G11 IT TG 2023 Web

GRADE 11
INFORMATION TECHNOLOGY
TEACHER GUIDE
GRADE 11
Writers:
Temtim Assefa Desta (PhD)
Miftah Hassen Jemal (MSc)

Editors:
Gezahagn Gebeyehu Gamu (MA) (Curriculum Editor)
Berhane Woldegabriel Zeweldi (MSc) (Content Editor)

Temesgen Debelo Ayana (MA) (Language Editor)
Illustrator:
Selamneh Belete Tekle (MSc)
Designer:
Dagnachew Melesew Alemayehu (MSc)
FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA HAWASSA UNIVERSITY

MINISTRY OF EDUCATION
First Published August 2023 by the Federal Democratic Republic of Ethiopia,
Ministry of Education, under the General Education Quality Improvement
Program for Equity (GEQIP-E) supported by the World Bank, UK’s Department
for International Development/DFID-now merged with the Foreign, Common
wealth and Development Office/FCDO, Finland Ministry for Foreign Affairs, the
Royal Norwegian Embassy, United Nations Children’s Fund/UNICEF), the
Global Partnership for Education (GPE), and Danish Ministry of Foreign Affairs,
through a Multi Donor Trust Fund.
© 2023 by the Federal Democratic Republic of Ethiopia, Ministry of Education.

All rights reserved. The moral rights of the author have been asserted. No part of
this textbook reproduced, copied in a retrieval system or transmitted in any form
or by any means including electronic, mechanical, magnetic, photocopying,
recording or otherwise, without the prior written permission of the Ministry of
Education or licensing in accordance with the Federal Democratic Republic of
Ethiopia as expressed in the Federal Negarit Gazeta, Proclamation No. 410/2004
- Copyright and Neighboring Rights Protection.
The Ministry of Education wishes to thank the individuals, groups and other
bodies involved – directly or indirectly – in publishing this Textbook. Special
thanks are due to Hawassa University for their huge contribution in the
development of this textbook in collaboration with Addis Ababa University,
Bahir Dar University and Jimma University.
Copyrighted materials used by permission of their owners. If you are the owner
of copyrighted material not cited or improperly cited, please contact the Ministry
of Education, Head Office, Arat Kilo, (P.O.Box 1367), Addis Ababa Ethiopia.
Printed by:
GRAVITY GROUP IND LLC
13th Industrial Area,
Sharjah, UNITED ARAB EMIRATES
Under Ministry of Education Contract no. MOE/GEQIP-E/LICB/G-01/23
ISBN: 978-99990-0-046-8
Foreword
Education and development are closely related endeavors. This is the main reason
why it is said that education is the key instrument in Ethiopia’s development and
social transformation. The fast and globalized world we now live in requires new
knowledge, skill and attitude on the part of each individual. It is with this objective
t tt u uu s t t u t ut s t
a country’s education system, must be responsive to changing conditions.
It has been almost three decades since Ethiopia launched and implemented new
Education and Training Policy. Since the 1994 Education and Training Policy our
country has recorded remarkable progress in terms of access, equity and relevance.
g us ts s t u t t t
quality of education.
To continue this progress, the Ministry of Education has developed a new General
Education Curriculum Framework in 2021. The Framework covers all pre-primary,
primary, Middle level and secondary level grades and subjects. It aims to reinforce
the basic tenets and principles outlined in the Education and Training Policy, and
provides guidance on the preparation of all subsequent curriculum materials –
including this Teacher Guide and the Student Textbook that come with it – to be
based on active-learning methods and a competency-based approach.
In the development of this new curriculum, recommendations of the education
Road Map studies conducted in 2018 are used as milestones. The new curriculum
materials balance the content with students’ age, incorporate indigenous knowledge
where necessary, use technology for learning and teaching, integrate vocational
contents, incorporate the moral education as a subject and incorporate career and
technical education as a subject in order to accommodate the diverse needs of
learners.
Publication of a new framework, textbooks and teacher guides are by no means
the sole solution to improving the quality of education in any country. Continued
t s t ts st s t s ust
g g tu t t t gu t t
assist this, teachers have been given, and will continue to receive, training on the
strategies suggested in the Framework and in this teacher guide.
Teachers are urged to read this Guide carefully and to support their students by
putting into action the strategies and activities suggested in it.
For systemic reform and continuous improvement in the quality of curriculum
materials, the Ministry of Education welcomes comments and suggestions which
us t u t ut t
ADDIS ABABA, ETHIOPIA FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA
August 2023 MINISTRY OF EDUCATION

Table of Contents
UNIT-1
Information Systems and Its Applications .......................................1
1.1. Data, Information, Knowledge, and Wisdom ............................................3
1.2. Introduction to Information Systems .........................................................10
1.3. Applications of Information System ..........................................................14
UNIT-2
Emerging Technologies ................................................................. 23
2.1. Artificial Intelligence .................................................................................24
2.2. Augmented Reality and Virtual Reality .....................................................28
2.2. Data Science...............................................................................................31
UNIT-3
Database Management ................................................................ 36
3.1. Data Management Approaches .................................................................37
3.2. Data Model.................................................................................................41
3.3. Creating Relational Database in Microsoft Access....................................46
UNIT-4
Web Development ........................................................................ 52
4.1. World Wide Web ........................................................................................53
4.2. Website Design ..........................................................................................56
4.3. HTML Basics ............................................................................................59
4.4. HTML Links .............................................................................................64
4.5. HTML Tables ............................................................................................71
4.6. HTML Lists ...............................................................................................78
UNIT-5
Hardware Troubleshooting and Preventive Maintenance ...... 89
5.1. Hardware Troubleshooting.........................................................................90
5.2. Basics of Preventive Maintenance ............................................................93
UNIT-6
Fundamentals of Programming ................................................. 99
6.1. Types of Programming Languages ............................................................100
6.2. Basics of Python ........................................................................................103
6.3. Variables and Data Types ...........................................................................106
6.4. Statements and Expressions.......................................................................110
6.4. Writing a Simple Program .........................................................................113
UNIT INFORMATION SYSTEMS
AND ITS APPLICATIONS
1
Unit Overview
This unit discusses basic concepts of information systems and their applications
in different social and economic sectors of the country. Information system is
used to capture data and process data in a meaningful way to meet the users’
requirements. It has become one of the strategic assets of organizations. This unit
discusses data, information, knowledge, information system, and the different
applications of information systems.
This unit is expected to be covered in 12 periods.
Sub units Number of periods allotted

1.1 Data, Information, Knowledge and Wisdom 2
1.2 Introduction to Information Systems 4
1.3 Applications of Information Systems 6
1 INFORMATION TECHNOLOGY GRADE 11 ~ TEACHER’S GUIDE

UNIT-1 Information Systems and Its Applications
Learning Outcomes
At the end of this unit, students will be able to:
Define data, information, knowledge, and wisdom flow chain

Differentiate the concepts of data, information, knowledge, and
wisdom
Explain the concept of information systems
Identify the main components of an information system
State the function of each component of an information system
Describe the different application areas of information systems
Recognize the value of information system through its application to
solve societal problems
Explain IT-based entrepreneurship
The topics to be covered in the unit are:
• Data, Information, Knowledge and Wisdom
• Introduction to Information systems (IS)
• Information systems
• Components of IS
• Applications of IS
• E-Governance
• E-banking
• E-learning
• E-commerce
• Telemedicine
• Tele-conference
• IT Entrepreneurship

1.1. Data, Information, Knowledge, and Wisdom
Learning competencies:
At the end of this section, students will be able to:
Explain the concept of Data, Information, Knowledge and Wisdom

Explain the differences between data, information, knowledge and wisdom
This topic is expected to be covered in 2 periods.

Instructional strategies:
1. Interactive lecture
1. Give the definition of data, information, knowledge and wisdom.
2. Give examples for each concept so that students can concretize the conceptual
definitions explained above.
3. Ask students to give additional examples for the concepts discussed.
You can use the following examples to elaborate the differences among data,
information, knowledge and wisdom in addition to what is stated in the textbook.
• Data represents a fact or statement of an event without relation to other things.

Data are simple facts without any particular structure or organization to give
meaning. Examples are 01010, 30, 5000, degree, temperature, angle, etc.
• Information is a processed data, which adds meaning to the data and gives
it context and significance. It embodies the understanding of a relationship
of some sort, possibly cause and effect. In organizational terms, information
has a purpose to help make better decisions.
o E.g. The temperature is 300c. It is hot.
o This month’s sales drop by 15%.
• Knowledge represents a pattern that connects and generally provides a

high level of predictability as to what will happen next. It is the ability to
use information strategically to achieve one’s objectives. Knowledge is

classified as explicit and tacit knowledge. Explicit knowledge is the part

of knowledge that we express in words, diagrams, formulas, and the like.
You can share this knowledge through documents and websites. On the
other hand, tacit knowledge is the part of the knowledge that we acquire by
applying information in actions. It is hard to communicate to others. It is
embedded with the knower. It is shared by working together. Tacit knowledge
is associated with skills. The bigger part of our knowledge is tacit knowledge.
Examples of knowledge:
o If this month’s sales drop by 15%, our profit will decline.
o The more you become educated, the more opportunities you will
have.
o The more you drive a car, your driving knowledge becomes perfect
(application of information).
• Wisdom embodies more of an understanding of fundamental principles

embodied within knowledge. It is related to our human judgment and our
mental decision related to the knowledge through experience gained. Many
would consider acting calmly instead of resorting to anger in a difficult
situation as a sign of wisdom. This is because it shows rationality, experience
and self-control.
• The following table summarizes the comparisons between data, information,
knowledge and wisdom.
Parameter for Data Information Knowledge Wisdom
comparison
Volume Large medium Small Small
Subjectivity Low Medium High Very high
Time Shows past Shows past and Used for Used for
current prediction prediction
Value Low Medium High Very high
Source Observa- Data Data, infor- Applica-
tions of mation and tion of
real-world experience knowl-
objects edge
Additional Tips for Teachers: Please refer to the following resources

for more details on the topics.

