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Introduction .......................................................................2 Chapter 1 The Computer System ..............................................4 Chapter 2 Advanced Features of MS Excel ...............................6 Chapter 3 Creating Charts in MS Excel ....................................8 Chapter 4 Computer Viruses ....................................................10 Chapter 5 QBASIC Looping Statements .................................12 Chapter 6 Internet .....................................................................14 Chapter 7 Macromedia Flash....................................................16 Chapter 8 Drawing Tools in Flash ...........................................18 Chapter 9 Flash: Working with Shapes and Text ....................20 Chapter 10 Animation in Flash ..................................................22 Photocopiable Sample Worksheets ...................................24
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, actually only about 60 years or so ago there was a time when computers were gigantic constructions incorporating miles upon miles of wiring which only performed tasks which we today would consider very simplistic. And today, six decades down the road 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. And 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 Keyboard: Computer Science With Application Software comes in. With two friendly characters, Gibran and Mr C guiding students through a journey in to the magical world of computers, the series is a must have for each 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 has been covered in the chapter. Computer Manners imparts on 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 to on how to tackle the subject matter creatively. Appendices at the end of each book provide ample activities, projects and questions for students.
Understanding Computer Ergonomics These days, a lot is spoken of 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 students learn to use the computer it is important that they become familiar with what the right way of using the machine is and what is not. And as a teacher it is your responsibility to make sure that they form habits now which will stand them in good stead later. Here are some things that you can make sure of as a teacher: • • • • • • Make sure that their 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
As a teacher, discourage students to apply a posture while working at their workstation which is contrary to the tips mentioned above. Using this Teaching 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 teaching guide. To begin with, this guide will help you develop focussed objectives and learning outcomes for the topics taught in the book. Your job will be to translate what is given here into hard core results in terms of achieving the learning outcomes. 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 is followed by around 10 minutes of feedback from the class; and finally the last 3-5 minutes are used for assigning homework and winding up the class. Since the subject requires frequent trips to the computer lab, it will be even more essential that you as a teacher are clear as to what the objectives and learning outcomes are for each of these periods. This will ensure that each lab period is productive for all your students. In addition to these lesson plans, worksheets have also been incorporated into this teaching guide and that 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 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.
Chapter 1—The Computer System
Teaching Objectives: • • • • To understand that computers can be classified according to their size To differentiate between hardware used as input and output devices To understand the role of software in computer systems To understand that a variety of computer languages exist
Learning Outcomes: By the end of the lesson the students will be able to: • • • • differentiate between computers ranging from mobile computers to supercomputers identify and mention the purpose for a variety of hardware devices used for input and output differentiate between types of software and its usage identify the different types of computer languages.
Lesson Introduction—5 minutes Have the students brainstorm on the types of computers they know about based on their size. The answers that they come up with should lead into a discussion on how computers have evolved. For example, if they talk about palmtops, ask them whether they think that computers were always that small. While discussing each type of computer, also talk about what they were used for. To introduce the concepts of hardware and software, start by making the first circle of a mind map on the board and label it computer system. Ask students to brainstorm over what makes a computer system. You should get answers like hardware, software, etc. which should be added to your mind map on the board. Make sure that software and computer languages also make it to your mind map. Main Lesson—30 minutes For the main lesson, it would prove very interesting if a short video could be shown to the students on the evolution of computers. This will make the lesson much more than just a drab history lesson. As for the hardware part of the lesson, it would be a good idea if some of the devices shown in the book could be arranged for the students to see first hand. It would be even better if someone could demonstrate how each works. After tackling hardware, you need to move to software which requires the students to adopt an abstract mindset as they move from physically available pieces of machinery to logic which cannot be seen or touched. A chart highlighting the breakdown of software similar to the one given in the book on page 7 should be posted at the front of the class. It will make your task of explaining the types of software and their functions much easier. Lesson Wind-up—5 minutes A worksheet/crossword puzzle should be given to the students at the end of the period to be attempted at home. Before ending the lesson, conduct a random question and answer session with the students to check for understanding. Use the lab classes for the In the Lab exercises.
