keyboard class 5 teacher's guide

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Contents

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

Chapter 1 Applications of Computers .......................................4

Chapter 2 Data Storage Devices .................................................5

Chapter 3 More about Windows ................................................7

Chapter 4 Formatting in MS Word ............................................8

Chapter 5 Features of MS Word ................................................9

Chapter 6 Creating Tables in MS Word ..................................10

Chapter 7 Working with Objects in MS Word .......................11

Chapter 8 MS PowerPoint Presentations ................................13

Chapter 9 Backgrounds and Slide Organization in MS PowerPoint ........................................................14

Chapter 10 Microsoft Excel ........................................................15

Chapter 11 First Step to the Internet .........................................16

Chapter 12 Flowcharting ............................................................17

Photocopiable Sample Worksheets .........................19

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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 children 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 unfamiliar words that have appeared in 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 from 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 the correct way of using them. 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

• 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 students’ access to the software application.

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Chapter 1—Applications of ComputersTeaching Objective:

• To recognize the use of computers in the home and outside it for leisure and work purposes

Learning Outcome:

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

• explain the relevance and use of computers in all aspects of daily life

Teaching:

Lesson introduction—5 minutes

Begin the lesson with a warm-up session.

Why do you think you are being taught how to use computers? Computers play a role in all aspects of our lives today. They are one of the most important and useful machines. A good way to get the students thinking would be to ask them to think of the many uses of computers not just at home, but in different fields and places.

Main Lesson—30 minutes

The main lesson would then be an extension of the discussion started during the introductory five minutes or so. Drawring a concept map on the board with the help of the students’ input would be a quick and effective way of teaching this lesson.

Today’s camputer chips are very fast, hence, modern PCs can do wonderful things. They can copy and store music, films, and a lot of information, and they are even able to understand spoken language. We travel, work, shop, get money, send messages, all with the help of computers.

An interesting use for computers is in the shape of robots. For this you could prepare some slides showing how robots are used to perform difficult and delicate operations.

Lesson Windup—5 minutes

The lesson windup could be based on a worksheet for students to do in which they answer questions pertaining to the different uses of computers.

Exercise Answers

Page 13 Ex. 1

a. ticketsb. doctorsc. officesd. robotse. ATMf. engineersg. shopkeepersh. architectsi. moviesj. satellites

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Page 13 Ex. 2

a. playing games, listening to music, watching films, writing letters, etc…b. through the use of animationc. preparing lessons, preparing report cards, preparing projects, learning different subjectsd. cheque verification, calculating balances, operating ATMs, online enquiries about account

balancese. Robots are machines controlled by computers and are used in places where it would be

dangerous for humans to go.f. checking availability of tickets, printing out tickets, all information can be accessed by

everyone.g. Space shuttles are controlled by computers which monitor the functioning of space equipment

and collect data sent back from satellites.

Page 13 Ex. 3

The bills will vary.

Chapter 2—Data Storage DevicesTeaching Objectives:

• To understand the difference between primary and secondary memory• To examine types of memory• To learn about binary digits and their role in storing information on computers

Learning Outcomes:


• differentiate between primary and secondary memory• describe the types of memory• define bits, bytes and binary digits and distinguish between the three

Teaching:


Begin the lesson by asking students if they remember what their favourite toy was when they were younger. Then ask them what they ate for dinner the previous night. This will help in establishing what memory is and the fact that some memory stores current information, while the rest stores older information.


The lesson introduction should help you establish that the computer also needs a memory, which stores all the data and information that we feed into it. Memory in a computer is divided into two types—primary and secondary. The chart in the textbook on page 14 can be drawn on the board as you are explaining the concept. Students should be asked to follow in the book.

Make sure that:

• You distinguish clearly between the function of RAM and ROM.• Students recognize the different types of ROM and their distinct functions.

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Next, explain the secondary memory and its devices. Once you have established the two types of memory, ask students if they know how information is actually stored. This will lead you into the discussion about bits and bytes. A chart prepared beforehand, showing how bytes are calculated, will be a good teaching strategy. The table on page 16 of the textbook is a useful reference for this.


