microsoft office 2003 - arizona western collegevirgil.azwestern.edu/~cvb/cis120/book...

New Perspectives on Computer Concepts 2010 Instructor’s Manual 1 of 21

Computer ConceptsChapter Three: Computer Software

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 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, Classroom Activities, and 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.

Table of Contents Chapter Objectives 2Section A: Software Basics 2Section B: Popular Applications 4Section C: Buying Software 11Section D: Installing Software and Upgrades 13Section E: Security Software 16Glossary of Key Terms 19

http://coursecasts.course.com/

New Perspectives on Computer Concepts 2010 Instructor’s Manual 2 of 21

Chapter ObjectivesStudents will have mastered the material in Chapter Three when they can:

Explain the difference between system and application software Identify utility software and device drivers Can identify the most popular types of application software Explain the key features and uses for word processing, desktop publishing,

and Web authoring software Describe the major features of spreadsheet software Describe the key features of database software List the types of software available for graphics, video, music, education and

reference, entertainment, and business List guidelines that are important for software shoppers Describe the rights granted by copyright law, commercial software licenses,

shareware licenses, freeware licenses, open source licenses, and public domain software

Explain how to install and uninstall software, whether it is supplied on CDs or as a Web download

Differentiate between local, portable, and Web applications Describe the purpose of software updates, patches, and service packs List and describe the various types of malware mentioned in this chapter Explain how antivirus software works

SECTION A: SOFTWARE BASICS

Software CategoriesLECTURE NOTES

The term software was once used to describe all non-hardware components of a computer. However today there is a differentiation between software, program instructions, and data files.

Software can be categorized into system software and application software. System software is computer-centric and application software is user-centric.

FIGURES Figure 3-1

CLASSROOM ACTIVITIES1. Quick Quiz:

1. Software can be categorized as either _______ or application (Answer: systems)2. True/False: Systems software is computer-centric. (Answer: True.)

2. Class Discussion: Have students examine their computer and identify as many software packages, utilities and widgets as possible and classify each as systems or applications.

Application Software LECTURE NOTES

Examine the software packages loaded on the student’s home computer or the lab computer and discuss the types of tasks you can perform with them.

Ask students to identify packages they have used and to identify the purposes for which they were used.

If your school offers discounted software, show the student the site if on-line and discuss the costs and the functions of the packages.

Create a Yahoo group and have your students subscribe as an example of groupware.

TEACHER TIPYou may also wish to discuss with students the idea that many traditional commercial applications such as word processing and spreadsheets are available through open source avenues such as Google free of charge? Discuss the security risks associated with storing sensitive data on sites such as these.

FIGURES Figure 3-2


3. ______ software is any type of application software that has the potential to help people do their work more efficiently. (Answer: Productivity.)

4. ________ is designed to help several people collaborate on a single project using local network or Internet connections. (Answer: Groupware.)

5. True/False: Running application software is dependent on the operating system. (Answer: True.)

2. Class Discussion: Ask students if they think groupware would be useful in a class such as this and how it could or should be used.

Utility SoftwareLECTURE NOTES

Utility software is designed to help you monitor and configure settings. Ask the students if they have ever used utility software. If they say no, ask about Adobe Reader.

Show students widgets like those in Figure 3-5. Ask the students to describe how they are used and how frequently.

TEACHER TIPDemonstrate how to use Adobe Reader and discuss the fact that you do not have to have the software that created a document to view the document if saved in Adobe.

FIGURES Figure 3-3, Figure 3-4, Figure 3-5

CLASSROOM ACTIVITIES1. Assign a Project: Have students look on classroom or home computers for utility software. Have them make a list of all the utility software they find.2. Quick Quiz:

1. A(n) ______ is a specialized utility program that appears on a computer’s screen-based desktop, looks like a control, and might display a snippet of information. (Answer: desktop widget.)

2. ________ is designed to help you monitor and configure settings for your computer system equipment, the operating system, or application software. (Answer: Utility software.)

Device DriversLECTURE NOTES

A brief discussion of device drivers reinforces the concept presented in Chapter 2 that when you install a peripheral device you must often also install software to make it work.

