3 Business� Management II
Contents Page
5 Desktop Publishing
Course/Grade: Computer Fundamentals Unit: UNDERSTANDING COMPUTERS AND COMPUTER LITERACY Estimated Time Range (Number of Lessons): 2 Blocks
ENDURING UNDERSTANDINGS FOR THE UNIT The student will understand that: 1. The computer is probably the single most important invention of the twentieth century. 2. Computers have affected our lives vastly and have changed dramatically the way in which we live. 3. There are many advantages to using a computer. 4. Almost every type of job will somehow involve a computer.
ASSESSMENT OF THE UNDERSTANDING In groups, students will research different careers. Each group will show how a particular career (job) is affected by the use of a computer and how the job was done before computers were invented. Each group will present its findings to the class.
ESSENTIAL QUESTIONS 1. Describe the four components of how a computer processes data. 2. Name four advantages to using a computer. 3. Describe how computers have changed the way we live.
LEARNING OBJECTIVES (KNOWLEDGE, SKILLS) The student will be able to: 1. Define the term computer. 2. Describe a computer system. 3. Explain the importance of computer literacy. 4. Identify how computers and technology are used in our daily lives. 5. List the categories of computers and their uses. 6. Describe communication.
SUGGESTED RESOURCES Computer Concepts Basics, Second Edition. (Dr. E. Wills, Ambrase.) OC3 Basics (Ambrase, Bergerud, Dr. D. Busche, C. Morrison, D. Wills-Pusins) Course/Grade: Computer Fundamentals Unit: INPUT, OUTPUT, STORAGE AND NETWORKS Estimated Time Range (Number of Lessons): 5 Blocks
ENDURING UNDERSTANDINGS FOR THE UNIT The student will understand that: 1. Input devices enable you to input data and commands into the computer. 2. Output devices enable the computer to give you the results of the processed data. 3. Computers can have several types of ports. 4. To keep a permanent copy of data, you must store it on some type of storage medium. 5. There are three basic arrangements of how a computer network is set up and connected (topologies).
ASSESSMENT OF THE UNDERSTANDING The class will be divided into groups of four to five members. Each group will present its report of the findings of the project below. Your supervisor is considering putting a computer in her office as well as one in the office used by the part-time supervisor and other employees. She wants to look into the possibilities of having these two computers networked with the main computer in the store. She knows this is possible, but she is not really sure about what is involved. She needs to know if there are a minimum number of computers needed to be networked, what kind of information and resources can be shared, and what special hardware is required. Working with the other part-time sales clerk, research information on local area networks and find answers to your supervisor’s questions. You should also include any other information about networks you think will be beneficial. Prepare a typed report of your findings to hand in. You must include references of where you found your information. Your group will also present its findings orally to the class.
ESSENTIAL QUESTIONS 1. 2. 3. 4.
Name and explain three input and three output devices. What would the criteria be for selecting a printer? Explain the meaning of a network. Name three types of storage medium.
LEARNING OBJECTIVES (KNOWLEDGE, SKILLS) The student will be able to: 1. Identify and describe the most common input devices. 2. Identify and describe the most common output devices. 3. Identify and describe how input and output devices are connected to the computer. 4. Identify and describe storage devices. 5. List and describe the types of networks. 6. List and describe communication media. 7. Describe the different network topologies (arrangements).
SUGGESTED RESOURCES Computer Concepts Basics, Second Edition. (Dr. E. Wills, Ambrase.) OC3 Basics (Ambrase, Bergerud, Dr. D. Busche, C. Morrison, D. Wills-Pusins) Course/Grade: Computer Fundamentals Unit: OPERATING SYSTEM AND SOFTWARE Estimated Time Range (Number of Lessons): 6 Blocks
ENDURING UNDERSTANDINGS FOR THE UNIT The student will understand that: 1. The reason that computers have had such an impact on our culture and economy is due to the vision and desire of software developers. 2. Utility programs are used to complete specialized tasks related to the management of computer’s resources, file management, etc. 3. Network operating systems allow a group of two or more microcomputers to be connected. 4. The use of computers can raise many issues of privacy, copyright, theft and power.
ASSESSMENT OF THE UNDERSTANDING CLASS ACTIVITY You and two team members have been given the responsibility for purchasing new computers for a company. One team member wants to purchase an Apple Macintosh with the Mac OS v.X with the latest software suite, another wants to purchase a PC with the latest version of the Windows OS, and the third wants to purchase a PC with the Unix operating system. The manager has requested that your team do some research and present him/her with a report so that he/she can make the best choice. Your report should include the positives and negatives for each of these operating systems. Your team will orally present the positives and negatives of each of these operating systems. Your team will also hand in a typed copy of the report.
