Lesson 11. Input is the entering of data or instructions
into a computer. An input device, such as a
keyboard, is used to do this.
Processing is the carrying out of a set of
instructions, defined by software, on data that
has been input. The device responsible for
this process is the Central Processing Unit or
CPU.
Output is the displaying of the results of
processing. An output device such as a
monitor or printer can be used for this
purpose.
2. Input: Selae entering rainfall figures into the
Excel spreadsheet program.
Processing: The computer using the rainfall
figures and creating a graph showing rainfall
figures over the year.
Output: The graph being displayed on the
monitor and a printed copy of the graph from
the printer.
Lesson 2
1.
2. Hardware refers to all the devices that can
be touched such as the monitor, keyboard and
printer. Software cannot be touched and
refers to all programs and operating systems.
3. A computer is any device that can input,
process, output and store information. It
operates under a set of coded instructions
and is programmable.
Lesson 3
1. Supercomputers, mainframe computers, minicomputers
and micro-computers
2. Supercomputers: nuclear research, space
exploration, disease research.
Mainframe: large businesses and
corporations.
Mini-computers: factories, department
stores and banks.
Micro-computers: homes, small offices and
businesses.
3. Micro-computers are the most widely used
type of computer. They are cheaper than
other computers. When networked together
they have an enormous amount of processing
power. Work does not have to stop during
repairs to a micro-computer if it is networked
because the other computers in the network
can absorb the workload.
Lesson 4
1. Laptops/notebooks, Personal Digital
Assistants and wearable computers are all
portable computers.
2. These are some suggested answers:
Desktop computer Notebook computer
Mouse and keyboard
are separate devices
Mouse and keyboard are
part of the same unit
Can only be placed on
desks/tables
Computers are mobile or
portable
CPU is in a special case CPU is built into the unit
Bulky, glass-like (CRT)
monitor screen
LCD monitor screen
3. a. Wearable computers are computers
that can be worn. They are designed
using special computing fibres and
material.
b. This is one possible answer: Wearable
computers can be used to
monitor a baby’s vital statistics such as
heart beat. This can help in the
prevention of cot deaths.
Information Technology Grade 10 Task Answers
Hardware
25
Lesson 5
1. These are some suggestions:
• Keyboard: used to input text, instructions
and select programs or certain options.
• Mouse: used to select and drag icons,
options and programs.
• Scanner: used to input pictures, photographs,
text and documents fro editing or placing
within a document.
2. Data can be sent through cables or by
wireless methods such as infrared signals or
radio transmitters.
3. This is a possible answer:
a. A person whose hands are paralysed or who
does not have hands.
b. The input device would be based on voice
recognition – the person would speak and the
spoken words would be recognised by the
computer and inputted.
Lesson 6
1. Correct order of components:
user, keyboard and mouse, cable, port,
motherboard, bus lines, memory, bus lines,
CPU, bus lines, screen and printer.
2.
RAM ROM
Similarities
Both are primary memory
Both are micro chips on the
motherboard
Differences
Volatile More permanent
Stores new
information
Stores programs
to boot up the
computer
Lesson 7
1. a. Your school could have any of these three:
dot matrix, inkjet or laser.
b. This table gives a summary of all three:
Dot matrix Inkjet Laser
Purchase
price
Relatively
cheap
More
expensive
than dot
matrix
Most expensive
Cost of ink
replacement
Cheap to
replace ink
ribbons
Expensive
to replace
ink
cartridges
Uses cost
effective
powered
ink which is
cheaper than
inkjet cartridges.
Print quality Can only
print text
and the
dots are
visible
Can print
good
quality text
and images
Produces the
best quality
prints
Lesson 8
1. These are some possible answers:
A modem receives a digital signal and
converts this to an analogue signal that
passes through a telephone cable. This
analogue signal is then received by another
modem which converts it to digital and
outputs the digital signal to another computer.
An x-ray machine uses a form of radiation
energy to take an image of your bones.
This image is input into the machine. It then
outputs a 2D outline of your skeleton on a
built-in screen.
A CD or DVD writer is both an input and
output device because it reads data as well
as writes information to disk.
2.
3. Learners can give a range of answers as long
as a description is included. For example,
a keyboard that has built in speakers. This
keyboard would therefore be able to verbalise
words and instructions as they are being input.
Information Technology Grade 10 Task Answers
Hardware
26
Lesson 9
1. Primary memory is short term and refers to
storage within the computer (e.g. RAM).
Secondary memory or storage is permanent
and can use internal and external devices.
These are some of the reasons why storage is
important:
• If you save a document, you can always
return to it later and make changes
without having to retype the whole
document.
• Saving a document on a storage device
uses less space than storing paper or
hard copies.
• Backing up on disks allows you to keep
your information safe in the event of your
computer crashing.
2.
1970
Floppy disk
• 8 inch disk
capacity
• 80 Kb of
moveable
parts
1985
Compact disk (CD)
• Optical disk
• 60 x floppy disk
memory
• 700 Mb capacity
1985
Compact disk (CD)
• Optical disk
• 60 x floppy disk
memory
• 700 Mb capacity
1956
First Computer disk
storage system
• (RAMAC)
• 60 cm in diameter
1984
Floppy/stiffy disk
• 312 inch disk
capacity
• 1.44 Mb of
moveable parts
1995
Digital Versatile
Disk (DVD)
• Optical disk
• 7Gb capacity
Lesson 10
1. Step 1
The circuit board
controls the movement
of a head actuator and
a small motor
Step 3
When software
requests access
to a disk, the
read/write heads
determine the
current or new
location of the data
Step 4
The head actuator
positions the read/
write arms over
the correct location
on the platters to
read/write data
Step 2
A small motor
spins the platters
while the computer
is running
2. These are possible answers:
• If you wanted to save large amounts of
data and take it with you to a business
meeting.
• If you wanted to store games that you often
play. All you would need to do, is to plug
the hard drive in and start playing.
Lesson 11
1. Add-on cards are special cards that, when
connected to your computer, enable the
computer to perform additional functions.
2. Possible add-on cards found at a school:
sound cards are usually installed in new PCs;
network cards if there are networks at the
school; and internal modems if there is no
server connected to the network.
3. Possible answers: graphics cards, other
sound cards, video cards.
Information Technology Grade 10 Task Answers
Hardware
27
Lesson 12
1. Check that your learners work in pairs to set
questions and answers. You could structure
a class quiz and give each pair of learners a
chance to ask their questions.
Lesson 13
1. These are some possible answers:
Where are
computers
used?
What are computers
used for?
What are the benefits of
using computers?
