BOWEN UNIVERSITY, IWO, O. SUN-STATE

DEPARTMENT OF COMPUTER SCIENCE

COURSE CODE: CIT 101

COURSE TITLE: INTRODUCTION TO COMPUTER SCIENCE

ACADEMIC SESSION: 2019/2020

SEMESTER: FIRST

ABOUT THE COURSE

Status: Core

Description: Survey of computers and information processing and their roles in society.

This course introduces a historical perspective of computing: definition of computer and

computer related concepts such as program, computer software. Systems and applica-

tion programs, hardware: minicomputers, mainframes and supercomputer; concepts of

computer hardware, firmware. Software, information systems and human resources and

explores their integration and application in business and other segments of society. Data

types and organization: definition of terms like bit, nible, byte, etc, number systems, data

coding, binary arithmetic, data representation (fixed and floating point).

Students will be required to complete lab assignments using the PC’s operating sys-

tem, and several commonly used applications, such as word processors, spreadsheets,

presentations, graphics and other applications. The use of Internet and on-line resources,

browsers and search engines is also needed.

Duration: 2 hours per week; 2 hours on Thursdays.

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Lecture Periods: Day : Thursday Time: 2:00 p.m. - 4:00 p.m. Venue: LAS

LECTURERS’ DETAILS

Names: Dr EMUOYIBOFARHE, Dr. O. LO. RUNFE. MI and Mrs. OKEDIGBA

Mobile/WhatsApp Number: +234803 779 9290, +234803 574 2316 and +234813 821

2387 respectively

E-mails:

i. ozichi.emuoyibofarhe@bowenuniversity.edu.ng

ii. temitope.olorunfemi@bowenuniversity.edu.ng

iii. temilola.okedigba@bowenuniversity.edu.ng

Office: Alma rohm and Computer Dept.

Office Contact Hours: 8:00 - 11:00am and 1:00 - 2:00pm; Mondays and Thursdays;

other times by specific appointment.

COURSE OBJECTIVES

To familiarize the student with the historical development of the modern (or present

kind of) computer and its predecessors (or the old type). In this manner, the student

can advance certain knowledge and ideas regarding the computer as a unit in itself. This

could help students have a more critical understanding of the development of a computer

in terms of sizes, the prices associated with selling individual units, and, more important,

how computers have drastically changed society. As the class is going on, students must

be able to have answers to the following questions:

i. What is computer?

ii. What are the basic characteristics of computer?

iii. What are the distinct parts of a computer?

iv. Discuss the benefits of a computer

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v. Discuss the disadvantages of a computer

vi. What prompted the use of Computer?

vii. How were information processed before the invention of Computer?

viii. What are the basic functional units of a Computer?

ix. Highlight the characteristics of Computer

x. What are the steps involved in problem solving?

GROUND RULES (in collaboration with the students - some are non-

negotiable)

i. Students are expected to attend at least 80% lectures to qualify to write examina-

tions.

ii. No student will be allowed into the lecture room 10 minutes after the commence-

ment of the lecture.

iii. Only an official written document stating why you are absent from any class or

test will be admitted as evidence in lieu of absence. Note that the notice of such

absences should be submitted in advance.

iv. Students should submit assignments before the deadlines set for submission.

ASSESSMENTS

Grading will be based on class work and participation, quizzes, special assignments/projects

and the final assessment according to the following distribution:

Continuous Assessment 30%

Examination 70%

Total 100%

Further reading: Computer Science (Fifth Edition) by C.S French

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DISTRIBUTION OF THE COURSE OUTLINE

Table 1: MODULE ONE

Lecture Day Venue Topics Remarks

1 Thursday LAS History of Computing; History ofmodern computer technology, Evolu-tion of micro computer and Computergeneration