If you want to give your students a concrete example, use the following: Suppose your computer uses an ink jet printer, but you decide to purchase a new laser printer and use it instead. After you connect the printer, you need to make sure the computer sends the appropriate electronic signals, so you must install software to do this. This software—called a printer driver—is usually supplied with the printer. Some operating systems, such as Windows, contain pre-installed drivers for many popular printers. If the operating system contains the driver for your printer, you just need to select the appropriate printer. If you cannot find the driver, it is often available on the internet. Go to the internet and find a printer device driver.

TEACHER TIPIf you are teaching in a lab situation or have the students in lab class, you might discuss that it is not sufficient to have the correct driver. If the printer is networked, you will also need the address of the printer.

FIGURES Figure 3-6

CLASSROOM ACTIVITIES1. Assign a Project: Have students browse and search the Internet for device drivers. If they have a printer at home, have them find the appropriate driver. If not have them find the lab printer driver.2. Quick Quiz:

1. A(n) ______ is software that helps a peripheral device establish communication with a computer. (Answer: device driver.)

2. True/False: Once installed, a device driver automatically starts when it is needed. (Answer: True.)

SECTION B: POPULAR APPLICATIONS

Document Production SoftwareLECTURE NOTES

Explain that document production software includes a wide variety of packages, from simple word-processing software to more complicated packages that enable creation of desktop published newsletters as well as home pages for Web sites.

Ask students to identify the kind of software they’ve used, if any and discuss for what they used it.

Show a document that has been created in word processing software and enhanced in desktop publishing software. You might also show the same information as a webpage after using web authoring software.

Demonstrate how the same data can be transferred from one package to another. Have the students try different fonts and formatting options. Have each student

format the same sentence and have the class determine which is the most readable.

Point out that while the grammar check feature included in many word processing software packages is helpful it is not always correct. Show an example.

Type a line with a misspelling which the spell checker will catch. Type another line with a misspelling the spell checker will not catch. Such as tow and two.

You may want to suggest to your students that they walk away from their work before a final proofreading, or ask someone else to proofread their documents.

FIGURES Figure 3-7, Figure 3-8, Figure 3-9, Figure 3-10, Figure 3-11

TEACHER TIPPractice using a simple word processor. If all students can access document production software, have them create a document in Google.

CLASSROOM ACTIVITIES1. Assign a Project: Have students create a simple document using word processing software and explore the spelling checker, grammar checker, and thesaurus. 2. Quick Quiz:

1. ______ software has replaced typewriters for producing many types of documents. (Answer: Word processing.)

2. True/False: Desktop publishing software helps you design Web pages. (Answer: False.)

3. The _____ for a document refers to the way that all the elements of the document are arranged on the page. (Answer: format.)

LAB ACTIVITY Refer students to the New Perspectives Web site for a Student Edition Lab

called “Word Processing.”

Spreadsheet SoftwareLECTURE NOTES

The best way for students to understand the purpose and features of spreadsheet software is to let them work directly with popular spreadsheet applications such as Microsoft Excel. If it is not possible for students to work with spreadsheet software in class, use the figures in this section to explain how spreadsheet software works or try Google docs.

Emphasize to your students that a well-organized worksheet should be easily understood by anyone using it.

Have your students use discrete categories that are clearly labeled when creating a worksheet.

Make sure your students enter a simple formula. One of the most confusing aspects of spreadsheet operations is the use of relative

and absolute cell references. Be sure to cover relative and absolute cell references thoroughly and until students understand the differences between them.

TEACHER TIPFor emphasis on the idea of absolute and relative cell references, create a field such as interest rate and have the student apply it to a list of balances. If you put the interest rate in one column with nothing following and have them copy the formula, they will quickly see why absolute cell references are needed

FIGURES Figure 3-12, Figure 3-13, Figure 3-14, Figure 3-15


1. The intersection of a row and column on a spreadsheet is a _____. (Answer: cell.)

2. True/False: Microsoft Word is an example of spreadsheet software. (Answer: False.)

3. A(n) _____ reference never changes when you insert rows or copy or move formulas. (Answer: absolute.)

LAB ACTIVITYRefer students to the New Perspectives Web site for the Student Edition Labs called “Spreadsheets” and “Advanced Spreadsheets.”

“Number Crunching” SoftwareLECTURE NOTES

Contrast spreadsheet software with number crunching software. While spreadsheets allow you to create your own formulas and scenarios, number crunching software can provide the formulas and opportunities for you.

