How to take care of your books.

Do’s
1. Please cover with plastic or paper. (old newspaper or magazines)
2. Please make sure you have clean hands before you use your book.
3. Always use a book marker do not fold the pages.
4. If the book is damaged please repair it as quickly as possible.
5. Be careful who you lend your schoolbook to.
6. Please keep the book in a dry place.
7. When you lose your book please report it immediately to your teacher.

Don’ts
1. Do not write on the book cover or inside pages.
2. Do not cut pictures out of the book.
3. Do not tear pages out of the book.
4. Do not leave the book open and face down.
5. Do not use pens, pencils or something thick as a book mark.
6. Do not force your book into your schoolbag when it is full.
7. Do not use your book as an umbrella for the sun or rain.
8. Do not use your book as a seat.

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All rights reserved. No part of this book may be reproduced by any means graphic, electronic, mechanical,
photocopying, taping, storage and retrieval system without prior written permission of the Copyright
Holder. Pictures, illustrations and links to third party websites are provided in good faith, for information
and education purposes only.

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FOREWORD
I am delighted to present to you this Teacher’s Guide, which is developed by the Ministry
of General Education and Instruction based on the new South Sudan National Curriculum.
The National Curriculum is a learner-centered curriculum that aims to meet the needs and
aspirations of the new nation. In particular, it aims to develop (a) Good citizens; (b) success-
ful lifelong learners; (c) creative, active and productive individuals; and (d) Environmentally
responsible members of our society. This textbook, like many others, has been designed to
contribute to achievement of these noble aims. It has been revised thoroughly by our Subject
Panels, is deemed to be fit for the purpose and has been recommended to me for approval.
Therefore, I hereby grant my approval.This Teacher’s Guide shall be used to facilitate learning
for learners in all schools of the Republic of South Sudan, except international schools, with
effect from 4th February, 2019.
I am deeply grateful to the staff of the Ministry of General Education and Instruction, espe-
cially Mr Michael Lopuke Lotyam Longolio, the Undersecretary of the Ministry, the staff of
the Curriculum Development Centre, under the supervision of Mr Omot Okony Olok, the
Director General for Quality Assurance and Standards, the Subject Panelists, the Curriculum
Foundation (UK), under the able leadership of Dr Brian Male, for providing professional guid-
ance throughout the process of the development of National Curriculum, school textbooks
and Teachers’ Guides for the Republic of South Sudan since 2013. I wish to thank UNICEF
South Sudan for managing the project funded by the Global Partnership in Education so well
and funding the development of the National Curriculum, the new textbooks and Teachers’
Guides. I am equally grateful for the support provided by Mr Tony Calderbank, the former
Country Director of the British Council, South Sudan; Sir Richard Arden, Senior Education
Advisor of DfID, South Sudan. I thank Longhorn and Mountain Top publishers in Kenya for
working closely with the Ministry, the Subject Panels, UNICEF and the Curriculum Founda-
tion UK to write the new textbooks. Finally, I thank the former Ministers of Education, Hon.
Joseph Ukel Abango and Hon. Dr John Gai Nyuot Yoh, for supporting me, in my role as the
Undersecretary, to lead the Technical Committee to develop and complete the consultations
on the new National Curriculum Framework by 29 November 2013.
The Ministry of General Education and Instruction, Republic of South Sudan, is most grateful
to all these key stakeholders for their overwhelming support to the design and development
of this historic South Sudan National Curriculum. This historic reform in South Sudan’s edu-
cation system is intended to benefit the people of South Sudan, especially the children and
youth and the future generations. It shall enhance the quality of education in the country to
promote peace, justice, liberty and prosperity for all. I urge all Teachers to put this textbook
to good use.
May God bless South Sudan. May He help our Teachers to inspire, educate and transform the
lives of all the children and youth of South Sudan.

Deng Deng Hoc Yai, (Hon.)

