SCHEMES OF WORK FOR COMPUTER SCIENCE FOR FORM ONE - GENERAL EDUCATION

S/N Topic Lessons Objectives Guidance notes Material Duration

Definition of computer
Science and some related
terms :
- Data
- Data processing
- Information
- Computer system
- Computing
- ICT
- etc
HISTORICAL
1. FOUNDATIONS OF
COMPUTER SCIENCE
Historical Evolution Of
Machines and Data
Processing Systems
Computer science and crimes
SOCIAL FOUNDATIONS
2. OF COMPUTER
SCIENCE
- Basic legislation and
computer science ethics
- Ethics and the Law
3. COMPUTER Data manipulation
The students
- listen to the definitions given by
Students should be able to: teacher
- Define and use these terms - give suitable examples to the
appropriately as associated definitions;
with computer science; - use the terms given in their Charts, Printouts,
2P
- Give examples to distinguish appropriate context; etc.
between the terms; - Identify the link between these
- Create a useful link between terms
these terms. - clearly differentiate between
computer science and computer
studies
Students should be able to:
 Trace the evolution of
machines and data
Pictures or
processing systems notably
diagrams of these
- calculating machines
The students should machines to show
- computers
- sketch the diagrams of the evolution in size 3P
- systems
different machines and competence.
- man as a machine
(Use real objects
 Identify the major
where possible).
innovations brought about
by the evolution of
machines
Given some information, the
Students should be able to: students should be able to tell
- state some computer crimes whether a computer crime has been
2P
- suggest preventive measures committed or not and be able to
against such crimes give examples of instances when
computer crimes are committed.
Highlights of
Students should be able to state conventions and
and explain: ethical values on
- computer ethics the use of 2P
- The law and Computer computers both
Science in Cameroon national and
international.
Students should be able to : Lead students to appreciate what Printed examples 1P

F1 SEPTEMBER 2012 1
S/N Topic Lessons Objectives Guidance notes Material Duration
- state the different areas of
application of computers e.g
the computer is used for in different
medicines, military, banking,
areas of life
scientific research, education,
(Details of “how” not required)
communication etc.

Students should be able to:

- state basic conclusions that
e.g. – in health, number of people
APPLICATIONS could be arrived at, after
who visited the hospital for the HIV
Information management manipulating the data in the 1P
test in 2009; number
different areas mentioned
positive/negative
above

.e.g. computer programming,

- student should be able to list
Computer Related Careers different computer related
career options
4. BASIC PRINCIPLES ON Students should be able to
THE FUNCTIONING OF classify the hardware
A COMPUTER components of a computer
under:
Hardware - input devices
- output devices
- processing devices
- storage devices
- communication devices
Students should be able to:
Software - list some System Software
and application software
Students should be able to
briefly describe the following
processes
The functioning of a - boot-up process
Computer System - data input
- data processing
- data storage/output
- shutting down process.
Specifications of a Computer Students should be able to
System identify the following
characteristics of a computer
system from the manual or on
network administrator, computer
1P
engineering, website development
etc.
Students should be able to identify Pictures of the
these components and classify them different devices
accordingly. They should equally or better still their
2P
be able to sketch the different scraps from a
devices and make a labeled diagram computer
of a computer system. workshop
Better understood
No detail definitions required 2P
in practice
Students should be led to
comparing the functioning of a
computer system to for example the
Computer and
functioning of the nervous system 3P
peripherals
in human beings – from an action to
its reaction by an organ – from
input to output.
The intention here is for the Computer casings, 3P
students to be able to compare two manuals with
computers and say which one will different
be faster, has more capacity, can specifications.

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S/N Topic Lessons Objectives Guidance notes Material Duration
the casing of the computer:
- processor speed
store more programs and work, etc
- memory size
than the other.
- Hard disk capacity
For each computer unit the students
- power specifications
will work on, they should be able to
- mark
outline these specifications.
- communication
- limit
Students should be able to
identify the following
components on the
motherboard of a computer Scraps of these or
Students are given briefly the
unit: their pictures for
The Motherboard functions of these components of 1P
- the CPU students to see and
the motherboard.
- the RAM appreciate better.
- the ROM
- data bus cables
- CMOS & BIOS
Students should be able to
identify the following
secondary storage devices:
- the hard disk,
Scraps of these or
- the floppy disk,
Brief functions of these components their pictures for
THE MAIN Secondary Storage Devices - CD ROM, 1P
are necessary students to see and
5. COMPONENTS OF A - Flash disk.
appreciate better.
COMPUTER SYSTEM - DVD ROM
- Blu-ray
- Memory Card
- etc
Students should be able to
Scraps of these or
identify the following: Their brief functions will be
their pictures for
Expansion Devices - adapter cards necessary but avoid too technical 1P
students to see and
- expansion slots details.
appreciate better.
- cables
Students should be able to At this stage get the students to
outline the main functions of a appreciate the many things which a
word processor like word processor can be used to
Functions of a Word A computer with
- entering text achieve. This would form the basis 3P
Processor Software required software
- editing text of what they would be expected to
- formatting text do when asked to process
- saving and printing documents.

