Course Binder - HinghamCourse Binder: Computer ... • Create a PPT as a visual aid and deliver a 5- ... You are going to create a mailmerge document in which yourhpswebs.hinghamschools.com/hhs/teachers/sgeorge... ·

1

Course Binder: Computer Applications Throughout this course you will:

o ”Learn to identify and solve problems” o “Work together and help each other” o “Think”

How to do something

Why and When to use something

2

Course: Computer Applications Syllabus

Course Description: This hands-on course examines four Microsoft software applications (Word, Excel, PowerPoint, Access), as well as a review of your keyboarding skills. This course will also look at basic skills for other software applications that involve web and graphic design. This course progressively builds on previously established computer application concepts. In addition to independent projects, students will be required to participate in daily class work assignments to demonstrate application proficiency. Class participation and cooperative learning in which students learn from each other and help each other is an important element of this course and part of each student’s grade. What do I need for this course? Each student will have a binder for the course

Will there be homework in this course?

There is typically no homework & all of your work should be completed during class time. You may require additional time outside of class to work on an assignment because of absences or project complexity.

Students will be required to “think critically” when learning the building blocks of Microsoft Office software applications. Students will also need to work cooperatively and individually to troubleshoot and solve in-class problems. Learning Expectations: Students will be expected to demonstrate the following student learning expectations:

• Read purposefully • Communicate effectively • Identify, analyze and solve problems • Work independently and cooperatively with others

Course Objectives: Students participating in this course will demonstrate understanding by being able to:

Define and use vocabulary terms related to technology and software applications

Create, modify and format elements of various documents within MS Office (through performance of skills)

Integrate multiple software applications

Use features of software appropriately by identifying the advantages and disadvantages of software in different situations

Research the Internet to successfully obtain and validate accurate data

Develop cooperative learning skills by working together to solve problems

Develop strategies for learning software applications

How is one graded?

40% - First Term 40% - Second Term

30% - Working Independently & Cooperatively on in-class assignments 30% - Demonstrating Respect 30% - Projects

20% - Final Exam 10% - Keyboarding

3

Weekly Rubric Computer Applications- Mr. George

Beginning – 0

pts

Developing –18 pts Focused –24

pts

Exemplary –30

pts

Demonstrates

Respect for

Others

Poor behavior.

Disruptive to

other students.

Lack of respect is

demonstrated in

the classroom.

Comments show

a lack of respect

and courtesy.

0 PTS

Classroom behavior

needs to be

improved. Needs to

act in a more

respectful way in the

classroom. Needs to

continually be

spoken to regarding

behavior or attitude.

Demonstrates

inability to pay

attention when

others are speaking.

18 PTS

Classroom

behavior was

acceptable.

Acts

respectful in

the

classroom on

most

occasions.

24 PTS

Classroom

behavior was

superior,

professional, and

a model of how

the teacher would

like students to

behave.

Demonstrates self-

respect and

respect for others

at all times.

30 PTS

Works

Independently

and

Cooperatively

Unable or

unwillingly to

work

independently

or

cooperatively

with others.

Unable to stay

on task.

0 PTS

Needs improvement

in the area of

working

independently or

cooperatively with

others. Able to

accomplish few

assigned tasks. Has

a difficult time

staying on task.

18 PTS

Works

independently or

cooperatively with

others most of the

time. Able to

accomplish most

assigned tasks.

Stays on task most

of the time.

24 PTS

Works

independently

or cooperatively

with others all

of the time.

Able to

accomplish all

assigned tasks.

Stays on task

all of the time.

Engaged and a

productive

member of

class.

30 PTS

4

Classroom Expectations:

These expectations are similar to what is expected in a workplace setting.

Students are expected to:

“Be nice.”

Develop good listening skills. Students will learn from him and from each other.

Act respectfully towards him and each other. Put downs, teasing and swearing are not allowed.

Express tolerance. Each student learns differently. Learn to value other students for their differences. The world and our class would be boring if we were all the same.

Work cooperatively as part of a team.

Be cordial to each other by saying “Please”, “Thank you”, and “You’re Welcome”.

Come to class on time, prepared and organized for each class. It is suggested to use an agenda book or some other method of managing classroom responsibilities.

Stay on task. Stay focused on classroom goals. Manage your time. The result will be high-quality work. (A potential employer’s dream)

Students should expect the teacher to:

“Be nice.”

Create a positive learning environment that is entertaining and academically challenging.

Act respectfully in the classroom.

Be reasonable and fair.

Communicate progress or concerns.

Be prepared for each class.

5

Computer Applications Course Outline

Course objectives:

Upon course completion, students should be able to:

Improve speed and accuracy of keyboarding

Develop learning strategies as far as learning new software

Work independently and cooperatively as part of a team to solve problems

Identify appropriate uses for MS Office software applications (understand why a feature is used)

Technology

Create, modify files and folders on network drives

Use technology terms appropriately

Identify parts of their computer

MS Office

Improving keyboard proficiency

Using toolbars, short-cuts, function keys

Creating, modifying and saving files

Integrating multiple applications and files

Using the online help function

Formatting a document

Grouping and ungrouping objects

Switching among open programs

Course Structure and Outline: 18 weeks (approximately 9 weeks per term)

• Word (3 weeks) • Excel (3 weeks) • PowerPoint (2 weeks) • Access (2 weeks) • Web & Graphic Design (2 weeks) • Selected Topics/Independent Topics (1 weeks) • Application Integration (1 week) • Internet Security (1 week) • Final Project (1 weeks)

Keyboarding

First 5 minutes of each class is keyboarding. Take baseline at beginning of course.

Each class will use excel to chart statistics and progress on a weekly basis. Goal is for “touch typing using

proper finger reaches with minimal viewing of the actual keyboard.”

6

MS Word – Topics and Features

Track A: Required Advanced Track B:

Document Formatting

o Line and Paragraph Spacing o Indenting Text, Setting variety of tabs o Page Columns, Setting Margins o Setting Page Orientation, Headers, Footers o Vertical and Horizontal Alignment o Create and Edit Hyperlinks; linking files (objects) o Protect a document

Tables:

o Create a Table o Enter Data and Formatting a Table o Creating/Deleting Columns and Rows

Formatting Text:

o Bold, Italics, Underline o Colors & font effects o Text effects, Horizontal Alignment o Bulleted & Numbered Lists

Miscellaneous:

o Using Clip Art, WordArt and Watermarks o Copying Pictures & Text from the Internet to Word o Using Autoshapes and Drawing objects o Page Breaks and Column Breaks o Using Text Boxes and its properties o Using Borders, Colors, and Shadings for text, objects, and pages o Autocorrect o Autotext o Spellcheck & Thesaurus o Templates and Wizards o Create and modify a form

1. Labels 2. Macros 3. Mail Merge 4. Inserting a File 5. Create and update a

Table of Contents 6. Create a Master

Document 7. Create and Modify an

Index

Assignments for Track B

Students:

• Define each of the seven topics from above

• Learn how to perform each feature within the application

• State one reason why one would use the feature (which would be a benefit

• Demonstrate one use

• Dreamweaver • Fireworks • Photoshop • Other software application(s)

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MS Excel– Topics and Features


Create, modify and manage (rename, moving) multiple worksheets in

workbooks

Format and entering data in cells

o Bold, Italics, Underline o Horizontal Alignment o Cell properties (backgrounds, colors, shades, colors, borders) o Formatting data as numbers, currency o Sorting data by more than one heading o Using header and footer features o Gridlines and borders o Using Autoshapes toolbar to include shapes in documents

Creating formulas (addition, subtraction, multiplication, division, average,

absolute, relative and mixed reference)

Freeze Titles, split panes, move between and arrange workbooks

3-D formulas

Add and format a text box

Linking and embedding a file

Integrate office documents

Basic functions

Create and modify charts

Creating, editing, and saving charts

1. Advanced functions (VLOOKUP, HLOOKUP)

2. Track Changes 3. Create a list or database 4. Filters 5. PivotTables 6. PivotCharts 7. Record and Run a

Macro

Assignments for Track B

Students:

• Define each of the seven topics from above

• Learn how to perform each feature

• State one reason why one would use the feature (which would be a benefit

• Demonstrate one use

MS PowerPoint– Topics and Features


Create a Powerpoint presentation that has text and images

Add sound to a presentation

Automate slideshow so that presenter doesn’t need to manually click to advance slides

Format slides, slide transitions, action

Practice oral presentations using PowerPoint as a

visual aid

Enforce outline view when creating PPT

Speaker notes

8

buttons; Edit slide master

Add music to presentations

Create a presentation from a template

Applying animation features to slides

Create automated slideshow with recorded narration

Create automated slideshow with sound files (music)

Insert text, images, animated images

Create presentation using multiple views

Format slides

Edit slide master view

Link and embed other office documents

Link multiple presentations

Assignments for Track B Students:

• Create a PPT as a visual aid and deliver a 5-minute presentation on a mutually agreed upon topic.

MS Access– Topics and Features

Define a database & how you’d use it.

Create a table with a primary key

Change the data type/field names in a table

Create a form

Input data into a table

Establish a relationship between multiple tables that enforces referential integrity

Run a query to gain output

Show output by running a report

MS Office Applications Integration

Mail merge with (word document – excel spreadsheet/access database as source)

Project that incorporates all 4 applications Selected Technology Topics

Students will be expected to research, compile and present a technology topic to the class using

Microsoft PowerPoint as a visual aid. All students will benefit from learning about a variety of relevant

technology topics related to what it is, how it works and why it is important to whom.

Final Project

The course culminates for all students through a comprehensive final project that demonstrates the ability

to perform specific computer skills in addition to applying them in an appropriate and relevant way. The

final project also demonstrates the ability to identify, analyze and solve problems using software

applications. At this point, students are expected to be able to work independently to complete their

project on time while using learning strategies to complete the assignment.

9

Folders and Files

Important to organize your Y drive. Folders and Files should have meaningful names (to you).

Recommended Y drive folder structure:

Freshmen Class Class Class Sophomore Class Class Class Junior Class Class Class Senior Class Class Class

Structure of folders should look like this:

CompApps

1Keyboarding

2Word

3Excel

4Powerpoint

5Dreamweaver

6Fireworks

7Access

8Misc

9Final

10

Word Challenge:

Create return address labels for yourself on one regular sheet of paper.

Don’t print.

Create a macro in a Microsoft Word document that automatically puts your first and last name in the header of a word document. It should also insert the current date under your name in the header. Test it to make sure it works.