2 Thursday LAS Overview of computer systems;Basic types of computer and Basicfunctional units of a computer

Assignment 1

3 Thursday LAS Computer & Society; Social im-pact of computer; Information systemand human resources

Table 2: MODULE TWO

Lecture Day Venue Topics Remarks

4 Thursday LAS Basic Elements of Computer I;Hardware and Software

Assignment 2

5 Thursday LAS Basic Elements of Computer II;System and Application packages

6 Thursday LAS Basic Elements of Computer III;Application packages

Assignment 3

7 CONTINUOUS ASSESSMENT

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Table 3: MODULE THREE

Lecture Day Venue Topics Remarks

8 Thursday LAS Data types and organization I; Defini-tion of terms; Introduction to numbersystem

9 Thursday LAS Data types and organization II; Num-ber system: Binary, Decimal, Octaland Hexadecimal

Assignment 4

10 Thursday LAS Data types and organization III;Binary Arithmetic; Data Coding;ASCII, EBCDIC, Unicode, Data rep-resentation, fixed and floating pointsystems

11 CONTINUOUS ASSESSMENT

12 REVISION

13 REVISION

MODULE 1

HISTORY of COMPUTING

MODULE OBJECTIVES

This module is aimed at:

i. acquainting the student(s) with the historical development of the modern (or present

kind of) computer and its predecessors (or the old type).

ii. fostering critical understanding of the development of a computer in terms of sizes,

the prices associated with selling individual units, and, more important, how com-

puters have drastically changed society.

LEARNING OUTCOMES At the end of the module, students should be able

to know the historical development of the modern and its predecessors, understand the

different generations of computers and how they are different from one to another and also

to understand the type of Computers we are using today and the reason for its existence.

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MODULE 1: UNIT 1

History of Computing

As the class is going on, students must be able to have answers to the following

questions:

i. What prompted the use of Computer?

ii. How were information processed before the invention of Computer?

iii. What are the basic functional units of a Computer?

iv. Highlight the characteristics of Computer

v. What are the steps involved in problem solving?

Specifically, by the end of this lecture, students are expected to gain understanding

of ‘History of Computing’, under the following sub-endings:

i. Before the invention of Computing

ii. Devices and usage before Computer(s)

iii. Classification of computers into different generations

iv. Major electronic components that differentiates each generations

0.1 Before the Invention of Computing

The history of computing hardware covers the developments from early simple devices

to aid calculation to modern day computers. Before the 20th century, most calculations

were done by humans. Early mechanical tools to help humans with digital calculations,

such as the abacus, were called ‘calculating machines’, called by proprietary names, or

referred to as calculators. The machine operator was called the computer.

The first aids to computation were purely mechanical devices which required the op-

erator to set up the initial values of an elementary arithmetic operation, then manipulate

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the device to obtain the result. Later, computers represented numbers in a continuous

form, for instance distance along a scale, rotation of a shaft, or a voltage. Numbers could

also be represented in the form of digits, automatically manipulated by a mechanical

mechanism. Although this approach generally required more complex mechanisms, it

greatly increased the precision of results. A series of breakthroughs, such as miniatur-

ized transistor computers, and the integrated circuit, caused digital computers to largely

replace analog computers. The cost of computers gradually became so low that by the

1990s, personal computers, and then, in the 2000s, mobile computers, (smartphones and

tablets) became ubiquitous in industrialized countries.

The history of computers starts out about 2000 years ago in Babylonia (Mesopotamia),

at the birth of the abacus, a wooden rack holding two horizontal wires with beads strung

on them. Blaise Pascal is usually credited for building the first digital computer in 1642.

Charles Babbage, an English mechanical engineer and polymath, originated the con-

cept of a programmable computer. Considered the ‘father of the computer’, he concep-

tualized and invented the first mechanical computer in the early 19th century.

0.2 Devices and Usage before Computer(s)

0.2.1 Abacus

The abacus is an ancient calculating tool, constructed for the system of powers of ten.

