CAMEROONGENERAL CERTIFICATE OF EDUCATION BOARD 595 Computer Science 2011
595 Computer Science
Introduction
This syllabus is designed to provide a dual-foundation for the Advanced Level Computer Science
and Information and Communication Technologies Syllabuses. In accordance with this prime
objective, about 50% of the syllabus covers Computer Science material while the remaining 50%
covers ICT material. This approach avoids duplicity of syllabuses at the Ordinary Level, in the
domain of computing, and it is justified by the considerable overlap between the two A-Level
syllabuses.
The material is organised around three main pillars – Computer Systems, Information Systems and
Practical work.
The Computer Systems pillar emphasises the technological perspective of computers and is designed
to acquaint candidates with the notions of hardware, software and the organisation of these entities
into computer systems. The candidate is also introduced to the different types of computers and
computer systems, with emphasis on the Internet as the most ubiquitous computer system. Logic
Gates and Logic Circuits are introduced, as the basis of computer hardware. Number Systems are
also introduced, as the basis of information codification and storage. Societal issues resulting from
the use of computers are highlighted.
The Information Systems pillar emphasises the user perspective of computers. It is designed to
introduce candidates to notions associated with the analysis, design and use of computer systems.
Techniques of algorithm and Software design are also introduced.
The third pillar concerns the practical component of the syllabus. Candidates are expected to develop
the practical skills which enable them to apply the theoretical knowledge acquired in the Computer
Systems and Information Systems pillars of the syllabus. This might, for instance, involve the
identification of a problem requiring a computer for solution, formulation of the problem from the
point of view of an analyst, design and planning of the solution, writing of a program to implement
the solution and testing of the program on a computer.
Candidates who successfully follow this syllabus will have a good practical understanding of
computing and its applications, and will find the transition to Computer Science and Information and
Communication Technologies (ICT) at the Advanced Level easy to make.
Aims and Objectives of the Syllabus
Aims
The course will encourage candidates to:
1. develop an understanding of the main principles of using computers to solve problems,
2. appreciate the range of applications of computers and the effects of their use,
3. understand the organisation of computer systems, software, data, and hardware, and the
implications of this for communications and people,
4. acquire the skills necessary for them to apply computer-based solutions to problems, and
5. Prepare the candidates for the Computer Science and ICT examinations at the Advanced
Level.
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CAMEROONGENERAL CERTIFICATE OF EDUCATION BOARD 595 Computer Science 2011
Objectives
Knowledge and understanding
By the end of the course candidates should be able to:
a) describe the use of the computer in a range of applications
b) demonstrate an understanding of the characteristics of computer hardware, software and
communication systems,
c) describe and explain the use of different forms of data organisation and processing,
d) understand and explain the need for a systematic approach to the solution of problems,
e) understand basic algorithms in programming, and deduce results from conditional statements
(branch and loop statements), and
f) Comment on the social, economic and other consequences of the use of computers.
Skills
By the end of the course candidates should be able to:
g) analyse a problem and identify where, in its solution, a computer would be appropriate,
h) select and apply appropriate techniques for the computer based solution of problems, and
i) Design, implement and document effective solutions to problems, using appropriate
hardware and software.
The Structure of the Examination
The examination will consist of two written theory papers and a practical paper. Should a
candidate’s practical score fall below an eliminatory mark, the overall performance in the
examination may be adversely affected.
Paper 1 (1½ hours):
This will consist of a multiple choice examination for the duration of one and half hours and shall
constitute 30% of the total mark for the subject.
Paper 2 (2 hours):
This paper will constitute 40% of the total mark for the subject and will consist of seven essay-type
questions of which candidates will be required to answer five questions carrying equal marks.
Paper 3:
This paper will consist of two parts:
Part 1: Project Report (School Based Assessment- 20 weeks)
Candidates will be required to present evidence of suitable practical work in the form of a project
report. A project report is a school based practical examination involving guidance. The assessment
of the report will constitute 5% of the total mark for the subject. Each candidate will have to work
on ten (10) mini-projects selected from all the sections of the syllabus to complete this component of
paper three. These mini-projects shall be vetted by the GCE board. This component shall run for
twenty weeks (final school year of preparation for computer science examination at the ordinary
level).
