types a name on the keyboard. The keyboard sends the letters to the processor through RAM. The processor processes the letters and sends the result to the monitor, where it appears. If the learner presses Print, the processor sends the result to the printer, which produces a hard copy.

The same task repeated shows the four stages. Input is typing. Processing is the work the processor does. Output is display or printing. Storage happens when the work is saved to the hard disk.

The Information Processing Cycle

Every task a computer performs follows the information processing cycle: input, processing, output and storage. Understanding this cycle helps you explain why a computer behaves in a particular way, and why a file that was never saved is lost when the machine is switched off.

Computer Hardware

Hardware is every physical part of the computer that you can touch. Inside the system unit the motherboard is the main circuit board, and every other part connects to it, which is why it is called the backbone of the computer.

The processor, or CPU, is the brain of the computer, and its speed is measured in gigahertz (GHz). RAM is the working memory that holds the programs and data in use, and it is cleared when the power goes off. The hard disk keeps the operating system, programs and files permanently.

Computer Software and the Operating System

Software is the set of programs and instructions that tell the hardware what to do. System software runs and manages the computer itself, and the operating system is its most important example. Application software helps the user perform a task, such as a word processor, a spreadsheet or a web browser.

The operating system is the first program to load when the computer is switched on. It manages the processor, the memory, the storage and the connected devices, and it provides the interface of icons, windows and menus that the user sees. Examples are Windows, macOS, Linux, Android and iOS.

Driver means a small program that lets the operating system communicate with a device.

Utility means a system program that performs maintenance tasks such as antivirus scanning.

Practical Work

1. Type a short paragraph on the computer, save it, then print it. Record what happened at each stage of the information processing cycle.
2. Write the steps involved from pressing a key to the letter appearing on screen.
3. Compare the speed of opening a file from RAM with opening one from the hard disk. Record which is faster and explain why.
4. Record the size of a folder and a single file to show how secondary storage holds large amounts.

Scenario-Based Questions

1. A pupil types an assignment for two hours but forgets to save it, then the computer is switched off. Explain which stage of the information processing cycle was missed and what happens to the work.
2. Explain why a computer with a slow hard disk is described as slow even when the processor is new.
3. Describe how a scanner, the processor and the printer work together in copying a page.
4. Give one reason RAM is called primary storage and one reason a hard disk is called secondary storage.
5. A computer displays the result of a calculation but cannot print it. Name two parts that could be faulty.
6. Write the information processing cycle as a flow diagram and label each stage.
7. Explain what would happen if a computer had no output device.

LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:

Rationale: An input device sends data and instructions into the computer. Understanding input and Output Functions, processing and Storage Functions, how the Parts Work Together, the Information Processing Cycle helps learners use digital technology confidently, safely and responsibly.

Pre-requisite Knowledge: In Week 3, learners studied What is a Computer and Its Parts, including what is a Computer and a Computer System, categories of Computers, the Computer System. The knowledge from that week is used again in this lesson.

Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Functions of Parts, Hardware and Software, practical task sheets, learners' notebooks and pens.

Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 4); First Term examination and Continuous Assessment question papers.

LESSON DEVELOPMENT

Assignment: i. (a) Define a Computer as an Input-Process-Output (I-P-O) device. (b) Mention two (2) examples each of: (i) Input Devices (ii) Output Devices (c) Outline three (3) practical ways to care for and maintain computer hardware safely. ii. A pupil types an assignment for two hours but forgets to save it, then the computer is switched off. Explain which stage of the information processing cycle was missed and what happens to the work.

Learning Objectives

• Identify input and output devices found in a computer system.
• State the function of each common device.
• Classify devices that act as both input and output.
• Choose the correct device for a given task.

Input Devices

An input device sends data and instructions into the computer. The keyboard is the main text device. The mouse is the main pointing device. The scanner reads a printed page. The microphone captures sound. A touchscreen receives commands by touch. A webcam captures a live picture.

A joystick or game pad is used in games and in training simulators. A barcode reader is used in shops to read product codes. A digital camera captures still pictures. Biometric devices such as a fingerprint reader and a face scanner are used to control entry to a building or a phone.

Output Devices

An output device presents the result. The monitor shows text, pictures and video and is the most used output device. A printer produces a paper copy. A speaker produces sound. A projector enlarges the screen for a class. A plotter draws large diagrams such as building plans.

A hard copy is a printed output that lasts. A soft copy is an output shown on screen and disappears when the screen is cleared.

Devices That Do Both Jobs

Some devices act as input and output at the same time. A touchscreen shows information and receives touch commands. A multifunction printer prints, scans and copies. A headset both plays sound and records it. Learners should classify such a device by the job being done at that moment.