Exercise Answers Page 11 Ex. 1 a. b. c. d. e. a. b. c. d. e. f. g. h. a. i iii ii iii ii larger biggest software input plotter operating utilities high Computers can be classified under the following categories: mobile computers (tablet pc); microcomputers (desktop computers); minicomputers (CDC 160A); mainframes (IBM System z) and supercomputers (Cray-1). Hardware includes the physical components of a computer system; examples are monitor, bar code readers, LCD projectors, etc. Bar code reader Magnetic Ink Character Recognition; it is used widely in banks to authenticate cheques. An Optical Mark Reader is used to read a specified type of mark like pencil marks on an answer sheet. Smart cards have a chip. A Braille printer prints out Braille documents of computer files. Plotters are used to produce high quality graphic output. Examples include drum, micrographic, inkjet and flatbed. System software is a set of programs used to control what the computer does. Examples include operating system and compiler. Application software is designed to help the user perform a certain type of work. An example is MS Word. A computer language is a system of commands used to develop software for computers. Two low-level languages are machine language and assembly language.
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b. c. d. e. f. g. h. i. j. k.
Chapter 2—Advanced Features of MS Excel
Teaching Objectives: • To understand the use of formulas • To know why functions are used • To understand the concept of filtering data Learning Outcomes: By the end of the lesson the students will be able to: • use formulas at the appropriate places in MS Excel • demonstrate the need to use functions and use them properly • show how to filter data. Lesson Introduction—5 minutes One plus point about teaching this lesson is that your students will already be used to MS Excel to some extent so that you do not have to go into an elaborate introduction of the software. Start the lesson by recalling the students that MS Excel allows us to do mathematical calculations easily and in an organized manner. Main Lesson—30 minutes Ask students whether they think that for such popular software, it is enough to allow the user to just be able to do a bunch of calculations. Brainstorm with them as to what other features they think should be part of such software. You are bound to get a variety of answers and hopefully one of them should be the use of formulas. Remind students that formulas are a good way of doing repetitive calculations without having to define the parameters over and over again. You will have to follow the book and its explanation as you walk the students through the MS Excel definition of formulas, cell ranges and how to implement formulas in a given worksheet. It is essential that students follow this explanation as it will assist them a great deal during the lab work. Once the students have grasped the concept that formulas can be inserted into a worksheet, introduce them to functions which allow predefined calculations to be performed, i.e. making life even easier for the user. Again walk through the students through the book’s discussion of the topic. Ask the students whether it is just good enough that a large of number of calculations have been performed without any order to them. What if you wanted to have results depicted in alphabetical order or did not want to see those listings which are below a certain number? Explain to the students that this is one of the strongest tools of MS Excel which allows the user to sort and filter data. Make sure that the students understand the difference between the two. It might be suitable to conduct the lesson in two or three class sessions. Also a good way to recap what has been done is to have the students attempt the Practice Time exercises in class. You could do them as a class activity, with the results being written on the board. This will give the students good practice before they go to the lab. Lesson Wind-up—5 minutes Wind-up the lesson by a short question and answer session to clarify what has been taught.
Lab Class—Make sure that ample time is scheduled for the lab, as it is no good to do such material in theory only. It is only through hands-on experience that the students will remember what they have learnt. Exercise Answers Page 31 Ex. 1 a. b. c. d. a. b. c. d. e. f. g. i ii iv ii # DIV/0 #### Sort Data Filter Autofilter Filter
Page 31 Ex. 2
Page 31 Ex. 3 a. Value, cell reference, function, operator. b. ####—column too small to accommodate the number; # DIV/0—if the formula contains division by zero. c. AutoSum feature automatically adds the numbers in the selected cells. d. Functions are predefined formulas which perform specified calculations. e. Sorting data arranges it in a specified order. f. Data filtering allows you block out data which you do not want to see. g. AutoFilter and Advanced Filter. h. Filtering blocks out unwanted data while sorting puts data in a specified order.
