Second Edition: Teaching Guide

Teaching
Guide 2
Second Edition
3
Contents
Introduction iv
Continuous and Comprehensive Evaluation 1
Lesson Plans
• Computer—A Machine 6
• Parts of a Computer 7
• Uses of Computers 8
• Keyboard 8
• Computer Mouse 9
• Introduction to MS Paint 10
• Drawing in MS Paint 10
Answer Key to Student’s Book Questions
• Worksheet 1 15
• Keyboard 17
• Worksheet 2 19
• Worksheet 3 22
Worksheets
• Keyboard 30
Answers to Worksheets 36
Test Papers
• Test Paper 1 39
• Test Paper 2 40
• Test Paper 3 41
Answers to Test Papers 42
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INTRODUCTION
In today’s world, the computer has become an indispensable tool. From huge machines weighing several
tonnes, the computer has evolved into light, sleek, yet powerful machines that dominate today’s knowledge-
based society. Many previously complex and time-consuming tasks have been reduced to the mere touch of
a few buttons on the keyboard. Basic computing skills such as word processing are an essential requirement
in today’s job market. The Internet has revolutionized the way people communicate and interact. Geographical
distances are no longer a constraint for effective business transactions, information dissemination, and
interpersonal interactions as distances have been overcome through extensive, intricately-designed
communication networks.
Today computer science is an academic subject in its own right, governed by scientific and mathematical
principles. Due to its increasing importance, computer studies have become an essential part of the education
curriculum around the world, including in Pakistan.
However, the trend has been to favour Information and Communications Technology (ICT) rather than the
science behind computers. ICT in schools usually focuses only on teaching how to use office productivity
software such as word processors, presentation software, and spreadsheets. However, as teachers, we should
ensure that we teach not only ICT, but also computing, especially in the lower classes. This is an important
distinction because ICT primarily involves simply understanding and memorizing commands. As a
consequence, many students may get the impression that little creativity is involved in using computers. This
may result in students losing interest in what they mistakenly believe to be computing. Students must be
introduced to how computers work and be given the opportunity to be creative through computing activities
that challenge them to use their logical and analytical skills along with their creativity.
Computer science education should be such that students are capable of making a meaningful contribution
other to advance our digital society or use digital media optimally in their chosen field of study or work, should
they decide to do so in the future. Computer education in schools should equip every child with the basic
understanding of how computers work and demonstrate the possibilities of information technology in a
knowledge-based society and economy. This has been the rationale for developing the Keyboard: Computer
Science with Application Software (Second Edition) series.
About Keyboard: Computer Science with Application

Software (Second Edition)
Keyboard: Computer Science with Application Software (Second Edition), a series of eight books for Classes 1 to 8,
is a comprehensively revised edition of Keyboard: Computer Science with Application Software and carries forward
the same interesting and interactive approach that is a hallmark of the series. The series aims to make the study
of computer science engaging and interactive for students through a combination of features.
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The contents are based on the most recent feedback from teachers and incorporate the latest trends in computer
education. We have taken particular care to update facts and figures, and to include the latest advancements
in the field of information and communication technology. Thus, trendsetting topics such as social networking
and cloud computing have been explained along with devices such as smartphones and tablets. Also, in keeping
with the times, there is greater focus on animation and web design.
The series introduces the subject in language that is simple and direct. Technical jargon is used only where
necessary and all such terms are defined at the end of each chapter. Comic strips, icons, cartoon characters,
and illustrations make the learning process an enjoyable experience.
This series is an advanced course in computer science designed for those schools that wish to teach creative
application software such as Flash, HTML, Photoshop, and Dreamweaver along with the basic concepts of
computers, computer programming, and the Internet.
Course Features and Highlights

Each chapter in Keyboard: Computer Science with Application Software (Second Edition) starts with an engaging
introduction in comic strip format presenting a conversation between two characters, Goggle and Toggle.
Goggle represents an average primary and middle school student, while Toggle is an animated laptop and an
expert in computer science. Toggle helps Goggle understand all that is taught about computers and computer
software in the series. The series has a hands-on approach to learning with text supported by relevant
screenshots and plenty of practical exercises. The MS Office screenshots are based on MS Office 2007, with
the compact and user-friendly Windows 7 as the operating system.
Update Office 2010

A special feature of the series is the update provided on MS Office 2010. As you are aware, a new interface
was designed by Microsoft for their MS Office package, beginning with MS Office 2007. In MS Office 2010,
Microsoft has retained the Ribbon interface introduced in MS Office 2007, but has provided some additions,
enhancements, and improvements to the feature.
Update Office 2010 describes the new or additional features introduced in MS Office 2010 when compared
with MS Office 2007. These updates have been placed at the relevant points within the MS Office chapters
thus enabling direct comparisons. Students and teachers will thereby have a clear idea of the refinements in
MS Office 2010.
Worksheets and Assessment Papers

Worksheets have been introduced for Classes I to V, while for Classes VI to VIII Assessment and Comprehensive
Assessment papers have been included.
Practice Time, Exercises, and In the Lab

