Keyboard Class 8 teacher's guide

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Contents

Introduction .......................................................................2

Chapter 1 Database Management Systems ................................4

Chapter 2 Introduction to MS Access ........................................6

Chapter 3 Data Integrity and Security .......................................8

Chapter 4 Understanding Number Systems .............................9

Chapter 5 Introduction to HTML ...........................................11

Chapter 6 Basic HTML Commands ........................................13

Chapter 7 Working with Text and Images in HTML ............15

Chapter 8 Creating Tables and Linking in HTML .................18

Chapter 9 Introduction to MS FrontPage ...............................20

Chapter 10 More About FrontPage ............................................22

Chapter 11 Introduction to Visual Basic ....................................24

Chapter 12 Networking and E-commerce ................................26

Photocopiable Sample Worksheets ...................................28

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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, actually only about 60 years or so ago there was a time when computers were gigantic constructions incorporating miles upon miles of wiring which only performed tasks which we today would consider very simplistic.

And today, six decades down the road 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.

And 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 Keyboard: Computer Science With Application Software comes in. With two friendly characters, Gibran and Mr C guiding students through a journey in to the magical world of computers, the series is a must have for each 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 has been covered in the chapter.

Computer Manners imparts on 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 to on how to tackle the subject matter creatively.

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

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Understanding Computer Ergonomics

These days a lot is spoken of 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 students learn to use the computer it is important that they become familiar with what the right way of using the machine is and what is not. And as a teacher it is your responsibility to make sure that they form habits now which will stand them in good stead later.

Here are some things that you can make sure of as a teacher:

• Make sure that their 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

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

Using this Teaching 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 teaching guide. To begin with, this guide will help you develop focussed objectives and learning outcomes for the topics taught in the book. Your job will be to translate what is given here into hard core results in terms of achieving the learning outcomes.

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 is followed by around 10 minutes of feedback from the class; and finally the last 3-5 minutes are used for assigning homework and winding up the class.

Since the subject requires frequent trips to the computer lab, it will be even more essential that you as a teacher are clear as to what the objectives and learning outcomes are for each of these periods. This will ensure that each lab period is productive for all your students.

In addition to these lesson plans, worksheets have also been incorporated into this teaching guide and that 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 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—Database Management SystemsTeaching Objectives:

• Tounderstandwhatismeantbydata• To know why databases are used• To know what is a DBMS• To understand the function of SQL• To know the features of a DBMS

Learning Outcomes:

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

• define the terms data, database and DBMS• explain the need to use databases• explain the function of a SQL• describethefeaturesofaDBMS.

Lesson Introduction—5 minutes

Start the lesson by introducing the concept of ‘data’ to students and allow them to give you as many examples as they can of data. Ensure that the students understand the difference between data (raw form) and information (processed form).

Main Lesson—30 minutes

Since you will already have examples of data, the transition to explaining the need to manage data should be easily accomplished. Start by asking how data used to be managed before computers—the answer of course being in large ledgers written down by hand. Explain to your students that the advent of computers changed the handling of data. At this time define what a database as well as a DBMS is.

Since the students will have some notion of programming already, explain to them that just like programming, databases also use a language to make accessing information easier. That language is called SQL (Structured Query Language). Make sure that students understand how it works.

Brainstorm with the students when you come to the topic of the features of a DBMS. Ask them to think about issues like integrity and security so that they realize the importance of all features.

Lesson Wind-up—5 minutes

Conduct a question and answer session to ensure that the students have understood all concepts.

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Exercise Answers

Page 10 Ex. 1

a. Meta-data repositoryb. access loggingc. SQLd. backup

Page 10 Ex. 2

The charts will vary in their presentation. The acronyms given in the book stand for:

a. XSQL is the combination of XML (Extensible Markup Language) and SQLb. YQL—Yahoo Query Languagec. OQL—Object Query Languaged. HTSQL—Hyper Text Structured Query Language

Page 10 Ex. 3

a. Data is information in very raw form.b. Hierarchical, Network, Relational, Object-oriented.c. A database management system is a set of programs used to create, delete, modify, add,

maintain, and control what happens to a database.d. Some features include: reduction in data redundancy, query ability, backup, security, etc.e. A query language allows you to access a DBMS in order to obtain data.