Choosing the Right Device

Choosing a device depends on the task. To enter text, use a keyboard. To select a menu item, use a mouse or a touchscreen. To send a photograph, use a webcam or a scanner. To produce a permanent copy, use a printer. To record a lesson, use a microphone.

More Input Devices in Detail

A scanner converts printed pages into digital files. A flatbed scanner takes a page on glass, a handheld scanner is moved over the page, and an all in one printer can scan, print and copy in one machine.

Pointing devices move the cursor on the screen. The mouse may be optical, laser or wireless, and a laptop uses a touchpad or a trackball. A barcode reader reads the black and white lines on a product and is used in shops, libraries and hospitals. A joystick controls games and machines, and a light pen points directly at the screen.

Display Devices and Printers

A display device shows information on a screen. Older CRT monitors are heavy and thick, while modern flat screens use LCD, LED or OLED technology. Resolution is the number of pixels, the tiny dots that make up the picture, so a higher resolution gives a sharper image.

A printer puts the result on paper as hard copy. An inkjet printer sprays tiny drops of ink and suits colour photos and small jobs. A laser printer uses toner powder and a laser beam and is fast and sharp for offices. A thermal printer uses heat and is used for shop and bank receipts.

Practical Work

1. Walk round the laboratory and record ten different devices with their category.
2. Use a scanner to scan a page and print the scanned copy.
3. Record five seconds of sound with a microphone and play it back.
4. Classify ten written device names as input, output or both, and explain each choice in one line.

Scenario-Based Questions

1. A school buys a device that prints, scans and copies. Explain why this counts as both an input and an output device.
2. A student is asked to type a two page essay. Name the best device and explain why a scanner would not suit the task.
3. Explain why a barcode reader in a supermarket reduces the time spent at the payment point.
4. Name three output devices and give one use for each.
5. A learner wants to read a printed textbook page on a computer. Name the input device needed and explain its use.
6. Explain the difference between a hard copy and a soft copy with one example of each.
7. A touchscreen computer replaced separate keyboards and mice in a bank. Give two advantages and one disadvantage.

LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:

Rationale: An input device sends data and instructions into the computer. Understanding input Devices, output Devices, devices That Do Both Jobs, choosing the Right Device helps learners use digital technology confidently, safely and responsibly.

Pre-requisite Knowledge: In Week 4, learners studied Functions of Parts, Hardware and Software, including input and Output Functions, processing and Storage Functions, how the Parts Work Together. The knowledge from that week is used again in this lesson.

Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Input and Output Devices, practical task sheets, learners' notebooks and pens.

Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 5); First Term examination and Continuous Assessment question papers.

LESSON DEVELOPMENT

Assignment: i. A shopkeeper wants to classify the machines in his shop and choose a keyboard for fast typing. Explain how computers are classified by size and by purpose, define the input and output peripherals, and explain what the QWERTY layout is and why it was designed. ii. A school buys a device that prints, scans and copies. Explain why this counts as both an input and an output device.

Learning Objectives

• Locate the main parts of a keyboard.
• Type using correct finger position on the home row.
• Use the Shift, Enter, Spacebar, Backspace and Caps Lock keys.
• Type a short passage at an improving speed and accuracy.

Parts of the Keyboard

The keyboard has four main areas. The function keys across the top carry the letters F1 to F12. The number row holds the digits and the symbols above them. The typing area holds the letters. The numeric keypad on the right holds numbers, usually for quick data entry.

The control keys are used while typing. Shift types a capital letter or an upper symbol. Caps Lock keeps capitals on for the next letters. Enter moves to a new line. Backspace deletes the character before the cursor. Spacebar inserts a space.

Wrist rest means a support that keeps the wrists level while typing.

Finger Position

Correct speed comes from touch typing. Each finger is assigned fixed keys. The left little finger covers Q, A, Z and Tab. The left ring finger covers W, S, X. The left middle finger covers E, D, C. The left index finger covers R, T, F, G, V and B. The right index finger covers Y, U, H, J, N and M. The right middle finger covers I, K and the comma. The right ring finger covers O, L and the full stop. The right little finger covers P, the semicolon, the quotation marks and Enter.

The home row is the resting position for all fingers. It is the row containing A, S, D, F, J, K, L. Keeping the fingers on the home row makes it easy to find every key without looking down.

Typing Practice and Accuracy

Speed without accuracy is of little use. A learner who types forty words a minute with many errors has not improved much. The target for this term is fifteen words a minute with at least eighty per cent accuracy.

