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© Oxford University Press 2009

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First published 2005

Revised Edition 2009

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ISBN-13: 978-0-19-547872-3

AcknowledgementsMicrosoft Product Screen Shot(s)reprinted with permission from

Microsoft Corporation on page 29.

Printed in Pakistan at---------------------- , Karachi.

Published byAmeena Saiyid, Oxford University Press

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1. Introduction 2 Introduction to the Teaching Guide Guidelines2. Chapter 1: Reviewing Computers 4 Teaching Objectives Learning Outcomes Lesson Plan Worksheet Additional Activity3. Chapter 2: The Pioneers of Computers 8 Teaching Objectives Learning Outcomes Additional Activity4. Chapter 3: About the CPU 10 Teaching Objectives Learning Outcomes Lesson Plan Worksheet5. Chapter 4: Storing Data 14 Teaching Objectives Learning Outcomes Lesson Plan Additional Questions Additional Activity6. Chapter 5: Whiz through Programs 17 Teaching Objectives Learning Outcomes Worksheet Additional Questions Additional Activity7. Chapter 6: Programming Languages 21 Teaching Objectives Learning Outcomes Worksheet Additional Questions Additional Activity8. Chapter 7: Whiz on Publishing 25 Teaching Objectives Learning Outcomes Practical Class in the Computer Lab Additional Question Additional Activity 9. Chapter 8: Multimedia Presentations 27 Teaching Objectives Learning Outcomes Practical Class in the Computer Lab Whiz’s Tasks Additional Activity

Contents

22

Computers have become an essential part of our everyday lives. We use computers everywhere: at home, in school, at work, at banks, at the supermarket, and in the airport. Hence, a clear understanding of basic computer concepts and applications is vital.

The Computer Whiz series aims to present computers in a way that is most appealing to students. Whiz, the mascot, is extremely profi cient with computers and has a comprehensive knowledge of them. Different features of the computer are presented to the student through Whiz. Almost every page has activities relating to the subject matter on that page.

‘Whiz’s Files’ is a list of the contents of the book.

‘Explore with Whiz’ is a fun page in every chapter with activities relating to that chapter which the student would enjoy, and learn through, at the same time. It helps review the concepts that have been learned in the chapter through interesting and challenging exercises. There are word games, crosswords, fi ll in the blanks, and colouring activities.

‘Whiz through Lab’ encourages the children to do practical work and helps develop their skills on the computer.

‘Whiz’s Tasks’ have activities which involve interaction with the teacher.

‘Whiz’s Notes’ help children revise the chapter with a summary of the important points.

‘Whiz’s Word File’ at the end of each book is a glossary. It is a list of all the diffi cult computer terms that the student fi nds in the book with clear defi nitions.

Introduction to the Teaching GuideThe teaching guide acts as a framework which helps you develop your own lesson plans and teaching strategies. Each chapter has a list of objectives and learning outcomes. At the end of each class, you must have achieved some of these. Sample lesson plans have been provided on the basis of which, you can develop your own plans.

A good lesson plan consists of a starter activity for 3-5 minutes which introduces the concepts being taught followed by a 20-minute activity that encourages students to work with each other. This can be followed by a feedback of the discussion in larger groups on which you can spend about 10 minutes. Reinforcement of the entire lesson, winding up, and time for assigning homework should be at the end of each class for about 2-3 minutes. Students should be taken to the computer lab as required. The more practical work you can do on the computer, the more profi cient the child will become at using the computer.

Introduction

3

Guidelines When your students are working at the computer, discuss with them the importance of maintaining good posture. They will probably spend a lot of time at the PC, barely moving, and with their eyes fi xed on the screen. Extended use of the computer can have serious consequences on a child’s health. It is very important to make them aware that they should not use computers for hours on end. It is important for you as well as your students to be aware of what they should do and things they should avoid doing while using the computer.

Dos and Don’tsDohave your chair at the right height so that your eyes are level with the computer screen,have your computer screen directly in front of you,make sure your chair has a good backrest,keep your shoulders and back relaxed,make sure that your wrists rest on the desk,let your feet be fl at on the fl oor,take regular breaks,adjust the position of the computer so that there is no glare on the screen,make sure there’s a protection screen on top of the monitor’s screen.