Create a second macro of your own choosing that would be helpful for a HHS student.

You are going to create a mailmerge document in which your Word document will be a birthday invitation to your birthday party. You will have your list of 8 guests (first name, last name, street address, town, zip code) in an excel spreadsheet. When you merge the documents, you should see your friends’ names and addresses. Once done, please try to also address each invitation so it says Hello (first name) of each guest.

Explain labels, macros and mailmerge features to class.

11

Topic: Efficient Keyboarding

Student Goal: Touch Typing without looking at the keyboard to ensure the most words per minute with the least amount of errors.

This finger placement is the fundamental position for touch typing, from which it is possible to press all the other keys.

A few tips for efficient and correct use of the keyboard.

In order to maximize your success, do not glance at the keyboard.

The fundamental position (HOME ROW) can easily be found without looking at

the keyboard - there are bumps on the letters 'F' and 'J' (at the bottom of the

key).

You will be practicing keyboarding in three ways:

o Comprehensible text (meaningful)

o Throughout all of your Computer Application assignments

The number of words per minute indicates your typing level and error rate are

two ways to measure keyboarding ability.

Throughout the course, each student should be building speed and accuracy

through repetition and the practicing of good keyboarding habits.

Keyboarding: http://www.freetypinggame.net/

• Choose Free Typing Tests o Select Lesson# o Select 3-minute timed typing test

• Select Games

Save all of your keyboarding stats in your keyboarding excel spreadsheet named

keyboarding.xls in your Keyboarding folder

12

Joe Student

Computer Applications

Block: A

Keyboard Statistics

Date Lesson # Errors WPM

2/4/2012 10 9 150

2/5/2012 11 9 59

2/6/2012 12 10 65

2/7/2012 13 9 72

2/8/2012 14 14 87

2/9/2012 15 15 88

2/10/2012 16 21 89

2/11/2012 17 25 92

2/12/2012 100 50

Average

13

Windows Features (specifically XP)

“When I grow up, I want to be just like who?”

General keyboard shortcuts

CTRL+C (Copy)

CTRL+X (Cut)

CTRL+V (Paste)

CTRL+Z (Undo)

Double-click within a word and it will highlight entire word without any spaces at either end of word

CTRL + Click will allow you to multi-select or de-select files & content individually based on what

you select. Use this within Windows Explorer.

SHIFT + Click will allow you to multi-select or de-select files & content based on a beginning &

ending point. Use this within Windows Explorer.

You can also use your mouse to select content, objects or groups of files

CTRL+A (Select all)

ALT+TAB (Switch between the open items)

ALT+ESC (Cycle through items in the order that they had been opened)

ESC (Cancel the current task)

F1 key (Display Help)

CTRL+P (Print the current page or active pane)

14

Internet/Web Terms

Internet: Network of computers from all over the world, connected by hardware such as telephone

lines, satellites, and Digital Subscriber Lines (DSL).

URL: Uniform Resource Locator. It contains information about where a file is and what a browser should

do with it. Each file on the Internet has a unique URL. It is used for referring to resources. It’s a web

address for each file.

(Web) server: computer or machine that is connected to the Internet that has special software on it that allows web pages to be “served” to the Internet whenever anyone types in the web address.

When you finish your web site, you upload or post it on a server. Whoever owns the server, is the host.

(Which means they are hosting the site).

Domain Name: contains the address of the server. Sometimes you will see a web address that has

numbers – that number is the DNS (Domain Name Server) or IP address. Words translate to the

numbers simply because it’s easier for people to remember the names.

DNS (domain name system): a system that translates the computer’s numerical IP address into

something that’s easier for humans to read and remember.

Home page is the one that a user will see if they use a URL without a file name. It’s the default page. A

specific page is not requested.

Internet Service Provider (ISP): company that gives the user access to the Internet. Examples include:

MSN, America Online.

Search Engines are online tools that allow users to navigate the Web.

HTML: the programming language in which web pages are written on the Internet.

HTML Editors: software tools that allow you build html pages using a GUI (graphical user interface). One

editor is Adobe Dreamweaver.

Browser (Microsoft Internet Explorer, Safari, Firefox, Opera): software that interprets html and displays

the page of text, graphics, sounds, animation, and movie clips, etc. on your screen in a format that they

can understand.

Hits vs. Unique Visitors

File Transfer Protocol (FTP) enables you to send and receive files over the Internet.

Intranet: self-contained intra-organizational networks that are designed using the same technology as the Internet.

15

File Sizes

1 bit = 0 or 1

8 bits = 1 byte

1 kilobyte (kb) = 1,000 bytes

1 megabyte (mb) = 1 million bytes or 1,000 kb

1 gigabyte (gb) = 1 billion bytes or 1,000 mb

16

Word Features

Toolbars

Textboxes

Tables

Non-printing characters

Bullets (Monday, Tuesday, Wednesday)

Custom Bullets – make a basketball or Flag

Background

Themes

Word Art

Effects

Borders

Shading

Drop Capital

Header & Footer

Format Painter

Using a wizard

Office online has docs/templates: http://office.microsoft.com (Download one to Y drive)

Word doc with table & excel embedded

Excel doc with embedded word table

Screenshots

17

Tables - vocabulary

• Table • Column • Row • Border • Merge cells • Split cell • Rotate Text • Wrap text • Shading of cells

18

Red Sox Table

1. Create the Boston Red Sox table that is below. Name it redsox.doc 2. The last line should have two formulas:

a. average of all batting averages b. total of all home runs

3. Vertically align the document in the center. (This means you have equal spacing above and below the document).

Boston Red Sox

Fir

st

Las

t AB

Bat

ting

Aver

age

Hom

e

Runs

Jacoby Ellsbury 300 .351 32

JD Drew 250 .301 51

David Ortiz 154 .287 12

Jed Lowry 100 .215 5

0.289 100.00

19

FONT ACTIVITY

In Word, please type:

When I grow up, I want to be just like Mr. George.

Save doc as font.doc.

Unplug your keyboard. Complete the rest of the assignment with your

mouse only.

Copy the line 4 more times so you have five.

Number each line just like below. Format each line as follows:

1: Arial, 24pt, red text

2: Tahoma, 14 pt, blue

3: Times New Roman, Strikethrough, Bold

4: Arial, Underline

5: Green text color, gray shading

Type your first and last name in the footer of the document using the

Windows On-Screen Keyboard.

Save document.

20

Sugar Hill Gang

1. Open Sugarhill Gang.doc from the word folder on the student drive

and save into your word folder with the same filename. 2. Set center tab at 3.5” on the first line (and tab) text over to it 3. Set left table on second line to 2” and tab the word “Though” over to it 4. Set three decimal tabs at 2.5 inches for the three lines with money

(dollar signs and decimal points) 5. Double space all lines in document. 6. Divide document into two paragraphs with 18pt spacing after each

paragraph. 7. Type your name in the header. 8. Type the word count into the footer. 9. Add an appropriate hyperlink to an external web site. 10. Change left and right margins to 1” on both sides. 11. Create a new document. Save as sugarsongs in your word

folder. Using either a bulleted or non-bulleted list, list 5 songs from the Sugar Hill Gang. Save your file.

12. Insert contents of sugarsongs.doc into sugarhill gang.doc 13. Save your document.

21

Wild Horses Directions

• Do the following activity without using your mouse - F1 is Help

• Skip anything you can’t problem solve • Smile while doing this assignment – it’s good exercise for

your face • Open up Wildhorses.doc from Student drive in MrGeorge

folder • Save onto Y drive in Word folder as u2.doc • Format document from 2 to 1 column • Horizontally center the first line of the document • Format all text to Comic Sans MS with a font size of 12 • Choose one word to make bold. Do it using your keyboard • Replace the word horses with chickens throughout the

document • Change the font color to white and the background of the

document to black • Be nice to someone in the cafeteria today • Use the thesaurus to change the word “dirty” to another word

22

Picture Toolbar Handout – Clipart, Images

Open two fitness tips.doc from Student drive and Save it

on your Y drive as soccerball.doc.

Insert a soccer ball from clip art (search for soccer ball)

before the word Park

Select the soccer ball (you’ll see handlebars around the

image)

Make sure the Picture Toolbar is open and move it along

the left side of your screen

Go through each option (with the soccer ball selected)

Discussion of saving or copying images from an Internet

web site

• Removing the hyperlink

• Resizing images

Review screenshots

23

Bullets – Numbered or Unordered Lists Review Custom Bullets

Monday

Tuesday

Wednesday

24

I don’t think so!

My list

25

Draw a picture using Autoshapes & other Word tools.

26

New Word Feature

Choose one word feature that we

haven’t discussed yet that you think

would be helpful for a HHS student to

be aware of so that he or she could

find a use for it at some point. You

are going to state it, explain it,

demonstrate how to use it and

explain why one would use it.

27

Nationality Assignment – MS Word/Computer Applications

Choose one nationality that represents your ethnic background. You are going to celebrate this ethnic background for

one day of the year in Hingham. You are going to create a black and white flyer (not color) that explains how you’re

going to celebrate it. Your flyer/brochure should:

• Describe one culture (the way people live) – what you’d wear, eat, how you’d spend your time, music, etc. • Explain how one would celebrate the culture in Hingham • Provide details to your family if your family was going to celebrate its heritage for one day • Communicate to other students how one would celebrate an ethnic background • Demonstrate appropriate use of Word features in an interesting and organized format

It should be informative to you and to other students who may or may not have the same ethnic background. Be

creative. Make it interesting and fun. It should also demonstrate the appropriate use of more than 15 MS Word

features. List the 15 features at the bottom of your brochure (either in the footer or in a text box). Your name should

be somewhere on the one-page flyer. Save it in your Word folder with a meaningful file name. You will be using this

later in the course when you present this using PowerPoint. This should NOT BE a historical report on a country. All

of your content should be in your own words.

Unacceptable Needs Improvement Proficient Exemplary

Read

pu

rpo

sefu

lly Unable to read the

assignment sheet

independently to be

able to understand

how to complete the

assignment.

Content is

unacceptable due to

inaccuracies,

irrelevance or

unreliability of

Internet sources.

Weak content.1

Reads assignment sheet,

follows directions and completes

assignment while asking many

questions that would have been

answered by reading the

assignment sheet. Weak content

within the assignment

demonstrates inaccuracies,

irrelevance, or unreliability of

Internet sources. Content is

lacking and wouldn’t allow for a

90-second presentation.

