keyboard class 3 teacher's guide

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Contents

Introduction .......................................................................2

Chapter 1 Introduction to Computer ........................................4

Chapter 2 Keyboard .....................................................................6

Chapter 3 Operating System ......................................................8

Chapter 4 Drawing in Paint ......................................................10

Chapter 5 Notepad ....................................................................12

Chapter 6 Introduction to Logo ...............................................13

Chapter 7 Logo Commands .....................................................15

Chapter 8 Writing and Arithmetic with Logo .........................16

Chapter 9 Introduction to Microsoft Word .............................18

Photocopiable Sample Worksheets .........................21

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IntroductionIn context of the development of machines and how we use them, no one machine has come as far as quickly as the computer. Not too long ago, there was a time when computers were gigantic constructions incorporating miles upon miles of wiring which only performed tasks which today would be considered very simplistic.

Today, we find that computers are part of all aspects of our lives. Whether we are at work, going on vacation, studying at school or college, or just out to get some groceries, there is no getting away from this wonderful machine.

In light of this all encompassing presence of the computer in our lives, it is becoming more and more essential that our students start learning how to use this machine at the earliest possible opportunity.

That opportunity comes in the form of computer education at school. But any sort of education given at the early stages of learning, not only has to be comprehensive enough for the level, it also has to be presented in a way which is easy for both the teacher to explain and the student to comprehend.

This is where the Keyboard: Computer Science With Application Software comes in. With two friendly characters, Gibran and Mr C guiding students through a journey into the magical world of computers, the series is a ‘must have’ for an aspiring computer teacher.

The series takes into account that today’s student is not totally unfamiliar with computers and the applications that can be used on them and thus adopts an approach which is progressive. Each chapter in the book has a series of components:

The Did You Know? box provides interesting pieces of information on the topic being covered.

Fast Forward is geared to making students expert users of the software and introduces keyboard shortcuts.

Top Tip provides students with pointers on different operations.

Practice Time is the ideal way to learn what has been taught and appears after each major topic that has been covered in the chapter.

Computer Manners imparts to students the proper etiquette of using computers safely and effectively.

Tricky Terms recaps for students the difficult words that might have cropped up during the course of the chapter along with their meanings.

Memory Bytes is a quick summary of what was taught in the chapter.

Exercises test the students’ understanding of the concepts that have been taught.

In the Lab helps to transfer the knowledge gained in the study of the book to the computer lab on a practical level.

Teacher’s Notes provide tips on how to tackle the subject matter creatively.

Appendices at the end of each book provide activities, projects and questions for students.

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Understanding Computer Ergonomics

A lot is spoken of these days on the proper way of doing just about anything. This, in a nutshell, is ergonomics, the science which allows us to ensure that consumer products are safe, efficient and comfortable to use.

As pupils learn to use the computer, it is important that they understand what is the correct way of using computers. It is the teacher’s responsibility to make sure that they form habits now which will stand them in good stead, later.

Points to note:

• Pupil’s eyes are level with the text on the monitor

• Hands and wrists should be straight

• The neck should be slightly bent and the head almost straight

• The shoulders should be down and the arms relaxed and at the sides

• The students’ elbows should be level with the keyboard

• The feet should be planted on the floor and the lower back should be properly supported

Discourage students to apply a posture while working at their workstation, which is contrary to the tips mentioned above.

Using this Teacher’s Guide

The purpose of any guide is to provide a general framework of how to go about conducting an activity. The same logic is applicable to this teacher’s guide. To begin with, this guide will help you develop clear objectives and learning outcomes for the topics taught in the book.

Sample lesson plans for topics in each chapter will help you develop your own and help you manage your time more effectively, as you try to distribute the 40 minutes allocated to you in the best possible way.

Generally speaking, lesson plans follow a similar pattern where the first 3-5 minutes are used as time to introduce the concept that will be taught during the class. The next 20 minutes are used for the actual instruction, which are followed by around 10 minutes of feedback from the class. Finally, the last 3-5 minutes are used for assigning homework and winding up the class.