ESSENTIAL QUESTIONS 1. While operating a computer describe how the user could be using both application software and systems software? 2. Why should a computer operator be aware of the utility programs and the purpose of each of the utility programs? 3. Why is it important that businesses have a code of ethics in place for computer users to follow?
LEARNING OBJECTIVES (KNOWLEDGE AND SKILLS) The student will be able to: 1. Distinguish between software and hardware. 2. Describe the difference between application software and systems software. 3. Describe the three categories of system programs. 4. Describe the operating systems for microcomputers.
SUGGESTED RESOURCES Computer Concepts Basics, Second Edition. (Dr. E. Wills, Ambrase. OC3 Basics (Ambrase, Bergerud, Dr. D. Busche, C. Morrison, D. Wills-Pusins)
Course/Grade: Computer Fundamentals Unit: THE INTERNET AND RESEARCH Estimated Time Range (Number of Lessons): 5 Blocks
ENDURING UNDERSTANDINGS FOR THE UNIT The student will understand that: 1. Anyone with access to the Internet can connect with and communicate with anyone else in the world. 2. Computers and the Internet have had dramatic effects on how we live, learn and work. 3. The Browser functions as an interface between user and the Web –the two most popular browsers are Internet Explorer and Netscape Navigator. 4. There are different ways to access the Internet. 5. The domain name (www.microsoft.com) identifies a site on the Internet. 6. The Internet contains hundreds of search engines. 7. Not all Web sites use security measures.
ASSESSMENT OF THE UNDERSTANDING The interview is the first step to obtaining that special job. Using the Internet, you are to research and then type a report on job interview techniques. Remember when using Web sources for your research; you must give credit for the resources.
ESSENTIAL QUESTIONS 1. 2. 3. 4.
Which internet source is more reliable .org or .com? Explain the steps a user needs to take to connect to the Internet. Describe the role the browser plays in connecting the user to the Internet. Explain how to download a program from the Internet.
LEARNING OBJECTIVES (KNOWLEDGE AND SKILLS) The student will be able to: 1. Describe how the Internet works. 2. Describe the major features of the Internet. 3. Explain the difference between the World Wide Web and the Internet. 4. Explain how to connect to the Internet. 5. Describe the function of a browser. 6. Understand and use browser features.
SUGGESTED RESOURCES Computer Concepts Basics, Second Edition. (Dr. E. Wills, Ambrase. OC3 Basics (Ambrase, Bergerud, Dr. D. Busche, C. Morrison, D. Wills-Pusins) Course/Grade: Computer Fundamentals Unit: HARDWARE Estimated Time Range (Number of Lessons) 5 Blocks
ENDURING UNDERSTANDINGS FOR THE UNIT The student will understand that: 1. The most common input devices are the keyboard and the mouse. 2. Input and output devices must be physically connected to the computer. 3. There are two ways to connect Input/Output devices to a computer: plug the device into a port in the back of the computer or install a circuit board with the needed port included. 4. There are several types of ports: USB, SCSI, MIDI, parallel and serial.
ASSESSMENT OF THE UNDERSTANDING The class will be divided into three groups. Each group will be given the same task. They will research (either on the Internet or by visiting a store that sells computers) what they will need to set up a computer system including a scanner, digital camera and printer for their home use. Each group will be required to hand in a list for what tasks they will be using the computer, information on how much memory their computer will need (on store’s letterhead or printout from computer) and a list of cables and other hardware needed to set up and use the computer successfully.
ESSENTIAL QUESTIONS 1. Describe what a network operating system does. 2. Explain the difference between hardware and software. 3. What is the function of a router in the transmitting and receiving of data? (direct network traffic)
LEARNING OBJECTIVES (KNOWLEDGE AND SKILLS) The student will be able to: 1. Distinguish between software and hardware. 2. Describe the difference between application software and hardware. 3. Describe network operating systems 4. Explain the benefits of a network.
SUGGESTED RESOURCES Computer Concepts Basics, Second Edition. (Dr. E. Wills, Ambrase. OC3 Basics (Ambrase, Bergerud, Dr. D. Busche, C. Morrison, D. Wills-Pusins) Course/Grade: Computer Fundamentals Unit: COMMUNICATION/WORD PROCESSING Estimated Time Range (Number of Lessons) 6 Blocks
ENDURING UNDERSTANDINGS FOR THE UNIT The student will understand that: 1. Word Processing software provides the capability to handle text and graphics and is used to create documents, such as letters, reports, memos, brochures and even Web Pages. 2. It is important to know how to access common commands, such as open, close, save, save as, print cut, copy, paste and spell check. 3. Word-processing programs contain a menu structure, graphic toolbars with icons representing most commands and scroll bars allowing the user to move around in documents. 4. Formatting features may be added to characters, paragraphs, or the entire document. 5. Documents should be saved often. 6. Hard copies of documents are generated through printers.