Give examples of tasks that you can perform with number crunching software, such as statistical analysis and mathematical modeling.

Accounting and finance software, personal finance software, online banking, and small business accounting software all help users manage their money, from tracking expenses and income, to making investments, to paying bills. Discuss the difference between this type of numeric software and spreadsheets.

On the demonstration computer, show sample files in a personal finance package and in a spreadsheet package.

FIGURES Figure 3-16

CLASSROOM ACTIVITIES1. Class Discussion: Ask students if they’ve used any “number crunching” software, such as tax preparation software or personal finance software. What programs and for what uses? 2. Quick Quiz:

1. ______ software helps you analyze large sets of data to discover relationships and patterns. (Answer: Statistical.)

2. True/False: Taxes are best done on a spreadsheet. (Answer: False.)

Database SoftwareLECTURE NOTES

A good way of describing a database is in terms of a filing cabinet. The cabinet is a database, with each drawer being a table, and each piece of paper being a record.

Refer to Figure 3-17 and discuss. Students should think of databases as electronic filing systems that provide

efficient storage, management, and retrieval of information. Information in a database is organized much like files in a file cabinet; information is grouped with other, similar information, everything is labeled, there is a sorting order (alphabetic, numeric, etc.).

Review the parts of a database. Databases are comprised of records, which are compilations of information used to describe each object in a database. Records are comprised of fields, which are groups of cells that contain the same type of information, referenced by the same name.

Discuss the reasons for using a database program instead of a spreadsheet program. (Easy retrieval of like data.)

How do you find information in a database? Queries allow users to ask questions about the information in the database.

TEACHER TIPIf your school uses on-line registration, relate it to databases. You could also include a listing of classes.

FIGURES

Figure 3-17, Figure 3-18, Figure 3-19, Figure 3-20

CLASSROOM ACTIVITIES1. Class Discussion: Have each student bring an index card with their favorite song, performer and other predefined information. Use the data from these cards to form a database. If you have access to Microsoft access, you could use it. 2. Quick Quiz:

1. A(n) ______ is a collection of data that is stored on one or more computers. (Answer: database.)

2. True/False: A record holds data for a single entity—a person, place, thing, or event. (Answer: True.)

3. True/False: A database can contain any type of data. (Answer: True.)

LAB ACTIVIY Refer students to the New Perspectives Web site for a Student Edition Lab called

“Databases.”

Graphics SoftwareLECTURE NOTES

Distinguish among the different types of graphics software. These are paint, photo-editing, drawing, 3-D graphics, and presentation. Show examples of each, if possible.

Discuss that graphics can have different formats and each has its own extension such as BMP, GIF, JPEG, or WMF.

Have the student create a drawing of some type using paint. Have the student open a JPEG document in paint and save it as a bmp. Examine

the size of each.

TEACHER TIPIf your students are interested in pursuing computer-related careers, discuss the kinds of jobs that involve computer graphics.



1. ______ software provides a set of electronic pens, brushes, and paints for painting images on the screen. (Answer: Paint.)

2. True/False: You can manipulate graphics using graphics software. (Answer: True.)

3. True/False: Presentation software is a type of graphics software. (Answer: True.)

LAB ACTIVITY Refer students to the New Perspectives Web site for a Student Edition Lab called

“Presentation Software.”

Music SoftwareLECTURE NOTES

Explain that today, most operating systems come with music software. Discuss that speakers are now considered a necessary part of a computer system. Discuss what CD ripper software does as opposed to audio encoding software. If

you have it available download some music and play it. Examine the file. What kind is it? How large is it?

Have any students used MIDI sequencing software? It’s possible to make very sophisticated music on a computer.

Have any students sung or played an instrument in a recording studio? What kind of software was in use?

FIGURES Figure 3-24

CLASSROOM ACTIVITIES1. Class Discussion: Ask students about their experiences using computers to listen to or create music.2. Quick Quiz:

1. ______ software pulls a track off an audio CD and stores it in raw digital format on your computer’s hard disk. (Answer: CD ripper.)