• Data, Information, Knowledge, and Wisdom - https://www.systems-thinking.

org/dikw/dikw.htm
• Explanation on knowledge and wisdom - https://www.youtube.com/
watch?v=qhH-w2pFlc0
• Sousa, K. and Oz, E. (2014). Management Information Systems (Chapter
One). Stamford: Cengage Learning
2. Demonstration
1. Use a picture or a chart to show the hierarchical relationship between data,

information, knowledge and wisdom.
2. You can show the following diagram or you can search another related
diagram from the Internet to show the relationship between data, information,
Source: Bellinger et al, 2004 (http://www.systems-thinking.org/kmgmt/kmgmt.htm)
3. Group discussion.
• The concept of data, information, knowledge and wisdom are not simple
concepts that students can easily understand by reading the textbook and
attending the teacher’s lecture. Thus, more engaging activities should be
prepared to help students discuss and reflect on these concepts.
• Arrange students in groups and encourage them to discuss the following

leading questions.
a. Data
o What is data?
o How do you collect data?
o Why do you collect data?
o Give examples of data.
b. Information
o What is information?
o How do we create information?
o Why do we need information?
o Give different examples of information?
c. Knowledge
o What is knowledge?
o How do we create knowledge?
o Why do we need knowledge?
o When do we say a person is knowledgeable?
o Give different examples of knowledge.
d. Wisdom
o What is wisdom?
o How do we achieve wisdom?
o Give examples of wisdom.
e. Difference
o Prepare a table to show the differences between data, information,
o Arrange students in groups of three or four students and let them
discuss the value of information and knowledge in their daily lives.
While the students are discussing, observe whether all of them are
participating in the discussion or not.
Required instructional resources:
1. Blackboard and chalk

2. Chart that shows the hierarchical relationship of data, information,

knowledge and wisdom
3. Textbook
Assessment strategies
Teachers are advised to use the following assessment strategies for this section:
1. Question and answering. Ask students randomly to check their

understanding of the topics. After listening to the student’s responses
confirm if the student’s answer is correct. Provide the correct answer if the
answer given is not correct.
2. Give assignment for the students from review questions in the textbook,
and then check all students’ exercise books to make sure that all students
have understood the concepts discussed in this section.
3. Provide quizzes when you complete the section.
4. Prepare portfolio for each student. The portfolio can be electronic or hard
copy which shows evidence of students’ learning progress. The portfolio
might include:
• student participation in class discussion
• Quiz results
• Record of assignments completed by students
• Work samples and comments given to students
If you identify students who are not performing well in different assessment
methods, discuss with them and arrange time to provide special support for them.
Answers to Brainstorming 1.1
• Information is one of the necessities for human survival. We interact with

other people through information. We can understand our environment
through information by differentiating what is good and bad for our lives. We

must have the information first to evaluate whether something is good or bad
for us. When we want to start a new business, first we collect and interpret
the information to learn whether or not the business is profitable
• You may motivate the students to engage in the brainstorming discussion by
asking them the following questions.
o What is your understanding of information?
o Can you share any experience you have in applying information to
solve your problems?
o What are the sources of information?
Answers to Activity 1.1
#1
• Data can be represented in the form of number, text, image and sound. The
type of data dictates the right form of representation. For example, numeric
data are represented as 0100110, 20, 200, while the terms ‘person’, ‘river’
and ‘city’ are examples of textual data.
#2
• Data collection and processing are part of our daily activities. The purpose of
data collection is to generate useful information that will be used for different
activities such as making decisions. For example, if you want to know the
number of students who drop out of the school, you must collect data about
students’ daily class attendance. Similarly, a supermarket that is interested to
know its monthly profit must collect data about its daily sales and expenses.
The more relevant and quality data you have, the more likely you make
good choices when it comes to marketing, sales, customer service, product
development, and many other areas.
#1
• Information is one of the necessary resources you need to survive in this world.

It is used to understand your environment. For example, if you want to buy

shoes, you need information on where you can get a shoe shop. You also need
information about which shop sells shoes in your price range. Information
is used to make a decision which is less likely to result in a failure. It is
used to solve problems. If a factory’s sales declines in the last three months,
the factory must collect information to know why its sales has declined in
the last three months. It needs to know whether the product is low quality
or expensive as compared to the product of other competitors. Information
helps you to answer such questions and solve problems. Information is also
required to answer who, what, when and where kind of questions.
#2
• Information is data processed in a meaningful way to the potential users. There

are different data processing techniques to convert data into information. It
can be as simple as sorting data by some order, summarizing sets of data as
one value or calculating the average. Some data processing may involve the
use of complex mathematical models such as linear regression and logistic
regression. By converting the data into a readable easily understandable
format like graphs, charts, and documents, organizations can fully utilize
their information.
#1
• Knowledge is information integrated with experience. Davenport & Prusak

(2000) define knowledge as a fluid mix of framed experience, values,
contextual information, expert insight, and grounded intuition that provides
an environment and framework for evaluating and incorporating new
experiences and information. It originates and is applied in the mind of the
knowers. In organizations, knowledge often becomes embedded not only in
documents or repositories but also in organizational routines, practices and
norms. Information, on the other hand, is a meaning that we get from data.
It is a raw material to construct knowledge. What we read from a book is

not knowledge until we apply it in action and convert it into our personal
knowledge. Your capability to accomplish tasks is also called knowledge.
The more knowledge you have the more capability you will have to solve
problems, such as fixing computer problems and doing exams with good
grades. Knowledge is accumulated through acquisition and assimilation of
new information. A person with long years of experience is more capable to
solve problems more easily than an inexperienced person.
• Data is a raw fact which has no value by its own. But information is data
processed in a meaningful way for users. It has more value than data but
less value than knowledge. Knowledge is information applied in action. It
is a capability to apply information to solve problems or make decisions.
Wisdom has to do more with insight, understanding and accepting of the
fundamental ‘nature’ of things in life.
1.2. Introduction to Information Systems
Explain the concepts of information systems

List components of information systems.
Describe each component of information system

1. Give the definition of information systems based on the textbook.
2. Explain the use of information system in an organization. Information

system is used to store organizational data and generate different managerial
reports. It has now more roles in addition to these back-office or reporting
services. It has become one of the strategic resources of organizations.

3. Explain each component of information systems, and how each component

interacts to achieve the common goal of information systems.

• Information systems and its benefits - https://courses.lumenlearning.com/

santaana-informationsystems/chapter/definition-and-components-of-
information-systems/
• Sousa, K. and Oz, E. (2014). Management Information Systems (Chapter
Two and three). Stamford: Cengage Learning
2. Demonstration
1. You can take students to your school’s IT center and show the school
database as an example of information system.
2. Internet connection,
3. Laptop or desktop computer
4. LCD projector or Plasma Screen.
5. If available, the School’s IT center
6. Textbook
1. Give assignment from activities in the textbook and then check all students’
exercise books to make sure that all students understand the concepts
discussed in the subtopic
2. If you observe that there are concepts which are not clear to the students,
revise the topic with more explanation and examples by referring to
additional reference materials.

3. Provide quiz to the students when you complete this section
4. Use a student portfolio to record the students’ learning progress. The

portfolio might include:
• Student participation in class discussion

• Quiz results
• Accomplishments on assignments
If you identify students who are not performing well in different assessment
methods, arrange an extra time to assist students with some learning problems.

Ask more specific questions that encourage students to critically think and
reflect on the activity.
• What is information system?

• Why do organizations need information systems?
• Why have information systems become so important for present-day
organizations?
Information system is a type of system that takes data as input and generates
information as an output. Information has now become the critical resource of every
organization. It is used to make decisions, solve problems, and prepare plans for
the future. Therefore, organizations establish information system with the purpose
to collect, store, process data and generate information for the organization’s day-
to-day activities. Today, companies use modern technology to streamline and
automate these operations. Information systems are now playing a crucial role
in data processing and decision-making. They are now used in the frontline to
provide services to customers and suppliers. For example, mobile banking is used
to provide bank services such as transferring money and paying bills for customers.
After listening to students’ reflections on the above questions, provide a concluding

answer based on the following explanation to Activity 1.4.

#1
• Common data captured by schools include data about demographic

characteristics of students such as name, age, sex, grade level, and address.
Similar data is also captured about teachers such as name, age, sex,
qualification and address. Students’ continuous assessment results and final
exam marks, class attendance of students and teachers’ attendance. School
facilities data, such as classroom, chairs, tables and books are also the
common data captured. This data is important for day-to-day operation of
the school.
#2
• Once the school collects and stores the data, it generates different information
or reports. For example, the school generates information about teachers by
their qualifications, student-to-teacher ratio and student-to-classroom ratio.
For example, the student-to-classroom ratio indicates overcrowding of
students per classroom. The student class attendance data is used to produce
a summary of students’ absenteeism reports.
• Information generated from the information system is used to monitor the
day-to-day operation of the school. For example, the student-to-classroom
ratio information is compared with the standard student-to-classroom ratio
set by the Ministry of Education. If the school’s student to- classroom ratio is
higher than the standard, the school should provide additional classrooms to
reduce the overcrowding of students per classroom. In addition, the student
absenteeism report is used to monitor students’ class attendance. Students
with many numbers of class absenteeism may be suspended from the school.
Such information is used to make managerial decisions.
#1
• Information system has five main components. These are hardware, software,
data/information, people and procedure. Each component has a unique
function, but they interact with each other through the exchange of input and
output to achieve the common goal of information systems. See Section 1.2.2

of the textbook for detailed presentation of the components of information

systems.
1.3. Applications of Information System
Learning competencies
List the different types of e-service applications

Describe features of each type of e-service
Explain the application of e-services for organizations as well as individuals.
1. For each type of e-service, give:

• definition of the e-service
• purpose of the e-service
• explanations on the features of the e-service
• benefits of the e-service
• disadvantages of the e-service
1. How Information Gives You Competitive Advantage. https://hbr.org/1985/07/

how-information-gives-you-competitive-advantage
2. Pearlson, K. and Saunders, C. (2010). Managing and Using Information

Systems: A Strategic Approach, Chapter 2: Strategic Use of Information
Resources
3. Sousa, K. and Oz, E. (2014). Management Information Systems (Chapters

Two and Three). Stamford: Cengage Learning

2. Demonstration
1. if you have the Internet connection and LCD projector, demonstrate to

students the different types of e-services such as what e-service looks like.
2. If you do not have Internet connection, download the main interface window
of the e-service and show the students on LCD projector or using Plasma TV
3. Tell students to browse the Internet on some of the e-services in the nearby
Internet café or using a mobile phone so that they can understand the main
features and services of e-services
3. Group discussion.
1. Arrange students in groups and assign one type of e-service for each group
to discuss its main features, benefits, and disadvantages for Ethiopian citizen
2. Let representatives of each group share their findings for the class.
• Blackboard and chalk

• Internet
• Laptop with LCD projector or smart Plasma TV. If Internet and LCD projector
are not available, use other means such as your mobile phone to show at least
one type of e-service
• Textbook
1. Give an assignment from activities in the textbook and then check all
students’ exercise books to make sure that all students understand the
concepts discussed in the subunit
2. Arrange students in groups and let them explore e-services provided in

their localities such as e-banking, e-commerce and mobile banking. Let the
representatives present their findings for the class.
3. Provide a subjective type of quiz on the subtopic

4. Use a student portfolio to record the students’ learning progress. If you

identify students who are not performing well in different assessment
methods, arrange an extra time to support students with additional support.
The portfolio might include:
o student participation in class discussion
o Quiz results
o Accomplishments on assignments.
o Completed student projects