Don’tfi x your eyes on the screen continuously,lift your shoulders while you type or move the mouse,twist your body to reach out for computer hardware,use your PC in poor lighting.

Safety Tips for children while using the Internet• Don’t give any information about yourself to strangers such as your last name, your phone

number, where you live, or where you go to school.• Don’t email any pictures of yourself to someone you don’t know.• Don’t open any emails that you get from people you don’t know or don’t trust.• Don’t give out your password to anyone.• Don’t do anything that could involve payments without asking your parents fi rst.

4

Teaching ObjectivesThe objectives of this chapter are to• introduce the different kinds of computers,• explain the features of a computer and its basic operations,• teach students how to take care of computers.

Learning Outcomes By the end of this chapter, students should be able to• summarize what a computer can do,• defi ne input, processing, and output, • explain how to keep computers in good working condition.

Lesson plan for a 40 minute classStarter Activity (15 minutes)Put the following questions on the board in three columns and let the students brainstorm possible responses in pairs/groups.Take feedback from the students and write their responses on the board.

• Why is the use of computers spreading so quickly across the world? (Expected response: because computers are quick and accurate; because computers are

versatile and multipurpose; because computers can be programmed to serve the user; because they are an effi cient, inexpensive, and fast means of collecting and communicating information, etc.)

• What might this widespread use of the computer entail? (Expected response: reducing the size of the computer to make it easy to carry; making the

computer affordable; increasing the effi ciency of computers, etc.)

• What precautions should be taken to ensure the effi cient and faultless working of a computer?

(Expected response: keeping liquids away from the computer; keeping the computer away from the direct rays of the Sun; pressing the keys gently; keeping dust off the computer, etc.)

Development (15 minutes)Ask the students to read pages 2-4 of the textbook silently.

Next put the term ‘artifi cial intelligence’ on the board and ask the students to suggest what the word means or give the actual meaning.

Once the meaning is clear, ask them why there is a need for artifi cial intelligence in a computer.

Reviewing ComputersCHAPTER 1

5

(Expected response: to make computer operation as close to human operation as possible; to enable the computer to make decisions that are different from what it does as default in certain circumstances, etc.)

Individual Work (10 minutes)Types of ComputersStudents should read pages 3, 4, and 5 of the textbook and jot down points in the following table:

Classifi cation of Computers Specifi c Purpose

Answers (page 9)Across(1) PROGRAM(3) MONITOR(5) PROCESSOR(6) INPUT(7) MOUSE

Down(2) ARTIFICIAL(4) COMPUTE

6

Whiz’s Tasks

WorksheetConnect the name of each device with its picture and function by drawing lines across the three columns.

© Oxford University Press 2009

mouse

lets us enter voice data into the

computer

monitor

provides a hard copy of data speakers

let us hear sound and music

lets us point at items on the screen microphone

printer

lets us see what is happening on the

computer

7

Questions that check previous knowledge The students can then attempt the following exercise which can be used by the teacher as a basis for deciding how much time to spend on the remaining part of the chapter.(1) Identify the three basic operations of a computer. Give an example of each.(2) What are input and output devices? Give two examples of each.(3) What is ‘data’? Explain with the help of examples.

Additional ActivityHow well do you know the different kinds of computers?

(1) Which computers can be used by hundreds of people at a time? (a) mainframes (b) microcomputers

(2) Which computers can be used by fewer users and are not as powerful as mainframes? (a) microcomputers (b) minicomputers

(3) Which computers calculate extremely fast? An example is the IBM Roadrunner. (a) supercomputers (b) mainframes

(4) Which computers can solve complex equations very fast but are not very precise? (a) microcomputers (b) analog computers

(5) Which computers are very precise but slower than analog computers? (a) hybrid computers (b) digital computers

(6) Which computers have features of both analog and digital computers? (a) mainframes (b) hybrid computers

Answers 1a, 2b, 3a, 4b, 5b, 6b

8

Teaching ObjectivesThe objectives of this chapter are to• inform students about the pioneers of computers,• make them aware of the role each pioneer played in the development of computers.