The Practice Time feature provides practical exercises after every major topic, in which the student applies
the concept(s) learnt in the previous section to solve a practical problem. The detailed solution is given after
the question, so that students are able to understand the practical application of a particular concept
independently. This frees the teacher from the process of assessing whether individual students have fully
understood the concept.
The Exercises and In the Lab questions deserve particular mention. The exercises in each chapter include
enough theoretical and practical questions for concept application. The In the Lab questions are similar to
those under Practice Time except that no solutions are given and the questions are more complex than those
found under Practice Time. In both, however, the questions describe a variety of situations across the
curriculum thus integrating the use of computers with problem-solving in other subjects areas.
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The Revision Questions are recommended as a self-assessment tool for the students; for those who would
like to attempt the Cyber Olympiad, sample questions have been provided for practice.
Digital Learning Resources

The Learning Resource CD for students contains animation, videos, tutorials, and tests.
Animation clips offer an audio-visual explanation of technically complex or difficult concepts.
Demo videos linked to one of the Practice Time questions in software chapters present a step-by-step audio-
visual guide to solving the problem described.
Teaching Resources
The teaching resources for the Keyboard: Computer Science with Application software and (Second Edition) consist
of Teaching Guides and a Teaching Resource CD.
Teaching Guides
The Teaching Guide accompanying each Student’s Book is carefully structured to provide useful support to
teachers.
Each Teaching Guide contains the following:
• A lesson plan that details the number of periods recommended for a particular chapter, the topics therein,
the expected learning outcomes at the end of each topic, and the digital support available for each chapter.
This is intended to assist teachers in overall planning. Teachers should read through the lesson plan before
stepping into the classroom or can use the recommendations for creating their own lesson plan.
• The complete answer key to the Student’s Book exercises has been given including answers for the In the
Lab questions, Worksheets/Assessment papers, Revision Questions, and the Cyber Olympiad Questions.
• A set of chapter-wise worksheets follows the lesson plans, and has questions in the form of crossword
puzzles, wordsearches, jumbled words, etc. designed to reinforce conceptual understanding.
• In addition to the worksheets, a set of chapter-wise test papers has also been provided, which may be used
by teachers to create their own assessment papers, or used as they are for classroom tests.
Teaching Resouce CD
The Teaching Resource CD contains printable reinforcement and assessment materials along with a Test
Generator. Printable documents for every chapter include lesson plans, answers to the Student’s Book
exercises, worksheets, and test papers.
The comprehensive and easy-to-use Test Generator is an effective assessment tool designed to benefit
teachers by enabling them to create a variety of test papers. It includes an extensive pool of questions, such as
multiple choice, true or false, fill in the blanks, short answer, and long answer questions, as well as lab exercises
where relevant. Answers have been provided to enable efficient and effective evaluation. The Test Generator
allows the teacher to create test papers for one or more chapters.
The Students’ Books, and the accompanying Teaching Guides and digital resources together form a complete
package enabling effective teaching.
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Continuous and Comprehensive Evaluation
Learning takes place in a variety of ways—through experience, making and doing things, experimentation,
reading, discussion, asking, listening, thinking and reflecting, and expressing oneself in speech, movement, or
writing. All these modes of learning are possible both as individual or group activities. It would thus be
advantageous for students to be given the opportunity to participate in as many of these activities as possible.
Continuous and Comprehensive Evaluation (CCE)

The primary objectives of this system are (1) to maintain continuity in evaluation and (2) to reliably assess
broad-based learning and behavioural outcomes.
In this system the term ‘continuous’ is meant to emphasize that evaluation of a student’s progress is a continuous
process rather than an event. It is spread over the entire span of an academic session, and means regularity of
assessment and unit-testing. It also includes a diagnosis of learning gaps, the use of corrective measures,
retesting, and self-evaluation.
The term ‘comprehensive’ suggests that the system covers both scholastic and co-scholastic aspects of a student’s
growth and development.
This system expects involves both formative and summative assessment. Formative assessment is a tool used
by the teacher to monitor student progress continuously in a supportive environment. It involves regular
feedback, a chance for the student to reflect on his/her performance, seek advice, and improve. If used
effectively, it can greatly improve student achievement.
Summative assessment is carried out at the end of a course of learning. It measures, or ‘sums - up’, how much a
student has learnt from the course. It is usually a graded test, i.e. it is marked according to a scale or set of
grades.
It has been found that assessment that is predominantly of a summative nature will not by itself yield a valid
measure of the growth and development of the student. At best it indicates the level of achievement only at
a given point of time.
The paper-pencil tests are basically a one-time mode of assessment and to rely on them exclusively to judge
the development of a student is both unfair and unscientific. Over-emphasis on examination marks leads
students to believe that assessment is different from learning. Besides encouraging unhealthy competition, the
reliance on a summative assessment system also results in unnecessary stress and anxiety among learners.
The Keyboard: Computer Science with Application Software (Second Edition) series, comprising of Students’ Books,
Teaching Guides, and digital resources, includes a number of features that aid both continuous and
comprehensive evaluation.
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CONTINUOUS EVALUATION
Students’ Books
Beginning of Instruction (Formative Assessment)
• The introductory dialogue at the beginning of each chapter between Goggle and Toggle is a starter to the
chapter topic and can be employed to test the prior knowledge of students by using the dialogue to ask
for possible solutions or an answer to Goggle’s questions.
During Instruction (Formative Assessment)

