6 class guide book

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Second Edition

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CONTENTS

Introduction iv

Continuous and Comprehensive Evaluation 1

Lesson Plans 6 Answer Key to Student’s Book Questions • Characteristics and Evolution of Computers 15

• Data Storage Devices 17 • Formatting in MS Word 18 • Worksheet 1 19 • Features of MS Word 20 • Creating Tables in MS Word 22 • Working with Objects in MS Word 24 • Worksheet 2 27 • More on MS PowerPoint 2007 28

• Microsoft Excel 2007 30• First Step to the Internet 31

• Making Flow Charts 32 • Worksheet 3 34 • Cyber Olympiad Questions 35

• Revision Questions 36

Worksheets • Characteristics and Evolution of Computers 41

• Data Storage Devices 42 • Formatting in MS Word 43 • Features of MS Word 44 • Creating Tables in MS Word 45 • Working with Objects in MS Word 46 • More on MS PowerPoint 2007 47

• Microsoft Excel 2007 50• First Step to the Internet 52• Making Flow Charts 53

Answers to Worksheets 54

Test Papers • Characteristics and Evolution of Computers 60

• Data Storage Devices 61

• Formatting in MS Word 62 • Features of MS Word 63 • Creating Tables in MS Word 64 • Working with Objects in MS Word 65 • More on MS PowerPoint 2007 66

• Microsoft Excel 2007 67• First Step to the Internet 68• Making Flow Charts 69

Answers to Test Papers 70

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INTRODUCTIONIn today’s world, the computer has become an indispensable tool. From huge machines weighing severaltonnes, 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 ofa few buttons on the keyboard. Basic computing skills such as word processing are an essential requirementin 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, andinterpersonal interactions as distances have been overcome through extensive, intricately-designedcommunication networks.

Today computer science is an academic subject in its own right, governed by scientific and mathematicalprinciples. Due to its increasing importance, computer studies have become an essential part of the educationcurriculum around the world, including in Pakistan.

However, the trend has been to favour Information and Communications Technology (ICT) rather than thescience behind computers. ICT in schools usually focuses only on teaching how to use office productivitysoftware such as word processors, presentation software, and spreadsheets. However, as teachers, we shouldensure that we teach not only ICT, but also computing, especially in the lower classes. This is an importantdistinction because ICT primarily involves simply understanding and memorizing commands. As aconsequence, many students may get the impression that little creativity is involved in using computers. Thismay result in students losing interest in what they mistakenly believe to be computing. Students must beintroduced to how computers work and be given the opportunity to be creative through computing activitiesthat 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 contributionother to advance our digital society or use digital media optimally in their chosen field of study or work, shouldthey decide to do so in the future. Computer education in schools should equip every child with the basicunderstanding of how computers work and demonstrate the possibilities of information technology in aknowledge-based society and economy. This has been the rationale for developing the Keyboard: ComputerScience with Application Software (Second Edition) series.

ABOUT KEYBOARD: COMPUTER SCIENCE WITH APPLICATIONSOFTWARE (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 forwardthe same interesting and interactive approach that is a hallmark of the series. The series aims to make the studyof 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 computereducation. We have taken particular care to update facts and figures, and to include the latest advancementsin the field of information and communication technology. Thus, trendsetting topics such as social networkingand 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 wherenecessary 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 creativeapplication software such as Flash, HTML, Photoshop, and Dreamweaver along with the basic concepts ofcomputers, computer programming, and the Internet.

COURSE FEATURES AND HIGHLIGHTS Each chapter in Keyboard: Computer Science with Application Software (Second Edition) starts with an engagingintroduction 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 anexpert 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 relevantscreenshots and plenty of practical exercises. The MS Office screenshots are based on MS Office 2007, withthe 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 chaptersthus enabling direct comparisons. Students and teachers will thereby have a clear idea of the refinements inMS 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 appliesthe 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 conceptindependently. This frees the teacher from the process of assessing whether individual students have fullyunderstood the concept.

The Exercises and In the Lab questions deserve particular mention. The exercises in each chapter includeenough theoretical and practical questions for concept application. The In the Lab questions are similar tothose under Practice Time except that no solutions are given and the questions are more complex than thosefound under Practice Time. In both, however, the questions describe a variety of situations across thecurriculum 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 wouldlike 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) consistof Teaching Guides and a Teaching Resource CD.

Teaching Guides

The Teaching Guide accompanying each Student’s Book is carefully structured to provide useful support toteachers.

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 beforestepping 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 theLab 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 crosswordpuzzles, 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 TestGenerator. Printable documents for every chapter include lesson plans, answers to the Student’s Bookexercises, worksheets, and test papers.

The comprehensive and easy-to-use Test Generator is an effective assessment tool designed to benefitteachers by enabling them to create a variety of test papers. It includes an extensive pool of questions, such asmultiple 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 Generatorallows 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 completepackage enabling effective teaching.

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CONTINUOUS AND COMPREHENSIVE EVALUATIONLearning 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 beadvantageous for students to be given the opportunity to participate in as many of these activities aspossible.

Continuous and Comprehensive Evaluation (CCE)

The primary objectives of this system are (1) to maintain continuity in evaluation and (2) to reliably assessbroad-based learning and behavioural outcomes.

In this system the term ‘continuous’ is meant to emphasize that evaluation of a student’s progress is acontinuous process rather than an event. It is spread over the entire span of an academic session, and meansregularity of assessment and unit-testing. It also includes a diagnosis of learning gaps, the use of correctivemeasures, retesting, and self-evaluation.

The term ‘comprehensive’ suggests that the system covers both scholastic and co-scholastic aspects of astudent’s growth and development.

This system expects involves both formative and summative assessment. Formative assessment is a toolused by the teacher to monitor student progress continuously in a supportive environment. It involvesregular feedback, a chance for the student to reflect on his/her performance, seek advice, and improve. Ifused 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 mucha student has learnt from the course. It is usually a graded test, i.e. it is marked according to a scale or set ofgrades.

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 achievementonly 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 judgethe development of a student is both unfair and unscientific. Over-emphasis on examination marks leadsstudents 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 amonglearners.

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 andcomprehensive 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 tothe 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. For example, in the following dialogue you can also ask them what the alternative to pressing the Enter key is.

During Instruction (Formative Assessment)

The conceptual grasp of students can be assessed during instruction through Practice Time, which has beenplaced 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 thequestion below students may be asked if they can use the RT or the LT command in the solution to thisquestion instead of the SETH command.

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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 largerformat for classroom tests.

End-of-Chapter (Summative Assessment)

• At the end of the chapter the student can be tested on acquired knowledge through the objective anddescriptive questions in the Exercises section, and on the practical application of concepts through Inthe 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 withevaluation patterns.

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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 ordifficult concepts. There are one or more modules for each such chapter that enable students toreinforce what they have learnt in class.

• Demo videos that are linked to one of the Practice Time activities in software chapters (those chaptersthat describe the features and commands available in a software), and present a step-by-step audio-visualguide to solving the problem described in that particular Practice Time question. One or more objectivetype question(s) has (have) been introduced at (a) strategic point(s) under the Rapid Round featureduring the demo to encourage students to participate in the solution to the problem. These questionscould 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 givenfor each chapter in the Teaching Guides. The teacher is free to use either version of the worksheets and testpapers as formative assessment tools.