Learning Outcomes By the end of this chapter, students should be able to

• outline the contributions made by each pioneer.

The teacher may read the chapter with the students in class and then direct them to draw a timeline on the following pattern (alternatively, the following can be photocopied and given to the students):

Timeline for showing the pioneers of computers and their contributions

The Pioneers of ComputersCHAPTER 2

ContributionYear Pioneer

9

Answers (page 14)(1) programmed(2) information(3) programs(4) Internet

Additional ActivityChoose the name of the correct machine and fi ll in the blanks.

(1) Blaise Pascal invented the ___________. (a) tabulating machine (b) abacus (c) Pascaline

(2) Gottfried Leibniz made the fi rst mechanical calculator called the ___________ Calculator. (a) Gottfried (b) Analytical (c) Leibniz

(3) Charles Babbage, the Father of Computers, designed the ___________ Engine in 1834. (a) Analytical (b) Babbage (c) Difference

(4) To put statistical data into a table, Herman Hollerith developed the ___________ Machine. (a) Difference (b) Computing (c) Tabulating

Answers1c, 2c, 3a, 4c

10

Teaching ObjectivesThe objectives of this chapter are to• explain the functions of the different parts of the CPU,• discuss the different disk drives attached to the CPU.

Learning Outcomes By the end of this chapter, students should be able to• describe the functions of the ALU, MU, and CU,• summarize the role of the different disk drives attached to the CPU.

Write the term ‘CPU’ on the board and ask the students what it stands for and what functions it performs.

(Expected response: central processing unit. It controls the processes/functions of a computer; it enables the computer to perform its tasks, etc.)

Draw a web around the word to show the names of the three parts of a CPU. Further extend the web by asking the students to read and identify the functions performed by the various parts.

Once identifi ed by the students, the teacher should explain the functions of the three parts with the help of examples.

About the CPUCHAPTER 3

The arithmetic logic unit can calculate and make

logical comparisons and decisions.

The control unit directs different parts of the

computer to carry out instructions. It

coordinates the input and output devices.

The memory unit contains data and

instructions for processing.

CPUALU CU

MU

11

Answers (page 18)(1) True(2) True(3) False(4) False

Answers (page 19)(1) ALU(2) MU(3) CU

Disk DrivesAsk students if they know what disk drives are and what they are used for.

(Expected response: Disk drives are those parts of a system unit in which data storage devices like USBs, CDs, etc. can be plugged for use.)

Show the students some disks like a CD, VCD, fl oppy, and USB. See if the students can explain the differences between them.

12

Whiz’s Tasks

WorksheetSelect the correct answer out of four choices.(1) Logical comparisons and decisions are made by the (a) ALU (b) MU (c) CU (d) ALU and CU

(2) The largest amount of data can be stored on a (a) CD (b) fl oppy disk (c) DVD (d) USB

(3) All fi les on a computer are stored in the (a) CU (b) ALU (c) CD (d) MU

(4) The Control Unit (a) makes comparisons (b) calculates (c) directs different parts of the computer (d) stores data

(5) The brain of the computer is the (a) ALU (b) CU (c) MU (d) CPU

© Oxford University Press 2009

13

Answers1a, 2c, 3d, 4c, 5d

Additional Information for Teachers

ALU: The arithmetic logic unit carries out arithmetic and logical operations. Arithmetic operations include addition, subtraction, multiplication, and division. Logical operations compare numbers, letters, and special characters. The ALU comprises the accumulator and the registers. The accumulator is used to collect results. The answers from many operations are stored here temporarily before they go to the computer’s memory. General purpose registers hold data that has to be worked on by the ALU.

MU: The memory unit holds data and instructions for processing. There are two types of memory inside the computer; RAM and ROM. RAM (Random-Access Memory) is where loaded programs and software are stored. When the central processing unit runs a program, it draws the program instructions from the RAM and carries them out. If the central processing unit has to store the results of calculations, it can store them in the RAM.

When we switch a computer off, whatever is stored in the RAM is erased.

ROM (Read-Only Memory) stores special sets of instructions that the computer needs when it starts up. When the computer is switched off, the contents of the ROM are not erased—they are stored permanently.

