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Contents
MODULE 1: PROBLEM SOLVING AND CODING 2 ....................................................................... 5
CHAPTER PROBLEM SOLVING AND CODING 2....................................................................... 5
Lesson 1: sequence and selection control structure ................................................................. 5
Lesson 2: Multiple selection constructs..................................................................................... 8
Lesson 3: Iterative constructs ................................................................................................. 10
Lesson 4: Definite iterative constructs .................................................................................... 10
Lesson 5: Indefinite iterative constructs .................................................................................. 12
CHAPTER I: TESTING AND DEBUGGING ................................................................................ 13
Lesson 6: Integration activities ................................................................................................ 13
Lesson 8: Dry running ............................................................................................................. 13
Lesson 9: Integration activities ................................................................................................ 14
CHAPTER III: SETTING UP A PROGRAMMING ENVIRONMENT ............................................ 15
Lesson 10: Programming tools ............................................................................................... 15
Lesson 11: Installation of programming tools .......................................................................... 16
Lesson 12: Integration activities .............................................................................................. 16
Evaluation ............................................................................................................................... 16
CHAPTER IV: WRITING OF SOURCE CODE ........................................................................... 17
Lesson 13: Introduction to coding ........................................................................................... 17
Lesson 14: Coding 1 ............................................................................................................... 18
Lesson 14: Coding 2 ............................................................................................................... 18
Lesson 14: Coding 3 ............................................................................................................... 18
Lesson 14: Coding 4 ............................................................................................................... 19
Lesson 14: Coding 5 ............................................................................................................... 19
MODULE 2: DATA MANIPULATION 1 .......................................................................................... 20
CHAPTER V: OPERATIONS ON NUMBER SYSTEMS ............................................................. 20
Lesson 20: Notions on number systems ................................................................................. 20
Introduction................................................................................................................................. 20
Definitions................................................................................................................................... 20
Types of Number system ............................................................................................................ 21
Lesson 21: Conversion from any base to base 10 .................................................................. 21
Conversion from base 2, base 8, and base 16 to base 10. ..................................................... 21
Lesson 22: Conversion from base 10 to any base .................................................................. 22

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Conversion from base 10 with fractions to base 2 .................................................................. 22

Lesson 23: Conversion from base 2 to 8 and 16 and vice versa ............................................ 23
Conversion from base 8 to base 16 and vice versa ................................................................ 23
Lesson 24: Addition and subtraction in a number system ....................................................... 24
Binary Arithmetic ........................................................................................................................ 24
Binary Addition ........................................................................................................................ 24
Binary Subtraction .................................................................................................................. 24
Lesson 24: Addition and subtraction in a number system ....................................................... 24
CHAPTER VI: ANALYZING SIMPLE LOGIC CIRCUITS ............................................................ 25
Lesson 26: Basic logic gates .................................................................................................. 25
Introduction................................................................................................................................. 25
1. Definitions ............................................................................................................................ 25
2. Basic logic gates .................................................................................................................. 25
a. NOT gate .......................................................................................................................... 26
b. AND gate ....................................................................................................................... 26
c. OR gate. ........................................................................................................................... 27
3. Other type of Logic gates ..................................................................................................... 27
Lesson 27: Derived gates ....................................................................................................... 28
4. Boolean algebra ................................................................................................................... 28
Lesson 28: Logic circuits......................................................................................................... 30
5. Logic circuits and Boolean function ...................................................................................... 30
Lesson 29: Integration activitie Lesson 29: ............................................................................. 30
MODULE 3: HARDWARE AND SOFTWARE SYSTEMS ............................................................. 31
CHAPTER VII: OPTIMISING COMPUTER PERFORMANCE .................................................... 31
Lesson 30: Software methods for optimizing the computer .................................................... 31
Lesson 31: Hardware methods for optimizing the computer ................................................... 34
Lesson 32: Integration activities .............................................................................................. 34
CHAPTER VIII: CHOOSING APPROPRIATE PERIPHERAL DEVICES .................................... 35
Lesson 33: Input peripherals................................................................................................... 35
Lesson 35: Integration activities .............................................................................................. 35
CHAPTER IX: LESSON 35: INTEGRATION ACTIVITIES .......................................................... 36
Lesson 36: Units of storage .................................................................................................... 36
Lesson 37: Conversion between units of storage ................................................................... 36
Lesson 38: Integration activities .............................................................................................. 37
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CHAPTER XI: CARRYING OUT BASIC COMPUTER MAINTENANCE .................................... 38

Lesson 39: Notions on computer maintenance ....................................................................... 38
Lesson 40: Hardware maintenance ........................................................................................ 39
Lesson 42: Integration activities .............................................................................................. 40
CHAPTER XII: CREATING DIGITAL CONTENT ........................................................................ 41
Lesson 43: Types of Digital content and File formats.............................................................. 41
Lesson 44: Tools for creating digital content ........................................................................... 42
Lesson 45: Creation of audio content ..................................................................................... 46
Lesson 46: Creation of image content .................................................................................... 46
Lesson 47: Creation of multimedia content 1 .......................................................................... 46
Lesson 47: Creation of multimedia content 1 .......................................................................... 46
Lesson 49: Creation of hypermedia content 1 ........................................................................ 46
Lesson 50: Creation of hypermedia content 2 ........................................................................ 46
Create hypermedia content with the help of html, CSS, JavaScript, etc. ................................ 46
Lesson 51: Creation of hypermedia content 3 ........................................................................ 46
Create hypermedia content with the help of html, CSS, JavaScript, etc. ................................ 46
Lesson 52: Integration activities .............................................................................................. 46
Lesson 53: Integration activities .............................................................................................. 46
CHAPTER XIII: PRODUCING WORD PROCESSED DOCUMENTS ........................................ 47
Lesson 54: Features of a word processor ............................................................................... 47
Lesson 55: Common operations on a page ............................................................................ 47
Lesson 56: Operations on tables ............................................................................................ 47
Lesson 57: Integration activities .............................................................................................. 47
Lesson 58: Integration activities .............................................................................................. 47
Evaluation ............................................................................................................................... 47
CHAPTER IV: MANIPULATING SPREADSHEETS ................................................................... 48
Lesson 59: Notions on cell referencing ................................................................................... 48
Lesson 60: Operations using different types 0f cell referencing .............................................. 50
Lesson 61: Conditional functions: IF function 1 ...................................................................... 50
Lesson 63: Conditional functions: SUMIF, PRODUCTIF......................................................... 53
Lesson 64: Conditional functions: COUNTIF, AVERAGEIF ..................................................... 57
Lesson 65: Represent data using charts................................................................................. 57
Lesson 66: Integration activities .............................................................................................. 57
CHAPTER XIV: UNDERSTANDING EMBEDDED SYSTEM IOT AND CLOUD COMPUTING .. 58
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Lesson 68: Types of sensors .................................................................................................. 58

Lesson 69: Embedded systems and IoT ................................................................................. 60
Lesson 71: Integration activities .............................................................................................. 62
MODULE 3: ETHICS, SOCIETY AND LEGAL ISSUES 2 ............................................................. 63
CHAAPTER XV: PRACTISING NETIQUETTE RULES .............................................................. 63
Lesson 72: Notions on netiquette ........................................................................................... 63
Lesson 73: Emojis .................................................................................................................. 64
Lesson 74: Communicating responsibly online ....................................................................... 66
Lesson 75: Integration activities .............................................................................................. 67
CHAPTER XVI: APPRAISING NATIONAL AND INTERNATIONAL LAWS ON CYBERSECURITY
................................................................................................................................................... 68
Lesson 76: International laws or acts on digital technology .................................................... 68
Lessson 77: National laws or policies on digital technology.................................................... 69
Lesson 78: National and international bodies regulating the use of ICT ................................. 70
Lesson 79: Integration activities .............................................................................................. 71
CHAPTER XVII: EVALUATING THE CREDIBILITY AND RELIABILITY OF INFORMATION ..... 72
Lesson 80: Notions on misinformation and disinformation ...................................................... 72
The concepts of misinformation, disinformation, deepfake, infodemic, clickbait. .................... 72
Lesson 81: Analysis of online information ............................................................................... 73
Lesson 82: Identifying the credibility of information ................................................................ 73
Lesson 83: Integration activities .............................................................................................. 74
CHAPTER XVIII: AVOIDING COMPUTER RELATED HEALTH ISSUES ................................... 75
Lesson 84: Computer related health hazards ......................................................................... 75
Lesson 85: Computer ergonomics: best practices in the design of items and workplace setup
................................................................................................................................................ 77
Lesson 86: Computer ergonomics: workplace habits and exercises ...................................... 78

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MODULE 1: PROBLEM SOLVING AND CODING 2

CHAPTER PROBLEM SOLVING AND CODING 2
Lesson 1: sequence and selection control structure
Sequence and Selection Control Structures
Sequence Control Structures:
Definition: A sequence control structure is a type of control structure that executes a series of
statements in a specific order, one after the other. Think of a recipe! You follow each step in
order to get the desired result.
Example: A simple algorithm for making tea:
 Boil water
 Add tea leaves
 Stir
 Pour into cup
Changing the order of the statements would result in a different outcome (e.g., adding tea leaves
before boiling water).
Selection Control Structures:
Definition: A selection control structure is a type of control structure that allows a program to
choose between two or more alternative paths based on a condition. Imagine you're at a
crossroads! You need to decide which path to take based on certain conditions (e.g., weather,
time).
Example: A simple algorithm for determining the cost of shipping an item:
1. If weight <= 1kg, then cost = 500frs
2. Else, if weight <= 5kg, then cost = 1000frs
3. Else, cost = 2000frs
The condition is evaluated, and the program executes the corresponding path.

