Keyboard Class 4 teacher's guide

Contents

Introduction .......................................................................1

Chapter 1 Characteristics and Evolution of Computers ...........4

Chapter 2 Input and Output devices .........................................6

Chapter 3 More about Windows ................................................7

Chapter 4 More about Paint .......................................................9

Chapter 5 More Logo Commands ...........................................10

Chapter 6 Repeat and Print Command in Logo .....................12

Chapter 7 Editing Text in MS World ......................................13

Chapter 8 Formatting in MS Word ..........................................14

Chapter 9 Introduction to MS Power Point ............................15

Chapter 10 Working with Text in MS Power Point .................17

Chapter 11 Multimedia ...............................................................18

Photocopiable Sample Worksheets .........................20

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IntroductionIn context of the development of machines and how we use them, no one machine has come as far as quickly as the computer. Not too long ago, there was a time when computers were gigantic constructions incorporating miles upon miles of wiring which only performed tasks which today would be considered very simplistic.

Today, we find that computers are part of all aspects of our lives. Whether we are at work, going on vacation, studying at school or college, or just out to get some groceries, there is no getting away from this wonderful machine.

In light of this all encompassing presence of the computer in our lives, it is becoming more and more essential that our children start learning how to use this machine at the earliest possible opportunity.

That opportunity comes in the form of computer education at school. But any sort of education given at the early stages of learning, not only has to be comprehensive enough for the level, it also has to be presented in a way which is easy for both the teacher to explain and the student to comprehend.

This is where the Keyboard: Computer Science With Application Software comes in. With two friendly characters, Gibran and Mr C guiding students through a journey into the magical world of computers, the series is a must have for an aspiring computer teacher.

The series takes into account that today’s student is not totally unfamiliar with computers and the applications that can be used on them and thus adopts an approach which is progressive. Each chapter in the book has a series of components:

The Did You Know? box provides interesting pieces of information on the topic being covered.

Fast Forward is geared to making students expert users of the software and introduces keyboard shortcuts.

Top Tip provides students with pointers on different operations.

Practice Time is the ideal way to learn what has been taught and appears after each major topic that has been covered in the chapter.

Computer Manners imparts to students the proper etiquette of using computers safely and effectively.

Tricky Terms recaps for students the difficult words that might have cropped up during the course of the chapter along with their meanings.

Memory Bytes is a quick summary of what was taught in the chapter.

Exercises test the students’ understanding of the concepts that have been taught.

In the Lab helps to transfer the knowledge gained in the study of the book to the computer lab on a practical level.

Teacher’s Notes provide tips on how to tackle the subject matter creatively.

Appendices at the end of each book provide activities, projects and questions for students.

Understanding Computer Ergonomics

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A lot is spoken of these days on the proper way of doing just about anything. This, in a nutshell, is ergonomics, the science which allows us to ensure that consumer products are safe, efficient and comfortable to use.

As pupils learn to use the computer, it is important that they understand what is the correct way of using computers. It is the teacher’s responsibility to make sure that they form habits now which will stand them in good stead, later.

Points to note:

• Pupil’s eyes are level with the text on the monitor

• Hands and wrists should be straight

• The neck should be slightly bent and the head almost straight

• The shoulders should be down and the arms relaxed and at the sides

• The students’ elbows should be level with the keyboard

• The feet should be planted on the floor and the lower back should be properly supported

Discourage students to apply a posture while working at their workstation, which is contrary to the tips mentioned above.

Using this Teacher’s Guide

The purpose of any guide is to provide a general framework of how to go about conducting an activity. The same logic is applicable to this teacher’s guide. To begin with, this guide will help you develop clear objectives and learning outcomes for the topics taught in the book.

Sample lesson plans for topics in each chapter will help you develop your own and help you manage your time more effectively, as you try to distribute the 40 minutes allocated to you in the best possible way.