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Chapter 2—Introduction to MS AccessTeaching Objectives:

• To know what MS Access is• To understand how to create and open a database• To know what the Field Grid Pane is• TounderstandthepropertiesoftheFieldPropertiesPane• Tounderstandtabledesignmodification

Learning Outcomes:


• explain the use of MS Access and its importance• demonstrate how to create and open a database• explain the function of the Field Grid Pane• explain what the Field Properties Pane• demonstratehowtabledesignismodified.


Begin the lesson by asking students to list the different types of software which are used for specific purposes. List these on the board. Ask the students whether they know of software which can be used for databases.

Main Lesson—30–60 minutes

During the main lesson, walk the students through the steps required for creating and opening a database in MS Access. Ask the students how they think that data is retrieved from a record. This should lead you to the discussion of a key or primary field and the important role it plays in accessing data. Proceed towards the end of the chapter to familiarize the students with the concept and use of primary keys.

Introduce the students to the concepts of queries, forms, reports, pages, and modules. These definitions can be put up in the class in the shape of a chart. The field grid pane and the field design pane will have to be explained in detail. A good way to conduct these long-drawn-out theoretical chapters is to prepare a series of slides which you can use to show the different features that you are discussing in class.

Explain to the students the two types of views and how they can be modified. It would be good to end the first theory lesson here.

During the course of the second theory lesson, you should focus on making entries into a record. Once the students understand this, you should lead them to modifying the design of a table. Ask students for possible reasons why you would need to make changes to a field and what kind of changes they think should be made. Make sure that students are aware of the steps in changing, deleting, renaming, moving, and changing field type.


Students should be encouraged to ask questions at the end of each of the two theory sessions. Worksheets should be prepared and given to students to do as homework.

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Lab Class—Make sure ample time is scheduled for the lab, as it is no good to do such material in theory only. It is only through hands-on experience that the students will remember what they have learnt.

Exercise Answers

Page 30 Ex. 1

a. Fb. Tc. Fd. Te. T

Page 30 Ex. 2

a. tableb. recordc. mdbd. primary keye. field grid pane and field properties panef. primary keyg. primary keyh. datasheeti. Design

Page 30 Ex. 3

a. A DBMS is a software which arranges your data in an organized manner making it easy for you to retrieve it whenever you want.

b. Record—set of information about an entity stored in a row; Field—a column in a table which contains particular information about a record; Value—the data assigned to each fieldc. Roll no; 1d. Primary key is a field that uniquely defines every record in a table.e. The object naming rules are: text, memo, number, date/time, currency, autonumber, yes/nof. i, v, vig. Primary key can be selected by selecting the field and clicking on primary key button in the

table design toolbar or select the field and select the primary key option from the Edit toolbar.

h. Data validation lets you limit the values that can be accepted into a field.

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Chapter 3—Data Integrity and SecurityTeaching Objectives:

• To understand what is meant by data integrity• To understand the concept of data security

Learning Outcomes:


• define the components of data integrity• describe the components of data security.


Your lesson should begin with an introduction of two words—integrity and security. Ask your students what they understand by these two words. Write the meanings on the board.


Begin the lesson by asking your students to apply the definition of integrity and security to data and its management. What do they think it means? Write their thoughts on the board. You should have some slides ready to show to the students which define each aspect of data integrity and security. Go through each slide and make sure that they understand the meanings.


Wind up the lesson by giving students a worksheet to complete at home.

Exercise Answers

Page 37 Ex. 1

Answers will vary, but what you are looking for is an understanding of the security measures defined in the book. If a student chooses to use only one security feature, make sure that the justification for such an action is strong enough.

Page 37 Ex. 2

a. encryptionb. authenticatec. back-upd. primary keye. data integrity

Page 37 Ex. 3

The four reasons are: stability, performance, reusability, maintainability

Page 37 Ex. 4

The research should explain the parent-child relationship and how it refers to data integrity. A complete answer would include some background and how it applies to today’s databases.

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Chapter 4—Understanding Number SystemsTeaching Objectives:

• To understand the concept of 0 and 1• To know the definition of bit, byte, kilobyte, megabyte• To know the difference between the binary, denary, octal and hexadecimal number systems• To know how to convert numbers from one system to another

Learning Outcomes:


• describe the use of 0 and 1• define bit, byte, kilobyte and megabyte• convert from one number system to another across all four number systems.


