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Revised Edition 2009

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Contents

1. Introduction 2 Introduction to the Teaching Guide Guidelines

2. Chapter 1: Generations of Computers 4 Teaching Objectives Learning Outcomes Whiz’s Tasks How to Conduct an Effective Class Quiz Quiz Additional Activity

3. Chapter 2: Peripheral Devices 7 Teaching Objectives Learning Outcomes Lesson Plan Worksheet Additional Activity

4. Chapter 3: Programming Languages 12 Teaching Objectives Learning Outcomes Additional Activity

5. Chapter 4: Computer Networks 14 Teaching Objectives Learning Outcomes Starter Activity Suggested Activities Worksheet

6. Chapter 5: More on Multimedia 17 Teaching Objectives Learning Outcomes Lesson Plan How to Conduct an Effective Group Presentation in Class Additional Activity

7. Chapter 6: Introducing Spreadsheets 19 Teaching Objectives Learning Outcomes Starter Activity Practical Demonstration Additional Activity

8. Chapter 7: Whiz is Everywhere 21 Teaching Objectives Learning Outcomes Starter Activity How to Conduct an Effective Debate in Class

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 computers of different generations,• discuss how computers have changed through the years.

Learning Outcomes By the end of this chapter, students should be able to• describe how different generations of computers have functioned,• summarize how the present-day computer has evolved.

Students should be encouraged to make a table in their exercise books and list down the differences that exist in the fi ve generations of computers. The layout could be as follows:

Generations of Computers

FirstGeneration

SecondGeneration

ThirdGeneration

FourthGeneration

FifthGeneration

Physical characteristics (size, weight, etc.)

Technology used

Examples

Inventor(s)/Designer(s)/Developer(s)

Other

Answers (page 3)(1) Transistors were bigger than vacuum tubes. (false)(2) Vacuum tubes replaced transistors. (false)(3) First-generation computers were cheaper than second-generation computers. (false)(4) Transistors used more electricity than vacuum tubes. (false)

Additionally, the teacher may ask the students to write the correct statement.

Generations of ComputersCHAPTER 1

5

Answers (page 5)Unscramble the words to fi nd out more about computer chips.(1) Integrated circuits are made from a material called silicon.(2) A typical chip can contain millions of transistors.(3) Integrated circuits are also known as microchips.

Whiz’s Tasks Depending on the strength of your class, divide the students into two or more teams. Draw sections on the board according to the number of teams, where you will mark the score as students from each team answer each question correctly.

How to Conduct an Effective Class QuizDivide the class into teams. Give each team an exciting name, e.g. Conquerors, Victors, Stars. Give them clear instructions as to what is expected of them.Instruct the students not to shout out the answers. They must answer in a sentence, not one word answers.Time them. Give them 45 seconds to think and discuss their answers. If the team that is to answer does not know the answer, then open the question to the next team. Give the winning team members a reward in the form of a higher grade.

QuizQ 1: Name the fi rst computer. Who invented it and when?Ans: Mark 1 was invented by Howard Aiken in 1944.

Q 2: What did the fi rst-generation computers contain?Ans: The fi rst-generation computers contained numerous vacuum tubes.

Q 3: What are vacuum tubes?Ans: Vacuum tubes are electronic devices that control the fl ow of electricity in a computer.

Q 4: What does SEAC stand for?Ans: SEAC stands for Standards Electronic/Eastern Automatic Computer.

Q 5: To which generation did the computers from the late 1950s and 1960s belong? What did they use?

Ans: The second-generation computers belonged to the late 1950s and 1960s. They used transistors.

Q 6: Which computers belong to the third-generation computers?Ans: Mainframes and minicomputers belong to the third-generation computers.

Q 7: What does IC stand for?Ans: IC stands for integrated circuit.

Q 8: What are integrated circuits attached to?Ans: Integrated circuits are attached to circuit boards inside the computer.

6

Q 9: What is another name for a microchip?Ans: Another name for a microchip is integrated circuit.

Q 10: What do computers use chips for?Ans: Computers use chips to store and process data inside the main processor.

Q 11: What is a circuit board?Ans: A circuit board is a board inside the computer with many chips on it.

Q 12: What do microcomputers use?Ans: Microcomputers use microprocessors.