2. True/False: Only musicians or composers have a need for music software. (Answer: False.)

3. True/False: Music can be stored in a variety of digital formats. (Answer: True.)

Video Editing and DVD Authoring SoftwareLECTURE NOTES

Video editing software for nonprofessionals is increasing in popularity. Both Windows and Mac operating systems include accessories that allow users to transfer video footage from a camcorder to a computer and then edit the video.

More sophisticated packages such as Adobe Premiere let you add special visual effects and a sound track.

Refer to Figure 3-25 to illustrate how video editing software works.

TEACHER TIPSophisticated packages allow students to become independent filmmakers, and distribute their video via DVD. Have students discuss the impact this type of software has on web sites such as You Tube and the effect of You Tube on the software.

FIGURES Figure 3-25

CLASSROOM ACTIVITIES1. Class Discussion: Once too advanced for novice users, video editing software is now popular on home computers. Do students have experience using video editing or DVD authoring software? How can people use these types of applications at home?

Educational and Reference SoftwareLECTURE NOTES

Education software helps students learn. Have the students discuss how this type of software can enhance their learning experience.

Have the student discuss what changes could be made to the current course to better utilize educational and reference software.

Demonstrate reference software. Show an online encyclopedia, dictionary, or atlas. What advantages do they offer? What might a user miss if he or she relies on reference software instead of printed reference works?

Products are available that help you learn a language, work with software, or prepare for a standardized test.

Debate the merits of educational software—is it better than traditional instruction? When is it appropriate? When is it not appropriate?

Entertainment SoftwareLECTURE NOTES

Some of the most striking breakthroughs in software development have come from entertainment software—you might ask your students to identify which techniques software in other categories have borrowed from entertainment software.

Use the chart in Figure 3-26 to discuss the various kinds of games. Discuss massive multiplayer games. Have any students played games like

EverQuest? Ask them to describe their experience.

FIGURES Figure 3-26

CLASSROOM ACTIVITIES1. Class Assignment: Ask the students to write a one page paper on their favorite game or entertainment software.

Business SoftwareLECTURE NOTES

Business software can be categorized as either vertical or horizontal market software.

Explain that vertical market software is specialized software for a specific types of business, such as scheduling and billing software for medical offices, sales and inventory tracking software for retail stores, and student record management software for schools.

Explain that horizontal market software is software designed for any type of business. This type of software is designed to accomplish tasks that are common to most, if not all, businesses such as payroll, accounting, and project management software.


1. Software that is designed to automate specialized tasks in a specific market or business is known as _____________ software. (Answer: vertical market.)

2. True/False: Horizontal market software is generic software that just about any kind of business can use. (Answer: True.)

2. Class Discussion: Ask the students to discuss any software they have used either horizontal or vertical market. Was it easy to use? Why or why not.

SECTION C: BUYING SOFTWARE

Consumer BasicsLECTURE NOTES

Note the most essential applications and utilities for any computer. Ask the students to discuss which of these they have on their own computer or on the lab computer.

Discuss the table in Figure 3-27 and see how many of these the student has used. If there are any that are not commonly used, discuss or demonstrate how they are used.

Review how to interpret the system requirements. Discuss the advantages and disadvantages of a software suite. You could have

the student find the costs of packages separately and bundled. Discuss if there are any they would not use. Is it more cost effective to purchase separately or bundled.

Ask students if they have ever purchased software and where. Show students the system requirements printed on a software package or on a

Web site, or refer them to Figure 3-29. Explain how to determine whether you can successfully install the software on

your computer. This is a good time to relate the system requirements to the hardware discussed in

Chapter 2. Discuss the role of software in making hardware decisions. If possible run a

resource intensive application on two machines. One with a minimum amount of RAM and one with lots of RAM. Compare the two.


CLASSROOM ACTIVITIES1. Assign a Project: Ask each student to identify their favorite software suite, game, or software package. Have them find the price of their selection and identify the system requirements. In addition, have them determine if their computer or the lab computer can run it.2. Quick Quiz:

1. _____________ specify the operating system and minimum hardware capacities necessary for a software product to work correctly. (Answer: System requirements.)

2. True/False: You can purchase software by downloading it. (Answer: True.)3. A(n) _________ is a collection of software applications sold as a single package.

(software suite.)

Software Copyrights and LicensesLECTURE NOTES

If your school has a software use policy, you might want to provide your students with a copy in conjunction with this section.