CU: The control unit directs the computer to carry out stored program instructions. It must communicate with both the arithmetic logic unit and the memory unit. The control unit uses the instructions contained in it to decide which circuits need to be activated.

The control unit coordinates the activities of the other two units as well as all other storage devices linked to the computer. The control unit instructs the arithmetic logic unit which arithmetic operation or logical operation is to be performed.

The CPU performs four basic steps in carrying out an instruction:

(1) The control unit receives instructions from the memory unit. (2) The control unit analyses the instructions and directs the necessary data to be transferred

from the memory to the arithmetic logic unit. (3) The arithmetic logic unit performs the actual operation on the data. (4) The result of the operation is stored in the memory unit.

14

Teaching ObjectivesThe objectives of this chapter are to• introduce the two kinds of memory,• explain primary and secondary storage,• discuss the different storage devices.

Learning Outcomes By the end of this chapter, students should be able to• differentiate between RAM and ROM,• describe a hard disk, a fl oppy disk, a CD, and a USB fl ash drive.

Lesson plan for a 40 minute classStarter Activity (5 minutes)The teacher should write ‘Computer Memory’ on the board with 2 bifurcations—internal and external, as shown below.

The students should then be encouraged to give examples of each type.

Storing DataCHAPTER 4

Computer Memory

Internal External

RAM ROM

Hard Drive

• Floppy Disks• USBs• CDs• DVDs

15

The students should be prompted to recall what the acronyms RAM and ROM stand for.

(Expected response: Random Access Memory; Read Only Memory)

Individual Work (10 minutes)The students should read page 24 of the textbook and attempt the exercise ‘Underline the correct word’.

AnswersRAM/ROM stands for Read-Only Memory.RAM/ROM holds temporary data.RAM/ROM helps start up the computer.All the data in RAM/ROM will be lost forever when you switch off the computer.

Pair Work (10 minutes)The students should, in pairs, brainstorm the similarities and differences between RAM and ROM.

(Expected response: both are parts of the memory unit of a computer; both perform the function of storing data; the contents of the RAM get erased when the computer is switched off whereas those of the ROM are permanent; the contents of RAM can be changed as easily and as frequently as desired whereas those of the ROM cannot be modifi ed; RAM is storage that the computer can both create and read whereas ROM is storage that the computer can only read; when a PC leaves the factory, it is programmed to do certain critical things, such as booting up; this information is stored on the ROM and remains there when the computer is shut down, otherwise it would be impossible to boot it up; the ROM is the computer’s main memory, which is available to programs, to run properly)

Feedback/Discussion (13 minutes)The teacher could divide the board into two columns and write the students’ responses while fi lling in any gaps.

Assigning Homework (2 minutes)Find information about the following storage devices:

fl oppy disk, CD, DVD, USB, hard drive.

Once the students bring in information about the external storage devices they could be guided to read page 25 of the textbook and work on the exercise on page 25.

Answers (page 25)(1) True(2) False(3) False(4) False(5) True

16

The students can then compare their fi ndings with their classmates and write a comprehensive note on each, which can be the subject of a whole class discussion.

Additional Questions (1) Differentiate between primary storage and secondary storage.

(2) Name the 2 basic kinds of disks. Give one example of each.

(3) What is the difference between a hard disk and an external hard drive?

(4) Would you prefer to store your text and numerical data on a fl oppy disk, on a USB, or on a CD? Give reasons for your choice.

(Expected response: I would prefer to store my text and numerical data on a USB, since fl oppy disks are obsolete and CDs can malfunction because they are prone to scratches)

Additional ActivityWhat do the following acronyms stand for?

(1) RAM (a) Random-Access Memory (b) Read-Access Memory (c) Random-Available Memory

(2) CD-ROM (a) Compact Disc Read-Only Memory (b) Common Disc Read-Only Memory (c) Compact Disc Random-Only Memory

(3) ROM (a) Random-Only Memory (b) Read-Only Memory (c) Remember-Only Memory

(4) USB (a) Universal State Bus (b) Universal Series Bus (c) Universal Serial Bus

Answers 1a, 2a, 3b, 4c

17

Teaching ObjectivesThe objectives of this chapter are to• explain what computer software is, • outline the features of different software.