The Test Generator accompanying the Teaching Resource CD is an effective assessment tool designed tobenefit 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 shortanswer, and short answer questions, as well as lab exercises where relevant. The Test Generator can be usedto create test papers for one or more chapters. The wide variety of objective and descriptive questionsmakes the tool flexible enough for teachers to employ it either for formative as well as summativeassessment. Answers have also been provided for these questions to aid efficient and effective evaluation by

teachers.

COMPREHENSIVE EVALUATIONComprehensive evaluation involves, as explained above, both the scholastic and co-scholastic aspects of astudent’s growth and development. It aims to assess the student not only in the area of pure knowledge butalso 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 designedto provide both scholastic and co-scholastic development.

Scholastic

• The features such asDid You Know?, FastForward, Top Tip,Update Office 2010,Tricky Terms, andMemory Bytes, enhanceand reinforceconceptual 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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The number of periods given here is based on the assumption of two periods a week per class for computer science.

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, thelearning outcomes, and the digital support available for that chapter.

• The total number of periods in a year for computer science has been taken as 72 assuming two periodsa week for the subject.

• Teachers should go through the lesson plan before stepping into the classroom. However, this is aproposed lesson plan, and teachers are free to modify it according to their teaching styles or teachingsequence in respect of the chapters.

Lesson Plans (Total periods: 72*)

Chapter Title TotalPeriods

Allocated

In ThisChapter

Topic-Wise Allocationof Periods

Learning OutcomesTeaching Resource CD

1. Characteristics

and Evolutionof Computers

8 Early

CalculatingDevices

3 The students should be

able to:• describe the

calculating devicesused before theinvention ofcomputers

• Learning outcomes

• Answer key toStudent’s Bookquestion

• Worksheet withanswers

• Test paper withanswers

Evolution ofComputers

4 • list the maincharacteristics ofdifferent generationsof computers

Characteristics

of ComputersandLimitations ofComputers

1 • discuss the advantages

and limitations ofmodern computers.

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Allocated

In ThisChapter



2. Data StorageDevices

7 InputDevices

1 The students should beable to:• recall the various input

devices already known

• describe the inputdevices introduced inthis lesson

• Learning outcomes• Answer key to

Student’s Bookquestion



OutputDevices

• recall the variousoutput devices alreadyknown

• describe the outputdevices introduced inthis lesson

• differentiate betweenimpact and non-impact printers

• demonstrate the working of a printerin a computer lab

Memory 4 • dene memory • identify the smallest

unit of memory as thebit

• identify the multipleunits of memory—KB, MB, GB, and TB

• explain the three

types of memory • differentiate betweenprimary and secondarymemory, and volatileand non-volatilememory

• discuss the threetypes of ROM

• demonstrate how touse secondary storagedevices.

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Allocated

In ThisChapter



3. Formattingin MS Word

8 PageFormatting

4 The students should beable to:• explain what is meant

by default settings

• dene pageformatting

• set page margins• change the

orientation of a page• select and set paper

sizes and insert pagebreaks





ColumnFormatting

1 • set text in more thanone column

Paragraph

Formatting

2 • change line spacing

and paragraph spacing • select vertical and

horizontal alignment

Printing aDocument

1 • print a document• explain the various

options of the Printdialog box.

4. Features ofMS Word

6 Spelling andGrammar

1 The students should beable to:• spell-check a

document

• explain what greenand red wavy linesindicate





Thesaurus 1 • explain the functionof a thesaurus

• demonstrate how touse a thesaurus

Change Case 1 • explain the differentChange Case options

• use Change Caseoptions

Find andReplace

1 • search for a word in adocument and replaceit with another word

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Allocated

In ThisChapter



Bullets andNumbering

1 • create a bulleted list• change the bullet

style• create a numbered list

InsertSymbol

1 • explain what symbolsare

• insert symbols in adocument.

5. CreatingTables inMS Word

8 Creating aTable

4 The students should beable to:• insert tables in a

document using thegrid and the InsertTable option

• use the Quick Tables

option• draw a customized

table using theCustom Table feature

• enter text in a table• select a row or a

column• select adjacent cells




• Test paper with

answers

Modifying aTable

1 • insert and deleterows, columns, orcells

• merge and split cells

Formatting aTable

3 • apply different tablestyles

• change row height• change column width• apply borders and

shading • change the alignment

of data in a table cell• describe the various

alignment options• insert pictures in a

table cell.

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Allocated

In ThisChapter



6. Working withObjects inMS Word

7 WordArt 3 The students should beable to:• explain the term

“object”

• create WordArt• edit WordArt text• change the Fill style

and the outlines of a WordArt text, andapply different effectsto WordArt





DrawingObjects MS

Word 2007

2 • draw different shapes• change the appearance

of a drawing object

Inserting

ClipArt andPictures.

2 • insert ClipArt and

Pictures.

7. More onMSPowerPoint2007

7 Creating aNewPresentation

2.5 The students should beable to:• dene presentation

and slide• create a new blank

presentation




• Test paper withanswers Add Slides to

aPresentation

0.5 • add slides to apresentation

Themes 1.5 • add a theme to apresentation

• change thebackground style of atheme

Running aPowerPointSlide Show

0.5 • demonstrate various ways to run a slideshow

Viewing andOrganizingSlides

2 • explain the different views available inPowerPoint

• explain the purposeof Normal view, SlideSorter view, and SlideShow view.

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Allocated

In ThisChapter



8. Microsoft Excel 2007

7 Starting MS Excel

1 The students should beable to:• open MS Excel





Componentsof the MS Excel Window

1 • identify thecomponents of anMS Excel worksheet

• differentiate betweena workbook and a

worksheet• explain the concept of

rows and columns• address a cell

Data Types 0.5 • list the three types ofdata that can beentered in MS Excel

Creating aNew

Workbook

0.5 • create a new workbook

Saving a Workbook

0.5 • explain the different ways of saving a workbook

EnteringData

1 • enter data in an MS Excel worksheet

• explain the use of theCancel, Enter andInsert Functionbuttons

SelectingCells

2.5 • dene range• demonstrate different

ways of selecting arange of cells

• select an entire row,column or worksheet.

9. First Step tothe Internet

7 The Internet 1 The students should beable to:• dene Internet• recall the history of

the Internet• identify the uses of

the Internet





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Allocated

In ThisChapter



10. Making FlowCharts

7 Algorithms 1 The students should beable to:• explain what an

algorithm is and its

use• write an algorithm




• Test paper withanswersFlow charts 3 • dene ow chart

• list the requirementsof a ow chart

• explain the differentsymbols used fordrawing a ow chart

Rules forMaking owchart

1 • list the rules forcreating a ow chart

• differentiate between

on-page and off-pageconnectors

Concept of aLoop

2 • dene loop• explain how a loop

works• draw a ow chart

implementing theconcept of looping.

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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 for the In the

Lab questions, Worksheets/Assessment papers, Revision Questions, and the Cyber Olympiad Questions.

• 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 whilechecking students’ answers and award marks based on conceptual accuracy and clarity.

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CHAPTER 1: CHARACTERISTICS AND EVOLUTION OF COMPUTERS

Exercises

1. a. Pascaline b. Charles Babbage c. vacuum tubes

d. John von Neumann e. decisions

2. a. T b. T c. F d. T e. F

3. a. MARK I b. ENIAC c. EDSAC d. UNIVAC I e. VLSIC

4. a. ENIAC

b. The limitations of the first-generation computers are as follows:

i. Their operating speeds were quite slow.

ii. Their power consumption was very high.

iii. They required a large space for installation.

iv. Their potential to be programmed for tasks was quite limited.

c. Fifth-generation computers are referred to as supercomputers. They have very large storagecapacities, high speeds, and the ability to carry out highly sophisticated operations.

d. The two characteristics of a computer are as follows:

• Speed: A computer can perform complex mathematical and statistical calculations at very highspeeds.