Make sure your students understand what it means for software to be copyrighted. Under U.S. copyright law, rights granted to the copyright holder include the right

to copy, distribute, or sell the software, and to modify the software. Rights granted to the user of copyrighted materials include use of the software on the user’s computer (including installing the software on the hard drive and making a back-up copy), to copy entered data without restriction, and to copy or modify the software under certain circumstances.

Make sure your students understand that just because they purchase software they do not necessarily own the software, just the right to use it. This is often a difficult concept to understand. Explain often they are purchasing a right to use (similar to a never ending lease) as opposed to outright ownership.

Students have difficulty distinguishing among software copyright, copy protection, and write protection. To check your students' understanding, you might hold up a disc and ask, "Is this disc copyrighted, copy protected, or write protected?" The software on the disc is probably copyrighted, but the disc itself is not. It is unlikely that the disc is copy protected—this form of protection has fallen out of favor with software publishers.

Discuss different licensing agreements. Use software licensed by the school as an example. For example, you might have a Microsoft site license. What can and can’t you do with that. You might belong to the Microsoft academic alliance. How does that work? Other examples would help.

Emphasize the concept of shrink-wrap licenses and installation agreements. What are buyers agreeing to? Review the license in Figure 3.32 to see if students understand the legalese.

Explain freeware and discuss the inherent security issues. By giving software away, the publisher may be giving viruses away.


CLASSROOM ACTIVITIES1. Assign a Project: Have a license agreement from different types of software such as freeware, demoware, commercial and open source and have the student identify the difference in the agreements. Ask the students if they have ever used or purchased pirated software and did they realize it was illegal. This could provide an opportunity for an ethics discussion.

2. Quick Quiz:1. A(n) _____________ is a form of legal protection that grants the author of an

original work an exclusive right to copy, distribute (sell), and modify that work, except under special circumstances described by the laws. (Answer: copyright.)

2. True/False: A software license is a legal contract. (Answer: True.)3. Copyrighted software which is marketed under a “try before you buy” policy is

known as a. Freewareb. Sharewarec. Open source d. Public Domain (Answer: B.)

LAB ACTIVITY Have students browse and search the Internet for public domain software. Have

them view the system requirements and relate their needs to your existing PC system. Will the software run on their systems?

SECTION D: INSTALLING SOFTWARE AND UPGRADES

Installation BasicsLECTURE NOTES

What is a typical software package? Review Figure 3-34 or display a folder from your program files folder and discuss the various files and their purpose.

Why is it necessary to install most software? Discuss what an executable file is and how it works. Discuss the difference

between local applications, web applications, and portable applications.

TEACHER TIPSoftware requires many files. If possible, show students where the files are stored for a particular application to illustrate this point. Emphasize that students should not move or delete any of those files.

FIGURES Figure 3-34, Figure 3-35

CLASSROOM ACTIVITIES1. Class Discussion: Do any students have experience installing software? Was the process easy or complex? Have them describe their experiences.2. Quick Quiz:

1. A(n) _____________ is designed to be started by users or automatically launched by the operating system. (Answer: executable file.)

2. True/False: Today’s software is usually only composed of a few files. (Answer: False.)

LAB ACTIVITY Refer students to the New Perspectives Web site for a Student Edition Lab called

“Installing and Uninstalling Software.”

Installing Local ApplicationsLECTURE NOTES

Demonstrate an installation from distribution media. Perform an installation similar to the one illustrated in Figure 3-37.

Consider demonstrating a standard and a customized installation. Be sure to explain to students how to change customized options, and how to add

or remove program features at a later date. The Registry plays an important role in the boot process, providing technical

information about the configuration of your computer. It contains a myriad of information about your computer and your software.

Explain to students that when they change configuration information using the Control Panel or various settings dialog boxes in applications programs, that they are making changes to the Windows Registry.

Demonstrate an installation from the Web.

Caution students that viruses are often disguised as self-installing files, so they should download and install software only from reliable sources.

Demonstrate how to work with zip files and to run a setup program to complete the installation. A perfect demonstration would be the installation of an update to virus software. Have students go to the Web site and walk them through the file selection to download.

Show how to uninstall an application. Explain it is not just a matter of deleting files and the desktop icon.

Demonstrate unzipping a file and where the results are placed. If you use SAM, you could use the entering the product key as an example of

product activation.