Learning Outcomes By the end of this chapter, students should be able to• defi ne software,• differentiate between system software and application software; • describe in some detail the different kinds of software.

The following block diagram components can be prepared beforehand and taken to class to facilitate understanding. Alternatively, the skeleton of the block diagram could be given to students to fi ll in as they read the chapter.

Whiz through ProgramsCHAPTER 5

Computer Software/Programan organized set of instructions that tells a computer what to do and how to do it

System software is used to control all the activities within a

computer system.

Functions: allows the user to interact with the computer at a very basic level, e.g. operating systems, compilers, utilities for managing computer resources, loaders, linkers, and debuggers.

Application software is a tool that we use to do specifi c work

on the computer.

Application SoftwareSystem Software

Functions: allows the user to create text documents, play games, listen to music, or

surf the web, e.g. database programs, word processors, and

spreadsheets.

18

Answers (page 30)(1) Yes(2) No(3) No(4) Yes

Answer (page 31)The operating system manages the startup process. It controls the input and output operations and the fl ow of data from one part of the computer to the other. It loads the software instructions and helps save data. It enables us to save, retrieve and delete fi les.

Answers (page 32)How do camels survive in the hott arid dessert?The ceamels long iyelashes prottect its eyes fron sand ind dust. It can closse its nostrils whenever itt wants. The camel’s hump stores fatt, which it can usse when it cannot fi nd any food or weater in the desert. Camels can derink a lot of water at one time. They scan drink as much as 25 gallons in 10 minutes. If they fi nd grass, they don’t need to drink water. Heat that buildes up in the camel’s body esckapes from the hump. The camel movess both legs on the same side ta the same teime, unlike other animals. The broaad pads on the bottom of the camel’s feet kepp it from sinking into the soeft desert sand.

19

Whiz’s Tasks

WorksheetWhich software would you use for each of the following activities?

(1) writing a leave application

_______________________________________________

(2) creating a marks sheet of your marks in different subjects

_______________________________________________

(3) designing a chart for your class

_______________________________________________

(4) storing the names of all your classmates

_______________________________________________

(5) searching for information that you cannot fi nd in books

_______________________________________________

© Oxford University Press 2009

20

Additional Questions(1) What do you understand by the term software when used in relation to computers?

(2) Give two differences between system software and application software.

Additional ActivityCircle the correct answer.

(1) Windows (a) is a word processing software. (b) is an operating system. (c) is an application software.

(2) Mac OS and GNU/Linux are (a) application software. (b) system software. (c) database programs.

(3) Microsoft Publisher allows us to (a) combine text and graphics in a single document. (b) sort data. (c) access the Internet.

(4) Internet Explorer lets us (a) surf the Internet. (b) access information on the Internet. (c) retrieve data.

(5) Microsoft Excel helps us (a) create a database. (b) create presentations. (c) make spreadsheets.

Answers1b, 2b, 3a, 4b, 5c

21

Teaching ObjectivesThe objectives of this chapter are to• explain programming languages,• create algorithms, fl ow charts, and block diagrams.• introduce programming languages and their features.

Learning Outcomes By the end of this chapter, students should be able to• explain programming languages,• discuss algorithms, fl ow charts, and block diagrams.

Ask the students to read page 42 of the textbook and discuss the following terms:

o programs/computer programso computer languageso computer programmer

They should then individually attempt the exercise on page 42.

Answers (page 42)(1) A program is also called a set of instructions.(2) Commands are instructions for a computer.(3) Step-by-step instructions are also called algorithms.(4) Computer programmers create software. (5) Computer programs are written using programming languages.

Flow ChartsShow students an example of a blank fl ow chart and ask them why such charts are used.

(Expected response: to show continuity, to show steps clearly; to summarize procedures, etc.)

Next, ask them to draw a fl ow chart in their exercise books showing what they would do if their computer was not working—page 43 (after consulting their partner).

Once the students have attempted the exercise, lead them through algorithms and the fl ow chart on pages 43 and 44 of the textbook.