2

Reads assignment sheet, follows

directions and completes

assignment while asking few

questions that would have been

answered by reading the

assignment sheet. Most content

demonstrates research is

accurate, relevant and reliable

from Internet sources.

Acceptable content.

3

Reads assignment sheet, follows

directions and completes assignment

while asking no questions - that

would have been answered by

reading the assignment sheet.

All content demonstrates research is

accurate, relevant and reliable from

Internet sources. Excellent content

that would allow for a 90-second

presentation.

4

Wri

te e

ffecti

vely

Writing is

disorganized.

Grammar, spelling,

punctuation or

capitalization errors

are unacceptable.

Did not proofread.

1

Writing could be more clear and

organized. Many grammar,

spelling, punctuation or

capitalization errors. Needs to

improve editing skills. Word

selection, word choice and

sentence structure could be

improved.3

Clear and organized writing. Few

grammar, spelling, punctuation or

capitalization errors.

Demonstrates acceptable editing.

Demonstrates good word

selection, varied word choice and

varied sentence structure.

5

Clear and organized writing. No

grammar, spelling, punctuation or

capitalization errors. Demonstrates

extremely careful editing.

Demonstrates excellent word

selection, varied word choice and


6

Co

mm

un

icate

eff

ecti

vely

Weak effort. Poor

communication of

ideas to audience.

Content is not

relevant.

Unacceptable

communication of

ideas.

1

The communication of ideas and

information within the brochure

are not persuasive or creative.

Little content is relevant to

audience. Does not

communicate a clear message

to a specific audience. Needs

improvement.

2


information within the brochure

are somewhat persuasive and

creative. Most content is relevant

to audience. Communicates a

somewhat clear message to a

specific audience.

3


information within the brochure are

persuasive (makes one want to read

it) and creative. Content is relevant to

audience. Communicates a clear

message to a specific audience.

4

Score: /100 Name:

28

Ide

nti

fy, an

aly

ze, an

d s

olv

e

pro

ble

ms Does not

demonstrate the

ability to use or

apply technology

appropriately.

Unable to indentify,

analyze or solve

software problems.

1

Demonstrates the ability to use

and apply little technology

appropriately.

3

Demonstrates the ability to use

and apply most software

appropriately.

5

Demonstrates the ability to use and

apply technology appropriately.

6

Grade: Add all four scores. ______ x 5 = ________%

90-100 Points Exemplary

80-89 Points Proficient

60-79 Points Needs Improvement

0-59 Points Unacceptable

29

Saint Patrick’s Day: March 17, 2011 in

Hingham, Massachusetts!

Here are some tips for a fun day with your family!

Mid-Day

Travel into Boston, Massachusetts and visit the annual St. Patrick’s Day parade. It will feel like you’re in Dublin.

Crank up the music on your drive in- Listen to traditional folklore songs, or even the Dropkick Murphy’s band

Meet at an Irish Pub for lunch- such as the Boston Irish Pub for lunch (in Boston after the parade) or drive back to Hingham and relax at the Snug for some beers and good Irish Music.

Evening

Travel to church (assuming you are Christian) to celebrate Ireland’s conversion to Christianity

Watch a traditional Irish movie with your family- The Luck of the Irish, The Departed, Finian’s Rainbow, Leap Year, The Last Leprechaun, etc.

Cook an annual Irish Dinner: Corned Beef, Cabbage, Irish Stew and some Soda Bread…

Or, head to a local pub, possibly The Snug (Hingham, MA) and enjoy some Irish beer dyed green.

Morning

Wake up to the leprechaun who is in your house! Let the kids run around and try to catch the leprechaun. (If you catch a leprechaun, you are considered to have a lucky day!)

Make potato scones for breakfast- a traditional Irish delicacy

Dress in Green—from your Celtics jersey to going all out and even dying your hair- the more green the better (so you won’t get pinched!!)

30

Choose Nationality (1 minute)

Research Nationality & Gather Content (put in a Word

document) (1 class)

Review what you have & organize it (1 class)

Create a flyer/brochure using your content (use your

own words) (1 class) – s/b 90 seconds worth of

content.

31

Excel - vocabulary

• Workbook

• Spreadsheet/Worksheet

• Sheet tab

• Active cell

• Formula bar

• Formula

• Function

• Cell

• Cell reference

• Chart

• Gridlines

• Row height

• Column width

32

Excel In Class Assignments (on Student

Drive)

1. Ongoing keyboarding stats 2. 8sillyHS.doc (do together) 3. formulas.doc 4. 3d formulas.doc 5. Monthly rainfall.doc 6. Baseball lineup.doc

Level 2:

Macros, labels and mailmerge using an

excel spreadsheet with names &

addresses.

33

Excel Basics

First Last Hours Worked Hourly Rate Pay

Tiny Archibald 34 10 340 15% 36.38

Bernie Carbo 26 8 208 9% 27.82

ML Carr 30 8 240 10% 32.1

Chris Ford 38 10 380 17% 40.66

John Hannah 8 14 112 5% 8.56

Kevin McHale 16 12 192 8% 17.12

George Scott 40 14 560 24% 42.8

Bill Walton 22 12 264 11% 23.54

Totals 214 88 2296 1 229

1.07

Tiny

Worksheets: add, delete, re-name, move

Use Fill Handle (numbers, sequencing, days, months, etc.)

Formulas with cell references (add, subtract, multiply, divide)

Sort by last name

Move around a worksheet (Ctrl+Home, Ctrl arrows; select up rather than down)

Create a chart with data.

34

SillyHS assignment

1. Open sillyhs.xls from student drive

2. Save into excel folder on y drive and rename it studentlist.xls

3. Create a formula for total number of kids (column G)

4. Sort all data by Age (ascending), then by Gender (ascending) and

then by # of kids (ascending)

5. What is the astrological sign for Placido (first name)?

6. Find the average of #of pets?

7. Copy the worksheet to a new worksheet.

a. Rename the new worksheet Tuesday.

b. Have all of the students listed on this worksheet who have

Tuesday as his/her favorite day of the week.

c. Make sure the first line (header) of the Tuesday worksheet has

the same headings as the original worksheet (Period C). Make

sure the headings on the Tuesday worksheet are each

individually being referenced by their cell references.

8. Change the heading First Name on Period C sheet to fname. The

First Name on the Tuesday worksheet should automatically change.

9. Format the Age column in Period C worksheet to a number with two

decimal points.

10. Shade the first row of both worksheets to a red color.

35

Formulas

1. Start Excel.

2. Open a new workbook and save it as formulas.xls

3. Type the information given in the table below into the worksheet

Sales Division 2008 2009

North 53412 58455

South 23100 19254

East 45378 48622

West 61823 68566

4. In cell D1, type Increase/Decrease. Increase the width of the column so that the text fits.

5. In column D, calculate the increase or decrease in sales for each Sales Division from 2008 to 2009.

6. In cell A6, type Totals.

7. In row 6, calculate the total sales for each year.

8. In cell A7, type Average

9. In row 7, calculate the average sales of each Sales Division for each year.

10. Format all sales figures as currency, with 1 decimal point.

11. Format all negative numbers on spreadsheet in red

o Don’t just change the font color of negative numbers to red – I want you to customize the cells so that a negative number will automatically appear in red font color. Hint: Custom Number Format

12. Apply bold format to all column and row labels to distinguish themselves from the cells with data

13. Make sure all cells are wide enough to fit all cell contents

14. Laugh a little.

36

3D (3 Dimensional formulas) in Excel

1. Open up 3D.xls on student drive george/excel/3d.xls in Microsoft Excel

2. Save to your Y drive in your excel folder as 3d grades.xls

3. Insert a new worksheet at the beginning of your workbook. Name it Totals

4. You are going to create a spreadsheet that includes:

a. The following column headings (Name, Term1, Term2, Term3, Term4, Final).

b. All of the students names will be cell references from the names on the Term 1 sheet. You will not copy and paste the names and you will not retype these names.

c. You will calculate by using 3D formulas each of their term grades on the Totals sheet. Format each term grade as a percentage (2 decimal places). Remember, your formulas will be cell references from the other worksheets (Use your mouse – don’t type the formulas)

d. You will calculate a final grade for each student by using a formula that will be an average of all 4 term grades. This will also be formatted as a percentage (2 decimal places)

5. You will then replace “Garciaparra” on the Totals sheet with your last name. Bold your last name (this is how I know it is your paper)

6. Continue to have a nice day.

37

Monthly Rainfall

Objective: Create a spreadsheet showing the monthly rainfall in Hingham

(in inches) for the past 12 months – not including the month we’re in right

now. You will make up the rainfall figures for this assignment:

Topics for this Activity:

Formatting numbers (percentages, decimals) Relative & Absolute References Formulas View formulas Charts

1. Create a spreadsheet in Excel.

2. Save your file as hinghamrain.xls in your excel folder

3. Your spreadsheet should have column headings.

4. If you list months of the year (type January and then copy it down using Autofill – or you can type all of the months manually if you like typing)

5. Your spreadsheet should have totals by month, a grand total for the past 12 months and an average monthly rainfall figure for the past 12 months.

6. Format all numbers with 2 decimal places. Use an Absolute Reference for at least one formula (using the dollar sign $).

7. Create one chart that reflects your data in the spreadsheet. The chart should easily illustrate the data from your spreadsheet. (it should tell a story). The chart should be an object within the existing worksheet.

8. Type your first and last name in the header section of this file.

38

Baseball Lineup Objective: Create a spreadsheet showing a lineup for a professional baseball team that is still playing and how an individual’s statistics would change based on the events of one game: Topics for this Activity:

Formatting numbers (percentages, decimals) Formulas View formulas What if analysis

First Last Hits At bats Current Batting Avg Hits Today At Bats Today Average Today New Average

Jerry Remy 158 351 3 4

Rick Burleson 126 330 1 5

George Scott 110 287 0 5

Butch Hobson 91 275 3 5

Jack Brohammer 99 310 2 5

Jim Rice 85 312 3 5

Fred Lynn 74 291 4 5

Dwight Evans 79 300 5 5

Rich Gedman 58 299 2 4

1. Use the Internet to research the existing statistics of 9 players (one team’s lineup)

2. Create a spreadsheet in Excel that lists at least the following data:

a. A formula that shows each player’s current batting average (carry out 3 decimal places) based on a formula

3. Save your file as lineup.xls in your excel folder

4. Your spreadsheet will have column headings (of your choice) for the lineup.

5. Smile today.

6. In a separate column, I want you to calculate the new batting average of each player based on how well each player does for one game:

a. For example, if Derek Jeter goes 0 for 5 – what’s his average for the game and his overall batting average. You should have at least five different scenarios.