The conceptual grasp of students can be assessed during instruction through Practice Time, which has been
placed after every major topic in the Student’s Book, by observing how fast they carry out the task as given.
A couple of questions may also be added to test their understanding of the concept. For example, in the
question below students may be asked if they can use the RT or the LT command in the solution to this
question instead of the SETH command.
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End-of-Chapter (Summative Assessment)
• At the end of the chapter the student can be tested on acquired knowledge through the objective and
descriptive questions in the Exercises section, and on the practical application of concepts through In the
Lab questions.
End-of-Unit and Term (Formative as well as Summative Assessment)

• Assessment at the end of three or four chapters is facilitated through
Worksheets in Classes I to V.
• In Classes VI to VIII Assessment and Comprehensive Assessment
papers help children familiarize themselves with evaluation patterns.
Teaching Guides
The Teaching Guides provide the following support for formative and summative assessment:
• Worksheets, one for each chapter, have questions in the form of crossword puzzles, wordsearches, jumbled
words, etc. designed to reinforce conceptual understanding.
• Test papers, one for each chapter, which may be used by teachers by photocopying them in a larger format
for classroom tests.
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Digital Resources
The digital support for the series comprises the Learning Resource CD and the Teaching Resouce CD.
Learning Resource CD
The Learning Resource CD for Keyboard: Computer Science with Application Software (Second Edition) includes:
• Animation clips for conceptual topics such as those on operating systems, the history of computers, input
and output devices, etc. offer an interesting audio-visual element to technically complex or difficult
concepts. There are one or more modules for each such chapter that enable students to reinforce what
they have learnt in class.
• Demo videos that are linked to one of the Practice Time activities in software chapters (those chapters
that describe the features and commands available in a software), and present a step-by-step audio-visual
guide to solving the problem described in that particular Practice Time question. One or more objective
type question(s) has (have) been introduced at (a) strategic point(s) under the Rapid Round feature during
the demo to encourage students to participate in the solution to the problem. These questions could be
also be used as a formative assessment tool.
Teaching Resource CD
Printable documents for every chapter in the form of soft copies of the worksheets and test papers are given
for each chapter in the Teaching Guides. The teacher is free to use either version of the worksheets and test
papers as formative assessment tools.
The Test Generator accompanying the Teaching Resource CD is an effective assessment tool designed to
benefit teachers by enabling them to create a variety of test papers.
It has an extensive pool of questions including multiple choice, true or false, fill in the blanks, very short
answer, and short answer questions, as well as lab exercises where relevant. The Test Generator can be used
to create test papers for one or more chapters. The wide variety of objective and descriptive questions makes
the tool flexible enough for teachers to employ it either for formative as well as summative assessment. Answers
have also been provided for these questions to aid efficient and effective evaluation by teachers.
Comprehensive Evaluation
Comprehensive evaluation involves, as explained above, both the scholastic and co-scholastic aspects of a
student’s growth and development. It aims to assess the student not only in the area of pure knowledge but
also in the areas of their analytical and creative ability, as well as in their general attitudes and aptitudes.
The key features in Keyboard: Computer Science with Application Software (Second Edition) have been designed to
provide both scholastic and co-scholastic development.
Scholastic
• The features such as
Did You Know?, Fast
Forward, Top Tip,
Update Office 2010,
Tricky Terms, and
Memory Bytes, enhance
and reinforce
conceptual knowledge.
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Co-Scholastic
• The features such as Computer Manners, Projects, and the design of the practical exercises focus both on
scholastic and co-scholastic areas by creating awareness of the ethical and correct use of computers, as well
as the use of computers as a tool for problem-solving in other subjects.
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LESSON PLANS
• A lesson plan has been devised for each chapter which details the number of periods recommended for
that chapter, the topics covered in that chapter, the recommended topic-wise allocation of periods, the
learning outcomes, and the digital support available for that chapter.
• The total number of periods in a year for computer science has been taken as 36 assuming one period a
week for the subject.
• Teachers should go through the lesson plan before stepping into the classroom. However, this is a proposed
lesson plan, and teachers are free to modify it according to their teaching styles or teaching sequence in
respect of the chapters.
Lesson Plan (Total Periods – 36)*

Chapter Title Total In This Topic-Wise Learning Outcomes
Periods Chapter Allocation Teaching
Resource CD
Allocated of Periods
1. Computer— 3 Computer—A 0.5 The students should be • Learning outcomes

A Machine Machine able to:
• Answer key to
• describe the computer
Student’s Book
as a machine which
questions
helps to do various
tasks • Worksheet with
answers
Humans and 0.5 • differentiate between
Computers humans and • Test paper with
computers answers
Types of 1 • classify computers

Computers according to size
• identify different types
of computers
Starting Up 1 • demonstrate how
and Shutting to start up and shut
Down a down a computer.
Computer
The number of periods given here is based on the assumption of one period a week per class for computer science.
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Resource CD
2. Parts of a 5 Monitor 1 The students should be • Learning outcomes