Ask the students if they know what it means when we talk about a number system. Write down the numbers 1–10 and ask them what number system this is. If they are unable to answer, state that it is a denary system which means that it has a base number of 10.


Ask the students whether they have heard of the binary number system or better yet if any one of them could define what a bit or a byte is. You should get answers related to a byte being the storage capacity of a computer. At this point you can introduce the students to the 0 and 1 concept (the bit) and how that is used to make computers work.

The discussion of bytes, kilobytes and megabytes should follow. Once the students have understood this, ask them whether they would feel comfortable dealing with hundreds of 0s and 1s. Explain to the students that for this reason, other number systems are also used when deciphering how data is stored in computers. These number systems are octal (base 8) and hexadecimal (base 16).

Explain that it is possible to convert from one number system to the other. This part of the lesson will entail writing each number system on the board with its representative numbers. Work with the example given in the book to explain how the conversions work.


Wind up the lesson through a question and answer session. Have a worksheet ready for the students to work out at home.

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Exercise Answers

Page 45 Ex. 1

a. 211 (decimal); 323 (octal), d3 (hexadecimal)b. 57 (decimal); 71 (octal), 39 (hexadecimal)c. 255 (decimal); 377 (octal); ff (hexadecimal)d. 8 (decimal); 1 (octal); 8 (hexadecimal)e. 245 (decimal); 365 (octal); f5 (hexadecimal)

Page 45 Ex. 2

a. a–fb. eight numbersc. base 16d. bit, bytee. easier to read

Page 45 Ex. 3

Make sure that the progression shown is correct in terms of the bytes shown at each level.

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Chapter 5—Introduction to HTMLTeaching Objectives:

• To understand the structure of a website• ToknowwhatHTMLstandsfor• TounderstandtheuseofdifferenttypesofHTMLeditors• ToknowthestructureofanHTMLdocument

Learning Outcomes:


• describethestructureofawebsite• define HTML and its use• describetheuseofdifferenttypesofHTMLeditors• describethestructureofanHTMLdocument.


Create interest in the lesson by asking the students how many of them surf the Internet each day. Probably most of the class will say that they do. Ask them if they have ever wondered how those pages that they see are created. Explain to them that it is through the use of a language called HTML.


In the main lesson, show them a slide with the structure of a website on it. Go through each of the levels; explain to the students that this understanding will help them use HTML later. Explain that to create all these levels, web designers use HTML. Write the definition of the acronym on the board and explain the function of the language.

Explain to the students that just like we need MS Word to write letters and reports, so does HTML need its own editors to be used. The rest of the time should be spent introducing the different tags that are used in HTML. You will have to write these on the board or you can have slides ready for the lesson that go through each of the tags and the rules of using them clearly.

Then the structure of an HTML can be shown to the students. At each stage, make sure that students are following the lesson by asking questions to check for understanding.


Have a comprehensive worksheet ready which requires the writing of HTML code using all the tags and rules ready. This should be explained to the students and given as homework.

Lab Class—Practice Time exercises on page 53 offer a good starting point before proceeding to the lab. It is suggested that you get students to explain verbally what they will do before proceeding to the lab. Please make sure that you allot ample lab time for this chapter.

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Exercise Answers

Page 55 Ex. 1

a. iib. iiic. ivd. ie. if. iii

Page 55 Ex. 2

a. Home Pageb. HTML editorc. web browserd. >e. HEADf. BODY

Page 55 Ex. 3

a. The three main sections of a website are: Home page, main section, subsections.b. The Home page is the first page.c. HTML stands for Hyper Text Markup Language and is used to create web pages to be used

on the World Wide Web.d. Text editors (Notepad) and WYSIWYG (MS FrontPage) editors.e. What You See Is What You Get. Advantages include: web pages are created quickly and no

knowledge of HTML is needed.f. Container elements have both an ON and OFF tag, while an empty element does not require

an OFF tag.g. Element names are not case sensitive; attribute names are not case sensitive; the space between

tags does not matter; attribute values can be case sensitive.h. The basic structure of an HTML document consists of a head and body.