Minister of General Education and Instruction, Republic of South Sudan


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&ŽƌŵĂƫŶŐEƵŵďĞƌƐ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘Ϯϳ
Ϯ͘ϰ&ŽƌŵƵůĂĂŶĚĨƵŶĐƚŽŶƐ͘ ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘Ϯϴ
&ŽƌŵƵůĂ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘Ϯϴ
ŶƚĞƌŝŶŐ&ŽƌŵƵůĂƐ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘Ϯϴ
ŽŵŵŽŶ&ŽƌŵƵůĂƌƌŽƌƐ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘Ϯϴ
&ƵŶĐƟŽŶƐ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘Ϯϵ
ŶƚĞƌŝŶŐĨƵŶĐƚŽŶƐ͘ ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘Ϯϵ
&ƵŶĐƟŽŶĂƚĞŐŽƌŝĞƐ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘Ϯϵ
'ĞŶĞƌĂůDĂƚŚĞŵĂƟĐĂůĨƵŶĐƟŽŶƐ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘Ϯϵ
^ƚĂƟƐƚĂů&ƵŶĐŶĐŶƐ ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϬ
dĞdžƚ&ƵŶĐƟŽŶƐ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϬ
dͬd/D&ƵŶĐƚŽŶƐ͘ ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϬ
>ŽŽŬƵƉ&ƵŶĐƚŽŶƐ ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϬ
&ŝŶĂŶĐŝĂů&ƵŶĐƟŽŶƐ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϭ
Ϯ͘ϱĞůůZĞĨĞƌĞŶĐĞƐ
 ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϮ
ZĞůĂƟǀĞ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϮ
ďƐŽůƵƚĞ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϮ
DŝdžĞĚ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϮ
Ϯ͘ϲ/ŶǀĞŶƚŽƌŝĞƐŝŶD^ĞdžĐĞů͘
 ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϯ
ƌĞĂƟŶŐŝŶǀĞŶƚŽƌŝĞƐ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϯ
Ϯ͘ϳŚĂƌƚƐ
 ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϰ
ƌĞĂƟŶŐĂĐŚĂƌƚ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϰ
ĚĚŝŶŐĐŚĂƌƚĞůĞŵĞŶƚƐ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϱ
Ϯ͘ϴ^ƚĂƟƐƚĂůĂŶĂůLJƐŝƐƵƐŝŶŐĞdžĐĞů͘  ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϱ
hƐŝŶŐdžĐĞůĨŽƌŽƌƌĞůĂƚŽŶ ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϱ
hƐŝŶŐdžĐĞůĨŽƌ>ŝŶĞĂƌZĞŐƌĞƐƐŝŽŶ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϱ

LL



Ϯ͘ϵ^ŽƌƟŶŐĂŶĚĮůƚĞƌŝŶŐĚĂƚĂ͘ ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϲ
^ŽƌƟŶŐĚĂƚĂ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϲ
&ŝůƚĞƌŝŶŐĚĂƚĂ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϲ
Ϯ͘ϭϬtŚĂƚŝĨĂŶĂůLJƐŝƐ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϲ
DĂŶƵĂůǁŚĂƚŝĨĂŶĂůLJƐŝƐ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϲ
ĂƚĂƚĂďůĞƐ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϳ
^ĐĞŶĂƌŝŽŵĂŶĂŐĞƌ͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘͘ϯϳ
Ϯ͘ϭϭZĞǀĞƌƐĞtŚĂƚͲ/ĨŶĂůLJƐŝƐ
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 Links to other subjects:
All subjects: Communication and resource sharing

Networks are everywhere. One can hardly do anything with data that does
not involve a network. Like the human networks that we are all part of,
computer networks let us share information and resources.

In introducing this unit, learners should share what they already know
about computer networks. After the learners have shared then the
teacher can introduce what computer networks are, the uses of computer
networks and the standards that a basic computer network should meet

History of computernetworks.
Guide the learners through the various stages that computer networks
have undergone through in order to be where they are today. Emphasis
on the fact that computer networks are still developing and what we
know to be computer networks today is bound to change in a few years
due to advancement in technology.

Activity 1.1 ( Learner’s Book Page 4)

The teacher helps the learners in finding out in details how computer
networks have evolved through various stages in history.
Where available, use computers to research and encourage the learners to
share with the rest of the class.

Benefits of computer networks.

This is an important area to highlight to the learners. This will help them
understand how applicable the computer networks are in their day to
day lives. By learners understanding the benefits of computer networks
then learners will find it easier to learn about computer networks.