Computer able to:
• Answer key to
• define a computer
Student’s Book
system
questions
• list the four main parts
of a computer system • Worksheet with
• explain the similarities answers
between a monitor
• Test paper with
and a television
answers
• describe the use of a
monitor
CPU Cabinet 0.5 • identify the CPU
cabinet
• describe what the
CPU cabinet contains
Keyboard 0.5 • identify the keyboard
• explain the use of a
keyboard
Mouse 0.5 • identify the mouse
• explain the uses of a
mouse and a mouse
pad
Printer 0.5 • identify the printer
• explain the use of a
printer
• define printout
Microphone, 0.5 • identify the
Speakers, and microphone, speakers,
Headphones and headphones
• describe the uses of a
microphone, speakers,
and headphones
• explain when to use
headphones and
speakers
UPS 0.5 • state what the acronym
UPS stands for
• describe the use of a
UPS
Storage 1 • identify CDs and
Devices DVDs
• differentiate between a
CD and a DVD
• demonstrate how to
use the CD and DVD
drives.
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Resource CD
3. Uses of 6 Schools 1 The students should be • Learning outcomes

Computers able to:
• Answer key to
• list the uses of
Student’s Book
computers in schools
questions
Railway 0.5 • list the uses of • Worksheet with
Stations and computers at railway answers
Airports stations and airports
• Test paper with
Making Films 0.5 • define animation answers
• describe how
computers are used to
make films
Banks 1 • list the uses of
computers in banks
• explain what an ATM
is
Hospitals 0.5 • list the uses of
computers in hospitals
Offices 1 • list the uses of
computers in offices
Design 0.5 • list the uses of
computers in design
Space 0.5 • list the uses of
Research computers in space
research
Publishing 0.5 • list the uses of
computers in the
publishing industry.
4. Keyboard 5 Cursor 1 The students should be • Learning outcomes
Control Keys able to:
• Answer key to
• identify the cursor
Student’s Book
control keys on the
questions
keyboard
• explain the use of the • Worksheet with
cursor control keys answers
Backspace 0.5 • identify the Backspace • Test paper with
Key key answers
• explain the use of the
Backspace key
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Resource CD
Delete Key 0.5 • identify the Delete key

Delete key
• differentiate between
the Backspace key and
the Delete key
Caps Lock 1 • identify the Caps Lock
Key key
Caps Lock key and use
it correctly
Num Lock 0.5 • identify the Num
Key Lock key
• identify the numeric
keypad
Num Lock key
Shift Key 0.5 • identify the Shift key
Shift key and use it
correctly
Tab Key 0.5 • identify the Tab key
Tab key
Esc Key 0.5 • identify the Esc key
Esc key and use it
correctly.
5. Computer 4 Mouse 4 The students should be • Learning outcomes
Mouse Actions able to:
• Answer key to
• identify the different
Student’s Book
types of mouse devices
questions
• describe the four
mouse actions • Worksheet with
• differentiate between answers
click and double-click
• Test paper with
• explain what right-
answers
click is and describe
the drag-and-drop
action
• demonstrate all four
mouse actions.
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Resource CD
6. Introduction 6 Starting 0.5 The students should be • Learning outcomes

to MS Paint and closing able to:
• Answer key to
MS Paint • open and close
Student’s Book
MS Paint
questions
• identify the
components of the • Worksheet with
Paint window answers
Using Tools 2.5 • explain how to use • Test paper with
the Pencil tool, the answers
Brushes tool, and the
Line tool
• distinguish between
the different types of
brushes available in
Paint
Starting 1 • start a new drawing
a New
Drawing
Saving a 1 • save a drawing
Drawing
Opening an 1 • open an already saved
Already Saved drawing.
Drawing
7. Drawing in 7 Curve Tool 0.5 The students should be • Learning outcomes
MS Paint able to:
• Answer key to
• use the Curve tool
Student’s Book
Shapes Tool 1 • draw different shapes questions
using the Shapes tool • Worksheet with
Polygon Tool 0.5 • use the Polygon tool answers
Eraser Tool 0.5 • erase unwanted parts • Test paper with

of a drawing answers
Fill with 1 • fill colour in an

Color Tool enclosed figure using
the Fill with Color
tool
Text Tool 1 • write text in Paint
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Resource CD
Select Tool 1 • select rectangular and

irregularly shaped
areas of a drawing in
Paint
Magnifier 0.5 • zoom in on a part of
Tool the drawing
Color Picker 1 • identify the Color
Tool Picker tool and pick a
colour from a drawing
in Paint and use it
elsewhere in the
drawing.
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Answer Key to Student’s Book Questions
• The complete answer key to the Student’s Book questions has been given here including answers for the
In the Lab questions and Worksheets.
• These are only suggested answers and variations are possible especially for the open-ended questions such as
the descriptive questions and those of In the Lab. Teachers should use their discretion while checking students’
answers and award marks based on conceptual accuracy and clarity.
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Chapter 1: Computer—A Machine
Exercises
1. a. Computer b. Laptop
2. Desktop Laptop
3. Total number of fish: Ten (10)
4.
L O
B
S
T
A P
5.
4 2 1 3
1. Switch on the power supply.