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Chapter 6—Basic HTML CommandsTeaching Objectives:

• To understand different attributes of HTML• To use the paragraph element• To understand the use of different HTML tags

Learning Outcomes:


• demonstrate how to use different attributes, elements and tags in HTML.


Quickly revise with the students the meaning of tags, elements and attributes in HTML. Ask three different students to come and write down the meanings on the board.


The entire lesson should be geared towards getting the students to understand the elements, attributes and tags introduced in this chapter. Remember you are trying to develop an understanding of the usage of these parts of HTML which they can apply in the lab.

For this purpose it is recommended that you prepare a worksheet which can be handed out at the beginning of the lesson and the students fill it up with relevant examples and definitions as each aspect is covered. This will keep the students engaged in the lesson.


Conduct a brief question and answer session to make sure that students have a clear understanding of what has been taught.

Lab Class—Students should be asked to complete the Practice Exercises on pages 62 and 65 during lab before proceeding to the In the Lab activities given in the book. Make sure that ample lab time has been scheduled.

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Exercise Answers

Page 66 Ex. 1

a. ivb. iic. id. ie. iif. iii

Page 67 Ex. 2

a. <BR> b. <P>c. WIDTHd. NOSHADEe. <Hn…Hn>

Page 67 Ex. 3

a. BGCOLOR, TOPMARGINb. <BODY BGCOLOUR = yellow TEXT= blue> </BODY>c. By using the <COMMENT> tagd. The level of the headinge. The <CENTER> tag

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Chapter 7—Working with Text and Images in HTMLTeaching Objectives:

• To understand the function of the font tag• To know how to create lists in HTML• To know how to make nested lists in HTML• To understand how to insert images using HTML

Learning Outcomes:


• utilize the font tag to manipulate the fonts in HTML• demonstrate how to create lists and nest them• insert images using HTML.


Start the lesson by recapping the various tags, elements and attributes that have been studied so far. A good way is to ask random questions to students.


Remind the students that one aspect of design which they have not yet studied is the manipulation of the font. Explain that although the FONT tag is still in use, its name has been changed in the newer version of HTML and is now called STYLE.

Move on to introduce the attributes that will be used to define the colour, type face, size, etc. of the fonts in HTML. Make sure that the students understand the syntax required for each. Give them a worksheet that they can complete as the lesson progresses.

Then move on to lists and the types of lists that can be created in HTML and the syntax involved in this. Initially your thrust should be that the students are clear about the syntax relating to the creation of various types of lists. Explain to the students the concept of nesting lists which is basically lists within lists.

The last part of the lesson should concentrate on the types of images that can be inserted using HTML. Make sure the students understand the types and syntax required to do so.

Your focus all through the lesson should be building towards taking the theory to the lab. Practice here is of key importance.


A brief question and answer session should be enough to recap the lesson. In addition have worksheets prepared which the students can take home to work on. You can have one worksheet on the FONT tag, one on lists and one on images.

Lab Class—Do not hesitate to go through the Practice Time exercises orally in class before the students attempt them in the lab period. Make sure that students are given enough time in the lab so that they can become truly comfortable using the syntax. Remember no matter how much theory you cover and how well you do it, there is nothing which can compare with the actual hands-on practice the students get while in the lab.

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Exercise Answers

Page 76 Ex. 1

a. LEFT d. OLc. ULd. SRCe. TYPE

Page 77 Ex. 2

a. The order of START and TYPE are reversed; the use of inverted commas is wrong.b. <UL TYPE = ‘CIRCLE’/ ‘DISC’/ SQUARE’>; <OL START = ‘VALUE’ TYPE = ‘A/a’

/‘I’/‘I’/‘1’>; <LI> First List Itemc. <IMG>; SRC, BORDERd. The values present with the <OL> are ‘A/a’ /‘I’/‘I’/‘1’e. <HEAD> <TITLE> Creating Lists </TITLE> </HEAD> <BODY> <OL TYPE = d> <LI> Internet <LI> Email <LI> Computer Virus <LI> E-Commerce </OL> </BODY> </HTML>

f. IMG tag specifies an image which will be displayed in HTML.g. The error is the use of the word CENTRE—he should use MIDDLE and the word align

should be in capital letters.h. <UL> tags allow you to decide the shape of the bullet, while <OL> tags allow you to give

a particular sequence to the list.i. i. error in the <LI> tag definition and the body tag <BODY> <LI> <LI> Red <LI> Yellow <LI> Blue </LI> </BODY> ii. It should not be FONT TYPE but FONT FACE; the BODY tag is not turned off. iii. The TITLE tag is not turned off. <TITLE> Displaying Image </TITLE>

