To Computers Information Technology

INTRODUCTION
TO COMPUTERS

AND
INFORMATION

TECHNOLOGY

PRENTICE HALL
Taken from:
Prentice Hall Technology Applications Student WorkText, Level I Revised Edition
Prentice Hall Technology Applications Student WorkText, Level II Revised Edition
Prentice Hall Technology Applications Student WorkText, Texas Grade 8 Revised Edition
All copyright © 2008 by Pearson Education, Inc.
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Taken from:
Prentice Hall Technology Applications Student WorkText, Level I Revised Edition

Copyright © 2008 by Pearson Education, Inc.
Published by Prentice Hall
Upper Saddle River, New Jersey 07458
Prentice Hall Technology Applications Student WorkText, Level II Revised Edition

Prentice Hall Technology Applications Student WorkText, Texas Grade 8 Revised Edition
Copyright © 2011 by Pearson Learning Solutions

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Table of Contents
To the Student ix
PART 1 COMPUTING FUNDAMENTALS
UNIT 1 EXPLORING COMPUTERS

Chapter 1 ■ Computer Basics 3
Lesson 1–1 What Is a Computer? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lesson 1–2 What Is Computer Hardware? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Lesson 1–3 What Is Computer Software? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Chapter 2 ■ Understanding Computers 15
Lesson 2–1 Exploring Computer Systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson 2–2 Making Computers Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Lesson 2–3 Group and Individual Computing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
UNIT 2 EXPLORING INPUT AND OUTPUT

Chapter 3 ■ Input/Output Basics 27
Lesson 3–1 Basic Input Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Lesson 3–2 Basic Output Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Chapter 4 ■ Understanding Specialized Input/Output 37
Lesson 4–1 Specialized Input Devices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Lesson 4–2 Specialized Output Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
UNIT 3 ANALYZING STORAGE

Chapter 5 ■ Storage Basics 47
Lesson 5–1 Understanding Computer Storage . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Lesson 5–2 Classifying Storage Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Lesson 5–3 Common Storage Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Chapter 6 ■ Understanding How Data Storage Works 59
Lesson 6–1 Understanding Hard Drives and Flash Drives . . . . . . . . . . . . . . . . . . . 60
Lesson 6–2 Optical Storage Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Lesson 6–3 Storage Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Table of Contents • iii

UNIT 4 EXPLORING SYSTEMS SOFTWARE
Chapter 7 ■ Systems Software Basics 73
Lesson 7–1 Introducing the Operating System . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Lesson 7–2 Operating Systems and Utilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Chapter 8 ■ Understanding System Software 83
Table of Contents
Lesson 8–1 Exploring the Operating System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Lesson 8–2 Exploring System Utilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Operating System Activities 93
PART 2 APPLICATIONS
UNIT 1 ANALYZING APPLICATIONS

Chapter 9 ■ Applications Basics 101
Lesson 9–1 Selecting Application Software. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Lesson 9–2 Obtaining Application Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Lesson 9–3 Getting Started with Application Software . . . . . . . . . . . . . . . . . . . . 109
Chapter 10 ■ Understanding Applications 115
Lesson 10–1 Examining Types of Application Software . . . . . . . . . . . . . . . . . . . . 116
Lesson 10–2 Application Documentation and Versions. . . . . . . . . . . . . . . . . . . . . 118
Lesson 10–3 Using Application Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
UNIT 2 WORD PROCESSING

Chapter 11 ■ Word-Processing Basics 127
Lesson 11–1 Creating a Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Lesson 11–2 Editing a Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Lesson 11–3 Formatting a Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Lesson 11–4 Basics of Desktop Publishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Chapter 12 ■ Using a Word-Processing Application 143
Lesson 12–1 Viewing a Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Lesson 12–2 Enhancing a Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Lesson 12–3 Formatting and Printing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Lesson 12–4 Making and Tracking Edits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Word-Processing Activities 158
iv • Table of Contents
UNIT 3 SPREADSHEETS
Chapter 13 ■ Spreasheet Basics 163
Lesson 13–1 Exploring Spreadsheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Lesson 13–2 Entering and Editing Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Lesson 13–3 Using Formulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Table of Contents
Lesson 13–4 Sharing Data Among Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Chapter 14 ■ Understanding Spreadsheets 179
Lesson 14–1 Formatting and Managing Worksheets. . . . . . . . . . . . . . . . . . . . . . . 180
Lesson 14–2 Creating Effective Spreadsheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Lesson 14–3 Automatic Spreadsheet Features . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Lesson 14–4 Using Functions in a Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Spreadsheet Activities 193
UNIT 4 DATABASES
Chapter 15 ■ Database Basics 201
Lesson 15–1 The Essentials of a Database . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Lesson 15–2 Types of Database Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Lesson 15–3 Database Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Chapter 16 ■ Understanding Databases 213
Lesson 16–1 Creating an Effective Database . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
Lesson 16–2 Maintaining Efficient Databases . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Lesson 16–3 Using Queries and Filters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Database Activities 225
UNIT 5 GRAPHICS
Chapter 17 ■ Graphics Basics 231
Lesson 17–1 Graphics and Their Uses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
Lesson 17–2 Exploring Graphics Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
Lesson 17–3 Working With Graphics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
Chapter 18 ■ Understanding Graphics 243
Lesson 18–1 Preparing Computer Graphics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
Lesson 18–2 Exploring Image Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
Lesson 18–3 Draw and Animation Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250
Graphics Activities 255
Table of Contents • v
UNIT 6 PRESENTATION PROGRAMS
Chapter 19 ■ Presentation Basics 261
Lesson 19–1 Exploring Presentation Software . . . . . . . . . . . . . . . . . . . . . . . . . . . 262
Lesson 19–2 Creating Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
Lesson 19–3 Previewing Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
Table of Contents
Chapter 20 ■ Enhancing Presentations 273

Lesson 20–1 Presentation Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274
Lesson 20–2 Developing Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
Lesson 20–3 Enhancing and Finalizing Presentations . . . . . . . . . . . . . . . . . . . . . . 280
Presentation Activities 285
UNIT 7 MULTIMEDIA
Chapter 21 ■ Multimedia Basics 291
Lesson 21–1 Introducing Multimedia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292
Lesson 21–2 Multimedia File Formats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
Lesson 21–3 Introducing Virtual Reality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Chapter 22 ■ Understanding Multimedia 303
Lesson 22–1 Exploring Multimedia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304
Lesson 22–2 Developing Online Multimedia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306
Lesson 22–3 Exploring Virtual Reality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308
Multimedia Activities 313
PART 3 COMUNICATIONS AND NETWORKS
UNIT 1 COMMUNICATIONS
Chapter 23 ■ Communications Basics 321
Lesson 23–1 The Telephone System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322
Lesson 23–2 Exploring Telephone and High-Speed Telecommunications . . . . . . . 325
Lesson 23–3 Exploring High-Speed Telecommunications . . . . . . . . . . . . . . . . . . . 328
Chapter 24 ■ Understanding Communications 333
Lesson 24–1 Using Cell Phone Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334
Lesson 24–2 Choosing Digital Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337
vi • Table of Contents
UNIT 2 NETWORKS
Chapter 25 ■ Networking Basics 343
Lesson 25–1 Introducing Computer Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . 344
Lesson 25–2 Local Area Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347
Lesson 25–3 Wide Area Networks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350
Table of Contents
Chapter 26 ■ Using Networks 355
Lesson 26–1 Connecting Computers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356
Lesson 26–2 Creating Local Area Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359
Lesson 26–3 Connecting Remote Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362
UNIT 3 THE INTERNET

Chapter 27 ■ Internet Basics 367
Lesson 27–1 What Is the Internet? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368
Lesson 27–2 Connecting to the Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
Lesson 27–3 Comparing Internet Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374
Chapter 28 ■ Understanding the Internet 379
Lesson 28–1 Internet Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380
Lesson 28–2 Accessing Data on the Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383
Lesson 28–3 Internet Communications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 386
UNIT 4 THE WORLD WIDE WEB

Chapter 29 ■ World Wide Web Basics 391
Lesson 29–1 Understanding the Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392
Lesson 29–2 Web Browsing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395
Lesson 29–3 Introducing E-commerce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
Chapter 30 ■ Using the Web 403
Lesson 30–1 Understanding Hypertext . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404
Lesson 30–2 Designing for the Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406
Lesson 30–3 Working on the Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409
Lesson 30–4 Conducting Business Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
Web Activities 417
UNIT 5 E-MAIL AND OTHER MESSAGING SYSTEMS

Chapter 31 ■ Personal Communications Basics 423
Lesson 31–1 Using E-mail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424
Lesson 31–2 Avoiding E-mail Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427
Lesson 31–3 Other Electronic Communications . . . . . . . . . . . . . . . . . . . . . . . . . . 430
Table of Contents • vii

Chapter 32 ■ Understanding Personal Communications 435
Lesson 32–1 The Science of E-mail Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . 436
Lesson 32–2 E-mail Benefits and Hazards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 439
E-mail Activities 444
Table of Contents
UNIT 6 ONLINE SAFETY

Chapter 33 ■ Issues for Computer Users 451
Lesson 33–1 Privacy Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 452
Lesson 33–2 All About Cybercrime . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 454
Lesson 33–3 Avoiding Cybercrime . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 457
Chapter 34 ■ Using Computers Responsibly 463
Lesson 34–1 Computer Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 464
Lesson 34–2 Protecting Your Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 467
Lesson 34–3 Troubleshooting Your Computer . . . . . . . . . . . . . . . . . . . . . . . . . . . 470
Appendix A ■ Microsoft 2010 Procedures Reference A-1
Appendix B ■ Keyboarding Essentials B-1
Keyboarding Activ
ities B-34
Appendix C ■ 21st Century Skills C-1
Appendix D ■ Career Skills D-1
Glossary G-1
Index I-2
Credits I-16
viii • Table of Contents

To the Student
USING YOUR TEXTBOOK
chapter
Storage
Basics 5
Each chapter begins with an introduction to

Chapter Overview
 How Do Computers Store Data?
Computer storage is like the backpack you
bring to school Both store things until you are
ready to use them Your backpack stores books
and school supplies; most computers store soft
ware and data Lesson 5–1
Computer storage devices can store infor
Understanding Computer Storage
concepts and a chapter outline. mation for long periods of time This lets you
create a file today, save it, and then use it again
in the future In this chapter, you will learn Lesson 5–2
why storage is necessary and how information
is stored You will also examine some of the Classifying Storage Devices
storage devices you are likely to find on today’s
computers Lesson 5–3
Common Storage Devices
Storage Basics • 47
Lesson 5–1 Understanding Computer

Storage
Objectives
• Explain the need for storage devices for
As You Read
Organize Information Use an outline to help
 Lesson Overview
computers you organize information about computer storage
• Distinguish between memory and storage and storage devices as you read
• Distinguish between storage devices and
media At the start of each lesson you will find
Key Terms Computer Storage Devices
helpful tools that guide you through the
• Basic Input/Output
System (BIOS)
Where do you store the books, pencils, and notebooks that you
need for school? Many students keep them in a backpack. When learning process.
• file class is about to begin, they pull out the items they need. When
• memory class is finished, they put the items back into their backpacks.
• storage device This is similar to the way storage devices work They are
As You Read Ideas for how you can best

the computer’s hardware components that retain data even after
the power is turned off. Suppose you turned off your computer
without saving your work to a storage device. All your work
organize information for maximum learning.

would be lost. Without storage devices, you would have to re-
create all of your work every time you wanted to use it.
Why not keep all of a computer’s software
and data available at all times? Because no one
needs to use every program or file every time they
work on the computer. For example, you might
be doing word processing today, but creating a
computer drawing tomorrow. There is no need to
have both programs open at the same time if you
Objectives Tasks you should be able to
are not using both of them.
Files A computer stores data and program in-
complete by the end of the lesson.
structions in files. A file is a collection of related
information or program code, which has been
given a unique name.
Key Terms Key words you should know after

you complete the lesson.
Figure 5.1.1 Like a backpack, a computer’s storage

devices hold things unt l you need them
48 • Chapter 5
To the Student • ix
Sidebar Features
Additional features in each chapter enhance and support the text.
Sequential Versus Random Access When equipped with

a tape drive, business computers can store data on a long piece
 Technology@Home
Technology@School
of tape, similar to an old-fashioned cassette tape. A tape drive is
an example of a sequential storage device, which requires the
computer to scan from the beginning of the medium to the end
To the Student
In addition to hardware, software,
Technology@Work
until it finds the data it needs. While cheaper and slower than and peripherals, schools use
other types of storage, the highest capacity tape cartridges can storage devices such as hard
hold five terabytes of uncompressed data. Because it can take drives and CD ROMs/DVDs Some
several minutes to locate a piece of data on a high-capacity tape, schools have a dedicated com
tapes are used chiefly by businesses that want to back up their
computer systems—often after the business day is over.
A random access storage device lets a computer go directly
puter “lab,” but more and more
schools have computers in every These include relevant
classroom It’s important for all
to the needed information. The device does not have to search
the entire medium to find data. For this reason, random access
students to treat computer equip
ment wi h care and use good, re information on how you can
storage devices are much faster, and more expensive, than se- spectful conduct when doing tasks
quential devices. A hard drive is an example of a random access
storage device.
on school or any computers
use the technology that you
Think About It!
Magnetic Versus Optical Storage Magnetic storage devic-
es are specially treated disks or tapes, such as those mentioned
Rate the computer equipment
that you think is most sensitive to
are learning about. They put
above, that record information using magnetically sensitive ma-
the topics being discussed
mishandling and needs the most
terials. These devices use electricity to shift magnetic particles so care On a scale of 1 to 5, use 1
they form a pattern that the computer reads and stores as infor- for most sensitive and 5 for least
into real-world context.

mation. Common magnetic storage devices include hard drives
CD ROM/DVD
and tape drives
Other storage devices use laser beams to read information Flash drive
that has been stored on the reflective surface of a disc. These are Hard drive
called optical storage devices. Popular types of optical storage Power cord
devices for computers include CD-ROM and DVD-ROM drives. Laser printer
Did You Know?


h n z er i ll t
i Storage Versus Memory New computer users sometimes
get confused about temporary memory (RAM) and permanent
storage (disks and disk drives). They will say “memory” when
Interesting facts about technology

por abl storage devi
By p gging them in a computer
s
P o or M o ol s
a
r id offer st rage
a
Most computers only have enough
RAM to store programs and data
wh le a computer is using them
they actually mean to say “storage.” To avoid this problem, re-
member two key differences between storage and memory:
• The two work differently. Remember that RAM uses
are included in this feature.
o d wnl ad fi es or t an fe i o ma
f t t
with h e s vice This is because RAM is relatively
expensive to make and to buy
As a result, makers of computers
chips to temporarily store information. These chips
depend on a constant supply of power to keep their
contents; when the power is lost, the chips lose their
im t the amount of RAM in their
contents. Storage uses different methods to store data
machines to help lower initial
permanently, so it isn’t lost when the power is turned off.
computer costs and to allow users
who want more RAM to purchase • A PC has more storage capacity than memory. Even
t separately though some PCs have several gigabytes of RAM, their
hard drives will be many times larger.

Storage Media and Storage Devices
Storage has two components: storage media and storage devices.
Storage Media In terms of storage, a medium is an object
that physically holds data or program instructions. Flash drives,
magnetic tapes, compact discs, and DVDs are examples of stor-
age media. (The word media is the plural of medium.)
Storage Devices A storage device is a piece of hardware that
holds the storage medium, sends data to the medium, and re-
trieves data from the medium. Hard drives, flash drives, and CD
drives are all ex age devices.
Magneto-Optical (MO) Drives One of the most popular

methods of data storage for many businesses, this type of
drive combines both magnetic and optical drive technologies.
 Career Corner
A magneto-optical drive uses a removable disk that is inserted
via a slot in the front of the drive. These drives can be internal or
external. Their disks can store several gigabytes of information. Computer Security Specialist
Today, security specialists are
This feature includes information re amp e o
t ag m d a
on related careers that use the

Online Storage Many online—or cloud—storage sites are in demand to work with various
available where you can store files on a network server at a re- computer storage systems, such
mote location. You access your data by logging in through the as tape warehouses and online
Internet using a secure password. Some programs, including
Microsoft Office 2010, come with free online storage space. You
can also pay a storage service provider (SSP) for space. Online
storage companies
Computer security specialists
technology being discussed in ts sto age med a
bu lt into it
the chapter.
study ways of improving the
storage offers these three benefits: 1) it is expandable; 2) it allows
overall security of their systems
you to share files with others; and 3) data stored in a remote lo-
For example, some goals include
cation is protected if your computer is stolen or damaged.
improving recording or access
time or the safety of the protected
Capacities of Common Storage Devices information in case of a natural
disaster
Device Capacity
Figure 5.3.2 A USB flash
Internal hard drive 500 GB and more
drive has a USB connector, a
External hard drive flash memory chip, a mass
500 GB 8 TB and more storage controller, and a crystal
(USB or Firewire connection)
oscillator that allow the
MP3 player 16 GB 64 GB and more
device to comm ith
the com
fl hs
Connections
This cross-curricular feature
 Mathematics In math class, you
are accustomed to a system that
combines ten possible digits, or
Solid State Disks Solid state disks or drives, or SSDs, are a
mass storage device similar to a hard disk drive. Even though
SSDs serve the same purpose as hard drives, their internal parts
are much different. SSDs do not have any moving parts, like the
hard drive’s magnetic platters; they store data using flash mem-
ory. SSDs have better read performance because the data does
explains how the technology

numbers, in a certain order to rep
not get fragmented into many locations, and, since they are not
resent larger numbers In binary
magnetic, SSDs do not lose data when next to a strong magnetic
code, only 0 and 1 are used
field.
covered in the chapter is used • In math class, you carry a

number over to the next column
when numbers in a column add
SSDs do have disadvantages, though. This newer technology
costs about ten times more per gigabyte, so people tend to buy
SSDs with smaller capacity than most hard drives. Their limited
in other areas, including the arts, to 10 or more With binary num
bers, a number is carried if the
items add to 2 In an eight b t
number of write cycles means their performance declines over
time. Yet, with improvements in SSD technology, these devices
science, social studies, language

will advance, and the prices may come down.
example, the number 35 would
be written as 100011 Flash Memory Devices Several types of storage devices us-
ing flash memory offer the speed of memory with the high ca-
arts, and mathematics.
• Wh le numbers in math class
refer to specific quantities, bi pacity of a magnetic storage device. Flash memory drives work
nary code numbers refer to spe faster than magnetic drives, because they have no moving parts,
and they do not require battery power to retain their data. Flash
cific actions A 1 turns a circuit
on, while a 0 turns a circuit off drives installed inside computers resemble magnetic hard drives
in size and shape.
A USB flash drive is a portable, self-contained storage device
that uses flash memory. In addition to portability, these drives
offer the advantages of speed, capacity, and cost. A USB flash
drive has a USB connector that plugs into the USB port on a com-
flash memory chip th data; a USB mas
t allows th write a
x • To the Student

Additional Chapter Features

t ee i fin at o n, ccess w
s ora e device a e muc fa and more expen ive, t n spe fu co duct wh n oing
quent a dev ce . A ha d ve i a exampl a ran o cc on s ho l or a compute

ti tc a
Throughout the text are Spotlight on. . and Real-World Tech features.
ag ed R t h com u equ pme o r o med e
e are p ci ly e t i ks or apes, su h s those m tio ed that you th k is ost sen ti
Input ing Vide wor r o
ve m and
torage devi beams to read Flash dr

ert analog video mat, a compu
th as been stored on the reflective surface of a disc. The are Hard drive a video capture card. Like a sound card, this type of circuit
called optical storage devices. Popular types of optical storage Power cord board changes video images into a digital file. These cards also
devices for computers include CD-ROM and DVD-ROM drives. Laser printer compress files so they occupy less disk space.
Crossing the Line There is another use
To the Student
HIGH-CAPACITY size of a deck of cards and weigh 2–4
for video capture that is strictly illegal Some
PORTABLE STORAGE ounces, and they are getting smaller
in size and larger in storage all the computer users digitize movies, pay per view
Devices such as Apple’s iPod Touch,
events, and television shows and post them on
Microsoft’s Zune HD, and Sony’s time.
Web sites People can visit the sites, down
X-Series Walkman function as both Smart phones,
load the shows, and watch them for free This
MP3 players and as high-capacity, such as Apple’s
breaks copyright law, which protects the rights
portable storage devices. iPhone or Motorola’s
of people who create works of art, such as
By plugging them into a computer, Droid, offer storage books, songs, and movies
you can use these tiny storage devices capabilities along Why would the government pass laws to
to download files or transfer informa- with phone service. protect the rights of authors, songwriters, and movie directors regarding the sale of
tion from one computer to another. their works?
They can store 32 GB of data. (That’s
at least 7,000 songs or up to 40 hours
of continuous video!) Yet, they are the
Storage Basics • 53 40 • Chapter 4


Spotlight on . . . Real-World Tech

There are so many individuals This is a technology-awareness
who have made a difference in feature that introduces a
the technology that we use today. technology concept relating
Spotlight on . . . highlights to the current topic.
some of these people.
At the End of Each Chapter

Use the Vocabulary

Thinking Critically

Matching exercises to check Short-answer questions

your understanding of to demonstrate your
key terms in the chapter understanding of concepts
Chapter Review and Assessment

Directions: Match each vocabulary term in the left column with the correct Directions: Answer the fo lowing questions.
definition in the right column.
1. What is one advantage of having memory on a video card dedicated to display-
_____ 1. compress a. turns text into audio ing graphics?
_____ 2. fax machine b. prints high-quality output suitable
_____ 3. optical character recognition for photos 2. Why are sound and graphics files compressed?
_____ 4. digital video camera
c. software that lets the computer play
_____ 5. video capture card 3. Suppose someone had to scan ten images. Which kind of scanner would require
like an electronic instrument
_____ 6. video adapter him or her to stay closer to the machine as it is working, a sheetfed or flatbed?
_____ 7. VRAM d. software that scans text and turns it
Why?
_____ 8. thermal transfer printer into a digital file
_____ 9. speech synthesis software e. memory on a video adapter
4. Would a 3-D graphics adapter be needed on a machine used mostly for word
____ 10. MIDI f. to make files smaller processing and spreadsheets? Why or why not?
g. captures still images, which are then
shown rapidly 5. Which kind of printer would be better for printing a report for school that includ-
h. controls video output to the monitor ed two or three photographs, an inkjet or a thermal transfer printer? Why?
i. converts analog video into digital
j. scans documents and sends them
over phone lines
Directions: Choose one of the following projects. Complete the exercise on a

separate sheet of paper.
A. Divide a sheet of paper into two B. Find out what kind of sound your
Directions: Complete each sentence with information from the chapter. columns, creating a T-chart. Write computer can output. If possible,
the heading Standard System over output audio and then determine
1. To play sound that has been stored 6. Three-dimensional graphics the left column. Write the heading what kinds of software your com-
in a computer, it must be converted include height, width, and Graphics Syst m over the right col- puter used to output the sound.
to ____________________ format. _________________. umn. In each column, list the input Discuss for whom audio output is an
2. Digital photos can be input from a 7. DLP projectors are better than LCD and output components you would advantage and when this feature is a
camera by transporting them on a projectors for giving a presenta- include if you were setting up these necessity.
disk or sending them to the comput- tion to many people because the two computer systems. Include the
er using a(n) ______ __________. ____ ____________ appear types of output cards you would
________ are Assume that th d sys-
l d re t d


Check Your Comprehension Extend Your Knowledge

Questions to self-check your Projects incorporating all the
reading comprehension skills you have learned in a fun
and challenging activity
To the Student • xi
Hands-on Application Activities
In chapters where application skills are discussed, hands-on activities are included.
These projects give you the opportunity to use the operating system, create documents,
spreadsheets, databases, multimedia presentations, Web pages, and e-mail messages.
To the Student
Activity Directions

Activity 5: Identifying Screen Elements
DIRECTIONS: You will use your operating system to capture images of different program windows and
insert the images into a word processing file You wi l then print the f le and label the elements on each
Operating System Activities

An overview of what skills are to
image Windows 7 procedures required for this activity can be found in Appendix A
1. Start your computer, and log in to your user 14. Save the document, and then minimize the
account, if necessary application window
be used in the activity, along with a 2. Start a word processing application, such as
Microsoft Word or Google Documents
3. Save the default blank document with the
15. Start a spreadsheet application
16. Maximize the spreadsheet application
window
scenario of what you’ll be creating name OS 5 wp xx in the location where your

teacher instructs you to store the files for this
activity
17. Capture an image of the spreadsheet
application window
18. Exit the spreadsheet application
4. Maximize the application window 19. Make the word processing application
5. On the first line of the word processing file, window active
type your first and last names and today’s 20. In the word processing document, press
date b+ e, to start a new page
6. Press Enter to start a new line 21. Paste the captured image into the word
7. Capture an image of the screen processing document
8. Paste the image from the Clipboard into the 22. Save the word processing document
Activity Steps

word processing document 23. With your teacher’s permission, print the
9. Save the document, and then minimize the word processing document and label the
application window parts of a l three screens Alternatively, use
10. Capture an image of your computer desktop drawing tools to insert callouts or text boxes
Step-by-step directions indicate 11. Restore the word processing program

window
12. Press b+ e to start a new page
in the word processing document to label
the parts of the screens Page 1, the word
processing screen, might look sim lar to
what needs to be done in order to

13. Paste the captured image into the word Illustration D
processing document 24. Close the word processing document, saving
all changes, and exit the application
complete the project Illustration D
Illustrations
Activity illustrations

help you check your work
Operating System Activities • 97
What’s on the Student CD-ROM

The CD-ROM that accompanies your text includes data files and data record sheets to
be used in some of the hands-on activities, cross-curricular projects, Microsoft Office
2010, 2007, and 2003 procedure reference, and puzzles.
xii • To the Student

part 1
Computing
Fundamentals
1
Unit 1 n Exploring Computers Unit 3 n Analyzing Storage
Chapter 1 Computer Basics Chapter 5 Storage Basics
Lesson 1–1 What Is a Computer? Lesson 5–1 Understanding Computer Storage
Lesson 1–2 What Is Computer Hardware? Lesson 5–2 Classifying Storage Devices
Lesson 1–3 What Is Computer Software? Lesson 5–3 Common Storage Devices
Chapter 2 Understanding Computers Chapter 6 Understanding How Data
Lesson 2–1 Exploring Computer Systems Storage Works
Lesson 2–2 Making Computers Work Lesson 6–1 Understanding Hard Drives and
Lesson 2–3 Group and Individual Computing Flash Drives
Lesson 6–2 Optical Storage Devices
Unit 2 n Exploring Input Lesson 6–3 Storage Trends
and Output
Unit 4 n Exploring Systems
Chapter 3 Input/Output Basics Software
Lesson 3–1 Basic Input Devices
Lesson 3–2 Basic Output Devices Chapter 7 System Software Basics
Chapter 4 Understanding Specialized Lesson 7–1 Introducing the Operating System
Input/Output Lesson 7–2 Operating Systems and Utilities
Lesson 4–1 Specialized Input Devices Chapter 8 Understanding System Software
Lesson 4–2 Specialized Output Devices Lesson 8–1 Exploring the Operating System
Lesson 8–2 Exploring System Utilities
2
chapter
Computer
Basics 1
How Do Computers Work? The answer

to this question can be very long and compli-
cated, even though computers work in a fairly
simple way. At its core, a computer contains a
set of on/off switches; by turning these switch-
es on and off very rapidly, the computer can Lesson 1–1
represent information. Imagine a wall covered
with a thousand light bulbs, each with its own
What Is a Computer?
on/off switch. By turning switches on and off in
a certain way, you could use the lights to spell Lesson 1–2
words or create pictures. Computers work in a
similar way. What Is Computer Hardware?
But a computer cannot use its switches
without instructions. That’s where software Lesson 1–3
and you, the user, come into play. By giving the
computer instructions and data to work with, What Is Computer Software?
you and your software programs tell it how
to work its switches—turning them on and off
millions of times each second.
Computer Basics • 3
Lesson 1–1
What Is a Computer?
Objectives As You Read
• Describe the four operations of computers. Sequence Information Use a sequence chart
• Contrast analog and digital computers. to help you organize the four operations of
computers as you read the lesson.
• Explain why data and instructions for
computers are coded as 0s and 1s.
• Identify three benefits of computers.
Key Terms Computer Basics

• bit A computer is a machine that changes information from one
• byte form into another by performing four basic actions. Those ac-
• computer tions are input, processing, output, and storage. Together, these
• input
actions make up the information processing cycle. By following
a set of instructions, called a program, the computer turns raw
• output
data into organized information that people can use. Creation of
• processing usable information is the primary benefit of computer technol-
• storage ogy. There are two kinds of computers:
• Analog computers measure data on a scale with many
values. Think of the scales on a mercury thermometer or
on the gas gauge of a car.
• Digital computers work with data that has a fi xed value.
They use data in digital, or number, form. The comput-
ers that run programs for playing games or searching the
Internet are digital computers.
Input
Input is the raw information, or data, that is entered into a com-
puter. This data can be as simple as letters and numbers or as
complex as color photographs, videos, or songs. You input data
by using a device such as a keyboard or digital camera.
Bits of Data Data is entered into a computer in a coded lan-
guage. The building blocks of that language are units called bits.
Bit is short for binary digit. Each bit is a number, or a digit. A bit
can have only two possible values—0 or 1.
Bits into Bytes Every letter, number, or picture is entered into
the computer as a combination of bits, or 0s and 1s. The bits are
combined into groups of eight or more. Each group is called a
byte. Each letter or number has a unique combination of bits.
For instance, on most personal computers, the letter A is coded
as 01000001. The number 1 is 00110001.
4 • Chapter 1
Even images are formed by combinations of bytes. Those
combinations tell the computer what colors to display and where
to put them. Math You ordinarily count using
the decimal, or base 10, system.
Processing That system has 10 values, 0
through 9. But you can express
The second step of the information processing cycle is called pro- many numbers using those values.
cessing. In this step, the computer does something to the data. You simply add additional plac-
es—the 10s, the 100s, and so on.
Coded Instructions What the computer does depends on the Each place is 10 times larger than
instructions, or program, given to the computer. The instructions the previous place. In a binary
are also written in binary code, using combinations of 0s and system, the quantity represented
1s. They might tell the computer to add two numbers, or they by each place is 2 times the previ-
might have the computer compare two numbers to see which is ous quantity. In an 8-digit binary
larger. number, the places are the 1s, 2s,
4s, 8s, 16s, 32s, 64s, and 128s.
Speed of Processing Computers can process data very rap-
idly, performing millions of operations every second. The ability
to process data with lightning speed is another reason comput- Figure 1.1.1 Each computer
component plays a role in one
ers are so valuable.
of the system’s four primary
functions.
Output
Storage
Output
Input
Processing
Storage
Input
Output
The third step shows what happens after the computer process-
es the data. This is the output step. If the program tells the com-
puter to add two numbers, the output stage displays the result.
In some schools, students’ work is To create output, the computer takes the bytes and turns them
collected over the year in elec- back into a form you can understand, such as an image on the
tronic portfolios. These portfolios screen or a printed document.
reflect a range of the students’ Output can take many forms. A program might convert the
work on many projects during the 0s and 1s into a report. It might become an image you are draw-
school year. The computer’s ability ing on the computer. If you are playing a game, the output might
to store this information is perfect be a car zooming along a road and the sound of its engine. A
for portfolio work. computer provides output through a device such as a monitor,
speaker, or printer.
Think About It!
Think about how an electronic
portfolio might be used. Circle Storage
each item that you think could be
The fourth operation is storage, in which the computer saves
in an electronic portfolio.
the information. Without storage, all the work you do on the
multimedia presentations computer would be lost. Computers have a temporary memory
maps that is used during the processing stage. When the computer is
turned off, however, any data in that temporary memory is lost.
paper-and-pencil homework By storing the data in a permanent form, you can access the
poetry information over and over. This is another great advantage of
computers—what you do one day can be saved and reused on
lab report
another day.
Robots at Work Some output is very

unusual. Computer-controlled robots work
in some auto factories. Their output is
cars. The robots are perfect for the tasks
that take place on an assembly line. These
tasks are done over and over again without
change. For instance, robots weld parts
together and paint car bodies.
What is a disadvantage to workers of
bringing in robots to do tasks such as factory work? What can businesses and work-
ers do to make that less of a problem?
6 • Chapter 1
Lesson 1–2
What Is Computer Hardware?
• Summarize how a CPU and RAM work together. Compare and Contrast Use a chart to help you
• Contrast primary and secondary storage. compare and contrast computer hardware as you
read.
• Compare the features of four secondary
storage devices.
• Identify three types of connectors and the
peripherals that use each.
What Is Hardware? Key Terms

When you think about a computer, you probably picture its • central processing unit
hardware, the computer’s physical parts. You use hardware de- (CPU)
vices such as a keyboard or mouse to input data. The processor • cloud storage
is a hardware device that turns the raw data into usable informa- • hardware
tion. Hardware devices such as a monitor or a disk drive show • peripheral
output and store data for later access.
• random access memory
(RAM)
Inside the Case • universal serial bus (USB)
Much of a computer’s hardware is found inside the computer
case, hidden from view. Most of this hardware is used for pro-
cessing and storing data.
Processing Devices Perhaps the most important piece of
hardware in a computer is the central processing unit, or CPU.
This is the device that processes data. The CPU is a small, thin
piece of silicon attached to a circuit board. The CPU is covered
with tiny electrical circuits. By moving data along these circuits
in specific ways, the CPU can do arithmetic and compare data
very quickly.
Primary Storage Some hardware used to store data is inside
the computer case near the CPU. The computer uses random
access memory, or RAM, to store data and instructions while Figure 1.2.1 Intel’s Core 2
the computer is working. In this way, the CPU can quickly find Duo is one type of processor.
the data it works with. This type of storage is called pri-
mary storage. Data in RAM is lost when the computer is
turned off.
Secondary Storage Devices Other pieces of storage
hardware are secondary storage. The following devices
let you store data permanently—even when the comput-
er is turned off.
• Hard drives use a stack of disk platters to store large
amounts of information permanently on the computer.
External hard drives, which are plugged into the com-
puter, are used to store back-ups of your data. They can
be desktop or portable devices. They usually connect to
Service Technician Computer the computer via a universal serial bus, or USB, port.
hardware sometimes fails. When • Flash, jump, thumb, or pen drives—all names for the
that happens, people call service same kind of storage device—connect to the computer
technicians. These people work for through a USB port. They hold anywhere from 4 giga-
computer companies. They might bytes to as many as 32 gigabytes or more.
work in the offices of the company
that employs them, or they might
• Compact Discs (CDs) and Digital Video Discs (DVDs) are
travel to business sites to fix ma- optical storage devices. You insert the CD or DVD into
chines. Technicians need to know your computer through the disc drive. A CD can store 650
about software and hardware to 700 megabytes of data. DVDs can store anywhere from
because problems are sometimes 4.7 gigabytes to double that amount if the DVD is double-
caused by a computer’s programs sided. We’ll learn more about different types of CDs and
and not by its equipment. DVDs in Chapter 5.
• “Cloud” storage is online storage offered on various Web
sites. Most of them will give you a few gigabytes for free,
but then require you to pay for more space.
Secondary Storage Capacity Hard disk drives hold the

most data. Many computers now have hard drives that can
store several hundred gigabytes. A gigabyte is just over a billion
bytes. Thumb or flash drives hold the next largest amount of
data, sometimes going over 32 gigabytes. CDs and DVDs hold
the least amount of data—from around 700 megabytes to almost
10 gigabytes. A megabyte is just over a million bytes, but still
several hundred of them on a CD can store entire encyclopedias,
including images, maps, and sound.
Figure 1.2.2 Today, nearly

all computers feature a built-in
hard drive, with capacities of
400 gigabytes or more.
8 • Chapter 1
Peripherals
For most desktop systems, input devices, such as the keyboard
and mouse, are separate from the case. So are output devices,
One problem with computer hard-
such as monitors and printers. Hardware that is separate but can ware is the tangle of cables that
be connected to the case is called a peripheral. can result from lots of peripherals.
Not all computers have all this equipment as peripherals. Bluetooth™ is a wireless way of
Apple’s iMac® computers include the monitor as a physical part communicating that uses radio
of the main system. Other computers may have built-in storage waves to communicate between
devices. Portable computers have the keyboard, a type of mouse, electronic devices.
and a monitor all attached to the main unit.
Many cell phones and other
Cables Peripherals need to be connected to the computer so portable devices use Bluetooth
that data can be moved back and forth. Each peripheral is linked to send signals to each other.
to the computer by a cable with a plug. The plug joins the com- For example, many people use
puter at a connector on the computer case. Bluetooth to send photos from
their cell phones to their comput-
Connectors There are several main types of connectors, or ers. These users may also use
ports: Bluetooth to send commands from
• Serial ports move data one bit at a time. For example, their telephones and computers to
they connect computers to modems for Internet access. DVD players, data video recorders,
refridgerators, and other computer-
• Parallel ports move data in groups. They are typically
controlled appliances.
used to connect printers to computers.
• Multiple device ports, such as Small Computer Systems
Interface (SCSI) and Universal Serial Bus (USB) ports,
connect several peripherals to a computer at one time.
They all move data faster than serial ports can.
Mouse
Keyboard
USB ports
Speakers
Serial port
Monitor
Parallel port
Figure 1.2.3 Personal com-

puters have a variety of special
Power cord ports, so you can connect many
different devices to them.
Lesson 1–3
What Is Computer Software?
• Describe what an operating system does. Classify Information Use a concept web to
• Summarize why compatibility is an issue for help you classify different types of computer
computer users. software as you read.
• Explain what utility software does.
• Identify four types of application software and
ways to obtain them.
Key Terms What Is Software?

• application software Hardware includes all the physical pieces that make up a com-
• operating system (OS) puter. Hardware is useless without software, however. Software
• software includes all of the programs that tell a computer what to do and
• system software
how to do it. Think of a computer as a sports team. Hardware is
the players, and software is the coach. No matter how talented
• utility software
the players are, the team will only perform properly if the coach
gives it the right instructions.
Figure 1.3.1 MacOS™, which runs Apple

computers, is an example of system software.
10 • Chapter 1
Types of Software
Software is divided into two main types: system software and
application software. System software includes programs that One key to processor speed is
help the computer work properly. You are probably more famil- its clock speed, the rhythm at
iar with application software, which are programs designed to which the processor works. Clock
help you do tasks such as writing a paper or making a graph. speed is measured in Gigahertz
This type of software also includes programs that allow you to (GHz) and Megahertz (MHz). 1
use the computer to listen to music or play games. GHz equals one billion cycles per
second; 1 MHz equals one million
System Software cycles per second. The graph be-
low shows the sharp rise in clock
There are two types of system software: operating systems and speed from 1982– 2006.
system utilities. Both help computers run smoothly.
Operating Systems The operating system (OS) lets the hard-
ware devices communicate with one another and keeps them
running efficiently. It also supports the hardware when applica-
tions programs are running. The two most widely used operat-
ing systems are the Macintosh® OS and Microsoft® Windows®.
System Utilities Programs that help the computer work prop-
erly are called utility software. They usually do maintenance
and repair jobs that the operating system cannot do itself. Some
utility programs repair damaged data files or save files in certain
ways so they take up less space. Others translate files created in
Clock speed is not the only thing
one OS so they can be read and worked on in another.
to consider when you select a
processor, however. Speed is also
influenced by factors such as the
amount of RAM, clock speed of the
RAM, and the size of the cache.
BILL GATES if Gates and
“ Bill Gates has the obsessive drive of

a [computer] hacker working on a tough
technical dilemma, yet [he also] has an
his company,
Microsoft, play
a major role in
uncanny grasp of the marketplace, as making that
well as a firm conviction of what the goal become a reality. Gates started
future will be like and what he should writing software in high school. He
”
do about it.
Steven Levy
Writer
and a childhood friend, Paul Allen,
wrote a programming language to
run on a machine called the Altair,
the first personal computer. Allen
Bill Gates has a simple idea about and Gates then formed Microsoft,
the future of computing. “The goal,” which is now one of the leading
he says, “is information at your fin- software companies in the world.
gertips.” It will not surprise anyone
Application Software
There are many different applications. They can be grouped into
four main categories:
• Productivity software helps people be more productive at
A software program’s version is work. People use these programs to write reports, pre-
usually indicated by a number, pare financial plans, and organize data.
such as “Version 4” or “Version
• Graphics software makes it possible to draw, paint, and
8.5.” Software is upgraded to re-
touch up photos.
move programming errors and to
add new features. Some revisions • Communication software allows computers to connect to
are major, and the version number the Internet and to send e-mail.
jumps from, for example, 9.0 to • Home, education, and entertainment software helps
10. Minor fixes typically change people manage their money or figure their taxes. Other
the number after the decimal products can be used to learn new skills or simply to
point, such as 10 to 10.2. have some fun.
Think About It! Custom Software There are two ways to obtain applica-
For which items below would it be tion software. Some organizations need software programs to
worthwhile for you to buy the new do very specific jobs. They hire people to write custom software
version of the program? designed to do those jobs. Because these programs are custom
a program you use all the time written, they are usually quite expensive.
that is moving from 4.3 to 5.0 Off-the-Shelf Software Most people use software to do
a program you rarely use that standard jobs. They might want to write letters or keep track
is moving from 2.2 to 2.3 of their CD collection. They can choose from many ready-made
a program you often use that is programs to handle these common tasks. These are called “off-
moving from 5.1 to 5.2 the-shelf” programs because stores and companies that sell soft-
ware from the Internet stock them. Because software publishers
a program you often use that is can sell many copies of this software, it is less expensive than
moving from 1.0 to 3.0 custom software.
Figure 1.3.2 You can buy

off-the-shelf software in many
places, from computer stores to
department stores.
12 • Chapter 1
Directions: Match each vocabulary term in the left column with the correct
_____ 1. input a. program that tells the computer

_____ 2. bit what to do
_____ 3. byte b. group of 8 bits
_____ 4. output
c. area where data and instructions
_____ 5. hardware
are stored while the computer is
_____ 6. central processing unit
working
_____ 7. random access memory
_____ 8. peripheral d. physical parts of a computer
_____ 9. software e. raw data entered into a computer
____ 10. utility software f. program that does maintenance or
repair tasks
g. part of a computer that processes
data
h. basic unit of data a digital computer
can understand
i. hardware separate but connected to
the computer
j. the results of the computer’s
processing
Directions: Complete each sentence with information from the chapter.
1. A(n) ____________________ is a 6. A(n) ____________________ is an

machine that changes information example of a connector that works
from one form into another. with only one kind of peripheral.
2. ____________________ is a basic 7. SCSI and USB connectors connect
operation of computers. ____________________ peripherals
3. Data and instructions in computers at the same time.
are coded with a(n) _______________ 8. Some organizations need
because computers only understand ____________________ software
two values. programs to do very specifi c jobs.
4. The CPU uses ___________________ 9. ____________________ software is
to hold data it is working on. used to connect to the Internet and
5. Data in RAM is __________________ send e-mail.
when the computer is turned off. 10. Off-the-shelf software is
____________________ expensive
than custom software because
publishers sell more units.
Directions: Answer the following questions.
1. How do analog and digital computers differ?
2. Which benefit of computers—the ability to use any kind of data, the ability to
work rapidly, or the ability to access stored data again and again—do you think
is the most important? Why?
3. What are the differences between primary and secondary storage?
4. Why might the operating system be called a computer’s most important

software?
5. What type of application software do you use most? Explain.

A. Look at a computer. Create a five- B. Using the Internet or library re-

column chart. In the first column, sources, research at least three types
list all the hardware that you can of processing devices used in laptop
identify. In the remaining columns, computers. Create a chart that com-
state whether each item is used for pares and contrasts the price, top
inputting, processing, outputting, speed, and number of operations
or storage. Examine how the dif- per second each one can perform.
ferent pieces are connected to the Determine which device would be
computer. What other hardware do most appropriate for working with
you think the computer has that you text, graphics, and math. Using a
cannot see? What kinds of hardware computer and an appropriate pro-
were usually peripherals? Which cessing device available in class, do
were usually in the computer’s case? an example of each of these types of
What exceptions did you identify? work. Then, visit a computer store
Share your findings with the class. and repeat this work using at least
two of the appropriate processing
devices you researched. Share your
findings in a report to your class.
14 • Chapter 1
chapter
Understanding
Computers 2
Working Together Computers come in

many different shapes and sizes. Some are large
enough to fill a room. Others can be held in the
palm of your hand. Whatever their size and
capabilities, all these computers have some-
thing in common. They use electronic parts and Lesson 2–1
instructions to perform specific tasks.
The electronic parts or components are
Exploring Computer Systems
called hardware. Hardware includes things like
computer chips, circuit boards, hard drives, Lesson 2–2
keyboards, monitors, and speakers. These
hardware pieces, however, cannot perform the Making Computers Work
tasks by themselves. They require power and
instructions. Electricity provides the power Lesson 2–3
and software provides the instructions to work.
Software programs unlock the potential of the Group and Individual Computing
hardware so that you can use the computer to
do amazing things.
Understanding Computers • 15
Lesson 2–1
Exploring Computer Systems
• Explain how input devices are suited to certain Identify Information Use a chart to help you
kinds of data. organize details about devices used to perform
• Distinguish between RAM and ROM. computing functions as you read the lesson.
• Identify an appropriate output device for
different types of data.
Key Terms Parts Make a Whole

• command It takes many different parts working together for a computer
• computer system to do its job. A computer system includes several devices that
• flash drives perform the four basic functions of computing: input, process-
• handwriting-recognition
ing, output, and storage.
software
• motherboard
Input Devices
• read-only memory (ROM) Input means entering data, such as text, images, or sounds.
• speech-recognition Computer users can choose from several different input devices
software designed to work with different forms of data.
• stylus Text and Commands Perhaps the most basic input device is
the keyboard. You can type on it to input text (letters, numbers,
and symbols) and commands. A command is an instruction for
the computer to perform some action. For example, the Print com-
mand tells the computer to send the file you are working on to a
printer. With speech-recognition software, users can input text by
speaking into a microphone, and with handwriting-recognition
software, users can input text by writing with a stylus directly on
a device such as a tablet or screen. The software changes the words
into digital data the computer can read. This software can be used
by people with disabilities that prevent them from typing.
A mouse moves a pointer on the monitor, which allows you
to move around a document, or to select commands. Some indi-
viduals cannot use a mouse. For them, keyboard equivalents for
mouse commands provide access to the data. Adaptive devices
can help users type without using their fingers on the keyboard.
Two other input devices, a trackball and a touchpad, or
trackpad, function similarly to a mouse. A joystick, often used in
computer games, is yet another input device.
Images A mouse can also be used to input images. You can cre-
ate pictures in draw and paint programs by moving the mouse
to make the patterns you want. You can also bring existing im-
ages into a computer as input. Digital cameras and scanners, for
example, allow you to input images that are stored on a storage
device. You can also input images found on the Internet.
16 • Chapter 2
Sounds Microphones can be used to input sounds. As with
images, sounds stored on a storage device or on the Internet can
also be brought into the computer as input.
Processing Devices A sudden loss of power that shuts

Inside the computer, data travels from one device to another down a computer may result in
through the computer’s motherboard. This board is covered the loss of unsaved work. Users
can prevent that loss by buying a
with electrical circuits and switches, and it connects vital pieces
backup device that runs a battery
of hardware such as the CPU and memory.
if the power shuts down. The
The CPU The main processing device in a computer is the battery can keep the computer
central processing unit, or CPU. The CPU is a chip inside the running for 20 to 45 minutes,
computer that receives data from input devices and changes it which gives the user enough time
into a form that you can use, such as text, pictures, or sounds. to save valuable data.
The processor also follows your commands to do something to
that data, such as change a word or move a picture. Think About It!
CPUs can carry out fewer than 1,000 instructions. However, Think about what would be
they can perform millions of these operations every second. That harmed by a loss of power. Which
ability is what makes computers able to work so quickly. kinds of data listed below would
suffer from a loss of power?
RAM The CPU temporarily stores the instructions and data it is data on a hard drive
using on chips called random access memory, or RAM. Once the
computer is turned off, RAM no longer stores any data. Reading data on a DVD
information from RAM takes very little time—just billionths of a unsaved data in RAM
second. Because programs today are complex, they need a large
data in ROM
amount of RAM to run properly.
data on a CD-ROM encyclopedia
ROM A second kind of memory is called read-only memory,
or ROM. These chips contain the instructions that start the com-
puter when you turn it on. The instructions in ROM typically do
not change once this memory is placed on the motherboard.
Output Devices
A computer needs output devices to display the results of its pro- Figure 2.1.1 The motherboard
cessing. Different types of data are sent to different devices. Text houses all the chips and circuits
and images are displayed on a computer screen. They can also a computer needs in order to
be printed by a printer. Sound data is sent to speakers inside, or function.
connected to, the computer. You can also connect
headphones to a computer to listen to sounds.
Storage Devices
Because memory is temporary, a computer needs
a secondary location for storing data permanent-
ly. Devices such as hard disk drives, flash drives,
CDs/DVDs, and online storage are all popular
types of secondary storage.
Lesson 2–2
Making Computers Work
• Explain the binary system used by computers. Outline Information Use an outline as you
• Describe how software is written and translated. read to help you organize information about
how software makes computers work.
• Summarize the tasks of operating systems.
• Identify two leading operating systems and
explain why compatibility is an issue.
Key Terms Digital Computing

• ASCII The computers widely used today are digital machines. Each
• character set piece of information used in the computer is identified by a dis-
• compiler tinct number. As a result, the computer acts on each piece of data
• intepreter
by comparing its value to the value of other data or by perform-
ing a mathematical operation on it.
• object code
• object-oriented The Binary World Most computers are not just digital but bi-
programming nary, too. That is, they only recognize two possible values. Think
• procedural programming of a television’s power switch. It, too, is binary: The switch is
• programmer either on or off. There are no other possibilities.
• screen-magnifier software
Computers break data into pieces called bits and give each
bit a value of either 0 or 1. A byte is a group of bits—usually 8.
• source code
Using 8 bits in different combinations, each byte can represent
• Unicode a different value. For example, one byte might be 00000000, an-
other might be 01010101, and another might be 00110011. There
are 256 possible combinations!
Data in Bytes Every piece of data that a computer works on,
therefore, must be expressed in 0s and 1s and organized into
bytes.
Digitizing Text Programmers use 0s and 1s arranged in 8-digit
bytes to represent the letters of the alphabet and many standard
punctuation marks. American Standard Code for Information
Interchange (ASCII) is a common system, or character set, for
coding letters that uses 8 bits. Unicode, which uses 16 bits, is
another.
Software Provides Directions

How does a computer know what to do with data in digital
form? Software gives it the instructions it needs. Experts called
programmers write the instructions that become software. Pro-
grammers write these instructions, called source code, using a
programming language.
18 • Chapter 2
Procedural or Object-Oriented Programming There are
two basic categories of programming, procedural and object-
oriented. Procedural programming uses step-by-step instruc-
tions to tell a computer what to do. Procedural programming
languages include C, Fortran, Pascal, and Basic. Object-oriented
programming provides rules for creating and managing objects, By backing up your data, you make
which are items that include both data and how to process the copies of data stored on your
computer’s hard drive to an external
data. Object-oriented programming languages include Java and
hard drive, USB flash drive, online
VBScript. Some programming combines the two. C++ is an ex-
storage service, or CDs/DVDs. Using
ample of a programming language that uses both procedural
an external hard drive with backup
and object-oriented programming. software or an online service lets
you backup automatically. If you use
Compilers and Interpreters Special programs called com-
CDs/DVDs or flash drives, you must
pilers translate the source code into binary form, using only
back up data on your own.
0s and 1s. The result, called object code, can be read and acted
on by a computer. Sometimes, programs called interpreters Think About It!
are used to translate the source code directly into actions, by-
Before deciding how to back up
passing the need for a compiler. your hard drive, think about why it
Representing Data Some programming languages require is important to back up. Sequence
the programmer to define a data type to variable data. Some com- the importance of backing up each
mon data types include string, which is a sequence of characters item in the list below using a scale
of 1 (lowest) to 5 (highest):
that does not contain numbers used for calculations; numeric,
which is numbers or amounts that are used in calculations; char- A program you can download
acter, which is text; integers, which represent whole numbers; from the Internet
and date, which is the method of coding dates. A report that you spent four
hours on
A file not used for a year
Photos of friends
Stored files of a game
GRACE MURRAY HOPPER worked on
“ [Everyone will have quick access to

information] in the next generation—
when our bright youngsters take over. I
a computer
the Navy was
building, and
watched third-grade students. . . write she became
programs in BASIC and debug them. the com-
They’ll be able to handle the computers puter’s first
”
when they grow up. . . .
Grace Murray Hopper

programmer.
She also was
a key figure in
the develop-
ment of compilers. Hopper’s work
Grace Hopper was a talented math- helped make computers what they
ematician who joined the Naval are today—tools that process text as
Reserve during World War II. She easily as numbers.
Software Controls the System
Recall that the software that tells a computer how to do its work is
Software is written in lines of the operating system, or OS. The OS does many different jobs:
code. Each line is an instruction • Working with peripherals: moving data and commands
or a comment. Operating-system between the CPU and monitors, printers, and disk drives
software can take up a huge • Managing data: finding the needed programs and files
number of lines of code in dif-
ferent machines. Here are some
• Using memory: storing data and programs in RAM or on
comparisons: the hard drive
• Coordinating data processing: doing many tasks at once
an ATM: 90,000 lines
without interfering with one another
air traffic control: 800,000 lines • Providing the user interface: organizing and displaying
Microsoft Office 2010: the options you see on your screen when you turn on
10 million lines (estimated) your computer
all Internal Revenue Service Systems Compatibility The two most popular operating sys-
programs: 100 million lines
tems are Microsoft® Windows® and the Macintosh OS®. Both use
text and images to represent data and programs. The Macintosh
OS runs on Apple® computers. Earlier versions of Mac OS ran
only on computers with Motorola® processors. The latest ver-
sions of Mac OS run on computers with either Motorola or In-
tel® processors. Windows also runs on computers that have Intel
processors or processors that are made to work like Intel chips.
For many years, the two systems were not compatible. That
is, programs written for one OS did not run on the other. Also,
files saved in one OS had formats that could not be read by the
other OS. Today, some programs are written for both systems.
Most files can be written, saved, and read in formats usable in
both systems. Also, utility programs can translate files that pre-
viously may have been unreadable.
Figure 2.2.1
This is a Windows
desktop, which is
the main starting
place for working
with Windows and
programs.
20 • Chapter 2
Output Devices
Output is the results of the computer’s processing. The output
that users see or hear can lead them to give the computer new
instructions for processing their data. Some output devices and
features help make computers more accessible to users with dis- Purchasing and maintaining a
abilities. computer system is costly for both
Monitors Both text and images are displayed on the moni- individuals and companies. It is
important to research all avail-
tor. Screen-magnifier software can make images on the monitor
able options to make sure the
much larger for people who have difficulty seeing. The program
investment will pay off in terms
enlarges the area where the cursor is. The user can also change
of productivity, ease of use, and
the colors on the monitor to make text easier to see.
efficiency.
Printers Another form of output for text and images is print.
A high-quality output at a large font size may help some people Think About It!
with poor vision read printed text more easily. Braille printers Although the decision-making pro-
can also provide output in a format some people with visual dis- cess is similar for both individuals
abilities can read. and companies, there are some
differences. Which of the follow-
Speakers To hear recorded voices, sounds, and music, you ing factors do you think is more
need external speakers or headphones. Software lets you choose important for an individual or for
which recording to hear and adjust the volume. Windows has a an organization?
feature called Show Sounds. When activated, this feature shows How much does it cost?
a visual symbol when it plays a sound and displays spoken
Is it easy to use?
words as text. This feature can help people who have hearing
difficulties. Many programs can display audio as printed text so Does it work with existing
people with hearing difficulties can see the spoken words. software and hardware?
Does it meet current needs ?
Will it meet future needs?
Is it expandable?
Does it come with a warranty?
Is it easy to maintain?
Is it durable?
Figure 2.2.2 Operating sys-

tems such as Windows 7 offer
Ease of Use settings for custom-
izing the interface for people
with special needs.
Lesson 2–3
Group and Individual Computing
• Compare and contrast different kinds of Compare and Contrast Use a Venn diagram to
computers used in organizations. help you compare and contrast information about
• Compare and contrast different kinds of the types of computers as you read the lesson.
computers used by individuals.
Key Terms A Dizzying Variety

• desktop computer Computers range in size from huge machines as big as a room
• handheld computer to devices so small they can fit in your pocket. Each type of com-
• mainframe puter is suited to handling a particular set of jobs in particular
• netbook
settings. When thinking about this great variety of computers, it
is helpful to look at them in two groups: those used by organiza-
• server
tions and those used by individuals.
• smart phone
• supercomputer
Computers for Organizations
• tablet computer
Companies and other organizations use the full range of com-
puters. Large organizations can afford the largest and most ex-
pensive machines, and such companies are more likely to need
all the processing power that these huge machines have. Many
companies also want some of their workers, such as salespeople,
to have small handheld computers.
Supercomputers The largest and most powerful computers
can process huge amounts of data very quickly. These superfast
Figure 2.3.1 Some organiza- scientific computers are called supercomputers. The organiza-
tions use very large computer tions using supercomputers do very complex work, such as
systems and house them in forecasting the weather or creating detailed models of nuclear
their own special environments. reactions.
Supercomputers are not only the larg-
est and most powerful type of computer,
they are also the most expensive. A sin-
gle supercomputer can cost hundreds of
thousands of dollars or tens of millions of
dollars. They are also extremely rugged
and dependable systems, so users place
constant heavy workloads on them.
22 • Chapter 2
Mainframes The mainframe is another type of computer used
by government agencies and large corporations. Mainframes are
designed so that many people can use the same secure data at
once. For example, airline company employees use mainframes
to store and process reservations. In this way, reservations agents
and travel agents all around the world can locate and use the When computers are linked in a
same information at the same time. network, the network is set up
to prevent people who have no
Minicomputers Minicomputers are also known as midrange right to be in the network from
computers as they fall between mainframes and microcomputers having access to the information.
(personal computers). However, today’s microcomputers are so Typically, users use a password to
powerful that they have replaced minicomputers in most cases. gain access.
Many users connect to mainframes or minicomputers through
terminals, a keyboard, and a monitor. This hardware, sometimes Think About It!
called a “dumb” terminal, can connect to a computer and use the Think about the kind of informa-
computer’s processing power and storage. The terminal cannot tion stored on a school network.
process or store the data on its own, however. Which informational items listed
below do you think should have
Servers Many organizations connect their computers togeth- blocked access?
er in a network. All the computers that are part of the network class schedules
are connected to a computer called a server. The server holds
data and programs that people on the network can use on their students’ grades
personal computers. A computer connected to a network uses a students’ health records
special program to contact the server and get data from it. Un-
like terminals, computers on a network can have their own disk sports team results
storage, but the main source of data for the network is still the scheduled school events
server.
The Intelligent Room Some businesses

are using a powerful new approach to work-
ing together called the Intelligent Room. The
room looks like a normal conference room,
but computer-controlled microphones and
cameras placed around the room make sure
that the speaker is always in view. This is
especially helpful for video conferencing, in
which a video of a meeting in one room is sent
to another group of workers in another room.
Screens mounted on the wall can be used to
display data from computers simply by touching the screen.
Why is the camera’s ability to follow the speaker useful for video conferencing?
Computers for Individuals
Most individuals do not need as much computing power as or-
ganizations do. They typically choose from among four types of
computers:
Computer Engineer Designing
Workstations The most powerful and expensive personal
compact, powerful machines like
computers are workstations. Architects, engineers, designers,
subnotebooks and PDAs is the
and others who work with complex data use these machines for
work of computer engineers. They
design and test components and
their power and speed.
then put them together to make Desktop Computers Most individuals use personal comput-
sure they work properly. Engi- ers, or desktop computers, to do everyday jobs more quickly
neers need to know software and and easily. They are also used to connect to computer networks
programming as well as under-
such as the Internet.
stand the workings of hardware.
Demand for computer engineers is Portable Computers Some computers are powerful enough
expected to be good in the coming to do the work of desktop computers but can be easily moved.
years. Laptop and notebook computers fit in a briefcase or backpack.
Smaller still are netbook computers, also called subnotebooks
or mini laptops. A mini netbook is only 10" across, but does not
have a CD-ROM drive. Tablet computers, such as Apple’s iPad,
are also portable. The iPad2 measures only 9.56" × 7.47" and is
only 1.5 pounds and ½" thick.
Handheld Computers Computers small enough to fit in your
pocket are called handheld computers, personal digital assis-
tants (PDAs), or, with phone service, a smart phone. Handhelds
provide basic organizational features such as address/phone
books, to do lists, and calendar functions, but can also be used
with a wide variety of “apps” to run programs, play games, and
interface with a PC.
Figure 2.3.2 The Apple iPad

is an example of a portable
computer.
24 • Chapter 2
_____ 1. command a. computer made for working with

_____ 2. motherboard large amounts of data
_____ 3. read-only memory b. instruction for the computer to do
_____ 4. programmer something
_____ 5. compiler
c. another name for a personal digital
_____ 6. supercomputer
assistant
_____ 7. mainframe
_____ 8. server d. where the CPU is located
_____ 9. desktop computer e. high-speed computer for complex
____ 10. handheld computer work
f. another name for personal computer
g. set of chips that starts the computer
when it is turned on
h. language that translates source code
into binary form
i. writes instructions for a computer to
follow
j. computer accessed by users on a
network
Directions: Determine the correct choice for each of the following.

1. What would you most likely use a 4. Which is an example of a binary
microphone to input? number?
a. commands a. 10011001
b. images b. –342
c. sound c. 67439622
d. text d. .0000002
2. Data from which part of a computer 5. Which of the following is NOT a task
is lost when it is turned off? performed by operating systems?
a. the CD-ROM a. controlling a printer
b. the hard drive b. managing memory
c. RAM c. coordinating how programs run
d. ROM d. compiling a program
3. What kinds of data use printers for 6. What kind of machine is more
output? powerful than a server?
a. text and commands a. desktop computer
b. text and images b. portable computer
c. images and commands c. mainframe
d. images and sounds d. handheld computer
1. What are the advantages and disadvantage of using a portable computer versus
a desktop computer?
2. Why do programmers have to carefully write every step in a process when

writing instructions for a computer?
3. How would you bring files created in one operating system into another if they
were not compatible?
4. Why do organizations link computers together more than individuals do?
5. Ed sells sweaters and shirts in a clothing store. Edna sells office machines to
businesses in a three-state area. She works in her office one day a week, works
at home one day a week, and travels to visit her customers three days a week.
Which person is more likely to need a PDA for work? Why?

A. Make a chart to contrast different B. Collect three advertisements for

storage media. First, divide the chart home computer systems. List the
into two columns, one for primary components that are offered in each
media and one for secondary. Then ad. Compare the three systems for
divide the section on secondary their appropriateness for inputting
media into two parts to cover the and outputting text, images, and
two types. List each different compo- sounds. Compare their capacity to
nent under the appropriate heading. store data. Based on the features,
For each component, list two key write an explanation of which ma-
facts. chine you think is best and why.
26 • Chapter 2
chapter
Input/Output
Basics 3
Input and Output If you think of the com-

puter as a person, its brain would be the central
processing unit, or CPU. Like a brain, a CPU
receives and organizes data from many differ-
ent sources into useful information.
Also, like a person, a computer needs more Lesson 3–1
than just a brain to work properly. It needs a
way to receive the unorganized data and to
Basic Input Devices
show the results of its processing of the data.
The brain receives data through the senses: Lesson 3–2
sight, hearing, smell, taste, and touch. It shows
the results of its processing of the data through Basic Output Devices
speech, movement, and writing. The CPU
receives its data from input devices such as the
keyboard and mouse. It shows the results of its
processing through output devices such as a
monitor, printer, or speakers.
Input/Output Basics • 27
Lesson 3–1
Basic Input Devices
• Distinguish among four types of input. Organize Information Use a concept web to
• Compare and contrast basic input devices. help you organize information about basic input
devices as you read.
• Discuss the health risks of using some input
devices.
Key Terms What Is Input?

• command As you already learned, input is any kind of information, or in-
• digital camera structions, that is entered into a computer’s memory. There are
• ergonomic four basic types of input: data, software instructions, user com-
• pointer
mands, and responses.
• pointing device Data Words, numbers, images, and sounds that you enter into
• repetitive strain injury (RSI) a computer are data. This is the raw material that a computer
• scanner processes.
Software Instructions To perform any job, a computer must
follow instructions from a software program. Software typically
is installed from a CD onto the hard drive. Launching a program
moves it into the computer’s RAM. That makes the program
available to the CPU—and to you.
User Commands A command is an instruction that tells a
software program what action to perform. For example, to open
a program, save your work, or close a program, you must issue
a command to the computer.
Types of
Input
Software
Data User commands Responses
instructions
28 • Chapter 3
Responses Sometimes a program asks you to enter informa-
tion or make a choice so that it can carry out a command or pro-
cess data. For example, if you try to close a program without
saving your work, the program will ask if you wish to save it.
Before you can continue, you must input a response.
Some people have disabilities
that prevent them from working a
What Is an Input Device? mouse with their fingertips. Two
companies make joysticks that
An input device is any hardware used to input data. Recall from
can be controlled by mouth. Mov-
Chapter 2 that two common input devices are the keyboard and
ing the stick up and down or from
the mouse. A mouse is a type of pointing device. Moving the
side to side moves the cursor on
mouse over a surface moves a pointer on the screen. Small com-
the screen.
puters, such as notebooks, often use a touchpad, or trackpad, as
the pointing device. It is built into the computer. Moving your Think About It!
finger on the touchpad moves the pointer. There are also special-
Circle each mouse action that you
ized input devices. think needs to be considered in an
Joystick The joystick is a lever that can be adaptive input device for people
moved in all directions to move objects on the with physical disabilities.
screen. The programs that use the joystick select text
the most are computer games or those that
scroll through a document
simulate flying a plane. Joysticks typically
have buttons that are used to input com- create art in a drawing program
mands. click the mouse button to select
a menu option
Figure 3.1.1 Joysticks are cut text

often used for computer games
and flight simulators.
DOUG ENGELBART The first
“ We were looking for the best—the

most efficient—device. We . . . said ‘let’s
test them,’ and determine the answer
mouse was a
crude wood-
en box with
once-and-for-all. . . . It quickly became two round
clear that the mouse outperformed all the discs on the
”
[other devices].
Doug Engelbart
bottom and
a button on
the top. The long cord that connected
it to a computer looked like a tail.
In the 1960s, Doug Engelbart created A visionary, Engelbart also
the mouse—a device that could be thought computers could be used as
used to move a cursor around a writing machines, or word processors.
computer screen.
Microphone To input sounds, you can use a microphone
or a sound card (inside the computer) to record and play back
sounds.
You might think that repetitive
Digital Cameras, Webcams, and Scanners Digital cam-
strain injury only affects adults
eras connect to the computer by a cable or a wireless link to
who work all day at a computer.
input photos. When you video chat with a friend you’re using
Researchers are trying to find out
a webcam, a small camera that either attaches to the computer
if children can also be affected by
repeated use of the keyboard and
monitor, sits on your desk, or—like Apple’s iSight—is built into
mouse. They have learned that the computer. Webcams usually come with software that enables
children run some risk of injury. you to record video or stream the video on the Web. Scanners
are devices that let you copy printed images into a computer and
One thing that can reduce this can be stand-alone or part of your printer. The scanner changes
risk is to have the keyboard and the printed image into a digital form.
mouse positioned lower than the
computer. Many students, though, Modem A modem allows one computer to input data into
prefer to have these devices on another computer. Computers must be connected by cables or
top of a table. They want to be phone lines. Many people use modems to connect their comput-
able to see the keys as they type! ers to the Internet.
Health Risks of Some Input Devices

When you use a keyboard or mouse a lot, you make the same
hand movements over and over again. This can cause damage
to nerves in the hand. The problem is called repetitive strain
injury, or RSI. New, ergonomic, keyboards have been designed
to reduce RSI. Some people who suffer from this problem use a
mouse controlled by foot pedals or some other kind of pointing
device.
Figure 3.1.2 Specially

designed keyboards, like this
one, can reduce the risk of
repetitive strain injuries.
30 • Chapter 3
Lesson 3–2
Basic Output Devices
• Distinguish among the four types of output. Outline Information Use an outline format to
• Compare and contrast basic output devices. help you organize information about output as
you read.
• Explain how visual display systems work.
• Summarize printing technology.
What Is Output? Key Terms

As discussed in Chapter 2, after a computer has processed data, • All-in-One printer
it provides the results in the form of output. There are four types • cathode ray tube (CRT)
of output: text, graphics, video, and audio. • impact printer
Text Characters such as letters, symbols, and numbers are • liquid crystal display (LCD)
called text. To be considered text, the characters must be orga- • nonimpact printer
nized in a coherent way. For example, random letters on a page • output device
are not considered text, but paragraphs in a book report are
text.
Graphics Drawings, photographs, and other visual images
are called graphics.
Video Moving images are known as video. Images captured
by a digital video camera, and which can be played on a com-
puter, are one example of video. The use
of animation is another example.
Audio Sound output is called audio.
This includes music or speech that the
computer plays through its speakers or
headphones.
Figure 3.2.1 This is a CRT

monitor—an output device for
displaying text and graphics.
What Is an Output Device?
An output device is any piece of hardware that displays or plays
back the result of computer processing in one of the four forms
of output. For example, monitors and printers create a visual
Some schools have a special kind record of the processing completed by the computer.
of monitor that is an educational
tool. The SMART Board™ allows
teachers and students to project Monitors
text and images onto a special The computer displays information on a monitor, a hardware
monitor mounted on the wall.
device that receives and shows images on a screen. The images
Not only is the image visible to
the monitor displays change as the computer processes data.
all students, but it can also be
manipulated and changed, making CRTs One type of monitor is the cathode ray tube, or CRT.
learning more interactive. In a CRT, the monitor receives electrical signals from the com-
puter. The signals cause “guns” in the CRT to shoot a stream of
Think About It! electrons at the back of the screen. The electrons strike materials
Think about ways the SMART called phosphors, which begin to glow. The glowing phosphors
Board can be used at school. For appear as points of light on the screen.
which examples below do you Color monitors have three electron guns, each one shooting a
think the SMART Board would be beam of a different color: red, blue, or green. CRTs today are now
useful? capable of producing thousands of colors, and they are afford-
solve math problems able. However, these monitors are not only heavy and take up a
lot of desk space, but they also heat up easily.
play music
edit text
display reports
meet in groups
e-cycling You’ve probably noticed that your

printer ink cartridges can be recycled at your lo-
cal office supply stores. However, did you realize
that you can recycle your old computer or other
electronic equipment that still works? The best
way to do this is to donate them to schools, other
nonprofits, or low-income families in need. To help
you do this—and keep our country greener—the Environmental Protection Agency
has a Web site that lets you find local programs, manufacturer-retailer programs,
and government supported donation and recycling programs:
http://www.epa.gov/osw/conserve/materials/ecycling/donate.htm
32 • Chapter 3
LCDs Portable computers, like notebooks, use the lighter
liquid crystal display, or LCD. In an LCD, two transparent sur-
faces are placed on either side of a layer of cells containing tiny
crystals. Electrical signals sent to the crystals cause them to form
images on the surface.
LCDs use less power than CRTs and can even be operated Test Engineer Before equip-
just using batteries. They are becoming less expensive and more ment is manufactured and sold,
common on desktops. Also, there are now two different tech- it needs to be designed. New
niques for producing color: thin film transistor (TFT) and pas- models, called prototypes, have to
sive matrix technology. TFT produces sharper color and images, be tested.
so it is becoming the standard. The work of test engineers is to
make sure that the equipment
Printers works the way it is supposed to. If
it does not, the test engineer has
A printer makes a paper copy of the display shown on a moni- to explain to the design team what
tor. The most common types of printers are nonimpact printers, went wrong.
which have made impact printers almost obsolete.
Nonimpact Printers Most computer users today use these
inkjet and laser printers to produce paper copies. Inkjet printers
make images by spraying a fine stream of ink onto the paper. La-
ser printers use a powder called toner and operate like a copier
machine. Heat fuses the toner to the paper to create the image.
Laser printers create more crisp images than inkjet. Both inkjet
and laser printers are available in All-in-One versions that add
fax, copier, and scanner capabilities at a very low cost.
Impact Printers Dot matrix printers are a kind of impact
printer that uses hammers or pins to press an ink-covered rib-
bon. They are noisy and the image quality is poor, but some are
still used in businesses to provide copies of multi-part forms,
like invoices.
Figure 3.2.2 An inkjet printer

is a good choice for printing
photographs.
_____ 1. command a. produces images by sending electri-

_____ 2. pointer cal signals to crystals
_____ 3. output device b. any piece of hardware that displays
_____ 4. digital camera or plays back the result of computer
_____ 5. scanner processing
_____ 6. repetitive strain injury c. device with hammers or pins that
_____ 7. All-in-One printer strike a ribbon to leave ink on paper
_____ 8. liquid crystal display d. lets you input printed images into a
_____ 9. impact printer computer
____ 10. nonimpact printer e. a printer that contains fax, copier,
and scanner capabilities
f. follows a mouse’s movements
g. device such as an inkjet or laser
printer
h. takes photographs that a computer
can read
i. condition caused by making the
same movements again and again
j. instruction to a software program to
take an action
1. Which type of input provides 4. What do output devices provide?

answers to questions issued by a. data to be processed
programs? b. software code
a. commands c. text and images only
b. data d. results of processing
c. responses 5. Which of the following is NOT
d. software descriptive of a CRT?
2. Which device can be used to connect a. heavy
a computer to the Internet? b. uses little power
a. keyboard c. heats up easily
b. modem d. affordable
c. pointing device 6. What kind of output device would
d. scanner NOT be used to output images?
3. Which of the following devices can a. CRT
be designed to reduce the problem of b. LCD
RSIs? c. printer
a. scanner d. speaker
b. digital camera
c. monitor
d. keyboard
34 • Chapter 3
1. Why are microphones or digital cameras unlikely to cause the damage that is
found in repetitive strain injury?
2. Are you likely to use a joystick to complete schoolwork? Why or why not?
3. What type(s) of monitor(s) do use at school? What are the advantages and disad-
vantages of the different types of monitors?
4. How is video similar to ordinary graphics? How is it different?
5. Why have nonimpact printers all but replaced impact printers?

A. Open a word-processing program. B. Open a word-processing program.

Use the keyboard to input the defini- Find a file that you created and
tion of the word “Text” on page 31. saved previously. Open the file. Use
Input the paragraph a total of five both the keyboard and the mouse to
times. Each time you do so, time move around in the document and
yourself. Print the five paragraphs. to print it. Write a paragraph ex-
Compare the five times. Determine plaining which device you thought
whether you were able to type faster was easier to work with and why.
and more accurately with practice.
Understanding chapter
Specialized
Input/Output 4
From Text to Moving Pictures Modern

personal computers work in basically the same
way that early personal computers did. Both
perform the same four operations: input, pro-
cessing, storage, and output. Both turn different
sources of data into useful information. There Lesson 4–1
is a major difference between what earlier and
more recent computers can do, however.
Specialized Input Devices
Early personal computers could work with
text and numbers. Today’s computers can also Lesson 4–2
handle different types of data, such as still im-
ages, sound, and video. Hardware makers have Specialized Output Devices
designed new devices to allow users to input
data and output information in new ways.
These devices have taken computers from the
still and silent world of text and numbers into
a dazzling multimedia world of sound, images,
and motion.
Understanding Specialized Input/Output • 37

Lesson 4–1
Specialized Input Devices
• Explain how sound cards process sound. Organize Information Use a concept web to
• Compare and contrast traditional and digital help you organize information about devices
cameras. used to input sound, still images, and video as
you read.
• Compare digital cameras, scanners, and digital
video cameras.
Key Terms Inputting Sound

• compress As you learned in Chapter 3, the microphone is the most basic
• digital video camera device for inputting sound into a computer. You use it for all
• fax machine types of sound, including music, narration, and speech for voice
• optical character
recognition software. Microphones capture sounds in analog
recognition (OCR) form—as a series of rapidly changing waves or vibrations. To
be usable by a computer, sounds must be in digital form, that is,
• video capture card
the waves must be converted to binary code (1s and 0s) that the
computer can recognize. The sound card does this work.
A sound card is a circuit board that processes sounds in
multiple ways. First, it digitizes sounds by changing them from
analog to digital form. Then, it processes the digital sounds by
following a set of built-in instructions. For example, it can pre-
pare the digital sound files for use with voice recognition soft-
ware. Sometimes the sound card reduces the size of sound files
by compressing the data. That way, the files take up less space in
memory. Finally, the sound card reverses the digitizing process
so you can play analog sounds through the com-
puter’s speakers.
Figure 4.1.1 A sound card handles the

audio-processing tasks in a computer.
38 • Chapter 4
Inputting Still Images
There are several different ways to input still images into a com-
puter. The most popular include facsimile (fax) machines, digital The Arts A digital camera can
cameras, and scanners. take pictures that use from 4 to
12 million dots (pixels) to make
Facsimile Machines A fax machine, or facsimile machine, the picture. The more dots it uses,
scans printed documents and sends them over phone lines to the sharper the image is. But more
another fax machine. Most home printers now have fax capabili- dots also take up more space on
ties, so while fax machines are still used in businesses, individu- the memory card where the pic-
als are less likely to have stand-alone fax machines. tures are stored in the camera.
Digital Cameras A digital camera, like a traditional camera, Photographers can choose to
takes pictures. In a traditional camera, light enters the lens and take photos of lesser quality to
strikes a piece of film coated with chemicals that are sensitive to save space. They can also delete
light. The chemicals produce an image on the film. In a digital photos from the camera’s memory
camera, a computer chip takes the information from the lens and to make space for new ones.
records it as pixels, or small dots, that form the image. A digital
camera has memory to store the pictures you take.
Some digital cameras store images on a memory card that
can be removed. If a computer has the correct device, it can
read the images from the memory card. Many digital cameras
can connect to a computer via a cable or wireless link. When the
Figure 4.1.2 Digital cameras
camera is connected, the computer treats it like a disk drive and
capture and store images elec-
the pictures can be copied to the computer.
tronically. Most smart phones
have a built-in digital camera.
Apple’s iPhone 4 smart phone
(left) and Cannon PowerShot 10
Megapixel digital camera (right)
are shown below.

Scanners Photos taken by a traditional camera, drawings, or
other printed documents can be digitized by using a scanner.
Scanners shine a light onto the material to be copied and change
the image into pixels. This creates a digital image that can be
input.
Scientists use an input device Most scanners have optical character recognition, or OCR,
called a sensor to record many software. When you scan printed text using this software, the
different kinds of data. Sensors
text is turned into a digital file. In this way, you can input print-
can detect physical phenomenon,
ed text, including handwriting, without having to type it.
such as humidity, air pressure,
There are different types of scanners:
and temperature.
• With a sheetfed scanner, you insert the pages you want
Think About It! copied and the scanner pulls them through one at a time.
For which examples below could a • Flatbed scanners work more like copy machines. You lay
sensor be used? material on a flat glass panel to make the copy. All-in-one
weather forecasts
printers have flatbed scanner capability.
• Handheld scanners are portable models that you hold in
climate control
your hand. They are useful for copying small originals.
monitor of medical patients
work by robots Inputting Video
Most computers today can show full-motion videos as well as
still images. Like all other forms of input, the videos must be in
digital form. Digital video cameras record moving images in
digital form.
To convert analog videos to digital format, a computer needs
a video capture card. Like a sound card, this type of circuit
board changes video images into a digital file. These cards also
compress files so they occupy less disk space.
Crossing the Line There is another use

for video capture that is strictly illegal. Some
computer users digitize movies, pay-per-view
events, and television shows and post them on
Web sites. People can visit the sites, down-
load the shows, and watch them for free. This
breaks copyright law, which protects the rights
of people who create works of art, such as
books, songs, and movies.
Why would the government pass laws to
protect the rights of authors, songwriters, and movie directors regarding the sale of
their works?
40 • Chapter 4
Lesson 4–2
Specialized Output Devices
• Distinguish among different video adapters. Gather Information Use a chart to help you
• Compare and contrast different printers. gather information about output and output de-
vices used for still images, video, and sound as
• Compare and contrast other output devices.
you read.
• Identify kinds of audio output.
Video Adapters Key Terms

The images you see on your monitor are created by a video • data projector
adapter. The adapter is a circuit board that receives data from • high-definition television
an operating system or software application. It changes that (HDTV)
data into electrical currents and sends them to the monitor. In a • Musical Instrument Digital
color monitor, the amount of current sent by the video adapter Interface (MIDI)
determines the color the monitor will produce. Like a sound • OLED
card, a video adapter processes data so that the computer’s • speech synthesis software
CPU can take care of other jobs. It also has its own memory,
• thermal transfer printer
called video memory, or VRAM, to free up space in the com-
puter’s memory. • video adapter
• video memory (VRAM)
Special Video Adapters Some video adapters send images
to the monitor very quickly. They are called video accelerators.
Monitor
Video adapter
RAM CPU
Figure 4.2.1 The video
adapter processes video data
for display on the monitor,
allowing the CPU and RAM to
handle other tasks.

Most computers today have highly specialized video adapters,
called 3-D video adapters. Images on a monitor have only two
dimensions—height and width. 3-D video adapters add a third
dimension to an image—depth.
Another new technology might
help users of small video screens Outputting Images with Printers
to see better in sunlight. OLED,
or Organic Light Emitting Diode, As you learned in Chapter 3, image quality varies based on which
technology consumes less power type of printer is used to output an image. Both impact and non-
and produces better displays impact printers create images by printing tiny dots on the paper.
than current LCD screens. OLED Inkjet and laser printers have much higher print quality. There-
screens also have very good video fore, they are more often used for printing graphic images.
quality—the manufacturers call it The best printer for printing color images is a thermal trans-
“full motion” video. fer printer. These printers use heat to transfer color dyes or inks
onto paper. Thermal transfer printers do not make pictures out
Think About It! of tiny dots. Instead, the colors actually blend together on the
Think of the small display screens paper. These printers only work with glossy paper.
that you have seen in use. Think
also of the lighting conditions in
which they are used. Which of the
Outputting Video
following products do you think You can use three types of devices to output video.
could best use OLED display?
Data Projectors You may be familiar with data projectors,
Cell phone which show a computer’s video output on a projection screen so
PDA many people can view it at once. These projectors are often used
to display presentations for educational or business meetings.
Netbook computer
Digital light processing, or DLP, projectors use millions of
MP3 player, like the iPod tiny mirrors to create a very sharp image. That image is then
projected through a lens and onto a screen. Because the image
they produce is so sharp, DLP projectors can be used with large
audiences. They can even be used in brightly lit rooms.
Televisions Some devices let you send video from a comput-
er to a television, but the image is usually very poor. As high-
definition television, or HDTV,
has become more widely used,
more people are using their
television as an output device.
HDTV uses only digital audio
and video and produces a much
sharper image than regular tele-
vision.
Figure 4.2.2 Digital television

systems produce much higher quality
output than standard televisions.
42 • Chapter 4
Headsets A headset, which has two LCD panels, is worn over
the head. The computer sends video images to each panel. To the
person wearing the headset, it seems as if he or she is walking in
a three-dimensional space. One new technology goes beyond
A similar but larger device is the Cave Automated Virtual En- headsets and CAVEs to combine
vironment, or CAVE. This is a room in which three-dimensional computers and people. Army
images are shown on the floor, walls, and ceiling. A person in the researchers are trying to develop
room wears 3-D glasses. The glasses and images create the illu- a special suit. Run by computers
sion of interacting in three-dimensions. and guided by the wearer, the suit
will include simple machines such
as pistons. If it works, the suit will
Outputting Sound greatly increase the speed and
To output sound to headphones or speakers, your computer strength of the person wear-
must have a sound card and speakers. The sound card changes ing it. Having powerful arms, for
digital sound files stored in the computer’s memory into an elec- example, could be helpful during
trical current. It sends that current to the speakers to produce rescue operations.
audio output.
The sound a computer can produce depends on the comput-
er’s software. Two kinds of software allow audio output:
• Speech synthesis software allows the computer to read
text files aloud.
• Musical Instrument Digital Interface (MIDI) software
allows the computer to create music. With this software,
you can send instructions to a digital musical instrument
called a synthesizer. This device then sounds the notes it
has been instructed to play.
RAYMOND KURZWEIL Kurzweil
“ The Kurzweil Reading Machine was a

breakthrough that changed my life. With
the Kurzweil Reading Machine, I could
also devised
the first elec-
tronic musical
read anything I wanted with complete instrument.
privacy . . . . It gave blind people the one After Kurzweil
thing that everyone treasures, which is spoke with
independence.
” Stevie Wonder
singer and
songwriter
Stevie Wonder,
Singer and songwriter he had the idea
of making a better music synthesizer.
Raymond Kurzweil’s reading machine Kurzweil’s synthesizer could make the
turned printed text into spoken lan- music of an entire orchestra.
guage, opening a world of information
to people with visual impairments.

_____ 1. compress a. turns text into audio

_____ 2. fax machine b. prints high-quality output suitable
_____ 3. optical character recognition for photos
_____ 4. digital video camera
c. software that lets the computer play
_____ 5. video capture card
like an electronic instrument
_____ 6. video adapter
_____ 7. VRAM d. software that scans text and turns it
_____ 8. thermal transfer printer into a digital file
_____ 9. speech synthesis software e. memory on a video adapter
____ 10. MIDI f. to make files smaller
g. captures still images, which are then
shown rapidly
h. controls video output to the monitor
i. converts analog video into digital
j. scans documents and sends them
over phone lines
1. To play sound that has been stored 6. Three-dimensional graphics

in a computer, it must be converted include height, width, and
to ____________________ format. _________________.
2. Digital photos can be input from a 7. DLP projectors are better than LCD
camera by transporting them on a projectors for giving a presenta-
disk or sending them to the comput- tion to many people because the
er using a(n) ____________________. ____________________ appear
3. ____________________ software sharper.
allows people to scan text instead 8. Standard printers create output by
of rekeying it. printing tiny ____________________
4. Photos that haven’t been taken on paper.
with a digital camera can 9. Headsets and the room-sized
still be input into a computer ____________________ create virtual
using either a fax machine or a(n) three-dimensional environments.
____________________. 10. Audio can be output to headphones
5. The amount of current that a video or ____________________.
adapter sends to the monitor deter-
mines the ____________________
display on the monitor.
44 • Chapter 4
1. What is one advantage of having memory on a video card dedicated to display-
ing graphics?
2. Why are sound and graphics files compressed?
3. Suppose someone had to scan ten images. Which kind of scanner would require
him or her to stay closer to the machine as it is working, a sheetfed or flatbed?
Why?
4. Would a 3-D graphics adapter be needed on a machine used mostly for word
processing and spreadsheets? Why or why not?
5. Which kind of printer would be better for printing a report for school that includ-
ed two or three photographs, an inkjet or a thermal transfer printer? Why?

A. Divide a sheet of paper into two B. Find out what kind of sound your
columns, creating a T-chart. Write computer can output. If possible,
the heading Standard System over output audio and then determine
the left column. Write the heading what kinds of software your com-
Graphics System over the right col- puter used to output the sound.
umn. In each column, list the input Discuss for whom audio output is an
and output components you would advantage and when this feature is a
include if you were setting up these necessity.
two computer systems. Include the
types of output cards you would
want. Assume that the standard sys-
tem will be used for word processing
and spreadsheet work. Assume that
the graphics system will be used for
high-quality photographs.

chapter
Storage
Basics 5
How Do Computers Store Data?