• Accuracy: A computer is very accurate. If the data entered into the computer and the set ofinstructions are correct, then the result produced will be accurate.

e. Artificial intelligence is a branch of computer science that aims to create computers that can think,behave, and react in the same way as humans.

5. a. ii b. ii c. iv d. iv e. iii

In the Lab

1. The students can be given guidance to select images of the different generations of computers from theInternet to make a chart. The description of each generation of computer along with its respectiveimage can also be given.

2. A variety of computers can be used in making robots. The most common types that are used are asfollows:

• Microcontrollers: A microcontroller is basically a chip or what we call an integrated circuit. Theseare programmed either in assembly language or a high-level language such as BASIC or C. There

are many different types of microcontrollers that can be used to control the robot. They are easilyprogrammable, cheap, sturdy, and require very little power.

• Personal digital assistants: Personal digital assistants or PDAs are ideally suited to control robotsbecause they are small, hand-held computers that provide a lot of processing power in a fairly smallspace. Nowadays, they also have wireless technology added to their list of features. PDAscommunicate with each other using infrared (IR) technology. This IR technology is also used tocommunicate with the robot. The PDA acts as the brain of the robot and controls its systems.

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CHAPTER 2: DATA STORAGE DEVICES

Exercises

1. a. binary b. 8 c. volatile d. RAM, ROM e. flash

2. a. F b. T c. T d. T e. F

3. a. Stylus b. Monitor c. Laser printer d. Non-volatile memory e. Platters

4. a. The three types of computer memory are primary memory, read-only memory, and secondarymemory.

b. Memory where the contents are retained even when the power is turned off is known as non- volatile memory.

c. ROM stands for read-only memory.

Types of ROM:

i. Programmable read-only memory (PROM)

ii. Erasable programmable read-only memory (EPROM)

iii. Electrically erasable programmable read-only memory (EEPROM)

d. In secondary memory, the programs and data are stored for future reference. It also has a muchlarger storage capacity which can be used for bulk data processing.

e. CD-ROM, DVD, Blu-ray disc, pen drive, hard disk.

5. a. i b. ii c. iii d. iii e. ii

In the Lab

1. Input devices used in the computer lab are keyboard, mouse, trackball, joystick, light pen, scanner, webcamera, digital camera, and microphone.

Output devices used in the computer lab are visual display units (VDUs), speakers, headphones,projectors, and printers.

Secondary storage devices used in the computer lab are floppy disks, hard disks, CDs (compact discs),DVDs (digital versatile discs), Blu-ray discs, and flash drives (pen drives).

2. Sara’s father has the option of selecting from any of these brands: Hitachi, Sony, HP, Samsung, and Apple. The storage capacities of these pen drives vary from a number of MBs to many GBs.

Note: The students can be given guidance for selecting images of these pen drives and a comparativeanalysis on their storage capacities can be done in the class.

3. Secondary storage devices are hard disks, CDs (compact discs), DVDs (digital versatile discs), Blu-ray

discs, and flash drives. Students can paste the respective images on a chart and mention their respectivecapacities and the name of the company. They could also represent this in tabular format.

4. List of the places where touch screens are used: ATMs, railway stations, airport terminals for arrival anddeparture enquiries, and in hospitals for accessing patients’ records.

The students should be encouraged to write notes on these.

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WORKSHEET 11. PASCALINE HARD DISK GRAPHICS TABLET

ABACUS FLASH DRIVE

2. a. Pascaline b. Analytical engine c. Default

d. View e. Alignment

3. 1. MARGINS 2. ABACUS 3. BIT 4. PORTRAIT

4. a. RAM b. Pen drive c. Laser printer

5. a. iii b. i c. ii

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CHAPTER 4: FEATURES OF MS WORD

Exercises

1. a. green b. Thesaurus c. five d. bullet e. Symbols

2. a. T b. F c. F d. T e. T

3. a. Home tab b. find c. Insert d. Paragraph e. Review

4. a. A red wavy line indicates a misspelled word.

b. The Thesaurus tool is used to find synonyms for words typed in the document and to replace a word with one of its synonyms.

c. i. UPPERCASE

ii. Capitalize Each Word

d. i. Select the list.

ii. Click on the Home tab.

iii. In the Paragraph group click on the down arrow next to the Bullets button.

iv. Click on None.

e. To apply the default numbering style, click on the Numbering button in the Paragraph group onthe Home tab.

5. a. i. b. iv c. iii d. i e. iv

In the Lab

1. Start All Programs Microsoft Office Microsoft Word.

Write a paragraph on the topic ‘My Favourite Game’.

The steps to check spelling and grammar are as follows:

a. Position the cursor at the location where you want to start checking the spelling. Click on theReview tab.

b. In the Proofing group, click on Spelling & Grammar. The Spelling and Grammar dialog boxappears.

c. The first unrecognized word is displayed in the Not in Dictionary text box and the suggestionsare displayed in the Suggestions box. You can choose from the following:

• Click on the correct word in the Suggestions list. Click on Change to change the word orclick on Change All to change the word throughout the entire document.

• Click on Ignore Once if no correction is needed, or click on Ignore All to continue checkingthe document but leaving all instances of the highlighted word unchanged throughout thedocument.

• Click on Add to Dictionary to add the word to the MS Word dictionary. On clicking thedesired button, that action is taken and the next word is highlighted.

d. Repeat step (c) until a message saying ‘The spelling and grammar check is complete’ is displayed.

e. Click on OK .

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2. Create a document in MS Word listing your favourite films, cartoon characters, and TV programmes. You can use either a bulleted list or numbered list.

The steps to create a bulleted list are as follows:

a. Select the paragraphs you want to include in the list. b. Click on the Home tab. c. In the Paragraph group, click on the drop-down arrow next to the Bullets button. The Bullet Library appears. d. Select the desired bullet.

The steps to create a numbered list are as follows:

a. Select the paragraphs you want to include in the list. b. Click on the Home tab. c. In the Paragraph group, click on the drop-down arrow next to the Numbering button. The Numbering Library appears. d. Select the desired numbering style.

Give a separate heading for each category. You can use the various formatting features such as bold,highlight, UPPERCASE, etc. to make the headings stand out.

3. Create the document in MS Word. The steps to create the bulleted list are as follows:

a. Select the paragraphs you want to include in the list. b. Click on the Home tab. c. In the Paragraph group, click on the drop-down arrow next to the Bullets button. The Bullet Library appears. d. Select the desired bullet.

The steps to create a numbered list are as follows:

a. Select the paragraphs you want to include in the list. b. Click on the Home tab. c. In the Paragraph group, click on the drop-down arrow next to the Numbering button.

The Numbering Library appears. d. Select the desired numbering style.

4. The steps to insert the symbol and design in a document are as follows:

a. Create the document. Place the cursor at the position where you want to insert a symbol. Click onthe Insert tab.

b. In the Symbols group, click on the Symbol option. c. A list of symbols appears. Click on the desired symbol. d. If you want to see more options, click on More Symbols.

