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

In 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.


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.


Chapter 1—Applications of Computers
Teaching 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. b. c. d. e. f. g. h. i. j. tickets doctors offices robots ATM engineers shopkeepers architects movies satellites


Page 13 Ex. 2 a. b. c. d. playing games, listening to music, watching films, writing letters, etc… through the use of animation preparing lessons, preparing report cards, preparing projects, learning different subjects cheque verification, calculating balances, operating ATMs, online enquiries about account balances e. 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 Devices
Teaching 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: By the end of the lesson the students will be able to • • • differentiate between primary and secondary memory describe the types of memory define bits, bytes and binary digits and distinguish between the three

Teaching: Lesson introduction—5 minutes 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. Main Lesson—30 minutes 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.


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. Lesson Windup—5 minutes 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. b. c. d. e. f. g. h. i. j. a. b. c. d. e. Cross Tick Tick Tick Tick Tick Tick Cross Cross Tick ii v iv iii i

Page 21 Ex. 2

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 RAM c. PROM, EPROM and EEPROM d. Bit stands for either a 0 or 1, a byte is a collection of eight bits e. CD-R and CD-RW


Chapter 3—More about Windows
Teaching Objectives: • • To explain the main function of Windows Explorer To learn how to access Windows Explorer and use it to manipulate files

Learning Outcomes: By the end of the lesson the students will be able to • • easily access Windows Explorer view, create, rename, copy, move and delete files in Windows

Teaching: Lesson introduction—5 minutes 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. Main Lesson—30 minutes 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. Lesson Windup—5 minutes 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. b. c. d. e. Cross Tick Cross Tick Tick

Page 32 Ex. 2 a. A program which helps in viewing and managing folders. b. File c. Edit


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

Chapter 4—Formatting in MS Word
Teaching Objectives: • • To further progression in types of formatting To know how to print a document in MS Word

Learning Outcomes: By the end of the lesson the students will be able to • • demonstrate how to use page, column and paragraph formatting in MS Word print a document in MS Word

Teaching: Lesson introduction—5 minutes 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. Lesson Windup—5 minutes 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. b. c. d. e. Formatting left Portrait 1 inch Standard


Page 47 Ex. 2 a. b. c. d. e. Tick Cross Tick Tick 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, Justified d. 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 inch g. 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 Word
Teaching 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: By the end of the lesson the students will be able to • • • • utilise the spelling, grammar and thesaurus function change case for text find and replace text create a bulleted and numbered list

Teaching: Lesson introduction—5 minutes 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. Main Lesson—30 minutes 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’.


Lesson Windup—5 minutes 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 Answers Page 62 Ex. 1 a. b. c. d. e. a. b. c. d. e. a. b. c. d. e. f. g. h. symbols thesaurus F7 red bullet Cross Cross Tick Tick Cross A thesaurus gives synonyms for words. a dot or symbol which marks an important line of information Bullet style is a black dot; numbering is 1. 2. and onwards. Format to Bullets and numbering and then choose None from the window is derived. Ctrl + H sentence, toggle, title, upper case, lower case Tools, then Language and then Thesaurus By selecting the numbered bullets option

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Chapter 6—Creating Tables in MS Word
Teaching Objectives: • • To identify the components of Tables in MS Word To create, modify and format a table

Learning Outcomes: By the end of the lesson the students will be able to • • identify and define the components of a table demonstrate how to make and manipulate tables in MS Word

Teaching: Lesson introduction—5 minutes 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.


Main Lesson—30 minutes 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. Lesson Windup—5 minutes 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. b. c. d. e. f. a. b. c. d. e. f. ½ pt black solid line rows and columns Tab Table Row Format A row is a horizontal series of cells in a table. Vertical series of cells in a table are called columns. A table is a grid comprising rows and columns. A cell is the rectangular box at the intersection of a column and a row. Select the cells you want to merge -> Table menu -> merge cells option Click anywhere in the table -> Table menu ->delete -> table

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Chapter 7—Working with Objects in MS Word
Teaching 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: By the end of the lesson the students will be able to • • • explain the difference between Clip Art and WordArt create Word Art insert different objects at different places in Word documents


Teaching: Lesson introduction—5 minutes 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. Main Lesson—30 minutes 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. Lesson Windup—5 minutes A brief question and answer session will help to recap the lesson: a) b) c) d) What do we use WordArt for? What do we use the Drawing toolbar for? What options are available in the Drawing toolbar? 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. b. c. d. e. f. a. b. c. d. e. a. b. c. d. e. f. Cross Tick Cross Tick Cross Tick Insert Picture Drawing Shadow style Square Clip Art is the picture files that can be inserted in a document. The oval button on the Drawing toolbar View->Toolbars->drawing Drawing toolbar Drawing toolbar Auto shapes are predefined figures that can be quickly inserted in to a document.