Factories Control assembly
lines
• reduces human error
• accuracy and
reliability maintained
Businesses
and private
homes
E-mail • fast and efficient
sending of messages
• replies are almost
instantaneous
• saves cost of postage
Retailers Scanning of prices,
quantities and other
details of items being
purchased
• faster than manual
input
• efficient use of man
power
• increased customer
satisfaction
Parking
garages
Calculation of
payment, change
required and printing
these details on
parking tickets
• reduces the number
of salaries to be paid
• reduces the risk of
hold-ups
2. Your learners could supply any answer here
as long as it is well motivated. You will need
to read their answers carefully to establish
whether they have answered the question.
Here are some possibilities:
• Parents drawing up and maintaining
household budgets
• Schools using computers to print out
learners’ term reports
3.
• Managing finances is important for every
family and a computer-assisted budget will
eliminate costly errors and keep an accurate
record of spending. Parents can use a
spreadsheet program to draw up a budget
and set it up to calculate their income and
expenses. They can then use this document
every month and keep a check on their cash
flow. This will lead to better decision making
regarding money.
• Report writing is a time consuming exercise
and teachers could use the time more
profitably in the classroom. A computer
program can be written that allows the
teachers to input all the pupils’ marks each
term. The pupils’ progress can then be
recorded over the year, corrections will be
easy to make and print-outs will be available
for the parents.
Lesson 14
All answers given here are suggestions only.
You will need to engage with your learners’
answers carefully to determine whether the
questions have been answered adequately.
1. Check to see that learners have included
at least two people. These people could
include the IT teacher, the school secretary,
computer technicians, and computers
programmers.
2. They use their computers all day without
having time to rest or take regular exercise.
They also type and click with the mouse
repeatedly for long periods of time.
3. Remember:
• Do not slouch in front of the computer with a
curved spine.
• Keep your feet flat on the floor, as this helps
your overall posture.
• Don’t work with your eyes too close to the
monitor. Position the monitor 40–70 cms
away from your eyes, and tilt the screen
upwards at an angle of about 15 degrees.
• If you are able to get one, put a shield on the
monitor to reduce the glare.
• It is very important to keep your wrists
straight when you type. If necessary, use a
wrist support to keep them straight.
• Whatever project you are working on, it is
important to take a break from typing every
30–40 minutes. This is good for your mind
and it also gives your body a chance to relax.
Information Technology Grade 10 Task Answers
Hardware
28
Lesson 15
1. This answer will be different for each school.
2. Help your learners draft a letter to major
businesses like Microsoft or Liberty Life.
You will need to write the letter carefully and
ensure that you motivate for a certain number
of computers (depending on the survey) to be
donated to your school. Check the document
for spelling and grammar errors before
sending it to the company.
3. The poster is a fun exercise and learners can
include any number of things they can do to
limit damage to the environment caused by
computers. For example, raising awareness
at school and in the community, donating of
old computers, holding workshops to upgrade
computers, and ensuring that all computers
are always in energy-saving mode.
Lesson 16
One suggested answer is…
Do’s Don’ts
Clean your keyboard
with the following
• Lint free cloth
• Dry cloth or duster
• Suitable cleaning
liquid
• Cotton buds
• A can compressed
air
• Flat tip screwdriver
Do not take food
or drinks into the
computer centre
Do not do
maintenance on a
computer while it is
switched on
Do not pour cleaning
liquid directly onto the
keyboard
Use a cotton bud to
carefully clean the
rollers of your mouse
Wipe your monitor
with a soft, slightly
damp cloth
Do not use abrasive
cleaning liquid such
as any containing
ammonia.
Do not place books
and files over the top
of a monitor as this
will keep heat trapped
inside it
Hardware
!
?
E 2+2=4
R
G Teaching Guidelines
Lesson 1: Computers in our Everyday Lives
Lesson 1 introduces the series on computer hardware. We take a trip back in time and explore a
world without computers and then compare it to our world today. We use the real-life examples of a
supermarket and an ATM to discuss the three components common to all computer systems, namely
input, processing and output.
Note: we introduce the concept of storage later on in the series.
Tasks
We have set two tasks for this lesson. The first task tests whether the learners can identify input,
processing and output in different contexts. You might like to check the learners’ ability to identify
these three components by using other examples which they are familiar with, such as, cell phones.
The second task asks learners to watch a video segment and to then identify the input, processing
and output procedures. You might need to replay this video segment to help
Lesson 2: Computer Terminology
Lesson 2 considers input, processing and output devices. This leads on to a discussion of important
terminology including data, information, hardware and software. Various definitions of a computer are
proposed.
Tasks
We have set three tasks for this lesson. The first task tests whether learners can draw a diagram
representing a simple computer system including input and output devices. The other two tasks
assess what learners have understood about hardware, software and computer systems.
Lesson 3: Types of Computers
Lesson 3 explores the four different types of computers namely supercomputers, mainframe
computers, mini-computers and micro computers. Each type of computer is described and situations
where they are used are shown. In addition, interviews are conducted with IT managers from Liberty
Life and Standard Bank..
Tasks
The tasks in this lesson assess Learning Outcome 1 and Assessment Standard 2 by asking learners
to name the four different types of computers, identify situations where these computers would be
best suited and identify their key purposes. You could ask learners to go to our website at www.
mindset.co.za to do additional research and to complete the class portfolio activity provided in webbased
Lesson 2.
Lesson 4: Portable Computers
Lesson 4 addresses Assessment Standard 3 which asks learners to identify the main hardware
components of at least two types of computers. In this lesson we compare a desktop computer to a
notebook computer. You could compare any two types of computers available. Notebooks and other
portable computers are discussed in detail and we investigate one of the latest developments in
computer technology namely wearable computers.
Tasks
The three tasks in this lesson address Learning Outcome 1 and Assessment Standards 3 and 11.
These tasks include identifying portable computers, comparing two types of computer systems and
explaining what wearable computers are. A good task to add would be to ask learners to think of a
wearable computer that would be useful to them. Ask them to describe the design of this wearable
computer. This will encourage entrepreneurship and motivate learners into designing new inventions.
Information Technology Grade 10 Teacher Guide
Hardware
Lesson 5: Common Input Devices
This lesson is focused on commonly used input devices. We take a trip to a popular computer store
and identify input devices, in particular different types of keyboards, mouses and scanners. This
lesson also shows how people with physical disabilities, such as, hearing and visual impairments are
still able to work efficiently with computers. Learners will see how Braille keyboards, voice recognition
software and foot-controlled mouses work.
Tasks
We have set four tasks. These tasks range from identifying input devices to asking learners to design
a specialised input device that would be of use to someone in their community.
Lesson 6: The Processor
The focus of this lesson is on the processor. We take learners on a journey around the motherboard
where they will see how information flows between different hardware devices connected to the
motherboard. Learners will also see visuals of how the internal components of a computer work
together.