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j. i. C Circle D Square E Rectangle ii. • Red • Yellow • Green iii. Microsoft Office i MS Word ii MS Access iii MS Excel iv MS PowerPoint

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Chapter 8—Creating Tables and Linking in HTMLTeaching Objectives:

• To understand how to create tables in HTML• To know the different table tags• TounderstandhowtolinkinHTML

Learning Outcomes:


• demonstrate how to create tables in HTML• describe and use the different table tags• demonstratehowtolinkinHTML.


Start the lesson by recapping some of the different tags that the students have learnt so far. Explain to them that one tool that they have yet to learn is how to utilise tables in HTML. Explain that tables are a tool which makes the combination of text and graphics possible and therefore allow for making interesting web pages.


Start by making it clear how students should create a table. After which the different tags and their attributes should be discussed in detail. It might be helpful to have slides of these before hand which correspond to a worksheet the students can fill as they go along. Make especially sure that students understand the row and column tags clearly.

For hyperlinking, first make sure that students understand the concept clearly. Ensure that students are at ease with the different tags used in hyperlinking.


A question and answer session based on what they have learned is a good starting point. Make sure the students clarify any confusion that they might have. Give them worksheets to fill out for homework which require them to write down the different functions for each of the tags.

Lab Class—Students should be asked to complete the In the Lab activities given in the book. Make sure to arrange ample lab time. The Practice Time exercises are also a good way to make the students familiar with the different tags and should be done before the lab exercises.

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Exercise Answers

Page 90 Ex. 1

a. COLUMNSb. <TR>c. <A>d. ALTe. BORDER

Page 90 Ex. 2

a. i. <CAPTION>…</CAPTION> ii. <TR>…</TR> iii. <TD>…</TD>

b. LINK is blue; VLINK is purple

c. i. <TABLE BGCOLOR=pink> </TABLE> ii. <TABLE BORDER=4> </TABLE> iii <TABLE ALIGN=CENTRE> </TABLE>

d. i. <TD BGCOLOR=silver> </TD> ii. <TR> <TD BGCOLOR=blue> </TD> </TR> iii. <TR> <TD ALIGN =RIGHT> </TD> </TR>

e. i. <A HREF= “new picture”> <IMG SRC = ‘new.gif ’> </A> ii. Allow the students to explore this feature on their own.

f. i. Active Link ii. Visited Link

g. <A> tag is a container element and is used to create a link.

h. Cell padding creates distance between cells, while cell spacing is the space between cells.

i. <IMG> tag has to be used along with the anchor tag <A>.

201

Chapter 9—Introduction to MS FrontPageTeaching Objectives:

• To know the MS FrontPage views• To understand page properties• Toknowhowtocreateheadingsandlists• TounderstandthedifferentthemesinMSFrontPage

Learning Outcomes:


• explain the differences in views in FrontPage• describe the page properties in FrontPage• demonstratehowtocreateheadingsandlists• describethedifferentthemesinFrontPage.


Start the lesson by reminding students that HTML is basically used to design a web page. Ask them what they would do if they wanted to design a complete website. Introduce them to MS FrontPage as application software which lets you not only develop, but also edit a website.


Your initial thrust should be on making the students comfortable with the concept of MS FrontPage.

Walk them through opening up the software and the basic views found in the software and their purpose. A new concept in terms of development that will be introduced in the class is that of templates and wizards. Explain to the students that such things make the designing of a website easier.

Go through each section carefully, making sure that students understand how to create headings, lists, and how to choose themes.


Ask a series of questions to make sure that the students are clear about the different concepts explained to them. Give them a worksheet to complete in class which requires them to go through the chapter themselves once again.