Chapter 3—Creating Charts in MS Excel
Teaching Objectives: • To understand the various components of a chart • To know the types of charts available in MS Excel • To understand how to create a chart in MS Excel Learning Outcomes: By the end of the lesson the students will be able to: • differentiate between the various components of a chart • list and differentiate between the types of charts available in MS Excel • create a chart in MS Excel on their own. Lesson Introduction—5 minutes Prepare for the lesson by drawing a large, conventional line graph on the board. Have this ready before the students come to the class. Label the axes and actually plot some random points on the graph. Once the students are seated, ask them to identify what they see on the board. You should get the answer that it is a graph. Once the students have identified this as a graph, introduce them to the concept that it is very easy to make a variety of graphs/charts in software which they have studied before, i.e. MS Excel. Main Lesson—30 minutes Go through the figure showing the components of a chart in the textbook very thoroughly, as it is essential that students understand these. Perhaps the best way for the lesson to proceed is through a slide show, which shows each and every one of the charts that is discussed in the books. It would be great if you could mention the key features of each of the charts on the slides. Go through each slide and discuss the design and usage of each chart. Lesson Wind-up—5 minutes Make sure that the students understand all the variations of the charts and why they are used in peculiar situations. Near the end of the lesson, hand out worksheets which require students to mark and label the axes as well as name the chart. This can be done as homework and will come in handy when the students go to the lab. Lab Class—Use the lab classes to have the students practice the Practice Time exercises before attempting any lab questions. Make sure students get ample time to actually go through the entire process of creating a chart in MS Excel. This might mean scheduling more than one lab session for the unit.
Exercise Answers Page 47 Ex. 1 a. iii b. ii c. iv Page 47 Ex. 2 a. b. c. d. e. chart bar radar Y-axis View
Page 47 Ex. 3 a. b. c. d. Charts are useful because they provide a pictorial representation of data. Radar, doughnut, bar, pie chart. A bar chart is a column chart drawn sideways. The answers for this will vary as long as the students have included what each chart presents pictorially and its various components. e. X-axis, Y-axis, legend, data series. f. The chart area contains all the components of a chart, while a plot area is where the data series is plotted. g. A legend identifies each data series while gridlines make it easier to identify the value of each data point on a chart.
Chapter 4—Computer Viruses
Teaching Objectives: • • • • • To understand what a computer virus is and what it does To know the different types of computer viruses To know how to prevent a virus infection To understand the use of anti-viruses To know the importance of updating virus definitions
Learning Outcomes: By the end of the lesson the students will be able to: • define a computer virus and what it does to the computer • list and differentiate between the different types of viruses • define the role of anti-virus software in protecting computers. Lesson Introduction—5 minutes Write the word VIRUS in large bold letters on the board. Brainstorm with students as to what they think a virus can do to computers. Main Lesson—30 to 60 minutes On the basis of the brainstorming in the introductory part of the lesson, you should now expand on how a virus infects a computer and what it can do to it. Once this has been established, explain to the students that there are certain things which a virus cannot do. Point to the students that just like human viruses, computer viruses have different types and that they are named after the types of operation of the computer that they target i.e. boot viruses, program viruses, etc. Ask the students what they think the function of an anti-virus is and what they think the importance of updating anti-virus programs is. Most of the topic is theoretical so it will have to entail a considerable bit of lecturing. Lesson Wind-up—5 minutes This should be a simple question and answer session. A worksheet for homework is a good idea. Lab Class—The lab time should be utilized to attempt the In the Lab activity.
Exercise Answers Page 58 Ex. 1 a. iii b. iv Page 58 Ex. 2 a. b. c. d. a. b. c. d. e. virus write-protected disk Anti-virus deleted, repaired A computer virus is a software which has the ability to make copies of itself and attach to other application files. A virus can damage a computer by making executable programs useless, it can infect the hard disk and it can attach itself to any attachment being sent on email. The most common way of spreading is through the use of USBs which easily help to transport infected files from one computer to another. Boot viruses, program viruses, and macro viruses. Three things that can help prevent a virus infection include the use of anti-virus, updating virus definitions regularly and making sure that you do not use devices such as USBs which are infected. Antivirus programs are applications which can detect and help remove viruses from a computer system. Two examples include Norton and Kaspersky. Virus definitions are a database of viruses that an anti-virus scans for. It is important to keep them updated so that your computer does not fall prey to newer viruses.