In addition to these lesson plans, worksheets have also been incorporated into this teacher’s guide and answers to questions which appear throughout the book are also presented here.

Word of caution

It is advisable that during the course of the practical classes, access to the internet be completely shut off. You can ask your school’s computer lab supervisor to help you out on this account. This will ensure that there is no time wasting on the part of the students and that they remain focussed on the studies at hand. More importantly, it will ensure that no objectionable browsing is done by the students.

In fact it is best to limit access to students to the application software that they are working on.

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Chapter 1 – Introduction to ComputersTeaching Objectives:

• To introduce parts of a computer• To understand the components and functions of the CPU• To learn to safely turn on and shut down a computer

Learning Outcomes:

By the end of the lesson the students will be able to

• name and identify the different parts of a computer• explain what CPU stands for and what its component parts are• explain the uses of the ALU, CU and the Memory• demonstrate how to safely turn on and shut down a computer

Teaching:

Lesson introduction – 5 minutes

Use the first five or so minutes of the class to introduce what a computer is. By this stage most students should be considerably familiar with a computer, having studied the subject for the last two years. They would have also seen computers being used at home and other places.

In this respect, it is best for students to come up with responses which you can write down on the board. The most obvious response is that it is a machine. You can expand the scope of thinking by asking what the different parts of a computer are. Expect responses such as TV/monitor; mouse, printer, CPU.

Main Lesson – 30 minutes

First narrow down the responses written on the board to those which are actually part of a computer. Who can tell me how a computer works? Get a couple of responses from the class and jot them down on the board.

Proceed by asking students how they make decisions Do they think about what to do and what not do?

This is the moment when you can introduce the fact that a computer also ‘thinks’ before it makes decisions and while we do it in our brain, the computer does it in its ‘brain’ known as the Central Processing Unit (CPU). Write CPU on the board. Now you can tell your students that the CPU has three parts to it which each help the computer function properly. Make a concept map with CPU at centre with three lines coming out labelled Control Unit (CU), Arithmetic Logic Unit (ALU) and the Memory.

Involve the class once again by getting their input on what each of the three parts does. Guide the class till you arrive at the actual function of each part.

Like any machine, a computer needs to be turned on and off. For this purpose, you can get the class to respond to what they think is the right way to turn on and shut down the computer. This can be put up on the board in two separate columns.

Once the responses have been gathered, go through pages 14 to 16 of the book with them.

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Lesson Windup – 5 minutes

Use the last five minutes of the lesson to recap what has been learnt by asking students the function of the CPU, CU, Memory and the ALU. Selected exercises in the book could be assigned as homework.

Lab Class – While at the lab, ensure that the students are visually able to point out each part of the computer. Have them demonstrate how to turn on and shut down the computer also.

Exercise Answers

Page 18 Ex. 1

a. electricb. processingc. inputd. monitor and printere. CUf. outputg. ALUh. on or switch offi. dialog boxj. Start

Page 19 Ex. 2

a. Tickb. Crossc. Tickd. Ticke. Cross

Page 19 Ex. 3

a. CPUb. ALUc. Memoryd. Hard copye. Hardwaref. Soft copyg. Data

Page 19 Ex. 4

a. 5b. 3c. 4d. 6e. 1f. 2

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Page 19 Ex. 5

a. a machine, accept listing of its partsb. memoryc. CPUd. CU, ALU and Memorye. (i) physical components of a computer that you can touch (ii) parts of the computer you can’t touch

f. (i) Switch on the power supply (ii) Switch on UPS (iii) Switch on CPU (iv) Switch on monitor

Chapter 2 – KeyboardTeaching Objectives:

• To understand what is meant by a QWERTY keyboard• To identify and differentiate between the types of keys on a keyboard• To understand the function of special keys

Learning Outcomes:


• explain why computer keyboards are known as QWERTY keyboards• highlight the differences between the types of keys• identify special keys and their functions

Teaching:


Recap the different parts of a computer. Sudents should name the parts as you write them on the board. Acceptable responses at this stage include: mouse, monitor, CPU, keyboard. Once done, remind students that computers work on the basis of input -> process ->output. Ask students to categorise the parts into one of three: input/process/output.