The subject teacher shall do an initial grading of each mini-project after it is completed; this initial
grading shall be moderated by the GCE Board during the final practical examination.
External candidates will be required to identify a school which will evaluate and grade their projects.
All project reports (both for internal and external candidates) shall be transmitted to a practical
examination centres during final practical examination for moderation.
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CAMEROONGENERAL CERTIFICATE OF EDUCATION BOARD 595 Computer Science 2011
Part II (2½ hours): Practical test:
The practical test will last for two and a half hours and will constitute 25% of the total mark for the
subject. In the practical test, candidates will be expected to analyse and use their computing skills to
solve problems, possibly presented as case studies. Here, computer applications (word processing,
spreadsheets, and database), flowcharting (read, transcribe and design), and basic skills in
programming shall be tested.
Summary of the Examination Structure
Paper Mode of Assessment Nº of Nº of Questions to Duration Weighting
Questions Set be answered
1 MCQs 50 50 1½ hours 30 %
2 Essay /Problem Solving 7 5 2 hours 40%
Project Report 10 10 20 weeks 5%
Practical School-Based
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Exam Assessment
Practical Test 3 3 2½ hours 25%
Competencies i.e. Cross- Curricula Requirements
Early Educational Competencies
Although no specific early educational skills are formally required, candidates studying for this
examination are expected to have developed skills usual to early secondary school (post primary)
education. In particular the following skills are useful: Basic computer literacy or experience for
skills acquisition (not knowledge acquisition); civic education for general knowledge, and collegiate
and responsible social behaviour; and Science and Art courses for systematic observation, discovery
and creativity. Early Mathematics and English Language competencies are implied by Mathematics
and English Language requirements given separately, below.
Mathematics Requirement
Although there is no Mathematics requirement for candidates taking this examination, candidates are
expected to have developed adequate mathematical capacity for abstraction, manipulation of
symbols, and logical reasoning. In particular, the following topics of secondary school mathematics
are useful: algebra, functions, sets, the notion of likelihood, coordinate geometry, numbers and
mensuration.
English Language Requirement
Although there is no Language requirement for candidates taking this examination, candidates are
expected to have developed English (natural) Language skills adequate for communication,
manipulation of ideas, and creativity. In particular, the following skills from secondary school
English Language are useful: comprehension, essay writing, precis/resume writing, and English
Language grammar.
Examination Centre Approval
Centres wishing to offer this subject are expected to apply to the Cameroon GCE Board for an
inspection of its computing facilities and subsequent approval, well before the registration of
candidates begins.
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CAMEROONGENERAL CERTIFICATE OF EDUCATION BOARD 595 Computer Science 2011
Syllabus Content
The specification of syllabus content is presented in two-column format, with syllabus Content
(topics) on the left-hand column and Attainment targets on the right. Each part or subsection has a
preamble that typically indicates what is expected of the candidate as well as desired interpretations
or use of concepts.
Section 1: Computer Systems
1.1 The range and scope of computer applications
Candidates should be able to demonstrate knowledge and understanding of the use of computers in a
range of applications
Content Attainment Target
Candidates should be able to:
1.1-1 a. Recall the difference between the Web and the Internet;
Overview of b. understand the use of standard web technologies (electronic mail,
communication and search, browsing);
information systems c. Identify other widely used technologies (e.g., blogs and Internet
relay chats).
1.1-2 List examples of general and organisation-based Information
Information Systems Systems, e.g., Health Information Systems, Management
information systems, Library Information Systems. Digital service
and provisioning, e-learning, e-commerce.
1.1-3 List examples of systems that depend on database management
Commercial and general systems: Banking systems, school administration, stock control and
data processing order processing.
Classification of a. Recall a brief history of computers.