The Symbol dialog box appears.

e. Click on the Symbol tab. f. Select the desired font in the Font list. Then select the desired symbol and design. g. Click on the Insert button, then click on Close.

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CHAPTER 5: CREATING TABLES IN MS WORD

Exercises

1. a. row b. four c. selection bar d. Tab e. Layout

2. a. T b. T c. T d. F e. F

3. a. Column b. Layout c. Tab d. Design e. Illustrations

4. a. Row: A horizontal series of cells in a table

Column: A vertical series of cells in a table

b. Three ways to create a table in MS Word 2007 are as follows:

i. Using a grid

ii. Using the Insert Table option

iii. Using Quick Tables

c. To select an entire row, click on the selection bar of that row.

d. The steps to change the column width are as follows:

i. Select the column.

ii. Click on the Cell size group on the Layout tab.

iii. Click on the Table Column Width scroll box.

e. To insert a picture in a table cell, follow the given steps:

i. Select the cell.

ii. Click on the Insert tab.

iii. Under the Illustrations group, click on the Picture option. The Insert Picture dialog boxappears.

iv. Browse and select the picture to be inserted.

v. Click on the Insert button.

5. a. iii b. i c. i d. ii e. ii

In the Lab

1. The steps to apply different table styles to an existing table are as follows:

a. Select the entire table. Under Table Tools, click on the Design tab.

b. In the Table Styles group, click on the style you want.

c. To see more styles, click the More arrow. A menu of different available styles appears. As you movethe mouse pointer over a table style, MS Word displays how your table would look.

d. Click the desired table style. MS Word will format the table according to the selected style.

The steps to apply borders and shading are as follows:

1. Click on the table.

2. Under Table Tools, click on the Design tab.

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3. In the Table Styles group, click on the drop-down arrow of the Borders option and then choose fromthe following:

a. Click on one of the pre-defined border sets.

Or

b. Click on Borders and Shading. The Borders and Shading dialog box appears. Click on theBorders tab and then choose the options you want.

Click on the Shading tab.

c. Select the desired shading colour.

2. a. Click at the position where you want to insert a table.

b. Click on the Insert tab.

c. In the Tables group, click on the Table option.

d. The Insert Table grid appears. Drag the mouse to highlight the desired number of rows andcolumns.

e. Click on the page. The table is inserted in the document.

To add a column click on the Layout tab and select the required option in the Row and Column group.

3. a. Click on the Insert tab.

b. In the Tables group, click on the Table option and then click on Insert Table. The Insert Tabledialog box appears.

c. Enter the number of rows as 6 and the number of columns as 2. Then click on OK .

Now enter the names of the subjects and marks scored.

4. a. Start MS Word.

b. Click on the Insert Tab.

c. Click on the Table button and then click on Draw Table. d. Click and drag to draw a rectangle in the document.

e. Draw horizontal lines to create rows. Draw vertical lines to create columns.

f. Now write the different types of pronouns and adverbs in it.

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CHAPTER 6: WORKING WITH OBJECTS IN MS WORD

Exercises

1. a. WordArt b. Format c. WordArt Styles d. Insert e. ClipArt

2. a. T b. F c. T d. F e. F

3. a. Objects b. Insert c. Illustrations d. Format e. Shadow

4. a. We can edit an object using the tab under WordArt Tools.

b. The different fill effects that can be applied to a WordArt object are 3D effect, shadow effect, andartistic effect.

c. i. Click on the Insert tab.

ii. In the Illustrations group, click on the Shapes button and choose the rectangle shape.

iii. Click and drag to draw the shape.

d. The Format tab.

e. i. Click on the Insert tab.

ii. Click on Picture in the Illustrations group.

iii. The Insert Picture dialog box appears.

Locate the picture and then click on the Insert button.

5. a. iv b. ii c. i d. iv e. iii

In the Lab

1. Insert WordArt as follows:

a. Click on the Insert tab.

b. In the Text group, click on the WordArt button. A list of WordArt styles appears. Select the WordArt style you want.

c. The Edit WordArt dialog box appears:

i. Click on the Font drop-down arrow and choose the desired font.

ii. Click on the Size drop-down arrow and choose the desired font size.

iii. You can also select a text style—Bold or Italic.

iv. Type the text. Click on OK .

Draw simple lines, curves, and shapes as follows:


b. In the Illustrations group, click on the Shapes button and choose the required shape.

c. Click and drag to draw the shape.

3. Insert a picture as follows:


b. In the Illustrations group, click on Picture.

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The Insert Picture dialog box appears.

Locate the picture or pictures that you want to insert and then click on the Insert button.

(You can give the picture of a kitten and write the details.)

2. Insert WordArt as follows:


b. In the Text group, click on the WordArt button. A list of WordArt styles appears. Select the WordArt style you want.

c. The Edit WordArt dialog box appears:




iv. Type the text. Click on OK .

The steps to draw simple lines, curves, and shapes as follows:


b. In the Illustrations group, click on the Shapes button and choose the required shape.


Insert a picture as follows:




Locate the picture or pictures that you want to insert and then click on the Insert button.

3. Ramsha can use the WordArt feature of MS Word to design the cover. The steps to insert WordArt are as follows:


b. In the Text group, click on the WordArt option. A list of WordArt styles appears. Select the WordArt style of your choice.

c. The Edit WordArt Text dialog box opens.




iv. Type the text.

v. Click on OK .

4. The text appears in the document in the style that you have chosen.

The WordArt text can also be formatted using the various formatting features such as changing the fillstyle, adding or changing the outline, adding shadow effect, 3-D effects, etc.

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4. Rehan can use WordArt, Clip Art, drawing objects, etc. to create the cover page for his father’s book.

Insert WordArt as follows:


b. In the Text group, click on the WordArt option. A list of WordArt styles appears. Select the WordArt style of your choice.

c. The Edit WordArt Text dialog box opens.




iv. Type the text.

v. Click on OK .

Draw simple lines and shapes as follows:


b. In the Illustrations group, click on the Shapes button and choose the required shape—lines, basicshapes, etc.


Change the appearance of a drawing object as follows:

a. Select the drawing object.

b. Click on the Format tab. Use the available options to format the drawing object.

The steps to insert Clip Art are as follows:

a. Click on the position at which you want to insert clip art.

b. Click on the Insert tab. In the Illustrations group, choose Clip Art. c. The Clip Art pane appears to the right of the MS Word window.

In the Search for box, type the name of the clip art you want to search for, say flowers, and thenclick on Go. Select the required clip art from the list of results, and then click the arrow to the rightof that clip art. A pop-up menu appears. Click on Insert.

Insert a picture as follows:




c. Locate the picture and then click on the Insert button.

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WORKSHEET 21. a. SHIFT+F7 b. UPPERCASE c. Bullet d. Table e. cell

2. 1. INSERT 2. HOME 3. SYMBOL 4. REVIEW 5. FORMAT

3. a. Change all b. Not in dictionary c. Ignore Once d. Ignore All e. Add to dictionary

4. a. More Fill Colors b. Colors c. Select Picture d. No Fill e. Gradient

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CHAPTER 7: MORE ON MS POWERPOINT 2007

Exercises

1. a. Theme b. Home c. Design d. Esc e. Ctrl

2. a. T b. F c. T d. F e. T

3. a. Placeholder b. F5 c. Slides d. Ctrl + C e. Slide show

4. a. You can start a new presentation from a blank slide, a template, existing presentation, or wordoutline.

b. Two ways to add a new slide in a presentation are:

i. Office Themes ii. Duplicate Selected Slides

c. There are three ways to view the slides in a presentation:

i. Normal view ii. Slide Sorter view iii. Slide Show view

d. We generally come across PowerPoint presentations in schools and offices.