Generally speaking, lesson plans follow a similar pattern where the first 3-5 minutes are used as time to introduce the concept that will be taught during the class. The next 20 minutes are used for the actual instruction, which are followed by around 10 minutes of feedback from the class. Finally, the last 3-5 minutes are used for assigning homework and winding up the class.

In addition to these lesson plans, worksheets have also been incorporated into this teacher’s guide and answers to questions which appear throughout the book are also presented here.

Word of caution

It is advisable that during the course of the practical classes, access to the internet be completely shut off. You can ask your school’s computer lab supervisor to help you out on this account. This will ensure that there is no time wasting on the part of the students and that they remain focussed on the studies at hand. More importantly, it will ensure that no objectionable browsing is done by the students.

In fact it is best to limit access to students to the application software that they are working on.

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Chapter 1—Characteristics and Evolution of Computers

Teaching Objectives:

• To know about the earliest calculating machines• To understand the evolution of computers• To understand the characteristics and evolution of computers

Learning Outcomes:

By the end of the lesson the students will be able to

• narrate the history of the earliest calculating machines• describe the evolution of computers• describe how computers have evolved and their characteristics

Teaching:

Lesson introduction—5 minutes

Start the lesson by asking students to explain the different uses of computers. Do you know how computers came about? Listen to their responses and then lead them into the main lesson by explaining that in order to understand modern day computers, we have to go way back in time to the earliest calculating machines.

Main Lesson—30 minutes

Material required: This lesson is ideally suited to an OHP or Multimedia slide presentation. If slides are already prepared with the picture of the machine, the time it was invented, and its uses written on the slides, the lesson will attain its set objectives.

Clearly define the five generations of computers, as this is an important concept in understanding the evolution of computers.

You could have a worksheet prepared for them to be given once your slide show is over, requiring students to add the necessary details about the machines. Hand this out before your presentation so that sudents recognize the focus of the lesson.

When you come to characteristics and limitations, pause to check the level of understanding before proceeding further.

Lesson Windup—5 minutes

Students complete the worksheet. Save the last few minutes for any questions that the students might have.

Lab Class—An interesting lab class might involve watching a documentary on the evolution of computers.

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Exercise Answers

Page 17 Ex. 1

a. Difference Engine and Analytical Engineb. Charles Babbagec. Chinad. Blaise Pascale. Sir John Napierf. Transistorg. Mark – Ih. EDVACi. Artificial Intelligence

Page 17 Ex. 2

a. Crossb. Tickc. Crossd. Ticke. Crossf. Tickg. Tickh. Cross

Page 18 Ex. 3

a. iiib. vc. iid. ie. iv

Page 18 Ex 4

a. abacusb. Blaise Pascalc. Difference Engine and Analytical Engined. MARK-Ie. EDVACf. high power consumption; slow operating speed g. large computing power, extremely large memories, less costh. laptop, desktop, palmtop

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Chapter 2—Input and Output Devices


• To identify input and output devices• To differentiate between the function of these devices

Learning Outcomes:

By the end of the lesson the students will be able to

• identify the different types of input devices• identify the different types of output devices• explain the functions of each input and output device

Teaching:


Begin by asking students whether they recall the way a computer works, i.e. that it takes something in, processes it and then gives us the output. Data that is put into the computer is done through a series of devices known as input devices. In the same way, there are a variety of ways that computers can show us the output.


Now you can begin with your discussion of input devices. A slide show presentation is the best way to proceed so that students can visually see what they are learning. Some input devices have become extremely common such as the keyboard and mouse or a scanner, while others such as light pens and track balls are less commonly used. Input to a computer can also be in the form of audio.

Your discussion of output devices should also centre round a slide presentation. Output need not be only in the form of printed matter, it can also be in the form of sound.


A question and answer session will help to windup the lesson.

Lab Class—Coordinate with the lab in-charge to make sure that the maximum number of input and output devices can be shown to students when they have their lab class. Try to get students to use as many as possible during lab.