Lab Class—Students should be asked to complete the Practice Time exercise before proceeding to the In the Lab activities given in the book. Make sure that you have scheduled enough lab time so that the students can get some meaningful practical experience.

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Exercise Answers

Page 107 Ex. 1

a. T d. Fc. Td. Te. F

Page 107 Ex. 2

a. Sevenb. Code view, Design view, Split view, Preview viewc. Wizardd. File-> Preview in Browser; Previewe. theme

Page 108 Ex. 3

a. A website is a group of related pages hosted by HTTP server on the World Wide Web.b. They are connected with each other using hyperlinks.c. Code view, Design view, Split view, Preview viewd. A template is a set of pre-defined formats for text and graphics on which new web pages

can be based. A wizard asks the user questions and designs the web page according to the answers it gets.

e. Insert → Horizontal linef. A set of design elements and colour schemes, which are applied to web pages to give them a

professional look. g. i. design view ii. preview iii. folder view iv. navigation view v. task view vi. hyperlink view

221

Chapter 10—More About FrontPageTeaching Objectives:

• To understand how to add graphics in FrontPage• To know what a marquee is• Tounderstandtheuseofinteractivebuttonsandhyperlinks• Toknowwhathotspotsandimagemapsare

Learning Outcomes:


• demonstrate how to add graphics• explain the function of the marquee• explaintheuseofinteractivebuttonsandhyperlinks• describehotspotsandimagemaps.


You can recap by asking students why MS FrontPage is used and how it is different from HTML. Explain to the students that in this lesson they will learn more about certain features of MS FrontPage.


Walk the students through the steps involved in adding graphics in MS FrontPage. The students should be aware of how to insert a graphic, move it around on the web page and also how to set different properties for it.

Move on to the explanation of the marquee and interactive buttons as a means of increasing interaction between the visitor and the website. Make sure students understand each step involved in both.

The students are by now very familiar with the concept of hyperlinks. Make sure that they understand how hyperlinks can be created in the software to an existing web page or an email, etc. and how the properties to these hyperlinks can be adjusted. The same goes for image maps and hot spots.

The chapter involves quite a lot of teacher-centric focus initially and you can try to make the lesson more interesting by preparing slides.


Conduct a brief question and answer session to make sure that all confusion is cleared up before students go to the lab to practice. Going through the Practice Time exercises orally might also help.

Lab Class—Students should be asked to complete the In the Lab activities given in the book. Make sure that you have scheduled extensive lab timings.

231

Exercise Answers

Page 123 Ex. 1

a. F b. Tc. Td. Te. T

Page 124 Ex. 2

a. marqueeb. original, hovered, pressedc. hyperlinkd. hot spote. image map

Page 124 Ex. 3

a. Insert → Picture → From Fileb. A marquee is scrolling text across a page.c. Make sure you are in the Page Design mode, type and select the text that you want to make

a marquee, Insert → Web Component → Dynamic Effects → Marqueed. A hyperlink is a link from one web page to another.e. A hotspot is a shape or text that has been hyperlinked.f. An image map is a graphic with a group of hot spots.g. Choose the place where you want to add the hotspot. Choose Rectangular, Circular,

Polygonal. Drag the mouse on the graphic to draw one of the shapes mentioned above. Release the mouse and hyperlink window opens up. Locate the file you want to link and then press OK.

h. Hyperlinked text is usually underlined.i. The mouse pointer turns into a hand.j. Hovered, original or pressed.

241

Chapter 11—Introduction to Visual BasicTeaching Objectives:

• To understand what is meant by GUI• To learn how to start Visual Basic• TounderstandthecomponentsandthefunctionsoftheVisualBasicWindow• Toknowhowtousesomecommoncontrols

Learning Outcomes:


• explain the term GUI• demonstrate how to start Visual Basic• describetheuseofeachcomponentoftheVisualBasicWindow• demonstratetheuseofsomecommoncontrols.


Write the word BASIC on the board and ask your students if they can recall what it stands for. Remind them that they have studied this in previous classes. Write out the meaning of the acronym on the board and explain to them that they will now be starting Visual Basic.


Explain to the students that Visual Basic is based on Basic but has more features than its simpler counterpart. One important aspect that the students need to understand is the use of a Graphic User Interface, which makes this language much more interactive than other languages. Walk the students through opening Visual Basic on their computers.