7. Sort the batting lineup by overall batting average (make sure all of the data remains with the appropriate player)

8. Type your first and last name in the header section of this file. View your file as formulas (rather than as values)

9. Save your file.

39

Effective Presentation - Guidelines

Know what you are talking about

Rehearse and practice (especially if it’s a group presentation or involving software/technology)

Use some type of visual aid to help keep you on track as well as your audience

Entertain and engage your audience and communicate your message in a clear and interesting way. Be

enthusiastic. If you’re bored by it, don’t expect others to be excited about it and pay attention.

Use relatable examples and break complicated topics down into a simple to understand way

Voice volume is important – it’s difficult to pay attention if your audience can’t hear you. If you are

speaking to a screen, you are projecting your voice in the wrong direction.

Speak clearly and slowly enough so that your audience can process what you’re saying.

Eye contact keeps your audience’s attention. If your back is to the audience, don’t expect anyone to

listen to you. Do you like it when people read things to you?

Don’t read your presentation (either on paper or on an overhead projector). In both cases, it’s boring

and your audience is going to assume you don’t know what you’re talking about.

Add value to your presentation. If using PowerPoint, you should be talking about what is on the slides –

not reading them verbatim.

If using PowerPoint, have someone watch you practice it from the back of the room to make sure you

can read what is on your slides, offer you feedback, and ask any questions. You want honest feedback.

Too much text on slides is BORING. No one will pay attention. USE LOTS OF PICTURES – They’re more

interesting to look at. When you look at vacation pictures, how much text is on them?

If you have multiple items on one slide, introduce them one at a time so your audience will be forced to

listen to what you want …when you want them to. You are in control.

Test technology equipment prior to presenting to make sure your software is compatible and it works

(including sound). Do you really want to experience technical problems in front of your live audience?

Use a laser pointer to focus your audience on an aspect of your visual aid.

A good presentation is like a good paper: Introduce, Talk about what you want to talk about, Conclude.

Conclude your presentation. You can always end a presentation by saying, “This concludes my

presentation, does anyone have any questions?”

40

“How to do something using PPT as visual aid” Rubric (100pts)

Student Name: _____________Grade:

90-100 % Exemplary 60-79 % Needs Improvement

80-89 % Proficient 0-59 % Unacceptable

Student rarely: Student

occasionally:

Student

frequently:

Student

consistently:

Speaks clearly with teacher and classmates throughout the duration of the project

Expresses enthusiasm during oral presentation

Communicates ideas and information in an organized manner

Communicates a clear message to a specific audience

Eye contact, voice volume, voice clarity ,use of laser pointer

Includes Introduction, Each step, and Conclusion

Unacceptable-1 Needs Improvement-2 Proficient-3 Exemplary-4

Co

mm

un

icate

eff

ecti

vely

Student did not

communicate

effectively duration

this presentation or

did not present. Final

product

demonstrates an

unacceptable ability

to communicate

effectively.

Expresses little

enthusiasm when

presenting. Little oral

communication is

expressed clearly. The

communication of

ideas and information

within the presentation

are not very clear and

misunderstood by the

audience. Many

aspects of presentation

could have been

clearer. Communicates

an unclear message to

a specific audience.

Expresses some

enthusiasm when

presenting. Most oral

communication is

expressed clearly.

The communication

of ideas and

information within the

presentation are

somewhat clear and

understood by the

audience. Some

aspects of

presentation could

have been clearer.

Communicates a

somewhat clear

message to a specific

audience.

Expresses enthusiasm

when presenting. All

oral communication is


communication of

ideas and information

within the presentation

are clear and easily

understood by the

audience.

Communicates a clear


audience.

-10 PTS if text on slides (unless it’s copyright text i.e. Days End)

-25 PTS if less than 45 seconds

-25 PTS if exceeds 3 minutes; Will receive a zero if not prepared to present when called.

41

Automated Nationality Presentation Rubric

Nationality Presentation Goal:

To present how you’d celebrate your heritage/ethnic background for one day in Hingham o What would you do? o How would you spend your time? o How would you be able to celebrate your

heritage? o What would the day look like?

Use PowerPoint as your visual aid

Presentation should be at least 90 seconds in duration

Print off slides as a handout (6 per page)

3 days to work on it/including practice

In groups of three, you will create a 3-minute fully automated presentation using

PowerPoint on how to celebrate a nationality in Hingham. Your final product should be

saved as a windows media video that can be played in our classroom. Your presentation

should be well organized and include text and images. It is recommended to use the

Notes section of each slide for your dialogue so you can more efficiently record the

audio of your presentation.

42

Grade: Add all and divide by 37 ______/37 = ________%

Should be at least 3 minutes. 50% will be subtracted from grade if less than 3 minutes.

The student

rarely:

The student

occasionally:

The

student

frequently:

The student consistently:

Writes effectively Unacceptable-

1

Needs

Improvement-

2

Proficient-

3

Exemplary-5

Writes with appropriate expression and structure

Writes with attention to the conventions of grammar, usage, and vocabulary

Creates a logically written outline for the slideshow

Communicates

effectively

Unacceptable-

1

Needs

Improvement-

6

Proficient-

7

Exemplary-8


Expresses enthusiasm during oral presentation



Communicates adequate content to audience

Identifies, analyzes,

and solves problems

Unacceptable-

1

Needs

Improvement-

6

Proficient-

7

Exemplary-8

Uses logic and deductive and inductive reasoning to solve problems

Demonstrates the ability to use and apply technology appropriately in terms of software and software features

Accesses and evaluates information for accuracy and relevance

Uses PowerPoint appropriately as a visual aid within an oral presentation

Works Independently Unacceptable-

1

Needs

Improvement-

3

Proficient-

6

Exemplary-8

Efficiently uses class time, accurately researches content and effectively manages time to complete assignment.

Demonstrates

Respect

Unacceptable-

1

Needs

Improvement-

3

Proficient-

6

Exemplary-8

Demonstrates excellent classroom behavior and is respectful of others

43

Automated Nationality Presentation Rubric


Wri

te e

ffec

tiv

ely

Writing is disorganized.

Slideshow outline is poor

and unacceptable.

Grammar, spelling,

punctuation or

capitalization errors are

unacceptable. Did not

proofread.

Writing could be more clear

and organized. Slideshow

outline could be more

logically written. Many

grammar, spelling,

punctuation or capitalization

errors. Needs to improve

editing skills. Word

selection, word choice and

sentence structure could be

improved.

Clear and organized

writing. Slideshow has a

logically written outline.

Few grammar, spelling,

punctuation or


Demonstrates acceptable

editing. Demonstrates

good word selection,

varied word choice and


Clear and organized writing.

Slideshow has a logically

written outline. No

grammar, spelling,


errors. Demonstrates


Demonstrates excellent

word selection, varied word

choice and varied sentence

structure.

Co

mm

un

ica

te e

ffe

cti

ve

ly Student did not

communicate effectively in

writing or orally throughout

the duration of this project.

Final product

demonstrates an

unacceptable ability to

communicate effectively.

Expresses little enthusiasm

when presenting. Little oral

communication is expressed

clearly. The communication

of ideas and information

within the project are not

very clear and

misunderstood by the

audience. Many aspects of

presentation could have

been clearer. Communicates

an unclear message to a

specific audience.

Expresses some

enthusiasm when

presenting. Most oral

communication is


communication of ideas

and information within the

project are somewhat

clear and understood by

the audience. Some

aspects of presentation

could have been clearer.

Communicates a

somewhat clear message

to a specific audience.

Expresses enthusiasm when

presenting. All oral

communication is expressed

clearly. The communication

of ideas and information

within the project are clear

and easily understood by the

audience. Communicates a

clear message to a specific

audience.

Ide

nti

fy, a

naly

ze

, a

nd

so

lve

pro

ble

ms Does not demonstrate the

ability to use or apply

technology (presentation

software) appropriately.

Unable to use software to

indentify, analyze or solve

software problems.

Demonstrates the ability to

use and apply technology

(presentation software)

appropriately some of the

time. Sometimes uses

software to solve problems.

Demonstrates the ability

to use and apply

technology (presentation

software) appropriately

most of the time. Most of

the time uses software to

solve problems.



(presentation software)

appropriately. Always uses

software to solve problems

in an appropriate manner.

Wo

rks

Ind

ep

en

de

ntl

y Unable to independently

complete the project.

Content is unacceptable

due to inaccuracies,

irrelevance or unreliability

of Internet sources. Did

Weak content within the

project demonstrates

inaccuracies, irrelevance, or

unreliability of Internet

sources. The majority of

class time was not used

appropriately and used

Most content


accurate, relevant and

reliable from Internet

sources. The majority of

class time was used

appropriately and

All content of assignments

within the project


accurate, relevant and

reliable from Internet

sources. Class time was

used properly and

44

De

mo

ns

tra

tes

Re

sp

ec

t

Poor behavior. Disruptive

to other students. Lack of

respect and courtesy is

demonstrated in the

classroom.

Classroom behavior needs

to be improved. Needs to act

in a more respectful way and

repeatedly is spoken to.

Demonstrates inability to

pay attention when others

are speaking.

Classroom behavior was

acceptable. Acts

respectful in the

classroom on most

occasions.


superior, professional, and a

model for others.

Demonstrates self-respect

and respect for others at all

times.

not use class time

appropriately. Improper

use of class time. Student

was not able to manage

time.

improperly. Need to use

class time more efficiently.

Student needs to improve

time management skills.

Teacher had to direct

student to stay on task.

properly. Student had an

opportunity to manage

individual time better. Very

few times when teacher

needed to redirect or

refocus student.

appropriately. Student made

efficient use of class time.

Student effectively managed

time to complete project

45

Selected Topics in Technology

You are going to work in small groups and each group will be assigned a technology topic from

the teacher. You will then do the following:

• Research the topic individually so that each group member understands what the topic is, how it works and why it is important.

• Communicate with each other so that each person understands the topic • Use the outline feature in PowerPoint to structure the presentation • Create a script – slide by slide – that will serve as the narration for the presentation • Record audio on each slide • Completely automate the presentation (with narration)

The completed presentation should be something that could be emailed to someone so that

he/she could understand what the topic is, how it works and why it is important.

The presentation should be at least four minutes in duration.

You should present your complex topic to your audience in a simple way so that the

audience understands it. (what it is, why is it important)

Your presentation should address the following questions (depending on the topic):

What is it?