2. Switch on the UPS.
3. Switch on the CPU.
4. Switch on the monitor.
6. a. monitor b. desktop c. icons d. Start e. on
7. a. T b. F c. T
8. When you start the computer a screen appears with small pictures on it. This screen is called the desktop.
9. The small pictures on the desktop are called icons.
10. The second step in shutting down a computer is to click on the Shut Down button.
In the Lab
1. The students can write in their notebooks a list of the differences between the different types of computers
and then discuss these in class.
2. The students can be taken to the computer lab to practice switching the computer on and off. The teacher
should check that the students have written the correct steps in their notebooks.
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Chapter 2: Parts of a Computer
Exercises
1.
2.
3. Headphones
4. a. F b. T c. F
5. a. CPU b. keyboard c. mouse d. printer e. UPS
6. a. ii b. iv c. i d. iii
7. The four main parts of a computer are the CPU, the monitor, the keyboard, and the mouse.
8. The CPU acts as the brain of the computer.
9. A printer is used to make a copy, usually on a sheet of paper, of information stored in the computer.
10. A microphone is used to record different sounds.
11. Sana should use her speakers to play loud music at her birthday party.
12. The full form of UPS is uninterrupted power supply.
13. A UPS keeps the computer working for some time even after the electricity goes off.
14. CD-ROMs and DVD-ROMs are two devices used to store information.
In the Lab
The students be taken to the computer lab to look at the systems kept there. The devices they have learnt
about can be identified. The students can then be asked to describe each device briefly.
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Worksheet 1
1. The mouse is missing from the picture.
2. a. CPU b. Printer c. Microphone d. Speakers
3.
4. a. Click on Shut Down. 2

b. In a few seconds, the monitor turns blank. 3
c. Click on the Start button. 1
5. Across: 4. Keyboard 6. Mouse 8. CPU 10. Speakers
Down: 1. Printer 2. DVD 3. Monitor 5. Headphones
7. Microphone 9. UPS
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Chapter 3: Uses of Computers
Exercises
1.
ATM stands for automated teller machine.

2. a. ii b. i c. iv d. iii
3. a. airports b. railway stations
c. banks d. hospitals
4. a. student details b. book tickets c. animation
d. ATM e. hospitals
5. a. F b. T c. F d. T e. F
6. Computers are used to make timetables in schools.
7. At airports, computers are used for booking tickets and giving information about arrival and departure
times of flights.
8. The machine used to withdraw money from bank accounts is an ATM.
9. Through email we send messages to other people using computers. Email is also called electronic mail.
10. Clothes, buildings, cars, and books are four things that are designed using computers.
In the Lab
The students could be asked to create the chart as part of their holiday homework. Alternatively, the students
could be divided into groups and each group could prepare a chart on one use of computers. These charts
could then be displayed in the classroom.
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Chapter 4: Keyboard
Exercises
1. Across: 3. Cursor 5. Delete 4. Shift
Down: 1. Backspace 2. Two 6. Esc
2. Name of the key Caps Lock
Use of the key It is used to type capital letters.
3. a. Colour the Shift key, 8 (for ), and 4 (for $) blue.
b. Colour the Num Lock key and the numeric keys 1 to 9 (on the right keypad) yellow.
c. Colour the Backspace key green.
d. Colour the Delete key orange.
e. Colour the Caps Lock key and keys with the letters e, l, p, h, a, n, and t red.
4. a. cursor b. cursor control c. Caps Lock
d. numeric keypad e. Shift
5. a. T b. F c. F d. F e. F f. T g. F
6. The cursor control keys are used to move the cursor up, down, right, and left.
7. The Tab key is used to move the cursor by several spaces.
8. a. % b.
9. The letter k will be printed in lower case.
10. The Esc key is used to cancel a menu or a dialog box.
In the Lab
You can open a blank Word document, a blank WordPad, or Notepad document and ask the students to type
in the names in upper case and lower case letters using both the Caps Lock and the Shift keys.
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Chapter 5: Computer Mouse
Exercises
1. a. F b. F c. T d. T
2.
3. a. Clicking b. Double-clicking c. Right d. move