#1
• One important application of information system in the organization’s service

delivery is utility payment. After Ethiopian Electric Corporation implemented
mobile-based payment system, customers pay their bills through mobile
phones. This information system has a lot of benefits for the customers as well
as for the corporation. The corporation can automatically capture the data
in the computer database, and then they can generate different managerial
reports without delay. Information system has now become the strategic tools
of other organizations as well. It is used as a backbone to provide business
services such as mobile banking, telemedicine, e-learning, and the like. See
Section 1.3 in the Textbook for detailed discussion.
#1
• E-government is defined as the provision of public services using technology

as mode of service delivery.
#2
• E-government provides many benefits to citizens. For example, you can

pay water and electric bills through your mobile phones. This saves your
time and increases your convenience. You can also get other public services

online such as birth certificates, renewal of trade license, and payment of

government taxes.
Answer to Activity 1.7
#1
• Electronic banking is a form of banking in which funds are transferred through

an exchange of electronic signals instead of exchange of cash, checks, or
other types of paper documents.
#2
• Banks provide their services over ATMs, mobile phones and the Internet.
Their main benefits are cost-saving, time-saving, flexibility in accessing
services, and easy access to services from any location. For example, you
can appreciate the benefits of e-banking when you transfer money or pay
a bill through your mobile phone. Students can mention other benefits of
e-banking. Encourage them to share their experiences in the class.
#1
• E-learning is a form of education that is delivered through digital devices. It

helps people to have an educational access from anywhere and at any time. It
creates an educational opportunity for people who live in remote areas where
there is no access to educational facilities.
#2
• There are different free e-learning courses on the Internet. Students can
register and attend the training programs without paying any fee. What
they need is only Internet connection and commitment to learn. E-learning
requires personal commitment. No one forces you to complete the training.
E-learning makes lifelong learning to be real and practical. Some students join
different short-term training programs and develop their personal knowledge
that helps them in their future careers. For example, students can develop a
website just by taking an online course on website development.
• E-learning has many benefits for learners. Some of the main benefits are:
a. Flexibility in learning time: Learners can access and learn at any time.
b. Implementation of student-centered learning. Learners can learn at
their own pace.
c. Access to educational resources: Students can access better quality
learning materials from other universities or schools.
d. Reaching to remote area students who do not have access to school or
university in the nearby neighborhood.
e. Rich multimedia learning resources that engage learners in the learning
activities.
f. Reducing educational costs for travel and accommodation where
learners are displaced from their homes for education
#1
• E-commerce (electronic commerce) is the buying and selling of goods and

services, or the transfer of funds or data, over an electronic network, primarily
the Internet
#2
• It allows customers to buy products directly from manufactures at lower

prices. It is also a convenient mode of business as it allows customers to
browse products and make purchases from their desktop computers or mobile
phones. It enables to easily access sellers on a website and contact them for
purchase negotiations.
#1
• Telemedicine refers to the practice of caring for patients remotely when the

provider and patient are not physically present with each other. Telemedicine
was originally created as a way to treat patients who were located in remote
places, far away from local health facilities, or in areas with shortages of
medical professionals.
#2
• Telemedicine has many benefits for patients. Some of the main benefits are
discussed below.
a. It is a more convenient, accessible care for patients. Telemedicine
has the power not only to break down typical geographical barriers to
access healthcare centers but also to make the entire healthcare delivery
model more convenient for patients.
b. It saves healthcare costs. In developing countries like Ethiopia,
specialists are not adequately found in all parts of the country. People
must travel to other countries to find specialists for better treatment.
By using telemedicine, patients can save costs for travel and hotel
accommodation.
c. It extends access to specialists. With telemedicine, a hospital system
can expand its access to specialized medical specialists. This makes it
easy for primary care doctors to consult medical specialists regarding
a patient such as one on a rare form of cancer, despite their geographic
separation.
d. It increases patient engagement. Today’s patient lives in an increasingly
connected world and expects a different kinds of care experience.
Telemedicine engages patients by allowing them to connect with their
doctors more frequently in a convenient way.
e. It provides better quality patient care. Telemedicine makes it easier
for providers to follow up with patients and make sure everything is
going well. Whether they are using a more extensive remote patient
monitoring system to watch the patient’s heart or doing a video chat to
answer medication questions after a hospital discharge – telemedicine
leads to better care outcomes.

#1
• Teleconference is a meeting of two or more people who are separated by

distance, using electronic communication.
#2
• Teleconference can facilitate collaboration among students when they do

group assignments or other project activities. It is difficult for students to meet
outside the school time. Teleconferencing creates additional communication
channels to share ideas and complete assignments within deadlines with all
students’ active participation.
Answers for Activity 1.12
#1
• IT has transformed all aspects of human life. It has changed how we learn,
communicate with one another and do businesses. IT also changed the
traditional business model. The traditional business requires you to rent a
shop and hire a salesperson. This is an expensive initial investment for a
beginner entrepreneur. If you have an interesting business idea, you can
easily establish your business over the Internet, and serve as many customers
as you can. It is flexible and inexpensive, and reaches customers throughout
the world.
#2
• You can think of creating business ideas that can be delivered over the
Internet. You can create an online tutor to support students to be successful
in their education. You can also create a product catalogue on Facebook to
easily sell your products to customers without investing much for renting and
hiring a salesperson.

Answers to Review Questions
Part I: Answer keys to True/ False Questions

1. True
2. True
3. False
4. True
5. False
6. False
7. False
8. True
9. True
10. True
Part II: Answer keys to Multiple Choice Questions
1. B.
2. D.
3. A.
4. D
5. B
6. C
7. D
Part III: Answer keys to Discussion Questions

#1. E-government is simply the use of information and communication technologies,
such as the Internet, to improve the processes of government.These technologies
can serve a variety of different ends: better delivery of government services
to citizens, improved interactions with businesses and industries, citizen

empowerment through access to information, or more efficient government

management. The resulting benefits can be less corruption, increased
transparency, greater convenience, revenue growth, and/or cost reductions.
For example, citizens can pay utility payments through their mobile phones.
They can also renew their driving license through the Internet. As long as
the services are available online, citizens can access the services through
the technologies they have at hand. As a result, e-government improves the
efficiency of government services and reduces service delivery costs.
#2. Previously, information system was used for back-office services. It was used
to store data and generate different management reports. Now information
system is used in the frontline to provide ICT-enabled services such as
mobile banking and supply chain system customer relationship management
system. Information system is used to facilitate the interaction with customers
and suppliers; and therefore, it creates value for the organization. As a
result, information system has become one of the strategic resources of an
organization.
#3. E-learning makes learning more flexible and easily accessible. We do not
need to go to school to attend training courses. We can easily access it from
our home using our desktop computer or mobile phone. Now we can attend
short-term training programs, degree and PhD programs through e-learning.
It increases our choices for better educational institutions. As long as we fulfil
admission requirements and can pay tuition fees, we can join any university
in the world.

UNIT EMERGING TECHNOLOGIES
2
Unit Overview
This Unit introduces concepts of Emerging Technologies and the various types of
technologies that fall under the category of emerging technologies. Particularly,
Artificial Intelligence (AI), Augmented Reality, Virtual Reality, and Data Science
are discussed in detail. The areas of applications of the technologies and related
topics are also covered.

2.1 Artificial Intelligence 5
2.2 Augmented Reality and Virtual Reality 4
2.3 Data Science 3
Learning Outcomes
Explain Emerging Technologies

Understand Artificial Intelligence and its branches
Describe common Artificial Intelligence applications
Understand the concepts of Augmented Reality and Virtual Reality
Describe Data Science and its use

UNIT-2 Emerging Technologies
The topics covered in the unit are:
Artificial Intelligence
Augmented and Virtual Reality
Data Science
2.1. Artificial Intelligence
• Define Artificial Intelligence (AI)
• Explain branches of AI
• Give examples of applications of AI
• Before the interactive lecture, assess students’ level of understanding using

brainstorming questions.
• Using the textbook, lecture the class based on your assessment of the students’
prior knowledge and understanding of the topic.
• Please make sure you face the students during the lecture in case there are
students with hearing difficulties.
2. Demonstration
• If you have access to a projector, show students the application of AI using

graphically rich images and videos that can help the students grasp the
concepts better.
• Please use appropriate audio to accommodate visually impaired students.

3. Discussion
• Use the activities given in this section to facilitate discussions on AI among

students.
• As you see fit, use small groups for the discussions and let a member of each
group report the result of their discussions to the class.
• Carefully observe the discussions to identify areas where students need
support.
The following instructional resources are recommended for proper handling of the
section.
2. Computer
3. Internet
4. Projector
5. Textbook
Assessment strategies:
1. Portfolio
• Produce a portfolio (electronic or hard copy) showing evidence of students’

learning progress. The portfolio might include:
• Rough notes and drafts
• Work samples and your comments
• Assigned projects
• Saved documents
• Activity diary.

2. Question and answer
• Please ask students to assess their understanding of the topics at the beginning.
Make clarifications and corrections if the students have any misconceptions
or misunderstandings.
• Please also make sure you ask questions in the middle and at the end of each
topic to assess students’ grasp of the concepts.
3. Exercises (homework, classwork, assignment)
• Dear teacher, you are advised to facilitate classwork for Activity 2.1. As you
see fit, you can use Activity 2.2 for classwork, an assignment, or homework.
• Please make sure that students get feedback on their work as early as possible.
4. Observation
• Dear teacher, please make sure that all students are actively participating and
contributing to the class activities. Encourage those who are lagging to do
better, and provide support to those with special needs.
Answer to Brainstorming 2.1
• Computer technology has a great potential for transforming the work

environment today in various ways. Some of the examples worth mentioning
include:
o More automation of manual work is one example. Jobs in the work
environment that are characterized by repetitive activities are the first
candidates for automation. This gives workers the chance to focus on
more important and advanced issues like creating new products and
interpreting data generated by computer systems.
o The use of artificial intelligence technologies is another example.
Robots are being used in the work environment to replace human labor.
This improves productivity to a great extent.
o Computer technologies have created a great level of flexibility in the
work environment. People are no more limited to their workplace to do
their job. Using the Internet and related technologies, they can work

from home or any other place. It has also become common for people
to live in their own country but work for an organization that operates
in another part of the world. This has far-reaching consequences in
alleviating, for example, brain-drain that developing countries like
Ethiopia have been suffering from for so long.
• Medical diagnosis
• Petroleum engineering,
• Financial investing

#1
• AI systems allow marketers to do targeted advertising on social media based

on the buying behavior of customers
• AI systems are used to deliver personalized content to users on social media
based on what suits each individual user
• For example, LinkedIn uses AI for job recommendations while Facebook
uses facial recognition to recognize individuals in a photo
Additional Tips for Teachers: Please see the following website for more details
on the application of AI in social media:
• https://becominghuman.ai/applications-of-artificial-intelligence-in-social-
media-7f2db8e9784d
#2
• If students have access to the Internet, let them search for more examples
of the application of AI and report it to the class. If Internet access is not
available in the school, you may give homework and let students report in
the following class.

#3
• Let students form a pair and let them discuss and debate for and against
autonomous cars. You may pick a pair or two to present their arguments to
the class. If students have access to the Internet, let them search for more
examples of applications of AI and report them to the class. If Internet access
is not available in the school, you may give homework and let students report
in the following class.
2.2. Augmented Reality and Virtual Reality
Define Augmented Reality (AR) and Virtual Reality (VR)

Give examples of applications of AR and VR
Explain the difference between AR and VR

• Using the textbook, provide a lecture to the class based on your assessment
of the students’ prior knowledge and understanding of the topic. Please try
to make your presentation relatable, as much as possible, as the concepts are
difficult to grasp without practical examples.
2. Demonstration
• If you have access to a projector, show students multiple examples of the use

of AR and VR in different areas, especially those mentioned in the textbook

(Section 2.2.4).
• Support the discussions on Activity 2.3 and 2.4 with a video presentation if
the facility is available.
3. Discussion
• Use Activity 2.5, particularly, to facilitate discussions on AR and VR. As you

see fit, use small groups for the discussions and let a member of each group
report the result of their discussions to the class.
• Plan ahead for questions that can be discussed after their report.
section.
2. Computer
3. Internet connection
4. Projector
5. Textbook
1. Portfolio

o Rough notes and drafts
o Work samples and your comments
o Assigned projects

o Saved documents
o Activity diary.
• Please ask students about their understanding of the topics at the beginning.
• Please also make sure you ask questions in the middle and at the end of each
topic to assess students’ grasp of the concepts. Ask students if they have
practical experience in using AR and/or VR.
• Dear teacher, you are advised to facilitate classwork for Activity 2.5. As you
see fit, you can use Activity 2.3 and 2.4 as classwork, an assignment, or
homework.
4. Observation
• Dear teacher, please make sure all students properly participate and contribute
to the class activities. Encourage those who are lagging to do better and
provide support for those with special needs.
• Encourage students to give examples of AR applications that they might be

aware of in social media, games, or other areas. Facilitate a discussion on
the features and ask students to identify features that they believe should be
improved.