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Chapter 8—MS PowerPoint Presentations
Teaching Objectives: • • To discover how a slide show is put together using AutoContent Wizard To learn how to use the Design Template

Learning Outcomes: By the end of the lesson the students will be able to • • use the AutoContent Wizard effectively to create a basic presentation demonstrate the correct use of the Design Template

Teaching: Lesson introduction—15 minutes 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?

Main Lesson—20 minutes 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. Lesson Windup—5 minutes 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. b. c. d. presentation slides Design Template 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 presentation c. AutoContent Wizard d. Patterns in slides which remain the same throughout the presentation are templates.


Chapter 9—Backgrounds and Slide Organization in MS PowerPoint
Teaching 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: By the end of the lesson the students will be able to • • change the layout and background of a slide edit slides in a presentation

Teaching: Lesson introduction—5 minutes 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. Lesson Windup—5 minutes 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. b. c. d. a. b. c. d. Design Ctrl key Outline Slide Show Slide Design 3 panes—Outline, Slide, Notes panes Slide sorter view Notes pane

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Chapter 10—Microsoft Excel
Teaching Objectives: • • • • • To To To To To introduce the software used for calculations—MS Excel identify the key components of MS Excel Window learn the procedure of entering data learn the procedure for selecting a range of cells prepare an MS Excel worksheet

Learning Outcomes: By the end of the lesson the students will be able to • • • • 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: Lesson introduction—5 minutes 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. Main Lesson—30 minutes 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. Lesson Windup—5 minutes 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. b. c. d. Cell F8 Enter rangee. Ctrl + Spacebar


Page 121 Ex. 2 a. b. c. d. e. f. g. h. 65,536 256 G5 C1: G8 an entire MS Excel document smallest unit of a worksheet Ctrl + A by using the Esc. key

Chapter 11—First Step to the Internet
Teaching Objectives: • • • • • To To To To To discover the purpose and uses of the Internet learn the requirements for connecting to the Internet distinguish between a web page and website recognize different types of search engines know the basics of netiquette

Learning Outcomes: By the end of the lesson the students will be able to • • • • 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: Lesson introduction—5 minutes 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. Main Lesson—30 minutes 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


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. Lesson Windup—5 minutes 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. b. c. d. e. f. a. b. c. d. e. f. a. b. c. d. e. f. g. Cross Cross Cross Tick Tick Tick iv i v ii vi iii the largest network of computers around the world World Call, PTCL Mozilla Firefox, Netscape Navigator send messages to any part of the world within seconds, chat with people on line modem; telephone line, web browser, subscription with the Internet Provider internal modem and external modem Modulator Demodulator; Internet Service Provider

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Chapter 12—Flowcharting
Teaching Objectives: • • • To identify the purpose of flowcharting To recognize the functions of the basic symbols of flowcharts To know the rules for flowcharting


Learning Outcomes: By the end of the lesson the students will be able to • • • 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: Lesson introduction—5 minutes 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. Main Lesson—30 minutes 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. Lesson Windup—5 minutes 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. b. c. d. e. f. g. h. i. Step Step Step Step Step Step Step Step Step 2 3 6 1 4 5 7 9 8

Page 136 Ex. 2-4 In each flowchart, check that the student has been logical.


Sample worksheet
Chapter 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)


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


Sample worksheet
Chapter 2: Data Storage Devices 1. Explain the main function of ROM.

2. Put these in order from smallest to largest: (a) Megabyte (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? Answer:

5. Explain the difference between data, information and instruction. Data Information Instruction

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


Sample worksheet
Chapter 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 (a) 275 (b) 256 (c) 25 (d) 255 (e) none of the above

characters long.

4. When you delete a file/folder it goes to a. My Documents b. My Computer c. Recycle Bin d. Internet Explorer
© Oxford University Press 2010: this may be reproduced for class solely for the purchaser’s institute


Sample worksheet
Chapter 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:

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


Sample worksheet
Chapter 5: Features of MS Word 1. Write down all the keyboard shortcuts for the commands that you have learnt. Commands a) b) c) d) 2. List the steps required to insert a symbol in a Word document. Shortcuts

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.

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


Sample worksheet
Chapter 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.

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


Sample worksheet
Chapter 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.

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Sample worksheet
Chapter 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.

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Chapter 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.

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Chapter 10: Microsoft Excel 1. List the keyboard shortcuts that are mentioned in the chapter and their functions. a)



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 a) Function




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Chapter 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

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Chapter 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?

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


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