Tasks
The task assesses whether learners can draw a visual representation of the flow of data through a
computer. This task will be especially useful as completion of the task will test learners’ understanding
of the concepts of input, processing and output.
Lesson 7: Common Output Devices
This lesson focuses on output devices that are commonly used such as printers and monitors. Printer
technology and development over time is discussed. The development of monitors is also discussed
with the help of visuals.
Tasks
We have set two tasks for this lesson. The first task asks learners to find out what kinds of printers
are used in their schools and to then compare the different technologies and their suitability for use in
a school. The second task asks learners to generate a list of all output devices that they come across
in a week. You could make this a group activity with learners collaborating to categorise the devices
according to their use.
Lesson 8: Input/output Devices
The focus of this lesson is on devices that are both input and output devices. Situations where
devices such as modems, blood pressure machines, X-ray machines, and touch screens are used
are described, including visuals. Learners will get a good sense of the integral role that computers
play in our lives.
Tasks
There are three tasks for this lesson. The first task tests whether learners can identify devices that
are both input and output. Learners are then asked to draw a diagram that shows why a modem is
regarded as an input/output device.
Information Technology Grade 10 Teacher Guide
Hardware
Lesson 9: Secondary Memory
Secondary storage is very important for efficient computer usage. In this lesson we look at
technological developments in this area. Visuals are designed to support learning in this regard. We
explore how storage devices have developed over time and discuss in particular how CDs, DVDs
and flash memory are an improvement on stiffy disks and older technology. Memory capacity of
each storage device is also discussed and this will provide learners with useful tools for deciding on
appropriate storage devices.
Tasks
There are two tasks set in this lesson. The second task asks learners to plot the development of
storage or secondary devices on a timeline. You should alert learners to this fact so that they can
listen carefully for dates that are mentioned during the video.
Lesson 10: The Hard Drive
This lesson focuses on the hard drive. Components of a hard drive are visually represented
and learners will learn about its function and how it works. Internal and external hard drives are
discussed. The sensitivity of hard drives is discussed and learners will get to understand why it is
necessary to be extra careful when handling them and why sudden movements can in fact damage
them.
Tasks
Two tasks have been set for this lesson. The first task requires learners to draw a diagram
representing how a hard drive works. The completion of this task will demonstrate learners
understanding of the hard drive.
Lesson 11: Add-on Cards and Computerised Appliances
This lesson discusses add-on or expansion cards. We describe the slots into which these cards
can be plugged on the motherboard and the need for installing a driver. The intention is for learners
to understand that these add-on cards allow computers to do various tasks with other devices. For
example, when learners plug in a TV card, they could watch TV programmes on their computer
screen.
Tasks
There are three tasks in this lesson and they encourage learners to explain what add-on cards are,
identify add-on cards in school computers and do some research on the other add-on cards that are
commercially available. For the practical tasks of finding out what cards are on school computers,
you could encourage learners to experiment with non-functioning computers or you could approach a
community business to donate a redundant computer.
Lesson 12: Summary: Game Show
This lesson is designed to test what learners have learnt throughout the series. Learners will find
this lesson especially exciting as it takes the form of a game show and asks several questions
based on all the work covered. You can set additional questions or ask learners to prepare questions
themselves, based on all the work learnt so far. Look out for a 2–page Learn Magazine supplement
on computer parts that can be used to build a computer in Round 3 of the game show.
Information Technology Grade 10 Teacher Guide
Hardware
Lesson 13 Social &Ethical: Computers in Society
The lesson on computers in society explores their use in car manufacturing, shopping, education,
and even crime fighting. This lesson deals with the positive use of computers. However as with
many things there are positive and negative aspects. For example, the increasing use of computers
has also caused unemployment to rise in certain sectors. The effects of computers on society are
controversial and this topic is an ideal one for your learners to have a structured debate around.
Tasks
The three tasks are designed to assess learners’ achievement of Assessment Standards 1, 2 and 5 of
Learning Outcome 3. You could ask learners to do additional research to supplement the information
provided in this lesson and write a report on how computers can assist the South African government
in dealing with important issues, for example, issues relating to unemployment or corruption.
Lesson 14 Social & Ethical: Computers and our Health
This social and ethical lesson deals with how computers affect our health. The health risks of
prolonged computer use, their prevention, as well as some corrective exercises are discussed in
detail. Posture when sitting at a computer is very important and learners will see how incorrect
posture can be detrimental to their health. You could discuss how the ergonomic design of hardware
devices can prevent computer related health disorders.
Tasks
We have set three tasks that encourage learners to use what they have learnt in the lesson. These
tasks include learners identifying people that might be at risk of developing computer-related
illnesses and then advising them on prevention.
Lesson 15 Social & Ethical: Computers and the Environment
This lesson focuses on how computers affect our environment. In particular we describe the effects
of disposing of computers in rubbish dumps and discuss how toxic materials from computers can be
harmful to humans. This lesson will also assist learners with community development tasks.
Tasks
We have set out three tasks. One of these tasks asks learners to draft a letter to a company
requesting them to donate their old computers to the learners’ school. You could also encourage
learners to form a computer club that can try sourcing funds for extra computer equipment or
technical assistance at their school.
Lesson 16 Social & Ethical: Computer Maintenance
In this lesson learners are taught how to perform basic maintenance of the keyboard, rollerball
mouse and monitor. In particular, we show what damage is caused when cool drink is spilt onto the
keyboard. This lesson will ensure that learners fully understand the need for computer centre rules.
Tasks
The task in this lesson allows learners to be creative in drawing up information posters for the
computer centre.
!
?
E 2+2=4
R
G Teaching Guidelines
Lesson 1: Computers in our Everyday Lives
Lesson 1 introduces the series on computer hardware. We take a trip back in time and explore a
world without computers and then compare it to our world today. We use the real-life examples of a
supermarket and an ATM to discuss the three components common to all computer systems, namely
input, processing and output.
Note: we introduce the concept of storage later on in the series.
Tasks
We have set two tasks for this lesson. The first task tests whether the learners can identify input,
processing and output in different contexts. You might like to check the learners’ ability to identify
these three components by using other examples which they are familiar with, such as, cell phones.
The second task asks learners to watch a video segment and to then identify the input, processing
and output procedures. You might need to replay this video segment to help
Lesson 2: Computer Terminology
Lesson 2 considers input, processing and output devices. This leads on to a discussion of important
terminology including data, information, hardware and software. Various definitions of a computer are
proposed.
Tasks
We have set three tasks for this lesson. The first task tests whether learners can draw a diagram
representing a simple computer system including input and output devices. The other two tasks
assess what learners have understood about hardware, software and computer systems.
Lesson 3: Types of Computers
Lesson 3 explores the four different types of computers namely supercomputers, mainframe
computers, mini-computers and micro computers. Each type of computer is described and situations
where they are used are shown. In addition, interviews are conducted with IT managers from Liberty
Life and Standard Bank..