Block DiagramsAsk the students to recall how the topic of operating an application software was taught to them (i.e. if you have used the suggestions mentioned in the previous chapter) through the use of block diagrams. Ask the students what the blocks and lines represent.

Programming LanguagesCHAPTER 6

22

(Expected response: blocks carry information and lines represent the relationship or connection that exists between the blocks). Then guide the students through the sample of a block diagram on page 45 of the textbook and encourage the production of a neat and well-labelled block diagram showing their family members.

BASICAsk the students:

Why is ‘knowing’ a language so important to humans?

(Expected response: to communicate, to get your message across, etc.)

Now explain to the students that this is exactly why computer languages have also evolved. Programming languages are used to give instructions to a computer.

Students can then read through page 46 of the textbook and work on the exercise on that page.

23

Whiz’s Tasks

WorksheetYou want to hold a party for your friends at your house. Arrange the given activities in proper sequence and then create a fl ow chart from START to END.

Preparing foodInviting friends

Getting dressedPlaying games

Deciding the date and timeDecorating the room

Buying gifts

© Oxford University Press 2009

24

Additional Questions(1) Name one other subject/topic on which

(a) a fl ow chart can be used effectively? Draw and fi ll in a fl ow chart for the identifi ed topic.

(b) a block diagram can be used effectively? Draw and fi ll in a block diagram for the identifi ed topic.

(2) What is BASIC and what do the letters stand for? Why is it useful?

Additional ActivityPick the correct defi nition for the following terms.

(1) A program (a) is an organized set of instructions. (b) is an organized set of instructions that tells a computer what to do and how to do it.

(2) A computer programmer (a) is a person who works with computers. (b) is a person who writes computer programs.

(3) An algorithm (a) is a set of organized instructions that tells us what to do in a step-by-step manner. (b) is the time it takes the computer to process an instruction.

Answers1b, 2b, 3a

25

Teaching ObjectivesThe objectives of this chapter are to• introduce different features of desktop publishing,• explain what can be done with text and graphics.

Learning Outcomes By the end of this chapter, students should be able to• use different tools of Microsoft Publisher,• design fl yers, cards, newsletters, and brochures with the help of templates.

Practical Class in the Computer LabThe teacher should ask the students to identify a program they could use to design cards, fl yers, newsletters, brochures, and other similar materials.

(Expected response: Microsoft Publisher)

The teacher is to demonstrate the use of MS Publisher by following the steps mentioned in the textbook.

Go to Start – All programs – MS Offi ce – MS Offi ce Publisher.

The teacher could then highlight the various options and demonstrate how to create a card/fl yer or any other document to ‘publish’.

Templates and blank presentations could also be shown and students could be asked to record their observations regarding the difference between them.

Choose a template that is mutually agreed upon for a publication and create one, clearly demonstrating the steps you take. The students could make a fl ow chart in their exercise books. Make sure that you use font options, ‘arrange’, text wrapping, insert graphics, etc.

The students can then read through pages 48 to 53 of the textbook and work on the activities there. Some of the activities can be assigned as homework.

Answers (page 54)Tick the correct statement.

(1) Press Ctrl and Shift together as you click on the different objects to select more than one item at the same time.

Press Ctrl as you click on the different objects to select more than one item at the same time.

Press Shift as you click on the different objects to select more than one item at the same time.

Whiz on PublishingCHAPTER 7

26

(2) A document refers to a standard layout usually containing basic details of the page.

A template refers to a standard layout usually containing basic details of the page. (3) Bringing in objects to one program from another is called importing. Bringing in objects to one program from another is called rearranging.

Additional Question(1) Explain when the following programs would be used:

(a) MS Word

(b) MS Publisher

Additional ActivityChoose the correct answer.

(1) A combination of letters, numbers, and symbols in the same design is called (a) text (b) typeface (c) style

(2) The special effects applied to a typeface are called (a) font (b) style (c) template

(3) A standard layout containing basic details of a page is called (a) typeface (b) template (c) document

(4) Pictures, photographs, and line art in publishing software are called (a) clip art (b) graphics (c) fi le

(5) Bringing in objects to one program from another is called (a) importing (b) exporting (c) rearranging

(6) Artwork composed of lines, curves, and solid blocks of colour is called (a) template (b) graphics (c) line art

Answers1b, 2b, 3b, 4b, 5a, 6b

26

27

Teaching ObjectivesThe objectives of this chapter are to• discuss Microsoft PowerPoint in more detail.