Computers b. Define the modern day computers.
c. Classify computer hardware in terms of power, size, costs, and
functionality over time.
1.1-4 a. Define simulation and modelling. List types of simulations.
Simulation and b. Identify software used for modelling (Spreadsheets, for example).
modelling c. expected to be able to do simple what-if-analyses (forecasting),
and
d. Use spreadsheet software to draw charts to represent real-life
problems.
1.1-5 a. Outline monitoring and control systems as in: Monitoring
Monitoring and Control company, private environment (for security) and
Systems b. Production lines; patient monitoring systems, traffic monitoring
systems (e.g., rail, air, road), management of the environment.
1.1-6 Recall the use of office automation tools to improve on productivity
Productivity and collaboration when carrying out tasks.
enhancement and
collaboration tools
1.1-7 Recall the impact of computers in everyday life: business and
Application areas commerce, manufacturing, health care, education, and the arts,
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CAMEROONGENERAL CERTIFICATE OF EDUCATION BOARD 595 Computer Science 2011
Content Attainment Target
Candidates should be able to:
entertainment and the media.
1.2 Hardware
Candidates should be able to demonstrate an awareness of the various items of hardware used in
modern computer systems. They should be able to justify the choice of particular peripheral devices
for different applications, and show an awareness of the need for, and means of connection between,
devices. Detailed technical knowledge of items of hardware is not expected.
Content Attainment Target
Candidates should be able to:
1.2-1 Architecture List basic components of a computer: processors, buses, main memory,
secondary memory, input, output.
1.2-2 Processor List and describe types of processors
1.2-3 Units of time a. Recall the units of time
b. Convert from one unit of time to another. Picoseconds, nanoseconds,
milliseconds, seconds.
1.2-4 Storage a. List type of storage devices.
b. Describe how storage devices function: Memory devices (e.g., RAM,
ROM), Optical mass storage devices (e.g., CD-ROM, DVD's),
magnetic disc storage (floppy discs and hard discs), USB storage
devices (e.g., flash memory sticks), tape devices (e.g., streamers,
drives), etc.
1.2-5 Units of a. Recall the units of storage: Bits, bytes, kilobytes, megabytes, gigabytes,
storage terabytes
b. Convert from one unit of storage to another.
c. Distinguish between technical and everyday definitions of these units.
e.g., 1kilobyte = 1000bytes (everyday) vs. 1024bytes (technical).
1.2-6 Input and a. Understand the notion of peripheral devices: input, output and input-
Output devices output devices; storage devices.
b. List, identify, and describe the functioning of input and output devices.
i. Input devices: Keyboards, pointing devices, cameras and
microphones.
ii. Output devices: monitors, printers, scanners, and speakers.
1.2-7 a. Identify a motherboard;
Other hardware b. Identify and list Interface devices: e.g., graphic cards, sound cards,
video cards.
c. Display an understanding of the idea of hardware drives and drivers.
1.2-8 Basic fault Identify simple problems; component failures, such as power supply, disc
diagnoses crashes, non-functioning peripheral devices; virus attacks, software
crashes.
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CAMEROONGENERAL CERTIFICATE OF EDUCATION BOARD 595 Computer Science 2011
1.3 Logic gates and logic circuits
Content Attainment Target
Candidates should be able to:
1.3-1 Logic Gates a. Identify, sketch, and understand the principles of operation of the
following logic gates: AND, OR, NOT, NAND, NOR, XOR. Only
logic gates with a maximum of two inputs shall be tested.
b. Construct and evaluate Truth Tables
1.3-2 Logic circuits a. Analyse (interpret) simple logic circuits.
b. Sketch simple logic circuits.
Logic circuits (cont.) c. Determine the truth table of a simple logic circuit. Logic circuits with
more than five gates shall not be tested
1.4 Number Systems
Content Attainment Target
Candidates should be able to:
1.4-1 Basic concepts a. Recall number systems.
b. Recognise and use binary, decimal, octal, hexadecimal numbers
c. Compute binary addition and binary subtraction (signed numbers shall
not be tested)
1.4-2 Binary Convert from binary to decimal, octal, and hexadecimal numbers and vice
conversions versa (simple conversions only)
1.5 Communication Systems
Candidates should be able to demonstrate awareness of the main features and functions of computer
networks and their role in communication. Detailed technical knowledge is not expected.
