Solution Manual for HTML5 and CSS3, Illustrated Complete, 2nd Edition

Solution Manual for HTML5 and CSS3, Illustrated

Complete, 2nd Edition

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 HTML5 and CSS3 – Illustrated, 2nd Edition
Unit E: Formatting Text with CSS

A Guide to this Instructor’s Manual:

We have designed this Instructor’s Manual to supplement and enhance your teaching experience
through classroom activities and a cohesive chapter summary.
This document is organized chronologically, using the same heading in dark blue that you see in the
textbook. Under each heading you will find (in order): Lecture Notes that summarize the section,
Figures and Boxes found in the section, if any, Teacher Tips, and Classroom Activities and/or Lab
Activities. Pay special attention to teaching tips, and activities geared towards quizzing your students,
enhancing their critical thinking skills, and encouraging experimentation within the software.
In addition to this Instructor’s Manual, our Instructor’s Resources CD also contains PowerPoint
Presentations, Test Banks, and other supplements to aid in your teaching experience.

For your students:

Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your
students up to date with the latest in technology news. Direct your students to
http://coursecasts.course.com, where they can download the most recent CourseCast onto their
mp3 player. Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State
University Computer Science Department where he is responsible for teaching technology
classes to thousands of FSU students each year. Ken is an expert in the latest technology and
sorts through and aggregates the most pertinent news and information for CourseCasts so your
students can spend their time enjoying technology, rather than trying to figure it out. Open or
close your lecture with a discussion based on the latest CourseCast.

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Unit Objectives 2
110: Assess Web Fonts 2
112: Declare a Font Family 3
114: Use a Custom Font 5
116: Declare Font Size and Line Height 6
118: Implement Bold and Italics 7
120: Style Pseudo-elements 8
122: Specify hex and RGB colors 9
124: Add Shadows 11
126: Create a Media Query 12
End of Unit Material 13
Glossary of Key Terms 14

PPT 1.1
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit E Page 2 of 14

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Students will have mastered the material in Unit D when they can:
• Assess web fonts • Implement bold and italics
• Declare a font family • Style pseudo-elements
• Use custom fonts • Add shadows
• Declare font size and line height • Create a media query
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LECTURE NOTES
• Explain to students that the display of fonts on a web page is limited to fonts available on the user's
computer; unlike what happens when formatting a document created on a word processing
program, where they can use any font installed on their computer.
• Point out that since different computers have different fonts installed, web pages may not appear
the same on different computers. Therefore, it is up to the web designer to ensure that a web page
displays consistently on different machines.
• Discuss with students strategies for implementing fonts consistently.
• Introduce the concept of font-families, which are collections of single typefaces or their variants.
• Introduce the font-family property, and explain why it is not a good idea to list a single font family
as the value of this property
• Introduce the idea of a font-stack as a method for bridging the discrepancies that may exist between
different machines in regards to available fonts. Use FIGURE E-1 to discuss commonly used font
stacks. Show the syntax for specifying a font stack as the value for the font-family property.

TEACHER TIP
Remind students that in order to facilitate consistency in web page display, the fonts included in a
specific font stack should be fairly similar.
• Outline the idea of a generic font family, and introduce the five different types of generic font
families. Use TABLE E-2 as a guide.
• Explain that the name of a generic font family can be added to the end of a font stack to provide
guidance to user agents for those situations in which the other font family choices are not available.

TEACHER TIP
Point out that any font family name containing more than one word should be surrounded by
quotes, e.g., "times new roman".
• Explain the concept of a downloadable font and a custom font.
• Point out that using a downloadable font should not replace naming alternative fonts.
• Be sure students realize that some fonts used for printing are not licensed for use on the web so they
should always verify they have permission to use a particular font before including it in their
website.
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit E Page 3 of 14

FIGURE: E-1
TABLE E-1: Commonly used font stacks
TABLE E-2: Generic font families
BOXES:
1. Quick Tip: Values specified for the font-family property are not case sensitive, but it’s common
practice to capitalize the first letter of each font family.
2. Quick Tip: When used as one of the values for the font-family property, the name of a default
font family is generally all lowercase, as sans-serif in in this example.
3. Quick Tip: Some fonts for creating printed materials are not licensed for use as downloadable
fonts. Always verify that you have permission to use a particular font on your website before doing
so.