Windup your lesson by restating the fact that to store information, computers use two types of memory which have very distinct functions. Recap the lesson to make sure that students clearly understand the concept of primary and secondary memory.

Lab Class—It would be good if students can be shown each of the primary and secondary storage devices during their lab class. This can easily be arranged by your school’s computer lab supervisor.

Exercise Answers

Page 21 Ex. 1

a. Crossb. Tickc. Tickd. Ticke. Tickf. Tickg. Tickh. Crossi. Crossj. Tick

Page 21 Ex. 2

a. iib. vc. ivd. iiie. i

Page 22 Ex. 3

a. (i) Read Only Memory (ii) Programmable Read Only Memory (iii) Electrically Erasable Programmable Read Only Memory (iv)Digital Versatile Disc (v)Random Access Memory (vi)Erasable Programmable Read Only Memory (vii) Compact Disc—Read Only Memory

b. ROM and RAMc. PROM, EPROM and EEPROMd. Bit stands for either a 0 or 1, a byte is a collection of eight bitse. CD-R and CD-RW

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Chapter 3—More about WindowsTeaching Objectives:

• To explain the main function of Windows Explorer• To learn how to access Windows Explorer and use it to manipulate files

Learning Outcomes:


• easily access Windows Explorer• view, create, rename, copy, move and delete files in Windows

Teaching:


Explain why it is important to maintain files and folders. Since there is so much information on the computer, we need to have a system which allows us to get the information that is needed at any given time. Otherwise, we would end up spending more time looking for particular information, rather than working on the computer.


Proceed further by informing your students that this is done in Windows using a program called Windows Explorer which accesses any files or folders that have been stored on the computer. This is also a good time to revise the information on files and folders.

For the rest of the lesson it would be advisable to follow the textbook explanation. It will make it easier for your students to relate to what you are telling them with visuals. This will also help them when they go for their lab classes.


A brief question and answer session should suffice for a lesson windup. The related sample worksheet, which asks students to list the different steps for creating, cutting, pasting, deleting a folder in Windows Explorer, should be attempted.

Lab Class—Use the lab classes for students to practise the ‘Practice Time’ exercises before attempting any lab questions.

Exercise Answers

Page 32 Ex. 1

a. Crossb. Tickc. Crossd. Ticke. Tick

Page 32 Ex. 2

a. A program which helps in viewing and managing folders.b. Filec. Edit

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d. Select file/folder -> go to File menu -> select Renamee. Select file/folder -> go to File menu -> select Deletef. Ctrl + C (copy); Ctrl + X (cut); Ctrl + V (paste)

Chapter 4—Formatting in MS WordTeaching Objectives:

• To further progression in types of formatting• To know how to print a document in MS Word

Learning Outcomes:


• demonstrate how to use page, column and paragraph formatting in MS Word• print a document in MS Word

Teaching:


Remind students that formatting is an important aspect of preparing a document in MS Word. Ask them to recall, some of the basic formatting that they have learnt so far.

Main Lesson—30 to 60 minutes

Use the recall session to move into the three types of formatting that is covered in the chapter—page, column and paragraph.

Again the best plan would be to follow the explanation given in the book. This will make the explanation easier as students will have visuals to look at, as you guide them through the processes of different formatting. Maintain the lesson’s pace but pause to clear up any confusion before going further. It is a good idea to divide this chapter into two lessons since there is a lot of information that the students are assimilating in this topic.


Recap the lesson with the help of a simple question and answer session:

a) How does formatting help in preparing a document in MS Word?b) Recall the types of Formatting you have learnt until now.c) Which new types of Formatting did you learn about in this lesson?

Lab Class—Utilise the lab time for the ‘Practice Time’ questions before moving on to the ‘In the Lab’ activities. Again, at least two lab sessions should be scheduled for this lesson.