ASSESSMENT OF THE UNDERSTANDING Ms. Perez, your supervisor at Visa Multimedia, would like to see how the store could take advantage of templates that are available in Word’s Word-Processing program. She would like to see actual samples with the store’s information included. After viewing the available templates, decide on three that would be appropriate for the store. Add the store’s name to each of the templates; print out a hard copy of the three to hand in.
ESSENTIAL QUESTIONS 1. 2. 3. 4. 5.
List and explain the tools available in most word-processing programs. Why should a word processor user become familiar with the menus available in the word processing program? Explain the difference between save and save as. Describe how to set new margins for a document. Describe how to create a table.
LEARNING OBJECTIVES (KNOWLEDGE AND SKILLS) The student will be able to: 1. Identify the components of the word-processing window. 2. Select commands using menus and toolbars. 3. Create and edit a document. 4. Correct spelling in a document. 5. Apply character, paragraph, and document formatting, including setting custom tabs. 6. Insert and modify pictures and drawn objects. 7. Create, edit and format a table. 8. Save, open and print a document.
SUGGESTED RESOURCES Computer Concepts Basics, Second Edition. (Dr. E. Wills, Ambrase. OC3 Basics (Ambrase, Bergerud, Dr. D. Busche, C. Morrison, D. Wills-Pusins) Course/Grade: Computer Fundamentals Unit: SPREADSHEETS Estimated Time Range (Number of Lessons) 6 Blocks
ENDURING UNDERSTANDINGS FOR THE UNIT The student will understand that: 1. The purpose of spreadsheet software is to enter, calculate, manipulate, and analyze numbers. 2. An important part of a spreadsheet window consists of the toolbars. 3. A formula is a statement that performs a calculation. All formulas start with an equal sign. 4. A function is a built-in formula that is a shortcut for common calculations such as addition and averages. 5. The contents of a spreadsheet can be displayed in chart format.
ASSESSMENT OF THE UNDERSTANDING During the past five years the cost of cars has increased drastically. Research the cost of five cars that were on the market five years ago and are still on the market today. Find the cost of these cars five years ago and the cost today. Record the information on a spreadsheet. Calculate the amount of increase in the price of each car. Also create a chart showing the percentage of increase for each car. If you do your research on the Internet, the URL for most cars is www.(the name of the car you are researching).com. For example, The URL for Lexus is: www.lexus.com .
ESSENTIAL QUESTIONS 1. 2. 3. 4.
Explain how you would use three of the function formulas. Describe how you would change font size, style or color. What would you do to sort a column in ascending or descending order? How would you add a picture to your spreadsheet?
LEARNING OBJECTIVES (KNOWLEDGE AND SKILLS) The student will be able to: 1. Understand the purpose and function of a spreadsheet. 2. Identify the major parts of a spreadsheet window. 3. Enter labels, values, formulas, and functions into a spreadsheet. 4. Change column width and row height. 5. Insert and delete rows and columns. 6. Format data in a spreadsheet. 7. Create graphs. 8. Save and print a spreadsheet.
SUGGESTED RESOURCES Computer Concepts Basics, Second Edition. (Dr. E. Wills, Ambrase. OC3 Basics (Ambrase, Bergerud, Dr. D. Busche, C. Morrison, D. Wills-Pusins) Course/Grade: Computer Fundamentals Unit: DATABASES Estimated Time Range (Number of Lessons): 5 Blocks
ENDURING UNDERSTANDINGS FOR THE UNIT The student will understand that: 1. Databases allow for organizing, storing, maintaining, retrieving and sorting data. 2. The components of a database are fields, records and tables. 3. Specific records may be selected based on given criteria using a process called performing a query. 4. A report is a formatted display (printed or on a screen) of the contents of a table in a database.
ASSESSMENT OF THE UNDERSTANDING There have been quite a few hurricanes in certain parts of the country in recent years. Some of these hurricanes have been very costly in both lives and dollars. Use the Internet to locate information on hurricanes during the past ten years. Use your favorite search engine. Create a database file containing the following information: name, year, state, classification, dollar damages, and lost lives. After entering the information in the database, print the entire file sorted alphabetically by hurricane name and again by the year of the hurricane. Print out a copy to hand in. Answer to hand in the following questions using data from your database: 1. Which state had the most hurricanes during the ten-year period? 2. Which hurricane caused the most financial damages?
ESSENTIAL QUESTIONS 1. Explain database functions. Why would an individual at home use database software? Why would a person who works in business use database software? 2. Name and describe the four basic views used to display and work with various objects such as queries, forms and tables. 3. Define each of the following: field, record, table, query, form and report.