Practise in short daily sessions of ten to fifteen minutes. Sit upright, keep the wrists off the desk, and look at the screen rather than the keyboard. Accuracy first, then speed.

Word per minute means the measure of typing speed.

Correct Posture

Sit with the back supported by the chair, feet flat on the floor, and the screen about one arm length away. The top of the monitor should be at or slightly below eye level. Poor posture during typing causes neck, shoulder and wrist pain over time.

The Keyboard Layout

The keys on a keyboard are arranged in a layout. The most common is the QWERTY layout, named after the first six letters on the top row of letters, and it is the standard in Nigeria and most English speaking countries.

Keeping the fingers on the home row lets a typist find every key without looking. Accuracy matters more than speed, because a fast typist who makes many errors still produces poor work.

Practical Work

1. Identify ten named keys on a printed keyboard layout within two minutes.
2. Type the home row letters fifty times each and check your accuracy.
3. Type a thirty word passage and record your words per minute and accuracy.
4. Type a short letter using capitals, full stops and paragraph breaks without using the mouse.
5. Practise for fifteen minutes a day for the rest of the term and keep a progress chart.

Scenario-Based Questions

1. Your Caps Lock is on and your name appears in capital letters in an assignment. Explain how to correct it.
2. A learner types fast but loses marks because of spelling errors. Explain what the learner should work on first.
3. Write the letters of the word COMPUTER and name the finger used for each letter.
4. Explain why the home row position is important for touch typing.
5. Describe the correct sitting position for using a computer, giving four points.
6. A pupil types a long paragraph but cannot correct a mistake in the middle of it. Explain which keys solve the problem.
7. Explain how the Backspace key differs from the Delete key when correcting typing errors.

LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:

Rationale: The keyboard has four main areas. Understanding parts of the Keyboard, finger Position, typing Practice and Accuracy, correct Posture helps learners use digital technology confidently, safely and responsibly.

Pre-requisite Knowledge: In Week 5, learners studied Input and Output Devices, including input Devices, output Devices, devices That Do Both Jobs. The knowledge from that week is used again in this lesson.

Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Basic Typing Skills, practical task sheets, learners' notebooks and pens.

Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 6); First Term examination and Continuous Assessment question papers.

LESSON DEVELOPMENT

Assignment: i. Your Caps Lock is on and your name appears in capital letters in an assignment. Explain how to correct it. ii. A learner types fast but loses marks because of spelling errors. Explain what the learner should work on first.

Learning Objectives

• Define storage and state why a computer needs storage.
• Differentiate between primary and secondary storage.
• Name the common secondary storage devices.
• State the units used to measure storage.

What Storage Does

Storage keeps data so that it can be used again later. A computer needs storage for three reasons. Programs must be available when the machine starts. Data must survive after the machine is switched off. Work must be kept while other work is being done.

The amount of storage is measured in bits and bytes. A bit is the smallest unit and holds a single 0 or 1. A byte is made of eight bits and holds one character. Larger units are the kilobyte, megabyte, gigabyte and terabyte.

Primary Storage

Primary storage is the working memory of the computer. It is very fast and is used directly by the processor. RAM is the main part. RAM holds programs and data only while the computer is on, and its contents are lost when the power goes off.

ROM is read only memory. Its contents are fixed when it is made and it cannot be written to by the user. ROM keeps the start up instructions that the computer needs before any operating system loads. Cache is a small fast memory that holds data the processor is about to use.

Secondary Storage

Secondary storage keeps data permanently. It is slower than primary storage but much larger. The hard disk drive stores the operating system, programs and files. A solid state drive does the same job faster because it has no moving parts.

Removable secondary storage includes the flash drive, memory card, optical disc and external hard disk. Optical discs come as CD, DVD and Blu-ray. The flash drive and memory card are now more common because they are small, fast and cheap.

Comparing Storage Devices

Storage devices are compared by capacity, speed, portability and cost. A hard disk has large capacity but is fixed inside the computer. A flash drive has smaller capacity but can be carried. An optical disc can be read easily but has low capacity and can be scratched.

Learners should check free space before saving large files. Deleting a file frees space, but the space is only returned to the system when the Recycle Bin is emptied.

How Data Is Stored and Measured

A computer stores everything in binary, using only the digits 0 and 1. Each 0 or 1 is called a bit, and eight bits make a byte, which can hold one character such as the letter A.

Storage capacity is measured in units that grow larger. A kilobyte is about one thousand bytes, a megabyte is about one million bytes, a gigabyte is about one thousand megabytes, and a terabyte is about one thousand gigabytes.