... Then you need to calculate it by breaking down 1 bead in the column of tens and 5

beads in the column of ones. The main idea of the abacus is that tens contains ones, and

the hundreds contain tens and so on. It is as illustrated in Figure 1. Although there are

some who claim that the Ancient Chinese invented the abacus during the Ming dynasty

(1368-1644 CE), the use of a tool for counting things began a long time before the Ming

dynasty.

There is a long history detailing the invention of computing and calculating machines.

The earliest recorded calculating device is the abacus. Used as a simple computing device

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for performing arithmetic, the abacus most likely appeared first in Babylonia (now Iraq)

over 5000 years ago.

Figure 1: Abacus

The standard abacus can be used to perform addition, subtraction, division and multi-

plication; the abacus can also be used to extract square-roots and cubic roots. The beads

are manipulated with either the index finger or the thumb of one hand. The abacus

is typically constructed of various types of hardwoods and comes in varying sizes. The

frame of the abacus has a series of vertical rods on which a number of wooden beads are

allowed to slide freely. A horizontal beam separates the frame into two sections, known

as the upper deck and the lower deck

0.2.2 Pascal Adding Machine

Pascal’s calculator (also known as the arithmetic machine or Pascaline) is a mechanical

calculator invented by Blaise Pascal in the early 17th century. He designed the machine

to add and subtract two numbers directly and to perform multiplication and division

through repeated addition or subtraction. Pascaline, also called Arithmetic Machine, the

first calculator or adding machine to be produced in any quantity and actually used. The

Pascaline was designed and built by the French mathematician-philosopher Blaise Pascal

between 1642 and 1644.

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Pascal designed the first mechanical adding machine in 1642. The most important

feature of his adding machine was the carry. The carry involves raising the value of the

next digit when the current digit passes from 9 to 0. The carry could easily have been

implemented with a long tooth designed to rotate the next gear as the current gear passes

from 9 to 0. However if fifty gears were all lined up in the 9 position every gear’s long

tooth would be ready to turn the next gear. A person would have to apply the force

necessary to turn fifty gears to turn the first gear from 9 to 0. It is as shown in Figure 2

Figure 2: Pascal Adding Machine

Blaise Pascal, in his short 39 years of life, made many contributions and inventions

in several fields. He is well known in both the mathematics and physics fields. In math-

ematics, he is known for contributing Pascal’s triangle and probability theory. He also

invented an early digital calculator and a roulette machine.

0.2.3 Babbage Analytical Engine

Charles Babbage (1791-1871), computer pioneer, designed two classes of engine, Differ-

ence Engines, and Analytical Engines. Difference engines are so called because of the

mathematical principle on which they are based, namely, the method of finite differences.

The beauty of the method is that it uses only arithmetical addition and removes the need

for multiplication and division which are more difficult to implement mechanically. It is

as shown in Figure 3.

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Difference engines are strictly calculators. They crunch numbers the only way they

know how - by repeated addition according to the method of finite differences. They

cannot be used for general arithmetical calculation. The Analytical Engine is much more

than a calculator and marks the progression from the mechanized arithmetic of calcu-

lation to fully-fledged general-purpose computation. There were at least three designs

at different stages of the evolution of his ideas. So it is strictly correct to refer to the

Analytical Engines in the plural.

Figure 3: Babbage Analytical Engine

Babbage’s calculating engines are decimal digital machines. They are decimal in that

they use the familiar ten numbers ’0’ to ’9’ and they are digital in the sense that only

whole numbers are recognized as valid. Number values are represented by gear wheels

and each digit of a number has its own wheel. If a wheel comes to rest in a position

intermediate between whole number values, the value is regarded as indeterminate and

the engine is designed to jam to indicate that the integrity of the calculation has been

compromised. Jamming is a form of error-detection.