Tell the class that the day’s lesson will focus on the main input device – the keyboard.


Material required: a large poster of a keyboard or draw a large keyboard on the board with all keys clearly labelled

Ask your students to look at the drawing of the keyboard at the front of the class. Does anyone know why the keyboard is known as the QWERTY keyboard? Tell them to look carefully at the drawing. It is because of how the letters are arranged on the keyboard and more specifically on the first row, which has these letters clearly mentioned. Point to each of the keys as you make your explanation.

Identify keys other than the alphabet ones on the keyboard. You should get responses such as arrow keys, number keys, keys marked with Fs, keys with strange markings on them such as CTRL or ALT. Explain to your students that each of these keys has a specific function.

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Use the rest of the session explaining to your students what action each set of keys perform. Alternately, divide the class into groups to make a chart each on the different keys on the keyboard.


Recap what the keyboard is used for, and the different keys.

Lab Class – In the lab,ensure that students get a chance to see what each of the majority of the keys do.

Exercise Answers

Page 27 Ex. 1

Students will colour the keyboard using the appropriate code in their textbooks.

Page 27-28 Ex. 2

a. QWERTYb. Cursor controlc. Space bard. Num Locke. Deletef. Backspace

Page 28 Ex. 3

a. Delete Keyb. Space Barc. Shift Keyd. Caps Locke. Enter Key

Page 28 Ex. 4

a. Space Barb. Enter Keyc. Fourd. Twoe. To type capital letters when the Caps Lock key is off and to type small letters while the Caps

Lock key is on. It is also used to type the symbols that appear above the numbers.f. To give space between two letters or numbers.g. Press the shift key and while holding it press the number 8 key.

Page 29 Ex. 5

a. Enter keyb. Caps Lock keyc. Space bard. Backspacee. Space bar

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Chapter 3 – Operating SystemTeaching Objectives:

• To explain the function of an Operating System• To differentiate between multi-user and single-user operating systems• To know what the desktop and icons are in MS Windows

Learning Outcomes:


• explain what an operating system is• tell the difference between a multi-user and single-user operating system and identify MS

Windows as the most common operating system• describe what a desktop is and the icons that appear on it

Teaching:


Remind the students that computers work when there is the right mixture of hardware and software. Begin by asking the class whether anyone remembers what the difference between hardware and software is.

Hardware are the physical components of the computer which we can touch such as a monitor, or a CPU or a mouse. On the other hand, software are the programs which make the computer run and operate the way we want it to. Software is something which we cannot touch.


Once the students are clear with the concept of what software is, introduce them to the term – Operating System (OS). Ask if any student knows what an OS is and what it does. It is a software that allows the computer hardware to operate with the software. This makes the computer do what we want it to do. Without the proper software a computer cannot function the way we want it to.

Make a concept map on the board with the operating system located in the middle. There are two types of operating systems – single user and multi-user. Add these to your map as you name them. Ask the students if they can tell how each works just by looking at their names. You might have to explain what ‘multi’ means to get the right response.

Single-user operating systems can only be utilised by one person at a time, while multi-user operating systems can be used by more than one person at a time. Write down the names of some single user and multi-user operating systems on the board. One of the software that you mention must be MS Windows on the single-user side.

Explain that MS Windows is the most common single-user operating system. Once you turn on the computer during lab or at home, it is most likely Windows which allows your computer to start up properly and the desktop to appear.

Ask your students whether they understand what the desktop is. Just as when working with paper and pencil, you need to have everything organised on your desk, similarly, the desktop of an operating system contains all the programs that you need to get all your work done.

Finding these programs is made easy by the use of icons which are tiny symbols that tell you what programs and software are available on that computer and can be used by you.