Computer storage is like the backpack you
bring to school. Both store things until you are
ready to use them. Your backpack stores books
and school supplies; most computers store soft-
ware and data. Lesson 5–1
Computer storage devices can store infor-
mation for long periods of time. This lets you
Understanding Computer Storage
create a file today, save it, and then use it again
in the future. In this chapter, you will learn Lesson 5–2
why storage is necessary and how information
is stored. You will also examine some of the Classifying Storage Devices
storage devices you are likely to find on today’s
computers. Lesson 5–3
Lesson 5–1
Understanding Computer
Storage
• Explain the need for storage devices for Organize Information Use an outline to help
computers. you organize information about computer storage
• Distinguish between memory and storage. and storage devices as you read.
• Distinguish between storage devices and
media.
Key Terms Computer Storage Devices

• Basic Input/Output Where do you store the books, pencils, and notebooks that you
System (BIOS) need for school? Many students keep them in a backpack. When
• file class is about to begin, they pull out the items they need. When
• memory class is finished, they put the items back into their backpacks.
• storage device This is similar to the way storage devices work. They are
the computer’s hardware components that retain data even after
the power is turned off. Suppose you turned off your computer
without saving your work to a storage device. All your work
would be lost. Without storage devices, you would have to re-
create all of your work every time you wanted to use it.
Why not keep all of a computer’s software
and data available at all times? Because no one
needs to use every program or file every time they
work on the computer. For example, you might
be doing word processing today, but creating a
computer drawing tomorrow. There is no need to
have both programs open at the same time if you
are not using both of them.
Files A computer stores data and program in-
structions in files. A file is a collection of related
information or program code, which has been
given a unique name.
Figure 5.1.1 Like a backpack, a computer’s storage

devices hold things until you need them.
48 • Chapter 5
The type of file people most often use is called a document.
A document can be any kind of file that a user can create, save,
and edit. For example, you can use a word-processing program
Science Nanotechnology is a
to create a letter, which is one type of document. A digital photo
field of science and technology
is another type of document.
that studies how to make things
System Startup Computer storage devices are a key part of by arranging individual atoms
a computer’s startup process. Without a storage device to hold and molecules. Nanotechnology
startup information permanently, a computer would not know has contributed to advances in
what to do when you turned it on. computer technology.
When you start a computer, it looks for information that tells For example, nanotechnology has
it what to do. The Basic Input/Output System, or BIOS, is a made it possible for computer
set of programs that tells the computer equipment how to start hard drives to hold ever larger
up. When a computer is built, the BIOS is set up with this basic amounts of data. They can do so
information. The BIOS is permanently stored in special memory because the parts that retrieve
chips called read-only memory, or ROM. Usually, the BIOS in- and record data—called the read/
structs the computer to look for the operating system. The op- write heads—are made from an
erating system contains all the commands required to run the extremely thin layer of magnetic
computer. It provides the tools to operate the system and to run material. The material is less than
programs. one billionth of a meter thick, or
close to 7,000 times thinner than
a strand of a spider web.
Memory and Storage
When people talk about computer memory, they usually mean
a set of chips that acts as a temporary workspace in the comput-
er. This memory, called random access memory, or RAM, stores
data and program instructions needed by the CPU.
RAM and ROM are different in two important ways, as the
following chart shows. First, ROM stores its contents perma-
nently, even when the computer is turned off. RAM, on the other
hand, only stores its contents temporarily; if the computer loses
power, RAM’s contents are lost.
Second, because ROM stores instructions that are needed
only by the computer, you seldom need to think about ROM
or the information it holds. But RAM holds data and programs
while they are being used. As you use the computer, you con-
stantly work with the contents of RAM.
ROM and RAM
Storage Holds
ROM Permanent Startup instructions and

configuration information for
the computer
RAM Temporary Program instructions and data

that are being used by the CPU
Storage Versus Memory New computer users sometimes
get confused about temporary memory (RAM) and permanent
storage (disks and disk drives). They will say “memory” when
Most computers only have enough they actually mean to say “storage.” To avoid this problem, re-
RAM to store programs and data member two key differences between storage and memory:
while a computer is using them. • The two work differently. Remember that RAM uses
This is because RAM is relatively chips to temporarily store information. These chips
expensive to make and to buy. depend on a constant supply of power to keep their
As a result, makers of computers
contents; when the power is lost, the chips lose their
limit the amount of RAM in their
contents. Storage uses different methods to store data
machines to help lower initial
permanently, so it isn’t lost when the power is turned off.
computer costs and to allow users
who want more RAM to purchase • A PC has more storage capacity than memory. Even
it separately. though some PCs have several gigabytes of RAM, their
hard drives will be many times larger.
Storage Media and Storage Devices

Storage has two components: storage media and storage devices.
Storage Media In terms of storage, a medium is an object
that physically holds data or program instructions. Flash drives,
magnetic tapes, compact discs, and DVDs are examples of stor-
age media. (The word media is the plural of medium.)
Storage Devices A storage device is a piece of hardware that
holds the storage medium, sends data to the medium, and re-
trieves data from the medium. Hard drives, flash drives, and CD
and DVD drives are all examples of storage devices.
Figure 5.1.2 Nearly all PCs

use the storage devices and CD-ROM drives are
media shown here. storage devices. USB
ports accept flash drives.
Flash drives, DVDs,

and compact discs
are examples of
storage media.
A hard drive is a
storage device with
its storage media
built into it.
50 • Chapter 5
Lesson 5–2
Classifying Storage Devices
• Explain how computer storage devices are Classify Information Use a spider map to help
classified. you classify storage devices as you read.
• Compare and contrast primary, secondary, and
archival storage devices.
• Describe the categories of storage devices.
Hierarchy of Storage Devices Key Terms

Computer storage devices are sometimes classified in a hierar- • archival storage device
chical structure—that is, primary or secondary. • optical storage device
• primary storage
Primary Storage Devices The term primary storage is some-
times used to describe the main memory, or RAM, in a computer. • random access storage
This is because when the CPU needs data or instructions, it looks device
in memory before looking anywhere else. • read/write device
Most knowledgeable computer users, however, avoid us- • read-only device
ing the term storage when talking about RAM. This is because • secondary storage
RAM works very differently from storage devices such as disks • sequential storage device
or tapes. RAM also loses any data it contains when the computer • smart phones
is turned off, while disks and tapes can hold data permanently.
Secondary Storage Devices The term secondary storage is
sometimes used to describe devices that can store data perma-
nently, such as a hard drive, flash drive, compact disc, DVD, or
external hard drive. This is because the computer will look for
data on one of these devices if the data is not in RAM.
Many kinds of secondary storage devices can hold much
more data than a computer’s RAM can. For example, while most
of today’s PCs have from 128 megabytes to 1 gigabyte of
RAM, they have hard drives that can store up to
several hundred gigabytes.
Because they can store data permanently
(or until you erase it), secondary storage
devices are sometimes called archival
storage devices. This refers to the fact
that you can store data on a drive or
disk and then put it away for a long
time, only using it again when you
need it.
Figure 5.2.1 Compact discs

and digital video discs are popular
storage media.
Categories of Storage Devices
Storage devices (but not RAM) are divided into three categories.
Each category has two options based on the device.
You probably use a variety of stor- Read-Only Versus Read/Write A read-only device can only
age devices in your home. Some read data from the storage medium. You cannot change the data
of these may be computerized, on the medium or save new data onto it. A CD-ROM drive is
while others are not. an example of a read-only device, because it does not have the
capability to write data onto a disc.
Think About It! The media used with read-only devices come with data al-
Some of the devices listed below ready saved on them. Music CDs or software programs on CDs
are based on read-only technol- are CD-Rs. Your CD-ROM drive will be able to play the music
ogy, while others are based on or read the program instructions from the disc, but you can’t
read/write technology. Which change the disc’s contents. Standard DVD players are another
storage devices in the list do you example of a read-only device.
think are based on read-only A read/write device not only can read data from the storage
technology? medium, but can write data onto the medium, as well. These
Smart phone devices let you read data from a disk or tape, make changes to
the data, and save new data onto the medium. Hard drives, USB
CD-ROM drive
flash drives, CD-Rewritable drives (CD-RW), and DVD-RAM
CD burner drives are commonly used examples of read/write devices.
DVD-ROM drive
Figure 5.2.2 Use an operating system such as Windows 7 to

view a list of storage devices connected to your computer.
52 • Chapter 5
Sequential Versus Random Access When equipped with
a tape drive, business computers can store data on a long piece
of tape, similar to an old-fashioned cassette tape. A tape drive is
an example of a sequential storage device, which requires the
computer to scan from the beginning of the medium to the end In addition to hardware, software,
until it finds the data it needs. While cheaper and slower than and peripherals, schools use
other types of storage, the highest capacity tape cartridges can storage devices such as hard
hold five terabytes of uncompressed data. Because it can take drives and CD-ROMs/DVDs. Some
several minutes to locate a piece of data on a high-capacity tape, schools have a dedicated com-
tapes are used chiefly by businesses that want to back up their puter “lab,” but more and more
computer systems—often after the business day is over. schools have computers in every
A random access storage device lets a computer go directly classroom. It’s important for all
to the needed information. The device does not have to search students to treat computer equip-
the entire medium to find data. For this reason, random access ment with care and use good, re-
storage devices are much faster, and more expensive, than se- spectful conduct when doing tasks
quential devices. A hard drive is an example of a random access on school—or any—computers.
storage device.
Think About It!
Magnetic Versus Optical Storage Magnetic storage devic- Rate the computer equipment
es are specially treated disks or tapes, such as those mentioned that you think is most sensitive to
above, that record information using magnetically sensitive ma- mishandling and needs the most
terials. These devices use electricity to shift magnetic particles so care. On a scale of 1 to 5, use 1
they form a pattern that the computer reads and stores as infor- for most sensitive and 5 for least.
mation. Common magnetic storage devices include hard drives
CD-ROM/DVD
and tape drives
Other storage devices use laser beams to read information Flash drive
that has been stored on the reflective surface of a disc. These are Hard drive
called optical storage devices. Popular types of optical storage Power cord
devices for computers include CD-ROM and DVD-ROM drives. Laser printer
HIGH-CAPACITY size of a deck of cards and weigh 2–4

PORTABLE STORAGE ounces, and they are getting smaller
Devices such as Apple’s iPod Touch, in size and larger in storage all the
Microsoft’s Zune HD, and Sony’s time.
X-Series Walkman function as both Smart phones,
MP3 players and as high-capacity, such as Apple’s
portable storage devices. iPhone or Motorola’s
By plugging them into a computer, Droid, offer storage
you can use these tiny storage devices capabilities along
to download files or transfer informa- with phone service.
tion from one computer to another.
They can store 32 GB of data. (That’s
at least 7,000 songs or up to 40 hours
of continuous video!) Yet, they are the
Lesson 5–3
• Differentiate between internal and external Classify Information Use a T-chart to help you
storage devices. classify information about magnetic and optical
• List commonly used magnetic storage devices. storage devices as you read.
• Summarize optical storage options.
Key Terms Internal and External Storage Devices

• CD-ROM drive Storage devices can be installed in your computer or connected
• hard drive to it. A storage device installed inside your computer is called
an internal storage device. One that is positioned outside your
computer is referred to as an external storage device.
Magnetic Storage Devices

The most common magnetic storage device installed in comput-
ers is a hard drive. You cannot see the hard drive because it is in-
stalled inside your computer. Often, a small flashing light on the
front of a computer shows when the hard drive is in use. Hard
drives hold a great deal of data, but they are not portable.
External Magnetic Devices Other forms of magnetic stor-
age devices include a variety of USB- or firewire-connected ex-
ternal hard drives. These can hold up to as much as 8 terabytes
Figure 5.3.1 If you removed of data, and they are portable. External drives communicate
your PC’s internal hard drive, it with the computer via a high-speed interface cable. By using
would look something like this. the external hard drive with an automatic backup program, like
the Mac’s TimeMachine, computer users have peace of
mind. They know their data is always recoverable if
their computer crashes or is hit by a virus.
54 • Chapter 5
Magneto-Optical (MO) Drives One of the most popular
methods of data storage for many businesses, this type of
drive combines both magnetic and optical drive technologies.
A magneto-optical drive uses a removable disk that is inserted
via a slot in the front of the drive. These drives can be internal or
external. Their disks can store several gigabytes of information. Computer Security Specialist
Today, security specialists are
Online Storage Many online—or cloud—storage sites are in demand to work with various
available where you can store files on a network server at a re- computer storage systems, such
mote location. You access your data by logging in through the as tape warehouses and online
Internet using a secure password. Some programs, including storage companies.
Microsoft Office 2010, come with free online storage space. You
Computer security specialists
can also pay a storage service provider (SSP) for space. Online
study ways of improving the
storage offers these three benefits: 1) it is expandable; 2) it allows
overall security of their systems.
you to share files with others; and 3) data stored in a remote lo-
For example, some goals include
cation is protected if your computer is stolen or damaged.
improving recording or access
time or the safety of the protected
Capacities of Common Storage Devices information in case of a natural
disaster.
Device Capacity
Figure 5.3.2 A USB flash
Internal hard drive 500 GB and more
drive has a USB connector, a
External hard drive flash memory chip, a mass
500 GB – 8 TB and more storage controller, and a crystal
(USB or Firewire connection)
oscillator that allow the
MP3 player 16 GB – 64 GB and more
device to communicate with
the computer.
Smart phones 64 GB flash storage
Crystal oscillator
Magneto-Optical (MO) drives 100 MB – several GB
Mass storage
Flash memory cards and drives 4 GB – 32 GB and more controller
CD-ROM 650 MB – 700 MB
DVD 9.5 GB
USB connector
Flash Memory Storage Devices

Flash media use a non-magnetic storage medium called flash
memory. Flash memory is a special kind of storage used in ROM
chips within your computer itself to store basic information about Flash memory
the computer’s configuration. It is also used in memory cards chip
and memory sticks for digital cameras that require removable,
reusable storage and in USB flash drives (also called jump, pen,
and key drives). Flash drives connect to the computer through a
USB (universal serial bus) port.
Most removable flash memory devices include a chip that
stores data and a microcontroller that permits the operating
system to communicate with the chip. As the technology of
flash memory improves, the capacity of flash devices increases
significantly. Early flash devices only held 32–256 MB, but
capacities of 32 GB are now available. The small size, increasing
capacity, and ease of connection of these removable devices
Businesses protect their data make them widely used.
by backing up their saved files.
Experts recommend having two
backups—one at the worksite and Optical Storage Devices
one in a different location. Optical storage devices store data by etching tiny pits onto a disc.
A laser then scans the disc and changes the data into a form the
Think About It! computer can work with. CDs and DVDs are the most common
Think about why a business might types of optical storage media. On a PC, a button on the front of
need to store its backups at a the drive opens a tray on which you insert a CD. You push the
completely different site. Which di- button to close the tray so you can read the disc’s contents. On
sasters listed below might destroy Macs the CD-ROM drive is simply a slot into which you insert
a backup if it were kept on-site?
a disc, and you can eject it electronically by moving the disc icon
fire into the “trash.”
flood
Standard CD-ROM and DVD drives can only read data stored
on an optical disc. Only optical drives labeled CD-R, CD-RW, or
earthquake DVD/CD-RW can be used to record data onto blank discs.
break-in A standard CD can store 650 megabytes of data, or around 74
minutes of audio. Newer CDs can store 700 megabytes of data,
tornado or about 80 minutes of audio. Digital video discs can store about
4.7 gigabytes of data on each side. These discs are used for stor-
ing programs, games, data, and movies.
Figure 5.3.3 CDs and DVDs are popular components in

both computers and home entertainment centers.
56 • Chapter 5
_____ 1. storage device a. temporary workspace on a computer

_____ 2. memory b. sometimes used when referring to a
_____ 3. primary storage computer’s RAM
_____ 4. secondary storage
c. uses laser to read information
_____ 5. read/write device
_____ 6. random-access storage device d. users access from and save informa-
_____ 7. optical storage device tion to this type of device
_____ 8. hard drive e. common secondary storage device
_____ 9. read-only device f. computer component that retains
____ 10. CD-ROM drive data even after power is shut off
g. storage device that lets computer go
directly to the needed information
h. read-only optical device
i. can only read data from the storage
medium
j. any type of storage device that holds
data permanently; not RAM
1. Storage devices _________________ 6. Apple’s iPod or Microsoft’s

information even when a computer HD Zune are examples of
is turned off. _________________ that store data in
2. Information saved as a(n) the popular _________________
_________________ is identified format.
by a unique name. 7. The most common secondary storage
3. The _________________ is a set of device is a(n) _________________.
programs that directs a computer to 8. _________________ storage allows
start up. users to access rarely used computer
4. RAM stores its contents files.
_________________ and is cleared 9. A magnetic tape is an example of
when the computer is shut down. a(n) _________________ storage
5. A computer’s BIOS is usually stored device.
in a special memory chip, called 10. _________________ lets you store
_________________. data on a remote computer.
1. Which type of secondary storage device do you use most at school? Do you think
this will change in the near future? If so, why?
2. What can you do with a CD-RW that you cannot do with a CD-R?
3. Why do you think computer hard drives locate information directly, rather than
sequentially?
4. What are the ways in which computer users would use a CD-ROM drive at
home? At work? At school?
5. Where do you think users of computer games sold on CDs and DVDs store their
information? Why?

A. Look at your computer at school B. Go online and do research on storage

and find out how much memory service providers. What services and
it currently has. Next, use online features do they offer? How do they
documentation or other resources, protect the data they store? How
such as the manufacturer’s Web site, easy is it for customers to access
to compare your computer memory their data once they have given it to
to the maximum amount of memory the service? Can customers share the
your computer can hold. Identify stored data with other people? What
advantages to having more ran- fees do these services charge? Do
dom access memory and compare you think such services can be useful
this to the cost. As a class, conclude to individuals as well as to compa-
whether or not your school comput- nies?
ers have sufficient memory to meet
students’ needs.
58 • Chapter 5
How Data
Storage Works 6
Why Is Computer Storage Important?

Once you understand the basics of computer
storage, you can begin to understand why stor-
age is so important. In fact, the true power of
a computer is its ability to store data for future
use. Without storage, a computer would be Lesson 6–1
similar to a calculator; useful for a one-time
task, but not much more than that.
Understanding Hard Drives
In this chapter, you will examine how dif- and Flash Drives
ferent types of storage devices work. You will
learn more about the advantages and draw- Lesson 6–2
backs of storage devices, and the steps you can
take to protect your data. Optical Storage Devices
Lesson 6–3
Storage Trends
Understanding How Data Storage Works • 59

Lesson 6–1
Understanding Hard Drives
and Flash Drives
• Identify the parts of a hard drive. Organize Information Use a concept web
• Explain the role platters play in storing to help you organize key concepts related to
information. hard-drive storage as you read.
• Compare and contrast the access time of
different storage devices.
Key Terms Parts of a Hard Drive

• access time Recall from Chapter 5 that a hard drive is a storage device that is
• cylinder usually installed inside a computer, although some hard drives
• data loss are external. Its main function is storing information. Several
• flash memory
rigid disks, coated with a magnetically sensitive material, are
enclosed with recording heads in a hard metal container that is
• platter
sealed to protect it from dirt and other damaging items.
• property
• read/write head Platters Inside the sealed container is a stack of metal disks,
• sector known as platters, that store information. The platters rotate
around a spindle inside the sealed container. These platters are
• solid state disks (SSD)
so close together that only a thin layer of air separates them. The
• storage media platters are storage media, coated with a special material that
• track allows information to be saved on them.
• USB flash drive Each platter is divided into tracks, or a set of circles on the
• write surface of the platter, on which the data is recorded. A cylinder
• write-protect switch is the same track location on all the stacked platters. Each track
is divided into segments, called sectors.
The process of storing information on storage media is called
Sectors
writing. Information can also be deleted from the platters. This
Cylinder
is done when you no longer need a file or want to make room for
another one.
Read/Write Heads A hard drive has a motor that spins the
platters at a high speed. Usually, these platters spin continuous-
ly when your computer is on. A small, needle-like component,
called the read/write head, travels back and forth across the sur-
face of each platter, retrieving and storing data. Most hard drives
have at least one head on the top and one on the bottom of each
platter for storage on each side of the platter.
Track Storing Data on a Hard Drive

When a file is saved to the hard drive, the read/write head lo-
Figure 6.1.1 In a stack of
cates a spot on a platter. It then generates a magnetic field on the
platters, the same track creates
surface of the platter. The magnetic field records a string of 1s
a cylinder.
and 0s, or binary code, to generate the information a computer
can read.
60 • Chapter 6
If the hard drive is damaged or if the read/write head chang-
es the field in order to modify or delete the file, the magnetic
field will not remain intact. A head crash, or the collision of a
read/write head with the surface of the disk, could occur. If this
were to happen, data could no longer be stored on the damaged
sector of the drive.
Limitations of Hard Drives

The amount of information a hard drive can hold depends on
several factors. One factor is the number of platters contained
in the hard drive. The greater the number of platters, the more
information a drive can store.
Another factor is the number of read/write heads. Generally,
there is a read/write head for each side of each platter. However,
sometimes one side of one platter will not have its own read/
write head. That means information cannot be stored on that
side.
Effects of Performance The performance of your hard drive
directly affects how fast your computer works. The faster the
hard drive, the faster your computer will read and write data.
Because the platters in a hard drive are rigid, they can spin at
very high speeds. The platters in most hard drives can spin at a
rate of 7,500 rpm (revolutions per minute), but some can spin at
rates as high as 15,000 rpm.
Hard Drive Speed A storage device’s most important perfor-
mance characteristic is the speed at which it locates the desired
data. This is measured by its access time, the amount of time it
takes for the device to begin reading the data. For hard drives,
the access time includes the time it takes the read/write head to
locate the data before reading begins.
The speed of storage devices varies considerably, but all stor-
age devices are significantly slower than RAM. RAM speed is
measured in nanoseconds, or billionths of a second. A storage
device’s speed is measured in milliseconds, or thousandths of a
second.
Hard Drive Capacity The first PC hard drives held only about
10 MB of data and program instructions. In the early 1980s, that
seemed like an enormous amount of storage space!
Recent personal computers feature hard drives with capaci-
ties of 500 GB and higher—you can even buy hard drives with
capacities of 1,000 GB.
Alternative Storage Options

Manufacturers of computer chips are working to provide faster
alternatives to magnetic storage.

Solid State Disks Solid state disks or drives, or SSDs, are a
mass storage device similar to a hard disk drive. Even though
SSDs serve the same purpose as hard drives, their internal parts
Mathematics In math class, you are much different. SSDs do not have any moving parts, like the
are accustomed to a system that hard drive’s magnetic platters; they store data using flash mem-
combines ten possible digits, or
ory. SSDs have better read performance because the data does
numbers, in a certain order to rep-
not get fragmented into many locations, and, since they are not
resent larger numbers. In binary
magnetic, SSDs do not lose data when next to a strong magnetic
code, only 0 and 1 are used.
field.
• In math class, you carry a SSDs do have disadvantages, though. This newer technology
number over to the next column costs about ten times more per gigabyte, so people tend to buy
when numbers in a column add SSDs with smaller capacity than most hard drives. Their limited
to 10 or more. With binary num- number of write cycles means their performance declines over
bers, a number is carried if the time. Yet, with improvements in SSD technology, these devices
items add to 2. In an eight-bit will advance, and the prices may come down.
example, the number 35 would
be written as 100011. Flash Memory Devices Several types of storage devices us-
• While numbers in math class ing flash memory offer the speed of memory with the high ca-
refer to specific quantities, bi- pacity of a magnetic storage device. Flash memory drives work
nary code numbers refer to spe- faster than magnetic drives, because they have no moving parts,
cific actions. A 1 turns a circuit and they do not require battery power to retain their data. Flash
on, while a 0 turns a circuit off. drives installed inside computers resemble magnetic hard drives
in size and shape.
A USB flash drive is a portable, self-contained storage device
that uses flash memory. In addition to portability, these drives
offer the advantages of speed, capacity, and cost. A USB flash
drive has a USB connector that plugs into the USB port on a com-
puter; a flash memory chip that stores data; a USB mass storage
controller that allows the computer to read, write, and erase data
on the drive; and a crystal oscillator that controls the speed with
which the drive works.
The electronic parts of the flash drive are protected by a hard
plastic or metal case. The USB connector usually has a cover to
protect it as well. Most USB flash drives have a light that comes
on when the drive is plugged in. The drive may have a write-
protect switch. When the switch is in the on position, the com-
puter can read from the drive but cannot write to it or delete
data from it.
Protecting Your Information

The information saved on computer storage media is important
to the individuals, schools, businesses, and government agencies
that wanted to keep it. Computers store information about virtu-
ally every aspect of life. We use them to store school grades, lists
of business contacts, names of registered voters, bank account
balances, and many other kinds of crucial data. Since this infor-
mation can be so important, computer users should be aware of
data loss and protection.
62 • Chapter 6
Data Loss When a storage device experiences data loss, the
data is damaged or made unusable. Storage devices and com-
puters can also be lost, stolen, or destroyed, resulting in data
loss. The data may be gone forever. It may be time-consuming or
impossible to reconstruct the information that had been stored.
Natural disasters present a threat
Data Protection One way to reduce the impact of data loss to computer information stored at
is to back up your data. Storing information on removable stor- home. Even if you back up your
age media, which may be locked in high-security areas or stored information using standard meth-
at a different location, makes it difficult for people to steal the ods, backups typically are stored
in the home and are likely to have
information, or to lose it due to a disaster such as fire, flood, or
suffered the effects of the disaster.
system failure. Many businesses use magnetic tape to back up
large amounts of data, because it is relatively inexpensive and
Think About It!
reliable. Some organizations hire storage service providers, or
Choosing the right backup system
SSPs, to store data on offsite computers, and online storage is
can mean the difference between
becoming increasingly popular.
being able to retrieve lost informa-
Information can also be accidentally deleted, overwritten, or
tion and never being able to find
stolen by unauthorized users. One way to protect data is to ap- it. Which backup storage methods
ply password protection to a file or drive so only authorized us- below might survive a fire at
ers can access it, or to set a read-only property so the data may home?
be read but cannot be changed. A property is a piece of data,
sometimes called metadata, attached to or associated with a file, store in a home safe
program, or device. Typical properties include name, type, stor- store in a drawer at work
age location, and size. You can view and customize properties in store next to the computer
the Properties dialog box. send as e-mail attachments to
a remote computer
store on the hard drive in a
different folder
Figure 6.1.2 To keep a file

from being changed or overwrit-
ten, you can set its properties to
Read-only.

Lesson 6–2
Optical Storage Devices
• Compare and contrast CD-ROM and DVD-ROM Organize Information Use a spider map to
drives. help you organize information about optical
• Summarize how compact discs and digital storage devices and how they work as you read.
video discs store data.
Key Terms CD-ROM and DVD-ROM Drives

• data transfer rate The most recent advancements in storing data are in optical stor-
• land age. These include CD-ROM (compact disc read-only memory),
• laser sensor DVD-ROM (digital video disc read-only memory), laserdiscs,
• pit
PhotoCDs, and similar storage devices. Optical storage media—
the discs themselves—are easy to transport and can store large
amounts of information. Most new computers have an internal
CD-ROM, CD-Recordable (CD-R), CD-Rewritable (CD-RW), or
DVD-ROM drive. Newer computers may be equipped with both
a CD-RW and a DVD-ROM drive. In part to distinguish optical
media from magnetic media, some people prefer changing the
spelling of disc (optical) to disk (magnetic).
Compact Disc Media Optical drives are storage devices into
which you insert a compact disc, or CD. When you look at an op-
tical disc, it looks like a shiny, circu-
lar mirror. Optical discs are made up
of three layers. The bottom layer is
a clear plastic. The middle layer is a
thin sheet of aluminum. The top lay-
er is a lacquer coating that protects
the disc from scratches and dust.
Figure 6.2.1 If a computer

has a built-in CD drive, you can
use it to watch movies.
64 • Chapter 6
Reading Optical Information
All storage devices read information at a speed measured by the
unit’s data transfer rate, or the number of bits of data the device
can transfer to memory or to another device in a single second. In
CD-ROM drives, the speed is measured in a multiple of 150,000 Because information storage is
bits—the speed per second of the first CD-ROM drives. A 2X important to many businesses, a
drive transfers data at double speed, or 300,000 bits per second. growing number of companies are
Some drives transfer data at 7.8 million bits per second, about as using DVDs to store large amounts
fast as slower hard drives. of information.
Laser Sensors A laser sensor, a laser-operated tool that reads Think About It!
information, is housed inside the optical drive. Optical drives Which of the following businesses
read information by shining a laser on the disc in the drive. A might need the storage capacity
laser sensor starts to read from the center of the disc’s spirals of DVDs to record their business
and moves outward. The sensor notices changes in the physical transactions?
properties of the disc and reads these changes as binary code: 0s
graphic-arts firm
and 1s.
dry cleaner
Lands and Pits The surface of an optical disc stores data as
a series of lands and pits. A land is a flat, reflective area on the grocery store
surface of a disc. Lands reflect light from a laser’s sensor and are insurance company
recorded as a 1 by a computer. A pit is an indented area on the
auto repair shop
surface of a disc that scatters the light from a laser’s sensor. Since
no light is reflected by a pit, it is recorded as a 0. The binary code
represents the information encoded on the surface of the disc.
Figure 6.2.2 How an optical

drive reads data on an optical
disc.
Lens Lens
When the laser When the laser
strikes a pit, a strikes a land, a
nonreflective flat spot on the
spot on the discʼs surface,
discʼs surface, light is reflected.
light is Prism Prism
scattered.
Laser Laser
diode diode

Storing Optical Information
CD-ROM, laserdisc, and DVD-ROM drives are read-only devices.
In the first decade of this century, CD-R, CD-RW, and DVD-RAM drives read and write informa-
there was a battle for dominance tion.
between Blu-ray Disc™ or BD™
CD-R Drives These drives let you insert a blank recordable
and HD DVD™ formats for DVD.
CD and then save data to it. After the information is stored, the
At that time it was not known disc’s surface is changed so that the recorded information can-
which of these formats would win not be changed or erased.
out and be used by most high-
definition DVD players. CD-RW, DVD-RAM, DVD-R/RW, and PhotoCDs Optical
devices that let you record, change, or overwrite data multiple
In February 22, 2008, the battle
times are called read/write storage devices. CD-RW, DVD-
ended when Toshiba announced it
RAM, and DVD-R/RW drives provide read/write capabilities
would stop manufacturing the HD
DVD player. Both of the formats
using erasable discs. The information on that disc can be de-
were invented to take the place leted after it is written, and additional information can be add-
of DVDs that didn’t have enough ed. PhotoCDs can save photographs from the Internet and from
storage for what is called “hi-def” digital cameras.
video. Dual-layer BDs can hold up
to 9 hours of HD video or 23 hours
of standard definition (SD) video.
Even though dual-layer HD DVDs
held slightly more video than BDs,
the Sony Play Station 3 contained
a BD player for primary storage,
and that is how the war for market
domination was won!
VERBATIM CORPORATION Verbatim
“ It won’t take consumers long to real-

ize that the new dual-technology drives
not only provide a huge amount of remov-
Corporation
was the first
company to
able storage capacity for photo albums and offer DVDs
videos; they provide added value because in both write-
the same drive can be used to store, edit, once and
back-up, archive, and share documents, read/write
data, and other personal/professional formats. A patented Metal Azo dye
information.
” Jon Peddie, Market analyst
that serves as the recording layer for
the discs has become the main dye
used for write-once DVD devices. It
also provides the fastest recording
speed of any of today’s DVD formats.
66 • Chapter 6
Lesson 6–3
Storage Trends
• List limitations of current storage technologies. Identify Key Concepts Use a spider web to
• Compare solid-state storage devices to help you identify key concepts about future
magnetic and optical storage devices. storage devices as you read.
Limitations of Storage Devices Key Terms

All technologies change over time. Technological breakthroughs • cloud computing
have helped correct these common storage-device problems: • data decay
• slow retrieval • data integrity
• data decay • enterprise storage system
• friction • holographic data storage
system (HDSS)
Slow Retrieval Tape devices are limited by slow retrieval • storage area network
speeds. Because devices must search from the beginning to the (SAN)
end of the tape to find the data, and magnetic tape cannot spin • virtualization
as fast as hard drives, it can take several minutes or even hours
to locate information. Also, because tapes are usually stored in a
remote location, you must first retrieve them.
Data Decay One limitation of current storage devices is the
possibility of data decay, or the loss of information resulting Figure 6.3.1 Time and
from the gradual wearing down of a storage medium. Informa- environmental conditions can
tion stored on magnetic tapes and disks will, over time, become take their toll on any storage
unusable. Air, heat, and humidity can break down the surface of medium.
magnetic storage media. As this breakdown occurs, the
information stored may be lost.
People once thought optical storage devices did
not decay. However, studies have shown that user-
recorded discs can lose information in as few as five
to ten years. Factory-recorded, or pressed, compact
discs may decay in 10 to 25 years. In addition to
being vulnerable to gradual decay, magnetic
storage devices can lose data in an instant if
exposed to a strong magnetic field.
Friction As a magnetic tape travels through
the tape heads, friction is created. This causes
heat, which can stretch and burn a tape. Compa-
nies are trying to develop read/write heads that
decrease this friction and preserve magnetic media.

Data Integrity
When information is stored, it must be maintained correctly. Data
Science You may have learned integrity means that stored information is usable and available
about solid-state technology in in the location in which you expect to find it. Data integrity can
science class. However, that defi- be maintained using RAID, Redundant Array of Inexpensive
nition may be different from what Disks.
you associate with solid-state RAID is a term used to describe a collection of drives or disks
storage devices. that run together to store data. For example, a computer using
• One definition of solid state re- RAID may have two or more hard drives installed. The hard
fers to the properties of solids. drives work together as one to read data from and write to the
These can include the electrical drive at the same time. This backup process ensures that copies
forces of solids as well as their of files can be retrieved in case one drive fails.
magnetic currents.
• A second definition refers to the Enterprise Storage
levels of heat inside a piece of
equipment, which are controlled
Computers linked together by a cable or wireless medium are
by electronic devices, such as called networked computers. In a network environment, com-
semiconductors. puters can share data using an enterprise storage system. This
technology allows networked computers to access storage devic-
Devices such as digital recording es linked to the network, such as servers, RAID systems, tapes,
equipment and laptop computers and optical disc systems.
have their heat levels controlled by
electronic devices, thereby fitting
the second definition of solid state. New and Future Technologies
As computer use increases, the need also grows for faster, more
reliable, and higher capacity storage.
Cloud Computing and Virtualization Both cloud comput-
ing and virtualization make computers more efficient
by using centralized storage, memory, and process-
ing. Cloud computing uses the Internet and central
remote servers to host data and applications.
Figure 6.3.2 Solid-state

devices store large amounts of
data, despite being very small.
68 • Chapter 6
Virtualization is when physical storage is pooled from
multiple network storage devices into what seems to be one
single storage device managed from a central console. Storage
virtualization is usually used in a storage area network (SAN),
a network of storage devices that can be accessed by multiple
computers. Many businesses use virtualization to consolidate As more businesses use comput-
many different servers onto one piece of physical hardware that ers at work, the need for faster,
then provides a simulated set of hardware to two or more op- more reliable, higher capacity
erating systems. While cloud computing and virtualization are storage devices is also on the rise.
two distinct storage options, many cloud computing providers
use virtualization in their data centers. Think About It!
Some businesses are storage-
New Magnetic Media In the future, by manipulating mol- intensive while others require only
ecules and atoms, magnetic hard drives will store as much as 1 basic components. The businesses
terabyte (TB) per square inch of disk space. That’s an increase listed below might benefit from
of 100 times the 10 gigabytes per square inch of current hard a variety of storage technologies.
drives. Which would benefit more from
Write High FD? Which from FMD-
New Optical Media FMD-ROM, or fluorescent multilayer ROM? Which from HDSS?
disc read-only memory, discs contain multiple layers of a fluo-
graphic-design company
rescent material that stores information on each layer. A disc can
hold 1 terabyte of data. school district
Holographic Media A holographic data storage system, or online catalog

HDSS, stores data in images called holograms on optical cubes. hospital
These devices will hold more than 1 terabyte of storage and will
airline
be ten times faster than today’s hard drives.
MARVIN THEIMER
After a major earthquake hit Califor-
nia in 1989, many file storage systems
were not working, and even backup
data had been destroyed. It was then
that Marvin Theimer started thinking
about creating a disaster-tolerant stor- even if 99 out of 100 machines in the
age system. network are destroyed, people will
As a result, Theimer has been still be able to retrieve their informa-
developing Farsite, a system which tion from the machine that is still
will let people back up their data on a working.
system of networked computers. The
exciting news about Farsite is that it
uses the additional hard drive space
that machines aren’t using. That way,

_____ 1. storage media a. amount of time it takes storage device
_____ 2. platter to begin reading data
_____ 3. write b. one of the disks in a hard drive
_____ 4. read/write head c. removable, portable storage device
_____ 5. access time inserted into a USB slot
_____ 6. USB flash drive d. save information on a storage medium
_____ 7. SSD e. indentation on optical disc that does
_____ 8. data transfer rate not reflect light
_____ 9. laser sensor f. a mass storage device, similar to a
____ 10. pit hard disk drive that uses flash memory
g. needle-like device that retrieves and
stores data on a magnetic disk
h. tool in optical drive that reads infor-
mation
i. number of bits per second at which
data is moved from a storage device to
RAM
j. material that retains stored informa-
tion saved by a computer storage
device
1. What type of media are used in a 4. Optical drives read information by

computer hard drive? using a __________.
a. magnetic a. memory chip
b. optical b. magnetic sensor
c. solid state c. laser sensor
d. photo d. binary code
2. What does the performance of a hard 5. How many layers of material make
drive affect? up an optical disc?
a. if a read/write head can store data a. one
b. where a read/write head stores b. two
data c. three
c. how fast a computer reads and d. four
writes data 6. Which of the following storage
d. the computer’s memory devices allow you to write data to a
3. Which medium stores the least medium multiple times?
amount of information? a. CD-Rs
a. DVD b. read/write storage devices
b. CD c. DVD-ROMs
c. hard drive d. laserdiscs
d. USB flash drive
70 • Chapter 6
1. Why are disks (and discs) considered secondary—and not primary—storage

devices?
2. Briefly explain why USB flash drives are now the most popular portable storage
device?
3. What can happen if a read/write head is disturbed?
4. How are magnetic storage devices organized?
5. If USB flash drives and CD-Rs cost about the same per megabyte of storage,
which do you think is more advantageous? Why?

A. Find out the age and the storage B. What kinds of storage devices do
capacity of the hard drive on the you think computers will have in
computer you use at school. By us- five to ten years? What trends, if any,
ing computer ads or visiting a local do you predict?
retailer, find out what improvements
have been made to hard drives cur-
rently on sale. What conclusions can
you draw about today’s computers?

System chapter
Software
Basics 7
What Is an Operating System? Have

you ever wondered what happens when you
turn on your computer? For many users, just
seeing that the computer starts and that they
can begin working is enough to meet their
needs. But to become a more knowledgeable Lesson 7–1
user, you should know how your computer
works. One of the main behind-the-scenes con-
Introducing the Operating System
tributors is the operating system.
The operating system is like the control Lesson 7–2
center of your computer: it controls everything
that happens with your computer. The oper- Operating Systems and Utilities
ating system makes sure that files are stored
properly on storage devices, software programs
run properly, and instructions to peripherals
are sent, among other jobs. Without an operat-
ing system, your computer would not be able to
perform even basic tasks.
System Software Basics • 73

Lesson 7–1
Introducing the Operating System
• Explain what an operating system is and Organize Information Use a concept web to
what it does. help you collect information about operating
• Identify types of operating systems. systems as you read.
• Describe a graphical user interface.
Key Terms What Operating Systems Do

• crash An operating system (OS) is a set of instructions designed to
• desktop work with a specific type of computer, such as an IBM® PC or a
• graphical user interface Macintosh® computer. The OS controls all the computer’s func-
(GUI) tions. It also provides an interface, the on-screen tools you use
• icon to interact with the computer and your programs. The operating
system performs several tasks:
• interface
• manages the central processing unit (CPU) so that
processing tasks are done properly
• manages computer memory
• manages files stored on the computer’s disks
• manages input and output devices
• loads application programs into memory
Avoiding Conflicts In most computers, especially personal

computers, the operating system is stored on the hard drive. Be-
fore you can use the computer, a portion of the operating sytem
must be loaded into memory. This is true of all programs; they
may permanently reside on a disk but must be copied into RAM
before you can use them.
Some operating systems enable a computer to run more than
one program at a time. To do this, the operating system has to
assign each program some space in RAM, and then protect that
space. Otherwise, conflicts can occur when two programs try to
occupy the same space in RAM. When this happens, one or both
of the programs may crash, or stop working, until the conflict is
resolved.
74 • Chapter 7
Types of Operating Systems
All computers require an operating system. There are four kinds
of operating systems.
If a printer or other device fails to
Real-Time Systems Real-time operating systems are used to respond to a request from the op-
control large equipment, such as heavy machinery and scien- erating system, there is probably
tific instruments, and to regulate factory operations. In order for a problem with the connection,
these systems to run, they require very little user interaction. such as a loose cable or disabled
network connection. If you try
Single-User/Single-Task Systems This kind of system lets to print a document and nothing
one person do one task at a time. An example is the operating happens, check that the cables
system that controls a handheld computer. are correctly and firmly attached,
the device is plugged in, and that
Single-User/Multitasking Systems A multitasking system the network is operating cor-
allows the computer to perform several jobs, either one after the rectly. For a printer, of course, you
other or at the same time. For example, you could use your com- should also check that there is
puter to write a letter as it downloads a page from the Internet paper in the paper feeder.
and prints another letter. Most desktop and laptop computers
today use this kind of system. Windows and the Macintosh OS
are examples of this type of operating system.
Multi-User Systems These systems allow many individuals
to use one large computer. The OS balances all the tasks that the
various users ask the computer to do. UNIX® is an example of
this type of operating system.
An Operating System—in Your Dog? Robots are

devices that can move and react to input from sight, hear-
ing, touch, and balance. How are those “senses” and those
reactions controlled? Through an operating system, of
course! Robots are used to explore outer space and to do
factory jobs. Now, however, they’re also available as pets.
Some robotic “dogs” can learn their own name and your
name. They can show joy, anger, and surprise through lights,
sounds, and gestures.
For what purposes do you think robots would be useful or
fun?

The User Interface
The operating system’s user interface lets you start programs,
manage disks and files, and shut down the computer safely. To
start the OS, you turn the computer on. During the startup proce-
Fingerprint identification programs dure, the OS places part of itself into the computer’s memory.
allow scanned fingerprints to be
matched to electronic fingerprints
Desktop Nowadays, computer operating systems are based
stored in the computer. on visual displays. The graphical user interface, or GUI (GOO-
ee), lets you use a mouse to interact with the workspace on the
Think About It! computer screen, called a desktop.
For which activities below do Icons On the screen, pictures called icons represent various
you believe such a fingerprint resources on the computer. An icon might represent a program,
identification system would be an a document, a hardware device, or a Web site. You click or
advantage at school?
double-click an icon to perform an action, such as starting a pro-
paying for a school lunch gram or opening a file.
checking out a library book Options The operating system lets you change some features
taking attendance of the desktop, such as the look of the background or the place-
ment of the icons. You can also change how other things work
turning in homework
on your computer, such as keyboard functions and the speed at
accessing computer files which the cursor blinks on the screen. The computer’s manual
or the Help feature allows you to explore these options.
Program window
Figure 7.1.1 Customizing the display with Microsoft Windows 7.
76 • Chapter 7
Operating Systems and Utilities Lesson 7–2
• Examine different operating systems. Outline Information Use an outline to help you
• Discuss the function of the file manager in an note details about operating systems and system
operating system. utilities as you read.
• Describe how system utilities help operating
systems function.
Popular Operating Systems Key Terms

Three operating systems dominate the computer world—Micro- • backup utility
soft Windows®, the Macintosh OS, and UNIX. The computer you • driver utility
use at school or at home probably has a version of Windows or • file compression utility
the Macintosh OS installed. UNIX, and adaptations of it, is most • Plug and Play (PnP)
often found running on large business or scientific networks.
Mac OS X® In 1984, Apple® became the first computer maker
to sell consumers a personal computer equipped with a graphi-
cal user interface (GUI). Macintosh names both the computer and
its operating system. Easy for beginners to use, some version of
the Mac OS runs all Macintosh computers.
Microsoft Windows Although Microsoft Windows was not
the first OS to have a GUI, the Windows OS is currently the
market leader, installed on more than 90 percent of personal
computers.
UNIX and LinuxTM UNIX was one of the first operating sys-
tems ever written. It was designed to work on powerful business
and scientific computers. Later versions of UNIX have been de-
veloped to work on microcomputers, or personal computers.
One of these versions of UNIX, a system called Linux, has
become very popular. Linux works with an optional GUI and is
very fast compared to other operating systems. It is also unique
in that it is an open-source operating system, in which the source
code (programming language) used to create it is available to
the public. Programmers from across the globe constantly work
on Linux to test and improve it. Linux is also free and can be
downloaded from the Internet, but most users buy it with other
features on a disc. It is now challenging Apple and Microsoft for
a share of the OS market—with 18% of market share as of 2011.

System Utilities: File Management
Utility software is a collection of programs that help you main-
tain and repair your computer. Today, many types of utilities are
built into the operating system. Probably the most important
GUI designers choose icons that utilities are file managers, which let you work with data stored
most people recognize. on your computer.
Think About It! Organizing Files The operating system, programs, and data
Which items below are repre- are all stored in files, each with a name. Files can be grouped
sented by an icon on a home together into folders. Folders are also called directories. A folder
computer? can be divided into subfolders.
music files Using Files You can use an operating system’s file manager to
e-mail perform several tasks:
Internet browser • create new folders or subfolders
printer • move or copy items between folders or to other disks
text files • delete files and folders
antivirus software • launch applications
Figure 7.2.1 Use an Finding Files You can use the file finder utility from your op-
operating system such as erating system to help you look for a file. This utility can search
Windows 7 to organize and for a file by its name, type, date, or even by looking for specific
manage files and folders. data inside the file.
78 • Chapter 7
System Utilities: Other Jobs
Your operating system probably has utilities that can help with
routine maintenance and other jobs. Science If your science teach-
ers have not yet done so, they
Driver Utilities A driver utility contains data needed by pro- may soon add to your computer a
grams to operate input and output devices such as a mouse and microscope and a driver to control
printer. Operating systems that have Plug and Play (PnP) capa- it. Computer microscopes allow
bility can automatically detect new PnP-compatible devices. an enlarged image to appear on
Otherwise, you will be prompted to insert the disc that came the monitor or on a wall screen,
with the equipment to load the driver. making it easier for groups to see.
Students can also capture images
Program Utilities Before you can use a program, you must
to study and use in reports and
install it on your hard drive. In Windows, you can use the Add/ presentations.
Remove Programs utility to ensure that your program installs
properly. You can use the same utility to remove a program you
no longer need.
Backup Utilities Backup utility programs automatically
copy data from the computer’s hard drive to a backup storage
device, such as an external hard drive or a CD. Businesses and
individuals routinely use backup utilities to ensure data is not
lost if a computer or disk drive fails. You, too, should regularly
back up your computer data.
File Compression Utilities File compression utilities are Figure 7.2.2 Microsoft
programs that reduce the size of files without harming the data. Windows comes with a backup
These programs make it easier to copy and send files. and restore utility.

_____ 1. interface a. area on a computer screen where

_____ 2. crash you perform work
_____ 3. graphical user interface b. to stop working
_____ 4. desktop
c. program that controls input/output
_____ 5. icon
devices
_____ 6. driver utility
_____ 7. Plug and Play d. picture that represents something on
_____ 8. backup utility a computer
_____ 9. file compression utility e. on-screen tools that let you use the
computer
f. program that copies a file onto
another medium
g. lets you use a mouse to work with
the computer
h. capable of detecting compatible
devices
i. reduces file size without harming
data
1. Which of the following is NOT usu- 4. Which operating system is found

ally handled by the operating system? most often on large business and
a. managing programs scientific computers?
b. dealing with input/output a. Microsoft Windows
devices b. Mac OS
c. publishing Web pages c. UNIX
d. interacting with the user d. Linux
2. Which kind of computer operating 5. Which of the following do operating
system usually requires the least systems, application programs, and
amount of user interaction? user data have in common?
a. real-time systems a. They are all system utilities.
b. single-user/single-task systems b. They are all Windows-based.
c. single-user/multitask systems c. They are all created by the user.
d. multi-user systems d. They are all stored in files.
3. Which of the following is a key part 6. What kind of utility is used to reduce
of a graphical user interface? the size of a file?
a. command words a. driver utility
b. cursors b. program utility
c. memory c. backup utility
d. icons d. file compression utility
80 • Chapter 7
1. What kind of computer operating system do you think small, sophisticated de-
vices such as PDAs use? Why?
2. What effect do you think the development of graphical user interfaces had on the
number of people using computers? Why?
3. Which kind of utility program do you think is most important to your computer?
Why?
4. What are two ways that you can launch an application program?
5. Why is it a good idea to back up your important files?

A. Go to Help in a Microsoft Windows B. Find ads in computer magazines

operating system. Find out how it is or on the Web that are sponsored
organized, but make no changes to by companies that sell backup and
the system settings. Follow the same file compression utilities. Make a
process on a Macintosh computer. chart to summarize the features of
Which Help section was easier to three products in each category.
use? Provide reasons for your prefer- Note which operating system each
ence. Discuss your conclusions as a product works with and its price.
class. Summarize your findings in a brief
report.

System
Software 8
What Is the Purpose of an Operating

System? When you use a computer pro-
gram, most of the activity you see on the screen
is conducted by the operating system. An ap-
plication, such as a word processor, asks the
operating system to perform actions, such as Lesson 8–1
opening a file, printing a document, or showing
a list of recently used documents.
Exploring the Operating System
To fulfill these requests, the operating
system needs to know how to handle differ- Lesson 8–2
ent file formats, or standards used to save data
on a disk. Those formats determine how text Exploring System Utilities
documents, graphics, audio, and video files are
stored and used. In this chapter, you will learn
more about what the functions that the operat-
ing system and its utilities perform, and how
you use them.
Understanding System Software • 83

Lesson 8–1
Exploring the Operating System
• Summarize the boot process. Organize Information Use a concept web to
• Describe the features of a graphical user help you collect information about operating
interface. systems as you read.
• Explain how operating systems can be
configured and changed.
Key Terms Loading the Operating System

• boot The operating system, or OS, controls the computer and man-
• file format ages its work. The OS also provides an interface which enables
• pop-up menu you to interact with the computer.
• power-on self test (POST) The Boot Process When you turn the computer on, you boot
• pull-down menu it. That is, you start the computer, and it responds by loading the
• Ribbon operating system. If your computer is set to show it, the first
• screen saver thing you see is the BIOS screen. As you learned in Chapter 5,
• system administrator BIOS stands for basic input/output system, and it manages and
configures the computer’s hardware. This means that the com-
• window
puter will be able to accept input from the keyboard and display
information.
The Power-On Self Test As a computer boots, it performs
a series of tests called the power-on self test, or POST. During
POST, the BIOS checks the major components of the system,
such as its memory, keyboard, and hard drive.
If your BIOS screen is set to display during POST, you will
see text messages telling you what is happening. If there is a
problem, a written message or a sound alerts you. If this hap-
pens, the computer may need repair. If no problem is detected,
parts of the operating system are loaded from storage into mem-
ory and take control of the computer.
The Login As the operating system starts, you may see a
screen that asks you for a username and password. This is called
the login screen. Businesses and schools often use this process to
control who has access to the computer.
Exploring the GUI

When the operating system is loaded into RAM, it displays the
desktop provided by the graphical user interface, or GUI. The
desktop is where all work is done, including opening and clos-
ing programs, modifying system settings, and managing files.
Icons on the desktop allow you to launch programs by click-
84 • Chapter 8
ing or double-clicking them. You also can click Start (on a PC)
or Finder (on a Macintosh®) and then the name of the program
you want. A taskbar on the desktop identifies which programs
or files are open. To switch back and forth among applications, Today, a number of operating sys-
just click what you want to work on next. tems use voice recognition, which
allows you to say, for example,
Using Windows The operating system in today’s PCs and
“Computer, start word process-
Macintosh computers displays documents in windows, or rec-
ing,” or “Computer, check e-mail,”
tangular, on-screen frames that can be opened, closed, resized, and the computer will know what
and rearranged to view programs or documents. Each window you mean. However, you must
provides commands and options. Some programs have pull- know the right commands. If you
down menus that list commands when you select an item from say, “Ditch that file,” instead of
the menu. Sometimes menus have submenus with additional “Delete that file,” the computer
commands. In Microsoft Office 2010, the window provides com- will not know how to process the
mands on the Ribbon, a series of tabs at the top of the window. command.
Each tab has a group of related commands for specific tasks. A
command may display a dialog box that lets you set several op-
tions at the same time.
Pop-up menus, or lists of shortcut commands that appear
when an area of the screen is clicked or right-clicked or the Figure 8.1.1 Many programs
mouse button is held down, can appear anywhere in a window. have dialog boxes you use to
Pop-up menus can be context-sensitive, providing options that select options, such as number
relate to tasks you are doing at that moment. formats in a spreadsheet.

Exploring Configuration Options
Every operating system includes default settings, the settings a
The Arts A screen saver is a program automatically uses unless others are selected. Operat-
utility designed to protect the ing sytems provide configuration options, which let you change
monitor by continuously changing some of the default settings and make the computer work in a
the image it displays. Most screen way that best suits your needs. For example, you can:
savers use an animated effect, • change keyboard and mouse settings
such as flying graphics or product • change the volume of sounds and audio equipment
logos, or imaginative shapes that
build themselves piece by piece • change the system date or time
on the screen. • set up or change your Internet connection
Screen savers are created by tal- • add new hardware, such as a printer or scanner
ented artists, using sophisticated • add or remove programs
digital drawing and animation • schedule a task to run automatically, such as an antivirus
tools. These artists need to know program
more than just how to draw; they
need to know how to create effec-
Changing system settings lets you customize your computer,
tive, small-scale animations that but it can also cause your computer to malfunction. Most oper-
will work under a specific operat- ating systems have a feature that lets you restore settings to a
ing system. previous configuration.
Desktop Changes Your operating system lets you change
the desktop display. Among your choices are these:
• change the background appearance of the desktop, some-
times called the wallpaper
• change the screen saver, a utility program that changes
the screen display after a preset period of nonuse
• add or eliminate desktop icons for various programs
• display or hide the taskbar
Offering a Free Operating System

As discussed in Chapter 7, the operating
system Linux® is based on a powerful scien-
tific system called UNIX®. Linux is freeware, or
open-source software, which means program-
mers can freely modify its code. To help expand
computer use in schools in Mexico, Miguel de
Icaza, while still in his 20s, developed GNOME,
one of the Windows-based, easy-to-use desk-
top graphical user interfaces for Linux.
What are some of the advantages and disadvantages of a freeware operating
system?
86 • Chapter 8
Managing User Accounts
Since computers are used for many different tasks, from playing
games to writing reports and calculating numbers, businesses Social Studies Adding new
may want to restrict the use of some programs and files to desig- hardware to a classroom com-
nated users. This may also be true in schools, homes, and other puter can create exciting possibili-
settings where several people can use the same computer. ties. Think of a user account for a
social studies teacher on a school
Usernames and Passwords One way to protect data is to district’s network. If the hardware
set up user accounts that identify who can access a computer. rights for the account allow the
Each user is assigned a username and a password that he or she user to add hardware, the teacher
must provide in order to gain access. User accounts are set up might connect a large-screen
using a system tool provided by the operating system. The sys- monitor so a current event article
tem administrator is the person responsible for maintaining the downloaded from a history Web
computer system and for setting up user accounts. site could be displayed for the
entire class to read at once. A map
Other Protections Besides the username and password, a downloaded from the Internet
user account can also include the following properties: could also be displayed on the
• file access rights that specify which files a user can access monitor.
and what he or she can do with these files
With installation rights, Webcams,
• installation rights that specify whether a user can install and a microphone, students could
or remove programs interview a political figure or
• hardware rights that specify whether a user can add or complete a project with students
remove hardware in another city.
• configuration rights that specify whether a user can
change operating system settings
See It on the Big Screen One fascinating

task that computers do is create some of those
dramatic special effects you see in movies.
The Linux operating system, authored by Linus
Torvalds (pictured at right), has been especially
influential in this area in recent years. Linux was
used in the filming of Titanic to make a model of
the ship look real; in The Fellowship of the Ring
to make human actors look small and a comput-
er-generated troll look huge; and in Shrek to combine models and animation with
startlingly lifelike effects.
What movie have you seen recently in which the special effects caught your
attention?

Lesson 8–2
Exploring System Utilities
• Analyze file names and file formats. Draw Conclusions Use a chart to help you
• Explain cross-platform compatibility issues. draw conclusions about system utilities as you
read.
• Identify and discuss system maintenance
utilities.
Key Terms Managing Files and Folders

• corrupted As you learned in Chapter 7, system utilities help users complete
• cross-platform various tasks. Among the most important system utilities is the
compatibility file manager, called Explorer in Windows. This utility allows you
• disk scanner to organize, view, copy, move, rename, and delete files. You can
• file extension even use it to create certain types of files. The commands for these
tasks are available on a menu. For example, to delete a file, right-
• file fragmentation
click it, click Delete on the shortcut menu, and then click OK.
Naming Files and Folders When you create a new file or
folder, you give it a name. Using descriptive names helps you
identify the contents and keep your data organized. For exam-
ple, the name 2012 Annual Report is more descriptive than Report.
It also helps keep you from accidentally deleting or overwriting
files and folders that have the same name. Most operating sys-
tems let you use file and folder names with up to 255 characters,
including spaces and punctuation. You cannot use <. >/ :. “, /,
\, |, ?, or *.
File Extension Some operating systems, such as Windows,
automatically add a period and a file extension to file names. A
file extension is a short series of letters that indicate the appli-
cation used to create the file and the file format. For example, a
Microsoft Word document has the extension .doc or .docx. You
can set options to display file extensions when you view a file list.
Figure 8.2.1 You can display

file extensions when viewing
files with Windows 7.
88 • Chapter 8
Using Files on Different Operating Systems
As previously discussed, the two most widely used operating
systems are Microsoft Windows on PCs and Mac OS on Apple
Macintosh computers. Many times, a file created on one OS can
work on another. This is because the OS associates files with spe- Emulation Developers To
cific programs. strengthen their appeal to users,
operating system and application
Cross-Platform Compatibility Sharing files across operat- developers often create emulation
ing systems is called cross-platform compatibility. There are hardware or software that allows
two keys to compatibility. First, both operating systems must an operating system designed for
have the same program installed in a compatible version that one hardware platform to work on
has been written for each operating system. Second, the appli- another. To work as a developer in
cation must allow its file formats to be shared across different this field, candidates must have
operating systems. strong experience in hardware and
software engineering.
Using System Maintenance Utilities
Like any machine, a computer needs routine maintenance. Sys-
tem maintenance utilities do these jobs and more.
Disk Scanner Computer files can be corrupted, or damaged
to the point at which data is unrecoverable, in different ways.
One way is by being stored on a damaged part of the hard drive.
Running a utility called a disk scanner, which checks magnetic
disks for errors, can fix this problem. A disk scanner looks for
and tries to correct irregularities on a disk’s surface.
STEVE JOBS released the first mass-market person-
“ I know if I got run over by a bus

tomorrow, Apple’s going to keep on
going—because the engines have been
al computer. In 1984, Apple released
the Macintosh computer, the first
personal computer to use a GUI. Jobs
put in place and cultures have been put left Apple in 1985 but rejoined the
in place to keep innovating, to keep doing company in 1997. One of
”
things at this level of quality.
Steven Jobs
the company’s newest
ventures is the iPad
tablet computer.
Founder, Apple computers
At age 21, Steven Jobs and his friend

Stephen Wozniak founded Apple
Computer Company in the Jobs’
family garage. A year later, Apple

Disk Defragmenter As you add, move, and delete files on
your computer, parts of files end up saved in different areas of
the hard drive. File fragmentation occurs when a file is broken
into pieces that are saved in different places on a hard drive.
File fragmentation reduces disk efficiency because the read/
A digital picture frame is a simple write head must travel longer distances to retrieve parts of a file
computer with a CPU, memory, that are scattered across a disk than if the files were stored close
and an operating system. It has an
together. A disk defragmentation program can gather all the file
LCD screen that displays a slide
pieces and place them together, thus improving the efficiency of
show of photographs sent via the
the disk or hard drive.
Internet.
Virus Detection Viruses can get into your computer through
Think About It! a number of ways. Once there, they can destroy or corrupt data.
Which system utilities listed below Running updated versions of antivirus programs can detect and
might you want to run when send- get rid of computer viruses.
ing digital photos via the Internet? Antivirus software is essential to keeping your computer
file manager running and protecting your files and programs. This is because
disk scanner viruses can do all sorts of damage once they infect a computer.
For example, many viruses look for certain types of files and
disk defragmenter
then damage or delete them.
antivirus software Antivirus programs check your computer’s memory and
disks, looking for virus code. Newer programs can also check
Figure 8.2.2 Scanning a disk e-mail and files as they are downloaded to your computer from
for viruses with the McAfee® the Internet. If the program finds a virus, it alerts you and then
Security Center. attempts to disable and remove the virus.
90 • Chapter 8
_____ 1. boot a. to start the computer and load the

_____ 2. POST operating system
_____ 3. window b. option that appears when an item is
_____ 4. pull-down menu selected from the menu bar
_____ 5. pop-up menu c. utility that looks for errors in
_____ 6. screen saver magnetic media
_____ 7. file extension d. changes the display on the desktop
_____ 8. cross-platform compatibility e. two or three letters that identify a
_____ 9. disk scanner file’s format
____ 10. file fragmentation f. series of tests run during the boot
process
g. ability to share files across operating
systems
h. shortcut command that appears
anywhere in a window
i. frame that displays a document or
file
j. having parts of files stored on differ-
ent areas of a disk or hard drive
1. Which of the following indicates that 4. Which of the following is NOT a

the computer can accept input from system change most users should
the keyboard and display informa- attempt?
tion on the monitor? a. moving the operating system
a. POST b. adding a scanner
b. BIOS screen c. changing mouse settings
c. GUI d. removing a program
d. cross-platform application 5. Along with the data itself, which of
2. At what point in the boot process the following is saved with a file?
can users be asked their username a. login procedure
and password? b. code for the application that
a. at the control panel created it
b. in a screen saver c. icon that describes it
c. in a file manager d. maintenance utility
d. at login 6. Which of the following is one way
3. If a pop-up menu is context-sensitive, that a file can be corrupted?
what is it related to? a. by deleting it
a. file format b. by appearing on the desktop
b. printer settings c. by moving it to a new folder
c. what you are doing d. by storing it on a damaged disk
d. operating system

1. What feature would you like to see in the next generation of graphical user
interfaces? Why?
2. After you add a peripheral to your computer or change a preference, you are
asked to reboot the computer. Why do you think this is necessary?
3. Why do most operating systems let users make system changes?
4. Suppose some of the reporters and photographers for your local newspaper
work from home and are networked. What is an example of one application that
would allow them to work without concern for the operating system they use?
5. Which system maintenance utility do you think requires the most user interac-
tion? Why?

A. With a partner, interview three B. Explore the desktop on your com-

adult computer users: one who uses puter. Identify the icons on the desk-
Microsoft Windows, one who uses a top and explain what each launches.
Macintosh, and one who has experi- Use the taskbar to identify files or
ence with both operating systems. programs that are open and the file
Prepare written questions related formats they are in. How does the
to ease of learning the operating desktop help you manage your work
system, ease of use, availability of on the computer? Using a text editor,
programs, and overall satisfaction word-processing application, or on
with the operating system. Add your paper, write a paragraph explaining
findings to your own experiences the concept of a computer desktop.
and write a conclusion about the Then, write step-by-step instruc-
user preferences of the two major tions that someone could use to
operating systems. arrange items on the desktop. With
your teacher’s permission, print or
publish the document and exchange
it with a classmate. Read your class-
mate’s work. As a class, discuss why
step-by-step instructions are useful.
92 • Chapter 8
Activity 1: Managing Files and Folders
DIRECTIONS: You will use your operating system to navigate to a storage location where you will create
a folder. You will then create, copy, move, rename, and delete files and subfolders. You will also display

file properties and change the folder view. Windows 7 procedures required for this activity can be found
in Appendix A.
1. Start your computer, and log in to your user 12. Start a graphics or paint program, such as
account, if necessary. Paint, and paste the screen capture image in
2. Use your operating system to navigate to the the program window. It should look similar to
location where your teacher instructs you to Illustration A.
store the files for this activity. For example, 13. Save the file as OS-1_image1_xx in OS-1_
plug a flash drive in to a USB port, and folder2_xx.
display the contents of that drive in a program 14. With your teacher’s permission, print the file,
window. and then exit the program.
3. In the storage location, create a new folder 15. In OS-1_folder2_xx , change the folder view
named OS-1_folder1_xx. Replace xx with to Content.
your own initials or name, as directed by your 16. Change the folder view to Details.
teacher. 17. Display the properties for OS-1_image1_xx,
4. In the same storage location, create a new text and then close the Properties dialog box.
document named OS-1_text1_xx. 18. Delete OS-1_text2_xx.
5. Copy OS-1_text1_xx in to OS-1_folder1_xx. 19. In OS-1_folder2_xx, create a new folder
6. In OS-1_folder1_xx, rename OS-1_text1_xx named OS-1_folder3_xx.
to OS-1_text2_xx. 20. Copy OS-1_text1_xx into OS-1_folder3_xx.
7. Navigate back to the original storage location. 21. Delete OS-1_folder3_xx.
8. Rename OS-1_folder1_xx to OS-1_folder2_xx. 22. Navigate to the original storage location, and
9. Move OS-1_text1_xx in to OS-1_folder2_xx. close it.
10. Open OS-1_folder2_xx and, if not already 23. If necessary, safely remove or eject the
selected, change the folder view to Large Icons. storage device.
11. On your keyboard, press a+ i to 24. With your teacher’s permission, log off and/or
capture an image of the folder window. shut down the computer.
Illustration A

Activity 2: Exploring the Operating System
DIRECTIONS: You will explore the features of your operating system. You will identify storage devices,
network components, and installed printers, and you will locate information about the amount of
installed RAM and processor speed for your system. You may complete this activity alone, or work as a
team. Windows 7 procedures required for this activity can be found in Appendix A.
1. Start your computer, and log in to your user 16. Display the contents of a storage device. For
account, if necessary. example, double-click Local Disk (C:) or a
2. Create a new text file named OS-2_wp1_xx in removable device.
the location where your teacher tells you to 17. Display the components of your current
store the files for this activity. network.
3. Start a text editor or word-processing ✔ In the Windows Navigation pane, click
program, and open OS-2_wp1_xx. Network, or click Start and then click
4. Maximize the program window, if it is not Network.
already maximized. 18. Close all Explorer windows, leaving the word-
5. Type your name and today’s date in the file, processing program open.
and save the changes. 19. Display a list of available printers.
6. Minimize the program window. ✔ In Windows 7, click Start > Devices and
7. Use your operating system to display Printers.
available storage devices. 20. Count the number of available printers.
✔ In Windows, click Start, and then click 21. Make the text file active, press Enter, type
Computer. Printers:, and then type the total number of
8. Count the number of available storage devices. available printers you counted in step 20.
9. Make the text editor or word-processing Save the changes.
program window active. 22. Display system information, including the
10. Arrange the two open windows side by amount of installed RAM and processor
side. Your desktop should look similar to speed.
Illustration B. ✔ In Windows 7, Click Start > Control Panel
11. Cascade the two open windows. > System and Security > View amount of
12. Maximize the text editor or word-processing RAM and processor speed.
program window. 23. Switch to the text document, press Enter, type
13. In the text file, press Enter to start a new line, RAM:, and type the amount of installed RAM.
type Storage devices:, and then type the total 24. Press Enter, type Processor speed:, and type
number of available devices you counted in the processor speed. Save the changes.
step 8. Save the changes. 25. Close all Control Panel windows.
14. Restore down the program window. 26. With your teacher’s permission, print OS-2_
15. Make the Computer window active. wp1_xx, then close it and exit the program.
27. Close all open windows. With your teacher’s
permission, log off and/or shut down the
Illustration B computer.
94 • Operating System Activities

Activity 3: Customizing the Operating Environment
DIRECTIONS: You will personalize your operating environment by customizing desktop icons and by
changing the theme, desktop background, and window colors. You will capture an image of the desktop

and paste it into a graphics file. Finally, you will reset all options to the previous configuration. Windows
7 procedures required for this activity can be found in Appendix A.
1. Start your computer, and log in to your user 12. Start a paint or graphics program, such as
account, if necessary. Paint, and paste the captured image into
2. If necessary, change the desktop display to the new blank file. Scroll the window so you
show large icons. can see the clock. It should look similar to
3. Sort the icons on the desktop by name. Illustration C.
4. Sort the icons on the desktop by type. 13. Save the file as OS-3_image1_xx in the
5. Personalize the desktop using a built- location where your teacher tells you to store
in theme. For example, if you are using the files for this activity.
Windows 7, apply the United States theme. 14. With your teacher’s permission, print the file,
6. Personalize the desktop by applying a differ- and then close it and exit the program.
ent picture to the background. For example, 15. On the desktop, create a shortcut to the
if you are using Windows 7, apply one of the OS-3_image1_xx file, and then use the
Nature pictures. shortcut to open the file.
7. Personalize the desktop by changing the color 16. Resize the program window so it is about 4"
of window borders. For example, if you are high by 4" wide.
using Windows 7, change the color to Ruby. ✔ If the window is maximized, you must
8. Display options for changing the date and restore it before you can resize it.
time display. 17. Close the file, and exit the program.
9. Synchronize the clock with Internet time. 18. Mute the speaker volume.
10. Select to display an additional clock, showing 19. Restore the desktop settings, clock, and
the time in Beijing, China. Name the clock speaker volume to the way they were at the
Beijing. beginning of this activity.
11. Make sure the Beijing clock is displayed. (In 20. With your teacher’s permission, log off and/
Windows 7, rest the mouse point over the or shut down the computer.
clock/calendar in the taskbar to display a
ScreenTip.) Then, capture an image of the
desktop.
Illustration C

Activity 4: Creating an Electronic Portfolio
DIRECTIONS: You will use your operating system to set up an electronic portfolio. You will read about
how to create a useful and effective portfolio, and then you will create a folder with subfolders where
you can store items you select to include. You will convert printed items into digital files, and you
will copy or move digital files into the portfolio. Windows 7 procedures required for this activity can be
found in Appendix A.
1. Open the .pdf file OS-4_Portfolio, which is 11. Save the file. You can modify it and refer to it
located on the student CD. This file contains as you develop your portfolio.
information about electronic portfolios. 12. Locate existing artifacts and items you have
2. Read the information to learn about electronic stored in digital format and copy or move
portfolios. them into the appropriate subfolder in your
3. In your operating system, navigate to OS-4_Portfolio folder.
the location where you want to store the 13. Locate printed artifacts and items, and use
electronic portfolio. appropriate technology, such as a scanner or
4. Create a new folder, and name it OS-4_ digital camera, to convert them into digital
Portfolio_xx. files. Store them in the appropriate subfolder
5. In the folder, create one subfolder named in your OS-4_Portfolio_xx folder.
Academic Achievement, a second named 14. Select an application, and use it to create
Personal Information, and a third named new items to include, such as a contact
Career Information. information sheet, a personal academic plan,
6. Select an application that you can use to and guidelines for assessment. Store the
create a list of artifacts and other items you items in the appropriate portfolio subfolders.
will include in your portfolio. This might be 15. Select an application, and use it to create
a word-processing program, a spreadsheet reflections for your artifacts. Store the
program, or a database program. reflections with the artifacts in the portfolio.
7. Use the application to create a new file. Save 16. Select an application, and use it to create a
the file in the Personal Information subfolder, table of contents for your portfolio. Format
with the name OS-4_List of Artifacts_xx. the items as hyperlinks that link to the digital
8. In the file, list the name and a description of artifacts and items.
each artifact and item you want to include in 17. Practice presenting the portfolio to your
the portfolio. (Refer to the list in the OS-4_ class.
Portfolio.pdf file.) 18. Continue to review, update, and add new
9. In the file, include whether each artifact artifacts and items to your portfolio on a
already exists, or if it is something you will regular basis.
create in the future.
10. In the file, also include the name of the
subfolder in which you will store the artifact.
For example, you might store a resume and
list of references in the Career Information
folder and an example of a word-processing
document you typed and formatted in the
Academic Achievement folder.

Activity 5: Identifying Screen Elements
DIRECTIONS: You will use your operating system to capture images of different program windows and
insert the images into a word-processing file. You will then print the file and label the elements on each

image. Windows 7 procedures required for this activity can be found in Appendix A.
1. Start your computer, and log in to your user 14. Save the document, and then minimize the
account, if necessary. application window.
2. Start a word-processing application, such as 15. Start a spreadsheet application.
Microsoft Word or Google Documents. 16. Maximize the spreadsheet application
3. Save the default blank document with the window.
name OS-5_wp_xx in the location where your 17. Capture an image of the spreadsheet
teacher instructs you to store the files for this application window.
activity. 18. Exit the spreadsheet application.
4. Maximize the application window. 19. Make the word-processing application
5. On the first line of the word-processing file, window active.
type your first and last names and today’s 20. In the word-processing document, press
date. b+ e, to start a new page.
6. Press Enter to start a new line. 21. Paste the captured image into the word-
7. Capture an image of the screen. processing document.
8. Paste the image from the Clipboard into the 22. Save the word-processing document.
word-processing document. 23. With your teacher’s permission, print the
9. Save the document, and then minimize the word-processing document and label the
application window. parts of all three screens. Alternatively, use
10. Capture an image of your computer desktop. drawing tools to insert callouts or text boxes
11. Restore the word-processing program in the word-processing document to label
window. the parts of the screens. Page 1, the word-
12. Press b+ e to start a new page. processing screen, might look similar to
13. Paste the captured image into the word- Illustration D.
processing document. 24. Close the word-processing document, saving
all changes, and exit the application.
Illustration D

Activity 6: Using a Help Program
DIRECTIONS: You will use a Help program to locate and review security settings. You will also access
the command prompt and display a directory. Windows 7 procedures required for this activity can be
1. Start your computer, and log in to your user 12. Close the security settings window.
account, if necessary. 13. Close the Help program window.
2. Start your operating system’s Help program, 14. If you are on a Windows OS, open the
and maximize the window. Command Prompt. If you are on a Mac OS,
3. Search for managing security settings. skip to step 22.
4. Click a link for information about ✔ Click Start > All Programs > Accessories >
understanding security and safer computing. Command Prompt.
5. Read the information, scrolling down in the 15. Type dir, and press e to display a
window until you reach the end. directory list of files.
6. Click the Back button to return to the 16. Capture an image of the command prompt
previous window. window.
7. Search for information about where you can ✔ Press a+ i.
view your security settings. For example, in 17. Start a paint or graphics program and paste
Windows 7, search for Action Center. the screen capture into the file. It should look
8. Click a link for more information, such as the similar to Illustration E, although the actual
link What is Action Center?. directory contents depend on the contents of
9. Click a link to open the Action Center. If you your system.
are using an operating system other than 18. Save the file as OS-6_image1_xx.
Windows 7, click a link to open the window 19. Close the Command Prompt window.
where you can view security settings. 20. With your teacher’s permission, print OS-6_
10. If necessary, expand your security settings. image1_xx.
11. With your teacher’s permission, use the links 21. Close the file, and exit the program.
on the page to view your installed security 22. With your teacher’s permission, log off and/
programs, such as you firewall program and or shut down the computer.
your antivirus program.
Illustration E

pa 2
Applications
99
Unit 1 n Analyzing Applications Unit 5 n Graphics
Chapter 9 Applications Basics Chapter 17 Graphics Basics
Lesson 9–1 Selecting Application Software Lesson 17–1 Graphics and Their Uses
Lesson 9–2 Obtaining Application Software Lesson 17–2 Exploring Graphics Programs
Lesson 9–3 Getting Started with an Application Lesson 17–3 Working with Graphics
Chapter 10 Understanding Applications Chapter 18 Understanding Graphics
Lesson 10–1 Examining Types of Application Software Lesson 18–1 Preparing Computer Graphics
Lesson 10–2 Application Documentation and Versions Lesson 18–2 Exploring Image Editing Programs
Lesson 10–3 Using Application Software Lesson 18–3 Draw and Animation Features
Graphics Activities
Unit 2 n Word Processing
Unit 6 n Presentation Programs
Chapter 11 Word-Processing Basics
Lesson 11–1 Creating a Document Chapter 19 Presentation Basics
Lesson 11–2 Editing a Document Lesson 19–1 Exploring Presentation Software
Lesson 11–3 Formatting a Document Lesson 19–2 Creating Presentations
Lesson 11–4 Basics of Desktop Publishing Lesson 19–3 Previewing Presentations
Chapter 12 Using a Word-Processing Chapter 20 Enhancing Presentations
Application Lesson 20–1 Presentation Options
Lesson 12–1 Viewing a Document Lesson 20–2 Developing Presentations
Lesson 12–2 Enhancing a Document Lesson 20–3 Enhancing and Finalizing Presentations
Lesson 12–3 Formatting and Printing Presentation Activities
Lesson 12–4 Making and Tracking Edits
Word Processing Activities Unit 7 n Multimedia
Unit 3 n Spreadsheets Chapter 21 Multimedia Basics
Lesson 21–1 Introducing Multimedia
Chapter 13 Spreadsheet Basics Lesson 21–2 Multimedia File Formats
Lesson 13–1 Exploring Spreadsheets Lesson 21–3 Introducing Virtual Reality
Lesson 13–2 Entering and Editing Data Chapter 22 Understanding Multimedia
Lesson 13–3 Using Formulas
Lesson 22–1 Exploring Multimedia
Lesson 13–4 Sharing Data Among Programs
Lesson 22–2 Developing Online Multimedia
Chapter 14 Understanding Spreadsheets Lesson 22–3 Exploring Virtual Reality
Lesson 14–1 Formatting and Managing Worksheets Multimedia Activities
Lesson 14–2 Creating Effective Spreadsheets
Lesson 14–3 Automatic Spreadsheet Features
Lesson 14–4 Using Functions in a Worksheet
Spreadsheet Activities
Unit 4 n Databases
Chapter 15 Database Basics
Lesson 15–1 The Essentials of a Database
Lesson 15–2 Types of Database Programs
Lesson 15–3 Database Techniques
Chapter 16 Spreadsheet Basics
Lesson 16–1 Creating an Effective Database
Lesson 16–2 Maintaining Efficient Databases
Lesson 16–3 Using Queries and Filters
Database Activities
100
chapter
Application
Basics 9
What Is Application Software?

Application software is a type of program,
such as word-processing or spreadsheet soft-
ware, that directs a computer to perform one or
more tasks. Think about all the things a com-
puter can help you do. You can write letters Lesson 9–1
and reports. You can look up information, re- Selecting Application Software
cord songs, play games, chat with friends, and
more. Application software makes it possible
for your computer to perform such tasks. Lesson 9–2
There are many different types of applica- Obtaining Application Software
tion software (sometimes called applications),
each best suited for a certain purpose. Some
programs perform specific jobs. Others do Lesson 9–3
many different tasks. Once you become famil- Getting Started with an Application
iar with application software, you can make
choices to help your computer work faster and
more efficiently.
Application Basics • 101
Lesson 9–1
Selecting Application Software
• Identify widely used types of application Compare and Contrast Use a three-column
software. chart to compare three different types of
• Compare and contrast three types of application software. Write each type as a
application software. column header and list the features below the
header.
• Decide what kinds of applications will work
best for you.
Key Terms Why Use Application Software?

• application software Application software performs a specific job or task. For exam-
• apps ple, some applications help astronomers research stars. Others
• integrated software help doctors care for their patients. It is important to choose ap-
• personal information
plications that can do the jobs you want done. The most com-
manager (PIM) program mon types of application software include:
• productivity suite • word processors for writing letters and reports
• spreadsheets for working with numbers and doing math
• databases for storing and fi nding information
• presentation graphics for creating slide shows
• telecommunications for using the Internet and e-mail
• personal information manager (PIM) programs for stor-
ing phone numbers and addresses and creating schedules
Types of Application Software

Application software falls into three basic categories: stand-
alone programs, integrated software, and productivity suites.
These forms differ in
Why Use Application Software? their features (the tasks
they do) and in cost.
Wise computer users
Application Purpose
choose the type of soft-
Word-processing Create text-based documents such as reports and letters ware that best fits their
needs, their computers,
Spreadsheet Display and analyze business, personal, or financial data and their budgets.
Database Store and organize information
Presentation Create and deliver multimedia slide shows
Desktop-publishing Create publications such as brochures and invitations
E-Mail Create, send, receive, and organize electronic mail messages
102 • Chapter 9
Stand-alone Programs Software that specializes in one task
is called a stand-alone program. Because each program—such
as a word processor, database, or spreadsheet—is dedicated to The Arts Software applications
just one application, stand-alone programs can have many use- can be created to help make life
ful and advanced features. However, stand-alone programs may easier for many different types
cost more than other forms of application software. of people. A software application
Because they focus on one kind of job, stand-alone programs called Goodfeel® converts printed
usually have many very specialized features. Word processors, sheet music to Braille, allowing
for example, give users tools to print labels and envelopes. blind musicians greater access to
music. Before this software was
Integrated Software Buying multiple stand-alone programs created, blind musicians often had
might require too much memory in your computer or may cost to wait months for sheet music to
too much. You might want to do more with the software than a be converted by hand.
stand-alone program is capable of handling.
Integrated software programs combine the basic features of
several applications into one package. They are not as powerful
or as complete as their stand-alone counterparts, nor do they
specialize in one application. However, integrated software usu-
ally is less costly and is fairly easy to use. These programs let
you do basic work in several applications such as word proces-
sors, databases, spreadsheets, graphics, and more.
People use integrated software programs because the appli-
cations work in similar ways. That is, you often can use many of
the same commands. You also can use data from one program in
another. Popular integrated programs include AppleWorks® and
Microsoft Works.
APPS FOR ALL popular

With its iPhone, Apple Computer games
pioneered the development of apps, like “An-
third-party software programs gry Birds,” to
developed specifically for smart practical apps
phones, tablet computers such as that let you locate
iPad, and other handheld devices restaurants or count
such as iPod Touch. These software your calories. And there
applications usually cost as little are some apps that are just
as $2.00 each and take up very plain silly, like the “Zombie” app
little space—usually around 6–10 that includes a Zombie weatherman
megabytes. who always forecasts doom and
As of 2011, Apple had 350,000 destruction “five days from now.”
apps in its store—ranging from

Productivity Suites What if you need to use the advanced
features of several stand-alone programs? You might select a
productivity suite. Although one suite may differ from another,
in general productivity suites combine several programs such
as word-processing, spreadsheets, databases, and graphics. Like
There are many advantages to
using the same software at school
integrated software, the programs in productivity suites have
and at home. For example, some a common look and feel. But productivity suites contain more
programs allow you to use one than the basic software found in integrated programs. They con-
computer to access files stored tain the actual stand-alone programs with all their features.
elsewhere. Productivity suites generally cost more than integrated soft-
ware, but usually they are cheaper than buying the stand-alone
Think About It! programs separately. Some common productivity suites include:
For which reasons listed below • Microsoft Office (with Word, Excel, PowerPoint, Outlook,
would it be helpful to have the and Access in the Windows version)
same programs at school and at • Corel WordPerfect Office (with WordPerfect, Quattro Pro,
home? Paradox, Corel Presentations, and Corel CENTRAL)
I can work on my school • Lotus SmartSuite (with WordPro, Lotus 1-2-3, Approach,
projects at home. Freelance Graphics, and Organizer)
I can practice using the • Adobe Creative Suite Design Premium (with Photoshop,
programs that I need at school. Illustrator, InDesign, Dreamweaver, and Flash)
I can e-mail files to my teacher.
New Types of Applications
New types of software are always emerging. Current trends in-
clude applications that reside on Internet servers and applica-
tions that give everyday objects computing power.
Software as a Service Some companies are now making ap-
plications available for use online. For example, Microsoft offers
a version of its Microsoft Office suite online, and Google offers
Google docs. For free, or low cost, users can access the applica-
tions using an Internet connection instead of installing the pro-
gram on their own computer.
Pervasive Computing Now that so many objects have em-
bedded computer chips, applications are emerging that let us-
ers interact with their things. For example, applications make it
possible for you to use voice activated telephone calling in your
car and to program your dishwasher to alert you when it is full.
104 • Chapter 9
Which Type of Software Is Right for You?
The type of application software you choose depends on what
you want it to do, how much you are willing to spend, and how
easy the programs are to learn. It also depends on whether the
software will work on your computer and how much space each
program will take up on your hard drive. You might want to
match the software you use at home with the programs you use
at school so you can work on documents in both locations.
While most computers are sold with some application soft-
ware installed, your computer may not have the software you
need. Your needs will also change over time. Consider how prob-
lems could arise if you use the wrong software product when
you try to complete a specific task—like attempting to perform-
ing advanced mathematical calculations using a word-process-
ing program. Whether you consider upgrading your existing
software, buying new programs, or downloading free software
from the Internet, you should consider the following:
• Reviews of the software. Consumer reviews are usually a
great source of information.
• User-friendliness. What kind of support is available? Is Figure 9.1.1 Popular produc-
there live help included? tivity suites include Microsoft
• Licensing agreements (see Lesson 9–2). Can you agree Office Home and Student 2010
to the licensing requirements? Remember that copying a and Adobe Creative Suite 5
friend’s program is piracy. Design Premium.

Lesson 9–2
Obtaining Application Software
• Explain why computer hardware and software Organizing Information Make an outline of the
must be compatible. lesson. Use Roman numerals for main headings.
• Identify sources for obtaining application Use capital letters for subheadings, and use
software. numbers for supporting details.
• Summarize the best way to install or uninstall
application software.
• Analyze how piracy affects makers and users of
computer software.
Key Terms Minimum System Requirements

• commercial software Each software program has minimum system requirements.
• freeware The computer must meet the minimum hardware and software
• install needs of the program for it to work properly.
• public domain software
To get the most from your computer, it is important to choose
software that will work with the following:
• shareware
• your type of computer (Macintosh or PC compatible)
• software license
• microprocessor speed
• system requirement
• uninstall
• operating system (such as Linux, MAC OS X, or
Windows 7)
• available amount of memory (RAM)
• available hard drive space
• special equipment, such as a DVD drive
Obtaining Application Software

Some application software is usually loaded on new computers.
You can also obtain additional software in multiple forms.
Commercial Software Companies own the copyrights to the
application software they sell to the public. This prevents you
from legally copying it to sell it to others, giving it away, or shar-
ing it. Commercial software, which may also be called proprie-
tary software, is copyrighted software that you must buy before
using it. Usually, you must agree to or sign a license, as well.
Shareware Copyrighted software that you can use on a try-
before-you-buy basis is called shareware. If you decide to keep
using it after that, you must pay a registration fee to the com-
pany. You are also allowed to copy shareware and give it to your
friends. They, then, must follow the same process to acquire the
software.
106 • Chapter 9
Freeware Some companies give away their copyrighted soft-
ware for free. This is known as freeware. The companies allow
users to install the program as long as they do not resell it.
Open-Source Software This kind of software makes the
source code available to the public. The idea is that the software Shareware companies make
will improve and benefit from the innovations of users, who money by collecting fees for the
troubleshoot weak points and expand features. Critics, however, products they send out on a free
say that developers are not fairly compensated for their work trial basis.
(open source is not automatically “free”) and also that the soft-
ware development suffers if there is no central organizer. Think About It!
Creative Commons A creative commons license lets soft- Shareware has many advantages
for its producers. Identify each
ware copyright holders open some of their work for public use
benefit of shareware listed below
while letting them hold onto other parts of their work. As with
as either true or false.
open-source software, there are critics who complain that cre-
ative commons licenses eat away at intellectual property rights. A user might try shareware
Yet, several million pages of Web content are “brought to you” rather than opting to buy a
by Creative Commons licenses, such as The Library of Public commercial program.
Science, Garageband.com, and Flickr, the popular photo sharing Shareware companies do not
sight. have to pay for distribution.
Public Domain Software On occasion, program authors al- Users who do not like the
low you to use programs, share them, give them away, or even product still have to pay for it.
alter them to meet certain needs. This is called public domain
software. Beware: the quality of these programs can vary widely,
and they may contain more errors than other types of software.
Authoring Shareware California-based

Tenadar Software develops adventure games and
distributes them as shareware. To play the game
more than once, you send the requested royalty
to the copyright holders. Who are they? Tenadar
employees are all between 10 and 12 years old.
What started as a fifth-grade project has grown into
a business of several employees offering a variety of
computer games for the Macintosh. The company’s
motto is “Great Software for Kids, by Kids.”
If you were to create shareware, what might you choose to develop?

Installing and Uninstalling Programs Application software
must be installed, or prepared to run on a computer, before it
can be used. You must copy it from a location such as a disk, a
CD, or the Internet to the computer’s hard drive.
Most programs come with an installation, or setup, program
that prompts you to load the software onto the computer. Com-
panies that make commercial software often provide printed or
online guides, or telephone support, to help solve users’ prob-
lems.
To delete a program from the computer, you must run a spe-
cial removal program to properly remove, or uninstall, it. Oth-
erwise, parts of the program can remain on the computer and
may interfere with its operation.
Using Software Legally

Buying proprietary, copyrighted software usually permits the
buyer to install and use that software on only one computer. This
permission is contained in a document known as the software
license. Typically, agreeing to the licensing agreement is part of
the installation and registration process.
Software Piracy People who copy copyrighted software to
install on other computers, give away, or sell are guilty of copy-
right violation and stealing, called software piracy. Violating a
copyright and pirating software are both morally wrong and il-
Figure 9.2.1 Most software legal. These activities discourage the authors of good software
programs come with a license from writing new and better programs because they may not get
agreement, like the one shown paid for their work. Pirated software cannot be registered, so us-
here for Windows 7 Professional. ers do not get the support services they may need.
108 • Chapter 9
Lesson 9–3
Getting Started with an
Application
• Describe how to launch a program. Draw Conclusions Use a conclusion chart
• List common features of application software to help you understand how to use application
windows. software as you read.
• Explain how to maximize and minimize a
program window.
• Explain how to create, open, save, and close
a file.
• Explain how to exit an application.
Launching an Application Key Terms

To get started with an application program, you open it using • command
the operating system on your computer. Most applications use • groups
similar commands to accomplish basic tasks, such as starting, • launch
exiting, and saving. Once you learn these tasks in one program, • maximize
you can easily transfer the knowledge so you can use other pro-
• menu bar
grams, too.
• minimize
Starting a Program When a computer is turned on, it typi- • Ribbon
cally starts its operating system. You can then launch, or start, • scroll
any application installed on the computer. You can launch an
• tab
application in two ways: a menu or a desktop icon.
• title bar
Menu In Windows, clicking the Start button displays a list of
programs installed on the computer. Figure 9.3.1 The Windows 7
Start menu.
Desktop Icon Desktop icons are on-screen
symbols that stand for a computer function
or program. Because they are shortcuts to
programs, it is helpful to customize your PC
or Macintosh desktop to include icons for the
programs you use most often.
Exploring Application Windows

A launched application appears in a frame
called a window. You can work in any size
window, but it is usually best to maximize
the window, or make it as large as it can be.
Sometimes you will want to use another pro-
gram without closing the first one. You can
minimize a program window, or make it as
small as possible, so it remains out of the way
while you use the other program.

The largest portion of an application window is the space for
your work. The rest of the window contains tools that you use to
develop your files.
If you’ve used a Web browser, you
may have found yourself faced Title Bar The top row of an application window is called the
with pop-up windows. It may be title bar. The title bar shows the program’s name and, in some
annoying, but you can make these cases, the name of the document you are working on.
windows go away. In Windows,
The Ribbon In Microsoft Office 2010, the Ribbon is the con-
right-click the task bar button and
click Close. Macintosh users can
trol center for using the application. The Ribbon has three parts:
press the Command and W keys • Tabs. Each tab contains important tasks you do within
together. an application. For example, the Home tab in Excel offers
formatting and formula options.
• Groups. Each tab contains groups of related tasks. For ex-
ample, in Excel 2010, the Number group on the Home tab
offers number formatting options.
• Commands. A command is a button, a box for entering
information, or a menu. For example, the % button for-
mats a number as a percentage.
Figure 9.3.2 Applications in The Menu A menu bar lists sets of commands. On a Macin-
the Microsoft Office software tosh, it appears at the top of the screen. In Windows applica-
suite share these basic elements. tions, the menu generally appears under the title bar.
Close
button
View controls
110 • Chapter 9
Creating, Opening, Saving, and Closing
Application software lets you create new documents, save them
for future use, or work on documents you have saved. You can
close the application when you are done working. Most applica-
tions have a File menu (see below)—though the old 2007 version Many jobs have been created in
of Microsoft Office has an “Office” button—which includes these the computer industry. Thanks to
commands: the way we rely on computers,
• New—creates a file into which you can enter data many companies hire staff who
have computer skills but possess
• Open—finds a document that was previously saved as a
degrees in other fields, such as
disk file and displays it in a window
history or science.
• Save—saves the document in the current window to a
disk file Earning a certificate in a computer-
skill area is one way to show
• Close—closes an open file today’s companies that you have
• Exit or Quit—closes the application and removes its win- computer training. MOS (Microsoft
dow from the screen Office Specialist) certification
confirms the user is proficient with
Microsoft Office programs such
Moving in the Application Window as Word, Excel, PowerPoint, or
Some tools allow you to scroll, or move from one part of a win- Access.
dow to another. The scroll bars usually appear at the right side
of the window and at the bottom. Boxes appear in these bars
to show whether you are at the beginning or end of the file or
somewhere in the middle. You can move from one place to an-
other by either dragging these scroll boxes or clicking the scroll
arrows at each end of the scroll bars.
Figure 9.3.3 In Microsoft Office

2010, use the File menu in Back-
Save stores changes to a file. stage view to access commands
Save As stores a copy of a file. for creating, saving, printing, and
managing documents.
Open retrieves a saved file.
Close closes the current file.

Info displays details, or
properties, about the file.
New creates a new file.

Print displays options for
previewing or printing the file.
Options displays customization

options.
Exit closes the application.

_____ 1. personal information manager a. software that you can try before
_____ 2. integrated software purchasing
_____ 3. productivity suite b. uncopyrighted software that is given
_____ 4. shareware away without cost
_____ 5. freeware c. software that stores phone numbers
_____ 6. public domain software and creates schedules
_____ 7. uninstall d. software that combines several differ-
_____ 8. maximize ent applications
_____ 9. apps e. third-party software programs
____ 10. scroll developed specifically for certain
smart phones
f. to delete a program from the
computer
g. software that combines several
applications
h. move from one place in a window to
another
i. to make a window as large as possible
j. copyrighted software that is given
away without cost
1. Which of the following items is NOT 4. Which of the following types of

an example of application software? software is available on a try-before-
a. spreadsheet you-buy basis?
b. database a. commercial software
c. operating system b. shareware
d. word processor c. freeware
2. Which of the following types of d. public domain software
application software combines the 5. Which of the following features
basic features of several applications? allows the user to launch an
a. stand-alone program application?
b. integrated software a. Help menu
c. productivity suite b. menu bar
d. personal information manager c. title bar
(PIM) program d. desktop icon
3. Which of the following types of soft- 6. Which of the following tools allows
ware must be purchased in advance? the user to move from one part of a
a. commercial software window to another?
b. shareware a. scroll arrows
c. freeware b. scroll icons
d. public domain software c. scroll menu
d. scroll file
112 • Chapter 9
1. Why might a computer user choose to purchase an integrated software program
instead of a productivity suite?
2. Why should you check a program’s system requirements before purchasing it?
3. Why is it important to uninstall a program you no longer use?
4. What is the difference between the New and Open commands on the File menu?
5. Why does an application window include tools such as scroll bars, scroll boxes,
and scroll arrows?

A. The computer desktop shows many B. Several types of application software

different types of icons. Icons can are listed in this chapter. They in-
represent applications, files, or file clude word processors, spreadsheets,
folders. Experiment with a Macin- databases, presentation graphics,
tosh or Microsoft Windows operat- telecommunications, and personal
ing system. Make a three-column information managers. Using the
chart of the icons that appear on Internet or other resources, prepare
the desktop. Include a description a report that evaluates and compares
of what happens when each icon is two types of application software
clicked, and identify what type of that you may use based on their
file or program the particular icon appropriateness for a task, licensing
represents. agreements, and available support.
Share your reports with the class.

chapter
Understanding
Applications 10
How Can an Application Help You?