4. Click and double-click are two mouse actions.
5. Double-click is generally used to open a file, a folder, or a program. A right-click shows a list of things
that one can do, i.e. a list of commands that one can select from.
6. To select a file in the ‘Documents’ folder, click on the file with the left mouse button.
7. If you right-click on the ‘Computer’ icon, it shows a list of commands that you can select from.
8. Yes, we can move an object on the monitor. We can do this by using the drag-and-drop action.
9. a. drag-and-drop b. click c. double-click
10. a. scroll mouse b. scrolling c. pointer
d. double-click e. four
In the Lab
The students can be asked to practice opening and closing files; selecting files, folders, or programs; right-
clicking the mouse and trying to read the list of commands that comes up; and dragging and dropping objects,
so that they become familiar with using the mouse and also learn all the mouse actions.
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Worksheet 2
1.
There are actually five places given in this grid. Full marks may be given if the student identifies any four.
2. a. Shift b. Delete c. Cursor d. Keyboard
e. Email f. Animation g. ATM h. Backspace
3. a. Clicking b. Right-clicking c. Double-clicking
4. a. Delete b. Backspace
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Chapter 6: Introduction to MS Paint
Exercises
1. a. F b. T c. T d. T e. T
2. a. Pencil b. Brushes c. Outline d. Save As e. New
3. a. Pencil b. Brushes c. Line d. Save e. Open
4. The Tools group contains the Pencil option.
5. The Brushes tool is used to draw lines and curves that have different appearances and textures. Different
artistic brushes are available which can be used to draw free-form and curved lines that have different
effects.
6. The down arrow is selected to select the thickness of the brush we are going to use.
7. The Line tool is used to draw a straight line.
8. a. iii b. iv c. iii d. ii e. iii
In the Lab
1. a. Click on StartAll ProgramsAccessoriesPaint.
b. Select the Pencil tool.
c. Click on Color 1 and select green.
d. Click on the drop-down arrow under the Size option and select the thickness of the line.
e. Click and drag over the drawing area to draw the outline of a cup.
b. Select the Line tool.
c. Click on Color 1 and select red.
e. Click and drag over the drawing area to draw the outline of the hut. Select the oval shape and keep
Shift pressed to draw the circle in the triangle at the top.
b. In the Color group click on Color 1 and choose red.
c. In the Shapes group first click on the Rectangle tool and drag to draw a square (keeping the Shift key
pressed).
d. Now click on the Oval tool.
e. Drag the pointer to draw the oval shapes.
f. Use the Five-point star tool to draw the four stars.
g. Finally, use the Brushes tool to paint the colours in the respective shapes.
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Chapter 7: Drawing in MS Paint
Exercises
1. a. Curve b. Eraser c. Text d. Select e. Magnifier
2. a. F b. F c. T d. T e. F
3. a. Polygon b. Fill with Color c. Select d. Magnifier e. Color 2
4. Rectangles, ovals, triangles, arrows, and hearts are five ready-made shapes that can be drawn in Paint.
5. To select an irregularly shaped part of the drawing, click on Free-form selection, and then drag the
pointer to select that part of the drawing.
6. A drawing can be made to look bigger by using the Magnifier tool.
7. The Color Picker tool is used to set the current foreground or background colour by selecting a colour
from the picture that is currently open in Paint or is being drawn in Paint.
8. a. i b. iii c. i d. ii e. ii
In the Lab
b. Select the Curve tool.
c. Click on Color 1 and select black.
e. Click and drag over the drawing area to draw the outline of a mango.
f. Now select the Brush tool.
g. Click on Color 1 and select black.
h. Click on the drop-down arrow under the Size option and select the thickness of the line.
i. Click and drag over the drawing area to draw the outline of a leaf.
j. Now in the Tools group, click on the Fill with Color tool.
k. In the Colors group, click on Color 1 and then the colour yellow.
l. Bring the mouse pointer to the drawing area.
m. Click inside the mango outline to fill it with yellow.
n. Similarly, select green and fill the leaf outline.
2. The steps to draw the crayon box in Paint are as follows:
a. Click on StartAll ProgramsAccessoriesPaint.
b. Use the Line and the Triangle tools to draw the crayons and the crayon box. Use the Fill with Color
tool to colour the crayons.
The steps to draw a fish in water are as follows:
a. Click on StartAll ProgramsAccessoriesPaint.
b. Use the Pencil tool to draw a fish. Use the Fill with Color tool to fill colours in the fish. Use the oil
brush to draw water.
1 21
The steps to save a new drawing are as follows:
a. Click on the Paint button, and then click on the Save option.
The Save As dialog box appears.
b. Select the drive and the folder.
c. In the File name box type a name and then click on the Save button.
Worksheet 3
1. Ribbon and Drawing Area
2. Down: 1. Fill with color 2. Pencil 4. Size 6. Eraser 9. Paint
Across: 3. Line 5. Curve 7. Brushes 8. Oval 10. Rectangle
3. a. CURVE b. LINE c. OVAL d. STAR
e. RECTANGLE f. ERASER
4. a. Line
b. Curve
c. Oval
d. Rectangle
e. Five-point star
Marks can be given here for correct identification of the tools, even if the drawings are not accurate.
22 1
worksheets
• Worksheets have been provided for all chapters of the Student’s Book.
• Each worksheet is marked out of 10 and is recommended as a formative assessment paper.
• It is possible to use these worksheets by photocopying them at approx. 120% magnification.
• The questions in the worksheets may also be used as samples to create your own additional worksheets.
1 23
Chapter 1: Computer—A Machine 10 marks
Q1. Jumbled Words (4)
1. CHINEMA
Hint: This is a thing that makes our work easier.
2. ELCETRACIL CHINEAM
Hint: Something that needs electricity to work
3. EKSDTOP MUPTERCO
Hint: A computer that is kept on a desk
4. SUTH OWDN
Hint: It means to switch off a computer.
Q2. Crossword (4)

1
2 3
Across:
2. This is a small computer that can be placed on the lap.

4. These computers that can be placed on a desk are called computers.
24 1
Down:
1. This is a small computer that can fit on the palm of the hand.

3. computers are usually used by only one person at a time.
Q3. Label the Start button and icons in the picture. (2)
1 25
Chapter 2: Parts of a Computer 10 marks
1. UCP
Hint: This is the brain of the computer.
2. YKEBROAD
Hint: This part of the computer has buttons called keys.
3. OUSME
Hint: It is a pointing device which enables us to point at things on the computer monitor.
4. CORMIPHNEO
Hint: You can record your voice by speaking into this device.
Q2. Identify the computer parts labelled A and B. (2)
A
B
A: B:
Q3. Crossword (4)
Across:
2. The part of the computer that looks like a TV and on which you can see pictures
26 1
4. These are used to listen to recorded sound as well as music.
Down:
1. This device is used to make printouts of information stored in the computer.