CLASSROOM ACTIVITIES1. Class Activity: Have the students install a piece of software and then uninstall it.

Installing Portable Software and Web AppsLECTURE NOTES

Portable software is designed to run on and from removable storage. Discuss if any of the student’s removable storage has any software and how does it work. Demonstrate how it works and discuss that the software is stored on the device. Using Windows Explorer or a similar utility show where the files are located.

Is everything that runs on the web a Web application? Discuss the concept that in some cases, Google Earth, some of the files reside on

the local computer and some on the web. What are the advantages of using Web apps over using software that is installed

locally?


CLASSROOM ACTIVITIES1. Assign a Project: Have students visit OpenOffice.org and view the available portable software.2. Quick Quiz:

1. _____________ is designed to run from removable storage, such as a CD or USB flash drive. (Answer: Portable software.)

2. True/False: A Web application is software that is accessed with a Web browser. (Answer: True.)

3. True/False: All Web applications require installation. (Answer: False.)

Software UpdatesLECTURE NOTES

Explain why students should update software. Discuss the difference between a software patch and a service pack. Discuss what happens to the old version when an update is installed.

TEACHER TIPAs a demonstration of updating software, consider upgrading the Windows operating system by downloading a service pack from Microsoft’s Web site.

CLASSROOM ACTIVITIES1. Class Discussion: Ask students to differentiate between updates, patches, and service packs.2. Quick Quiz:

1. A(n) _____________ is a small section of program code that replaces part of the software you currently have installed. (Answer: software patch.)

2. True/False: Software publishers regularly update their software to add new features. (Answer: True.)

3. True/False: It is rarely a good idea to install patches and service packs when they become available. (Answer: False.)

Uninstalling SoftwareLECTURE NOTES

Explain that in Windows and Mac OS, you generally cannot remove a software application by simply deleting its files. Instead, you must run an uninstall routine to remove the software. The uninstall routine finds and removes the files the setup program copied to various folders and then restores any settings the setup program changed in the Windows Registry.

Demonstrate how to uninstall. Uninstall one of the applications you installed earlier using an uninstall tool provided by the application.


LAB ACTIVITY The New Perspectives Lab “Installing and Uninstalling Software” deals with

issues that relate to this section of the textbook. You might want to go through the lab during class time if you have a computer with a projection device. Or, assign this lab for students to do on their own.

SECTION E: SECURITY SOFTWARE

Security Software BasicsLECTURE NOTES

Malware is a term used to describe any computer program designed to cause harm to your computer, gain unauthorized access to your files, or disrupt normal operations.

Discuss the different types of malware and how they are different. Discuss how free software may contain malware and how the student should only

download or receive software from a reliable source. How can you detect Trojan horses on your computer and how do they differ from a

virus? What measures should be taken to protect your computer from this type of threat?

How do worms spread via e-mail? Discuss the importance of keeping your computer current with the latest updates and antivirus tools.

Also discuss the basic rules that should be adhered to when surfing the Web, downloading files, and opening attachments.

Any software that can automate a task or autonomously execute a task when commanded to do so is called an intelligent agent. Because an intelligent agent behaves somewhat like a robot, it is often called a bot.

Looking toward the future, experts predict an increase of blended threats that combine worm-like distribution with virus and bot payloads. What steps should be taken by the software industry to protect consumers?

Virus hoaxes can be as destructive as an actual virus. Review virus hoaxes and the proper responses.

Direct students to Web sites that debunk virus hoaxes, such as www.snopes.com. Remind them that antivirus software manufacturers’ home pages often contain articles about virus hoaxes, too.


CLASSROOM ACTIVITIES1. Assign a Project: Have students search the Internet for news of recent viruses. How much information is available? Did they learn of any new threats they need to protect themselves against?2. Quick Quiz:

1. ______ is designed to protect computers from various forms of destructive software. (Answer: Security software.)

2. True/False: A Trojan horse is a self-replicating program. (Answer: False.)3. A(n) ______ is any software that can automate a task or autonomously execute

a task when commanded to do so.a. malware programb. botc. Trojan horsed. spyware program(Answer: B.)

Security SuitesLECTURE NOTES

Review security suites. Because so many different types of security suites exist, from so many different

vendors, it is important to evaluate the strengths and weaknesses of each product. If possible, visit a consumer Web site in class and discuss some of the reviews of

both open source and commercial security software products.