Tasks
The tasks in this lesson assess Learning Outcome 1 and Assessment Standard 2 by asking learners
to name the four different types of computers, identify situations where these computers would be
best suited and identify their key purposes. You could ask learners to go to our website at www.
mindset.co.za to do additional research and to complete the class portfolio activity provided in webbased
Lesson 2.
Lesson 4: Portable Computers
Lesson 4 addresses Assessment Standard 3 which asks learners to identify the main hardware
components of at least two types of computers. In this lesson we compare a desktop computer to a
notebook computer. You could compare any two types of computers available. Notebooks and other
portable computers are discussed in detail and we investigate one of the latest developments in
computer technology namely wearable computers.
Tasks
The three tasks in this lesson address Learning Outcome 1 and Assessment Standards 3 and 11.
These tasks include identifying portable computers, comparing two types of computer systems and
explaining what wearable computers are. A good task to add would be to ask learners to think of a
wearable computer that would be useful to them. Ask them to describe the design of this wearable
computer. This will encourage entrepreneurship and motivate learners into designing new inventions.
Information Technology Grade 10 Teacher Guide
Hardware
Lesson 5: Common Input Devices
This lesson is focused on commonly used input devices. We take a trip to a popular computer store
and identify input devices, in particular different types of keyboards, mouses and scanners. This
lesson also shows how people with physical disabilities, such as, hearing and visual impairments are
still able to work efficiently with computers. Learners will see how Braille keyboards, voice recognition
software and foot-controlled mouses work.
Tasks
We have set four tasks. These tasks range from identifying input devices to asking learners to design
a specialised input device that would be of use to someone in their community.
Lesson 6: The Processor
The focus of this lesson is on the processor. We take learners on a journey around the motherboard
where they will see how information flows between different hardware devices connected to the
motherboard. Learners will also see visuals of how the internal components of a computer work
together.
Tasks
The task assesses whether learners can draw a visual representation of the flow of data through a
computer. This task will be especially useful as completion of the task will test learners’ understanding
of the concepts of input, processing and output.
Lesson 7: Common Output Devices
This lesson focuses on output devices that are commonly used such as printers and monitors. Printer
technology and development over time is discussed. The development of monitors is also discussed
with the help of visuals.
Tasks
We have set two tasks for this lesson. The first task asks learners to find out what kinds of printers
are used in their schools and to then compare the different technologies and their suitability for use in
a school. The second task asks learners to generate a list of all output devices that they come across
in a week. You could make this a group activity with learners collaborating to categorise the devices
according to their use.
Lesson 8: Input/output Devices
The focus of this lesson is on devices that are both input and output devices. Situations where
devices such as modems, blood pressure machines, X-ray machines, and touch screens are used
are described, including visuals. Learners will get a good sense of the integral role that computers
play in our lives.
Tasks
There are three tasks for this lesson. The first task tests whether learners can identify devices that
are both input and output. Learners are then asked to draw a diagram that shows why a modem is
regarded as an input/output device.
Information Technology Grade 10 Teacher Guide
Hardware
Lesson 9: Secondary Memory
Secondary storage is very important for efficient computer usage. In this lesson we look at
technological developments in this area. Visuals are designed to support learning in this regard. We
explore how storage devices have developed over time and discuss in particular how CDs, DVDs
and flash memory are an improvement on stiffy disks and older technology. Memory capacity of
each storage device is also discussed and this will provide learners with useful tools for deciding on
appropriate storage devices.
Tasks
There are two tasks set in this lesson. The second task asks learners to plot the development of
storage or secondary devices on a timeline. You should alert learners to this fact so that they can
listen carefully for dates that are mentioned during the video.
Lesson 10: The Hard Drive
This lesson focuses on the hard drive. Components of a hard drive are visually represented
and learners will learn about its function and how it works. Internal and external hard drives are
discussed. The sensitivity of hard drives is discussed and learners will get to understand why it is
necessary to be extra careful when handling them and why sudden movements can in fact damage
them.
Tasks
Two tasks have been set for this lesson. The first task requires learners to draw a diagram
representing how a hard drive works. The completion of this task will demonstrate learners
understanding of the hard drive.
Lesson 11: Add-on Cards and Computerised Appliances
This lesson discusses add-on or expansion cards. We describe the slots into which these cards
can be plugged on the motherboard and the need for installing a driver. The intention is for learners
to understand that these add-on cards allow computers to do various tasks with other devices. For
example, when learners plug in a TV card, they could watch TV programmes on their computer
screen.
Tasks
There are three tasks in this lesson and they encourage learners to explain what add-on cards are,
identify add-on cards in school computers and do some research on the other add-on cards that are
commercially available. For the practical tasks of finding out what cards are on school computers,
you could encourage learners to experiment with non-functioning computers or you could approach a
community business to donate a redundant computer.
Lesson 12: Summary: Game Show
This lesson is designed to test what learners have learnt throughout the series. Learners will find
this lesson especially exciting as it takes the form of a game show and asks several questions
based on all the work covered. You can set additional questions or ask learners to prepare questions
themselves, based on all the work learnt so far. Look out for a 2–page Learn Magazine supplement
on computer parts that can be used to build a computer in Round 3 of the game show.
Information Technology Grade 10 Teacher Guide
Hardware
Lesson 13 Social &Ethical: Computers in Society
The lesson on computers in society explores their use in car manufacturing, shopping, education,
and even crime fighting. This lesson deals with the positive use of computers. However as with
many things there are positive and negative aspects. For example, the increasing use of computers
has also caused unemployment to rise in certain sectors. The effects of computers on society are
controversial and this topic is an ideal one for your learners to have a structured debate around.
Tasks
The three tasks are designed to assess learners’ achievement of Assessment Standards 1, 2 and 5 of
Learning Outcome 3. You could ask learners to do additional research to supplement the information
provided in this lesson and write a report on how computers can assist the South African government
in dealing with important issues, for example, issues relating to unemployment or corruption.
Lesson 14 Social & Ethical: Computers and our Health
This social and ethical lesson deals with how computers affect our health. The health risks of
prolonged computer use, their prevention, as well as some corrective exercises are discussed in
detail. Posture when sitting at a computer is very important and learners will see how incorrect
posture can be detrimental to their health. You could discuss how the ergonomic design of hardware
devices can prevent computer related health disorders.
Tasks
We have set three tasks that encourage learners to use what they have learnt in the lesson. These
tasks include learners identifying people that might be at risk of developing computer-related
illnesses and then advising them on prevention.
Lesson 15 Social & Ethical: Computers and the Environment
This lesson focuses on how computers affect our environment. In particular we describe the effects
of disposing of computers in rubbish dumps and discuss how toxic materials from computers can be
harmful to humans. This lesson will also assist learners with community development tasks.