Content Attainment Target
Candidates should be able to:
1.5-1 Data communication a. Define Data communication
b. Recall roles of components of a data communication system
1.5-2 Communication a. State the role of communication media
Media b. Recall types of media, for example twisted pair, coaxial cables,
optical fibre, and wireless (microwave, infrared, Bluetooth,
radio, satellite, Wifi)
1.5-6 Types of network a. Define a network.
b. Recall types of network: Local area networks (LAN), wide area
networks (WAN).
c. Identify and describe network topologies: star, bus, ring
topologies. Client-server, peer-to-peer networks.
1.5-7 Features of data a. Identify and define purpose of data transmission, including
communication networks synchronous and asynchronous transmission, communications
protocols.
b. Identify and state the roles of common communications
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CAMEROONGENERAL CERTIFICATE OF EDUCATION BOARD 595 Computer Science 2011
Content Attainment Target
Candidates should be able to:
hardware: modems, multiplexers, bridges, repeaters, routers,
network cards.
c. Recall principles of operation of Ethernet, token ring, and
wireless networks.
1.5-8 Benefits and a. Recall the benefits of
limitations of data i. data communication networks:
communication networks. ii. Resource and data sharing,
iii. speed of communication;
iv. client-server computing,
v. distributed computing.
b. Recall limitations of networks: complexity, security and privacy
concerns.
1.5-9 Security and system a. Define system assurance
assurance b. Describe the risks related to open nature of networks; ease of
propagation of malware such as viruses, spyware, hacking,
cracking and spamming.
1.5-10 Internet Describe the functioning of electronic mail systems; understand the
Communications difference between internets and intranets, the role of the Internet, the
role of mark-up languages and applications to simple HTML design.
1.6 The Internet
Content Attainment Target
Candidates should be able to:
1.6-1 The internet a. Define the internet.
b. Understand the notions of internetworking
Common examples: The Internet, Extranet, Intranet
1.6-2 Web services Describe the following notions and uses of web-related services and
technologies: uniform resource locator (URL); ISP; protocols (HTTP,
FTP, telnet) and their secure equivalents; browsers; search engines.
1.6-3 Social Networks a. Understand the concept of social networks
b. Describe characteristics of social networks
c. List examples of Social networks: Facebook, Twitter.
1.7 Files and Data Types
Candidates should be able to demonstrate an understanding of data types and the nature, use and
protection of files.
Content Attainment Target
Candidates should be able to:
1.7-1 Information a. Recognise the need for machine representation of data and
representation concepts: numbers, characters, instructions.
b. Understand (without the need for memorisation) machine
representation of characters using the ASCII and EBCDIC codes.
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CAMEROONGENERAL CERTIFICATE OF EDUCATION BOARD 595 Computer Science 2011
Content Attainment Target
Candidates should be able to:
1.7-2 Popular file Identify common file formats and the purpose for which they are
formats used: Graphic (jpeg, tiff, gif, png); Sound (wav, mp3, mp4); Video
(avi, mpeg); Documents (txt, doc, xls); Database (dbf, mdb);
Hypermedia (html, xml)
1.7-3 Simple data types a. Understand the meaning and scope of data types including integers,
real numbers, character, string, money, date, time and Boolean
types.
b. Recall the need for structured data types (arrays and records).
1.7-4 File structure a. Define a file.
b. Understand the notion of a file as an organised collection of related
records: records and fields, field types, key fields, fixed and
variable length fields.
1.7-5 File security Outline the importance of protection against accidental and intentional
damage: file backup, archiving, protection against malware.
1.7-6 File privacy Recall the importance of protection against uncontrolled access. Data
protection measures: access privileges, passwords and encryption.