CLASSROOM ACTIVITIES
1. Critical Thinking: Ask students to think of reasons why it is important for a generic font family to be
listed last in the font stack, and why it is important for a downloadable font to be listed first in the font
stack. How would deviating from these guidelines affect the display of the web page on different
machines?
2. Quick Quiz:
a. T/F The fonts times new roman and arial belong to the same generic font family. (F)
b. T/F You should always use a font stack when you use a custom font. (T)
c. T/F By default, all user machines include the same set of fonts. (F)
d. T/F A font family consists of a single typeface, and its variants. (T)

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LECTURE NOTES:
• Explain to students that to specify fonts in your CSS code, you use the font-family property. The
property value is a font stack that includes one or more font family names and ends with a generic
font family name.
• Explain that the font-family property is an attribute, whose value is a font stack. Point out that this
attribute-value pair can be placed in any style rule, and would affect the elements selected in the
selector portion of that style rule.
• Tell students that downloadable fonts often include a CSS @font-face rule containing descriptors
optimized to work with a wide range of user agents.
• Emphasize that when using downloadable fonts, an @font-face rule provides user agents the font
name, file names, and file downloadable font.
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit E Page 4 of 14

TEACHER TIP
Show students the general form of an @font-face rule as follows:
@font-face { <font-description> }
Where <font-description> has the form:
descriptor: value;
descriptor: value; …

FIGURES: E-2, E-3, E-4

BOXES:
1. Quick Tip: Throughout this unit, compare your code to the figures to confirm indents and
placement.
2. Quick Tip: Tahoma was developed for enhanced readability on computer screens, and is
installed on almost every Windows and Mac system, but it is not installed on most mobile
devices.
3. Quick Tip: Be sure to place the comma after the closing quote in “Times New Roman”, and not
before.
4. Trouble: If you don’t see a difference in the display of the paragraphs, your system may not
have the Tahoma font installed.
5. Clues to Use: Choosing fonts
When deciding which fonts to use for a website, it’s important not to use too many fonts, which
can make a page chaotic and make it hard for users to understand the relationships among the
page contents. A common practice for a basic web page is to start with just two fonts: one serif
font and one sans-serif font. The rule of thumb for web design is serif fonts for headings and
sans-serif fonts for paragraphs. You can use your browser’s developer tools to identify the fonts
used by sites you visit.

CLASSROOM ACTIVITIES
1. Quick Quiz:
a. T/F The font-family property has a value of a single font-family. (F)
b. T/F You can use developer tools to test a font stack. (T)
c. T/F Changes you make to a font stack using the developer tools are permanently made to
the document’s CSS code . (F)

2. Critical Thinking: Have students review various websites specifically for their use of font. Explain
that it is considered good practice to use just two fonts. How many of the websites they reviewed
followed this practice? Do they agree with this limitation? Why or why not? Tell students to use their
review of the websites to support their ideas.
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit E Page 5 of 14

LAB ACTIVITY
1. Provide students with a specification for a simple personal web page. For example, one that includes
their name, phone number, email address, and a picture of themselves. Ask students to use the
provided layout of the web page to format the page to be written in different fonts. You may want
to specify to students how many font families should be included in their font stacks, or to require
that at least one element include a downloadable font.

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LECTURE NOTES
• Point out to students that using only the fonts installed on a user’s device can be limiting and can
result in layouts that don’t display uniformly across platforms.
• Explain that one way around this is to use custom fonts, such as those provided by Google.
• Demonstrate how to access a custom font through Google Fonts, using FIGURE E-5 as your guide.
• Be sure students understand that Google Fonts generates a link to the font they want to use, and
that they must copy that link and past it in a link element in their HTML document.

TEACHER TIP
Explain to students that Google Fonts defaults to providing only the normal version of a font.
Discuss why this is beneficial. Be sure students understand that they can identify other versions of
the font they want as well, such as italic or bold versions.