Learning Outcomes By the end of this chapter, students should be able to• use the tools of Microsoft PowerPoint,• combine text, graphics, and audio to produce an effective presentation.

Practical Class in the Computer LabAsk the students if they know what PowerPoint presentations are and what they are used for.

(Expected response: PowerPoint presentations are slides prepared on the computer using MS PowerPoint; they present information with brief text and audio/visual displays to a group of people; they are presentations in a dynamic slide show format, etc.)

The teacher should demonstrate the use of MS PowerPoint using the following steps:

Go to Start – All programs – MS Offi ce – MS Offi ce PowerPoint.

The program opens a blank presentation template by default that can be modifi ed to suit your tastes and needs. The blank presentation template is the simplest and should thus be used initially.

To write on the slide, simply follow the prompts ‘click to add title’ and ‘click to add subtitle’.

If you do not want to work on a Title Slide layout, click on Format and Slide Layout or Slide Design to create a range of possibilities.

All the slide layouts/designs will appear on the right. Click on whichever one you want to use. The slide layout/design will then change.

Alternatively, click the arrow below New Slide–a window pops out with several templates. Choose one from the given templates or choose a blank slide.

Once you have fi nished working on a slide and want to go on to a new one, go to Insert and New Slide. The new slide will appear and will be highlighted in the box on the left.

Slide Orientation allows us to choose horizontal or vertical slides. Click on the Design menu. Click the right button on the Slide Orientation menu. A drop down menu allows us to choose whether we want a portrait, i.e. a vertical slide, or landscape, i.e. a horizontal slide.

For an emphatic visual impact, the addition of graphics from our personal pictures fi le or from Clip Art is strongly recommended. Simply go to Insert – Picture – and make your selection.

Similarly, audio and video fi les can also be included in the PowerPoint presentation to great effect.

Multimedia PresentationsCHAPTER 8

28

Slide Transition, i.e. the move from one slide to another, can be easily done. Click on Animation for the different transition effects.

In order to get sounds at transitions, left click on Transition Sound for a drop down menu. Then choose from the various audio options.

To insert sound and control, the speed at which transitions take effect can be done in the following manner. Click on Modify Transition and select the options displayed for both speed and sound.

Moreover, time can be set for slides to move automatically from one slide to another by clicking on the Advance Slide option in the right box.

To change the order of the slides, go to the Slide Sorter on the left and drag the slides to the desired position.

Expected Responses (page 62)How would you change from one slide to the next?

• by clicking on the New Slide button if the slides have not been prepared, • in case some slides have been customized, by highlighting the appropriate slide in the Slide

Sorter on the left or by using the up and down arrows.

What sound effects would you use?

• It depends on the content of the presentation.

How long is it important to keep each slide visible during a presentation? State your reasons.

• If there is text written on the slide, it should remain on display till the audience has had enough time to read it comfortably.

• A visual image may require less time.

Keeping their textbooks open for reference, the students should, keeping their textbooks before them, practise on the school computers followed by a homework assignment on developing and presenting a PowerPoint presentation.

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Whiz’s Tasks

Arrange the slides to make an effective presentation on the life cycle of butterfl ies. Use chronological order. Discuss what content should be included in slides for presentations on different aspects of butterfl ies, such as different kinds of butterfl ies in other parts of the world or threats to their existence.

© Oxford University Press 2009

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Additional ActivityHow do the following tools help us?

(1) Slide Orientation (a) allows us to choose the design. (b) allows us to choose horizontal/vertical slides.

(2) Slide Template (a) allows us to open a slide show. (b) allows us to choose a design that we want to use.

(3) The Format menu (a) helps us create a text box. (b) helps us create special effects in the text.

(4) Text Outline (a) adds colours. (b) helps decide what colour and design the text outline should be in.

(5) Transition Speed (a) helps us choose the speed at which we will change from one slide to the next. (b) helps insert sounds when the slide changes.

Answers1b, 2b, 3b, 4b, 5a