Example 2: Write a selection control structure to determine the grade of a student based on their
average score:
- If average score ≥ 80, grade = A
- Else, if average score ≥ 60, grade = B
- Else, grade = C

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Flowchart Illustration
Simple Algorithm using Selection Control Structure:
Algorithm: Calculate the area of a rectangle
1. Input length and width
2. If length == width, then
Area = length x width (square)
3. Else
Area = length x width (rectangle)
4. Output Area
The program uses a selection control structure to determine whether the shape is a square or
rectangle.
Draw a flowchart to represent the following algorithm:
1. Input a number
2. If the number is even, print "Even"
3. Else, print "Odd"
Exercises
1. Write an algorithm to calculate the sum of the first 10 positive integers
Correction:
1. Start
2. Initialize sum = 0
3. For i = 1 to 10
4. Sum = sum + i
5. End For
6. Print sum
7. End
2. Write a sequence of statements to print the first 5 terms of the Fibonacci sequence (1, 1, 2,
3, 5, ...).
Correction:
1. Start
2. Print 1
3. Print 1
4. Initialize a = 1, b = 1
5. For i = 3 to 5
6. Print a + b
7. a = b
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8. b = a + b
9. End For
[Link]
3. Write an algorithm to determine the cost of shipping an item based on its weight:
1. If weight ≤ 1kg, cost = 500frs
2. Else, if weight ≤ 5kg, cost = 1000frs
3. Else, cost = 2000frs
Correction:

1. Start
2. Input weight
3. If weight ≤ 1kg
4. Cost = 500frs
5. Else
6. If weight ≤ 5kg
7. Cost = 1000frs
8. Else
9. Cost = 2000frs
10. End If
11. Print cost
12. End
4. Write a selection control structure to determine the grade of a student based on their average
score:
1. If average score ≥ 80, grade = A
2. Else, if average score ≥ 60, grade = B
3. Else, grade = C
Correction:
1. Start
2. Input average score
3. If average score ≥ 80
4. Grade = A
5. Else
6. If average score ≥ 60
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7. Grade = B
8. Else
9. Grade = C
[Link] If
[Link] grade
[Link]

Lesson 2: Multiple selection constructs

Multiple Selection Constructs:
Definition: A multiple selection construct is a type of control structure that allows a program
to choose between two or more alternative paths based on a condition. Think of a traffic light!
Depending on the color, you take a different action.
Types of Multiple Selection Constructs:
1. If-Else Statements
2. Switch Statements
3. Nested If Statements
Illustration:
1. If-Else Statements: Imagine you're at a coffee shop. If you want tea, you take one path.
If you want coffee, you take another.
2. Switch Statements: Think of a phone menu. Depending on the number you press, you get
a different option.
3. Nested If Statements: Imagine you're at a restaurant. If you want breakfast, you have
another choice to make (e.g., eggs or pancakes).
Examples:
1. Determine the cost of shipping an item based on its weight using If-Else Statements.
Solution:
If weight <= 1kg
Cost = 500frs
Else
If weight <= 5kg
Cost = 1000frs
Else
Cost = 2000frs
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```

2. Use a Switch Statement to determine the day of the week based on a number input.
Solution:
```
Switch (number)
Case 1:
Day = "Monday"
Break
Case 2:
Day = "Tuesday"
Break
Case 3:
Day = "Wednesday"
Break
...
```

3. Use Nested If Statements to determine the type of ticket to issue to a passenger based on their
age and destination.
Solution:
```
If age <= 18
If destination = "Local"
Ticket = "Child Local"
Else
Ticket = "Child International"
Else
If age >= 60
Ticket = "Senior"
Else
Ticket = "Adult"

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Lesson 3: Iterative constructs

Iterative Control Structures:
Definition: An iterative control structure is a type of control structure that allows a program to
repeat a set of statements for a specified number of times. Think of a loop! You keep repeating
a set of instructions until a condition is met.
Situations where Iterative Control Structure is Needed:
1. Repeating a task for a fixed number of times
2. Processing a list of items
3. Performing a calculation repeatedly
Main Parts of a Loop:
1. Initialization: This is where you initialize the loop counter or variable. For example, "int i
= 0;".
2. Condition: This is the test that determines whether the loop should continue or not. For
example, "i < 10;".
3. Iteration: This is the code that is executed repeatedly while the condition is true. For
example, "[Link](i);".
4. Termination: This is where the loop ends and the program continues with the next
statement. For example, "i++;".
Advantages of Iterative Control Structure:
- Saves time and effort
- Reduces code repetition
- Easy to maintain and modify
Disadvantages of Iterative Control Structure:
- Can be time-consuming for large iterations
- Difficult to debug

Lesson 4: Definite iterative constructs

Definite Iteration:
Definition: A definite iteration is a type of iteration where the number of iterations is known
before the loop [Link] of a for loop! You know exactly how many times the loop will iterate.

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When to Use Definite Iteration:

- When the number of iterations is fixed
- When you need to perform a task for a specific number of times
Building Definite Iterations:
- Use a for loop or a while loop with a fixed counter
- Make sure the loop is coherent with the given context
Simple Algorithms Using Definite Iteration:
1. Calculate the sum of the first 10 positive integers:
Solution:
```
int sum = 0;
for (int i = 1; i <= 10; i++) {
sum += i;
}
[Link]("Sum: " + sum);
```

2. Print the first 5 terms of the Fibonacci sequence:

Solution:
```
int a = 0;
int b = 1;
for (int i = 1; i <= 5; i++) {
[Link](a + " ");
int temp = a;
a = b;
b = temp + b;
}
```

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Lesson 5: Indefinite iterative constructs

Definition: An indefinite iteration is a type of iteration where the number of iterations is not
known before the loop starts. Think of a while loop! The loop continues until a condition is
met.

Flowchart Illustration:
Simple Algorithms Using Indefinite Iteration:
Print all the even numbers between 1 and 100:
Solution:
```
int i = 1;
while (i <= 100) {
if (i % 2 == 0) {
[Link](i + " ");
}
i++;
}
```

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CHAPTER I: TESTING AND DEBUGGING

Lesson 6: Integration activities
Testing, Test Case, Test Data, and Bug
1. Testing: The process of evaluating a program or system to ensure it meets the required
specifications and works as expected, while identifying errors in a program.
2. Test Case: A set of inputs, execution steps, and expected outcomes used to test a specific
aspect of a program or system.
3. Test Data: The actual data used to test a program or system.
4. Bug: An error or defect in a program or system that causes it to produce incorrect or
unexpected results.
Differentiating between Testing and Debugging
Testing focuses on identifying errors in a program, while debugging focuses on
locating and fixing the errors identified during testing.
Differentiating between Black Box Test and White Box Test
Black box testing focuses on testing a program's functionality without knowledge
of its internal workings, while white box testing focuses on testing a program's internal
workings and structure.
Dry Running and Trace Tables
Dry Running: Testing an algorithm or program by manually executing it step-by-step, while
tracing its execution.
Trace Tables: A table used to record the execution steps and outcomes of an algorithm or
program.

Lesson 8: Dry running

Performing a Dry Run Test on an Algorithm
- Choose an algorithm or program to test.
- Manually execute the algorithm or program step-by-step, while tracing its execution.
- Record the execution steps and outcomes in a trace table.
- Identify any defects or errors.

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Example 1:
Algorithm: Find the maximum of two numbers
Step 1: Read two numbers, a and b
Step 2: If a > b, then max = a
Step 3: Else, max = b
Step 4: Print max
Dry Run Test:
Input: a = 5, b = 3
Step 1: Read a = 5, b = 3
Step 2: Since a > b, max = 5
Step 3: Skip step 3
Step 4: Print max = 5
Output: 5
Example 2:
Algorithm: Find the sum of all even numbers from 1 to n
Step 1: Initialize sum = 0
Step 2: For i = 1 to n
Step 3: If i is even, then sum = sum + i
Step 4: Print su
Dry Run Test:
Input: n = 5
Step 1: sum = 0
Step 2: i = 1 (not even), skip step 3
Step 2: i = 2 (even), sum = 0 + 2 = 2
Step 2: i = 3 (not even), skip step 3
Step 2: i = 4 (even), sum = 2 + 4 = 6
Step 2: i = 5 (not even), skip step 3
Step 4: Print sum = 6
Output: 6

Lesson 9: Integration activities

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CHAPTER III: SETTING UP A PROGRAMMING

ENVIRONMENT
Lesson 10: Programming tools
Role of Programming Tools:
1. Text Editor: A text editor is a program that allows you to create, edit, and save text files. It
is used to write source code.
2. Translator: A translator is a program that translates source code into machine code. There
are two types of translators: compilers and interpreters.
3. IDE (Integrated Development Environment): An IDE is a program that combines a text
editor, translator, and debugger into one software application. It provides a convenient
interface for coding, testing, and debugging programs.
Differentiating between Compiler and Interpreter:
1. Compilers translate source code into machine code before execution, while Interpreters
translate and execute source code line by line.
2. Compilers produce an executable file, while Interpreters do not produce an executable file.
3. Compilers are faster in execution, while Interpreters are slower in execution.
4. Compilers detect errors at compile-time, while Interpreters detect errors at runtime.
Advantages and Disadvantages of IDE over Separate Programming Tools:

Advantages of IDE:
1. Convenient interface for coding, testing, and debugging
2. Automatic code completion and syntax highlighting
3. Integrated debugger for error detection
4. Project management tools

Disadvantages of IDE:
1. Resource-intensive
2. May have a steep learning curve

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Lesson 11: Installation of programming tools

Installing an IDE and Running a Program:
1. Choose an IDE (e.g., Eclipse, NetBeans, Visual Studio)
2. Download and install the IDE
3. Create a new project and write a program
4. Compile and run the program using the IDE
Testing Functionalities of Installed Programming Tool:
1. Create a new project
2. Write a program with errors
3. Use the debugger to detect and fix errors
4. Test the program with different inputs
5. Use the project management tools to manage multiple files and projects

Lesson 12: Integration activities

Evaluation

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CHAPTER IV: WRITING OF SOURCE CODE

Lesson 13: Introduction to coding
Concept of Coding:
Definition: Coding is the process of writing instructions that a computer can understand and
[Link] involves using programming languages to communicate with computers and
instruct them to perform specific tasks. It requires a combination of logic, problem-solving
skills, and attention to detail.
Strategies to Ease Coding:
1. Break down complex problems into smaller, manageable parts:
 Divide the problem into smaller sub-problems
 Solve each sub-problem individually
 Combine the solutions to solve the larger problem
2. Use flowcharts and pseudocode to plan and organize code:
 Flowcharts: visual representations of the program's flow
 Pseudocode: written descriptions of the program's logic
 Write comments to explain code and make it easier to understand:
3. Comments: notes added to the code to explain its purpose
 Use debugging techniques to identify and fix errors:
 Debugging: the process of finding and fixing errors in the code
Structure of a Program:
Basic structure of a program:
1. Input (get user data):
 Use input() function to get user input
 Store input in variables
2. Processing (perform calculations and logic):
 Use mathematical operators (+, -, *, /, etc.) to perform calculations
 Use logical operators (AND, OR, NOT) to make decisions
3. Output (display results):
 Use print() function to display output
 Format output using string manipulation techniques

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Lesson 14: Coding 1

Write source code that makes use of input, output, mathematical and
assignment operators
Lesson 14: Coding 2
Write source code that makes use of selection control structures.
Switch statement in C
```
int grade = 85;
switch (grade / 10) {
case 9:
printf("Excellent!");
break;
case 8:
printf("Good!");
break;
case 7:
printf("Fair!");
break;
default:
printf("Invalid grade!");
}
```

Lesson 14: Coding 3

Write source code that make use of multiple selection control
structures
Example: If-else statement in C
```
int x = 10;
if (x > 5) {
printf("x is greater than 5");
} else {
printf("x is less than or equal to 5");
}
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```

Lesson 14: Coding 4

Write source code that make use of definite iterative control structures
Example: For loop in C
```
for (int i = 0; i < 5; i++) {
printf("Hello, world!");
}
```

Lesson 14: Coding 5

Write source code that make use of indefinite iterative control
structures
Example: While loop in C
```
int i = 0;
while (i < 5) {
printf("Hello, world!");
i++;
}
```

Lesson 14: integrated activity

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MODULE 2: DATA MANIPULATION 1

CHAPTER V: OPERATIONS ON NUMBER SYSTEMS
Lesson 20: Notions on number systems
Introduction
Human beings use a number system consisting of different digits (0-9) which
corresponds to the number of fingers we have. This representation is called the decimal
number system.