FIGURES: E-5, E-6, E-7, E-8

BOXES:
1. Quick Tip: Viewing a style sheet was not supported by IE at the time this book was written.

CLASSROOM ACTIVITIES
1. Critical Thinking: Why does Google Fonts default to providing only the normal version of a
font? Why should you avoid including too many variants of the font on your web page?.
2. Quick Quiz:
a. A custom font is placed at the __________ of a font stack. (Answer: beginning )
b. T/F To download a font from Google Font, you download the font file and include it with
your web page files. (F)
c. T/F To use a custom font, such as a Google Font, you include an address to the font copied
from the Google Font site in a link element. (T)
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit E Page 6 of 14

LAB ACTIVITIES
1. Have students explore the Google Fonts website and then experiment with downloading fonts
from the site. Have students create a simple web page they can use to demonstrate the different
fonts they downloaded. Encourage students to download variants of the same font, as well as
several different fonts. Have students summarize their thoughts on using use the Google Fonts
website.

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LECTURE NOTES
• Explain to students that the font size of an element can be specified using the CSS font-size
property.
• Point out that the font-size property can be applied to any web page element that includes text.
• Illustrate different units in which font sizes can be specified. Explain that the most widely
supported units are percents and em.
• Point out that different browsers assign different font sizes to a given heading level. Therefore, it is
useful to specify, in a style sheet, font sizes for headings in the web page in order to standardize the
visual display of headings in different browsers.
• Emphasize the advantage of specifying font sizes in em units – it ensures that the font size can scale
up or down in different user agents and remain proportional to the rest of the web page.

TEACHER TIP
Review units used to express font-size values, including ems, pixels, and rems.
• Explain that in addition to setting font-size, students can also set line height using the line-height
property. Point out that this property is used to set the minimum amount of vertical space each line
occupies.
• Be sure students understand that each font family includes blanks space above and below every line
of text and that students can use the line-height property to increase this space.

FIGURES: D-9-, D-10, D-11

BOXES
1. Quick Tip: Some developers prefer to reset the font size for all elements, including headings, to
an explicit size in pixels, and then declare a font size for each heading.
2. Quick Tip: Choosing a line-height value is often a process of trial and error to find a value that
works best for your layout.
3. Clues to Use: Using white space
Graphic designers refer to empty space in a layout as white space. In general, every visual design
needs some white space. Empty space in a design helps make it clear where one element ends
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit E Page 7 of 14

and another begins. In addition, you can create specific visual effects by varying the amount of
white space in a design. You can see the padding property to create white space around an
element that shares that element’s background color, and you can use the margin property to
create white space that uses the background color of the parent element.

CLASSROOM ACTIVITIES
1. Critical Thinking: Ask students to consider a situation in which a user defines two style rules
applying to two different elements. In one of the style rules, the user uses em units, and in another
the user uses pixel units to specify the font size. How would the presentation of the web page
change when viewed on a very small screen, such as a mobile device, or on a very large screen?
2. Quick Quiz:
a. T/F Two elements of different types can have the same font size. (T)
b. T/F The font size is affected by the type of font being used. (F)
c. To change the space above and below a line of text, use the __________ property. (Answer:
line-height)

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LECTURE NOTES
• Point out that CSS enables you to format text in numerous ways, including making text bold and
italic.
• Introduce students to the font-weight property, which is used to make text bold by using the 'bold'
value.
• Introduce students to the font-style property, which is used to add italics to text by using the 'italic'
value.
• Explain to students that bold and italic styles are often applied to words or phrases, and not to
whole paragraphs. These short sections must be identified by an element in order to create a specific
style rule for them.
• Introduce to students the span element, which is used to indicate a section of a paragraph to format
using bold or italic styles. Explain that this element is similar to the div element, but it allows
developers to isolate a specific section of a larger element. Explain that a span element transforms
the text it contains into an object on the web page to which styles can be applied. Point out that
including an id attribute allows developers to create style rules that affect only the contents of the
span element.
• Mention that the elements students have worked with so far have been block-level elements, which
are boxes occupying the full length of their parent elements and rendered with a line break before
and after.
• Explain that the span element is an inline element, which means it does not expand to fill the space
of its parent and is not rendered with line breaks before and after.
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit E Page 8 of 14

• Discuss the font properties presented in TABLE E-3.