LEARNING OBJECTIVES (KNOWLEDGE AND SKILLS) The student will be able to: 1. Define the purpose of a database. 2. Identify uses of databases. 3. Identify and define the components of a database. 4. Plan, design and create a database. 5. Create a table and enter records. 6. Modify a table structure. 7. Perform queries. 8. Sort Tables 9. Modify data in a table. 10. Create and use forms and reports.
SUGGESTED RESOURCES Computer Concepts Basics, Second Edition. (Dr. E. Wills, Ambrase. OC3 Basics (Ambrase, Bergerud, Dr. D. Busche, C. Morrison, D. Wills-Pusins) Course/Grade: Computer Fundamentals Unit: PRESENTATION SOFTWARE--POWERPOINT Estimated Time Range (Number of Lessons): 5 Blocks
ENDURING UNDERSTANDINGS FOR THE UNIT The student will understand that: 1. Presentation software, such as PowerPoint helps you create, edit and manipulate professional-looking slides, transparencies, or on-screen presentations. 2. Presentation software can also be used to create speaker’s notes and audience handouts 3. Animation effects help make a presentation more interesting. 4. Custom animations enable you to select the text and objects you want to animate. 5. Sound effects can be added to enhance the animation of text and objects. 6. Timing options allow you to determine when the animation begins and the speed at which the animation occurs. 7. The slide transition affects how each new slide appears. Transition settings can be applied to a single slide or to all the slides in the presentation. 8. PowerPoint provides several options for printing a presentation, including the outline, notes pages, handouts and transparencies. 9. Presentation software provides many features that make creating a presentation easy and fun.
ASSESSMENT OF THE UNDERSTANDING You will prepare and present to the class a PowerPoint presentation on a subject you are very familiar with—yourself. Your presentation should include at least twelve of the following: YOUR FULL NAME BIRTH DATE PHYSICAL MAKEUP (HAIR COLOR, EYE COLOR, HEIGHT, ETC.) ACTIVITIES/HOBBIES (IN SCHOOL AND HOME) FAVORITES (FOOD, TV SHOW, ANNIMAL, COLOR, ETC.) MEMORABLE CHILDHOOD MOMENTS FRIEND(S) FAMILY (FAMILY TREE) HOLIDAY TRADITIONS PET PEEVE(S) BIGGEST FEAR MOST EMBARRASSING MOMENT PROFESSIONAL GOAL(S) (COLLEGE, POST-HIGH SCHOOL CAREER, ETC.) PERSONAL GOALS (MARRIAGE, CHILDREN, ETC.) YOU MUST HAVE 10-15 SLIDES. SUGGESTION: MAKE A SLIDE FOR EACH OF THE ABOVE TOPICS. FEEL FREE TO ADD TOPICS OF YOUR OWN—JUST MAKE SURE THEY ARE ABOUT YOU. YOU MUST ALSO APPLY THE FOLLOWING TO YOUR PRESENTATION: 1. On slide Number 1, insert an appropriate sound clip to play automatically. Position the sound icon in the lower right corner of the slide. 2. Apply an animation scheme of your choice to all slides in the presentation. 3. Choose an appropriate slide transition. Set the speed for the transition to medium. Format the slides to advance automatically after five seconds. Apply the transition formats to all slides in the presentation. 4. Preview the entire slide show, save the changes to your file on the server, and print out a hard copy of your presentation to hand in.
ESSENTIAL QUESTIONS 1. 2. 3. 4. 5. 6. 7.
Explain the three different views in which you can display a presentation. Explain how to apply a design template. List the steps you follow in navigating through a presentation. Name the four commands you can use to arrange slides in Slide Sorter view. Describe the different ways you can create a new presentation and design. Describe how you would apply a pre-designed set of visual effects to a PowerPoint presentation. Explain how you can add sound effect to animated text and objects.
LEARNING OBJECTIVES (KNOWLEDGE AND SKILLS) The student will be able to: 1. Open and save an existing presentation. 2. Identify the parts of the PowerPoint screen. 3. Navigate through a presentation. 4. Apply a design template. 5. Add slides. 6. Add and edit text. 7. Delete, copy, and rearrange slides. 8. Use Help to get assistance. 9. View the presentation in full-screen view. 10. Use the slide Finder to copy slides from one presentation to another. 11. Format text. 12. Insert pictures on slides. 13. Check spelling and use AutoCorrect. 14. Apply animation schemes. 15. Add sound effects to animation. 16. Format the animation timing. 17. Format slide transition. 18. Print the presentation.
SUGGESTED RESOURCES Computer Concepts Basics, Second Edition. (Dr. E. Wills, Ambrase. OC3 Basics (Ambrase, Bergerud, Dr. D. Busche, C. Morrison, D. Wills-Pusins)