Computers are digital devices (don‘t have fingers) so uses two states either ‗0‘ or
‗1‘, ON or OFF, True or False, High or Low. A computer can understand the
positional number system where there are only a few symbols called digits and these
digits (symbols) represent different values depending on the position they occupy in
the number.

Definitions
Number system: it is a set of symbols and rules used to represent numbers in a certain
base.
Base: the number of different symbols used in a given number system is known as the
base or radix of the number system. The largest value of a symbol (digit) in a given
number system is always less than the base or radix of that system. If the base of a
system is represented by “b”, then the largest value a digit in that system can assume or
have is “b-1”.
Binary digit: it is a made up of “0” or “1”. The short form of Binary digit is BIT.
Computers deal with numbers in groups of bits usually a length that is the power of
2.

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For example, a digit is called a bit, Bits are commonly stored and manipulated in
groups of 4 (known as a nibble), 8 (known as a byte), 16 (usually known as a half
word), 32 (a word), or 64 bits (a double word). Sometimes other groupings are used
like 16 (known as a word), 32 (known as a double word).
Truth table: as seen in logic gates.

Types of Number system

Number system Elements/symbols
Binary (base 2) 0,1
Octal (base 8) 0,1,2,3,4,5,6,7
Decimal (base 10) 0,1,2,3,4,5,6,7,8,9
Hexadecimal (base 16) 0,1,2,3,4,5,6,7,8,9, A=10, B=11, C=12, D=13,
E=14, F=15
Lesson 21: Conversion from any base to base 10
Conversion: it is an act of changing from one number system to another number system.

Conversion from base 2, base 8, and base 16 to base 10.

 Rang the number from right to left starting with zero and then express the number
with its base.
 Base 2 to Base 10
E.g. (1011)2 = 13021110 = 1*23+0*22+1*21+1*20 = 8+0+2+1 = (11)10
(101.011)2 = 1*22+0*21+1*20+0*2-1+1*2-2+1*2-3 = (5.875)10

 Base 8 to Base 10
(237)8 = 22 31 70 = 2*82 + 3*81 + 7*80 = (159)10

 Base 16 to Base 10

(4AC9)16 = (19145)10

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Lesson 22: Conversion from base 10 to any base

 Divide the number in base 10 by the base you want to convert the number to until
there is nothing left to divide while writing the remainder as the number in the new
base. Read the answer i.e. number in new base from bottom from top. The last
remainder is the MSB and the first remainder is the LSB.
 The left-most bit in a binary number is the most significant bit while the right-most
bit is the least significant bit.
E.g. (250)10 to base 2
250/2 = 125R0
LSB 125/2 = 62R1
Ex. 11011 62/2 = 31R0
31/2 = 15R1
MSB
15/2 = 7R1
7/2 = 3R1
3/2 = 1R1
1/2 = 0R1 ↑ therefore (250)10 =
(11111010)2

To convert (250)10 to base 8 and base 16, divide by 8 and 16 respectively writing the
remainder. (250)10 = (372)8 and (250)10 = (FA)16.
Conversion from base 10 with fractions to base 2
To convert a decimal number with a fraction (point) to base 2, convert the
whole part as before i.e. dividing by 2 until there is nothing left to divide then multiply
successively the decimal part (fractional part) by 2 keeping the whole part as the
number in base 2 until the decimal number is a whole number with a point zero (.0).
The answer is read from top to down.
E.g. (15.375)10
The whole part is (15)10 = (1111)2. The
fractional part is (0.375)10 Then it is
converted as follows:
0.375*2= 0.75 0↓
0.75*2=1.5 1

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0.5*2=1.0 1
0.0*2=00 end. Therefore (0.375)10 = (0.011)2 and so (15.375)10 = (1111.011)2

Lesson 23: Conversion from base 2 to 8 and 16 and vice versa

A B C Octal
Conversion from base 8 to base 16 and equivalent
vice versa 0 0 0 0
 To convert from base 8 to base 16, the number in 0 0 1 1
0 1 0 2
base 8 is first converted to base 2 then to base 16
0 1 1 3
by grouping the number in base 2 into groups of 1 0 0 4
4-bits then looking for each of the equivalent 4- 1 0 1 5
1 1 0 6
bits group from the hexadecimal conversion
1 1 1 7
3
table (truth table). 2 = 8.
Table 1: Binary to Octal conversion
 A base 8 number has 3-bits (3 variables). table

 To convert from base 16 to base 8, the number in base 16 is first converted to base
2 then to base 8 by grouping the number in base 2 into groups of 3-bits then looking
for each of the equivalent 3-bits group from the octal conversion table (truth table).
24 = 16. A base 16 number has 4-bits (4 variables).
A B C D Hexadecimal
equivalent
0 0 0 0 0
0 0 0 1 1
0 0 1 0 2
0 0 1 1 3
0 1 0 0 4
0 1 0 1 5
0 1 1 0 6
0 1 1 1 7
1 0 0 0 8
1 0 0 1 9
1 0 1 0 A
1 0 1 1 B
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1 1 0 0 C
1 1 0 1 D
1 1 1 0 E
1 1 1 1 F
Table 2: Binary to Hexadecimal conversion table
Lesson 24: Addition and subtraction in a number system
Binary Arithmetic
Binary Addition
Examples
………………………………….
………………………….
…………………………..

Binary Subtraction
Examples
( )
…... ( )
( )

Lesson 24: Addition and subtraction in a number system

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CHAPTER VI: ANALYZING SIMPLE LOGIC CIRCUITS

Lesson 26: Basic logic gates
Introduction
A large number of electronic circuits (in computers, control units, and so on) are
made up of logic gates. Logic gates are used in many electronic devices, from computers
to communication systems.
The gates which are switching circuits control the movement of machines to perform
their required task.
Each of the basic logic gates is a piece of hardware or an electronic circuit that can
be used to implement some basic logic circuits.
Digital logic systems are based on binary (two level) number system (1 or 0, high
or low, on or off and true or false). The term logic is used to describe the set of the basic
electronic components which when combined with each other are able to perform
complex, logical and arithmetic operations.

1. Definitions
A logic gate is an is an elementary building block of a digital circuit. It is an
electronic circuit implementing a Boolean function, a logical operation performed on
one or more binary inputs that produces a single binary output.
Logic gates use the principles of a mathematical system known as Boolean algebra.
As well as a standard Boolean expression, the input and output information of any logic
gate or circuit can be schemed into a standard table to give a visual representation of the
switching function of the system. The table used to represent the Boolean expression of
a logic gate function is commonly called a Truth Table. A logic gate truth table shows
each possible input combination to the gate or circuit with the resultant output depending
upon the combination of these input(s).
To construct a truth table, we evaluate the Boolean expression for all possible
combinations of values for the input variables. The number of possible combinations is
always equal to 𝟐𝒏 where 𝒏 is the number of input variables.

2. Basic logic gates

There are three basic logic gates: AND, OR, NOT.

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a. NOT gate
The simplest possible gate is called an “inverter” or a NOT gate. It has just one
input and the output is its opposite: if the input is high (1), the output is low (0) and
viceversa.
NOT operation on a logic variable X is denoted as X̅ or X’, if X is the input to a
NOT gate, then its output Y is given by Y =X̅ and reads as Y equals NOT X. Thus, if X
= 0, Y = 1 and if X = 1, Y = 0. The symbol for an inverter is shown below:

Read as inversion of X gives Truth table of a NOT gate

Y

b. AND gate
An AND gate is a circuit with two inputs and a single output which is set to one
only if both the inputs are 1. This means that it will give a high output only if all of the
inputs are high.
For example, in a simple lighting circuit with two switches in series the lamp will
light only if both switches are pressed.
The multiplication sign stands for the AND operation. The standard symbol for the
AND gate and its truth table is shown below. A and B are input variables while Y is the
output variable.
Y=A.B or Y=AB. It reads as Y equals A AND B. This is the case for two input
variables.

Read as A AND B gives Y

Truth table of an AND gate

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c. OR gate.
An OR gate will give a high output if any of the inputs is high. For example, in a
simple lighting circuit with two switches in parallel the lamp will light if either switch
is pressed.
The OR gate is composed of two inputs and a single output and performs logical
addition. The sign (+) stands for the OR operation and not for
ordinary addition.
OR gate, Truth Table and
Circuits as shown
below. Read as A OR B gives Y
Truth table of an OR gate
3. Other type of Logic gates
Using combinations of logic gates, complex operations can be performed. In theory
there is no limit to the number of gates that can be arranged together in a single device,
but in practice, there is a limit to the number of gates that can be packed into a given
physical space. Some basic combination gates are: NAND gate, NOR gate, Exclusive-
OR (XOR) and Exclusive-NOR (XNOR) gate.
 NAND Gate: It is composed of two input variables and a single output variable.
The term NAND gate is formed by the combination of NOT-AND and implies an
AND function with an inverted on the output.
The logical operation of the NAND gate is such that the output is LOW (0) only when
all the inputs are HIGH (1) else the output is HIGH (1). A B X
0 0 1
X = (AB)
0 1 1
1 0 1
1 1 0
Truth table of NAND gate
 NOR Gate: The NOR gate which is composed of two inputs variable and a single
output variable also has a universal property. The term NOR is formed by the
combination of NOT-OR and implies an OR function with an inverted output.
The logical operation of the NOR gate is such that the output is HIGH (1) only when all
the input variables are LOW (0) else the output is LOW (0). A B X
0 0 1
0 1 0
X = (A+B)
1 0 0
1 1 0
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Truth table of a NOR gate

 Exclusive-OR (XOR) and Exclusive-NOR (XNOR): These gates are usually

formed from the combination of the other logic gates. The exclusive-OR is an
INEQUALITY function and the output is HIGH (1) when the inputs variables are
not equal to each other. Conversely, the exclusive-NOR is an EQUALITY
function and the output is HIGH (1) when the inputs are equal to each other. The
output of XOR is as follows:

Lesson 27: Derived gates Truth table of a XOR gate

4. Boolean algebra
Boolean algebra is a mathematical system, developed by the English
mathematician, George Boole, which is used for the formulation of the logical
statements with symbols so that the problems can be solved in a definite manner of
ordinary algebra. In short, Boolean algebra is the mathematics of digital systems. Since
Boolean algebra deals with the binary number system, the variables used in the Boolean
equations have only two possible values (0 or 1). Thus, for performing the logical
algebraic operations, that is, 'addition' and 'multiplication', Boolean algebra follows
certain rules.
 Rules of Boolean algebra
These rules are shown in the table below.
Addition Rules Multiplication Rules
1 0+0=0 0∙0=0
2 0+1=1 0∙1=0
3 1+0=1 1∙0=0
4 1+1=1 1∙1=1
5 A+0=A A∙0=0
6 A+1=1 A∙1=A
7 A+A=A A∙A=A
8 A + A̅ = 1 A ∙ A̅ = 0
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9 A + AB = A
10 A + A̅B = A + B
11 (A + B)(A + C) = A + BC
12 AC + BC = A(B+C)

These rules can be check be the use of Truth Table.