Tasks
We have set out three tasks. One of these tasks asks learners to draft a letter to a company
requesting them to donate their old computers to the learners’ school. You could also encourage
learners to form a computer club that can try sourcing funds for extra computer equipment or
technical assistance at their school.
Lesson 16 Social & Ethical: Computer Maintenance
In this lesson learners are taught how to perform basic maintenance of the keyboard, rollerball
mouse and monitor. In particular, we show what damage is caused when cool drink is spilt onto the
keyboard. This lesson will ensure that learners fully understand the need for computer centre rules.
Tasks
The task in this lesson allows learners to be creative in drawing up information posters for the
computer centre.
Hardware
Series overview
This series of 16 video lessons is designed to help learners understand what is meant by ‘input’,
‘processing’, ‘output’ and ‘storage’ and to recognise different hardware devices in their everyday
world. Different types of computers and their uses are also discussed. Graphic images and video
footage will help learners place these computers and devices in the context of the work place and will
show how computers form an integral part of the world.
The social and ethical role that computers play in society is also examined with special emphasis on
health and environmental issues.
Finally basic computer maintenance is discussed giving learners simple to follow instructions for
keeping their computers in good working order.
In addition to the video lessons, web-based lessons have been designed with interactive activities
to extend the learners’ knowledge beyond what is encountered in the video lessons. These 11 webbased
lessons can be found at www.mindset.co.za.
!
?
E 2+2=4
R
G Curriculum links
The video and web-based lessons are designed to achieve in two of the Learning Outcomes as stated in
the National Curriculum Statement:
L.O. 1: Hardware and System Software
• Differentiate between the concepts of hardware and software.
• Identify and distinguish between computer types and associated software.
• Identify the main hardware components of at least two types of computer.
• State and discuss the implications of the latest computer technologies.
L.O. 3: Social and Ethical Issues
• List the broad economic reasons for using computers.
• Discuss the effects of the use of computers across a range of application areas.
• Discuss health and ergonomic issues related to frequent computer use.
• Discuss environmental issues relating to computer hardware and consumables.
• Explain the responsible use, purpose and significance of any new computer developments.
!
?
E 2+2=4
R
G
Educational approach
This series on hardware is very important as it forms the foundation on which all further topics will be
built.
Information on hardware theory is readily available in textbooks and other resources but although this
information is easy to find, learners often experience problems in conceptualising the theory they are
taught. They learn facts but cannot explain what these facts mean or how a computer system works
in relation to these facts. For this reason the video lessons have been designed to provide images of
hardware devices which can be incorporated into the theory, to help place these devices in context.
For example, our video lesson on the processor (Lesson 6) shows how internal and external
components connect to the motherboard as well as how data and information flows through them.
Most learners will never see the inside of a computer so the video lesson provides them with clear
visuals of the motherboard and its components.
We show learners that computers are part of their everyday lives and we use familiar contexts to
introduce them to new concepts in Information Technology. Consolidation of learning is achieved by
showing the learners hardware and related terminology being used in the work place.
Information Technology Grade 10 Teacher Guide
Hardware
!
?
E 2+2=4
R
G
Series at a Glance
Lesson Title Lesson Outcomes
By the end of this lesson, the learner should be able to:
1. Common Uses of Computers in
Society
• State some examples of how computers are used in society
• Identify input, processing and output as components of a computer system
2. Computer Terminology • Identify input, processing and output devices
• Explain the difference between data and information
• Explain the difference between hardware and software
• Explain what a computer is
3. Types of Computers • Identify four different types of computers
• Describe situations where each type of computer would be used
4. Portable Computing Devices • Identify different types of portable devices
• Identify differences between desktop computers and notebooks
• Explain what wearable computes are
5. Common Input Devices • List different ways in which input devices send data to the computer
• State the purposes for which different input devices are used
6. The Processor • Describe the route that data follows to the CPU
• Recognise the motherboard and the CPU inside the computer case
• Describe the function of RAM and ROM
7. Common Output Devices • List common output devices
• State what common output devices are used for
• Describe how printers and monitors have improved over time
8. Input/output Devices • Identify some common devices that are both input and output
• Explain how these specialised input/output devices are used in everyday life
9. Secondary Memory • Distinguish between primary and secondary memory
• Describe developments in storage devices
• State the purpose of secondary storage
10. The Hard Drive • Explain how a hard drive works
• Describe some advantages of a removable hard drive
11. Add-on Cards and Computerised
Appliances
• Explain what an add-on card is
• Name different add-on cards and say what they are used for
12. Summary: Game Show • Compile a summary of important concepts relating to all of the hardware that was
discussed in this series
13. Computers in Society • Describe how computers are used today in different areas of public and personal life
• State some benefits of using computers in different situations
14. Computers and our Health • List examples of computer-related health problems
• Explain how we can prevent these problems
15. Computers and the Environment • Describe how the disposal of computers affect the environment
• List ways that people can limit the harmful effects of computers on the environment
16. Computer Maintenance • Describe ways in which manufacturing, use and disposal of computers affect our
environment.
Information Technology Grade 10 Teacher Guide
Hardware
!
?
E 2+2=4
R
G Teaching Guidelines
Lesson 1: Computers in our Everyday Lives
Lesson 1 introduces the series on computer hardware. We take a trip back in time and explore a
world without computers and then compare it to our world today. We use the real-life examples of a
supermarket and an ATM to discuss the three components common to all computer systems, namely
input, processing and output.
Note: we introduce the concept of storage later on in the series.
Tasks
We have set two tasks for this lesson. The first task tests whether the learners can identify input,
processing and output in different contexts. You might like to check the learners’ ability to identify
these three components by using other examples which they are familiar with, such as, cell phones.
The second task asks learners to watch a video segment and to then identify the input, processing
and output procedures. You might need to replay this video segment to help
Lesson 2: Computer Terminology
Lesson 2 considers input, processing and output devices. This leads on to a discussion of important
terminology including data, information, hardware and software. Various definitions of a computer are
proposed.
Tasks
We have set three tasks for this lesson. The first task tests whether learners can draw a diagram
representing a simple computer system including input and output devices. The other two tasks
assess what learners have understood about hardware, software and computer systems.
Lesson 3: Types of Computers
Lesson 3 explores the four different types of computers namely supercomputers, mainframe
computers, mini-computers and micro computers. Each type of computer is described and situations
where they are used are shown. In addition, interviews are conducted with IT managers from Liberty
Life and Standard Bank..
Tasks
The tasks in this lesson assess Learning Outcome 1 and Assessment Standard 2 by asking learners
to name the four different types of computers, identify situations where these computers would be
best suited and identify their key purposes. You could ask learners to go to our website at www.
mindset.co.za to do additional research and to complete the class portfolio activity provided in webbased
Lesson 2.