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Recap the lesson by asking brief questions on what the class learnt in this lesson. A worksheet might be given to do as homework, while the exercises in the book could be done orally.

Lab Class – Since most of this class is based on lecture, it is imperative that during lab time, students are able to see MS Windows load up on to the computer and the desktop appear with all its icons. They should be given ample time to explore the icons. This will involve the use of a mouse and the number of clicks, something they would have done in an earlier chapter.

Exercise Answers

Page 34 Ex. 1

a. Operating Systemb. Iconsc. Left

Page 34 Ex. 2

a. iiib. iic. ivd. i

Page 35 Ex. 3

a. Answers will vary but most should end up with MS Windowsb. A multi-user system is where more than one person is able to use the same computerc. Icons are small pictures on the Desktop which let you know the programs and software available

for use on the computerd. (i) Recycle Bin (ii) My Computer (iii) My Documents (iv) My Network Places – these are standard but answers may vary

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Chapter 4 – Drawing in PaintTeaching Objectives:

• To demonstrate an understanding of the various tools used in Paint• To demonstrate the practical use of the Paint tools

Learning Outcomes:


• differentiate between the tools used in Paint and state the purpose of each• show how each tool is to be used properly

Teaching:

Lesson introduction – 2-3 minutes

As you know, we can use computers for a variety of tasks. Can you think of some of the things that can be done on a computer? Possible responses include: calculations, email, watching movies, playing games and perhaps drawing.

Depending on the response you get, tell the students that computers can be used for drawing as well. To do that, we use a software/program called MS Paint.


Since the chapter introduces many of the tools used in Paint, it would be a good idea to either have a large colourful poster ready to be shown in class with all the tools drawn on it and then go through each tool, or to draw each tool as you go along.

The part about starting up Paint can be left to be done in the lab and you should concentrate on introducing each tool, and then highlighting the function of each.

Utilize the numerous exercises given in the book as a means of gauging whether the students have understood the function of each of these tools or not.

Lesson Windup – 2-3 minutes

Do a quick review of all the tools that were introduced, and their functions.

Lab Class – This marks the beginning of the practical aspect of the students’ computer studies and as such it is imperative that you schedule as much time as possible in the lab. The book itself gives many opportunities to practice in the shape of ‘Practice Time’ and ‘In the Lab’ activities.

Exercise Answers

Page 56 Ex. 1

a. Titleb. Menuc. Tool Boxd. Color Boxe. Ellipsef. Polygon

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Page 56 Ex. 2

a. brushb. air brushc. pencild. texte. curvef. polygong. line toolh. tool box

Page 56-57 Ex. 3

a. ivb. iiic. iiid. iiie. iv

Page 57 Ex. 4

a. line, pencil, brushb. air brush, fill with colorc. pencil tool is used to draw freehand – you would use line toold. File -> Open -> Select file name -> click opene. Ellipse toolf. Select tool and free-form select toolg. Pick color tool

Page 57 Ex. 5

1. Ellipse tool2. Fill with color tool3. Airbrush4. Magnifier5. Text tool

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Chapter 5 – NotepadTeaching Objectives:

• To understand that Notepad is a software used for entering text• To demonstrate the ability to create a new document, save it and open a saved document in

Notepad

Learning Outcomes:

By the end of the lesson the students will be able to:

• differentiate between a software used to manipulate text and one which is not• demonstrate their ability to create a new document in Notepad• save and open a document using Notepad

Teaching:


Begin by discussing that computers utilize different software for different purposes. Remind students how they used Paint to draw pictures. Now you will learn how to operate a new program called Notepad. Ask them whether any of them have heard of Notepad and what it is used for. Guide the responses so that you can introduce the purpose behind Notepad.


Be extra vigilant when teaching the theory side of these new programs as they tend to become repetitive. In this situation, it is perhaps better to devote more time to lab work.

Still the basics have to be taught, and you can begin with creating a new document in Notepad. Leave the starting up process of Notepad to be done in the lab as that will make the students more familiar with the Start button and Menu.