 Laws of Boolean algebra
The following are different laws of Boolean algebra.

 Complement law
𝐴 ∙ 𝐴̅ = 0 | 𝐴 + 𝐴̅ = 1
 Idempotence law
𝐴·𝐴=𝐴 | 𝐴+𝐴 =𝐴
 Absorption law
𝐴(𝐴 + 𝐵) = 𝐴 | 𝐴 + (𝐴𝐵) = 𝐴
 Involution law
𝐴̿ = 𝐴
 Identity law
𝐴·1=𝐴 | 𝐴+0=𝐴
 Redundancy law
𝐴·0=0 | 𝐴+1

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Lesson 28: Logic circuits

5. Logic circuits and Boolean function
A Logic circuit is a set of gate joined together to produce a specific output
from give inputs
For example, let’s consider the following circuit: It contains three inputs A, B
and C and two types of gates.

A Boolean function is an expression formed with binary variables and

logical operators like (OR, AND, NOT with an equality sign). In essence, a
truth table is a list which defines a Boolean function.
For example, X = A · B + A · C. Let us determine the truth table of the given
function:
There are 3 inputs; thus we must have 23 (i.e. 8) possible combinations of
1s and 0s.
A B C A∙B A∙C A∙B + A∙C
0 0 0 0 0 0
0 0 1 0 0 0
0 1 0 0 0 0
0 1 1 0 0 0
1 0 0 0 0 0
1 0 1 0 1 1
1 1 0 1 0 1
1 1 1 1 1 1

Lesson 29: Integration activitie Lesson 29:

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MODULE 3: HARDWARE AND SOFTWARE

SYSTEMS
CHAPTER VII: OPTIMISING COMPUTER
PERFORMANCE
Lesson 30: Software methods for optimizing the computer
Antivirus software:
It is a Software that detects, prevents, and removes malicious software (malware)
that can harm a computer system or compromise user data. Antivirus software uses
various techniques such as signature-based detection, behavioral analysis, and
sandboxing to identify and mitigate malware threats. Examples are Norton Antivirus,
McAfee Antivirus etc
Disk defragmenter:
A utility that rearranges the layout of data on a hard disk to optimize access speed
and reduce fragmentation. Disk defragmentation involves reorganizing files and free
space on the hard disk to improve data access efficiency and reduce the time it takes
for the computer to access data. Examples are; Disk Defragmenter (Windows),
Optimize Drives (Windows) etc.
Disk cleaner:
Software that removes temporary files, system junk, and other unnecessary data
from a computer system to free up disk space and improve performance. Disk cleaners
use algorithms to identify and delete unnecessary files, system logs, and other data
that can consume disk space and slow down the computer. Examples are; Disk
Cleanup (Windows), CCleaner (Windows) etc.
Operating system configurations:
The process of adjusting system settings and parameters to optimize computer
performance, security, and user experience. Operating system configurations involve
tweaking system settings, disabling unnecessary services, and adjusting visual effects
to achieve optimal performance and efficiency. Examples are; Windows Performance
Options, macOS System Preferences

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concepts and how they affect the performance of a computer:

malware, fragmentation, defragmentation.
1. Malware:
Definition: A malware is a Software that is designed to harm or exploit a
computer system or its user, such as viruses, trojans, spyware, and ransomware.
Malware can compromise system security, steal user data, and disrupt computer
performance, making it essential to protect against it. Example are; Viruses,
trojans, spyware, ransomware etc.
2. Fragmentation:
Definition: The process by which data becomes scattered across the hard disk,
leading to reduced access speed and increased risk of data loss. Fragmentation occurs
when files are broken into smaller pieces and scattered across the hard disk, making
it harder for the computer to access them efficiently. The solution to this problem is
Defragmentation
3. Defragmentation:
Definition: The process of rearranging data on the hard disk to optimize access
speed and reduce fragmentation. Defragmentation involves reorganizing files and free
space on the hard disk to improve data access efficiency and reduce the time it takes
for the computer to access data.
Improving Computer Performance
1. Antivirus software:
Antivirus software is a type of software that is designed to detect, prevent, and
remove malicious software (malware) from a computer system. Malware can slow
down a computer, steal personal information, and even damage the system. Antivirus
software uses various techniques such as signature-based detection, behavioral
analysis, and sandboxing to identify and mitigate malware threats. Examples are;
Norton Antivirus, McAfee Antivirus
2. Disk defragmenter:
A disk defragmenter is a utility that rearranges the layout of data on a hard disk to
optimize access speed and reduce fragmentation. Fragmentation occurs when files are
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broken into smaller pieces and scattered across the hard disk, making it harder for the
computer to access them efficiently. Disk defragmentation involves reorganizing files
and free space on the hard disk to improve data access efficiency and reduce the time
it takes for the computer to access data e.g. Disk Defragmenter (Windows), Optimize
Drives (Windows)
3. Disk cleaner:
A disk cleaner is a software that removes temporary files, system junk, and other
unnecessary data from a computer system to free up disk space and improve
performance. Temporary files, system logs, and other data can consume disk space
and slow down the computer. Disk cleaners use algorithms to identify and delete
unnecessary files, system logs, and other data that can consume disk space and slow
down the computer e.g. Disk Cleanup (Windows), CCleaner (Windows)
4. Operating system configurations:
Operating system configurations involve tweaking system settings and parameters
to optimize computer performance, security, and user experience. This can include
adjusting visual effects, disabling unnecessary services, and configuring system
settings to achieve optimal performance and efficiency e.g. Windows Performance
Options, macOS System Preferences
5. Size of RAM and disk:
Increasing the size of RAM (Random Access Memory) and disk space can improve
computer performance by allowing more data to be stored and accessed quickly. RAM
is a type of computer storage that temporarily holds data and applications while the
computer is running. Disk space refers to the amount of storage available on a hard
disk or solid-state drive e.g Adding more RAM, replacing HDD with SSD
6. SSDs:
Solid-State Drives (SSDs) are a type of storage device that stores data on
interconnected flash memory chips. SSDs are faster than traditional hard disk drives
(HDDs) and can improve computer performance by providing faster data access and
reducing loading times e.g. Replacing HDD with SSD

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Lesson 31: Hardware methods for optimizing the computer

1. Upgrading RAM and disk:
Upgrading RAM (Random Access Memory) and disk space can improve computer
performance by allowing more data to be stored and accessed quickly. E,g. Adding
more RAM,
2. Replacing HDD with SSD:
Replacing a traditional hard disk drive (HDD) with a solid-state drive (SSD) can
improve computer performance by providing faster data access and reducing loading
times e.g. Replacing HDD with SSD
3. Adding graphics card:
Adding a graphics card can improve computer performance by providing faster
graphics rendering and reducing the load on the central processing unit (CPU) e.g.
Adding a graphics card to a computer
4. Improving cooling system:
Improving the cooling system can improve computer performance by reducing
overheating and improving system stability e.g. Adding a cooling fan, replacing
thermal paste

Lesson 32: Integration activities

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CHAPTER VIII: CHOOSING APPROPRIATE

PERIPHERAL DEVICES
Lesson 33: Input peripherals
Definition: Input peripheral devices are hardware components that allow users to
input data into a computer system. Input peripheral devices are essential for
interacting with a computer system and providing data for processing e.g. Keyboard,
mouse, scanner
Characteristics:
1. Accuracy: How accurately does the device capture user input?
2. Speed: How quickly does the device capture user input?
3. Compatibility: Is the device compatible with the computer system?
Choosing appropriate input peripheral:
Choosing the appropriate input peripheral device depends on the specific task or
application e.g. Choosing a keyboard for typing, choosing a mouse for navigation,
choosing a scanner for document scanning.

Lesson 35: Integration activities

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CHAPTER IX: LESSON 35: INTEGRATION ACTIVITIES

Lesson 36: Units of storage
Definition: Storage refers to the ability of a computer to hold data, programs,
or both, either temporarily or permanently.
Units of Measuring Storage
 Bit (binary digit): 0 or 1
 Byte: 8 bits
 Kilobyte (KB): 1024 bytes
 Megabyte (MB): 1024 kilobytes
 Gigabyte (GB): 1024 megabytes
 Terabyte (TB): 1024 gigabytes
Lesson 37: Conversion between units of storage
Conversion between units of storage
 1 KB = 1024 bytes
 1 MB = 1024 KB
 1 GB = 1024 MB
 1 TB = 1024 GB
 1 PB = 1024 TB
Example 1: Convert 500 MB to bytes
solution
Step 1: Convert megabytes to kilobytes
1MB = 1024KB
500 MB = 500 x 1024 KB = 512,000 KB
Step 2: Convert kilobytes to bytes
1KB = 1024 bytes
512,000 KB x 1024 bytes = 524,288,000 bytes
Answer: 500 MB = 524,288,000 bytes

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Example 2: Convert 2 GB to megabytes

solution
Step 1: Convert gigabytes to megabytes
1GB = 1024MB
2 GB = 2 x 1024 MB = 2048 MB
Answer: 2 GB = 2048 MB
Lesson 38: Integration activities

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CHAPTER XI: CARRYING OUT BASIC COMPUTER

MAINTENANCE
Lesson 39: Notions on computer maintenance
Computers consist of devices that require regular maintenance and cleaning to
work at their best. Computer system maintenance is the process of monitoring,
evaluating, modifying and correcting existing computer systems to make required or
desirable improvements for an effective functioning of the system. There are three
types of system maintenance:
1. Preventive: this type is applied to a computer in order to anticipate future
errors and technical problems that might obstruct the effective functioning of
the computer.
2. Corrective: this type focuses on the diagnostic and repair of equipment when
a technical problem has occurred.
3. Adaptive: in this case, hardware components and program functions are
changed to enable the computer system to satisfy the needs of the user. Rapid
changes in technology and organizational changes may prompt this type of
maintenance

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Lesson 40: Hardware maintenance

Symptom Hardware Problem solutions Prevention
Computer won’t turn on Power supply failure 1. Check the power Regularly clean dust from
cord and ensure its your computer’s vents and
properly connected to fans to ensure proper
both the computer and airflow and prevent
the wall outlet overheating
2. Try using a Use a surge protector to
different power outlet. protect your computer
3. If the problem from power surges and
persists, replace the spikes
power supply unit
(PSU).