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Exercise Answers

Page 23 Ex. 1

a. Visual Display Unitb. joystickc. light pend. monitore. hard copyf. soft copyg. speakerh. microphonei. scanner

Page 24 Ex. 2

a. iiib. vic. ivd. ve. if. ii

Page 24 Ex. 3

a. Device through which data is entered into the computer; keyboard, mouse, joystick, scannerb. They allow the user to choose input directly from the screen and do not require typing; mouse,

joystick.c. Devices through which we see output on a computer; monitor; speakers, printerd. (i) Output printed on paper (ii) output only seen on the monitore. A microphone is an input device while a speaker is an output device.f. Visual Display Unit such as the monitor

Chapter 3—More about WindowsTeaching Objectives:

• To know more features available in Windows• To understand the concept of File and Folder

Learning Outcomes:By the end of the lesson the students will be able to• explain the importance of the My Computer icon• change the screen saver and wall paper settings on the desktop• explain the importance of the File and Folder system of storing data

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Teaching:


Begin by asking if anyone remembers what an Operating System is and whether they can name the one that they use at home or in the lab at school. Depending on the responses you receive, briefly discuss what an Operating System is and that one of the most common ones is Windows.


Discuss changing the wall paper and screen saver, highlighted on pages 29 through to 31in the book. Till the time students get a chance to practise in lab, it is best to take them step by step through what the textbook says.

Beside fun stuff like changing the screen saver etc, the desktop gives you access to very important information and this can be gained from the ‘My Computer’ icon. Whatever is stored on the computer can be accessed through this icon.

Information is stored in the shape of a file, which can then be put into a folder to gather similar files together. This is a very important organisational tool.


Recap the lesson with a brief question and answer session.

Lab Class—Make sure that all students get a chance to change the wallpaper and the screen saver to the one specified by you. Ample lab time is essential in doing so.

Exercise Answers

Page 32 Ex. 1a. screen saverb. wall paperc. Controld. Foldere. desktop

Page 32 Ex. 2

a. Crossb. Tickc. Crossd. Tick

Page 32 Ex. 3

a. It is the first screen that you see when you switch on your computer.b. A file is any stored information on your computer.c. A folder is used to store files with similar information.d. My Computere. It is the screen’s background.f. Screen saver is the image you see when your computer is idle for a certain period of time.

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Chapter 4—More About Paint


• To learn how to use additional Paint tools• To learn the use of Edit, View Menu and Image Menu commands

Learning Outcomes:By the end of the lesson the students will be able to

• demonstrate how to use the different commands found in the Edit, View Menu and Image Menu

Teaching:

Lesson introduction—5-10 minutes

Recall what the students know of the tool Paint and what they used it for in Class 3. Do you remember what software you used to draw, and the different tools that you used to draw straight lines, fill in colour, draw free hand?

It is advisable that you have a chart or slide presentation ready of all the tools that the students were taught the previous year ready to be shown. It is likely that you will have to discuss each of the tools mentioned, to make sure that everyone is at the same level, before your proceed.


The success or failure of this lesson depends not on the theory that you will teach in class, but on the amount of practice time the students have in the lab. As for the theory bit, it is best to follow the book and go through each of the commands.

You might want students to read from the text and then explain what is being said. Use the Practice Time activities in the lab to assess whether the students have understood what they need to do.

The teacher’s explanation should clearly define the differences between the Edit, View and Image menu commands. This means students should know when each set of commands is used before they head to the lab.


A question and answer session is the best option for such a theory-heavy chapter. This ensures that the students have understood what each command does.

Lab Class—Practice lab sessions should be assigned to this chapter so that students get ample opportunity to practice the different commands. As mentioned earlier, the best option is to have the students do the ‘Practice Time’ exercises in the first lab class. Later, they can be given a series of tasks for the next lab session:

Task

Make a chart which highlights the three menus; Edit, Image and View and the commands found in each. Include pictures in your chart to show exactly what is done.

