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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.
1
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:
iii. [email protected]
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
3
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
4
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.
5
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
7
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-
11
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.
12
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-
13
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.
14
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
16
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.
17
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
19
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.
20
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.
21
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
22
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.
23
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
24
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
25
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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