How does it work?

Why is it important or is it not? To whom?

Give examples of it?

Is it something you can get? Where?

Benchmark of how well you explained the topic:

Your presentation should be clear enough (even though the topic may be complex) so that at its

completion, anyone in the audience should be able verbally explain it to any random sketchy

student walking in the hallway by our classroom.

Tips to breaking down a complex topic into something simple:

Use analogies that your audience can understand – relate to your audience.

Don’t use big words if you don’t know what they mean

Work cooperatively with other students if you’re confused about a topic(s)

Tips for delivering a successful presentation:

Know your content – know your stuff

Get feedback from your group

46

Student Name:___________________________________ Comp Appls Block: _____

Web Site Planning Sheet

To be completed prior to using Dreamweaver

My web site will be about: _________________________

The purpose of my web site is to: _______________________________

The major sections of the web site will be:

1.

2.

3.

4.

5.

How will the navigational structure (text, images, one image, buttons, etc.) look?

Where will it be located?

What types of images should be on each section?

Section 1:

Section 2:

47

Section 3:

Section 4:

Section 5:

What will be the background color(s) or background image for each page/whole site?

What would be relevant hyperlinks to my site?

How can I integrate an image map into my site?

How can I integrate a swap image into my site?

48

Image Map: One image that has multiple hyperlinks (to

either other pages within site or to other web sites)

Rollover Image: One image loads. When you put your

mouse over it, another image is displayed in the same

space. When you take your mouse out, the original image

is restored.

Swap Image: Two images load. When you put your

mouse over image #1, image #2 changes to image #3.

Rotating Banner: Multiple images that rotate within the

same space.

3dtextmaker.com allows you to make your own image

with an effect.

Animfactory.com is a site with animated graphics.

49

Create a Review folder under Dreamweaver folder

Create a series of html pages that include:

• Navigational structure using flash buttons • Tables in each page (everything should be in a

table) • Text and image hyperlinks • A rollover image • Font and background colors • An image for a background • An original image from Fireworks (export as gif

or jpg) • An animated image from 3dtextmaker.com • An image map • An anchor • Swap image

50

Web Site Rubric Student Name: ___________________________________

Grade: Add all and divide by 56 ______/56 = ________%

Assignment: Create at least a 3-page web site that has text and images on each page. All of

your text should be your own original work. At least one image should be your own original

image. The remaining images can be copied and pasted from the Internet (for the sake of time

and for the purpose of this assignment). The site should have a goal as well as a way to

navigate to any of the pages from either one. Plan it out on a piece of paper. Your

comprehensive plan should be submitted prior to starting your web site. Be creative.

The student

rarely:

The student

occasionally:

The student

frequently:

The student consistently:

Writes effectively

Unacceptable-

1

Needs

Improvement-4 Proficient-7

Exemplary-8

Writes with appropriate expression and structure

Writes with attention to the conventions of grammar, usage, and vocabulary

Communicates

effectively Unacceptable-

1

Needs


Exemplary-8




Identifies,

analyzes, and

solves problems

Unacceptable-

1

Needs

Improvement-8 Proficient-

14

Exemplary-16

Uses logic and deductive and inductive reasoning to solve problems

Demonstrates the ability to use and apply technology appropriately in terms of

software and software features

Works

Independently Unacceptable-

1

Needs

Improvement-8 Proficient-

14

Exemplary-16

Efficiently uses class time, accurately researches content and effectively manages

time to complete assignment.

Demonstrates

Respect Unacceptable-

1

Needs


Exemplary-8

Demonstrates excellent classroom behavior and is respectful of others

51

Web Site Rubric (Computer Applications)

Potential Ideas: hobby, favorite team, favorite vacation destination, restaurant web site, an

extra credit assignment for another class (check with your teachers), school club or activity, or

an idea of your choice.


Wri

te e

ffec

tiv

ely

Writing is disorganized.

Site outline is poor and

unacceptable. Grammar,


capitalization errors are

unacceptable. Did not

proofread. No site plan.

Writing could be more clear

and organized. Site plan

could be more logically

written. Many grammar,


capitalization errors. Needs

to improve editing skills.

Word selection, word choice

and sentence structure

could be improved. Weak

site plan with very few

details.

Clear and organized

writing. Site has a logically

written plan. Few

grammar, spelling,

punctuation or


Demonstrates acceptable

editing. Demonstrates

good word selection,

varied word choice and


Site plan provides a

general direction for site

but lacks many specific

details.

Clear and organized writing.

Site has a logically written

plan with enough details to

serve as a blueprint. No

grammar, spelling,


errors. Demonstrates


Demonstrates excellent

word selection, varied word

choice and varied sentence

structure.

Co

mm

un

ica

te

eff

ec

tive

ly Final product

demonstrates an

unacceptable ability to

communicate effectively.

Not creative.

Communicates an unclear


audience. Goal/objective of

site is not stated and vague.

Communicates a

somewhat clear message

to a specific audience.

The communication of ideas

and information within the

web site are clear and easily

understood by the audience.

Communicates a clear


audience. Goal/objective of

site is stated or obvious.

Very creative.

Ide

nti

fy, a

naly

ze

, a

nd

so

lve

pro

ble

ms Does not demonstrate the

ability to use or apply

technology appropriately.

Unable to use software to

indentify, analyze or solve

software problems. Uses

1-2 web features* within

site appropriately and

effectively. Features are

not relevant and do not

work.



appropriately some of the

time. Sometimes uses

software to solve problems.

Uses few web features*

within site appropriately and

effectively. Some features

are relevant and/or fully

functioning.

Demonstrates the ability

to use and apply

technology appropriately

most of the time. Most of

the time uses software to

solve problems. Uses

many web features* within


effectively. Most features

are relevant and/or fully

functioning.



(HTML editor, graphic editor

software) appropriately.

Always uses software to

solve problems in an

appropriate manner.

Uses all web features* within


effectively. All features are

relevant and/or fully

52

functioning.

Dem

on

str

ate

s

Res

pe

ct

Poor behavior. Disruptive

to other students. Lack of

respect and courtesy is

demonstrated in the

classroom.

Classroom behavior needs

to be improved. Needs to act

in a more respectful way and



acceptable. Acts

respectful in the

classroom on most

occasions.


superior, professional, and a

model for others.

Demonstrates self-respect

and respect for others at all

times.

*Minimum Web features: An animated image from 3dtextmaker.com, an original image from

Fireworks, rollover image, one image map, one swap image, a navigation structure of hyperlinks

(text or buttons) and one rotating banner.

Wo

rks

In

de

pe

nd

en

tly Unable to independently

complete the project. Did

not use class time

appropriately. Improper

use of class time. Student

was not able to manage

time.

The majority of class time

was not used appropriately

and used improperly. Need

to use class time more

efficiently. Student needs to

improve time management

skills. Teacher had to direct


The majority of class time

was used appropriately

and properly. Student had

an opportunity to manage

individual time better. Very

few times when teacher


refocus student.

Class time was used

properly and appropriately.

Student made efficient use

of class time. Student

effectively managed time to

complete project

53

Fireworks Tutorials: You can work individually or in pairs.

Create a folder named Fireworks on your Y drive. Save all of your files in that folder.

Visit the web site noted below:

http://www.entheosweb.com/fireworks/default.asp

You are going to re-create the

images under Text Effects & Image

Effects. After you’ve re-created the

image, create a new image of your

choice and apply the effect to it.

Follow along with the tutorial (step

by step). You may want to split your

screen between the tutorial and

Fireworks so you don’t have to keep

toggling back and forth.

Export each completed image as

either a jpg or gif file.

Add all of your new images to one

new html page and link to your web

site.

http://www.entheosweb.com/fireworks/default.asp

54

Flash Outline –

Create a Flash folder on your Y drive under your last name where all of your Flash files will be saved.

Filename.fla is the name of the document when building it in Flash.

Test Movie will export file to Filename.swf in the same folder. This is the file you’ll be inserting into your HTML document.

If you get a movie to a point where you don’t want to mess it up, then do Save as so you can roll back to a version where your movie is good.

Complete the next few activities to gain a better understanding of the Flash authoring environment – so that you’ll be able to create your own flash movies.

Activity #1: Overview of toolbars, online help, movie and stage properties. Make sure

three panels are visible under Window drop down: Properties, Timeline, and Tools.

Create a new flash document and name it firstname.fla. Save to your Y drive.

The white rectangular Stage area is where you can arrange objects as you wish them to appear

in your published file.

The Tools panel, next to the Stage, offers a variety of controls that let you create text and vector

art.

Click the Pencil tool in the Tools panel. Click the Stroke color box, in the Tools panel Colors

area, and select any color except white.

Click and drag around the Stage, without releasing the mouse, to draw a line.

Undo actions

Flash can undo a series of changes to your document. You’ll undo the artwork that you

just created.

1. To see the undo feature in action, first open the History panel (Window > Other Panels > History).

The Pencil tool appears in the panel, because using the tool was your last action.

2. Do one of the following:

Select Edit > Undo Pencil Tool.

Press Control+Z (Windows)

55

Your scribbles disappear from the Stage. The History panel now shows a dimmed Pencil

tool, which indicates the undo action was executed.

Flash, by default, is set to undo 100 of your changes, in reverse order of execution. You

can change the default setting in Preferences.

To close the History panel, click the options menu in the upper right corner of the panel

and select Close Panel.

Now use the Pencil tool to write your first name in Green font.

View the Timeline

Just above the Stage, you see the Timeline and layers. You can create and name layers, then

add content to frames on layers to organize how your Flash content plays as the playhead

moves across the frames.

Move the mouse pointer over the area that separates the Stage from the Timeline. When the resizing handle appears, drag up or down slightly to resize the Timeline as necessary.

The playhead (the red indicator line) is on Frame 1 in the Timeline. The keyframes are

designated by small circles in the frames, which are filled, indicating there’s content in those

frames. You can add a keyframe to a document when you want the Flash content to

change in some way in that frame.

Change background and Stage size

The Stage provides a preview of how your Flash content will appear in your published file. You

can change the size and background color of the Stage, to accommodate artwork designed for

a larger Stage.

1. In the Tools panel, click the Selection tool.

2. On the Stage, click anywhere in the gray work area that surrounds the Stage, or on the background area of the Stage, so that no objects are selected.

56

The Property inspector, below the Stage, displays properties for the document when no

objects are selected.