Q 13: What does a microprocessor contain?Ans: A microprocessor contains an integrated circuit with electronic circuits and memory

storage.

Q 14: What units does a microprocessor have?Ans: A microprocessor has an arithmetic, logic, and control unit.

Q 15: Name an audio feature that fi fth-generation computers will have.Ans: An audio feature that fi fth-generation computers will have is voice recognition.

Additional ActivityUnderline the correct word that tells you about the different generations of computers.

(1) First-generation computers were small/bulky electronic computers that contained numerous microchips/vacuum tubes that controlled the fl ow of electricity in computers.

(2) Second-generation computers used transistors/vacuum tubes that were smaller/larger in size and used more/less electricity.

(3) Microcomputers/Minicomputers are fourth-generation computers. They are the PCs we use today.

(4) Fifth-generation computers will be more/less effi cient and will have high/low computing speeds.

7

Teaching ObjectivesThe objectives of this chapter are to• introduce the term peripheral and the different kinds of input and output devices,• explain the functions of the peripherals and the input and output devices.

Learning Outcomes By the end of this chapter, students should be able to• differentiate between the role of input and output devices, • identify the different input and output devices and explain what they are used for.

Information for the teacher

The word peripheral means external boundary, or of the surrounding area. Therefore the term, when used in connection with computers, includes all those devices that literally lie around the CPU or are connected to it and help in expanding the CPU’s capabilities.

Lesson plan for two 40 minute classesFirst SessionStarter Activity (5 minutes)Before starting the chapter, the students should complete the worksheet on the next page to work on individually, to check their prior knowledge.

Feedback/Discussion (5 minutes)Once completed, a short feedback session should be conducted in which the teacher should ask for responses from various students. Most students should be quite familiar with the above and their responses will determine the time the teacher might need to spend on this topic.

Peripheral DevicesCHAPTER 2

8

Worksheet(1) What are input and output devices?

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

(2) Sort the following into the correct columns:

keyboard

joystick

scanner

monitor

graphicstablet

MICR

mouse

touch screen

bar code reader

track ball

plotter

Kimball tag

printer

light pen

webcam

Input Devices Output Devices

© Oxford University Press 2009

9

Group Work (15 minutes)The students should be divided into 8 groups (ideally of 3 members each). Each group should be asked to draw a slip of paper from a container to choose their presentation topic. The following should be written on the slips:(1) keyboard(2) mouse(3) touch screen(4) joystick(5) scanner(6) printer(7) monitor(8) webcam

Each group should be given a quarter of a sheet of chart paper on which to write down, after discussing in their groups, the functions and characteristics of the device they have drawn.

Presentation (15 minutes)Four groups will make their presentations to the class.

Second SessionPresentation (15 minutes)In the following period, the remaining four groups will present their presentations. The teacher should fi ll in gaps if any.

Whole Class Approach (25 minutes)The teacher can ask student volunteers to read aloud pages 13 to 20 of the textbook and with the help of pictures or sketches, or, if possible, the actual device itself, she/he can explain the functions and characteristics of the devices.

Reinforcement Questions (may be given as a quiz)(1) Which input/output device would you use for each of the following? (i) to copy a photograph to a computer (scanner)

(ii) to fi ll in data on a downloaded visa form (keyboard)

(iii) to obtain a hard copy of the completed visa form (printer)

(iv) to record your voice onto a program on the computer (microphone)

(v) to read the magnetic ink characters on a cheque (MICR)

(vi) to feed item codes into the computer at a supermarket (bar code reader, keyboard)

10

(2) Solve the clues and write the correct answer below each.

(i) the device that helps reduce the time spent in feeding cheque details into the computer

Ans: Magnetic Ink Character Reader

(ii) a punched card that makes the maintaining of stock records effi cient in a departmental store

Ans: Kimball tag

(iii) the device that reads the codes that appear on products in the form of lines and numbers.

Ans: bar code reader

(iv) starts with the letter ‘s’ and converts hard copy into digital images that can be used further

Ans: scanner

(v) the stick that operates the pointer in a computer game

Ans: joystick

(vi) the most widely used keyboard layout

Ans: QWERTY

(vii) A t_ _ _ _ s_ _ _ _ _ can be operated by the touch of a fi nger or a stylus.