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Exercise Answers

Page 47-48 Ex. 1

a. top left cornerb. Horizontal and verticalc. Flipd. Zoome. Editf. Undog. Select All

Page 48 Ex. 2

a. iiib. ic. iid. ve. ivf. vi

Page 48 Ex. 3

a. Gets a duplicate of the selected portion of the drawing.b. helps to draw pictures to the right scalec. lets you either flip the object or rotate it for a given angled. Stretch command lets you resize the picture, while Skew allows you to change the angle of the object either horizontally or vertically.e. view Bitmapf. Cut takes the original portion of the image, while Copy creates a duplicate.g. Show Thumbnail displays the entire drawing in a small window, while Show grid shows the drawing board like a grid.

Chapter 5—More Logo Commands


• To revise Logo commands used initially• To learn additional Logo commands


• recall the previous Logo commands learned in Class 3• demonstrate the correct usage of PENUP, PENDOWN, PENERASE, HIDE TURTLE and SHOW TURTLE commands

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Teaching:


Start the lesson by reviewing what Logo is used for and how it utilises a turtle to draw on the screen. Ask your students whether any one of them remembers what Logo can be used for other than just drawing. Here you are looking for responses such as printing text, and calculating arithmetic problems.


Review at length the Logo commands learnt previously. For this, pages 50 and 51 provide a comprehensive chart. You could have the chart made up before hand and then use it during class to go through the commands that the students learned earlier.

Explain the functions of the PENUP and PENDOWN commands. Highlight the differences between the two commands.

Also tell your students that it isn’t necessary to always have the turtle showing on the screen and that they can use the HIDE TURTLE command to make the turtle disappear. The SHOW TURTLE command on the other hand will make the turtle reappear on the screen.


Let your students know that they will be required to demonstrate the use of the commands learnt in the lesson and the previous ones in the lab, and encourage them to ask questions.

Lab Class—Practice is essential for the students. The Practice Time exercises should serve this purpose well. Make sure you try to schedule as many lab classes as possible.

Exercise Answers

Page 56 Ex. 1

a. ivb. viic. id. iiie. iif. vg. vi

Page 56 Ex. 2

a. PENDOWNb. PENERASEc. PENUPd. HIDE TURTLEe. SHOW TURTLE

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Chapter 6—Repeat and Print Command in Logo


• To understand how repetitive commands are written in Logo• To learn how to print text on the screen in Logo


• use the REPEAT command to draw a variety of shapes• demonstrate how the PRINT command is used in Logo

Teaching:


This time should be used to refocus the students’ attention on Logo. A warm-up activity could be a question answer session on the different commands that they have learned so far.


Ask students to give you the commands to draw a square. You can write the responses on the board. With any luck you should get FD 100 RT 90 or any such variation as the answer; with a repetition of four times.

This is where you can introduce the REPEAT command as a tool which lets you draw different shapes such as squares, different polygons and circles.

Moving on to the PRINT command should be easy as the students are already familiar with it. Here it is important that they know the correct syntax which means that anything to be printed has to be either in square brackets [] or “”.


The Practice Time exercises can be used to recap the REPEAT and PRINT commands.

Lab Class—Make sure that all students get a chance to practise these two commands thoroughly during the lab period.

Exercise Answers

Page 64 Ex. 1

a. REPEATb. 7c. PRINT

Page 64 Ex. 2

a. to avoid having to type the same command again and againb. to print text on the screenc. REPEAT 36 [FD 5 RT 10]d. 360e. 180

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Chapter 7—Editing Text in MS Word


• To learn how to edit a Word document• To understand the function of the Undo and Redo commands• To learn what is meant by moving and copying a document


• edit a word document• use the Undo and Redo commands• move or copy a document from one place to other

Teaching:


Start the lesson with a simple revision of how to open the Word software and some of the basic commands that the students have already learned.


One main function of any word processing software is to allow you to edit the text. This means selecting it and changing the font, its colour, size etc. The process is highlighted in the text on page 67-68.