1.8 Software
Candidates should be able to demonstrate a general knowledge of the different kinds of software
covered in this section. They should be able to suggest application software for particular tasks.
Content Attainment Target
Candidates should be able to:
1.8-1 Concept of a. Define software
software b. Understand the meaning of utilities, divers, applications softwares, server
software and system software.
c. Identify the differences between hardware, software, and firmware
a. Identify appropriate software for problem-solving giving examples in
1.8-2 Categories of each software category: operating systems (Microsoft Windows-based
software and UNIX-based families), systems software (e.g., shell programs in
Windows and UNIX, programming environments, utility software),
application software, commercial off-the-shelf software (COTS) and
bespoke (commissioned) software, integrated software packages and
suites.
b. Recall various new operating systems on consumer electronic devices
such as Android.
1.8-3 Desirable Recall desirable properties of a given software: portability, reliability,
attributes of efficiency, usability.
software
1.8-4 The a. Identify the need for, and scope of, an operating system. Technical
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CAMEROONGENERAL CERTIFICATE OF EDUCATION BOARD 595 Computer Science 2011
Content Attainment Target
Candidates should be able to:
operating system details not required.
b. Recall the role of the BIOS
a. Recall the types of classical user interfaces: command line, graphical
1.8-5 Human- user interfaces (GUI).
computer b. Comprehend the advantages and disadvantages of these interfaces.
interface (HCI) c. Recall the roles of common GUI widgets: text boxes, text areas, buttons,
forms and dialogue boxes.
d. Recall of other interfaces: voice, natural language, video, tactile
interfaces.
e. Understand need for good interface design, including the use of colour
and the importance and appropriateness of help facilities.
1.8-6 Applications a. Use productivity software to carry out tasks involving word processing,
software spreadsheet, and graphics (desktop publishing, presentation and drawing)
packages.
b. Create and populate database tables, forms, and reports using a related
database management system such as Microsoft Office Access or Open
Office Base, but not to write queries to retrieve the data.
c. Write and implement simple queries to retrieve data.
d. Set primary and foreign Keys, employ verification rules and check
constraints.
e. Create or work with a maximum of 3 tables in their databases, meeting
the 3NF.
f. Understand the meaning of one-to-one, one-to-many, many-to-many
relationships, and reinforce integrity constraints.
g. Import data, (text or graphics) from external sources as may be required.
h. Read and write HTML5 scripts
1.9 Social and economic aspects of the use of computer systems
Candidates should be able to demonstrate an appreciation of the economic reasons for using
computers, and the effects of doing so. They should also be able to demonstrate an understanding of
the ethical and moral obligations on leaders, managers and users of computers, and the possible
implications of global communications for society.
Content Attainment Target
Candidates should be able to:
1.9-1 Social and a. Describe the impact on people of changes to existing production
economic effects on methods and services, and new opportunities for employment
people, organisations within and out of Cameroon.
and society b. Explain the effects of global communication.
c. Outline a brief history of computers and describe effects of
changing technology in society.
1.9-2 Security of Explain the need to ensure privacy and appropriate use of data stored in
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CAMEROONGENERAL CERTIFICATE OF EDUCATION BOARD 595 Computer Science 2011
computer systems computer systems.
1.9-3 Computer crime List types of computer crime: Unauthorised access to confidential files,
financial fraud, breach of copyright.
1.9-4 Measures to Outline measures used: Physical security, passwords, encryption and
combat computer crime access monitoring.
1.9-5 Computer a. Define malware.
Malware b. List types of malware: Trojan horses, viruses, worms.
c. List methods used to guard against malware: Anti-virus software,
firewalls
1.9-6 Ethical issues Appropriate use of technology, sources of misuse of IT, simple
scenarios of ethical dilemmas. Examples of codes of conduct: BCS,
ACM, IEEE.