#1
• Training pilots on how to fly a plane using VR flight simulators.

• Learning how to drive a car in an immersive environment using VR.

• Training law enforcement personnel in practicing different scenarios in a safe

environment.
#2
• Let students form a group and come up with a presentation on the benefit of
VR to their school. If the setting is not convenient to access the information
they need, you may give a homework and let them present their report in the
following class.

#1
• Use Table 2.1 of the textbook to explain the difference between AR and
VR. If you have access to the Internet, use more interactive examples to
demonstrate the differences.
#2
• Ask students if they have access to any form of technology related to AR

or VR such as games and let them share their experiences. As much as the
settings allow, let students discuss and present features of the technologies
using smartphones or any other suitable device within your reach.
2.2. Data Science
Define Data Science

Describe the various benefits of Data Science
Describe privacy issues associated with Data Science


2. Demonstration
• If you have access to a projector, present sample applications of data science

in a more interactive way.
3. Discussion
• Use Activity 2.6 to facilitate discussions on Data Science and its benefits.
support.
section.
2. Computer
4. Projector
5. Textbook

1. Portfolio

o Assigned projects
o Saved documents
o Activity diary.
• Please ask students about their understanding of the topics at the beginning.
• Please also make sure you ask questions in the middle and at the end of the
topic to assess students’ grasp of the concepts.
• As you see fit, you can use Activity 2.6 as classwork, an assignment, or
homework.
4. Observation
• Dear teacher, please make sure that all students properly participate and
contribute to the class activities. Encourage those who are lagging to do
better and provide support for those with special needs.

#1
• Give students some information about how data growth is caused by social

media, the Internet of Things, and the like. Steer their discussion towards
an understanding of the importance of data science for manipulating and
utilizing the enormous amount of data for informed decision-making.
#2
• Please check some materials related to how much data social media companies
collect and how they use it. Try to give as much information about issues
around privacy to help the students’ discussion be grounded in facts, instead
of some type of conspiracy theory.
Part I: Answer Keys to True/False Questions

1. True
2. False
3. False
4. False
5. True
Part II: Answer Keys to Matching Questions
1. B
2. C
3. D
4. F
5. A
Part III: Answer Keys to Blank Space Questions
1. Data Anonymization
2. Surveillance
3. Chatbots
4. Robonaut
5. Camera

Part IV: Answer Keys to Discussion Questions
#1 Some sample answers to the question include:
• Aiding in accurately diagnosing diseases

• Earlier detection of cancer
• Robots designed for surgeries.
• Virtual nursing assistants that perform a range of tasks by conversing with
patients.
• An AI system could screen the inside temperature of the food being cooked
and signal the user when the food is ready.
• Voice controlling of appliances or devices
• Remotely controlling and monitoring residential premises using, for instance,
facial recognition systems.
• 3D models of humans, animals, and plants which will help students to learn
in a much more interactive way.
• Virtual presentation of unobservable (like a human cell) and hard-to-
understand ideas.
• virtual visiting of geographic locations and habitats
• Safe scientific experimentation using virtualization
• Exploration of space using virtualization
• Reconstruction of historical sites using visualization
• Creation of architecture projects in virtual reality

UNIT DATABASE MANAGEMENT
3
Unit Overview
In this unit students learn the basics of database. Database is an electronic data
store that is used to efficiently manage organization’s data. This unit cover
definitions of a database management system (DBMS), relational data models,
and database management implementation in Microsoft Access Software.

3.1 Database Management Approach 3
3.2 Data model 5
3.3 Working with Microsoft Access 12
Learning Outcomes
Explain what a database is

Discuss data management approaches
Explain relational data model
Identify database entities, attributes and relationships
Develop data models with Entity Relationship Diagram (ERD)
Create and manage database with Microsoft Access Software

UNIT-3 Database Management
Topics covered in the unit are:

• Data management approach
o File based data management
o Database management
• Data model
o Basic Concepts in Data Model
o Entity relationship Diagram (ERD)
o Relational data model
o Relational Database
• Creating Relational Database on Microsoft Access Software
o Creating Microsoft Access Database
o Creating Table in Microsoft Access
o Creating a Query in Microsoft Access
o Adding Criteria to Query Design
o Creating a Query with Multiple Tables
3.1. Data Management Approaches

Explain file-based data management

Explain the concepts of database
Explain a database management software (DBMS)
Describe the different data management approach
State the limitation of file-based data management
Explain the benefits of a database

This topic is expected to be covered in 3 periods

• Give definition of database and database management software (DBMS)

• Explain file based data management approach
• Explain the limitations of file based data management
• Explain database management approach
• Explain the benefits of database as compared to file based data management
2. Demonstration
• Show features of Microsoft Access software as an example of DBMS

• While discussing file based data management,
o Show students files created by Microsoft Excel.
o Explain the difficulties to integrate data created in different files
o Show also the difficulty of extracting data from different files
• While discussing database based data management,

o Open Microsoft Access database
o Show the different tables created in Microsoft Access database
o Open a query in MS Access and show students how to establish the
relationship between tables
o Show students how to retrieve data from different tables
2. Laptop/desktop computer with Microsoft Access Software Installed
3. Two database tables with some records populated on Microsoft Access

database

4. LCD projector
5. Textbook
6. If computer is not available, use a diagram to show students the tables and
their relationships
1. Provide class activities and randomly ask students to assess their

understating of the topic discussed.
2. Give homework from the textbook and then check all student’s exercise
books to make sure that all the students understand the concepts discussed
in the subtopic
3. Provide feedback on the assignment by providing correct answers.
4. Record students’ learning progress in the student portfolio. If you identify

students who are not performing well in different assessment records,
arrange an extra time and provide special support for less performing
students. The portfolio might include:

• Quiz results
• Accomplishments on assignments or projects
• Completed student projects
Tips for Brainstorming 3.1
• The school may collect and store data about students and teachers. These
data are required to know the number of students in the school, student
performance, and teachers by qualification and experience. If student
performance is below the expected level, you may arrange short-term
pedagogical training to improve teachers’ teaching capability.


#1
• A file-based data management refers to the situation where data is stored

in one or more separate computer files defined and managed by different
application programs. One file has no explicit relationship with other files.
For example, employee data is stored in the human resource department with
no relationship to a payroll file which is stored in the finance department.
Each department owns its own application program that manages its file. As
a result, you cannot retrieve data from two or more files. This method of data
management was common before the development of DBMS software.
#2
• In file-based data management has many limitations. Some of the common

limitations are:
o Data duplication: Each program stores its own separate files. If the
same data is to be accessed by different programs, then each program
must store its own copy of the same data.
o Data inconsistency: If the data is kept in different files, there could
be problems when an item of data needs updating, as it will need to
be updated in all the relevant files. If this is not done, the data will be
inconsistent, and this could lead to errors.
o Difficult to implement data security: Data is stored in different files by
different application programs. This makes it difficult and expensive to
implement organization-wide security procedures on the data.
#1
• Organizations create huge data every day. This data is a resource if it is properly
managed and used in the day-to-day business activities. The traditional file-
based data management is not efficient to manage an organization’ data. The
database is the latest data management approach. All the organization’ data is
stored in one central database. It avoids data duplication, data inconsistency,
data security problems, and data independency. The same data is not stored in

different files. Once the organization’s data is stored in the database, the data
is easily accessible for different organizational activities such as preparing
monthly reports for managerial decision-making activities and preparing
performance reports.
#2
• Database is used to store data that is required to generate information for day-
to-day activities of an organization. Organizations cannot operate without
generating and using information. For example, a supermarket registers its
expense and revenue in the database. This data is used to generate profit and
loss reports for the supermarket. If the expense is greater than the revenue, it
indicates the supermarket should take immediate action before it gets closed
because of bankruptcy.
#3
• Database Management Systems (DBMS) is a software that is used to store,

retrieve, and run queries on data. A DBMS serves as an interface between an
end-user and a database, allowing users to create, read, update, and delete data
in the database. This helps provide data security, data integrity, concurrency,
and uniform data administration procedures.
3.2. Data Model
Define the concept of data model

Explain relational data model
Explain the different components of Entity Relationship Diagram (ERD)


• Give definition of data model
• Explain the benefit of data model for database development
• Explain Entity Relationship Diagram (ERD) as visual tools to
represent data models.
• Explain each element of ERD with examples
• Explain the benefit of ERD as a tool to visually represent your data
model
• Show students how ERD is constructed using a specific case like those
mentioned in the textbook.
• Explain the concept of the relational data model
• Give examples of the relational model with visual aids such as
using LCD projector or writing a relational data model diagram on
the blackboard. Use the relational data model in the textbook as an
example. You can also provide more examples to clarify the concept
of the relational data model.

1. Data Modeling: Conceptual, Logical, Physical Data Model Types -

https://www.guru99.com/data-modelling-conceptual-logical.html
2. Module on database management - https://www.cs.uct.ac.za/mit_notes/

database/htmls/chp01.html
3. Entity Relationship Diagram explanation - https://www.visual-paradigm.

com/guide/data-modeling/what-is-entity-relationship-diagram/
2. Group discussion
1. Give students a database requirement description and then arrange

students in groups to construct a data model using ERD

2. Invite one or two students to explain their ERD to the class
2. Laptop/desktop computer with Microsoft Access Software Installed
3. Database tables with some records
4. LCD projector
5. Textbook
1. Provide class activity to create data models and randomly select students
to tell their answers
2. Give an assignment from activities in the textbook or their modified

versions and then check all student’s exercise books
3. Provide quizzes that allow students to construct a relational data model.

students who are not performing well in different assessment methods,
arrange an additional time to support students with learning problems. The
portfolio might include:
• student participation in class discussion

• Quiz results
• Accomplishments on assignments or projects.

#1
• Entities are real-world objects or events about which we store data in

our database. Entity is an abstraction of objects which have common
characteristics. For example, persons in your classroom are named as
students. Because they are described by common attributes like ID number,
name, sex, and grade level. In the same way, people who go to hospitals for
treatment are called patients. All patients are described by similar attributes
like card number, name, sex, age, address, and type of disease. Ask students
to provide more examples of entities.
• Attributes are descriptors of an entity. It is used to differentiate one entity
from the other entity. For example, student entity can have attributes of ID
number, name, sex, and grade level. On the other hand, car entity can have
plate number, model, price, and manufacturing year attributes. The two
entities’ attributes are different because they are different entities.
• Relationships are associations between entities. It is an association assigned
by the organization. For example, the school assigns teachers to teach
students. Therefore, there is a relationship between teacher and student
entities. A relationship can be one to one, one to many, or many to many.
#1
• An Entity-relationship diagram (ERD) is a visual representation of a data

model. It contains entities, attributes, and the relationships between entities.
It uses standard symbols to construct the diagram:
o square is used for entity,
o ellipse is used for attributes and
o lines are used for relationships
• ERD makes database development cost-effective and efficient. It provides an

easy visual representation of the data model of the organization.