Application software provides the tools you
need to get a job done. When you select the
right program for the job, you can accomplish
the task quickly and efficiently.
Applications are designed to meet differ- Lesson 10–1
ent needs. Some are designed for one specific Examining Types of Application
purpose, such as managing medical records Software
or product inventory. Some are designed for
multiple purposes, such as creating presenta-
tions on any subject. Lesson 10–2
In this chapter, you examine application Application Documentation
software more closely. You learn more about and Versions
types of applications, and how to use an ap-
plication program to complete a task.
Lesson 10–3
Using Application Software
Understanding Applications • 115

Lesson 10–1
Examining Types of Application
Software
• Compare and contrast horizontal and vertical Organize Information Use an outline to
applications. organize information about application software
• List examples of horizontal and vertical as you read.
applications.
• Describe the role of beta versions in the
software-testing process.
Key Terms Which Direction Is Right for You?

• beta version As discussed in Chapter 9, application software can be classi-
• copy protection fied as a stand-alone, integrated, or productivity suite program.
• horizontal application These types of software differ in the number of tasks they per-
• personal productivity
form. Another way to classify application software is based on
program whether it is developed for a few users with very specific needs
or whether it appeals to many users with shared needs.
• time-limited trial
• vertical application Vertical Application A vertical application is designed for a
very limited purpose, such as restaurant management or medi-
cal billing. Although the software is very useful to one field
or business, it is of little interest to others.
Application Horizontal Application A horizontal application
Software is a general-purpose program that meets the needs
of many different users. It can be applied to many
tasks. It also tends to be less expensive. It is likely
that you will use horizontal, not vertical, ap-
plications for schoolwork you do on the com-
Vertical Horizontal puter. Horizontal applications are also used
Application Application in many households to track finances and
prepare tax forms.
Figure 10.1.1 Vertical applica-
tion software is very specific— Types of Horizontal Applications
such as the computer-aided
Horizontal applications can be divided into several categories
design programs used by archi-
depending on the focus of the program.
tects—and horizontal application
software—such as Microsoft Personal Productivity Programs The most popular horizon-
Word—can be used by all types tal applications are known as personal productivity programs.
for everyday computing tasks. They help people work more effectively and include common
applications such as word processors and database systems.
Multimedia Applications Some horizontal applications com-

bine text, graphics, video, and sound. These include:
• desktop publishing—to combine text and graphics to
produce newsletters and brochures
116 • Chapter 10
• graphics—to create and edit pictures
• Web page design—to create Web pages using sound,
graphics, animation, and text
Internet Applications Some horizontal applications help

Most schools run horizontal ap-
computer users communicate over the Internet, including:
plications to help students and
• Web browsers—to access data from the World Wide Web staff perform everyday computing
• e-mail—to send and receive electronic messages tasks. These commercial pro-
grams meet the needs of most
computer users most of the time.
Testing Software
Beta versions, or early working copies of application software, Think About It!
are often sent to selected users to test the program. They use it With permission, look at several
for a period of time and report errors or problems to the devel- computers at school, including
oper. Beta versions help ensure that the final software will work one in the library and one for
correctly and offer customers the best tools possible. classroom use. Which of the fol-
lowing horizontal applications did
Limited Trials To protect their work and guard against illegal you find?
copying, companies may set their beta software to expire after a word processing
certain date. These time-limited trials stop working after a cer-
tain number of uses or days. spreadsheet
database
Copyright Concerns Developers sometimes add copy
protection, a physical device or software tool to keep users presentation graphics
from making unauthorized copies of the beta software. These other?
copyright safeguards can protect the sellers’ property from
illegal copying—a serious crime. Copy protection prevents
beta software, which is still in development, from being wide-
ly distributed.
Protecting Digital Media Copy protection

extends beyond software. Any form of information
that is stored digitally is at risk of being illegally
copied, including CD music and DVD movies.
An early attempt by Sony Corporation to copy-
protect CDs sold across Europe failed. It turned
out that consumers could defeat the copy-
protection method too easily.
Why do you think companies continue to re-
search new and better ways to copy-protect their
work from unethical and illegal duplication?

Lesson 10–2
Application Documentation and
Versions
• Compare and contrast types of documentation. Cause and Effect Use a cause-and-effect chart
• Explain the purpose of versions and version to help you understand the results of various
numbers. software elements.
• Describe why it is important to register your
software.
Key Terms Software Documentation

• documentation Most software packages provide directions on how to install the
• maintenance release program, to use the application, and to troubleshoot, or correct,
• site license problems. These instructions, called documentation, are typi-
• troubleshoot
cally available in three forms:
• version • printed tutorials and reference manuals
• electronic help screens in the program or on CD-ROM
• information available on the publisher’s Web site
Printed Documentation Installation instructions may be a

single sentence printed on the software disk or CD. Other in-
structions may take the form of a booklet. Some programs in-
clude encyclopedia-type references that detail the
software features.
Electronic Help Screens Application soft-
ware frequently provides reference materials in
electronic form as part of the program or on a
separate CD-ROM. Opening the program’s Help
menu lets you troubleshoot problems as they
happen and find out how to perform certain op-
erations or tasks.
Figure 10.2.1 Most software programs

provide help screens, like this one.
118 • Chapter 10
Web Sites Software documentation sometimes may be found
on the software publisher’s Web site. These sites often include
answers to users’ frequently asked questions (FAQs) and give
other helpful hints. Files, sometimes called patches, may be
available to fix, or patch, problems with the software. More so
than other types of support, Web documentation can be updated There is a gradual but steady
quickly by the publisher and shared with users who need it. shift in most companies away
from outputting files in hard copy
Other Sources If you need more information than is provid- (printed) to outputting soft copy
ed by the software’s documentation, telephone support may be (digital or electronic files). Digital
an option. In addition, many helpful application software refer- output includes any information
ences and tutorials are available in libraries, online, or at book- displayed on a computer, includ-
stores. ing application files, e-mail,
e-mail attachments, and Web
pages
Versions of Software
Successful software can lead to multiple versions, or releases. Think About It!
Companies typically identify their new software with a version Outputting files electronically is
number. A version can be identified by the year it was released, convenient, fast, and can save
such as Microsoft Word 2010. Sometimes the version number is costs related to printing and
mailing. It also poses some risks.
a whole number followed by a decimal or a letter, such as 5.D
Which of the following issues do
or 6.22. Smaller numbers such as 1.2 or 1.2a indicate a mainte-
you think poses the greatest risk
nance release—a minor revision to correct errors or add minor
to companies and individuals?
features. A larger number indicates that the software has signifi-
cant revisions with new features. lack of hard copy
documentation
risk of unauthorized access
to data
risk of loss or damage to data
inability to open or read
incompatible files
Figure 10.2.2 In most programs, you can find

the version number and other information through
the Help menu.

The version number may not be obvious when an applica-
tion launches. However, most software manufacturers locate
the version number in the Help menu, where you can select the
About command. This will open a window with useful infor-
mation about the software—including its version and revision
One type of software sees number.
seasonal increase in sales. Every
spring, many families purchase
tax preparation software to assist Software Registration and Protection
in preparing annual federal tax
When you install software, you are typically asked to register, or
returns to send to the Internal
be recorded as the owner of your copy, with the publisher. You
Revenue Service by April 15, the
can register by faxing or mailing a printed form that comes with
filing date.
the package or by completing an online form that can be sent to
Think About It! the software manufacturer.
Registration allows you to use the software legally. Since the
Some revisions in tax preparation
software company knows you have a legal copy of its product, it
software are out of the control of
the programmers. Of the reasons
may offer services such as free technical support. The company
listed below for a revision, which may also send notices of new version releases or upgrades of-
do you think developers could not fered at no cost or at a discounted price.
have predicted? Organizations that have many computers—such as schools,
businesses, or government agencies—may purchase a site li-
bugs in the program cense instead of registering individual copies of the software. A
changes in tax laws site license gives permission to install the software on a specific
number of computers for the organization’s internal use only.
changes in the data user’s
input
NORAH SCHOLL Norah is the youngest person ever
“ Easter Seals’ award-winning Assis-

tive Technology program . . . makes me
more independent.”
to master the special software that
now allows her to speak into her
computer to operate it.
Norah Scholl
She is the fastest typist in her grade.

Why is that so special? Well, Norah
Scholl cannot use her hands. Thanks
to upgraded software provided by
Easter Seals and special hardware,
she does many of the things other
middle-school students do.
120 • Chapter 10
Lesson 10–3
Using Application Software
• Identify and describe common features of Summarize Use a chart to summarize the
application software. purpose of each common feature of application
• Explain how default settings can be changed to software as you read.
suit a user’s needs.
• Explain the benefits of multitasking.
Working in an Application’s Window Key Terms

There are several common features you are likely to find in your • application workspace
application windows. You use a mouse or keyboard to navigate • command button
in the window, to make selections, and input commands. • default
Application Workspace The largest area of a program’s • menu
window is called the application workspace. It displays the • multitask
file in which you are working. You can enter text, graphics, or • preference
other data into the workspace. You also can locate and open a • Print Preview
saved file into the application workspace. The workspace looks • status bar
different depending on the application. For example, a word-
• tab
processing application workspace looks like a page; a spread-
sheet workspace looks like a grid of columns and rows. • toolbar
• zoom
Title Bar The title bar usually displays the name of the ap-
plication and the name of the file you are in. If this is a new
document, you will see a placeholder name, such as Untitled or
Document 1.
Toolbar and Command Buttons Most applications have a
toolbar or command buttons that you use to select a command.
A toolbar is a row of icons or buttons. Clicking a toolbar icon or
command button tells the application to execute that command.
Figure 10.3.1 The Ribbon in Microsoft Office 2007 and

2010 programs provides easy access to commands. Other
programs may use toolbars or menus.

Some applications have more than one toolbar. Many tool-
bars can be dragged to a different location, if desired, or even
“floated” in the application workspace.
Menus and Tabs Menus and tabs give you access to the pro-
Software firms need employees gram’s commands. They present a list—or menu—of choices so
with strong people skills as well you can select the one you need.
as knowledge of the programs
they develop. Viewing a Document Many programs let you change how a
document is displayed in the application workspace. Changing
Customer-support technicians
provide assistance to customers
the view can help you accomplish specific tasks. For example,
who need help with products. you might change to Print Preview to see how a file will look
Sometimes help is offered by when it is printed, or change to Draft view when you do not
phone; other tech support is of- need to see features such as graphics or columns.
fered online.
Adjusting the Display You can adjust the display of the data
in the workspace by using the zoom control. This option magni-
fies the view of the document. You typically can set it to any size
you prefer between 10 percent and 500 percent. Zoom options
do not affect the printing size, only how you see your document
on the screen. A 100 percent magnification shows the document
at the same size that a printed copy will be.
View buttons Document in Draft view View buttons Document in Page Layout
on Ribbon. does not display graphics. on Ribbon. view displays as it will print.
View buttons on Status bar. View buttons on Status bar.
Figure 10.3.2 The same document displayed in Draft view (left)

and Page Layout view (right) in Microsoft Office 2010.
122 • Chapter 10
Checking Your Status Many software programs display a
status bar below the application workspace. A status bar shows
information about the program and other useful messages. For
Language Arts Settings in
example, the status bar in Word displays the current page num- the Proofing section of Microsoft
ber, total page count, and the number of the line on which you Word’s Options can help you
are currently typing. check and correct your spelling
and grammar as you type. See
Setting Options and Preferences which options are set as pro-
gram defaults. Customizing these
Software applications come with default settings. These are op- settings may enable you to write
tions preset by the software maker, based on what most users better and more clearly.
prefer. Most applications let you select options or preferences
and change them to suit your way of working. Changing an op-
tion or preference replaces the default setting.
You can change such features as how the screen looks, how
the spelling checker works, and the preferred location for saving
documents. You can choose to apply a preference to a current
document only, or save it in the computer as a new default set-
ting. Many programs also allow you to reset the revised default Figure 10.3.3 Changing default
settings back to their original settings. Display settings in Adobe Reader.

Working with Two or More Programs
The term multitasking means working with more than one com-
puter application at the same time. Computer operating systems
allow you to multitask by giving sections of memory to each
application that is running. You can then switch among them as
needed.
To multitask, open the desired programs, such as a word pro-
cessor and a spreadsheet. Each application appears in a separate
window. Select one window by clicking its button on the taskbar,
and begin to work. You can move from one window to another.
Figure 10.3.4 Multitasking If you create a chart in a spreadsheet, you can cut or copy and
means using more than one paste it into the word processor. When you are done, exit each
program at a time. application to close your programs.
124 • Chapter 10
_____ 1. vertical application a. permission to install software on

_____ 2. horizontal application multiple computers
_____ 3. beta version b. main area of a program window
_____ 4. copy protection c. a program designed for a limited
_____ 5. documentation purpose
_____ 6. version d. a general-purpose program that
_____ 7. site license can be used by a variety of users to
_____ 8. application workspace change the size of the data on the
_____ 9. zoom screen
____ 10. preference e. tool that keeps a user from making
unauthorized copies of software
f. instructions that make using software
easier
h. test copy of software that companies
use to find errors
i. setting defined by the computer user
j. copy of software that may have new
features

1. Which of the following is an exam- 4. Which of the following is NOT a
ple of a vertical application? characteristic of a maintenance
a. an Internet browser release?
b. a library card catalog a. minor revisions to existing features
c. a popular personal information b. minor features added
manager c. letter added to the version number
d. an inexpensive spreadsheet d. significant improvements
2. Which of the following is NOT an 5. Changing the zoom controls allows
example of multitasking? you to do which of the following?
a. switching from one program to a. change the font of the data on the
another screen
b. moving data to a different b. adjust the size of the data on the
document screen
c. keeping your desktop clear c. change the order in which the
d. working in three or four data is displayed on the screen
applications at once d. adjust the document’s margins
3. Software documentation can help 6. Which of the following menus
you do which of the following? would a word processor most likely
a. troubleshoot problems have?
b. obtain a site license a. Calculate
c. make an application vertical b. Message
d. create a new version c. Sound Controls
d. Edit
1. What are some consequences of violating copyright laws to both software
companies and to users?
2. In what ways do beta versions help improve new software applications?
3. Why is good documentation important?
4. Why might a user choose to upgrade to a newer version of a particular software

application?
5. How are the terms default and preferences related?

A. Horizontal applications are popular B. Several types of documentation

types of software, such as word pro- are listed in this chapter, including
cessors and Internet browsers, with printed material, help screens, and
which most computer users work. Web sites. Using the Internet or other
Vertical applications are designed resources, prepare a report that dis-
for more specific activities. Interview cusses documentation. Discuss the
two adults who use computers for purpose of each type of documen-
their jobs. Identify the types of ap- tation. How and when might you
plications they use at work. What need to use each—now and in the
programs do they use that are spe- future? What are some of the differ-
cific to their careers or businesses? ent features available in each type of
How do they use popular applica- documentation? Share your reports
tions differently? For both types of with the class.
software, to what extent do licensing
agreements and customer service/
technical support influence their
purchasing decisions? Create a Venn
diagram comparing your findings.
126 • Chapter 10
Word- chapter
Processing
Basics 11
What Is Word Processing? In 1968, IBM

first used the term word processing. The term
described machines that could be used to type
a document, remember the typist’s keystrokes,
and produce more than one copy. With this Lesson 11–1
new tool, workers saved time. Creating a Document
That was just the beginning. Today’s word-
processing programs do much more. Suppose Lesson 11–2
you were writing something by hand and
made a mistake or changed your mind about Editing a Document
what you wanted to say. If you were using a
pen, you would probably cross out the words Lesson 11–3
you wanted to change. Doing that leaves the
Formatting a Document
page messy, though. With word-processing
software, you can change the text and still cre- Lesson 11–4
ate neat pages. You can even save what you
typed and use it again a day, a week, or even a Basics of Desktop Publishing
year later.
Word-Processing Basics • 127
Lesson 11–1
Creating a Document
• List the four basic functions of word-processing Organize Information Complete a spider map
programs. to help you organize basic facts about word
• Name two tools used to navigate a word- processing as you read.
processing document.
• Summarize four key features of word-
processing programs.
• Identify three standards for word-processing
documents.
Key Terms Functions of Word-Processing Programs

• AutoCorrect Word-processing programs are used for creating and printing
• autosave text documents. These programs have four functions:
• insertion point • writing—entering text and symbols into a document
• pagination • editing—revising or reorganizing the text
• word-processing program • formatting—changing how the text looks on the page
• word wrap • printing—producing a printed copy
These tasks do not need to be done all at once or even in the
order shown here. Whatever the order, these four functions are
at the heart of word processing.
Writing Formatting
Editing Printing
Figure 11.1.1 The four main functions of a word-processing program.
128 • Chapter 11
Uses of Word Processing
Word-processing programs can be used to create almost any
kind of printed document, such as letters, reports, and bro-
chures. They can also be used to create calendars, return-address
labels, and labels for homemade CDs. It is no surprise that word- Some students sharpen their
processing software is the application that people use more than word-processing skills by writing
any other application. to pen pals in other countries.
Think About It!

Working with a Word-Processing Document
Before writing a letter, think about
When you open a word-processing program, a new, blank the topics you could cover. Which
document is created. It looks like a blank piece of paper on the items listed below would you
screen. The program is ready for you to start writing. In Word discuss in a pen-pal letter?
2010, you can create another document at any time by clicking your family
the File tab, clicking the New command, selecting Blank Doc-
ument, and clicking the Create button. In Windows OS, most your school
word-processing programs allow you to create a new document your hometown
by pressing Ctrl+N (hold the Ctrl key and press N). In Mac OS,
this is similarly done by pressing Command+N. your math class
Every time you create a new document you need to save it. your favorite movie
Click the Save button on the Quick Access toolbar. When the
Save As dialog box opens, name your document.
Insertion Point The insertion point shows where the text you
type will appear. It moves as you type. Figure 11.1.2 All word-
processing programs share
Scrolling As you write, you might want to reread or change basic features, but commands
something you wrote earlier. That is made easy by scrolling— may be located on a different
using the mouse or keyboard to move through the document. toolbar or menu.
Save button
Click the File

tab to begin
creating a
new document.
Scroll bar
Insertion point
Document area

You can scroll up or down by using the mouse to click the
scroll bar or drag the scroll box at the right of the document win-
dow. Many mouse devices have scrolling wheels. You can also
use the Up and Down arrow keys or the Page Up, Page Down,
Home, and End keys to move around in the document.
Copy Editor Copy editors check
documents for correct spelling, Basic Features
grammar, and consistency of style.
Although some copy editors work Most word-processing programs have these features to help you
on hard copy, or paper, many write, edit, and save your work.
edit soft copy, or electronic files. • With word wrap, the program automatically starts a new
Among the problems they look for line, or “wraps” the text, when the current line is full. If you
are inconsistent or wrong formats, wish to force text onto a new line, press Enter or Return.
such as incorrect em dashes, en
• When a page is full, the pagination feature automatically
dashes, and spacing, or unaccept-
starts a new page. You can also force a new page by insert-
able hyphenation generated by the
word processor.
ing a special character, called a page break.
• The AutoCorrect feature fixes common spelling mistakes as
they are typed. You can turn off this feature or modify it to
accept unusual words that you often use.
• The AutoRecover or autosave feature protects you from los-
ing work. It does so by automatically saving a document as
often as you want. If the computer shuts down accidentally,
you can retrieve the most recently saved version.
Typing Standards for Word-Processing

Documents
As you write, keep in mind three standards of style to make your
work look professional.
• Two standards are met automatically by many programs.
They change two hyphens (--) to an em dash (—). They
also convert quotation marks to curly quotation marks, or
“smart quotes.”
Figure 11.1.3 Word wrap and • The other standard is not automatic—you have to re-
pagination are two of the basic member to do it. This standard is to type one space, not
word-processing features. two, between sentences.
Text wraps
automatically at
Page break
the right margin.
130 • Chapter 11
Lesson 11–2
Editing a Document
• Explain how to identify document files in a list Identify Cause and Effect Complete a
of files. cause-and-effect chart to help you identify
• Describe the benefits of selecting text. what happens when word-processing functions
are applied as you read.
• Contrast different editing tools, such as the Cut
and Copy commands, and the Undo and Redo
commands.
Opening a Document for Editing Key Terms

Editing can take place at any time after you have created the • Clipboard
document. You can go back and edit text you recently entered, • Copy
or you can edit a document you created, saved, and closed. To • Cut
do so, you need to open the file you created so you can work on • data source
it again.
• mail merge
You can use a word-processing program’s Open command
to open a file, or you can use your operating system’s file man- • Paste
agement features to find files on a disk. In Windows, file names • Redo
have extensions, such as .txt, .rtf, .docx, or .wpd, although these • select text
extensions may be hidden from view. On a Macintosh computer, • Undo
documents are simply listed by file name.
Word-processing programs make editing easy. You can add
words simply by typing them. You can delete characters by press-
ing the Delete or Backspace keys. Powerful features in these pro-
grams help you do even more.
Selecting Text
Usually, people edit more than one character at a time. The select
text feature lets you highlight anything from a word to a whole
document. Then you can delete it, move it, copy it, or change its
formatting.
To select text, simply click and drag the mouse over the text
you want. Most programs also let you select text by using the
keyboard. You hold down the Shift key while you use the arrow
keys and other keys to select the text. Selected text is highlight-
ed on the screen; that is, it appears with a different background
color.

Cutting, Copying, and Pasting
Two common reasons for selecting text are cutting and copying.
Both actions place the text in the Clipboard.
Businesses sometimes use text

The Clipboard The Clipboard stores cut or copied text while
called boilerplate. This is text that you work. Once you close the program or shut down the com-
is used exactly the same way in puter, items on the Clipboard are no longer available. Some pro-
many places to make certain that grams store only one item at a time, so cutting or copying new
wording or features stay consis- text replaces what was held before. Some programs can hold
tent in the same document or in many items on the Clipboard.
many documents. • The Cut command removes the selected text from a docu-
ment and places it on the Clipboard.
Think About It! • The Copy command places a duplicate of the selected
Identify which word-processing text on the Clipboard.
actions listed below would be best
for handling boilerplate. Pasting Use the Paste command to insert an item copied or
Copy and Paste cut to the Clipboard. Simply place the insertion point where you
want the item to appear. Then, click the Paste icon on the Clip-
Cut and Paste
board group of the Home tab and press Ctrl+V. The copied item
Select and Move or text appears where you want it.
Undo and Redo
Cut
Paste
Copy
Commands in the
Home tab, Clipboard
group.
Figure 11.2.1 The Cut, Copy, and Paste buttons in the Clipboard group
in Microsoft Word 2010.
132 • Chapter 11
Using Cut and Paste Moving a sentence from the middle
of a paragraph to the beginning can be done by selecting and
dragging it. You can use Cut and Paste to move that sentence
farther—for example, to another page—or to move text or a
graphic from one document to another. You can even open a
new window, paste the text you cut from another document, and The Copy command isn’t suitable
save the pasted text as a new document. if the copied text will change.
Using Copy and Paste Copying and pasting saves time Think About It!
when you need to repeat some text. You can also copy and paste Think about what the Copy com-
to bring a graphic from one document into another. mand does. For which items below
would the copy command be
Undoing and Redoing useful? For which would it not be
useful?
Word-processing programs have commands that can undo or
cancel an edit. If you delete a word by mistake, you can use the the delivery address for letters
Undo command to put it back. Many programs also have a Redo to different people
command. You can use this feature to put a change back in effect the cook’s name on the top of
after cancelling it with Undo. recipe cards
the title of a CD in a list of CDs
Undo Redo a paragraph to appear in two
different letters
Figure 11.2.2 The Undo and Redo commands

are on the Quick Access toolbar in Microsoft
Office 2010.
Merging
Most word-processing programs have a mail merge feature you
can use to generate customized form letters, mailing labels, enve-
lopes, and even e-mails. You create a word-processing document
that includes the content you want everyone to receive and then
merge it with a data source of customized information, such as
names and addresses.

Lesson 11–3
Formatting a Document
• Explain what default formatting is. Summarize Complete a summary chart to help
• Identify four parts of any document that can you identify different features that can be format-
be formatted. ted as you read the lesson.
• Summarize the advantages of dividing a
document into sections for formatting.
• Compare portrait and landscape orientation.
Key Terms Appearance Is Important

• default A document’s formatting—its appearance—is sometimes as im-
• page formatting portant as its contents. This is why word-processing programs
• sans serif have so many tools to format documents.
• section
Word-processing programs include many preset formats,
called defaults. The program applies these formats automatical-
• serif
ly, unless you change them. For example, many word processors
use Times New Roman as the default font. Word 2010, however,
uses Calibri, but you can change to a different font whenever
Figure 11.3.1 Dialog boxes you want.
like these let you change all You can format four distinct parts of a document: characters,
sorts of formatting options. paragraphs, sections, and pages.
The Font
dialog box lets
you format
individual
characters
or groups of
characters.
The Paragraph
dialog box lets
you change
spacing,
indentations,
and other
features of
a paragraph.
134 • Chapter 11
Formatting Characters
Character formatting lets you change the look of letters. Three
primary formats are applied to characters:
• The font is the family of characters used. A font is a
named set of characters that have the same appearance.
• Font size is the height of characters, measured in points.
One point equals 1/72 inch.
• Font styles are characteristics such as boldface and italic.
There are four general categories of fonts. Serif fonts, such
as Times New Roman, have serifs, or lines projecting from the
ends. They are easy to read and are often used for document text.
Sans serif fonts, such as Arial, do not have serifs, and are often
used for headings. Script fonts are used to simulate handwrit-
ing. Decorative fonts have embellishments such as curlicues.
Formatting Paragraphs
A paragraph is any text that ends with the press of the Enter
key. Whenever you press Enter, you create a paragraph. You can
change many paragraph formats, including:
• Alignment—This is the way a paragraph lines up be-
tween the page’s left and right margins.
• Line spacing—This is the amount of space between the
lines of text in a paragraph.
• Indentation—This is added space between a margin and
the text.
• Tabs—These are stops placed along a line. Pressing the
Tab key moves the insertion point to the next stop. Tabs
can be used to align text in tables or columns.
You can apply these paragraph formats through dialog boxes,
but you also can apply some of them by using ruler settings. In
Word 2010, for example, you can create a tab stop by displaying
the ruler and then clicking the horizontal ruler at the point where
the tab stop should appear. You can change a paragraph’s inden- Figure 11.3.2 A key feature of
tation by dragging indent markers, which normally are found at a word-processing program is
each end of the ruler. Ruler settings apply only to the paragraph the ability to align and position
that contains the insertion point, or to selected paragraphs. text on the page.
Ruler
This paragraph is
left-aligned, and its
first line is indented.
Left margin This text is aligned This paragraph is Right margin

in column using centered between
tabs. the margins.

Formatting Sections
In some word processors, a section is part of a document that
contains specific format settings. A document begins as one sec-
Although many files are output tion, but you can insert section breaks to divide the document
electronically, most word-
into more than one section. You can format each section in its
processing documents are
own unique way. For example, in a most newsletters, the first
designed for printing. Blurry or
section is one column, so the title spans the width of the page,
faded text, uneven margins, or
but the next section is two columns, allowing more articles to fit
incorrect paper size are just some
of the printing problems that can
on the page.
ruin your final document.
Formatting Pages
Think About It!
How can you avoid the follow-
Page formatting affects how and where text is positioned on the
ing printing problems before they page. The main features in page formatting are:
occur? • Paper size—Various sizes of paper can be used to create
documents.
misaligned print heads causing
uneven printing • Orientation—Text can be printed in one or two directions,
or orientations. In portrait orientation, text is printed
low ink or toner causing faded down the page’s long edge, creating a page that is taller
or missing text than it is wide. In landscape orientation, text is printed
uneven margins causing the down the page’s short edge, creating a page that is wider
document to look unbalanced than it is tall.
incorrect paper size causing the • Margins—This is the space between the four paper edges
text to overflow the page and the text. This open space frames the page and can
make the text easier to read.
incorrect paper size causing too
much white space • Headers and footers—This is special information placed
at the top of the page—headers—or at the bottom—foot-
ers. These placeholders can show page numbers, the date,
or the document’s title.
Figure 11.3.3 Word- • Graphics—These include drawings, photographs, or
processing programs let you other images. Some graphics, like charts and graphs, are
print documents in portrait and informative. Others are decorative. Many word-process-
landscape orientations. ing programs
Page let you create or add graphics.
Orientation
You Are Invited

to Jacob’s You Are Invited
12th Birthday Party to Jacob’s
12th Birthday Party
When
March 5th, When
2:00 to 4:00 March 5th, 2:00 to 4:00
Where Where
Bowl-A-Way Lanes Bowl-A-Way Lanes
RSVP
RSVP
Portrait Landscape
136 • Chapter 11
Lesson 11–4
Basics of Desktop Publishing
• Describe the benefits of creating documents Organize Information Complete a sequence
in a desktop-publishing program. chart to help you organize basic facts about
• Compare word-processing and desktop- desktop publishing as you read the lesson.
publishing programs.
• Summarize the basic steps in desktop-
publishing.
Publishing from a Desktop Key Terms

Desktop-publishing (DTP) programs are used to create high- • crop
quality publications that look as if they were produced on a • frame
printing press. They can be used to do some of the same tasks as • master page
word-processing programs, but they greatly expand design op-
tions so you can create high-quality documents.
Word-processing and DTP programs complement each oth-
er. In fact, they are often used together. Text is frequently created
and edited in a word processor, and then that text is brought into
a DTP program to be formatted for publishing.
Benefits of DTP Desktop-publishing software gives you
tools you can use to produce the files and fonts for large projects,
such as books, magazines, and other complex printed materials.
DTP software also gives you more control over the final product
than you would have if you hired a professional contractor or
other “outside” source.
Drawbacks of DTP Desktop publishing is not without its
problems. Often it is a team effort, which means that the work of
writers, editors, artists, and layout specialists has to be carefully
coordinated. These complex programs can also be more difficult
to learn than word-processing software.
Creating a Document with Desktop Publishing

Some popular desktop-publishing programs include Microsoft
Publisher, Adobe® PageMaker®, QuarkXPress®, and InDesign®.
Using any of these programs to publish a document involves six
steps. While you can move back and forth among these differ-
ent steps, separating them makes it easier to see what each one
involves and how they fit together.

Designing the Layout The most important task—and the
one that is done first—is designing the document’s layout. A de-
signer plans how each page will look by creating a master page.
The Arts Desktop-publishing This provides the pattern for all the pages to follow and sets the
programs let you enhance a docu- basic features of the document’s look, including:
ment in many ways. You can use
• page size and margins
color, large type, bold and italic
type, drawings, and special effects • number of columns, width of columns, and space be-
to make the pages interesting. tween columns
Experienced designers offer the • type font, size, and treatment for all the major elements
following guidelines for using that will be repeated in the document, such as titles,
these tools: headings, text, and headers and footers
• Use only a few fonts and • rules that will be followed in placing, sizing, and treating
choose appropriate ones for images
the task. The columns on the master page create areas called frames.
• Don’t overuse color, bold, or Frames are simply empty containers that will eventually hold
italic type. Too much can make text or graphics. They will be filled as you add text and images
a document difficult to read. to the document.
• Use type size, space, and other Entering Text Text can be placed in the frames by typing it,
elements to emphasize the but desktop-publishing software is not well suited to entering
most important parts of the text. Therefore, text is usually created and edited in a word-
document. processing program. Then, that text is automatically placed in
• Keep the reader in mind. the DTP frames, filling as many pages as needed.
Design a document so that it is If the writer has formatted the text by using styles in the word
easy to read and use. processor, the DTP software may be able to use those styles to
identify and format different parts of the document automati-
cally.
Comparing Word-Processing and Desktop-Publishing
Word-Processing Programs Desktop-Publishing Programs
Emphasizes content—the text Emphasizes appearance—layout and the

mix of text and graphics
Can import many kinds of graphics Can import many kinds of graphics
Can format text in many ways Has more tools for formatting text and for
combining text and graphics
Can produce relatively simple documents, Can produce very complex documents, including
such as brochures and newsletters magazines and books
Effective at black-and white documents; not Effective with both black-and-white and
effective with full-color documents full-color documents
Prints on standard office machines such as Prints on high-quality printers

laser and inkjet printers
138 • Chapter 11
Importing Graphics After the text has been imported, images
can be added. A location for each image is found. The text then
wraps around the art.
Laying Out the Document A DTP user then formats the doc-
ument by adjusting the size of art and the use of space to make Workers who do desktop publish-
the page attractive and easy to read. Program tools make it easy ing are called graphic designers.
to change an image’s size or shape. Other tools can be used to There are about 200,000 graphic
crop the image, or trim it to focus only on certain parts. designers in the United States.
Most work for companies, but
Checking and Revising DTP documents are often printed about one third work for them-
several times before they are finished. Editors review these ver- selves.
sions, called proofs, to make sure that no text has been lost and
The Bureau of Labor Statistics
that the text reads correctly. Designers check design elements.
says that in the next few years
Then DTP users make changes to the document. the number of jobs for desktop
Printing After the document is final, it is printed. Sometimes, publishers will grow by a huge
DTP documents are published on the Web or are printed on amount—about 67 percent.
powerful color laser printers. Items such as books and maga- Interested students can take
zines are sent to printers who print and bind finished copies. For courses in design at some col-
color documents, the DTP program can prepare color separa- leges and professional schools.
tions, which are separate versions of the document’s pages. Each Of course, experience in using
version contains a specific set of colors; each of which is applied computers is a great plus!
in a separate pass through the printer. When the colors are com-
bined, the full-color document is finished.
Figure 11.4.1 Designing a page in a desktop publishing program.
Word Processing
a7098 1.eps Basics • 139
_____ 1. insertion point a. features that identify how and where

_____ 2. word wrap text is positioned
_____ 3. pagination b. a separate part of a document with
_____ 4. AutoCorrect its own formatting
_____ 5. select text
c. area where cut or copied text is
_____ 6. Clipboard
temporarily stored
_____ 7. default
_____ 8. section d. fixes common spelling mistakes as
_____ 9. page format they are typed
e. shows the place in a document
where text will be added or deleted
f. automatically moves text to a new
line
g. the automatic division of a document
into pages
h. action made on a block of text before
changing it
i. preset formats

1. The four functions of word 6. You can repeat a sentence in more
processing are writing, editing, than one location in the same docu-
____________________, and printing. ment—or in other documents—by
2. The ____________________ feature using the ____________________ and
protects you from losing work Paste commands.
because you forgot to save. 7. ____________________ programs
3. One standard of word processing are used to create high-quality pub-
is to have only one space after each lications that look as if they were
____________________. produced on a printing press.
4. Some programs add extra characters, 8. One ____________________ equals
called a(n) ____________________, to 1/72 inch.
a file name. 9. Indentation refers to the
5. The ____________________ _________________ between a
command lets you restore a change margin and the text in a paragraph.
that you have just undone. 10. An example of a(n) _______________
is a page number that appears at the
bottom of every page in a report.
140 • Chapter 11
1. What is the difference between a serif font and a sans serif font? Give examples
of each.
2. Why is selecting text an important function in word processing?
3. Why are there both mouse and keyboard methods for performing actions such as
selecting, cutting, copying, and pasting?
4. What is the difference between landscape and portrait orientation?
5. Why might a student type his or her name and the class period in the header of a
homework assignment?

A. Open a word-processing program B. Open a word-processing program.

and type these directions in full. Add Choose one of the menus on the
the heading Formatting Sample above menu bars or tabs on the Word 2010
the first line of text. Then do the fol- Ribbon. Write down the items listed
lowing: (1) Copy your text and paste on the menu or the groups listed
the copy below the first paragraph; on the tab. Choose two of the menu
(2) Format the text by changing fonts items or one of the groups. Look up
and type size; (3) Change the page the commands in the Help system.
to landscape orientation; (4) Add a Take notes on what you read. Make
header; and (5) Print your document. a presentation to the class describing
Remember to save your file. which actions result from choosing
each command. Identify a way that
someone could use the commands in
working on a document.

Using a Word- chapter
Processing
Application 12
What Does Word Processing Do? In

1875, Mark Twain sent his publisher a historic
manuscript. It was the first time that an author
submitted a manuscript that had been written
using a typewriter. Now, more than 125 years Lesson 12–1
later, word-processing software does far more Viewing a Document
than a typewriter ever could. As discussed in
Chapter 11, you can format text, add graphics, Lesson 12–2
and even print documents in color.
In this chapter, you learn more about the Enhancing a Document
word-processing tools you can use to create
neat and professional documents. You learn Lesson 12–3
how to select a view, how to insert pictures
Formatting and Printing
and symbols, and how to prepare a document
for printing. Finally, you explore the options Lesson 12–4
for collaborating with others to improve your
work. Making and Tracking Edits
Using a Word-Processing Application • 143

Lesson 12–1
Viewing a Document
• Compare different document views in a word- Compare and Contrast Complete a conclu-
processing program. sion chart to help you compare the different ways
• Describe the benefits of using split windows. of viewing a word-processing document as you
read.
• Explain how to use a document map to move
through a document.
Key Terms Changing Views

• document map Word-processing software lets you look at your documents in
• pane several different views.
• Print Layout view
Basic View The most basic view, called Normal view or Draft
• Web Layout view view, shows text in the correct font and has character format-
ting like bold and italic. The basic view does not display certain
parts of a document, such as margins, headers and footers, or
columns.
Print Layout View The Print Layout view shows how a docu-
ment will look when it is printed. This view may be called Page
Layout view, Layout view, or Page view. It includes all text,
graphics, margins, and other elements that will appear on the
Figure 12.1.1 A Word 2010 printed page. In this view, you can edit headers and footers,
document in Page Layout view. change margins, and work with columns and graphics.
Vertical ruler Horizontal ruler
144 • Chapter 12
Web Layout View Some word-processing programs have a
Web Layout view, which shows how a document will appear
when published on the World Wide Web.
Language Arts A writing style is
Outline View An Outline view reveals the structure of a doc- a set of guidelines for the lan-
ument. It breaks down the document into its major headings, guage, punctuation, and format-
subheadings, and text. You can choose to view only the main ting of a document. There are a
headings, both the headings and subheadings, or everything, in- number of accepted styles, but
cluding the entire text. This view is useful when editing a large many teachers prefer the Modern
document. Some programs let users rearrange large amounts of Language Association (MLA) style.
text simply by dragging outline headings from one place to an- Some examples of MLA style rules
include double-spaced lines, 1"
other.
margins on all sides, and in-text
Ruler Settings Some views display a horizontal ruler—a citations of sources. Other com-
guide at the top of the document window, showing you where monly used styles include the
each paragraph’s tab stops and indents are located. In Word’s Chicago Manual of Style, which
Page Layout view, you also see a vertical ruler on the left side of does not require in-text cita-
the screen. You can use rulers to set margins, tabs, indents, and tions, and American Psychological
other paragraph formats. Association (APA) style, which
is usually preferred for papers
Changing Views It’s easy to change from one view to another. written about the social sciences.
Just go to the View menu and select the option you want. Some Before writing a research paper,
programs also have small icons representing different views ask your teacher which style you
near the status bar. Clicking an icon changes the view. should use.
Zooming In and Out

The Zoom feature changes the size of the text displayed on the
screen. While larger text is more readable, smaller text allows
you to see more at once. But only at 100 percent will you have an
accurate picture of the text as it will appear when it is printed. At Figure 12.1.2 Use Zoom
this percentage, you get the benefit of a program’s WYSIWYG controls to change the
(What You See Is What You Get) display, which means that the magnification of a document
screen shows how the printed page will look. display.
100% magnification 120% magnification

Multiple Views of the Same Document
Some word-processing programs allow you to split the docu-
ment window into two sections, or panes. This split screen lets
you view two parts of a document at the same time. You can
Technical Writer A technical scroll through each pane separately to display any part of the
writer creates text-based docu- document. This feature makes it easy to move or copy text from
mentation, such as user manuals one part of a large document to another. You can also use this
for software, online help sites, feature to compare discussions of the same topic in two different
guides for machinery, and design parts of a document.
specifications for construction
projects. In addition to being
able to use words in a clear and Mapping the Document
concise manner to convey infor- Some programs also split the screen by showing text in one pane
mation, a technical writer must and a list of the document’s headings in the other. This list is
understand the topic about which called a document map, or navigation pane. You can use the
he or she is writing. document map to move about in the document simply by click-
ing a heading. In some programs, you can change the display in
the navigation pane to show thumbnails, or icons representing
each page. You can click a page to display it in the main docu-
ment area.
Figure 12.1.3 Some programs let you split a document so you can see
different sections at the same time using different views.
146 • Chapter 12
Lesson 12–2
Enhancing a Document
• Identify the advantages of using keyboard Organize Information Complete a spider map
shortcuts. to help you organize details about different edit-
• Explain how to insert special characters or ing features as you read.
symbols.
• Describe the process for adding clip art.
• Describe uses for the find and replace
features.
Keyboard Shortcuts Key Terms

Usually, you move the insertion point and select commands us- • find and replace
ing the mouse. Sometimes you may find it easier and faster to • function key
keep the fingers of both hands on the keyboard. You may be able • keyboard shortcut
to use the keyboard to type, issue commands, and select options
quicker than you can move a mouse through a series of menus.
Most programs offer keyboard shortcuts, combinations of
keys that can carry out some actions. Usually, issuing these com-
mands requires pressing the Control (Ctrl) key in Windows or
the Command key in Macintosh in combination with some other
key. Ctrl + C, for example, is a Copy shortcut on Windows com-
puters. Some of the shortcuts use a function key, one from the
row of keys at the top of the keyboard that are labeled F1, F2,
and so on.
Common Keyboard Shortcuts
Command Windows Macintosh
Boldface Ctrl + B Command + B
Italic Ctrl + I Command + I
Underline Ctrl + U Command + U
Cut Ctrl + X Command + X
Copy Ctrl + C Command + C
Paste Ctrl + V Command + V

Using Special Characters and Symbols
Most word-processing programs allow you to insert special
There are ways other than a characters and symbols. These are symbols and characters that
keyboard to enter text into a cannot be created simply by pressing one key. Common symbols
document. For example, you can can be made using a combination of keys. For example, in some
create digital text using speech- programs you can type (c) to make the copyright symbol ©.
recognition software, a stylus pen There are too many special characters to have keyboard
on a tablet, or an optical scanner. shortcuts for all of them. Many word-processing programs pro-
vide a dialog box that displays all the characters they offer. In
For some, these technologies
Word 2010, to choose a symbol, click the Insert tab and click the
provide opportunities beyond
Symbol command in the Symbols group.
those available using a keyboard.
Students with disabilities or with
auditory or tactile learning styles Adding Art
may find these options enhance
their academic skills.
Suppose you are making a birthday card and want to add a piece
of art to decorate it. Many word-processing programs make that
easy by providing a collection of ready-to-use drawings called
clip art. In Word 2010, go to the Insert tab and select the Clip Art
command button. A pane opens on the right side of the window
that lets you select art from as many as three different places:
• the computer’s hard drive
• a CD-ROM
• a linked Web site
Once you find an image, you
can place it in the program by ei-
ther dragging it into the document
or clicking it. After adding a clip
art image to a document, you can
resize it, change its colors, and edit
it in other ways. You can also insert
other types of graphics, including
pictures, shapes, charts, and dia-
grams.
Figure 12.2.1 Word-processing pro-

grams, such as Microsoft Word, offer a
wide selection of clip art images.
148 • Chapter 12
Finding and Replacing
Suppose you had written an essay about President George W.
Bush. After finishing, you realized you had to make clear that
you were writing about George W. Bush and not his father,
George Herbert Walker Bush, who also had been president. You
Some businesses mail the same
can use a powerful word-processing feature to search your essay
letter to many different custom-
for every time the name George Bush appears. You can even use
ers. In these letters, all the text is
the program to automatically replace every occurrence of George
exactly the same. Only the name
Bush with George W. Bush.
and address changes.
Using Find and Replace The find and replace (or search and
replace) feature lets you: Think About It!
Think about a word-processing
• locate a word or combination of words
feature that automatically makes
• change those words to other words the changes needed in these let-
• search for text characters, including spaces, punctuation, ters. Which features listed below
and symbols would be useful for this purpose?
• search for text that is formatted a certain way changing document views
In most programs, you select the command for Find and Re- formatting text
place, and then use a dialog box to enter the text to find and then
the replacement text. inserting special characters
find and replace
Cautions Use the search and replace feature very carefully.
The feature looks for a specific set of letters, not just the word merge
containing that set of letters. Suppose you type his as the search
term and hers as its replacement. Since the program will replace
every instance of his with hers, it will change history to herstory
and this to thers.
You can avoid this problem by making sure you search for
the word his, not just the letters his. The dialog box typically
has an option for searching only for the whole word. Be sure to
choose this option to avoid such errors.
Figure 12.2.2 The Find and

Replace feature can locate text
anywhere in a document and
replace it with different text.

Lesson 12–3
Formatting and Printing
• Explain how to use styles to format a document. Outline Information Complete an outline to
• Describe how tables can be used to display help you identify different ways of creating a
information. professional-looking word-processing document.
• Describe the benefits of previewing a document.
• Compare print options.
Key Terms Applying Styles

• paragraph A style is a set of formats that is applied all at once. For example,
• Print Preview you can apply a style to a heading to quickly format the heading
• style with a set of formats, such as bold, large font size, and an un-
• style sheet
derline. Using styles to apply consistent formatting gives your
document a professional look.
Using Styles Styles can be applied to selected characters or
to paragraphs. Character styles include font formatting, such
as font, font size, and font style. Paragraph styles include font
formatting and paragraph formatting, such as alignment, line
spacing, and tabs.
To apply a paragraph style, place the insertion point in a
paragraph, and select the style.
Figure 12.3.1 A document

before and after styles were
applied.
150 • Chapter 12
Some programs display each style in the correct font and type
size so you can quickly see what it looks like. You simply choose
the style you want for the selected paragraph. The program then
assigns a set of formats to the paragraph.
Modifying Styles You can easily change the look of all para- Tables and clip art aren’t the only
graphs that have the same style. For example, to make all main graphics that can be brought into
headings larger, simply edit the Heading 1 style and change the documents. Word processors
type size. The program automatically changes the size of all can bring in or create charts and
those headings. graphs.
Using Style Sheets Most programs provide a standard style Think About It!
sheet, a collection of predefined styles that go together. For in- Think about the kinds of graphics
stance, there are styles for text, headings, page numbers, head- you could use in school assign-
ers, lists, and so on. ments. Which items listed below
You can probably find styles you want to use in the standard would be good ways to use charts,
set of styles. If not, you can modify existing styles or even design graphs, and tables at school?
new ones.
graph showing students’
results with an experiment
Presenting Information in Tables in science class
Suppose you wanted to show the batting averages of the play- chart for a book report in
ers on your school’s baseball team. You could do this by writing English class
a paragraph, but tables let you compare this information more graph showing economic
easily by placing it in columns and rows. Columns run down the growth for social studies class
table; rows go across.
chart of number of calories in
In some programs, you insert tables by using the Insert
different foods for health class
menu. Others have a special Table menu. In Word 2010, the
Tables group is on the Insert tab. These methods make it easy to graph of the popularity of
add a table to your document and format it. You can even add different colors in art class
color and shading so different parts of the table stand out.
Printing a Document
Although some documents are designed to be viewed on a mon-
itor, people usually print the reports, greeting cards, letters, and
posters they create.
Print Preview Before printing a document, you can see how
it will look by selecting the feature called Print Preview. Print
Preview shows everything in a document—margins, graphics,
headers, page numbers, and text. If you change margins and
edit text while in Print Preview, you will immediately see these
changes on your document.

Print Options To print, you typically go to the File menu and
then select Print. This opens a dialog box that gives you several
options:
In some programs, such as
Microsoft Word 2010, you can
• Printer—If the computer is connected to more than one
print without using the Print dialog printer, you can choose which one to use.
box. Suppose you want to print • Page range—You can choose to print every page in the
just one full copy of the document document, the current page, or a group of pages.
on your screen without changing • Number of copies—You can print one copy of the docu-
any printing options. Click the File ment, hundreds of copies, or any number in between.
tab, click Print, and click the Print
• Print quality—You may be able to print in a faster “draft”
button. Your document is sent to
mode or in a slower, high-quality mode.
the printer immediately, and you
can move on to your next task. Depending on your printer, you might have other options.
For example, if you have a color printer, you may have the op-
tion to print documents in black-and-white or grayscale modes.
If your printer can print in duplex (using both sides of the pa-
per), you can set options to control this feature, too.
Figure 12.3.2 Many programs let you select

options for printing in a Print dialog box.
152 • Chapter 12
Lesson 12–4
Making and Tracking Edits
• Explain how to check spelling, grammar, and Organize Information Complete a chart to
style. help you organize basic facts about checking
• Describe the benefits of tracking editing tools and workgroup editing functions in word-
changes. processing programs.
• Outline the steps for adding comments to a
document.
Tools for Correcting Errors Key Terms

Most word-processing programs offer tools to help with your • grammar checker
writing. These tools check spelling, grammar, and writing style. • spelling checker
• style checker
Spelling Checker The spelling checker matches each word
in the text against a word list built into the program and gives • Track Changes
you options for correcting a misspelling. You can accept one of
the spellings or ignore the suggested change. You can also add a
word to the word list so the program will accept it in the future.
You can use the spelling checker in two ways:
• Check spelling as you type. The program highlights
possible errors as they occur. In some programs, you
can click the error to find different spellings and then
quickly choose one.
• Check a word, a selection, or a whole document. As each
possible spelling error is displayed, you decide whether
to keep the original spelling or change it.
Spelling checkers are useful, but they accept words as long as
they are spelled correctly—even if they are used incorrectly. You Figure 12.4.1 Use the spell-
need to proofread your documents carefully even if you use the ing checker to check spelling in
spelling checker. a document.

Grammar and Style Checkers You can run grammar and
style checks as you type, or you can check a selection or the en-
tire document at once. Either way, the program highlights po-
tential errors. You can examine each one and accept or ignore the
suggested correction.
Some programs can connect Grammar checkers look for problems such as errors in the
users to Web translation services. use of verb tenses, pronouns, punctuation, and capitalization.
There, a computer program will For instance, the program would suggest fixing the sentence
translate text from one language “He had ran yesterday.” The grammar checker also finds sen-
into another. One word-processing
tence fragments (incomplete sentences) and run-on sentences
program that has links to this kind
(two sentences joined together incorrectly).
of service cautions that “important
Style checkers suggest ways to improve the writing style in
or sensitive documents” should be
a document. They let you know whether a sentence is unclear or
translated by a person.
too wordy or long. They offer alternatives to the use of contrac-
Think About It! tions or language that is too informal.
Most programs also include a Thesaurus feature that lets
Think about situations in which
the translation feature might
you look up definitions, synonyms, and antonyms for words.
be used. Which examples listed You can use a thesaurus to improve your writing by replacing
below do you think could safely be overused or boring words.
translated by computer?
a government document
a movie review
a newspaper article
a letter from a lawyer
a person’s medical records
Figure 12.4.2 Checking

grammar in a document.
Collaborative Writing
Many documents are produced by several people working
together. Often, one person creates a first draft, which other
members of the group review. The draft author then reviews
the group’s suggestions and accepts or rejects them. This way,
workers who have expert knowledge can make sure that a docu-
ment is accurate. Many word processors have features that help
groups carry out this kind of work.
Track Changes One feature that is helpful for working in
groups is called Track Changes in Microsoft Word. A similar fea-
ture in WordPerfect is the red-line method of document review.
This feature marks each editing change made by each member
of the group. This is done by adding specific marks to the docu-
ment at the point where the changes were made.
154 • Chapter 12
• Inserted text is shown in a specific color assigned to each
group member.
• Deleted text is not removed but appears in the assigned
color with a line running through the words.
• In some programs, special boxes name the person who Tools that check spelling and
made the change. grammar as you type are useful
When the original author reviews the document, he or she for correcting errors, but what if
can choose to accept or reject each suggested change. you use alternative methods to
input text?
Comments Some programs let group members add notes to
a document without changing the document’s text. Microsoft Think About It!
Word does so using the Comment feature. In most programs, in- You can help yourself create
cluding Microsoft Word, to insert a comment, click Review and error-free documents by practicing
then click New Comment. A special pane appears at the bottom enunciation and reading skills for
or edge of the screen, ready for you to type your comment. use with speech-recognition pro-
Several people can add comments to a document, and the grams, and digital penmanship for
program tracks each person’s comments. That way, the author use with handwriting-recognition
can see who added what remarks to the document. Comments programs. Work with your teacher
can be hidden or deleted, and a comment’s text can be formatted to create a plan for developing
and edited just like normal text. these skills. It will help you im-
prove academically in all areas.
Document Protection Most programs let you protect a docu-
ment from unauthorized changes. Protection options range from
allowing users to read but not edit or format a document to al-
lowing only those with a password to open the document.
Figure 12.4.3 Comments can appear in small boxes in the document’s margins.

_____ 1. Print Layout view a. text in a document up to a forced

_____ 2. Web Layout view new line
_____ 3. pane b. screen that shows a document’s text
_____ 4. document map and a list of its headings
_____ 5. keyboard shortcut c. feature that finds a word and puts
_____ 6. function key another in its place
_____ 7. find and replace d. document display that shows how
_____ 8. paragraph page elements will look when
_____ 9. style sheet published on the Web
____ 10. Print Preview e. print feature that shows everything
in a document as it will look when
printed
f. holds formats for all elements in a
document
g. document display that shows how
page elements will look when printed
h. a special key labeled F1, F2, and so on
i. combination of keys that carry out an
action
j. partial window seen in split screen

1. Which feature allows you to look at 4. By choosing “Whole Word” when
two parts of a document at the same searching, what will you replace?
time? a. every case where the letters appear
a. side-by-side pages b. those letters and no others
b. split screen c. all paragraphs with those letters
c. Document view d. the letters only when they make
d. Outline view a word
2. Which of the following keys is used 5. How does a document look in Print
in many keyboard shortcuts? Preview?
a. backspace a. as it appears when printed
b. delete b. as it appears on the Web
c. escape c. as it appears on the monitor
d. control d. as it appears in computer code
3. In word processing, what determines 6. Which options are provided in the
the end of a paragraph? Print dialog box?
a. 20 lines of text a. bold or italic type
b. 400 words of text b. number of copies
c. a forced new line c. size of paper
d. a forced new page d. inserting graphics
156 • Chapter 12
1. Why is the document map feature useful for editing large documents?
2. What is the difference between using the mouse to carry out basic commands
and using keyboard shortcuts? Which do you think is easier? Why?
3. How do you insert special characters?
4. What do you need to do to bring clip art from a CD into a word-processing

document?
5. Suppose you want to create a table to keep track of your test scores in math class.
How would you design your table?

A. Open a word-processing program B. Interview a student your age and

and create a new document. Input two adults. Ask them what kinds
any two paragraphs from this chap- of character, paragraph, and page
ter. After you input the text, change formatting they have used in a
the font of the paragraphs. Create word-processing program. Ask them
a left tab setting for the paragraphs how they learned how to apply these
and indent the first lines using that features. Ask the adults whether
setting. Type “Formatting Practice” they learned on the job or in special
as the title at the top, and center that computer classes. Share your find-
line. Adjust the page setup to use ings with the class. Discuss with
different margins. Add a header at your classmates how adults continue
the top of the page that gives your to learn new skills throughout their
name and the date. Review and save lives.
your document. Then, print it for
your teacher to review.

Activity 1: Writing an Advertisement
DIRECTIONS: You will use a word-processing program to make changes to the text of an advertising
poster. Microsoft Word 2010 procedures required for this activity can be found in Appendix A.
Word-Processing Activities
1. Start your word-processing program. 17. Identify at least one statement in the text that
2. Open the data file WP-1_Jump, which is on is an opinion, and format it using italics.
the student CD. Save it as WP-1_Jump_xx 18. Add the button for checking spelling to a
in the location where your teacher instructs toolbar. For example, add the Spelling &
you to store the files for this activity. Replace Grammar button to the Quick Access Toolbar.
xx with your own initials or name, as 19. Create a new menu, toolbar, or tab named
directed by your teacher. The document is an Printing that contains the Page Setup, Preview
advertisement for a trampoline. and Print, and Quick Print commands.The
3. Insert a footer that includes your name and customized toolbars and/or menu should
the current date. Read the advertisement. look similar to Illustration A.
Notice that it contains several typographical
and grammatical errors. Illustration A
4. Correct the capitalization error in the first line
of text.
5. Replace the incorrect adjective, Better, in the
second line of text with the correct adjective,
Best.
6. Insert an exclamation point after the word
Difference at the end of the third line of text.
7. Locate and correct the spelling error in the
fourth line of text.
8. The fifth line of text contains a singular verb
that should be plural. Locate and correct the
incorrect verb usage. 20. Using the customized toolbar and/or menu,
9. The last line of text—the address—is missing check the spelling in the document.
punctuation. Identify and insert the correct 21. Using the customized toolbar and/or menu,
punctuation. preview the document. Make modifications to
10. Change the page orientation to landscape. the text and formatting as necessary.
11. Format the font in the first line of text in 48- 22. With your teacher’s permission, print the
pt. bold Impact with a shadow effect. advertisement.
12. Format the font in the second line of text in 23. Restore the toolbar and/or menu to their
26-pt. Arial Black. default configuration.
13. Select lines three through six of text, and 24. Save the document, then close it, and exit
apply 14-pt. Arial Black font formatting. your word-processing program.
14. Select lines four through six of text, and 25. As a class discuss how language can be used
apply the default bullet list formatting. to influence someone’s actions and thoughts.
15. Change the font of the last line of text on the List the places where you see advertisements,
page to Arial. and what makes some ads more effective
16. Select all text in the document, and center it than others.
horizontally.
158 • Word-Processing Activities

Activity 2: Reviewing a Survey
DIRECTIONS: You will examine the results of a survey. Then, you will use a word-processing program
to create a tabular summary of the survey results. Microsoft Word 2010 procedures required for this
activity can be found in Appendix A.
1. Start your word-processing program. 15. Increase the zoom magnification, then count
2. Open the data file WP-2_Survey, which is on the ticks under Yes for question 1, and then
the student CD. Save it as WP-2_Survey_xx count the ticks under No.
in the location where your teacher instructs 16. Make the WP-2_Summary_xx window
you to store the files for this activity. This active, and type the correct number of Yes
document contains the results of a survey. responses. Press Tab, and type the number
3. Read the results, and then minimize the of No responses.
WP-2_Survey_xx document. 17. Press Enter.
4. Open the data file WP-2_Summary, which 18. Type Do you plan to live in the same state
is on the student CD. Save it as WP-2_ after you finish school?. Press Tab.
Summary_xx in the location where your 19. Go to the WP-2_Survey_xx window. Count
teacher instructs you to store the files for this the ticks under Yes for question 2, and then
activity. This document contains a paragraph count the ticks under No.
summarizing the results of the survey. You 20. Return to the WP-2_Summary_xx window,
will use tabs to insert some of the survey and type the correct number of Yes
results data in the document. responses. Press Tab, and enter the number
5. Insert a footer that includes your name and of No responses.
the current date. 21. Select the two questions and their respective
6. Move the insertion point to the last blank number of responses. Apply a dotted tab
line in the document, and press Enter. Set a leader between the tab stops.
center tab at the 3" mark. 22. Check the spelling and grammar, and correct
7. Tab to the tab stop, and type Student Survey. any errors you find.
Reveal the formatting of the heading at the 23. Preview the document. Make modifications to
top of the page, and then apply the same the text and formatting as necessary.
formatting to the text Student Survey. 24. Add the following tag properties to the file:
8. Press Enter. college plans; survey; staying in state. For
9. If necessary, clear the center tab stop and example, in Word 2010, click the Info tab in
then set two left tab stops at the 4½" and 5½" Backstage view, click Tags in the right pane,
marks. and type the tag text.
10. Type Question, press Tab, type Yes, press 25. With your teacher’s permission, print the
Tab, and then type No. Apply bold to the line. document.
11. Press Enter, and toggle off the bold font style. 26. Close both open documents, saving all
12. Type Do you plan to go to college after high changes, and exit your word-processing
school?. Press Tab. program.
13. Arrange the two word-processing documents 27. As a class, discuss the survey results. If
so you can see them both at the same time. possible, use the survey questions in your
14. Make the WP-2_Survey_xx window active. class and compare the results with the sample
used in this activity.
Word-Processing Activities • 159

Activity 3: Investigating Copyrighted Material
DIRECTIONS: You will use a word-processing program to create a table that classifies scenarios as legal
or illegal under current copyright laws. Microsoft Word 2010 procedures required for this activity can
be found in Appendix A.
1. Start your word-processing program. 14. Read example 1 in the list. Use the informa-
2. Open the data file WP-3_Copy, which is on tion you learned reading the WP-3_Copy_xx
the student CD. Save it as WP-3_Copy_xx document to determine whether example 1
in the location where your teacher instructs describes a legal or illegal use of copyrighted
you to store the files for this activity. This is a materials.
two page document that contains information 15. Select the text in example 1—excluding the
about copyright laws. number at the beginning and the paragraph
3. Insert a footer that contains your name and mark at the end—and cut it to the Clipboard.
the current date. Read the entire document, If necessary, display nonprinting characters in
and then scroll up to the top of page 1. order to see the paragraph marks on-screen.
4. In the first paragraph, select the sentence that 16. Paste the selection into the appropriate
best describes the main idea and apply the column in the second row of the table.
underline format. 17. Repeat steps 14 through 16 to move the text
5. Repeat step 4 to identify and underline the from the second example into the appropriate
sentence that best describes the main idea in column in the third row of the table.
the remaining paragraphs. 18. Continue cutting and pasting each example
6. Save the changes. Preview the document, until all of the items in the list have been
and, with your instructor’s permission, print moved to the table.
it. 19. Delete the numbers that remain in the
7. Open the data file WP-3_Legal, which is on document above the table.
the student CD. Save it as WP-3_Legal_xx 20. Check the spelling and grammar in the
in the location where your teacher instructs document, and then preview it. Make
you to store the files for this activity. This modifications and corrections as necessary.
document lists examples of how different 21. With your teacher’s permission, print the
individuals use copyrighted materials. Some document.
of the examples are legal and some are 22. Protect the document by applying the
illegal. password !copyright? and then close it.
8. Insert a footer that contains your name and 23. Open the document by entering the password.
the current date. 24. Save a copy of the document as WP-3_
9. In the title at the top of the page, insert the Legal2_xx in the location where your teacher
copyright symbol after the word Copyrighted. tells you to store the files for this activity.
10. Move the insertion point to the last blank line 25. Remove the password from WP-3_Legal2_xx.
of the document, and insert a table with 2 26. Format the table in WP-3_Legal2_xx to
columns and 6 rows. enhance its appearance and make it easier
11. Type Legal in the first column of the first to read. For example, apply a table style, or
row, and center the text in the cell. apply borders and fills. Delete unnecessary
12. Press Tab, type Illegal in the second column columns and rows.
of the first row, and center the text in the cell. 27. With your teacher’s permission, print the
13. Format the text in the first row in 14-pt. bold. document. Close all open documents, saving
The table should look similar to Illustration B. all changes, and exit your word-processing
program.
28. As a class, discuss why it is important to
respect the copyright laws.
Illustration B

Activity 4: Exploring Water Resources
DIRECTIONS: You will create and format a letter about the stages of the water cycle. Microsoft Word
1. Start your word-processing program, and 9. Identify the headings and descriptions of the
create a new document. Save it as WP-4_ four stages of the water cycle—Evaporation,
Water_xx in the location where your teacher Condensation, Precipitation, and Runoff
instructs you to store the files for this activity. and Groundwater—and format them as
2. Set the document margins to .75" at the top, a multilevel list. The name of each stage
and 1" for the left, right, and bottom. should be a top level. The two sentences that
3. On the first line of the document, insert the describe each stage should be formatted as a
date in month dd, yyyy format. Do not set the second level (refer to Illustration C).
date to update automatically. 10. Read the paragraph following your multilevel
4. Set line spacing to single and paragraph list. Click at the beginning of the third
spacing to 0 points before and after, or sentence in the paragraph (If this is so . . . ),
apply a No Spacing style. Insert three blank and press Enter to start a new paragraph.
lines, and then input the following name and Then, click at the beginning of the second
address using an available input device and sentence (Isn’t all of . . . ) in that new
software that converts words into digital text. paragraph, and press Enter.
For example, you may type on a keyboard, 11. Select the two new paragraphs and apply
use voice-recognition software, or use number list formatting using numbers
handwriting-recognition software. followed by a period (refer to Illustration C).
Dr. Sandra Phipps 12. Replace the line Your Name with your
Science Department own name. Then, replace the school name
Watertown University and address with your school’s name and
1 Watertown Blvd. address.
Anytown, MI 48000 13. Exchange documents with a classmate
5. Press Enter twice to leave a blank line and according to your teacher’s instructions. For
type the salutation, Dear Dr. Phipps:. Press example, you might send it electronically by
Enter twice, and save the document. e-mail or print it. Proofread your classmate’s
6. Open the data file WP-4_Letter, which is lo- document carefully. Check the spelling and
cated on the student CD. The document con- grammar and insert comments to mark any
tains the text of the letter that you will send. errors that you find.
7. Select all the text in the document and copy 14. Exchange documents back, and respond to
it. Close the WP-4_Letter document without your classmate’s comments.
saving any changes. 15. With your teacher’s permission, print the
8. In the WP-4_Water_xx document, make sure document.
the insertion point is on the last line of the 16. Close the document, saving all changes, and
document, and paste the selection. exit your word-processing program.
Illustration C
Word-Processing Activities • 161

Activity 5: Publishing a Newsletter
DIRECTIONS: You will create a newsletter by writing three articles about recent events in your family
or community. You will revise and edit your work and arrange it in a newsletter format. Microsoft Word

1. Open the .pdf file WP-5_News, which is 12. Apply formatting, such as styles and fonts, to
located on the student CD. With your teacher’s improve the readability of the text. For exam-
permission, print the Data Record Sheet. ple, use a style to format headlines, or apply a
Close the file, and exit the pdf reader program. larger font size to make headlines stand out.
2. Use the space provided on the Data Record 13. Insert a section break below the title and
Sheet to plan a newsletter. Write a name for format the second section of the newsletter
your newsletter in the space for the title. into two columns.
Think of three articles about upcoming special 14. Make sure the text alignment is justified in all
occasions, recent vacations, family outings, or three articles.
any other exciting news you might have. Write 15. Insert the image file that you created earlier.
a headline and text for each article. Format it so that text will wrap around it.
3. Think of a photograph or an image that 16. Resize and position the image to create an at-
relates to one of the articles. Write a tractive layout for your newsletter, and format
description of the image in the space it using a style or other formatting options.
provided on your Data Record Sheet. 17. Insert a text box, and type the headline
4. Determine the best method for creating Birthdays.
or obtaining the image, and then do so. 18. Type the names and birthdays for at least
For example, you could scan an existing five people. Format the text as a bulleted list.
photograph, take a new photograph with a Format the text box so that text will wrap
digital camera and then import it, or create around it. Resize and position it on the page so
an image file using drawing tools. Save the it looks good and is easy to read.
image file with the name WP-5_Images_xx 19. Adjust the zoom so you can see the entire
in a format that is compatible with your page on the screen, and make any changes or
word-processing program (such as .jpg), adjustments necessary to improve the page
in the location where your teacher instructs layout and design.
you to store the files for this activity. Add 20. Save the document, and then exchange
appropriate tags to help identify the image. documents with a classmate according to
5. Start your word-processing program, and your teacher’s instructions. For example,
create a new document. Alternatively, you you might send them electronically as an
may choose to use a desktop-publishing attachment to an e-mail message, or you
program. Save the file as WP-5_Newsletter_ might print them and exchange the printed
xx in the location where your teacher instructs copies. Check the spelling and grammar in
you to store the files for this activity. your classmate’s document and mark any
6. Insert a header that includes your name and errors that you find. Insert comments to
today’s date. Insert a page number in the footer. make suggestions or praise good work.
7. If available in your word-processing program, 21. Exchange documents to get your own back,
apply a theme and a style set. and make the changes and corrections as
8. At the top of the page, type the newsletter necessary.
title, and apply formatting that is appropriate 22. Preview the document, and, with your
for a title. teacher’s permission, print it.
9. Type the three articles from your Data Record 23. Save the document in .pdf format with the
Sheet, including a headline for each one. name WP-5_Newsletter_xx in the location
Be sure to use one space after punctuation, where your teacher instructs you to store the
smart quotes instead of straight quotes, and files for this activity.
en dashes and em dashes as needed. 24. Close all open files, saving changes, and exit
10. Format the paragraph with single line spac- all open programs.
ing, first-line indent, and justified alignment. 25. As a class, discuss other ways in which
11. Read the articles and revise them as neces- a computer can help you communicate
sary. Look for places to add transition words with friends and family. What are the
to improve the flow of the text. Use the the- benefits and drawbacks of written or
saurus to select interesting and descriptive online communication versus face-to-face
words that improve the text. communication?
chapter
Spreadsheet
Basics 13
What Is a Spreadsheet? Suppose you

wanted to keep track of all your grades in one
of your classes so you could figure out your
final average for the class. Spreadsheet pro-
grams are the perfect software for doing this Lesson 13–1
kind of work. Exploring Spreadsheets
Spreadsheets are set up like tables with
information running across rows and down Lesson 13–2
columns. You could enter your assignments
in one vertical column. Then you could enter Entering and Editing Data
the grade or score you received on each as-
signment in the next column. The spreadsheet Lesson 13–3
could add up all the scores and calculate your
Using Formulas
average. When an assignment is returned to
you, you could add it to the spreadsheet, and Lesson 13–4
your average would be updated automatical-
ly. Just think how long it would take you to do Sharing Data Among Programs
this if you did it by hand!
Spreadsheet Basics • 163
Lesson 13–1
Exploring Spreadsheets
• Explain the purpose of spreadsheet software. Organize Information Use a concept web to
• Identify and describe parts of a worksheet. help you organize basic facts about spreadsheets
as you read the lesson.
• Summarize key features of spreadsheet
software.
Key Terms Spreadsheet Basics

• active cell A spreadsheet is a program that processes information that is set
• cell up in tables. Spreadsheets can be used to:
• cell address • place numbers and text in easy-to-read rows and columns
• formula • calculate numbers and show the result
• function • calculate new results when the numbers are changed
• spreadsheet • create charts to display data
• worksheet • create models and simulations
• make predictions by adding inputs and reviewing results
• analyze trends and forecasting possibilities
These features make spreadsheets perfect for tracking infor-
Figure 13.1.1 A worksheet mation that involves numbers. Suppose you work at a company
includes rows and columns, that needs to decide what price to charge for a product. You can
which create a grid of cells that create a spreadsheet that shows how much profit your company
hold data. will make by charging several different prices. The spreadsheet
finds the results quickly. Those results can be used to
Cell address: C3 Column set a price.
Understanding Worksheets When you use a
A B C D
spreadsheet program, your data goes into a special
1
kind of document called a worksheet, a grid made
2
of vertical columns and horizontal rows. Columns
3 Cell
are labeled with letters, and rows are labeled with
4
numbers.
Each column and row meets to make a box called
a cell. Each cell in the grid is identified by a unique
Row name—its cell address. The address is made simply
by taking the letter of the column and the number
of the row that meet to make the cell. For example,
column C and row 3 create the cell address C3.
164 • Chapter 13
Parts of a Worksheet
Most worksheets look similar. The parts of a worksheet include:
Frame The frame forms the top and left borders of the work- A spreadsheet can hold a great
sheet. It includes the column and row headings. deal of information. Microsoft
Excel, for instance, can hold:
Active Cell The active cell is the cell currently in use. A rect-
• 16,384 columns
angle appears around this cell to highlight it and make it easy to
spot. • Over 1 million rows
Cell Identifier Located in the upper-left corner, just above the • As many worksheets as your
frame, the cell identifier is an area that shows the cell address of computer’s memory can keep
open
the cell that is active.
If you filled every column and row
Formula Bar The formula bar displays what you type. This on just one worksheet, you would
data will be entered into the active cell when you are done. The have filled 16,384,000,000 cells!
formula bar is like a one-line word-processing program. Press-
ing Enter, Return, or Tab completes the entry and places the data
in the cell.
Scroll Bars Scroll bars appear on the worksheet’s right and
bottom edges. You can click on the arrows or slide the scroll box
to see another part of the worksheet.
Worksheet Tabs On the same line as the horizontal scroll bar
are tabs that show the other worksheets that belong to the same
spreadsheet file. If you click on one of these tabs, you switch to
that worksheet.
Status Bar The status bar appears below the scroll bar at the
very bottom of the worksheet. Messages from the program are Figure 13.1.2 All spreadsheet
displayed here. programs share basic elements.
Cell identifier Formula bar
Active cell
Frame
Worksheet tabs
Scroll bars
Status bar View controls

Working with a Spreadsheet
Spreadsheet programs share many features. You can perform
Language Arts Some teachers many similar actions, regardless of the program.
use a spreadsheet program to cre-
Moving Around You can use the Home, End, Page Up, and
ate vocabulary tests. They place
vocabulary words in one column
Page Down keys, along with the scroll bars, to move large dis-
and the definitions in the next. By tances within the worksheet. You can use the Tab key to move
scrambling the definitions, vo- one cell to the right or the arrow keys to move one cell at a time
cabulary matching tests are made in any direction.
quickly and easily.
Selecting Cells and Entering Data To make a cell active,
click on that cell. Then, type to enter data in the cell. Data can be
text, numbers, dates, or formulas.
Formulas Formulas are mathematical expressions. In a spread-
sheet, most formulas reference the data entered in one or more
cells. A simple formula might add the numbers in two cells. The
formula appears in the formula bar but not in the active cell. The
active cell shows the result of the formula—in this case, the sum
of the two numbers. Functions are built-in formulas for perform-
ing calculations, such as addition, in a table. See Chapter 14 for
more on functions.
Formatting the Worksheet You can change the look of a
worksheet in many ways. You can add or remove rows or col-
umns or change their size. You can change the font or type size of
the data. You can also add color, borders, or shading and change
how the data is aligned in the cell.
DAN BRICKLIN a computer
“ In terms of the success of VisiCalc . . .

it is nice to be able to realize you’ve done
something very worthwhile. . . . I feel that
program
that could
calculate and
I’ve made a change in the world. That’s a display the
satisfaction that money can’t buy.
”
Dan Bricklin
work auto-
matically. He
and his friend
Software developer Bob Frankston created such a pro-
gram. They called it VisiCalc®—short
When Dan Bricklin was a business for visible calculator. It was the first
school student in the late 1970s, he computer spreadsheet. Although
had to do his calculations for class VisiCalc is not sold anymore, today’s
on a calculator and then write them spreadsheets are all based on Brick-
down. Bricklin wanted to develop lin’s original idea.
166 • Chapter 13
Lesson 13–2
Entering and Editing Data
• Describe types of data you can enter in a Sequence Steps Use a sequence chart to help
worksheet. you sequence the steps in working with spread-
• Compare and contrast values and labels in a sheets as you read the lesson.
worksheet.
• Describe ways to edit and format data in a
worksheet.
• Use a spreadsheet to create a chart.
• Evaluate the benefit of printing options.
Entering Data Key Terms

In addition to formulas, you can enter three types of data in a • chart
worksheet: values, labels, and dates and times. • label
• print area
Values A value is a number, such as a whole number, a frac-
tion, or a decimal. The program automatically formats values to • value
align to the right in a cell. If a value is too large for the width of
the cell, you may see a set of symbols such as ###### or *******.
You can change the column width so that the full number shows.
Click the right edge of the column heading and drag it to the
right.
Labels A label is text or a combination of numbers and text.
Labels are typically used for headings or explanations. By de-
fault, labels are aligned to the left in a cell. Labels that are too
wide will overlap into the next cell to the right—if that cell is
empty. If that cell already has text, the long text in the first cell Figure 13.2.1 If data doesn’t
will appear cut off. Again, you can widen the column to show fit in a cell, it might not display
the entire label. correctly.
This number is
wider than
These labels the cell.
are wider than
their column.

Dates and Times Data typed as dates or times are displayed
in the format you choose. For example, November 1, 2012, can
be typed as 11/01/12 or 01-Nov-12. Times can simply be typed
as the hour and minute—07:45 or 12:52, for instance.
Many people use spreadsheets Editing Data
at home to track monthly income
and expenses. They can set up a You can easily change data to correct an error or reflect new in-
worksheet to show regular month- formation in a spreadsheet.
ly costs. Then, they only need to
copy and paste it on other blank Editing Cell Data To edit data, click the desired cell. Then
worksheets to create budgets for click within the formula bar to place the insertion point where
other months. you want to make the change. Press Backspace or Delete to re-
move characters, or type to add them. Press Enter to place the
Think About It! edited information in the cell.
Before you set up a budget, think
Moving or Copying Data To move information from one cell
about which expenses arise each
to another, select the cell and drag its contents to the new cell.
month. Which items listed below
You can also go to the Edit menu, and select Copy or Cut. Click
do you think would be a regular
the new location, and then go to the Edit menu and select Paste.
monthly expense?
housing payment Removing Data To remove data, select the cell and press
Delete. You can also go to the Edit menu, and select Delete. A
vacation
dialog box will ask if you wish to delete the entire row or column
telephone or just those cells.
holiday presents Formatting Data You can change the appearance of the data
food magazine subscription in the cells. You can show data in bold or italic type and change
its type size. You can also change the format of numbers.
Program Click Then click Next step
Excel Home Number Click the desired format button or activate the Format
tab group Cells dialog box and select the desired format.
Quattro Pro Format Selection Select the Numeric Format tab and select the
menu desired format from the dialog box.
iWork Inspector Cell format Select the desired format.

Numbers ’09 button drop-down
Figure 13.2.2 The steps for formatting data in spreadsheet

programs vary slightly depending on the software you are using.
168 • Chapter 13
Creating a Chart
With a spreadsheet program, you can create charts, which are also
called graphs. Charts show data in ways that are visually more
interesting than tables, and make it easier to analyze trends such
as changes over time. Simply select the cells that have data you Physical education teachers in
want to graph. Then, choose the command for creating a chart. one school are taking advantage
Next, you select a type of chart. Bar charts compare different of the spreadsheet’s ability to
amounts, such as how many students there are in each grade in make graphs. They chart students’
a school. Pie charts show how parts relate to the whole. For in- performance on basic fitness tests.
stance, a pie chart would show what percentage of all students Then, they make graphs showing
are in each grade. Line charts show change over time, such as the students’ progress over time.
number of students in a grade each year. Once you have chosen
the type of chart to create, dialog boxes help you through the rest Think About It!
of the process. After you have made a chart, you can copy it and Think about other ways graphs
paste it into another document. could be used at school. For which
items listed below do you think
graphed test results would be
Previewing and Printing a Worksheet useful?
Before you print, preview your worksheet to make sure the data
to show parents how well their
displays the way you want. Most spreadsheets have special fea- children are doing
tures for printing. For example, you can specify a portion of a
worksheet called a print area before you instruct the program to show students which skills
to print. Headings for columns and rows normally only print on they need to work on
the first page, but you can choose to print the headings on every to compare students by athletic
page. You can also add headers and footers, change the page ability
margins, and switch from portrait to landscape orientation.
Figure 13.2.3 Creating a chart

from data in a worksheet.

Lesson 13–3 Using Formulas
• Construct a simple formula using one or more Enter Information Use a concept web to help
operators. you enter formulas in a worksheet as you read the
• Explain the importance of the order of evaluation. lesson.
• Evaluate the benefit of building formulas using
cell references.
Key Terms Entering Formulas in Worksheets

• cell reference The power of a spreadsheet is its ability to use formulas to rep-
• order of evaluation resent data in different cells.
Entering Formulas To enter a formula, click the cell where
you want the result of the formula to appear, and type the for-
mula in the formula bar. You need to begin the formula with a
symbol to signify that you are typing a formula. In Excel and
AppleWorks, that symbol is an equal sign (=). In Quattro Pro and
Lotus 1-2-3, formulas start with a plus (+) or minus (–) sign.
Simple Formulas Many formulas use the basic arithmetic op-
erations of addition (+), subtraction (–), multiplication (*), and
division (/). Another useful operation is exponentiation (^), in
which the raised number tells how many times the normal sized
Figure 13.3.1 Using a number is used as a factor in multiplication. For instance, 22 is
formula in a worksheet. 2*2; 23 is 2*2*2.
Entering simple formulas
The formula displays in is like writing a math prob-
the formula bar. lem. To add 5 and 2, you sim-
ply enter =5+2 or +5+2 as the
formula, depending on which
program you are using. To
divide 5 by 2, enter the formula
=5/2 or +5/2.
When you are done writing
the formula, press Enter. That
The result displays completes the formula and dis-
in the cell.
plays the result in the selected
cell.
170 • Chapter 13
Complex Formulas
You can enter more complex formulas as well. Formulas can
include many numbers, such as =1+2+3+4+5. They can also
include more than one mathematical operation. For instance,
suppose you owned a store that sold 50 copies of a game one
month and 56 copies the next. You want to know by what per-
centage your sales of that game increased. You could find out by
writing this formula: =(56–50)/50. In this formula, you subtract
50 from 56 to find the number of additional games you sold.
Then, you divide the result by 50, the number of games sold the
first month, to find the percentage increase. The answer is .12, or
12 percent.
Working with Complex Formulas Many formulas, like
=(56–50)/50, have two or more operations. How does the
program know which one to do first? It uses the order of eval-
uation. This rule tells the program to do the most important
operation first. Then, it does the others in order, from most to
least important.
Ranking Operations Operations within parentheses are the
most important. Exponentiation comes next, followed by multi-
plication or division, then addition or subtraction. Use the sen-
tence, “Please excuse my dear Aunt Sally” to remember the order.
The first letter of each word (P-E-M-D-A-S) matches the first letter
of each operation in the right order.
Using Order of Evaluation Suppose you want to write an
Excel formula to average the numbers 29, 34, and 27. The for-
mula =(29+34+27)/3 is correct. The parentheses tell the program
to add the three numbers first. The sum, 90, is then divided by 3
to find the average, which is 30.
The formula =29+34+27/3 is not correct. In this case, the pro-
gram would first divide 27 by 3 because division is performed
before addition. It would then add the result, 9, to 29 and 34 for
an answer of 72.
Some formulas have more than one operation with the same
importance, such as addition and subtraction. In this case, those
operations are done in the order in which they appear from left
to right.
Rules for Writing Formulas
1. 2. 3. 4.
Type the correct Include all Remember Use parentheses
symbol to begin numbers and the order to change
the formula. operations. of evaluation. the importance
(P-E-M-D-A-S) of operations
if necessary.

Using References, Not Values
The formulas discussed so far have used values. But formulas
can also use cell references, or cell addresses. For example, sup-
pose you wanted to multiply 5 times 3. If the value 5 is entered
Statistician People who work in cell A1, and the value 3 is entered in cell B2, you could enter
with statistics, or facts expressed the formula =A1*B2. It is better to use cell references for the two
as numbers, are called statisti- reasons listed below.
cians. They study information
about the number and ages Avoiding Errors You might accidentally type the wrong value
of people in a population, the and not realize it, as the formula does not always show in the
economy, the number of people cell. If you insert a cell reference, however, the formula will al-
who tune in to radio and television ways use the correct value.
shows, and so on.
Reflecting Changes A value in a formula never changes. The
Statisticians rely heavily on com- formula =5*3 will always produce 15. But if you use a cell refer-
puters, as the information they ence, the formula uses whatever value is entered in the cell. If
work with can be very complex. the cell value changes, so will the result calculated by the formu-
Spreadsheets are very useful for la. By using cell references, you make sure that your worksheet
them because of their power to remains up-to-date even if data changes.
store and process numbers.
Functions
Spreadsheet programs come with built-in functions, which are
formulas used to perform common tasks. For example SUM is
the function used to find a total and AVERAGE is used to find
Figure 13.3.2 Examples of the average of a range. Using a function can make it easier to
a formula and a function in a enter formulas. Using functions is covered in Lesson 14–4.
worksheet.
SUM function
This formula uses
cell references to
add the values in
cells B9 and C9.
These cells use the

SUM function to add
the values above them.
172 • Chapter 13
Lesson 13–4
Sharing Data Among Programs
• Explain benefits of sharing data among programs. Compare and Contrast Use a Venn diagram to
• Contrast embedding and linking data. compare and contrast ways to share data as you
read.
• Summarize how to import data from a word-
processing program into a spreadsheet.
Sharing Data Key Terms

Many spreadsheet programs are not used alone. In fact, many • destination file
are part of a productivity suite—a set of separate programs that • embed
are similar in look and are sold together as a package. As a re- • link
sult, the programs have features that allow them to export data, • source file
or send it to other programs in the package. They can also im-
• parse
port data from other programs that are not in the package.
Using Strengths By sharing data, you let each program per-
form its strengths. For example, suppose
you are writing a report about the Amer- Text is created in
ican economy. You want to include a a word-processing
program.
chart that shows the growth of the econ-
omy in one period. It makes sense to use
a spreadsheet to create the chart because
spreadsheets have powerful charting
features. Then, you can import that chart
into your word-processing document.
Saving Time Importing data from an-
other program also can save you time.
Suppose you had created a worksheet
containing the data on American eco-
nomic growth before you started writing
your report. Instead of typing the data
again, it is much easier to simply copy
it from the spreadsheet into the other
application.
A list is imported
from a database
program.
Figure 13.4.1 A single document

can include data from several different The chart is imported
applications. from a spreadsheet program.

Ways to Share Data
There are two basic methods of sharing data between applica-
tions. In one you embed the data. In the other, you link it. In
both, the file that contains the original data is called the source
file, and the file where you place the shared data is called the
Financial Analyst Spreadsheets
destination file.
are vital tools for financial analysts.
These analysts look at financial Embedding The simplest way is to copy the data in the source
information and make judgments file and paste it into the destination file. This process is called
on a company’s financial health. embedding. For example, you could select a chart in a spread-
They also make recommendations sheet, and choose the Copy command. Then, position the inser-
to people about how to invest their
tion point in a word-processing document, and choose the Paste
money wisely.
command.
Financial analysts often create Embedding is useful if you do not need to keep the pasted
spreadsheets to support their data up-to-date. Even if the data in the spreadsheet changes, the
recommendations. They can export data pasted in the document will not change.
those spreadsheets to word-
processing reports that they give Linking There is a way to export data that keeps objects up-to-
to clients. date. This is called linking. To link data, you begin in the same
way—by copying the data from the source. However, instead
of using the Paste command in the destination, you use Paste
Special.
When you choose the Paste Special command, a Paste Spe-
cial dialog box appears. In that box, click the button for Paste
Link. Then, select the type of object you want. When you click
OK, the object displays in your destination file. Any changes you
make to the source data will be updated in the destination file as
well.
Figure 13.4.2 In Windows

applications, you can use the
Paste Special command and this
dialog box to link data between
documents or applications..
174 • Chapter 13
Importing Data into Spreadsheets
You can use embedding and linking to copy data from other files
into a spreadsheet. If the data is in a table format, it is pasted Spreadsheets include tools to help
into the spreadsheet cells. Problems might arise, however, if you you organize and manage your
paste paragraphs of text. When text from a word-processing data. Use Find and Replace tools
file is pasted into a spreadsheet, the continuously flowing text to search for data, or types of
will be split into chunks that fit in the columns. The spreadsheet data. Use Sort to arrange rows into
breaks up the file using its parse feature. alphabetical or numerical order
Importing text files works best if the text is formatted in a based on data in any column—or
way that lets the spreadsheet program identify where to break multiple columns. For example,
for each column. You can do this using tabs. For example, sup- if you have a contact list with
pose that you had a word-processing document with a list of ad- columns for First Name, Last
dresses. Entries might read as follows ( “[Tab]” stands for a tab Name, E-Mail, and Birthdate, you
entered between address parts): can sort the list into alphabetical
order by Last Name, and then into
Kim [Tab] Chang [Tab] 4444 Adams Street [Tab] Springfield [Tab] AR
numerical order by Birthdate. Use
Austin [Tab] Sinclair [Tab] 522 Jefferson Street [Tab] Springfield [Tab] AZ the Subtotal command to find sub-
Maria [Tab] Torrez [Tab] 111 Washington Street [Tab] Springfield [Tab] TX totals within a sorted list.
Tempest [Tab] Withers [Tab] 3567 Madison Street [Tab] Springfield [Tab] TX You can also filter data to display
To import the data into Excel 2010, go to the Data tab, click only rows that meet certain crite-
the Get External Data command, and select From Text. The pro- ria. For example, you could filter
gram lets you choose how to break up the data. In this example, your contact list to show only rows
it would convert the tabs into column breaks. The result would with birthdates in January.
be a spreadsheet with data in five columns—one each for the
first name, the last name, the address, the city, and the state.
HOOD RIVER, OREGON Physical Education classes really do
“ As a P.E. teacher, . . . this gives me

time to communicate with [parents]. I try
to write a personal note on each graph
go together. Physical fitness progress
reports are sent home with report
cards several times a year in this
that I send home.
” Stephanie Perkins
Oregon school district. Spreadsheet
data is input by the students to cre-
ate the charts and graphs that reflect
Physical Education Teacher
their fitness progress. The data is then
Teacher Stephanie Perkins in Hood interpreted to help students improve
River proves that computers and their level of fitness and set goals.

_____ 1. cell a. rules followed for carrying out the

_____ 2. cell address order of more than one mathematical
_____ 3. active cell operation
_____ 4. formula b. mathematical expression that might
_____ 5. function link numbers in cells
_____ 6. value c. part of a spreadsheet to which print-
_____ 7. label ing can be limited
_____ 8. destination d. place where a column and row meet
_____ 9. print area e. number in a cell
____ 10. order of evaluation f. file where you paste shared data
g. highlighted cell in use, where data or
a formula will be entered or edited
h. text or text and numbers in a cell
i. shortcut to a formula that is used
frequently
j. identifies each individual cell

1. Tables in spreadsheets are better than 4. How does an Excel spreadsheet
tables in word processors because know that =10/12 is a formula and
they not the date October 12?
a. use numbers only a. The equal sign (=) signals it.
b. will have unchanging formats b. The division (/) sign signals it.
c. can be easily updated c. Dates cannot be shown that way.
d. have accurate data d. It would not know.
2. All changes to values, labels, or for- 5. Operations are carried out in the
mulas in a spreadsheet are made in following order:
the a. A-D-E-M-P-S
a. formula bar b. M-D-E-P-S-A
b. cell c. P-M-D-A-S-E
c. frame d. P-E-M-D-A-S
d. function line 6. It is best to write formulas using cell
3. Values, by default, are aligned references so that a spreadsheet
a. to the left a. has no hidden information
b. to the right b. has all correct values
c. centered in the cell c. can be updated easily
d. at the top of the cell d. can be more easily graphed
176 • Chapter 13
1. How do values and labels differ in the way they treat data that is too wide for the
cell?
2. If you were preparing a budget for a business, how would you indicate that the
numbers represent dollar amounts in the worksheet?
3. In what situations do you think it would be useful to repeat column headings in

a printed worksheet? Why?
4. What type of graph would be best for showing how much a child grew in inches
over the years? Why?
5. Look at the formulas =B1/B2+B3 and =B1/(B2+B3). Would these formulas give
the same result? Why or why not?

A. Open a spreadsheet program and B. Think of three ways spreadsheets

create a new worksheet. Place the could be used. Identify one use that
title “Cupcake Café Sales” in cell A1. is suitable for each of the follow-
Enter the days of the week in cells ing people: a 12-year-old student; a
A2 to A8. Enter the following values 35-year-old businesswoman; and a
in cells B2 to B8: $10,000; $11,500; 70-year-old man. Describe each use,
$13,000; $9,500; $12,000; $13,000; and explain how it is suitable to the
$8,000. Write a formula that places person’s age. If possible, create one
a total in B9. Create a chart that of the spreadsheets using made-up
compares sales for each of the seven data to show what it would look
days. Save the file, and, with your like.
teacher’s permission, print it.