1.9-7 Impact of Social a. Describe the impact of social networks:
Networks b. List useful applications of Social networks e.g. web communities,
learning communities, e-commerce, e-learning.
c. Explain negative impact of social networks e.g. identity theft,
scamming, impersonation, loss of privacy.
1.10 People and Computer Systems
Candidates should be able to describe the roles and responsibilities of people who work with
computer systems.
Content Attainment Target
Candidates should be able to:
Computer occupations Understand the roles and responsibilities of computer systems
specialists: systems network manager, data processing manager,
software engineer, computer engineer, systems analyst, programmer,
operator, user support staff, data input staff, and maintenance
technician.
The workplace a. Explain Health concerns such as occupational stress, repetitive
stress injury (RSI), carpal tunnel syndrome (CTS).
b. Display an understanding and awareness of ergonomic design:
slope of keyboard, positioning and design of display screens,
placement and design of computer tables and chairs.
Section 2: Information Systems
2.1 Notions of Information System
Content Attainment Target
Candidates should be able to:
Basic concepts a. Define an Information System
b. Describe the functional components of an Information System.
2.2 Key features of information systems
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CAMEROONGENERAL CERTIFICATE OF EDUCATION BOARD 595 Computer Science 2011
Candidates should be able to demonstrate knowledge and understanding of the key features of
information systems.
Content Attainment Target
Candidates should be able to:
2.2-1 Architectural a. List the purpose and required outcome of an information system:
requirements communication requirements; system inputs and data capture
methods; data organisation, and processing of data within the
system.
b. Recall and explain the use and organisation of major software and
hardware components of the system; the need for recovery in the
event of system failure; the interface between the system and its
users; the effectiveness of the system in practice.
2.3 System Analysis and Design
Candidates should be able to demonstrate a general understanding of system design. They should be
able to select and design appropriate ways of organising data within a system and discuss the merits
of different forms of data organisation. They should be able to select suitable software and hardware
for a given task and to justify their choice.
Content Attainment Target
Candidates should be able to:
2.3-1 System Development Recall the different stages and activities of the System
Life Cycle Development Life Cycle
2.3-2 System specification Outline clear specification of: the function of the system; the links
between the components of the system (in terms of control and
flow); and the data used and processed by the system.
2.3-3 Data capture, input Outline selection methods of data capture and data verification.
and output Recall common methods of validating data: length checks, type
checks, range checks, presence checks, check digits.
2.3-4 Organisation of data Understand the concepts of records and files, and the use of lists
and spreadsheet tables
2.3-5 Software, hardware Recognise the need to consider appropriate choices of software and
and interface design hardware. Comprehend appropriateness of choice of software.
2.3-6 System documentation Sketch data flow diagrams and flowcharts and outline user
documentation.
2.3-7 Project Management Recognise the following: need for planning, monitoring, and
Issues control; notion of earliest start time, earliest finish time, and slack
time; critical path, use of Gantt charts
2.3-8 Case Study School management, Library management system, Hospital
management Information System
2.4 Algorithms and Software Design
Candidates should be able to demonstrate algorithmic thinking in problem-solving, and appreciate
the role of logic and logical thinking in problem-solving. They should be able to design algorithms,
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CAMEROONGENERAL CERTIFICATE OF EDUCATION BOARD 595 Computer Science 2011
implement simple programs, and understand how a simple piece of software might have been
developed. The emphasis here is on algorithmic thinking: only very simple imperative program
development is required. This thinking is expressible in a program development environment already
set up for the student.
Such an environment is provided by an imperative programming language (Pascal or C) integrated
development environment (IDE
Content Attainment Target
Candidates should be able to:
2.4-1 Programming a. Recognise the types and purposes of different programming
languages and their languages.
tools b. Recall the range of various programming paradigms and their
differences: imperative, declarative, and object-oriented paradigms.
c. Define language tools: Compilers, interpreters, assemblers.
2.4-2 Basic Understand and use the basic algorithmic structures: sequence, choice and
algorithmic structures iteration.
Basic knowledge (but not implementation) of recursive constructs is
expected.