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Chapter 5—QBASIC Looping Statements
Teaching Objectives: • To understand the use of loops in QBASIC Learning Outcomes: By the end of the lesson the students will be able to: • use For...Next; While...Wend and Do Loops • stop a loop. Lesson Introduction—5 minutes Introduce the lesson by asking students if they have ever found themselves in a situation where they had to do one thing over and over again. You will probably get many ‘yes’ answers to this. Write down some of the situations that they tell you on the board. Main Lesson—30 minutes Build on the introduction by asking students whether they think computers also have to do certain things over and over again. Get the students to give you specific examples and write those on the board. Ask your students to pretend that if they were a computer programmer, how would they go about making a computer do things over and over again. Introduce to them the concept of a ‘loop’ and what it exactly means when it is used in programming. It is imperative that the students understand the logic behind why a loop is used and how it is used. You will have to take great care and go through the examples mentioned in the book thoroughly so that the students become equally comfortable with the three loops discussed in the book. Also take time out to explain how a loop can be stopped by setting parameters within the loop itself. Lesson Wind-up—5 minutes Ask students questions to ensure that they understand how each looping statement works. Lab Class—Practice Time exercises offer a good starting point before proceeding to the lab. It is suggested that you get students to walk through the looping statements in class. Please make sure that you allot ample lab time for this chapter.
Exercise Answers Page 66 Ex. 1 a. iii b. iv Page 66 Ex. 2 a. b. c. d. A loop is a repetition of a block of statements a number of times. FOR...NEXT; WHILE...WEND; DO. If the expression is placed at the end of the loop, the loop will run at least once. The STEP attribute is used to define by how much a variable will increase each time the loop is run. e. The EXIT command is used to prematurely stop the loop’s execution. f. (i) need the word TO instead of the comma; (ii) cannot step by -2 if going from 1 to 10 (iii) no error (iv) the step has to be in negative (v) the variable is defined incorrectly—it should only be letter g. (i) It is not defined by how much M is increasing. (ii) the variable X is not defined (iii) defining the variable I twice to the same value h. (i) 1 2 3 4 5 (ii) 9 3 4 2 11 (iii) 5 25 6 36 7 49 8 64
Teaching Objectives: • To understand how information can be retrieved using the Internet • To know that there are a variety of ways to communicate over the Internet • To understand what netiquette is Learning Outcomes: By the end of the lesson the students will be able to: • demonstrate how to retrieve required information using search engines • show how to use the Internet for communication • demonstrate an understanding of appropriate netiquette. Lesson Introduction—5 minutes Students will already be aware of the Internet so there is no need to introduce it to them. What you can do is to ask students to share their ideas as to what they think it is useful for. Main Lesson—30 minutes Write down the ideas generated in the lesson introduction on the board. Hopefully someone in the class has mentioned that the Internet can be used for gathering information as well as communicating with other people. You need to build on each of these topics in turn. For gathering information, ask students if they have ever used the websites such as www.google.com. If yes, ask them what they did while on the website. Explain to the students that this website and many others like it are called search engines and help users around the world to gather information on the topics of their choice. Also explain to the students that it is not only information, but you can also find people on the Internet. This should lead you into the next part of the lesson which deals with the communication aspect and use of the Internet. Explain to your students that not only is Internet a great source for information, it is also a valuable communication tool in today’s day and age. Chatting, social networking communities, and video conferencing allow us to not only be in touch with friends and relatives but to conduct our business. Discuss with your students the pros and cons of using the Internet for communication through social sites like Facebook, etc. It might be a good idea to divide the class in two and have a general debate with one side arguing for the uncontrolled use of the Internet while the other pressing for a more controlled cyberspace. Carry this forward to include appropriate behaviour while on the Internet, i.e. netiquette. Lesson Wind-up—5 minutes Conduct a brief question and answer session to make sure that students are clear on the role of the Internet in the world of today. Lab Class—Students should be asked to complete the In the Lab activities given in the book.
Exercise Answers Page 76 Ex. 1 a. b. c. d. a. b. c. d. e. f. iv i iii ii surfing search engine Chat sci CU-SeeMe etiquette
Page 76 Ex. 2
Page 76 Ex. 3 a. Surfing means exploring the Internet or searching for information on the Internet. b. A search engine is a program which searches the Internet for specified keywords. It is useful because it makes it easy to locate a particular piece of information on the Internet. c. Yahoo, Google and Alta vista d. You can find people through the Internet, get online education or simply find a particular image or piece of information. e. Newsgroups, video conferencing, chat f. Yahoo! Messenger, Windows Live Messenger, ICQ g. Newsgroups pin up your message on a bulletin board for everyone to see rather than send your message to particular addresses as in email. h. Comp, humanities and misc i. A camera records the video of the sender, which is compressed into digital signals. These signals are transmitted over a modem to other computers where they are reconverted into video format so that they can be seen on the screen. j. Netiquette is the behaviour one should have while on the Internet. Three rules to follow include: be sensitive to other peoples’ feelings; do not type a message in all uppercase as this is considered shouting; do not copy someone else’s work.