Lesson 4: Portable Computers
Lesson 4 addresses Assessment Standard 3 which asks learners to identify the main hardware
components of at least two types of computers. In this lesson we compare a desktop computer to a
notebook computer. You could compare any two types of computers available. Notebooks and other
portable computers are discussed in detail and we investigate one of the latest developments in
computer technology namely wearable computers.
Tasks
The three tasks in this lesson address Learning Outcome 1 and Assessment Standards 3 and 11.
These tasks include identifying portable computers, comparing two types of computer systems and
explaining what wearable computers are. A good task to add would be to ask learners to think of a
wearable computer that would be useful to them. Ask them to describe the design of this wearable
computer. This will encourage entrepreneurship and motivate learners into designing new inventions.
Information Technology Grade 10 Teacher Guide
Hardware
Lesson 5: Common Input Devices
This lesson is focused on commonly used input devices. We take a trip to a popular computer store
and identify input devices, in particular different types of keyboards, mouses and scanners. This
lesson also shows how people with physical disabilities, such as, hearing and visual impairments are
still able to work efficiently with computers. Learners will see how Braille keyboards, voice recognition
software and foot-controlled mouses work.
Tasks
We have set four tasks. These tasks range from identifying input devices to asking learners to design
a specialised input device that would be of use to someone in their community.
Lesson 6: The Processor
The focus of this lesson is on the processor. We take learners on a journey around the motherboard
where they will see how information flows between different hardware devices connected to the
motherboard. Learners will also see visuals of how the internal components of a computer work
together.
Tasks
The task assesses whether learners can draw a visual representation of the flow of data through a
computer. This task will be especially useful as completion of the task will test learners’ understanding
of the concepts of input, processing and output.
Lesson 7: Common Output Devices
This lesson focuses on output devices that are commonly used such as printers and monitors. Printer
technology and development over time is discussed. The development of monitors is also discussed
with the help of visuals.
Tasks
We have set two tasks for this lesson. The first task asks learners to find out what kinds of printers
are used in their schools and to then compare the different technologies and their suitability for use in
a school. The second task asks learners to generate a list of all output devices that they come across
in a week. You could make this a group activity with learners collaborating to categorise the devices
according to their use.
Lesson 8: Input/output Devices
The focus of this lesson is on devices that are both input and output devices. Situations where
devices such as modems, blood pressure machines, X-ray machines, and touch screens are used
are described, including visuals. Learners will get a good sense of the integral role that computers
play in our lives.
Tasks
There are three tasks for this lesson. The first task tests whether learners can identify devices that
are both input and output. Learners are then asked to draw a diagram that shows why a modem is
regarded as an input/output device.
Information Technology Grade 10 Teacher Guide
Hardware
Lesson 9: Secondary Memory
Secondary storage is very important for efficient computer usage. In this lesson we look at
technological developments in this area. Visuals are designed to support learning in this regard. We
explore how storage devices have developed over time and discuss in particular how CDs, DVDs
and flash memory are an improvement on stiffy disks and older technology. Memory capacity of
each storage device is also discussed and this will provide learners with useful tools for deciding on
appropriate storage devices.
Tasks
There are two tasks set in this lesson. The second task asks learners to plot the development of
storage or secondary devices on a timeline. You should alert learners to this fact so that they can
listen carefully for dates that are mentioned during the video.
Lesson 10: The Hard Drive
This lesson focuses on the hard drive. Components of a hard drive are visually represented
and learners will learn about its function and how it works. Internal and external hard drives are
discussed. The sensitivity of hard drives is discussed and learners will get to understand why it is
necessary to be extra careful when handling them and why sudden movements can in fact damage
them.
Tasks
Two tasks have been set for this lesson. The first task requires learners to draw a diagram
representing how a hard drive works. The completion of this task will demonstrate learners
understanding of the hard drive.
Lesson 11: Add-on Cards and Computerised Appliances
This lesson discusses add-on or expansion cards. We describe the slots into which these cards
can be plugged on the motherboard and the need for installing a driver. The intention is for learners
to understand that these add-on cards allow computers to do various tasks with other devices. For
example, when learners plug in a TV card, they could watch TV programmes on their computer
screen.
Tasks
There are three tasks in this lesson and they encourage learners to explain what add-on cards are,
identify add-on cards in school computers and do some research on the other add-on cards that are
commercially available. For the practical tasks of finding out what cards are on school computers,
you could encourage learners to experiment with non-functioning computers or you could approach a
community business to donate a redundant computer.
Lesson 12: Summary: Game Show
This lesson is designed to test what learners have learnt throughout the series. Learners will find
this lesson especially exciting as it takes the form of a game show and asks several questions
based on all the work covered. You can set additional questions or ask learners to prepare questions
themselves, based on all the work learnt so far. Look out for a 2–page Learn Magazine supplement
on computer parts that can be used to build a computer in Round 3 of the game show.
Information Technology Grade 10 Teacher Guide
Hardware
Lesson 13 Social &Ethical: Computers in Society
The lesson on computers in society explores their use in car manufacturing, shopping, education,
and even crime fighting. This lesson deals with the positive use of computers. However as with
many things there are positive and negative aspects. For example, the increasing use of computers
has also caused unemployment to rise in certain sectors. The effects of computers on society are
controversial and this topic is an ideal one for your learners to have a structured debate around.
Tasks
The three tasks are designed to assess learners’ achievement of Assessment Standards 1, 2 and 5 of
Learning Outcome 3. You could ask learners to do additional research to supplement the information
provided in this lesson and write a report on how computers can assist the South African government
in dealing with important issues, for example, issues relating to unemployment or corruption.
Lesson 14 Social & Ethical: Computers and our Health
This social and ethical lesson deals with how computers affect our health. The health risks of
prolonged computer use, their prevention, as well as some corrective exercises are discussed in
detail. Posture when sitting at a computer is very important and learners will see how incorrect
posture can be detrimental to their health. You could discuss how the ergonomic design of hardware
devices can prevent computer related health disorders.
Tasks
We have set three tasks that encourage learners to use what they have learnt in the lesson. These
tasks include learners identifying people that might be at risk of developing computer-related
illnesses and then advising them on prevention.
Lesson 15 Social & Ethical: Computers and the Environment
This lesson focuses on how computers affect our environment. In particular we describe the effects
of disposing of computers in rubbish dumps and discuss how toxic materials from computers can be
harmful to humans. This lesson will also assist learners with community development tasks.
Tasks
We have set out three tasks. One of these tasks asks learners to draft a letter to a company
requesting them to donate their old computers to the learners’ school. You could also encourage
learners to form a computer club that can try sourcing funds for extra computer equipment or
technical assistance at their school.