Understanding
Spreadsheets
What Do Spreadsheets Do? For many

years, businesses tracked financial data on
large pieces of paper called ledgers. For in-
stance, a business owner might list each work-
er’s weekly pay, then add the numbers to find Lesson 14–1
the total weekly payroll. The process could Formatting and Managing
take many hours. If there were any changes, a Worksheets
lot of work would have to be redone.
Today’s businesses use spreadsheet pro- Lesson 14–2
grams to do this work automatically. They en-
ter information into an electronic table. Then, Creating Effective Spreadsheets
the spreadsheet program makes the calcula-
tions. If information changes, as when a new Lesson 14–3
employee is added, the program creates a
Automatic Spreadsheet Features
new result. These programs can save hours of
work, and the calculations are often more ac- Lesson 14–4
curate than those done by hand.
Using Functions in a Worksheet
Understanding Spreadsheets • 179
Lesson 14–1
Formatting and Managing
Worksheets
• Describe how to select different parts of a Organize Information Complete a main idea/
worksheet. detail chart to help you learn the options for
• Compare different data and number formats. formatting spreadsheets as you read.
• Explain how to add or delete columns or rows.
• Explain how to name, add, delete, and move
multiple worksheets in the same spreadsheet
file.
Key Terms Formatting Data in Worksheets

• range As you learned in Chapter 13, a spreadsheet is a program that
• worksheet tab displays data—text and numbers—in a table called a worksheet.
After you have entered data and formulas, you can make a work-
sheet look better by changing various formats.
Selecting Cells to Format The first step in formatting is to
select the cells to format. To select:
• One cell—Click the cell.
• An entire column or row—Click the column or row head-
ing in the frame.
• Neighboring cells—Click a cell and drag the mouse over
Figure 14.1.1 Apply formatting additional cells you want to select. This defines a range, a
to worksheet cells to improve the group of cells next to each other.
appearance and readability of the • Cells that are not connected—Hold down the Control key
data. while you select each cell.
How to Format
In some programs, such as Ex-
cel 2010 or iNumber, you make
formatting changes by clicking a
button on a toolbar or Ribbon. In
some other spreadsheet programs,
you click the Format menu, click
Selection, and make your choice.
180 • Chapter 14
Data Formats You can change the look of either labels (text
and numbers) or values (numbers used in calculations) in the
selected cells. You can adjust these features:
• Font—the typeface used Did you know that a spreadsheet
• Point size—the size of the font might tell you that 1 times 7
equals 6? Suppose that you had
• Font style—effects such as bold and italic applied to cells whose real value was 0.9
the font and 7 and that you had chosen
• Color—whether the font is black or another color to format the numbers with no
• Alignment—where data is positioned in the cell decimal places. If so, the 0.9 is
shown as 1 due to rounding.
Number Formats An important set of formatting involves Now, suppose that you mul-
how numbers are displayed. You have several options: tiply those two numbers. The
• General—presents numbers as they are typed spreadsheet will use their real
• Currency—adds a dollar sign, a comma to numbers over values and multiply 0.9 and 7 to
1,000, and two decimal places reach the correct result, 6.3. But
because decimal places are not
• Comma—shows two decimal places and a comma for being shown, it will seem that
numbers over 1,000 the program is multiplying 1
• Percentage—multiplies the number in the cell by 100 to times 7 and totaling 6!
calculate the percentage and adds a percent symbol to the
result
• Negative numbers—adds a minus sign or places numbers
in parentheses or in red
• Decimals—includes number of decimal places chosen
Cell Formats You can also change the look of one or more
cells. You can give them color backgrounds or highlight the cell
borders using lines of different styles and thickness.
Adjusting Columns and Rows Figure 14.1.2 You can insert

To add columns or rows, go to the Insert menu and select Col- new rows and columns into a
umn or Row. The existing columns will move to the right of the worksheet.
active cell, and rows will move down to make room
for the new column or row. To delete a column or row, Use the Insert menu to add
click the heading in the worksheet’s frame. In the Edit a new column or row.
menu, select Delete.
You can also make columns wider or narrower or
rows taller or shorter to fit data. To change column
width, drag the right edge of the column’s heading left
or right. To change row height, drag the lower edge of
the row’s heading up or down.
Using Multiple Worksheets in a File

In most spreadsheet programs, a file holds several
worksheets. They are arranged like pages in a book. In
fact, a file is often called a workbook.

Each worksheet is represented by a worksheet tab in the
lower-left corner of the screen. Clicking one of these tabs opens
that worksheet. Having these extra worksheets is like working
in three dimensions; you can store data not only in columns and
rows but also on different sheets.
Some Windows spreadsheet
programs give you the chance to Naming Worksheets The program labels the tabs with letters
see worksheets from different files (“A,” “B”) or numbers (“Sheet 1,” “Sheet 2”). You can change the
at the same time. Simply open the names on those worksheet tabs by double-clicking the tab and
files and select Arrange in Excel or typing a new name. Suppose you were creating a year’s budget.
Tile Top to Bottom or Tile Side to You could name each tab for each month of the year and put a
Side in Quattro Pro. month’s budget on each worksheet.
Think About It! Adding and Deleting Worksheets To add another work-
Think about the advantages of sheet to a file in Excel, right-click on a worksheet tab, and select
viewing worksheets from different Insert from the pop-up menu. A new tab appears on the screen.
files at the same time. For which To delete a worksheet, right-click on the tab, and select Delete
examples listed below would this from the pop-up menu.
feature be useful?
Moving Worksheets You can move worksheets within a file
move data from one file to or from one file to another. There are two ways to do this:
another
• Pop-up Menu—Select the sheet that you want to move
work on a worksheet on a
different tab
by clicking the sheet tab. Then, right-click to display the
insert cell references into pop-up menu and select Move or Copy Sheet. A dialog
another file box asks you to select the file (or workbook) and the new
copy cells from one part of a location.
worksheet to another • Click and Drag—First, click the sheet tab and then drag
it to its new location in the same file or in a new one. To
Figure 14.1.3 You can copy move a worksheet to a different file, that file must be
or move a worksheet within the open. As you drag, the mouse changes to a small sheet
same file or to another file. and an arrow guides you.
Commands for
managing worksheets
Worksheet tab
182 • Chapter 14
Creating Effective Spreadsheets Lesson 14–2
• Outline the steps in designing an effective Summarize Information Complete a summary
spreadsheet. chart to organize ways to create effective spread-
• Identify strategies to avoid spreadsheet errors. sheets as you read.
• Explain reasons for using protection in
spreadsheets.
• Describe how to hide cells and columns.
Planning Is Important Key Terms

Almost anyone can create a worksheet. But someone who sim- • password
ply enters labels, values, and formulas might create a worksheet • protect
that contains errors. Effective worksheets require careful plan-
ning before any data is entered.
Here are some suggestions to help you create an effective
and error-free spreadsheet:
Identify the Purpose of the Worksheet What are you try-
ing to accomplish by creating the worksheet?
Think About the End Product What results do you want
to report? What individual values do you expect in columns or
rows? Do you need summary statistics such as totals or aver-
ages?
Identify What Data Is Needed What information will you
need? How will it be gathered? Who will put it into the work-
sheet? How will its accuracy be checked?
Think About What Formulas Are Needed How will you
convert your input data into fi nal results? Do you want inter-
mediate results to appear in the worksheet or only final answers?
What formulas or functions will you need? How will you test
the accuracy of the formulas?
Use Cell References in Formulas How will you write for-
mulas? Remember that it is better to write formulas that refer to
cells rather than to values.
Identify Cells to Protect from Replacement What data
and formulas should not be changed? You want to protect these
cells from being replaced.

Plan How to Enhance the Worksheet Which cells are most
important? Use formatting—typefaces, alignment, border, shad-
ing, and color—to make those cells stand out.
Protect Data and Formulas You can prevent errors in
Imagine a spreadsheet that cooks spreadsheets by protecting cells. This process blocks accidental
can use to see if the temperatures changes.
they are using are adequate to
kill different germs found in food. Levels of Protection
Cells in the spreadsheet allow
cooks to input their cooking tem- Spreadsheet programs let you lock one or more cells, a work-
peratures for comparison. sheet, or all the worksheets in a file. Some programs also allow
you to assign a password, or coded access word. Then, only peo-
Think About It! ple who know the password can open the file or save changes
Which type of cell listed below do to it.
you think should be protected in
Using Protection Often users protect an entire worksheet
the spreadsheet described above?
and unlock only the cells they allow to be changed. These might
column headings include cells that will hold the values that formulas use or data
data like names and addresses. The rest of the worksheet remains
locked until protection is removed.
formulas
How to Add Protection Programs differ in how protection
labels
is added to a worksheet. In Excel 2010, select the Review tab,
Changes group, and choose the Protect Sheet command. In
Quattro Pro, you select Sheet from the Format menu. In Apple’s
Numbers click on the Inspector button and then use options in
the document inspector to apply password protection.
Figure 14.2.1 You can protect

an entire worksheet or just
certain parts of it.
Hiding Cells and Columns

Another feature that can help protect data and formulas is the Hide
option. By hiding certain cells or columns in a worksheet, you dis-
courage other users from changing the information in them.
184 • Chapter 14
Automatic Spreadsheet Features Lesson 14–3
• Explain how to use the automatic entry feature. Organize Information Complete a concept
• Differentiate between series increments and web to identify and organize information about
decrements. automatic features of spreadsheets as you read
the lesson.
• Identify advantages of using the automatic fit
and formatting features.
• Compare different types of charts.
• Summarize the advantages of using macros.
Automatic Data Entry Key Terms

With the automatic data entry feature (often called AutoFill), • AutoComplete
you can enter many kinds of data series in a set of cells. A data • AutoFill
series is a set of data that changes by a constant value. The se- • data series
ries 2005, 2006, 2007, 2008 increases by one. The series 10, 8, 6, 4 • decrement
decreases by two. The number by which each value increases is
• increment
called the increment. If a series decreases, the value by which it
becomes smaller is called the decrement. Some data series are • macro
text, such as the days of the week. Numbers and dates can also
be entered as series.
To use AutoFill, you only need to enter the first one or two
values in the series. Then, move the mouse to the lower-right
corner of the first cell until a small plus sign or arrow appears.
Drag across a row or down a column until you reach the last cell
in the series. The data in the series appears in the cells.
Some programs also have a feature called AutoComplete.
With AutoComplete, the program automatically completes a cell
entry as you type, based on the data already entered in the col-
umn. For example, if you have entered the text Yes in a cell, and
then start typing Yes in another cell in the same column, your Figure 14.3.1 Use AutoFill
program enters Yes. You can press Enter to accept the entry, or to automatically fill in a series
keep typing to change it. of months.
Drag the plus sign

across the cells to fill.
ScreenTip displays the

data that will fill the
Type the first two items in the cell when you release
series, and select those cells. the mouse button.

Automatic Summing
A very common calculation in spreadsheets is adding a group
of numbers. The automatic sum function—called SUM or Auto-
SUM—makes this action easy. A toolbar button with the symbol
The automatic sum feature can S controls the function. Use the following steps:
come in handy for some home us- • Choose the Location—First select the cell where you want
ers of spreadsheets. Some people the total to appear and make it active. If you are totalling
record their valuable possessions a column, choose the cell below the last number. If you
on spreadsheets for insurance are totalling a row, choose the cell to the right of the last
records. They can use automatic number.
summing to add the value of these
• Insert the Function—Click the S button.
goods.
• Finish the Sequence—In some programs, the total auto-
Think About It! matically appears. In others, a formula appears and you
Think about other uses for which have to press Enter or Return to accept it. Once you do,
automatic summing might be the total appears in the cell.
used. For which tasks listed below
do you think automatic summing
would be suitable? Automatic Formatting
budgeting Some automatic features work on the appearance of the work-
sheet. They include automatic fit and formatting features.
keeping an address list
keeping track of a collection Fitting Data in a Cell As discussed in Chapter 13, if the data
tracking the amount of exercise in a cell is too large for the column, you can change the column
done in a week width by dragging the right edge of the column border in the
frame. But, suppose you enter other data that requires you to re-
peat this step several times. You can choose the program’s au-
tomatic fit feature to automatically adjust the column to fit the
longest data in that column. Simply double-click the right edge of
the column heading in the frame, and the column resizes itself.
Formatting Worksheets You can make many formatting en-
hancements to worksheets. Some spreadsheet programs offer an
automatic formatting feature. This feature allows you to apply
preset formats to an entire worksheet or to a selected part of a
worksheet.
To use the feature, select two or more cells that you want to
format, and then select the AutoFormat command. For example,
Figure 14.3.2 Use the SUM in Excel 2010, click Format as Table in the Styles group on the
function to total numbers in a Home tab. In Quattro Pro, click the Format menu and select Speed
worksheet. Format. Then, select the
format you want to ap-
Function in formula bar ply. Most spreadsheets
also let you apply con-
ditional formatting,
which formats cells in
which the data meets
Cells to total certain criteria. For
example, you might
Function in cell apply shading to cells
with a value greater
than 100.
186 • Chapter 14
Automatic Charting
A powerful automatic tool of spreadsheet programs is the chart-
creating feature. The program takes the data from a worksheet
and transforms it into a chart.
• Define the data—Choose a range of cells to chart. The formatting features of spread-
• Insert the command—Click the chart icon on the toolbar sheets offer many options. Some
or select the Insert menu command. social studies teachers have their
students research details and
• Choose a chart type—A dialog box will offer several dif- statistics on the countries or time
ferent chart types as options. The dialog box explains the periods they study. By creating
uses of the major types of charts. charts from the data they collect,
• Finish the chart—You can then add a title and labels to students can compare information.
the chart.
Think About It!
Some spreadsheet data may be
Using Macros easier to analyze in a chart than
A macro is a set of mouse actions, keystrokes, or commands that on a worksheet. Which topics
you can record and put into action again and again. Once a mac- below would be easier to interpret
ro is recorded, you can use it whenever you want to repeat the in a chart?
task. Macros save the time and effort of repeating a series of in- area of forest
structions. The program carries out the macro much faster than population of cities
you could perform the task yourself. Also, using macros ensures
climate by month
that steps are done exactly the same way each time.
forms of government
main products grown in
different states
Comparing Types of Charts
Chart type Use Example
Column Uses vertical bars to show Compare the number of people in a country
changes over time emphasizing in five different years.
fixed points in time.
Bar Uses horizontal bars to show Compare the number of people in five
different amounts of the same different countries.
item.
Line Uses lines to show changes Show the sales of several different products
over time on an ongoing basis. over the period of twelve months.
Pie Uses segments of a circle to Show the percentage of a country’s

show different parts in relation population in different age groups.
to the whole.

Lesson 14–4
Using Functions in a Worksheet
• Explain what functions are. Summarize Information Use a summary chart
• Write a spreadsheet function using the correct to help you summarize information about using
syntax. functions in a worksheet as you read the lesson.
• Summarize how to copy a function.
• Contrast relative and absolute references.
Key Terms Spreadsheet Functions

• 3-D reference As you learned in Chapter 13, a function is a commonly used
• absolute reference formula built into a program. Spreadsheets offer many different
• argument functions. Some are general, like the functions to add or average
• keyword
a range of numbers. Some have specialized uses, like those de-
signed for engineering, statistics, or financial work.
• nest
Some of the most commonly used spreadsheet functions are:
• relative reference
• Average—averages a group of numbers
• syntax
• Count—counts the number of cells that contain values
• Maximum—fi nds the largest value in a set of values
• Minimum—fi nds the smallest value in a set of values
• Sum—adds a group of numbers and displays the total
Entering Functions Each function has its own syntax, or

rules of wording, that specifies how it must be entered. Func-
tions have three parts:
• An identifi er, which is a symbol (such as an equal sign or
the @ symbol) that identifies the formula as a function.
• A keyword, which is the function’s name, such as SUM
or AVG.
• An argument, which is data the function must use. This
is often a reference to a cell or a range of cells but may be
a number, date, or other data. A function’s arguments are
usually enclosed in parentheses.
Conditional Functions Most spreadsheets lets you create

formulas using an IF function. These formulas perform a cal-
culation only if certain criteria are met. For example, you could
apply a 10% discount if the total is less than 100, and a 15% if it
is greater than 100. Using IF functions is useful for forecasting,
because you can compare one possible outcome with another.
188 • Chapter 14
Lookup Tables Lookup functions let you locate information
in a table column or row based on specific data, such as the cost
of a product.
Nesting Functions You can even nest functions. When you
nest a function, you include it within another function. Cost Estimator Spreadsheet
functions are valuable to people
Using a Range in a Function Often the argument includes a who do cost estimating. Many
cell range, or a group of cells. A range can include cells from one such people work in the construc-
column or one row, but it also can combine cells from more than tion or repair industries. They have
one of either. to estimate the cost of work-
To add a cell range to a function—or to any formula—you ers’ labor and of materials and
don’t need to name every cell in the range. Instead, name the equipment in putting up houses,
cell in the range’s upper-left corner, and then name the cell in the schools, and other buildings. They
range’s lower-right corner. Depending on the program you use, can use formulas and functions to
you must separate the ranges’ cell addresses with either a colon find the cost of materials accord-
(:) or two periods (..). ing to the size of the structure
For example, if you want to use the SUM function to add the being built.
values in the cells B4, B5, C4, and C5, your function might look
like this: =SUM(B4:C5).
Relative and Absolute References

Usually, formulas (including functions) use relative cell referenc-
es. A relative reference automatically changes when it is copied
or moved so that it uses cell addresses that are specific to its new Figure 14.4.1 Use the Average
location. That means you only need to enter the formula in one function to find the average of a
location, and then copy or move it to use it someplace else. series of numbers.

Formulas can use a different kind of cell reference, called
an absolute reference. An absolute reference does not change
if you copy or move it to a different cell. You should use this
Math Spreadsheets are handy
type of reference when your formula or function must refer to
for doing conversions. Suppose
a specific cell or range. To enter an absolute reference, you type
you need a table that shows how
a dollar sign ($) character to the left of the column letter and/or
ounces convert to grams.
row number.
In a worksheet, type the word Suppose, for example, in cell D6 you enter the function
Ounces in cell A1, and type Grams =SUM(D1:D5). If you move the function to cell E6, the relative
in cell B1. Type the numbers 1 references change and the function becomes =SUM(E1:E5). If
through 10 in cells A2 through you want the function to use the values in cells D1:D5, no matter
A11. In cell B2, type the for- where you move it, you enter =SUM($D$1:$D$5); the absolute
mula =A2*28.35 and press Enter. references will not change.
Because one ounce equals 28.35 You can create three kinds of absolute cell references by typ-
grams, the answer 28.35 appears ing a dollar sign in front of the column letter, the row number, or
in cell B2. Copy the formula into
both, as follows:
cell B2 and paste it into cells B3
through B11. The spreadsheet • $A$1 uses absolute references for both column and row;
automatically converts the rest of neither changes when the formula is copied or moved.
the list for you! • A$1 uses a relative reference for the column and an abso-
lute reference for the row; only the column changes if the
formula is copied or moved.
• $A1 uses an absolute reference for the column and a
relative reference for the row; only the row changes if the
formula is copied or moved.
Figure 14.4.2 Examples of

3-D References
a relative cell reference, a 3-D In a 3-D spreadsheet—one that uses multiple worksheets in the
reference, and an absolute cell same file—you can include a 3-D reference in your formulas and
reference. functions. A 3-D reference refers to a cell or range on a specific
worksheet. That means you
can include a reference to a
cell on Sheet2 in a formula
entered on Sheet1. To enter
a 3-D reference, type an ex-
clamation point (!) character
between the worksheet name
and the cell reference. For ex-
ample, =SUM(Sheet2!D1:D5)
totals the values in D1:D5 on
Sheet2; =SUM(Sheet3!D1:D5)
Function using relative reference totals the values in D1:D5 on
Sheet3.
Function using 3-D reference
Function using absolute reference
190 • Chapter 14
_____ 1. range a. function name

_____ 2. worksheet tab b. set of data that changes by a constant
_____ 3. data series value
_____ 4. increment
c. rules for writing a function
_____ 5. decrement
_____ 6. syntax d. value by which numbers in a series
_____ 7. keyword decrease
_____ 8. argument e. value by which numbers in a series
_____ 9. relative reference increase
____ 10. absolute reference f. cell reference that does not change
g. cell reference that does change
h. lets you access worksheets in a
spreadsheet file
i. group of cells that might include
cells from different columns and
rows
j. reference to cells or range to be acted
on by a function
1. To select a column, click on the 6. Both a(n) _______________ and a line

_______________. chart can display changes in data
2. In a spreadsheet, to record results over time.
for a race timed to the second and 7. Column charts use _______________
the tenth of a second, use the format to display data.
_______________. 8. _______________ are ready-made
3. To delete a column or row, highlight formulas built into a spreadsheet.
it, go to the _______________, and 9. A(n) _______________ reference is
choose Delete. automatically updated to reflect its
4. The automatic fit feature helps new location if you move it.
you when making a spreadsheet by 10. The cell reference _______________
automatically _______________ a shows an absolute reference for the
column. column A1.
5. The _______________ feature formats
spreadsheets so the data is clear and
easy to read.

1. Suppose you wanted to track the statistics of the basketball players for different
teams. What spreadsheet feature would help you keep the teams separate from
one another? How?
2. What values would you have to enter to use the automatic entry feature for a
data series that started with 16 and increased by 3.5?
3. How would you write a reference to the cells in columns U through W and rows
17 through 25?
4. How would you write a function to add values in the cells D7 to D20?
5. What steps are required to copy a function?

A. Open a new worksheet. Title it B. Use the Internet or the library

“Town Population Growth” in cell to learn how spreadsheets have
A1. Use the AutoFill feature to fill in changed the way people do busi-
the years from 2001 to 2010 in cells ness. In what ways are spreadsheets
A2 to A11. Enter these values in cells used in businesses today? Was the
B2 to B11: 15,000; 15,700; 16,500; same work done in the past? How
17,200; 18,000; 18,700; 19,300; 20,300; is it different to do the work now?
21,700; 22,900. Create a line chart Prepare a presentation to summarize
of the data. Save the file, and, with your findings.
your teacher’s permission, print it.
Delete rows B3, B4, B6, B7, and B9.
Create a column chart of the new
data. Save the file, and, with your
teacher’s permission, print it. Which
type of chart is more effective for this
data? Explain.
192 • Chapter 14
Activity 1: Calculating Names in a Telephone Book
DIRECTIONS: You will use formulas in a spreadsheet to make an estimation of how many names are
listed in a telephone book. Microsoft Excel 2010 procedures required for this activity can be found in
Appendix A.
1. Start your spreadsheet program. 12. In cell A7, type the column label Names per
2. Create a new file, and save it as SS-1_ Book.
Phonebook_xx in the location where your 13. In cell A8, enter a formula that multiplies
teacher tells you to store the files for this the number of names on a page (D4) by the
activity. Replace xx with your own initials or number of pages in a book (E4), to find the
name, as directed by your teacher. number of names in the book.
3. In cell A1, type the title, Estimated Number of 14. Select cell A1 and apply formatting to make
Names in a Telephone Book. the contents stand out. For example, apply
4. Type the following column labels in row 3, the Title cell style, or increase the font size
beginning in column A: Names per Inch, and make the text bold.
Inches per Column, and Columns per Page. 15. Select the column label cells in row 3 and
5. If possible, count the number of names per apply bold, center alignment. Apply a fill color
inch on a page in your local telephone book, of your choice and a bottom border. Increase
and enter the value in cell A4. If you do not the font size to 14 points.
have a telephone book, enter 5, which is a 16. Apply the Comma Style number format to
typical number of names. cells A4:E4 and cell A8. Decrease the decimal
6. Measure a column in your local telephone places to zero.
book and enter the length—in inches—in 17. Apply formatting to cell A7 to make the
cell B4. If you do not have a telephone book, contents stand out. For example, apply the
enter 10, which is a typical column length. Total cell style or apply cell borders.
7. Count the number of columns per page and 18. Merge and center the data in cell A1 across
enter the value in cell C4. If you do not have a A1:E1.
telephone book, enter 5. 19. Adjust columns A through E to display all
8. In cell D3, type the column label Names per data.
Page. 20. Check the spelling in the spreadsheet.
9. In cell D4, enter a formula that multiplies 21. Preview the spreadsheet.
the number of names per inch (A4) by the 22. Change the Orientation to Landscape.
number of inches per column (B4), by the 23. Insert a footer with your name on the left and
number of columns per page (C4) to find the today’s date on the right.
number of names per page. 24. With your teacher’s permission, print the
10. In cell E3, type the column label Pages per spreadsheet. It should look similar to Illustra-
Book. tion A.
11. In cell E4, enter the number of pages 25. Close the spreadsheet, saving all changes,
displaying names in your local telephone and exit the program.
book. If you do not have a telephone book, 26. As a class, discuss how a spreadsheet
enter 250, an average number of pages in a program can help you with math. Then,
telephone book. discuss why it is important to know math in
order to get the most out of a spreadsheet
program.
Illustration A
Spreadsheet Activities • 193

Activity 2: Budgeting
DIRECTIONS: You will use a spreadsheet to complete a basic budget worksheet. You will insert formu-
las for calculating income and expenses, create a chart so you can analyze trends, and you will format
the data so it is easy to read. Microsoft Excel 2010 procedures required for this activity can be found in
Appendix A.
1. Start your spreadsheet program and open 12. Format cells B5:G16 with the Accounting
the file SS-2_Budget, which is located on the number format with zero decimal places.
student CD. Save the file as SS-2_Budget_xx 13. Select the range B3:G3, then select the range
in the location where your teacher tells you to B16:G16, and insert a clustered 3-D column
store the files for this activity. chart based on the selection.
2. In cell B7, enter a formula to total the values 14. Position the chart below row 16.
in cells B5 and B6. Fill the formula across 15. Hide the chart legend and add the chart title
through cell G7. Monthly Budget Surplus.
3. In cell B13, use the SUM function to total the 16. Edit the value in cell F6 to 15.
values in cells B9:B12. Fill the formula across 17. Display formulas in the worksheet.
through cell G13. 18. Edit the formula in cell B8 to include the data
4. Insert a blank row between rows 7 and 8. in cell B6. Copy or fill the edited formula
5. Insert a blank row between rows 5 and 6. across through cell G8.
6. Cut the data from cells A13:G13 and paste it 19. Delete sheets 2 and 3 from the workbook.
in cells A6:G6. 20. Check and correct the spelling.
7. Delete row 13. 21. Preview the sheet.
8. In cell B15, enter a formula that subtracts 22. Insert a custom header with your name on
the monthly expense subtotal (B14) from the the left and today’s date on the right.
monthly income subtotal (B8), and then fill 23. Scale the worksheet to fit on one page. It
the formula across through cell G15. should look similar to Illustration B.
9. Insert a blank row between rows 14 and 15. 24. With your teacher’s permission, print the
10. Merge and center the data in cell A1 across worksheet.
columns A through G, and apply formatting 25. Close the spreadsheet, saving all changes,
appropriate for a heading. For example, apply and exit your spreadsheet program.
the Heading 1 cell style, or change the font 26. As a class, discuss how a spreadsheet can
color and size and apply a bottom cell border. help you set and achieve savings goals. What
11. Apply bold to the cells with the labels in row other tools could you use to analyze trends?
3 and column A, and apply a light blue fill.
Illustration B
194 • Spreadsheet Activities

Activity 3: Researching Exchange Rates
DIRECTIONS: You will research the currencies of several European countries and their current exchange
rates with the U.S. dollar. You will then use formulas to calculate how much of each type of currency
you would have on a trip through Europe and Russia, how much you spend, and how much you have
left after the trip. Microsoft Excel 2010 procedures required for this activity can be found in Appendix A.
1. Open the .pdf file SS-3_Exchange, which 8. Referring to your Data Record Sheet, in
is located on the student CD. With your columns B and C fill in the data for each
teacher’s permission, print the Data Record country.
Sheet. The sheet includes a table listing 9. In column D, enter the following information
countries in Europe and Russia and space for each country:
where you can record information about England - $200
currencies and exchange rates. Close the file France - $300
and exit the pdf reader program. Switzerland - $100
2. For each of the countries listed on the Data Poland - $100
Record Sheet, research the currency used Hungary - $100
and the current exchange rate compared to Russia - $200
the U.S. dollar. Use the Internet (with your 10. In cell E3, enter a formula to calculate how
teacher’s permission), library resources, a much of the local currency you will receive
daily newspaper, or information from a bank. when you exchange the dollar amount entered
3. If you are using the Internet, use a search in cell D2. Copy the formula to cells E4:E8.
engine Web site, and search using keywords 11. Assume that in each country you spend 75%
or phrases such as exchange rates or the of the budgeted amount. In cell F3, enter a
currency name. You might also try a Boolean formula to calculate how much of the local
search such as exchange rates AND the currency you have left after the trip. Copy the
currency name. Be sure to evaluate each formula to cells F4:F8.
Web site you visit for accuracy and validity. 12. In cell G3, enter a formula to convert the
When you find a credible Web site with remaining currency back into U.S. dollars.
relevant information, bookmark the site, or Copy the formula to cells G4:G8.
with your teacher’s permission, print the 13. In cell G9, use the SUM function to total the
desired pages. Write the source information amount of U.S. dollars you have left after the
about each site on a separate piece of paper. trip.
4. Start your spreadsheet program. Create a 14. Apply appropriate formatting to the data. For
new spreadsheet file, and save it as SS-3_ example, apply the Accounting or Currency
Europe_xx. number format to all values that display
5. In cell A1, enter the title European Vacation U.S. dollars, and use cell borders and fills to
Budget. Center and merge the title across set off labels and headings. Adjust column
columns A:G. widths as necessary.
6. Enter the following labels in the specified 15. Sort the data in ascending order by the
cells and format them in bold: Country column.
A2 - Country 16. Preview the worksheet. If necessary, change
B2 - Currency the margins and orientation so the data fits
C2 - Exchange Rate (U.S. $/foreign currency on one page.
unit) 17. Insert a footer with your name on the left and
D2 - Budget in U.S. Dollars today’s date on the right.
E2 - Budget in Local Currency 18. With your teacher’s permission, print the
F2 - Remainder worksheet.
G2 - Remainder in U.S. Dollars 19. Close the spreadsheet, saving all changes,
7. Enter the following country names in the and exit your spreadsheet program.
specified cells and format them in bold: 20. As a class, discuss where the U.S. dollar was
A3 - England strongest (where you would have received
A4 - France the most local currency in exchange for each
A5 - Switzerland U.S. dollar) and where it was weakest. Also,
A6 - Poland discuss how you might alter your trip plan
A7 - Hungary if you discovered that the exchange rate had
A8 - Russia increased or decreased in one or more of
your European destinations.
Activity 4: Keeping Track of Reading Time
DIRECTIONS: You will set goals to finish a novel or book that you are currently reading. Then, you will
keep track of your progress for a week. After that time, you will record the results in a spreadsheet and
create a chart of the data. Microsoft Excel 2010 procedures required for this activity can be found in
Appendix A.
1. Select a novel or book that you are currently 8. For one week, use the Data Record Sheet
reading in your English/language arts class or to record your reading time. Enter the day
at home. in column 1, the date in column 2, the daily
2. Start your spreadsheet program and save a page goal in column 3, and the actual number
new workbook file as SS-4_ReadingLog_xx. of pages you read in column 4. Enter the time
3. Calculate the number of pages you have left you start reading in column 5, the end time in
to read. column 6, and write a brief summary of what
a. In cell A1, enter the title Reading Goal. you read in the column 7.
Apply font formatting or cell styles 9. Open the SS-4_ReadingLog_xx file in your
appropriate for a title. spreadsheet program. Rename Sheet2 to
b. In cell A3, enter the label Total Pages. In Daily Log, and make that sheet active.
cell A4, enter the total number of pages in 10. Starting in cell A1, enter the information from
the book. your Data Record Sheet into the worksheet,
c. In cell B3, enter the label Pages Read. In including labels.
cell B4, enter the number of pages you a. Enter the first day of the week in cell A2,
have already read. and then use the AutoFill feature to fill in
d. In cell C3, enter the label Pages to Read. cells A3:A8.
e. In cell C4, enter a formula to subtract the b. Enter the first date in cell B2, and then use
number of pages already read from the the AutoFill feature to fill in cells B3:B8.
total number of pages to find the number c. Use a formula to enter an absolute
of pages you have left to read. Format cell reference to cell B2 on Sheet1 in cell C2,
C4 in bold, with a fill and border of your and then copy it to cells C3:C8.
choice. 11. Apply appropriate formatting to make the
4. Calculate the number of pages you must read data easy to read. For example, format
each day to complete the book. headings and labels to stand out. Apply the
a. In cell D3, enter the label Completion Date. MM/DD/YYYY format to the Date column.
b. Using a calendar, identify the date by Apply the hh:mm AM/PM time format to the
which you want to finish reading the book, Start Time and End Time columns.
and enter that date in cell D4. 12. In cell A9, enter the label Total.
c. In cell E3, enter the label Days Left. Count ✔ If you track your reading for more than
the days you have until the completion one week, enter the label Total in the cell
date and enter the number in cell E4. below the last day you are tracking.
d. In cell A2, enter the label Goal. 13. In cell C9, use the AutoSum function to
e. In cell B2, enter a formula to divide the calculate the total number of pages you had
number of pages you have left to read (C4) to read.
by the number of days you have left until 14. Copy the formula from cell C9 to cell D9 to
the completion date (E4). calculate the number of pages you actually
5. Format cell A2 and cells A3:E3 with font read.
formatting or cell styles appropriate for 15. Insert a column between columns F and
headings, and copy the formatting from cell G. In the new cell G1, enter the heading
C4 to cell E4 and cell B2. Percentage of Goal Met.
6. Adjust column widths to display all data. 16. In cell G2, enter a formula that divides the
Protect the worksheet so unauthorized users number of pages read (D2) by the goal (C2)
can select cells only, and then save and close to calculates the percentage of pages you
the workbook. read in relation to the goal. Apply the Percent
7. Open the .pdf file SS-4_Reading, which style format with no decimal places.
is located on the student CD. With your 17. Copy the formula from G2 to G3:G9.
teacher’s permission, print the Data Record 18. Use alignment features to rotate the labels
Sheet. Close the file, and exit the pdf reader in cells A1:H1 45 degrees, and then adjust
program. column widths to fit the data.

19. Check the spelling in the workbook, and 23. Close the file, saving all changes, and exit
correct errors. your spreadsheet program.
20. Change the orientation of the Daily Log 24. As a class, discuss why you did or did not
worksheet to Landscape, and insert a header meet your goal. Explore the benefits of
with your name on the left and today’s date setting goals and keeping track of progress.
on the right. Could you use a spreadsheet and goals to
21. Preview the worksheet. It should look similar forecast possibilities? Then, brainstorm for
to Illustration C. other areas in life where setting goals could
22. Insert the same header on Sheet1, and then, be helpful.
with your teacher’s permission, print both
worksheets.
Illustration C

Activity 5: Keeping a Daily Log
DIRECTIONS: You will keep track of how much time you spend on various activities during a typical
week. You will use a spreadsheet program to record your data. Then, you will create charts to visually
represent the information. Microsoft Excel 2010 procedures required for this activity can be found in
Appendix A.
1. Open the .pdf file SS-5_ChartingTime, which 10. In cell A13, enter the row heading Average.
is located on the student CD. With your In cell B13, use the AVERAGE function to
teacher’s permission, print the Data Record find the average amount of time you spent
Sheet. Close the file and the pdf reading sleeping. Do not include the Total Hours value
program. in the average. Copy the formula from cell
2. For one week, use the Data Record Sheet B13 to cells C13:H13.
to record the amount of time you spend on 11. In cell A14, enter the row heading Minimum.
different activities. Note that there are blank In cell B14, use the MIN function to find the
columns where you may add activities, such minimum amount of time you spent sleeping.
as sports and homework. Record the hours Copy the formula from cell B14 to cells
in decimals; for example, 1.5 for one-and-a- C14:H14. Make sure the range includes the
half hours. Round the hours to the nearest data for the days of the week only.
quarter hour. 12. In cell A15, enter the row heading Maximum.
3. When your table is complete, start your In cell B15, use the MAX function to find
spreadsheet program. Create a new the maximum amount of time you spent
spreadsheet file, and save it as SS-5_ sleeping. Copy the formula from cell B15 to
DailyLog_xx in the location where your cells C15:H15.
teacher tells you to store the files for this 13. Format the data to make it appealing and easy
activity. to read. For example, show numbers with
4. Apply the Aspect theme, or other theme or only two decimal places, and use cell styles
design of your choice. to add color, borders, and fills. Set the text
5. In cell A1, enter the title Daily Activity Log, in row 4 to wrap, and then adjust column
and apply formatting appropriate for a title, widths.
such as the Title cell style, or a font, font size, 14. Check and correct the spelling in the
and font style that makes the data stand out. worksheet.
6. Enter the information from your Data Record 15. Select A4:H11 and identify the selected range
Sheet into the worksheet, including labels. as a table. Name the table Log.
a. In cell B3, enter the label Activities. 16. Filter the Screen Time column to show days
b. In cell B4, enter Sleeping, then continue when you spent more than 3 hours on this
across row 4 entering the labels for the activity. Clear the filter. Then, filter the same
remaining activities. column to show days when you spent less
c. In cell A5, enter Monday, and then use the than 3 hours. Clear the filter.
AutoFill feature to fill in cells A6:A11. 17. Create a Stacked Bar in 3-D chart based on
d. Enter the actual times you spend on each the data in the table. Position the chart over
activity, per day. cells A16:E30.
7. Apply appropriate formatting to make the 18. Add the chart title Daily Activity Log.
data easy to read. For example, apply heading 19. Create a Pie in 3-D chart to show the
style formatting to headings and labels, or percentage of time you spent on each activity
apply cell borders and fills. Merge and center during the week.
the label Activities across the data. ✔ Hint: Select B4:H4 (the activities) and
8. In cell I5, use the AutoSum function to B12:H12 (the total hours), insert the chart,
calculate the number of hours you spent on then switch the Row/Column data.
each activity on Monday. The result should 20. Title the pie chart Weekly Activity Time, and
be 24. Copy the formula from cell I5 to cells display data labels as percentages. Position
I6:I12. the pie chart over the range A31:F44.
9. In cell B12, use the AutoSum function to 21. Delete row 2.
calculate the total hours you spent sleeping 22. Preview the worksheet. Set the margins to
during the week. Copy the formula from cell Narrow (Top and Bottom 0.75" and left and
B12 to cells C12:I12. right 0.25"), and add a footer with your name
on the left and today’s date on the right.

23. With your teacher’s permission, print 24. Close the file, saving all changes, and exit
the worksheet. It should look similar to your spreadsheet program.
Illustration D.
Illustration D

Activity 6: Merging Price Labels
DIRECTIONS: You will insert formulas for calculating a price markdown in an existing spreadsheet.
You will then use the spreadsheet as a data source for a merge to generate price labels. Microsoft Excel
1. Open SS-6_Discount, which is located on the 8. Select to use an existing data source.
student CD, and save it as SS-6_Discount_xx For example, in Word 2010, click Select
in the location where your teacher instructs Recipients and then click Use Existing List.
you to store the files for this activity. 9. Select Sheet 1 in the SS-6_Discount_xx
2. In cell D2, enter a formula that calculates the spreadsheet as the data source.
price after applying the discount. 10. In the SS-6_Label_xx document, click in
✔ Hint: Multiply the regular price by the the first cell of the table and insert the Item
discount. Then, subtract the discount from merge field.
the regular price. 11. Press Enter, type Regular Price: $ and insert
3. Fill the formula down through cell D16. the Regular_Price merge field.
4. Save the changes to the spreadsheet, close it, 12. Press Enter, type Discounted Price: $
and exit your spreadsheet program. and insert the New_Price merge field.
5. Start your word-processing program and 13. Update the labels, and preview the result.
save a new blank document as SS-6_ 14. Check the spelling, and correct any errors.
Labels_xx in the location where your teacher Adjust the spacing, if necessary.
instructs you to store the files for this activity. 15. Update the labels and preview the results.
6. Use the program’s merge feature to start a Then, with your teacher’s permission, print
merge for labels. For example, with Microsoft the labels. Close the document, saving all
Word 2010, click the Mailings tab, click Start changes, and exit your word-processing
Mail Merge, and click Labels. program.
7. Select a label that is 1" high by 2.63" wide, 16. As a class, discuss other ways you might use
such as Avery 6250 Easy Peel Address merge to integrate data from a spreadsheet
Labels. program with a document.
Activity 7: Analyzing Client Activity

DIRECTIONS: You will use advanced spreadsheet features including subtotals and conditional format-
ting to complete a worksheet analyzing client activity for a landscape service company. Microsoft Excel
2010 procedures required for this activity can be found on the Student CD.
1. Open SS-7_Landscape, which is located on 10. On the Version2 sheet, convert the table back
the student CD, and save it as SS-7_Landscape to a range.
_xx in the location where your teacher 11. Apply conditional formatting to the Fee
instructs you to store the files for this activity. column that highlights values over $100 with
2. Insert a header that has your name at the left, a yellow fill with dark yellow text.
today’s date in the center, and the sheet name 12. Apply conditional formatting to the Paid
at the right. column that highlights No entries with light
3. Working in Normal view, select the range red fill with dark red text.
A4:D32, and convert it to a table. 13. To the range with the calculated paid values
4. Apply a table autoformat or style, such as the (G7:G10), apply a conditional format such as
Table Style Light 20 table style. Blue Data Bar (either gradient or solid).
5. Insert a total row, and adjust it so a Sum total 14. In both sheets, use Find and Replace to
displays for the Fee column only. replace the Customer name Tayson with
6. In cell G5, enter a formula that sums only the Tyler.
fees that have been paid. 15. Set row 4 as the print titles on both the
7. In the range G7:G10, enter formulas that sum visible sheets.
only the fees paid for each type of service. 16. Protect the Version2 sheet so unauthorized
8. Rename Sheet1 to Version1. Copy the users cannot change it. Do not use a
Version1 sheet, naming the copy Version2 password.
and placing it after the copied sheet. 17. With your teacher’s permission, print both
9. Delete Sheet3 and hide Sheet2. worksheets in Portrait orientation, then save
and close the file and exit Excel.

chapter
Database
Basics 15
What Is a Database? What do the follow-

ing things have in common: an address book, a
telephone directory, a list of family birthdays,
and a catalog of DVDs? For one thing, each can
be stored in a database, or an organized col-
lection of information. Databases can exist on Lesson 15–1
paper or on a computer. Computerized data- The Essentials of a Database
bases can be huge, containing information on
millions of items. A computerized database is
an ideal tool for making use of huge amounts Lesson 15–2
of existing data. Types of Database Programs
Databases make it easy to store, add, or-
ganize, and retrieve information. Suppose a
worker has to find the account number for a Lesson 15–3
customer. Imagine how much time that work- Database Techniques
er saves if he or she can find the information
simply by typing the customer’s name instead
of searching through piles of paper!
Database Basics • 201
Lesson 15–1
The Essentials of a Database
• Describe the basic organization of a database. Organize Information As you read the lesson,
• Summarize advantages to using database use a concept web to help you organize basic
software. facts about databases.
• Define GIGO, and explain how it relates to the
quality of a database.
Key Terms Database Organization

• data type What makes up a database? How is it organized? Picture a file
• database cabinet. One drawer might hold information on a company’s
• field customers, and another might have data on the company’s prod-
• garbage in, garbage out
ucts. Within each drawer are folders. Each folder is dedicated to
(GIGO) a particular person or product. Finally, each folder stores differ-
ent bits of information about that person or product.
• record
A computerized database is also structured in three parts:
• table
• tables
• records
• fi elds
Tables A database has one or more tables, just as a file cabinet

may have one or more drawers. Each table contains a collection
of related data. Although databases can store data in one large
table, it is more typical to divide databases into smaller tables.
Figure 15.1.1 Databases For example, your school’s database might contain separate ta-
are made of tables, fields, and bles for students and for teachers and staff.
records.
Records The data in each table is further split into smaller
units that contain related information about one individu-
Field
al or item. Each of these units is called a record. For your
Record school’s database, each unit of information, or record, is
e of
Birt
h about an individual student or teacher.
TS Dat
DEN me
STU s t Na
Fields Each separate piece of data that is stored in a
F ir
ame
Last N
record—a student’s last name, first name, and so on—is

called a field. Each field is set up so that only a certain
type of information, called the data type, is permitted
in that field. For example, a field for date of birth allows
only dates to be entered.
Table
202 • Chapter 15
Advantages of a Database
While smaller databases might just as easily be kept on paper as
on a computer, computerized databases make it easier to do the
following:
A database is a useful tool for
Enter Information You can enter information neatly, quickly, organizing information at home.
and in an organized way with your keyboard and mouse. For example, you can create a
Store Large Amounts of Information If you want to keep database to organize your CD or
track of 20 or 30 phone numbers, you can easily use an address video game collection.
book. A computerized database, however, can hold thousands,
Think About It!
or even millions, of telephone numbers.
Fields are the groups of informa-
Find Information Quickly A computerized database can save tion that are included for every
you time in finding information. It might take you only a minute table in a computerized database.
or two to find a number in your personal address book, but a Which fields listed below do you
telephone directory on CD-ROM can help you find one of mil- think would be useful for a data-
lions of phone numbers in even less time. base of your CDs?
type of music
Organize Information in Different Ways Paper filing sys-
tems can limit your ability to arrange information. For example, artist
should you organize your personal phone book by listing each movie title
person’s phone number, cell phone number, or e-mail address stars
first? With a computerized database, you can easily switch be- CD title
tween these different methods.
director
Preserving Ancient Art Databases are

often put to unexpected uses. Because data-
bases can record and store large amounts of
information, organizations have come up with
creative ways to use them.
For example, at New Mexico State Universi-
ty, CD-ROMs store aerial views of 1,500-year-
old American Indian rock art to preserve a
natural art form that is vanishing due to erosion
and vandalism.
How might you use a database to record
information about the culture of your family or
your community?

Update Information Database software makes it easy to
change or update data. Think about adding a new name to your
address book. It would be difficult to re-alphabetize the list if it
Social Studies Many govern-
existed only on paper. Think about how messy the book might
ment agencies store personal
look after just a few changes. With a computerized database,
information about people in data-
bases.
names and numbers can be added, deleted, or changed easily
and quickly. After making these changes, you have an easy-to-
You have legal rights to the infor- read, updated version of the database.
mation that pertains to you.
If you find incorrect information,
the agencies are required by law It’s All About the Data
to amend your records. Databases can be useful tools at home and at work. They also
have many different uses at school. Administrators can use them
to track student performance, payroll, and supplies. Teachers
can use them to record students’ test scores and attendance. Stu-
dents can use them to organize their grades or search for infor-
mation for a project.
However, databases are useful only if they are accurate. In
other words, databases are only as good as the data they con-
tain. The acronym GIGO explains this principle. GIGO is short
for “garbage in, garbage out.” It means that if the information
Figure 15.1.2 Students can placed in a database is wrong, anyone using that information
use databases to organize will get the wrong results. When adding information to a data-
information gathered for base, it is very important to do so accurately and to check your
research projects. entries.
204 • Chapter 15
Lesson 15–2
Types of Database Programs
• Summarize the purpose of a database manage- Outline As you read the lesson, use an outline
ment system. to help identify types of database management
• Compare and contrast types of database systems and characteristics of good design.
management programs.
• Evaluate the characteristics of a well-designed
database.
Database Management Systems Key Terms

A database management system, or DBMS, is software used to • database management
manage the storage, organization, processing, and retrieval of system (DBMS)
data in a database. There are several kinds of database manage- • flat-file database
ment programs, including flat-file databases, relational databas- • key field
es, object-oriented databases, and multimedia databases. • object-oriented database
• relational database
Flat-File Databases A flat-file database allows you to work
with data in only one table. A computerized address book is one • sort
example. In flat-file databases, records can be retrieved random-
ly. That is, you can look for just one name on a list. You can also
retrieve an entire table and sort the data, or arrange it in a differ-
ent order. You might sort to find all the people living in the same
town, for example.
Flat-file databases have a limitation. The data in one table
cannot be linked to the data in another table. That might not be a
problem with a simple address book. However, many business-
es and other large organizations use databases in more complex
ways, and they need added flexibility.
Relational Databases A relational database can use data
from several tables at the same time. This is because the tables
are linked by a key field, a field that is found in each of the ta-
bles. A relational database is more complex than a flat-file data-
base program. It also requires more skill to use and costs more.
However, its greater power makes it more popular.
Think about a relational database a school might have. One
table might hold all students’ schedules. Another might have all
their grades. Yet another table might include their addresses and
phone numbers. All the tables can be linked by a key field: each
student’s name or student identification number. By using key
fields, administrators can find data about a particular student
from any available table.

Businesses can link their relational databases by customer
names and numbers. Companies use these databases for many
purposes, including storing customer information, such as name,
A natural language database address, and telephone number; seeing where to ship goods the
allows you to ask for data using customer buys; issuing bills for purchases and receipts for pay-
the same standard language ments made; and tracking what customers have bought over
you would use when addressing time and using that information to tailor ads and promotions.
another person.
Object-Oriented Databases Another type of DBMS is called
an object-oriented database. These databases store objects, such
as documents, video clips, and audio clips. Each object contains
both that data and the program needed to display that data, in-
cluding showing a graphic or playing a sound.
Object-oriented databases are not yet widely used. Some ex-
perts believe that they will replace relational databases in the
future.
Multimedia Databases Traditional databases can store all
kinds of text and numerical data. Today’s computers also often
deal with pictures, sounds, animation, or video clips. Multime-
dia professionals use databases to catalog media files, such as
art, photographs, maps, video clips, and sound files. Media files
themselves generally are not stored in databases because they
are too large. Instead, a multimedia database serves as an index
to all the separately stored files. Users can search through the
index and then locate the particular file they want.
Figure 15.2.1 Databases are everywhere in our wired

world. For example, at supermarkets, they store information
about the products we buy. On our cell phones, they store the
names and numbers of people we call.
206 • Chapter 15
Well-Designed Databases
For databases to be effective, they need to be planned carefully.
Following are three characteristics of good database design:
Ensuring Data Security The same features that make data-
bases efficient tools make them vulnerable to invasions of pri- Database Administrator One
vacy. Personal information can be misused. Requiring users to key to good database design is
input a password before they can access data is one way of keep- testing the design to make sure it
works the way it is supposed to.
ing a database secure.
That testing is part of the work
Preserving Data Integrity The accuracy and validity of the of database administrators. They
information gives a database its data integrity. Errors make the also maintain the security of the
database less accurate and less useful. database and write manuals that
explain how to use the database.
Avoiding Data Redundancy Repeating the same data in
many tables wastes space by requiring a computer to store the
same information more than once. It also increases the amount
of work needed to update records because the data needs to
be changed in more than one place. That, in turn, increases the
chance of errors and slows down searches for data. Storing data
in only one table and then linking the table to others enables the Figure 15.2.2 Protecting the
data to be used in various ways. database with a password.

Lesson 15–3
Database Techniques
• Give examples of how to manage information in Summarize As you read the lesson, use a chart
databases. to help you summarize techniques for using data-
• Compare and contrast browsing, sorting, and bases effectively.
querying data in a database.
• Describe the features of a report template.
Key Terms Information Management

• ascending order Computers can produce too much information, or information
• browse overload. Database creators can help manage data by:
• descending order • summarizing information so that database users are not
• information overload overwhelmed by details
• report • including in reports only the data that meets specifi c
• report template information needs
• arranging data in a specifi c order so that it is easier to
view and understand
Browsing Data
Putting data into a database is of little help if you cannot retrieve
Figure 15.3.1 Navigation it when you need it. One way to find data is to browse, or look
buttons allow users to move through, all the records. Databases can display data like a spread-
quickly through a large datasheet, with each record occupying a row and each field in a col-
base table. umn. You can also display each record on a separate screen.
Each field occupies a column.
Navigation buttons Scroll bars
208 • Chapter 15
Many database programs provide keyboard commands and
other tools, such as scroll bars and navigation buttons, that help
users browse quickly through records. You can also limit the
browsing so that the program displays only certain records and
fields. This can greatly reduce the time it takes to locate or re-
view specific records. School databases contain such
information as students’ names,
classes, health records, teachers’
Sorting Data names, grades, and standardized
test scores.
Another way to save time is to sort the data. Sorting lets you
locate information quickly.
Think About It!
Types of Sorting Databases can sort data in one of three Think about how such data might
ways: be organized. Which fields listed
• Alphabetical sorting of letters and symbols below do you think could be use-
fully sorted in ascending order?
• Numerical sorting of numbers and values
names of all students in a
• Chronological sorting of dates and times
course
Data can be sorted in ascending order, in which values in-
addresses
crease, such as A, B, C or 1, 2, 3. It can also be sorted the opposite
way, in descending order. In this order, values decrease. Letters courses offered
are listed C, B, and A, and numbers are sorted 3, 2, and 1. telephone numbers
student ID numbers
Single and Multiple Sorts The easiest kind of sort uses a
teachers’ names
single field, such as name. Databases can also sort data using
more than one field, such as last name and first name. When two
records are identical in the first field, they are sorted again based Figure 15.3.2 Sorting lets you
on the next field. In this case, a database would list “Williams, organize data so it best suits
Serena” before “Williams, Venus.” your needs.
ID No. Last Birthday ID No. Last Birthday ID No. Last Birthday

Name Name Name
1 Rodriquez 10-13-89 5 Abdullah 04-21-89 1 Rodriquez 10-13-89
2 Goldstein 06-03-88 6 Chung 01-03-87 5 Abdullah 04-21-89
3 Smith 05-15-88 2 Goldstein 06-03-88 2 Goldstein 06-03-88
4 Hernandez 11-01-87 4 Hernandez 11-01-87 3 Smith 05-15-88
5 Abdullah 04-21-89 1 Rodriquez 10-13-89 4 Hernandez 11-01-87
6 Chung 01-03-87 3 Smith 05-15-88 6 Chung 01-03-87
Sort by ID Number Sort by Last Name Sort by Birthday

Querying Data
Databases can speed up the process of browsing information
by finding only records that match specific criteria. A query is
a user-created direction that tells the database to find specific
A database report must contain records.
basic information so that workers
Creating Reports A benefit that database software has over
can access and use it correctly.
paper databases is the ease with which reports can be created. A
Think About It! report is an ordered list of selected records and fields in an easy-
to-read format. Reports can display data in columns, as labels, or
Think about what kind of infor-
mation a report should have. For
as single records. Reports are usually printed on paper.
which fields listed below do you To generate a report, the database software uses the appro-
think a report would be useful? priate data currently in its tables. If you print the same report at
a later time, it might contain different data reflecting whatever
on patients that is used by a changes were made when the database was updated.
hospital’s medical staff.
patient’s name Designing a Report Template In most databases, users de-
special dietary needs
sign a report template, a pattern that controls how data will be
displayed. This template typically has several main features:
room number
• a report header that appears at the beginning of a report,
attending doctor
such as the report title
diagnosis
• a report footer that appears at the end of a report, such as
medicines prescribed summary totals or averages
• a page header that appears at the top of each page, such
as field headings
• a page footer that appears at the bottom of each page,
such as the date the report was printed and the page
number
• the arrangement of the data that you want the report to
include
Creating a Report
Search for the

Identify the data needed. Sort the data.
needed data.
Plan the report layout,

Preview the report. Print the report.
including headers
and footers.
210 • Chapter 15
_____ 1. database a. smallest part of a database; holds an

_____ 2. record individual piece of data
_____ 3. field b. term that stresses the importance of
_____ 4. data type inputting accurate data
_____ 5. GIGO
c. examples are A, B, C and 1, 2, 3
_____ 6. database management system
_____ 7. flat-file database d. organized collection of information
_____ 8. relational database stored on computer
_____ 9. key field e. database that allows you to work
____ 10. ascending order with data in only one table
f. part of a database that holds data
about a particular person or item
g. software used to manage the storage,
organization, processing, and retriev-
al of data in a database
h. database in which shared key fields
link data among tables
i. limited kind of information that can
be entered into a field
j. element that links tables

1. Some databases have only one 6. Protecting sensitive data by
____________________, but others requiring users to input a(n)
can hold several, each containing a ____________________ is one way
set of related data. to aim for data security.
2. Database programs are supe- 7. Data ____________________ is usu-
rior to paper databases in part ally undesirable because it wastes
because the information can be space and introduces the possibility
________________ in different ways. of errors.
3. GIGO is a reminder that a 8. One way that databases can be used
database is of poorer quality if to reduce information overload is to
the _____________ is not accurate. ____________________ information
4. The kind of database that stores so that users are not overwhelmed
and opens programs for images, by details.
video clips, and audio clips is a(n) 9. Dates and times are sorted in
____________________. ____________________ order.
5. A multimedia database is similar to 10. You can create multiple
a book ____________________. ____________________ to tailor the
reports generated from a database.

1. Suppose you wanted to create a database of your school’s DVD collection. What
fields might you include?
2. Based on efficiency, which kind of database software would you choose to create
a database in which you needed to link information? Why?
3. What can you do to try to ensure the accuracy of the data you enter into a data-
base?
4. If having a lot of information is useful, why is information overload a problem?
5. Suppose you were creating a report listing the books in a library. What headers
and footers might you design for the report?

A. Select a magazine in your school B. In small groups, make an appoint-

library, and create a database of ment to visit a local business. Inter-
the articles featured in that issue. view the owner or a key employee
Include such fields as author, title, about the databases that the business
topic, and starting page number. uses. Find out what tables, records,
Add another field for date of the and fields the databases have. Ask
issue, and add some records from how the databases are used. Prepare
another issue of the same magazine. a brief report summarizing your
Create a report that displays the findings. Present it to the class.
data you input. With your teacher’s
permission, print your report. Then,
find another way of presenting the
data, and, with your teacher’s per-
mission, print that report. Save your
database.
212 • Chapter 15
chapter
Understanding
Databases 16
What Makes Information Valuable? Just

because information can be stored in a database
does not make it valuable. Information by itself
has little worth. To be valuable for decision
making, information needs to have these traits:
• accessibility—easily located and retrieved Lesson 16–1
• accuracy—free of errors Creating an Effective Database
• relevancy—related to your purpose
• completeness—does not omit anything
relevant Lesson 16–2
• economy—costs less to use than to create Maintaining Efficient Databases
• reliability—available when you need it
• security—unauthorized people denied
access Lesson 16–3
• simplicity—clear and understandable Using Queries and Filters
• timeliness—up-to-date
• verifiability—can be confirmed by another
source
Understanding Databases • 213
Lesson 16–1
Creating an Effective Database
• Describe the parts of a data structure. Identify Details As you read the lesson, use
• Explain how the structure of a database a main idea chart to help you identify important
influences its effectiveness. details for creating databases.
• Sequence the steps in creating a data structure.
• Compare and contrast data types.
Key Terms Creating a Data Structure

• binary large object (BLOB) All structures have an underlying frame that determines their
• data structure size, shape, and general appearance. Databases also have a
• field name framework, called a data structure. It defines the fields in the
• field width
database, and thus defines what each record will contain.
Parts of a Data Structure A data structure has four parts:
• The field sequence is the order in which the fields will ap-
pear in each record.
• The field name is a unique identifier for each field, such
as “Last Name” or “Class.”
• Data type specifies the kind of information the field will
contain; for example, numbers, date, text, or hyperlink.
• The field width is a limit on the size of the field, which is
typically the number of characters in the largest expected
data value. For example, a field width for a U.S. state in
an address might be two characters. The field for a phone
number might be 10 or 14 characters.
Customizing Data Structure Most database programs in

use today allow you to design a data structure from scratch and
define your fields. Many programs also have predesigned data-
base structures that can be customized.
Benefits of Good Design Well-designed data structures can
improve database effectiveness. They set up the proper amount
of space for the data you will collect. They also enable you to
gather the data you need and organize data so that it can be
searched efficiently. Poorly designed data structures result in
databases that take up unnecessary disk space. They might ex-
clude data that you need. These problems make it more difficult
to retrieve the data you need in a meaningful way.
214 • Chapter 16
Designing the Data Structure
Generally, a database is used by many people—not just the per-
son who designed it. Good design is important for this reason,
too. Users should find the database easy to understand and its
tools easy to use. The database should be set up to encourage ac- Librarian Librarians work with
curate, efficient data entry and to provide reliable results when many different databases. Some
running queries and reports. A data structure is usually designed catalog books, videos, and refer-
in four steps: ence materials. Librarians assign
1. Identify the database. You can choose an existing database numbers to the items they are
in which to place the tables or you can create a new data- cataloging based on the subjects
base that will contain all the tables, forms, and reports you of the items.
specify. Reference librarians help users
2. Create the tables. Create each new table to be included in find the information they want in
the database. databases. Some librarians work
for private companies doing this
3. Identify each field. As you create a table, specify the name,
research. They have job titles
data type, and field size of each field that will exist within
such as researcher and database
the table. Many database programs give other options for
specialist.
fields:
• Default values are used automatically if no data is
entered in the field.
• Input masks are formats that standardize the way data
looks, such as dashes between the different parts of all
phone numbers.
• Prompt captions are messages that appear on-screen to
help the person entering data understand the content
of the field.
• Validation rules are limits that determine what data is
acceptable for a field. For instance, a field for test scores
could be limited to values between 0 and 100.
4. Save the data structure. You can always modify a structure
later, if you wish. You can add or delete fields, rearrange
their order, or modify the data type or width. You can also
add new tables and make changes to existing ones.
Steps in Designing a Database
Identify the Create each Identify Save the

database. table. each field data structure.
within each table.

t 7
Common Data Types
Many databases allow you to select a data type for each field.
This prevents users from typing numbers in a field that is sup-
Four of the United Kingdom’s
posed to hold names, for instance. There are several common
busiest airports, including Lon-
don’s Heathrow International and
data types:
Manchester Airport, are using a • Text—letters, numbers, and special characters. This is
database with a very unusual data used for a name or an address, for example.
type—eye scans. Nicknamed IRIS • Number—numeric data that can be used in calculations,
for “Iris Recognition Immigration such as values that are totaled or averaged.
System,” the high-tech machines
• Logical—data with only two possible values, such as
scan passengers’ eyes as soon
“yes/no” or “true/false.” This might be used to indicate
as they check in. Airport security
whether a student is male or female.
officials hope that IRIS will make
it much more difficult for illegal • Currency—consists of number fields with special format-
immigrants and criminals— ting to reflect the fact that they represent sums of money.
particularly terrorists—to get into This could be used for billing information.
the country. • Date/time—used to indicate a date or time of day.
• Memo—allows for an unlimited amount of text informa-
tion. This type is used for notes.
• Autonumber—automatically assigns a number to each
record in the table. This could be used for assigning an
identification number to each student, for instance.
• Object—any nontext object. This type is used for an im-
age, sound, or video.
• Hyperlink—connects to a Web address.
Some database programs allow you to specify a data type to
handle very large objects. This data type is known as a binary
large object (BLOB).
Figure 16.1.1 Assigning

data types in a table of order
information.
216 • Chapter 16
Maintaining Effective Databases Lesson 16–2
• Describe techniques for maintaining data. Outline As you read the lesson, use an outline
• Compare two methods of processing records. to help you organize basic information about
maintaining databases.
• Explain how adding and deleting data contrib-
utes to the efficiency of a database.
Data Maintenance Key Terms

As with any tool, a database needs to be well maintained. You • batch processing
can make sure that a database continues to operate efficiently by • data maintenance
performing regular data maintenance. This includes tasks such • form
as adding new records, modifying existing records, and deleting • online transactional
those you no longer need. processing (OLTP)
You can modify databases in other ways, too. You might
• transactional processing
change the reports the database uses. You also might update the
structure of the database to reflect your needs.
Keeping a Database Current

Databases typically provide for two methods of updating data:
batch processing and transactional processing.
People choose a processing method based on how important
it is for the data to be completely up-to-date. Batch processing
was more common in the past. Most databases today use trans-
actional processing.
Batch Processing In batch processing, the data is recorded
as events take place, but the database itself is not updated until
there is a group, or batch, of data ready to process. Each batch is
processed all at once, typically when the computer is idle, such
as in the late evening—this frees up memory for more extensive
programs and also speeds up productivity.
Batch processing is used for tasks where updating a large
database might take several hours. For example, credit card
companies store customers’ transaction data to be sent out in
batches at the end of the month; otherwise, you’d get a paper
bill for every single transaction. Batch processing is not appro-
priate, however, in situations where data must always be kept
as current as possible.

Transactional Processing Databases that require immediate
updating of data use transactional processing. In this method,
the database is updated as events take place. For example, air-
line reservation systems cannot wait hours to have their records
updated. They must have each new reservation entered right
Businesses want their databases away. A form of transactional processing called online transac-
to be kept up-to-date so they tional processing, or OLTP, provides for immediate approval of
can be more efficient. Suppose Internet credit card purchases 24 hours a day.
a business sends bills to all its
customers. If some are sent to the
wrong address, payments may be Adding, Modifying, and Deleting Records
delayed. Databases manage the many changes made to records as they
are updated.
Think About It!
Which reasons listed below would Adding Data Adding records to a database is a common ac-
require a company to access up- tion. When new students enroll at a school, for example, their
to-date database records? records must be added to student tables.
send bills Modifying Data Data already held in records can also be mod-
check inventory ified or edited to reflect changing conditions or to correct a data
entry error. For instance, when a student moves, the school’s da-
send catalogs
tabase can be updated to reflect the new address. If a grade is
pay employees entered incorrectly, the student’s record must be corrected. Re-
ship goods cords in a database table can be added or modified on-screen
much like entering data in a spreadsheet program. The corrected
data is entered and then saved.
JEFF BEZOS of searching CD-ROM databases of
“ Within the first few days, I knew this

was going to be huge, … It was obvious
that we were onto something much big-
all books in print. That system gave
Bezos—and the world—the first
widely used “e-commerce” company.
ger than we ever dared to hope.
”
Jeff Bezos
Customers search the company’s
databases to find what they want.
Then, Amazon.com ships
Amazon.com Founder their purchases.
Amazon.com opened its Web site

worldwide on July 16, 1995. A
whole new way of selling had been
launched. Bezos developed his site
by first hiring a programmer who
developed an easy-to-use system
218 • Chapter 16
Using Forms to Change Data Often, databases contain
forms. A form is a window that makes it easier for users to view,
enter, and edit data. A form typically shows all the data for a giv-
en record at one time. It might also include questions or prompts
to make updating the data easier. Forms also allow users to pull Schools update their databases at
data from more than one table—a big advantage. A data access least once a year. Each year, a new
page, which is similar to a form, stores data in HTML format so set of students enters the school.
you can view data in a Web browser. Another set leaves, and yet other
Often, the form shown on-screen looks like the printed pa- students move to a new grade.
per form used to gather the data. For example, a personnel form
might look like a company’s job application. This makes enter- Think About It!
ing the data faster and more accurate because the person enter- Which fields listed below do you
ing the data can look in the same place on both forms for infor- think would be affected by the
mation. movement of students from grade
to grade?
Deleting, Moving, and Linking Records Sometimes a re-
cord is removed from a database. For instance, a customer might lists of students by homeroom
cancel an account with a business. Although you can remove course names
records that are no longer needed, records are typically moved
student emergency health
from an active table into an inactive table. For example, when
contacts
you graduate, your records will probably not be deleted from
your school’s database but will be moved to a graduate table. teachers’ addresses
The main database might retain only your name, ID number, school calendar
and graduation date. These will be linked to the complete record
in the graduate table. parents’ and guardians’ names
Linking is done for two reasons. First, it keeps the informa- and addresses
tion available in case it is needed again. Second, it reduces the
space and processing time needed when using the active records
in the database.
Figure 16.2.1 A
database form lets you
view, add, or change
the data in a single
record.

Lesson 16–3
Using Queries and Filters
• Explain how queries make a database easier Summarize As you read the lesson, use a chart
to use. to help you summarize details about queries.
• Compare and contrast SQL and QBE.
• Compare and contrast a query and a filter.
Key Terms Looking for Data

• filter In a large database, it is inefficient to look through every record
• query to find what you need. Many database programs have a search
• Query by Example (QBE) feature that lets you quickly locate only those records that match
• query language
your search. To carry out this search, you create a query. A query
is a question that you ask a database.
• Structured Query
Queries are powerful tools that make databases much more
Language (SQL)
efficient. You can create a query and use it once, or you can save
it to use again. Queries can also be used to maintain databases.
For example, you may be able to use a query to update or even
delete records in the database.
Examples of Queries You can write queries constructed to
find the following information:
• In a database of collector series baseball cards, you can
find all new players whose careers started between 2001
and 2003 by including the word rookie in the query.
• In an airline database, you can find the least expensive
seat from Fort Worth to Houston on a weekday evening.
• In a business database, you can find all customers who
have not purchased anything in more than two years and
then move these names to an inactive table.
Query Languages
The examples above are not expressed in a form that the data-
base can understand, however. Databases use a special query
language in which queries are written in ways similar to math-
ematical equations. This language allows you to specify exactly
what you want to search for.
220 • Chapter 16
SQL A popular database query language is Structured Query
Language, or SQL. It is used with most databases in operation
today. Most SQL queries start with a select command. This tells
the database to identify selected records that match given crite-
ria. The SQL query also identifies the files and fields from which
the data is to be selected. Searching for information on
For example, an SQL query to find the names and class sched- the Internet is similar to query-
ing a database. You need to tell
ules of all students in the seventh grade who have an average
the Web browser what informa-
better than 85 looks like this:
tion you want to find. It will then
SELECT Name, Class locate Web sites that contain that
Student
information.
FROM
WHERE Average>85 Think About It!

AND Grade=7 Suppose you wanted to find out
what the population of the United
QBE Many database programs allow users to avoid typing States was in 1950. Which items
SQL queries by providing a Query by Example, or QBE, fea- listed below do you think should
ture that lets you provide an example of what you are seeking. be included in your search?
You typically identify a field and then type the condition that unemployment
explains the acceptable data limits. For example, the query for North America
the student list might look like this: United States
FIELD Name Class Average Grade 1950
FILE Student Student Student Student 1960
population
SHOW � �
number of people
CRITERIA >85 =7
Seeing Stars One use for databases is to learn

more about the stars and planets. Using a special
computer program, astronomers can send que-
ries into a database that holds pictures of the sky
taken by the Hubble Space Telescope and by an
earthbound observatory. By putting the informa-
tion together, they can quickly find all records of
objects in the same position in the sky. Then, they
can study the images taken over many years to
learn more about the objects. There are many other
high-tech ways that scientists, government agen-
cies, and other organizations use databases.
What databases can you think of that your local government agencies maintain?

Options Queries can search by complete data fields or parts of
them. Database programs typically offer these search options:
Science Many school assign- • Whole field queries allow you to look for items that match
ments require you to use the Inter- the entire data value. For example, you can search for all
net to search for basic data. The records with a first name of “Martin.”
Web site Landmarks for Schools • Part of field is a query that allows you to look for data that
(www.landmark-project.com) has matches any part of a data value. For example, you can
a page called Raw Data. It offers search for a date that includes March 2005 or a city that
links to government sources of starts with “New.”
basic data. Many of these sources • Sounds like queries allow you to look for data values that
can be used in science classes:
are similar to the search word. For example, if you look
• Air Pollution Monitors Database for “Smith,” you might also find “Smyth” or “Smythe.”
• AirNow • Match case is a kind of query in which you look for data
that matches the capitalization exactly as written. In this
• FRF Wave Data
case, a search for “PowerPoint” would not find “Power-
• Interactive Weather Information point,” “POWERPOINT,” or “powerpoint.”
Network
• Soil Biological Communities Filters
A filter helps reduce the quantity of data to be reviewed by tem-
porarily hiding some records from view. It makes the database
seem much smaller and speeds up processing.
For example, if you plan to review or edit only the records of
seventh-grade students, you could filter the school’s database to
display only that grade. Any queries or editing would be done
on this smaller record set rather than the entire database. When
Figure 16.3.1 Creating a you no longer need the filter, you can simply cancel it to return
query in Microsoft Access. the database to its full status.
222 • Chapter 16
_____ 1. data structure a. special way of phrasing queries

_____ 2. field name b. provides approval of Internet credit
_____ 3. field width card purchases
_____ 4. batch processing
c. request to search for data
_____ 5. transactional processing
_____ 6. online transactional processing d. way of limiting records being
_____ 7. form searched
_____ 8. query e. the way a database is organized
_____ 9. query language f. identifier for each field
____ 10. filter g. maximum number of characters in a
field
h. on-screen window in which users
view, enter, and edit data
i. way of changing databases that auto-
matically keeps them up-to-date
j. way of changing databases that
delays updates for a time

1. Creating a good __________________ 6. Moving outdated information into
makes it easier to use a database be- a(n) __________________ file keeps
cause it promotes efficient searching. the database smaller and easier to
2. In creating a data structure, you need use.
to identify the database, create the 7. Making a(n) __________________
file, and then __________________. is an efficient way to find complex
3. In a bank database, the bank information in a database.
account would have a(n) 8. A query made with _______________
__________________ data type, tries to identify selected records that
but the balance in the account would meet particular criteria.
be shown by a currency data type. 9. To limit a query to only those
4. If a company sends weekly bills records that match the entire
to clients, it would be reason- value, you would choose the
able for the company to use __________________ option.
__________________ processing. 10. __________________ work by
5. Records can be modified in a table or temporarily hiding some records
by using a data __________________. from a search.

1. What is the role of data structure in designing a database?
2. How do data types for each field affect a database?
3. Suppose a pharmacy uses a database to record the medicines it sells. Which type
of processing would be most efficient? Why?
4. Why do companies tend to archive old records rather than delete them?
5. You could find a record that meets criteria you need by scanning each record.
Why would you write a query to locate it instead?

A. With your teacher’s permission, use B. With your teacher’s permission, use
the Internet to research the new-car the Internet to learn about database
inventory of an auto dealership. security issues. Prepare a brief writ-
Review the dealer’s database, or ten summary of the problem and
plan one of your own on paper that possible solutions.
could be used to store information
about the new cars in stock. Define
or identify the fields and the report
layout. Write a sample query, and
share responses with your class.
224 • Chapter 16
Activity 1: Studying Glaciers
DIRECTIONS: You will create a database about landforms that glaciers make as they slowly move across the land.
You will create a table structure for the landform information, and use a form to enter records. Microsoft Access
1. Open the .pdf file DB-1_Landforms, which is 8. Save the form as frmGlacial Landforms.
Database Activities
located on the student CD. This file contains 9. Refer to the .pdf file DB-1_Landforms, and enter
information about glaciers and the landforms the data from the pdf into the database using the
they create. With your teacher’s permission, print frmGlacial Landforms form.
the file. Close the file, and exit your pdf reader 10. Review each record carefully to be sure you enter
program. correct information, and proofread your work for
2. Create a new, blank database file, and save it typing errors.
as DB-1_Glacier_xx in the location where your 11. Save and close the form.
teacher instructs you to store the files for this 12. Open tblGlacial Landforms.
activity. Replace xx with your own initials or 13. If necessary, increase the column width of the
name, as directed by your teacher. table columns to accommodate its entries.
3. Create a new table named tblGlacial Landforms. 14. Sort the table in ascending order by Landform.
4. Add the following two fields to the table: 15. Save the changes to your table.
Field Name Data Type Field Size 16. Preview the table, and change the orientation
Landform Text 50 to landscape. The table should look similar to
Description Text 250 Illustration A.
5. Do not specify a primary key. 17. With your teacher’s permission, print the table.
6. Save and close the table. 18. Close the database file, and exit the database
7. Create a form based on tblGlacial Landforms. program.
Illustration A
Database Activities • 225

Activity 2: Organizing Regional Statistics
DIRECTIONS: You will collect and organize information relating to the climates of the United States and Canada.
You will enter this information in a database, and then sort and query it to compare climates in both countries.
Microsoft Access 2010 procedures required for this activity can be found in Appendix A.
1. Open the .pdf file DB-2_Stats, which is located on 6. Create four text fields matching those in the
Database Activities
the student CD. With your teacher’s permission, DB-2_Stats Data Record Sheet: State/Province/
print the Data Record Sheet. It has space for you Territory; Country; US Region; Climate(s).
to record information that you find about the 7. Save the table, and change to Datasheet view.
climate in different regions of the United States 8. Referring to your Data Record Sheet, enter
and Canada. Close the file, and exit your pdf records for each of the states or provinces you
reader program. researched. Fill in all of the information for each
2. Research the climate in at least ten states— field in the table. If a state, province, or territory
including your home state—and three Canadian has multiple climates, separate the climates with
provinces. commas. Adjust column widths, as necessary.
a. Use the Internet (with your teacher’s 9. Sort the data in alphabetical order by country.
permission), library resources, or a textbook, 10. Check the spelling in the table, and correct any
recording all source information as you work. errors.
b. If you are using the Internet, use a search 11. Preview the table, and adjust the page layout as
engine Web site, and search using keywords necessary so the data displays properly and is
or phrases such as climate or the name of easy to read. For example, change to Landscape
a state or province, or use Boolean search orientation.
strategies. For example, you might search for 12. With your teacher’s permission, print the table.
the [name of a state] AND climate. Be sure to 13. Filter the records to show only your home state.
evaluate each Web site you visit for accuracy Then, remove the filter and close the table.
and validity. When possible, find at least two 14. Create a new query based on tblClimate Stats.
sources for each fact. If two sources disagree Include all fields except the Country field. Save the
on a fact or figure, use a third source to resolve new query as qryClimate Stats.
the conflict. When you find a credible Web site 15. Modify the query to show only records for states,
with relevant information, bookmark the site, provinces, or territories that have the same
or with your teacher’s permission, print the climate as your home state. To do this, enter the
desired pages. Write the source information climate of your home state as the criteria for the
about each site on a separate piece of paper. Climate field. Save the new query as qryClimate
When you have completed your research, close Home State.
your Web browser. 16. Sort the query by US Region.
c. Record useful information on your Data Record 17. Preview the query, and adjust the page layout so
Sheet. If you need more space, use the back of the data displays properly and is easy to read.
the sheet, or a separate piece of paper. Write 18. With your teacher’s permission, print the query.
the information about each source or site on a 19. Compare tables and queries with a classmate. If
separate piece of paper. you identify any errors in data entry, sorting, or
3. Start your database program, create a new querying, revise your database to correct it. With
database, and save it as DB-2_Stats_xx in the your teacher’s permission, print any objects that
location where your teacher instructs you to store you revise.
the files for this activity. 20. Close all open objects, saving all changes.
4. In a new table, change to Design View and save 21. Close the database, and exit your database
the table as tblClimate Stats. program.
5. In the table, include a primary key that
automatically assigns a unique value to each
record.
226 • Database Activities

Activity 3: Investigating Endangered Species
DIRECTIONS: You will search the Web to find ten species in your state that are on the endangered or threatened
species list, as well as the reasons why they are. You will create a database to organize the information, and then
design a report based on specific criteria. Microsoft Access 2010 procedures required for this activity can be found in
Appendix A.
Database Activities
1. Open the .pdf file DB-3_Species, which is 5. Save the table as tblEndangered Species.
located on the student CD. With your teacher’s 6. Referring to the information from the Data
permission, print the Data Record Sheet. It has Record Sheet, enter records for each species you
space for you to record information that you find researched. (You may use the abbreviations T for
about ten endangered species. Close the file, and threatened and E for endangered in the state and
exit your pdf reader program. federal status fields.)
2. Research endangered species in your state. 7. Check the spelling, and adjust column widths to
a. Use the Internet (with your teacher’s permis- display all data.
sion), library resources, or a textbook, record- 8. Sort the table by type. Preview the table and
ing all source information as you work. adjust the page setup as necessary. For example,
b. If you are using the Internet, use a search change to Landscape view.
engine Web site, and search using keywords or 9. With your teacher’s permission, print the table.
phrases such as endangered species, or use 10. Sort the table alphabetically by name, and then by
Boolean search strategies. For example, you state status. With your teacher’s permission, print
might search for the [name of a state] AND the table after each sort.
parks and wildlife. Be sure to evaluate each 11. Create a query to find the records that have both a
Web site you visit for accuracy and validity. state and a federal status.
When possible, find at least two sources for 12. Save the query as qrySpecies Status.
each fact. If two sources disagree on a fact 13. Create a report based on the qrySpecies Status
or figure, use a third source to resolve the query, named rptSpecies Status.
conflict. When you find a credible Web site 14. Preview and modify the design or the report to
with relevant information, bookmark the site, improve the appearance and make the data easier
or with your teacher’s permission, print the to read.
desired pages. Write the source information 15. Preview the report and adjust the page setup as
about each site on a separate piece of paper. necessary. With your teacher’s permission, print
When you have completed your research, close the report.
your Web browser. 16. Close all open objects, saving all changes.
c. Record useful information on your Data Record 17. Close the database, and exit your database
Sheet. If you need more space, use the back of program.
the sheet, or a separate piece of paper. Write 18. As a class, discuss why some species may be
the information about each source or site on a endangered at one government level but not
separate piece of paper. at another. Discuss ways governments and
3. Start your database program, create a new individuals can protect and preserve wildlife.
database, and save it as DB-3_Species_xx in the
location where your teacher instructs you to store
the files for this activity.
4. Create a table with field names similar to the
column headings on the Data Record Sheet:
Name of Species; Type; State Status; Federal
Status; Reasons for Endangerment; Population
Numbers; Location in State; Interesting Fact. Be
sure to define the data type for each field and to
set field properties as necessary.

Activity 4: Managing Money
DIRECTIONS: You will create a database to track products for a garage sale and forecast the possible income you
could earn. You will design a query that calculates sales of each item, and then you will generate a report that
groups and summarizes the data. Microsoft Access 2010 procedures required for this activity can be found in
Appendix A.
Database Activities
1. Open the .pdf file DB-4_Money, which is 8. Create a query based on the table, and save it as
located on the student CD. With your teacher’s qrySales Total.
permission, print the Data Record Sheet. It has 9. Add a calculated field named Sales Total to the
space for you to record information about a query that multiplies the quantity of each item by
garage sale inventory. Close the file, and exit your the sale price.
pdf reader. ✔ Hint: Enter Sales Total: [tblGarage
2. Choose five categories of items you might be Sale]![Quantity]*[tblGarage Sale]![Sale
able to gather from classmates to sell at a garage Price].
sale. Categories might include clothing, toys, 10. Run the query, and with your teacher’s
entertainment, home goods, and sporting goods. permission, print the query results.
List these in the wide columns in the top (gray) 11. Create a report based on the query that groups
row of the table on the Data Record Sheet. In the the records by Category, sorts them by Sale Price,
rows under each category, list at least ten items and sums the Sales Total for each group and
you might sell. In the narrow column to the right the grand total for all groups. Save the report as
of each item, enter the price you would charge. rptSales Report.
3. Start your database program, and create a new 12. Apply a currency format to the totals.
database named DB-4_Managing_Money_xx. 13. Adjust the design and formatting of the report to
4. Create a table with the following fields: Category, improve its appearance and make it easier to read.
Item Name, Quantity, Sale Price, and an ID 14. With your teacher’s permission, print the report.
AutoNumber field as the primary key. Set field 15. Close all open objects.
properties appropriate for each field. 16. Close the database, and exit your database
5. Save the table as tblGarage Sale. program.
6. Use the information on the Data Record Sheet 17. As a class discuss how you could use the
to create a record for each garage sale item. database to find ways to increase your earnings
Illustration B shows a sample table with records. from the sale. For example, could you sell more
7. After entering the data, check the spelling. items, or charge more per item? Brainstorm other
opportunities for students to earn money.
Illustration B

Activity 5: Comparing Costs
DIRECTIONS: You will collect information on several different breeds or types of pets. You will create a database
to organize and sort the information. You will copy the data to a spreadsheet so you can analyze the information,
perform calculations, add a picture, and print the information. Microsoft Access 2010 procedures required for this
activity can be found in Appendix A.
Database Activities
1. Open the .pdf file DB-5_Costs, which is located on 6. Referring to the information from the Data Record
the student CD. With your teacher’s permission, Sheet, enter records for each breed or type of pet
print the Data Record Sheet. Close the file, and you researched.
exit your pdf reader program. 7. Check the spelling, adjust column widths, and
2. With your teacher’s approval, select a type of pet then save the table.
that you want to research, such as dogs, cats, 8. Select all of the records and copy them to the
birds, rabbits, or reptiles, and write it in the space Clipboard.
provided on the Data Record Sheet. In column 1 9. Close the database, and exit the database
on the Data Record Sheet, list five breeds or types program.
of your selected pet. 10. Start your spreadsheet program, and save a new
3. Research the pet and record the facts and file as DB-5_Comparing_Costs_SS_xx.
statistics about the average life expectancy, adult 11. Select cell A2 and paste the database records into
weight, and estimated annual costs for feeding, the spreadsheet.
health care, and grooming in the appropriate 12. In cell G2, enter the label Total Annual Cost.
columns on the Data Record Sheet. Look for 13. In cell G3, use the SUM function to enter a
photos or other images of the animals. formula that calculates the total annual cost of pet
a. Use the Internet (with your teacher’s maintenance for the first pet. Copy this formula
permission), library resources, or a textbook, down to cell G7.
recording all source information as you work. 14. In cell H2, enter the label Cost for Life.
b. If you are using the Internet, use a search 15. In cell H3, enter a formula that multiplies the life
engine Web site, and search using keywords expectancy by the total annual cost. Copy this
or phrases such as the type or breed, or formula down to cell H7.
use Boolean search strategies. For example, 16. Sort the data in rows 3 through 7 in descending
you might search for [type of pet] AND life order based on Cost for Life.
expectancy. Be sure to evaluate each Web 17. In row 1, enter the title Comparing Pet Costs.
site you visit for accuracy and validity. When Merge and center it across columns A through H.
possible, find at least two sources for each 18. Apply formatting such as number formats, styles,
fact. If two sources disagree on a fact or figure, borders, files, and font formatting to make the
use a third source to resolve the conflict. When data appealing and easy to read.
you find a credible Web site with relevant 19. Address any errors that occur, such as numbers
information, bookmark the site, or with your stored as text, or narrow column widths.
teacher’s permission, print the desired pages. 20. Insert a picture that illustrates your work and
Write the source information about each site center it under the spreadsheet data.
on a separate piece of paper. When you have 21. Check the spelling in the spreadsheet.
completed your research, close your Web 22. Preview the spreadsheet. Change the orientation
browser. to landscape and add a footer with your name on
c. Record useful information on your Data Record the left and today’s date on the right. A sample
Sheet. If you need more space, use the back of worksheet is shown in Illustration C on the next
the sheet, or a separate piece of paper. Write page.
the information about each source or site on a 23. With your teacher’s permission, print the
separate piece of paper. spreadsheet.
4. Start your database program, and save a new 24. Close the file, saving all changes, and exit the
database as DB-5_Comparing_Costs_xx in the spreadsheet program.
location where your teacher instructs you to store 25. As a class, discuss what you learned from the
the files for this activity. database information. What were you able to do
5. Change to Design view and create, and save a with the data in the spreadsheet that you could
table as tblPet Costs. Define fields matching the not do in the database?
columns on your Data Record Sheet. You do not
need a primary key.

Database Activities Illustration C

chapter
Graphics
Basics 17
What Is a Graphic? In day-to-day speech,

people use the word graphic to refer to any vi-
sual image or object. A family photo, a road
map, and a stick figure drawn on a chalkboard
are all examples of graphics.
When people talk about a computer graph- Lesson 17–1
ic, they usually are referring to an image. Im- Graphics and Their Uses
ages include drawings, painted backgrounds,
and photographs. Computer graphics can be
displayed in a variety of ways. They can ap- Lesson 17–2
pear on the screen as a background, or they Exploring Graphics Programs
can be placed into a document to add color and
information. Thus, in the broadest sense of the
term, computer graphic could refer to anything Lesson 17–3
that can be seen on the computer screen. Working with Graphics
Graphics Basics • 231

Lesson 17–1
Graphics and Their Uses
• Identify two different types of graphics and Compare and Contrast As you read this les-
explain the differences between them. son, use a Venn diagram to show the similarities
• List the advantages of each type of graphic. and differences between bitmapped graphics and
vector graphics.
• Differentiate between draw and paint programs.
Key Terms Types of Graphics

• bitmapped graphic There are hundreds of different uses for computer graphics.
• draw program However, graphics fall into only two categories:
• graphic • raster graphics
• image editor • vector graphics
• paint program
• pixel Raster Graphics A raster graphic, which is commonly called
a bitmapped graphic or bitmap, is an image formed by a pattern
• raster graphic
of dots. Imagine a sheet of graph paper with each of its squares
• resolution filled in with a certain color to make a picture. If seen from far
• vector graphic enough away, the picture will look clear, and the squares won’t
be noticed. But up close, you can see the individual squares of
the graph paper.
Raster graphics are composed of tiny dots of different colors.
Each single point in the image is a pixel, short for “picture ele-
ment.” The smaller the pixels in the image, the smoother it will
look. The more colors in the image, the brighter and sharper the
image will look.
Some common raster file formats include:
• Graphics Interchange Format (GIF)
• Joint Photographic Experts Group (JPG)
• Portable Network Graphics (PNG)
• Windows Bitmap (BMP)
Some formats are used for images on Web pages, while oth-
ers are used for icons and images in the operating system. In
Windows, these same abbreviations are used as the file exten-
sions. A file ending in .gif, for example, is in the GIF fi le format.
Bitmaps are preferred for some types of images. They often
are used for photos or images that require backgrounds.
232 • Chapter 17
Vector Graphics A vector graphic is an image that is created
using paths or lines. A vector image tells the computer where a
line starts and where it ends. It allows the computer to figure out
how to connect the two points. The lines can form shapes, which
may be filled with a color or pattern.
Encapsulated PostScript, or EPS, is one of several formats Students can use graphics to
commonly used for vector art. EPS files contain the information enhance reports, newsletters, Web
sites, and even spreadsheets. It is
that a printer needs in order to print a graphic correctly. The in-
also possible to include graphics
formation is combined with a small sketch of what the graphic
in HTML-supported e-mail
should look like. The sketch inside an EPS file allows you to pre-
messages.
view an image on-screen. This way, you can be sure the image is
correct before printing it. Think About It!
A high resolution means a higher
Size, Resolution, and Dots Per Inch quality image and a larger file
size. Which resolution would you
Two basic qualities affect how every raster image will appear. choose for a graphic you plan to
Size, the height and width of the graphic, is normally measured print? What if you plan to send the
either in pixels or in inches. Resolution tells how many pixels image via e-mail?
are in a certain piece of an image. Resolution also determines the
quality of the computer image. Resolution is usually measured 2,500 pixels
in dots per inch, or dpi. An image that is 1 inch square at 72 dpi 10,000 pixels
will contain a total of 5,184 pixels (72 × 72). Generally, the higher
22,500 pixels
the resolution, the sharper the image will look.
Vector graphics are created using lines or paths rather than
pixels. Thus, the number of dots per inch is not a concern when Figure 17.1.1 When viewed
changing the size of vector graphics. If a bitmapped image is on the screen, vector graphics
enlarged to twice its normal size, it will look fuzzy and jagged. look sharper than bitmapped
A vector image can be enlarged to any size and keep its quality. graphics.
Vector Graphic Bitmapped Graphic
1000% Magnification
Enlarged vector graphic Enlarged bitmapped graphic

Graphics Programs
Different programs allow you to create, edit, and view different
graphic file types. Choosing the right program depends on which
type of graphic you are working with and what your needs are.
Multimedia designers develop
Web sites and CDs using some of
Paint Programs A paint program allows you to create a new
the same programs you use. Their
raster image. Paint programs also allow you to open a raster im-
jobs vary, but they often create age, view it on-screen, and make changes to it. Microsoft Win-
images for programs. dows comes with a paint program called Paint.
Draw Programs A program that allows you to create and edit
Think About It!
vector images is called a draw program. Since draw programs
Using the right design program is focus on vector images, they make editing easy. You can change
important for designers. Consider the size of an image or add color to it.
the following tasks. Which would
Many application programs including Microsoft Word and
need to be completed by a draw
PowerPoint come with built-in basic drawing tools. More com-
program?
plex programs, such as Adobe® Illustrator® and CorelDRAW®,
view a raster image allow you to do more.
add color to a vector image Image Editors An advanced paint program is called an im-
add effects to a raster image age editor. Image editors are designed for editing raster images.
They are also often used for adding special effects to photo-
change the size of a vector
graphs. Adobe® Photoshop® and Adobe® Photodelux® are exam-
image
ples of popular image editors. You can also use built-in picture
editing tools in some programs, including Microsoft Word and
PowerPoint.
designed on computers. Next, design-

ers considered movements and expres-
PIXAR STUDIOS sions. They looked at photos of live
You may have never heard the actors in various positions and with
name Pixar, but you’ve probably different expressions to get an idea of
heard of their animated films. Toy how each figure should move.
Story and Monsters, Inc. are just two Animators then used
examples of their work. These films Pixar’s animation
were created using computers. software to
Pixar films are known for their make
realistic cartoon characters. Some the
aspects of creating these characters images
involved technology similar to the come to
draw and paint programs and im- life with
age editors discussed in this lesson. movements
After final drawings or clay and expres-
models of the characters were sions.
approved, 3-D models were
234 • Chapter 17
Lesson 17–2
Exploring Graphics Programs
• Identify the main sections of a graphics Summarize Information Make a table that lists
application window. tools used in paint and draw programs on the left.
• List the different tools available in paint and On the right, include the type of program(s) each
draw programs. tool is used in.
• Determine when to use the tools in a paint or
draw program.
Exploring the Application Window Key Terms

Paint and draw programs vary from one to another, but most • color palette
include a workspace, toolbars, and color palettes. • Eyedropper
• workspace
Workspace Most of the screen is devoted to the workspace,
the blank, white area which contains the graphic. This area is • graphics tablet
sometimes called the drawing area. • Selection tool
• stylus
Toolbars A toolbar is a bar across the top or down the side of
• tablet PC
a window. It contains icons that link to the program’s tools. By
clicking an icon, you can create, edit, add, or remove informa-
tion within the graphic. Toolbars usually appear, or are docked,
on the edges of the screen. They also can be moved around, or
floated, to fit your preferences.
Color Palettes The display of color options in paint and draw
programs is called the color palette. These options allow you to
choose colors for an image.
Most programs also allow you
to change the color palette.
Tools Color palette
Workspace
Figure 17.2.1 Paint and draw

programs share several basic
tools, such as a workspace,
toolbars, and color palettes.