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0.2.4 Herman Hollerith (Punched cards) Tabulating Machine

Herman Hollerith. Herman Hollerith (1860-1929) was the inventor of the punched card

tabulating machine-the precursor of the modern computer-and one of the founders of

modern information processing. His machine was used to gather information for the 1890

census more efficiently. The machine used a system of electrical and mechanical signals,

and a set of wires positioned over pools of mercury, to incrementally count data on paper

punch cards. A Hollerith machine is also known as a tabulating machine or Hollerith

tabulator. It is as illustrated in Figure 4.

Figure 4: Herman Hollerith (Punched cards) Tabulating Machine

0.2.5 MARK 1 (First Computers)

The Harvard Mark I was an electromechanical computer developed by Howard Aiken at

Harvard University and built by IBM in 1944. The computer was 55 feet long, eight feet

high and weighed five tons. It provided vital calculations for the U.S. Navy during World

War II (WWII) and was the first of a series of computers designed by Aiken. At the

time, it was touted as the world’s first programmable computer, although it was actually

preceded by the 1941 release of the German Konrad Zuse’s Z3 model.

The Harvard Mark I could perform four arithmetic operations and had built-in pro-

grams for processing logarithms and trigonometric functions. The Mark I received in-

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structions on paper tape and loaded data output on punch cards. In the 1940s, mathe-

matician and U.S. Navy Rear Admiral Grace Hopper joined the Harvard team and was

charged with keeping the Mark I running. It is believed that Hopper gave rise to the term

”debug” when she fixed a malfunctioning Mark II by removing a moth trapped in the

machine’s electromechanical innards. The Mark I remained in use at Harvard until 1959,

at which time its technology was already far surpassed by fully electronic computers. It

is as illustrated in Figure 5.

Figure 5: MARK 1 (First Computers)

0.3 Classification of Computers into Different Gen-

erations

Generation in computer terminology is a change in technology a computer is/was being

used. Initially, the generation term was used to distinguish between varying hardware

technologies. Nowadays, generation includes both hardware and software, which together

make up an entire computer system.

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0.3.1 1st generation computers (1946-1959)

The first computers used vacuum tubes for circuitry and magnetic drums for memory,

and were often enormous, taking up entire rooms. They were very expensive to operate

and in addition to using a great deal of electricity, generated a lot of heat, which was

often the cause of malfunctions. First generation computers relied on machine language,

the lowest-level programming language understood by computers, to perform operations,

and they could only solve one problem at a time. Input was based on punched cards and

paper tape, and output was displayed on printouts.

0.3.2 2nd generation computers (1959-1965)

Transistors replaced vacuum tubes and ushered in the second generation of computers.

The transistor was invented in 1947 but did not see widespread use in computers until

the late 1950s. The transistor was far superior to the vacuum tube, allowing computers

to become smaller, faster, cheaper, more energy-efficient and more reliable than their

first-generation predecessors. Though the transistor still generated a great deal of heat

that subjected the computer to damage, it was a vast improvement over the vacuum

tube. Second-generation computers still relied on punched cards for input and printouts

for output. Second-generation computers moved from cryptic binary machine language to

symbolic, or assembly, languages, which allowed programmers to specify instructions in

words. High-level programming languages were also being developed at this time, such as

early versions of COBOL and FORTRAN. These were also the first computers that stored

their instructions in their memory, which moved from a magnetic drum to magnetic core

technology. The first computers of this generation were developed for the atomic energy

industry.

0.3.3 3rd generation computers (1965-1970)

The development of the integrated circuit was the hallmark of the third generation of

computers. Transistors were miniaturized and placed on silicon chips, called semicon-

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ductors, which drastically increased the speed and efficiency of computers. Instead of

punched cards and printouts, users interacted with third generation computers through

keyboards and monitors and interfaced with an operating system, which allowed the de-

vice to run many different applications at one time with a central program that monitored

the memory. Computers for the first time became accessible to a mass audience because

they were smaller and cheaper than their predecessors.