The best place to start is on page 63 and the ‘Creating a New Document’ heading, followed by how to save a document discussed on page 61. After doing this, go to page 64 and discuss how to open a new document.

Once your students understand this, you can proceed to resizing of the window, before closing down Notepad.


Do a quick review of how to open, close, create and save a document in Notepad.

Lab Class – Once again, it is imperative that you schedule as many lab periods as possible so that students get ample opportunity to practice the commands that they learn in class.

Exercise Answers

Page 66 Ex. 1

a. Exitb. Save Asc. Minimised. Closee. Open

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Page 66 Ex. 2

a. Tickb. Tickc. Crossd. Crosse. Tick

Page 66-67 Ex. 3

a. Start -> Programs -> Accessories -> Notepadb. The crossc. Title Bard. Minimise, maximise, closee. Maximise

Chapter 6 – Introduction to LogoTeaching Objectives:

• To introduce programming language• To recognise MSW Logo as a computer language• To recognise the different aspects of the Logo screen• To understand the use of basic Logo commands – primitives

Learning Outcomes:


• explain what a programming language is used for• state the different functions for which Logo can be used.• state what each different button on the main Logo screen is used for• properly use basic Logo commands (Primitives): Forward/Backward/Right/Left• demonstrate their ability to create a new document in Notepad• save and open a document using Notepad

Teacher’s Notes:

We have included LOGO in classes 3 and 4 as it acts as an introduction to programming. It is a fairly simple software to teach and learn, and is freely downloadable from www.softronix.com. In Keyboard, LOGO is followed by Flow Charting in class 5 and QBASIC in classes 6 and 7, thereby strengthening logical thinking in students in a graded manner.

Teaching:


Ask your students what they use to communicate with their family and friends. Expected responses here are language or a variant such as Urdu or English.

In the same way you use language to communicate, computers also communicate through languages. These languages allow computers to draw, write text, do calculations, etc. Not all languages are difficult. One of the easiest ones to learn is Logo.

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Start the lesson by letting students know that they can locate Logo in the Programs menu which they access through the Start button.

Just as they follow instructions given to them by you, in Logo the instructions (known as commands) are given by them and are followed by the writing/drawing pen of Logo called the turtle. Logo can be used for drawing as well as printing text on the screen.

The turtle is just the name for a triangular pointer which responds to the commands given. You can help them understand this by drawing Logo screen on the board. This will also help you in visually highlighting the different parts of the screen as you go through the book.

Point out the Commander Window and its two parts, explaining what each does. In the same way also point out the Control Buttons and the function of each. When you come to the Trace button, introduce the concept of debugging – which, simply put, is taking out any mistakes in the program. Give the students the analogy of checking their work one last time before giving it in to the teacher for corrections.

Finally, tell the students that the commands in Logo are called Primitives and that the four basic ones are Forward, Backward, Left and Right. Write these and their short forms on the board as you explain each one.


Ask students to explain the concept of a computer language. Use the time to make sure there is no confusion, since students will be using the commands they learned during lab class.

Lab Class – Schedule as many lab periods as possible. Practice is essential in helping the students adept in giving programming commands.

Exercise Answers

Page 76 Ex. 1

a. Logob. Turtlec. Command Input; Recall Listd. Enter; executee. Pause

Page 76 Ex. 2

a. Tickb. Tickc. Crossd. Ticke. Tick

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Page 76 Ex. 3

a. vb. ivc. id. iiie. ii

Page 76-77 Ex. 4

a. Main Screen and Commander Windowb. Commander Windowc. Command input boxd. These are commands that are given in Logoe. Either by pressing the Enter button or by pressing the Execute button

Chapter 7 – Logo CommandsTeaching Objectives:

• To explain the use of Logo commands: Forward, Backward, Right, Left, Home, Clear Screen and SETH

• To correct mistakes while typing commands

Learning Outcomes:


• demonstrate proper usage of the Logo commands mentioned above• correct mistakes that occur while typing commands

Teaching:


Remind students that Logo commands are called primitives and that the primitives that they have been introduced to include Forward, Backward, Right and Left.