FIGURES: D-12, D-13, D-14

BOXES
None

CLASSROOM ACTIVITIES
1. Critical Thinking: What would be the implications of including multiple span elements in a single
web page? Is there any reason to nest span elements one inside of the other? If not, explain why not.
Otherwise, give an example of a situation where nested span elements would be helpful.
2. Quick Quiz:
a. T/F The span element does not imply any semantic meaning to its contents. (T)
b. T/F A span element typically encloses complete paragraphs. (F)
c. T/F In order to make a specific phrase bold and italic, it must be surrounded by two
separate span elements, one for bold and one for italic. (F)
d. A span element is a(n) ____________ element because it is not rendered with line breaks
before and after. (Answer: inline)

LAB ACTIVITIES
1. Have students create a simple web page with their name and address. Tell students to
demonstrate how to use the font properties discussed in TABLE E-3 to format their name and
address.

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LECTURE NOTES:
• Introduce the concept of a pseudo-element, which is a selector that enables a developer to isolate a
portion of a larger element for styling. Explain that a pseudo-element is an alternative to a span
element.
• Explain the syntax of writing a pseudo-element, which is the element you want to style, followed
by a colon (:), and then followed by the name of the pseudo-element. Discuss the five commonly
used pseudo-elements presented in TABLE E-4.
• Point out that in some browsers, you can use two colons (::) to distinguish a pseudo-element from a
pseudo-class. Be sure to explain that because some browsers don't recognize the double colon, it is
best to use this format only for CSS3 elements, which these browsers don't recognize anyway.
• Explain that the :first-letter selector allows you to create a drop cap – in which the first letter of
paragraph is enlarged and drops below the first line of text. Point out that the float property is
typically used to make the text that follows the enlarged letter flow around it.
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit E Page 9 of 14

FIGURES: E-15, E-16, E-17

TABLE E-4: CSS pseudo-elements

BOXES:
1. Quick Tip: Selecting the most appropriate line-height value for a drop cap often requires trial
and error.

CLASSROOM ACTIVITIES
1. Quick Quiz:
a. T/F The ::selection pseudo-element is supported by any browser that supports CSS 2. (F)
b. T/F Pseudo-elements allow you to style a piece of a larger element. (T)
c. T/F When creating a drop cap, you should not set the line height for a drop cap because if
you do, the drop cap will not integrate with the remaining paragraph text. (F)

2. Critical Thinking: Look at TABLE E-4, and suggest at least one situation in which you would use the
pseudo elements :before, :after, and :selection.

LAB ACTIVITY
1. Ask students to use pseudo-elements to format their personal Web page so that in each paragraph
the first line is in a different size and color than the other lines in the paragraph. How many style
rules are added to the style sheet? How many style rules would be added if they are required to set
the first line of each paragraph to be a unique color with respect to first lines of other paragraphs?

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LECTURE NOTES
• Introduce the background-color property and explain that CSS allows you to specify the
background color of web elements using this property.
• Explain the different ways a color can be specified: name, hexadecimal format, rgb format, and hsl
format. Use TABLE E-5 as a guide.
• Point out that these color systems can also be used to set the color values for other properties
including color, margin-color, or another other property that takes a color as its value.
• Give examples of color names supported by the major browsers. Explain why defining a color by
name limits the range of colors available.
• Explain that hexadecimal and rgb formats allow the user to specify values for the amounts of red,
green, and blue used to create the desired color.
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit E Page 10 of 14

• Illustrate the structure of color definition in the hexadecimal system: the color definition starts with
a # symbol followed by six characters which may include 0-9 and a-f, where the first two characters
specify the red value, the second two characters specify the green value, and the last two characters
specify the blue value.
• Illustrate the structure of color definition in the rgb system: the color definition is a set of comma
separated values known as an rgb triplet. Each value ranges from 0-255 or from 0-100%, which
represent the amounts of red, green, and blue in the color.