Chapter 7—Macromedia Flash
Teaching Objectives: • • • • • • To understand how to open and save a Flash document To learn the function of each of the elements of the Tool panel To understand the look of the Flash screen To understand what are movie properties To understand what the Grid is To know the features of the Property Inspector
Learning Outcomes: By the end of the lesson the students will be able to: • • • • demonstrate how to open and save a Flash document describe and use each of the tools in the Tool panel properly describe the components of the Flash screen utilize the Grid and the property inspector appropriately.
Lesson Introduction—5 minutes Start the lesson by introducing the concept of animation. Some students might not be familiar with the exact word, so you might have to talk about cartoons as being the most popular form of animation. Explain to the students that they can also use computers to animate different objects. Main Lesson—30 minutes Explain to the students that one of the popular software used for animation is Macromedia Flash. Explain that Flash, as it is commonly referred to, can be used to create animation using images, sound, video, and animation effects. Since this is the first time most of your students will be coming across Flash, there is no option but to go through each of the components mentioned in the book in detail. To make the lessons interesting though, you can have charts prepared which can be posted on the board for all to see. These would be especially helpful when dealing with the Tool Panel, the Flash screen, the Property inspector, and the Grid. Make sure that you frequently check the students for understanding of the various elements that are being taught. This might lead to extending the session into two or three class periods but it is better to take it slow initially for the sake of understanding. Lesson Wind-up—5 minutes A brief question and answer session should be enough to recap the lesson. In addition, have worksheets prepared which the students can take home to work on. You can have one worksheet on the Tool panel, one on the Grid, one on the Property Inspector, and one on the Grid to say the least. A combined worksheet on opening and saving a document could also be given to the students. Lab Class—Do not hesitate to go through the Practice Time exercises orally in class before the students attempt them in the lab period. Make sure that students are given enough time in the lab so that they can become truly comfortable with using this software. Remember, no matter how much theory you cover and how well you do it, there is nothing which can compare with the actual hands-on practice the students get while in the lab.
Exercise Answers Page 85 Ex. 1 a. d. c. d. pixels frames per second grid collapse
Page 86 Ex. 2 a. b. c. d. F T T F
Page 86 Ex. 3 a. b. c. d. e. Tools panel, stage, modifier, time line, property inspector. Modify → Document. Property Inspector. Window → Properties → Properties. View → Toolbars → drawing. (i) Modifiers (ii) Tool Box (iii) Tool Box (iv) Modifiers
Chapter 8—Drawing Tools in Flash
Teaching Objectives: • To understand the function of drawing and selection tools • To learn how to reshape lines and shapes Learning Outcomes: By the end of the lesson the students will be able to: • demonstrate the use of the drawing and selection tools • show how to reshape lines and shapes. Lesson Introduction—5 minutes Start the lesson by recapping that in Flash, there is a Tool panel which allows to manipulate the files in many different ways. To get the thought process moving, ask the students to name some of the tools that they encountered in the previous chapter and recall what their function was. Main Lesson—30 minutes Explain to the students that a substantial part of the Tool panel is dedicated to drawing which makes a lot of sense if you consider that the purpose of the software is to create images. The best way to tackle the topic would be to have a chart made up of each of the drawing tools and their submenus. Display these at the front of the class as you go through each of the tools. This might mean that you are jumping around as far as the text in the book is concerned but it is better to tackle one tool at a time. Make sure that the students are clear in their minds about what each tool is supposed to do before proceeding further. Practice Time exercises can also be made part of the lesson and you can do these orally to gauge the students’ understanding. Lesson Wind-up—5 minutes A question and answer session based on what the students have learned is a good starting point. Make sure the students clarify any confusion that they might have. Give them worksheets to fill out for homework which require them to write down the different functions for each of the tools. Lab Class—Students should be asked to complete the In the Lab activities given in the book. Make sure to arrange ample lab time.