Types of Secondary Storage

Different storage devices suit different jobs. A hard disk drive uses spinning magnetic discs and gives a large capacity at low cost. A solid state drive uses electronic chips, so it is faster, quieter and more durable. A flash drive and a memory card are small and portable. Optical discs such as CDs and DVDs store data that a laser reads.

Practical Work

1. Check and write down the total and free space of the laboratory computer hard disk.
2. Insert a flash drive, create a folder on it and copy three files into the folder.
3. Measure the size of three files of different types and record which type uses the most space.
4. Empty the Recycle Bin and record how much free space is regained.
5. Compare the speed of opening the same file from the hard disk and from a flash drive.

Scenario-Based Questions

1. A pupil needs space to save a large video but the computer reports that there is not enough room. Give two ways to create space.
2. Explain why a computer will not start properly if the RAM is faulty.
3. A school wants to give each learner 8GB of portable storage. Name the device and state two reasons it is suitable.
4. Differentiate between RAM and ROM using a table of four points.
5. Explain what is lost and what is kept when a computer is switched off.
6. A file of 40MB is copied onto a flash drive that has 25MB free. Explain what happens and why.
7. Explain why a solid state drive makes a computer feel faster even when the processor is unchanged.

LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:

Rationale: Storage keeps data so that it can be used again later. Understanding what Storage Does, primary Storage, secondary Storage, comparing Storage Devices helps learners use digital technology confidently, safely and responsibly.

Pre-requisite Knowledge: In Week 6, learners studied Basic Typing Skills, including parts of the Keyboard, finger Position, typing Practice and Accuracy. The knowledge from that week is used again in this lesson.

Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Storage Devices, practical task sheets, learners' notebooks and pens.

Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 7); First Term examination and Continuous Assessment question papers.

LESSON DEVELOPMENT

Assignment: i. A pupil needs space to save a large video but the computer reports that there is not enough room. Give two ways to create space. ii. Explain why a computer will not start properly if the RAM is faulty.

Learning Objectives

• Define the internet and state how it is different from the web.
• List the services available on the internet.
• Open a browser and find information on a given topic.
• State basic rules for safe and correct use of the internet.

What the Internet Is

The internet is a global network of computers joined together. When many computers are connected so that they can share information, they form a network. When networks all over the world are joined, the result is the internet.

The internet is not the same as the World Wide Web. The internet is the network itself, carrying information from one computer to another. The World Wide Web is one service that runs on the internet, providing pages that are viewed in a browser. Email, file transfer and instant messaging are other services.

Website means a set of related pages on the internet.

Uses of the Internet

The internet is used for communication through email, chat and video calls. It is used for research and education through online libraries, encyclopaedias and learning platforms. It is used for business through online shops, banking and advertising.

It is used for entertainment through music, films and games. It is used for news and current affairs, for government services such as JAMB and NECO, and for health information. It also supports remote work, where an employee uses a computer at home to serve an employer.

Getting on the Internet

To use the internet a device must be connected. At home this is usually through a router supplied by an internet service provider. In school a wired network connects many computers. A phone connects wirelessly. The connection may be called Wi-Fi, broadband or mobile data.

A browser is the program used to view web pages. Common browsers include Google Chrome, Mozilla Firefox and Microsoft Edge. To find information, a learner types key words into a search engine such as Google or Bing.

Safe and Responsible Use

The internet is useful but it must be used correctly. Do not share your full name, address, school name or phone number with strangers. Do not accept friend requests from people you have not met. Tell a parent or teacher if anything online makes you uncomfortable.

Information found online is not always true. Check who wrote it, when it was written and whether other sources agree before using it in an assignment. Spend reasonable time online and keep a balance with study, rest and exercise.

Practical Work

1. Open a browser and load the front page of a search engine.
2. Search for information on any topic of your choice and open three different results.
3. Open five different websites and record what each one is used for.
4. Bookmark one website and show how to open it again from the bookmarks list.
5. Name two things you must not share online and explain why.

Scenario-Based Questions

1. Explain the difference between the internet and the World Wide Web, using a simple example from daily life.
2. A stranger in an online chat asks for your home address and your mother's phone number. Explain what you should do and why.
3. A pupil finds an answer on a website but no other source agrees with it. Explain what the pupil should do before using it.
4. Name four uses of the internet in education and four uses in business.
5. Explain what a browser does and give two examples of browsers.
6. A home has a laptop but no internet connection. Name two ways the laptop can still be useful.
7. Why is it dangerous to use the same password for many websites?

LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:

Rationale: The internet is a global network of computers joined together. Understanding what the Internet Is, uses of the Internet, getting on the Internet, safe and Responsible Use helps learners use digital technology confidently, safely and responsibly.

Pre-requisite Knowledge: In Week 7, learners studied Storage Devices, including what Storage Does, primary Storage, secondary Storage. The knowledge from that week is used again in this lesson.

Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Simple Uses of the Internet, practical task sheets, learners' notebooks and pens.

Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 8); First Term examination and Continuous Assessment question papers.

LESSON DEVELOPMENT

Assignment: i. Explain the difference between the internet and the World Wide Web, using a simple example from daily life. ii. A stranger in an online chat asks for your home address and your mother's phone number. Explain what you should do and why.

Learning Objectives

• State what a word processor is and name its uses.
• Identify the parts of the Microsoft Word window.
• Start Word, create a new document and type text.
• Use the basic editing keys to correct a document.

What a Word Processor Is

A word processor is application software used to create, edit, format and print documents made of text. Microsoft Word is the most widely used word processor. Others include LibreOffice Writer, Google Docs and WPS Office.

A word processor replaces the typewriter. It lets you correct a mistake anywhere in a document, change the font at any point, copy a passage and paste it somewhere else, and print the result without retyping.

Editing means changing the text in a document.

Formatting means changing the appearance of text.

Uses of a Word Processor

Word processors are used to write letters, reports, essays and assignments. They are used to produce forms such as school report cards and admission forms. They are used to write business letters, invoices and memos.

They are used to prepare notices, programmes and newsletters. They can also include tables, pictures and charts, and they can correct spelling as you type.

Parts of the Word Window

The title bar at the top shows the name of the open document. The ribbon below it holds tabs such as Home, Insert and Layout. Each tab contains groups of related commands.

The ruler shows margins and indents. The document area is the white space where text is typed. The vertical bar on the right is the scroll bar. The status bar at the bottom shows the word count and the current page.

Creating a Document

To start, open Word from the desktop icon or from the Start menu. A blank document appears. Type your text in the document area. The cursor, shown as a blinking line, marks where the next character will appear.

To correct, select the wrong word and type the right one. Backspace deletes the character before the cursor. Press Enter to start a new line or paragraph. Use the mouse or the arrow keys to move around the document.

Save means copying the document from memory to storage.

Practical Work

1. Start Microsoft Word and identify the title bar, ribbon, ruler, document area, scroll bar and status bar.
2. Type your full name, address, school and date on separate lines.
3. Correct two typing errors using Backspace and by selecting and replacing text.
4. Insert three new paragraphs using the Enter key and move the cursor back using the arrow keys.
5. Save the document and reopen it to confirm the work was kept.

Scenario-Based Questions

1. A school secretary is typing a list of examination results. Explain two ways a word processor is faster and neater than a typewriter.
2. Name four uses of a word processor in a school office.
3. Explain the difference between editing and formatting a document.
4. A pupil has typed a long assignment but the cursor is at the top of the document while the mistake is at the bottom. Explain how to reach the mistake.
5. Name four parts of the Microsoft Word window and state what each one does.
6. Explain why the status bar is useful when writing an essay of a specified length.
7. Give two reasons why a school would prefer typed report cards to handwritten ones.

LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:

Rationale: A word processor is application software used to create, edit, format and print documents made of text. Understanding what a Word Processor Is, uses of a Word Processor, parts of the Word Window, creating a Document helps learners use digital technology confidently, safely and responsibly.

Pre-requisite Knowledge: In Week 8, learners studied Simple Uses of the Internet, including what the Internet Is, uses of the Internet, getting on the Internet. The knowledge from that week is used again in this lesson.

Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Introduction to MS Word, practical task sheets, learners' notebooks and pens.

Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 9); First Term examination and Continuous Assessment question papers.

LESSON DEVELOPMENT

Assignment: i. A school secretary is typing a list of examination results. Explain two ways a word processor is faster and neater than a typewriter. ii. Name four uses of a word processor in a school office.

Learning Objectives

• Create a new document and give it a suitable file name.
• Save a document to a chosen folder.
• Open an existing document.
• Use Save As to keep a second copy in another location.

Naming a Document

Every document needs a name so that it can be found again. A good file name is short and descriptive. For an assignment, a name such as ada_english_essay is better than Document1, because it tells the reader what the file contains.

A file name in Word ends with a full stop and the extension. The extension for a Word document is docx. A PDF file ends with pdf. The extension tells the computer which program to open the file with.

Saving a Document

Saving copies the document from the computer's memory to storage. Work must be saved often because a power cut or an accidental shutdown loses anything not saved.