#2
#1
• The represented entities are country and city

#2
• Code attribute in the City entity is the attribute used to link the content of the
City entity with the content of the Country entity.
#3
• Country entity has four fields.

#4
• Cities that are found in Kenya are Kisumu, Mombasa, and Nairobi.
#5
Country name City name City population

Ethiopia Addis Ababa 2,757,729
Ethiopia Gondar 153,914
Ethiopia Jimma 128,306
Egypt Cairo 7,734,614
Kenya Kisumu 216,479
Kenya Mombasa 799,668
Kenya Nairobi 2,750,547
Sudan Khartum 1,974,647
Sudan Omdurman 1,200,000

#6
3.3. Creating Relational Database in Microsoft Access
Create database in Microsoft Access

Design a table in Microsoft Access
Enter data in database tables
Retrieve data using Microsoft Access Query
• Explain the concept of database in Microsoft Access

• Explain the different database objects and their use in Microsoft Access
2. Demonstration
• Open Microsoft Access Software and show students how to create a relational
database
• Show students how to create tables and enter data into a table
• Show students how to create a query and retrieve data from a table

• Show students how to create a complex query that fetches data from different
tables
• Show students how to retrieve data from different tables
• Give worksheet for students to create a relational database on Microsoft
Access
3. Group Work
• Arrange students in groups of three or four students and give them a database
project to be created in Microsoft Access.
1. Blackboard, chalk, textbook
2. Computer lab with Microsoft Access Software Installed
3. A database worksheet that is used to create a database in Microsoft Access.
4. LCD projector
1. Give students a project on database and observe them while they are
working on their database project
2. Give assignment from activities in the textbook and then check whether
all the students create a database properly.

students who are not performing well in different assessment methods,
arrange an additional time to discuss with a student to find solutions to her/
his learning problems. The portfolio might include:

• Quiz results
• Accomplishments on database project

#1
• See Section 3.3.1 in the textbook for detailed step by step instructions to
complete this activity.
#2
complete this activity. If you correctly create the tables, you get the tables
listed in your database as shown below.
complete activity 1 and 2.
• See Section 3.3.4 and 3.3.5 of the textbook for detailed step-by-step
instructions to complete activity 1, 2 and 3. You can also refer to additional
tutorials on the Internet.
Part I: Answers Keys to True/False Questions
1. True
2. True
3. True
4. False

5. True
6. False
7. False
8. True
Part II Answers Keys Multiple Choice Questions
1. B
2. D
3. A
4. C
5. B
6. B
7. D
8. C
9. B
10. C
Part III. Answer Keys to Short Answer Questions
#1
• A database is a collection of related data.

#2
• ERD contains entities, attributes, and relationships of a database. It is the

visual representation of the data model.
#3
• Relational data model is a blueprint of the database that represents a database

as a collection of inter-related relations.

#4
• A one-to-many relationship implies a record in one table is associated with

multiple records in the other related table. For example, the relationship
between a father and child. A father can have many children. But children
cannot belong to only one father.
#5
• Table object in Micrsosoft Access Database is used to store data.

#6
• Query is used to retrieve data from one or more tables.
Part IV. Answer Keys to Case Study Questions

#1
• From the case description, we have identified the following entities and their
attributes.
Entity Attributes
Product product ID,
product name,
quantity,
price
Customer customer id,
customer name,
customer address
Order order id,
product id,
customer id
order quantity
order date

• Once we have identified the entities and their attributes, we construct the
following ERD based on the relationship between entities.
Customer
Product id Customer id
name
Customer id
Order id
Customer makes Order Order date

Customer
address
Order quantity
is_for
Price
Product id
Quantity Product name

Product
Note
• A customer can have one or many orders.
• An order can have one or more products
• A product may not have an order or may belong to only one order.

UNIT WEB DEVELOPMENT
Unit Overview
This Unit addresses concepts related to website design and development.
Guidelines for website design as well as the webpage development language
known as HTML is presented in detail.

4.1 World Wide Web 2
4.2 Website design 2
4.3 HTML basics 6
4.4 HTML links 6
4.5 HTML tables 5
4.6 HMTL lists 4
Learning Outcomes
Explain what the Web is.

Explain what a website is.
Describe the benefits of a website
Explain the purpose of web design.
Describe basic concepts of HTML and web development.
Create webpages with images, videos, links, tables, and lists.

UNIT-4 Web Development
The topics covered in the Unit are:
• World Wide Web
• Website design
• HTML basics
• HTML links
• HTML tables
• HMTL lists
4.1. World Wide Web
Define the World Wide Web and website

Describe the foundations of the Web
Explain website design and development
This section is expected to be covered in 2 period.
• Before the interactive lecture, check students’ level of understanding using

2. Demonstration
• If you have access to a projector and the Internet, please show students of
sample websites.
3. Discussion
• Use Activity 4.1 to facilitate discussions among students.

support.
section.
2. Computer
4. Projector
5. Textbook
1. Portfolio

o Assigned projects
o Saved documents
o Activity diary.

• Please ask students about their understanding of the topics at the beginning,
middle, and end of the session. Make clarifications and corrections if the
students have any misconceptions or misunderstandings.
• As you see fit, you can use Activity 4.1 for classwork as well as assignments
and homework.
4. Observation
Answer to Brainstorming 4.1
• Traditional means of communicating information about a product or a service

to a target audience are television, radio, magazine, and newspaper. The web
and the Internet, however, have become a much more versatile and efficient
means of doing the job. What is interesting about the web as a means of
communication is that it is much more easily accessible globally in multiple
forms of presentation including image, text, video, and animation. The web
and the Internet have become such an important standard that even television,
radio, and other channels are nowadays accessed through them.

#1
• The web is a popular application that is accessed over the Internet. Internet is
simply the infrastructure upon which the web and other services run.
#2
• Foundations of the web are:

o HTML: is the language that is used to develop webpages.

o HTTP: is the protocol of the web. It is the protocol that the web
browser and the web server use during what is called HTTP requests
and HTTP responses.
o Web browser: is the user or client-side software for the Web. It is the
software that visitors use to view a webpage.
o Web server: is the server-side software for the Web. It stores
websites and responds to requests coming from Web browsers.
#3
• Websites are effective ways of reaching target audiences for organizations

and individuals throughout the world.
• It is used to conduct online transactions, which is known as E-commerce.
• Government services can be provided through the web.
• The web facilitates online learning.
#4
• Ask the students if they have ever accessed websites for educational purposes
and let them share their experiences, if they have any, with their classmates.
• Give them examples of websites such as www.w3schools.com where students
can learn a wide range of subjects over the Web.
4.2. Website Design
Describe what website design is about

Explain the guidelines for website design
Explain the difference between website design and website development
This section is expected to be covered in 2 periods.

2. Demonstration
• Please show an example of a simple text editor and WYSIWYG software and
how they are used on a computer.
3. Discussion

support.
section.
2. Computer
4. Projector
5. Textbook
Teachers are advised to use the following assessment strategies for this section.

1. Portfolio

o Assigned projects
o Saved documents
o Activity diary.
in the middle, and end of the sessions. Make clarifications and corrections if
the students have misconceptions or misunderstandings
• As you see fit, you can use Activity 4.2 for classwork, assignment, or
homework.
4. Observation

#1
• The purpose of website design is to design a website that is appealing to its

target audience by appropriately defining the layout, navigation, appearance,
and graphics of the website.
#2
• Explain further the impact of designing a website using appropriate guidelines

like the ones mentioned in the textbook into account. Encourage also the

students to share their reflections regarding any website that they might have
assessed.in light of the website design guidelines discussed.
#3
• Facilitate a session where students present their assessment of the UN

Women website based on the website design guidelines. Ask students for their
suggestions for improvement and why they believe so. Use the opportunity
to also let students ask questions and presenters defend their positions.
#4
• Give feedback to the layout design students do on a paper so that they can
further improve their design and truly understand the aim of the design
guidelines.
4.3. HTML Basics
Describe the structure of HMTL documents

Explain what HTML tags and elements are and the difference between the
two
Describe HTML attributes
Write HTML pages with basic HTML elements


2. Demonstration
• If you have access to a computer and a projector, show multiple examples of

actual sample codes and their outputs. If you don’t have access, please write
the codes and the outputs on the blackboard and explain by relating the codes
with the outputs. Please provide multiple examples as much as possible.
• During your demonstrations, be mindful of students with disabilities and
cater to their needs.
3. Discussion
• Use the activities of the section for discussions and code writing.
• As you see fit, use small groups for the discussions and the code writing, and
let a member of each group report the result of their work to the class.
• Carefully observe the discussions and the code writing activities to identify
areas where students need support.
section.
2. Computer
4. Projector
5. Textbook

1. Portfolio

o Assigned projects
o Saved documents
o Activity diary.
middle, and end of the session. Make clarifications and corrections if the
• Dear teacher, you are advised to use variations of Activity 4.5 for assignments
and home works.
4. Observation

<!DOCTYPE html>
<html>
<head>
<title> This is my title </title>
</head>
<body>
<p> This is paragraph one </p>
<p> This is paragraph two </p>
</body>
</html>
<!DOCTYPE html>
<html>
<head>
</head>
<body>
<hr>
<p> This is paragraph one </p>
<hr>
<p> This is paragraph two </p>
<hr>
<p> This is paragraph three </p>
<hr>
</body>
</html>

• If you have access to a computer and an Internet connection, please show the
students how they open the HTML code of a website. Let students explore
those tags that they do not know, and make sure that they are not discouraged
due possibly to a large number of tags that they are not familiar with.

#1
<h1 align= ”right” >This is a heading</h1>
#2
<!DOCTYPE html>
<html>
<head>
</head>
<body>
<img src=”images/flower.jpg”> <br>
<img src=”images/house.jpg”> <br>
<img src=”images/chair.jpg”>
</body>
</html>
• The URL used in the above code is a relative URL and the assumption is
that there is a folder named “images” in which the three images are stored.
And the HTML document and the “images” folder are placed under the same
folder.
• Note that the <br> elements that are placed at the end of the first and the
second image elements are used to insert a new line.

• If you have access to a computer, help students follow the steps in the activity
to create the webpage that displays a video. Make sure the students properly
understand the effect of the changes that they make to the attributes.
4.4. HTML Links
Explain hyperlinks
Create links to webpages
Describe how a linked webpage is displayed
Use images as links
Differentiate between absolute and relative URLs
Create links to different sections of a webpage

2. Demonstration


with the outputs. Please provide as multiple examples as possible.