CLASSROOM ACTIVITIES1. Assign a Project: Have students search the Internet for security suites. Which one seems most appropriate for their use?2. Quick Quiz:

1. A(n) ______ integrates several security modules. (Answer: security suite.)2. True/False: Open source security software is dangerous and should not be

used. (Answer: False.)

Antivirus ModulesLECTURE NOTES

While many students may be familiar with the concept of antivirus software, many will not be aware of the recommendations for software updates.

Discuss virus signatures and how antivirus software relies on updates of the virus signatures to be effective.

Emphasize that in order for virus software to remain current it must be updated frequently.

Review Figure 3-50 and discuss the settings. Have the students look at their own anti-virus software and compare to the table. Ask them to report back with any changes they made as a result of the comparison.

Review current virus threats. Visit the Web site of an antivirus developer to learn about the latest viruses.


CLASSROOM ACTIVITIES1. Assign a Project: Have students browse and search the Internet for five viruses listed in this section. Have them create a table listing the virus type, what it does, and how it can be repaired or removed.2. Quick Quiz:

1. A(n)_____ is a section of program code that can be used to identify a known malicious program. (Answer: virus signature.)

2. True/False: Antivirus software should be updated once a month at most. (Answer: False.)

3. A computer under the control of a bad bot is sometimes referred to as a _______.a. multi-partite virusb. zombiec. stealth virus

d. Trojan horse(Answer: B.)

Glossary of Key Terms 3-D graphics software (137) absolute reference (132) accounting software (142) antivirus software (167) audio editing software (139) audio encoding software (139) automatic recalculation (132) blended threat (162) bot (164) botnet (164) BSD license (150) CAD software (computer-aided

design software) (138) CD ripper software (139) cell (130) cell references (131) clip art (129) commercial software (149) computer-aided music software

(139) computer virus (163) computer worm (163) concurrent-use license (147) copyright (146) copyright notice (147) database (134) database software (134) demoware (149) desktop publishing software (125) desktop widget (123) device driver (124) distribution media (146) document production software (125) drawing software (137) DVD authoring software (140) ear training software (139) educational software (140) EULA (end-user license agreement)

(148) executable file (152) field (134) font (127) footer (128) format (127) formula (131)

frames (129) freeware (150) fully justified (128) function (131) GPL (General Public License) (151) grammar checker (127) graphics (137) graphics software (137) groupware (121) hash value (157) header (128) horizontal market software (142) keylogger (163) label (130) leading (128) line spacing (128) local application (154) mail merge (129) malicious software (162) malware (162) mass-mailing worm (163) mathematical modeling software

(133) mathematical operators (131) MIDI sequencing software (139) money management software (133) multiple-user license (147) natural language query (136) non-executing zip file (157) notation software (139) open source software (150) page layout (128) paint software (137) paragraph alignment (128) paragraph style (128) payroll software (142) personal finance software (133) photo editing software (137) point size (127) portable software (158) presentation software (138) product activation (157) productivity software (121) project management software (142) proprietary software (149) public domain software (149) quarantined file (169) query (136) query by example (136) query language (136) readability formula (127)

record (134) reference software (141) relative reference (132) Remote Access Trojan (RAT) (163) rootkit (165) Search and Replace (127) security software (162) self-executing zip file (157) self-installing executable file (157) service pack (159) security suite (166) setup program (154) shareware (149) shrink-wrap license (147) single-user license (147) site license (147) software installation (153) software license (147) software patch (159) software suite (144) spelling checker (126) spelling dictionary (126) spreadsheet (130) spreadsheet software (130) spyware (164) statistical software (133) style (128) system requirements (145) table (129) tax preparation software (133) thesaurus (127) Trojan horse (163) Uninstall routine (160) unzipped (156) utility software (122) value (130) vertical market software (142) video editing software (140) virus definitions (168) virus hoax (166) virus signature (167) Web application (Web app) (158) Web authoring software (125) what-if analysis (130) Windows Registry (154) word processing software (125) worksheet (130) zipped (156) zombie (164)

microsoft office 2003 - arizona western collegevirgil.azwestern.edu/~cvb/cis120/book...

Documents