Exercise Answers

Page 46 Ex. 1

a. Formattingb. leftc. Portraitd. 1 inche. Standard

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Page 47 Ex. 2

a. Tickb. Crossc. Tickd. Ticke. Cross

Page 47 Ex. 3

a. Paragraph spacing is the amount of space between paragraphs.b. Alignment is how text is placed between margins on a page. The two types are Vertical and

Horizontal.c. Left aligned, Centre, Right aligned, Justifiedd. Ctrl + L (left), Ctrl + E (centre), Ctrl + R (right), Ctrl + I (justify)e. Orientation is the direction in which the page will be printed; Landscape and Portrait.f. 1 inchg. Select the text, go to Format menu and choose Columns, make your choices according to the

options available in the dialog box.h. Instructs the printer to print sets together.

Chapter 5—Features of MS WordTeaching Objectives:

• To understand the use and purpose of some of the features in MS Word• To practise use of the tools available in MS Word

Learning Outcomes:


• utilise the spelling, grammar and thesaurus function• change case for text• find and replace text• create a bulleted and numbered list

Teaching:


Start the lesson by telling students that beyond allowing them to format and change the attributes for fonts, MS Word also has a number of features which help to ensure that the finished document is as close to perfect as possible.


Ask students what they are very careful about when, for instance, writing an essay. You will probably get responses such as the spelling of words or making sure that the sentences are grammatically correct. Explain that the new features they are going to learn about in this lesson show how to create a document that is grammatically correct, is spelled correctly, is organised and well presented.

Go step by step, introducing each feature of MS Word and giving the students enough time to practise these with the help of ‘Practice Time’.

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Have a worksheet ready for students to complete at the end of the lesson covering the different steps learned during the class.

Lab Class—‘Practice Time’ exercises offer a good starting point for lab practice. Further practice can be had by doing the ‘In the Lab’ questions.

Exercise AnswersPage 62 Ex. 1

a. symbolsb. thesaurusc. F7d. rede. bullet

Page 62 Ex. 2

a. Crossb. Crossc. Tickd. Ticke. Cross

Page 63 Ex. 3

a. A thesaurus gives synonyms for words.b. a dot or symbol which marks an important line of informationc. Bullet style is a black dot; numbering is 1. 2. and onwards.d. Format to Bullets and numbering and then choose None from the window is derived.e. Ctrl + Hf. sentence, toggle, title, upper case, lower caseg. Tools, then Language and then Thesaurush. By selecting the numbered bullets option

Chapter 6—Creating Tables in MS WordTeaching Objectives:

• To identify the components of Tables in MS Word• To create, modify and format a table

Learning Outcomes:


• identify and define the components of a table• demonstrate how to make and manipulate tables in MS Word

Teaching:


Show the class a copy of the timetable. This is the timetable of our class. It is a grid made up of rows and columns. A column is a vertical line while a row is a horizontal line. Today we are going to learn how to create a table like this in MS Word.

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This should lead you to introducing the Table feature of MS Word. You can tell students that no matter how complicated a table, Word can help in making it and then enable text to fit into it appropriately.

The rest of your discussion should be focussed on the explanation provided in the textbook as it does a comprehensive job of explaining all the basics about table manipulation. By following the book, you also provide students with some familiarity with the different dialog boxes, and windows that they will have to deal with.


Conduct a brief question and answer session to make sure that any confusion is cleared up before students go to the lab to practise. Recap all that they have learnt with the help of ‘Memory Bytes’, pages 73 and 74 of the textbook. Going through the ‘Practice Time’ exercises orally will also help.

Lab Class—Students should be asked to complete the ‘In the Lab’ activities given in the book.