To save for the first time, click Save As or press Ctrl and S. Choose the folder where the file should be kept, such as Documents or a folder on a flash drive. Type the file name, choose the file type and click Save. After the first save, the Save command keeps the same name and location.

Opening a Document

To open a document, click File and then Open, or press Ctrl and O. The Open window shows the folders and files on the computer. Click the folder you want, click the file name and click Open.

Recent files are listed on the Word start screen, which saves time when a document was worked on shortly before.

Save As and File Formats

Save As keeps the document open while making another copy somewhere else or in another format. It is used to keep a backup on a flash drive, to save a copy as a PDF for printing or sharing, or to start a new version of the same work.

Saving in more than one format makes the document useful on other devices. A PDF keeps the layout the same on any computer, which makes it the safest format for final submissions.

Practical Work

1. Create a new document, type a short paragraph, and save it in a folder named after your class.
2. Give the document a clear file name ending in.docx and confirm it appears in the folder.
3. Close the document, then reopen it and check that the text is intact.
4. Use Save As to keep a second copy on a flash drive.
5. Save the same document as a PDF and compare the size with the.docx file.
6. Create three documents and practise opening each one from Recent files.

Scenario-Based Questions

1. A pupil types an assignment for forty minutes and the power fails. Explain how the work was lost and how to prevent it.
2. Explain why a file named Document3 is a poor name for an examination record and give a better name.
3. A teacher asks for a copy that will look the same on any computer. State the format to use and explain why.
4. Explain the difference between Save and Save As.
5. Describe how to keep a backup of your work before a presentation.
6. A student needs to submit an assignment on a computer that has no Microsoft Word installed. Explain which format to save the file in and why.
7. State two consequences of failing to save a document regularly.

LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:

Rationale: Every document needs a name so that it can be found again. Understanding naming a Document, saving a Document, opening a Document, save As and File Formats helps learners use digital technology confidently, safely and responsibly.

Pre-requisite Knowledge: In Week 9, learners studied Introduction to MS Word, including what a Word Processor Is, uses of a Word Processor, parts of the Word Window. The knowledge from that week is used again in this lesson.

Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Creating and Saving Documents, practical task sheets, learners' notebooks and pens.

Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 10); First Term examination and Continuous Assessment question papers.

LESSON DEVELOPMENT

Assignment: i. A pupil types an assignment for forty minutes and the power fails. Explain how the work was lost and how to prevent it. ii. Explain why a file named Document3 is a poor name for an examination record and give a better name.

Learning Objectives

• Revise all topics of the term.
• Answer objective and short answer questions accurately.
• Complete the practical task for the term.
• Identify the topics that need more practice.
• Consolidate the work of the whole term.
• Practise exam technique under timed conditions.
• Correct the errors made in the Week 10 test.
• Prepare a clear plan for the examination week.

Review of the Term

The term began with ICT itself and what it means in everyday life, then moved through the parts of a computer, the functions of those parts and the information processing cycle. Input and output devices were classified, and the practice lessons covered typing skills.

Storage devices and the units of storage were studied next, followed by the internet, its services and safe use. The term closed with the word processor: its window, and the skills of creating, saving and opening documents.

Revision Method

Revise by topic, not by page. Start with the list of main topics and check what each one means. Write the definition of ICT in one sentence. Draw the four parts of ICT. Name ten devices and their categories. Name the primary and secondary storage devices and their units.

Then check practical skills. Can you locate a key on the keyboard without looking? Can you type a paragraph with capitals and full stops? Can you save a document and reopen it? Practical skills are examined just as much as theory.

Common Weak Areas

Learners commonly confuse primary and secondary storage. The quick test is simple: if the data is lost when the power goes off, it is primary. The second common weakness is mixing up input and output devices. The test is simple: data coming in means input, results going out means output.

Another weak area is file extensions. Learn the list as a set: docx for Word, xlsx for Excel, pptx for PowerPoint, pdf for a fixed layout.

Preparing for the Test

Read every question before writing. In an objective question, eliminate the answers you know are wrong and choose from those left. In a short answer question, answer the exact question asked and use short sentences.

Revise with a partner. One person asks a question and the other answers aloud. Explaining an answer to someone else shows whether you really understand it.

Consolidation

Consolidation means putting the whole term into one picture. The course began with the meaning of ICT and its four parts. It moved to the parts of a computer and what those parts do. It then looked at the devices a user touches, the skills needed to use them, and where the data is kept.

The second half of the term looked outward. The internet was introduced as the global network that carries information. Then the learner moved from using the computer to producing work with it, through the word processor, and finally to saving and managing that work as a file.