The entire section on the Visual Basic Window needs to be done thoroughly. It is recommended that students be given a worksheet which they complete as each component of the Window is discussed. The worksheet should have a picture of the window, similar to the one on page 127 in the book.

Walk the students through the development of a Form Object. Understanding is crucial at this stage, so do not be overly worried if you need to go a bit slowly. The same goes for the teaching of common controls.

Initially the lesson will entail teaching a lot of theory as the students need to understand and familiarize themselves with the peculiar syntax of Visual Basic.


Conduct a brief question and answer session to make sure that all confusion is cleared up before students go to the lab to practice. Going through the Practice Time exercises orally might prove extremely helpful.

Lab Class—Students should be asked to complete the In the Lab activities given in the book. Make sure that you have scheduled ample lab time for the students.

251

Exercise Answers

Page 141 Ex. 1

a. GUIb. objectsc. .frmd. propertye. project

Page 141 Ex. 2

a. Tb. Fc. Fd. Te. F

Page 142 Ex. 3

a. Graphical User Interface allows the software to be interactive with an application using buttons, icons, etc.

b. It is programming based on an action (event).c. Property is a named attribute of the object; method is an action performed on the object; an

event is an action such as a mouse click or a double-click.d. Create form; place controls on form; set properties of controls; add code to controls to

handle events.e. IDE is an integrated development environment which integrates designing, editing,

compiling, and debugging in a single window.f. Double-click on the control icon in the toolbox; click on the control icon in the toolbox,

click on the desired location on the form, and drag mouse diagonally so the control has the desired size.

g. Double-clickh. Shift + F7i. Press F5 keyj. .frm and .vbp

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Chapter 12—Networking and E-commerceTeaching Objectives:

• Tounderstandtheneedfordifferenttypesofnetworks• To know why networking is needed• TounderstandhowtheInternetworks• Tolearnaboute-commerce• Tolearnwhatismeantbycybercrime

Learning Outcomes:


• explain the different types of networks• describehownetworkingworks• describethefunctioningoftheInternet• definee-commerce• explainwhatismeantbycybercrime.


The Internet is not a new concept for students so it should not take too long to get the students thinking on how it works. Most know how to use it but are not too sure how it works. Explain to the students that to understand the concept of the Internet, they need to understand the different types of networks.


Explain to the students that fundamentally there are three types of networks. Explain that each is described based on the area it covers. Ask the students if they can think of the reasons that networks would be useful. Make a mind map of the different answers that they give you. Once you have a few good answers, go through the reasons given in the book.

Ask the students if they know how computers on the Internet are able to communicate with each other. Explain to them that it is done through IP addresses with each computer having its very own unique address. Introduce the concept of e-commerce. Go through with the students as to why it so important and how a number of different people benefit from it.

Finally discuss cyber crime and the different forms it can take.


Conduct a brief question and answer session to make sure that students are clear about the topics discussed in class.

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Exercise Answers

Page 153 Ex. 1

a. addressesb. packetsc. encryptedd. networkse. online

Page 154 Ex. 2

a. Fb. Fc. Td. Te. F

Page 154 Ex. 3

a. A computer network is the linking of two computers that allows them to share information.b. Networking allows for resource sharing, financial benefits, better communication, etc.c. Local Area Network (LAN), Metropolitan Area Network (MAN), and Wide Area Network

(WAN).d. Intranets work within organizations, while extranets allow users from other organizations

also to share information.e. A protocol is a set of rules that computers use to communicate with other computers. The

most common protocol is TCP/IP. f. E-commerce means the buying and selling of goods on the Internet.g. The four different types of e-commerce are: • Business-to-Business • Business-to-Consumer • Consumer-to-Consumer • DigitalMiddlemenh. (a) B2B stands for business-to-business and means companies selling their products to

other companies. (b) C2C stands for consumer-to-consumer and means consumers putting things up for

auction and others bidding for them.i. Digital Middlemen provide information about several companies on a single website and

charge a commission for each successful transaction.j. E-commerce sites need extra security features because they are conducting transactions

which involve the exchange of private information such as credit card numbers.k. The main challenge is security.l. Amazon.com, ebay, etc.m. Cyber crime involves the use of computers to commit a crime, while net crime means

crime committed on the Internet.n. DoS are Denial of Services of attacks where users are not allowed to use services that they

are entitled to.