3. To change the Stage background color, click the Background color box and select a light shade of gray, such as gray with the hexadecimal value of #CCCCCC.

4. To change the Stage size, click the Size button in the Property inspector. In the Document Properties dialog box, enter 750 for the Stage width, then click OK.

The Stage resizes to 750 pixels wide.

Test the document

As you author a document, you should save and test it frequently to ensure the Flash content

plays as expected.

Save the document (File > Save) and select Control > Test Movie.

The Flash content plays in a SWF file window. While FLA is the extension for documents

in the authoring environment, SWF is the extension for tested, exported, and published

Flash content.

When you finish viewing the SWF content, close the SWF file window to return to the authoring environment.

Find help

The lessons provide an introduction to Flash, and suggest ways that you can use features to create exactly the kind of document required. For comprehensive information about a feature, procedure, or process described in the lessons, see the Help tab of the Help panel (Help > Help).

Activity #2: Working with layers

Overview

Layers are analogous to transparent sheets of acetate stacked on top of each other. In the areas of a layer

that don’t contain content, you can see through to content on the layers below. Layers assist you in

organizing content in your document. For example, you can keep background art on one layer and

navigational buttons on another. Additionally, you can create and edit objects on one layer without affecting

objects on another layer. In this lesson, you’ll learn about layers as you accomplish the following tasks:

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Set up your workspace & adding a layer

First, you’ll open the start file for the lesson and set up your workspace to use an optimal layout for taking

lessons.

1. Create a new flash file. Save it as layers.fla to your Y drive.

2. Close the Help panel so you have more space to work with. You can also use the scroll bar to scroll through the layers.

3. Add your first name as text into the default layer

4. Rename Layer 1 FirstName

5. Insert a second layer. Add your last name as text into Layer 2.

6. Rename Layer 2 as LastName

You place objects, add text and graphics, and edit on the active layer. To make a layer active, you either

select the layer in the Timeline or select a Stage object in the layer. The active layer is highlighted in the

Timeline, and the pencil icon indicates it can be edited.

A pencil icon in the Timeline indicates that the Red Car layer is now the active layer.

Hide and show layers

You can hide layers to view content on other layers. When hiding layers, you have the option of hiding all

layers in your document simultaneously or hiding layers individually.

1. Click the eye icon above the layers, so that a red X appears in the Eye column.

All content disappears from the Stage.

2. One by one, click each red X in the column and watch the content for the layer reappear on the Stage.

Controls to the right of each layer name let you show or hide the contents of a layer.

Lock a layer

When you’ve placed content as desired on a layer, you can lock the layer to avoid inadvertent changes to

the content by you or by others working on the document.

1. In the Timeline, click the black dot under the Lock column, next to the FirstName layer.

A padlock icon appears, indicating the layer is now locked.

2. With the Selection tool, try to drag the first name that appears along the Stage.

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You can’t drag the logo, because the layer is locked.

Note: If you accidentally drag something from an unlocked layer, press Control+Z (Windows) to

undo your change.

Change the order of layers

Insert a third layer. Rename it background. Select the layer. Add the cityscape.jpg image from the student

drive into this layer. Resize this image through Modify>Transform by scaling it.

Change the stacking order of the layers so you can see your first name and last name. change the colors of

the font of your first and last name so you can see it.

Save the file

1. To view the movie, select Control > Test Movie. You’ll notice the same file name is generated with a

SWF extension in the same folder as your fla file.

Delete a layer

You can delete a layer by selecting a layer, right clicking and choosing delete

Summary

Congratulations on learning how to work with layers in Flash. In just a few minutes, you learned how to

accomplish the following tasks:

Select a layer

Hide and show layers

Lock a layer

Add and name a layer

Change the order of layers

Delete a layer

Activity #3: Draw in Flash.

When you draw in Flash, you create vector art, which is a mathematical representation of lines, curves,

color, and position. Vector art is resolution-independent; you can rescale the art to any size or display it at

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any resolution without losing clarity. Additionally, vector art downloads faster than comparable bitmap

images. In this lesson, you’ll create vector art of a bolt and logo as you accomplish the following tasks:

Create a polygon

Rotate a shape

Cut out a shape within a shape

Transform artwork

Copy strokes

Draw lines with the Line tool

Select and add a fill color

Group a shape

Create a logo with the Pen tool

To open your start file, in Flash select File > Open and navigate to the file on the Student Drive under webdesign/flash/drawing_start.fla. Save to your Y drive.

Select a shape tool

Shape tools offer an easy way to create figures such as ovals, rectangles, polygons, and stars. You’ll use the

PolyStar tool to create a polygon.

1. In the Timeline, select the Content layer.

2. In the Tools panel, select the PolyStar tool. You may need to click the lower right control on the Rectangle tool to see a menu that displays the PolyStar tool.

3. Click anywhere in the gray work area beside the Stage to display properties for the shape you’ll

create. In the Property inspector (Window > Properties), verify that black is selected as the stroke color, 1 pixel is selected as the stroke height, and Solid is selected as the stroke style.

The stroke is the line that outlines your shape.

4. Click the Fill Color control and select blue with a hexadecimal value of #0000FF.

The fill color appears within the stroke in a shape.

Select options to create a polygon

The PolyStar tool offers options that let you specify the number of sides in a polygon; you can also use

options for the tool to create a star. You’ll specify that your polygon have six sides.

In the Property inspector, with the PolyStar tool still selected, click Options.

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In the Tools Setting dialog box, verify that Polygon appears in the Style pop-up menu, and enter 6

in the Number of Sides text box. Click OK.

Draw a polygon

The Shift key assists you in constraining your shape along a vertical or horizontal line.

Press Shift and drag the mouse over the left side of the Stage (away from the numbers on the Guides layer) to draw a hexagon, as shown in the following illustration:

Rotate the shape

Once you’ve created a shape, you can use the Transform panel to specify a precise number of degrees in

which to rotate the shape.

In the Tools panel, click the Selection tool. On the Stage, double-click within the hexagon to select both the stroke and the fill.

Clicking just once within a shape selects only the fill.

Select Window > Design Panels > Transform. In the Transform dialog box, verify that Rotate is selected, and enter -15 in the Rotate text box to rotate the shape 15º clockwise. Press Enter or Return.

Use the cut-out feature

When you create one shape on top of another on the same layer, and the two shapes are ungrouped, the

shape on top “cuts out” the area of the shape underneath. You’ll create a circle within the hexagon, then cut

out the circle.

1. Select View > Snapping and select Snap to Objects if it’s not already selected.

2. In the Tools panel, click the Oval tool. While pressing Shift to constrain the shape, draw a circle

within the hexagon (imagine the hexagon as the face of a clock and begin your circle at the 10:00 corner point, dragging to the 4:00 corner point), as in the following illustration.

Note: If you make an error drawing the circle, press Control+Z (Windows) or Command+Z

(Macintosh) to undo your circle.

3. In the Tools panel, click the Selection tool. On the Stage, click within the circle and press Backspace

or Delete.

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Transform the shape of your drawing

Using the Free Transform tool you can scale, rotate, compress, stretch, or skew lines and shapes. You’ll use

the Free Transform tool to compress your drawing.

1. In the Tools panel, select the Free Transform tool. Double-click the hexagon on the Stage to

select both the stroke and the fill.

2. Drag the top middle handle of the Free Transform tool down to transform the hexagon into the following shape:

Copy strokes

You can select and copy strokes, which you’ll do now to create the lower edge of the bolt.

1. With the Selection tool, click anywhere on the Stage or work area, away from an object, to deselect the shape.

2. Hold Shift and click the three lines of the shape on the Stage that comprise the bottom of the hexagon to select them, as shown in the following illustration:

3. Press Shift + Alt and drag down slightly to drag a copy of the three lines, as in the

following illustration:

Draw with the Line tool

The Line tool allows you to draw straight lines in any direction.

In the Tools panel, select the Line tool. On the Stage, draw four vertical lines from the hexagon to the stroke copies that you dragged down, as shown in the following illustration:

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Select and add a different fill color

You can use the Paint Bucket tool to change an existing color and to fill empty areas surrounded by lines.

You’ll use the Paint Bucket tool to add a fill color to the empty areas of your drawing.

1. In the Tools panel, select the Paint Bucket tool. In the Colors area, click the Fill Color control and select blue with the hexadecimal value of #3366FF.

2. On the Stage, click within the lines to add the selected color to the empty areas:

Group the shape

You can manipulate the stroke and fill of a shape as separate entities, as you did earlier, or you can group

the stroke with the fill to manipulate the shape as a single graphic, which you’ll do now.

With the Selection tool, drag around the shape to select both the stroke and the fill. Select Modify > Group.

Click the fill area and move the shape around the left side of the Stage, as desired, to place it.


The Pen tool offers a way to draw precise straight or curved line segments. You click to create points on

straight line segments, and click and drag to create points on curved line segments. You can adjust the

segments by adjusting points on the line. You’ll use the Pen tool to create the logo.

1. In the Tools panel, select the Pen tool.

2. Click the dot next to the number 1, and then click the dot next to the number 2 to create a straight line segment.

3. Click the dot next to the number 3 and next to the number 4 in sequence (as though you were completing a dot-to-dot drawing) to create the straight line segments that comprise the logo.

4. To close the path, position the Pen tool over the first anchor point (the dot by number 1). A small circle appears next to the pen tip when it is positioned correctly. Click to close the path. Once the path is closed, it fills with the selected fill color.

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By default, selected curve points appear as hollow circles, and selected corner points appear as

hollow squares.

5. With the Selection tool, move the pointer around the logo that you created.

When you move the pointer over a corner point, which you can click and drag to create various

angles, the pointer appears as follows:

When you move the pointer over a curved line segment (you don’t have curve points in your logo),

which you can click and drag to create various curved lines, the pointer appears as follows:

Summary

Congratulations on learning how to use some of the various drawing tools in Flash. In a few minutes, you

learned how to accomplish the following tasks:

Create a polygon

Rotate a shape

Cut out a shape within a shape

Transform artwork

Copy strokes

Draw lines with the Line tool

Select and add a fill color

Group a shape


Activity #4: Create a timeline animation.

Macromedia Flash MX 2004 and Macromedia Flash MX Professional 2004 provide powerful tools for creating

animation. Most simple animation in Flash is done using a process known as tweening. Tweening is short for

“in between” and refers to filling in the frames between two keyframes so that a graphic displayed in the

first keyframe changes into the graphic displayed in the second keyframe.