Paint Program Tools
In paint programs, the following tools are used to place and re-
Science The eyedropper has move color in the workspace.
been used in science for years.
One of its purposes is to collect or
Pencil The Pencil tool is used for freehand drawing. Clicking
test small quantities of liquids or and dragging this tool across the workspace leaves a trail of the
chemicals. selected color. This tool is used to draw fine details. Only the
color or thickness of the line drawn can be changed.
First, the eyedropper is squeezed
to suction in a liquid. Then, pres- Brush The Brush tool works like the Pencil tool, but it makes
sure on the dropper is relieved to a broader stroke of color. Often, the shape of the brush can be
let go of the liquid. changed to create different shapes of colors. For instance, the
The concept is similar when work- brush can be large and square or small and circular.
ing with graphics. The Eyedropper Line and Shape The Line tool allows you to draw a line and
tool “suctions” in a color and then use the toolbar to change its color and width. Various shapes,
releases it into the image.
such as rectangles and ovals, also can be drawn using tools on
the toolbar. Shape tools allow you to create shapes in three dif-
ferent forms: Outline, Filled With Outline, and Filled Without
Outline.
Eyedropper The Eyedropper tool allows you to work with a
specific color from an image. You place the eyedropper over the
desired color in an image and click. That color becomes the se-
lected color and can be used elsewhere in the image.
Figure 17.2.2 Some tools are
commonly found in Paint pro- Eraser The Eraser tool removes color from an image. It is used
grams. The toolbar shown here by clicking the tool and dragging the eraser across the image. The
is from Microsoft Paint. area touched with the eraser becomes the background color.
Text
Fill
Rectangle
Pencil Brush Line
Eraser Zoom
Eyedropper
236 • Chapter 17
Draw Program Tools
The Line and Shape tools in draw programs are simi-
lar to those in paint programs, but with one impor-
tant difference. In a draw program, you can change
an image’s lines and shapes without changing near-
by ones. In paint programs, it is hard to change one
part of an image without altering other parts that are
close to it. A Selection tool allows you to select a portion
of an image to be enlarged, moved, or edited.
Interacting with the Program

A variety of different input tools allow you to work easily with Figure 17.2.3 An interactive
a graphics program. A mouse is used to select part of an im- pen display combines the capa-
age or to activate tools on the toolbar. By dragging, releasing, or bilities of a graphics tablet with
double-clicking the mouse, a tool’s function is performed. an LCD monitor, so you can
A graphics tablet is a piece of hardware used for drawing. draw and choose commands
The user moves a stylus, or pointing device, over the drawing directly on the screen by using
surface. The tablet senses the movement of the stylus and moves a special pen.
the cursor on-screen. As the cursor moves, it creates on the screen
the image that is being drawn on the tablet. The skills for writing
with a stylus on a tablet are quite different than writing with a
pen and will take some time to master. An Apple iPad is a tablet
PC that combines the features of a graphics tablet with the func-
tions of a personal computer.
Using Graphics Tools The tools in paint and

draw programs have many uses. As you might
expect, they often are used by newspaper and
magazine publishers. What you might not expect is
that students your age are using them, too.
For example, at Centennial Middle School
in Boulder, Colorado, students publish an online
newspaper called The Vocal Point. To create and
edit the images in the newspaper, students rely on
graphics programs.
How might you use draw and paint
programs at school?

Lesson 17–3
Working with Graphics
• Explain how to modify an image with special Organize Information As you read this lesson,
effects. make an outline. Use Roman numerals for main
• Compare the processes for combining vector or headings. Use capital letters for subheadings,
bitmapped graphics. and use numbers for supporting details.
• Explain how to work with clip art.
• Describe how graphics can be converted from
one format to another.
Key Terms Adding Effects to Graphics

• alignment To create a new graphic, start with a blank workspace (some-
• balance times called the background or canvas). If you are creating the
• clip art graphic in a paint program, use the paint tools to add color and
• emphasis
form to the image. If you are creating the graphic in a draw pro-
gram, use the Line and Shape tools to add information to the
• export
image.
• group Special effects can be used to modify an image. Flipping an
• import image turns it upside down. Mirroring the image makes it fl ip
• layer from left to right, as if it were being viewed in a mirror. Stretch-
• trace ing makes the image appear longer in one direction than the
• proportion other, as if it were drawn on a sheet of rubber that was stretched
out. Skewing tilts the image horizontally or vertically.
• proximity
Inverting reverses the colors in the graphic. In a black-and-
• repetition
white graphic, all the white dots will turn black, and all the black
• ungroup will turn white. In a color graphic, each color will change to its
• unity “opposite” color. For example, yellow will become dark blue.
• variety
Understanding the Principles of Design
An effective graphic uses the basic principles of design, includ-
ing contrast, balance, and proportion.
• Contrast—The way different elements such as shapes
and colors are placed next to or near each other provides
contrast.
• Balance—The way objects are arranged is called balance.
Symmetrically arranged objects are evenly balanced,
while asymmetrically arranged objects are unevenly bal-
anced.
• Proportion—The size and location of one object in rela-
tion to other objects in the graphic is called proportion.
Other elements of design include repetition in which a color,
shape, or pattern is repeated throughout the graphic; emphasis,
which creates a focal point; proximity, in which the closeness
between objects indicates a relationship; unity, in which a third
238 • Chapter 17
object is used to establish a connection between two other ob-
jects; alignment, which is the placement of text and objects so
they line up within a space, and variety, which creates visual
interest by using different colors and shapes.
Combining Images
Bringing information, such as a graphic, into a file from another
file is called importing. Once imported, the image can then be
modified or expanded.
Exporting is when data is formatted so it can be used in an-
other application. This means that the program you are working
in must be able to translate its own language to the language
another program understands.
Layering Images Raster graphics use layers, or stacks of infor-
mation, to create a graphic. A powerful process known as layer-
ing stacks each level of an image on top of another. Imagine three
cta 0 part
or four sheets of wax paper, each with a different a1. of
p a draw-
Gr. 0
ing. When all of them are stacked, the complete Ch.0is visible.
picture
9/ 3/02
Although the layers are stacked, you can still edit them separate-
ly. Any changes you make only affect the layer you touch.
The default layer is the background. You can add or delete
layers as needed. The layer you’re working with is usually high- Figure 17.3.1 Layering works
lighted in a color. You can hide a layer you’re not using to see by breaking an image into sepa-
other parts of the image more easily. rate parts and stacking them.
Layers palette
Combined layers

Grouping Images Grouping is the process of combining
separate vector images into one image. Once the images are
grouped, they can be moved or resized as a single unit. To group
images, select all of the desired items and then select the Group
command. Ungrouping is the process of separating combined
Graphic Artist A graphic artist images into individual images. To ungroup an image, select a
creates the design and layout of grouped image and then select the Ungroup command.
different products, such as adver-
tisements, brochures, Web sites,
and CD-ROMs/DVDs. They design Working with Clip Art
or acquire images and choose and It is not always necessary to create an image from scratch. In-
edit text features to communicate stead, you can start with clip art (graphics files that come with a
a message. program, or that you download from the Internet).
An art degree, courses in graphic
arts or design, and recent experi-
Raster Clip Art Clip art in a bitmapped format (such as GIF,
ence using related software are JPG, or PNG) can be imported into a paint document. The art
important qualifications for this then can be edited like any other bitmapped graphic.
career. Vector Clip Art Vector art can be imported in a draw program
and modified. If the image is complex, it can be ungrouped. Its
individual parts can then be edited or moved.
Converting Graphics
If you want to use a graphic that is in a format your program
does not support, you may have to convert it. You can use a file
conversion program, or open the file and use the Save As com-
mand to save it in a different file format. File conversion is also
required if you want to change a vector graphic to a bitmapped
graphic, or vice versa.
Vector-to-Bitmapped Graphics Vector graphics must be
changed to pixels before the image can be edited in a paint pro-
gram.
Figure 17.3.2 Vector clip Bitmapped-to-Vector Graphics Converting bitmapped

art may look sharper than graphics to vectors requires a special process called tracing.
bitmapped clip art and can be Tracing requires special software and can be complicated when
edited like any vector graphic. an image has a lot of color and detail.
Vector Clip Art Bitmapped Clip Art
240 • Chapter 17
_____ 1. bitmapped graphic a. the number of pixels in a certain im-

_____ 2. vector graphic age that affects its visual quality
_____ 3. resolution b. images that can be downloaded for
_____ 4. paint program use in a graphics program
_____ 5. color palette
c. images created using lines or paths
_____ 6. Eyedropper
_____ 7. graphics tablet d. tool that captures and uses color from
_____ 8. import one portion of an image in another
_____ 9. layer e. input device for creating graphics
____ 10. clip art f. stacks of information on top of one
another to form a more complete im-
age
g. image created using pixels, or series
of dots
h. allows you to modify bitmapped
graphics
i. brings information into a file from
another file
j. the display of color options in paint
and draw programs

1. Sets of dots that make up an image 6. In a draw program, a(n)
are called ____________________. ____________________ allows you to
2. A(n) ____________________ allows pick a certain portion of an image to
you to create and edit vector graph- work on.
ics. 7. A common input device in
3. Advanced paint programs that allow a graphics program is the
you to edit and add effects ___________________.
to a bitmapped graphic are 8. The process of formatting data so
____________________. that it can be used in another appli-
4. The area of the screen where im- cation is _________________.
ages are created and edited is the 9. Combining separate images to
____________________. form a single image is called
5. The set of color options in a particu- ____________________.
lar paint or draw program shown in 10. The process of converting
small boxes on the screen is called pixels to lines or paths is known
the ____________________. as ____________________.

1. What are two differences between a bitmapped graphic and a vector graphic?
2. When editing graphics, why is it important to consider the file format in which
an image is created?
3. How do toolbars in draw and paint programs help you to edit and add effects to
images?
4. Why are exporting and importing important functions for working with
graphics?
5. How are layering and grouping similar? How are they different?

A. Create a comic strip using vector or B. Newspapers and magazines often

bitmapped graphics. You may cre- use graphics to capture the readers’
ate your own images or edit clip art. attention or to make a point. Find
Your comic strip should have at least three graphics (including photos
four frames. Be sure to use the differ- with special effects) in newspapers
ent tools and colors in the program. or magazines. Next, create a three-
With your teacher’s permission, column chart. On the chart, paste
print your comic strip to show to the each image, identify each source
class. and page number, and categorize
the graphic as bitmapped or vector.
Present your fi ndings to the class.
242 • Chapter 17
chapter
Understanding
Graphics 18
Graphics in the Real World Graphics

make up everything you see on your com-
puter screen. The images and even the letters
in a word-processing document are kinds of
graphics.
When working with computer graphics, Lesson 18–1
there are many things to keep in mind. How Preparing Computer Graphics
many colors will an image need? How will
those colors look? Will the image appear fuzzy
and bumpy or smooth and sharp? How much Lesson 18–2
space will it take to store the image on the Exploring Image Editing Programs
computer? Can it be viewed on the Internet?
How fast will images be transmitted? Graphics
software helps computer users create, change, Lesson 18–3
and refine the words and images we see on- Draw and Animation Features
screen.
Understanding Graphics • 243

Lesson 18–1
Preparing Computer Graphics
• Compare and contrast lossless and lossy Organize Information As you read this
compression. lesson, create an outline to help you organize
• Explain the effect of color on computer the information.
memory.
• Name and describe the four basic color
modes.
Key Terms File Compression and Graphics

• color depth Graphics files can be very large. When they are stored on the
• compress computer, the images are often compressed, or saved in a for-
• lossless compression mat requiring less space. This saves disk space and decreases the
• lossy compression
time it takes to send images via the Internet.
When a file is compressed, the program performing the
compression replaces certain pieces of information with shorter
codes. This makes the file smaller.
Lossless Compression In lossless compression, informa-
tion is removed in such a way that all of it can later be fully
restored without introducing errors. This process results in a
perfect copy of the file that is about one third of the original size.
Lossless compression is a good choice for reducing files with
graphics, text, or computer code.
Lossy Compression In lossy compression, some infor-
mation is permanently removed from the file in such a way
that it cannot be restored to its original state. Lossy com-
pression can reduce a file to one fiftieth or less of its former
size. It is best for reducing the size of video and audio files.
Figure 18.1.1 An example of a graphic before lossy compression

(top) and after lossy compression (bottom).
244 • Chapter 18
Color Depth
The more colors or shades of gray an image contains, the sharper
and more detailed it will look. The number of colors that can
In Adobe® Photoshop®, its RGB
be displayed on a monitor at one time is the color depth. Most
mode assigns a value to each
modern computer monitors can display millions of colors. Be-
pixel. The values range from 0 to
cause the computer must store more bits of information for each 255, for a total of 256 colors.
color pixel, more memory is needed to store colors than to store
black and white alone. Black (no color) is assigned the
value of 0, and white (full color) is
Color Modes Color modes determine which and how many given a value of 255. Since RGB
colors are available for creating computer graphics. mode is based on three colors,
one value needs to be assigned
Bitmap Mode When it comes to color modes, bitmap refers to to the red, another to the green,
a 1-bit, or black-and-white, image. and another to the blue to make
another color. For example, one
Grayscale Mode When working in grayscale mode, the com-
shade of bright red is made using
puter can display 256 different shades of gray to represent the
a value of 246 for red, 20 for
colors, shades, and textures in an image.
green, and 50 for blue.
RGB Mode Look closely at a television picture, and you may
notice that it is made up of tiny clusters of dots. Each cluster has
one red, one green, and one blue dot. When these three colors
are combined in various ways, they produce different colors.
RGB mode allows each of these three colors to have 8 bits of
information, resulting in 256 different shades each of the colors
red (R), green (G), and blue (B). Color computer monitors use
RGB color to display graphics, so RGB mode is used to design
on-screen graphics such as those for the Internet.
CMYK Mode In CMYK mode, a combination of four colors
in different densities produces other colors. Variations of cyan Figure 18.1.2 An image’s
(greenish-blue), magenta (purplish-red), yellow, and black color mode determines how
(known as K) are combined to produce new colors. many colors appear.

CMYK mode is used to design graphics that will be printed
on a printing press. Each of the four color values in a CMYK
Social Studies Printing dates graphic is assigned to one of the four inks. These inks are then
back almost 1,000 years. Around used on the printing press to print a full-color piece.
1040, wooden blocks were used But what if you wanted to display a CMYK graphic on a
for printing in China. monitor? To view a CMYK graphic on the screen, the computer
has to convert it to RGB. This is why printed graphics may look
Printing with movable type was different from an on-screen preview of the image.
used by Johann Gutenberg in
Germany in 1454. His printing
press made books available and Resolution Issues
affordable to the general public.
When creating or modifying graphics, it is important to work
This is one of the advances that
with the proper resolution. A graphic’s resolution should be de-
led to a period of history known as
termined by how that graphic will be displayed—the output.
the Renaissance.
If a graphic is to be viewed on-screen only, the resolution
need not be higher than 72 dpi or 96 dpi. A 300-dpi graphic looks
the same on-screen as a 72-dpi version of the same file. Increas-
ing the dpi does not improve on-screen appearance. Because a
72- or 96-dpi file is smaller, it will display more quickly.
If a graphic will be printed, the resolution should be as high
as the device on which it will be printed. For an image to look its
best on a 300-dpi printer, it should be created at 300 dpi.
Offset Printing The printing technique

known as offset printing involves spreading ink
on a metal plate with etched images on it. The
plate is then pressed against another surface,
often a rubber sheet. This transfers the ink onto
the new surface, but the image now appears
backward. Finally, the new surface is pressed
against paper. This reverses the ink image from
the surface onto the paper.
The equipment used and the cost of set-
ting up the printing press are quite expensive.
Therefore, offset printing is usually done to print
a large quantity, or print run.
What types of printed materials that you read might have been printed using
an offset process?
246 • Chapter 18
Lesson 18–2
Exploring Image Editing
Programs
• Identify two different ways to bring existing Identify Key Concepts As you read this lesson,
images into a computer. use a concept web diagram to help you identify
• Summarize how filters improve the look of an tools used to edit images.
image.
• Compare and contrast image editor selection
tools.
Input Devices for Graphics Key Terms

While it is possible to create graphics from scratch using paint • filter
or draw programs, there are many times when images from the • Lasso
“real world” need to be brought into the computer. There are • Magic Wand
two main input tools that bring images into the computer: scan- • Marquee
ners and digital cameras.
Scanners As discussed in Chapter 3, a scanner is a device that
copies and changes a printed image into a digital format—one
the computer can process and store. A scanner divides the im-
age into boxes and assigns each box a value representing its
“darkness” or color. One type of scanner is called a flat-
bed scanner. Its reader—the part that actually “sees” the
image—sits underneath a pane of glass, much like a copy
machine. Flatbed scanners are now routinely included
in All-in-One printers. The reader moves back and forth
to scan the image. Another type of scanner is a handheld
scanner. It is moved across an image to digitize it.
Digital Cameras A digital camera stores images digitally in-
stead of on film. A computer chip in the camera changes light Figure 18.2.1 A scanner
patterns from the captured image into pixels, which the camera (above) lets you digitize printed
can store. The image, or photo, can then be downloaded to the documents, such as photos. Digi-
computer for storage or for printing. tal cameras (below) store images
digitally instead of on film.

Filters in Image Editors
Image editors are used to edit raster images—often, high-resolu-
tion images such as digital photographs. Image editors usually
contain filters, preset features that alter images in a certain way.
Filters are useful tools to use on Many filters are designed to improve photos. Common filters
home-computer projects. You include sharpening, blur, and noise filters.
can touch up images for holiday
cards, party invitations, and even Sharpening Filters Image editors often contain several sharp-
personal photographs. ening filters. One type of sharpening filter more clearly defines
the edges of an image. It does this by finding a line of pixels that
Think About It! runs together as one color and is next to other pixels of other col-
The right filter is needed to gain a ors. The filter increases the color differences between the line of
desired effect. For each of the fol- pixels of one color and those of nearby colors, making the edges
lowing items, determine whether more distinct.
an image should be edited with a
Sharpening tool, a Blur tool, or a
Blur Filters There are also many kinds of blur filters. A blur
Noise tool.
filter softens the look of an image by making hard edges look
blurrier. They can be used to apply this effect to all or part of an
make edges look crisp image.
soften hard edges Using both sharpening and blurring techniques at the same
time can add depth to an image. One way to do this is to apply
remove a pattern of dots sharpening effects to the area of an image that extends toward
add a textured look the viewer. Then, blur the areas farther away from the viewer.
This produces a three-dimensional, or 3-D, effect.
Noise Filters Filters designed to add or remove roughness
from an image are called noise filters. Two types of noise filters
are the despeckle and median filters. They determine the edges
of an image and leave them alone. Then, they smooth out other
areas with less difference in color. This is often done to remove
moiré patterns, or unwanted patterns of dots, that show up in
some scanned photos.
Figure 18.2.2 A blur filter

was used on the left image to
create the “softer” or blurred
effect seen in the right image.
248 • Chapter 18
Image Editor Selection Tools
One powerful feature of an image editor is its ability to work with
certain pixels in an image while leaving other pixels unchanged.
This is done using a selection tool, a graphics tool that allows you
to choose one part of an image or the objects that make up an im- Selection tools can be useful
age. For instance, you can use a selection tool to choose eyes in an when working on images for
image of a face. Three common selection tools are: the school paper or to touch up
yearbook photos.
• Marquee tool
• Lasso tool Think About It!
• Magic Wand tool For the following shapes, identify
the right tool to use to highlight
Marquee The rectangle selection tool is sometimes called the an image of each—Marquee tool,
Marquee tool. It works just like the Rectangle tool that allows Lasso tool, or the Magic Wand.
you to draw a box in Word. But instead of drawing a box, the
shape of a tree outside a
Marquee selection tool highlights a simple shape.
classroom window
Lasso The Lasso tool in an image editor is used to select com- color blue in a textbook cover
plex, or freehand, shapes. It is well suited for selecting images
that share colors with nearby pieces of an image. lunchbox
red stripes in the American
Magic Wand Perhaps the most powerful selection tool is the flag
Magic Wand, which selects all touching pixels of a similar color.
If you select a red pixel, then all red pixels that are connected
with it will automatically be selected. The Magic Wand can be
adjusted for small or wide ranges of color. For instance, if set for Figure 18.2.3 The Lasso
a small range, the wand will select only exact matches. But if set tool is often used to select
for large ranges, it will select similar shades of red. complex shapes.

Lesson 18–3
Draw and Animation Features
• Describe four advanced tools in draw Show Cause and Effect Use a cause-and-
programs. effect chart to help you understand how
• Summarize the process of computer advanced drawing tools create graphics.
animation.
• Explain how animation is viewed on a
computer.
Key Terms Advanced Draw Program Tools

• Align Draw programs provide a number of tools to help you work
• Distribute with images.
• frame
Align Tool The Align tool moves parts of an image and de-
• frame rate termines how the parts will be placed in relation to one another.
• Grid It can be helpful for lining up objects of different sizes. To use
• Order this tool, select several objects in the graphic—such as lines or
• player software shapes—and then open the tool. You can arrange objects to make
• tween the tops, bottoms, sides, or middles of the objects align with one
another.
Distribute Tool The Distribute tool moves objects to distribute,
or space, them from each other. The two kinds of distribution
are fixed amount and within bounds. Fixed amount distribu-
tion puts a uniform distance between objects. For instance, you
might want to put an inch of space between several objects.
Within bounds distribution leaves the outermost objects exactly
where they are and evenly spaces all the other selected objects
between them.
Figure 18.3.1 Use the advanced

drawing tools to work with images. Grid Align
Advanced
Drawing Tools
Order Distribute
250 • Chapter 18
Order Tool Sometimes objects in an image overlap, or lay par-
tially on top of one another. When this happens, certain objects
may be blocked from view. The Order tool changes the position
in which objects are stacked and rearranges them to avoid this
problem. Objects can be moved to the bottom, the top, or the
side of a stack.
Grid Tool Many graphics programs offer a Grid tool to align
images properly. Grids work just like a sheet of graph paper, by
showing squares on the computer screen. For objects to align,
they must begin in the same column on the grid.
Many graphics programs offer a feature called snap-to-
guides or snap-to-grids. When this feature is turned on, objects
are automatically moved to the nearest grid line. This helps en-
sure that every object is in a perfectly aligned position.
Animating Images
When two or more graphics are displayed one after the other,
they can appear to be in motion. Animation is the process of
quickly showing many images of an object to make it appear as
if it is moving.
Animating by Hand Before computers, animation was done
by hand or with cameras. Sometimes, artists drew by hand each
frame, or individual still image in a sequence. The frames would
then be flipped to simulate motion. Other times, sophisticated
film cameras took one still picture at a time and sequenced them
quickly to mimic movement. The more frames displayed per
second, the more convincing the animation looked. The speed
at which a frame moves, measured in number of images per sec-
ond, is called the frame rate.
Animating on Computer In computer animation, frames are
created and then rapidly displayed to create the impression of
motion. There is, however, a key benefit to computer animation.
Tweening is the ability of a graphics program to determine in-
between frames, so you do not need to draw every one. You just
draw the starting and ending frames, and the computer draws Figure 18.3.2 Rapidly displayed
those in-between frames in sequence. frames simulate motion.

Software for Viewing Animation
Player software, a program that interprets the information in
an animation file, must be installed in order to view animated
graphics on a computer monitor. Player software usually can tell
Player software converts animated the computer how to interpret and convert animated graphics
graphics into images. Many com- into images it can display.
panies are now using this technol- Flash™ Player Made by the Adobe company, Flash Player is
ogy to advertise their products on
player software that allows a Web browser to view vector anima-
the Internet.
tion. Because vector animation downloads quickly, Flash movies
have become common on the Web.
Think About It!
Circle the items you think would QuickTime® Player Created by Apple Computer, Quick-
benefit from advertising with Time is commonly used for bitmapped animation. It provides
player-software technology. the continuous flow of information needed to display movies,
socks live action, and animation. QuickTime was created by Apple for
Macintosh computers, but versions for Windows PCs have been
cartoons on television available for several years.
remote-controlled airplanes
RealPlayer® First used for streaming audio, RealPlayer® has
fans added support for both vector and bitmapped animation.
Figure 18.3.3 There are many file formats used for displaying streaming
video, animation, or live action. These various formats can be played on a
variety of player software.
252 • Chapter 18
_____ 1. compress a. color selection tool

_____ 2. lossless compression b. compression format in which all in-
_____ 3. color depth formation is kept
_____ 4. filter
c. compression format in which some
_____ 5. Marquee
information is permanently removed
_____ 6. Magic Wand
_____ 7. lossy compression d. saved in format that uses less space
_____ 8. frame e. one individual image in an animation
_____ 9. tween f. image editor feature that changes ap-
____ 10. player software pearance of an image
g. program that converts animation files
for viewing
h. colors shown on a monitor at one
time
i. to generate middle frames of anima-
tion by computer
j. rectangle selection tool

1. Which color mode is based on a 4. Which tool is good for selecting com-
combination of three colors to make plex shapes of whatever color you
new colors? point out?
a. bitmap a. Marquee
b. grayscale b. Lasso
c. RGB c. Magic wand
d. CMYK d. Distribute
2. If a graphic is to be printed, how 5. Which tool is used to move objects
high should its dpi rating be set? so they line up in a certain way?
a. 72 dpi a. Align
b. higher than output device b. Distribute
c. lower than output device c. Order
d. same as output device d. Grid
3. Which filter will make an image’s 6. Which player software views vector
edges look softer? and bitmapped images?
a. sharpen a. Flash Player
b. blur b. RealPlayer
c. noise c. QuickTime Player
d. despeckle d. Vector Player

1. Why do graphics files often need compression?
2. Why is RGB mode used to design computer graphics?
3. What input devices allow graphics in other formats to be digitized?
4. How has tweening changed the animation process?
5. What is one advantage of vector animation?

A. Experiment with the toolbars in an B. Several tools for working with

image editor to see what each tool graphics are discussed in this chap-
does. Then, use a scanner or digital ter. Research other tools for applying
camera to capture an image and save special effects to graphics. Create
it on your computer. Edit the im- a chart identifying these tools and
age, using several of the tools. With explaining how they are used.
your teacher’s permission, print the
images and present both your origi-
nal and edited images to the class.
Explain which tools you used to
achieve the effects shown.
254 • Chapter 18
Activity 1: Designing a Billboard
DIRECTIONS: You will use drawing tools to design a billboard for a fictitious city zoo. You will include
clip art, text, and colors to create an attention-getting design for your billboard. Microsoft Office 2010
procedures required for this activity can be found in Appendix A.
1. Start the program your teacher instructs you 11. Position the text box horizontally about 5.0"
Graphics Activities
to use for this graphics activity. For example, and vertically about 2.0" from the top-left
you might use a presentation program, corner of the document area.
a paint program, or a word-processing 12. Draw a rectangle with rounded corners above
program that has graphics capabilities. the other objects, centered horizontally. Size
2. Save the file as GR-1_Zoo_xx in the location it to approximately 1.0" high by 5.0" wide.
where your teacher tells you to store the files 13. Choose the command to add text to the
for this activity. Replace xx with your own rectangle.
initials or name, as directed by your teacher. 14. Set the font to 26-point Arial Black, and type
3. Display the rulers and the gridlines. If you are Townsville City Zoo, centered in the text box.
working in a presentation program, change 15. Draw another text box below the other
the layout of the title slide to blank. objects, centered horizontally. Size it to
4. In the blank file, insert a footer that includes approximately 0.5" high by 5.0" wide.
your name and today’s date. 16. Set the font to 20-point Arial and type 123
5. Insert a clip art picture of a lion’s head. If Elm Street—Open 7 days a week!, centered
you cannot find an appropriate picture, insert in the text box.
the .wmf graphics file GR-1_Lion, which is 17. Apply a solid yellow background to the slide.
located on the student CD. 18. Select the rounded rectangle and the text box
6. Resize the picture to approximately 4.0" high within it, and apply an orange fill and a black
by 3.0" wide. outline.
7. Position the picture horizontally about .75" 19. Check the spelling and grammar, and correct
and vertically about 1.75" from the top-left any errors that you find.
corner of the document area. 20. Display the file in Print Preview. It should
8. Insert a text box approximately 3.0" high by look similar to Illustration A. If necessary,
4.0" wide to the right of the picture. adjust the alignment and position of objects.
9. Set the font in the text box to Arial, bold, 48 21. With your teacher’s permission, print the file.
points, and type Come See Our New “Mane” 22. Close the file, saving all changes, and exit the
Attraction. program.
10. Center the text in the text box. 23. As a class, discuss the different programs
available for creating graphics. Why might
one be better than another?
Illustration A
Graphics Activities • 255

Activity 2: Creating a Poster
DIRECTIONS: You will use drawing tools to create a poster illustrating geometric solids. You will insert
and format shapes and text boxes, and apply text effects (or WordArt). Refer to Illustration B to see a
sample poster. Microsoft Office 2010 procedures required for this activity can be found in Appendix A.
1. Start the program your teacher instructs you 13. Draw a pyramid shape.
Graphics Activities
to use for this graphics activity. For example, ✔ If your program does not have these
you might use a presentation program, shapes as part of its shape gallery, you
a paint program, or a word-processing may draw a square, rectangle, and triangle
program that has graphics capabilities. and use 3-D effects to create the solids.
2. Save the file as GR-2_Geometry_xx in the 14. Format the shapes using fills, borders, and
location where your teacher tells you to store effects such as shadows.
the files for this activity. 15. Size and position the three shapes so they
3. Display the rulers and the gridlines. If you are look good on the page.
working in a presentation program, change 16. Insert a text box next to each shape and enter
the layout of the title slide to blank. the shape name. Format, size, and position
4. In the blank file, insert a footer that includes the text boxes to coordinate with the shapes.
your name and today’s date. 17. Group each shape with its text box.
5. If necessary, set the document or canvas to 18. Centered along the bottom of the page, use
a size suitable for a poster. As you work, size a feature such as WordArt to create a text
and position shapes so they are appropriate object using the text Geometry. Format the
for the size poster you are creating. object with effects such as a shadow, border,
✔ Your teacher will instruct you regarding and fill.
the size that you should use. 19. Insert other objects that you think will
6. Insert a text box and type What Is A Solid? enhance the poster, and apply a background,
Position the text box 1.5" from the top of page, or canvas color.
the page. Center the text in the text box and 20. Check the spelling and grammar, and correct
center the text box horizontally on the page. any errors that you find.
7. Format the text box using a fill and border. 21. Display the file in Print Preview. It should
8. Insert another text box and type A solid is a look similar to Illustration B. If necessary,
three-dimensional shape such as a cylinder, adjust the alignment and position of
cube, or pyramid. Center the text in the text objects and the formatting to improve the
box, and center the text box horizontally on effectiveness of the poster.
the page. 22. With your teacher’s permission, print the file.
9. Format the text box using a fill and a border. 23. Close the file, saving all changes, and exit the
10. Position the top of the second text box so it program.
overlaps the first text box. Group the two text 24. Create a display of the posters in your
boxes. classroom.
11. Draw a cube shape.
12. Draw a cylinder shape.
256 • Graphics Activities

Illustration B
Graphics Activities

Activity 3: Illustrating a Poem
DIRECTIONS: You will select one of your favorite poems or write a poem of your own. Then, you will
analyze the poem to help you understand its meaning. Next, you will use the computer to create a draw-
ing that illustrates the main idea of the poem. Finally, you will type the poem and write an analysis of it.
When you are finished, you will combine your work with that of your classmates to create a class book
of poetry. Microsoft Office 2010 procedures required for this activity can be found in Appendix A.
Graphics Activities
1. Open the .pdf file GR-3_Poem, which 14. Increase the font size of the title, and apply
is located on the student CD. With your the bold font style.
teacher’s permission, print the Data Record 15. Format the body text of the poem with a font
Sheet. Close the file, and exit your pdf reader. that reflects the mood of the poem.
2. Select one of your favorite poems that uses 16. Change the font color of the text to
imagery and figurative language to describe coordinate with the colors in your drawing.
something. Record the poem on your Data Make sure you select a color that makes the
Record Sheet. Be sure to include the title text stand out from the drawing.
and name of the poet. Or, you can write an 17. Insert another text box below the drawing,
original poem on the Data Record Sheet. also formatted without a fill or border.
3. Using the table on the Data Record Sheet, 18. In the text box, type a brief paragraph
record your analysis of the subject, mood, analyzing the poem. Using your Data Record
and theme of the poem, as well as the poetic Sheet, include an explanation of the poem’s
devices used in it. subject, mood, and theme as well as the
4. Start a program that includes drawing tools, poetic devices used.
and create a new file. Save it as GR-3_ 19. Proofread your document carefully. Correct
Poem_xx in the location where your teacher any errors in spelling, capitalization,
instructs you to store the files for this activity. punctuation, or usage.
5. Use the drawing tools to draw a picture that 20. Use a spelling and grammar checker to check
reflects the meaning of the poem. Be sure to your work, and correct any errors that you
use different tools and colors as you create find.
your drawing. 21. Preview the document, and modify the format
6. Preview the drawing frequently, looking for and design as necessary.
ways to improve it. Move or resize shapes 22. With your teacher’s permission, print the
to develop a coordinated image. Apply document.
formatting and effects. 23. Close the document, saving all changes, and
7. When you are satisfied with the drawing, save exit your word-processing program.
the changes. 24. Present your poem orally and visually to your
8. Select all objects in the drawing and copy classmates. Ask them to describe the style,
them. tone, mood, and symbolism that your picture
9. Start your word-processing program, and represents. How does it compare with what
create a new document. Save it as GR-3_ you wrote in your paragraph?
Analysis_xx. Insert a header that includes 25. Combine your printed document with those
your name. of your classmates to create a class book of
10. Paste the drawing into the document. poetry.
11. Position and size the drawing so there is 26. As a class, discuss the difference between
space for the poem on the left of the page creating a work of art electronically and
and space for additional text on the bottom of manually. What advantages does a computer
the page. program have over using real art supplies?
12. Draw a text box to the left of the drawing. What limitations does the program have? In
Format the text box so that it does not have what situations would you use a computer
an outside border or a fill color. program?
13. Using your Data Record Sheet, type the poem
title, author’s name, and poem in the text box.

Activity 4: Designing a DVD Case
DIRECTIONS: In this activity, you will design a DVD case for a movie based on a book you have read.
Microsoft Office 2010 procedures required for this activity can be found in Appendix A.
1. Open the .pdf file GR-4_Case, which is 12. Apply font formatting effects to the text.
located on the student CD. With your teacher’s 13. Insert your image file in the document. For
Graphics Activities
permission, print the Data Record Sheet. Close example, scan a printed image and insert it
the file, and exit your pdf reader program. as a picture or clip art, import the file from a
2. Select a story or a book that you have read digital camera, or copy and paste the image
for which you will design the DVD case. from a graphics or paint program.
3. Complete the Data Record Sheet by sketching 14. Size and position the image as you want it to
a design for the front of the case. Define display on the DVD case cover.
space for at least one image and the areas 15. Use the drawing tools in the word-processing
where you want to display text. Write a program to draw a rectangle around the
summary of the plot, and include the names content on the page to indicate the front of
of actors who would play the main roles. the DVD case, and then save the document.
4. Use one of the following methods to obtain 16. Insert a page break below the rectangle so
or create the image: scan an original drawing; you can define the back of the DVD case.
take a photo with a digital camera; or draw 17. Draw a text box, and type the summary you
the image using drawing tools. wrote on your Data Record Sheet. Format the
✔ If you download an image from the text box without a fill or border.
Internet, be sure to record the source 18. Insert text boxes and type any other
information for a citation. information you would like to include on the
5. Start your word-processing program, and back of the DVD case.
create a new document. Save it as GR-4_ 19. Format the text on the back cover.
Case_xx in the location where your teacher 20. Use the drawing tools in the word-processing
instructs you to store the files for this activity. program to draw a rectangle around the
6. Change the right margin to 3" to simulate content on the page to indicate the back of
the size of a DVD case. Insert a header that the DVD case.
includes your name and today’s date. 21. Proofread the text on both pages and
7. Draw a text box, and type the title of the story make corrections. Then, run a spelling and
or book at the top of the page. If necessary, grammar checker and correct all errors.
remove the fill and border from the text box. 22. Preview the document. If necessary, adjust
8. Draw a text box, and type a sentence the size and position of the objects on the
introducing the actors and the parts they will pages. Change or apply colors and font
play in the film. Again, remove the fill and formatting to make the text more readable.
border from the text box if necessary. 23. Preview the document again, and, with your
9. Draw a third text box, and type a brief teacher’s permission, print the document.
statement describing the film. Format the text 24. Close the document, saving all changes, and
box without a fill or border. exit your word-processing program.
10. Draw a fourth text box, type Based on the 25. Display your work for the class. Discuss
story by, and then type the author’s name. your design and why you think it effectively
Format the text box without a fill or border. illustrates the story or book.
11. Referring to the sketch on your Data Record
Sheet, size and position the text boxes on the
document page the way you want them to
appear on the front of the DVD case.

Activity 5: Drawing to Scale
DIRECTIONS: You will measure different rooms in your home or school and use a spreadsheet to calcu-
late their scaled measurements. Then, you will use drawing tools to draw scale versions of these rooms.
Finally, you will use text tools to label these shapes with their measurements. Microsoft Office 2010
Graphics Activities
1. Open the .pdf file GR-5_Rooms, which 9. In cell D1, enter a formula that divides the
is located on the student CD. With your length in inches by 250. Copy the formula
teacher’s permission, print the Data Record down the column for the remaining sides.
Sheet. Close the file, and exit your pdf reader 10. Format the measurements to show four
program. decimal places. The worksheet should
2. Measure the floor space of four different look similar to Illustration C, although your
rooms in your school or home. Record the measurements will depend on the actual
actual dimensions of each side of each room measurements of your room.
in the tables on the Data Record Sheet. 11. Starting in cell A9, repeat steps 4 through 10
Record all measurements in feet, and round to enter and calculate the measurements for
to the nearest foot. the second room you measured. Repeat the
✔ Although most rooms are rectangular process for the remaining two rooms.
and therefore have only four sides, some 12. Save the spreadsheet file. With your teacher’s
rooms may have more sides. Use the permission, print a copy of the data range.
spaces labeled side 5 and 6 if you are 13. Close the spreadsheet, saving all changes,
measuring a room with more than four and exit the program.
sides. Leave those spaces blank if your 14. Start your presentation software program.
rooms have only four sides. Create a new presentation and save it as
3. Start your spreadsheet program. Create a GR-5_Scaled Rooms_xx.
new spreadsheet file, and save it as GR-5_ 15. Enter the title Scaled Room Drawings. Insert
Scale_xx in the location where your teacher your name and today’s date as the subtitle.
instructs you to store the files for this activity. 16. Referring to the data on your spreadsheet
4. In cell A1, enter the name of the first room printout, draw a scaled version of each room
you measured. on a separate slide. If necessary, display grid-
5. Starting in cell A2, and moving down to cell lines and rulers to aid you in drawing. Insert a
A7, enter the following row headings: Side 1, title on each slide that identifies the room.
Side 2, Side 3, Side 4, Side 5, and Side 6. 17. On each slide, include a text box in which you
6. Starting in cell B1 and moving across to cell enter the room’s original measurements and
D1, enter the following column headings: its scaled measurements. Explain that the
Length in Feet, Length in Inches, and drawing has been scaled by a factor of 1/250.
Scaled at 1/250. 18. Spell check the presentation.
7. Starting in cell B2 and moving down the 19. With your teacher’s permission, print the
column, enter the measurements in feet of slides.
each side of the first room from your Data 20. Close the presentation, saving all changes,
Record Sheet. and exit the program.
8. In cell C1, enter a formula that multiplies the 21. As a class, discuss any shortcuts you used
number of feet by 12 to convert the value to in creating your scale drawings. Also,
inches. Copy the formula down the column discuss why it might be useful to create scale
for the remaining room sides. drawings of rooms or buildings.
Illustration C

chapter
Presentation
Basics 19
What Are Presentations? A presentation

is a visual or multimedia display. Every day,
presentations are shown on overhead screens
in classrooms and at meetings. They help peo-
ple teach ideas, sell products, and share infor-
mation with others. Lesson 19–1
Before computers, creating a professional Exploring Presentation Software
presentation took a lot of time and involved
many people. First, an artist would create
graphics. Next, the graphics and wording Lesson 19–2
would be organized for logical flow and visual Creating Presentations
appeal. Then, this information was transferred
onto transparencies or slides.
Now, thanks to presentation software, Lesson 19–3
many people create presentations more quick- Previewing Presentations
ly. Knowing how to use presentation software
is an important skill in today’s world.
Presentation Basics • 261

Lesson 19–1
Exploring Presentation Software
• Identify the benefits of presentation software. Organize Information Use a concept web
• Identify three options for creating a new to help you organize ways to create and view
presentation. presentations as you read.
• Describe six views in PowerPoint.
Key Terms Introducing Presentation Software

• AutoContent wizard Presentation software allows you to organize and display in-
• Master views formation visually so it can be viewed by a group of people. In
• Normal view most cases, this information—called a presentation—consists
• Notes Page view
of both graphics and text, and may also include audio, video,
and animation. Information in a presentation is organized into
• presentation software
separate pages in an order the audience can follow easily. Each
• Reading view page is called a slide. Each slide can contain one or more main
• slide points. Information about each main point is organized into a
• Slide Show view list of short, easy-to-read key points. There are a host of good
• Slide Sorter view programs such as Microsoft PowerPoint, Corel Presentations
• template and Apple’s Keynote that are specifically designed to make pre-
sentations.
• thumbnails
• wizard Creating a New Presentation The most common presenta-
tion software is Microsoft PowerPoint. With PowerPoint 2010,
you have two options for creating a new presentation:
• template
• blank presentation
Template Work on a presentation may begin by selecting a

template, or a preformatted version of a certain type of docu-
ment. After choosing a template, you type in your information.
You can also change the look and feel of the template by adjust-
ing its settings.
Blank Presentation This option starts by providing a plain
blank slide. While this option may require more work than using
a template, it does have benefits. For instance, you can create a
new presentation from scratch to make your work more original
by selecting your own color scheme, art, fonts, and other design
elements.
262 • Chapter 19
Earlier versions of PowerPoint let you use the AutoContent
Wizard, described below.
AutoContent Wizard A wizard is a series of dialog boxes that Screen-reading programs can
guides you through a step-by-step procedure. The AutoContent make working on a computer
wizard provides the steps for creating a presentation. It asks easier for people who are blind or
questions about the goals and purpose of your presentation. have poor vision.
Once its questions are answered, the wizard creates a format
for the presentation. To complete the presentation, you enter the • Job Access With Speech, or
words and images into the wizard’s format. JAWS, uses your computer’s
sound to read aloud what is
displayed on the screen.
Exploring Presentation Views • Hal Screen Reader also
While working, you can select to view a presentation in many converts what is on the screen
ways, depending on the task at hand. Each view has its own to sound. It can be used with
strength. Depending on the program you use, you may be able PowerPoint and even Braille
to choose from these views: text.
• Normal view
• Slide Sorter view
• Notes Page view Figure 19.1.1 Most presenta-
tion programs let you choose
• Slide Show view
a theme or template to quickly
• Reading view apply coordinated formatting to
• Master views your slides.

Normal View Text and graphics can be added, removed, or
edited in Normal view. (Versions of PowerPoint prior to 2007
have Slide view instead of Normal view.) Normal view splits
the screen to show a Slide view and a Navigation pane. In the
Navigation pane you can select to display an outline of the pre-
At work, employees may be asked sentation or slide thumbnails, which are miniature versions of
to make presentations to inform each slide image.
others about company policies, to
show the results of the company’s Slide Sorter View Slide Sorter view displays thumbnails of
latest research, or to sell a new all of the slides in a presentation. This view allows you to change
product. the order of the slides by dragging them to different locations.
Think About It! Notes Page View In Notes Page view, part of the screen dis-
Using the right view in presenta- plays the slide and the rest of the screen shows a text box. You
tion software can make creating can type notes in the text box to use during a presentation or to
a presentation a little bit easier. print as handouts. Notes do not appear in the presentation that
Which views listed below would is shown to the audience.
help you organize your slides?
Slide Show View The primary on-screen method of preview-
Normal view ing and displaying slides during a presentation is called Slide
Slide Sorter view Show view. Slides are displayed full-screen, one after another,
in order. A slide-show presentation can be set to automatically
Notes Page view
advance slides or to wait until you—the presenter—advances
Slide Show View the slides manually.
Reading View Reading View Reading view is similar to Slide Show view,
Master Views except the slides are not displayed full-screen.
Master Views Many programs let you use Master views to
make universal style changes to every slide, notes page, and/or
handout pages.
You may also be able to use Black and White and/or Gray-
scale views to see how slides will look if printed without color.
This can be helpful for previewing handouts of slides that use
dark backgrounds or thin fonts.
Figure 19.1.2 Slide Sorter view (left) and Normal

view (right) in Microsoft PowerPoint 2010.
264 • Chapter 19
Lesson 19–2
Creating Presentations
• Explain how placeholders are used in presenta- Sequence Information Use a sequence chart
tion software. to help you order steps for creating presentations
• Identify five steps in designing presentations. as you read.
• Summarize techniques for adding content.
Designing Presentations Key Terms

Following these five steps will help you plan and design an ef- • animation
fective presentation. • AutoShapes
• Clip Art task pane
1. Decide How Your Slides Will Be Formatted To begin de-
signing a presentation, choose an option for creating it. Choose • placeholder
either a blank presentation or a template. If none of the templates
is exactly what you want, select the one that is closest. You can
change much of its graphic content, format, and text. Graphics
can be resized or deleted. Placeholders can be added, removed,
or resized as well.
2. Choose the Slide Layout Every slide in a presentation
can be formatted in a preset layout. These layouts already have
placeholders in position. This allows text and graphics to be
added immediately. Some examples of slide layouts include
bulleted lists, tables, grids, and flowcharts. Since each slide in a
presentation can have a different layout, select a layout for each
new slide you add.
3. Work with Placeholders A placeholder is an area within
a slide layout designed to hold data such as text or pictures. A
placeholder automatically applies a formatting based on the type
of content. For instance, selecting a text placeholder will change
the cursor to the Text tool. Selecting a picture placeholder will
bring up a prompt asking which image to insert. Placeholder
prompts guide you and are overwritten, or replaced, as you
enter data.
4. Insert Graphics and Sound Make your presentations
come to life. Use sound, video, clip art, drawing tools, or im-
ported images to support or illustrate a slide‘s text. But, be sure
that the additions don’t distract from the content.

Text placeholder
Some teachers use interactive

multimedia software to help
them teach. This software allows
students to control the pace of the
instruction.
Think About It! Placeholder for content

such as text, pictures,
Using interactive multimedia in charts, or video clips
the classroom has advantages
and disadvantages. Which of
those listed below could present a
disadvantage for schools?
expensive
uses images Figure 19.2.1 A two-column slide
layout in Microsoft PowerPoint 2010.
uses sounds
only some subjects available
5. View and Organize the Presentation Once information
has been added to the slides, preview the entire presentation
using the Slide Show view. Make any changes to the order of
the slides in Slide Sorter view. Typos and text changes can be
handled in Outline view or Normal view.
Adding Content to Presentations

Each new slide in a presentation has a layout with placeholders
for adding content. For instance, a layout might contain a place-
holder where you can add a title. Click (or, in some programs,
double-click) the placeholder and begin typing. The program
automatically formats the text to fit the area with a preselected
font and alignment.
Adding Graphics You can insert many types of graphics
including clip art, pictures, drawings, charts, diagrams, and ta-
bles. In PowerPoint 2010, use the buttons on the Insert tab of the
Ribbon, or click the appropriate icon in a Content placeholder.
PowerPoint drawing tools also include ready-to-use shapes,
called AutoShapes. The list includes banners, arrows, borders,
frames, and more.
Figure 19.2.2 The Clip Art task pane lets you find
a piece of clip art to add to a PowerPoint slide.
266 • Chapter 19
You do not need a placeholder to insert graphics. Select the
desired tool and use it in a blank area of the workspace.
Adding Animation and Sound A multimedia presentation
combines text and graphics with sound and animation. Both
sound and animation, or moving images, are inserted using Software Production Manager
menu commands. For example, in PowerPoint 2010 you can Have you ever wondered who
choose to insert video or audio clips from the Clip Art task pane oversees the process of develop-
using buttons in the Media group on the Insert tab. ing presentation or multimedia
software? That is the job of
Adding Text To add text, you simply type in a placeholder or software production manag-
in an outline. Text on a slide is often formatting as a bulleted list, ers. These are some of their job
which is a neat and effective way to present information. responsibilities:
oversee people working on
a project
work with clients to develop
features for the software
oversee testing of the new
software
Figure 19.2.3 Inserting a clip art image on a slide.

Lesson 19–3
Previewing Presentations
• Identify reasons for reviewing and previewing Organize Information Use a main idea/detail
a presentation chart to help you create useful presentations as
• Summarize seven tips for creating effective you read.
presentations.
Previewing a Presentation
Before finalizing a presentation you should review it and pre-
view it.
Review Reviewing your presentation should include check-
ing and correcting the spelling and grammar. Most programs
include spellcheck tools that highlight possible errors and offer
suggestions for correcting them. You can also send your presen-
tation to a peer, such as a classmate or co-worker for review. He
or she can point out things that are unclear and suggest ways
to improve. Many programs include tools to make peer review
easier, such as the ability to insert comments.
Preview Use Slide Show view to preview your presentation
to check for inconsistencies such as incorrect fonts and spacing,
poorly timed transitions, and animations that are out of order.
During a preview you can also practice delivering your presen-
tation to an audience.
Figure 19.3.1 In a well-
designed presentation, each
slide explains one key point or Creating Effective Presentations
answers one key question. Apply these seven tips to make your presentation effective.
One Idea Per Slide Avoid crowding
data onto a slide. Make as many slides
as needed to present important informa-
tion clearly.
Keep It Simple The audience will
be listening to your speech or narration
while viewing your slides. Use simple
words to make key points. Include clear
transitions from one topic to another.
268 • Chapter 19
Display Key Facts Your slides should serve as an outline for
the audience. Your speech will fill in the gaps in that outline.
Displaying too much information can make a presentation hard
to follow.
Mix It Up Vary the layouts and content of your slides to help Before giving a presentation,
hold the audience’s attention. For instance, switch between lists test it with an audience such as
that appear on the right-hand and left-hand side and break up friends and family.
text with illustrations.
Think About It!
Use Color Cautiously Select colors that are pleasing to the Ask your test audience to point
eye. For instance, bright pink lettering on a bright blue back- out slides that were hard to see
ground will be difficult to read. Avoid using too many colors on or to understand. Which items
a slide. listed below are concerns for
presentation slides?
Watch the Fonts Do not use more than two fonts on a single
slide. This helps prevent a presentation from becoming too dis- text too small
tracting to read. Also, be sure to use fonts that fit the tone. A pre- animation
sentation about the Civil War, for example, would not use fonts
that seem playful or humorous. detailed information given
many colors used
Make It Readable Choose readable font and color combina-
tions. Check that your text and images can be seen from the back
of the room so your presentation can be viewed by your entire
audience.
DISTANCE LEARNING
Can you imagine creating presen-
tations to show people who live
hundreds of miles away? Distance
learning teaches people at remote, or
off-site, locations from the teacher.
These students aren’t seated together
in a single classroom. Companies that
develop distance-learning materials
must create presentations students and universities. Many people are
understand. It also means these now earning college degrees through
presentations must keep students’ distance learning by taking classes
interest. online. Some schools also offer classes
Distance learning is offered by that combine some face-to-face in-
a large number of schools, colleges, struction with online presentations.

_____ 1. presentation software a. preformatted version of a certain

_____ 2. slide type of document
_____ 3. wizard b. list of ready-to-use drawing tools
_____ 4. template
c. allows you to change the order of
_____ 5. Slide Show view
slides by dragging them to different
_____ 6. placeholder
locations
_____ 7. AutoShapes
_____ 8. animation d. single page in a presentation
_____ 9. thumbnail e. creates and displays visual
____ 10. Slide Sorter view information
f. miniature versions of each slide
image
g. area in a presentation that holds data
h. can automatically show a presenta-
tion in the correct order
i. images that show movement
j. a series of dialog boxes that provides
a step-by-step guide

1. Graphics designed using 6. Bulleted lists, flowcharts, and
____________________ usually are grids can be included in a slide’s
accompanied by text. ____________________.
2. Using ____________________ view 7. You can create a multimedia presen-
lets you make universal style chang- tation with ____________________.
es to every slide, notes page, and/or 8. In a presentation, only the most
handout pages. ____________________ should be
3. The ____________________ view included on slides, not everything
provides information that only the you plan to say.
presenter can see during a presenta- 9. A(n) ____________________ presen-
tion. tation combines text and graphics
4. An on-screen method of previewing with sound and animation.
a presentation’s slides is called the 10. To prevent a presentation from
____________________. becoming too distracting,
5. Animation can be added to some do not use more than two
PowerPoint presentations using the ____________________ on a single
____________________. slide.
270 • Chapter 19
1. Which option for creating a new presentation works best for you? Explain.
2. What are disadvantages to adding clip art to PowerPoint presentations?
3. Why is it important to limit each slide in a presentation to a main concept or

idea?
4. Why is it important to preview your presentation from the back of the room?
5. Which of the seven tips for finalizing effective presentations was the most
meaningful to you? Why?

A. In addition to PowerPoint, other B. Work in small groups, one for each

software is available to create of the PowerPoint presentation
professional-looking presentations. views described in this chapter. In
Conduct research online or in soft- the groups, create text slides in your
ware catalogs to find one other assigned view to summarize this
presentation program. Create a Venn chapter. Give your presentation to
diagram to compare and contrast the the class, and discuss the effective-
features of this program to those of ness of each view.
PowerPoint.

chapter
Enhancing
Presentations 20
The Big Moment You have worked hard to

assemble all the necessary tools and informa-
tion. The stage is now properly set. The colors
and lighting are perfect, and the script is well
written. The show is about to begin.
Is this a Hollywood production? Is it a Lesson 20–1
stage play? No, it’s a computer presentation. Presentation Options
Presentation software allows you to create a
presentation with graphics, audio, text, anima-
tion, and more. Today, your computer screen Lesson 20–2
is the stage. On other days, your show may Developing Presentations
be viewed on a large screen or on the Internet.
The text, images, and sounds are your actors
and props. Lesson 20–3
Learning to use presentation software is an Enhancing and Finalizing
important skill for school and work. Learning Presentations
to use it effectively will benefit you for years to
come.
Enhancing Presentations • 273
Lesson 20–1
Presentation Options
• Identify the purpose of presentation software. Organize Information Use a spider map to
• Explain the importance of knowing the output organize tips for using presentation software
before developing a presentation. effectively as you read.
Key Terms Using Presentation Software

• master slide The main purpose of presentation software is to provide speak-
• viewable area ers with visual aids, or graphics that help give information to
• visual aid an audience. For example, a teacher can use a chalkboard, flip
chart, or handouts to illustrate ideas or provide examples.
Another way to present these concepts is by using presenta-
tion software to introduce key points either as text or images or
to clarify details. Users can create slides and handouts to teach
a concept or convey a message. They also can deliver presenta-
tions on-screen in an office, in a conference room, and on the
World Wide Web.
Most presentations use default settings suitable for creating
and displaying a full color slide show to an audience on a moni-
tor or screen, controlled by a live presenter. You can change the
presentation options. For example, you can create a self-running
presentation that does not require a live presenter, or that can be
controlled by an individual.
You can also make
use of customization fea-
tures such as designs and
masters to create consistent
and professional-looking
presentations. For exam-
ple, you can apply a design
template to your presen-
tation to give it a uniform
look and color scheme.
Figure 20.1.1 Depending on which profession you choose, you may see a lot
of presentations.
274 • Chapter 20
Working with Masters
Programs such as PowerPoint let you work with Slide, Notes,
and Handout masters. Masters are default templates; changes
you make to a master are applied to the components based on
that master. When preparing a presentation
A master slide is a default template that is applied to all for school, it may be a good idea
slides of a certain type. There are two different types of master to use Speaker Notes to help you
slides in a presentation program such as PowerPoint: remember what you want to say
• Slide Master to the audience.
• Title Master
Think About It!
By editing a master slide, you are able to change fonts, sizes, Entering notes can help remind
colors, and layouts for all of the slides of that type throughout a you of details you want to share
presentation. For instance, the Slide Master controls the format about your slides. For which of the
for the slides. A Title Master controls the appearance of the title ways listed below can Speaker
and subtitle of a title slide. Notes help you do this?
For example, suppose you want to change the font used for
help presenter remember dates
the main heading at the top of each slide. You can open the mas-
and details
ter slide, select the heading placeholder, and make your change.
When you close the master slide, all the slide headings in the organize layout of the slide
presentation will have changed to match the new format. show
show thumbnails of the
presentation
prompt the punchline to a joke
Figure 20.1.2 Like PowerPoint 2010, most presentation

programs let you use a master slide to control the look of
an entire presentation.

Consider the Output
The page setup options for presentation software offer choices
Math Consider the cost if you for printing the presentation and for displaying the slides on-
are thinking of printing a presen- screen or as 35-mm slides. Other issues to consider are printer
tation. The more colors you use output and displays.
in your slides, the more it will
cost to print them. For instance, a Printer Output If a presentation is to be printed and provided
new color printing cartridge might as a handout, the page setup should match the capabilities of
cost about $45. It might print 100 the printer. A solid black background with green lettering might
pages using minimal color. That look fine on a computer screen. However, printing a colored
totals 45 cents per page. That background on every page for every person in the audience uses
same cartridge might only print a lot of ink. In addition, simple color graphics lose their effect if
50 copies displaying a lot of color. they are printed in black. Also, dark backgrounds can make text
That equals 90 cents per page, hard to see on a printed page.
which can prove costly if you need
several copies. Displaying the Output For each presentation, it is important
to anticipate the display’s viewable area, or portion of the screen
where an image can be shown. Different displays have different
viewable areas. For instance, if the computer uses a television
as an output device, some of the information may not be vis-
ible. This is also true when using an LCD (liquid crystal display)
monitor to project computer-screen images for large audiences.
It is important to adjust the page setup so that all of the presenta-
tion can be viewed on-screen by the audience.
Figure 20.1.3 You can use the options in the Page Setup
dialog box to set output options for a presentation.
276 • Chapter 20
Lesson 20–2
Developing Presentations
• Explain the use of a presentation outline. Sequence Information Use a sequence chart
• Identify slide layout options. to sequence the steps to organize a presentation
as you read.
• Explain the benefit of designing the content of a
slide before choosing the layout.
• Summarize the editing process that should oc-
cur after a draft presentation is complete.
Using a Presentation Outline Key Terms

In most presentation programs you can use an outline to develop • transition effect
your presentation. You can type the outline to create slide titles • self-running presentation
and bullet items, or you can import an outline from a program • rehearsed presentation
such as Microsoft Word.
Typing an Outline When you type a presentation outline, the
first line you type displays as the slide title. From the title, you
press Ctrl+Enter to start a bulleted list, or Enter to create a new
slide. From the bulleted list, you press Enter to continue the bul-
leted list, or Ctrl+Enter to start a new slide. You can format and
rearrange outline text and increase or decrease outline levels to
change the way the text displays on the slide.
Importing an Outline If you have an existing outline in a file
created with a program such as Microsoft Word, you can import Figure 20.2.1 Like Power-
it into your presentation program. Each heading 1 level in the Point 2010, most presentation
outline becomes a slide title, and the subheadings become bul- programs let you work with a
leted lists. presentation outline.

Choosing a Slide Layout
Each slide in a presentation can have its own layout. Consider
the content of a slide before you choose a layout. By deciding the
slide’s key points first, you can then select the most appropriate
Large companies often use layout for it.
organizational charts to identify The first slide in a new blank presentation usually has the
the structure and responsibilities Title Slide layout, with placeholders for entering a title and a
of employees. PowerPoint offers a subtitle. By default, new slides you add have the Title and Con-
template layout to help generate tent layout, with placeholders for a title and content such as a
this information. bulleted list, clip art, picture, chart, table, or media clip. Other
layout choices include Two Content, Comparison, Title Only,
Think About It! Blank, Content with Caption, Picture with Caption, and Section
Which items listed below would be Header.
valuable to an organizational chart
for a business? Editing Your Presentation
detailed job descriptions Good presenters edit drafts of their work. Be sure to fix the er-
names of department heads rors you find, reorganize the sequence of the slides, and improve
the flow of ideas. If a slide is in the wrong location, use Slide
telephone extensions Sorter or Outline view to move it. To revise the flow of text, use
work schedules Outline view to adjust it.
Checking Errors Presentation software can check spelling as
you type text in a placeholder. If a red, wavy line appears under
a word, it might be spelled incorrectly. If so, in Windows, right-
Figure 20.2.2 Checking the click the word to open the suggested-spellings list and see other
spelling in a presentation. spelling choices.
278 • Chapter 20
Enhancing a Presentation
Inserting Images Text-only presentations can be dull. Insert
clip art, photos, and other images to clarify and enhance key
points. Use charts, shapes, and drawings to help your audience
better understand the information in your slides.
Sales Representative Sales
Adding Animation, Video, and Sound As mentioned in representatives often use presen-
Chapter 19, sound, animation, and video can make a presenta- tation software to demonstrate
tion more informative and interesting. Most presentation soft- or sell their company’s products.
ware can import and use standard animation formats, including Slides may show product fea-
tures, compare products, explain
animated .gif clips. You can also animate objects and text on a
costs, or give other information to
slide. For example, you can have a title slide in from the left, or
customers or to people in the rep-
set a picture to fade out or blink.
resentatives’ own organizations.
Some presentation programs, including PowerPoint 2010, in-
clude the ability to embed video clips or a link to a video from The ability to customize software
your presentation. You can insert sound files, such as music or presentations by reorganizing or
recorded narration. When you insert sounds or video, an icon replacing slides for different cus-
displays on the slide. You can hide the icon during a presenta- tomers can help sales representa-
tion, or set it so the clip only plays when a viewer clicks it. tives better meet clients’ needs.
Adding Transitional Effects A transition effect is a multime-

dia feature that adds visual interest as your presentation moves
from one slide to the next. For example, one slide might sud-
denly appear to fade out as the next slide appears. A new slide
can move into view from one side of the screen as the previous
slide disappears from sight.
Adjusting the Timing You can adjust the timing of slide
shows. In self-running presentations, each slide stays on the
screen for a specified period of
time. Timings are usually set by
entering the number of seconds
you want a slide to display. In
a rehearsed presentation, you
set the program to record how
long you spend presenting a
slide; the program automatical-
ly sets the timing based on your
rehearsal.
Figure 20.2.3 Graphics can

make slides more informative
or more appealing.

Lesson 20–3
Enhancing and Finalizing
Presentations
• Identify strategies to enhance a presentation. Draw Conclusions Use a conclusion chart to
• Summarize choices for presentation output. draw conclusions about finalizing a presentation
as you read.
Key Terms Making Powerful Presentations

• digital projector Presentation programs are effective tools for generating high-
• on-screen presentation interest, engaging presentations. Here are ten tips for finalizing
presentation slides so that they are easy to understand and help
you meet your presentation goals.
Remember your goal. Keep your goal, and your main mes-
sage, in mind as you outline your presentation. When finalizing
your presentation, review your slides and the information they
convey to ensure that your goal has been met.
Support your main idea. Start by stating your main idea or
topic sentence. Follow it with details that are simply presented
and that clarify or support your main idea.
Know your audience. Fewer words on a slide mean fewer
words your audience has to read. However, make sure that you
do not oversimplify the content on your slides or you run the
risk of boring your audience. Finally, rehearse in clear language
and make sure your slides are also clear to others.
Figure 20.3.1 The more
planning you do, the better your Preview and review. A preview slide introduces the presen-
presentations will be. tation for an audience. This slide usually appears after the pre-
sentation’s title slide and before the
first slide that addresses a point.
A review slide usually restates
the presentation’s main points and
may be identical to the preview slide.
Used together effectively, a preview
and review slide can help your audi-
ence remember the most important
points of your presentation.
280 • Chapter 20
Stay on point. The purpose of slides is to highlight key facts,
so it is fine to leave out supporting details. Keep your text lively
but to the point.
Style guides are important when
Select and apply a consistent design. Too many different many people are working on the
designs or too many colors and fonts can distract or confuse an same material. They help prevent
audience. words, colors, and fonts from
conflicting within a presentation,
Be smart with art. Use clip art, tables, charts, icons, and ani-
book, magazine, or newspaper. For
mations wisely to enhance a point. Don’t add illustrations that
example, one style guide might
do not contribute to your message.
use the term e-mail while another
Proofread your text. Use the spelling checker to help you might use E-mail. Another style
eliminate typos from your work. Then, print your slides and ask guide might state that all headings
someone to proofread them. must be in a specific font.
Check the output. Make sure the hardware on which you

plan to display your work will be able to run your slide show.
Incompatible machines can ruin your presentation.
Watch the clock. Rehearse your presentation with a timer.
Make sure any timed slides are sequenced with your verbal
message.
Figure 20.3.2 Badly designed

slides make it hard to under-
stand your message.
Figure 20.3.3 Well-designed

slides make your message
memorable.

Choosing a Delivery Method
Now that you have created your slides, how will your audience
view your presentation? There are a number of ways to deliver a
presentation to an audience, including:
Retailers use presentations in • on-screen delivery, with or without a speaker
many ways. On-screen displays • interactive presentation at a kiosk or booth
are often used to entice shoppers
• Internet broadcast
to make purchases. In home-
improvement stores, presentations Choose the best method to meet the needs of your audience,
help customers learn how to paint using the available technology.
a home, replace a faucet, or install
blinds. Department-store monitors
On-screen Presentations Sometimes two or three people
display the latest fashions and can comfortably gather around a single computer to view a
accessories. slide-show presentation. In other cases, large groups may view
a presentation on an overhead or video monitor, a presentation
Think About It! projector, or a “jumbo“ screen. This is called an on-screen pre-
Overhead screens are used to sentation, or a screen display of the slides.
present information in a variety In the past, overhead projectors were commonly used for
of situations. For which settings on-screen presentations, especially in classrooms. Today, digital
listed below would an overhead projectors have largely replaced them. Where overhead projec-
presentation be least effective? tors worked by shining light through transparencies, digital pro-
jectors project an image directly from the computer through a
communicate safety
lens and onto the screen.
information on an airplane
Large-format displays require special hardware, such as a
play movie trailers at a theater digital light projector that takes the computer’s output and proj-
teach the latest dance steps ects it onto a wall or other large surface. Large-scale monitors are
at home available but are expensive and difficult to move. In large set-
tings, other equipment is often required, such as a microphone,
amplifier, and speakers, which allow the audience to hear the
speaker and any sound that plays during the presentation.
Interactive Presentations PowerPoint allows users to add
interactivity to a presentation. To help promote a product at a
conference sales booth or a shopping mall kiosk, for example,
you can set animation effects to play when a customer clicks a
specific object on-screen. Depending on the object selected, the
customer is taken to different parts of the presentation and re-
ceives different information.
Internet Delivery If the audience is in a remote place, the pre-
sentation can be exported for broadcast on a Web site. The user
can then view the slide show at any time through a Web browser.
This method is useful for long-distance education. Group size is
not an issue, and interactivity and animation are both possible
presentation features.
Audience Handouts You can help your audience remember
important information by providing audience handouts. These
handouts may be printouts of your slides or a summary of your
main ideas. Handouts are especially helpful when presenting
difficult information.
282 • Chapter 20
_____ 1. visual aid a. device used to display an image

_____ 2. digital projector directly from a computer through a
_____ 3. master slide lens and onto a screen
_____ 4. viewable area b. changing the format of this slide
_____ 5. transition effect changes all slides of this type
_____ 6. self-running presentation c. automatically switches from one slide
_____ 7. rehearsed presentation to the next
_____ 8. on-screen presentation d. uses a counter to help determine how
long a slide should stay on the screen
e. graphic that is used to assist in com-
municating a topic
f. a display of slides on a monitor or
screen
g. technique for switching from one
slide to another during a presentation
h. portion of a screen on which an
image can be seen

1. What is the overall purpose of 4. Which slide layout is best for adding
presentation software? a two-column bulleted list?
a. show images to large audiences a. Title and Content
b. provide visual aids for speeches b. Blank
c. provide a way of creating art c. Two Content
d. replace human presenters d. Picture with Caption
2. Which color combination is best for 5. What kind of presentations are timed
printed handouts? in a specific sequence?
a. white background with black a. self-running
letters b. rehearsed
b. black background with green c. transition effect
letters d. slide sorter
c. dark blue background with red 6. Which presentation delivery
letters method is useful for long-distance
d. pale yellow background with education?
white letters
a. on-screen delivery with a speaker
3. Which slide usually restates the b. Internet broadcast
presentation’s main points? c. interactive presentation at a
a. title slide booth
b. master slide d. printed handouts
c. review slide
d. blank

1. Why are the master slides valuable to someone using presentation software?
2. Why should you know your method of output before giving a presentation?
3. What choices does a presenter have for adding a graph, table, or spreadsheet to a
slide?
4. How can the use of colors, fonts, font styles, and font sizes affect the design of a
presentation?
5. For what purposes might you be asked to develop a presentation using presenta-
tion software?

A. There are many ways to add graph- B. Design, create, and distribute a
ics to a presentation. You can down- survey to ten people of different ages
load images from the Internet; to find out what kinds of presenta-
export images from digital files or tions they have seen in the past 12
paint or draw programs; or use months. In your survey, include
clip art. Access to premade images questions about the type of delivery
makes adding images to slides easy. method and the effectiveness of the
Using presentation software, design presentation. Draw conclusions from
and create three slides—each using the results of your survey about the
text and an image captured in a dif- use of presentation software to con-
ferent way. Present your slides to the vey information to an audience.
class, and explain the process you
followed to create them. Document
your sources.
284 • Chapter 20
Activity 1: Defining Parts of Speech
DIRECTIONS: You will prepare a presentation that defines the basic parts of speech, lists examples of
each, and includes a sample sentence using one of the examples. You will format the presentation and
add transitions. Microsoft Office 2010 procedures required for this activity can be found in Appendix A.
Presentation Activities
1. Open the .pdf file PR-1_Speech, which 8. If necessary, include a slide at the end for
is located on the student CD. With your listing source information.
teacher’s permission, print the Data Record 9. When you have finished entering the slide
Sheet. Close the file, and exit your pdf reader and note text, proofread each one carefully,
program. checking for consistency in sentence
2. In the second column of the Data Record structure and placement of objects, and
Sheet, write a definition of each part of correct any errors you find.
speech listed in column 1. Use a dictionary, 10. Check the spelling and grammar in the
textbook, Internet, or other reference to presentation, and correct any errors.
gather the information as necessary. In 11. Apply a theme or design to the presentation
column 3, enter three examples of words that you think helps make the content easy to
that fall into that category of speech. Then, in read and the presentation appealing.
column 4, write a sentence using one of the 12. View the presentation and look for ways to
three examples. improve it. For example, you might decide
3. Start your presentation program, and save a to change the theme colors and/or fonts, or
new presentation as PR-1_PartsofSpeech_xx modify the slide backgrounds.
in the location where your teacher instructs 13. Apply transitions to all slides and set timings
you to store the files for this activity. Replace to advance automatically after 10 seconds or
xx with your own initials or name, as directed on a mouse click.
by your teacher. 14. Practice delivering the presentation.
4. On the title slide, type the title Parts of 15. With your teacher’s permission, print the
Speech. Include your name as the author of notes pages for yourself, and print handouts
the presentation in the subtitle, along with the with three slides per page for the class.
current date. 16. Show your presentation to the class,
5. Referring to the Data Record Sheet, prepare and respectfully watch your classmates’
a slide for each part of speech listed in presentations.
column 1, for a total of 8 slides. On each 17. Close the presentation, saving all changes,
slide, include a title that identifies the part and exit your presentation program.
of speech, a text box in which you enter 18. As a class, discuss the effectiveness of each
the definition, and a bulleted list for the presentation. What were the strengths and
three examples. A sample slide is shown in weaknesses? Evaluate the presentations
Illustration A. for design, content, delivery, purpose, and
6. In the Notes pane on each slide, enter the relevancy to the assignment.
sentence from the usage column in the Data
Record Sheet.
7. Insert pictures on at least three of the slides,
sizing and positioning them so they enhance
the appearance of the slide.
Illustration A
Presentation Activities • 285

Activity 2: Presenting a Book Report
DIRECTIONS: You will use presentation software to create a slide show about a book you have read.
You will use the program’s drawing tools to graphically illustrate the rising and falling action of the
story. You will also analyze and present information about the book’s characters, setting, conflict, and
theme. Microsoft Office 2010 procedures required for this activity can be found in Appendix A.
1. Open the .pdf file PR-2_Report, which 13. Add one more slide to the presentation for
is located on the student CD. With your the Theme row in the Data Record Sheet.
teacher’s permission, print the Data Record Title the slide Theme, and type a bulleted list
Sheet. The sheet includes a table to help you explaining the theme of the story.
record information for your book report. 14. Insert graphics to illustrate your slides.
Close the file, and exit your pdf reader. 15. Proofread each slide carefully, checking for
2. Select a book you have read recently, and consistency in sentence structure, spelling,
then use the Data Record Sheet to record and grammar, and correct any errors.
information about the book. 16. View the presentation, and look for ways
3. Start your presentation program. Create to improve it. For example, you might want
a new presentation, and save it as PR-2_ to change the theme colors and/or fonts to
Book_xx in the location where your teacher enhance the appearance of the slides.
instructs you to store the files for this activity. 17. Add transitions and animations, and view the
4. Apply a theme or design to your presentation. presentation again.
5. On the title slide, type a title for your 18. Add speaker’s notes that you can refer to
presentation. Use the book’s title and the while delivering the presentation.
author’s name as the presentation subtitle. 19. With your teacher’s permission, print the
Insert a footer on this slide only that reads: notes pages for yourself, and print handouts
Prepared by [your name], along with the with three slides per page for the class.
current date. See Illustration B for a sample. 20. Rehearse the presentation.
6. Insert a new slide with placeholders for a title 21. Show your presentation to the class and
and a bulleted list. respectfully watch the presentations of your
7. Title this slide Characters. classmates.
8. In the text placeholder, type a list of major 21. Close the presentation, saving all changes,
characters in the book. Change the layout of and exit the presentation program.
the slide to two columns, if necessary. 22. As a class, discuss the effectiveness of each
9. Create slides for the Setting and Conflict presentation, including the use of graphics,
rows in the table on your Data Record Sheet. fonts, theme, and other elements. What
For example, the next slide should be titled features caught your attention the most?
Setting, and the bulleted list should include What were the strengths and weaknesses of
information about the setting of the story. the presentation? Evaluate the presentations
The slide after that should be titled Conflict, for design, content, delivery, purpose, and
and the list should describe elements of the relevancy to the assignment.
conflict in the story.
10. Insert a new slide with a title only layout.
11. Type the title Plot on the slide. Insert a
flowchart diagram or use the drawing
tools to create a flowchart that illustrates
the major events in the book. Refer to
your Data Record Sheet. If there are many
events, consider extending the diagram to
another slide.
12. Improve the appearance and readability of
the diagram by resizing and positioning
the drawing objects and by formatting the
shapes in the illustration using colors,
outlines, and fills. Format the text using
font formatting such as color and font
styles.
Illustration B
286 • Presentation Activities
Activity 3: Conducting Career Research
DIRECTIONS: You will explore a career that interests you. You will conduct research to find out about
duties, training, and salary associated with that career. You also will investigate how technology is used
in the career, and how changes in technology have impacted the field. Then, you will create a presenta-
tion about the career. Microsoft Office 2010 procedures required for this activity can be found in
Appendix A.
1. Open the .pdf file PR-3_CareerResearch, slide only that reads: Prepared by [your
which is located on the student CD. With your name], along with the current date. The title
teacher’s permission, print the Data Record slide should look similar to the one shown in
Sheet. The sheet includes a table to help you Illustration C.
record information about careers. Close the 6. Insert a new slide using a layout that has
file, and exit your pdf reader program. placeholders for a title and a bulleted list.
2. Research a career that interests you. Type Job Duties as the title. Using your Data
a. Use the Internet (with your teacher’s Record Sheet, type bulleted items listing the
permission), library resources, or a job responsibilities. If there are too many
textbook, recording all source information items, either modify the layout to include two
as you work. columns, or continue the list on a new slide.
b. If you are using your library’s online 7. Create slides for the Required Training,
catalog, search for the keyword careers. Average Salary, and Job Outlook rows on
With an Internet search engine, you might your Data Record Sheet. Use a slide layout
search for words or phrases such as that works best with the information you have
“career information for kids”. Be sure and insert any graphics or clip art you want
to include quotation marks around the to include.
keywords. Evaluate each Web site you visit 8. Create at least one slide that summarizes how
for accuracy and validity. When possible, technology is used in your chosen career.
find at least two sources for each fact. If For example, in the field of fashion design,
two sources disagree on a fact or figure, computerized sewing machines are used to
use a third source to resolve the conflict. make clothing; an inventory control program
When you find a credible Web site with enables retailers to order clothing as it is
relevant information, bookmark the site, needed; and designers use Web sites to
or with your teacher’s permission, print advertise and promote their fashions.
the desired pages. Write the source 9. Create at least one slide that lists how
information about each site on a separate changes in technology have impacted your
piece of paper. When you have completed chosen career and the way workers in that
your research, close your Web browser. field do their jobs. For example, doctors
c. Record useful information on your Data can now fax or e-mail a prescription to a
Record Sheet. If you need more space, use pharmacy instead of writing out prescription
the back of the sheet, or a separate piece slips by hand; they can access medical
of paper. Write the information about each databases to diagnose rare conditions; and
source or site on a separate piece of paper. as they make their rounds, they can use a
d. If you locate any images or photographs wireless network to download x-rays, test
related to your chosen career, identify results, and other information about patients
whether or not they are available for use to a notebook, tablet, or handheld device.
free of charge. If they are, download and 10. When you have finished entering the slide
save them as files so you can use them in text, proofread each one carefully, checking
your presentation. for consistency in sentence structure, and
3. Start your presentation program. Create correct any errors you find.
a new presentation, and save it as PR-3_ 11. Check the spelling and grammar in the
Career_xx, in the location where your teacher presentation, and correct any errors.
instructs you to store files for this activity. 12. View the slide show and make any changes
4. Apply a theme or design to your presentation. that you think will improve the presentation
5. Create the first slide as a title slide. Type value, or make the presentation more
an appropriate title that reflects the career effective. For example, split crowded slides
you chose. The subtitle might include a into two slides, change the theme colors and/
phrase about the career that will grab your or fonts, or modify the slide background.
audience’s attention. Insert a footer on this
13. Add transitions and animations, and view the 18. Close the presentation, saving all changes,
presentation again. and exit the presentation program.
14. Add speaker’s notes that you can refer to 19. As a class, discuss how changes in
while delivering the presentation. technology affect employment and the way
15. With your teacher’s permission, print the people work. How do you think it impacts
notes pages for yourself, and print handouts worker productivity? How does it influence
with three slides per page for the class. how workers are trained? How has it
16. Rehearse the presentation. changed the traditional office structure?
17. Show your presentation to the class and
respectfully watch the presentations of your
classmates.
Illustration C

Activity 4: Researching Computer Components
DIRECTIONS: You will conduct research to learn about the newest components for personal computers.
Then, you will create a slide presentation to display your findings. You will format your presentation,
and then you will display your presentation and share your findings with the class. Microsoft Office
1. Open the .pdf file PR-4_Components, which 3. Start your presentation program. Create
is located on the student CD. With your a new presentation, and save it as PR-4_
teacher’s permission, print the Data Record Components_xx in the location where your
Sheet. The sheet includes a table to help you teacher tells you to store the files for this
record your research about technology. Close activity.
the file, and exit your pdf reader program. 4. Apply a theme or design to the presentation.
2. With your teacher’s permission, open a Web 5. Format the first slide to contain a title and a
browser and navigate to a search engine. subtitle. Type What’s New in the Computer
Search for sites that offer information about World? as the title. Type Latest Devices for
new components for personal computers. Your Computer as the subtitle. Insert a footer
Try to identify at least ten items, such as on this slide only that reads: Prepared by
new types of monitors, input devices, output [your name], along with the current date.
devices, processors, or storage components. 6. Insert a new slide, and format it to contain a
You might also look for developments in title and a bulleted list of text.
networks, processors, graphics, printers, 7. Refer to the Type column on your Data
speakers, microphones, or Web cameras. Record Sheet. Pick one type, and enter the
a. Try searching for words or phrases name as the title of the slide. For example,
such as current PC technology, or use you might enter Output Devices as a title.
a Boolean search such as Personal 8. For the bulleted list, enter the name of each
Computer AND Current Technology. component in your Data Record Sheet
Evaluate each Web site you visit for that fits the category, along with a brief
accuracy and validity. When possible, description of the component. If you have an
find at least two sources for each fact. If appropriate image, insert it on the slide.
two sources disagree on a fact or figure, 9. Repeat this process to create slides for the
use a third source to resolve the conflict. remaining types of components listed on the
When you find a credible Web site with Data Record Sheet.
relevant information, bookmark the site, 10. When you have finished entering the slide
or with your teacher’s permission, print text, proofread each one carefully. Correct
the desired pages. Write the source any errors in spelling, capitalization,
information about each site on a separate punctuation, or usage. Also, rearrange text
piece of paper. When you have completed if necessary to make sure the information is
your research, close your Web browser. presented in a logical way.
b. Use the Data Record Sheet to record the 11. Check the spelling and grammar in the
information that you find. Include the presentation, and correct any errors.
name of each component, the type of 12. View the slide show and make any changes
component—for example, input, output, that you think will improve the presentation
processing, or storage—and a brief value, or make the presentation more
description of its features. effective. For example, split crowded slides
c. If you locate any images or photographs into two slides, change the theme colors and/
related to computer components, identify or fonts, or modify the slide background.
whether or not they are available for use 13. Add transitions and animations, and view the
free of charge. If they are, download and presentation again.
save them as files so you can use them in 14. Add speaker’s notes that you can refer to
your presentation. while delivering the presentation.
d. Record your source citation information 15. With your teacher’s permission, print the
on a separate sheet of paper, including notes pages for yourself, and print handouts
information about sites from which you with three slides per page for the class.
download images. 16. Rehearse the presentation.

17. Show your presentation to the class and 19. As a class, discuss some of the more
respectfully watch the presentations of your interesting components you discovered
classmates. during your research. What other new
18. Close the presentation, saving all changes, products do you expect to see within the next
and exit the presentation program. ten years? In what new ways do you think
computers and/or technology will be used in
the future? How are these products relevant

to daily living, lifelong learning, and future
careers?
Activity 5: Creating a Photo Album

DIRECTIONS: You will use a presentation program to create a photo album for displaying photographs
on a computer. Microsoft Office 2010 procedures required for this activity can be found in Appendix A.
1. Collect at least five photographs that you can 9. Apply a theme or design to your presentation.
use in your album. If the photographs are not 10. Check the spelling and grammar in the
already in a digital format, convert them as presentation, and correct any errors.
necessary. For example, scan printed photos. 11. Set the slides to advanced on a mouse click,
2. Start your presentation program. Create a or automatically after 10 seconds.
new presentation. 12. View the album. (A sample album displayed
3. Create a new photo album in your in Slide Sorter view is shown in Illustration
presentation program. Refer to Help if D.)
necessary. If your software does not have 13. With your teacher’s permission, print
a photo album feature, then create a blank handouts with one slide per page for the
presentation. class.
4. Select the pictures to insert, and create the 14. Publish the album to the Web, a slide library,
album. or a shared site so others may view it.
5. Save the album as PR-5_Album_xx, in the 15. Close the presentation, saving all changes,
location where your teacher instructs you to and exit the presentation program.
store files for this activity. 16. As a class, discuss different ways of
6. On the title slide, type a title and make sure sharing photos using technology. Discuss
your name displays correctly. the benefits—such as staying in touch and
7. Insert a footer with your name and today’s up-to-date with family and friends—and
date on all slides. drawbacks—such as privacy issues.
8. Insert a text box on each slide, and type a
description of the picture.
Illustration D

chapter
Multimedia
Basics 21
Different Media Offer Powerful Choices

For centuries, people have shared their thoughts
and ideas by speaking, drawing pictures, or
using written words. When you talk or write
words on paper, you use one medium, or means
of expressing information. Today, however, Lesson 21–1
computers allow people to use many different
media (the plural of medium) at the same time.
Introducing Multimedia
When you play a video game, watch a mov-
ie, or visit a Web site, you see many kinds of Lesson 21–2
media, such as text, graphics, audio, video, and
animation. A few years ago, it took expensive Multimedia File Formats
equipment and a lot of experience to combine
these different media. Today, ordinary PCs and Lesson 21–3
inexpensive software tools allow anyone to cre-
ate entertaining and useful presentations, Web Introducing Virtual Reality
pages, interactive programs, games, and more
using a combination of media types.
Multimedia Basics • 291

Lesson 21–1
Introducing Multimedia
• Define multimedia and compare multimedia Organize Information Use a main idea/detail
and interactive multimedia. chart to help you identify details about multimedia
• Explain how multimedia is used in various applications as you read.
fields.
• Identify tools used to work with audio and
video.
Key Terms Defining Multimedia

• frame rate A medium is one way to communicate information or express
• interactive multimedia ideas. Talking is a medium, as is writing or drawing. Different
• multimedia media can be combined together in many ways. An animated
• sound card
cartoon, for example, combines moving graphics (one medium)
with sound and music (other media). This is what is meant by
• video capture board
the term multimedia—combining different media to express in-
• video editor formation or ideas. A multimedia event can include text, graph-
ics, sound, video, and animation.
Because multimedia can take so many forms and be used in
so many ways, terms such as event or experience are often used
to describe it. A multimedia event can be many things. Movies
and television programs are common examples, but now watch-
ing videos on YouTube or Hulu, listening to an audio podcast, or
using a social networking site, like Facebook, are just as common.
And while many kinds of computer programs use multimedia,
from games to encyclopedias, a teacher displaying slides or us-
ing a low-tech chalkboard is also creating a multimedia event.
Many, though not all, examples of multimedia are interac-
tive. Interactive multimedia allows the user to make choices
about what is displayed. Computer and video games, educa-
tional computer software, and some Web sites—which let you
decide what you see and how you interact with information—
are all examples of interactive multimedia.
To be interactive, a multimedia event must provide more than
audio or video. It must also give the user a way to control the ac-
tion and make choices that determine what happens next. Think
of a video game that lets you direct an avatar through a series of
passages and then go back again. Or think of multimedia social
networking Web sites that let you update your “status,” watch
videos posted by others, and comment on them.
292 • Chapter 21
Using Multimedia
Multimedia applications are widely used today in business, ed-
ucation, and entertainment.
Business Multimedia technologies help businesses commu-
The sales catalogs that are sent
nicate with their customers and employees. Many corporate
to schools these days don’t just
Web sites, for example, use sound, video, or animation to dem- include books. They also offer
onstrate products to customers. a large number of multimedia
Businesses also use multimedia to train employees. For ex- programs that can be used in
ample, many companies create custom multimedia programs teaching various subjects.
that workers can access via CD-ROM or a network. These pro-
grams use audio and video to demonstrate products and explain Think About It!
procedures. These programs can be interactive, which allows Which benefits listed below might
workers to jump to different areas of the content at will or take a school gain from purchasing
tests that provide feedback about their knowledge. multimedia programs?
Education Multimedia can make learning more fun for stu- easier material
dents and provides extra tools for teachers. Interactive software providing immediate feedback
can teach lessons, present quizzes, and give students immediate to students
feedback to help them see how well they are doing.
Multimedia programs offer audio and video to enhance learn- capturing students’ attention
ing in ways that printed text alone cannot. For instance, instruc- making an actual teacher
tional software may use audio to teach languages. Multimedia unnecessary
encyclopedias can play video clips from historical events.
matching students’ learning
Entertainment Video and computer games are multimedia styles to material (whether they
programs. Flight simulators use rapidly changing graphics and learn best through sight or
sound to put the player “inside the cockpit” of a plane. Action sound)
games use realistic graphics and color to create the experience.
But interactivity is what gives these games their true appeal.
Using a game controller or keyboard, you can direct the ac-
tion from start to finish. Multimedia technologies are used in
many products besides games. Movies use 3-D animation and
computer-generated effects. Concerts, documentaries, and tele-
vision programs also incorporate multimedia.
Figure 21.1.1 Many schools

and libraries use multimedia
programs to teach all kinds of
subjects to people of all ages.

Tools for Working with Audio and Video
Audio (sound) and video (movies and animations) are essential
components of multimedia. You will need these three compo-
nents to create multimedia.
Camera Operator The people
who operate the cameras that
Sound Card As you learned earlier, a sound card is a special
record movies, television shows,
expansion board that allows the computer to input, edit, and out-
and other multimedia events are put sounds. Audio—whether voices, music, or sound effects—is
creative people, but they are also entered into the computer through the input jacks on the sound
knowledgeable about the equip- card. Once audio is captured on the computer’s hard drive, you
ment they use and able to adapt to can edit and work with it. You can then play it through the com-
rapidly changing technology. puter’s speakers or headphones, or save it to a disc. You can also
send it to another audio device using the sound card’s output
Camera operation is a competitive jack. Full-featured cards even include optical inputs and outputs
field, but it is expected to grow as
for digital sound and special software for mixing sound.
multimedia applications expand in
many areas. Interested candidates Video Capture Board Video signals, such as those from tele-
should take related courses in vision programs or movies, have to be converted into a format
college or at a vocational institute that computers understand. This is done with a video capture
and try to get experience working board, a special card that plugs into a computer. You can transfer
in related fields. video to the capture board from camcorders, VCRs, digital cam-
eras, and other sources.
Video Editor After video and audio are saved to the comput-
er’s hard drive, you can combine them in new ways. You do this
work with a video editor. A video editor is a program that allows
you to cut and paste sound and video segments and change the
order in which segments appear. Video editors also allow you
to define the frame rate, or how many still images are displayed
in one second, and specify the speed at which video should be
displayed.
Figure 21.1.2 Today’s

multimedia products use
several kinds of data, from
simple text to sound to video.
Graphics Text Sound
Photographs Multimedia
documents
Click here
to proceed
Video and
Animation Navigation
tools
294 • Chapter 21
Lesson 21–2
Multimedia File Formats
• Identify video file formats. Outline Information Use an outline to help you
• Summarize audio file formats and the platforms understand multimedia tools as you read.
on which they run.
• Identify programs used to play multimedia pro-
grams on a computer or the Internet.
Video File Formats Key Terms

Multimedia can combine text, audio, graphics, video, and ani- • encoder
mation. To do such complicated work, designers choose from a • synthesize
number of file formats, each suited for a specific task.
MPEG MPEG is a family of formats developed by the Moving
Picture Experts Group. Web sites and CD-based products com-
monly use MPEG to display video such as movie clips, anima-
tions, and recorded television broadcasts. MPEG files offer full-
motion video; thus, they give a very realistic effect. In fact, the
quality of a basic MPEG file is only slightly lower than that of a
VCR recording.
Different versions of the basic MPEG format have been de-
veloped. MPEG-2 is used for regular television, DVDs, and high-
definition television (HDTV). The MPEG-4 format is used for in-
teractive graphics and interactive multimedia on the Internet.
QuickTimeTM Designed by Apple Computer, QuickTime is
the basic file format for showing animation and video on Macin-
tosh computers. QuickTime videos also can be viewed on Win-
dows computers, but a special player must first be installed. The
QuickTime format is often used for high-quality movie trailers
shown on Web sites. It is also used for the video feeds from Web
sites that provide news and weather information.
AVI Audio Video Interleave, or AVI, is another name for Micro-
soft Video for Windows format. Some AVI videos are not of the
best quality, but they can be played on any Windows computer.
Many businesses create their multimedia in AVI format to tap
into the huge market of Windows users.