Now you will learn more complicated use of these commands.


Start the lesson by writing down the four basic primitives on the board. Ask whether they know what they need to write after the commands to make the turtle do something.

Tell them that the turtle moves in steps and that whenever we write a command, we also have to specify the number of steps that we want it to move. Explain to your students that when we want the turtle to turn, we have to specify the degree to which we want it to turn.


Ask students to explain how each command works. This should help you clarify any part of the chapter which might be problematic for the students.

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Lab Class – Try to schedule at least two computer labs for this chapter to provide students with ample opportunities for practice.

Exercise Answers

Page 86 Ex. 1

a. Clockwiseb. LTc. FDd. Anticlockwisee. CS

Page 86 Ex. 2

a. Tickb. Crossc. Crossd. Ticke. Cross

Page 87 Ex. 3

a. ivb. ic. vd. iie. iii

Page 87 Ex. 4

a. Move forwardb. Move backwardc. HOMEd. SETH 180e. The turtle would wrap around the screen

Chapter 8 – Writing and Arithmetic with LogoTeaching Objectives:

• To understand the use of the Print and ClearText commands• To learn about two arithmetic operators used in Logo• To know how to carry out arithmetic operations in Logo

Learning Outcomes:


• demonstrate the proper usage of both the Print and ClearText commands• explain the two arithmetic operators used in Logo• demonstrate their understanding of arithmetic operations in Logo through practical work

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Teaching:


You could start the lesson by recapping that up to now we have been using Logo to draw a number of shapes through the use of primitives. But that is not all that Logo is capable of doing. Logo can also be used to print text as well as do basic mathematical calculations and print the result on the screen.


Ask the students, how they think that Logo would be able to print text or work out arithmetic problems. The actual response that you are looking for here is the use of primitives. Explain that the Print primitive lets us print both text and numbers. Differentiate for them the syntax used when writing text – the use of double quotes or square brackets as compared to the PRINT command followed by a space and a number to print a number.

Have you ever wondered that we keep writing on the screen but don’t seem to do anything to clean it up. Explain that it is the CLEARTEXT (CT) command which is used for this purpose. Although do remind the students that when they use the CT command, it will erase all commands in the Recall List Box – so they must be careful.

Moving on to numbers ask your students what they can do in maths. Hopefully in the mix of responses you will get the responses add and subtract. Logo is also capable of performing both these functions.

Show some examples on the board of how + and – signs can be used to do calculations in Logo and how the PR command can help you print them on the screen. This discussion will lead automatically to the use of the SUM and DIFFERENCE functions, which should again be explained with the use of examples done on the board.


Sum up the lesson by recapping all the new commands that they have learnt in the day’s lesson as well as those that they learned previously. You could ask them to make a chart for homework which differentiates the drawing, textual and arithmetic functions of Logo. As an incentive, tell the students that the best charts will be put up on the class soft board.

Lab Class – Adequate lab time once again (1-2 periods) is essential if students are to develop any sort of mastery over the practical use of the commands that they learn in theory.

Exercise Answers

Page 95 Ex. 1

a. PRb. CTc. PRINTd. CLEARTEXT

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Page 95 Ex. 2

a. iib. i

Page 95 Ex. 3

a. iiib. ic. iid. i

Page 95 Ex. 4

a. CLEARTEXTb. PR [NAME]c. a. error b. 70 c. COMPUTERd. Addition and Subtractione. + and -f. SUM no.1 no. 2g. a. 95 b. 20 c. 40 d. 82

Chapter 9 – Introduction to Microsoft WordTeaching Objectives:

• To know what a word processing software is• To know the components of a Word window• To understand how to open/close and save a document

Learning Outcomes:


• list the key features of a word processing document• describe each component of a Word window• demonstrate how to open, close and save a document

Teaching:


Remind students of when they used Notepad. Explain to them that MS Word is a software much like the Notepad but has more features. It is called a Word Processing Software because it allows you to type text on a computer.