Lesson 16 Social & Ethical: Computer Maintenance
In this lesson learners are taught how to perform basic maintenance of the keyboard, rollerball
mouse and monitor. In particular, we show what damage is caused when cool drink is spilt onto the
keyboard. This lesson will ensure that learners fully understand the need for computer centre rules.
Tasks
The task in this lesson allows learners to be creative in drawing up information posters for the
computer centre.
Series overview
This series of 16 video lessons is designed to help learners understand what is meant by ‘input’,
‘processing’, ‘output’ and ‘storage’ and to recognise different hardware devices in their everyday
world. Different types of computers and their uses are also discussed. Graphic images and video
footage will help learners place these computers and devices in the context of the work place and will
show how computers form an integral part of the world.
The social and ethical role that computers play in society is also examined with special emphasis on
health and environmental issues.
Finally basic computer maintenance is discussed giving learners simple to follow instructions for
keeping their computers in good working order.
In addition to the video lessons, web-based lessons have been designed with interactive activities
to extend the learners’ knowledge beyond what is encountered in the video lessons. These 11 webbased
lessons can be found at www.mindset.co.za.
!
?
E 2+2=4
R
G Curriculum links
The video and web-based lessons are designed to achieve in two of the Learning Outcomes as stated in
the National Curriculum Statement:
L.O. 1: Hardware and System Software
• Differentiate between the concepts of hardware and software.
• Identify and distinguish between computer types and associated software.
• Identify the main hardware components of at least two types of computer.
• State and discuss the implications of the latest computer technologies.
L.O. 3: Social and Ethical Issues
• List the broad economic reasons for using computers.
• Discuss the effects of the use of computers across a range of application areas.
• Discuss health and ergonomic issues related to frequent computer use.
• Discuss environmental issues relating to computer hardware and consumables.
• Explain the responsible use, purpose and significance of any new computer developments.
!
?
E 2+2=4
R
G
Educational approach
This series on hardware is very important as it forms the foundation on which all further topics will be
built.
Information on hardware theory is readily available in textbooks and other resources but although this
information is easy to find, learners often experience problems in conceptualising the theory they are
taught. They learn facts but cannot explain what these facts mean or how a computer system works
in relation to these facts. For this reason the video lessons have been designed to provide images of
hardware devices which can be incorporated into the theory, to help place these devices in context.
For example, our video lesson on the processor (Lesson 6) shows how internal and external
components connect to the motherboard as well as how data and information flows through them.
Most learners will never see the inside of a computer so the video lesson provides them with clear
visuals of the motherboard and its components.
We show learners that computers are part of their everyday lives and we use familiar contexts to
introduce them to new concepts in Information Technology. Consolidation of learning is achieved by
showing the learners hardware and related terminology being used in the work place.
Information Technology Grade 10 Teacher Guide
Hardware
!
?
E 2+2=4
R
G
Series at a Glance
Lesson Title Lesson Outcomes
By the end of this lesson, the learner should be able to:
1. Common Uses of Computers in
Society
• State some examples of how computers are used in society
• Identify input, processing and output as components of a computer system
2. Computer Terminology • Identify input, processing and output devices
• Explain the difference between data and information
• Explain the difference between hardware and software
• Explain what a computer is
3. Types of Computers • Identify four different types of computers
• Describe situations where each type of computer would be used
4. Portable Computing Devices • Identify different types of portable devices
• Identify differences between desktop computers and notebooks
• Explain what wearable computes are
5. Common Input Devices • List different ways in which input devices send data to the computer
• State the purposes for which different input devices are used
6. The Processor • Describe the route that data follows to the CPU
• Recognise the motherboard and the CPU inside the computer case
• Describe the function of RAM and ROM
7. Common Output Devices • List common output devices
• State what common output devices are used for
• Describe how printers and monitors have improved over time
8. Input/output Devices • Identify some common devices that are both input and output
• Explain how these specialised input/output devices are used in everyday life
9. Secondary Memory • Distinguish between primary and secondary memory
• Describe developments in storage devices
• State the purpose of secondary storage
10. The Hard Drive • Explain how a hard drive works
• Describe some advantages of a removable hard drive
11. Add-on Cards and Computerised
Appliances
• Explain what an add-on card is
• Name different add-on cards and say what they are used for
12. Summary: Game Show • Compile a summary of important concepts relating to all of the hardware that was
discussed in this series
13. Computers in Society • Describe how computers are used today in different areas of public and personal life
• State some benefits of using computers in different situations
14. Computers and our Health • List examples of computer-related health problems
• Explain how we can prevent these problems
15. Computers and the Environment • Describe how the disposal of computers affect the environment
• List ways that people can limit the harmful effects of computers on the environment
16. Computer Maintenance • Describe ways in which manufacturing, use and disposal of computers affect our
environment.
Information Technology Grade 10 Teacher Guide
Hardware
!
?
E 2+2=4
R
G Teaching Guidelines
Lesson 1: Computers in our Everyday Lives
Lesson 1 introduces the series on computer hardware. We take a trip back in time and explore a
world without computers and then compare it to our world today. We use the real-life examples of a
supermarket and an ATM to discuss the three components common to all computer systems, namely
input, processing and output.
Note: we introduce the concept of storage later on in the series.
Tasks
We have set two tasks for this lesson. The first task tests whether the learners can identify input,
processing and output in different contexts. You might like to check the learners’ ability to identify
these three components by using other examples which they are familiar with, such as, cell phones.
The second task asks learners to watch a video segment and to then identify the input, processing
and output procedures. You might need to replay this video segment to help
Lesson 2: Computer Terminology
Lesson 2 considers input, processing and output devices. This leads on to a discussion of important
terminology including data, information, hardware and software. Various definitions of a computer are
proposed.
Tasks
We have set three tasks for this lesson. The first task tests whether learners can draw a diagram
representing a simple computer system including input and output devices. The other two tasks
assess what learners have understood about hardware, software and computer systems.
Lesson 3: Types of Computers
Lesson 3 explores the four different types of computers namely supercomputers, mainframe
computers, mini-computers and micro computers. Each type of computer is described and situations
where they are used are shown. In addition, interviews are conducted with IT managers from Liberty
Life and Standard Bank..
Tasks
The tasks in this lesson assess Learning Outcome 1 and Assessment Standard 2 by asking learners
to name the four different types of computers, identify situations where these computers would be
best suited and identify their key purposes. You could ask learners to go to our website at www.
mindset.co.za to do additional research and to complete the class portfolio activity provided in webbased
Lesson 2.
Lesson 4: Portable Computers
Lesson 4 addresses Assessment Standard 3 which asks learners to identify the main hardware
components of at least two types of computers. In this lesson we compare a desktop computer to a
notebook computer. You could compare any two types of computers available. Notebooks and other
portable computers are discussed in detail and we investigate one of the latest developments in
computer technology namely wearable computers.