281

Sample worksheetChapter 1: Database Management Systems

1. All are input query languages except

a. SQL

b. ABCL

c. HTSQL

d. OQL

2. Define each of the four components of a DBMS.

3. What do you understand by rule enforcement in a database management system?

4. In your own words, describe the evolution of SQL and its importance to modern DBMSs.

© Oxford University Press 2011: this may be reproduced for class solely for the purchaser’s institute

291

Sample worksheetChapter 2: Introduction to MS Access

1. Make a chart of the options available on the field properties pane.

2. For each of the following give a brief explanation.

a. Text

b. Memo

c. Date/Time

d. Yes/No

e. Auto Number

3. Explain the use of a primary key.

4. Explain the difference between the functions of MS Excel and MS Access.

5. List the steps required to remove a primary key.


301

Sample worksheetChapter 3: Data Integrity and Security

1. List and describe data integrity constraints.

2. Describe the difference between encryption and authentication.

3. In your own words, explain why both data integrity and security are important to the proper functioning of a DBMS.

4. List at least three consequences of not having a proper data security system.


311

Sample worksheetChapter 4: Understanding Number Systems

1. Define bit, byte, kilobyte, megabyte, gigabyte, and terabyte.

2. Explain why the hexadecimal system is used when referring to memory addresses.

3. A computer virus affects hardware before attacking the software. True or False.

4. Write down the decimal equivalents of the following:

a. 20

b. 24

c. 27

d. 25

5. Write a short note on why the binary system is used in computers.


321

Sample worksheetChapter 5: Introduction to HTML

1. Pick out three of your favourite websites and draw their website structure. Make sure that you label each section. Use a separate sheet of paper to do this exercise.

2. Explain the difference between an HTML attribute and an element.

3. Write a basic HTML code to create a web page for your class. Then type it in your computer and see what the result is. Label each section of the HTML document.


331

Sample worksheetChapter 6: Basic HTML Commands

1. Make a list of all the attributes, elements and tags introduced in the chapter and define each one of them. Make a chart to show your work and make sure everything is clearly labelled.

2. Explain the difference between a tag, an element and an attribute.


341

Sample worksheetChapter 7: Working with Text and Images in HTML

1. Make a chart of all the attributes that can be used with the <IMG> tag.

2. Explain the different types of lists that can be made in HTML. Write down their tags.

3. If you were to use the latest version of HTML, would you use the FONT tag? Why or why not?

4. Define the three tags used with the <FONT> tag.


351

Sample worksheetChapter 8: Creating Tables and Linking in HTML

1. List the steps for linking an image in HTML.

2. Describe the difference between LINK, ALINK and VLINK.

3. Make a chart for all the Table and <TR>, <TD> attributes.

4. Explain why tables are a necessary tool in HTML.


361

Sample worksheetChapter 9: Introduction to MS FrontPage

1. Describe how headings and lists are created in MS FrontPage.

2. How would you go about modifying the font in MS FrontPage?

3. List the steps required to create a website using MS FrontPage.

4. How would you describe the difference between HTML and MS FrontPage?


371

Sample worksheetChapter 10: More About FrontPage

1. Describe the difference between a hyperlink and an image map.

2. Define four functions that can be performed on a hot spot.

3. Describe the function of an interactive button. How is it different from a hyperlink?

4. Describe the elements on the Picture Properties window.


381

Sample worksheetChapter 11: Introduction to Visual Basic

1. List the common controls in Visual Basic and state the use of each.

2. Differentiate between Properties and Methods, giving examples of each.

3. List the components found on the Tool Box.

4. Describe the Textbox and its properties.


391

Sample worksheetChapter 12: Networking and E-commerce

1. List the steps required to purchase a book from a site such as www.amazon.com.

2. Whom does e-commerce involve?

3. List the benefits of networking.

4. What do intranet and extranet refer to?


401

Notes

411

Notes

421

Notes

Keyboard Class 8 teacher's guide

Documents

Transcript of Keyboard Class 8 teacher's guide