3. It keeps the computer working for some time even after the electricity goes off.
1 27
Chapter 3: Uses of Computers 10 marks
1. AMINTIAON
Hint: It is the process of preparing lively cartoons as seen on television.
2. KANB
Hint: A place where you can deposit and withdraw money after opening an account
3. CORDRE
Hint: A collection of information about a particular person or object.
4. RACHTIECT
Hint: A person who uses a computer to design homes and other buildings
Q2. Crossword (4)
Across:
3. Computers are used to maintain patient 4. A computer enables us to withdraw
records in a . money from this machine.
28 1
Down:
1. It is a way of sending messages using 2. Computers are used to launch
computers. .
Q3. Look at the pictures given below and complete the sentences. (2)
1.
Computers are used at railway stations to book .
2.
Computers are used to cars.
1 29
Chapter 4: Keyboard 10 marks
1. USCROR
Hint: It is a small blinking line on the monitor.
2. LETDEE
Hint: This key erases text on the right side of the cursor.
3. MUN OLCK KYE
Hint: This key should be on if you want to use the numeric keypad on the right of the keyboard.
4. CSPA OLCK YEK
Hint: When this key is on, all the letters that are typed appear in capitals on the monitor.
Q2. Crossword (4)

1
2 3
Across:
2. This key erases text typed on the left side of the cursor.
4. This key moves the cursor to the right by several spaces.
Down:
1. This key is used to close a menu or a dialog box.
3. This key is used with other keys to type the upper symbol on some keys.
Q3. Colour the keys on the keyboard given below. (2)

1. Colour the cursor control keys blue.
2. Colour the Delete key red and the Shift key pink. How many Delete keys and Shift keys are there on
this keyboard?
30 1
Chapter 5: Computer Mouse 10 marks
1. LLORCSGIN
Hint: This is the action of moving up or down the page on the screen.
2. BOUDLE-LCICK
Hint: This mouse action is generally used to open a file, folder, or program.
3. RDAG-DAN-RPOD
Hint: This mouse action is used to move an item from one position to another on the monitor.
4. PIONETR
Hint: It is the tilted arrow which points to and selects objects on the screen.
Q2. Identify the parts labelled A to C in the picture. (2)
B
C
Q3. Crossword (4)
2 3
1 31
Across:
2. It is the action of pressing the left mouse button once and releasing it.

4. This type of mouse has right and left buttons and a scroll wheel in between.
Down:
1. This mouse action shows a list of commands one can select from.

3. It is the action of pressing and releasing the left mouse button twice within a short period of time.
32 1
Chapter 6: Introduction to MS Paint 10 marks
1. BOBNRI
Hint: It contains the tools you can draw with.
2. NIWDGRA EARA
Hint: It is the area where you draw.
3. EAHSPS
Hint: The Line tool is found in this group.
4. NICLEP
Hint: The tool used for drawing lines in the Tools group
Q2. Crossword (4)

1
2 3
Across:
2. The tool that is used to draw lines and curves with different appearances and textures.
1 33
4. Clicking on the button shows the list of options shown below.
Down:
1. The background colour is usually selected as .
3. Name the dialog box given below:
Q3. Identify the two different types of artistic brushes shown below. (2)
a. b.
34 1
Chapter 7: Drawing in MS Paint 10 marks
1. OOLNGPY
Hint: The tool used to make a custom shape with any number of sides.
2. GEMIA
Hint: The group in which the Select tool can be found.
3. FIREINGAM
Hint: The tool used to zoom in on a part of a drawing.
4. STOLO
Hint: The group in which the Color Picker tool can be found.
Q2. Crossword (4)
Across:
4. Name of the group under the Text tab
3. The tool whose icon is shown below: that is shown below:

Down:
1. The tool that is indicated by the arrow below:

2. The tool whose icon is shown below:
Q3. Name the two tools whose icons are shown below: (2)
a. b.
1 35
Answers to Worksheets
Q1. 1. MACHINE 2. ELECTRICAL MACHINE
3. DESKTOP COMPUTER 4. SHUT DOWN
Q2. Across: 2. Laptop 4. Desktop
Down: 1. Palmtop 3. Personal
Q3. Icons
Start
button

Q1. 1. CPU 2. KEYBOARD 3. MOUSE 4. MICROPHONE
Q2. A. DVD-ROM B. DVD-ROM Drive
Q3. Across: 2. MONITOR 4. SPEAKERS
Down: 1. PRINTER 3. UPS

Q1. 1. ANIMATION 2. BANK 3. RECORD 4. ARCHITECT
Q2. Across: 3. Hospital 4. ATM
Down: 1. Email 2. Rockets
Q3. 1. tickets 2. design
Chapter 4: Keyboard
Q1. 1. CURSOR 2. Delete 3. Num Lock KEY 4. Caps Lock KEY
Q2. Across: 1. Backspace 2. Tab
Down:
3. Shift 4. Esc
36 1
Q1. 1. SCROLLING 2. DOUBLE-CLICK 3. DRAG-AND-DROP 4. POINTER
Q2. A. Scroll wheel B. Right button C. Left button
Q3. Across: 2. CLICK 4. SCROLL MOUSE
Down: 1. RIGHT-CLICK 3. DOUBLE-CLICK