Tasks
The three tasks in this lesson address Learning Outcome 1 and Assessment Standards 3 and 11.
These tasks include identifying portable computers, comparing two types of computer systems and
explaining what wearable computers are. A good task to add would be to ask learners to think of a
wearable computer that would be useful to them. Ask them to describe the design of this wearable
computer. This will encourage entrepreneurship and motivate learners into designing new inventions.
Information Technology Grade 10 Teacher Guide
Hardware
Lesson 5: Common Input Devices
This lesson is focused on commonly used input devices. We take a trip to a popular computer store
and identify input devices, in particular different types of keyboards, mouses and scanners. This
lesson also shows how people with physical disabilities, such as, hearing and visual impairments are
still able to work efficiently with computers. Learners will see how Braille keyboards, voice recognition
software and foot-controlled mouses work.
Tasks
We have set four tasks. These tasks range from identifying input devices to asking learners to design
a specialised input device that would be of use to someone in their community.
Lesson 6: The Processor
The focus of this lesson is on the processor. We take learners on a journey around the motherboard
where they will see how information flows between different hardware devices connected to the
motherboard. Learners will also see visuals of how the internal components of a computer work
together.
Tasks
The task assesses whether learners can draw a visual representation of the flow of data through a
computer. This task will be especially useful as completion of the task will test learners’ understanding
of the concepts of input, processing and output.
Lesson 7: Common Output Devices
This lesson focuses on output devices that are commonly used such as printers and monitors. Printer
technology and development over time is discussed. The development of monitors is also discussed
with the help of visuals.
Tasks
We have set two tasks for this lesson. The first task asks learners to find out what kinds of printers
are used in their schools and to then compare the different technologies and their suitability for use in
a school. The second task asks learners to generate a list of all output devices that they come across
in a week. You could make this a group activity with learners collaborating to categorise the devices
according to their use.
Lesson 8: Input/output Devices
The focus of this lesson is on devices that are both input and output devices. Situations where
devices such as modems, blood pressure machines, X-ray machines, and touch screens are used
are described, including visuals. Learners will get a good sense of the integral role that computers
play in our lives.
Tasks
There are three tasks for this lesson. The first task tests whether learners can identify devices that
are both input and output. Learners are then asked to draw a diagram that shows why a modem is
regarded as an input/output device.
Information Technology Grade 10 Teacher Guide
Hardware
Lesson 9: Secondary Memory
Secondary storage is very important for efficient computer usage. In this lesson we look at
technological developments in this area. Visuals are designed to support learning in this regard. We
explore how storage devices have developed over time and discuss in particular how CDs, DVDs
and flash memory are an improvement on stiffy disks and older technology. Memory capacity of
each storage device is also discussed and this will provide learners with useful tools for deciding on
appropriate storage devices.
Tasks
There are two tasks set in this lesson. The second task asks learners to plot the development of
storage or secondary devices on a timeline. You should alert learners to this fact so that they can
listen carefully for dates that are mentioned during the video.
Lesson 10: The Hard Drive
This lesson focuses on the hard drive. Components of a hard drive are visually represented
and learners will learn about its function and how it works. Internal and external hard drives are
discussed. The sensitivity of hard drives is discussed and learners will get to understand why it is
necessary to be extra careful when handling them and why sudden movements can in fact damage
them.
Tasks
Two tasks have been set for this lesson. The first task requires learners to draw a diagram
representing how a hard drive works. The completion of this task will demonstrate learners
understanding of the hard drive.
Lesson 11: Add-on Cards and Computerised Appliances
This lesson discusses add-on or expansion cards. We describe the slots into which these cards
can be plugged on the motherboard and the need for installing a driver. The intention is for learners
to understand that these add-on cards allow computers to do various tasks with other devices. For
example, when learners plug in a TV card, they could watch TV programmes on their computer
screen.
Tasks
There are three tasks in this lesson and they encourage learners to explain what add-on cards are,
identify add-on cards in school computers and do some research on the other add-on cards that are
commercially available. For the practical tasks of finding out what cards are on school computers,
you could encourage learners to experiment with non-functioning computers or you could approach a
community business to donate a redundant computer.
Lesson 12: Summary: Game Show
This lesson is designed to test what learners have learnt throughout the series. Learners will find
this lesson especially exciting as it takes the form of a game show and asks several questions
based on all the work covered. You can set additional questions or ask learners to prepare questions
themselves, based on all the work learnt so far. Look out for a 2–page Learn Magazine supplement
on computer parts that can be used to build a computer in Round 3 of the game show.
Information Technology Grade 10 Teacher Guide
Hardware
Lesson 13 Social &Ethical: Computers in Society
The lesson on computers in society explores their use in car manufacturing, shopping, education,
and even crime fighting. This lesson deals with the positive use of computers. However as with
many things there are positive and negative aspects. For example, the increasing use of computers
has also caused unemployment to rise in certain sectors. The effects of computers on society are
controversial and this topic is an ideal one for your learners to have a structured debate around.
Tasks
The three tasks are designed to assess learners’ achievement of Assessment Standards 1, 2 and 5 of
Learning Outcome 3. You could ask learners to do additional research to supplement the information
provided in this lesson and write a report on how computers can assist the South African government
in dealing with important issues, for example, issues relating to unemployment or corruption.
Lesson 14 Social & Ethical: Computers and our Health
This social and ethical lesson deals with how computers affect our health. The health risks of
prolonged computer use, their prevention, as well as some corrective exercises are discussed in
detail. Posture when sitting at a computer is very important and learners will see how incorrect
posture can be detrimental to their health. You could discuss how the ergonomic design of hardware
devices can prevent computer related health disorders.
Tasks
We have set three tasks that encourage learners to use what they have learnt in the lesson. These
tasks include learners identifying people that might be at risk of developing computer-related
illnesses and then advising them on prevention.
Lesson 15 Social & Ethical: Computers and the Environment
This lesson focuses on how computers affect our environment. In particular we describe the effects
of disposing of computers in rubbish dumps and discuss how toxic materials from computers can be
harmful to humans. This lesson will also assist learners with community development tasks.
Tasks
We have set out three tasks. One of these tasks asks learners to draft a letter to a company
requesting them to donate their old computers to the learners’ school. You could also encourage
learners to form a computer club that can try sourcing funds for extra computer equipment or
technical assistance at their school.
Lesson 16 Social & Ethical: Computer Maintenance
In this lesson learners are taught how to perform basic maintenance of the keyboard, rollerball
mouse and monitor. In particular, we show what damage is caused when cool drink is spilt onto the
keyboard. This lesson will ensure that learners fully understand the need for computer centre rules.
Tasks
The task in this lesson allows learners to be creative in drawing up information posters for the
computer centre.
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