5. a. i b. iv c. iii d. i e. ii

In the Lab

1. To start MS Office 2007, follow these steps: Start All Programs Microsoft Office Microsoft Office Power Point 2007.

To create a new presentation on ‘Importance of Sports’, follow these steps:

1. Click on the Microsoft Office Button. 2. Click on New . The New Presentation dialog box appears.

3. Click on Blank Presentation. Click on Create.

To create new slides:

1. Select the slide after which you want a new slide. 2. Click on New Slide. 3. Click on the desired slide layout under Office Themes.

To create a duplicate slide in your presentation:

1. Select the slide to be duplicated. 2. Click on the New Slide button on the Home tab. 3. Click on Duplicate Selected Slides.

2. 1. To start MS PowerPoint, select Start Programs Microsoft Office Microsoft OfficePowerPoint 2007. The MS PowerPoint window appears.

2. Click on the Microsoft Office Button. 3. Click on New . The New Presentation dialog box appears. 4. Click on Installed Template. 5. Select Quiz Show template. 6. Click on Create. 7. The slides appear in Normal view. Note that first slide is already selected. 8. Click on Design.

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9. Using the Background Styles drop-down arrow, select a light background. 10. On the first slide, click on the text box and change the content. 11. Click on Home. 12. To insert a second slide, go to the Slides group and click on the New Slide drop-down arrow.

Select the required slide layout. 13. Click on the text box and change the content. 14. Similarly, create the third, fourth, fifth, and sixth slides.

15. Delete the extra slides: select and press Delete.3. Start All Programs Microsoft Office Microsoft Office Power Point 2007.

To create a new presentation on ‘How to keep the environment clean and make it better’, follow thesesteps:

1. Click on the Microsoft Office Button. 2. Click on New . The New Presentation dialog box appears. 3. Click on Blank Presentation. Click on Create.


1. Select the slide after which you want a new slide.

2. Click on New Slide. 3. Click on the desired slide layout under Office Themes.

To create the duplicate slide in your presentation:

1. Select the slide to be duplicated. 2. Click on the New Slide button on the Home tab. 3. Click on Duplicate Selected Slides as per your requirement.

4. Start All Programs Microsoft Office Microsoft Office Power Point 2007.

To create a new presentation on ‘Balanced diet’, follow these steps:

1. Click on the Microsoft Office Button.

2. Click on New . The New Presentation dialog box appears. 3. Click on Blank Presentation. Click on Create.


1. Select the slide after which you want a new slide. 2. Click on New Slide. 3. Click on the desired slide layout under Office Themes.

To create a duplicate slide in your presentation:

1. Select the slide to be duplicated. 2. Click on the New Slide button on the Home tab. 3. Click on Duplicate Selected Slides as required.

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CHAPTER 8: MICROSOFT EXCEL 2007

Exercises

1. a. 1048576, 16384 b. Rows c. XFD d. cell e. Formula

2. a. T b. F c. F d. T e. T

3. a. Cell b. B5 c. Name box d. Formula bar e. Range

4. a. A workbook is a collection of worksheets.

b. There are three worksheets by default in a workbook.

c. A rectangular block of contiguous (touching especially along a line) cells is called a range.

d. Place the mouse pointer at cell B2. Hold the left mouse button and drag it diagonally to cell E5.

e. To select a complete row, say 5, click on the corresponding row heading (here 5).

5. a. iii b. ii c. i d. iii e. i

In the Lab

1. a. Select Start All Programs Microsoft Office Microsoft Office Excel 2007.

A blank MS Excel worksheet will appear.

b. Enter the headings. Type ‘Name of the Planet’ in A1 and ‘Distance from the Sun’ in B1.

Write the appropriate data in the respective cells.

2. a. Enter the headings. Type ‘Urdu Phrases’ in A1 and ‘English Phrases’ in B1.

b. Now enter the data in appropriate cells.

c. Click on the Microsoft Office Button and select the Save As option.

d. The Save As dialog box will appear. Type the desired filename in the File name box and click on

the Save button.3. a. Enter the headings. Type ‘Name of the Airport’ in A1 and ‘Country’ in B1.

b. Now enter the data in appropriate cells.

c. Add 5 more rows in the above two columns and enter the data.

d. Click on the Microsoft Office Button and select the Save As option.

e. The Save As dialog box will appear. Type the desired filename in the File name box and click onthe Save button.

4. a. Select Start All Programs Microsoft Office Microsoft Office Excel 2007.

A blank MS Excel work sheet will appear. b. Enter the headings. Type ‘Dance Form’ in A1 and ‘Place of Origin’ in B1.

Write the appropriate data in the respective cells.

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CHAPTER 9: FIRST STEP TO THE INTERNET

Exercises

1. a. e-commerce b. modem c. web pages d. net surfing e. home page

2. a. F b. T c. T d. F e. T

3. a. ISP b. Web browser c. Website d. Search engine e. Netiquette

4. a. In 1969, the Department of Defence of the U.S.A. set up a network of computers called AdvancedResearch Projects Agency Network (ARPANET). The aim of designing such a computer network

was to share information on research and development in the field of science and technology.

b. Mozilla Firefox and Google

c. Moving from one website to another on the Internet is called net surfing.

d. A search engine is a program that searches through a collection of web pages for information on aspecific topic. Google and Yahoo! Search are two examples of search engines.

5. a. i b. ii c. iii d. iv e. ii

In the Lab1. Launch the web browser.

To visit a website, type the address of the website in the address bar and then press Enter.

• http://www.google.com

• http://www.yahoo.com

• http://www.bing.com

2. Launch the web browser.

To visit a website, type the address of the website in the address bar and then press Enter. You can use

the Google search engine.

Note down the names of the websites you have used.

Take the appropriate information related to iPods and prepare a write-up on them.


To visit a website, type the address of the website in the address bar and then press Enter. You can usethe Google search engine.

Note down the names of the websites you have used.

Take the appropriate information related to ‘second-generation laptops and processors’ and prepare a write-up on them.


You can use Google to find information on any of the given topics.

Note down the names of the websites you have used to gather the information.

Present the information in the form of a chart and display it on the display board in your classroom.

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CHAPTER 10: MAKING FLOW CHARTS

Exercises

1. a. flow chart b. oval c. flow lines d. bottom e. off-page

2. a. F b. T c. T d. T e. T

3. a. Algorithm b. Flow chart c. Connectors d. Parallelogram e. Loop

4. a. An algorithm is a formal set of instructions that should be followed to perform a specific task suchas solving a logical or a mathematical problem.

b. A flow chart is a diagrammatic representation of a problem-solving process in which steps are laidout in logical order.

c. Two lines

d. Start and stop boxes

e. A loop is used when a process has to be repeated a certain number of times until a certain conditionis met.

5. a.

ii b.

i c.

iii d.

iv e.

iii

In the Lab

1.

Is the

search

over?

Yes

No

START

END

Search for

‘Tipu Sultan’

on Google

OUTPUT

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2.

Is the

ticket

booked?

Yes

No

START

END

Booking of lm

ticket

Select the class

and show timing

3.