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To make your students understand what makes MS Word so different and so special, go through the different features that it has which are listed on page 99 of the textbook. It would be good if each of the features is also listed on the board as it is discussed. Later ask the students to make a chart as a class activity and put it up in the class.

Explain briefly that to access MS Word they will take the same route as they did when starting Logo or Paint, i.e. through the Start button. Leave this to be practically implemented in lab class.

To familiarize the students with the main window of Word, you could either draw it on the board or have a large chart prepared before hand with each part labelled. Make sure that you go through each component and explain its function.

In the second half of the lesson you can walk the students through the process of opening, closing and saving a document. Remember that no matter how much theory you do, it is the hands-on practice which matters the most.


Recap what distinguishes word processing software from others and the features that it has. This time should be used as a question/answer time so that students can clear up any confusion that they might have.

Lab Class – Adequate lab time (1-2 periods) is essential if students are to develop any sort of mastery over the practical use of the theory.

Exercise Answers

Page 108 Ex. 1

a. Standardb. Verticalc. Cursord. Filee. Menu

Page 108 Ex. 2

a. ivb. iiic. id. iiie. ii

Page 108 Ex. 3

a. Crossb. Tickc. Crossd. Ticke. Tick

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Page 108-109 Ex. 4

a. MS Word, WordStarb. Where text is typedc. Two: Vertical Scroll Bar and Horizontal Scroll Bard. A software which allows you to type text on a computere. Standard toolbarf. .docg. Openh. Four

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Sample WorksheetChapter 1: Introduction to Computers

1. To retrieve information means to

(a) enter it in to the computer (b) get it back from the computer’s memory (c) write it down on a piece of paper (d) try to recall from your own memory

2. Computers usually work in the following order

(a) process -> input -> output (b) output -> input -> process (c) input -> output -> process (d) input-> process -> output

3. Switching on the monitor is the _____ step when turning on a computer

(a) first (b) last (c) third (d) second

4. When cleaning your computer you should use

(a) a wet cloth (b) a tissue paper (c) a dry cloth (d) a dirty, dry cloth

5. Which one of the following is not a function that a mouse can perform?

(a) drag and drop (b) single click (c) double click (d) both right and left click at the same time

© Oxford University Press 2010: this may be reproduced for class solely for the purchaser’s institute

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Sample worksheetChapter 2: Keyboard

1. Record what happens when you use keys on the keyboard in the following order.

Result

a. Shift key pressed with number 2 key

b. Letter a then space bar then merica

c. Type Pakistan and then press the delete key once

d. Type 2 shift key plus equal sign key then 2 again

e. Turn on Caps Lock key. Now type your name in small letters

2. How many alphabet keys are there on the keyboard?

a. 26 b. 30 c. 22 d. 38

3. The function of the Num Lock key is to allow you to use

a. the cursor control keys b. the numeric key pad c. the shift key more freely d. the numbers on the main part of the keyboard

4. All of these are special keys except

a. Alt key b. Ctrl key c. Shift key d. PgUp key

5. You would describe a cursor as a

a. moving icon b. small mark on the monitor c. blinking line


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Sample worksheetChapter 3: Operating System

1. Explore the Desktop by double clicking on the icons listed below. What does each one do?

a. My Computer

b. Recycle Bin

c. My Documents

d. My Network Places

2. If you want to reach the Accessories option on the Desktop you would double click on

a. My Computer

b. Outlook Express

c. Start button

d. Recycle Bin

3. If you were unable to move your Task Bar, you would get permission to do so by

a. Clicking on the My Documents icon

b. Going to the Task Bar and Start menu by using the Start button

c. By using the arrow keys

d. None of the above

4. Which one is not an operating system?

a. MS Windows

b. UNIX

c. Linux

d. MS Excel


24© Oxford University Press 2010: this may be reproduced for class solely for the purchaser’s institute

Sample worksheetChapter 4: Drawing in Paint

1. Draw 3 pictures of your choice; after finishing each write down which tools you used and why


Sample worksheetChapter 5: Notepad

1. The horizontal scroll bar is used to

a. move left to right

b. move up and down on the screen

c. show a new blank screen

d. erase the screen you are working on

2. Write down two ways of closing down Notepad.

a.

b.