• During your demonstrations, please be mindful of students with disabilities
and cater to their needs.
3. Discussion
• Use the activities of the section to facilitate the code writing activities.
• As you see fit, allow students to discuss in a group as well as work
individually for the code writing activities. For group code writing activities,
let representatives of each group report to the class.
• Carefully observe the codes that students write to identify areas where
students need support.
section.
2. Computer
4. Projector
5. Textbook
1. Portfolio

o Assigned projects

o Saved documents
o Activity diary.
middle, and end of the sessions. Make clarifications and corrections if the
3. Exercises (Homework, classwork, assignment)
• Dear teacher, you are advised to use variations of all the activities of this
section for assignments and home works.
4. Observation

#1
HTML code
<a href=”https://www.ethiopianairlines.com”>Ethiopian
Airlines</a>
<br>
<a href=”https://www.ethiotelecom.et”>ethio telecom</a>
<br>
<a href=”https://www.combanketh.et”>Commercial Bank of
Ethiopia</a>
Output on the web browser
Ethiopian Airlines
ethio telecom
Commercial Bank of Ethiopia

#2
HTML code
<a href=”https://www.ethiopianairlines.com” target=”_
blank”>
Ethiopian Airlines</a>
<br>
<a href=”https://www.ethiotelecom.et” target=”_
blank”>ethio telecom</a>
<br>
<a href=”https://www.combanketh.et” target=”_blank”>
Commercial Bank of Ethiopia</a>
Ethiopian Airlines
ethio telecom
Commercial Bank of Ethiopia
Note that the only change that needs to be made to display the pages in a new tab
or window is to use the “target” attribute with the value “_blank”.
Get the logo of the three companies from the Internet or other sources and save
them under the same folder as the HTML document by the following names:
• ethAirlines.png
• ethTelecom.png
• cbe.png
Then simply insert an image element for the three links in place of the text as
shown below.

HTML code
<a href=”https://www.ethiopianairlines.com”>
<img src=”ethAirlines.jpg” width=200px>
</a>
<br />
<a href=”https://www.ethiotelecom.et”>
<img src=”ethTelecom.jpg” width=200px>
</a>
<br />
<a href=”https://www.combanketh.et”>
<img src=”cbe.jpg” width=200px>
</a>
Note the “width” attribute is used in the image element with the value “200px”.
The attribute is used to display the images in a similar width.

The images shown in the output now serve as hyperlinks. If they are clicked on, the
page associated with the appropriate URL will be displayed.
#1
• Create the following HTML documents and save them under the same folder
using the names given below:
o page1.html
o page2.html
o page3.html
• Create the content of each page as shown below.

page1.html
<a href=”page2.html” >Page two</a>
<br>
<a href=”page3.html” >Page three</a>
page2.html
<a href=”page1.html” >Page one</a>
<br>
<a href=”page3.html” >Page three</a>
page3.html
<a href=”page1.html” >Page one</a>
<br>
<a href=”page2.html” >Page two</a>

#2
HTML code
<!DOCTYPE html>
<html>
<head>
<title>
Page title
</title>
</head>
<body >
<a name=”section1”></a><h1>Section One</h1>
<a href=”#section2”>Got to Section Two</a> <br>
<a href=”#section3”>Got to Section Three</a>
<br>.
<br>.
<a href=”#section1”>Got to Section the Top</a> <br>
<a name=”section2”></a><h1>Section Two</h1>
<a href=”#section1”>Got to Section One</a>
<br>
<a href=”#section3”>Got to Section Three</a> <br>
<br>.
<br>.
<a href=”#section1”>Got to Section the
Top</a> <br />
<a name=”section3”></a><h1>Section Three</h1>
<a href=”#section1”>Got to Section One</a> <br>
<a href=”#section2”>Got to Section Two</a> <br>
<br>.
<br>.
<a href=”#section1”>Got to Section the Top</a>
<br>
</body>
</html>

Note the following points from the above code:
• <br> is simply added to make the page long enough to go back and forth
between the sections by clicking the links. When you create the page using
real content, put them in place of the <br> elements. But you have to make
sure that the content is large enough to cause the horizontal scroll of the
browser to appear. Otherwise, the students will not be able to appreciate the
benefit of the links.
• Each section is given a heading using <h1>
4.5. HTML tables
Explain the different parts of HTML tables

Create HTML tables
Merge cells in HTML tables
Define the layout of a webpage using HTML tables


2. Demonstration

with the outputs. Please provide multiple examples as much as possible.
3. Discussion
• As you see fit, allow students to discuss in a group as well as work
individually for the code writing activities. For group code writing activities,
let representatives of each group report to the class.
section.
2. Computer
4. Projector
5. Textbook

1. Portfolio

o Assigned projects
o Saved documents
o Activity diary.
4. Observation

#1 See the next page.

<table border = ”0”>

<tr>
<th>column 1</th>
<th>column 2</th>
<th>column 3</th>
<th>column 4</th>
</tr>
<tr>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
</tr>
<tr>
<td>2</td>
<td>4</td>
<td>6</td>
<td>8</td>
</tr>
<tr>
<td>3</td>
<td>6</td>
<td>9</td>
<td>12</td>
</tr>
<tr>
<td>4</td>
<td>8</td>
<td>12</td>
<td>16</td>
</tr>
</table>

Note that assigning “0” to the “border” attribute makes the table’s border invisible.
#2
<table border = ”0”>

<tr>
<th></th>
<th>column 1</th>
<th>column 2</th>
<th>column 3</th>
<th>column 4</th>
</tr>
<tr>
<th>row 1</th>
<td>1</td>
<td>2</td>
<td>3</td>
<td>4</td>
</tr>
<tr>
<th>row 2</th>
<td>2</td>
<td>4</td>
<td>6</td>
<td>8</td>
</tr>

<tr>
<th>row 3</th>
<td>3</td>
<td>6</td>
<td>9</td>
<td>12</td>
</tr>
<tr>
<th>row 4</th>
<td>4</td>
<td>8</td>
<td>12</td>
<td>16</td>
</tr>
</table>
Note that the first <th> under the first <tr> does not have any content.

<!DOCTYPE html>
<html>
<head>
</head>
<body>
<table width=”100%”>
<tr>
<td colspan=”3” bgcolor=”#666666”>
<h1>Top</h1>
</td>
</tr>
<tr>
<td width=”20%” bgcolor=”#cccccc”>
<h1>A</h1>
</td>
<td width=”60%” bgcolor=”#eeeeee”>
<h1>B</h1>
</td>
<td width=”20%” bgcolor=”#cccccc”>
<h1>C</h1>
</td>
</tr>
<tr>
<td colspan=”3” bgcolor=”#777777”>
<h1>Bottom</h1>
</td>
</tr>
</table>
</body>
</html>

4.6. HTML Lists

Create ordered/numbered lists

Create unordered/bulleted lists
Change the type of numbers or bullets used in lists
Create description/definition lists

2. Demonstration

with the outputs. Please provide as multiple examples as possible.
3. Discussion
• As you see fit, allow students to discuss in a group as well as work individually

for the code writing activities. For group code writing activities, let a member
of each group report the result of their work to the class.
section.
2. Computer
4. Projector
5. Textbook
1. Portfolio

o Assigned projects
o Saved documents
o Activity diary.

4. Observation
<ol>
<li>Name One</li>
<li>Name Two</li>
<li>Name Three</li>
</ol>
<ol type=”a”>
<li>Orange</li>
<li>Banana</li>
<li>Pineapple</li>
</ol>
<ul type=”square”>
<li>Carrot</li>
<li>Cabbage</li>
<li>Onion</li>
</ul>
Note that the default number type for <ol> is Arabic numerals and the default bullet
type for <ul> is disc. However, the default values can be changed by explicitly
stating a different value to the “type” attribute as shown in the examples.

<ul>
<li>Fruits:
<ul>
<li>Orange</li>
<li>Banana</li>
<li>Pineapple</li>
</ul>
</li>
<li>Vegetables:
<ul>
<li>Carrot</li>
<li>Cabbage</li>
<li>Onion</li>
</ul>
</li>
</ul>
Note that although the browser ignores any spacing left between HTML elements
in the output, properly using spaces in the code makes the code much more easily
readable.

<dl>
<dt>Serendipity</dt>
<dd>-Good luck in making unexpected and
fortunate discoveries
</dd>
<dt>Euphoria</dt>
<dd>-A feeling or state of intense excitement
and happiness
</dd>
<dt>Enigma</dt>
<dd>-Something that baffles understanding
and cannot be explained
</dd>
</dl>


1. False
2. True
3. True
4. False
5. False
1. b
2. c
3. a
4. d
5. f
Part III: Answer Keys to Multiple Choice Questions
1. a
2. b
3. c
4. b
5. c
Part IV: Answer Keys to Blank Space Questions
1. HTTP
2. .html
3. Relative URL
4. name
5. <hr>

Part V: Answer Keys to Code Writing Questions
#1
HTML code
<table border=”1”>
<tr>
<th>Year</th>
<th>Male</th>
<th>Female</th>
<th>All</th>
</tr>
<tr>
<th>1960</th>
<td>37.3</td>
<td>40.2</td>
<td>38.7</td>
</tr>
<tr>
<th>1970</th>
<td>41.5</td>
<td>44.5</td>
<td>43.0</td>
</tr>
<tr>
<th>1980</th>
<td>43.3</td>
<td>46.3</td>
<td>44.8</td>
</tr>

<tr>
<th>1990</th>
<td>46.1</td>
<td>49.1</td>
<td>47.5</td>
</tr>
<tr>
<th>2000</th>
<td>49.3</td>
<td>53.1</td>
<td>51.2</td>
</tr>
<tr>
<th>2010</th>
<td>60.1</td>
<td>63.6</td>
<td>61.8</td>
</tr>
<tr>
<th>2016</th>
<td>63.7</td>
<td>67.3</td>
<td>65.5</td>
</tr>
</table>

#2
<ol>
<li>Mathematics</li>
<li>English</li>
<li>...</li>
</ol>
By simply adding another <li> element, the students can add more of the subjects
they are currently taking.
#3
<ol>
<li>Famous Ethiopian female athletes:
<li>Derartu Tulu</li>
<li>Tirunesh Dibaba</li>
<li>Meseret Defar</li>
</ul>
</li>
<li>Famous Ethiopian male athletes:
<li>Abebe Bikila</li>
<li>Haile Gebrselassie</li>
<li>Kenenisa Bekele</li>
</ul>
</li>
</ol>

#4
<!DOCTYPE html>
<html>
<head>
<head>
</head>
</head>
<body>
<table border=”0” width=”100%”>
<tr>
<td colspan=”2” bgcolor=”#999999”><h1>This is My Page
Title</h1>
</td>
</tr>
<tr>
<td width=”25%” bgcolor=”#dddddd” valign=”top”;>
<h3>Links</h3>
<a href=”https://www.ethiopianairlines.com”>Ethio-
pian Airlines</a>
<br />
<a href=”https://www.ethiotelecom.et”>ethio tele-
com</a>
<br />
<a href=”https://www.combanketh.et”>Commercial
Bank of Ethiopia</a>
</td>
<td bgcolor=”#eeeeee” height=”200px” valign=”top”>
<h3>My Content</h3>
</td>
</tr>

<tr>
<td colspan=”2” bgcolor=”#999999” align=”center”>
Copyright © 2021 Yourname.com
</td>
</tr>
</table>
</body>
</html>

HARDWARE
UNIT TROUBLESHOOTING
AND PREVENTIVE
MAINTENANCE
5
Unit Overview
This unit discusses concepts of hardware troubleshooting and preventive
maintenance. Computer users encounter different problems when they work with
computers. These problems may hinder users’ regular daily routine activities.
In this unit, students learn about basic hardware troubleshooting techniques and
preventive maintenance procedures.