Exercise Answers

Page 74 Ex. 1

a. ½ pt black solid lineb. rows and columnsc. Tabd. Tablee. Rowf. Format

Page 74 Ex. 2

a. A row is a horizontal series of cells in a table.b. Vertical series of cells in a table are called columns.c. A table is a grid comprising rows and columns.d. A cell is the rectangular box at the intersection of a column and a row.e. Select the cells you want to merge -> Table menu -> merge cells optionf. Click anywhere in the table -> Table menu ->delete -> table

Chapter 7—Working with Objects in MS WordTeaching Objectives:

• To distinguish between WordArt and Clip Art• To be able to use WordArt to draw• To learn to insert different objects in Word documents

Learning Outcomes:


• explain the difference between Clip Art and WordArt• create Word Art• insert different objects at different places in Word documents

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Teaching:


All of us have wanted to be able to make cards or maybe a thank you note for someone special. Word allows us to do this in an extremely easy manner. Now you should introduce the WordArt and Clip Art features of Word.


After a brief definition of both Clip Art and WordArt, go through the text book pages to explain how to insert and manipulate each. Another feature which students should be made aware of is the facility for drawing objects using the Drawing toolbar. Explain to the students that by inserting objects into their documents, they can improve them.

While talking about drawing objects, also tell students that MS Word offers the facility of inserting a certain number of auto shapes. As already stated, the best option is to follow the book’s explanation as it will not only simplify the lesson for the students, but also provide them with visuals.


A brief question and answer session will help to recap the lesson:

a) What do we use WordArt for?b) What do we use the Drawing toolbar for?c) What options are available in the Drawing toolbar?d) How can we apply 3-D effects to an object?

Lab Class—Practice is essential when learning such large number of commands at one time. Try to arrange an extra lab class if possible.

Exercise Answers

Page 89 Ex. 1

a. Crossb. Tickc. Crossd. Ticke. Crossf. Tick

Page 89 Ex. 2

a. Insertb. Picturec. Drawingd. Shadow stylee. Square

Page 89 Ex. 3

a. Clip Art is the picture files that can be inserted in a document.b. The oval button on the Drawing toolbarc. View->Toolbars->drawingd. Drawing toolbare. Drawing toolbarf. Auto shapes are predefined figures that can be quickly inserted in to a document.

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Chapter 8—MS PowerPoint PresentationsTeaching Objectives:

• To discover how a slide show is put together using AutoContent Wizard• To learn how to use the Design Template

Learning Outcomes:


• use the AutoContent Wizard effectively to create a basic presentation• demonstrate the correct use of the Design Template

Teaching:


Review the class’ previous knowledge of PowerPoint by asking the following:

• How do we start PowerPoint?• How do we insert a text box?• How is a new slide inserted?


The shorter main lesson can then focus on the two new features that you need to introduce to the students. This can be done directly from the book, with the students following . Their real test will come when they are required to practise in the lab.

When explaining, make sure that students have no confusion about what the AutoContent Wizard does as compared to the Design Template. Go through a couple of the ‘Practice Time’ exercises with the students during the lesson to give them an idea of what will take place in the lab.


Use the time to ask students if there is any confusion that they need to clear up.

Lab Class—‘Practice Time’ on page 93 of the textbook helps the student to create, step by step, a basic presentation. It is suggested that this activity be undertaken in the lab by the students individually, so they gain the real knowledge of the features and uses of MS PowerPoint.

Exercise Answers

Page 100 Ex. 1

a. presentationb. slidesc. Design Templated. AutoContent Wizard

Page 100 Ex. 2

a. An individual page of a presentation to which you can add words, colours, pictures, and sounds is a slide.

b. either by using the design template, the AutoContent Wizard or blank presentationc. AutoContent Wizardd. Patterns in slides which remain the same throughout the presentation are templates.

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Chapter 9—Backgrounds and Slide Organization in MS PowerPointTeaching Objectives:

• To understand how to change the layout and background of presentations and slides• To know how to edit slides in a presentation

Learning Outcomes:


• change the layout and background of a slide• edit slides in a presentation

Teaching:


Begin the lesson by pointing out that in the previous chapter, students were taught how to put together a presentation. Now we shall learn how to make our slides more eye catching and better organized by changing or improving the colour, the style of the slides, or for that matter, the background.