2.4- 3 Algorithm a. Write Pseudo-code for simple algorithms,
design and b. Sketch flow charts for simple algorithm and Dry-run simple
presentation algorithms.
c. Recall notion of program complexity.
2.4-4 Program a. Develop simple programs and code fragments from algorithms.
implementation b. Use a specific programming language to produce executable code. At
least one of the following programming languages must be used:
Pascal, C/C++, any of the 2010 or later Express Editions of Microsoft
Visual Studio (Visual C++, Visual C#, or Visual Basic).
c. Recognise the need for good programming style.
2.4-5 Program a. Establish correctness of algorithms developed.
execution and b. Assess reasonableness and correctness of solution.
correctness
Section 3: Practical Component
The skills and knowledge acquired in the first two sections (Computer Systems and Information
System) of the syllabus are subject to practical testing. These are wide ranging and may include any
of the following aspects:
3.1 Problem analysis and specification
Candidates should clearly identify a problem from the user’s point of view and restate it from the
analyst’s viewpoint. Candidates should identify the possibility of breaking down a problem into sub-
tasks, describe the desired outcomes and establish criteria for success.
3.2 Design and planning of solutions
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CAMEROONGENERAL CERTIFICATE OF EDUCATION BOARD 595 Computer Science 2011
Candidates should identify possible ways of solving the problem, indicating what software is
available for their use. If they have a choice of suitable software, they should justify their choice. It
is recognised that candidates do not always have access to the “ideal” software for a particular
solution. Where this is the case candidates should state with suitable justification what, in their
opinion, the ideal software would be. The primary objective at this stage should be to identify
appropriate data types to represent data relating to the problem, and to design a simple algorithm that
solves the problem.
Where an application software is to be used, candidates should include:
(a) a description of the hardware requirements imposed by the choice of software, and the
hardware
actually used,
(b) a description of the data used and the methods of data capture, and
(c) a full description of how the software is used to solve the problem.
Where a program is to be written, candidates should:
(a) state the language used,
(b) produce an algorithm (or design) for their intended solution,
(c) describe the files and data structures used in the program,
(d) describe how the inputs to the program are validated, and
(e) explain the test data used and state the results expected.
3.3 Implementation of design
Candidates should describe their attempt to solve the problem and must provide suitable evidence of
their attempt. Emphasis is on the ability to think or reason correctly and/or creatively, and not on the
sophistication of the product delivered or the formality of such reasoning. The primary objective
here is to use software to implement the algorithm that was developed in the previous section.
Where an application software is used, candidates should:
(a) explain how the output was specified, and
(b) produce clearly annotated output that is relevant to the problem.
Where a program is to be written, candidates should:
(a) produce a clearly annotated listing of the program,
(b) produce annotated output that covers all aspects of the solution, and
(c) describe any amendments made to the original design plans documented under section
3.2.
3.4 Testing of the solution
Candidates should provide evidence that they have tested their attempted solution to a problem.
Evidence of testing should be clearly linked to test plans described earlier. All results should be
saved in a floppy disc, hard disc, or any storage media, as specified on the question paper.
The Practical may be based on any of the following areas:
1) Applications
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CAMEROONGENERAL CERTIFICATE OF EDUCATION BOARD 595 Computer Science 2011
1.1) Word processing
1.2) Spreadsheet
1.3) Database
1.4) Graphics (desktop publishing, presentation and drawing).
2) Simple Use of databases
Candidates are required to use relational database management system to create tables,
forms, and simple queries, and populate these objects with data. Display competencies in the
use of at least one relational database management system such as Microsoft Access or Open
Office Base in either the Window or Linux environment. Candidates may be required to
import data (text or graphics) from external sources to complete their work
3) Simple use of Operating System
Candidates should be familiar with Microsoft Windows or Linux-based system.
4) Programming
Candidates are required to use one of C/C++, Pascal or any of the 2010 or later Express
Edition of Microsoft Visual Studio (Visual C++, Visual C# or Visual Basic) programming
languages to write simple programs.
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