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There are two types of tweening you can create in Flash—a motion tween and a shape tween. The main

difference between motion tweening and shape tweening is that motion tweening operates on grouped

objects or symbols, and shape tweening is used with objects that are not symbols and are ungrouped.

In this lesson you will learn how to accomplish the following tasks:

Create an animation using motion tweening

Create an animation using shape tweening

Copy and paste keyframes in an animation

Change the speed of an animation

To open your start file, in Flash select File > Open and navigate to the file on the Student Drive

under webdesign/flash/animation_start.fla. Save to your Y drive.

Create a motion tween

You create a motion tween by defining properties for an instance, a grouped object, or text in a starting

keyframe, and then changing the object’s properties in a subsequent keyframe. Flash creates the animation

from one keyframe to the next in the frames between the keyframes.

To create a motion tween, you’ll take an instance of a tire symbol and make it appear to bounce.

1. In the Timeline (Window > Timeline), double-click the Layer 1 title and type TireAnim. Then press

Enter or Return to rename the layer.

2. With the TireAnim layer still selected, drag the Tire movie clip from the Library window (Window > Library) to the Stage, positioning it above the tire shadow.

3. Use the Selection tool to reposition the tire, if necessary.

4. With the Selection tool still selected, in the TireAnim layer, select Frame 30. Then press F6 to insert

a keyframe.

5. Select Frame 15 and press F6 to add another keyframe.

6. With the playhead still on Frame 15, hold the Shift key to move the tire in a straight line, and drag the tire up.

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7. In the TireAnim layer, select any frame between Frames 2 and 14. In the Property inspector, select Motion from the Tween pop-up menu.

An arrow appears in the Timeline between the two keyframes.

8. Select any frame between frames 16 and 29. Again, use the Tween pop-up menu in the Property inspector to select Motion.

9. Select File > Save to save your changes.

Create a shape tween

With shape tweening, you specify attributes for a shape in one keyframe, and then modify the shape or

draw another shape in a subsequent keyframe. As with motion tweening, Flash creates the animation in the

frames between the keyframes.

You’ll now set up a tween for the tire’s shadow so that as the tire bounces, the shadow moves and fades.

1. Click the ShadowAnim layer to select it.

2. Select Frame 30 and press F6 to insert a keyframe; then select Frame 15 and press F6 to insert a keyframe.

3. With the playhead on Frame 15, select the Selection tool. Drag the tire shadow slightly up and to the right.

4. With Frame 15 still selected, select the Eyedropper tool in the Tools panel, and then click the

shadow object.

5. If the Color Mixer is not already open, select Window > Design Panels > Color Mixer to open it, then change the Alpha value from 25% to 10%.

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6. Click the options menu control in the upper right of the Color Mixer, and select Close Panel to close

the panel.

7. Select any frame between Frames 2 and 14 on the ShadowAnim layer. In the Property inspector, select Shape from the Tween pop-up menu.

8. On the ShadowAnim layer, select any frame between Frames 16 and 29. Again, use the Tween pop-up menu in the Property inspector to select Shape.


For the tire to look realistic as it bounces, it should compress slightly on each bounce. You can create this

effect by transforming the shape of the tire in Frame 1 of the animation, and copying that frame in Frame

30.

1. With the Selection tool, select Frame 1 of the TireAnim layer. Then press F6 to add a keyframe.

A new keyframe is added, and the playhead moves to Frame 2.

2. Select Frame 1 of the TireAnim layer again.

3. In the Tools panel, select the Free Transform tool.

The tire is selected, and transform handles appear around it.

4. Select the transformation center point (the small circle near the center of the movie clip) and drag it

to the bottom of the tire.

The center point snaps to the lower middle transform handle.

5. On the Stage, drag the upper middle transform handle down to slightly compress the tire shape.

If necessary, drag the tire to align it over the shadow. To view the positioning, drag the playhead

over Frames 1 and 2.

6. Save your file.

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Note: Always save your document before attempting to manipulate tweens, including copying,

cutting, and pasting frames. If you make an error, you can revert to your saved document.

7. Right-click (Windows) or Control-click (Macintosh) Frame 1 of the TireAnim layer and select Copy

Frames from the context menu.

8. Select Frame 29 of the TireAnim layer, and then press F6 to insert a keyframe.

9. In Frame 30 of the TireAnim layer, right-click (Windows) or Control-click (Macintosh) and select Paste Frames from the context menu.

10. Select Control > Test Movie to view the animation.

11. Close the SWF file window to return to the authoring environment.

Change the animation speed

When you tested the animation, you might have noticed that the tire bounces rather slowly. You can change the speed of an animation by changing the number of frames that play per second, and by setting positive and negative easing values, which determine the rate of acceleration and deceleration.

Change the frames per second speed

The frame rate, measured in frames per second (fps) is the speed at which the animation plays. By default,

Flash animations play at a rate of 12 fps, which is ideal for web animation. Sometimes, however, it’s

desirable to change the fps rate. You’ll now change the frame rate to 36 frames per second, which will make

the tire appear to bounce more rapidly.

1. Click on the Stage, away from any objects.

2. In the Property inspector, type 36 in the Frame Rate text box.

The frame rate applies to the entire Flash document, not just to an animation within the document.

Change the acceleration and deceleration

By default, tweened frames play at a constant speed. With easing, you can create a more realistic rate of

acceleration and deceleration. Positive values begin the tween rapidly and decelerate the tween toward the

end of the animation. Negative values begin the tween slowly and accelerate the tween toward the end of

the animation. You’ll now add both positive and negative easing values to your animation.

1. On the TireAnim layer, select any frame between Frames 2 and 14. Then in the Property inspector, in the Ease text box, type 100. Press Enter or Return.

2. On the same layer, select any frame between Frames 16 and 29. Then in the Ease text box, type -

100. Press Enter or Return.

3. On the ShadowAnim layer, select any frame between Frames 2 and 14. Then in the Ease text box, type 100. Press Enter or Return.

4. In the same layer, select any frame between Frames 16 and 29. Then in the Ease text box, type -100. Press Enter or Return.

Test the SWF file

You’ll test your document to view the animation and see if it works as expected.

1. Save your document and select Control > Test Movie.

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2. When you finish viewing the animation, close the SWF file window.

Summary

Congratulations on learning how to animate objects in Flash. In just a few minutes, you learned how to

accomplish the following tasks:

Create an animation using motion tweening

Create an animation using shape tweening


Change the speed of an animation

Activity #5: Bird picture. (Motion Tweening). You are choosing the starting and

ending frames and Flash is automatically filling in the frames “in-between” – thus the term

“Tweening.”

Objectives:

To animate a bird image across the stage in Flash To add your flash movie to an existing html page in Dreamweaver

1. Start Flash 2. Save new document as bird.fla 3. Import the file of a bird from the student drive under

student\george\webdesign\flash\bird.jpg 4. Rename the layer. Name it bird 5. Change the background color of the stage so that it resembles the blue sky from the

image. (Modify>Document) 6. Resize the image (using Transform) so that it fits on the stage 7. Position the bird on the left side of the stage 8. You are now going to have the bird move from left to right 9. Position your cursor on Frame 1 10. From the pulldown menu, choose Insert>Timeline>Create Motion Tween 11. Position your cursor on Frame 40 12. From the pulldown menu, choose Insert>Timeline>Keyframe Or just select F6 which will

automatically insert a keyframe for you 13. Notice the arrow within your timeline 14. Position your cursor on Frame 40 15. Move the image of the flying bird to the right side of the stage 16. You should now be able to grab the red playhead within the timeline and see the image

move as you move the playhead along the timeline.

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17. Move the playhead back to Frame 1 18. Select Control>Play and you’ll see the image automatically move left to right 19. Select Control>Test Movie and you’ll see the movie in full screen (Please note at this

point your bird.fla created bird.swf 20. Change the frames per second (fps) to increase the speed of the image from 12 to 24. 21. View movie by selecting Control>Test Movie 22. Save your file.

------------------------------------------------------------------------------------------------------------

1. Start Dreamweaver 2. Create a new html page and name it bird. Save it in your flash folder under your last

name. 3. Position your cursor in your document where you want to place the movie 4. Insert>Media>Flash 5. Select your file (fbird.swf). You must make sure you select the .swf file and not the .fla

file. 6. It doesn’t matter if you copy it to your root folder. 7. Save your html document. 8. View in your browser to make sure you can see your flash movie in your html page

Activity #6: Pizza. (Applying Effects)

Objective: You are going to apply effects to an image as it moves across the stage in

Flash

1. Start Flash 2. Import the file of a pizza from the student drive under

student\george\webdesign\flash\pizza.jpg 3. In Flash, File>Import and then choose the pizza.jpg 4. Rename layer 1 to pizza 5. Save your file as pizza.fla 6. Resize the pizza so that it’s not too small or too big (use judgement) 7. Change the background color of the stage to yellow 8. Position the image in the upper left side of the stage 9. You are now going to have the image move from to the lower right 10. Position your cursor on Frame 1 11. From the pulldown menu, choose Insert>Timeline>Create Motion Tween 12. Position your cursor on Frame 50 13. From the pulldown menu, choose Insert>Timeline>Keyframe Or just select F6 which will

automatically insert a keyframe for you 14. Notice the arrow within your timeline 15. Position your cursor on Frame 50 16. Move the image to the lower right side of the stage

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17. You should now be able to grab the red playhead within the timeline and see the image move as you move the playhead along the timeline.

18. Move the playhead back to Frame 1 19. Select Control>Play and you’ll see the image automatically move 20. Select Control>Test Movie and you’ll see the movie in full screen 21. Save your file as pizza.fla 22. Position your cursor in Frame 1.

Please do the following:

a. Set background color of movie to black b. Make the pizza explode as it goes from left to right (Insert>Timeline

Effects>Effects>Explode) c. Undo the explode effect and please do the next two bullets below.

Rotate the pizza image counter clockwise 3 times between frames 1 and 50

Fade in the pizza image either in or out as it moves across the stage.

Activity #7: Freehand Bird. Draw a bird with two squiggly lines. Create a flash

movie so that it appears that the wings are actually going up and down. Start with a stationary

bird (so the bird is in the same location) and then modify it so that the bird is actually moving

across the screen while the wings go up and down.

Activity #8: Shape Tweening: Create a red circle. Have it tween over a timeline

so that it gradually turns into a blue rectangle.

Activity #9: Drawing a Cat. pg 22 in Flash workbook. Draw with basic shapes,

select objects and position objects on the stage.

Activity #10: Star. pg 33 in Flash workbook. Skip #10 & #11 of assignment.