Ans: touch screen

(viii) An O_ _ _ _ _ _ C_ _ _ _ _ _ _ _ R _ _ _ _ _ converts images or printed text into machine-editable text.

Ans: Optical Character Reader

(ix) the device used by architects for precision and clarity in architectural plans or drawings

Ans: plotter

Additional ActivityTick the correct input/output device.

(1) This device helps us input numbers, letters, and commands into the computer. (a) plotter (b) keyboard

(2) This device is used for moving the pointer. (a) scanner (b) mouse

11

(3) This device helps to play computer games. (a) joystick (b) printer

(4) This device helps us to interact directly with what is displayed on the computer screen. (a) scanner (b) touch screen

(5) This device is used for copying an image or page to the computer by creating a digital image. (a) scanner (b) plotter

(6) This device allows us to hand-draw images and graphics on the computer with the use of a touch sensitive pad and a stylus.

(a) scanner (b) graphics tablet

(7) A small punched card that has coded information about the item it is attached to, for identifi cation, is called a _______ _______.

(a) bar code (b) Kimball tag

(8) This device is used for producing high quality graphics and can draw continuous lines, often in different colours.

(a) printer (b) plotter

Answers1b, 2b, 3a, 4b, 5a, 6b, 7b, 8b

12

Teaching Objectives

The objectives of this chapter are to• explain the role of programming languages,• summarize a few commands.

Learning OutcomesBy the end of this chapter, the students should be able to• discuss the importance of programming languages,• outline what the INPUT and PRINT statements do.

The teacher could begin by writing the Acronym BASIC on the board and inviting the students to say what they know about it. The teacher could then write the responses around the term.

The students could then be led through pages 24 to 26 of the textbook.

Information for the teacher

BASIC, a user-friendly computer language, was developed in 1964 when the need to expand the use of computers, to even non-technical operators, was felt.

Computer languages prior to BASIC were very technical and could only be used by scientifi c and mathematical experts to develop programs. This made programming very complex. With the development of BASIC, the process of developing a program became simpler and more understandable. Visual Basic is a more recent programming language that has its roots in BASIC. It is relatively easy to learn and use.

Answers (page 28)Across(1) DIAMOND(3) SYMBOLIC(6) BASIC

Down(2) ALGORITHM(3) STRINGS(4) COMMANDS(5) PRINT

Programming LanguagesCHAPTER 3

13

Additional ActivityWhich statement is correct?

(1) An algorithm (a) is an organized set of instructions written in simple language. (b) is a command given to a computer.

(2) A command (a) is a group of one or more keywords used as part of a program. (b) is an instruction normally used in the direct mode in any programming language.

(3) Strings (a) are used in calculations. (b) are used to represent data such as names, addresses, etc.

(4) The INPUT command (a) enables us to get the output. (b) enables us to enter data for processing through the program.

(5) A fl ow chart (a) is a set of shapes that shows the fl ow of information through a program. (b) is an organized set of instructions written in simple language.

Answers1a, 2b, 3b, 4b, 5a

14

Teaching ObjectivesThe objectives of this chapter are to• defi ne a computer network,• discuss the different kinds of existing networks.

Learning outcomesBy the end of this chapter, the students should be able to• describe how computers are connected through different types of networks,• explain the role of the modem in networking,• understand that sharing occurs because of the existence of networks.

Starter ActivityThe teacher can ask the students to answer the following questions in their exercise books:

(1) What makes it possible for students working on computers in a computer lab to share information with one another (although they are seated at different computers)?

(2) What device, when installed in the computer, enables the user to go online and surf the Internet?

(3) How would you defi ne a computer network?

(4) What is a global network of computers called?

(5) Name three things you can do via the Internet.

(6) What is the process of saving information from the World Wide Web onto a personal computer called?

Answers

(1) LAN, or Local Area Network, in which computers are interconnected through cables makes it possible for students working on computers in a computer lab to share information with one another.

(2) A modem enables the user to go online and surf the Internet.

(3) A computer network is a group of interconnected computers.

(4) A global network of computers is called the Internet.

(5) We can communicate with friends and family, transfer money, buy things online, play games, seek information, via the Internet.

(6) The process of saving information from the World Wide Web onto a personal computer is called downloading.

Computer NetworksCHAPTER 4

15

Answers to the previous questions and any other related questions can determine the time needed to be spent on this chapter.