You can also introduce the concept of the Undo and Redo commands. This is a special feature which allows you to ‘undo’ something you have done or to do it again. This usually doesn’t happen in real life.

Finally introduce to them the process of copying and pasting as compared to moving text. Explain that copying and pasting is used to duplicate text in another location, while moving text actually means moving it to another place in the document. Pages 72-73 have a good explanation of this.


End the lesson by reminding students that word processing software such as Word provide the user with many features which make it easier to manipulate text.

Highlight the features that they have learnt about during the lesson.

Lab Class—Give students sheets with text on them and directions as to what needs to be done to the text. Of course they will need to type in the text the first time, so make sure the text is not too long.

Exercise Answers

Page 74 Ex. 1

a. Undob. double-clickc. Cut and Pasted. Edite. white

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Page 75 Ex. 2

a. iiib. ivc. id. ve. ii

Page 75 Ex. 3

a. Tickb. Crossc. Crossd. Ticke. Tick

Page 75 Ex 4

a. making changes to text without deleting itb. Edit menuc. triple-click it d. Select text to be deleted; press the Delete or Backspace keye. Copying puts a duplicate at another location, while cutting puts the actual text in the new location.

Chapter 8—Formatting in MS Word


• To know how to format text in Word


• identify the various formatting options available in Word• demonstrate how to format text properly using different commands

Teaching:


Remind your students that text in Word can be selected and moved, or deleted etc. Tell them that selection of text is also important because it allows you to format the text.


Begin with a warm-up session. Do you remember putting together an assignment where you coloured the words or underlined them or where some of the letters were larger than others? This is what formatting is. Word also allows the use of a variety of options to format with the text.

The best approach to such a theory-heavy chapter is to start on page 78 and tackle each topic page by page. You could have students read each option and then explain it further.

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A question and answer session should have your students thinking of all that they have learned. Make sure that no confusion remains.

Lab Class—Give your students a small piece of text to type and then apply certain formatting tools on the text.

Exercise Answers

Page 85 Ex. 1

a. formattingb. pointsc. Italicsd. Alignmente. Times New Roman

Page 85 Ex. 2

a. the general arrangement of the text. b. standard settings for a particular softwarec. formattingd. fonte. Right-aligned, centre-aligned, left-aligned and justifiedf. Justified

Chapter 9—Introduction to MS PowerPoint


• To learn what the MS Power Point application software is used for• To understand how to create, save, open and close a presentation

Learning Outcomes:By the end of the lesson the students will be able to• explain why PowerPoint is used• demonstrate how to create, save and open a presentation• navigate within a presentation

Teaching:


Start by explaining what a presentation is. Then you can move on to introducing MS PowerPoint as software which has been specifically designed to allow a user to make a presentation.


PowerPoint allows anyone to bring together text, graphics, movies, etc. together.

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Since it is the first time the students will be studying this topic, it is probably best to take them through each topic, page by page in the text book. This way they will have some idea of what the PowerPoint screen looks like when they go to the lab. Make sure to keep the lesson fluid, allowing for interruptions in the shape of questions.


Briefly sum up the points that you have covered during the lesson. Ask questions to make sure that students understand the theory.

Lab Class —While in the lab ensure that the students are able to point each part of the PowerPoint screen. Practice Time exercises are a good way to be familiar with the commands that have been learnt.

Exercise Answers

Page 98 Ex. 1

a. presentationb. slidec. placeholderd. .ppte. View

Page 98 Ex. 2

a. ivb. ic. vd. iie. iii

Page 98 Ex. 3

a. individual pgs of PowerPoint presentationb. Standard and Formattingc. insertd. Ctrl + Me. combining a series of slidesf. View

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Chapter 10—Working with Text in MS PowerPoint


• To become familiar with basic text manipulation in PowerPoint


• utilise a text box• perform basic formatting on text i.e. spell check, change case, etc.

Teaching:


Tell students that just like Word, PowerPoint also lets us work with text in many different ways. Ask them what they think they might need to do to the text if they were making a presentation. You are looking for responses such as delete, change case, check spelling, etc.