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Exercise 1. ( Learner’s Book Page 13)

1. Router -to provide a connection between the PC and phone line/LAN.

Modem - allows the computer to send and receive data over phone lines.
Network Interface Card - connects to a LAN that provides internet
access.
Wireless adaptor or card - connect to Wireless Access Point.
2. a) two or more computers linked together communicating or sharing
resources
• A network that is restricted to a single site, building or campus
b) Star -suitable diagram.
• Ring - suitable diagram.
• Bus -suitable diagram.
NB The star ring and bus diagrams are in the learner’s book.

c) Router • Firewall • Modem • (Web) browser software • email

software • anti-spyware or anti-virus software.
3a) • centralization of services example software installation, backups,
printing, security, monitoring etc.
• Servers provide centralized storage (of data).
• Servers provide centralized storage of programs.
• More flexible use of equipment e.g. employees able to use any available
computer
• improved communications e.g. internal email provides a record of
communications similarly it reduces the need to meet in real time as staff
may frequently be out of the office etc.
b) Difference in reach, LAN is restricted to a single site, building, campus
while WAN covers more than one site or geographically remote
locations.
• Difference in type of connection, LAN can be connected via direct link
or physical link while WAN connection is via satellite link

• Difference in speed of transmission of data, LAN has high transmission

speed i.e. 10Mb, 100Mb etc. while WAN is generally slower i.e. 1Mb
typical broadband.

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Learners to add more notes on what they have researched about tree
topology. They may add the advantages, disadvantages and features of
tree topology.
Short notes on hybrid topology.

A hybrid topology is a type of network topology that uses two or more

other network topologies, including bus topology, mesh topology, ring
topology, star topology, and tree topology.

Learners to add more notes on what they have found out about hybrid
topology. They may add the advantages, disadvantages and features of
hybrid topology.

Exercise 2 ( Learner’s Book Page 18)

1. Topology

2. Star

3. Bus.

4. Bus Topology, Ring, Topology, Tree and Hybrid Topology

5. The advantages of star, bus, ring, and mesh topology are outlined in
thelearner’sbook.

The teacher to accept any other correct answer from the learners.

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 Exercise 3 ( Learner’s Book Page 34).

1. When the device is able to exchange information with another

device.
2. It is the computer that generates or terminates the data.
3. Router.
4. A link refers to the connectivity between two devices. It includes
the type of cables and protocols used in order for one device to be
able to communicate with the other.
5. It refers to a direct connection between two computers on a
network. A point to point connection does not need any other
network devices other than connecting a cable to the NIC cards of
both computers.
6. Network topology dictates what media a company must use to
interconnect devices. It also serves as basis on what materials,
connector and terminations that is applicable for the setup.
7. There are several ways to do this. Install reliable and updated anti-
virus program on all computers. Make sure firewalls are setup and
configured properly. User authentication will also help a lot. All of
these combined would make a highly secured network.

19
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that data entered in MS Excel may contain text data, numerical data or
formula.
Entering numbers with fractions.
MS excel also accepts numbers that are in fraction form, though the
procedure involved is different from the one used when entering whole
numbers.

Guide the learners to know how to enter a fraction that has a whole
number and also how to handle when it is only a fraction involved. The
steps involved in entering a fraction is provided for in detail in the
learner’s book.

Exercise 1. ( Learner’s Book Page 51)

Divide the learners in sizeable groups and let them follow the procedure
provided to enter numbers with fractions.

Entering Numbers as Text

Text may be anything that is not a number or formula. At times one may
require to enter a number as a Text. In such scenarios one should start by
entering an apostrophe before the number.

Exercise 2. ( Learner’s Book Page 52)

Guide the learners to enter numbers as text as shown in the learners
book. The steps involved are provided in learner’s book.

Entering Date and Time Data.

Date are normally stored in the form of whole numbers while Time data
is stored as decimal values. Emphasis that both data and time data is
displayed using special formatting.
Ensure the learners understand that Excel recognizes only valid date and
time data type.

26
Guide the learners on the steps involved when entering date and time
data. Let the learners follow the steps practically in order to gain the
skills.

Using AutoFill to enter a series of values

An auto fill feature lets one enter a series of numbers or characters in a

specified range. Emphasis on the fact that the software completes the
entry that has been typed.

Guide the learners on the steps involved when using Auto fill to enter
data in MS Excel.

Exercise 3.( Learner’s Book Page 54)

Divide the learners in sizeable groups, let them follow the procedure in
the learner’s book in order to gain skills on how to use the Auto-Fill
Feature.

Formatting Numbers
Excel provides preset number formats to help the user standardize how
numbers will appear in the worksheet. Emphasis on the need to
customize number formats in order to fit ones needs and also for them to
become easier to read.

Introduce the various number formats that exist.ie general format which
is standard format. Number format which displays the formatting style
of the selected cell. Currency format which basically shows the currency
sign before the number. Guide the learners to know how to insert the
currency symbol.

Accounting format which changes the formatting to Accounting.

Percentage format which changes the formatting to Percentage. Fraction
which basically displays a number as a fraction instead of a number with
decimal places. Among many other number formats.