Computer boots slowly Hard disk drive (HDD) 1. Run a disk check Regularly back up your
failure to identify and fix any important data to an
errors on the hard drive. external hard drive or
2. Try booting the cloud storage to prevent
computer in safe mode data loss in case of a
to see if the problem hardware failure.
persists.
3. If the problem
persists, replace the
hard drive and reinstall
the operating system
and software
Computer crashes frequently Overheating central 1. Clean dust from Avoid using your
processing unit (CPU) the computer’s vents computer in extreme
and fans to ensure temperatures, humid
proper airflow. environments, or
2. Check if the CPU exposing it to water.
cooler is working
properly and replace it if
necessary.
3. Monitor system
temperatures and adjust
settings to reduce heat
generation
No display output Graphics card failure 1. Try booting the Consider upgrading your
computer with the hardware regularly to
graphics card removed keep up with new
to see if the problem technologies and improve
persists. performance.
2. Update graphics
drivers to the latest
version.
3. If the problem
persists, replace the
graphics card
Keyboard and mouse not Motherboard failure 1. Try booting the
responding computer with the Avoid overheating by
minimum hardware keeping your computer in
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configuration (CPU, a well-ventilated area,

RAM, and power supply) avoiding blocking the
to isolate the problem. vents, and using a cooling
2. Check for any pad if necessary.
physical damage or burn
marks on the
motherboard.
3. If the problem
persists, replace the
motherboard.

Computer won’t connect to Wireless network adapter 1. Restart the Handle your computer’s
Wi-Fi failure computer and wireless hardware with care,
router to see if the avoiding physical
problem resolves. damage, and static
2. Update wireless electricity.
network drivers to the
latest version.
3. If the problem
persists, replace the
wireless network
adapter.

Computer beeping RAM failure Use antivirus software and

continuously 1. Run a memory test a firewall to protect your
to identify and isolate computer from malware
the faulty RAM module. and unauthorized access
2. Try removing one
or more RAM modules
to see if the problem
persists.
3. If the problem
persists, replace the
faulty RAM module.

Computer shutting down Overheating power supply 1. Clean dust from Avoid using your
randomly the power supply vents computer in extreme
to ensure proper airflow. temperatures, humid
2. Check if the power environments, or
supply is overloaded exposing it to water.
and reduce the load if
necessary.
3. If the problem
persists, replace the
power supply unit
(PSU).

Lesson 42: Integration activities

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CHAPTER XII: CREATING DIGITAL CONTENT

Lesson 43: Types of Digital content and File formats
types of digital content,
we can categorize them into several formats:
1. Text content: This includes articles, blog posts, ebooks, and other written
materials.
2. Image content: This includes photos, graphics, infographics, and other visual
materials.
3. Audio content: This includes music, podcasts, voiceovers, and other audio
materials.
4. Video content: This includes movies, tutorials, vlogs, and other video materials.
5. Multimedia content: This includes interactive presentations, animations, and
other multimedia materials.
6. Hypermedia content: This includes websites, interactive web pages, and other
hypermedia materials.
Differences between multimedia and hypermedia
 Multimedia Refers to the use of multiple forms of media, such as text, images,
audio, and video, to convey information or entertain while Hypermedia
 Multimedia Involves the integration of different media formats to create a single
presentation or experience while Hypermedia Involves the creation of a web of
media elements that can be accessed and experienced in a non-linear fashion.
 Multimedia Can be linear or non-linear, but typically follows a predetermined
sequence while hypermedia is typically non-linear and dynamic.

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Lesson 44: Tools for creating digital content

types of digital content and their file formats:
1. Text:
- .txt (plain text)
- .docx (Microsoft Word document)
- .pdf (Portable Document Format)
- .html (Hypertext Markup Language)
- .xml (Extensible Markup Language)
1. Images
- .jpg (Joint Photographic Experts Group)
- .png (Portable Network Graphics)
- .gif (Graphics Interchange Format)
- .bmp (Bitmap)
- .tiff (Tagged Image File Format)
2. Audio:
- .mp3 (MPEG Audio Layer 3)
- .wav (Waveform Audio File Format)
- .aac (Advanced Audio Coding)
- .ogg (Ogg Vorbis)
- .flac (Free Lossless Audio Codec)
3. Video:
- .mp4 (MPEG-4 Part 14)
- .avi (Audio Video Interleave)
- .mov (QuickTime Movie File)
- .wmv (Windows Media Video)
- .flv (Flash Video)

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4. Multimedia:
- .ppt (Microsoft PowerPoint presentation)
- .pptx (Microsoft PowerPoint presentation)
- .swf (Shockwave Flash)
- .exe (Executable file)
5. Hypermedia:
- .html (Hypertext Markup Language)
- .htm (Hypertext Markup Language)
- .xhtml (Extensible Hypertext Markup Language)
- .php (Hypertext Preprocessor)
- .asp (Active Server Pages)

Appropriate tools for producing digital content of a given type:

 Text:
- Microsoft Word (docx)
- Google Docs (docs)
- Notepad++ (txt)
- Adobe InDesign (pdf)
 Images:
- Adobe Photoshop (psd)
- GIMP (psd)
- Canva (png, jpg)
- Sketch (sketch)
 Audio:
- Audacity (wav, mp3)
- Adobe Audition (wav, mp3)
- GarageBand (mp3)
- Logic Pro X (wav, mp3)
 Video:
- Adobe Premiere Pro (mp4)
- Final Cut Pro (mp4)

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- DaVinci Resolve (mp4)

- iMovie (mp4)
 Multimedia:
- Adobe Flash (swf)
- Adobe Animate (swf)
- Blender (swf)
- OpenToonz (swf)
 Hypermedia:
- Adobe Dreamweaver (html, css, js)
- Microsoft Visual Studio (html, css, js)
- Sublime Text (html, css, js)
- Atom (html, css, js)
AI tools for producing digital content:
 Content generation:
- Article Forge (text)
- WordLift (text)
- Content Blossom (text)
- AI Writer (text)
 Image generation:
- Deep Dream Generator (images)
- Prisma (images)
- AI Painter (images)
- Generative Adversarial Networks (GANs) (images)
 Video generation:
- Lumen5 (videos)
- Wibbitz (videos)
- Raw Shorts (videos)
- GoAnimate (videos)
 Audio generation:
- Amper Music (audio)
- AIVA (audio)
- Jukedeck (audio)
- AI Music Composer (audio)
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Outline methods for creating digital content

1. Planning:
- Define the purpose and scope of the content
- Identify the target audience
- Determine the format and type of content
2. Research:
- Gather information and data
- Conduct interviews and surveys
- Analyze existing content
3. Creation:
- Write and edit text
- Design and create images
- Record and edit audio
- Produce and edit video
4. Optimization:
- SEO optimization
- Social media optimization
- Content optimization for user engagement
4. Distribution:
- Publish on website or blog
- Share on social media
- Distribute through email or newsletters
- Utilize paid advertising
5. Analysis:
- Track engagement metrics (e.g. views, clicks, shares)
- Monitor analytics and performance
- Adjust and refine content strategy

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Lesson 45: Creation of audio content

Produce audio content using hardware tools.
Produce audio content using software tools.
Lesson 46: Creation of image content
Produce image content using hardware tools.
Produce image content using software tools.
Lesson 47: Creation of multimedia content 1
Produce multimedia content using hardware tools.
Produce multimedia content using software tools.
Lesson 47: Creation of multimedia content 1
Combine text, audio, image using an appropriate tool to produce
a video
Lesson 49: Creation of hypermedia content 1
Identify the necessary technologies to create hypermedia
content
Create hypermedia content with the help of html, CSS,
JavaScript, etc.
Lesson 50: Creation of hypermedia content 2
Create hypermedia content with the help of html, CSS,
JavaScript, etc.
Lesson 51: Creation of hypermedia content 3
Create hypermedia content with the help of html, CSS,
JavaScript, etc.
Lesson 52: Integration activities
Lesson 53: Integration activities
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CHAPTER XIII: PRODUCING WORD PROCESSED

DOCUMENTS
Lesson 54: Features of a word processor
Practical: Perform basic formatting.
Lesson 55: Common operations on a page
Lesson 56: Operations on tables
Practical: Create tables of different rows and columns using a
word processor.
Practical: Perform operations on tables ( add, delete, resize... )
Lesson 57: Integration activities
Lesson 58: Integration activities
Evaluation

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CHAPTER IV: MANIPULATING SPREADSHEETS

Lesson 59: Notions on cell referencing
concepts of cells, formula, ranges, and cell reference.
Cells:
A cell is the basic unit of a spreadsheet, where data is stored. It's a
rectangular box that can contain text, numbers, formulas, or other data types. Cells are
identified by their unique address, which consists of a column letter and a row number
(e.g., A1, B2, etc.).
Formula:
A formula is an expression that calculates a value based on the values in
other cells. It's entered into a cell and can include operators, functions, and references
to other cells. Formulas can perform calculations, manipulate text, and more.
Ranges:
A range is a group of cells that are selected and treated as a single unit.
Ranges can be used to perform operations on multiple cells at once, such as
formatting, calculations, or data manipulation. Ranges are denoted by a colon (:)
between the starting and ending cell addresses (e.g., A1:A5, B2:B10, etc.).
Cell Reference:
A cell reference is a way to identify a cell or range of cells in a formula or function.
There are two types of cell references:
Types of cell references
1. Relative reference: A relative reference is a cell reference that changes when the
formula is copied to another cell. For example, if you enter "=A1" in cell B1, the
reference will change to "=B1" if you copy the formula to cell C1.
2. Absolute reference: An absolute reference is a cell reference that remains
constant, even when the formula is copied to another cell. For example, if you enter
"=$A$1" in cell B1, the reference will remain the same when you copy the formula
to cell C1.

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3. Mixed Cell Referencing: A mixed cell reference is a combination of relative and

absolute referencing. It is denoted by a dollar sign ($) before either the column letter
or row number (e.g. $A1, A$1, etc.). When you copy a formula with a mixed cell
reference, the part that is absolute will remain constant, while the relative part will
change.
Example: =$A1 (mixed reference - column A is absolute, row 1 is relative)
When to use each type of cell referencing:
Use relative cell referencing when:
- You want the formula to change when copied to another cell.
- You want to apply a formula to multiple cells.
Use absolute cell referencing when:
- You want the formula to remain constant, even when copied to another
cell.
- You want to reference a specific cell that should not change.
Use mixed cell referencing when:
- You want to reference a specific column or row, but want the other part of
the reference to change.
- You want to create a formula that can be copied and still reference the
same column or row.