5.1 Hardware troubleshooting 6
5.2 Basics of Preventive maintenance 5
Learning Outcomes
Explain maintenance procedures and troubleshooting

Describe hardware problems
Describe hardware preventive maintenance
Perform basic hardware troubleshooting
Appreciate the value of hardware troubleshooting to keep computer
safety
Topics to be covered in the unit are:
• Hardware Troubleshooting
• Basics of preventive maintenance

UNIT-5 Hardware Troubleshooting and Preventive Maintenance
5.1. Hardware Troubleshooting
Learning Competencies:
Describe the concept of hardware troubleshooting

Describe the concept of preventive maintenance
Explain the importance of preventive maintenance and hardware
troubleshooting
• Start the lesson by asking motivational questions that attract the attention
of the class students to the lesson like why hardware troubleshooting is
important? Have you ever heard of news regarding the hardware failure of
organizations that caused a loss of millions of dollars?
• Explain the concepts of preventive maintenance and hardware troubleshooting.
• Explain hardware troubleshooting and its difference from software
troubleshooting.
• Explain to students about procedures of hardware troubleshooting
• Describe simple hardware troubleshooting before students go through more
complex activities of hardware troubleshooting. These are checking power
cables, switch buttons, keyboard, mouse, and other accessories.
1. Guide for Troubleshooting Equipment Failure - https://managerplus.

iofficecorp.com/blog/equipment-troubleshooting-guide
2. Basics of Preventive Maintenance and Troubleshooting - https://ptgmedia.

pearsoncmg.com/images/9781587132636/samplechapter/9781587132636_
ch04.pdf

3. Reddy, N. PC Hardware Maintenance and Troubleshooting- In Depth. NEO

Institute of Hardware Technology. (http://b-ok.africa)
2. Demonstration
• Show students how to identify hardware problems using Power On Self-Test

(POST) method.
• Show students the different beep code sequences and the respective hardware
error problems. Use explanation in the textbook about beep code sequences
• Modify BIOS settings and try to start the computer to show the BIOS error
messages. But do not show students how to modify BIOS settings as they
may create other problem on the computer.
• Show students how to open Event Viewer and how to check hardware errors
in the event viewer window.
• Show how to open Device Danager Window and then show hardware errors
in the device manager window
• Show the different diagnostic tools to identify hardware problems.
1. Computer lab
3. LCD Projector
4. Textbook
Teachers are advised to use the following assessment strategies for this
section.
1. Give students a computer with a hardware problem and let students fix the
problem. Observe students while fixing the problem. If necessary, provide
feedback.
2. Give homework from the textbook and then check all the students’ exercise
books to make sure that they understand the concepts discussed in the
subtopic.

3. Take a record of students’ progress on hardware troubleshooting in the student

portfolio. The learning progress can be measured based on the completion
of projects, homework assign,ents and observation while students undertake
hardware troubleshooting activities.
• There is no one specific answer to this question. It is used to understand

students’ awareness of the topic.
#1.
• First, check power cables and power switch buttons before you go to other
hardware troubleshooting activities.
#1.
• After you open Device Manager, click on DVD/CD-ROM to see if there is

an error. If there is an error, you see a yellow flag. By updating the driver
software, you can fix the problem.
#2.
• A yellow triangle with an exclamation mark in the Device Manager Window

indicates a hardware problem.

• To solve the problem, right-click on the device and then choose properties.
• Then click on the Drive button and then click on Update Driver to solve the
problem.
• If this does not solve the problem, you may search on the Internet for other
solutions.
#1.
• Open Windows Resource Monitor Window and then look for an application
that uses a large percentage of CPU and Memory Resources.
• Stop the application or restart the application.
#1.
• Hardware troubleshooting is the process of reviewing, diagnosing, and

identifying operational or technical problems within a hardware device or
equipment. It aims to resolve physical and/or logical problems and issues
within computing hardware.
#2
• This usually happens when some application uses the larger resources of
your computer such as the CPU or the memory. The application that is the
cause of the problem should be stopped.
5.2. Basics of Preventive Maintenance
Explain the purpose of preventive maintenance

Describe the different methods of preventive maintenance
Undertake preventive maintenance to keep their computer safety

• Using the textbook, lecture the class based on your assessment of the student’s
1. Basics of Preventive Maintenance and Troubleshooting https://ptgmedia.

pearsoncmg.com/images/9781587132636/samplechapter/9781587132636_
ch04.pdf
2. Reddy, N. PC Hardware Maintenance and Troubleshooting- In Depth. NEO

Institute of Hardware Technology.
2. Demonstration
• Show students practically how to undertake different preventive maintenance

techniques such as:
o installing antivirus software and cleaning viruses from their computer
o taking data backup
o cleaning dusts off from a computer using a vacuum cleaner
o scanning hard disks
3. Observation
• Arrange students in groups of three students and let them do preventive

maintenance using techniques you have shown them during the demonstration
and observe them if they properly undertake preventive maintenance on their
own.
1. Blackboard, chalk
2. computer lab
3. LCD projector or Plasma TV
5. Textbook
section.
1. Give students some activities of preventive maintenance such as taking data

backup, cleaning virus from their computer, scanning disks, etc.
2. Provide a subjective quiz on preventive maintenance.
3. Take record of students’ learning progress on preventive maintenance in

the student’s portfolio. The learning progress can be measured based on
completion of projects, homework assignments and observation while
students undertake preventive maintenance activities such as cleaning
computer from virus infection.
• There is no definite answer for this question. Ask students to reflect their
awareness about preventive maintenance.

#1
• If a computer does not have antivirus software, it will be infected with a virus.
Antivirus is a computer program used to prevent, detect, and remove malware

#2
• Dusts may result in overheating and failure of hardware components. Keeping

hardware components clean from dust helps your computer to be safe.

#1
• Backup is a process of transferring data or files from your computer system

to external storage devices. The backup file is used to recover data loss
during a computer failure. You should have at least one method for backing
up your data, whether it is on a cloud storage server or an external hard drive.
#2
• Fragmentation is the scattering of portions of files about the disk in nonadjacent

areas. When files are stored scattered on the hard disk, it slows down your computer
as the operating system takes a longer time to read the fragmented files.
Part I. Answer Keys

1. True
2. True
3. False
4. False
5. True
6. True
7. False
8. True
9. False
10. True

Part II. Answer Keys
1. Beep codes
2. Diagnostic tools
3. Backup
4. Antivirus
5. Preventive Maintenance
Part III. Answer Keys
#1
• Hardware troubleshooting is a systematic approach to locating the cause of

a fault in a computer system and solving technical problems. It starts with
general issues and then gets more specific
#2
• Device Manager is used to check the status and problems of different hardware
devices. See Section 5.1.7 of the textbook for a detailed explanation.
#3
• Preventive maintenance is the practice of routinely taking measures in

hardware administration that reduces the risk of failures and improves the
likelihood of quick recovery in the event that a failure occurs. These include
regularly cleaning your computer from dust, taking regular data backup,
installing antivirus software, and regularly running antivirus software.
#4
• Diagnostic Tools are software tools that are used to monitor a computer’s
performance. Windows Performance Monitor and Windows Resource
Monitor are two software tools that are used to monitor your computer’s
CPU, memory, and disk usage.

#5
• Windows Resource Monitor is used to check the utilization of your computer

CPU. If an application uses some 90% of your CPU, it means that this
application makes your computer slow. It is recommended to stop this
application if it does not affect other applications. Search also on the Internet
for additional explanation on this issue.
Part IV. Discussion Questions
#1
• Now organizations store all their data on a computer system. This data is
required to accomplish the day-to-day activities of the organizations. For
example, the bank stores its customer account balance. When the customer
wants to withdraw cash from the bank, first the bank checks the balance of
the customer before withdrawing cash for the customer. What will happen if
the bank’s computer system is damaged by a virus? The bank cannot provide
its service. Therefore, every organization must have backup data. When their
system is damaged by an unexpected attack like a virus or fire accident, they
can recover the data from the backup and continue running their business.
#2
• No specific answer. It depends on the group experience. You closely support

students to complete this activity.

UNIT FUNDAMENTALS OF
PROGRAMMING
6
Unit Overview
This unit deals with fundamental concepts of computer programming. It addresses
topics such as types of programming languages as well as syntax and semantics of
programming languages. Python is used to demonstrate the fundamental concepts
of programming such as variables, data types, statements, and expressions. Input
and output operations are also shown using Python.

6.1 Types of programming languages 2
6.2 Basics of Python 8
6.3 Variables and data types 4
6.4 Statements and expressions 5
6.5 Writing a simple program 6
Learning Outcomes
Describe a computer program and types of programming languages.

Explain syntax and semantics of programming languages
Describe basic concepts of Python
Explain variables and data types
Differentiate between the concept of statements and expressions in
Python
Analyze simple programs written in Python
Write a simple program with input and output
UNIT-6 Fundamentals of Programming
The topics covered in the unit are:
• Types of programming languages
• Basics of Python
• Variables and data types
• Statements and expressions
• Writing a simple program
6.1. Types of Programming Languages
Explain the difference between the types of programming languages

Explain the difference between Interpreter and Compiler
Give examples of compiled and interpreted languages
Give examples of syntax and logical errors


2. Discussion

support.
The following instructional resource is recommended for proper handling of the

section.
1. Computer
2. Projector
3. Textbook
section.
1. Portfolio

o Assigned projects
o Saved documents
o Activity diary.

• You can use Activity 6.1 for classwork. You are advised to use related
questions for assignments and homework.
4. Observation
• Dear teacher, please make sure that all students are properly participating and
contributing to the class activities. Encourage those who lag to do better, and
provide support to those with special needs.
• Computers do whatever types of tasks we observe them doing by simply

following a set of instructions that are found in a computer program or
software. The hardware part of a computer is not useful without software.
Computer programs are developed with various types of programming
languages. Python, which is discussed in this chapter, is one of the high-level
programming languages that are used to develop computer programs.

#1
• Machine Language is a language in which programs are written in a form

that the computer directly understands. As a result, programs written in this
language do not require translator software for the computer to execute them.
• Assembly language is a language that uses mnemonics, instead of 1s and 0s.
Since a program written in assembly language cannot be directly understood
by the computer, a translator software called Assembler is required for the
program execution.
• High-level languages are closer to human language compared to the other
two types of languages. They are much easier to write computer programs.

Depending on the type of the high-level programming language, translator

software such as an Interpreter or Compiler will be used to translate programs
into a machine-understandable format.
#2
• Logic errors are much more difficult to fix than syntax errors because they
cannot be caught by the compiler or the interpreter. Compilers and Interpreters
detect syntax errors, and they even suggest what the kind of syntax error
is and where it is found. In the case of logic errors, the computer program
runs as if there is no problem. The problem is detected by the user or the
programmer when the program is observed behaving in a manner different
from what is normally expected.
6.2. Basics of Python
Learn how to interact with the IDLE

Write Python codes in the interactive interpreter/IDLE shell and the IDLE’s
text editor
Save Python files using the text editor


1. Demonstration
• If you have access to a computer and a projector, show students how they
can work with IDLE’s interactive interpreter and the text editor. Please show
them multiple examples of actual sample codes and their outputs. If you
don’t have access, please write the codes and the outputs on the blackboard
and explain by relating the codes with the outputs. Please provide as multiple
examples as possible.
1. Discussion
• For the code writing, encourage students to work individually as well as in
groups.
• For group discussions and code writing, use small groups as you see fit, and
let a member of each group report the result of their work to the class.
section.
1. Computer
2. Projector
3. Textbook
section.