TEACHER TIP
Remind students that when using the rgb system, they must be consistent in the units used to
define the red, green, and blue values for a specific color. That is, students should use either
percentages or numeric specification for all three values within a given color definition, and should
not define a color by providing some of the rgb values in percentages and others in numeric
specification.
• Explain the hsl system, which enables a user to create colors by providing values for hue, saturation,
and light.

FIGURES: E-18, E-19

TABLE E-5: CSS color systems

BOXES
1. Quick Tip: Letters in hexadecimal values are not case-sensitive.
2. Quick Tip: In addition to background-color, hex and RGB colors can be used as values for color,
margin-color, or any other property that takes a color as its value.
3. Clues to Use: Understanding hexadecimal values
The two RGB color systems—using a triplet of RGB values or using hexadecimal values—allow
you to specify the same 16.7 million colors. Each value in an RGB triplet can range from 0 to
255, giving you 256 possible values (1–255, plus the value 0). Hexadecimal values provide the
same range using only two characters. The standard decimal numbering system allows 10
possibilities for each digit: the numbers 0–9. Hexadecimal (from roots meaning “six” and “ten”)
offers 16 possibilities for each character: the numbers 0–9 plus the letters A–F.
Many common colors are represented in hexadecimal notation with repeating pairs of
characters (such as #00DDFF). CSS supports shortening these values to three characters, with
the assumption that any three-character hexadecimal value represents the color created by
doubling each character. For example, a user agent would interpret the hexadecimal value #0DF
as #00DDFF.

CLASSROOM ACTIVITIES
1. Critical Thinking:
a. You are creating a website for selling yarn, and want to list the yarn names in the color of the
yarn. Which format system would you use for this purpose? Explain which system would give
you the most flexibility and best change of matching the yarn color accurately.
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit E Page 11 of 14

b. You are designing a website in a cooperation with web designers in France, Russia, and Brazil.
Which color formatting system would be least suitable for this purpose? Explain your answer.

2. Quick Quiz:
a. T/F You have a larger variety of colors to work with if you use the rgb system than if you
use color names. (T)
b. T/F You have a larger variety of colors to work with if you use the rgb system than if you
use the hexadecimal system. (F)
c. T/F The hsl system is equally supported by all browsers, new and old. (F)

LAB ACTIVITY
1. Ask students to create a web page that has four identical lines in it. Have them format each of
the lines with a different one of the four color defining schemes, and try to make sure all the
lines are in the same color. How long did it take students to get the colors correctly for each of
the systems? What can they conclude about each of the systems for a situation in which they
want to use a specific color?

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LECTURE NOTES:
• Show examples of a text shadow in print layouts – the appearance of a shadow on a surface behind
each letter.
• Demonstrate to students how to create text shadows using the CSS3 text-shadow property. Be sure
to explain the four values it takes: horizontal offset, vertical offset, blur, and shadow color.

TEACHER TIP
Point out to students that multiple text shadows can be applied using a single text-shadow property.
• Explain that in print media, shadows are not limited to text, they can be used on entire units of page
content.
• Introduce the CSS3 box-shadow property and explain its functionality in applying a shadow to
many Web page elements.
• Discuss the syntax of text-shadow and box-shadow properties, using TABLE E-6 as your guide.

FIGURES: E-20, E-21, E-22

TABLE E-6: Syntax of the text-shadow and box-shadow properties

BOXES:
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit E Page 12 of 14

1. Quick Tip: Many websites such as cc3gen.com allow you to create text and box shadows visually
using a set of controls, which then generates the code you need based on your selections.

2. Clues to Use: Picking a color scheme

Although hex and RGB values make over 16 million colors available for use on your web pages,
it’s best not to try to use all of them at once. In fact, visual designs often use only two or three
colors that complement each other.
In any color scheme, the colors are not used equally—generally, one or two of the colors are
reserved as accent colors. Many free tools are available to help you create color schemes. You
can use a website, such as paletton.com to identify complementary colors and create a color
scheme. You can also install the free Adobe Color app on a mobile device to automatically
generate a color scheme using your camera.