Exercise Answers Page 103 Ex. 1 a. d. c. d. e. a. b. c. d. smooth shift Property Inspector circles 3 Paint bucket Color mixer Eraser tool Polygon tool
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Page 104 Ex. 3 a. (i) pencil tool (ii) line tool (iii) oval tool b. Paint behind. c. Erase Normal—erases all lines and fills; Erase Fills—only erases fills; Erase Lines—only erases lines; Erase Selected Fills—only erases fills that are currently selected and does not affect unselected fills and lines; Erase Inside—erases the area of the fill which you want.
Chapter 9—Flash: Working with Shapes and Text
Teaching Objectives: • To understand the function of the Pen, Eyedropper and Free Transform Tools • To learn how to create and modify symbols • To learn how to work with text Learning Outcomes: By the end of the lesson the students will be able to: • demonstrate what the Pen, Eyedropper and Free Transform tools are used for • create and modify symbols • demonstrate how to work with text in Flash. Lesson Introduction—5 minutes Keep the lesson introduction simple. Explain to the students that there are three more tools which they have not studied yet—namely the Pen, Eyedropper and Free Transform Tools. Also inform them that working in Flash is not just about working with images; they can also manipulate text in Flash. Main Lesson—30 minutes Ensure that you go through the functions of the three tools mentioned thoroughly. As suggested for other tools, you can also make charts for these tools with their sub options and clarify each tool before moving on to the next. Make sure that the students are very clear on the very distinct functions of each of the tools. Introduce the Text Tool right after your discussion of the three tools mentioned above. The reason is that this way you can finish up discussing the Tool Panel and then move on to something very different in the form of Symbols. Explain what a symbol is to the students and then follow the book’s explanation to clarify how to create and manipulate a symbol. You might want students to read out particular paragraphs so that the lesson does not become boring. At each stage, note down on the board what has been learnt about symbols so far. Lesson Wind-up—5 minutes Conduct a brief question and answer session to make sure that all confusion is cleared up before students go to the lab to practice. Going through the Practice Time exercises orally might also help. Lab Class—Students should be asked to complete the In the Lab activities given in the book. Make sure that you have scheduled enough lab time so that the students can get some meaningful practical experience.
Exercise Answers Page 117 Ex. 1 a. d. c. d. a. b. c. d. e. f. iv iii ii iii Paint Bucket corner symbol libraries Property Inspector shapes
Page 117 Ex. 2
Page 118 Ex. 3 a. For an open path, double click on the last point; while for a closed path, position the pointer over the first point and click. Flash will close the path and fill it automatically. b. The Eyedropper Tool is used to acquire colours and styles from existing lines, brush strokes and fills, and applying them to other objects. c. Select the object and place the pointer over one of the corner handles. Once it turns into a curved arrow, click and drag. d. An instance is an occurrence of a symbol on the stage. e. Symbols help to keep the file size low as any symbol regardless of the number of instances in a movie is only stored once.
Chapter 10—Animation in Flash
Teaching Objectives: • • • • To understand the function of a Timeline To learn the difference between frames and keyframes To understand what layers are To know how to animate using Flash
Learning Outcomes: By the end of the lesson the students will be able to: • • • • explain and use a Timeline differentiate between frames and keyframes explain the use of layers demonstrate how to animate Flash.
Lesson Introduction—5 minutes Remind the students that Flash is one of those software which allows you to animate images— in other words bring them to life in a ‘movie’ of sorts. Explain to them that it was important to understand the use of all the tools used in Flash before proceeding with the actual animation process. Main Lesson—30 minutes Introduce the students to the Timeline by putting up a large drawing of it on the board with all the key elements clearly marked. Emphasize that for them to successfully animate anything in Flash, they have to understand how to manipulate the Timeline. Go through the book’s explanation step by step. Make sure students understand what is meant by frames, keyframes and layers and there is no confusion. Walk the students through the insertion and deletion process for frames and layers. Explain to the students that there are three ways in which they can animate in Flash: frame by frame, tweened animation and shape tweening. Go through the explanation of each and make sure the students understand what each stands for. Lesson Wind-up—5 minutes Conduct a brief question and answer session to make sure that all confusion is cleared up before students go to the lab to practice. Going through the Practice Time exercises orally might also help. Lab Class—Students should be asked to complete the In the Lab activities given in the book.