Audio File Formats
While formats like MPEG, QuickTime, and AVI capture both
pictures and sound, other formats can be the best choice when
It is a crime to create a duplicate
sound quality is a priority.
CD or DVD and then sell it for
profit. This type of piracy, called MP3 MPEG audio layer 3 (MP3) files are very common today,
intellectual piracy, is theft because thanks to the ease of downloading music from the Internet. The
the original artists and produc- MP3 format takes a large audio file and makes it very small. It
ers do not make the money they does this using regular compression methods and also by re-
deserve from their work. moving data from the music file that the human ear cannot hear.
This results in a much smaller file, with little or no loss of sound
quality.
WMA WMA is the music format of Microsoft. It stands for
Windows Media Audio®.
AU AU, or audio, is the standard format for audio files for the
UNIX operating system.
WAV The waveform audio (WAV) format is built into the Mi-
crosoft Windows operating system. WAV files can be played on
almost any computer system. WAV and WMA files can be con-
verted into MP3 files using a hardware device or special soft-
ware programs called encoders that convert the files from one
format to another.
MIDI Musical Instrument Digital Interface, or MIDI, is a stan-
dard that allows a computer to control a musical instrument.
MIDI sounds are synthesized. This means that sounds imitative
of musical instruments are generated by the computer when
they are played; no actual recorded sound is stored in the file.
Figure 21.2.1 MP3 files are

one type of common music
format.
296 • Chapter 21
Multimedia Players
You use a media player program to play multimedia content on
your computer, media device, or on the Internet. This can be a
stand-alone media player or a browser plug-in that you down-
load for free from the Internet. Have you heard of elevator
music—that soothing background
Windows Media, QuickTime, and RealPlayerTM Players music that plays in elevators,
These three players are very popular for playing streaming au- hallways, and offices? Well now
dio and video—that is, content that is broadcast in a continuous you’ve probably seen little digital
feed from Web sites. They are also useful for playing content display screens in elevators as
from some disc-based multimedia products. well—elevator multimedia!
All of these players can handle a wide variety of audio and
video formats, although each one has its own unique format. Think About It!
You can use any of these players to listen to music broadcast by Think about the kinds of multi-
online radio stations, watch news and weather reports, check out media productions that might
movie trailers and music videos, and enjoy many other kinds of be appropriate in public places.
multimedia content. Many people have all three of these players Which statements below are
installed on their computer. usable ideas?
an online multimedia news
Adobe FlashTM and Shockwave® Players Multimedia
service
developers can use special file programs called Shockwave and
Flash to create interactive multimedia content, such as animated a dramatic short story
games. These programs can accept user input, use high-quality illustrated readings of poems
audio and graphics, and are very small so they can be down- a pattern of colors and shapes
loaded quickly from a Web site or disk. To view content created “matching” music
in these programs you need the Flash Player and the Shockwave a series of violent action
Player, both of which are free. scenes
GEORGE HARRISON sensation
“ It is the first complete album of

synthesized music by a major rock star,
and the antithesis [direct opposite] of the
of the 1960s
and 1970s.
But Harrison
rigid pop sound that put the Beatles in was a musi-
the spotlight: 100 percent synthesizer, no cal innovator
beats, no songs.
” Greg Cahill
Reviewer, Metroactive Music
in his own
right. His 1969
release Elec-
tronic Sound,
That quotation is from a tribute writ- for example,
ten after the death of George Harrison led to more experimentation by other
in 2002. Harrison is best known as musicians and, ultimately, to the rave
a member of the Beatles, the music generation of music.

Lesson 21–3
Introducing Virtual Reality
• Explain what virtual reality is and describe some Organize Information Use a concept web to
methods of presenting it. help you organize details about virtual reality as
• Discuss computer and video games. you read.
Key Terms Forms of Virtual Reality

• augmented reality The terms virtual reality, VR, or Virtual Environment, VE, are
• Cave Automatic Virtual used interchangeably to describe three-dimensional computer-
Environment (CAVE) generated environments that you can explore by using special
• head-mounted display hardware and software. Such environments simulate spaces,
(HMD) such as the flight deck of an airliner or the inside of an under-
• virtual reality (VR) water cave. The purpose of all VR environments is the same: to
let users explore and also manipulate every aspect of the space,
moving in any direction, just as if that space or the things within
it were real.
Sophisticated hardware and software are needed to create
large-scale, detailed VR environments. Users can explore such
environments in several different ways.
HMD A head-mounted display, or HMD, is usually a helmet
or a set of goggles that wraps around the head, blocking out
light. A tiny computer monitor is located in front of each eye.
Using these two separate monitors gives the illusion of three di-
mensions. HMDs often have headphones to provide audio to
the user.
In advanced HMDs, tiny sensors can tell when the user’s head
tilts in any direction. The image on the monitors then shifts
accordingly, in order to create a convincing illusion of being
part of the action, rather than a spectator of it. HMDs today
are more likely to use liquid crystal display (LCD) monitors,
which are less bulky and now have improved resolution.
Figure 21.3.1 A head-mounted display

is a portable, relatively inexpensive way to
experience virtual reality.
298 • Chapter 21
CAVE The Cave Automatic Virtual Environment, or CAVE,
is an expensive and advanced form of VR. Images of a virtual
world are projected on the walls of a room. Visitors wear special Science Many educators believe
goggles that create the illusion of three dimensions. The result is virtual reality is having a major
so realistic and so convincing that most “explorers” cannot tell impact on science classrooms.
where reality ends and virtual reality begins without reaching Students can now “visit” and ex-
out and touching something. plore various ecosystems—take a
In many CAVEs, users wear special gloves (called data stroll in a rain forest, for example,
gloves) or hold special wands, either of which can detect hand or shiver on the Alaskan tundra.
movements. These devices allow users to interact with objects in Students studying anatomy can
the virtual world, by opening doors, for example, or picking up get a 3-D view of the respiratory
the pieces in a virtual chess game. system, the digestive system,
and so on. Students opposed to
Augmented Reality An emerging category of virtual reality dissecting animals can cut apart a
is called augmented reality. Cameras in mobile devices are used virtual frog, making that experi-
to layer virtual information onto real information. One exam- ment less distasteful.
ple is a smart phone app for translation. When you point your
phone at foreign language text, the English translation displays
on the screen.
Strolling Through Comet Tails A new

virtual reality deep vision display wall at Bos-
ton University will let students and professors
stroll through comet tails, walk through the
sun’s weather, observe an earthquake, and
study how air flows around airplanes. Two
IBM supercomputers and 24 projectors fill a
15 × 8-foot screen with a high-resolution ste-
reo image. The images change as the visitors
move through the room.
What other phenomena could usefully be explored in a room like this?

Computer and Video Games
The first electronic games displayed only simple, two-dimen-
sional images with limited sounds. Today, because of virtual
reality, you can choose from hundreds of games with detailed
graphics, lifelike characters, and realistic environments.
While board games like
Monopoly™ and Boggle™ Computer Games Today’s PCs, with their fast processors,
remain popular, electronic powerful sound and graphics cards, and large displays, let you
games have become a major get the most from your games. Games for PCs usually come on
part of the game industry. compact discs.
Think About It! Game Consoles A game console is a device that uses a tele-
Have you tried all three types of vision to display a game. You interact with the game by using
electronic games? Sequence each one or more controls, which are connected to the console. The
kind of electronic game using a most popular consoles in recent years have been the Nintendo
scale of 1 (lowest) to 3 (highest) to Wii®, Microsoft Xbox®, and Sony Playstation III®. While consoles
indicate which you enjoy most. used to be just dedicated to game playing, now some are used to
game consoles stream videos from the computer to the TV.
computer games Online Games Many PC games, such as World of Warcraft

(WoW), are available on the Internet and allow multiple players
multiplayer online games
to compete in real time while keeping score. To have the best
gaming experience, you often need a high speed Internet con-
nection, a PC with multimedia features, and a new model game
console. Sometimes players need to pay a monthly fee to play,
and all multiple player games require you to abide by a set
of rules, called an End User Licensing Agreement (EULA).
These rules prevent conflicts between players, and players
who violate them are banned from playing.
Figure 21.3.2 Games such as Rock Band®, available on

many gaming systems, let the players use controllers that
are shaped like musical instruments.
300 • Chapter 21
_____ 1. multimedia a. allows the user to make choices

_____ 2. video capture board about what is displayed
_____ 3. video editor b. very realistic form of virtual reality
_____ 4. frame rate that is displayed in a room
_____ 5. encoder c. hardware that lets a computer work
_____ 6. synthesize with video data
_____ 7. virtual reality d. software that changes a WAV file
_____ 8. head-mounted display into MP3 format
_____ 9. CAVE e. using more than one medium to
____ 10. interactive multimedia express information or ideas
f. program that lets users manipulate
sound and video
g. realistic, but simulated, 3-D world
h. number of still images displayed in
one second
i. helmet or goggles used to display a
virtual reality environment
j. the process in which a computer
generates sounds
1. What kind of multimedia lets users 4. Which of the following file formats
make choices about the direction a allows you to view interactive multi-
program may take? media games on your computer?
a. graphic multimedia a. MPEG-2
b. animated multimedia b. Shockwave
c. interactive multimedia c. video capture board
d. technical multimedia d. Net video
2. What hardware allows a computer 5. Where are the monitors in an HMD
to input, edit, and output audio? located?
a. a sound card a. on the wall
b. a video editor b. in a helmet or a set of goggles
c. AU c. in a room
d. 3-D d. online
3. Which audio file format does a com- 6. Which of the following layers virtual
puter use to produce synthesized information with real information?
sounds? a. CAVE
a. CAVE b. virtual 3-D
b. CD-ROM c. World of Warcraft
c. MIDI d. augmented reality
d. AVI

1. For what purpose might a business want to hire a computer specialist who
knows QuickTime and AVI?
2. What equipment and software would you need to develop your own multiplayer
online game?
3. What two file formats are commonly used for interactive games found on Web
sites?
4. Why is a virtual reality simulation used to train fighter pilots an example of

interactive multimedia?
5. What is an example of how an electronic textbook might make use of VR

technology?

A. In groups of four students, choose a B. Electronic games can be a lot of fun,

topic you are studying in language but some people believe that young-
arts, social studies, science, math, art, sters spend too much time playing
or music. Plan a two-minute multi- them. Conduct online or library
media presentation on that topic that research to identify some specific
includes at least one example of each objections that people have to these
of these media: audio, video, text, games. Then, debate the pros and
and graphics. Assign one medium cons of electronic games, using
to each member to complete. Use your research and your own gam-
groupware or collaborative software ing experiences as resources. Which
to review one another’s work. Then, argument was the most persuasive?
use a video editor to combine the Why?
pieces into a smooth, logical se-
quence.
302 • Chapter 21
chapter
Understanding
Multimedia 22
Using Your Senses Human beings are

sensory creatures—that is, we operate not just
through what we know but through what we
see and hear and feel. Reading about something
brings us understanding, but our senses of sight,
hearing, and touch deepen that understanding. Lesson 22–1
Multimedia—combinations of words,
sounds, images, video, and animation—can
Exploring Multimedia
provide that sensory input. Multimedia produc-
tions can take many forms, including an ency- Lesson 22–2
clopedia CD-ROM, a television commercial, a
full-length movie, a short video within a pre- Developing Online Multimedia
sentation, or an animated introduction to a Web
site. Lesson 22–3
Multimedia techniques are also used to cre-
ate virtual worlds for us to explore, worlds that Exploring Virtual Reality
can test medical procedures, preview new build-
ings, and tap our imagination.
Understanding Multimedia • 303

Lesson 22–1
Exploring Multimedia
• Describe the forms of multimedia. Outline Information Use an outline to help you
• Identify specialized tools used to produce organize details about multimedia as you read.
multimedia.
Key Terms Forms of Multimedia

• information kiosk Multimedia combines text, graphics, video, animation, and
• pen-based graphics tablet sound. Television programs and movies are one-way multi-me-
dia—you are a passive viewer. Interactive multimedia lets you
interact with the computer-generated content.
Both CDs and DVDs offer a rich opportunity for multimedia
experiences. Watching a movie on DVD is no longer a passive
activity because you can choose whether to view the film in let-
terbox or standard television format. You decide what language
to hear it in. You can skip to or replay your favorite parts. Many
DVD movies include interactive features such as games.
CDs and DVDs also offer educational experiences and ad-
ventures. A multimedia encyclopedia offers videos and anima-
tions that bring subjects to life. A mountain-climbing DVD lets
you choose your view of the mountain and your route to the top.
A DVD used with a stationary bike and your computer can give
you 18 different “rides” and check your speed and heart rate
while you pedal.
Information Kiosks An information kiosk uses an automat-
ed system to provide information or training. In effect, this is a
PC-in-a-box, usually with a touch screen allowing input. At the
Museum of Science in Boston, Massachusetts, for example, you
can create artificial fish and watch how they behave when you
release them into a simulated fish tank.
Games Computer games, home video game consoles, and ar-
cade games offer dramatic examples of multimedia. They can
simulate flying in an airplane, escaping from a dungeon, explor-
ing outer space, or running a business.
304 • Chapter 22
Multimedia Development Tools
Certain tools are used to create and make use of the elements of
a multimedia presentation including the following:
Pen-Based Graphics Tablets When creating still or ani-
Online Reporter Some online
mated graphics for use in a multimedia program, many artists
news services are affiliated with
find it easier to draw and sketch using a pen-based graphics newspapers, magazines, or radio
tablet rather than a mouse. To use the tablet, you move a stylus, and television networks. Others
or electronic pen, across a sensitive touchpad, and your move- exist only online. Online reporters
ments are recorded by your graphics software. The images can need traditional reporting skills.
then be saved and edited. But they must also be familiar with
A tablet PC combines the features of a graphics tablet with collecting news and photos in a
the functions of a personal computer. Users can create graphics variety of formats, including mul-
as on a graphics tablet, but they can also use the tablet PC as if it timedia, and with presenting in-
were a regular laptop computer. formation and graphics effectively
on a screen. The top candidates
Microphones Audio can be recorded into a conventional re- have good communication skills,
cording device and then imported through a sound card. Audio work quickly and accurately, and
can also be recorded directly into the computer using a micro- understand how to use high-tech
phone. Most sound cards have a special plug for a microphone. tools.
Using the software that comes with the sound card, you can as-
sign a file name, click “record,” and start speaking into the mi-
crophone. The sounds will be recorded to a new audio file.
Digital Cameras Digital cameras and camcorders are an easy
way to aquire images and video for use in multimedia. These
cameras don’t require film. Images and video are stored in the Figure 22.1.1 Microphones
camera and can then be transferred to the computer through a let you use a computer by talk-
special cable or disk. Once on the computer, the pictures and ing. This student is using a PC
video can be edited and used in presentations, movies, Web and microphone to practice a
sites, and other applications. foreign language.

Lesson 22–2
Developing Online Multimedia
• Describe how to access online multimedia. Organize Information Use a spider map to
• Explain the term “authoring” as it relates to help you categorize information about online
multimedia. multimedia as you read.
• Discuss the use of authoring tools.
Key Terms Accessing Online Multimedia

• authoring tool Multimedia presentations aren’t limited to files stored on your
• rip computer’s disks. With an Internet connection, you have access
• stream to an unlimited number of multimedia experiences. Many multi-
media Web sites can stream video and audio data—that is, trans-
mit it across a network without interruption. You don’t have to
wait until the entire file is downloaded to your computer for it
to play. The file begins playing as soon as it starts to download
from the Web site to your PC.
Net Radio Internet radio is a method for listening to music,
talk, and information over the Internet. Net radio doesn’t actu-
ally use radio waves. Instead, audio programs are converted to
digital format and streamed across the Internet. Streaming radio
places a temporary audio file on your hard drive. This is what is
heard—not the actual stream. The audio stream replenishes the
file on the hard drive, continually updating the data as it plays.
Net Video Like Net radio, Net video uses streaming, but it de-
livers pictures as well as sound. News sites use online video to
deliver the latest news. Movie sites preview upcoming releases
and offer short films and animations. In the business world, Net
video is used for videoconferencing. In a videoconference, small
cameras are used to allow people in different places to see and
hear one another.
Ripping If your computer has a CD-ROM drive, you can also
copy music for your personal use from audio CDs onto your
hard drive. This process is called ripping, and it requires special
software. Once audio is ripped to the hard drive, it can be con-
verted to MP3 format, which creates a much smaller file than a
regular audio file.
Creating Multimedia
Authoring is the term used to describe the creation of multime-
dia programs. To combine audio, video, graphics, and text, you
use software called authoring tools.
306 • Chapter 22
Using Authoring Tools Authoring tools let you choose which
sounds, video clips, animations, text, and graphics will appear.
You also control timing, transition effects, and volume. Author-
ing tools let you respond to questions such as the following:
• How long will an image appear on-screen?
Think about the ways your school
• How will one clip fade into the next? could inform the public about
• How loud should a sound clip be? school activities. Sequence each
Most authoring tools save data in a format for use only by medium from 1 (lowest) to 5
the software developers and authorized users. You use a media (highest) to show which you think
would be most effective.
player program to view the finished piece.
CD
Choosing Authoring Tools The authoring tool you choose
depends on how complex your project will be, the type of com- video for cable television
puter system you have, and how much time you have to spend information kiosk
learning the program. Some sophisticated authoring tools are
local newspaper article
for media professionals; others are simple enough that they can
be used by anyone who wants to create their own multimedia Web page
CDs, videos, and presentations.
The professional version of QuickTime and some high-end
desktop publishing programs include a small set of multime-
dia authoring tools. Adobe offers several popular products, like
Director, Director/Student Edition, and Studio MX. Presenta-
tion programs such as Microsoft PowerPoint includes tools for
inserting audio and video and for animating slides. Many PCs Figure 22.2.1 Use a program
come with software such as Muvee Reveal by Muvee Technolo- such as Muvee Reveal to create
gies for creating movies that include video, images, and sound. your own multimedia projects.

Lesson 22–3
Exploring Virtual Reality
• Explain what is meant by immersive virtual Organize Information Use a concept web to
reality. help you understand the practical applications of
• Identify virtual reality equipment and language. virtual reality as you read.
• Discuss real-world uses of virtual reality.
Key Terms The Technology of Virtual Reality

• data glove Virtual reality works by making a computer-generated scene
• simulations feel as it would in the real world. It does this by using three-
dimensional, or 3-D, graphics, color, texture, and sound.
In some cases, VR worlds are displayed on regular computer
screens. A 3-D video game is one example. Another example is a
flight simulator, which is valuable in training pilots.
Virtual reality’s main potential, however, lies in immersive
technologies that surround a viewer with the VR world. With
immersive VR, the user feels part of the virtual environment. For
example, gaming consoles such as Microsoft’s Kinnect for Xbox
let the player use his or her body as the controller; some museum
exhibits project moving images on walls around the viewer; and
arcade games let you steer a race car or ski down a mountain.
VR Gadgets In addition to a
head mounted display, virtual re-
ality often uses a device called
a data glove. A data glove is a
basic glove equipped with sen-
sors that measure movements of
the hand and fingers. One use of
the data glove is to operate equip-
ment from a distance.
VR Language To create virtual worlds
on the Internet, programmers use a lan-
guage called X3D. X3D allows programmers
to describe objects that appear in the virtual
world, such as shapes, buildings, landscapes, or
characters.
Figure 22.3.1 Data gloves are

an important tool in immersive
virtual reality.
308 • Chapter 22
Practical Applications of Virtual Reality
Virtual reality has become very useful for simulations. Simula-
tions are virtual reality programs that mimic a specific place, job,
or function. Virtual reality is used in many design and architec-
tural businesses. It is also used in the military to train fighter VR applications can help in many
pilots and combat soldiers without the risks of live training. fields. CAD software, for example,
In medicine, virtual reality is used to simulate complex sur- is used by architects and building
gery for training surgeons without using actual patients. supply stores to show customers
how a kitchen might look with
Easing Pain At the University of Washington’s Harborview new cabinets.
Burn Center, virtual reality is being used to help severe burn
victims deal with their pain. Patients are immersed in a virtual Think About It!
reality environment. There, they imagine that they are flying Think about which professions
through icy canyons and cold waterfalls, building snowmen, might benefit from using virtual
and throwing snowballs. By focusing on things that are pleasant 3-D worlds. Which professions
and cold, patients can focus less on their pain. listed below do you think would
find this technology useful?
Overcoming Fear A study by Walter Reed Army Hospital
and Emory University School of Medicine showed that patients museum exhibit organizer
placed in virtual reality flight simulators overcame their fear of landscape designer
flying as successfully as patients treated using other techniques.
But the VR method offers additional benefits: It is cheaper and art teacher
easier than taking the patients on real airplane flights. flower arranger
construction worker
Exploring Virtual Therapy For many

years, psychology resisted technology. On-
line therapy seemed to lack the necessary
closeness between patient and therapist.
At the 2002 meeting of the American Psy-
chological Association, however, therapists
saw virtual reality equipment that can help
people overcome fears or generate a group
of “virtual” people with whom a patient can
interact.
What practical applications of virtual
reality at middle schools can you think of?

Saving Lives Heart surgeons often need to replace portions
of a heart and its valves with artificial pieces. Designing replace-
ment valves is very tricky, because even minor flaws can cause
major problems.
Scientists at the University of Sheffield in England have de-
Today, people can use their com- veloped a way to use virtual reality to test new heart valves be-
puters to get help for all kinds of fore they are manufactured, using a computer to simulate how
problems, including those that are blood will flow through them. This software lets doctors pre-
personal, psychological, financial, dict whether or not the valve will work properly after it is in the
and medical. body.
Virtual reality is also used to train doctors to perform sur-
Think About It! gery. Software can simulate open heart surgery, for instance, al-
Think about how people might lowing doctors to practice without the risk of harming a patient.
sensibly and safely use their Someday, doctors using virtual reality interfaces may be able to
computers to seek help. Which of operate on actual patients halfway around the world!
the strategies listed below do you
think will lead to useful advice?
searching for factual
information on the Web
joining an online support group
e-mailing friends about the
problem
finding an online advisor
describing the problem on a
personal Web site
Figure 22.3.2 Using specialized VR systems,

doctors can master surgical procedures without
practicing on a real patient.
310 • Chapter 22
_____ 1. information kiosk a. copy music from an audio CD to a

_____ 2. pen-based graphics tablet computer hard drive
_____ 3. stream b. computer program that mimics a
_____ 4. rip specific place, job, or function
_____ 5. simulation
c. transmit audio or video data across
_____ 6. authoring tool
the Internet without interruption
_____ 7. data glove
d. equipment with sensors that mea-
sure hand movements
e. automated system used for informa-
tion or training
f. equipment that lets users draw im-
ages for animation and multimedia
g. software that helps in the production
of multimedia
1. Which input device is usually used 4. Which of the following is NOT

on an information kiosk? accomplished using authoring tools?
a. DVD a. fading one video clip into the
b. data glove next
c. keyboard b. setting the length of time an
d. touch screen image will display on-screen
2. Which device allows you to input c. setting the price of a multimedia
your voice directly into a computer? program
d. setting the volume for an audio
a. digital camera
clip
b. microphone
c. CD-ROM drive 5. Which of the following CANNOT be
d. media player produced using an authoring tool?
3. What kind of Internet video starts a. Web page
playing as soon as you start to b. head-mounted display
download it? c. multimedia presentation
d. CD-ROM
a. graphic video
b. virtual video 6. Which VR application is sometimes
c. streaming video used in pain-control therapy?
d. ripping video a. simulations
b. X3D
c. CAD
d. Net video

1. What special effects might you create for a multimedia presentation if you use a
stylus and a digital camera?
2. What are three ways your computer can offer you interactive multimedia
experiences?
3. Why might a business want to hire someone who is skilled in using authoring
tools?
4. What piece of VR equipment might be useful in training surgeons? Why?
5. How might landscapers use VR technology to plan their work and attract
customers?

A. Digital video cameras have become B. In small groups, visit a graphic arts
popular consumer items. Also company and ask for a demonstra-
popular are easy-to-use home-movie tion of one of the multimedia tools
editing programs like iMovie® for described in this chapter. Ask for
Macintosh computers. Conduct details about how the tool works.
research in the library, at a store, or Also ask to see some applications of
online to find several cameras in the tool. Share your findings with
the same price range, and compare the class.
their features. Repeat this process
with several home-video editing
programs. Create a chart in which to
record your findings. Then, conclude
which camera and which editing
program you would recommend.
312 • Chapter 22
Activity 1: Creating a Multimedia Monogram
DIRECTIONS: You will select the appropriate program for creating a multimedia monogram. You will
then design a monogram for yourself using graphics and text objects. Finally, you will animate the
monogram and enhance it with sound. Microsoft Office 2010 procedures required for this activity can
Multimedia Activities
1. Using a dictionary, look up the word 6. Insert sound to play during the animation.
monogram, and then sketch your own Be sure to check that you have permission to
monogram on paper. use sound and/or music clips. Set options to
2. As a class, discuss the types of programs control the way the sound plays and displays.
you could use to design a multimedia 7. Apply color to the background or canvas.
monogram. For example, you might consider 8. Preview the multimedia monogram. Make any
a presentation program, an html editor, or a adjustments necessary so that all transitions
video editing program. Select the program and animations are smooth and effective.
you will use for this activity. 9. Show your monogram to the class, and
3. Start the program and save a new file as respectfully watch your classmates’
MM-1_Monogram_xx in the location where monograms.
your teacher instructs you to store the files 10. Close the program, saving all changes, and
for this activity. Replace the initials xx with exit.
your own name or initials, as instructed by 11. As a class, discuss the multimedia
your teacher. components you used, and why they were
4. Create your monogram by inserting shapes, effective. Discuss why multimedia is useful
images, and/or text objects. A sample mono- for some purposes but not for others.
gram created using WordArt and a shape in
PowerPoint is shown in Illustration A.
5. Use the program’s animation tools to animate
the monogram. You might choose to animate
the entire monogram as a group, or animate
the individual parts of the monogram. For
example, you might have each letter fly in
separately, or have the entire monogram
shrink and grow.
Illustration A
Multimedia Activities • 313

Activity 2: Explaining MyPyramid
DIRECTIONS: You will use the United States Department of Agriculture Web site to learn about the
MyPyramid system of nutrition. You will then use the information to create a multimedia educational
presentation for children ages 9 to 13, explaining the importance of eating a healthy balance of foods
every day. Microsoft Office 2010 procedures required for this activity can be found in Appendix A.
1. With your teacher’s permission, log on to d. On the Types of Vegetables slide, use a
the Internet and go to the Web address flowchart or other diagram to list types of
www.MyPyramid.gov. vegetables and examples of each. Refer to
a. Read about recommendations for daily nu- Illustration B to see a sample slide.
trition for children ages 9 to 13. Note the e. Insert an appropriate clip art video on the
meaning of the colored stripes used in the title slide, such as an animated .gif of fruit
pyramid, the different food groups, and the or vegetables.
amounts that someone 9 to 13 should eat f. Insert sound, such as narration, or clip art
each day. Record the information that will audio that plays throughout.
be useful for your presentation on paper or 8. When you have finished entering the slide
in a word-processing file. content, proofread each slide carefully,
b. Visit the site’s News & Media section and, checking for consistency in sentence
with your teacher’s permission, download structure, spelling, and grammar, and correct
the JPG version of the full-color MyPyramid any errors you find.
graphic. Save it as MyPyramid.jpg in the 9. View the slide show and make any changes
location where your teacher instructs you to that you think will improve the presentation
save files for this activity. value, or make the presentation more
2. Start your presentation program. Create a effective. For example, split crowded slides
new presentation, and save it as MM-2_ into two slides, change the theme colors and/
MyPyramid_xx in the location where your or fonts, or modify the slide background.
teacher instructs you to store files for this 10. Add transitions and animations, and view the
activity. presentation again.
3. Apply a theme or design to your presentation. 11. Set up the slide show as a self-running
4. Insert a footer on all slides that displays your presentation for a kiosk or computer.
name and today’s date. 12. With your teacher’s permission, print hand-
5. On the slide 1 title slide, type the title outs with three slides per page for the class.
Nutrition and You. In the subtitle placeholder, 13. Ask your classmates to view the presentation,
type your full name. or make it available to younger students.
6. Also on slide 1, use the graphics tools to 14. Close the presentation, saving all changes,
create a logo for your presentation. Use at and exit the presentation program.
least two different shapes that you combine 15. As a class, discuss why healthy eating is
using tools such as layering and grouping. important for maintaining energy. Discuss
Apply formatting such as fills, borders, and other ways you could encourage healthy
effects to the shapes. eating habits among your peers.
7. Develop a presentation to show how someone
age 9 to 13 can use MyPyramid guidelines
to choose healthy, delicious foods.
a. Insert slides with the following slide
titles: What Is MyPyramid?; Grains;
Vegetables; Types of Vegetables;
Fruits; Milk; Meat and Beans; Oils;
Discretionary Calories; and Summary.
b. On each slide, enter content that
explains and illustrates the title. Use
the information from your research,
including explanations of the colors and
the daily eating guidelines.
c. Insert the MyPyramid graphic on at
least three slides, and other appropriate
images on at least two slides.
Illustration B
314 • Multimedia Activities
Activity 3: Promoting State Tourism
DIRECTIONS: You will use text, images, audio, and video to create a multimedia slide show promoting
tourism in the state where you live. Microsoft Office 2010 procedures required for this activity can be
1. Open the .pdf file MM-3_MyState, which 15. In the bulleted list, type information about the
is located on the student CD. With your climate of your state.
teacher’s permission, print the Data Record 16. Insert a related image you downloaded
Sheet. The sheet includes a chart to help from the Internet, or use an appropriate clip
you record information for your tourism art image. Position and size the image to
presentation. Close the file, and exit your pdf enhance the slide.
reader program. 17. At the bottom of the slide, insert a text box
2. Use the Internet (with your teacher’s where you credit the source of the image, if
permission), library resources, or information necessary. Be sure to include the name of the
obtained from your state’s division of travel site, its URL, and the date you visited the site.
and tourism or convention and visitor’s 18. Repeat this process to create a slide for
bureau to find information about your state’s Special Events, Outdoor Recreation, and
climate, special events, outdoor recreation, Tourist Attractions. Use information from
and tourist attractions. your Data Record Sheet, and insert pictures
3. To use the Internet, open a Web browser and and other images to illustrate the slides.
navigate to a search engine. Search for sites 19. Insert a new slide 2 that has the title Contents
by typing the keywords [your state] tourist and a bulleted list of all the slide titles in
information. You might also try a Boolean order. Insert hyperlinks from each bullet to
search such as [your state] AND tourism. the corresponding slide.
4. Evaluate each site you visit for accuracy and 20. At the end of the presentation, add a slide
validity. that identifies the ideal times of year to visit
5. When you find a credible Web site with your state. Enter the slogan you used on the
relevant information, bookmark the site, or opening slide as the slide title.
with your teacher’s permission, print the 21. Insert a video clip on the last slide that
desired pages. illustrates tourism in your state. You may use
6. Use your Data Record Sheet to record a video from clip art, or a free Internet clip
relevant information you find. that you download or link to. Or, with your
7. If you locate any images or photographs teacher’s permission, you may create your
related to tourism in your state, identify own video to insert.
whether or not they are available for use by 22. Insert an audio clip in the presentation. You
students free of charge. If they are, download may insert music that plays during the entire
them and save them as files so you can use presentation, or an audio clip that plays when
them in your presentation. a certain slide is displayed. Or, with your
8. Record your source citation information on teacher’s permission, you may record an
a separate sheet of paper, including the sites appropriate audio clip to insert.
from which you download images. 23. In the lower-right corner of all but the title
9. When you have finished your research, exit slide, insert a text box, type Home, and format
the Web browser. it with a hyperlink to display the title slide.
10. Start your presentation program. Create a 24. When you have finished entering the slide
new presentation, and save it as MM-3_ content, proofread each slide carefully. Check
Tourism_xx in the location where your the spelling and grammar in the presentation.
teacher tells you to store the files for this Revise and edit your work as necessary.
lesson. 25. Add transitions and animations to the
11. Apply a theme or design to the presentation. presentation.
12. On the title slide, type your state name as the 26. Preview the presentation, and make any final
title. For the subtitle, enter a catchy slogan. modifications. Rehearse the presentation and
Insert a footer on this slide only that reads: then show it to the class.
Prepared by [your name], along with the 27. Close the presentation, saving all changes,
current date. and exit your presentation program.
13. Add a slide using a layout with placeholders 28. As a class, compare and contrast a
for a title, bulleted list, and graphics. multimedia presentation with a printed travel
14. Type Climate as the title of the slide. brochure.
Activity 4: Studying Environmental Effects
DIRECTIONS: You will create a multimedia presentation on an environmental problem. You will conduct
research to identify specific actions that affect the environment in both positive and negative ways. You
will present your findings in a presentation enhanced with audio and animation effects. Microsoft Office
1. Open the .pdf file MM-4_Effects, which 11. Start your presentation program. Create a
is located on the student CD. With your new presentation, and save it as MM-4_
teacher’s permission, print the Data Record Environment_xx in the location where your
Sheet. The sheet includes diagrams to help teacher instructs you to store the files for this
you identify cause and effect. Close the file, activity.
and exit your pdf reader program. 12. Apply a theme or design to the presentation.
2. Use the Internet (with your teacher’s permis- 13. On the title slide, type People and the
sion), library resources, or a textbook to Environment as the title, and then type By
search for information on an environmental followed by your own name as the subtitle.
problem, such as water pollution or ozone Insert a footer with today’s date and your
depletion. name on all slides.
3. To use the Internet, open a Web browser and 14. Insert a slide using a title only slide layout.
navigate to a search engine. For the search, 15. Type the title Main Idea.
type the environmental problem plus the 16. Draw a text box in the space below the title,
word causes as the keywords. For example, and type a sentence that states the main
you might type water pollution causes idea of your presentation. Use your research
as your keywords. Or, use Boolean search and the information you wrote on your Data
strategies. For example, you might search for Record Sheet to determine the main idea.
“water pollution” AND causes. 17. Insert a video clip on the slide that illustrates
4. Evaluate each site you visit for accuracy and the main idea. You may use a video from
validity. clip art, or a free clip downloaded from the
5. When you find a credible Web site with Internet. Or, with your teacher’s permission,
relevant information, bookmark the site, or you may create your own video to insert.
with your teacher’s permission, print the 18. Insert another slide using a title only slide
desired pages. layout, and type the environmental problem
6. In the first diagram on the Data Record Sheet, you researched as the title.
record three causes of the environmental 19. In the space below the title, use the
problem you selected in the Causes list, and program’s pre-drawn diagrams or its drawing
record the effect(s) the causes have in the tools to create a cause-and-effect diagram
Effect circle. like the one on your Data Record Sheet.
7. Then, conduct research to identify three 20. Type the causes and the effect(s) in your
things that people can do to reduce the diagram.
environmental problem you chose. Type 21. Duplicate this slide and edit the text to match
“ways to protect the environment” as your the causes and effect(s) you listed in the
keywords, making sure that you include second diagram on your Data Record Sheet.
the quotation marks. Look for sites that list 22. When you have finished entering the slide
specific actions people can take to reduce the content, proofread each slide carefully. Check
problem. the spelling and grammar in the presentation.
8. In the Causes list in the second diagram on Revise and edit your work as necessary.
the Data Record Sheet, record three things 23. Insert an audio clip in the presentation. You
people can do to reduce the environmental may insert music that plays during the entire
problem, and the effect(s) of the action in the presentation, or an audio clip that plays when
Effect circle. a certain slide is displayed. Or, with your
9. Record your source citation information on a teacher’s permission, you may record an
separate sheet of paper. appropriate audio clip to insert.
10. When you have finished your research, exit 24. Add transitions and animations to the
the Web browser. presentation. For example, animate the
cause-and-effect diagrams.

25. Preview the presentation and make any final 28. As a class, discuss your research findings.
modifications. Create a class list of things people do that
26. Rehearse the presentation, and then deliver it harm the environment and things people
to your class. can do to protect it. Then, consider how
27. Close the presentation, saving all changes, your slide presentation is similar and
and exit your presentation program. different from an informative essay. What
are the benefits and drawbacks of presenting
information in a multimedia presentation
rather than in an essay?
Illustration C

Activity 5: Using Technology Every Day
DIRECTIONS: You will write an article on how to use technology to better prepare for college and career
pursuits, develop new skills, and stay informed about the changing world around you. You will publish
the article in html format and then enhance it with a graphic, a video, and an audio clip. Microsoft Office
1. Open the .pdf file MM-5_TechOutline, which 11. Insert the title of the article, along with your
is located on the student CD. With your name and the current date. Using the outline
teacher’s permission, print the Data Record on your Data Record Sheet, write your article.
Sheet. The sheet includes an outline to help 12. When finished, check the spelling and
you prepare your article. Close the file, and grammar and proofread it carefully.
exit your pdf reader program. 13. With your teacher’s permission, print the
2. Use the Internet (with your teacher’s document.
permission), library resources, or information 14. Exchange your printed document with a
from your school’s guidance counselor or classmate. Proofread your classmate’s
career center to research the importance of article, correcting any errors on the printed
technology to college and career readiness, page, and then return the printout to your
lifelong learning, and daily living. classmate.
3. To use the Internet, open a Web browser and 15. Review the corrections and comments that
navigate to a search engine. Search for sites your classmate made on your article, and
by typing keywords or phrases such as using incorporate them into your document file.
technology to prepare for college. You might 16. When you have finalized the document,
also try a Boolean search such as technology save it in html format. Name the file MM-5_
AND “lifelong learning”. Technology_Web_xx. Assign an appropriate
4. Evaluate each site you visit for accuracy and page title.
validity. 17. Close the file, and then open it in your html or
5. When you find a credible Web site with WYSIWYG editor. (Refer to Chapters 29 and
relevant information, bookmark it, or with your 30 for more information.)
teacher’s permission, print the desired pages. 18. Adjust the format of the title, and insert
6. Use your Data Record Sheet to record subheadings to look good on a Web page.
relevant information you find. Support each 19. Insert at least one image file or photograph
point in the outline with facts and details. on the page.
7. If you locate any images or photographs 20. If your editor supports video, insert a
related to your research, identify whether video file related to the article. Or, insert an
they are available for use by students free of automated .gif that illustrates the article’s
charge. If they are, download them and save topic.
them for use in your report. 21. Insert an audio file that reflects the tone and
8. Record your source citation information on mood of your article.
a separate sheet of paper, including the sites 22. For both the audio and video, set properties
from which you download images. so viewers can turn them off if they choose.
9. When you have finished your research, exit 23. Preview the page and make adjustments to
the Web browser. improve its display.
10. Start your word-processing program. Create 24. View the page in your Web browser, and then
a new document, and save it as MM-5_ close it and exit your Web browser.
Technology_xx in the location where your 25. Close your html file, saving all changes, and
teacher instructs you to store the files for this exit your html or WYSIWYG editor.
activity.

part 3
Communications
and Networks
Unit 1 n Communications Unit 4 n The World Wide Web
Chapter 23 Communications Basics Chapter 29 World Wide Web Basics
Lesson 23–1 The Telephone System Lesson 29–1 Understanding the Web
Lesson 23–2 Using Telephone Telecommunications Lesson 29–2 Web Browsing
Lesson 23–3 Exploring High-Speed Lesson 29–3 Introducing E-commerce
Telecommunications Chapter 30 Using the Web
Chapter 24 Understanding Lesson 30–1 Understanding Hypertext
Communications Lesson 30–2 Designing for the Web
Lesson 24–1 Using Cell Phone Technology Lesson 30–3 Working on the Web
Lesson 24–2 Choosing Digital Options Lesson 30–4 Conducting Business Online
Web Activities
Unit 2 n Networks
Unit 5 n E-mail and Other
Chapter 25 Networking Basics Messaging Systems
Lesson 25–1 Introducing Computer Networks
Lesson 25–2 Local Area Networks Chapter 31 Personal Communications
Lesson 25–3 Wide Area Networks Basics
Chapter 26 Using Networks Lesson 31–1 Using E-mail
Lesson 26–1 Connecting Computers Lesson 31–2 Avoiding E-mail Problems
Lesson 26–2 Creating Local Area Networks Lesson 31–3 Other Electronic Communications
Lesson 26–3 Connecting Remote Networks Chapter 32 Understanding Personal
Unit 3 n The Internet Communications
Lesson 32–1 The Science of E-mail Systems
Chapter 27 Internet Basics Lesson 32–2 E-mail Benefits and Hazards
Lesson 27–1 What Is the Internet? E-mail Activities
Lesson 27–2 Connecting to the Internet
Lesson 27–3 Comparing Internet Services Unit 6 n Online Safety
Chapter 28 Understanding the Internet Chapter 33 Issues for Computer Users
Lesson 28–1 Internet Structure Lesson 33–1 Privacy Online
Lesson 28–2 Accessing Data on the Internet Lesson 33–2 All About Cybercrime
Lesson 28–3 Internet Communications Lesson 33–3 Avoiding Cybercrime
Chapter 34 Using Computers Responsibly
Lesson 34–1 Computer Ethics
Lesson 34–2 Protecting Your Data
Lesson 34–3 Troubleshooting Your Computer
320
Communications
Basics
Why Are Telcommunications Valuable?

Telecommunications is a word that means “mes-
sages exchanged over distances.” The most
common telecommunications device is the tele-
phone. Think of how important the telephone is
to you. Wired and wireless technology makes it Lesson 23–1
possible to have conversations, send text mes-
sages, pictures, and even video.
The Telephone System
Another important telecommunications
device is your computer. You connect to the Lesson 23–2
Internet through a phone or cable line, and you
send and receive e-mail messages, use instant Using Telephone Communications
messaging, surf the Web, and even talk face-to-
face. Lesson 23–3
These ways of sending and receiving mes-
sages and information are valuable to individu- Exploring High-Speed
als, businesses, communities, and schools. Telecommunications
All these forms of communication rely on
networks.
Communications Basics • 321
Lesson 2 3–1
The Telephone System
• Explain how local and long-distance telephone Organize Information Use a spider map to
calls are made. help you organize ways in which the telephone
• Compare and contrast analog and digital system operates as you read.
connections.
• Identify the technologies that handle telephone
calls.
Key Terms Communicating by Telephone

• analog The first telephone message was sent in 1876 over a line connect-
• digital ing two rooms. Eventually telephone cables were connected to a
• fiber-optic cable central office. Operators in the office could connect calls to any-
• infrared
one on the network. Today’s equipment can connect telephones
anywhere in the world.
• local loop
• microwave Telecommunications Formats Sending information over a
• telecommunications telephone network is called telecommunications. Telecommu-
• twisted pair nications has grown due to the demand for instant communica-
tion. Today, people use many forms of telecommunications to
rapidly relay information:
• telephones
• cell phones
• pagers
Figure 23.1.1 Today, tele-
• e-mail
phones are so common and
easy to use that we take them • Internet
for granted. • fax machines
Making Telephone Calls

In the past, only a few companies provided telephone services
in the United States. Today, people can choose from among
many phone companies that offer both local and long dis-
tance service.
Public Switched Telephone Network Many phone calls
are made through the Public Switched Telephone Network
(PSTN). This network is built from copper wires and other
cables and forms a circuit between the caller’s telephone and
another telephone.
322 • Chapter 23
Local Calls For local calls, your phone company provides di-
rectly wired services between the homes and businesses that be-
long to the local network. Within your neighborhood, telephones
connect to a common network for telephone service. This com- Americans make almost one bil-
mon network, called the local loop, connects to the phone com- lion telephone calls per day. How
pany’s central office. Much of the local loop is an analog system. does our system carry so many
An analog system sends electrical signals that carry voice and calls?
other sounds.
Engineers have developed a
Long-Distance Calls Outside the local loop, the long-dis- technology called multiplexing.
tance telephone system today is mostly digital. Digital connec- This technology allows 24 calls
tions use computer code and can carry voice, data, and video on at a time on a local wire and
a single line. When you dial a long-distance number, comput- almost 50,000 at a time on a
ers figure out how to complete your call. To connect analog and long-distance wire.
digital networks, special equipment changes analog signals into
digital signals.
Contrasting Analog and Digital Communications People
often confuse the terms “analog” and “digital” when they are
talking about communications or computers. The difference is
important but easy to understand. In analog communications,
sounds (such as a person’s voice or music) start as waves or vi-
brations in the air. The vibrating air varies in frequency or pitch
(how high or deep the sound is) and strength or loudness. A
small microphone in the telephone converts the sound waves
into varying patterns of electrical signals or radio waves. The
pattern of electrical signals or radio waves is similar to the pat-
tern of the sound waves. These signals are converted back into
sound waves by a small loudspeaker in the receiver. In digital
communications, sounds are converted into binary data (a series
of 1s and 0s) at the caller’s end. The stream of 1s and 0s is trans-
mitted without any variation in the pattern of electrical or radio
waves. The receiver converts the binary data back into sound
waves.
Parts of a Telephone Number
1 214 555 7804
Long Distance Area Code Prefix Line Number

Finds the country code Finds a geographic area Finds a local-rate area Finds a specific
(1 is the code for the (214 is the code for phone line
United States.) Dallas,Texas.)
Communications
Stu Basics
ent Work • 323
The Wired—and the Wireless—World
Wires connect the phone jack in your wall to an interface box
outside. Outside wires may be above or below ground. Wires
also connect your local loop with distant places.
Home appliances are among the
upcoming targets of wireless
Twisted Pair At first, the entire telephone system depended
communication. Appliances with
on twisted pair technology. Twisted pair refers to a pair of cop-
picoradios—very small, very per wires that are twisted together to reduce interference, or out-
low-power radios built into the side noise. In the United States today, most homes and business
appliance—can communicate buildings still have twisted pair wiring.
with one another.
Fiber-Optic Cables Fiber-optic cables are strands of fiber-
glass that transmit digital data by pulses of light. These cables
Think About It!
can carry large quantities of information. They work faster and
If customers are going to be inter-
more efficiently than copper wires. As they get lower in price,
ested in them, picoradios must be
fiber optic cables will eventually replace copper
useful. Which item(s) listed below
would be unlikely to be useful? Wireless Wireless communication frees users from traditional
a bedroom clock that can start telephone lines. Messages are sent on radio or infrared signals.
a coffeemaker Cell phones use radio signals. Infrared signals are light waves
that cannot be seen by the human eye. Remote control devices
a sensor that can close a
for TVs, VCRs, and DVD players use infrared signals.
refrigerator door
Before fiber-optic cables, high-frequency radio waves called
a faucet that can turn on a light microwave signals were used to relay long-distance telecom-
munications. Microwaves are broadcast from repeater tower to
repeater tower in a straight line.
Satellites orbiting Earth also transfer voice and data. Satellites
provide an efficient means to handle large amounts of phone
calls and data.
CORNING, INC.
A 161-year-old company that made
its name making glass casserole dish-
es is at the forefront of telecommuni-
cations technology. In 1970, a team of
Corning scientists developed a tech-
nology that would revolutionize tele-
communications—though its impact
wouldn’t be felt until three decades ber—capable of carrying 65,000 times
later. Scientists Peter Schultz, Donald more information than traditional
Keck, and Robert Maurer spun opti- copper wire—a practical reality. Now
cal glass into thin strands that could more than 90% of the U.S. long dis-
transmit electrical impulses and tance traffic is carried by optical fiber,
light. The Corning Glass researchers almost all of it using the design of
are credited with making optical fi- Schultz, Keck, and Maurer.
324 • Chapter 23
Lesson 2 3–2
Using Telephone
Communications
• Sequence the steps in a modem transmission. Compare and Contrast Use a Venn diagram to
• Explain how fax machines operate. help you compare and contrast modems and fax
machines as you read.
• Summarize how modems and fax machines
have affected the ways people communicate.
Using Modems Key Terms

Back in the early 1990s, when the Internet was still “new,” most • bits per second (bps)
people used phone lines to connect to it. Your computer is a • demodulation
digital device. The local loop that connects you to the telephone • fax machine
system, however, is analog. A device called a modem makes it • modem
possible for your computer and telephone lines to communicate,
• modulation
and for your computer and TV cables to communicate.
The word modem actually names the work the device does:
modulation and demodulation. Through modulation, the mo-
dem changes the digital signal of the computer to the analog
sounds used by telephones. Then, the data—in the form of pic-
tures, audio, or video—can travel over the telephone wires.
When the data gets to its destination, the receiving modem
changes the analog signals back to digital. This process is called
demodulation. The early dial-up modems were usually internal,
housed inside the computer. Today’s modems for use with DSL
and cable (discussed later) are usually external.
Figure 23.2.1 A 56K modem,

like the one show here, is a
hardware device that enables
a PC to send and receive data
through a standard telephone
line.

Drawbacks of Dial-Up Today only 10% of U.S. households
connect to the computer using the local phone line loop, but
dial-up service is still a worthwhile backup. One problem with
The Arts Can a fax machine
using dial-up was that you could not be on your computer and
create art? Artist and lecturer Mar-
use your telephone simultaneously, so the computer modem
garet Turner of Australia thinks so.
required a dedicated phone line. Another larger drawback was
To demonstrate a connection slow speed.
between human emotions and Modem speed is measured in bits per second, or bps, which
computers, Margaret borrowed is the amount of data that can be sent in one second. Dial-up mo-
handkerchiefs—plain and fancy, dems can only transmit 56,600 bps, which has been surpassed by
white and patterned. The hand- newer, speedier technologies.
kerchief represented a human
element becoming art through an
electronic medium.
She scanned the handkerchiefs
into a computer and manipulated
the images. Then, she faxed the
resulting images to a gallery for
a special exhibit called “Electric
Hankie.”
Figure 23.2.2 Fax machines can send and receive documents using standard telephone lines.
e o
326 • Chapter 23
Sending Faxes
While dial-up is usually a thing of the past, there is one machine
that still uses telephone lines to send printed messages or vi-
sual images. A facsimile machine, or fax machine, is a device
that allows you to send pages of information to a fax machine Many stores now use special
anywhere in the world. Fax machines can send hand-written scanners at the checkout coun-
documents, printed text, pictures, blueprints, or anything else ters. These scanners read the Uni-
on a page. Yet, even these machines are largely being replaced versal Product Code on a package
by e-mail, by which you can send attachments over the Internet. and record the product and price
on the sales receipt.
How Fax Machines Work As a document enters a fax ma-
chine, a sensor scans it. The data becomes a digital signal. An Think About It!
internal modem in the fax machine (or in an All-in-One printer Think about the advantages store
with fax capability) changes the digital signal to an analog signal. scanners offer. Which item(s) listed
The receiving fax machine accepts the analog signal, changes it below would be an advantage, and
back to digital, and prints a copy of the original document. which would not?
Price changes can be entered
in a central computer rather
than stickered on a package.
The computer prevents clerks
from entering mistakes.
The computer tracks the
number of products sold.
The computer cuts down on
the need for employees.
Figure 23.2.3 In businesses,

fax machines are still impor-
tant for transmitting important
documents, particularly those
that have or require personal
signatures.

Lesson 2 3–3
Exploring High-Speed
Telecommunications
• Explain the importance of bandwidth. Organize Information Use a chart to help you
• Identify alternatives to analog systems. identify various new technologies as you read.
• Predict advances in telecommunications.
Key Terms Introducing Bandwidth

• bandwidth People always want faster, better, and less expensive telecom-
• broadband munications choices. Twisted pair copper wiring in many homes
• Voice over Internet and businesses in the United States at first made it hard to in-
Protocol (VoIP) crease bandwidth. Then telephone, cable, and satellite television
companies began to compete in offering higher speed communi-
cations. Now, more than eight out of ten homes and businesses
are using high-speed connections for Internet access.
Understanding Bandwidth Bandwidth is the amount of
data that can be sent through a modem or network connection.
The more bandwidth, the faster the connection. It is usually mea-
sured in bits per second (bps) or in Megabits per second (Mbps).
The more bandwidth, the more information can be transferred
in a given amount of time.
Imagine several people on different computers connecting to
the Internet to visit Web pages, participate in video chats, or send
e-mail. These users need a lot of bandwidth. That’s why there is
always a race to find a technology that offers services that trans-
mit data faster. Currently the fastest technology is broadband
transmission.
Working with Broadband Transmission

Broadband is the general term for all high-speed digital con-
nections that transmit at least 1.5 megabits per second (Mbps),
though current broadband services transmit between 10 and 30
Mbps. Several broadband technologies are available, and more
are always on the drawing board. This high transmission speed
is required for videoconferencing, video-on-demand, digi-
tal television services, and high-speed Internet connectivity in
general.
328 • Chapter 23
DSL Digital Subscriber Line, or DSL, uses the same copper
wires telephones use, but it transmits data in digital form rather
than analog. Voice calls and DSL can exist simultaneously on
copper lines, because each services has its own frequency band.
Unlike the old dial-up, DSL allows for very fast connections to
the Internet and features an “always-on” connection. DSL ser- With all the ways that schools use
vice also requires a modem, which translates the computer’s technology these days, they need
a lot of bandwidth to send and
digital signals into voltage sent across phone lines to a central
receive information electronically.
hub. There is one drawback to DSL: A user must be within a few
miles of a local telephone switching station for a connection to
Think About It!
be made.
Think about who in your school
Different companies offer DSL at different levels of service
might benefit from increased
and price. For instance, asymmetric DSL (ADSL) allows down-
bandwidth. Which tasks listed
load speeds of up to 1.5 Mbps and upload speeds of 128 kilobits
below could use bandwidth?
per second (Kbps). This means you can receive data (download)
faster than you can send it (upload) with ADSL. Subscribers to students participating in a class
a Symmetric Digital Subscriber Line (SDSL) can send data at the teleconference
same speed at which they receive it. These are used usually by a teacher researching Mars
businesses that need to send large files, data, and programs.
a librarian helping a student
SONET Telephone companies that offer DSL and other Inter- find a book
net connection methods rely on a digital network called SONET. a counselor checking student
SONET stands for Synchronous Optical Network. It uses fiber op- records
tics to provide faster connections and greater bandwidth—from
52 Mbps to up to a whopping 40 gigabits per second (Gbps). a principal answering e-mail
Figure 23.3.1 In a video-conference, users in different

locations transmit and receive audio, video, and computer
data in real time. This kind of activity requires a great deal
of bandwidth.

Cable and Satellite TV Connections Most cable and digi-
tal television companies offer high-speed Internet connection
through a cable modem. Satellite television companies also offer
a similar service with signals sent through the customer’s satel-
lite dish. A cable modem connects your computer to the local ca-
Sales and Service Technician ble TV line and supports data transfer rates of up to 30 Mbps—
Cable and satellite companies over 500 times faster than the old dial-up modem. However, this
hire many sales and service number can be misleading, because most Internet Service Pro-
technicians. These employees sell viders (ISPs) cap subscribers’ transfer rates to less than 6 Mbps
broadband services to customers to conserve bandwidth. However, this is more than enough for
and try to get current customers the average home computer user.
to upgrade their existing service.
They also install and test the Voice over Internet Protocol Just as you can use your tele-
equipment. phone to send and receive messages over the Internet, you can
use the Internet to send and receive messages over the telephone.
Experience with technology is
desirable, as is hands-on training
Voice over Internet Protocol (VoIP) technology allows you to
specific to this industry. As more have a telephone connection over the Internet. VoIP uses data
homes accept cable and satellite sent digitally, with the Internet Protocol (IP), instead of analog
offerings, the need for sales and telephone lines. People use VoIP to talk to each other from across
service technicians will grow to the globe, sometimes without having to pay a cent. With Web-
meet the demand. cams callers can also see each other during their calls.
The Future of Bandwidth

The demand for bandwidth is growing. People want increased
bandwidth for video-on-demand, meetings via the Internet, and
Web-based learning. Thus, telephone and other high-tech com-
panies continue to look for new ways to improve telecommuni-
cations services and data transmission.
Making Communication Possible It’s not just govern-

ments and huge companies that put communications satel-
lites into orbit. Students are doing it, too.
In 2001, for example, six students at the U.S. Naval
Academy built a satellite with equipment anybody could
buy: A tape measure was used as the antenna, and 24
AA batteries provided the power. Both a sailor in the At-
lantic Ocean and some hikers in New Zealand used signals
from the students’ satellite to contact family at home.
How might students fund the cost of their experiments?
330 • Chapter 23
_____ 1. telecommunications a. the measure of how much data can

_____ 2. analog be sent through a network connection
_____ 3. digital b. system using computer code to carry
_____ 4. fiber-optic cable different kinds of data
_____ 5. microwave
c. changing digital signals to analog
_____ 6. modulation
_____ 7. demodulation d. system using electrical signals that
_____ 8. bits per second match the human voice and other
_____ 9. bandwidth sounds
____ 10. broadband e. high-frequency radio waves that
carry data
f. strand of fiberglass that transmits
data by pulses of light
g. using a telephone network to send
information
h. high-speed digital connection of at
least 1.5 Mbps
i. measurement of the speed at which
data can be sent in one second
j. changing analog signals to digital
1. The __________________ consists of 6. One issue DSL users face is that

the local loop and long-distance lines it is __________________ to send
that handle data and voice commu- information than to receive it.
nications. 7. A fax machine sending a document
2. The __________________ part of transmits data into a(n)
your telephone number identifies the __________________ signal
area of the country you live in. and changes it into a(n)
3. In the long-distance telephone __________________ signal.
system, __________________ largely 8. __________________ offers a way for
have replaced twisted pair copper people across the globe to call each
wire. other over the Internet free of charge.
4. Radio and infrared signals make 9. DSL stands for __________________.
__________________ communication 10. The demand for __________________
possible. will continue to grow.
5. Within a neighborhood, telephones
connect to a common network called
the __________________.

1. Why is a modem needed to access the Internet?
2. Why is faxing an order to a company an example of telecommunications in

action?
3. For what types of documents might a fax machine be a better method of

transmission than e-mail?
4. What challenges do you think telecommunications companies face in the near

future?
5. Why might it be important for a home-office computer to have Internet service

that offers a lot of bandwidth?

A. With the growing number of cell B. Divide into two groups and have
phones, telephone companies must one group research VoIP service
assign more telephone numbers. packages offered by Vonage and the
Sometimes they even need more area other research the same service of-
codes. Contact your local telephone fered by Skype. Write up your find-
company to find out how many tele- ings and discuss the differences.
phone numbers can be assigned to a
given area code and when the phone
company anticipates assigning the
next new area code. Present your
findings to the class.
332 • Chapter 23
chapter
Understanding
Communications 24
How Do You Use Cellphones? People all

over the world rely on cellular, or cell, phones
to communicate. Cell phones allow for instant
access to families, friends, and—on a smart
phone—the Internet. They’re great for emergen-
cies, sending messages, chatting on the go, and, Lesson 24–1
for many people, they have replaced traditional
landline phones.
Using Cellphone Technology
When you’re home you may call someone
with your analog telephone system, your cell Lesson 24–2
phone, or even your computer. Many business-
es you call—or who call you—use telephones Choosing Digital Options
and computers together.
Cell phones and computer technology
promise great things for the future. You can
expect even faster access to information, better
communications, and more choices of ways to
stay in touch with family and friends.
Understanding Communications • 333

Lesson 2 4–1
Using Cell Phone Technology
• Explain how cellular telephones make and Organize Information Use an outline to help
receive calls. you organize the information in the lesson
• Identify advantages of cell phones to as you read.
subscribers.
• Compare and contrast local and long-distance
cell phone calls.
Key Terms What Are Cell Phones?

• cell A cell phone actually is a type of radio. In fact, that’s the defini-
• cellular phone tion: cellular phones are mobile phones that use radio waves to
• cell site communicate. Early cellular phones were called radiotelephones
• leased line
and were used in ships at sea and in police cars. Radiotelephones
were very useful during World War II, when they were used to
• personal digital assistant
send military information.
(PDA)
For a while after that war, only a few people in a city could
use radiotelephones at one time. New technology, however, soon
increased the number of possible callers by adding more radio
frequencies within each city.
What Does “Cellular” Mean?

When you use a traditional phone, the call is con-
nected through a wire. The wire from your house
is connected to a telephone pole or buried cable
in the local loop and from a local office to long-dis-
tance wires. Cell phones bypass part of the wired
system.
Figure 24.1.1 Primarily due to their flexibility and ease of

use, cell phones are quickly replacing wired telephones as the
communication system of choice.
334 • Chapter 24
Locating Cells Cell phone systems are divided into cells,
or geographic areas to which a signal can be transmitted. Each
cell has a cell site, also called a base station, for all the cellular
phones in that area. Each cell site has a radio tower that receives
radio signals from other towers and sends them on to still other
towers. As a caller moves from one area to another, a new cell Communicating with cell phones
site automatically picks up the call to keep the signal strong and can pose a major security risk.
Wireless communication can
clear. Ultimately, the signal gets to individual cell phones.
be monitored by outsiders, who
Managing Locations Each geographic area is assigned to can intercept and overhear what
a central base station, or Mobile Telephone Switching Office is being said. Some employers,
(MTSO). It, in turn, is connected to the standard Public Switched including the U.S. Department of
Telephone Network (PSTN) telephone system. The MTSO has Defense, prohibit the use of most
several responsibilities: wireless devices for company
communication.
• directs cellular activities at base stations
• locates cellular users in the area Think About It!
• tracks users as they roam, or move, from cell to cell How might eavesdroppers use
• connects cellular phones to land-based phones information collected from wire-
less communications to harm a
Providing Services Of course cell phones provide many ser- company? Can you think of other
vices in addition to completing phone calls—most for an addi- risks posed by using cell phones?
tional service fee. You can pay for sending and receiving text
messages and for data service. With data service, you can ac-
cess the Internet, send and receive e-mail, and stream audio and
video.
RICHARD FRENKIEL This was accomplished by dividing

AND JOEL ENGEL a city into small “cells” that could
“ It is hard for any one person to feel he

is uniquely responsible for something like
this. Hundreds of people were working
reuse radio channels many times
and by creating the technology to
“handoff” calls from cell to cell
on it in my company alone.
”
Richard Frenkiel
Two of the reasons people today have
without losing the signal.
In 1987, Frenkiel and Engel were
awarded the Alexander Graham Bell
cell phones are Richard Frenkiel and Medal for their contributions to the
Joel Engel. They worked on a team of advancement of telecommunications.
more than 200 engineers at AT&T’s In 1994, President Bill Clinton award-
Bell Labs in the 1960s and 1970s. As ed the partners National Medals of
part of this team, they helped to in- Technology.
crease the number of mobile phones Retired from Bell Labs, Frenkiel
that could operate at once in a city. and Engel now consult for the tele-
communications industry.

How Cell Phones Work
When you turn on a cellular phone, it searches for a signal from
Mathematics Many math class- the service provider’s base station in the local area. When you
es and standardized tests now place a call, the MTSO selects a frequency for your phone and a
require that students use calcula- tower for you to use and identifies the tower you are using. Each
tors to solve problems. One of the tower sends and receives signals to and from the individual cell
features offered by most PDAs is phones within its cell. The MTSO is connected to the local tele-
a calculator. In addition to tracking phone network, usually by telephone cable. Cell phones are con-
assignments for class, PDAs can nected to the telephone network through the cell site.
help you complete them, too!
Receiving a Phone Call When someone calls your cell phone,
the cellular service provider locates the phone by cell. Moving
from one cell into another, the phone transmits this information
to the service provider’s base station. The base station reports
this information to the MTSO so it knows where to find you.
Placing Long-Distance Calls If you dial a long-distance
number from your cell phone, the MTSO connects the call through
a leased line. A digital leased line is a permanent connection al-
lowing the MTSO to interact with long-distance providers.
What Else Does Cellular Technology Offer?

A personal digital assistant, or PDA, such as the Palm Tung-
Figure 24.1.2 Because the sten E2, is a small, highly portable handheld computer. Smart
cellular system stores infor- phones are cell phones offering advanced capabilities that are
mation about your phone, it able to function as both personal computers and cell phones.
can track your location as you The main difference between the two is that smart phones are
move. Cells often overlap, so oriented more to mobile phone features while PDAs are heavy
users do not lose service if they on the business/organizational features and do not necessarily
move from one cell to another. include phone/fax service.
Cell C
Cell B Mobile
telephone
switching
office
Telephone
network
Cell A
336 • Chapter 24
Lesson 24–2
Choosing Digital Options
• Identify advantages of computer telephony Draw Conclusions Use a chart to help you
integration. draw conclusions about the information in this
• Identify competitors for business in the lesson as you read.
telecommunications market.
Using Computer Telephony Integration Key Terms

By working together, computers and telephones can increase • cable modem
the power of communications. Linking computers to telephone • call center
systems is called computer telephony integration (CTI). While • download
uses of CTI have expanded in recent years, one of the most tra- • upload
ditional uses is when the computer takes the place of a human
and acts as a call center, a central place where an organization’s
inbound and outbound calls are received and made. A call cen-
ter CTI helps businesses and other organizations become more
efficient. Suppose you call your favorite pizza restaurant for a
delivery order. If this restaurant uses CTI, the mo-
dem and computer software work together to iden-
tify your name and your last delivery order. It will
locate your house on an area map. Many organiza-
tions use CTI including the following:
• emergency response centers in police and fi re
stations
• hospitals
• telemarketers (who conduct surveys or sell
products or services by telephone)
• voicemail services
• banks, manufacturers, and small businesses
Figure 24.2.1 The 911 emergency tele-

phone system is a great example of how
computers and telephone systems can be
integrated.

Competition Brings Choices
Most telephones are analog-based and rely on twisted pair tech-
nology. For more than 100 years, telephone service was provided
only by telephone companies. The Tele-
Many of us use a combination of communications Act of 1996, however,
technologies to communicate at introduced competition into the tele-
home. We use phones, comput- communications market. Now, satellite
ers, and televisions to send and companies, cable television companies,
receive messages. and businesses offering wireless servic-
es also compete with telephone compa-
Think About It! nies to provide high-bandwidth digital
Conduct a class survey to identify telecommunications. This competition
how many of each tool below your has created new, affordable methods for
class uses at home. Write your transferring voice, video, and data.
own answers and then compare People are no longer bound to a sin-
your responses with those of your gle choice for their telecommunications
classmates. What conclusions can needs. Think of the different choices
you draw? available to consumers at home and at
analog telephones work for sending and receiving text and
images quickly and reliably. In addi-
cell phones tion to analog phones and DSL services,
ISDN or DSL connections choices include:
digital satellite systems • digital satellite systems
• cable systems
cable systems
• wireless networks
wireless networks
other
Communicating Without Analog
Some people use the Internet to bypass some or all analog phone
wires. Some communicate through a purely digital network that
links one computer to another. Others connect a computer to a
telephone or a telephone to a computer.
Many people today talk with others without using a tele-
phone. A computer with a sound card, a microphone, speakers,
and the right software allows this type of communication to take
place with ease.
Direct Broadcast Satellites If you have satellite television,
your family subscribes to a digital satellite system, called a Di-
rect Broadcast Satellite (DBS) service. Satellites receive signals
from a central broadcast center here on Earth and then rebroad-
cast them around the globe. In many areas of the country, DBS
systems are now offering Internet access and data transfer ser-
vices. Because satellites can only transmit data to a subscriber,
a modem and telephone line are needed to send data, such as a
pay-per-movie request, to the provider.
338 • Chapter 24
Cable Connections If your family has cable television, the
cable that brings in your favorite television shows may also let
you access your favorite Web site. There’s plenty of bandwidth
on the cable for both television programs and data. Connections
usually are fast and reliable—unless too many subscribers share Telematics Blending telecom-
bandwidth in a specific area. munications technology with
To connect your computer to a cable service, you need a cable computers to control the electric,
modem. Like analog modems, cable modems can be internal or electronic, and mechanical tools
external. Cable modems catch the downstream signal from the we use is a relatively new field
Internet, called downloading, and pass it on to your computer. known as telematics.
Some cable modems can also send information upstream, or
upload, data from your computer back to the Internet. Not all Requirements for success in this
industry include programming,
cable modems allow two-way communication. Like DBS, they
engineering, and telecommunica-
require an analog phone line and an analog modem.
tions training and experience.
Wireless Networks Cell phones are one form of wireless Telematics professionals will find
communication. In addition, wireless networks allow comput- a growing demand for their ser-
ers to communicate through radio signals, also without being vices as the field develops.
wired together. Many hospitals, college campuses, businesses,
hotels, and even cafes use wireless networks or “Wi-Fi.” Wi-Fi
is a short range network with high-bandwidth for data transfer.
Multi-computer households may also use wireless networks, al-
lowing family members to share equipment and exchange data.
With the advent of smart phones there is need for networks
designed for use with cell phone technology. These networks,
called 3G or 4G, provide layered transmission of data, allowing
for increased network capacity, a wider range of services, and
faster upload and download speeds.
Finding Your Way by Satellite

Some of the satellites that circle Earth
can pinpoint any spot on the ground or at
sea. Using signals from these satellites,
a Geographic Positioning System (GPS)
receiver can show maps and directions
on a screen. GPS is widely used by the
military, but it is also used by drivers,
boaters, hikers, hunters, and others who
may rely on directions.
How is GPS used in cars?

_____ 1. cellular phone a. permanent connection for long-

_____ 2. cell distance cell phone calls
_____ 3. cell site b. handheld computer
_____ 4. leased line
c. geographic area to which radio sig-
_____ 5. personal digital assistant
nals are sent
_____ 6. cable modem
_____ 7. download d. phone that uses radio waves to
_____ 8. upload communicate
e. base station for handling cell calls
f. to send a file from your computer to
another computer
g. to receive a file from another
computer
h. device that enables a computer to
access the Internet through a cable
television connection
1. A cell phone is a type of 7. A wireless network, which may be

________________. called ________________, is a short
2. Cell phones use ________________ range network with high-bandwidth
to communicate. for data transfer.
3. A problem with early cell phones 8. DBS service relies on ______________
was a lack of ________________ for for its transmission signals.
making calls. 9. All cable modems allow download-
4. The central base station manages ing of data, but not all offer the abil-
activities in assigned _____________. ity to ________________ information
through the cable television connec-
5. As a caller moves from one point to
tion.
another, a new ________________
relays the signal from MTSO to 10. ________________ allow comput-
MTSO. ers to communicate with each other
without being physically connected.
6. Linking computers and telephones
to work together is called
________________.
340 • Chapter 24
1. Why are mobile phones called cell phones?
2. What fairly common communications tools do you think use CTI to send and
receive information?
3. Why do you think so many companies offer telecommunications services?
4. How are cell phones like wireless networks?
5. Which telecommunications choice do you think will offer more options to

consumers in the future?

A. Some states and industries have de- B. Some people complain that cell
veloped policies to guide cell phone phone towers are unsightly. Others
use. Select one of the following top- are concerned about possible harm-
ics: (1) states that have banned or re- ful effects of the microradiation
stricted drivers from using handheld that comes from them. With your
cell phones or (2) airlines that restrict teacher’s permission, conduct online
cell phone calls at certain times. With or library research to find out more
your teacher’s permission, conduct about these topics, and then conduct
online research to identify the rea- a class debate on the issues.
sons for the rules or laws, using
appropriate strategies to locate the
information on the Internet. Then,
conclude whether or not the desired
results have been achieved.

chapter
Networking
Basics 25
What Is a Computer Network? In the

simplest terms, a computer network is a group
of computers and devices connected to each
other so they can exchange data. The smallest
network may only connect two computers; the
largest—the Internet—connects millions. Lesson 25–1
In this chapter you are introduced to the
concepts and terminology associated with
Introducing Computer Networks
computer networks, including the difference
between local area networks and wide area Lesson 25–2
networks.
Local Area Networks
Lesson 25–3
Wide Area Networks
Networking Basics • 343

Lesson 25–1
Introducing Computer Networks
• Explain what a computer network is. Organize Information Complete a chart to help
• List media commonly used in networks. you identify the details that support the main idea
of the lesson.
• Identify three key benefits of using a network.
• Discuss how computers communicate.
Key Terms Introducing Networks

• network If your family owns two computers, can they both use the same
• network interface card printer? They can if your computers are networked.
(NIC) A computer network is two or more computers connected to
• network traffic one another to share resources. Networks allow users to access
• node files and programs. They also let users share printers and other
equipment. They allow people to work together, too. A network
• open protocol
may be small, with just a few computers, or it may be large, with
• physical media thousands of workstations. The network functions the same way,
• proprietary protocol no matter how many workstations are connected.
• protocol
• protocol suite
Physical Media To create a computer network, each worksta-
tion and device must be able to communicate with the network.
• synergy
This requires establishing the physical connection using physi-
• terminal cal media. The medium can be any type of telecommunications
• workstation connector: twisted pair telephone lines, coaxial cable, fiber-optic
cable, or a microwave, radio, or infrared system.
Working together, the network media and the computers de-
termine how much data can be sent through the connector. Wire-
less networks usually aren’t as fast as wired networks.
Network Interface Cards Some computers are designed with
the ability to connect to networks. Others need a
network interface card, or NIC, which handles
the flow of data to and from the computer
in both wired and wireless networks. If
the network is put together by actual
cables, those cables connect to the
NIC. NICs often have a light that
blinks green and amber to alert you to
activity it’s experiencing.
Figure 25.1.1 Network interface cards enable PCs

to connect to a network.
344 • Chapter 25
Organizing Users
If you have more than one computer at home, you probably
identify them by each user’s name—your computer, Mom’s Literature With e-books, your
computer, and so on. In businesses, schools, and other organi- next reading selection could come
zations, a network is organized into workstations, each with its from a network instead of a book-
own name and address. In both home and larger networks, piec- store! Today, readers download
es of equipment connected together must be able to understand their selections onto PDAs or
one another. special reading devices. Currently
in development, however, is elec-
Network Members A workstation is a computer connected tronic paper that displays letters in
to a computer network. It is often set up with the same operating response to electrical signals.
system, applications, and access to resources as the other com-
puters in the network. Workstations are where individuals do
their day-to-day work.
In a large network, a workstation is also called a node by the
people who take care of the network. A node is anything con-
nected to the network—a workstation, a printer, a fax machine,
or any other piece of equipment.
Network Alternative Sometimes network users work at a
terminal, which usually includes a keyboard, a monitor, and a
mouse. A terminal can feel as if the computer is local, but it’s not.
Users are actually sharing time on a central computer, with their
own work displayed on their terminal’s monitor. (This kind of
network is sometimes called a timesharing system.)
Terminals can save on the cost of purchasing workstations.
They are also useful in situations with limited need for a work-
station, such as a public computer in a library.
Ensuring Communication
Once a network is created, the computers and other connected
equipment can communicate with one another. The communi-
cation on a network is called network traffic. Network traffic is
the electronic pulses of information sent by the network cards to
carry data through the network wires to its destination. Specifi-
cally, computers communicate with languages called protocols.
A protocol sets a standard format for data and rules for han-
dling it. There are many different protocols available to use on
networks. For computers to speak with one another, they must
use the same protocol.
Kinds of Protocols There are two protocol categories: open
and proprietary. An open protocol is available for anyone to use.
For example, the most common open protocol is the Transmis-
sion Control Protocol/Internet Protocol. (TCP/IP), which is used
by computers on the Internet.
A proprietary protocol, however, is not open to everyone.
Instead, only people who buy certain equipment, services, or
computers can use it. Some personal digital assistants, digital
cameras, and even dial-up Internet services use proprietary

protocols. Overall, however, open protocols are more common.
Both manufacturers and consumers benefit from open protocols
that allow a broad range of connections.
A Stack of Protocols The protocols networks use to com-
If your school is networked, it will municate are often called a protocol suite. A protocol suite is
enjoy the same benefits all net- the stack, or collection, of individual protocols that determines
works do—hardware, software, how the network operates. For example, TCP/IP is not just one
and people benefits. network language, but many smaller ones. Each small protocol
in this suite has a specific job to do in a specific order. Working
Think About It! together, protocols allow computers to communicate.
Think about the benefits of a net-
work. Sequence the value of each Working with Others
possible benefit using a scale of
1 (lowest) to 4 (highest). What Everyone on a network has the ability to access programs and
conclusions can you draw? data stored anywhere on the network. You might use an applica-
tion like Google docs which is stored on a network rather than on
one expensive printer shared your own computer, or you might print a document on a printer
among 20 computers that is located on a different floor than your computer.
one version of a program Networks also let people work together in new and excit-
installed on all computers ing ways. People on a network can collaborate more easily than
a school newspaper file to
those working on standalone systems. Synergy is the effect a
which each computer user can group effort can create. People working together on a network
contribute can accomplish more than people working alone on unconnect-
ed computers.
a joint science experiment
conducted by two schools Using a Network
The steps you use to access network resources are basically the
same as those you use to work on your own computer. Your ac-
tions may seem simple enough, but behind the scenes, the net-
work’s hardware and software are performing complex tasks.
Some tasks you can accomplish using a network include:
Figure 25.1.2 Computers in
different locations can commu-
• Scheduling a meeting • Instant messaging
nicate as long as they use the • Sending e-mail • Video conferencing
same network protocols. • Exchanging documents • Playing games.
346 • Chapter 25
Lesson 25–2
Local Area Networks
• Describe how local area networks work. Organize Information Complete a spider map
• Define how local area networks allow to help you identify the basics of networking as
information sharing. you read the lesson.
• Compare peer-to-peer and client/server
networks.
Introducing LANs Key Terms

A school lab with its ten computers networked together is an • client
example of a local area network, or LAN. A LAN is a network • client/server network
in which all the workstations and other equipment are near one • collaborative software
another. LANs can be set up in any defined area, such as a home, • file server
a school, an office building, or even a cluster of shops.
• file sharing
A LAN can have just a few or several hundred users. Small or
large, a LAN lets its members share equipment and information, • local area network (LAN))
resulting in lower costs. There are three key ways to share infor- • network operating system
mation: sharing files, using collaborative software, and sharing (NOS)
peripherals. • peer-to-peer network
(P2PN)
Sharing Files Through a computer’s operating system, people
connected to a LAN can participate in file sharing. File sharing
is making files available to more than one user on the network.
Using Collaborative Software Collaborative software en-
ables the network to help people work together more closely.
With collaborative software, users can share calendars, work on
a document together, or even hold meetings through the net-
work. Collaborative software is also called groupware.
Sharing Peripherals In addition to sharing files and soft-
ware, a LAN allows users to share peripherals, such as printers,
fax machines, or any other equipment.
Using a Peer-to-Peer Network

Your peers are your equals. In a peer-to-peer network (P2PN),
all the computers are equals. Peer-to-peer networks are usually
small, made up of two to ten computers.

Sharing Files In a P2PN, each user decides whether any files
on his or her computer will be shared. You can share the files
with your neighbor, a few of your neighbors, or everyone on the
network. The reverse is true, too. Other workstations may have
files you’d like to access through the network—and you can if
Shared files and databases are ex- you have permission.
tremely useful in many office situ-
ations. If the office is networked, Creating a P2PN A P2PN is an easy network to create, since
any employee on the network can all of the workstations are equals. The operating system of each
access the data. computer typically has built-in file-sharing abilities. The work-
stations are connected to each other through the network cable.
Think About It! In some systems, the network cables all connect to a central de-
Think about what information vice called a hub. A hub handles the flow of traffic from com-
might be useful at a magazine puter to computer.
publishing house. Which data-
bases below do you think should Evaluating P2PNs A peer-to-peer network is ideal for small
be networked for any employee to offices and homes. In a large business, however, peer-to-peer
access? Which should not? networking has some drawbacks:
a collection of photographs of • Security problems can arise.
famous people • Data can be hard to back up.
a list of employees’ salaries • With many users, file sharing can become difficult.
a directory of all the subscribers • Finding shared files can be difficult.
and their addresses • Managing resources can be complicated.
a dictionary and a thesaurus These problems arise because resources are scattered across
many computers. If one computer fails or is turned off, its re-
a series of notes on recent sources are no longer available to the network.
historical events
Figure 25.2.1 An ethernet switch with many ports

can be used to set up a local area network.
348 • Chapter 25
Using a Client/Server Network
Large businesses usually use a client/server network. With this
system, one powerful computer provides information and man-
agement services to the workstation computers, the clients.
LAN Administrator LAN
Creating a Client/Server Network The main computer in a
administrators design, install,
client/server system is called the file server or the server. It con-
and maintain the LANs in orga-
tains the network operating system, other programs, and large
nizations. They must understand
data files. The network operating system, or NOS, manages and
the needs of the network users,
secures the entire network. It controls access, permissions, and stay up-to-date on new technol-
all aspects of network use. Only those who provide a username ogy, and continue to learn about
and a password can use the network. It centralizes and protects software choices. They should pay
data and controls what users can do with files. Thus, a client/ special attention to new ways to
server network is far more secure than a P2PN. improve network security to keep
the LAN safe from trespassers and
Evaluating a Client/Server Network For a large office,
viruses.
file servers are better than peer-to-peer networks, for several
reasons:
• They offer a central location for files.
• Data is easy to back up and easy to recover.
Figure 25.2.2 In a client/
• Servers are faster than workstations. server network, users can share
• Servers usually are powered on. files stored on the file server and
• Security is easier to maintain. access a common printer, too.
Workstation 1 Workstation 2
File server Print server
Workstation 3 Workstation 4 Workstation 5 Laser printer

Lesson 25–3
Wide Area Networks
• Identify the purpose and components of a wide Organize Information Complete an outline to
area network. help you note key facts about wide area networks
• Compare methods organizations use to as you read the lesson.
connect to a point of presence.
• Compare and contrast packet-switching
networks and circuit-switching networks.
• Describe three types of WANs.
Key Terms What Is a WAN?

• backbone A wide area network (WAN) connects computers and other re-
• circuit-switching sources that are miles or even continents apart. A business with
• congestion offices in many places can use a WAN to link its LANs in dif-
• frame relay
ferent cities. Then, users from any of the locations can, with the
proper permissions, access the network. Each user can access
• packets
files, printers, and other resources as if they were local. As far as
• packet-switching users are concerned, a WAN “feels like” one giant LAN.
• permanent virtual circuit Once a WAN is created, users may not even realize the files
• point of presence (POP) they are sharing are remote. And that’s the way it should be. Us-
• public data network ers should not worry about the physical location of the shared
• router files, just that the files are available.
• T1 line
• virtual private network
(VPN)
• wide area network (WAN)
Local Area Network Local Area Network

(LAN) Satellite (LAN)
Microwave
tower
Wide Area Networ k

(WAN)
Figure 25.3.1 A WAN can link distant LANs through telephone lines or microwave signals.
350 • Chapter 25
How Is a WAN Controlled?
Like a client/server LAN, a WAN is controlled by a network op-
erating system. A NOS is especially helpful on a WAN because
there are so many users and resources to manage. The NOS also
helps network administrators secure the resources throughout
Medical Technician In addition
the network.
to taking a patient’s temperature
and blood pressure, medical
Creating WANs technicians are now trained to
To create a WAN, LANs are connected through high-speed data use high-tech devices, such as
lines called backbones. Organizations attach to the backbone at a new handheld device that can
a point of presence (POP). But how do they get to the POP? map a patient’s DNA and provide
There are several options. an instant diagnosis. In addition to
the high-tech training, technicians
ISDN and DSL These technologies use ordinary telephone learn to use medical computer
lines to attach to the backbone. Special adapters or modems pro- networks.
vide ways to deal with digital data.
Leased Lines Some companies rent a private end-to-end con-
nection, called a leased line, from a telecommunications com-
pany. Leased lines allow data to be sent at 56,000 bps.
T1 Lines Larger companies and many school districts lease T1
lines. T1 lines can be either copper or fiber optic, and they allow
data to be sent at more than 1.5 million bps.
Permanent Virtual Circuits A permanent virtual circuit
(PVC) allows multiple users’ data to travel the line at once. Thus,
they are cheaper than private lines. Most PVCs use a technology
called frame relay. Frame relay allows voice, data, and video to
travel on the same line and at the same time.
Sending Data Long-Distance

Packet-Switching Networks Most networks use packet-
switching technology. The sending computer divides informa-
tion into tiny segments called packets. Each packet is marked
with a delivery address, so packet transfers are quick and accu-
rate. When you transfer a file, send an e-mail, or even browse a
Web site, you’re sending and receiving packets.
Circuit-Switching Networks Some WANs use circuit-
switching technology to transmit messages. Circuit-switching
happens on a real, end-to-end connection between the send-
ing computer and the receiving computer, which make up the
circuit. There’s no delay on circuit-switching networks, so they
are ideal for sending voice messages and for teleconferencing. A
telephone network uses circuit-switching.
Routers are network devices or programs that choose the
best pathway for each packet. If there is congestion, or too much
traffic, on the network, the router can delay some of the packets.
The receiving computer puts the packets back together in the
right order.

Types of WANs
Businesses and other organizations use three types of WANs.
Learning about WANs helps you
Public Data Network A public data network allows a com-
understand what Alvin Toffler
pany to set up its own network. Telecommunications companies
meant when he wrote in his book
own the public data network and charge fees for the use of the
Future Shock, “Never in history
network.
has distance meant less.” Toffler
is a futurist, however. He wrote Private Data Network Some companies set up a private data
those words back in 1970, when network that cannot be accessed by outsiders. Having a private
networks were just a goal! data network costs more than using a public data network.
Virtual Private Network A virtual private network (VPN)
is a private network set up through a public network. VPN us-
ers connect to an Internet service provider (ISP) to access the
network.
Networking the Navajo Nation The Navajo Na-

tion spreads across 26,000 square miles in Arizona, New
Mexico, and Utah. The Nation’s Diné College has seven
campuses that are hundreds of miles apart. Only about
half of the Nation’s households have phone lines. How
could the educational system take advantage of the In-
ternet? The solution was to create a WAN using a variety
of technologies. Small satellite dishes receive information while phone and dedicated
data lines send messages out. The Navajo Nation’s wide area network has expanded
to overcome the wide open spaces in which its people live.
What group or institution do you think would benefit from a WAN? Why? .
352 • Chapter 25
_____ 1. network a. network in which all computers are

_____ 2. workstation equal
_____ 3. protocol b. computer connected to a network
_____ 4. local area network
c. local connection to a WAN
_____ 5. collaborative software
_____ 6. peer-to-peer network d. standard format and rules
_____ 7. file server e. set up on a public network
_____ 8. backbone f. two or more computers linked
_____ 9. point of presence together
____ 10. virtual private network g. program that lets people work
together closely
h. high-speed line that carries network
traffic
i. network set up in a limited area
j. the central computer in one kind of
network
1. Which of the following is NOT an 4. Which of the following do users

example of a physical medium used of a client/server network have to
to connect a network? provide?
a. telephone wires a. a client
b. electric cords b. a file
c. fiber-optic cables c. a protocol
d. radio signals d. an access control
2. If a company buys one large com- 5. Which of the following is used to
puter instead of many workstations, control a WAN?
which of the following will it supply a. NIC
for its employees to work on? b. VPN
a. a file server c. NOS
b. nodes d. POP
c. a point of presence 6. Which of the following is used
d. terminals to provide a local connection to a
3. Which of the following is another WAN?
name for collaborative software? a. NIC
a. groupware b. VPN
b. network operating system c. NOS
c. local area network d. POP
d. backbone

1. How are a LAN and a WAN similar? How are they different?
2. Why might a P2PN be a good choice for a small network? Why might a client/
server model be a good choice for a large network?
3. Why is the Internet an example of a WAN?
4. What kinds of wires and wireless lines can be used as the backbone of a WAN?
5. Why are protocols important to LANs and WANs?

A. If your school library has comput- B. Conduct research in the library or,
ers, find out if the ones available for with your teacher’s permission,
students to use are workstations or on the Internet to find more details
terminals and why they are orga- about each of the physical media
nized this way. Also, find out how used to create networks, such as
the computers in your public library twisted pair, coaxial cable, fiber-optic
are organized. If possible, try each cable, microwaves, radio waves, and
system. Write a brief report compar- infrared rays. Present your findings
ing and contrasting the operation in an illustrated chart. Compare the
and purposes of a network using details you discovered with those
workstations and a system using your classmates found. What conclu-
terminals. sions can you draw about the use of
these media in networks?
354 • Chapter 25
chapter
Using Networks
26
Can Computers Work Together? From

the workstations in your classroom, to the PC
at the library, and lately even in the interface
on your cell phone, computers are everywhere.
Today, thanks to networking, these devices can
become even more useful. Lesson 26–1
Networks, and the science of network de-
sign, are becoming more important in our lives
Connecting Computers
than ever before. People at home, in schools,
and at work are all exploring how they can use Lesson 26–2
networks in their daily activities.
In this chapter, you learn about the different Creating Local Area Networks
designs used to create networks, and how net-
works are used by businesses and individuals. Lesson 26–3
Connecting Remote Networks
Using Networks • 355

Lesson 26–1
Connecting Computers
• Explain what is meant by network architecture. Organize Information Use a main-idea chart to
• Explain OSI. help you identify the details that support the main
idea of the lesson.
• Summarize how networks are designed.
Key Terms Network Architecture

• collision To design a network for your school, you would consider the
• contention number of students, the placement of your servers, Internet ac-
• network architecture cess, and more. Designing a network for a large company raises
• network layer
different issues.
• topology Setting Up a Network Network architecture is the science of
designing a network. In many cases, a systems engineer is hired
to find out what the network will be used for and to design a
network the operating system can handle.
Networking the Home For some

homeowners, it’s not enough to buy a
house. They want a smart house—a
networked house. It offers benefits such
as wireless security systems and baby
monitors, central control of heat and light-
ing, high-tech control of home entertain-
ment systems, and more. The retail world
is changing as more and more companies
are able to turn houses into smart houses!
Which high-tech feature would you most like to have in your
home?
356 • Chapter 26
Small networks are fairly easy to create. The network admin-
istrator first connects the network card of each work-station to
the network cable and usually connects the cable to a hub. The
administrator also has to make sure the operating system of the
computer is set up to participate in the network. On larger net-
works, however, the job becomes more complicated. Systems Engineer Systems
engineers have enormous respon-
Following Rules Recall that all network communication, sibility in working with networks.
large or small, is based on and must follow common rules, called They design and install them, but
protocols. These rules were developed by the International Stan- they also continue working to
dards Organization, or ISO. improve the network and trouble-
The rules specific to computer networks are called the Open shoot to solve problems. Systems
Systems Interconnection, or OSI, model, which has seven lay- engineers aim for maximum
ers. These rules define what happens at each step of a network performance and security in the
operation and how data flows through it. Each layer communi- networks they deal with. They
cates with the layer above and below it to ensure that network- are knowledgeable about both
ing takes place. hardware and software.
On the sending computer, data flows from the application
layer, down through each layer in the model, and out through
the network. Then, it flows back up through the model on the
receiving computer. Each layer has a job to do to prepare out-
going data for the network and incoming data for the operating
system. All layers are important, but the network layer deserves
special attention.
Layers of the OSI Model
Layer Purpose
Application Communicate with the operating system to do an actual job
Presentation Package data from the operating system so the lower layers can understand it
Session Create and end communication between two devices on the network
Transport Manage the flow of data within the network and check for errors
Network Route and address data traffic
Datalink Choose the right physical protocols for the data
Physical Define the actual network hardware, such as cabling and timing

ct 2 a1
Network Design
If you were to create a map of your neighborhood, you might
include streets, lakes, and hills. A map of a network shows the
physical structure of the network, including servers, work-
The word contention has more stations, and other network devices. The network’s layout is
than one meaning. It can mean a called the network topology.
state of rivalry or a statement that Topology isn’t only concerned with where to put equip-
one supports. ment, however. The design of a network must also solve another
problem: Only one computer on a network may speak at a time.
Think About It! When two computers try to access the network at the same time,
Think about the various meanings they’re in contention. If both sent their data at once, there could
of the word contention. Which be a collision, and the data could become all mixed together.
sentence(s) below do not use the To avoid such collisions, each computer divides its data into
word correctly? very small, fast-moving packets. Network equipment or soft-
Sally and Tom are in contention ware transmits these packets. Users typically are not affected by
for the job of manager. the tiny delays this system causes as each computer must wait
its turn to transmit data.
Ralph did not apply for that
position because he feels
contention in his present job.
It is Sally’s contention that her
skills are ideal for the job.
1
00111101
1100 0000 1100 11
00 1100 1100
1 11 1100 00
11 00
0000 11
101 0101 0110 1
0000
00
010 11
1
11
000011001100 1
1 0011000111111 00
00001111001100110010000 0
0 0
00 10011 001111 1111
0011 0000 1 1 00011 1100
0011 0 1111
11
Figure 26.1.1 Like the traffic signals used on roads,

networks use special means to prevent data from colliding.
358 •7 Chapter
8a1 e 26
Lesson 26–2
Creating Local Area Networks
• Compare and contrast LAN topologies. Organize Information Use an outline to
• Identify network types. help you identify types of LANs as you read
the lesson.
• Describe the operation of an Ethernet.
Choosing a Network Topology Key Terms

Each LAN can have a different combination of computers, print- • bus topology
ers, and other equipment. The LAN designer chooses a network • Ethernet
type to connect the components. Each type of network can be • hub
described by its topology: bus, ring, star, and star bus. • mesh topology
Bus Topology An older network design, bus topology is rare- • ring topology
ly used now. In a bus, devices are connected to a single network • star bus topology
line like a string of holiday lights. When one network device • star topology
fails, the entire network fails, and adding new devices to the net- • token
work can also be tricky.
Workstation 1 Workstation 2 Workstation 3
Figure 26.2.1 In a bus topology, all computers connect to a single cable.