Main Lesson—30 minute

Colours play a major part in making something look dull or attractive. The same is the case with slides, so it is important to learn how to change the colours as well the slides’ designs.

Also, the presentation has to be organized. This means that the slides have to be placed in the correct sequential order; otherwise the whole logic of the presentation will go astray.

Now, lead your students through a detailed study of pages 102 to 109. Tackle each topic one by one and do not proceed without making sure that the topic is clear in the students’ minds.


Recap the lesson with the help of the summary provided in ‘Memory Bytes’ and the related exercises on pages 111 and 112.

Lab Class—Make sure that students attempt all three of the ‘In the Lab’ exercises as it is essential for them to practise as much as possible.

Exercise Answers

Page 111 Ex. 1

a. Designb. Ctrl keyc. Outlined. Slide Show

Page 112 Ex. 2

a. Slide Designb. 3 panes—Outline, Slide, Notes panesc. Slide sorter viewd. Notes pane

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Chapter 10—Microsoft ExcelTeaching Objectives:

• To introduce the software used for calculations—MS Excel• To identify the key components of MS Excel Window• To learn the procedure of entering data• To learn the procedure for selecting a range of cells• To prepare an MS Excel worksheet

Learning Outcomes:


• state the function and purpose of MS Excel• identify the different components of an Excel window• distinguish between different data types• prepare a table using MS Excel

Teaching:


Talk to your students about the different software used so far. This includes MS Word, PowerPoint, Paint, etc. MS Excel is used to prepare tables. For example, teachers use it to keep a record of students’ marks in different subjects. MS Excel is also used in offices to keep data in an organized and easily accessible manner.


Ask students what is one of the most common things they do when buying something. In the same way, what does their maths teacher make them do all the time? Hopefully you will get a response such as count.

Microsoft has software by the name of Excel which helps us solve not only the most basic, but also the most complicated problems of calculation.

Page 114 of the textbook, shows a picture of the MS Excel Window, which is substantially different from other windows the students will have seen. Spend some time going over it thoroughly. It is also a good idea to follow the textbook for the rest of the lesson.


Make sure the students are aware of the concepts of cells; rows; columns as well as the Excel Window and its components.

Lab Class—Students should be given time to familiarize themselves with the Excel Window through continued practice.

Exercise Answers

Page 121 Ex. 1

a. Cellb. F8c. Enterd. rangee. Ctrl + Spacebar

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Page 121 Ex. 2

a. 65,536b. 256c. G5d. C1: G8e. an entire MS Excel documentf. smallest unit of a worksheetg. Ctrl + Ah. by using the Esc. key

Chapter 11—First Step to the InternetTeaching Objectives:

• To discover the purpose and uses of the Internet• To learn the requirements for connecting to the Internet• To distinguish between a web page and website• To recognize different types of search engines• To know the basics of netiquette

Learning Outcomes:


• describe the requirements for connecting to the Internet• explain the difference between a web page and a website• differentiate between search engines• recall netiquette

Teaching:


This is one of the few lessons where students will have considerable firsthand knowledge of the topic. Avoid repetition and keep the introduction brief. Introduce the Internet and let the students give their feedback as to what it can be used for.


As already mentioned, the students are aware of the purpose and uses of the Internet, so when you discuss the hardware requirements for setting up an internet connection, be sure to ask how many have internet at home.

Get these students to remember what the configuration of their PCs is. You could write a sample on the board before telling them the bare minimum from the book.

Once done, you can talk about the uses of the Internet and what is meant by a webpage and a website. Do not forget to mention what a URL, home page, and browsing mean.

Today, almost every company in the world has got a website on the Internet. Each website has got a web address–its own special name which we use to visit the site. The Internet is a wonderful way for people all over the world to share their information and ideas. Before the Internet, information about the world came from

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newspapers, TV programmes, or books. Now, people can find information for themselves, from places all the over the world, in seconds.