CLASSROOM ACTIVITIES
1. Quick Quiz:
a. T/F The text-shadow property values must all be positive values. (F)
b. T/F The first value received by the text-shadow property refers to the horizontal offset of
the shadow, and the second refers to the vertical offset of the shadow. (T)
c. A blur radius value of __________ creates a shadow with a sharp edge. (0)
d. The keyword__________ makes the shadow appear inside the element border. (inset)

1. Critical Thinking:
a. You are creating a Web page for a stonemason, who wants the text in his Web page to look
as if it is chiseled into the surface, just like a chiseled stone would look. How can you
achieve this look using the text-shadow property?
b. You are creating a Web page for a tattoo artist, who wants the box around the letters in the
header of his Web page to have glowing borders, to give the effect of glowing sign. How can
you achieve this look using the box-shadow property?

LAB ACTIVITY
1. Ask students to add a shadow to their name on their personal Web page. Have them try different
values for the text-shadow property, including negative values. How do negative values affect the
shadow? What uses can students think of for a shadow with negative offset values?
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit E Page 13 of 14

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LECTURE NOTES:
• Introduce the terms @media rules and media queries.
• Explain that a media query starts with the keyword @media, lists one or more values for media
type, and then specifies style rules specific to this media.
• Remind students that like all style rules, a media query is enclosed in curly braces.
• Discuss the media type values for media queries as presented in TABLE E-7.
• Explain the steps for adding @media rules, using FIGURE E-23 to discuss the parts of a media query.

FIGURES: E-23, E-24

TABLE E-7: Media type values for media queries

BOXES:
1. Quick Tip: Different browsers may render the page slightly differently, such as wrapping text or
displaying box shadows.
2. Clues to Use: Creating media-specific styles using other methods
In addition to creating a media query within a style sheet, you can incorporate styles targeted at
specific media in your web documents in different ways. One option is to place the media
specific styles in their own style sheet document, link that style sheet to the HTML file using a
separate link element, and then use the media attribute to specify the appropriate media type(s).
Especially on a larger website where the style sheets consist of hundreds or thousands of lines of
code, dividing up style sheets in this manner can help keep the styles organized, and can allow
different team members to work on different documents simultaneously without interfering
with each other’s work. Note that if you use multiple link elements, the general style sheet
should come first in the HTML code, followed by the media-specific styles so that the general
styles do not override the media-specific styles when rendered by a user agent.

CLASSROOM ACTIVITIES
1. Quick Quiz:
a. For printed output, CSS supports the __________ rule media query. (Answer: @page)
b. The media query type values include __________, print, screen, and speech. (Answer:
all)
c. T/F A media query is used to create rules for a specific device. (T)

2. Critical Thinking: Why is it important to include a media query with a print media type for a
web page form?
Solution Manual for HTML5 and CSS3, Illustrated Complete, 2nd Edition

HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit E Page 14 of 14

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•• Concepts Review – Includes screen identification, multiple choice, and matching questions.

•• Skills Review – Provides additional hands-on exercises that mirror the progressive style of the
lesson material.

•• Independent Challenges 1, 2 and 3 – Case projects that require critical thinking and application of
the unit skills. The Independent Challenges increase in difficulty, with the first being the easiest
(with the most step-by-step detailed instructions). Independent Challenges 2 and 3 become
increasingly more open-ended.

•• Independent Challenge 4: Explore – Using a real world focus to apply the unit skills, students
perform tasks or create documents that will benefit their everyday lives.
•• Visual Workshop – a practical, self-graded capstone project that requires independent problem
solving.

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@page rule (122) inline element (118)

block-level element (118) media query (122)
custom font (110) pseudo-element (120)
downloadable font rgb system (122)
font family (110) rgb triplet (122)
font stack (110) sans-serif font (110)
generic font family (110) Serif (110)
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