Ring Topology As its name suggests, ring topology connects
all the network devices in a circle. To control collisions, such
networks pass tokens, or special units of data, around the ring.
Only the workstation that has control of the token can send other
data onto the network. Because of the token-passing technique,
Which topology would you use if these networks are also called token rings, or, if the network is
you were in charge of networking wireless, wireless token rings. Like bus topology, one fault can
a classroom with five computers,
disrupt a ring network, but this network type has the advantage
one printer, and one scanner?
of not requiring a network server.
Think About It! Star Topology Star topology design connects each network
Sequence the value of each device to a central hub. A hub is a connection point for all the
topology below using a scale of 1 computers, printers, and other equipment on the network.
(lowest) to 5 (highest) to indicate Adding and removing devices to a star network is easy. If the
which you believe would be best hub loses power or fails, however, the network devices will not
in the classroom. be able to communicate. Star topology avoids collisions by using
bus topology strategies that manage contention.
ring topology Star Bus Topology Star bus topology connects multiple star
star topology networks along a bus. It is the most common design used in
LANs today.
star bus topology Suppose each classroom in your school had its own network
mesh topology with its own hub. The hub in each classroom could then be con-
nected to a common line, called a backbone. A backbone is a fast
network medium that provides communication among all of
the networks. It links all the hubs in the school, for example,
expanding the reach of each network.
Mesh Topology In mesh topology the components are all
connected directly to other components. Because this topology
connects devices with multiple paths, re-
dundancies exist. But, because all devices
Hub are cross-connected, the best path can be
taken at any time. The drawback to mesh
topology is that needing at least one and a
half connections for each computer makes it
very expensive to construct. This topology
is usually used in the Internet structure.
This network Itʼs eas to

introduces a connect new
central wiring workstations
concentrator by running
called a hub. a cable to
the hub.
Figure 26.2.2 A star topology.
360 • Chapter 26
Exploring Ethernet
Ethernet is the most common networking technology used on
LANs. Ethernet and star bus topology work together to ensure
Robert Metcalfe, the inventor of
fast data transfers, logical network design, and fewer collisions. Ethernet, is also the author of
Ethernet uses a rule called Carrier Sensing Multiple Access/Col- “Metcalfe’s Law.” According to
lision Detection, or CSMA/CD. This protocol governs how net- that law, the more people who use
work devices communicate and what happens if they break the a network, the more valuable that
rules. network becomes. Do you agree?
Ethernet Communications Like a well mannered conver-
sation, CSMA/CD requires each network device, also called a
node, to take turns speaking. The node first listens to hear wheth-
er anyone is using the network, and then it transmits the data.
When a node transmits data, every workstation on the network
receives the data. However, only the device the data is intended
for actually accepts it.
Ethernet Collisions If two nodes speak at the same time,
a collision occurs. In that case, each of the conflicting nodes
waits a random number of milliseconds and then attempts to
speak again. The random waiting time helps prevent another
collision.
Star bus topology expands a network’s reach. As more nodes
are added to a single network and as more networks are con-
nected, the chance of multiple collisions increases. To solve this
problem, Ethernet often uses bridges, switches, or routers. These
devices divide the network into segments. To reduce congestion,
messages are routed to the proper segment rather than to the
entire network.
ROBERT M. METCALFE
“ [The Association for Computing
Machinery conference] aims to do more
than brainstorm about the future. If
we do a good job, we can change the
future.
” Robert M. Metcalfe
In the 1970s, Xerox® wanted a system Later, Metcalfe founded his own
that would let all the computers at a company, 3Com Corporation, which
research center share a laser printer— stands for computers, communications,
the world’s first laser printer, in fact. and compatibility.
When Robert Metcalfe and his assis-
tant, David R. Boggs, came up with
Ethernet, the problem was solved.

Lesson 26–3
Connecting Remote Networks
• Summarize the purpose of WANs. Organize Information Complete a concept
• Specify WAN technologies. web to help you identify different WAN applica-
tions.
• Identify common uses for WANs.
• Explain the use of intranets.
Key Terms Overview of WANs

• electronic data As you learned in Lesson 25-3, wide area network, or WAN, is
interchange (EDI) just what its name suggests: a network that links resources that
• extranet are far apart from one another. Often, a WAN connects two or
• firewall more LANs into one large network. Suppose a company has net-
• intranet works in Chicago, Illinois; Indianapolis, Indiana; and St. Louis,
Missouri. A high-speed data line between Chicago and India-
• point-of-sale (POS)
napolis can connect those two networks. From Indianapolis, an-
other high-speed data line is connected to St. Louis. Now, all
three networks are connected, and the company has a WAN.
Protecting a WAN In the example network described above,
the company has a problem. If the data line between St. Louis
and Indianapolis fails, users in St. Louis cannot communicate
beyond their LAN. Companies can solve this problem by add-
ing more high-speed lines. For example, a data line between St.
Louis and Chicago would ensure connectivity to resources in all
three LANs even if one line fails.
Figure 26.3.1 WAN networks

allow people spanning a large WANs in the Business World
geographic area to share The introduction of WANs allowed individuals on each network
resources and communicate. to communicate, access resources, and collaborate on projects.
And as people got used to networking, they developed new
forms of personal and business communications.
Groupware When the science of networking was
applied to the need for collaboration, groupware was
born. Groupware is another name for collaborative
software.
362 • Chapter 26
EDI Companies can also use WANs for electronic data inter-
change, or EDI. EDI is a business-to-business WAN. For exam-
ple, a company can use EDI to order equipment from a supplier
quickly and accurately. It helps the supplier, too, because it auto-
matically creates a bill and sends it to the buyer. Though EDI is
expensive to set up, it saves both buyers and suppliers money: Often, an employee who is con-
It saves paper and employee time, and it helps companies avoid nected to the office through a
network can work from home, or
having to stock large inventories.
telecommute.
WANs in Your World Think About It!

Think about the advantages and
You are likely exposed to WANs every day. Many of the retail
disadvantages of telecommuting
stores you visit, such as grocery stores, shoe stores, or video
for the company. Which items be-
stores, use WANs to track sales, inventory, and profits. You are
low do you think are advantages?
also involved with WANs every time you use the Internet.
Which are disadvantages?
The POS System One example of a WAN in action is a point- You do not have to dress up to
of-sale (POS) system. Here’s how it works: go to work.
• The cashier at a retail outlet, such as a grocery store, scans You do not travel to get to work.
the bar code on the item you purchase. That bar code is
linked to a central database. You can avoid people very
easily.
• The POS system allows the store to order more of the
product automatically, learn which day of the week cus- You can work at your own pace.
tomers are likely to buy the item, and compare its sales You can take breaks whenever
with other stores. you want.
• Once a store has collected information on its sales, it can
predict trends. Knowing these trends lets the store man-
agers stock the shelves and set prices sensibly.
The Internet The Internet is the most common example of a

WAN. You and others access the Internet through an Internet
service provider (ISP). The ISP is connected to a backbone in or-
der to reach other networks where Web servers are located.
Figure 26.3.2 Ringing up a

sale on a point-of-sale system.

What Is an Intranet?
Many companies,universities, and other organizations install
Social Studies Who was that intranets. An intranet is a private network that uses the same
man? What made that woman TCP/IP protocol as the Internet.
famous? History examines many
stories of people who made a Comparing Intranets and the Internet Intranets offer many
difference. And the Internet is of the same services the Internet does, such as e-mail and Web
making a difference in how you sites. Intranets are different from the Internet in that they are not
can learn about people in history. meant for public use. Firewall software prevents outsiders from
Specialized networks and net- accessing the intranet.
works maintained by universities,
scholarly groups, and professional Creating an Extranet An intranet can also be converted to
organizations provide rich sources an extranet, which allows for limited public access. Companies
for historical and biographical often use extranets so employees can access the network while
information. they travel or telecommute, which is when employees work
from home while linked to the office by computer. Extranets are
Check out www.biography.com for
also used to share information with other businesses.
tons of biographical information
about all types of famous people.
Figure 26.3.3 Company intranets enable employees to access information

such as human resources forms, shared databases, and information about
company policies.
364 • Chapter 26
_____ 1. network architecture a. science of designing a network

_____ 2. topology b. network designed around a hub
_____ 3. contention
c. software that prevents outsiders
_____ 4. bus topology
from accessing an intranet
_____ 5. hub
_____ 6. token d. layout of a network
_____ 7. star topology e. two messages trying to travel at once
_____ 8. firewall on a network
_____ 9. point-of-sale f. WAN to which a scanner at the
checkout can be attached
g. unit of data that prevents collisions
in ring topology
h. network connected to one line
i. a connection point for all the
computers, printers, and other
equipment on the network
1. All networks follow rules developed 4. Ethernet deals with contention by

by the ________________. ________________.
a. ISO a. storing messages in the session
b. POP layer
c. EDI b. assigning messages to a POP
d. LAN c. dumping messages that collide
2. The OSI model defines how data d. delaying messages that collide
travels through ________________. 5. Groupware makes all of the
a. a collision following possible EXCEPT
b. backbones ________________.
c. seven layers a. videoconferences
d. groupware b. e-mail
3. Early LANs were designed with c. electronic bulletin boards
________________. d. protocol stacks
a. bus topology 6. A ________________ topology is
b. ring topology used in the Internet structure, and it
c. star topology is the most expensive.
d. star bus topology a. tree
b. star bus
c. mesh
d. ring

1. How does the existence of protocols such as the Open Systems Interconnection
model make the job of designing a network easier?
2. What equipment do you think employees need to telecommute?
3. For what purposes might a big bank use both LANs and a WAN?
4. Do you think LANs and WANs will become more or less standardized in the
future? Why?
5. How has networking changed the way many companies do business?

A. Work with a partner to find out more B. Within the next few years, the POS
about Ethernet, which many schools (point-of-sale) system could make a
use in their networks. With your leap from bar codes to smart labels.
teacher’s permission, use a search The labels are also known as radio
engine and the keyword Ethernet to frequency identification, or RFID,
research three Web sites that describe tags, and they’ve actually been used
this technology. Next, outline and for some time to track cattle. Con-
create a chart to help you evaluate duct research in the library or, with
the three sites. Identify the source of your teacher’s permission, on the
each. Then develop a scale and rank Internet to find out how smart labels
each on completeness, clarity, orga- work and how they will affect re-
nization, and overall value. tailers and customers. Discuss your
findings with your classmates.
366 • Chapter 26
chapter
Internet
Basics 27
A Network of Networks The Internet con-

nects people all over the world through a huge
network of computer systems. The U.S. gov-
ernment and university researchers began the
Internet to share information. Since then, it has
turned into one of the most exciting inventions Lesson 27–1
in history.
As more and more people use the Internet,
What Is the Internet?
the demand for user-friendly online services
has also grown and created new business op- Lesson 27–2
portunities. Additionally, electronic mail and in-
stant messaging services have changed the way Connecting to the Internet
people meet and stay in touch with one another.
People online can work together on projects in Lesson 27–3
different locations, sharing information as if
they were in the same office. Comparing Internet Services
Internet Basics • 367

Lesson 27–1
What Is the Internet?
• Compare and contrast LANs, WANs, and the Organize Information Use a spider map to or-
Internet. ganize information about the Internet as you read.
• Describe how the three main parts of the
Internet work together.
• Explain the advantages and disadvantages of
the organization of the Internet.
• Identify organizations responsible for setting
standards for the Internet.
Key Terms Organization of the Internet

• Internet The Internet is a global WAN, a network of networks. It con-
• Internet client nects everything from single computers to large networks. The
Internet can even connect computers that run different operat-
ing systems. This ability to share information with almost any
computer makes the Internet a powerful tool for communica-
tion. The Internet is made up of three important parts: servers,
clients, and protocols.
Figure 27.1.1 Like many
networks, the Internet is made Servers Internet servers are the computers that provide ser-
up of connected client and server vices to other computers by way of the Internet. These services
computers, which use protocols include processing e-mail, storing Web pages, or helping send
to communicate. files from one computer to another.
Clients and Protocols Internet clients are the
P ro computers that request services from a server. When
to you connect to the Internet, the computer you use is
considered a client. Like other networks, the Internet
co
ls
uses protocols—the sets of rules that allow clients

and servers to communicate.
Server
Client Is the Internet a WAN?
Pr There are three key differences between the Internet
s o
ol and other WANs.
to
c
P ro t o
co
Type of Access The Internet is public, while

ls
WANs are typically private.

Degree of Security While the Internet is becom-
ing more secure, it is still not as secure as a private
WAN connection. As data travels through the Inter-
net, snoops and eavesdroppers on the public net-
works through which the data moves sometimes try
to access it. A private WAN is more secure because it
is more likely that only the organization that owns it
Client Client
has access to it.
368 • Chapter 27
Types of Information On the Internet, information is trans-
mitted in the form of Web pages and other types of files. A WAN
is used for more than just browsing Web pages. It provides ac-
cess to network resources, such as printers, file servers, and da-
tabases.
Staying current with changing
technology is not always easy.
Inventing the Internet
In the 1960s, people were working on ideas that later became
Think About It!
the Internet. In 1969, the first four major computer centers in the Listed below are other technolo-
United States were linked. By 1973, the network was interna- gies invented since research for
the Internet began in the mid-
tional. In 1983, the Internet protocols went online for the first
1960s. Which item(s) listed below
time. Two major groups worked on the development of the
do you have in your home?
Internet: the United States military and university researchers.
food processor
United States Military In the 1960s, the United States gov- VCR
ernment wanted to find a way to communicate in the event of cellular phone
a disaster or military attack. The military began to work on a video game
system that would operate even if some communication connec- DVD
tions were destroyed. The Defense Advanced Research Projects
Agency (DARPA) of the U.S. Department of Defense focused
on computer networking and communications. In 1968, this re-
search led to a network of connected computer centers called the
Advanced Research Projects Agency Network (ARPANET).
University Researchers With the military’s leadership and
funding, DARPA formed computing research centers at univer-
sities across the United States. From 1969 through 1987, the num- Figure 27.1.2 Today, the
ber of computers on the network increased from 4 to more than Internet includes millions of
10,000. These connections created the networks that became the servers and connections all
Internet. over the globe.

Internet Management
Who owns the Internet? The truth is, no specific organization or
government does. Many organizations are responsible for differ-
Did you know that you can get a
ent parts of the network. Here are some examples:
traffic report about the Internet?
Like the traffic reports you may • The World Wide Web Consortium (W3C) issues standards
hear on television or on the radio related to the World Wide Web.
during rush hour, the Internet • Internet Engineering Task Force (IETF) is a large interna-
Traffic Report monitors the flow of tional community of network designers, operators, vendors,
data around the world. and researchers. This group is concerned with the future
Visit www.internettrafficreport.com structure and smooth operation of the Internet. Like many
to see how the traffic is in your organizations that set computing standards, the IETF is
neighborhood. “open,” meaning any interested person can participate.
• Internet Corporation for Assigned Names and Numbers
(ICANN) is a nonprofit corporation with a variety of re-
sponsibilities, including the management of domain names.
• Web Standards Project (WaSP) is a coalition that supports
standards for simple, affordable access to Web technologies.
Freedom of the Internet One advantage to the open quality

of the Internet is the ability to share information. Anyone can
make an idea or opinion accessible to anyone else.
Pitfalls of the Internet However, there are pitfalls to this
open organization. People can post whatever point of view or
information they want, even if it can sometimes be misleading or
false. It is up to the users of the Internet to think critically about
the information they find. If you have a question about anything
you find on the Internet, ask an adult you trust about it.
Voting on the Internet? According to the

Federal Election Commission, the Internet is not
ready for U.S. citizens to vote on it. Safeguard-
ing the privacy, security, and reliability of the
voting process is important to ensuring a free
democratic election.
While there have been some experiments
with Internet voting, experts agree that it will be a long time before it is used in
general elections. The Internet, however, can improve some parts of the elec-
tion process. For example, the technology is in place for secure overseas military
voting. Also, registration databases and vote totals can be sent over the Internet,
saving time and money.
In what other ways might you use the Internet to find out more about politics?
370 • Chapter 27
Lesson 27–2
Connecting to the Internet
• Identify ways to connect to the Internet. Outline Information Use an outline to organize
• Compare and contrast Internet Service information about how the Internet works as you
Providers and online services. read.
• Categorize access methods by temporary or
permanent IP address.
• Compare and contrast the connection speed of
a modem to DSL and to a fiber-optic line.
Accessing the Internet from Home Key Terms

There are different ways to connect to the Internet. The reasons • Internet service provider
for various options are availability, location, speed, and price. (ISP)
• navigate
Dial-up, ISDN, and DSL Access The least expensive way
• online service
to get online is to use a dial-up connection between a standard
phone line and a modem. These connections are called “dial-up” • Point-to-Point protocol
(PPP)
because your computer must connect to the Internet by using a
telephone number to contact a server. Only 10% of households • username
in the United States still use dial-up access. This type of access
uses a modem and a standard phone line to connect to the In-
ternet with Point-to-Point protocol (PPP). Aside from the slow
speed, a drawback of dial-up is that your computer is assigned
a temporary IP address; you can’t run server software without a
permanent IP address. When the session is over, the connection
is broken.
Some Digital Subscriber Lines (DSL) require a special tele-
phone line. Integrated Services Digital Network (ISDN) lines
require a special ISDN adapter and modem. As a result, both
services cost more than regular phone service. Furthermore,
DSL and ISDN are not available in all areas. One drawback of
DSL is that service does not extend more than a few miles from
telephone switching stations, so this service is unavailable in
some areas.
Cable and Satellite Cable television companies offer Inter-
net access through cable modems. This access is at speeds much
faster than dial-up modems. You need a network card in your
computer, a cable modem, and cable access. Satellite access is
also very fast for downloading files to your computer, but it re-
quires a phone line and a modem for sending files to outside
users.

Accessing the Internet from Work
Access needs of large organizations may differ from those of
home Internet users.
LAN Access If your school or library has a local area network
(LAN) that is connected to the Internet, you access the Internet
through the network. LAN access is generally much faster than
dial-up access because LANs usually access the Internet via a
high-speed connection. But the performance you experience
depends on how many LAN users are trying to access the In-
ternet at the same time. In most cases, you have a permanently
assigned IP address on a LAN.
Fiber Optics An organization that needs a high bandwidth
might use a T1 line (which stands for trunkline) for Internet ac-
cess. Internet service providers, who are responsible for main-
taining backbones, need even faster connections, such as a T3
line. T1 and T3 lines use fiber-optic cables that are capable of
handling huge amounts of data. This technology is popular for
Internet backbones and LANs.
To get an idea of just how fast a modern backbone is, com-
pare the speed of an old-fashioned dial-up modem to the speed
of different types of fiber-optic lines. At one time, home comput-
ers came equipped with a 56K modem, which could transmit
about 50,000 bits per second, or approximately 5,000 characters
per second. The following table illustrates the amount of data
that can travel across DSL, cable, and fiberoptic lines.
Type of Line Transmission Speed
ADSL (Asymmetric digital subscriber line) 16 to 640 kilobits per second sending data
1.5 to 9 megabits per second receiving data
SDSL (Symmetric digital subscriber line) Up to 3 megabits per second
T1 1.544 megabits per second
T3 43.232 megabits per second
372 • Chapter 27
Getting Online
After you have access to the Internet, you must select a way to
get online. Choices include Internet service providers and online Science Researchers interested
services. in ending world hunger can now
meet in a virtual 3-D laboratory to
Internet Service Providers An Internet service provider work together on projects.
(ISP) is a company that provides a link from your computer to
the Internet. For a fee, an ISP provides its subscribers with soft- Using the Internet, researchers
ware, a password, an access phone number, and a username. A can model different environments,
username identifies who you are when you access the Internet. such as a potato farm in the
An ISP does not guide you through the Internet—it only pro- Andes Mountains. They then work
vides an easy-to-use connection to it. You can use either a local together to improve the economy
ISP or a national ISP. of a developing country through
agricultural research.
Online Services An online service connects your computer to
the Internet. Online services are businesses that provide tools to
help you navigate, or move to different parts of, the Internet. On-
line services are not the Internet. These services are now almost
all free. When you register for them on the Internet, special soft-
ware is downloaded onto your computer. The software makes the
connection to the service, which then guides you through content
and activities. Three popular online service providers are Micro-
soft Network (MSN), AOL, and Verizon. The functions of online
service providers, Internet portals, and search engines, which
you’ll read about soon, will likely overlap. Also, the term online Figure 27.2.1 Microsoft Net-
service provider has broadened to include any business that of- work (MSN) is a popular online
fers services over the Internet—from Amazon.com to banks of- service provider with millions of
fering online banking to entertainment sites, like youtube.com. subscribers.

Lesson 27–3
Comparing Internet Services
• Identify and describe types of Internet services. Identify Main Idea/Details Use a main idea/
• Summarize how to access information on the detail chart to identify the main idea and details of
Web. popular Internet services as you read.
• Analyze the usefulness of e-mail in daily living.
• Explain File Transfer Protocol.
• Discuss issues related to transferring files.
Key Terms Internet Services

• download When you send an e-mail message to a friend, you use one
• file compression kind of Internet service. Browsing the World Wide Web is done
• hyperlink through another type of service. Different Internet services are
• hypertext
used for accessing the World Wide Web, sending and receiving
electronic mail, and conducting file transfers.
• portal
• search engine
• uniform resource locator Internet Software
(URL) The protocols for delivering an e-mail message are not the same
• upload as the protocols for displaying a Web page. Typically, there is dif-
• virus ferent software for each Internet service. You use a Web browser
• Web browser to view Web pages. Popular Web browsers are Mozilla Firefox,
Google Chrome, and Microsoft Internet Explorer. You use a mail
program to send and receive e-mail messages. Some mail pro-
grams, such as Hotmail and gmail, are Web-based, which means
you access them using a Web browser. Some, such as Microsoft
Outlook, are programs you install on your computer.
Portals Internet portals provide organized subject guides of
Internet content, and they are likely to double as search engines
as well. A search engine is software that finds and lists informa-
tion that meets a specified search. You begin searching by typing
a keyword or phrase into a blank field. Then, the search engine
will give you the results of that search. Popular search engines
include Google, Yahoo, and Bing.
Accessing Information on the World Wide Web

The World Wide Web is a huge collection of hypertext documents
called Web pages. In a hypertext document, certain words or
pictures can serve as hyperlinks. A hyperlink is a link to another
document on the World Wide Web.
374 • Chapter 27
Hyperlinks Usually hyperlinks appear underlined, in a differ-
ent color, or highlighted. Sometimes there are buttons or images
that can be clicked. When you move your mouse over a hyper-
link, the pointer changes to an icon of a hand. You can click this
hyperlink item to be transferred to another document.
The Internet is available in
URLs When you click a hyperlink, the Web browser retrieves thousands of schools across the
and displays the document connected to that hyperlink. How country. Although students may be
does this work? Every document has a unique address, called a blocked from accessing inap-
uniform resource locator (URL), which tells exactly where the propriate sites, they can contact
document is located on the Internet. A hyperlink instructs the scientists, take virtual field trips,
browser to go to the URL for that document. and even watch frog dissections!
Think About It!

Electronic Mail Before logging on to the Internet,
For many Internet users, electronic mail, or e-mail, has replaced think about the purpose of your
traditional mail and telephone services. E-mail is fast and easy. If visit. Which item(s) listed below do
you organize your e-mail addresses into groups, you can broad- you think would be appropriate for
cast, or send, a message to a group in just one step. use of the Internet at school?
research a book report
E-mail Pros and Cons E-mail is not free, and it’s not instan-
solve math problems
taneous. However, you do not pay to send each e-mail, as you
would a letter. The cost of your e-mail service is included in e-mail a friend
the fee you pay your Internet service provider or online service play video games
provider. In most cases, it takes minutes or more for an e-mail create a database of your
message to reach its destination. But it costs the same and takes favorite books
approximately the same amount of time to send a message to
someone in your own city as it does to send a message halfway
around the world.
TIM BERNERS-LEE Berners-Lee
“ The whole idea that you can have

some idea and make it happen means
dreamers all over the world should take
designed
the URL, or
a scheme for
heart and not stop.
” Tim Berners-Lee
Creator of the World Wide Web
locating
Internet
addresses;
developed HTML, or a language for
In the 1980s, Tim Berners-Lee turned encoding hypertext; created HTTP,
what was a system for keeping track or a system to link hypertext docu-
of his random notes into a system for ments; and built the first browser.
linking the work of scientists any- Few people in history have had a
where in the world. greater impact on the way we com-
municate than Berners-Lee.

Transferring Files
File Transfer Protocol (FTP) lets you transfer files on the Internet.
With an FTP client, you can transfer files from an FTP server to
your computer in an operation called downloading. In upload-
ing, you transfer files from the client to the server.
Director of Music Programming
FTP can transfer both text files and binary files. Binary files
Many online services sell music
over the Internet, creating new
are program files, graphics, pictures, music or video clips, and
business and career opportunities documents. Once you’ve stored a file on an FTP server, you can
in this area of technology. distribute the URL so that your friends can also download the
file from the server.
A Director of Music Programming One difference between using an FTP server and using
for an online music subscription e-mail to transfer files is that with FTP, the file stays on the server
service needs several years of until you take it off. With e-mail, a file that has been transferred
experience in the music industry will be lost once the e-mail message has been deleted. (The file
and with technology. Knowledge
attachment remains on the computer where it was sent from—
of music copyright laws is also
unless it is deleted from there as well. See Lesson 31–1 for more
essential.
information on sending e-mail with attachments.) E-mail is con-
sidered a more secure method, however, because only the recipi-
ent of the e-mail message has access to the attached files.
File Transfer Issues

Computer Viruses It’s important to exercise caution when
downloading files from the Internet, especially program files.
Files are commonly used to transmit viruses. A virus is a pro-
gram created to damage computers and networks. The damage
caused may be minor or serious, such as altering or destroying
data. It’s a good idea to check all downloaded files for viruses
before saving them. Most antivirus programs will do this for
you automatically. You should update your antivirus program
regularly to be protected from the newest viruses. The Windows
Figure 27.3.1 The File operating system helps by giving a security warning when a
Download - Security Warning download is about to begin. You may want to review the advice
from Windows. If you trust the provided by clicking the What’s the Risk? link.
source of the file, you click Run
File Compression The larger a file is, the more time it takes to
or Save.
travel over a network. File compression is a way of reducing file
size so it can travel more quickly over a
network. If you are sending a large file, it
is important to compress it. It can also be
convenient to compress multiple files into
one when you are sending them to some-
one in an e-mail attachment. Some com-
pressed files are set to decompress auto-
matically. Others must be decompressed
using decompression software. The most
widely used compression software for a
Windows system is WinZip®. Macintosh
computers use a program called StuffIt™
to compress files and a utility called
StuffIt Expander to decompress files.
376 • Chapter 27
_____ 1. Internet a. highlighted text or graphic in a Web

_____ 2. Internet client site that directs browser to another
_____ 3. Internet service provider URL
_____ 4. username b. software that finds and lists informa-
_____ 5. search engine tion that matches criteria
_____ 6. portal
c. computer that requests services from
_____ 7. hyperlink
a server
_____ 8. uniform resource locator
_____ 9. download d. identification while on the Internet
e. address of documents on the Web
f. vast network of connected computers
g. a company that provides access to
the Internet
h. to transfer a file from a server to a
client
i. Internet service that provides a
guide to Internet content
1. A network that covers a large area is 6. A(n) ____________________ enables

called a(n) ____________________. someone to search for a Web site
2. The three main parts of the Internet with a keyword.
are ____________________, servers, 7. In a(n) ____________________
and protocols. document, certain words or pictures
3. The two main groups responsible for serve as hyperlinks.
inventing the Internet are the U.S. 8. File ____________________ is a way
military and ____________________ . of reducing file size.
4. A(n) ____________________ is the 9. A(n) ____________________ is used
least expensive way to access the to view Web pages.
Internet. 10. You can send a(n)
5. ____________________ are business- ____________________ to someone
es that provide special software to by attaching it to an e-mail message.
guide users through Internet content
and activities.

1. Why did the U.S. Department of Defense begin to research computer networking
and communications?
2. Why do you think it is important to think critically about the accuracy and
validity of information you find on the Internet?
3. Why might someone use an online service rather than an Internet service
provider?
4. Compare and contrast the use of e-mail and fi le transfer protocol for transmitting
files over the Internet.
5. Why do you think e-mail is so popular for daily communication at home, school,
and work?

A. Because the Internet is so easily B. With permission from your teacher,

accessible, it is important to learn in small groups, conduct online
how to protect yourself when you research using keyword strategies
are online. With permission from to learn what kinds of Internet ac-
your teacher, conduct research us- cess are available in your area. Find
ing the Internet to compile a list of out how much the services cost and
Web safety tips. Include informa- the benefits of each. If possible, get
tion about any acceptable use policy information from companies com-
your school may have. Publish your peting for the same services so you
findings, with permission from your can compare prices. Compile your
teacher, on your school’s Web site. research in a chart. Then, summarize
your findings as a class.
378 • Chapter 27
Using the
Internet
Expanding Our Horizons Are you inter-

ested in Japanese animation? Hiking trails in
the Australian Outback? Sending pictures of
your family to a pen pal in another country?
Each day more resources are available on the
Internet. The ability to send data faster and Lesson 28–1
faster allows people to more easily share ideas,
information, and entertainment with people all
Internet Structure
over the world.
Every day more people connect to the Lesson 28–2
Internet, using whatever form of technology
is available to them. As demand for Internet Accessing Data on the Internet
access increases, even remote areas of the globe
will be able to connect to the Internet and con- Lesson 28–3
tribute to the ever-changing, diverse collection
of information and services that can be found Internet Communications
there.
Using the Internet • 379

Lesson 28–1
Internet Structure
• Compare and contrast the Internet and the Identify Key Information Use a concept web to
telephone system. help you identify six key phrases to describe what
• Sequence how information travels through the the Internet is as you read.
hierarchy of networks on the Internet.
• Summarize the advantages of a cross-platform
network
Key Terms Organization of the Internet

• cross-platform You can pick up a phone, dial a number, and, within a few sec-
• platform onds, communicate with any other person on a phone connected
to the telephone system. This is similar to the Internet, in that
any computer can communicate with any other computer on the
network.
Internet Versus Telephones The Internet, however, does
work on different principles than the phone system does. Rather
than a telephone number, every computer on the Internet has
an Internet address, also called an IP address. It can contact any
other computer on the Internet by “dialing” the other comput-
er’s address.
Figure 28.1.1 When you make Another difference is that the Internet works on packet-
a telephone call, the line is all switching technology rather than the circuit-switching technol-
yours until you hang up. ogy of the telephone system.
380 • Chapter 28
Internet Infrastructure
When you use your computer to connect to the Internet, the
computer is called a client. A client uses a browser to request ac- Science Vinton Cerf, one of the
cess to a Web page stored on an Internet server computer. Your developers of TCP/IP protocol, is
request travels by local connections to your Internet service working with scientists on parcel
provider’s (ISP) local point of presence (POP). From there, your transfer protocol, which will send
ISP sends your request to a regional backbone, which uses high- data to other planets and space-
speed lines that connect your city to a larger metropolitan area. craft. It is hoped that this new
Your request then travels to a network access point, or NAP. technology will help pave the way
On the Internet, dozens of large ISPs connect with one an- for manned missions to Mars by
other at NAPs in various cities. Trillions of bytes of data flow be- 2099. The plan for wiring Earth to
tween the individual networks at these points. This is how your Mars includes using an existing
computer at home connects to another computer in a completely international antenna system, a
different region. six-satellite constellation around
Mars, and a new protocol for
transferring data between the
Cross-Platform Network planets.
One amazing thing about the Internet is that you can exchange
information with computers that are different from your own.
When you connect to the Internet, you may connect to an Inter-
net server on a Macintosh, a Windows PC, a Linux PC, a UNIX
machine, or a mainframe computer.
Figure 28.1.2 All kinds of computers can communicate with one

another through the Internet, as long as they use the same protocols.

A platform is a kind of computer that uses a certain type
of processor and operating system, such as an Intel-based Win-
dows PC. Software or hardware is said to have cross-platform
capability when it can run the same way on more than one plat-
form. When you are using the Internet, you don’t know which
In the United States, one em- type of computer platform you are accessing, and it doesn’t mat-
ployment benefit on the rise is ter. This is because all computers on the Internet use TCP/IP
telecommuting, or working from protocols. As a result, they all look and behave the same way
home on a computer.
online, regardless of their platform.
Think About It! Compatibility Cross-platform compatibility is one of the major
Networks are needed to allow reasons for the increasing popularity of private intranets. Many
employees to work efficiently be- organizations, such as schools, use computers that run on differ-
tween their home and their office. ent platforms. They may use computers running the Macintosh
Which type(s) of networks listed operating system in one part of the school and computers run-
below would a telecommuter likely ning Windows in another. Yet, they still need to share informa-
use to conduct work from home? tion. After the computers are connected with the Internet’s TCP/
LAN IP protocols, the computers can exchange data and even control
one another’s operations. For instance, someone could create a
WAN
file on a Macintosh computer and then send it to a printer con-
Internet nected to a computer running Windows.
KATHRYN C. MONTGOMERY
“ We believe this . . . balances the need
for effective safeguards with the goal of
providing children with the full benefits of
interactivity on the World Wide Web.
Kathryn C. Montgomery, Ph.D. Co-

”
founder, Center for Media Education
Montgomery’s work helps frame na-
Dr. Montgomery is one of the co- tional public policy, such as the Chil-
founders of the Center for Media dren’s Online Privacy Protection Act
Education (CME). This nonprofit (COPRA) of 1998. COPRA states that
organization focuses on creating a personal information requested of
safe and high-quality online culture children under 13 years of age online
for young people and their families. must be limited and necessary.
382 • Chapter 28
Lesson 28–2
Accessing Data on the Internet
• Distinguish between Internet Protocol address- Outline Information Use an outline to organize
es and domain names. information about how the Internet works as you
• Explain how the domain names are organized. read.
• Identify the different parts of a URL.
• Describe how to locate the owner of a domain
name.
Accessing Data Key Terms

The Internet has revolutionized access to data. Anyone with an • domain name
Internet connection can find information on virtually any topic. • domain name system
Many local governments insure access to all citizens by mak- • Internet Protocol (IP)
ing Internet access available at public locations such as libraries. address
That means even those who are disabled or disadvantaged have • top-level domain
the same access as everyone else.
• WHOIS database
Requesting Data on the Internet

To understand how a data request is sent on the Internet, it might
be helpful to compare the process to taking a road trip. Recall
that when you request a Web page through your Web browser,
the request travels by local connections—like streets in a town—
to your ISP’s local POP. From there, your ISP sends your request
to a regional backbone—a type of data highway.
Your Web page request then travels to a NAP, which is like
a freeway. As your request nears its destination, it moves off the
information freeway. It travels back through other regional high-
ways and local roads until its trip is complete and the Web page
you requested is displayed on your computer screen.
Domain Names
Each computer that connects to the Internet has to be uniquely
identified. To do this, every computer is assigned a four-part
number separated by periods called the Internet Protocol (IP)
address. For example, the IP address for your computer might
be 123.257.91.7. The administrator of the network to which your
computer connects assigns your IP address.

A domain name identifies one or more IP addresses and is
used to locate information on the Internet. For example, an Inter-
net server computer’s domain name might be whitehouse.gov,
but its numeric IP address might be 206.166.48.45. The domain
name and the IP address are simply two ways to identify the
Alex Jarrett started a nonprofit same computer on the Internet.
organization called the Degree of
Confluence Project to have people Top-Level Domains Every domain name has a suffix that
visit each of the latitude and lon- tells which type of organization registered the name. The most
gitude markers in the world. They common domains are .com (commercial), .edu (education), .org
then send his company pictures of (nonprofit organizations), .gov (government), .mil (military),
each location to post on the Web. and .net (network organizations). These are called top-level
domains. New top-level domain names such as .biz (business),
Think About It! .museum (arts and culture), .pro (professionals), .info (informa-
If a company has Internet access, tion services), and .name (individuals) are coming online to meet
it can start its own Web site. But the growing demand for new classifications.
first it has to get a domain name.
Which top-level domain name(s) Acquiring a Domain Name A special server called a Domain
listed below do you think would Name System (DNS) server matches the domain name to the
be most appropriate for Jarrett’s correct IP address. To get a domain name, you or your ISP must
company? contact a registering organization, which then contacts Inter-
.org NIC. InterNIC is a service organization that maintains a central
.gov database of domain names in the United States. Other countries
.edu maintain their own network information centers.
.com When you register a domain name, you pay a fee to keep it in
.mil the database of domain names. If you do not pay the renewable
registration fee, the domain becomes available for someone else
Figure 28.2.1 Using the to register in his or her name.
VeriSign® service to search for
an available domain name.
384 • Chapter 28
Domain Names and WHOIS Searches
Within the Domain Name System, each computer on the Inter-
net must have a unique name, or the browser would not know
to which server to go.
The InterNIC The organization responsible for maintaining Branding Consultant Branding
the list of the registered domain names is the InterNIC. When consultants work with businesses
you register a domain name, you pay an accredited registrar to define their image to their
to insert an entry into a directory of all the domain names and target customers. Everything from
their corresponding computers on the Internet. An Accredited the colors on a logo to the domain
Registrar Directory provides a listing of accredited domain name communicate a company’s
name registrars available on the InterNIC Web site. personality to a customer. Brand
The central database of domain names is called the WHOIS consultants use both research
database. You can look up information about the owner and and creativity in the building of a
company’s brand.
servers of a certain domain on this database.
Figure 28.2.2 Access the WHOIS database at Whois.net.

Lesson 28–3
Internet Communications
• Identify different ways to communicate online. Organize Information Use a spider map to
• Identify advantages and disadvantages of help you organize key details about Internet
electronic communication. services as you read.
• Identify how to find information about Internet
etiquette.
• Discuss the future of the Internet.
Key Terms Communicating Online

• alt newsgroup The Internet is fast becoming the main means by which people
• blog communicate over distances. If you have an Internet connection
• channel and an account with a communication service, there are many
• hierarchy
ways to communicate. Communication can be formal, through
e-mailing (see Chapter 27) and newsgroups, or it can be more
• Internet 2 (I2)
informal, through online chat channels or forums, instant mes-
• podcast saging, and social networking sites.
• social networking
• Usenet
Newsgroups
• Web feed
• wiki The Usenet is a discussion system computer users can access
through the Internet. It has thousands of newsgroups on many
subjects and contains messages newsgroup users have posted.
Usenet newsgroups are organized into categories called hierar-
chies.
These hierarchies are divided into subcategories: 1) standard
newsgroups or world newsgroups, which feature high-quality
discussions on any topic; 2) biz newsgroups, which are devoted
Figure 28.3.1 Internet news- to discussing commercial uses of the Internet; and 3) alt news-
groups let you participate in groups, which can be created by anyone to discuss a specific top-
online discussions with other ic and often feature odd or offensive discussions. Usenet servers
people who share your interests. are not required to carry alt newsgroups.
Internet Relay Chat

Internet Relay Chat (IRC) is an Internet service
that enables users to join chat groups, called
channels, and enter into live, or real-time, con-
versations. Some cover a specific topic, and oth-
ers are gathering places for groups of friends.
When you join a channel, you’ll find others chat-
ting away with messages that appear on-screen,
prefaced by the senders nickname. Normally,
messages are seen by everyone in the channel,
but it is possible to send a “whisper,” which can
386 • Chapter 28
only be seen by the person you send it to. In addition to IRC
channels, most ISPs offer chat forums as well. Sometimes chat
rooms are not friendly places, but they are not entirely without
rules. Every channel has a moderator who can remove a sender Emoticons are combinations of
from the channel for any reason. The standards of behavior dif- certain keystrokes used to express
fer from channel to channel, so it is best to practice respectful feelings in informal online conver-
online behavior. sations, but there are many more
emoticons out there than frowns,
Instant Messaging (IM) Instant messaging is when you send smiles, and winks. Here are some
real-time messages to another Internet user. Instant messaging less common emoticons. Can you
is like a chat room, except you get to choose your chat partners. guess what they signal? (Turn
For most young people, instant messaging, along with texting the book upside down to see the
on their cell phones, has replaced phone calls as the quickest, answers.)
most satisfying way to communicate in real time. With a web- :-o
Oh!
cam, IMers can even video chat.
:’-)
So happy I’m crying.
Social Networking Sites like Facebook and Myspace are
:-0
No yelling!
social networking sites, or virtual communities that offer real-
time chatting options. On Facebook everyone has a “wall,” and :-#
My lips are sealed.
people you’ve invited to be your “friends” can see your wall and
write on it. If you have something personal to say to a friend, it’s
better to send a message through Facebook, which is like send-
ing an e-mail, or to see if they are online to chat in real time.
Facebook has a default setting that not only lets everyone on
Facebook see your wall, your profile (the information you post
about yourself), and your photos, but it also lets marketers
see and use your information. It’s up to the individual user to
change the default privacy settings so that only friends can see
your wall.
Podcasts A podcast is an audio or video file that is created for
downloading to an iPod or an MP3 player, such as Microsoft’s
Zune. Many radio stations create podcasts of popular programs
or parts of them. College teachers create podcasts and upload
them to a special Apple Web site called iTunes U or to other Web
locations. Students can download the podcasts to their iPods
or MP3 player, or they choose to listen to them on their own
computers.
Web Feed A Web feed is a service that automatically down-
loads Web page content that a user has signed up for. The content
may include the text of news or opinions or audio/video files. A
site that offers a Web feed has a symbol such as RSS to indicate
that a feed is available. When a browser detects a feed on a Web
page, it may also display a special Web feed icon. When you
click on the button, the site asks the user to indicate how and
where the content is to be downloaded. Yahoo!, Google, AOL,
and other Web services offer to manage Web feeds for users.

Blogs and Wikis A blog—or Weblog—is a type of Web page
diary. People create blogs to share their thoughts and opinions.
A blog is stored on a Web server, like a Web page, and the owner
usually updates it on a regular basis. Anyone with access to the
Internet can read the blog. Often, blogs provide a way for read-
Some services safeguard students
ers to comment on the blog content. A wiki is a collaborative
on the Internet at school. For
Web page. Anyone can edit or create content on the page. The
example, some allow teachers to
create password-protected Web
most notable wiki is Wikipedia.org, an encyclopedia Web site
pages that include secure chat with user-generated content. It is important to keep in mind that
rooms and discussion forums. blogs and wikis reflect the opinions of the people who write or
edit the content; they may not always be accurate or up-to-date.
Think About It! Advantages and Disadvantages Electronic communication
Participating in online communi- helps create and maintain bonds between people. It is also avail-
ties can be a great way to gain able around the clock, making it possible to communicate at any
information, but it is not without
time of day. These same advantages also cause problems. Con-
risks. Circle the suggestions below
stant electronic communication can get in the way of face-to-face
that can help you to stay safe
communication and hurt personal relationships. It also leaves
online.
room for misunderstandings.
Chat only on monitored
channels.
Internet Growth
Refuse to give out any personal
information. Over the next decade, millions of new users will connect to the
Internet. Can the Internet handle this kind of growth? Internet
Practice good netiquette experts say that improvements must take place to make certain
(Internet etiquette). the Internet doesn’t become overwhelmed by its own success.
More Internet Addresses IP protocol allows for about 4 bil-
lion IP addresses. Surprisingly, that is not enough. One solution
lies in a new version of the Internet Protocol called IPv6. Howev-
er, the problem with this solution is that existing Internet equip-
ment must be modified to work with the new protocol.
More Bandwidth With growing Internet use, new technolo-
gies to increase bandwidth must be developed. The Internet
2 (I2) project will develop and test high-performance network
and telecommunications techniques. These improvements will
eventually find their way to the public Internet, allowing faster
access for all users.
388 • Chapter 28
_____ 1. domain name a. domain name lookup

_____ 2. IP address b. a special server that matches a
_____ 3. social networking domain name to the correct IP
_____ 4. WHOIS database address
_____ 5. Usenet c. project that tests new network
_____ 6. hierarchy technologies
_____ 7. Domain Name System d. an individual IRC chat group
_____ 8. channel e. identifies one or more IP addresses
_____ 9. platform and is used to locate information on
____ 10. Internet 2 (I2) the Internet
f. virtual communities that offer
real-time chatting options
g. hosts thousands of newsgroups
h. a kind of computer that uses a cer-
tain type of processor and operating
system
i. a four-part number separated by
periods used to identify a computer
connected to the Internet
j. Internet newsgroup categories
1. After your Web page request goes 6. The _________________ of the

to your ISP’s POP, it goes to a(n) network to which your computer
_________________. connects assigns your IP address.
2. Software or hardware is said to have 7. In the Domain Name System, each
_________________ platform capabil- name has to be _________________.
ity when it can run the same way on 8. You can search the ________________
more than one platform. database for the owner and servers
3. The _________________ domain of a particular domain.
identifies which type of organization 9. By using _________________ people
registered the domain name. can effectively create their own
4. _________________ is a service personal chat channels.
organization that maintains a central 10. In the future, the Internet will need
database of domain names in the to increase bandwidth and create
United States. more _________________.
5. When you use your computer to
connect to the Internet, the computer
is called a(n) _________________.

1. How does information travel through the hierarchy of networks on the Internet?
2. Compare and contrast the telephone system with the Internet.
3. Why is it important to have no duplication of domain names? How is this goal

accomplished?
4. What are advantages and disadvantages of chatting with IRC?
5. How might the increasing popularity of the Internet become a problem?

A. With your teacher’s permission, use B. Work in small groups to simulate

Internet research, including keyword a chat room. Hold a conversation
searches, and personal observation about a topic you are studying by
to find out about some interesting writing messages to each other in
technology-related projects students random order on one sheet of paper.
are conducting in schools across the Pass the paper to anyone who has
country. Create a Web page describ- something to say. Do not speak, and
ing these projects. Add links to any only write one message at a time.
relevant sites. Publish the Web site After five minutes, discuss your
on the Internet. Be sure to check the experiences. What advantages and
page on multiple computer plat- disadvantages did you find to this
forms to be sure it displays properly form of communication?
and adjust it, if necessary.
390 • Chapter 28
chapter
World Wide Web
Basics 29
A Global Source of Information Think

about a comprehensive source of information—
one that grows by thousands of new documents
every day. Such a resource would contain a
wealth of information.
Actually, you don’t have to suppose such Lesson 29–1
a resource into existence. It already exists—it’s
the World Wide Web. You can turn to the World
Understanding the Web
Wide Web to check out products, get help with
schoolwork, find out about current events, and Lesson 29–2
do many more tasks.
However, along with offering a lot of won- Web Browsing
derful information, the Web is also home to
some inaccurate and potentially harmful infor- Lesson 29–3
mation. It is up to you to evaluate the informa-
tion you find on the Web. Introducing E-commerce
World Wide Web Basics • 391

Lesson 29–1
Understanding the Web
• Explain the creation of the World Wide Web. Organize Information Use a summary chart to
• Contrast the Internet and the World Wide Web. help organize details as you read.
• Explain the parts of a URL.
Key Terms Creating the Web

• graphical browser As early as 1980, a few people were trying to connect documents
• home page stored on different computers by means of a private network or
• Hypertext Markup the Internet. These connected documents, it was thought, could
Language (HTML) someday create a “web” of information that would be instantly
• hypertext transfer protocol available to anyone.
(HTTP) In 1989, Tim Berners-Lee developed a way to retrieve one
• tag
computer’s Internet address while working on another comput-
er. (See the Spotlight on . . . feature on page 375.) The resulting
• Web page
programs and protocols led to the creation of the World Wide
• Web server Web, which is now a widely used part of the Internet. Berners-
• Web site Lee made this new technology freely available to everyone and
pleaded with other researchers to help develop
Text Graphics
ways to expand the World Wide Web, or the Web,
as it is commonly called.
In 1992, Marc Andreesen and other students at
the National Center for Supercomputing Appli-
cations (NCSA) developed a Web browser called
Mosaic®. Recall that a browser is a program that
enables users to navigate the Web and locate and
display Web documents. Mosaic was the first
graphical browser that could display graphics as
well as text.
In 1994, Andreesen introduced Netscape Navi-
gator. A year later, Microsoft released Internet
Explorer, and that same year the Web was opened
up to public and commercial use. Navigator and
Explorer soon became the most popular Web
browsers.
Figure 29.1.1 The Web gets its name from the web of
Audio Video connections it creates between computers all over the planet.
392 • Chapter 29
The Internet and the Web
Many people use the terms Internet and World Wide Web as syn-
onyms. In fact, the World Wide Web is just one part of the Inter-
net. Recall that every computer on the Internet has a unique IP,
or Internet Protocol, address and that every document on the Web Designer Web design is a
Web has a unique address, too, called its uniform resource loca- growing field. Web designers con-
tor, or URL. sult for individuals and small busi-
Like e-mail, newsgroups, and file transfer, the Web is a ser- nesses, work for companies with
vice supported by the Internet. Although these services share a strong presence on the Web,
the Internet and many of its resources, each is different, with its and plan and teach programs in
own set of protocols and applications. Web design. Strong candidates in
this field develop skills in fine art,
A Web of Documents The World Wide Web is a huge col- such as photography, filmmaking,
lection of documents linked by hypertext. Writers format docu- and animation; computer graph-
ments and add the hyperlinks by using Hypertext Markup Lan- ics; digital video and audio; design
guage, or HTML. People all over the world create and format software; and design languages
Web documents by using standardized HTML codes called tags. such as HTML or Java.
These documents are saved, or “published” to a server on the In-
ternet. Then, when the documents are accessed by a Web brows-
er, each portion—text, images, sound, or animation—appears
with its intended formats.
MARC ANDREESEN work on
“ I think the browsers are obviously

important. I think also the servers are
important. And the single most important
linking docu-
ments. The
graphical
thing that has happened is the thousands browsers he
of people that have created applications helped devel-
using this stuff that none of us thought of op, however,
or ever would have thought of.
”
Marc Andreesen
were a real
breakthrough. With graphical brows-
ers, Web documents could include
Web browser developer illustrations, photos, animation,
sounds, and videos. Through his work
That’s Marc Andreesen’s perspective, on Mosaic and Netscape Navigator,
in 1995, on the popularity of the Web. Andreesen greatly contributed to the
Browsers existed before Andreesen’s growth of the World Wide Web.

Understanding Web Sites
A Web page is a document on the Web. A Web site is a collection
of related pages. Moving from one Web page to another is called
browsing. When you type a URL or click a link in your Web
Companies and organizations try browser, it sends a request to the computer on the Internet that
to obtain a domain name that will contains the page identified by the URL. That computer is called
easily lead people to their Web a Web server. It stores Web pages and responds to requests from
site’s home page. The address of Web browsers. When the server receives your request, it sends
specific pages is not as impor- the document to your computer, and your browser displays the
tant because the home page can page on your screen.
provide navigation aids, such as a Most Web sites have a primary page called the home page or
row or column of subject buttons. index page which appears when you first enter the site’s URL.
A URL can also contain other information to identify a specific
Think About It! page on a Web site.
Below are the parts of the URL of
the popular PBS (Public Broad- Protocol The first part of a URL specifies the protocol required
casting System) program Nature. to access the document. Web documents use http://, indicating
Sequence from 1 (first) to 4 (last), that the file should be retrieved using hypertext transfer proto-
the order in which the parts of the col (HTTP). Some URLs might have other protocols, such as ftp,
URL should be listed. which shows that the file should be retrieved with file transfer
protocol.
www.pbs.org
/index.html Domain Name The next part of a URL, such as www.fbi.gov,
is the domain name of the server that stores the Web site. This
http://
part of the URL usually takes you to the site’s home page.
wnet/nature
Path The remainder of a URL, if any, defines the path to the
document’s location on the Web server. Like any computer, a
Web server stores files in folders, so the path lists the folder and
subfolders, if any, containing the desired document. Thus, a URL
such as http://www.fbi.gov/employment/ identifies a folder
named “employment” on the site’s Web server.
Resource File Name At the end of a URL, you may see the
name of a file—the specific Web resource for which you are look-
ing. The resource may be an HTML document or a Web page, a
Figure 29.1.2 The parts video clip, a text file, or another type of resource. The file name
of a URL. extension identifies the type of resource.
394 • Chapter 29
Lesson 29–2
Web Browsing
• Explore Web navigation tools. Organize Information Use an outline to or-
• Describe how to customize a Web browser. ganize ways of accessing and evaluating Web
• Explain the difference between a subject guide pages as you read.
and a search engine.
Browsing the Web Key Terms

You use a Web browser application to display Web informa- • Back button
tion on your computer. Although their look is different, most • cookie
Web browsers, including the popular Mozilla Firefox, Google • Forward button
Chrome, and Microsoft Internet Explorer, share some common • navigation buttons
features.
• tracking
Navigation Buttons Located on the browser’s toolbar, nav-
igation buttons let you perform certain operations quickly.
When you click Refresh or Reload, the browser again downloads
the page you are viewing. When you click the Back button, the
browser reloads the previous page. The Forward button moves
ahead to pages previously viewed before Back was activated.
Address Box If you type a URL in the Address box and press
Enter, the browser will take you to the Web page located at that
URL. In some browsers, if you type a search phrase and press
Enter, the browser displays a page of search results.
Favorites or Bookmarks The Favorites feature in Internet Figure 29.2.1 All popular
Explorer and the Bookmarks feature in Netscape Navigator and browsers feature navigation
Mozilla Firefox let you create a list of frequently visited Web buttons, an Address box, and
pages. Then, rather than retyping the URL, you can return to any tools for creating a list of
bookmarked or favorite page by clicking its name in the list. frequently visited Web sites.
Navigation buttons Refresh Stop

Back Forward Address box button button
Browser tabs Home button

Customizing a Web Browser
When you use a Web browser, you’ll see the default start page of
Social Studies The Web is your browser, or one developed by your Internet service provid-
a terrific resource for finding er. Usually, you can customize your browser to suit your prefer-
historical and other social studies ences. Most customization options can be found in a dialog box
information, such as information such as Internet Options in Internet Explorer.
about your state. Some states, like
Texas, make it easy for you. The Changing the Start Page You can customize your browser
Texas Historical Association and by making any Web page your start page. You can also set your
the General Libraries at the Uni- browser to display a blank page when it launches. That way, you
versity of Texas in Austin sponsor don’t have to wait for a start page to load before you begin to
“The Handbook of Texas Online,” work.
a multidisciplinary encyclopedia of
the history, geography, and culture Security and Privacy You can select different levels of secu-
of Texas. rity and privacy. For example, set a high security level to dis-
able all Internet file downloads, or a high privacy level to block
cookies—small files that store identification information—from
being automatically stored on your computer. Most browsers in-
clude options for preventing tracking, which is when a Web site
gathers information about your Web browsing activity.
Organizing Favorites or Bookmarks You can use the
browser’s organization tools to create folders and subfolders to
organize your preferred links. You can also add and remove sites
to your Favorites or Bookmark list.
Figure 29.2.2 Search engines Finding Information on the Web

and search tools help users find Because the Web is so vast, it can be hard to locate information
information on specific topics. on a specific topic. Subject guides and search engines can help.
Subject Guides Many Web sites offer
subject guides to the Web, pages grouped
together under headings like Careers, News,
or Travel. These guides include only pages
that provide useful information about the
subject.
Search Engines If you cannot locate what
you are looking for in a subject guide, use a
search engine. A search engine is a program
or Web site designed to search the Web look-
ing for documents that match specified cri-
teria, such as keywords. In a matter of mo-
ments, the search engine displays a list of
links to pages that match. General search
engines, such as Google, Yahoo, or Bing,
search throughout the Web to find matches. Some search engines
are customized for a certain topic. For example, the Web site
www.fedworld.gov, maintained by the U.S. Department of Com-
merce, lets you search U.S. government documents.
396 • Chapter 29
Lesson 29–3
Introducing E-commerce
• Compare and contrast methods of e-commerce. Organize Information Use a spider web to help
• Identify reasons for the success of online you organize ways to use e-commerce as you
shopping. read.
• Discuss how e-postage works to deliver
postage across the Internet.
Electronic Commerce Key Terms

Electronic commerce, or e-commerce, is the use of telecom- • e-commerce
munications networks or the Internet to conduct business. • online banking
E-commerce is not new; companies have used wide area net-
works, or WANs, to do business for years.
Thanks to the Internet and affordable computers, e-commerce
has become accessible to anyone who has an Internet connection
and a Web browser. More and more Internet users are research-
ing products, shopping, opening bank accounts, and trading
stocks online. Many businesses realize that they may lose cus-
tomers if they do not have an online presence.
Online Banking
In online banking, customers use a Web browser to access their
accounts, balance checkbooks, transfer funds, and pay bills on-
line.
Personal Finance Programs Programs such as Microsoft
Money or Intuit’s Quicken® have features that can help you
budget your money, analyze your spending habits, balance your
checkbook, and make account transactions. One drawback to
these programs is that you can access your online account only
from the computer on which you keep your Microsoft Money®
or Quicken data. Another potential problem is that anyone with
access to that computer and your password can view this data.
Web-based Banking Web-based banking allows users to ac-
cess their accounts in financial institutions. All the data is stored
on the bank’s computer, not your own, so you can access your
account from any computer that has an Internet connection. You
can learn about different types of services and interest rates,
transfer funds, check your statements, reconcile your accounts,
or even pay bills online. This service allows you to set up ac-
counts for the businesses you want to pay. When you receive
a bill in the mail, you log on to your bank account, enter the
amount to be paid, and pay online instead of writing a check
and mailing the payment.
Online Shopping
When many people think of e-commerce, they think of shopping
online. Online shopping has grown in popularity due to security
features built into popular Web browsers.
Almost anyone with financial re-
sources can set up a checking or
The Buyer’s Point of View The World Wide Web is an ex-
savings account at an online bank.
cellent resource for researching products, services, and prices.
At many sites, buyers can read product reviews posted by oth-
Think About It! er buyers. At other sites, they can find vendors and product
Think about the advantages an
ratings.
online bank account offers. Which The Seller’s Point of View One of the main advantages of
statements listed below would be online business is low startup cost. For a small investment, a
an advantage? vendor can open a Web storefront and sell products online to a
lets you check your account wider variety of customers than one physical location offers.
any time Amazon.com, for example, was launched by Jeff Bezos in 1995.
lets you make deposits anytime Rather than visit a bookstore that stocks from 10,000 to 40,000
helps you avoid math mistakes titles, consumers around the globe can log on to Amazon.com and
helps you plan your spending search a database of millions of titles. What started out as “The
prevents overspending Earth’s biggest bookstore,” has morphed into the Earth’s biggest
store—period. The Web site not only offers millions of books, mu-
sic, and movies, but it also sells everything from auto parts, toys,
Figure 29.3.1 Amazon.com is a and electronics to cosmetics, prescription drugs, and groceries. In
popular e-commerce Web site. 2010 the company had sales of $13 billion.
398 • Chapter 29
Getting Postage Online
The United States Postal Service®, or USPS, is a major partici-
pant in e-commerce. You can still buy stamps and postal money Did you know that as you follow
orders at a post office, of course, but the USPS Web site now interesting links on the Web you
features The Postal Store, where you can order stamps or send are setting up a clickstream—a
money to others. record of every Web site and every
Web page that you visited? Your
E-stamps The USPS has teamed up with other private com-
Internet service provider and the
panies to sell postage to anyone with a computer, an Internet
Web sites can track your click-
connection, and a printer. After a user addresses an envelope, stream. Internet marketers and
the service adds a printed mark indicating that the appropriate advertisers are interested in that
postage was paid. The companies charge users for the postage information. Some use it to target
plus a service fee. Businesses can integrate the service with other ads to you. You can avoid this by
software that directs and keeps track of mailings. turning on the tracking protection
Another service lets you print postage that can be used just or private browsing features in
like regular stamps. NetStamps™, offered by Stamps.com™ in your Web browser.
cooperation with the USPS, can be printed and used for personal
mail anytime.
Figure 29.3.2 You can save a trip to the post office by buying stamps online.

_____ 1. graphical browser a. tool that lets users perform routine

_____ 2. HTML operations with a browser
_____ 3. Web server b. a small file that stores identification
_____ 4. Web page information
_____ 5. Web site c. computer that houses Web sites and
_____ 6. navigation button sends documents to users
_____ 7. cookie d. a collection of related documents on
_____ 8. e-commerce the Web
_____ 9. tracking e. using a Web browser to access
____ 10. online banking accounts, balance checkbooks,
transfer funds, and pay bills online
f. conducting business through a
network on the Internet
g. Web navigation program that shows
pictures and text
h. when a Web site gathers information
about your Web browsing activity
i. single document on the Web
j. markup language used to format
Web documents
1. Which was the first browser that 4. By which of the following does a
could display graphics as well as search engine search?
text? a. URL addresses
a. Explorer b. Favorites
b. Mosaic c. Bookmarks
c. Firefox d. keywords
d. Chrome 5. Which of the following has con-
2. Which of the following is NOT part tributed the most to the growth of
of a complete URL address? e-commerce?
a. protocol a. traditional stores
b. server b. advanced Web browsers
c. path c. affordable computers
d. author d. personal finance programs
3. Which of the following browser tools 6. Which of the following is the
will most easily help you revisit a language used to create Web pages?
Web site you enjoyed? a. FTP
a. Favorites or Bookmarks b. HTTP
b. Forward c. HTML
c. Refresh or Reload d. LINUX
d. Address box
400 • Chapter 29
1. Why is the URL of a page describing a particular book available on Amazon.com
more detailed than the URL of the company’s home page?
2. Explain the difference between the Internet and the World Wide Web.
3. Which Web browser features or tools do you find most useful? Why?
4. How might you identify an online bank with which you would like to do
business?

A. Browsers provide other features B. The Web has been praised for the
and functions in addition to those wealth of knowledge it provides for
listed in this lesson. For example, as users around the world. It is also
you begin to type an address, most criticized for the dangers it makes
browsers reveal a list of sites you’ve possible and for the temptation
already visited that begin with the it offers some people. With your
same letters. With your teacher’s teacher’s permission, conduct on-
permission, work with a partner and line or library research to learn the
explore the functions of a browser. praises and objections people have
Position the mouse over other but- for the World Wide Web, and take
tons to see what appears. Click the notes. Participate in a debate on the
buttons to see what happens. Visit advantages and disadvantages of the
the online Help feature to find out resource.
more about it. Create a chart in a
word-processing program and enter
your findings.

chapter
Using
the Web 30
Finding Your Way Around the Web The

World Wide Web is fast becoming the pre-
ferred source for information on news, weath-
er, products, and much more. Knowing how
and where to find this information is the key Lesson 30–1
to successfully using the Web. Understanding Hypertext
As a student, you probably search for infor-
mation to help with schoolwork, to learn more Lesson 30–2
about things you are interested in, or to decide
which products you want to own. Others seek Designing for the Web
information about careers, about places they
might want to live in or travel to, or about the Lesson 30–3
issues in an election. At home, people track
Working on the Web
their finances, pay bills, and make investments
online. Lesson 30–4
Learning how to find your way around the
World Wide Web will prepare you to take ad- Conducting Business Online
vantage of the variety of resources it offers.
Using the Web • 403
Lesson 30–1
Understanding Hypertext
• Discuss how hypertext has changed the way Organize Information Use a table to help
people read. you organize what hyperlinks do as you read
• Compare and contrast traditional writing the lesson.
methods and writing for the Web.
Key Terms A New Way to Read

• dead link Documents displayed on the World Wide Web are created in hy-
• hypermedia system pertext, a way of organizing and linking information. Hypertext
uses hyperlinks, or links, to take you to and from one location
to another on the Web. The new location might be another part
of the page you are on, another page on the same Web site, or
another Web site.
Text and Graphic Hyperlinks The most common links are
underlined or highlighted words, but graphic images can also
be links. Graphic links aren’t always highlighted, so watch the
mouse pointer. If it changes to a hand icon, it’s positioned over
a hyperlink.
Hypermedia Links A hypermedia system lets you
retrieve multimedia resources, such as sounds and vid-
eos. The next time you visit an online news site, look
for any icons that resemble videotapes. Clicking one of
these icons retrieves a video clip. If you have the right
software loaded on your system—and, in some cases,
are a subscriber—you can view the clip.
Figure 30.1.1 On a Web page, text and

graphics can be used as hyperlinks.
404 • Chapter 30
Dead Links Pages on the Web can be added, moved, or de-
leted easily by their creators. Dead links, also called stale links,
are links to documents that are invalid. This means that the URL
does not link to an actual document or the document has been
moved or deleted. If you click a dead link, you may see a mes-
sage that the page no longer exists in that location or you may Web Advertising Careers in
reach a page that obviously is not one you want. Click the Back advertising aren’t new, but careers
in Web advertising are. Candidates
button to return to the document you were reading.
for jobs in online advertising still
need traditional art, marketing,
A New Way to Write and advertising skills. But they
also need strong business and
Well designed Web pages usually are not crammed with infor-
technical skills that will let them
mation. Authors break their documents into smaller pieces. Then use the powerful tools of the Web
they create a master document in hypertext that lets them create to attract customers’ attention to
links to the pieces. the product’s message.
Using Links for Explanation Hypertext authors don’t have
to explain everything on one page. Instead, they can define links
to other documents containing additional information. If read-
ers want to know more about the topic, they can click the links.
When they’re done exploring the new page, they can jump right
back to the original document.
Using Links for Reference Have you ever had to write a re-
search paper using footnotes? Web page authors cite references
differently. Rather than identifying the source at the bottom of a
page, they set up a link to the original source. Likewise, bloggers
include links to related pages on their posts.
MAKONNEN DAVID
BLAKE HANNAH
At age 13, Makonnen David Blake
Hannah began acting as an official
advisor for Jamaica’s Web site. He
got the job while visiting the office of
the Minister of Technology with his
mother. The nation’s Web site need- Someday Makonnen would like to
ed updating and this student came to have his own computer-game design
the rescue. company. But, he says, “I have many
Makonnen researches ideas, goals. I would like to change the
uploads information, and makes world—especially Jamaica.”
suggestions for expanding computer
education in Jamaica.

Lesson 30–2
Designing for the Web
• Discuss Web page design tools. Organize Information Use an outline to help
• List six major steps in creating a Web site. you organize details about Web page design as
you read.
• Identify advanced design and browser tools.
Key Terms Choosing Web Page Design Tools

• applet To publish documents on the Web, you must use Hypertext
• Dynamic Hypertext Markup Language, or HTML, to format the text and define links
Markup Language to other documents. Each section of text is enclosed in tags that
(DHTML) mark it as a heading, a paragraph, a link, and so on. Several
• plug-in program kinds of programs allow you to work with HTML tags.
• Web host
Text Editors Programs like Notepad and SimpleText are sim-
• Webmaster ple tools you can use to enter both text and codes. Using these
• WYSIWYG programs can be tedious, though. If you want your Web page to
include a menu, for example, you have to write the HTML code
for each detail of that menu.
HTML Editors These programs feature text editing and an
easier way to add HTML tags. Examples include HomeSite™
and BBEdit™. These kinds of programs require the user to do
most or all of the HTML coding manually.
Word-Processing Programs You can use a word-processing
program to create a Web page. However, it must be a program,
such as Microsoft Word 2010, that allows you to save your work
as an .htm or .html file.
WYSIWYG Web Page Editors WYSIWYG stands for “What
You See Is What You Get.” These sophisticated editing programs
let you create a page without entering tags yourself. They are
almost as easy to use as a word processor and feature many of
the same kinds of editing and formatting tools. The difference,
however, is that these programs automatically handle the HTML
coding for you. You set up the page to look the way you want,
including graphics or hyperlinks. Adobe® Dreamweaver® is an
example of a program that automates the process of formatting
documents for the Web.
Content Management Systems (CMS) These programs
let you create blogs and simple Web sites. Sometimes called a
Web Management System, they are software or a suite of tools
406 • Chapter 30
and applications that allow an individual or organization to cre-
ate, edit, review, and publish electronic text. Most of these sys-
tems provide a Web-based GUI, which allows you to use a Web
browser to access the CMS online. Examples of CMS are Tumblr
and Wordpress.
Today, many schools have their
own Web sites, with a Webmaster
Creating a Web Site who makes the site useful for
Are you interested in having your own Web site? You’ll need a students, teachers, and families.
Web host, a company that provides space on a Web server for
Think About It!
Web sites, either for free or for a small monthly fee. The follow-
ing list describes the main steps for creating a Web site: If your school or school district has
its own Web site, which features
1. Plan the Web site. Think about your purpose and audience. listed below does it offer? If your
2. Choose your design tools. Do you want to learn HTML and school does not have a Web site,
code the site manually, or can you access software that will which features listed below do
walk you through the process? you think would be helpful in your
3. Design the Web site. A fast way to build a Web site is to use school community?
a pre-coded template that includes titles and navigation school calendar
bars. a showcase for student work
4. Upload the Web site. To put your Web site on the Internet, bulletin board for school-related
you have to upload, or publish, your files to the server of discussions
your Web host. This is usually done through a utility pro- homework schedule for each
gram provided by your Web host. class
lunch menus
5. Test the Web site. This means viewing your pages in a Web
campus tours
browser to see if they look and work as you intended.
6. Maintain the Web site. Don’t just build a Web site and forget
about it. You are the Webmaster, the person responsible for
the look and maintenance of the site.
Figure 30.2.1 A finished Web

page (right) and its underlying
HTML code (left).

Exploring Advanced Tools
To create some of the dramatic effects you see on the Web, de-
Web designers can also add signers use advanced design tools and upgraded browsers to
features to a Web site that end up display the pages as they intended.
on your computer. A cookie is a
Advanced Design Tools Designers can use Dynamic Hy-
text file that can store information
pertext Markup Language, or DHTML, to add interactivity to
about you and your computer use.
Web pages. You might see butterflies flying across a screen or a
Cookies are sometimes used by
merchants who store information
personal greeting when you visit an online store. Some design-
about your computer use. How- ers use JavaScript, a cross-platform programming language, to
ever, some businessess forward create applets, or small applications for the Web.
information to other vendors, Advances like DHTML, JavaScript, and others have made it
and you end up with spam, or possible to have internal search engines, animation, download-
unwanted e-mail, in your mailbox. able audio and video clips, and streaming audio and video on
You can buy or download soft- the Web.
ware to delete cookies from your
computer.
Advanced Browser Tools Web users may like to access
splashy features, but their browsers must be able to process
them. Browsers can be upgraded with plug-in programs— small,
downloadable programs that add new features to an application.
RealPlayer® and Windows Media® Player play streaming media.
Shockwave®/Flash™ supports interactive documents and ani-
mation. Sometimes sites are done all in Macromedia Flash, but
the main drawback is that they are not as searchable and take
longer to load than sites done in HTML. Finally, Adobe® Acro-
bat® Reader makes it possible to view documents on-screen in
the same format as they appear when printed.
WIREDWOODS
“ The key of this program is to get kids
excited about computers. When they are
looking for a job or at school, they will
realize that with the experiences they have
they can do much more in life.
”
Paul Deninger
WiredWoods Founder how to create their own Web pages,
Chairman and CEO use HTML animation, and work with
Broadview Holdings digital cameras. The result? One ex-
ample is the creative online brochure
WiredWoods is a summer camp of the camp created by 12-year-old
program for middle school students Tyneshia. Her work includes photos
designed to foster in them a lifelong of the camp and streaming video of
interest in technology. Campers learn various activities.
408 • Chapter 30
Lesson 30–3
Working on the Web
• Demonstrate how to use inclusion or exclusion Identify Information Use an outline to help you
operators and wildcards to find information on identify effective ways to use the Web as you
the Web. read.
• Explore methods to critically evaluate informa-
tion found on the Web.
Getting More from Web Searches Key Terms

Search engines index keywords in Web pages and maintain a • inclusion operator
database of those words. You can search for Web sites by typing • exclusion operator
one or more key words in the search engine; the engine then dis- • proximity operator
plays a list of pages that contain your keyword or words. • wildcard
Often, a keyword search can yield too many search results.
You can improve search effectiveness by using advanced search
tools such as Boolean operators and special symbols.
Inclusion Operators An inclusion operator is a plus sign (+)
or the word AND. It indicates that you want to find only pages
that contain a match for all the specified words. Searching for
dog+husky finds only pages that contain both words.
Exclusion Operators An exclusion operator is a minus sign
(-) or the word NOT. Use it to find pages that contain certain Figure 30.3.1 Conducting a
words but not others. Searching for “dog+husky-sled” returns a search using the Boolean
list of pages with the words dog and husky but not sled. operators + and -.

Proximity Operator Use the operator NEAR to search for
words that appear close together in a document.
Exact Phrase Search Use quotation marks around a phrase
to find the phrase exactly as typed. For example, searching for
Many younger workers know more “Austin, Texas” finds only pages that contain the exact phrase. It
about the Web than their older won’t find pages with just Austin, or just Texas.
colleagues. Can they use their
skills to help their co-workers find
Parentheses Use parentheses to nest one expression within
information on the Web? another. For example searching for (growth OR increase) NEAR
(Internet OR Web) find documents that mention the words growth
Think About It! or increase within a few words of Internet or Web.
Which of the online tasks listed Wildcards Many search engines let you use wildcards, or
below could you teach a symbols that stand for other characters. The most common
co-worker to perform? wildcard is the asterisk (*). A single asterisk can represent one
use a search engine or more characters. If you search for harvest*, you get pages with
variations on the word, such as harvests and harvester.
conduct a keyword search
Another common wildcard is the question mark (?). A single
use a hyperlink question mark represents a single character. If you search for to?,
comparison-shop online you get pages containing words such as top or toy.
make an online purchase Advanced Searches Many popular search engines feature
special pages with tools for advanced searches. These pages of-
ten appear as forms; instead of constructing complex keyword
searches yourself, you can use the form’s text boxes and options
to create very sophisticated searches. Nearly all such advanced
search pages support Boolean operators, special symbols, and
wildcards.
Evaluating Information on the Web

Whether you’re doing schoolwork or pursuing your own inter-
ests, it is important to evaluate the information you find on the
Web for accuracy before you use it. Consider these criteria:
Author The author should be identified in the site. If you can’t
locate this information, there may be a reason the author chooses
to remain anonymous. If you do locate a name, conduct a search
to find out more about the person or organization responsible
for the content in the site.
410 • Chapter 30
Language and Purpose Evaluating whether the information
is well-written and presented in a balanced, factual manner or if
it is biased or argumentative and filled with spelling and gram-
matical errors can help you determine the author’s purpose.
Content Validity Does the author indicate the sources of the Home-computer users often
information? Do those sources appear to be respected, valid, and search the Web for information
authoritative? Run a search on the references or other sources to they need to finish a project or
see what you can learn. draw a conclusion.
Relevancy Most search engines list results in the order of hits Think About It!
received. Thus, search engines sometimes place popular sites be- For which of the reasons listed be-
fore relevant sites. Don’t be fooled into thinking that a page is low might you or a family member
relevant simply because it appears at the top of a list of results. conduct online research at home?
research doctors in your
community
determine a reason for a rash
find a babysitter
learn to roast a turkey
locate a local air-conditioning
repair service
Figure 30.3.2 Searching for 3D television returns a list that’s almost all advertisements.

Figure 30–4
Conducting Business Online
• Analyze online shopping. Organize Information Use a chart to help
• Compare and contrast online and traditional you organize main ideas and details about
stores. e-commerce as you read.
• Explain the process of securing online transac-
tions.
Key Terms Online Shopping

• click-and-mortar store The World Wide Web has become a global market. Most things
• encryption are available for sale online.
• e-tailer
What Sells Online Merchandise that sells successfully online
• secure electronic ranges from clothing to jewelry, electronics to vacations, and
transaction furniture to homes and cars. Amazon.com is a successful, high-
profile company that started out selling books and moved into
many other product lines. The company tries out new products
in a “test” store to see if they will sell well. If they don’t, that link
Figure 30.4.1 Clothing is one is shut down.
type of merchandise that sells Many popular Web sites offer shopping channels to help you
successfully online. locate items and check the latest prices. Buyers can also access a
directory of online vendors, or e-tailers, organized
by category.
Challenges of Selling Online Not every business
can successfully sell products online, and some face
unique challenges. For example, there are very few
successful online knitting and yarn stores, because
knitting and crochet enthusiasts like to see and feel
the yarn. Companies that sell perishable items, such
as fresh fruit or baked goods, must have a system
in place that lets them deliver products quickly and
safely. A book can travel for days without suffer-
ing any quality problems, but red velvet cupcakes
must be delivered before they become stale. While
grocery store consumers like to talk to the butcher
or squeeze the melons to see if they are ripe, some
online grocers have found a niche by tailoring their
offerings to hurried consumers who don’t want to
take the time to shop.
412 • Chapter 30
Click-and-Mortar Versus Bricks-and-Mortar
A traditional retail outlet is known as a bricks-and-mortar store.
Businesses that also sell products online are called click-and- The Arts Like stores, museums
mortar stores. Some online businesses have bricks-and-mortar and art galleries may offer both
counterparts, while others only sell online. bricks-and-mortar and click-and-
mortar locations.
Online-only Stores Online shopping sites like eBay and
Amazon.com do not sell in traditional stores. This saves the com- Google’s Art Project
pany money on salaries and overhead, so prices can be lower. (www.googleartproject.com)
Although online shopping is convenient, if you have a problem offers visitors an online tour of
seventeen of the world’s most
with your purchase, you can not talk to someone about it face-
famous art museums. Visitors can
to-face. If you want to return something, you have to ship it back
view hundreds of works of art in
and sometimes pay for shipping costs, too.
the privacy of their own homes,
Click-and-Mortar Online stores that also have bricks-and- tour the museums, and even cre-
mortar locations have an advantage over companies that do ate and share their own collection
business only online. If you are not satisfied with a product, you of masterpieces.
may be able to take it back to a store location for a refund or re-
placement. You can speak with someone face-to-face and get the
problem resolved right away.
Secure Electronic Transactions

One of the keys to the growth of e-commerce is secure electron-
ic transactions. Originally a standard that relied on digital sig-
natures, secure electronic transaction now refers to a variety of
measures e-tailers use to secure online transactions so customers
can bank and shop online without worrying that their private
information will be misused, lost, or stolen, which could result
in identify theft and fraud.
E-pinionated Online Shoppers Word-of-

mouth spreads fast on the Internet. In fact, when
it is unstoppable, we say that a product, a video,
or phenomenon has gone “viral.” One way to get
reliable word-of-mouth opinions of products you
want to purchase online is to go to Epinions.com,
which offers unbiased reviews of products and
services. They are written by average people—even teens—so you can review your
latest electronic gadget or piece of clothing. Most e-commerce sites, however, offer
customer reviews and a five-star rating system for all products.
Check them out before you put items into your virtual shopping cart.
What would prompt you to write a product review online? A good or a bad experi-
ence and why?

Secure Sites A secure Web site uses encryption—coding—
and authentication standards to protect online transaction infor-
mation. That means your personal information including debit
card numbers and personal identification numbers (PINs) are
safe when you shop online. You can tell that you are viewing
Schools, too, can place orders for
a secure Web site because the letters “https” display to the left
merchandise online.
of the Web site name in the Address bar of your browser. On an
Think About It! unsecured site, there is no “s.” Also, a small lock icon displays
in your Web browser’s status bar. You can double-click the lock
Which item(s) listed below do
icon to display details about the site’s security system.
you think your school might order
online? Secure Payment Services PayPal®, which started out as a
costumes for a school play service for eBay buyers and sellers, is now the most popular se-
cure online payment service. It is used by millions of buyers and
school supplies
sellers on thousands of e-commerce sites. PayPal lets you avoid
textbooks repeatedly entering your credit card number and other personal
electronic equipment data when making transactions online. Instead, you can desig-
nate an amount to be used for PayPal purchases, and, when you
athletic equipment make an online purchase, the money is deducted directly from
your bank account. To use PayPal, or any other secure online
payment service, you sign up directly and provide your pay-
ment information only once. The service keeps your records
secure and handles payments to online vendors for you, using
only secure methods.
How PayPal Works
Step 1 Step 2 Step 3

Buyer registers on Buyer enters credit Buyer’s credit card is
PayPal.com. card information, seller’s charged the sale amount
e-mail address, and the and an account in seller’s
amount to be sent. name is credited with
that amount.
Step 4 Step 5 Step 6

Seller is notified of Seller registers by Seller can withdraw funds
transaction and linked entering name and by direct deposit to bank
to the new account. address. or by check from PayPal.
414 • Chapter 30
_____ 1. hypermedia system a. lets users retrieve audio and video

_____ 2. dead link online
_____ 3. WYSIWYG b. symbol that stands for another
_____ 4. e-tailer character
_____ 5. encryption c. sophisticated Web-page editing
_____ 6. inclusion operator programs
_____ 7. exclusion operator d. business that offers products online
_____ 8. wildcard e. someone who primarily uses the Web
_____ 9. click-and-mortar store to sell goods or services
____ 10. Web host f. plus sign or the word AND
g. connection to a document that no
longer exists or has been moved
h. minus sign or the word NOT
i. coding used to protect data
j. a company that provides space on a
Web server for Web sites

1. Which of the following indicates that 4. Which of the following might yield
a particular graphic on a Web page is a list of pages with travel, travels,
actually a link? traveled, and traveling?
a. The mouse pointer turns into a a. wildcard
hand. b. database
b. The mouse pointer changes color. c. inclusion operator
c. The graphic moves across the d. exclusion operator
screen. 5. What term is used to describe a
d. The graphic is underlined. traditional retail outlet that does not
2. Which of the following can you use sell products online?
to upgrade a browser to add new a. online stores
features to an application? b. test stores
a. plug-in program c. bricks-and-mortar stores
b. cookie d. click-and-mortar stores
c. DHTML program 6. Which of the following is a secure
d. WYSIWYG program payment service that consumers can
3. Which of the following is NOT an use to complete online transactions?
indicator that a Web site is an a. eBay
accurate source? b. Secure Payment Service
a. author is identified on the site c. PayPal
b. information is balanced and d. ASCII
factual
c. the link displays at the top of a
list of search results
d. spelling and grammar are correct

1. What problems related to links do you think might increase as use of the World
Wide Web increases?
2. What does a hyperlink do?
3. What are several ways to find information quickly on the Web?
4. How can window shopping on the Web benefit consumers?
5. Which products might you avoid buying online? Why?

A. Find out what differences there are B. With your teacher’s permission,
between a bricks-and-mortar com- with a partner, try using several Web
pany and a click-and-mortar com- browsers. Discuss the advantages,
pany that have the same name but disadvantages, and features of
conduct themselves as two separate each. Then, create and complete a
companies. What are the advantages Venn diagram to summarize your
and disadvantages of this arrange- preferences.
ment for the company? For the
customer?
416 • Chapter 30
Activity 1: Learning About Copyrights
DIRECTIONS: You will search the Internet to learn about what types of information are protected by
copyrights and what you legally can and cannot use. Then, you will use a word-processing program to
make a top-ten list of facts about copyright laws to display in your school library. Microsoft Office 2010
1. Open the .pdf file Web-1_CopyrightInfo, 10. When you have finished your search, exit
which is located on the student CD. With your your Web browser.
Web Activities
teacher’s permission, print the Data Record 11. Read the information you printed. As you
Sheet. The sheet includes a K-W-L chart read, use a highlighter to identify the main
and forms for recording source information. ideas of each article.
K-W-L stands for What I Know, What I Want 12. Use your findings to write ten facts about
to Know, and What I Learned. Close the file, copyright laws in the “What I Learned”
and exit your pdf reader program. column of the K-W-L chart.
2. In the K-W-L chart, fill in the K column with 13. Start your word-processing program,
what you already know about copyright laws, and create a new document. Save it as
and fill in the W column with what you want Web-1_Copyrights_xx. Replace xx with your
to know. own initials or name, as directed by your
3. With your teacher’s permission, open your teacher. Insert a footer that includes your
Web browser and navigate to a search engine. name and the current date.
4. Use the search engine to find information 14. At the top of the document, type the title Ten
about copyright laws. Search for keywords Things to Remember About Copyrighted
from the W column of your K-W-L chart. Use Materials. Increase the font size of the title
Boolean search strategies such as AND, NOT, to 18 points, center it, and make it bold, or
or OR to fine-tune the search results list. apply the Title style.
Look for sites that explain what information 15. Leave a blank line below the title, and type the
you can and cannot use according to ten facts you learned from the K-W-L chart.
copyright laws. Research illegal acts such Format the items as a numbered list.
as software piracy, as well as patent and 16. Leave a blank line below the last fact, type
trademark infringement. Find sites that Source Sites and format it in bold with a
explain the consequences of violating these solid underline.
copyright laws in simple, easy to understand 17. On the next line, type a list of the Web sites
language. or other sources you recorded on your
5. Evaluate each site you visit for accuracy and Data Record Sheet. Format the sources
validity. in a smaller font size than the rest of the
6. Write the source information about each Web document text, and leave one line space
page that you use on the bottom portion of between sources. Remove all hyperlink
the Data Record Sheet, or on a separate piece formatting.
of paper. 18. Proofread the document carefully. Check the
7. With your teacher’s permission, print relevant spelling and grammar, and correct any errors.
information from the Web sites you find 19. Preview the document.
most helpful. You may want to copy the 20. With your teacher’s permission, print the
information from the Web page into a word- document.
processing or notes program, along with the 21. Close the document, saving all changes, and
page’s URL, and then print it. exit your word-processing program.
8. Using your browser’s History list, go 22. As a class, brainstorm scenarios that do
back to one of the sites that explained the or do not violate copyright laws. Write the
consequences of copyright violations. scenarios on the board or an overhead
9. Mark the site as a favorite or bookmark it. transparency. Discuss which scenarios are
With your teacher’s permission, print the Web legal under current copyright laws.
page if you have not already done so. 23. With permission, share your work by
displaying it in the school library.
Web Activities • 417

Activity 2: Researching the Thirteen Colonies
DIRECTIONS: You will use a search engine to research one of the original thirteen colonies. You will
then use a word-processing program to create a written report about the colony, including images.
Then, you will save the document as an HTML file so you can publish it on the Web. Microsoft Office
1. Open the .pdf file Web-2_ColonyInfo, which 8. When you have finished your search, exit
is located on the student CD. With your your Web browser.
Web Activities
teacher’s permission, print the Data Record 9. Start your word-processing program, and
Sheet. The sheet includes a table where you create a new document. Save the document
can record information about a colony and as Web-2_Colonies_xx in the location where
a checklist you can use to make sure you your teacher instructs you to store the files
complete your report correctly. Close the file, for this activity. Insert a footer on all but the
and exit your pdf reader program. first page that includes your name, the page
2. As a class, list the thirteen colonies on the number, and the current date.
board. Then, choose one colony to research. 10. Create a cover page that includes a
3. Use the Internet (with your teacher’s descriptive title for the report, formatted in
permission), library resources, or a textbook bold and centered, or apply the Title style.
to find information about the foundation and Include your name, today’s date, and an
early history of the colony you chose. appropriate picture.
4. To use the Internet, open a Web browser and 11. Use the information on your Data Record
navigate to a search engine. Search for sites Sheet to write a report on the colony you
by typing keywords or phrases such as the researched. Your report should be at least
name of your colony, or use a Boolean search two pages. Use a font and font formatting
phrase such as AND. that is easy to read and not distracting.
a. Look for information about the key 12. Insert images to illustrate the report. Select
individuals or groups who helped establish appropriate text wrapping options. Size and
the colony, the basis for the colony’s position the images so they integrate with
economy, the hardships that colonists and enhance the text.
encountered, and important dates in the 13. Insert a caption below each image. You may
history of the colony. do this using your program’s Insert > Caption
b. In addition, locate at least three images command, or by inserting a text box in which
related to the colony. The images might you type a caption. Format the text box so
include maps, paintings, photographs that text will wrap around it, and format the
of artifacts, or portraits of the colony’s caption text with a smaller font size than you
leaders. If you find the images online, use in the body of the document.
download them in a format that is 14. At the end of the report, insert a Works Cited
compatible with the computer you are page or Bibliography listing your sources.
using. If you find the images in a print 15. Proofread your report carefully. Use
source, scan the images and save them your program’s thesaurus feature to find
as .pdf or .jpg files. If necessary, obtain interesting synonyms for common words
permission to use images that you in order to improve your writing. Check the
download or scan. spelling and grammar in the document and
5. Evaluate each site you visit for accuracy and correct any errors that you find.
validity. 16. Format all paragraphs with a first-line Indent
6. When you find a credible Web site with and justified alignment.
relevant information, bookmark the site, 17. Preview the document and make
or with your teacher’s permission, print modifications to the page layout, as
the desired pages, or copy the information necessary. For example, you may want to
from the Web page into a word-processing adjust the margin width.
or notes file for saving and printing. Write 18. With your teacher’s permission, print the
the source information about each site on a report.
separate piece of paper. 19. Close the document, saving all changes.
7. Record the details and facts that you find on
the Data Record Sheet.
418 • Web Activities

20. Exchange reports with a classmate, either 24. View the document as it will display on the
electronically or in print. Use the criteria Web. If necessary, adjust the position and
on the Data Record Sheet to evaluate your formatting of the text and images on the page
classmate’s work. Does the report meet to improve its appearance and readability.
the requirements of the assignment? If 25. Insert hyperlinks from the report page to
not, how can it be improved? What if any your source Web sites.
changes are needed to make the report more 26. With your teacher’s permission, publish your
effective for presentation on the Web? If Web page on your school’s Web site so other
you are reviewing a file, use your program’s students can access it.
Web Activities
revision tracking and commenting features, 27. Open your Web browser and view your
or handwrite your comments and edits Web page and those of your classmates.
on the print out to provide feedback and Then, close all open documents, saving all
corrections. Then, return the report to your changes, and exit all open programs.
classmate. 28. As a class, discuss how publishing docu-
21. Revise your report based on your classmate’s ments to the Web makes information more
comments and suggestions. accessible, and how you can use the HMTL
22. Save the changes to the report. documents to encourage other students to
23. Save the document as a single file Web page. learn more about the thirteen colonies.
Illustration A

Activity 3: Creating an Anti-Bullying Campaign
DIRECTIONS: Working in teams, you will use wiki collaboration to develop an anti-bullying campaign
for your school. You will collect information on types of bullying and how to respond to it. You will then
create content on the topic and collaborate with others to develop the content. Microsoft Office 2010
1. Open the .pdf file Web-3_Bullying, which is 7. When you have finished your search, exit
located on the student CD. With your teacher’s your Web browser.
Web Activities
permission, print the Data Record Sheet. It 8. Access the wiki space that your teacher has
has space for you to record information that created.
you find about types of bullying. Close the file, 9. Working cooperatively with your team
and exit your pdf reader program. members, create the following for the wiki:
2. Working individually or with your team mem- ■ Photo of your school
bers, use the Internet (with your teacher’s per- ■ List of team members
mission), library resources, or your school’s ■ Slogan or title for the anti-bullying campaign
student handbook or code of conduct to ■ Brief introduction to the topic of bullying
locate information about the three main types ■ Summary paragraph on each of the three
of bullying: physical, verbal, and cyber. types of bullying—physical, verbal, and
3. To use the Internet, open a Web browser and cyber—based on the information you
navigate to a search engine. Search for words recorded on the Data Record Sheet.
or phrases such as bullying, or use Boolean 10. Working independently, develop your own
search strategies. For example, you might recommendations on how to respond to each
search for bullying AND physical or bullying type of bullying. Record your advice in the
AND cyber. second table on the Data Record Sheet.
4. Evaluate each site you visit for accuracy and 11. Access the wiki space where you can post
validity. your individual contributions. Create a
5. When you find a credible Web site with heading or new page on the space and enter
relevant information, bookmark the site, the information.
or with your teacher’s permission, print 12. Collaborate with team members to combine
the desired pages, or copy the information and edit the recommendations on the wiki
from the Web page into a word-processing space.
or notes file for saving and printing. Write 13. With your teacher’s permission, share your
the source information about each site on a wiki with others, and read and comment on
separate piece of paper. other teams’ wikis.
6. Use the information you find to complete the 14. As a class, discuss the different types of
first table on the Data Record Sheet. bullying, and how you can expand the anti-
bullying campaign in your school.