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Lesson 60: Operations using different types 0f cell

referencing
Perform operations (sum, average, product, count) using
different types of cell referencing.
1. Sum: =SUM(A1:A5) - adds up the values in cells A1 through A5
2. Average: =AVERAGE(A1:A5) - calculates the average of the values in cells
A1 through A5
3. Product: =PRODUCT(A1:A5) - multiplies the values in cells A1 through A5
4. Count: =COUNT(A1:A5) - counts the number of cells in the range A1:A5 that
contain numbers
Absolute Cell Referencing
1. Sum: =SUM($A$1:$A$5) - adds up the values in cells A1 through A5, and the
reference remains constant even if the formula is copied to another cell
2. Average: =AVERAGE($A$1:$A$5) - calculates the average of the values in
cells A1 through A5, and the reference remains constant even if the formula is
copied to another cell
3. Product: =PRODUCT($A$1:$A$5) - multiplies the values in cells A1
through A5, and the reference remains constant even if the formula is copied to
another cell
4. Count: =COUNT($A$1:$A$5) - counts the number of cells in the range
A1:A5 that contain numbers, and the reference remains constant even if the
formula is copied to another cell

Lesson 61: Conditional functions: IF function 1

Mixed Cell Referencing

1. Sum: =SUM($A1:A5) - adds up the values in cells A1 through A5, and the
column A is absolute, but the row numbers are relative
2. Average: =AVERAGE($A1:A5) - calculates the average of the values in cells
A1 through A5, and the column A is absolute, but the row numbers are relative
3. Product: =PRODUCT($A1:A5) - multiplies the values in cells A1 through A5,
and the column A is absolute, but the row numbers are relative
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4. Count: =COUNT($A1:A5) - counts the number of cells in the range A1:A5

that contain numbers, and the column A is absolute, but the row numbers are
relative
Solve variety of problems using the IF function.
1. Use the IF function to determine the grade of a student based on their score.
| Score | Grade |
| --- | --- |
| 0-39 | F |
| 40-49 | D |
| 50-59 | C |
| 60-69 | B |
| 70-100 | A |
Solution:
=IF(A1<=39, "F", IF(A1<=49, "D", IF(A1<=59, "C", IF(A1<=69, "B", "A"))))
2. Use the IF function to determine the discount amount based on the total sales.
| Total Sales | Discount Amount |
| --- | --- |
| 0-100 | 0% |
| 101-200 | 5% |
| 201-300 | 10% |
| 301-400 | 15% |
| 401+ | 20% |
Solution:
=IF(A1<=100, 0, IF(A1<=200, A1_0.05, IF(A1<=300, A1_0.10, IF(A1<=400,
A1_0.15, A1_0.20))))

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3. Use the IF function to determine the shipping cost based on the weight of the
package.
| Weight | Shipping Cost |
| --- | --- |
| 0-1kg | $5 |
| 1.1-2kg | $10 |
| 2.1-3kg | $15 |
| 3.1kg+ | $20
Solution:
=IF(A1<=1, 5, IF(A1<=2, 10, IF(A1<=3, 15, 20)))
4. Use the IF function to determine the employee's bonus based on their years of
service.
| Years of Service | Bonus Amount |
| --- | --- |
| 0-2 | $0 |
| 3-5 | $500 |
| 6-10 | $1000 |
| 11+ | $1500 |
Solution:
=IF(A1<=2, 0, IF(A1<=5, 500, IF(A1<=10, 1000, 1500)))
The SUMIF and PRODUCTIF functions are both used to perform conditional
calculations on a range of cells, but they differ in the operation they perform.

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Lesson 63: Conditional functions: SUMIF, PRODUCTIF

the SUMIF, and PRODUCTIF functions.
SUMIF:
 This function adds up numbers in a list if they meet a certain condition.
 For example, if you want to add up all the sales for a specific region, you can
use SUMIF.
 It's like a filter that only includes the numbers that meet the condition you set.
PRODUCTIF:
 This function multiplies numbers in a list if they meet a certain condition.
 For example, if you want to calculate the total cost of goods sold for a specific
product, you can use PRODUCTIF.
 It's like a filter that only includes the numbers that meet the condition you set,
and then multiplies them together.
Think of it like a simple "if-then" statement:
 SUMIF: "If the region is East, then add up the sales."
 PRODUCTIF: "If the product is X, then multiply the cost by the quantity sold."
These functions are useful when you need to analyze data and only include certain
numbers that meet specific conditions.

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problem that uses both SUMIF and PRODUCTIF

1. You are a sales manager for a company that sells two products: A and B. You
have a table with the following data:
| Region | Product | Sales | Price |
| --- | --- | --- | --- |
| North | A | 100 | 10 |
| North | B | 200 | 20 |
| South | A | 50 | 10 |
| South | B | 150 | 20 |
| East | A | 200 | 10 |
| East | B | 100 | 20 |
You want to calculate:
1. The total sales for Product A in the North region using SUMIF.
2. The total revenue for Product B in the South region using PRODUCTIF.
Solution:
1. Total sales for Product A in the North region:
=SUMIF(B2:B6, "A", C2:C6)
Where:
- B2:B6 is the range of product names
- "A" is the criteria for Product A
- C2:C6 is the range of sales values
Answer: 100
Total revenue for Product B in the South region:
=PRODUCTIF(B2:B6, "B", C2:C6, D2:D6)
Where:
- B2:B6 is the range of product names
- "B" is the criteria for Product B
- C2:C6 is the range of sales values
- D2:D6 is the range of prices
Answer: 3000 (150 x 20)

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Exercise 1:
Use SUMIF to calculate the total sales for Product A in the North region.
| Region | Product | Sales |
| --- | --- | --- |
| North | A | 100 |
| North | B | 200 |
| South | A | 50 |
| South | B | 150 |
| East | A | 200 |
| East | B | 100 |
Answer
=SUMIF(B2:B6, "A", C2:C6
Correction:
=SUMIF(B2:B6, "A", C2:C6) = 100

Exercise 2:
Use PRODUCTIF to calculate the total revenue for Product B in the South region.
| Region | Product | Sales | Price |
| --- | --- | --- | --- |
| North | A | 100 | 10 |
| North | B | 200 | 20 |
| South | A | 50 | 10 |
| South | B | 150 | 20 |
| East | A | 200 | 10 |
| East | B | 100 | 20 |
Answer:
=PRODUCTIF(B2:B6, "B", C2:C6, D2:D6)
Correction:
=PRODUCTIF(B2:B6, "B", C2:C6, D2:D6) = 3000 (150 x 20)

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Exercise 3:
Use SUMIF to calculate the total sales for all products in the East region.
| Region | Product | Sales |
| --- | --- | --- |
| North | A | 100 |
| North | B | 200 |
| South | A | 50 |
| South | B | 150 |
| East | A | 200 |
| East | B | 100 |
Answer
=SUMIF(A2:A6, "East", C2:C6)
Correction:
=SUMIF(A2:A6, "East", C2:C6) = 300 (200 + 100)

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Lesson 64: Conditional functions: COUNTIF, AVERAGEIF

Lesson 65: Represent data using charts
There are several types of charts that can be used to represent data, including:
1. Column charts: Used to compare data across different categories.
2. Line charts: Used to show trends over time.
3. Pie charts: Used to show how different categories contribute to a whole.
4. Bar charts: Used to compare data across different categories.
5. Area charts: Used to show cumulative totals over time.
6. Scatter charts: Used to show the relationship between two variables.
7. Bubble charts: Used to show the relationship between three variables.
8. Histograms: Used to show the distribution of data.
To represent data using charts, follow these steps:
1. Select the data you want to chart.
2. Choose the type of chart that best represents the data.
3. Customize the chart as needed (e.g., add titles, labels, legends).
4. Format the chart as needed (e.g., change colors, fonts, sizes).
Simple formatting on charts includes:
1. Changing the chart title and axis labels.
2. Adding a legend to explain the colors used.
3. Changing the colors and fonts used.
4. Adding gridlines or other background elements.
5. Rotating the chart to change the perspective.
6. Adding data labels to show exact values.
7. Changing the chart type (e.g., from column to line).

Lesson 66: Integration activities

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CHAPTER XIV: UNDERSTANDING EMBEDDED

SYSTEM IOT AND CLOUD COMPUTING
Lesson 68: Types of sensors
Sensors and actuators are essential components in various systems,
including robotics, automation, and IoT devices.
Sensors:
A sensor is a device that detects and measures physical or environmental
parameters, such as temperature, light, sound, motion, or pressure. Sensors convert
these measurements into electrical signals that can be interpreted and processed by a
system or microcontroller.
Types of Sensors:
1. Temperature Sensors (e.g., thermocouples, thermistors)
- Measure temperature changes
- Used in: temperature control systems, weather stations, medical devices
2. Light Sensors (e.g., photodiodes, phototransistors)
- Detect light intensity or color
- Used in: lighting control systems, cameras, solar panels
3. Motion Sensors (e.g., accelerometers, gyroscopes)
- Measure movement, orientation, or vibration
- Used in: robotics, gaming controllers, navigation systems
4. Pressure Sensors (e.g., piezoelectric sensors, pressure transducers)
- Measure force, pressure, or stress
- Used in: industrial automation, medical devices, weather monitoring
5. Sound Sensors (e.g., microphones, ultrasonic sensors)
- Detect sound waves or frequencies
- Used in: audio equipment, voice assistants, proximity detection

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Actuators:
An actuator is a device that converts electrical energy into physical action,
such as movement, force, or light. Actuators are used to control or manipulate objects,
systems, or environments.

Situations in life where sensors and actuators are used:

1. Temperature sensors:
- In air conditioning systems to maintain a comfortable temperature
- In medical devices to monitor body temperature
- In food safety to ensure proper storage and handling
2. Motion sensors:
- In security systems to detect intruders
- In lighting systems to turn lights on/off automatically
- In gaming controllers to track player movement
3. Light sensors:
- In automatic lighting systems to adjust brightness
- In cameras to adjust exposure
- In solar panels to optimize energy production
4. Pressure sensors:
- In industrial automation to monitor and control pressure
- In medical devices to monitor blood pressure
- In weather monitoring to track atmospheric pressure
5. Sound sensors:
- In voice assistants to recognize voice commands
- In audio equipment to adjust volume
- In proximity detection to alert of obstacles

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Lesson 69: Embedded systems and IoT

Embedded Systems:
Definition: It is A combination of hardware and software designed to perform a
specific task or set of tasks. Examples are;
 These are devices that have a specific job to do and are designed to do that job
only.
 They are not connected to the internet and work on their own.
 Examples include traffic light controllers, microwave ovens, and robotic
vacuum cleaners.
IoT (Internet of Things):
Definition: it is A network of physical devices, vehicles, buildings, and other items
that are embedded with sensors, software, and other technologies to connect and
exchange data with other devices and systems over the internet. Examples are;
- Smart home devices (thermostats, lights, security cameras)
- Wearables (fitness trackers, smartwatches)
- Smart city infrastructure (traffic management, energy management)
- Industrial automation (predictive maintenance, quality control)
- Healthcare (remote patient monitoring, telemedicine)
Cloud Computing:
Definition: A model of delivering computing services over the internet, where
resources such as servers, storage, and applications are provided as a service to users
on-demand. Examples are;
 These are devices that can talk to other devices and the internet.
 They share data and information with each other and can be controlled remotely.
 Examples include smart home devices like thermostats and security cameras, as
well as wearables like fitness trackers.