1. Portfolio

o Assigned projects
o Saved documents
o Activity diary.
• Dear teacher, you are advised to use variations of Activity 6.2 and question
number 2 of Activity 6.3 for assignments and home works.
4. Observation
• Simply open the IDLE shell and type the following and press enter:
• print(”Your name”)
• The result in the IDLE shell will look something like the one shown below:


#1
• In the interactive interpreter/IDLE shell, the user can write and execute one
line of code at a time. And the work done there cannot be saved for later
execution.
• Any number of codes can be written in the text editor. And the entire code
is executed with a single command. Moreover, codes are saved and can be
modified and rerun at any time.
#2
• Select “New File” from “File” in the IDLE shell menu and the text editor will
be opened.
• Type print(”Your name”) in the text editor and then save the file with
a .py extension.
• Then select “Run Module” from the “Run” menu in the text editor. The result
will be displayed in the IDLE shell as shown below.
6.3. Variables and Data Types

Explain how variables are used in Python

Distinguish valid identifiers from invalid ones
Give an example of data types in Python
Use basic operators and their operands in Python codes
Convert data from one data type to another


2. Demonstration
• If you have access to a computer and a projector, please show students of

multiple sample codes and their outputs. If you don’t have access, please
write the codes and the outputs on the blackboard and explain by relating
the codes with the outputs. Please provide as multiple examples as possible.
3. Discussion
groups.
• For group discussions and code writing, use small groups, as you see fit, and
let a member of each group report the results of their work to the class.

section.
1. Computer
2. Projector
3. Textbook
section.
1. Portfolio

o Assigned projects
o Saved documents
o Activity diary.
• Dear teacher, you are advised to use variations of all the activities of the

4. Observation
a. x
b. 1x
c. _x
d. x*y
The first identifier is valid because it has a single character, which is a letter. The
third identifier is also valid because it is made up of an underscore and a letter, and
the first character is an underscore, which is acceptable. However, the second and
the fourth identifiers are invalid; the first one begins with a number, which is not
allowed, and the fourth one has a special symbol (in this case *) in it, which is not
allowed either.
a. 0
b. 15.625
c. 3
• Using the type conversion functions associated with the two data types, the
value can be converted into the respective types as shown in the following
example.
Note that the str() function returned a value that is placed under a single quotation.
As you noted in other examples, a string value in Python is a sequence of characters
placed under either single or double quotes.

6.4. Statements and Expressions

Explain statements in Python

Write assignment and print() statements
Give examples of expressions
Explain the difference between statements and expressions

2. Demonstration

3. Discussion
• Use Activity 6.7 for discussions and code writing.


groups.
• For group discussions and code writing, use small groups as you see fit, and
section.
1. Computer
2. Projector
3. Textbook
section.
1. Portfolio

o Assigned projects
o Saved documents
o Activity diary.

• Dear teacher, you are advised to use variations of question number 2 and 3 of
Activity 6.7 for assignments and homework.
4. Observation

#1
• Statements are instructions that the Python interpreter executes. The

assignment and print statements that are shown below are examples of
statements.
• Expressions are what the Python interpreter evaluates to some value. An

expression could be a literal value, variable, complex expression, or function
call. See the following example:

Note that the variable y is already assigned to the value 7 before it is evaluated in
the above example.
Also, note that function calls are not mentioned as a type of expression at this point
in the textbook. This is to avoid presenting a concept the students are not yet well-
prepared to comprehend. If you think the students can understand the concept at
this point, you can explain it to them.
#2
x=4*3
y=”Programming in Python is fun”
print(y)
z=x/2
print(z)
y=10
print(type(x))
The shaded statements are the ones that produce outputs because of the print()
function. The other three statements are all assignment statements that assign the
value of the expressions to the variables. Such types of statements do not produce
an output.
#3
• Simply put the codes from activity #2 in a script file and click on the “Run
Module” after saving the file with a .py extension. The output would be
something like the one shown below.
6.4. Writing a Simple Program

Write codes to read data from the keyboard

Convert data types

Write codes to display outputs
Write programs that have input, process, and output
2. Demonstration

3. Discussion
• Use all the activities of the section for discussions and code writing.
groups.
• For group discussions and code writing, use small groups, as you see fit, and

section.
1. Computer
2. Projector
3. Textbook
section.
1. Portfolio

o Assigned projects
o Saved documents
o Activity diary.
• Dear teacher, you are advised to use variations of Activity 6.8 and 6.9 for
assignments and home works.

4. Observation
Python script
name=input(”Enter your name:”)
age=input(”Enter your age:”)
BMI=input(”Enter your Body Mass Index:”)
#as the data type of name should be string, it
doesn’t need any conversion
#because the value that the input() function returns
is string
age=int(age)
BMI=float(BMI)
print(”Your name is:”, name)
print(”Your age is:”, age)
print(”Your BMI is:”, BMI)
Output on the IDLE Shell
The 4thand 5th lines of the code shown above are known as comments. Comments
in programming are written inside a code, but they are not executed. They are used
to explain and make codes more understandable. Comments in Python begin with
the hash symbol (#) as shown in the above code. Every line that begins with # is
not, therefore, executed.

#1
• Using the IDLE shell
• Using the text editor

Python script Output on the IDLE
Shell
x=float(input(”Enter the first
number:”))
y=float(input(”Enter the second
number:”))
print(”The product is: ”, x*y)
#2
Python script
weight=input(”Enter weight in kg:”)
weight=float(weight)
height=input(”Enter height in me-
ter:”)
height=float(height)
bmi=weight/height**2
print(”Your BMI is: ”, bmi)
Output on the IDLE Shell


1. False
2. False
3. True
4. False
5. False
6. False
7. True
8. False
9. True
10. False
1. f
2. l
3. j
4. m
5. h
6. c
7. i
8. d
9. b
10. a

Part III: Answer Keys to Multiple Choice Questions
1. c
2. d
3. a
4. b
5. b
Part IV: Answer Keys to Blank Space Questions
1. Any of the following could be an answer:
C, C++, Java, or C#
2. Assembler
3. Syntax Error
4. Logic Error
5. .py
Part V: Answer Keys Code Writing Questions
#1
• The students are expected to simply write as many print statements as

the number of subjects that they are taking in the current semester. An
example is given below using two courses.

Shell
print(”Mathematics”)
print(”English”)

#2
Python script Output on the IDLE Shell

x=12
y=50.4
z=”Python”
print(x, y, z)
print(type(x),
type(y), type(z))
#3

Shell
x=10
print(x)
print(type(x))
x=”Hello”
print(x)
print(type(x))
#4

Shell
x=float(”4.5”)
y=float(”30.2”)
z=y*x
print(z)

#5
Python script Output on the

IDLE Shell
x=input(”Enter the 1st number:”)
y=input(”Enter the 2nd number:”)
x=float(x)
y=float(y)
sum=x+y;
product=x*y;
average=sum/2
print(”The sum is: ”, sum)
print(”The product is: ”, product)
print(”The average is: ”, average)

G11 IT TG 2023 Web

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

G11 IT TG 2023 Web

Uploaded by

Copyright:

Available Formats

GRADE 11

Miftah Hassen Jemal (MSc)

Berhane Woldegabriel Zeweldi (MSc) (Content Editor)

FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA HAWASSA UNIVERSITY

© 2023 by the Federal Democratic Republic of Ethiopia, Ministry of Education.

August 2023 MINISTRY OF EDUCATION

This unit is expected to be covered in 12 periods.

Sub units Number of periods allotted

1.2 Introduction to Information Systems 4

1.3 Applications of Information Systems 6

1 INFORMATION TECHNOLOGY GRADE 11 ~ TEACHER’S GUIDE

 Define data, information, knowledge, and wisdom flow chain

2 INFORMATION TECHNOLOGY GRADE 11 ~ TEACHER’S GUIDE

1.1. Data, Information, Knowledge, and Wisdom

 Explain the concept of Data, Information, Knowledge and Wisdom

This topic is expected to be covered in 2 periods.

1. Give the definition of data, information, knowledge and wisdom.

3. Ask students to give additional examples for the concepts discussed.

• Data represents a fact or statement of an event without relation to other things.

• Knowledge represents a pattern that connects and generally provides a

3 INFORMATION TECHNOLOGY GRADE 11 ~ TEACHER’S GUIDE

classified as explicit and tacit knowledge. Explicit knowledge is the part

• Wisdom embodies more of an understanding of fundamental principles

Additional Tips for Teachers: Please refer to the following resources

4 INFORMATION TECHNOLOGY GRADE 11 ~ TEACHER’S GUIDE

• Data, Information, Knowledge, and Wisdom - https://www.systems-thinking.

1. Use a picture or a chart to show the hierarchical relationship between data,

Source: Bellinger et al, 2004 (http://www.systems-thinking.org/kmgmt/kmgmt.htm)

5 INFORMATION TECHNOLOGY GRADE 11 ~ TEACHER’S GUIDE

1. Blackboard and chalk

6 INFORMATION TECHNOLOGY GRADE 11 ~ TEACHER’S GUIDE

2. Chart that shows the hierarchical relationship of data, information,

1. Question and answering. Ask students randomly to check their

3. Provide quizzes when you complete the section.

Answers to Brainstorming 1.1

• Information is one of the necessities for human survival. We interact with

7 INFORMATION TECHNOLOGY GRADE 11 ~ TEACHER’S GUIDE

Answers to Activity 1.1

Answers to Activity 1.2

8 INFORMATION TECHNOLOGY GRADE 11 ~ TEACHER’S GUIDE

It is used to understand your environment. For example, if you want to buy

• Information is data processed in a meaningful way to the potential users. There

Answers to Activity 1.3

• Knowledge is information integrated with experience. Davenport & Prusak

9 INFORMATION TECHNOLOGY GRADE 11 ~ TEACHER’S GUIDE

1.2. Introduction to Information Systems

 Explain the concepts of information systems

This topic is expected to be covered in 4 periods.

1. Give the definition of information systems based on the textbook.

2. Explain the use of information system in an organization. Information

10 INFORMATION TECHNOLOGY GRADE 11 ~ TEACHER’S GUIDE

3. Explain each component of information systems, and how each component

Additional Tips for Teachers: Please refer to the following resources

• Information systems and its benefits - https://courses.lumenlearning.com/

Required instructional resources:

1. Blackboard and chalk

3. Laptop or desktop computer

4. LCD projector or Plasma Screen.

5. If available, the School’s IT center

11 INFORMATION TECHNOLOGY GRADE 11 ~ TEACHER’S GUIDE

3. Provide quiz to the students when you complete this section

4. Use a student portfolio to record the students’ learning progress. The

• Student participation in class discussion

Define data, information, knowledge, and wisdom flow chain

Explain the concept of Data, Information, Knowledge and Wisdom

Explain the concepts of information systems

List the different types of e-service applications

Explain Emerging Technologies