0.3.4 4th generation computers (1971-present)

The microprocessor brought the fourth generation of computers, as thousands of inte-

grated circuits were built onto a single silicon chip. What in the first generation filled an

entire room could now fit in the palm of the hand. The Intel 4004 chip, developed in 1971,

located all the components of the computer, from the central processing unit and memory

to input/output controls, on a single chip. In 1981 IBM introduced its first computer

for the home user, and in 1984 Apple introduced the Macintosh. Microprocessors also

moved out of the realm of desktop computers and into many areas of life as more and

more everyday products began to use microprocessors. As these small computers became

more powerful, they could be linked together to form networks, which eventually led to

the development of the Internet. Fourth generation computers also saw the development

of GUIs, the mouse and hand-held devices.

0.3.5 5thgeneration computers (present and beyond)

Fifth generation computing devices, based on artificial intelligence, are still in develop-

ment, though there are some applications, such as voice recognition, that are being used

today. The use of parallel processing and super-conductors is helping to make artificial

intelligence a reality. Quantum computation and molecular and nano-technology will

radically change the face of computers in years to come. The goal of fifth-generation

computing is to develop devices that respond to natural language input and are capable

of learning and self- organization.

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0.4 Electronic Components differentiating each Gen-

erations

Generation Name of Component Diagram

1st generation computers Vacuum tubes

2nd generation computers Transistors

3rd generation computers Integrated circuit

4th generation computers Microprocessor

5th generation computers Artificial intelligence

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MODULE 1: UNIT 2

Overview of computer systems

0.5 Basic Functional Units of a Computer

i. Input unit

ii. Processing unit

iii. Output unit

0.5.1 Input unit (Input device)

Computer must have data before any processing can take place. Handwritten and type-

written source documents usually are not acceptable for computer input. The information

contained in these documents must be transcribed into some medium and form that is

usable and understandable by the computer. i.e machine readable format. These infor-

mation (Data, program, e.t.c.) are entered into the computer through the input devices.

e.g. keyboard, pointing device (mouse), scanners, light pen, e.t.c.

0.5.2 Processing unit

The Central Processing Unit (CPU) with other chips are responsible for performing func-

tions within a computer. Central Processing Unit (CPU) is made up of three basic units.

Namely:

i. Control unit

ii. Arithmetic and Logical Unit (ALU)

iii. Memory

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Control unit

The Control unit performs 2 primary functions:

i. Decoding program instructions

ii. Generating control signals to direct and control other devices attached to the com-

puter.

Arithmetic and Logical Unit (ALU)

The primary function of the ALU is to carry out arithmetic calculations and perform

comparisons on two data values. The capability for performing comparison or logical

operations gives the computer a great deal of decision making power.

Memory

Functionally, there are two main types of memory:

i. Random Access Memory (c)

ii. Read Only Memory (ROM)

RAM

RAM is general purpose memory, available to the user for storing programs and data

temporarily during processing. RAM is a volatile memory; its content can be lost with

power failure. Basically RAM (more appropriately called read / write memory but uni-

versally referred to as RAM) has the capability of having information both written into

and read out of each location and is often used for storing intermediate results (data)

during a computation.

ROM

ROM is a special purpose memory. It is used for storing programs permanently with

memory circuits. Yhe user does not have write-access to ROM. ROM has information

fixed into it either during its manufacture or by the user and consequently can only be

operated in a read-only mode.

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Discuss the other types: PROM and EPROM.

0.5.3 Output unit (Output device)

After the Central Processing Unit (CPU) completes processing on the input data, the

result are transfers to memory to await further processing, transfer to storage or output

device.

The function of the output device is to transform the information from machine Read-

able form to human readable form which can either be in text form or graphics. The most

common output device in any computer system is the screen or visual display unit or Ter-

minal. Other output devices include printers (for hard copy) e.t.c.

0.6 Characteristics of Computer

To be discussed in class discussion

i. Speed

ii. Accuracy

iii. Reliability

iv. Versatility

v. Economy

vi. Programmability

vii. Storage e.t.c.