Is A>B?

Yes

No

START

END

To nd the bigger

of two nos. A and B

OUTPUT

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WORKSHEET 31. a. Formula bar b. 1048576 c. F5 d. search engine e. website

2. a. iii b. iv c. ii d. v e. i

3. a. Slide sorter b. Slide show view of a presentation c. Slides tab

4. i. Press F5

ii. Click on the Slide Show icon in the bottom-right corner.

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CYBER OLYMPIAD QUESTIONS1. c 21. d

2. a 22. d

3. d 23. d

4. c 24. d

5. b 25. a

6. b 26. a

7. a 27. c

8. d 28. d

9. c 29. b

10. a 30. c

11. c 31. d

12. c 32. a

13. b 33. d

14. b 34. a

15. d 35. d

16. b 36. a

17. c 37. c

18. d 38. c

19. a 39. b

20. b 40. d

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REVISION QUESTIONS1. Abacus.

2. i. Smaller and faster than first-generation computers

ii. Used transistors

3. Electronic Delay Storage Automatic Calculator. It was designed by M. Wilkes.

4. COBOL and FORTRAN.

5. Microprocessors are very-large-scale integrated circuits which contain all the components of a CPU.

6. The devices through which data and instructions are entered into a computer are called input devices.The mouse is a pointing device.

7. ATM.

8. The size of a monitor is measured by the diagonal length of the screen.

9. Printed output is called hard copy.

10. Inkjet and laser printers.

11. 25 GB.

12. Pen drive.

13. Settings that are standard or pre-defined in software are called default settings.

14. To set the margins using ruler bars, place the mouse pointer on the margin boundary. The pointerchanges to a double arrow called the margin marker. Drag the margin marker to the desired location.

15. Page orientation can be changed by using the Page Setup dialog box. Click on the Margins tab of thePage Setup dialog box and select the required orientation.

16. Click on the Page Layout tab, and then click on the drop-down arrow of the Size option of the PageSetup group and choose the required size.

17. You can correct misspelled words by right-clicking on the word and selecting the desired spelling fromthe options displayed in the pop-up menu.

18. The steps to use the Thesaurus feature are as follows:

a. Click on the Review tab.

b. In the Proofing group, click on Thesaurus.

The Research task pane appears to the right of the document window.

c. Press Alt and click on the word that you want to look up, i.e. ‘talent’.

Results appear in the Research task pane.

d. To use one of the words in the list of results or to search for more words, choose from thefollowing:

• To use one of the words, point to it, click on the drop-down arrow, and then click on Insert orCopy .

• To look up additional related words, click on a word in the list of results.

19. The rectangular box formed at the intersection of a column and a row is called a cell. A vertical series ofcells in a table is called a column.

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20. Select the row you wish to delete. Right-click and select an appropriate Delete option from the sub-menu.

21. The steps to merge cells are as follows:

a. Select the cells to be merged.

b. Click on the Layout tab.

c. In the Merge group, click on the Merge Cells option.

22. The steps to change row height are as follows:

a. Select or click anywhere in the row whose height you want to change. Click on the Layout tab.

b. In the Cell Size group, click on the Table Row Height scroll box to change the height of therow .

23. The steps to change the border colour are as follows:

a. Click on the table. Under Table Tools, click on the Design tab.

b. In the Table Styles group, click on the drop-down arrow of Borders option and then click onBorders and Shading.

c. The Borders and Shading dialog box appears. Click on the Borders tab and then choose theoptions you want.

i. Select a border setting from the Setting options.

ii. Choose a line style from the Style drop-down list. You can select from the various borderstyles.

iii. Select the desired line colour from the Color drop-down menu. You can choose from the various colours available in the custom palette.

iv. Select the line width from the Width drop-down list.

d. Click on the Shading tab. Select the desired shading colour and click OK.

24. 1. Click on the WordArt object. The Format tab appears under WordArt Tools.

2. In the WordArt Styles group, click on the Shape Fill option.

3. You can choose from the following:

• Click on the colour you want under Theme Colors.

• If you do not want any colour, click on No Fill.

• If you want a colour that is not in Theme Colors, click on More Fill Colors. The Colorsdialog box appears. You can click on the colour that you want from the Standard tab or use theCustom tab to mix your own colours.

25. WordArt is a text styling feature of MS Word.

26. A worksheet has 1048576 rows and 16384 columns.

27. 8I.

28. A3:D7.

29. Sheet1, Sheet2, Sheet3; we can change the name of a sheet by right-clicking and selecting Rename from the shortcut menu.

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30. Modem stands for modulator demodulator.

31. Website A collection of one or more related Web pages, linked together through a system ofhyperlinks.

Web page An individual page connected to the World Wide Web that contains text, graphics, audio, video, and links to other pages.

32. Examples of search engines:

• Google (http://www.google.com)

• Yahoo! Search (http://search.yahoo.com)

33. Oval.

36. 1. Start

2. Read Length, Breadth

3. Calculate Area = Length*

Breadth 4. Calculate Perimeter = 2 (Length + Breadth)

5. Print ‘Area of the rectangle is:’ Area

6. Print ‘Perimeter of the rectangle is:’ Perimeter

34.

Start

Read M1, M2, M3, M4, M5

Stop

Print Total, Percentage

Total = M1+M2+M3+M4+M5

Percentage = (Total/500) * 100

35.

Start

I = 1, N = 7

Stop

Print N, “*”, I, “=”, Product

Product = N * 1

I = I + 1

Is I > 10?

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7. Stop

Start

Read Length, Breadth

Stop

Print ‘Area of the

Rectangle is:’ Area

Print ‘Perimeter of the

rectangle is:’ Perimeter

Area = Length * Breadth

Perimeter = 2 (Length + Breadth)

37. The Normal view has four parts: Outline tab, Slides tab, Slide pane, and Notes pane.

38. The Slide Sorter view is used to see all slides of the presentation in miniature (small) form on thescreen. This makes it easy to add, delete, and move slides, and add timings for moving from one slide toanother.

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WORKSHEETS• Worksheets have been provided for all chapters of the Student’s Book.

• Each worksheet is marked out of 15 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 can also be used as samples to create your own additional worksheets.

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CHAPTER 1: CHARACTERISTICS AND EVOLUTION OF COMPUTERS 15 MARKS

Q1. Wordsearch (5)

Find the names of the main components of each of the five generations of computers in the grid.

VACUUM TUBES, TRANSISTORS, CHIPS, MICROPROCESSORS,

ARTIFICIAL INTELLIGENCE

A D F J T R A N S I S T O R S X H K L C R S

F M I C R O P R O C E S S O R S T F I H F Y

R A C D H R E Y P Q E F O P U N G W Q I E E

V A C U U M T U B E S Q R D G P T Y V P K W

G J L B X O P A S E T M Y C B E H F D S P U

A R T I F I C I A L I N T E L L I G E N C E

Q2. What Am I? (5)

a. I have a wooden frame with beads sliding on wires.

b. I am the first mechanical calculator.

c. I was first used in third-generation computers.

d. I am a machine invented by Charles Babbage to prepare mathematical tables.

e. I am the main component of second-generation computers.