Introduce your students to a variety of search engines and also discuss with them the importance of following the rules of using the Internet which make the netiquette.


Questions and answers should suffice to make sure that the students have grasped the concepts, and a summary of the lesson is provided in ‘Memory Bytes’ on page 130 of the textbook.

Lab Class—Students should be able to access a variety of websites. Please monitor their activities closely.

Note: Oxford Bookworms Series’ ‘Information Technology’ ( ISBN 978-0-19-423392-7) explains the evolution of computer techonolgy in an easy to understand language. This may be used as reference material.

Exercise Answers

Page 130 Ex. 1

a. Crossb. Crossc. Crossd. Ticke. Tickf. Tick

Page 131 Ex. 2

a. ivb. ic. vd. iie. vif. iii

Page 131 Ex. 3

a. the largest network of computers around the worldb. World Call, PTCLc. Mozilla Firefox, Netscape Navigatord. send messages to any part of the world within seconds, chat with people on linee. modem; telephone line, web browser, subscription with the Internet Providerf. internal modem and external modemg. Modulator Demodulator; Internet Service Provider

Chapter 12—FlowchartingTeaching Objectives:

• To identify the purpose of flowcharting• To recognize the functions of the basic symbols of flowcharts• To know the rules for flowcharting

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Learning Outcomes:


• describe what flowcharting is and why it is important to programming• identify and explain the function of each of the symbols used in flowcharting• list the rules of flowcharting

Teaching:


All the tasks that we do, for example coming to school, having breakfast, doing homework, etc. all involve a series of steps.

This is also true of how computers accomplish the tasks given to them. In computing, the set of instructions or steps are called ‘Algorithms’ that help the computer to create programs.


Read page 133 of the textbook to explain the concept and layout of the flowchart. These programs are part of the software and have to be written by an expert. Tell your students that a person who writes programs is known as a programmer.

Explain to the students that to make it easier for the programmers to write a program, they use flowcharts. These tell them what is exactly happening at any given stage.

Once you have given this background, proceed by following the explanation given in the textbook from pages 133 to 136.

Make sure that students have understood one concept before moving on to the next.


Related exercise on page 136 will assist in clarifying any doubts in the students’ minds.

Lab Class—Make sure the students attempt the ‘In the Lab’ activities for additional reinforcement of a concept that will be understood gradually.

Exercise Answers

Page 136 Ex. 1

a. Step 2b. Step 3c. Step 6d. Step 1e. Step 4f. Step 5g. Step 7h. Step 9i. Step 8

Page 136 Ex. 2-4

In each flowchart, check that the student has been logical.

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Sample worksheetChapter 1: Application of Computers

1. Computers help us to do all the following except

(a) eat

(b) play games

(c) watch films

(d) do homework

2. Write two ways in which computers can be used in hospitals.

(a)

(b)

3. The word ATM stands for:

(a) All Teachers’ Meeting

(b) Automated Token Machine

(c) Automated Teller Machine

4. List some of the ways that computers can be used in police stations.

a.

b.

c.

5. Give two advantages of using computers at school.

(a)

(b)

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

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Sample worksheetChapter 2: Data Storage Devices

1. Explain the main function of ROM.

2. Put these in order from smallest to largest:

(a) Megabyte Answer:

(b) Byte

(c) Terabyte

(d) Gigabyte

(e) Bit

3. Tick the secondary storage device that is no longer used.

(a) DVD

(b) Floppy Disk

(c) CD-ROM

(d) CD-RW

4. Can you play a CD-ROM in a DVD drive? What about the other way around?

5. Explain the difference between data, information and instruction.

Data Information Instruction


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Sample worksheetChapter 3: More about Windows

1. List the steps for creating, deleting and moving a file/folder.

Creating a file/folder Deleting a file/folder Moving a file/folder

2. List the shortcuts that you learned in the chapter and explain the functions they perform.

3. A file name can be characters long.

(a) 275

(b) 256

(c) 25

(d) 255

(e) none of the above

4. When you delete a file/folder it goes to

a. My Documents

b. My Computer

c. Recycle Bin

d. Internet Explorer


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Sample worksheetChapter 4: Formatting in MS Word