Correcting the Week 10 Test

Go back through the Week 10 test with a red pen. For every wrong answer, write the correct answer beside it. Do not just read the correction. Write the full sentence again, because rewriting is what fixes the mistake in memory.

Group the errors by topic. If five questions on storage were wrong, storage is a weak area and needs a whole evening of practice. If only one was wrong, it may have been a slip rather than a gap in understanding.

Exam Technique

Read the instructions before starting. Check the number of questions, the marks for each question and the time allowed. Answer all questions, beginning with the ones you are sure of.

Leave space between answers and write clearly. A crossed out answer is marked by the examiner, so do not leave a blank space for it.

In practical questions, follow the instruction exactly. If asked to save a file, save it. If asked to name a device, name only what is asked and not everything you know.

Plan for the Examination

Organise your notes so that each topic is on one page. Check that you can find any topic quickly during the revision period.

Prepare your materials the night before: two pens, a pencil, an eraser, a ruler and your school identification card. Sleep properly. A tired brain forgets what a rested one remembers.

Practical Work

1. Complete a forty five minute written test on all topics from Weeks 1 to 9.
2. Complete the practical task: type a passage of at least forty words and save it with a correct file name.
3. Draw the information processing cycle and label it without looking at your notebook.
4. Make a list of every weak topic found in the test and write one practice activity for each.
5. Redo the Week 10 test without looking at your notes and check the result.
6. Write one page of notes for each of the nine topics and keep them in one file.
7. Complete a past type objective paper on computer studies within thirty minutes.
8. Correct every error and record the three topics you must work on most.
9. Prepare your examination materials the evening before.

Scenario-Based Questions

1. In one sentence, define ICT and name its four parts.
2. Give one device that acts as both an input and an output device and explain the two jobs it does.
3. Explain how you would decide whether a device is primary or secondary storage.
4. Write the steps for saving a document for the first time.
5. Name two file extensions and what they are used for.
6. Explain why a pupil who types fast but makes many errors has not yet improved.
7. State two rules for safe use of the internet.
8. In a test you do not know the answer to a question. Explain what you should do rather than leaving it blank.
9. A pupil writes three paragraphs when a question asks for one. Explain how this affects the mark.
10. Explain why crossing out an answer rather than leaving a blank line is acceptable.
11. Your practical test asks you to save a document. Explain why saving it, and not only typing it, earns the mark.
12. You made the same error in two past papers on storage devices. Give two different ways of fixing this.
13. Explain why preparing your materials the night before is part of exam preparation.
14. State the steps you would follow on the morning of the examination.

Examination and Continuous Assessment Practice

These questions are taken from the First Term examination and Continuous Assessment papers for this class. Answer them in full sentences.

1. A teacher asks a pupil to trace what happens when a school enters pupil names and marks, prints a report and files it. Identify the five parts of the computer system, state the types of data the computer handles, and trace the task through the IPOS cycle.
2. (a) Define Digital Technology. (b) Differentiate between Data and Information with one clear example of each. (c) State four (4) advantages of using computers in daily life.
3. (a) Define a Computer as an Input-Process-Output (I-P-O) device. (b) Mention two (2) examples each of: (i) Input Devices (ii) Output Devices (c) Outline three (3) practical ways to care for and maintain computer hardware safely.
4. A Class 1 pupil is given three test scores, 48, 55 and 62, and is told only that this is her result. Explain the difference between data and information, and show how the teacher's report turns these three scores into information.
5. A school is preparing a display showing how people created and shared information in different periods. Name the six information ages in the correct order, and state the key development that each age introduced.
6. (a) Mention three (3) early non-electronic counting devices used before modern computers were invented. (b) Highlight the main technological component used in each of the following computer generations: (i) First Generation (ii) Second Generation (iii) Third Generation (iv) Fourth Generation (c) Who was Charles Babbage, and what was his contribution to computer history?
7. (a) Briefly describe the following Information Ages: (i) Stone Age (ii) Industrial Age (iii) Digital/Information Age (b) Define Information Transmission. (c) List two (2) ancient methods and two (2) modern methods of transmitting information.
8. A pupil is asked to explain to her class why a photograph of a drawing still looks sharp on a computer screen after it has been copied many times, while a photograph of a drawing on paper gradually becomes fuzzy. Use the difference between digital and analogue technology to explain this.

LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:

Rationale: The term began with ICT itself and what it means in everyday life, then moved through the parts of a computer, the functions of those parts and the information processing cycle. Understanding review of the Term, revision Method, common Weak Areas, preparing for the Test helps learners use digital technology confidently, safely and responsibly.