Follow the book in its explanation of how to create a text box. Have students read from the book, and then provide further explanation. Don’t forget to point out Top Tip boxes.

Topics such as deleting text, spelling check and changing case are covered on pages 102-104. Again go through the theory presented in the textbook. This is the best way to familiarize the students to the commands and the type of screens that they will encounter.


A quick question and answer session will recap the lesson.

Lab Class—Students should attempt all the Practice Time activities during their lab period.

Exercise Answers

Page 107 Ex. 1

a. Titleb. Formattingc. fived. Drawinge. F7

Page 107 Ex. 2

a. View -> Toolbars -> Drawingb. + signc. Sentence case, lower case, UPPER CASE, Title Case and toGGLE cASE

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Chapter 11—Multimedia


• To understand what multimedia is• To learn how to use a multimedia CD-ROM


• explain how multimedia is part of daily computer usage• install a CD-ROM and use the Windows Media Player

Teaching:


This lesson should be made into a fun lesson for the students. Introduce the concept of Multimedia, although it is possible that in the 4th Grade they will already be familiar with it.


Start by talking about the right configuration required to run Multimedia applications in a computer which is introduced on page 109 of the textbook.

From page 109 to 110 is a step wise introduction to installing a CD-ROM which is best covered as mentioned in the book. Once this is done, you can easily introduce them to Windows Media Player, as well as the different games available on the computer.


A brief question and answer session will suffice to recap what has been learnt, as the real learning will begin in the lab.

Lab Class— Guide the students to install the CD-ROM in lab and utilise it.

Exercise Answers

Page 114 Ex. 1

a. Multimediab. playing games and educational programmesc. Media Playerd. play, stope. Eject

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Page 114 Ex. 2

a. Crossb. Tickc. Crossd. Crosse. Cross

Page 115 Ex. 3

1. An application that combines text, sound, video, animation and graphics simultaneously.2. playing games, education3. It is used to listen to audio or view a video CD on a computer.4. They allow the user to make choices, answer questions and control execution of programs.

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© Oxford University Press 2010: this may be reproduced for class solely for the purchaser’s institute

Sample WorksheetChapter 1: Characteristics and Evolution of Computers1. List the following in order:

(a) Pascaline Answer ____________________

(b) Abacus ____________________

(c) MARK-I ____________________

(d) EDVAC ____________________

(e) ENIAC ____________________

(f) CRAY-1 Series ____________________

(g) Difference Engine ____________________

(h) Analytical Engine ____________________

(i) Napier’s Bones ____________________

2. For each of the generation of computers, list two advantages and two disadvantages:

Advantages Disadvantages

(a) 1st Generation

(b) 2nd Generation

(c) 3rd Generation

(d) 4th Generation

(e) 5th Generation

21© Oxford University Press 2010: this may be reproduced for class solely for the purchaser’s institute

3. List the following technologies in chronological order:

(a) Integrated Circuits (chips)

(b) Vacuum tubes

(c) Very large scale integrated circuits

(d) Artificial Intelligence

(e) transistors

4. Which generation computer are we nearing? Tick the correct answer.

a. third generation

b. fifth generation

c. sixth generation

d. second generation

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Sample WorksheetChapter 2: Input and Output Devices

Tick the correct answer:1 You want to input your brother’s voice into the computer. You would use the

(a) speaker

(b) keyboard

(c) monitor

(d) microphone

2. Your teacher wants you to submit a hard copy of your homework. Which output device would you use?

(a) speakers

(b) printer

(c) Visual Display Unit

3. Which input device requires you to type?

(a) microphone

(b) tracker ball

(c) joystick

(d) keyboard

4. The input device that is dedicated to image input only is the

(a) microphone

(b) Visual Display Unit

(c) scanner

(d) joystick

5. Two of the most common input devices are:

(a) microphone and tracker ball

(b) mouse and scanner

(c) keyboard and mouse

(d) Visual Display Unit and keyboard


Sample WorksheetChapter 3: More about Windows

1. The desktop on the computer you use has a number of different icons. List them below and find out what each one is for.