1. One of the following is not an option when choosing the pages that you will be printing: Tick the correct answer.

(a) All

(b) Current page

(c) Selection

(d) Single

(e) Pages

2. Discuss the difference between line spacing and paragraph spacing.

3. List four buttons that you can find on the Formatting toolbar:

(a)

(b)

(c)

(d)

4. List the keyboard shortcuts for Single, Double and 1.5 line spacing.

a. Single:

b. Double:

c. 1.5 line spacing:


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Sample worksheetChapter 5: Features of MS Word

1. Write down all the keyboard shortcuts for the commands that you have learnt.

Commands Shortcuts

a)

b)

c)

d)

2. List the steps required to insert a symbol in a Word document.

3. Explain the function of the Find and Replace feature.

4. How many options can be seen when the Bullets & Numbering window opens up? List them.


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Sample worksheetChapter 6: Creating Tables in MS Word

1. List four of the formatting options available for text in a table.

(a)

(b)

(c)

(d)

2. To change the border of a table, you need to go to the

(a) File menu

(b) Insert menu

(c) Table menu

(d) Format menu

3. At the time when you insert a table you have to specify

(a) words in each cell

(b) number of rows and columns

(c) if the column width will be constant

(d) none of the above

4. Explain what you understand by merging cells.


25

Sample worksheetChapter 7: Working with Objects in MS Word

1. Explain the difference between WordArt and Clip Art.

2. The following are all tool bars except

(a) Shadow settings

(b) 3-D settings

(c) WordArt

(d) Text typing

3. List the different objects that can be drawn using the Drawing toolbar.

4. List the options available on the WordArt toolbar.


26

Sample worksheetChapter 8: MS PowerPoint Presentation

1. Which of the following allows you to design your own slides?

(a) Design Template

(b) AutoContent Wizard

(c) Blank presentation

(d) none of the above

2. The design template option gives you options for:

(a) background colour

(b) patterns

(c) fonts

(d) all of the above

3. List the steps to design a presentation using the Blank presentation option.

4. Which one of the three ways of creating a presentation do you find easy? Explain why.


27

Sample worksheetChapter 9: Backgrounds and Slide Organization in MS PowerPoint

1. What is the Color Schemes option used for?

2. Where can you find Design Templates?

(a) Format menu

(b) File menu

(c) Insert menu

(d) View menu

3. What is a slide summary?

4. Which of the following allows you to make an exact copy of a slide?

a. Custom Animation

b. Animation Scheme

c. Duplicate Slide

d. Slide pane

5. List the steps for changing the background of a slide.


28

Sample worksheetChapter 10: Microsoft Excel

1. List the keyboard shortcuts that are mentioned in the chapter and their functions.

a)

b)

c)

d)

2. How would you go about selecting more than one range in the same worksheet?

3. List any four components of the Excel Window and state their functions.

Component Function

a)

b)

c)

d)


29

Sample worksheetChapter 11: First Step to the Internet

1. List five rules of netiquette.

a)

b)

c)

d)

e)

2. The first popular web browser was

(a) Mozilla Firefox

(b) Apple Safari

(c) Internet Explorer

(d) Mosaic

3. The World Wide Web was developed by

(a) Charles Babbage

(b) Sir Tim Berners-Lee

(c) Steve Jobs

4. What is meant when it is said that the modem can either be internal or external?

5. Find out the URL for the following sites:

a. Google

b. Hotmail

c. Wikipedia

d. BBC

e. CNN


30

Sample worksheetChapter 12: Flowcharting

1. Draw the shapes used in flowcharting and write down their purposes.

2. Explain the difference between a loop and an algorithm.

The Loop The Algorithm

3. When flowcharting, what is the function of:

a) Directional arrows:

b) Connectors:

4. What is the general direction of flow in any flowchart?