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Scenarios where IoT and embedded systems are used in life:

IoT:
 Smart home automation: IoT devices can automate tasks, such as turning off
lights when you leave the room or adjusting the thermostat when you sleep.
 Wearables: IoT-enabled wearables can track your fitness goals, receive
notifications, and control your music playlists.
 Industrial automation: IoT sensors can monitor and control industrial
processes, such as predictive maintenance and quality control.
 Healthcare: IoT-enabled devices can remotely monitor patients, track
medication adherence, and enable telemedicine.
Embedded Systems:
 Consumer electronics: Embedded systems power devices such as TVs,
refrigerators, and air conditioners.
 Industrial automation: Embedded systems control and monitor industrial
processes, such as manufacturing and robotics.
 Medical devices: Embedded systems are used in medical equipment such as
heart rate monitors and insulin pumps.
 Automotive systems: Embedded systems control and monitor automotive
systems, such as anti-lock braking and traction control.

Lesson 70: Cloud computing

Definition Cloud computing is a model of delivering computing services over the
internet, where resources such as servers, storage, and applications are provided as a
service to users on-demand. It allows users to access and use computing resources
without managing and maintaining physical hardware
3 Main Types of Cloud Services:
Infrastructure as a Service (IaaS):
Provides virtualized computing resources, such as servers, storage, and networking.
Examples: Amazon Web Services (AWS), Microsoft Azure, Google Cloud Platform
(GCP).

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Platform as a Service (PaaS):

Provides a complete platform for developing, running, and managing applications,
including tools, libraries, and infrastructure. Examples: Heroku, Google App Engine,
AWS Elastic Beanstalk.
Software as a Service (SaaS):
Provides software applications over the internet, eliminating the need for local
installation and maintenance e.g. Microsoft Office 365, Salesforce, Dropbox.

Lesson 71: Integration activities

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MODULE 3: ETHICS, SOCIETY AND LEGAL

ISSUES 2
CHAAPTER XV: PRACTISING NETIQUETTE RULES
Lesson 72: Notions on netiquette
Netiquette refers to the rules of behavior and etiquette for online interactions. It
encompasses guidelines for posting, sharing, and communicating online to ensure
respectful and considerate interactions.
Codes of Conduct for Posting and Sharing Content Online:
1. Respect others' privacy and personal information.
2. Avoid using offensive language or hate speech.
3. Refrain from sharing inappropriate or explicit content.
4. Be mindful of cultural and generational diversities.
5. Use respectful language and tone.
6. Avoid spamming or self-promotion.
7. Use proper citation and credit when sharing others' work.
8. Be aware of online harassment and report it when necessary.
Empathy:
Empathy is the ability to understand and share the feelings of others. Online, empathy
is crucial to create a supportive and inclusive environment
Importance of Empathy and Awareness in Cultural and
Generational Diversities:
1. Understand that people from different backgrounds may have varying
perspectives and experiences.
2. Be sensitive to cultural differences and avoid stereotypes.
3. Recognize generational differences in communication styles and preferences.
4. Be patient and understanding when interacting with others online.
5. Use inclusive language and avoid assumptions.

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Lesson 73: Emojis

Emojis are small digital images or icons used to express emotions or ideas. Emoticons
are typographic representations of facial expressions, created using punctuation marks
and letters.
Common Emojis and Their Meanings:
1. 🙂 - Smiling face
2. 😢 - Crying face
3. 🤔 - Thinking face
4. 👍 - OK hand sign
5. 🚫 - Red circle (prohibition or "no")
6. 🙂 - Smiling face (use when expressing happiness or friendliness)
7. 😊 - Smiling face with smiling eyes (use when expressing joy or sarcasm)
8. 😄 - Grinning face (use when expressing playfulness or cheekiness)
Emotions:

9. 😢 - Crying face (use when expressing sadness or empathy)

10. 😠 - Angry face (use when expressing frustration or annoyance)
11. 😳 - Flushed face (use when expressing embarrassment or shame)
Gestures:

12. 👍 - OK hand sign (use when expressing agreement or confirmation)

13. 👏 - Clap (use when expressing appreciation or applause)
14. 🤝 - Handshake (use when expressing partnership or agreement)
Animals:

15. 🐶 - Dog (use when expressing loyalty or playfulness)

16. 🐱 - Cat (use when expressing independence or curiosity)
17. 🐝 - Bee (use when expressing busyness or industriousness)

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Food:

18. 🍔 - Hamburger (use when expressing hunger or cravings)

19. 🍕 - Pizza (use when expressing excitement or celebration)
20. 🥤 - Coffee (use when expressing energy or focus)
Remember, emojis can have different meanings in different contexts and cultures, so
it's important to use them thoughtfully and consider your audience.
Importance of Knowing Emoji Meanings:
1. Avoid miscommunication or misinterpretation.
2. Use appropriate emojis for the context and audience.
3. Show cultural sensitivity and awareness.
4. Enhance online communication with visual cues.
5. Be mindful of emoji nuances and variations.
In summary, netiquette and empathy are essential for respectful online
interactions. Understanding cultural and generational diversities, using appropriate
emojis, and being mindful of their meanings can help create a positive and inclusive
online environment.

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Lesson 74: Communicating responsibly online

Choose communication modes and strategies adapted to an
audience
Communication Modes and Strategies
Definition: Communication modes refer to the various methods used to
convey information, while strategies refer to the approaches employed to
ensure effective communication.
Modes of communication:
1. Verbal Communication: face-to-face conversations, phone calls,
video conferencing
2. Non-Verbal Communication: text messages, emails, social media,
instant messaging
3. Visual Communication: images, videos, infographics, diagrams
Strategies:
1. Clarity: using simple language, avoiding jargon
2. Conciseness: keeping messages brief and to the point
3. Awareness of Audience: considering the recipient's needs, context, and
preferences
4. Awareness of Context: considering the situation, purpose, and tone
5. Active Listening: paying attention, asking questions, clarifying doubts
6. Feedback: responding, acknowledging, and confirming understanding
Hostile or Derogatory Messages/Activities Online
Definition: Hostile or derogatory messages/activities refer to online content
or behavior intended to harm, harass, or discriminate against individuals or
groups. Some Examples are:
 Cyberbullying: sending threatening or hurtful messages
 Hate Speech: promoting violence, discrimination, or prejudice
 Online Harassment: repeatedly sending unwanted messages or
comments
 Discriminatory Content: sharing biased or stereotypical information

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Impact:
 Emotional Distress: causing anxiety, depression, or trauma
 Social Isolation: leading to exclusion, loneliness, or withdrawal
 Loss of Self-Esteem: damaging confidence, self-worth, or identity
 Physical Harm: inciting violence, self-harm, or suicidal thoughts
Behavioral Rules for Digital Technologies
1. Respect Others Online
 Avoid using offensive language, tone, or humor
 Refrain from sharing personal information without consent
 Be considerate of cultural, religious, and personal differences
2. Protect Yourself Online
 Use strong, unique passwords and keep them confidential
 Enable two-factor authentication and account alerts
 Be cautious when clicking links, downloading attachments, or sharing
personal data
3. Be Responsible Online
 Avoid spreading misinformation, fake news, or propaganda
 Report hostile, derogatory, or suspicious content
 Respect intellectual property, copyright, and creative rights
4. Maintain Privacy and Security
 Use privacy settings, encryption, and secure connections
 Regularly update software, operating systems, and security patches
 Back up data, use antivirus software, and enable firewall protection

Lesson 75: Integration activities

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CHAPTER XVI: APPRAISING NATIONAL AND

INTERNATIONAL LAWS ON CYBERSECURITY
Lesson 76: International laws or acts on digital technology
Importance of laws and acts to regulate activities related to the
creation and use of data and digital technologi
1. Protecting individual rights and privacy
2. Preventing cybercrimes and data breaches
3. Promoting online safety and security
4. Encouraging responsible innovation and digital development
5. Establishing clear guidelines for digital activities
International laws and acts related to the use of digital
technology
1. General Data Protection Regulation (GDPR): Protect EU citizens'
personal data and privacy
2. Electronic Communications Privacy Act (ECPA): Protect electronic
communications from interception and unauthorized access
3. Computer Fraud and Abuse Act (CFAA): Prevent and punish
computer-related crimes
4. Digital Millennium Copyright Act (DMCA): Protect digital
copyrights and prevent online piracy
5. Convention on Cybercrime (Budapest Convention): Establish
international standards for cybercrime prevention and cooperation
6. United Nations Convention on the Use of Electronic Communications
in International Contracts (UNECIC): Facilitate international
electronic commerce and communication
7. World Intellectual Property Organization (WIPO) Copyright Treaty:
Protect digital intellectual property and copyrights

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Purpose of a Given International Law or Act:

For example, the purpose of the General Data Protection Regulation (GDPR)
is to protect EU citizens' personal data and privacy by:
1. Regulating data collection and processing
2. Ensuring transparency and accountability
3. Providing data protection rights to individuals
4. Establishing data breach notification requirements

Lessson 77: National laws or policies on digital technology

Cameroon National Laws/Policies aimed at regulating the use of
digital technology in Cameroon and their respective goals
1. Law No. 2010/012 of 21st December 2010: Regulates Electronic
Communications and Transactions
2. Decree No. 2012/277 of 26th June 2012: Establishes the National
Agency for Information and Communication Technologies (ANTIC)
3. Cybersecurity Policy for Cameroon (2016): Outlines measures to protect
Cameroon's digital environment
Elements of Cameroon Law No. 2010/012:
1. Defines electronic communications and transactions
2. Regulates the use of electronic signatures and documents
3. Establishes rules for data protection and privacy
4. Outlines procedures for investigating cybercrimes
5. Provides penalties for ICT-related offenses

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Penalties for ICT Malpractice in Cameroon:

1. Unauthorized access to computer systems: Imprisonment for 5-10
years and a fine of CFA 5-10 million
2. Data breach or theft: Imprisonment for 3-5 years and a fine of CFA 3-
5 million
3. Cyberbullying or harassment: Imprisonment for 1-3 years and a fine
of CFA 1-3 million
4. Online fraud or scamming: Imprisonment for 5-10 years and a fine of
CFA 5-10 million
5. Child pornography or exploitation: Imprisonment for 10-20 years and
a fine of CFA 10-20 million

Lesson 78: National and international bodies regulating the

use of ICT
International Bodies that Regulate the Use of ICT:

1. International Telecommunication Union (ITU): promote the development

and use of ICTs for socio-economic development.
2. Internet Corporation for Assigned Names and Numbers (ICANN): The
Goal is to coordinate the global domain name system and ensure stable
operation of the internet.
3. World Intellectual Property Organization (WIPO): The goal is to promote
the protection of intellectual property rights in the digital environment
4. United Nations Conference on Trade and Development (UNCTAD): The
goal is to promote the use of ICTs for trade and development.
5. International Organization for Standardization (ISO): The goal is to
develop standards for ICTs to ensure interoperability and security.