Rotate, flip and scale objects.

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Activity #11: Car moving down street. pg 42 of Flash workbook. Car appears to

be moving down the street. Place the car and street scene on two separate layers. Advanced

challenge: get one or both wheels rotating independently while the car is moving (by placing

wheels on third layer). Could also add sound files to movie.

Activity #12: Shrinking cat. pg 56 in Flash workbook. Understand how multiple

layers work within a timeline.

Activity #13: Add sound: Choose a flash movie that you’ve previously created –

and add a wav file to the movie. You’ll need to import the wav file.

Activity #14: Scene of your choice

Activity #15: Try and duplicate a scene (with or without sound)

Singing Santa

Advanced Topics to Explore:

Guide Layers

Using the Library

Action scripting

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Integrating MS Office Software Applications

Save everything into 9AppIntegration folder

Insert> Add Object

Why would you do these actions?

Action

Embed an excel spreadsheet into a Word document

• View object • View object as an icon

Insert a word document into an excel spreadsheet

• View object • View object as an icon

Insert an existing excel spreadsheet (as a link) into

a word document. It will update when source file is

updated, saved and link is updated.

Insert a new word document into PPT file

Insert a new excel spreadsheet into PPT file

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Insert an existing spreadsheet into PPT

Insert an existing word document into PPT file

Output a query in Access to an excel spreadsheet

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Data In Data Out

Database

Database is a collection

of related data.

Database examples:

• Itunes (songs) • HHS (attendance, grades, classes, teachers, personal

info, etc.) • IMDB (Internet Movie Database)

75

Define Criteria for Query so you can

get the results you want. (A question)

Tables – where

data is stored. Data

can be directly

entered into tables.

Tables are

organized by

related data.

Forms – a

convenient way of

entering data/

information into

Tables

Your Results

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• HHS girls • Play a

fall sport

• HHS girls • Play a

spring sport

4

Query: is a question

This diagram shows the difference between Or/And

Total Students: 8

HHS girls who play a fall sport: 5 (left circle)

HHS girls who play a spring sport: 4 (right circle)

HHS girls who play a fall and spring sport: 1 (overlap)

HHS girls who play a fall or spring sport: 8 (all of them)

3

1

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Should be able to do in Access:

Create, modify and save a database

Create a table with field names and data types

Modify a table

Assign a primary key

Add data to a table by typing in table or form, importing or paste appending.

Create a relationship (one to one, one to many)between 2 tables

Create, modify and save a query based on criteria from one or more tables

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Solutions to Queries:

1. Total students? 22 2. Total boys? 10 3. How many have +10 cousins? 7 4. Girls who went to South? 1 5. Boys, 6-10 cousins, Bruins favorite team?3 6. Boys, 6-10 cousins, Celtics favorite team?0 7. Boys,(Pats or Bruins favorite team)? 7 8. Female, Red Sox or Pats? 5 9. Greater than grade 10? 6 10. (All boys) or (all females who chose other for favorite

team)? 14

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Survey

Gender: Male Female

Grade: 9 10 11 12

Number of First Cousins: A. 0 B. 1-5 C. 6-10 D. +10

Elementary School: A.Foster B.PRS C.South D.Other

Favorite Team: A.Red Sox B.Pats C.Celtics D.Bruins E.Other

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Copy AC52.mdb

1. How many books are in the books table? 36

2. How many books are priced higher than $30?

22

3. How many books are priced between $30 and

$100? 27

Create a one-to-many relationship between

AuthorID field between the tblBooks table and

tblAuthor table.

4. All books with Author’s first and last name 36

5. All books with nothing in Picture field? 27

6. Books with Judy as first name as author 4

7. Contains the term Computer in the title 20

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Access Review for Final Save AccessPrep.mdb from the student

drive onto your Y drive in your Access

folder.

Create relationships so that the two tables

can be related.

Answer the following queries:

1. How many total customers are there? 91

2. How many total orders are there? 830

3. How many orders did BERGS (Customer ID)

have? 18

4. What is the company name for order 10587?

Que Delicia

5. How many orders were ordered prior to

January 1, 1995? 121

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New Software - Feature

Identify a new web software application. Explore and use it. Be

prepared to demonstrate it to the class as well as provide

reasons why it would be helpful for students.

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Internet Safety Unit

I-Safe

Introduction –

View hands.wmv

View soccer girl.wmv

View predator.wmv

View the following webcasts on class projector and follow up with

Q& A through note-taking guide.

• I-Safe (Webcast 1 (10:14): Privacy & the Internet)

• I-Safe (Webcast 2 (13:26): Cyber Relationships)

• I-Safe (Webcast 3 (15:14): Intellectual Property Theft)

• I-Safe (Webcast 4 (12:36): Malicious Code)

• I-Safe (Webcast 5 (9:45): Cyber Citizenship)

• I-Safe (Webcast 6 (20:18): Social Issues on the Web)

• I-Safe (Webcast 8 (22:24): Cyber Harassment)

Missing Simulation

• Individually students view (with headphones) Missing 1 (Just Friends, Baiting the Hook, Caught in the Net) and Missing 2 (Living in Paradise, Closing the Trap, The Betrayal).

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• Each student maintains a notebook with notes, a pencil, and a map.

• Notebook is collected at end of each class.

• Q&A at the end of each episode.

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Rubric:

Points

Task 0 - Beginning 20 - Developing 32 - Focused 40 - Exemplary

Use of class

time. Time

management.

Did not use class

time appropriately.

Improper use of

class time. Student

was not able to

manage time.

The majority of class

time was not used

appropriately and used

improperly. Need to use

class time more

efficiently. Student

needs to improve time

management skills.

Teacher had to direct


The majority of class

time was used

appropriately and

properly. Student

had an opportunity to

manage individual

time better. Very few

times when teacher


refocus student.

Class time was used

properly and

appropriately. Student

made efficient use of

class time. Student

effectively managed

time to complete project.

40

Demonstrates

Respect for

Others

Poor behavior.

Disruptive to other

students. Lack of

respect and

courtesy is

demonstrated in

the classroom.

Classroom behavior

needs to be improved.

Needs to act in a more

respectful way and


Demonstrates inability

to pay attention when

others are speaking.

Classroom behavior

was acceptable. Acts

respectful in the

classroom on most

occasions.

Classroom behavior

was superior,

professional, and a

model for others.

Demonstrates self-

respect and respect for

others at all times.

40

Communicates

Effectively

Rarely speaks

clearly and

confidently in class.

Rarely listens

critically and

accurately to

spoken messages.

Rarely

communicates

ideas and

messages within a

class discussion.

Occasionally speaks

clearly and confidently

in class. Occasionally

listens critically and

accurately to spoken

messages.

Occasionally

communicates ideas

and messages within a

class discussion.

Frequently speaks

clearly and

confidently in class.

Frequently listens

critically and


messages.

Frequently

communicates ideas

and messages within

a class discussion.

Consistently speaks

clearly and confidently

in class. Consistently

listens critically and


messages. Consistently

communicates ideas

and messages within a

class discussion.

40

Total 120

Student Expectations:

• To be an active participant and demonstrate excellent communication and listening skills related to I-Safe and Missing units.

• To participate in class discussions regarding the units. • To present a one-minute summary/recap of a selected topic (of interest) that you learned

on Wednesday, 6/10.

86

Millionaire or Jeopardy

Students should work in groups of 2 or 3. Review sample

Millionaire and Jeopardy games created in PowerPoint. As a

group, choose one of them to manipulate and modify.

• Copy the entire folder for the game from the student drive onto the Y drive of one student from the group (if you don’t copy the whole folder then the sound will not work).

• Create interesting and challenging questions based on your chosen categories by modifying the PPT document.

If you choose Jeopardy, you only need to do Round 1 and Final

Jeopardy.

Test it when you’re all done to make sure the game works – so

we can eventually play it in class. (make sure your speakers are

on so you can listen for the sound)

87

Web Hosting – Student Handout

Vocabulary Terms

URL: web address.

Web Hosting: A company that is basically renting individuals/organizations server space for a

defined time period for a defined price.

Reseller: One who purchases a set amount of server space from a web hosting company &

bills clients directly. Clients pay the reseller directly and in turn the reseller receives one bill from

the web hosting company. The web hosting company has no idea how many clients are under

the reseller.

FTP: process of transferring files from your local drive to a remote drive.

Server: a machine that serves up pages. HTML pages are parked on a type of server which

allows users to view them through an Internet connection.

Encryption: process of obscuring information to make it unreadable.

Web Logs: Online reports that show web visitor usage and patterns statistically. It is a

quantitative way to measure a site’s effectiveness through site traffic analysis.

Go to godaddy.com (one clearinghouse for domain name registration)

See if your firstname.com is available? With other domain extensions? See if fullname.com is available? Who owns it? When does it expire?

88

Web Hosting

So if you were going to build a web site for someone – what are the general steps you’d

take?

1. Determine if name (URL) is available. Register URL through an Internet clearinghouse (Register.com, godaddy.com, netsol.com). Identify who owns the name you’d like. You own name for defined period of time)

2. Build the web site through communications and meetings with client 3. Set up web hosting with a company (media3.net, godaddy.com). As long as you pay

monthly fee for web space, pages will be displayed. a. Obtain IP address, username, password

4. Transfer files (FTP) from your local drive to web host (you’d have a default home page like index.html)

Process

Meet with Client

Build Site Iteratively

Get URL - $$

Set up web hosting (would do this after site was finished)- $$.

FTP files to web host

Hosting Arrangement (3 ways)

1. Host yourself with own

server

2. Host bills client directly for

service

3. Designer serves as a reseller and designer bills client for

service (Host manages server)

89

General Questions:

Could you own a URL but not have a web site? o Yes. Nothing will come up though.

Could you register a URL and then sell it to someone else for more money? o Absolutely – check ebay

Why would you pay someone to host your site when you could run one out of your basement? o Paying for expertise o Server up and running 99.99% of time o Server security (graffiti/tagging/defacing, theft of data) o Secure site/Encryption for credit card processing,

confidential information o Provide statistics/web logs

Why would a web host want you to be a reseller of web space? o They only deal with one client/one bill. The reseller

deals with multiple client contacts & multiple client billing.

Documents

Course Binder - HinghamCourse Binder: Computer ... • Create a PPT as a visual aid and deliver a 5- ... You are going to create a mailmerge document in which yourhpswebs.hinghamschools.com/hhs/teachers/sgeorge... ·