0.7 Basic types of Computers

i. Digital computer

ii. Analog computer

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iii. Hybrid computer

0.7.1 Digital computer

A digital computer is one that operates on data represented as number (digits). Binary

digit. 1’s and 0’s. The digital computers measures discrete discrete quality.

0.7.2 Analog computer

The analog computers are systems that measure continuous physical quantity. They give

approximate results.

0.7.3 Hybrid computer

Hybrid computers are systems that combined both analog and digital capabilities to carry

out their process.

0.8 Problem-solving process

This is the sequential process of analyzing information related to a given situation and

generating appropriate response options. There are six steps that should be followed in

order to solve a problem:

Step 1: Understand the Problem

Step 2: Formulate a Model

Step 3: Develop an Algorithm

Step 4: Write the Program

Step 5: Test the Program

Step 6: Evaluate the Solution

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0.8.1 Understand the Problem

It sounds strange, but the first step to solving any problem is to make sure that you

understand the problem that you are trying to solve. You need to know:

i. What input data/information is available ?

ii. What does it represent ?

iii. What format is it in ?

iv. Is anything missing ?

v. Do I have everything that I need ?

vi. What output information am I trying to produce ?

vii. What do I want the result to look like ? text, a picture, a graph ? ?

viii. What am I going to have to compute ?

0.8.2 Formulate a Model

Now we need to understand the processing part of the problem. Many problems break

down into smaller problems that require some kind of simple mathematical computations

in order to process the data. So, we need to know the model (or formula) for computing

the average of a bunch of numbers. If there is no such ‘formula’, we need to develop

one. Often, however, the problem breaks down into simple computations that we well

understand. Sometimes, we can look up certain formulas in a book or online if we get

stuck.

0.8.3 Develop an Algorithm

Formulated a model, it is time to come up with a precise plan of what we want the

computer to do. An algorithm is a precise sequence of instructions for solving

a problem.

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0.8.4 Write the Program

Now that we have a precise set of steps for solving the problem, most of the hard work

has been done. We now have to transform the algorithm from step 3 into a set of

instructions that can be understood by the computer. Writing a program is often called

‘writing code’ or ‘implementing an algorithm’. So the code (or source code) is actually

the program itself.

0.8.5 Test the Program

Once you have a program written that compiles, you need to make sure that it solves

the problem that it was intended to solve and that the solutions are correct. Running

a program is the process of telling the computer to evaluate the compiled instructions.

When you run your program, if all is well, you should see the correct output. It is possible

however, that your program works correctly for some set of data input but not for all.

If the output of your program is incorrect, it is possible that you did not convert your

algorithm properly into a proper program. It is also possible that you did not produce a

proper algorithm back in step 3 that handles all situations that could arise. Maybe you

performed some instructions out of sequence. Whatever happened, such problems with

your program are known as Bugs.

Bugs are problems/errors with a program that cause it to stop working

or produce incorrect or undesirable results.

0.8.6 Evaluate the Solution

Once your program produces a result that seems correct, you need to re-consider the

original problem and make sure that the answer is formatted into a proper solution to

the problem. It is often the case that you realize that your program solution does not

solve the problem the way that you wanted it to. You may realize that more steps are

involved.

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0.9 Discussion Questions

i. Compare and contrast the devices in use before computer(s) and after.

ii. Discuss civilization and the use of computer(s).

iii. What is the difference between your smart phone and a computer system?

iv. What are the major components that differentiates one generation of computer from

the other?

v. What is (are) the loop hole of one generation that informed another one?

vi. Do we really have an acceptable definition of Computer?