Q3. Figure Speak: Name the given figures. (5)

(a) (b)

(c) (d) (e)

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CHAPTER 3: FORMATTING IN MS WORD 15 MARKS

Q1. Crossword (4)

1 2

3

4

Across:

3. This tab of MS Word is used for page formatting.

4. This option will print a complete set of pages, then a second set, and so on.

Down:

1. This is the page orientation in which a document is printed along the length of the paper.

2. This option of the Page Range group box remains inactive if no text has been selected.

Q2. What Am I? (5)

a. I am the amount of white space between the text and the edges of the page on all four sides.

b. I am the direction (along the length or along the width) in which the page is printed.

c. I am the amount of white space between the lines of text in a paragraph.

d. I am the manner in which text is placed between the margins of a page.

e. I am the position of text in relation to the top and bottom page margins.

Q3. Write three facts about the following. (3×2=6)

a. Spacing

b. Alignment

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CHAPTER 4: FEATURES OF MS WORD 15 MARKS

Q1. Wordsearch (5)

Find these words in the grid: THESAURUS, GRAMMAR, REPLACE, FONT, BULLET

A D F J T H E S A U R U S R S X H K L C R S

F G R A M M A R A S B S Y E R S T F I H F Y

O A C D H R E Y P Q E F O P U N G W Q I E E

N S X U B M E T B I S Q R L G P T Y V U K W

T J L B X O P A S E T M Y A B E H F D S P U

A N W I Y I C I Z L I N T C L X I P U L C D

E R U I S A Q W G B U L L E T L K S C X N M

Q2. Jumbled Words (4)

a. MYOBSL b. RNISET c. MDCMNOA d. RAHGPARA

Q3. Write three facts about the following. (3×2=6) a. Bullet b. Symbols

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CHAPTER 5: CREATING TABLES IN MS WORD 15 MARKS


a. ULOCNM b. PTELETMA c. TYLAOU d. EGMRE e. ERBODR

Q2. What Am I? (4)

a. I am the tab under Table Tools used to apply borders to a table.

b. I am the tab under Borders and Shading used to select the desired shading colour.

c. I am the tab used to change the alignment of text.

d. I am the group under the Layout tab under which the Table Column Width scroll box isavailable.


a. Table b. Row

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CHAPTER 6: WORKING WITH OBJECTS IN MS WORD 15 MARKS

Q1. Wordsearch (5)

Find these words in the grid: OBJECT, CUSTOM, GRADIENT, TEXTURE, PATTERN

P D F J T O B J E C T U Y R S O H K L T R S

A R C U S T O M A S B S Y T R S T F I E F Y

T A C D H R E Y P Q E F O U U N G W Q X E E

T S X U B M E T B I S Q R L G P T Y V T K W

E J L B X O P A S E T M Y S B E H F D U P U

R N W I Y I C I Z L I N T C L X I P U R C D

N R U I S A Q W G R A D I E N T K S C E N M

Q2. Crossword (4)

1

2

3

4

Across:

1. This tab is used to mix your own colours.

3. This tab is used to draw simple lines and shapes in MS Word. 4. Click on this option if you do not want any colour in a WordArt object.

Down:

1. This tab is selected to add or change a pattern in a WordArt object.


a. Drawing objects b. WordArt

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CHAPTER 7: MORE ON MS POWERPOINT 2007 15 MARKS


a. ELISD b. INUTOLE c. ANPE

d. SOTNE e. EHEMT


a.

b.

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c.

d.

e.

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Q3. Crossword (5)

1

2 3

4

5

Across:

2. It is the type of view that is used to see all the slides of a presentation in miniature form on the

screen. 4. MS PowerPoint gives a choice of three of these and each is best suited for a particular purpose.

5. It is a single page in a presentation to which you can add words, colours, pictures, and sounds.

Down:

1. This tab displays the text contained in a presentation.

3. This feature is used to save a presentation under a different name or to save it for earlier versions of PowerPoint.

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CHAPTER 8: MICROSOFT EXCEL 2007 15 MARKS

Q1. Wordsearch (5)

Find these words in the grid: CELL, COLUMN, WORKBOOK, DATA, RANGE

A D F J T Y U I O P L K C R S X H K L C R S

W S A C C E L L A S B S O G R S T F I H F Y

Q A C D H R E Y P Q E F L R U Z G W Q I E D

S S X U B M E T B I E Q U V G P T Y V U K A

X J L B X O P A S E T M M A B E H F D S P T

W O R K B O O K Z L I N N F L X I P U L C A

E R A N G E Q W G B H J L B T L K S C X N M

Q2. What Am I? (5)

a. I am the toolbar containing the Save, Undo, and Redo commands.

b. I am located near the top of the Excel window, below the Quick Access Toolbar.

c. I am the button clicked on to insert more sheets in a workbook.

d. I am a highlighted cell boundary that specifies which cell is active at that moment.

e. I am the keyboard shortcut to select an entire column in a worksheet.


a.

b.

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CHAPTER 9: FIRST STEP TO THE INTERNET 15 MARKS


a. ERTNIENT b. DMOEM c. LOGDNE

d. ERWSBOR e. AMLI

Q2. Wordsearch (5)

Find these words in the grid: NETWORK, ACCESS, WEBSITE, BROADBAND, HYPERLINK

W D F J T Y U I O P L K C R S X H K L C R S

E S A C F V G R A S Y S I G R A C C E S S Y

B A C D H R E Y P Q E F K R U Z G W Q I E H

S S X U N E T W O R K Q U V G P T Y V U K D

I J L B X O P A K E T M G A B E H F D S P C

T B R O A D B A N D I N B F L X I P U L C A

E L S C Z G Q W G B H Y P E R L I N K X N M


a. b. c.

d. e.

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CHAPTER 10: MAKING FLOW CHARTS 15 MARKS


a. b. c.

d. e.

Q2. What Am I? (5)

a. I am used at the beginning and at the end of a flow chart to indicate the start and end of a program,respectively.

b. I am used to indicate processes or actions, e.g. add two numbers.

c. I am used to indicate the input and output of a program.

d. I am used when one needs to choose between options and the condition of Yes/No arises. e. I am used to connect different parts of a flow chart drawn on more than one page.

Q3. Crossword (5)

1 2

3

4

5

Across:

3. It is a formal set of instructions that should be followed to perform a specific task like solving alogical or mathematical problem.

4. This box is used to indicate processes or actions.

5. This box is used at the beginning of a flowchart to indicate the start of a program.

Down:

1. This is a diagrammatic representation of a problem-solving process in which steps are laid outin logical order.

2. This is a sequence of instructions that repeats itself a specified number of times until aparticular condition is met.

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ANSWERS TO WORKSHEETS

Chapter 1: Characteristics and Evolution of Computers

Q1. A D F J T R A N S I S T O R S X H K L C R S

F M I C R O P R O C E S S O R S T F I H F Y

R A C D H R E Y P Q E F O P U N G W Q I E E

V A C U U M T U B E S Q R D G P T Y V P K W

G J L B X O P A S E T M Y C B E H F D S P U

A R T I F I C I A L I N T E L L I G E N C E

Q2. a. abacus b. Pascaline c. integrated circuit

d. difference engine e. transistor

Q3. a. Napier’s bones b. Pascaline c. vacuum tubes

d. transistors e. chip

Chapter 2: Data Storage DevicesQ1. a. BYTE b. EPROM c. MEMORY d. PRINTER

Q2. a. Graphics tablet b. Touch screen c. ROM

d. CD e. Printer

Q3. a. Hard disk

1. A hard disk is a part of a unit called a hard disk drive which stores data.

2. A hard disk is made up of a collection of discs (one below the other) known as platters.

3. Platters are coated with magnetic material and each platter consists of a number of invisible

circles (all having the same centre) called tracks. b. Flash drive

1. It is used to read, write, delete, or transfer data.

2. It is used widely because it is easy to use and small enough to be carried around in a pocket.

3. A USB port is needed to use a flash drive.

Chapter 3: Formatting in MS Word

Q1. 1 L 2 S

3 P A G E L A Y O U T

N L

D E

S 4 C O L L A T E

C T

A I

P O

E N

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Q2. a. Margin b. Orientation c. Line spacing

d. Alignment e. Vertical alignment

Q3. a. Spacing

1. There are two types of spacing in MS Word: Line spacing and Paragraph spacing.

2. Line spacing is the amount of white space between lines of text in a paragraph. Paragraphspacing is the amount of white space between paragraphs.