Q1. 1. RIBBON 2. DRAWING AREA 3. SHAPES 4. PENCIL
Q2. Across: 2. BRUSHES 4. PAINT
Down: 1. COLOR 2 3. SAVE AS
Q3. a. Watercolor Brush b. Crayon

Q1. 1. POLYGON 2. IMAGE 3. MAGNIFIER 4. TOOLS
Q2. Across: 1. ERASER 2. FONT
Down: 3. TEXT 4. CURVE
Q3. a. Fill with color tool b. Polygon tool
1 37
TEST PAPERS
• Test papers have been provided for all chapters of the Student’s Book.
• Each test paper is marked out of 10.
• The test papers can be used for pen and paper assessment or the questions could be used to create your
own assessment papers.
38 1
Test Paper 1 10 Marks
Q1. Fill in the blanks. (3)
a. To shut down a computer, first click on the button.
b. The copy of information on paper that we get from a printer is called a .
c. The is the brain of the computer.
Q2. State whether the statements are true or false. (3)

a. A palmtop is bigger than a laptop.
b. Speakers can be used when we want to listen to recorded sound or music without disturbing others.
c. A keyboard is used to type numbers, letters, and symbols.
Q3. Label the following parts of the computer in the picture: (4)
a. Keyboard
b. Printer
c. Monitor
d. CPU
1 39
Chapter 4: Keyboard
a. Computers are used to send messages through .
b. A is a small, blinking line on the monitor.
c. When you a mouse it shows a list of commands you can select from.

a. We can design clothes using computers.
b. The Backspace key erases text typed on the right side of the cursor.
c. A mouse click is generally used to select an item on the monitor.
Q3. Colour the keys of the keyboard as given below: (4)

a. Colour the keys used for typing 50% blue.
b. Colour the keys used to type your full name red.
c. Colour the Esc key orange.
d. Colour the Num Lock key green.
40 1
a. To draw a vertical line in Paint, press and hold down the key and draw up or down.
b. The keyboard shortcut to open a saved drawing in Paint is .
c. The tool is used to rub out any part of the picture in Paint.

a. The Brushes tool is used to draw different types of brushes.
b. The Rectangle tool cannot be used to draw a square.
c. The Color Picker tool is used to set the current foreground or background colour.
Q3. In the Paint window shown below, write the names of the items marked A–D. (4)
A B C D
1 41
Answers to Test Papers
Test Paper 1
Q1. a. Start b. printout c. CPU
Q2. a. False b. False c. True
Q3.
CPU
Monitor
Keyboard
Printer
Test Paper 2
Q1. a. email b. cursor c. right-click
Q2. a. True b. False c. True
Test Paper 3
Q1. a. Shift b. Ctrl + O c. Eraser
Q2. a. False b. False c. True
Q3. A. Paint button B. Fill with color tool
C. Polygon tool D. Drawing Area
42 1

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Second Edition: Teaching Guide

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Teaching

About Keyboard: Computer Science with Application

Course Features and Highlights

Update Office 2010

Worksheets and Assessment Papers

Practice Time, Exercises, and In the Lab

Digital Learning Resources

Continuous and Comprehensive Evaluation (CCE)

During Instruction (Formative Assessment)

End-of-Unit and Term (Formative as well as Summative Assessment)

Lesson Plan (Total Periods – 36)*

1. Computer— 3 Computer—A 0.5 The students should be • Learning outcomes

Types of 1 • classify computers

2. Parts of a 5 Monitor 1 The students should be • Learning outcomes

3. Uses of 6 Schools 1 The students should be • Learning outcomes

Delete Key 0.5 • identify the Delete key

6. Introduction 6 Starting 0.5 The students should be • Learning outcomes

Eraser Tool 0.5 • erase unwanted parts • Test paper with

Fill with 1 • fill colour in an

Select Tool 1 • select rectangular and

1. Switch on the power supply.

4. a. Click on Shut Down. 2

ATM stands for automated teller machine.

3. a. Clicking b. Double-clicking c. Right d. move

Q2. Crossword (4)

Q2. Identify the computer parts labelled A and B. (2)

Q3. Crossword (4)

Q2. Crossword (4)

Computers are used at railway stations to book .

Computers are used to cars.

Q2. Crossword (4)

Q3. Colour the keys on the keyboard given below. (2)

Q2. Identify the parts labelled A to C in the picture. (2)

Q3. Crossword (4)

Q2. Crossword (4)

Q2. Crossword (4)

Chapter 2: Parts of a Computer

Chapter 3: Uses of Computers

Chapter 6: Introduction to MS Paint

Chapter 7: Drawing in MS Paint

Q2. State whether the statements are true or false. (3)

c. A keyboard is used to type numbers, letters, and symbols.

Q2. State whether the statements are true or false. (3)

Q3. Colour the keys of the keyboard as given below: (4)

Q2. State whether the statements are true or false. (3)

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