27
Introduce what a formula and a function is. Emphasis that spreadsheet
program such as Excel enables the users to create mathematical formulas
and execute functions.

2.4 Formula and functions

Formula
Introduce what a formula is and what it is used to do. Emphasis that a
formula performs calculations or other actions on the data provided in
the work sheet. Introduce what Operator Precedence and Excel
Arithmetic Operators are as explained in the learner’s book. Emphasis
that arithmetic operators specify the type of calculation that one wants to
perform on the elements of a formula, like addition, subtraction,
multiplication or division while operator precedence is the order or the
precedence in which excel follows.

Entering Formulas
Guide the learners to understand how to enter formulas. Point out to the
learners that a formula is preceded by an = sign.

Exercise 4. ( Learner’s Book Page 61)

Guide the learners to perform the exercise 4 in the learner’s book.

Common Formula Errors.

If Ms Excel cannot properly calculate a formula that one enters in a cell,
the program displays an error value in the cell as soon as you complete
the formula entry. Excel uses several error values, all of which begin with
the number sign (#).

28


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It is found on the Data ribbon, under What-If Analysis. It simply asks for
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contain the goal value, to value box which should have the goal and the by
changing cell box which should show the cell reference for the cell to be
manipulated in order to achieve the goal.

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for them to understa nd how the goal seek tool works and also how to
navigate on the work sheet when using it. Point out to the learners that at
times MS Excel may not find and a solution. Emphasis on how to
maneuver when MS excel cannot find a solution which you are sure exists.

Solver
Outline the shortcomings of goal seek feature that may necessitate the use
of solver. Emphasis on what solver enables on to do. Reiterate on the
problems that one can use solver to tackle

2.12 Workbook protection

Protecting an MS excel document is essential. This can be achieved by
setting password for the workbook. Engage thelearners in coming up with
some advantages or benefits of protecting a workbook.
Setting a password for a workbook
Guide the learners through the steps inv olved in setting a password in a
work book. Follow the steps provided for in the teacher’s book.

Revision exercise 6. (Learner’s Book page 105)

1. They include:
a. Active cell- Anything typed enters in the active cell.
Formatting or any other manipulation affects only the
active cell.
b. Row number- Rows are numbered consecutively from 1
going downwards.

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various social media platforms. Point out some benefits of using social
media to an institution and also to individuals.

3.2 Common social media sites

First define what is a social media site is. Which social media sites do
people prefer most? Let learners id entify which of these they have used
and which they prefer and why?

Point out the features people normally look for when deciding which
social media sites to use.

Facebook.
First start by describing what is a facebook is. Learners may give some
reasons why they use it. Take the learners on a brief history about
Facebook. Guide the learners through the steps one has to follow in order
to open a face book account and what one should have in order to create
an account successfully.
Point out that in order to open an account one must be connected to the
internet. After creating an account guide them through the steps of Setting
up a profile in Facebook.
Emphasis on the various ways in which the learners can use Facebook.
Point out to the learners the need to remember their passwords so as to
be able to login in the accounts later.

Activity 3.1
Activity 1 ( Learner’s Book Page 117)

Learners to discuss how they can use Facebook to promote peace in south
Sudan. They may include points like; creating groups in face book aimed
at fostering peace, making friends through sending friend request through
Facebooks regardless their tribes in order to end tri balism which is a
source conflict.

44


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Activity 3.6 ( Learner’s Book Page 132)

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 Activity3.7
Activity 7 ( Learner’s Book Page 132)
In pairs, ask the learners to debate what choice each would give to Kiden.
Allow them to speak out in turns.

Exercise 1. (Learner’s Book Page 132)

In general the learners need to demonstrate the
knowledge they have acquire to solve problems in the society.

1. Learners to give both the benefits to the individual and also

institutions some of them are given in the learner’s book.
2. Some of them may include:
a) Accessibility - the means of production for industrial media are
mostly owned privately or by government; social media tools are
generally available to anyone at little or no cost.
b) Usability - industrial media production typically requires
specialized skills and training. Most social media does not, or in
some cases reinvent skills, so anyone can operate the means of
production.
c) Recency - the time interval between communications produced by
industrial media can be long it can take days, weeks, or even
months compared to social media which can be capable of almost
prompt replies, only the participants determine any delay in
response.
d) Permanence - industrial media, once created, cannot be altered i.e.
once a magazine article is printed and distributed, changes cannot
be made to that same article while social media can be altered
almost immediately by comments or editing.

Accept any other answer from the student that may be right.

3. Some of them are outlined in the learner’s book.

Accept any other answer from the learners that may be right.

48