Pre-requisite Knowledge: In Week 10, learners studied Creating and Saving Documents, including naming a Document, saving a Document, opening a Document. The knowledge from that week is used again in this lesson.

Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Revision and Examination Preparation, practical task sheets, learners' notebooks and pens.

Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 11); First Term examination and Continuous Assessment question papers.

LESSON DEVELOPMENT

Assignment: i. A teacher asks a pupil to trace what happens when a school enters pupil names and marks, prints a report and files it. Identify the five parts of the computer system, state the types of data the computer handles, and trace the task through the IPOS cycle. ii. (a) Define Digital Technology. (b) Differentiate between Data and Information with one clear example of each. (c) State four (4) advantages of using computers in daily life.

Learning Objectives

• Complete the First Term examination.
• Answer every question within the time allowed.
• Demonstrate practical skills in the laboratory task.
• Use the result analysis to plan the Second Term work.

Examination Arrangements

The First Term examination covers Weeks 1 to 9. The written paper tests understanding of facts, definitions and the ability to explain. The practical task tests whether the learner can actually use a computer.

All learners should arrive early with two pens, a pencil, an eraser, a ruler and identification card. Practical candidates must confirm that the computer, keyboard and mouse are working before the task begins.

What the Paper Will Test

The paper will include objective questions. These test single facts, names and classifications. It will also include short answer questions. These test definitions, differences and short explanations. Where provided, essay questions will require requiring organised paragraphs.

The practical task will test typing, saving a document with a correct file name, and naming or classifying computer parts. Practice these steps before the examination.

After the Examination

Once the papers are marked, the results should be analysed. Count how many learners lost marks on each question. A question that almost every learner missed shows the topic was not well taught and must be repeated.

Record the topics to be retaught in the Second Term and the topics to move on from. Share the analysis with the class so that learners know which areas to work on.

Preparing for the Second Term

The Second Term begins with revision of the topics that were weak. It then moves to new topics, which build on what has been learned, including more advanced work on the internet and further practice on documents.

Practical Work

1. Enter the examination room with all required materials.
2. Read the instructions and the markscheme before writing anything.
3. Attempt every question, beginning with the ones you understand best.
4. Complete the practical task exactly as instructed.
5. Revise the result analysis when it is returned and note the topics to work on.

Scenario-Based Questions

1. You have twenty minutes left and four questions unanswered. Explain how you should use the time.
2. A learner finishes the practical task but forgets to save the file. Explain the consequence.
3. Explain why a teacher analyses the examination result before planning the next term.
4. State four items you should bring to the examination.
5. Explain how you would answer a question asking for the difference between two items when you can only remember one.
6. Give two reasons why the practical task is an important part of Digital Technology.
7. A question asks for four items and one mark is carried for each. Explain what happens if only two are given.
8. ODELAMI

First Term Examination Practice Questions

These questions are taken from the First Term examination and Continuous Assessment papers for this class. Answer them in full sentences.

1. (a) Define a Computer as an Input-Process-Output (I-P-O) device. (b) Mention two (2) examples each of: (i) Input Devices (ii) Output Devices (c) Outline three (3) practical ways to care for and maintain computer hardware safely.
2. (a) Mention three (3) early non-electronic counting devices used before modern computers were invented. (b) Highlight the main technological component used in each of the following computer generations: (i) First Generation (ii) Second Generation (iii) Third Generation (iv) Fourth Generation (c) Who was Charles Babbage, and what was his contribution to computer history?
3. (a) Define Digital Technology. (b) Differentiate between Data and Information with one clear example of each. (c) State four (4) advantages of using computers in daily life.
4. (a) Briefly describe the following Information Ages: (i) Stone Age (ii) Industrial Age (iii) Digital/Information Age (b) Define Information Transmission. (c) List two (2) ancient methods and two (2) modern methods of transmitting information.

LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:

Rationale: The First Term examination covers Weeks 1 to 9. Understanding examination Arrangements, what the Paper Will Test, after the Examination, preparing for the Second Term helps learners use digital technology confidently, safely and responsibly.

Pre-requisite Knowledge: In Week 11, learners studied Revision and Examination Preparation, including review of the Term, revision Method, common Weak Areas. The knowledge from that week is used again in this lesson.

Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Examination, practical task sheets, learners' notebooks and pens.

Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 12); First Term examination and Continuous Assessment question papers.

LESSON DEVELOPMENT

Assignment: i. You have twenty minutes left and four questions unanswered. Explain how you should use the time. ii. A learner finishes the practical task but forgets to save the file. Explain the consequence.