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 PRACTICALS
A Ergonomics Physical aspects
Students should be able to
identify and describe the A laboratory with
following parts of a Guide students to naming the parts computer systems
Basic Components of a microcomputer: and touch them in the laboratory or pictures and
1P
microcomputer - the system unit without necessarily putting on the charts carrying
- the monitor machines. these main parts of
- the keyboard a microcomputer.
- the mouse.
Students should be able to
identify and state the use of
these peripherals
Get as many types of peripherals as
- printer A laboratory with
possible and let the students
- scanner these peripherals
understand why they are called
Peripherals - modem or pictures and 1P
peripherals. They should be able to
- microphone charts carrying
B MICROCOMPUTERS classify them as storage, input or
- speaker their diagrams.
output devices.
- cell phone
- camera
- barcode readers, etc
Students should be able to
identify the following internal
structural parts of a
microcomputer
Scrap computers
- power unit
Internal structure of a Guide students to identify the parts to show these
- mother board 1P
microcomputer listed. parts to the
- processor
students.
- hard disk drive
- memory chips
- floppy disk drive
- CD ROM drive
C MICROSOFT WINDOWS A computer
Students should be able to
Emphasis should be laid on the laboratory or a
Starting and turning off a - turn on a microcomputer
correct procedures involved and microcomputer
windows based - log on to the computer 1P
mention the risks involved for not that is connected
microcomputer - log off from the computer
following them. to electrical
- turn off the microcomputer
supply.
The windows desktop Students should be able to Brief descriptions of what these are Computer(s) that 1P
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 identify the following on the
windows desktop: display the
- the icons and what they contain. Microsoft
- the taskbar windows desktop.
- the start menu
Students should be able to
- move the mouse pointer
- select icons by clicking The students should be made to be
Computer(s) with
- open icons by double mouse-friendly as most of their
Simple mouse exercises a mouse connected 1P
clicking work will be achieved by the use of
to it/them.
- close an active window the mouse.
- click and drag icons
- right-click
Students should be able to
open the windows explorer
Students just need to be given the
application
Windows explorer basics about windows explorer at
- from the start menu
this point.
- from the icon on the desktop
(where applicable)
Students should be able to
1P
identify the basic parts of an
active window notably:
Students are to be made to know
- title bar
The windows environment the different characteristics of these
- scroll bar
parts of an active window.
- view buttons (minimize,
restore or maximize and close
buttons).
Students should be able to use
Consolidate the practices already
the mouse more friendly and to
D INPUT DEVICES The mouse done with the mouse with more 1P
carry out more exercises with
exercises
the mouse.

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 Students should be able to
identify the following sets of
keys on a keyboard:
- function keys
- alphanumeric keys
Guide students to identify and use
E The keyboard - numeric keys 1P
some of the keys.
- navigational keys
- special keys like Ctrl, Alt,
Shift, Tab, escape, Del,
Backspace, space bar, insert,
etc.
Students should be able to
New words like root directory, sub- A computer with
describe the notion of a
The directory tree directory, file should be made very MS windows 1P
directory tree and draw
clear to the students loaded on it.
samples.
F WINDOWS EXPLORER Students should be able to
- create and delete folders Students should be schooled on the
A computer with
Management of folders - create and delete files merits of using folders to ease 1P
required software.
- move files and folders search of documents.
- rename files and folders
G MICROSOFT WORD Students should be able to
open any word processor
Give students some of the major
software available in the
Examples of software word processing software that is 1P
computer laboratory and
available without any descriptions.
describe the word processor
screen
Students should be able to: Students type text without making A computer with
Typing Text 1P
- type text. corrections. required software.
Students should be able to:
- select a character, a word, a
line, a page
Students do the corrections or
modifying text (Editing) - use the cut/paste tools 2P
modifications at the end of typing
- use the copy/paste tools
- delete a character, word, a
line or page
Students should be able to
Using the “insert” and - insert a text A computer with
1P
“overwrite” modes - insert a picture required software.
- use the overwrite mode
Saving a document in a Students should be able to: Students are guided to save a Computer with 2P
specified location - save a new unnamed document on a diskette and in “my required hardware.
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 document in a particular
location (storage device or documents” in the hard drive.
folder)
Students should be able to
- open an existing document
Students are guided to retrieve a
- move around in a document Computer with
Managing a word document document from a diskette, the hard 1P
and making some required hardware.
drive, a CD ROM, etc.
modifications
- print the document
Students should be able to
Formatting text in a - format the characters or text
FORMAT TEXT IN MS 1P
H document in a document (font size and
WORD
type, bold, italics, underline)
Students should be able to
Formatting paragraphs of a
- format a paragraph ( align 1P
document.
right, left, centre and justify)
Students should be able to
- use the spell checker after
Spell checking a document 1P
typing a document
- using the wavy underline
Students should be able to
- launch a browser
Starting a browser 2P
- describe the browser window
- identify the browser toolbars.
Students should be able to
- Describe the world wide web
(www)
use of URL (universal resource
Opening a website No in-depth description required 3P
locator) for addresses of
websites
I INTERNET ACCESS
- access some websites using
their URL.
Students should be able to
- appreciate the existence of
search engines
Searching the web using - search for a search engine
3P
search engines address
- load a page from the search
engine
- carry out website searches.

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*NOTE: In all 56 periods have been used for both theoretical and practical lessons leaving 10 periods for testing/ evaluation.

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