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National Bodies in Cameroon that Regulate the Use of ICT:

1. National Agency for Information and Communication Technologies
(ANTIC): To regulate and promote the development of ICTs in
Cameroon.
2. Ministry of Posts and Telecommunications (MINPOSTEL):To develop
and implement policies for the ICT sector.
3. Cameroon Telecommunications Regulatory Board (CRTV): To regulate
the telecommunications sector and ensure fair competition.
4. National Commission for Data Protection (NCDP): To protect personal
data and privacy in the digital environment.
5. Cameroon Computer Security Incident Response Team (CAMCERT):
To coordinate responses to computer security incidents and promote
cybersecurity.

Lesson 79: Integration activities

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CHAPTER XVII: EVALUATING THE CREDIBILITY AND

RELIABILITY OF INFORMATION
Lesson 80: Notions on misinformation and disinformation
Differences between Misinformation and Disinformation:
Misinformation: Refers to Incorrect or false information that is spread, often
due to a lack of understanding or verification. This can happen when people
share information without checking its accuracy.
Disinformation: It is a Deliberately false or misleading information that is
spread to deceive or manipulate people. This can be done to influence opinions,
hide the truth, or cause harm.
Factors that Can Lead to Biased Information:
1. Data Algorithms: Computer programs that analyze and process data can
be biased if they are designed with a particular perspective or if the data
they use is incomplete or inaccurate.
2. Censorship: When information is deliberately removed or hidden, it can
create a biased view of a topic. This can be done by governments,
organizations, or individuals.
3. Editorial Choices: The decisions made by editors and publishers about
what information to include or exclude can also lead to biased
information.
4. Personal Limitations: People's individual experiences, beliefs, and
perspectives can influence the information they share, leading to biases
and inaccuracies.

The concepts of misinformation, disinformation, deepfake,

infodemic, clickbait.
Deepfake: it is a Manipulated media (audio, video, image) that is made to
appear authentic, often using artificial intelligence.
Infodemic: It is an overabundance of information, making it difficult to
discern accurate information, often leading to confusion and misinformation.

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Clickbait: Sensationalized headlines or content that lure users to click, often

with misleading or exaggerated information.

Lesson 81: Analysis of online information

Identifying the Author and Source of Online Information:
1. Check the website's domain: Is it a reputable news organization or
academic institution?
2. Look for the author's name and credentials: Are they an expert in the
field?
3. Check for citations and references: Are sources cited to support claims?
4. Evaluate the language and tone: Is it objective or biased?
Identifying Sponsored Content Online:
1. Look for labels: "Sponsored", "Ad", "Promoted"
2. Check the content's purpose: Is it trying to sell or promote something?
3. Evaluate the language and tone: Is it overly promotional or biased?
4. Research the sponsor: Are they a reputable organization?
Analyzing Information to Detect Purpose or Interest:
1. Identify the main claim: What is the author trying to say?
2. Evaluate the evidence: Is it based on facts or opinions?
3. Consider multiple sources: Do other sources support or contradict the
claim?
4. Look for biases and interests: Is the author trying to persuade or
manipulate?
5. Evaluate the language and tone: Is it objective or emotive?

Lesson 82: Identifying the credibility of information

Strategies for Verifying Credibility and Reliability of Information:
1. Check the source: Is it a reputable organization or individual?
2. Evaluate the purpose: Is the information trying to persuade or inform?
3. Consider multiple sources: Do other sources support or contradict the
information?

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4. Look for corroboration: Is the information supported by evidence or

expert opinions?
5. Check the date: Is the information up-to-date?
6. Evaluate the language and tone: Is it objective or biased?
7. Consider the author's credentials: Are they an expert in the field?

National (Cameroon) Sources of Credible Information:

1. Cameroon Tribune (government-owned newspaper)
2. Cameroon Radio Television (CRTV, state-owned media)
3. Ministry of Communication (government website)
4. National Institute of Statistics (NIS, government agency)
5. University of Yaoundé (academic institution)
International Sources of Credible Information:
1. BBC News (British public service broadcaster)
2. Al Jazeera (Qatari-based international news network)
3. The New York Times (US-based newspaper)
4. Reuters (UK-based international news agency)
5. World Health Organization (WHO, UN agency)
6. United Nations Development Programme (UNDP, UN agency)
7. World Bank (international financial institution)

Lesson 83: Integration activities

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CHAPTER XVIII: AVOIDING COMPUTER RELATED

HEALTH ISSUES
Lesson 84: Computer related health hazards
Different types of computer related health hazards.
Physical Hazards
 Carpal Tunnel Syndrome: This is a condition that affects the wrist and
hand. It happens when the nerves in the wrist are compressed, causing
pain, numbness, and tingling in the hand and fingers.
 Musculoskeletal Disorders (MSDs): These are injuries that affect the
muscles, tendons, and joints. They can cause pain, stiffness, and limited
movement in the affected area.
 Eye Strain and Vision Problems: This is when the eyes get tired or
irritated from focusing on something for too long, like a computer screen.
It can cause headaches, blurred vision, and dry eyes.
Psychological Hazards
 Stress and Anxiety: This is when you feel overwhelmed, worried, or
nervous about something. It can cause physical symptoms like a racing
heart, sweating, and trembling.
 Fatigue and Burnout: This is when you feel extremely tired, exhausted,
and unable to cope with work or daily activities. It can cause decreased
productivity, mood swings, and physical symptoms like headaches and
insomnia.
 Addiction and Social Isolation: This is when you spend too much time
on computers or other digital devices, neglecting relationships, work,
and other activities. It can cause social isolation, loneliness, and
decreased mental and physical health.

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Ergonomic Hazards
 Poor Posture and Workspace Setup: This is when your workspace is
not set up to fit your body comfortably. It can cause strain on your
muscles, joints, and eyes.
 Inadequate Lighting and Noise Levels: This is when the lighting or
noise levels in your workspace are not comfortable or safe. It can cause
eye strain, headaches, and decreased productivity.
Major Causes of Computer-Related Health Hazards
1. Prolonged Sitting and Sedentary Behavior: This is when you sit for
too long without taking breaks or exercising. It can cause health
problems like obesity, diabetes, and heart disease.
2. Poor Workspace Ergonomics: This is when your workspace is not
designed to fit your body comfortably. It can cause strain on your
muscles, joints, and eyes.
3. Inadequate Breaks and Exercise:This is when you don't take enough
breaks or exercise while working on a computer. It can cause fatigue, eye
strain, and decreased productivity.

4. High Levels of Stress and Pressure: This is when you feel

overwhelmed or anxious due to work demands or deadlines. It can cause
physical symptoms like headaches, stomach problems, and sleep
disturbances.
5. Poor Sleep Habits and Fatigue: This is when you don't get enough sleep
or have poor sleep quality. It can cause fatigue, decreased productivity,
and increased risk of errors.
6. Inadequate Training and Education: This is when you don't receive
proper training or education on computer use, ergonomics, or safety. It
can cause errors, accidents, and decreased productivity.
7. Unsuitable Computer Hardware and Software:This is when the
computer equipment or software is not suitable for your needs or tasks.
It can cause eye strain, frustration, and decreased productivity.
8. Inadequate Maintenance and Upkeep of Equipment:
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Lesson 85: Computer ergonomics: best practices in the

design of items and workplace setup
Wrong Equipment Placement and Design in a Computing
Environment
1. Poor Monitor Placement: Placing the monitor too high or too low can
cause neck strain and eye discomfort. Example: If the monitor is too
high, you may tilt your head back to see the screen, leading to neck strain.
2. Inadequate Keyboard and Mouse Placement: Placing the keyboard
and mouse too far away or at an uncomfortable height can cause wrist
and arm strain. Example: If the keyboard is too far away, you may lean
forward to type, leading to back strain.
3. Insufficient Legroom and Chair Support: Not having enough legroom
or proper chair support can cause back and leg discomfort. Example: If
the chair is too small or doesn't provide proper lumbar support, you may
slouch or lean forward, leading to back strain.
Design of Equipment and Workplace Setup to Prevent
Computer-Related Health Injuries
1. Ergonomic Design: Equipment designed to fit the human body
comfortably can reduce strain and [Link]: A keyboard with
a split design can reduce wrist strain.
2. Adjustable Equipment: Equipment that can be adjusted to fit individual
needs can reduce discomfort and strain. Example: A monitor arm that
allows for height and angle adjustments can reduce neck strain.
3. Proper Workspace Setup: Setting up the workspace to promote good
posture and comfort can reduce the risk of injury. Example: Placing the
monitor directly in front of you, at a comfortable distance, and using a
document holder can reduce neck strain.

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Lesson 86: Computer ergonomics: workplace habits and

exercises
Wrong User Posture and Habits in a Computing Environment
1. Slouching or Slumping: Sitting with an arched back or leaning forward
can cause back and neck strain. E.g.: Slouching in your chair to see the
screen or keyboard can lead to back pain.
2. Incorrect Hand and Wrist Position: Holding your hands or wrists in
an uncomfortable position can cause strain and discomfort E.g.: Bending
your wrists up or down to type or use the mouse can lead to wrist pain.
3. Prolonged Sitting: Sitting for extended periods without taking breaks
can cause fatigue, back pain, and other health issues. Example: Sitting
for hours without standing up or stretching can lead to back pain and
fatigue.
Workplace Habits and Exercises to Prevent Computer-Related
Health Injuries
1. Regular Breaks: Taking regular breaks to stand up, stretch, and move
around can reduce fatigue and discomfort. Example: Taking a 5-10
minute break every hour to stretch and move around.
2. Stretching Exercises: Performing simple stretches can help reduce
muscle tension and discomfort Example: Neck stretches, shoulder rolls,
and wrist extensions.
3. Proper Posture Habits: Practicing good posture habits can reduce strain
and discomfort. Example: Sitting up straight, with feet on the floor or a
footrest, and keeping the monitor at eye level.
4. Ergonomic Accessories: Using ergonomic accessories can help promote
good posture and reduce discomfort. Example: Using a document holder
to keep papers at eye level or a wrist rest for the keyboard.

Form 4 notes 2024 by Asong Desmond/673399106