3. The vertical scroll bar is used to

a. close the file you are working on

b. move up and down on the screen

c. reduce the size of the window

d. move the window you are working on

4. What is the difference between Paint and Notepad?

5. Can you name any other software used for working with text?


Sample worksheetChapter 6: Introduction to Logo

1. The halt button is used for

a. Drawing a stop sign

b. Stopping Logo from processing instructions

c. Deleting the previous command

d. Making the turtle move in circles

2. What is a bug?

a. insect

b. computer virus

c. a wrong instruction

d. a computer program

3. When you debug a program, you

a. spray it with insect repellent

b. take out mistakes in your program

c. ask your teacher for help

d. none of the above

4. What is the difference between the Halt and Pause buttons?

5. Write a program in Logo which draws a square.


Sample worksheet

Chapter 7: Logo Command

1. Write your name using Logo commands.

2. Write a program which makes the turtle spell out your school name, the name of your city and country.


Sample worksheetChapter 8: Writing and Arithmetic with Logo

1. Write your name, your schools name, your city and country using any command except the FD and BK commands.

2. Which of the following commands is correct? What is wrong with the incorrect commands?

a. PR “My name is Amerb. PR SUM 102030c. SUM 10 50d. DIFFERENCE 65 35e. PR SUM 45 55f. PR DIFFERENCE 89 56 34

3. Write two ways in which you can write your name using Logo. Hint: One method will involve making the turtle move around the screen.

1 2


Sample worksheetChapter 9: Introduction to MS Word

Circle the correct answer.

1. A dialog box is

a. where you can talk to your teacher b. a window where you choose an option which affects the way Word executes a

command c. where you type text d. used to save documents

2. Word processing software are known as

a. application software b. have fun software c. programming software d. none of the above

3. Once you open a document on the screen

a. it closes automatically after five minutes b. it stays open until you close it c. it asks you to save after 2 minutes d. it is erased automatically after 10 minutes

4. Just like two scroll bars, a Word screen also has two

a. workspaces b. rulers c. standard tool bars d. menu bars

5. Which of the following is not included on the Status bar?

a. page number b. column number c. line number d. number of pages in a document

Beware of Piracy Buy genuine Oxford Books

Also, pirated books can be recognized by the production quality which is distinctly inferior because of low grade paper, poor print quality and poor binding resulting in variations in texture and colour, blurred text and images, and substandard appearance.

Look out for the new security label whenever you purchase an Oxford textbook and do not accept the book if the label is missing, has been torn or tampered with, or the colour on the security label does not change.

With a view to curbing piracy and helping customers distinguish between original and pirated books, all Oxford Pakistan textbooks will now carry a new security label on the book covers. The labels with the following features are an indication of genuine Oxford books:

1

If you suspect that you are being sold a pirated book without the security label, please contact:

Oxford University Press, No. 38, Sector 15, Korangi Industrial Area, P.O. Box No. 8214, Karachi-74900, Pakistan.Tel.: 35071580-86; Fax: (92-21) 35055071-72E-mail: [email protected]; Website: www.oup.com/pk

n An iridescent stripe running down the right corner of the label. The stripe changes colour from blue to golden when viewed from different angles.

n The labels are liable to tear easily if peeled from the surface of the book cover.

n The labels have security cuts at the edges to prevent them from being peeled off and reused.

n The words ‘Oxford University Press’ written in very small print form a pattern on the background of the labels.

n Each label features a unique alpha-numeric serial number in the centre above the Oxford University Press logo.