2. Access the Control Panel once again. You will see a number of icons there. Pick any six and find out, with the help of your teacher, what each one does.

3. List at least five wall paper and five screen saver options available to you in Windows. Also write down the steps you used to get the information.

Wall paper Screen saver

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Sample WorksheetChapter 5: More Logo Commands

Tick the correct answer.

1. Which of the following commands takes an input?

(a) PENUP

(b) FD

(c) ST

(d) CT

2. The PENDOWN Command is usually used after which command?

(a) HOME

(b) CS

(c) PENUP

(d) CT

3. Which of the following is not a movement command?

(a) FD

(b) PR

(c) BK

(d) RT

4. The ST command stands for

(a) SETH

(b) START

(c) SHOW TURTLE

(d) none of the above

5. Which one is not an arithmetic operator used in Logo?

(a) addition

(b) quotient

(c) multiplication



Sample WorksheetChapter 6: Repeat and Print Command in Logo

1. Write the Commands you would use to draw the following polygons without using the REPEAT command.

(a) triangle

(b) hexagon

(c) septagon

(d) octagon

2. Use the PRINT command to give the following information about yourself:

a. your name

b. your age

c. your school’s name

d. the name of your mother and father

e. the class you study in

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Sample WorksheetChapter 7: Editing Text in Microsoft Word

1. Write down the steps used to insert text into an existing paragraph.

2. To insert a blank line, you position the cursor at the places where you want the new line to start and press the

(a) Space bar

(b) Backspace key

(c) Enter key

(d) Delete key

3. There are three ways of deleting text. Write down the commands for deleting

(a) a paragraph

(b) a character

(c) a word

4. Explain why it is important to be able to edit text.


Sample WorksheetChapter 8: Formatting in MS Word

1. Tick the ones below which cannot be changed for text.

(a) skew

(b) size

(c) colour

(d) font type

2. Name the four font styles that you can give your text:

a)

b)

c)

d)

3. What is the difference between highlighting text and applying shading to it?

4. What are the steps used to apply borders to the text?

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Sample WorksheetChapter 9: MS PowerPoint

1. Tick the component that gives you information about the current slide number.

(a) Menu bar

(b) Title bar

(c) Status bar

(d) Standard tool bar

2. All commands in PowerPoint can be accessed at any time. True or False?

3. Tick the tool bar that provides access to PowerPoint commands.

(a) Formatting

(b) Status bar

(c) Menu bar


4. Placeholders can be used to add

(a) Text

(b) Table

(c) Chart

(d) Clip art

(e) all of the above

5. You would use this keyboard short cut to open a PowerPoint presentation.

(a) Ctrl + M

(b) Ctrl + O

(c) Alt + M



Sample WorksheetChapter 10: Working with Text in MS PowerPoint

1. Name four buttons found on the Formatting toolbar.

(a)

(b)

(c)

(d)

2. Name four buttons found on the Drawing toolbar.

(a)

(b)

(c)

(d)

3. You can make the text box any size you like. True or False?

4. In which of the following menus will you find the Spelling option? Tick the correct answer.

(a) Format

(b) View

(c) Tools

(d) Insert

5. In which tool bar will you find tools such as bullets, bold, italic, size of font, etc?

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Sample WorksheetChapter 11: Multimedia

1. The requirements for a computer to run Multimedia are:

(a) Pentium Microprocessor

(b) Colour Monitor

(c) Sound Card

(d) scanner

2. One of the following is not an educational program found on a CD-ROM:

(a) Microsoft Encarta

(b) Jump Ahead

(c) Human Body

(d) Vision

3. Name four uses of Multimedia.

(a)

(b)

(c)

(d)

4. List the steps used to install a CD-ROM.

Documents

Keyboard Class 4 teacher's guide