MODULE 1: UNIT 3

Overview of computer systems

Specifically, by the end of this lecture, students are expected to gain understanding

of ‘History of Computing’, under the following sub-endings:

i. Social Networking: Positive

ii. Social Networking: Negative

iii. Personal Security: Positive/Negative

iv. Generation barriers: Negative

v. Health: Benefits

vi. Health: Negatives

vii. Business: Positive

viii. Business:Negative

ix. School: Positive

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x. School: Negative

xi. Positive Overall

xii. Negative Overall

0.10 Social networking: positive

On the internet you can use social networking sites such as Face book and twitter etc.

On these websites you can talk to your friends and people you haven’t seen in a long time

this has a positive impact on society because you can communicate to a wider range of

people over the internet.

0.11 Social Networking: Negative

The Negative impact on social networking sites is that it would improve the likely hood of

paedophiles, stalkers and cyber-bullying because using the internet would be an easy way

to do it. Also it may increase the rate of crime due to website because of cyber-bullying,

paedophiles and stalkers. Also people could pretend to be you on these websites.

0.12 Personal Security: Positive/Negative

When your searching online you have some form of internet security which should protect

you from hackers, thief’s, identity theft and viruses. The negative on the security is there

are some hackers able to break through and steal things such as your credit card details,

they could also commit fraud and pretend to be you which could ultimately destroy your

business and your reputation.

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0.13 Generation Barriers

The impact from it on the society has created some generation barriers for example

an elderly person would generally not understand anywhere near the amount about a

computer than a child this is a generation barrier. The positive side is that the children

can teach the older generation and help them. The negative side is it may prevent one

generation communicating with another due to their not being much that they can both

relate to it would also mean they may not be communicating with other people in their

families which is a negative impact on society.

0.14 Health: Benefits

Using the internet you can find out what you have wrong with you if you are ill either by

forums or have a conversation to a doctor using a webcam where you can get diagnosed

by someone who live many miles away from you without the hassle of traveling to far.

Also if the symptoms are correct it allows you to know quicker so you would be able to

act against the illness quicker.

0.15 Health: Negatives

Using computers can have negative impacts on your health for example if you are looking

at a computer screen for to long it could damage your eyes. Also if you are on a computer

all day it would affect your health because you would not be getting any exercise. Also

the doctors online may diagnose you wrong because they are not seeing you in person.

0.16 Business: Positive

Using the internet some world wide companies can produce large amounts of profit for

example Tesco, Amazon and Asda this is good way to make their company more known.

It also to produce a profit also some companies advertise their products on other websites

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to increase the interest in their products. This is good because it lets people know which

shop is selling what before they travel their or can purchase the product online.

0.17 Business: Negative

The Negative side of ICT in business is that it makes it harder for new companies to

succeed due to big companies such as Tesco, ASDA and Amazon being well known online

websites. People would more likely visit their websites over new companies websites or

stores and because of this newer companies could go into bankruptcy before they have

barely even started to sell their products to the general public.

0.18 School : Positives

The positives for ICT in schools is that it gives students another option to study and

get qualifications in it. Also makes it easier for students to research what needs to be

searched also students can save their work onto the system and do their school work on

the computers. Also it can make it so students can email their work to themselves so

they can improve it at home.

0.19 School: Negative

The negative impact from ICT on schools is that the work that students save on it could

be deleted by a system error. Also they could have received the wrong information from

the research they did because they used the wrong websites to get the information from.

0.20 Positive Overall

Overall the positives are that you can communicate to your friends fast over the internet,

also you can research nearly anything online and you can purchase products online this

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makes it easier to purchase stuff. Also it is easier people delivering the product to your

house than going to the store and purchasing it in store.

0.21 Negative Overall

The Negative impacts on society is that it creates a generation barrier where different gen-

erations are rarely communicating also it can make people vulnerable to hackers viruses

and identity thief’s. Also they could get the wrong information for things such as course-

work if they are using the wrong websites for information. It could cause some bad health

because of damage to the eyes and also it could cause small businesses to go bankrupt.

0.22 Conclusion

History of computing, Overview of computer systems and Computer & society have been

studied.

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