Suggested Activities• If possible, the students should be taken to a computer lab in which the computers are

connected by LAN. They can be shown how resources, such as a printer, can be accessed from all computers—a Print command from any one computer will activate the printer.

• The students can also be shown how a fi le/document from one computer can be accessed by a person sitting at another computer if the computers are connected by LAN.

• Samples of twisted-pair wiring, coaxial cable, and fi bre-optic cable can be shown, if available.

• This can lead the teachers to discussing WAN. The teachers can explain that LAN is used only if computers are in close proximity. However, if computers spread all over the world need to be connected, WAN is used.

• The students can be prompted to name the most common wide area network (the Internet) and this can lead to a discussion on how the Internet is used (through a browser) and for what purposes.

• The students should be asked if they send emails to their family and friends. If they do, the teacher should, with the help of students, jot down on a chart the steps involved.

Answers (page 36)(1) False(2) False(3) False(4) True(5) True(6) True(7) True

Additionally, the teacher may ask the students to write down the correct statement, for statements that are false.

16

Whiz’s Tasks

WorksheetConnect the computers by drawing lines so that each computer is connected to every other computer and to the server by a minimum length of lines. Using a ruler, measure the total length of the lines drawn. Compare it with the length of those drawn by your classmates. The shorter the total length, the more effi cient your network is.

© Oxford University Press 2009

17

Teaching ObjectivesThe objective of this chapter is to• introduce more advanced features of Microsoft PowerPoint.

Learning outcomesBy the end of this chapter, the students should be able to• summarize the different features of a multimedia presentation,• apply and use different PowerPoint commands.

Lesson plan for a 40 minute classStarter Activity (5 minutes)The teacher should ask the following question before beginning an explanation of the software.

What can a PowerPoint presentation be used for?

(Expected response: to present lessons/ideas in a visually effective way, to introduce a new product, to show pictures for a purpose, etc.)

Viewing Two MS PowerPoint Presentations (20 minutes)• Prior to class, two presentations of 3-4 slides each could be made. One of the presentations

should be in black-and-white, each slide having dense text in a small font and having no sound, animation, graphics, or videos. The other presentation should convey the same information but should be coloured and have graphics, videos, sound, and animation.

• Students should, in groups, identify the more effective presentation and the elements that make it so.

It might be a good idea to get together with a teacher of another subject and make a PowerPoint presentation of a topic that students are currently studying.

Conclusion to be drawn by studentsThe use of various multimedia elements (text, graphics, sound, animation, and video) creates effective and meaningful presentations.

Teacher-led Session (15 minutes)The teacher should then guide the students through the ways in which all or some of the above elements can be incorporated in a presentation (refer to textbook pages 38 to 41).

The time taken for this session depends on students’ prior knowledge and the ease with which they can operate a computer. If the teacher feels the information is not being understood by the students, this session can be spread over two teaching periods culminating in students (in pairs) creating a PowerPoint presentation on a topic they are studying in any other subject.

More on MultimediaCHAPTER 5

18

Answers (page 42)(1) TEMPLATE(2) TEXT(3) SMARTART(4) ANIMATION(5) LENGTHY(6) TRANSITION(7) VIDEOS(8) SLIDESHOW

How to Conduct an Effective Group Presentation in ClassFor a good group presentation, effective communication between the different members of the group is essential. Once the group has been formed, the members should write down points about what they want to communicate.

The teacher should ask the students to consider the topic carefully and keep their audience in mind.

They must present the slides in text which is easy to read. The text on the slides must be concise, to the point, and visually attractive.

The teacher should encourage participation by every member of the group, however small a role.

Additional ActivityWhat do these commands do?

(1) Insert Movie (a) adds video to your PowerPoint presentation (b) adds sound effects from a movie

(2) Photo Album (a) creates an album of your pictures (b) creates a slide show based on a set of pictures

(3) ALL pictures black and white (a) shows black-and-white pictures (b) shows coloured pictures in black and white

(4) Insert SmartArt (a) helps add graphics such as lists and process diagrams (b) helps add paintings

(5) Change Colours (a) allows you to change the colour of the text (b) allows you to change the colour of the graphics

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

19

Teaching ObjectivesThe objectives of this chapter are to• introduce spreadsheets,• discuss the different elements of a spreadsheet.