3. Both tyes of spacing are measured in lines or in units called points.

b. Alignment

1. This is the manner in which text is placed between the margins of a page.

2. Vertical alignment refers to the position of text in relation to the top and bottom pagemargins.

3. Horizontal alignment refers to the position of text in relation to the left and right pagemargins.

Chapter 4: Features of MS Word

Q1. A D F J T H E S A U R U S R S X H K L C R S

F G R A M M A R A S B S Y E R S T F I H F Y

O A C D H R E Y P Q E F O P U N G W Q I E E

N S X U B M E T B I S Q R L G P T Y V U K W

T J L B X O P A S E T M Y A B E H F D S P U

A N W I Y I C I Z L I N T C L X I P U L C D

E R U I S A Q W G B U L L E T L K S C X N M

Q2. a.

SYMBOL b.

INSERT c.

COMMAND d.

PARAGRAPHQ3. a. Bullet

1. A bullet is a dot or symbol that marks a line of important information.

2. A bulleted list is usually used when the order of items in the list does not matter (unordered).

3. By default, MS Word uses a simple black dot as a bullet.

b. Symbols

1. Symbols are signs or special characters that can be inserted in an MS Word document.

2. Symbols like hearts, stars, and arrows can be inserted and formatted in a document just likeregular text.

3. Each font has a separate set of symbols.

Chapter 5: Creating Tables in MS Word

Q1. a. COLUMN b. TEMPLATE c. LAYOUT

d. MERGE e. BORDER

Q2. a. Design b. Shading c. Layout d. Cell Size

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Q3. a. Table

1. A table is a set of data (text and/or numbers) arranged in rows and columns.

2. In an MS Word 2007 document, a table can be created in four different ways.

3. Once you have created a table in MS Word, you can modify it, i.e. insert or delete rows orcolumns, and merge or split cells.

b. Row

1. A row is a horizontal series of cells in a table.

2. To select an entire row, click on the selection bar of that row.

3. You can change the row height by clicking the Layout tab (after selecting the row whoseheight you want to change). In the Cell Size group, click on the Table Row Height scrollbox.

Chapter 6: Working with Objects MS Word

Q1. P D F J T O B J E C T U Y R S O H K L T R S

A R C U S T O M A S B S Y T R S T F I E F Y T A C D H R E Y P Q E F O U U N G W Q X E E

T S X U B M E T B I S Q R L G P T Y V T K W

E J L B X O P A S E T M Y S B E H F D U P U

R N W I Y I C I Z L I N T C L X I P U R C D

N R U I S A Q W G R A D I E N T K S C E N M

Q2. 1P

A 2C U S T O M

T3I N S E R T

R4N O F I L L

Q3. a. Drawing objects

1. The shapes created in an MS Word document are called drawing objects.

2. We can edit (i.e. modify) the existing drawing objects or use them to create our own drawingobjects.

3. The options available in the Format ribbon can be used to edit a drawing object.

b. WordArt

1. WordArt is a text-styling feature of MS Word.

2. The WordArt gallery includes different styles that can be applied to any text.

3. The shape and formatting characteristics of a WordArt object are called WordArt style.

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Chapter 7: More on MS PowerPoint 2007

Q1. a. SLIDE b. OUTLINE c. PANE

d. NOTES e. THEME

Q2. a. MS PowerPoint window b. New Presentation dialog box

c. Themes group on Design tab d. Color set

e. Presentation Views group on View tab

Q3. 1O

U

T

L 2S L I D E

3S O R T E R

N A

E 4

V I E W

E A 5S L I D E

Chapter 8: Microsoft Excel 2007

Q1. A D F J T Y U I O P L K C R S X H K L C R S

W S A C C E L L A S B S O G R S T F I H F Y

Q A C D H R E Y P Q E F L R U Z G W Q I E D

S S X U B M E T B I E Q U V G P T Y V U K A

X J L B X O P A S E T M M A B E H F D S P T

W O R K B O O K Z L I N N F L X I P U L C A

E R A N G E Q W G B H J L B T L K S C X N M

Q2. a. Quick Access Toolbar b. Ribbon c. Insert Worksheet button

d. Cell pointer e. Ctrl+space bar

Q3. a. New Workbook dialog box b. Cancel button c. Go To dialog box

d. Enter button e. Insert Function button

Chapter 9: First Step to the InternetQ1. a. INTERNET b. MODEM c. DONGLE

d. BROWSER e. MAIL

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Q2. W D F J T Y U I O P L K C R S X H K L C R S

E S A C F V G R A S Y S I G R A C C E S S Y

B A C D H R E Y P Q E F K R U Z G W Q I E H

S S X U N E T W O R K Q U V G P T Y V U K D

I J L B X O P A K E T M G A B E H F D S P C

T B R O A D B A N D I N B F L X I P U L C A E L S C Z G Q W G B H Y P E R L I N K X N M

Q3. a. External modem b. Mobile Internet dongle

c. Sending email over the Internet d. Compose message screen

e. Internal modem

Chapter 10: Making Flow Charts

Q1. a. Process box b. Decision box c. Flow lines

d. Connector e. Off-page connector

Q2. a. Start/Stop box b. Process box c. Input/Output box

d. Decision box e. Off-page connector

Q3. 1F 2

L 3 A L G O R I T H M

O O

W 4

P R O C E S S

C

H

A

R5S T A R T

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TEST PAPERS• Test papers have been provided for all chapters of the Student’s Book.

• Each test paper is marked out of 20.

• The test papers can be used for pen and paper assessment or the questions could be used to create yourown assessment papers.

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CHAPTER 1: CHARACTERISTICS AND EVOLUTION OF COMPUTERS 20 MARKS

Q1. Fill in the blanks. (5)

a. ………………… invented the first general-purpose computer known as the analyticalengine.

b. ………………… were used to find the square roots of numbers.

c. EDSAC is an example of …………………-generation computers. d. Second-generation computers used ………………… .

e. ………………… is an example of supercomputers.

Q2. Write T for the true statements and F for the false ones. (5)

a. ENIAC stands for Electric Numerical Integrator and Calculator.

b. Third-generation computers used microprocessors.

c. IBM 360 series and 370 series are examples of fourth-generation computers.

d. Fifth-generation computers use artificial intelligence.

e. Results produced by a computer are not very accurate.

Q3. Answer the following briefly. (1×4=4)

1. Give two examples of first-generation computers.

2. Name the main components of first- and second-generation computers.

3. What does ‘versatility’ mean as a characteristic of a computer?

4. Which two engines were invented by Charles

6 class guide book

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