Exercise Answers Page 129 Ex. 1 a. iii b. iv c. i Page 129 Ex. 2 a. b. c. d. e. f. Frame scenes layers Frame rate rectangles symbols
Page 129 Ex. 3 a. Frames are marked as rectangles; keyframes are every fifth rectangle and are marked by grey fill and is represented by a black dot. b. In the Timeline, click on a rectangular placeholder where you want to insert a frame; select Insert → Timeline → Frame. c. In frame-by-frame animation, the content in each frame is changed manually while in tweened animation, we only specify the first and last keyframes and Flash automatically fills the frames in-between. d. Shape tweening can be used to show one shape change in to another over a period of time.
Chapter 1: The Computer System 1. All are input devices except a. Bar code reader b. Optical card readers c. Flatbed plotter d. Optical card readers 2. List the classification of computers from smallest to largest and give an example of each. a. b. c. d. e. 3. Describe the difference between a compiler and an assembler.
4. We use application software on a daily basis without realizing that we are doing so. Name four application software and describe what function each performs. a. b. c. d. 5. Decipher the following: a. COBOL b. FORTRAN c. BASIC
© Oxford University Press 2011: this may be reproduced for class solely for the purchaser’s institute
Chapter 2: Advanced Features of MS Excel 1. List and describe some of the common errors in MS Excel.
2. For each of the following give a brief explanation. a. AutoFilter b. Function c. Formula d. Sort e. Cell Range f. Autosum g. Average 3. Explain the need for sorting data. Give an example.
4. Explain the difference between functions and formulas in MS Excel.
5. What is custom filtering?
© Oxford University Press 2011: this may be reproduced for class solely for the purchaser’s institute
Chapter 3: Creating Charts in MS Excel 1. List the steps for creating a chart in MS Excel.
2. Identify each part of the MS Excel chart screen and describe the function of each component.
3. Describe the function of each part of the Chart Toolbar.
4. Name your favourite chart in MS Excel and describe its features.
© Oxford University Press 2011: this may be reproduced for class solely for the purchaser’s institute
Chapter 4: Computer Viruses 1. Describe the difference between the three types of viruses.
2. List how a computer virus infects your computer.
3. A computer virus affects hardware before attacking the software. True or False. 4. Write a short note on the history of computer viruses.
Chapter 5: QBASIC Looping Statements 1. Write a program which asks the user to input their first name, last name and age five times and prints the result using all three loops learnt in the chapter.
2. Give reasons for why looping is important in programming.
Chapter 6: Internet 1. List four types of newsgroups and explain what each is concerned with. a. b. c. d. 2. Netiquette is formed by combining: a. Net and cut b. Internet and etiquette c. Communication and Internet d. Etiquette and world wide web 3. You can use the computer for all of these activities except: a. Search for information b. Email a friend c. Join a newsgroup d. Pass your computer course 4. Explain why it is important to be safe while on the Internet.
Chapter 7: Macromedia Flash 1. Name and describe the features of the Tool Box mentioned in the chapter.
2. List and define the six things that can be changed through the Document Properties window.
3. Differentiate between the Property Inspector and the Grid.
4. List the attributes and their functions that can be changed in the Grid dialogue box.
Chapter 8: Drawing Tools in Flash 1. List the steps for filling shapes with a gradient.
2. All are part of the Pencil Tool except: a. Ink b. Smooth c. Oval d. Straighten 3. Explain the usefulness of the Brush Tool.
4. Explain what a gradient is and how you can create one in Flash.
Chapter 9: Flash: Working with Shapes and Text 1. Using the Free Transform Tool, you can do all except one of the following: a. Scale b. Rotate c. Move d. Fill with color 2. List the steps needed to create an instance of a symbol.
3. What manipulations can text go through using the Text Tool?
4. Draw a comprehensive chart of all the tools you have learned in Flash. Mention the function of each along the symbol’s drawing.
Chapter 10: Animation in Flash 1. List the components of a Flash movie and define the function of each.
2. What do you think changing the order of layers will do to a Flash movie?
3. Which is not a type of animation used in Flash? a. Tweened b. Shape twisting c. Frame-by-frame d. Shape tweened 4. Why are keyframes important?
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