Learning OutcomesBy the end of this chapter, the students should be able to• explain how a spreadsheet helps in performing simple and complex calculations,• describe the different features of a spreadsheet.

Starter ActivityGive the students a printout of a blank spreadsheet which shows the grid, a highlighted cell, and the cell address numbers and letters.

Ask what such a program could be used for.

Once that is clear, proceed to labeling/inserting and discussing the functions of the different terms associated with a spreadsheet—row, column, cell, cell address, active cell, and range.

The students could be instructed to do the following:

• Colour Row D red and Column 6 yellow.• Identify the address of the cell which becomes orange in colour as a result of the intersection of

Row D and Column 6. The teacher should tell the students that the letter is always given fi rst, followed by the number.

• Give the address of the active cell.• Colour cell F8 blue.• Colour range B3:B5 green.• Colour range E7:G9 pink.

The students can then go through pages 44-49 of the textbook individually and work on the activities there as reinforcement or as a homework task.

Practical DemonstrationExplaining entries on spreadsheets theoretically could be challenging for some teachers and students. Therefore, a practical demonstration is strongly recommended.

A spreadsheet with data (like the one on page 48 of textbook showing the number of rose bushes sold, and that on page 49 showing the record of test scores) should be prepared beforehand by the teacher.

These can be used to demonstrate the various functions of the program like totaling and representation on graphs and charts.

Introducing SpreadsheetsCHAPTER 6

20

During the demonstration, the students should be encouraged to note down the steps involved.

They can then go through the chapter and work on the activities there, and, if possible, get hands-on practice at operating the program themselves.

Additional ActivityFill in the blanks.

(1) A program that allows us to enter data into a table is called a ___________.(2) A ____________ is the area where data is fi lled in.(3) The portion of the worksheet that we see on the screen is called a ___________.(4) The space where a row meets a column is called a _______.(5) _______ refers to one or more cells.

Answers(1) spreadsheet(2) worksheet(3) window(4) cell(5) Range

21

Teaching ObjectivesThe objectives of this chapter are to

• discuss the roles of computers in different environments,• show how computers have become an integral part of the modern world.

Learning OutcomesBy the end of this chapter, the students should be able to• explain how computers are used in different places,• describe the signifi cance of computers in the modern world.

Starter Activity

Brainstorm the places where computers are used. Write responses on the board in the form of a web.

(Expected responses: at home, in schools, in offi ces, in banks, in shops and supermarkets, at airports, in libraries, in hospitals, in factories, etc.)

Take the identifi cation a little further and ask students for what purposes computers are used in the above mentioned places. Each arm of the web should be bifurcated to record the responses.

(Expected responses:

• at home: to send and receive mail, to search for information, to play games, etc.

• in school: to maintain records of students and teachers, to generate fees bills, salary slips, and other correspondence, etc.

• in offi ces/banks: to maintain records of transactions, to correspond and maintain correspondence history, to maintain a record of employee details, etc.

• in shops and supermarkets: for stock control, to use at the till, to maintain a record of employee details, etc.

• at airports: to check-in passengers, to fulfi ll ticketing requirements, to generate baggage identifi cation tags, etc.

• in libraries: to catalogue the books present along with the book numbers, to facilitate library documentation, to conduct book searches by the librarian or the patrons, etc.

• in hospitals: to maintain patients’ records, records of medicines, doctors, other automated processes, etc.

• in factories: to handle automated processes along with other general record-maintaining purposes)

Whiz is EverywhereCHAPTER 7

22

Responses can be elicited by giving students a worksheet (example below) on which they can arrive at these responses in groups or pairs.

Once the exercise has been attempted, the chapter can be read out in class by student volunteers, followed by a discussion.

How to Conduct an Effective Debate in ClassDebates allow sharing ideas and exploring different topics through well-planned arguments. There must be proper rules and debate moderation to prevent a friendly debate from turning into a shouting match. It is important to have written guidelines. It is also important for both sides to have a clear understanding of the rules. The moderator should be fair. A good moderator conducts the debate without prejudice. The moderator should conduct the debate politely. All debaters also need to be affable, addressing only opposing ideas without insulting their opponents.

COMPUTERS

AND THEIR USES

At home In libraries In school

In offi ces In hospitals In factories