SHS1 Ict · Semester 2 Week 13: Computer and Information Security

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.1 - Discuss Physical Safety Risks (Electrocution, Fire hazard, Tripping hazard, Personal injury) in the use of computers

By the end of the lesson, learners can:

Identify and describe at least four physical safety risks associated with computer use, namely electrocution, fire hazard, tripping hazard, and personal injury.
Explain the causes and potential consequences of each physical safety risk in a computer environment.
Classify given scenarios as examples of electrocution, fire hazard, tripping hazard, or personal injury.
Evaluate a computer workstation setting and identify the physical safety risks present, justifying their reasoning.
Demonstrate awareness of their own safety behaviours and those of others in the computer environment through group discussion and reflection.

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Curriculum details

Strand: Network Systems for Transmitting Information (Strand 2)
Sub-strand: Computer and Information Security (2.2)
Content standard: 1.2.2.CS.1 - Demonstrate knowledge and understanding of Safety and Security Issues in the use of computers 1.2.2.LO.1 Discuss and evaluate the physical safety hazards and their prevention in the use of computers
Indicator: 1.2.2.LI.1 - Discuss Physical Safety Risks (Electrocution, Fire hazard, Tripping hazard, Personal injury) in the use of computers
Suggested placement: Semester 2, Week 13 (Week 33 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 43

Exemplars (from the NaCCA curriculum)

- Conduct presentations and engage in mixed-ability group discussions to explore and discuss physical safety risks associated with computer use, including the hazards of electrocution, fire, tripping, and personal injury.
- Enhance understanding through multimedia presentations that showcase real-life occurrences of these risks.
SEL: When teaching students about physical hazards and their prevention in the computer environment, you can integrate Social-Emotional Learning (SEL) principles to create a safe and responsible learning environment. Here are some SEL features you can incorporate into this specific topic:
Self-awareness: 1. Help students recognise and understand the potential physical hazards that exist in the computer environment, such as ergonomic risks or electrical hazards. 2. Encourage students to reflect on their behaviours and habits in the computer environment, considering how they may contribute to or mitigate physical hazards.
Self-management: 1. Teach students strategies for maintaining a safe and healthy computer workstation, such as proper ergonomics, adjusting chairs and monitor heights, and taking regular breaks. 2. Promote self-regulation by encouraging students to listen to their bodies and take proactive steps to address physical discomfort or hazards.
Social awareness: 1. Discuss the importance of considering the safety and well-being of others in the computer environment, such as keeping walkways clear and reporting faulty equipment. 2. Encourage empathy by discussing how physical hazards can affect different individuals, such as those with disabilities or physical limitations.
Relationship skills: 1. Promote open communication about physical hazards and safety practices in the computer environment, creating a supportive classroom culture where students feel comfortable discussing concerns. 2. Teach effective collaboration skills when working on computer-related projects, emphasising the importance of clear communication and respecting others' safety needs. 3. Encourage students to take on leadership roles in promoting safety, such as organising safety checklists or leading discussions on physical hazard prevention.
Responsible decision-making: 1. Guide students in making informed decisions about equipment and furniture selection for a safe and ergonomic computer setup. 2. Encourage students to report any potential hazards or unsafe conditions they observe, fostering a culture of responsibility and proactive action.
Teaching and Learning Materials:
- * Notepad or exercise book * Pen * Smartphones * Laptops * Desktop computers
- * Tablets * TV and Radio * Productivity tools * Open Educational Resources (Including
- YouTube, MOOCs - Udemy/Coursera,
- Khan Academy, TESSA)
- * The iBox (CENDLOS) * Subject-based application software * Instructional
- Laboratories (with multimedia equipment and smartboards) * Maintenance and repair workshops
Assessment (1.2.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.