Activity 4: Developing a Hobby Blog
DIRECTIONS: You will develop a blog on one of your hobbies or interests. You will gather information
and statistics on the hobby and create content to post on the blog. You will customize the blog with im-
ages, links, and other design elements. Microsoft Office 2010 procedures required for this activity can
1. Open the .pdf file Web-4_Blog, which 6. When you have finished writing your blog
is located on the student CD. With your post, proofread it carefully. Check the spelling
Web Activities
teacher’s permission, print the Data Record and grammar and correct errors.
Sheet. Close the file, and exit your pdf reader 7. Preview your post if the blogging service
program. provides that option.
2. Use the Data Record Sheet to summarize 8. When you have finalized the post, publish it,
information on a hobby or interest. Be as and then view your blog.
detailed and informative as possible. Use 9. Edit the blog post by inserting a picture or
your own experience, as well as research image that represents your hobby or interest.
resources such as Web sites, other blogs, 10. Publish the post again, and view it.
publications, and books. 11. Refer to the information about resources that
3. With your teacher’s permission, access the you listed in your Data Record Sheet. Create
designated blogging service. To register a new post that describes at least one of the
with a blogging service, you will typically be Web sites you listed where you can obtain
required to provide an e-mail address and helpful information about your hobby or
password. You may then be asked to provide interest. Create a link in the post to the Web
a blog title (which is the title that appears on site.
the published blog) and a blog address, or 12. Publish the post, and view your blog.
URL. 13. Log out of your blog service when finished.
4. If available, select a design template for your
blog.
5. Using the information on your Data Record
Sheet, write a blog post about your hobby or
interest. Be sure to use complete sentences,
proper subject-verb agreement, and correct
verb tense. Also, use only one space after
punctuation marks.

Activity 5: Learning About Ecosystem Equilibrium
DIRECTIONS: You will research a natural disaster and its effects on the surrounding ecosystems. You will
use a word processor to write a description of the disaster. You will also add images that you download
from the Web. Then, you will save and publish your work as a Web page. Finally, you will view the page in
your Web browser, upload it to your school’s network, and bookmark it so it can be retrieved and viewed
easily. Microsoft Office 2010 procedures required for this activity can be found in Appendix A.
1. Open the .pdf file Web-5_EvaluationForm, the page title Ecosystem Equilibrium, in the
Web Activities
which is located on the student CD. With location where your teacher instructs you to
your teacher’s permission, print the rubric. store files for this activity.
The rubric identifies points on which your 12. Insert a footer on the page that includes your
research will be evaluated. Close the file, and name and the current date.
exit your pdf reader program. 13. Apply a theme or design to the page, or apply
2. Use the Internet (with your teacher’s permis- a page background color.
sion), library resources, or a textbook to re- 14. Enter a descriptive title on the page. Use
search a natural disaster that occurred at least a readable font and center and boldface it.
ten years ago. You might research wildfires in Increase the font size to make it stand out, or
California, the Galveston hurricane of 1900, apply an appropriate style.
Hurricane Andrew, Mississippi River flooding, 15. Using the information in your Web-5_
or tornadoes in Texas and Oklahoma. Find out Research_xx document, write a description
how, where, and when the disaster happened. in your own words of the natural disaster.
Find examples of the ecosystems that were Include examples of the ecosystems that
disrupted and how they recovered. were affected and the natural succession, or
3. To use the Internet, open a Web browser and recovery, which occurred afterward.
navigate to a search engine. Search for sites 16. Apply ½" first line indents to each paragraph.
by typing keywords or phrases such as the 17. Copy at least one image from the Web-5_
type or name of the natural disaster, or use a Research_xx file to your Web page document
Boolean search to narrow your focus. to illustrate the content. Select appropriate
4. When you find information about the disaster, text wrapping options. Size and position the
carefully evaluate it to make sure it is valid image so it integrates with and enhances the
and relevant to the topic. text, but does not overwhelm it.
5. During your research, locate before and after 18. At the end of the document, type a list of
photos of the event. Remember to obtain URLs hyperlinked to your source pages, so
permission to use the photos. readers can use the links to access the pages
6. Find at least three helpful URLs, one of which for more information.
contains a photo, and save them as Favorites 19. Proofread the document carefully. Check the
or bookmarks in your Web browser. spelling and grammar and correct any errors
7. Start your word-processing program, and that you find.
save a new file as Web-5_Research_xx in the 20. Preview the document as it will look in a Web
location where your teacher instructs you to browser, and test the links. Make corrections
store the files for this activity. and modifications to the page layout so it
8. Make your Web browser active and return to looks good and is easy to read.
the sites you bookmarked. Refresh the pages, 21. With your teacher’s permission, print the
if necessary. Select relevant text and images document.
from each site and copy them to the word- 22. With your teacher’s permission, publish your
processing document for saving or printing. Web page on your school’s Web site so other
Copy the source URL and type the page title students can access it.
for all content you copy. 23. Open your Web browser and view your Web
9. Save the changes to the word-processing page and those of your classmates. Then,
document, and with your teacher’s permis- close all open documents, saving all changes,
sion, print it. and exit all open programs
10. When you have completed your research, exit 24. As a class, evaluate one another’s Web
your Web browser. page reports for relevancy to the task. Is the
11. In your word-processing program, create a information relevant to the topic? Are the
new document, and save it as a Web page images good quality? Is the role of ecological
with the name Web-5_Equilibrium_xx and succession and equilibrium clear?

Personal chapter
Communications
Basics 31
Staying in Touch How do you stay in

touch with friends after school, on weekends,
or during school vacations? How do you stay
in contact with friends who have moved? You
could make phone calls and hope someone
answers, or send letters and then wait for a re- Lesson 31–1
sponse. Today, however, many people use their
computer to stay in touch with friends, family,
Using E-mail
and co-workers.
Computer technology allows you to stay Lesson 31–2
connected with people who are both close by
and far away. You can communicate through Avoiding E-mail Problems
text messages. You can chat online with several
friends at once. With the right technology, you Lesson 31–3
can even chat face-to-face through a computer
network. There’s no need to feel out of touch! Other Electronic Communications
Personal Communications Basics • 423

Lesson 31–1
Using E-mail
• Describe e-mail systems. Sequence Information Use a sequence chart
• Identify the purpose of a unique identifier. as you read to help you outline the process of
receiving a message and responding to it.
• Explain the parts of an e-mail address
• Identify the key components of an e-mail
message.
• Describe the process of creating, sending, and
replying to messages.
Key Terms Evaluating E-mail

• alias E-mail allows people to send an unlimited number of messages
• attachment quickly and easily to anyone with an e-mail address. It is also
• e-mail client less expensive than standard mail and voice, fax, and telephone
• e-mail server
messages. To use e-mail, all you need is a computer, an Internet
connection, e-mail software, and an e-mail account.
• mailbox name
E-mail also lets you attach files to a message. Anything sent
• server address with an e-mail message is called an attachment. Common at-
tachments include word-processing documents, spreadsheets,
photos, artwork, and movies.
Understanding E-mail Addresses

Like a computer on a network, every communication service
user must have a unique identifier, usually called a username.
The system uses the identifier to differentiate one user from an-
Figure 31.1.1 Every e-mail other in order to deliver services, such as mail. For e-mail, the
address has two basic parts— identifier is the e-mail address. All e-mail addresses have two
a mailbox name and a server parts. The mailbox name is the part of the address before the
address. “at” symbol (@) that identifies the user. The server address fol-
lows the symbol. It gives the domain name of the e-mail
server where the mailbox is stored. An e-mail server is a
computer, operated by your Internet service provider (ISP),
that handles three key jobs:
• accepts incoming messages
• sends outgoing messages
• delivers incoming messages
424 • Chapter 31
Sending, Receiving, and Forwarding E-mail
To send or receive e-mail, you use an e-mail client, which is a
program that lets you create, send, receive, and manage e-mail
messages. You may get the program from your ISP, as part
of a productivity suite, or with a Web browser. For example, Netiquette are the rules for polite
Microsoft Outlook 2010 is the e-mail client that comes with the online behavior.
Microsoft Office 2010 productivity suite.
Composing E-mail To compose a new message, you click a Think About It!
button within the e-mail client. The client displays a form for Which of the following online rules
you to complete. The form includes two main parts—the header, help make e-mail more useful?
which includes places for entering the recipient(s) and the sub- Type a lengthy description in
ject, and the body, which is where you type the message. the Subject line.
First, you must specify the message’s recipient in the To: line Vary fonts and type sizes in the
of the message form. Depending on your e-mail client’s features, message.
you may select someone’s name from an address book. You may
also type the e-mail address, which can be a name or a combina- Edit the original message
tion of letters and numbers. For example, the e-mail address for so only the part you are
Chris Rodriguez might be chris_rodriguez@isp.net or cjr615@ answering appears in your
isp.net. Instead of typing a complete address, you may be able reply.
to type an alias, or select it from a list. An alias is an easy-to- Don’t write in anger.
remember nickname for the recipient, such as Chris_R. If you
Be brief, but be polite.
want to send a copy of the message to other recipients, you can
add their names or addresses to the To: line or place them in the
Cc: line. (The characters Cc stand for “carbon copy.”)
Next, fill in the Subject line. The Subject line gives the recipi-
ent an idea of the message’s content and may help the recipient
decide whether to open it or delete it. Some e-mail clients will
not accept messages with blank Subject lines. When the header
is complete, type the text message. You can add attachments by Figure 31.1.2 Creating an
clicking a button and then clicking the name of the file you want e-mail message with Google’s
to attach to the e-mail. Finally, click Send. gmail.
Send button
Click here
to create
a new Recipient’s address
message.
Subject line
Click here
to view
messages
in the Message
Inbox.

Replying to E-mail You can respond to the person who sent
a message by clicking Reply. You can also click Reply All, which
responds to all the people who received the original message.
Several things occur when a response is prepared:
• The client displays a reply form with the original send-
er’s address shown in the To: field.
• The subject field may show Re: in front of the subject of
the original message. (Re stand for “regarding.”)
• The original message is copied into the body of the reply.
Most e-mail programs give you the option of excluding
the original text in your reply.
• You can type your reply above or below the original text,
and then click Send.
Forwarding E-mail When you receive a message, you can

pass it along to someone else. This is called forwarding a mes-
sage. The Subject line of a forwarded e-mail may include the
characters FW: before the subject text to show that the message
has been forwarded. You can add your comments before the
original message’s text.
Before you hit “send” on any e-mail, it’s good to remember
that your e-mail can be forwarded to other people. Don’t write
Figure 31.1.3 Replying to an anything that you don’t want other friends, parents, or teachers
e-mail message. to see!
The reply
The original message
426 • Chapter 31
Lesson 31–2
Avoiding E-mail Problems
• Examine problems related to e-mail. Compare and Contrast Use a Venn diagram
• Define bounce messages and spam. as you read to help you compare and contrast
various e-mail problems.
• Explain the use of digital signatures with e-mail.
Failed E-mail Key Terms

It is easy to send e-mail messages, but it is also easy to make • bounce message
mistakes. What happens when you make a mistake? • digital signature
• spam
Using the Wrong Address One of the most common e-mail
mistakes is entering an incorrect address in the To: field. When
you do this, one of two things will happen:
• Your message will go to the wrong person if the incorrect
address is someone else’s valid address. Unless that per-
son replies, you may never know what happened to your
message.
• The e-mail server will return the e-mail to you with a
bounce message.
A bounce message is a notice from the e-mail server telling
you that your message could not be delivered. Bounce messag-
es are often a result of an incorrect e-mail address. You some-
times see “MAILER-DAEMON@...” as the “From” address of a
bounce message. Also, a message may not be delivered if the
recipient’s mailbox is full. This happens because many ISPs limit
the amount of server space available for each user’s messages.
Never attempt to reply to a bounce message.
Avoiding Bounce Messages If you or your family changes
ISPs, your e-mail address will change. In that case, be sure to tell
everyone in your address book about your new e-mail address.
Otherwise, people sending messages to your former address
will receive a bounce message when they write to you.

Bounce messages are a part of
e-mail use. But what should you
do when you get one?
Think About It!

Suppose you e-mail the school
photographer to find out whether
your class pictures are ready.
However, you get a bounce mes-
sage. Which actions listed below
might then be helpful?
Retrieve the message from
your Sent Items folder and
check your typing.
Confirm the e-mail address of
the photographer.
Resend the message to the Figure 31.2.1 A bounce message, due to an incorrect e-mail address.
same address.
Send a reply to the bounce Junk E-mail, or Spam
message asking for help.
Many e-mail users complain about the flood of spam, a term
used to describe unwanted, or junk, e-mail messages and ad-
vertisements. Like physical junk mail, spam usually tries to sell
something to the recipient. Spam can cause several problems:
• The recipient wastes time reviewing and deleting spam.
• Spam clogs e-mail servers, slowing Internet traffic.
• Spam often contains incorrect or misleading information.
Sometimes you unknowingly generate the spam you get.
When you make an online purchase, you might agree to get
e-mails from the company about future sales. You might have
signed up for e-mail newsletters at many Web sites or joined a
group (as in Yahoo Groups) that lets you exchange messages
about a topic.
Blocking Unwanted E-mail Most newsletters and user
groups give easy directions to unsubscribe to the e-mail. For
e-mail newsletters, you will usually find an “unsubscribe” link
at the bottom of the page in tiny print. Yet, stopping spam from
reaching e-mail servers and clients is an ongoing battle. Some
servers use technology to block “spammers” or automatically
puts spam in a “spam folder.” Some e-mail clients provide spe-
cial spam filters that users can configure to automatically delete
junk mail. It is worthwhile checking your spam folder regularly,
because sometimes personal or important e-mail is mistakenly
re-routed there.
428 • Chapter 31
E-mail Risks
Because you cannot see who is actually sending you a message,
e-mail is often used to commit crimes. Someone can send you a Language Arts Did you know
message and pretend it is from someone else. The message could you can use e-mail to improve
contain a virus or request personal information. Because you your reading and writing? There
trust the person or organization you believe sent the message, are online magazines to which you
you open it or reply. can submit your work for publica-
tion. One of these sites, WritingDEN
Using Digital Signatures One way to secure e-mail messag- (www2.actden.com/writ_den),
es is by using a digital signature—an electronic identifier which also has language-building
verifies that the message was created and sent by the person exercises on words, sentences,
whose name appears in the From field. and paragraphs. You complete the
Most current e-mail programs support digital signatures, exercises, e-mail your answers,
which you purchase from a vendor, such as Symantec’s VeriSign and receive your scores shortly.
Authentication Services. Once the certificate is installed on your
computer, you can use it to “sign” any message you send by em-
bedding the certificate in the message. The signature proves that
the message comes from you.
Getting Career Advice by E-mail What do you

think you want to do when you “grow up?” It’s not
too early to start exploring careers and find out what
conduct, dress, and behaviors are acceptable in the
workplace. Career advice that appears in newspaper
or magazine columns exists online as blogs. Some are
geared toward specific careers and some to general
career advice, like how to be a good team member, solve
problems, or get organized.
Search out some career question-and-answer
forums available online. Look for ones that offer general
advice on how to dress and behave in the workplace.
Remember, as with all online resources, be cautious about where you send e-mail
and any information you share.

Lesson 31–3
Other Electronic
Communications
• Compare and contrast technology-enabled Organize Information Use an outline as you
conferences. read to help you organize information about ad-
• Describe one key advantage of teleconferenc- vanced communications methods.
ing for business.
• Examine the technical aspects of videoconfer-
ences.
• Summarize goals of Web-based training.
• Explain distance learning.
Key Terms Meeting Through Technology

• blended learning E-mail communication has advantages. It allows you to quickly
• teleconference send a message and, later, receive a reply. But what if you need
• videoconference to communicate with others right away? What if you need the
• Web-based training benefits of a conversation? What if you need to talk to many
people at once?
Teleconferencing Imagine a company with 50 salespeople
located around the world. Getting all these people together to
discuss a new product would be helpful. Flying them all to one
city for a meeting would be very expensive, however.
In cases such as this, teleconferencing may be the solution.
A teleconference uses computers that are connected by a net-
work or the Internet. These connections allow people to com-
municate with one another in real time through their computers.
Depending on the software they use, the participants may be
able to speak to one another as if they were using telephones,
and every participant can hear all the others. Teleconferencing
software may allow users to “chat” by typing messages that ap-
pear on everyone’s screen. Participants may also be able to share
documents on-screen, as well, using a special feature called a
whiteboard to view and edit the documents in real time. Tele-
conferences help companies in several ways:
• They save time and money.
• They are similar to in-person meetings.
• They are convenient.
• They allow all participants to communicate in real time.
430 • Chapter 31
Videoconferencing A videoconference is a meeting at which
the participants can see and hear one another without being
physically together. Videoconferences require equipment such
as cameras, a fast network connection, and video screens or
computer monitors. A Web-based videoconference allows par-
ticipants to connect to a Web server, identify themselves, and Wireless Developer How can
then join the meeting. devices like cell phones display
content that you normally view
Types of Videoconferences Videoconferences can serve on a PC? By using the wireless
many purposes. Depending on the goal, they are set up in one of access protocol (WAP) and the
three delivery methods. Wireless Markup Language (WML),
• One-to-one videoconferences allow two people to see handheld devices can function
and talk to each other on their computers. This type of as tiny browsers, displaying all
conference is easy to set up through applications such as sorts of content for their users.
Microsoft NetMeeting or through using Voice over Inter- These protocols and languages
net Protocol (VoIP) with Skype, software that lets you use allow devices to download content
your computer to make voice or video phone calls. quickly and display it on a tiny
screen efficiently. There is a grow-
• One-to-many videoconferences are similar to watching
ing demand for designers who
television programs. Many people can watch the presen-
understand WAP, WML, and other
tation, but usually only one person speaks to the group.
wireless solutions.
• Many-to-many videoconferences are like a face-to-face
meeting. Any of the participants can speak and be seen
and heard at any time in the conversation.
TELEMENTORING complete
“ Students get a chance to work with

people who are proof of the value of edu-
cation. Academic performance improves
projects.
Students
and their
as a result of a renewed motivation to mentors
learn. Started in 1995, ITP has served communi-
more than 11,000 students in nine coun- cate online.
”
tries in grades 4 through college.
David Neils
Students at
Eisenhower
Middle School in Topeka, Kansas,
Founder, developed their school’s first Web
International Telementor Program site with help from ITP mentors. And
students in Pleasant View School in
The International Telementor Pro- Baldwin Park, California, worked
gram, or ITP, matches students with with mentors to create multimedia
workplace mentors who help them presentations on their state’s history.

Learning from a Distance
Distance learning allows you to learn anytime, anywhere—as
long as you are on a computer connected to the Internet. Many
schools offer classes via distance learning, and they use a va-
Many students and teachers use riety of technologies to deliver instruction to their students. In
distance learning. many cases, the instructor provides lectures and displays slides
through a one-to-many videoconference, which students can
Think About It! watch on their home computers. Reading assignments can be
Think about some of the ways done; tests and quizzes can be done via the Internet; and stu-
schools might use distance learn- dents can work together via teleconference and e-mail. It is pos-
ing. Which statement(s) listed sible to study many different subjects through distance learning.
below identify a sensible use? You can even earn a complete college degree online.
Small schools could offer a
Web-based Training One of the newest methods of distance
wider range of courses.
learning is Web-based training. Schools, colleges, and business-
Schools could let individuals es are using the speed and technology of the Internet to deliver
or small groups pursue their educational programs and activities.
interests. This method of education offers anytime, anywhere learning,
Schools could pair a sports as long as you have an Internet connection. Research has shown
team with a coach. that the most successful Web-based training, or e-learning, has
these features:
A teacher in one school could • colorful and well designed classes
share lessons with teachers on
other campuses. • accurate and well written information
• activities that involve students in learning
• activities that help students remember the information
Blended Learning Some students find the best method of

learning combines traditional classroom education with Web-
based education. Blended learning offers opportunities for stu-
dents to interact with others face-to-face and at a distance.
Computer-based Training Online instruction is one form of

computer-based training, or CBT. But the first method for de-
livering computer-based training—the CD—remains popular
among teachers and students. Many companies use CD tutorials
to train employees on policies, products, and procedures. The
advantage of this type of CBT is that the user can carry it around,
and it does not require a network or Internet connection.
432 • Chapter 31
_____ 1. attachment a. part of an e-mail address

_____ 2. mailbox name b. a meeting that provides audio and
_____ 3. e-mail client visual contact for people in different
_____ 4. alias locations
_____ 5. e-mail server c. a notice that e-mail could not be
_____ 6. bounce message delivered
_____ 7. spam
d. junk e-mail
_____ 8. digital signature
_____ 9. teleconference e. anything sent with an e-mail
____ 10. videoconference f. a meeting via computers and a
network or the Internet, which lets
participants talk or exchange text
messages
g. an electronic identifier used to verify
the identity of an e-mail sender
h. an ISP computer that accepts, sends,
and delivers e-mail messages
i. software that lets you create, send,
receive, and manage e-mail messages
j. nickname by which an e-mail user is
known
1. In an e-mail address, the symbol @ 6. Some e-mail clients have

represents the word ______________. ______________ that you can config-
2. The _______________ is an Internet ure to delete unwanted e-mail.
service provider’s computer that 7. Sometimes, ______________ can
routes e-mail. clog e-mail servers, slowing Internet
3. In an e-mail message form, the traffic.
_______________ field identifies 8. Teleconferences and videoconferenc-
people other than the main recipi- es save money because people don’t
ent who should receive the message have to _______________ to attend a
when it is sent. meeting.
4. When you _______________ an 9. One-to-one _______________ allow
e-mail message you have received, two people to see and talk to each
you send it to another person. other on their computers.
5. You will not get a bounce mes- 10. Many schools now offer classes
sage if you enter an incorrect but through the Internet, a practice
_______________ address. known as _______________.

1. How do an e-mail client and an e-mail server work together to handle e-mail?
2. What steps can you take to avoid receiving junk e-mail?
3. What advantages do e-mail, teleconferences, and videoconferences offer to

workgroups in different locations?
4. What is one way to avoid receiving a bounce message?
5. Could distance learning make use of a videoconference? How?

A. Picture phones allow you to see the B. In small groups, brainstorm for the
person at the other end of a tele- advantages and disadvantages of
phone call. A video camera that clips face-to-face communications, tradi-
on your computer allows you to see tional letters, e-mail, telephone calls,
the person with whom you com- teleconferencing, and videoconfer-
municate on the Internet. With your encing. Then, create a list of situa-
teacher’s permission, research these tions for which each of these media
technologies on the Internet. Com- might be the most appropriate com-
pare and contrast their cost, features, munications choice.
and uses. Assess which, if either, you
think will become more popular.
434 • Chapter 31
Understanding
Personal
Communications
We Need to Communicate Thanks to

technology, today we can stay in touch more
easily than ever before. We have many com-
munications options, from speaking face to face
or talking on the phone to using computers to
exchange ideas and information. Lesson 32–1
Technology also gives us more freedom in
communicating. We no longer have to sit by the
The Science of E-mail Systems
phone waiting for a call or stay by a computer
to check our e-mail; phone calls and e-mail mes- Lesson 32–2
sages can travel with us.
Advances in science and technology help E-mail Benefits and Hazards
us communicate anytime, almost anywhere.
However, the virus programmers who deliber-
ately interfere with communications systems
continue to cause millions of dollars of damage
to computers each year.
Understanding Personal Communications • 435

Lesson 32–1
The Science of E-mail Systems
• Describe how e-mail travels through networks. Organize Information Use a concept web as
• Summarize the key e-mail protocols. you read to help you organize ideas about e-mail
systems as you read the lesson.
• Explain how e-mail can be organized.
Key Terms What Happens When You

• authentication Send and Receive E-mail?
• e-mail folder When you send and receive e-mail messages, you participate in
• message header a client-server network. Your e-mail software is the client. The
computer that accepts and forwards messages for its users is
the e-mail server. Internet service providers (ISPs), companies
and institutions, and other mail services maintain the servers.
Because e-mail servers and clients use the same protocols, you
can send messages to and receive messages from anyone with an
e-mail address, as long as the computers have access to the same
network or the Internet.
Sending Messages When you click Send, most messages
travel first to your ISP’s e-mail server via Simple Mail Trans-
fer Protocol, or SMTP. The e-mail server then examines the re-
cipient’s address. If the person you are e-mailing uses the same
server you do, the message is delivered instantly. The recipient’s
e-mail client retrieves the message from the server by using an-
Figure 32.1.1 E-mail protocols other protocol, called the Post Office Protocol (POP). Most cur-
enable clients and servers to rent e-mail programs use a version of POP called POP3, which
exchange messages smoothly. can work with or without SMTP.
ISP ISP
S M TP S M TP
E-mail server E-mail server
E-mail E-mail
client client
Sender Recipient
436 • Chapter 32
Different Servers Often, however, you and the recipient use
different ISP e-mail servers. For example, you may use AOL,
while your friend uses Mindspring. In this case, the AOL serv-
er, using SMTP, sends your e-mail message to the Mindspring
server via the Internet. The Mindspring server then delivers the
message to your friend. Attachments to a message are translated Educational Media Technol-
by a protocol called Multipurpose Internet Mail Extensions, or ogy Specialist Computers and
MIME. telecommunications are now
everyday teaching tools. Schools,
Receiving Messages What happens to incoming messages museums, and other educational
sent to you? Usually, your server stores them. When you open institutions that offer programs to
your e-mail client and get your mail, the server sends you your the public have a growing need
messages and, depending on your settings, erases them from the for educational media technology
server. specialists. Knowledge of effective
education practices, hardware,
Securing Your Account software, and the principles of
networking are requirements for
To handle your e-mail, your client needs your username and applicants in this field.
password. The server also uses this information to identify you
as a valid user. In a process called authentication, the e-mail
server confirms that you are a valid user.
Password Protection Guard your username and password,
and change your password frequently. It should be easy for you
to remember but difficult for others to guess. If someone learns
your password, change it. Never allow others to log on with
your password.
Organizing Your E-mail

E-mail programs provide you with an address book, where you
can store the names and e-mail addresses of frequent e-mail con-
tacts. You may be able to create group contact lists in your ad-
dress book. If you and several friends are working on a project,
you might create a list called Project and add the e-mail address
of each group member to the list. This feature lets you send a
message to all the contacts at once, saving you the time of typing
each address separately.
Storing Messages The list of messages in your Inbox can
grow quickly. You should delete unimportant messages after
you read them. You can, however, save important messages
in folders you create for this purpose. Like a manila folder, an
e-mail folder stores related messages. For example, you can cre-
ate a folder to hold messages relating to a specific topic or which
come from a certain person. A Folder List identifies the fold-
ers you have created. Folders make it easy to find and manage
messages.

To retrieve a message saved in the Inbox, click it. To store a
message in a folder, drag the message from the Inbox to the de-
sired folder. To open a message saved in a folder, click the name
of the folder, and then click the message you wish to read.
The Electronic Communica- Viewing Messages in the Inbox Incoming messages appear
tions Privacy Act of 2000 allows in your Inbox. Depending on your setup, you may see just a list
companies to check the e-mail of messages, or you may see the actual contents of the messages,
that employees send from office too. At the top of the message is the message header. The mes-
computers. sage header contains information that identifies the sender of
the message, other recipients, the date sent, and the subject.
Think About It!
Think about guidelines employ- Sorting Messages Most e-mail clients allow you to sort
ees should follow when sending messages—that is, arrange them in a certain order, by senders’
e-mail on company time. Which names, date received, and so on. To view the messages by send-
statements listed below do you er, click the From heading. To sort by Subject or Date, click either
think describe good business of those headings.
“netiquette?”
Configuring E-mail Options All e-mail clients allow you to
Use your company address for customize your e-mails. You can usually do this by clicking on
personal messages. the “settings” option. For instance, you can use settings to create
Make sure the content of your a signature that will appear on every e-mail message you create,
messages is appropriate for even with a quote or image you like. When you are not avail-
your boss to read. able, you can use a “mail away” option to alert senders to your
To criticize someone, do it by
absence, and you can use your SPAM filter to block unwanted
e-mail.
messages.
Use your school e-mail address
for personal mail.
Do not open or respond to
e-mail from unknown senders.
Folder
list
Messages stored in the

Group Projects Group Projects folder
folder
Figure 32.1.2 Most

e-mail programs let
you keep your mes-
sages organized in
folders.
438 • Chapter 32
Lesson 32–2
E-mail Benefits and Hazards
• Explain how e-mail attachments work. Organize Information Use an outline to help
• Discuss the hazards of e-mail viruses. you identify the advantages and dangers of
e-mail as you read the lesson.
• Assess the value of virus detection software.
Tapping the Power of E-mail Key Terms

A useful feature of e-mail is the ability to send attachments. An • e-mail virus
attachment is a computer file that is added to an e-mail mes- • executable file
sage. There are two important issues about attachments that you • macro virus
should be aware of: • replicate
• Your recipients may have a different e-mail program or
computer platform. They also may not have the program
you used to create an attached file. They may not be able
to retrieve or use the attachment.
• Large fi les, such as photo or video fi les, can take a long
time to download. Be sure your recipients want them:
Some recipients’ e-mail servers or clients may reject large Figure 32.2.1 An e-mail
attachments. message with an attachment.
Common Uses of Attachments What if

you are on vacation and want to share pho- The paper-clip icon
tos you took with your digital camera? You usually means there
can copy them onto your laptop and send is an attachment.
them to your friends as e-mail attachments.
Are you and your friends working together
on a school report? Perhaps you wrote the
text for the document and a friend created
the artwork, while another created a video
explaining the report. Each of you could at-
tach your work to an e-mail message and let
the others review your progress. Double-click the file icon
to open the attachment.
Business Uses of Attachments Com-
panies no longer need to print, package, and
ship documents. Instead, with just a few
clicks, documents can be sent as e-mail at-
tachments. E-mailing attachments can also
replace faxing documents to other locations.
In both cases, e-mailing documents saves
time and money.

The Dangers of E-mail Attachments
Some attachments can contain e-mail viruses—scripts or pro-
grams that cause harm, such as changing or deleting files. The
Viruses appear in many forms, worst viruses replicate, or copy themselves. They locate your
ranging from prank messages to address book and send themselves to every address listed in it.
system failure and erasure of the Since your name appears in the message header, the friends and
information on a hard drive. family whom you e-mail do not suspect a problem until they
Some Web sites provide free virus open the message and their computers become infected.
scanning and, at the same time, E-mail viruses can do great harm to businesses, too. Imagine
test the performance of your Inter- that a virus replicated on the computers listed in employees’ ad-
net connection. dress books. The e-mail servers would become overloaded, and
files would be destroyed.
Executable Files One way of spreading a virus is through an
executable file. An executable file is one that carries out instruc-
tions that might destroy files on your computer, change its set-
tings, or cause Internet traffic jams.
You can recognize an executable file by the extension at
the end of the file name: .COM, .EXE, .VBS, .BAT. If you get an
e-mail message that has one of these files attached, beware. You
may be asking for trouble if you open it.
Macro Viruses Another type of virus is called a macro virus.
A macro virus is a series of commands that takes advantage of
the programming language built into everyday application soft-
ware, such as Microsoft Word. The virus might add words or
phrases to documents, or do additional damage.
Catching a Virus Anyone can be vulnerable to

viruses—even people who know a lot about the risks.
Josh Quittner is a columnist for an online technol-
ogy magazine. But that didn’t protect him when he
received an e-mail with an attachment from a friend.
He opened it and then watched in horror as his screen
began to shimmer. Quittner’s computer had been
infected by a virus.
What steps can you take to help protect your
computer from a virus?
440 • Chapter 32
Protecting Yourself
E-mail attachments aren’t the only source of viruses. Viruses
have been found in:
• files downloaded from the Internet
• files created on public computers, such as those in Can home computers catch a virus
libraries just as business computers can?
• infected media, such as CDs or DVDs Of course!
Antivirus Software A good antivirus software program will Think About It!
run all the time on your computer. It looks for any application or Think about how home comput-
script that tries to manipulate the system. Some antivirus soft- ers might be at risk for a virus.
ware can also scan incoming and outgoing e-mail for viruses. Which activities listed below might
spread a virus?
Automatic Updates Virus programmers continually try to typing a document on a home
create new viruses and make changes to existing ones, with computer
a primary goal of making viruses more difficult to detect and downloading a game from the
eliminate. The developers of antivirus software, however, are Internet
never more than a step behind the virus programmers. Most opening an attachment labeled
good antivirus programs can be updated regularly via the Inter- “birthday.exe” on an e-mail
net. Some of the programs can update themselves automatically, from your cousin
without the user even knowing about it. By regularly updating using a CD-ROM your friend
your antivirus software, you can protect yourself against the gave you
most current viruses. using a home computer that
isn’t connected to the Internet
Figure 32.2.2 An antivirus

program helps protect your
computer from malicious soft-
ware that might damage your
data.

_____ 1. message header a. part of an e-mail that identifies the

_____ 2. authentication sender, among other information
_____ 3. e-mail folder b. series of commands hidden in a
_____ 4. replicate document
_____ 5. executable file c. to copy or reproduce, as a virus
_____ 6. macro virus makes copies of itself
_____ 7. e-mail virus
d. process by which an e-mail server
identifies valid users
e. place to store saved messages
f. can launch a program; sometimes
used by viruses
g. a script or program that causes harm
1. The ____________________ helps 6. You can recognize some executable

your e-mail messages reach your files by the ____________________ at
e-mail server. the end of the file name.
2. With most e-mail clients, you can 7. ____________________ software
organize the messages in your Inbox checks for viruses and alerts you to
by ____________________ different them.
headers at the top of the Inbox. 8. An e-mail server uses
3. Your ____________________ should ____________________ to confirm
be easy for you to remember but that you are a valid user.
hard for someone else to guess. 9. Incoming messages are listed in your
4. An e-mail folder stores ____________________.
____________________. 10. Some e-mail servers or clients may
5. You can send photos with an e-mail reject attachments that are too
message as ____________________. ____________________.
442 • Chapter 32
1. What is the overall purpose of SMTP, MIME, and POP3?
2. How can you secure both your outgoing and incoming e-mail?
3. How might your antivirus software help others?
4. Summarize the reasons for organizing e-mail into folders.
5. Explain ways you can customize e-mail options.

A. Two well-known e-mail viruses B. E-mail is one type of electronic

are “Here you have” virus, which communication, but there are many
spread in 2010, and Code Red, which others, include texting, instant
made its way through networks in messaging, blogging, and social
2001. Conduct library or, with your networking. Compare and contrast
teacher’s permission, online research the advantages and disadvantages of
to find out what problems each of different types of electronic commu-
these invaders caused, how they nication. Summarize your findings
spread, and how they were defeated. in a report and present it to your
Also, identify a more recent virus class.
and describe its effects and how
computer users might have protect-
ed themselves from the destruction
the virus caused. Present your find-
ings in a report.

Activity 1: E-mail Etiquette
DIRECTIONS: You will use e-mail to exchange information about e-mail etiquette. You will create a
new contact to which you will send the e-mail. You also will reply to and forward an e-mail message.
1. Open the .pdf file EM-1_Etiquette, which 10. In the Subject box, type E-mail Etiquette
is located on the student CD. With your Guidelines.
E-mail Activities
teacher’s permission, print the Data Record 11. In the body of the e-mail message, write a
Sheet. It has space for you to record greeting to the recipient, followed by a list
information that you find about e-mail of tips or guidelines you create based on
etiquette. Close the file, and exit your pdf the information you recorded on your Data
reader program. Record Sheet. Ask the recipient to reply
2. Use the Internet (with your teacher’s with his or her opinion on your etiquette
permission), library resources, or your guidelines. At the end of the message, enter
school’s acceptable Internet use policy to your name or signature. A sample message is
locate information about e-mail etiquette. shown in Illustration A.
3. To use the Internet, open a Web browser and 12. Check the spelling and grammar in the e-mail
navigate to a search engine. Search for words message, and correct any errors.
or phrases such as “e-mail etiquette”. 13. With your teacher’s permission, send the
4. Evaluate each site you visit for accuracy and e-mail.
validity. 14. When you receive the e-mail reply from the
5. When you find a credible Web site with rel- recipient, open it and read it.
evant information, bookmark the site, or with 15. With your teacher’s permission, print the
your teacher’s permission, print the desired e-mail message from the recipient.
pages. Complete the Data Record Sheet. 16. With your teacher’s permission, forward
6. Start your e-mail program. the e-mail with the recipient’s reply to your
7. Open your address book or contacts list, and teacher.
with your teacher’s permission, enter the 17. With your teacher’s permission, send a reply
name and e-mail address of a classmate or to the recipient, thanking him or her for the
other recipient. response.
8. In your e-mail program, create a new mail 18. Exit the e-mail program.
message. Alternatively, with your teacher’s 19. As a class, discuss the e-mail guidelines.
permission, complete this activity using Why do you think it is important to use
an instant messaging service or electronic e-mail etiquette when corresponding with
bulletin board. e-mail? Do you think you must use the
9. In the To box, select the recipient’s e-mail same guidelines when you communicate
address that you entered in step 7. with friends as when you communicate with
teachers, parents, and other adults?
Illustration A
444 • E-mail Activities

Activity 2: E-mailing a Letter to the Editor
DIRECTIONS: You will practice using e-mail to send a document. You will write a persuasive essay
about an interesting topic in your school or community. You will include specific facts and examples to
support your opinion. Then, you will send your essay as an e-mail attachment to the editor of a local
newspaper or your school newspaper. Microsoft Office 2010 procedures required for this activity can be
E-mail Activities
1. Obtain a recent edition of a local or regional exchange, copy it to a removable drive, or
newspaper. Locate an article about an issue send it via e-mail. Proofread your classmate’s
that relates to your school or community, and essay by marking errors on the printed page
read it. If possible, locate other articles about or by using comments and revision marks.
the same issue in a different newspaper, or Return the essay to your classmate.
a different edition of the same paper. As you 11. Review the corrections and comments that
read, formulate an opinion about the issue. your classmate made on your essay, and
2. Open the .pdf file EM-2_Outline, which incorporate them into your document file.
is located on the student CD. With your 12. Finalize your essay, and, with your teacher’s
teacher’s permission, print the Data Record permission, print the document. Then, close
Sheet. Close the file, and exit your pdf reader the file, saving all changes, and exit your
program. word-processing program.
3. Use the Data Record Sheet to outline a 13. Open your e-mail program, and create a new
persuasive essay on the topic of the article. mail message.
List reasons, facts, and details that support 14. In the To box, type the e-mail address of
your opinion about the issue. the newspaper that you wrote on your
4. Locate the e-mail address for the editor of Data Record Sheet. With your teacher’s
the newspaper you read or for your school permission, include your teacher’s e-mail
newspaper. Write the e-mail address on your address in the Cc box.
Data Record Sheet. 15. In the Subject box, type a subject related to
5. Start your word processor, and create a new the issue that is the topic of your essay.
document. Save it as EM-2_Opinion_xx in 16. Type a brief e-mail message to the editor,
the location where your teacher instructs you explaining that you are attaching an essay
to store the files for this activity. Replace the that expresses your opinion about the issue.
initials xx with your own name or initials, as Explain that you are submitting the essay
instructed by your teacher. to be considered for publication. Include a
6. At the top of the page, write a title that makes respectful greeting at the beginning of the
it clear what issue you are writing about. message and your name and school name at
Format the title appropriately and center it. the end.
7. Using the outline on your Data Record Sheet, 17. Attach the EM-2_Opinion_xx file to the
write a persuasive essay about the topic. Be message. A sample e-mail message is shown
sure to use proper keyboarding posture and in Illustration B.
techniques, including typing only one space 18. With your teacher’s permission, send the
after punctuation marks. message and attachment. Alternatively, print
8. When you have finished writing your essay, the message.
proofread it carefully, check the spelling and 19. Exit the e-mail program.
grammar, and make improvements. 20. As a class, discuss why it is important to
9. With your teacher’s permission, print the voice your opinion about issues in your
document. school or community. Discuss other ways
10. Exchange documents with a classmate you can make your opinions known.
according to your teacher’s instructions. For
example, you may print the document to
E-mail Activities • 445

E-mail Activities Illustration B
Activity 3: Attaching a Spreadsheet to an E-mail Message

DIRECTIONS: You will practice using e-mail to send a spreadsheet that contains survey results data.
You will open an existing spreadsheet, insert a formula to perform a calculation, and create a chart to
illustrate the data. You will then create an e-mail message and attach the spreadsheet file before send-
ing. Microsoft Office 2010 procedures required for this activity can be found in Appendix A.
1. Start your spreadsheet program and open 13. In the message area, type a greeting and then
EM-3_Survey. Save the file as EM-3_ type: Attached is a spreadsheet illustrating
Survey_xx in the location where your teacher the results of the survey on vending
instructs you to store the files for this activity. machines in schools. Please reply to this
2. In cell B5, use the SUM function to enter a message telling me if you think the chart is
formula totaling the responses. easy to read.
3. Select cells A2:B4 and create an Exploded pie 14. After the message, type your name.
in 3-D chart. 15. Check the spelling and grammar in the e-mail
4. Insert the chart title Vending Machine Survey message, and correct any errors.
Results. 16. Attach the EM-3_Survey_xx file to the
5. Display percentages in the data labels. message.
6. Position the chart over cells A7:F21. 17. With your teacher’s permission, send the
7. Insert a footer with your name on the left and e-mail.
today’s date on the right. 18. When you receive the e-mail reply from the
8. Preview the spreadsheet. It should look recipient, open it and read it.
similar to Illustration C. 19. With your teacher’s permission, print the
9. With your teacher’s permission, print the e-mail message from the recipient.
spreadsheet, and then exit your spreadsheet 20. With your teacher’s permission, forward
program, saving all changes. the e-mail with the recipient’s reply to your
10. Start your e-mail program, and create a new teacher.
mail message. 21. Exit the e-mail program.
11. In the To box, type the e-mail address 22. As a class, discuss when it is appropriate to
approved by your teacher, such as a send an attachment to an e-mail message.
classmate, a family member, or a teacher. Discuss whether there are other methods for
12. In the Subject box, type Survey Results. sharing information such as survey results
and charts.

Illustration C
E-mail Activities

Activity 4: Sending a Cover Letter by E-mail
DIRECTIONS: You will use a word-processing program to compose a cover letter for a job application.
You will then copy the text of the letter into your e-mail program to send to a potential employer.
1. Begin by looking for summer jobs or 8. With your teacher’s permission, print the
internships in your area. For example, you letter.
E-mail Activities
might look into being a camp counselor, 9. Start your e-mail program, and create a new
babysitting in your neighborhood, or any mail message.
type of employment for students your age. 10. In the To box, type the recipient’s e-mail
For resources, look in local newspapers and address. If you do not have an actual
their Web sites, your school career office, or employer’s address, enter the address of a
a local government bulletin board. Identify classmate, family member, or teacher. With
the name, title, mailing address, and e-mail your teacher’s permission, include his or her
address of the person responsible for hiring. address in the Cc box. In the Subject box,
2. Start your word-processing program and type the title of the position for which you are
create a new file based on a simple letter applying, followed by the word Application.
template. Save the file as EM-4_Cover 11. Arrange the two program windows side by
Letter_xx in the location where your teacher side.
instructs you to store the files for this activity. 12. Copy all of the text in the EM-4_Cover
3. Replace sample text or content controls in Letter_xx document to the Clipboard.
the letter to enter the date, your name and 13. Paste the text into the e-mail message area. A
address, the recipient’s name and address, sample is shown in Illustration D (left).
and the salutation. 14. Exit your word-processing program, saving
4. Replace the sample letter text with two or all changes.
three paragraphs explaining that you are 15. Maximize the e-mail program window. With
applying for the position. Be sure to state the your teacher’s permission, send the e-mail.
position title, where you heard about it, and 16. Exit the e-mail program.
why you think you are qualified. 17. As a class, discuss whether it is always
5. Proofread the letter carefully and make appropriate to send a cover letter by e-mail.
improvements. Discuss the types of documents you might
6. Check the spelling and grammar in the letter, include as an attachment to a cover letter, and
and make corrections. how you can make your documents stand out
7. Preview the letter. It should look similar to the in a positive way.
one shown in Illustration D (right).
Illustration D

Activity 5: Studying a Volcano
DIRECTIONS: You will conduct research about volcanoes. As part of your research, you will send an
e-mail message to an expert. You will use the research information to create a presentation, which you
will send as an e-mail attachment. Microsoft Office 2010 procedures required for this activity can be
1. Open the .pdf file EM-5_VolcanoResearch, 9. Start your e-mail program and create a new
E-mail Activities
which is located on the student CD. With your message. Address it to the researcher. As
teacher’s permission, print the Data Record the subject, type Volcano Research. In the
Sheet. You will record notes about volcanoes message, introduce yourself as a student
to create a draft for your presentation. Close and request brief answers to the questions
the file, and exit your pdf reader program. in step 8. Mention that you will be creating
2. Use the Internet (with your teacher’s an informational presentation on a volcano
permission), print, or CD-ROM resources to and would like to e-mail it to the scientist for
find information about a specific volcano of review. Check the spelling and grammar in
your choice. the message and correct errors. A sample
3. If you are researching online, search for message is shown in Illustration E.
terms and phrases such as the name of the 10. With your teacher’s permission, send the
volcano. You may also use Boolean searches, message. If you receive a timely reply
such as volcanoes AND volcanologists. from the researcher, with your teacher’s
4. Compare and evaluate each site you find for permission, print the e-mail message. Record
its accuracy and validity. Use information any additional notes on the Data Record
from only those sites relevant to your Sheet.
purposes. 11. When you have completed your research,
5. Locate information about the volcano’s close the Web browser.
location and height, how often it erupts, 12. Start your presentation program, and create a
date of most recent eruption, and at least new presentation. Save it as EM-5_Volcano_
two interesting or unusual facts about the xx.
volcano. 13. Create the first slide as a title slide, and enter
6. Record the information you find on the Data the title for the presentation. Insert a subtitle
Record Sheet. On a separate sheet of paper, that includes your name, school name, and
cite sources for all information you use. school address.
7. Search for several photos of the volcano. 14. Insert a new slide using a layout that has
Download and save them. If a scanner is placeholders for a title, text, and a picture.
available, you can scan images from print Enter a title and the information about the
resources and save them to a storage device. volcano’s location, height, and last eruption.
Remember to check on whether you need Insert a picture of the volcano.
permission to use the photos. 15. Create slides for the interesting facts,
8. Locate information about volcanologists. Find equipment used by volcanologists, types of
information about the following and record it information volcanologists research, and
on the Data Record Sheet: precautions. Include a slide to cite your
■ How close scientists get to a volcano sources. For each slide, select a slide layout
■ What precautions they take that works best with the information you
■ What kinds of protective equipment they have and any graphics or clip art you want to
use include.
■ Which instruments they use to take 16. When you have finished entering the slide
measurements text, proofread each one carefully, checking
■ What kinds of information they gather for consistency in sentence structure, and
■ The e-mail address of a volcanologist correct any errors you find.
or other volcano researcher, such as a 17. Check the spelling and grammar in the
professor at a local college or someone presentation, and correct any errors.
at the United States Geological Survey 18. Apply a theme or design to your presentation.
(www.usgs.gov) 19. Add transitions and animations to the
presentation.

20. Add notes to reference while you deliver the 26. In the subject line, type Volcano
presentation. Presentation. Type a brief message
21. Preview the presentation, and make any final explaining that this is the presentation you
modifications. created with the information he or she
22. With your teacher’s permission, print the provided. Check the spelling and grammar in
notes pages for yourself, and print handouts the message and correct any errors.
with three slides per page for the class. 27. Attach the presentation to the message, and
23. Rehearse the presentation, and then show it then, with your teacher’s permission, send it.
E-mail Activities
to the class. 28. Exit your e-mail program.

24. Close the presentation file, saving all 29. As a class, discuss volcanoes and predict
changes, and exit your presentation program. how volcanic eruptions change the land
25. Start your e-mail program and create a new features of the surrounding area. Compare
e-mail message. Address it to the researcher and contrast the information students found
or volcanologist, if possible, or address it to a about specific volcanoes.
classmate.
Illustration E

chapter
Issues for
Computer Users 33
Computers and Safety Computers are

tools and, like other tools, they are controlled
by the person using them. People can use com-
puters to learn, to communicate, and to have
fun. However, people can also use computers
to snoop into another person’s private life or Lesson 33–1
to commit crimes. Careless computer users can
pass computer viruses from their machines to
Privacy Online
those of other users. What can make computers
dangerous is the same thing that makes them Lesson 33–2
helpful: They can store vast amounts of data.
When people learn to use tools, they learn All About Cybercrime
to use them with care and to protect themselves
and others from harm. Computer users need to Lesson 33–3
learn ways to protect themselves, too.
Avoiding Cybercrime
Issues for Computer Users • 451

Lesson 33–1
Privacy Online
• Summarize the danger of sharing personal Organize Information As you read the lesson,
information on the Internet. use an outline to help you organize basic informa-
• Explain how cookies and global unique tion about privacy and ethical issues.
identifiers endanger privacy.
Key Terms Privacy in Cyberspace

• global unique identifier Many consumers share personal information about themselves,
(GUID) their habits, and their finances. Sometimes, however, such infor-
• infringe mation is gathered without a person’s knowledge or approval.
How Businesses Obtain Personal Information Some
businesses gather information from public records kept by the
government. They may also access information that people vol-
unteer about themselves in several ways:
• Web site registration—Many Web sites require visitors to
fill out registration forms.
• Online purchases—Some Web sites gather information
about people who buy their goods or services.
• Warranty registration—Products of all kinds come with a
warranty that enables the user to get help if the product
breaks or fails. To take advantage of a product warranty,
you usually must register with the manufacturer. Some
warranty registrations ask for a great deal of personal
information.
• Sweepstakes entries—Many people fill out sweepstakes
entry forms hoping to win a prize. In doing so, they pro-
vide important personal information.
What consumers may not know is that companies that gather
personal information often sell it to other organizations, such as
marketing companies, whose job is to sell products and services
to consumers. As a result, marketing companies have access to
enormous quantities of data about people. This information is
stored in large computerized databases.
Protecting Privacy Some people say that individuals should
have the right to refuse to provide information about them-
selves, as well as the right to have information about themselves
removed from a database. Although such a guarantee does not
yet exist in the United States, you can protect your privacy. The
main thing you can do is be careful to whom you give out per-
sonal information about yourself.
452 • Chapter 33
Respecting Others’ Privacy Not only do you have to guard
your own privacy, but you also need to make sure not to infringe
on the privacy and rights of others. That means you should not
take steps that interfere with the privacy of others. Do not breach
friends’ or teachers’ privacy by posting personal information
about them online, via texts, or in e-mails. The Web is not the only way others
can learn about you on the Internet.
Expectations of Privacy Remember that everything you Visitors to newsgroups can reveal
send by e-mail can be forwarded and is on record. Employees of facts about themselves to other
a company have no right of privacy for their e-mail when they visitors.
use their employer’s computer system. Although the employer
may not say so, every message might be read by someone who Think About It!
alerts management if anything seems amiss. Employees may Think about what you might say in
face serious consequences if they disclose inside information to a newsgroup. Which statement(s)
competitors, threaten or harass other employees, or tell jokes. below might reveal too much per-
sonal information?
New Technology and Your Privacy “In my town, people often
leave their doors unlocked.”
The Internet has generated new methods for tracking what peo- “We always go to the shore
ple do. Even if you do not buy anything online, outsiders can on weekends in the summer.”
use different hardware and software to learn about your habits “I don’t like being alone.”
and interests. Some people worry that these technologies—and “Our porch light doesn’t work.”
your personal information—can be misused. “My parents get home an hour
after I arrive from school.”
Cookies A cookie is a small file that is saved to your hard
drive when you visit some Web sites. Cookies give Web sites
a way of storing information about you
so it is available when you return. Cook-
ies are meant to make your Web experi-
ence more pleasurable by personalizing
what you see. However, they can also be
used to gather data on your browsing and
shopping habits without your consent.
If you wish, you can set your browser
to reject cookies or warn you about them.
Several programs and Web browsers let
users see what the purpose of a cookie is.
Then you can decide whether or not to ac-
cept the cookie.
Global Unique Identifiers A global
unique identifier, or GUID, is a unique
identification number that is generated
by a piece of hardware or by a program.
Companies that place GUIDs in their
products generally do not say so openly.
Some people worry that GUIDs can be
used to follow a person’s online activity,
invading his or her privacy.
Figure 33.1.1 Most Web-browser programs let

you select Privacy settings to control cookies.

Lesson 33–2
All About Cybercrime
• Identify techniques that intruders use to attack Identify Key Points As you read, use a conclu-
computer systems. sion chart to help you identify key points about
• Discuss different types of cybercrime. computer-related crime.
• Summarize how computer crime costs
businesses money.
Key Terms Cybercrime Techniques

• computer crime Many cybercrimes are based on the ability of people to tap ille-
• cybercrime gally into computer networks. They may create a virus, worm,
• downtime or Trojan horse program to infiltrate computers and damage or
• identity theft
delete data. Or, they may use a variety of other criminal tech-
niques.
• memory shave
• phishing Scanning Some intruders develop programs that try many
• scanning different passwords until one works. This is called scanning, or
• software piracy probing. Networks can be blocked from scanners by limiting the
number of failed attempts to log onto the system. After three
• spoof
password failures, for instance, the network can refuse access.
• superzapper
• time bomb Superzapping A program called a superzapper allows au-
• trap door thorized users to access a network in an emergency situation by
• virus
skipping security measures. In the hands of an intruder, a super-
zapper opens the possibility of damage to the system.
• worm
• Trojan horse Spoofing Some intruders spoof, or use a false Internet Proto-
col (IP) or e-mail address to gain access. Intruders assume the IP
address of a trusted source to enter a secure network and distrib-
ute e-mails containing viruses.
Phishing Phishing criminals try to lure victims into giving
them user names, passwords, bank account numbers, or credit
card details, usually by using an e-mail that looks like it comes
from an official and legitimate source. For example, in a typical
phishing scam, a thief sends an e-mail message that looks as if it
is from your bank, asking you to verify or update your account
information. The thief captures the information you enter and
can then steal from your account.
Time Bombs A time bomb is a program that sits on a sys-
tem until a certain event or set of circumstances activates the
program. For example, an employee could create a time bomb
designed to activate on a certain date after he or she resigns from
454 • Chapter 33
the company. Although a time bomb is not necessarily a virus,
these malicious programs are often categorized or described as
viruses.
Trap Doors Some employees may create a trap door, or a se-
cret way into the system. Once they quit working for the em-
ployer, they can use this to access the system and damage it. Not
all trap doors are viruses, but some viruses are trap doors. Many
Trojan horse programs, for example, act as trap doors.
Scams Some criminals use advertisements and e-mail mes-
sages to scam you into sending them money. For example, they
might claim you have won a lottery, and if you pay a tax or fee,
they will send you the winnings.
Types of Cybercrime
Crimes using the Internet can take many different forms. They
affect individuals, businesses, and government agencies.
Fraud When someone steals your personal information, he or
she can impersonate you and make credit card purchases in your
name or access your bank accounts. This is called identity theft.
The criminal leaves you with bills and a damaged credit rating.
Piracy Software piracy is the illegal copying of computer pro-
grams. It is estimated that about one third of all software in use
is pirated. Figure 33.2.1 Identity theft is
As discussed in Lesson 9–2, most programs that people buy a growing problem in the United
are licensed only to the purchaser. In other words, it is illegal for States, and the Department of
you to copy such a program and give it to a friend. It is also il- Justice is taking steps to help
legal to accept a copy of software from someone else. consumers avoid this problem.
Software piracy affects software
publishers. They lose money when
people use illegal copies of programs
to avoid paying for legitimate copies.
Theft The vast majority of computer
thefts occur “on the inside” (by em-
ployees), leaving no signs of forced
entry. The hardest crime to detect is
memory shaving. In this act, a thief
steals some of a computer’s memory
chips but leaves enough so the com-
puter will start. The crime might go
unnoticed for days or weeks.
Vandalism Some Web servers are
not properly secured. As a result, in-
truders can vandalize a Web site by
placing prank material on it.

The High Cost of Computer Crime
The Internet has opened the door to new kinds of crime and new
ways of carrying out traditional crimes. Computer crime is any
Spyware is software that sends act that violates state or federal laws and involves using a com-
information about you and your puter. The term cybercrime often refers specifically to crimes
Web-surfing habits back to com- carried out by means of the Internet. Computer crime causes
panies from whom you down- businesses to lose money in the following ways.
loaded freeware or shareware, or
for whom you completed online Staff Time Even if intruders steal nothing from a business,
registrations. they still cost companies money. Staff must make the network
Spyware programs install them- secure again and consider how to stop security breaches.
selves on your system without
Downtime Security breaches also cost a company in terms
your knowledge. Most spyware
of downtime, or a temporary stop to work. System administra-
claims that it tracks habits anony-
tors sometimes shut a network down to prevent the loss of data.
mously; that is, without naming
While the system is down, workers cannot do their jobs. A com-
specific individuals. Its goal is
to gather data and then draw
pany can lose business if customers are affected by downtime.
conclusions about a group’s Web Bad Publicity When security problems become known, the
habits. public image of a company may suffer. Even if no personal in-
formation is lost, customers lose confidence that the company’s
security is trustworthy. Customers then take their business else-
where.
Fighting Cybercrime
Law enforcement officials are using technology to catch cyber-
criminals. Several groups have taken part in this effort.
Computer Crime and Intellectual Property Section (CCIPS)
The Department of Justice created a special group known as
CCIPS to advise and train federal prosecutors and local law en-
forcement on cybercrime. They review and propose new laws.
They coordinate international efforts to combat computer crime
and prosecute offenders.
Computer Hacking and Intellectual Property Project (CHIP)
In the CHIP project, law enforcement officials and prosecutors
work closely together to pursue cybercrime. CHIP offices are in
areas with a heavy concentration of computer companies.
National Infrastructure Protection Center (NIPC) In 1998,
government officials became worried about terrorist attacks
on U.S. computer systems. Staffed by people from intelligence
agencies and private companies such as Internet service provid-
ers, the NIPC ensures that the nation’s computer system could
continue to operate in the case of an attack.
456 • Chapter 33
Lesson 33–3
Avoiding Cybercrime
• Describe ways criminals obtain passwords. Summarize As you read the lesson, use a chart
• Discuss ways to protect your computer from to help you summarize ways to protect informa-
being accessed by others. tion on your computer.
• Explain the criteria of a strong password.
• Summarize ways to stay safe online.
Password Theft Key Terms

Many computer crimes start when an unauthorized user hacks, • packet sniffer
or gains unauthorized entry, into a computer network. This of-
ten happens when the intruder learns the password to access the
victim’s computer and the network. Following are ways such
criminals learn passwords.
Guessing Too often, computer users choose passwords that
are easy for them to remember, such as birthdates, names of
pets, names of celebrities, and names of family members. Unfor-
tunately, these passwords are also easy for intruders to guess.
Finding Sometimes people keep passwords written on pieces
of paper near their computer. Other times, criminals simply look
over someone’s shoulder as he or she types the password and
use it later. An intruder can also search the trash in the hopes of
finding user IDs and passwords.
“Sniffing” Some criminals may use packet sniffers. A packet
sniffer is a program that examines data streams on networks
to try to find information, such as passwords and credit card
numbers.
Pretending Some intruders pretend to be network adminis-
trators. They call network users and ask for their passwords,
claiming that the passwords are needed to solve a problem in
the system.
Modifying Network software makes the people who adminis-
ter a system into superusers. Intruders who have superuser ac-
cess can modify virtually any file on the network. They also may
change user passwords to ones they know.

Protecting Your Personal Data
It is in your best interest to protect your computer and its data.
Here are some ways to help protect personal information.
Use Strong Passwords Whenever you create a password,
One way companies generate don’t use things like family names, nicknames, or birth dates.
mailing lists for spam messages
Use a combination of at least six upper- and lowercase letters,
is by checking the addresses of
numbers, and symbols. Often the site will let you know if your
people in chat rooms and in Web
password is strong enough. Remember to change your pass-
discussion groups. If you use
word every so often. Do not keep a record of your passwords on
these services, you can minimize
spam at your primary e-mail ad-
your computer or on a piece of paper near your computer. Never
dress by using a secondary e-mail give our your passwords to anyone, and never type a password
address for these chats. You can while someone is watching.
then trash the spam when you Browse Anonymously When you go online, surf from sites
want.
that protect your identity. Anonymizer and IDZap are two sites
offering this service.
Think About It!
Which contacts listed below would Use a Different E-mail Address Although you may not be
you give your secondary e-mail able to do this at school, on a home computer you can sign up
address to? for a free e-mail account from a Web site such as Hotmail or
friend gmail. Use that address when you register at Web sites or partici-
pate in other public Internet spaces. This will protect you from
movie promotional site receiving unwanted mail, or spam, at your primary e-mail ad-
Web site from which you dress.
ordered a DVD
Avoid Site Registration Be careful of Web sites that require
chat room you to register. Do not fill out a registration form unless the site
Web site where you receive clearly says that the data will not be shared with other people
support for your computer without your approval.
Figure 33.3.1 You may be required to provide a user name

and password before accessing a computer network. Be sure to
use a “strong” password.
458 • Chapter 33
Be Smart Online
You can avoid most computer crime simply by being a smart
computer user. You can make sure your Internet browser settings Language Arts Where did all
are at the highest level for security and privacy, you can delete the unusual names for destructive
e-mail from unknown senders without opening it, and you can software come from?
be wary of offers that seem too good to be true. Make sure you
• A computer virus is named for
do business only with established companies that you know and
the kind of virus that causes
trust. No reputable company or bank will ever ask you to send
infectious diseases like the cold
them your username, password, account information, or social
and the flu.
security number. You should never reveal financial or other per-
sonal information, even if the request sounds legitimate. • A worm is named for a tape-
worm, a kind of organism that
Safe Social Networking Here are some safety tips for online lives in the intestines of another
social networking: creature and lives off the food
• Do not add just anyone as a “friend.” This person will see that creature eats.
everything you post, including pictures and status updates. • A Trojan horse takes its name
• Check your settings. If you don’t understand how to man- from an ancient Greek story
age your account, get an adult to help you make sure you about soldiers who entered a
maintain your privacy. fortress by hiding inside the
• Give your parents or other trusted adult access to monitor body of a giant replica of a
your social networking activity. horse, which the defenders
• Don’t write or post anything online that you would not allowed in. The soldiers hidden
want your grandparents or teachers to see or that you inside the horse attacked and
would not want posted about yourself. defeated the defenders.
• Never give out private information such as your phone
number or address. Figure 33.3.2 Facebook lets
• Never agree to meet a new online friend in person. you customize your privacy
• If you feel uncomfortable about an online experience, settings. Why is it safer to
immediately tell a trusted adult. allow “Friends Only” rather than
• Don’t download or install programs without parental “Everyone” to see your personal
permission. information and photos?

_____ 1. identity theft a. using a program to try different

_____ 2. phishing passwords until one works
_____ 3. global unique identifier b. using a computer to break the law
_____ 4. computer crime c. using the Internet to break the law
_____ 5. cybercrime d. when workers cannot work because a
_____ 6. downtime network is temporarily not available
_____ 7. software piracy e. illegal copying of software programs
_____ 8. packet sniffer f. identification number generated by a
_____ 9. scanning piece of hardware or by a program
____ 10. spoof g. use a false IP or e-mail address to
gain access to a network
h. impersonating someone in order to
commit fraud
i. using an official-looking e-mail to lure
victims into providing personal data
j. method of finding another’s password
1. Which of the following should you 4. Which kind of destructive computer

do cautiously because it could result program can move from one operat-
in sharing personal information ing system to another?
without your approval? a. macro virus
a. buying software b. Trojan horse
b. copying software c. virus
c. registering at a Web site d. worm
d. getting warranty protection 5. What is an example of a password
2. Which of the following malicious that is easy to guess?
programs is activated by an event or a. a combination of numbers and
set of circumstances? letters that makes no sense
a. worm b. a four-letter nickname
b. e-mail virus c. ten letters that do not spell a
c. time bomb word
d. Trojan horse d. eight randomly chosen numbers
3. Which of the following might cause 6. Which of the following is NOT a
a business to lose money as a result law enforcement group for fighting
of computer crime? cybercrime?
a. faulty product design a. CCIPS
b. downtime b. FDA
c. economic recession c. CHIP
d. fire d. NIPC
460 • Chapter 33
1. Why is it a good idea to keep personal information confidential?
2. Summarize the components of a strong password.
3. Give examples of computer crime and cybercrime that illustrate the difference
between the two terms.
4. What are the consequences of software piracy? How can you help prevent
piracy?
5. Which methods of protecting your privacy and your data do you follow?

A. Create a poster illustrating one way B. With your teacher’s permission, use
you can be a smart computer user. the Internet to investigate a cyber-
Present your poster to the class, crime. Write a brief report outlining
and then, with permission, display what happened, what damage re-
the poster in a public area of your sulted, and whether the criminal was
school, such as a hallway or cafeteria. caught. If he or she was caught, de-
scribe how. State what consequences
the criminal must face.

Using chapter
Computers
Responsibly 34
Keeping Information Secure In the past,

criminals needed to break into a building to
steal money or goods. Today, computers offer
new avenues to crime. Criminals can steal data
stored on a computer without going anywhere
near a home or office building. They simply use Lesson 34–1
an Internet connection and special software to
cover their tracks. With these tools, they can
Computer Ethics
drain money out of a company’s accounts or
steal its secrets. They can steal a person’s credit Lesson 34–2
card information and use it to generate huge
bills that cause severe financial problems for the Protecting Your Data
innocent person.
Some people and many businesses have Lesson 34–3
electronic security systems to prevent break-
ins to homes and offices. Fortunately, there are Troubleshooting Your Computer
also tools available to protect the data on your
computer.
Using Computers Responsibly • 463

Lesson 34–1
Computer Ethics
• Explain copyright laws. Organize Information As you read the lesson,
• Give examples of rules in acceptable use use a chart to help you organize details about
policies (AUPs). privacy and ethics.
• Summarize netiquette.
Key Terms Ethical Computer Use

• acceptable use policy (AUP) How people use computers, including networks and e-mail, can
• citation affect other people. People who practice ethics behave moral-
• copyright ly. Ethical computer users respect others, and make sure their
• ethics
actions do not harm anyone.
• fair use
• intellectual property Acceptable Use Policies
• patent One way you can act ethically is to follow your school dis-
• plagiarism trict’s acceptable use policy, or AUP. These policies identify the
• trademark responsibilities of Internet use. They spell out certain rules of
behavior and explain the consequences of breaking those rules.
Figure 34.1.1 Your school Many businesses use AUPs, too, to govern the way workers use
district’s AUP provides guide- company-owned computers.
lines for using your school’s
computers, network, and Internet Policy Guidelines An AUP may include the following ethical
access. guidelines:
• Users agree not to visit
objectionable Web sites
that contain content
that does not meet
community standards.
• Users agree not to use
inappropriate language,
such as language that
is profane, abusive, or
impolite.
• Users agree not to copy
copyrighted material
or to damage computer
equipment belonging
to the school.
• Users agree to respect
the privacy of other
people.
464 • Chapter 34
Possible Penalties Users of school computers who do not
follow these rules may face consequences. They might lose priv-
ileges or be suspended from school activities. Very serious viola-
tions, such as using a school computer to threaten someone, may
require police involvement.
A confidentiality agreement—also
called a nondisclosure agree-
Copyright Laws ment—is a signed contract used
to keep people from discussing
Laws that involve copyright protect individuals and companies
secret, proprietary, or sensitive
from the theft or misuse of their intellectual property, such as
information. Sometime employees
creative, literary, or artistic work. It is a crime to copy this kind of
must sign such an agreement
work without the permission of the person who owns the copy-
regarding employer information
right to it. and sometimes companies sign
Cite Your Source If you use information you find on the Web one regarding client or customer
in your work, you must give credit to the source. You do this by information.
inserting a reference to the source, called a citation, in a footnote,
endnote, or bibliography. A proper citation gives credit to the
Think About It!
source, and provides the tools a reader needs to locate the source What type of information do you
on his or her own. Some Web sites have features that automati- think might be protected by a
nondisclosure agreement?
cally generate the citation information for you.
Plagiarism If you do not cite your sources you are guilty of
plagiarism, which is the unauthorized use of another person’s
idea’s or creative work without giving that person credit. You
should insert a citation when you quote, summarize, or para-
phrase someone else, use someone else’s idea, or reference some-
one else’s work.
Copyright and Fair Use Doctrine If the content is protect-
ed by copyright, you must have permission from the copyright
holder to use the work. However, part of copyright law called
the Fair Use Doctrine allows you to use a limited amount of
copyrighted material without permission for educational pur-
poses. For example, you can quote a few lines of a song or a pas-
sage from a book.
Trademarks and Patents Some intellectual property is pro-
tected by trademark or patent. A trademark is a symbol that
indicates that a brand or brand name is legally protected and
cannot be used by other businesses. A patent is the exclusive
right to make, use, or sell a device or process. Many types of
inventions can be patented.

Practicing Netiquette
The Internet has an informal set of rules for expected behavior
called netiquette. As an ethical computer user, you have a re-
sponsibility to use netiquette at all times. Some ways to practice
Gestures, facial expressions, and netiquette include:
tones of voice—which people use • Send e-mails only to people who really need to see a
in conversation to add meaning— message.
are missing from e-mail.
• Keep e-mail messages short.
Think About It! • Avoid sending extremely large files via e-mail.
Which items listed below do you • Do not use impolite or rude language when communicat-
think would be clearly commu- ing online.
nicated through the text in an • Do not pretend to be someone else when communicating
e-mail? Which could be miscom- online.
municated?
• Do not use someone else’s work without citing the
fact source.
sarcasm • Do not share files illegally.
anger The rules of netiquette are similar to general standards for
question good behavior. If you go to a search engine and type “netiquette,”
joy you will find many Web sites on the topic.
CYBERBULLYING Cyberbullies hurt their victims by
“ It’s easier to fight online, because you

feel more brave and in control. On Face-
doing things like sending threaten-
ing or harassing messages or texts,
book you can be as mean as you want.
”
8th grade girl,
Benjamin Franklin Middle School,
posting private pictures online or via
cell phones, and creating hurtful Web
sites, like fake Facebook sites.
Ridgewood, NJ Cyberbullying is hard to fight,
With the explosion of tweens and because it happens anonymously and
teens using cell phones and social away from school. However, it has
networking sites on the Internet, there led to many high profile cases of teen
has been an explosion of cyberbully- suicide, spreading unstoppable rings
ing. According to the Cyberbullying of grief through whole communities.
Research Center, “cyberbullying is If you are the victim of cyberbullying,
when someone repeatedly harasses, you should tell someone you trust
mistreats, or makes fun of another right away, your Internet or mobile
person online or while using cell phone service provider, your school—
phones or other electronic devices.” or even the police.
466 • Chapter 34
Lesson 34–2
Protecting Your Data
• Explain how to prevent data loss. Organize Information As you read the lesson,
• Describe how to use antivirus programs. use a sequence chart to help you explain ways to
protect yourself, your system, and your data.
• Discuss ways of backing up data.
Protecting Your Computer Key Terms

Although corporations and government agencies are far more • antivirus program
likely to be targeted than an individual or a school, any system • full back-up
is vulnerable. You should protect your computer now. • incremental back-up
Antivirus Programs Often called virus protection programs, • power surge
or virus checkers, antivirus programs protect computers from • uninterruptible power
viruses. These programs use a special technique to examine pro- supply (UPS)
gram and data files. Once they find a virus, they delete it or at
least quarantine the virus so it can do no harm.
Figure 34.2.1 An antivirus program scanning a hard drive. Today’s antivirus programs can
automatically look for viruses whenever your computer is on.

Simply installing an antivirus program is not enough to pro-
tect your computer. New viruses are created every day. Software
publishers update their antivirus programs to defeat each new
attack. You must update your version of the program to take ad-
vantage of these changes. Fortunately, the companies generally
If your computer equipment is not make it easy to download updates over the Internet.
properly maintained, you can run
To protect yourself from viruses, follow these simple rules:
into problems ranging from slower
data access speeds to lost data. • Install an antivirus program on your computer.
Using preventive maintenance to • Be sure to keep this program up-to-date.
stop problems before they occur • Always check files that you download from the Internet
can help keep your system run- for viruses before saving them to your hard drive.
ning at maximum efficiency. You
can: • If your antivirus program can do so, set it to monitor
incoming e-mail messages and to check files.
Clear dust from internal
• Always check the disks you borrow from someone else
components and peripherals
before using them on your computer.
Delete unused files and
programs, including temporary Firewalls To help block unauthorized users from accessing
Internet files and cookies your computer through a network, you can install and activate
Run a defragmenter utility to a firewall. A firewall is a program that restricts unauthorized
clean up fragmented files access. Most operating systems, including Microsoft Windows,
come with a firewall, and so do many antivirus programs.
Think About It!
What other preventive mainte- Protecting Your Computer Data
nance techniques can you use to Computers are subject to problems other than viruses and secu-
protect your computer system? rity breaches. One such problem concerns the computer’s hard
drive, where data is stored. Hard drives are reliable pieces of
equipment, but they do sometimes crash, or shut down improp-
erly. When that happens, they can no longer read or write data.
If that happens to you, you will be unable to access any of the
information stored on your computer.
Backing Up Data A hard drive crash is a problem, but it does
not have to be a disaster as long as you have backed up your
data. As discussed in Lesson 2–2, backing up is simply creating
a copy of the data on your hard drive that is stored separately
from the hard drive.
To back up data, you can use an external hard drive, a shared
network drive, an online storage service, a flash drive, or a re-
cordable CD or DVD. Online storage, in which data is stored
on multiple virtual servers hosted by third parties, is sometimes
called cloud storage. No matter which method you choose, you
can back up data to different degrees:
• Full back-ups copy everything stored on your computer.
They should be done at least once a month.
• Incremental back-ups copy only those files that have
changed since the last full back-up. These should be
made regularly, such as once a week. Some back-up
programs, such as Apple’s Time Machine, perform them
every hour automatically.
468 • Chapter 34
Power-Related Problems Just like any other device that
runs on electricity, a computer can be affected by power fluctua-
tions or outages. These problems can lead to the loss of data. A
power surge, or a sharp increase in the power coming into the
system, can destroy a computer’s electrical components.
You can help protect your computer from power problems by Backing up can be done by simply
attaching an Uninterruptible Power Supply, or UPS, between copying files. However, special
your computer and the power source. This battery powered de- back-up programs offer advan-
vice goes to work when it detects an outage or critical voltage tages. They compress data as
drop. It powers the computer for a period of time. A UPS can they back it up, making the files
also protect against power surges by filtering sudden electrical smaller.
spikes.
Think About It!
Think about the advantages of
compressing data. Which item(s)
listed below do you think are an
advantage of compressing data in
a back-up?
Data will take up less space.
Back-up will take less time.
Labor costs will be lower.
Figure 34.2.2 An Uninterruptible Power Supply unit, such as this one from You need the back-up software
APC, has outlets for all your computer’s components, phone, and cable lines. in order to restore the data.
The unit will prevent a power surge from damaging your computer. In event of
Back-up programs cost money.
a power outage, the unit will keep your computer running long enough for you
to shut it down properly.
The Wireless Problem Communi-

cating with wireless devices such as cell
phones creates a major security issue. This
kind of communication can be monitored
by outsiders, who can intercept and over-
hear what is being said. That is why the
U.S. Department of Defense has banned
the use of most wireless devices from de-
fense establishments.
Does knowing that other people can overhear cell phone conversations affect
whether or not you use a cell phone? Why or why not?

Lesson 34–3
Troubleshooting Your Computer
• Identify troubleshooting techniques. Identify Key Points As you read the lesson, use
• Explain the difference between a hard reboot a conclusion chart to help you identify key points
and a soft reboot. about troubleshooting.
• Identify the purpose of starting in safe mode.
• Identify how to stay informed about changes
and advancements in technology.
Key Terms Simple Troubleshooting Techniques

• command prompt Troubleshooting, the act of diagnosing and, hopefully, solving a
• reboot computer or software problem, can help you get a stalled com-
• safe mode puter system back up and running quickly.
• troubleshooting Check the Connections Many problems occur when cables
or wires become loose. When your monitor goes dark or your
keyboard won’t respond, turn the system off and check to make
Figure 34.3.1 You can find sure all cables are securely connected. Many computers are
troubleshooter utilities for many plugged in to a power strip. Make sure the power strip is on.
system components in the When you have reestablished all connections, turn your system
Windows Control Panel. back on and see if the problem is resolved.
470 • Chapter 34
Refer to the Documentation All your computer products
come with product manuals. The manuals may be printed
books, or they may be available on the manufacturer’s Web site.
These manuals will always have a troubleshooting section. In
addition, many systems come with built-in troubleshooter utili-
ties. Usually these prompt you through a series of questions to
diagnose the problem, and they may offer suggestions for action
you should take. For example, you can find Windows 7 trouble-
shooters through the Control Panel. Click the Start button, click
Control Panel, and then click Find and fix problems.
Reboot Many computer problems—such as a program freez-
ing—can be solved by a simple reboot. When you reboot your
computer, you turn it off and then on again.
There are two kinds or reboots: a hard reboot is when you
turn off all power by pushing the power button or unplugging
your computer. A soft reboot is when you use the computer’s own
software to allow your computer to shut down properly. You
can click on the main menu and choose the “shut down” option.
Once the computer shuts down, you can turn it back on with the
power button. If, in contrast, your computer is not frozen, you
can try the “restart” option, in which the computer goes through
the shut-down sequence and powers back up again. However, if
the screen is frozen, a hard reboot may be your only option.
If your computer is unresponsive and you cannot reboot, you
may be able to use a key combination to access a troubleshooting
menu or restart the computer. On a Windows PC, you can press
Ctrl+Alt+Delete. For computers using a Mac OS, you should
check your troubleshooting guide, because there are several key
combinations.
Figure 34.3.2 On a Windows
system, you can use System
Repair Utilities Restore to restore your computer
Most computers come with programs that let you check, diag- to an earlier configuration.
nose, and repair your computer. The
programs may be utility programs
installed with the operating system,
or they may be provided on separate
discs.
System Restore You can often use
a utility to restore your system to the
state it was in before it stopped work-
ing. For example, Windows comes
with a Restore utility. You select the
date and time which you want to re-
vert to, and Windows runs a program
to restore that configuration. Chang-
es that occurred since that date and
time are undone, including new soft-
ware installation or modified system
settings.

System Recovery Some computers come with recovery CDs
or DVDs that you insert into the appropriate drive before re-
booting. You may then select from a menu of options for check-
Some computer maintenance ing and repairing problems.
and troubleshooting should only
be done by experienced profes-
Safe Mode Most computers let you start in safe mode, which
sionals. If you attempt certain means they start with only a limited set of files and drivers. Safe
procedures without the required mode lets you identify and fix problems with software that is
training or knowledge, you could interfering with the operating system and other components. To
damage the system, or hurt start a Windows computer in safe mode, restart your computer,
yourself. Hire a professional for and press the F8 key before the Windows logo displays. On the
the following: menu, use the arrow keys to highlight the Safe Mode option, and
press Enter.
replacing the power supply
replacing processors Access the Command Prompt Before there were graphical
user interfaces such as Windows, you typed commands at the
replacing or upgrading memory
command prompt. You can still access the command prompt to
repairing peripheral devices type commands if necessary. In Windows, the command prompt
such as monitors or printers is available by clicking Run on the Start menu, by clicking Com-
replacing or upgrading hard mand Prompt in the Accessories folder, or by restarting your
drives computer, pressing F8 before the Windows logo displays, and
choosing the Command Prompt option.
recovering data from a
damaged storage device Get Help If you exhaust all basic troubleshooting techniques,
you may need to get professional help. If your computer or your
software is still under warranty, you can often get help from the
manufacturer’s tech support team over the phone or through an
online live chat. If your computer or software is out of warranty,
you may need to hire a computer technician or bring your sys-
tem to a local repair shop.
Stay Informed One of the best ways to solve computer prob-

lems is to avoid them. Staying informed about issues, such as
new computer viruses, changes, such as software updates, and
advancements, such as new products or services, can help you
anticipate and avoid trouble. It also helps you make informed
decisions such as when to purchase new products. You can stay
informed by reading technology news articles on reputable sites
such as Cnet.com, or by subscribing to technology news feeds.
472 • Chapter 34
_____ 1. copyright a. behaving morally

_____ 2. power surge b. unauthorized use of another per-
_____ 3. fair use son’s ideas or work without credit
_____ 4. plagiarism c. a systematic attempt to analyze
_____ 5. uninterruptible power supply and diagnose computer or software
_____ 6. ethics problems
_____ 7. reboot d. duplicate all files on a hard drive
_____ 8. Safe Mode e. laws that protect creative, literary, or
_____ 9. full back-up artistic work
____ 10. troubleshoot f. a sharp increase in the power
coming into the system
g. turning a computer system off and
then on again
h. device that protects a computer from
power problems
i. starting the system with a limited set
of files and drivers
j. allowed use of a limited amount of
creative work without permission
1. What is stolen in copyright 4. Why is copyright infringement a

infringement ? crime?
a. back-up files a. It is illegal to make back-up
b. GUIDs copies of your work.
c. someone’s work b. It violates the rights of a software
d. someone’s identity publisher to its work.
2. What should you use to give credit c. It results in identity theft.
to a source? d. It is theft of another’s work.
a. citation 5. Which of the following can help
b. plagarism protect your computer system from
c. infringement a power surge?
d. netiquette a. copyright laws
3. Which of the following is used to b. acceptable use policy
identify the responsibilities of a user c. device driver
on an organization’s computer d. uninterruptible power supply
system? 6. Which of the following lets you
a. copyright laws revert your system configuration to a
b. Fair Use Doctrine previous date and time?
c. acceptable use policy a. system restore
d. antivirus program b. system recovery
c. safe mode
d. command prompt

1. Summarize netiquette.
2. Compare and contrast a full data back-up with an incremental data back-up.
3. Which one rule would you recommend making part of an AUP?
4. Summarize troubleshooting techniques you can use to diagnose and solve

computer problems.
5. What advice can you share with others about using an antivirus program
effectively?

A. Review rules your school district B. With your teacher’s permission, use
may have for computer use as part the Internet to look up a user man-
of its acceptable use policy. Catego- ual for a hardware device. Locate
rize policies based on appropriate troubleshooting or problem-solving
use, vandalism or destruction, and information and read it. Exit your
consequences of violations. browser. With a partner, select a
problem that someone might en-
counter using a computer at home.
Use a word-processing application
to create a document in the manner
and style of a user’s manual. Provide
the necessary information for identi-
fying and solving the selected prob-
lem. With your teacher’s permission,
print or publish the document and
discuss it with your class.
474 • Chapter 34
Microsoft appendix
Office 2010
Reference
Skills
A
This reference lists key skills for completing the activities in the book. A more comprehensive list,
along with procedures for earlier versions of Microsoft Office, can be found on the Student CD
and Companion Web site.
Index to Skills
Windows 7 Skills . . . . . . . . . . . . . . . . . . . . . A-10 Maximizing a Window . . . . . . . . . . . . . . . . . . . . A-10
Restoring a Maximized Window . . . . . . . . . . . . . A-10
Starting the Computer . . . . . . . . . . . . . . . . . . . . . . . A-10
Closing a Window . . . . . . . . . . . . . . . . . . . . . . . . A-10
Shutting Down the Computer . . . . . . . . . . . . . . . . . A-10
Resizing a Window . . . . . . . . . . . . . . . . . . . . . . . A-10
Restarting the Computer . . . . . . . . . . . . . . . . . . . . . A-10
Displaying Open Windows Side by Side . . . . . . . A-10
Logging on to a User Account . . . . . . . . . . . . . . . . . A-10
Cascading Open Windows . . . . . . . . . . . . . . . . . A-10
Starting a Program . . . . . . . . . . . . . . . . . . . . . . . . . A-10
Changing the Active Window . . . . . . . . . . . . . . . A-11
Exiting a Program . . . . . . . . . . . . . . . . . . . . . . . . . . A-10
Capturing a Screen Image . . . . . . . . . . . . . . . . . . . . A-11
Logging off a User Account . . . . . . . . . . . . . . . . . . . A-10
Capturing an Image of the Active Window . . . . . . . A-11
Navigating Storage Locations . . . . . . . . . . . . . . . . . A-10
Managing the Desktop . . . . . . . . . . . . . . . . . . . . . . A-11
Displaying a ScreenTip . . . . . . . . . . . . . . . . . . . . . . A-10
Viewing and Arranging Desktop Icons . . . . . . . . A-11
Controlling Windows . . . . . . . . . . . . . . . . . . . . . . . . A-10
Sorting Desktop Icons . . . . . . . . . . . . . . . . . . . . A-11
Minimizing a Window . . . . . . . . . . . . . . . . . . . . . A-10
Creating a Desktop Shortcut . . . . . . . . . . . . . . . . A-11
Microsoft Office 2010 Reference Skills • A-1

Creating a Folder or File on the Desktop . . . . . . . A-11 Making Programs and Files
Deleting a Folder, File, or Shortcut Compatible with Windows 7 . . . . . . . . . . . . . . A-18
from the Desktop . . . . . . . . . . . . . . . . . . . . . . A-11 Dealing with Corrupted Files . . . . . . . . . . . . . . . . A-18
Managing Files and Folders . . . . . . . . . . . . . . . . . . . A-11 Retrieving a Previous Version . . . . . . . . . . . . . . A-18
Creating a Folder . . . . . . . . . . . . . . . . . . . . . . . . A-11 Accessing a File or Folder to
Creating a File . . . . . . . . . . . . . . . . . . . . . . . . . . . A-11 Which Access Has Been Denied . . . . . . . . . . . . . A-18
Copying a Folder or File . . . . . . . . . . . . . . . . . . . A-11
Renaming a Folder or File . . . . . . . . . . . . . . . . . . A-11 Common Office 2010 Skills . . . . . . . . . . . . . . A-19
Deleting a File or Folder . . . . . . . . . . . . . . . . . . . A-11
Moving a Folder or File . . . . . . . . . . . . . . . . . . . . A-12 Starting an Office Program . . . . . . . . . . . . . . . . . . . A-19
Restarting in Safe Mode . . . . . . . . . . . . . . . . . . . . . A-12 Exiting an Office Program . . . . . . . . . . . . . . . . . . . . A-19
Working with Files . . . . . . . . . . . . . . . . . . . . . . . . . . A-12 Opening a File (Ctrl +O) . . . . . . . . . . . . . . . . . . . . . . A-19
Displaying File Extensions . . . . . . . . . . . . . . . . . A-12 Opening a Saved File . . . . . . . . . . . . . . . . . . . . . A-19
Opening (Retrieving) a File . . . . . . . . . . . . . . . . . A-12 Opening a Recently Used File . . . . . . . . . . . . . . . A-19
Saving a New File . . . . . . . . . . . . . . . . . . . . . . . . A-12 Opening Compatible File Types . . . . . . . . . . . . . . A-19
Saving Changes to a File . . . . . . . . . . . . . . . . . . . A-12 Creating a File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-19
Printing a File . . . . . . . . . . . . . . . . . . . . . . . . . . . A-12 Creating a New, Blank File (Ctrl+N) . . . . . . . . . . . A-19
Displaying File Properties . . . . . . . . . . . . . . . . . . A-12 Creating a File Based on a Template . . . . . . . . . . A-19
Changing the Folder View . . . . . . . . . . . . . . . . . . A-12 Exploring Templates on Office .com . . . . . . . . . . A-19
Shutting Down and Restarting a Saving Files (Ctrl + S) . . . . . . . . . . . . . . . . . . . . . . . A-19
Nonresponsive Program . . . . . . . . . . . . . . . . . . . A-12 Saving a New File . . . . . . . . . . . . . . . . . . . . . . . . A-19
Modifying Display Properties . . . . . . . . . . . . . . . . . A-13 Saving Changes to a File . . . . . . . . . . . . . . . . . . . A-19
Displaying System Information . . . . . . . . . . . . . . . . A-13 Saving a File with a New Name
Accessing the Command Prompt . . . . . . . . . . . . . . A-13 or in a New Location . . . . . . . . . . . . . . . . . . . . A-19
Changing Simple Settings . . . . . . . . . . . . . . . . . . . . A-13 Saving in a Compatible File Format . . . . . . . . . . A-19
Changing Date and Time . . . . . . . . . . . . . . . . . . A-13 Saving a File as a Template . . . . . . . . . . . . . . . . . A-19
Changing Audio Settings . . . . . . . . . . . . . . . . . . A-13 Viewing Application Options . . . . . . . . . . . . . . . . . . A-20
Changing Security Settings . . . . . . . . . . . . . . . . A-13 Minimizing the Ribbon . . . . . . . . . . . . . . . . . . . . . . A-20
Verifying Network Connectivity . . . . . . . . . . . . . . . . A-13 Expanding the Ribbon . . . . . . . . . . . . . . . . . . . . . . . A-20
Safely Removing Hardware and Eject Media . . . . . . A-13 Adding Commands to the Ribbon . . . . . . . . . . . . . . A-20
Checking Power Issues . . . . . . . . . . . . . . . . . . . . . . A-14 Renaming a Custom Ribbon Tab or Group . . . . . . . A-20
Ensuring the Computer Has Power . . . . . . . . . . . A-14 Removing Commands, Groups, or Tabs
Adjusting Power Settings . . . . . . . . . . . . . . . . . . A-14 from the Ribbon . . . . . . . . . . . . . . . . . . . . . . . . . A-20
Displaying and Updating a List of Adding Buttons to the Quick Access Toolbar . . . . . . A-20
Installed Printers . . . . . . . . . . . . . . . . . . . . . . . . . A-14 Removing Buttons from the Quick Access Toolbar . A-20
Managing Printing and Print Jobs . . . . . . . . . . . . . . A-14 Moving the Quick Access Toolbar . . . . . . . . . . . . . . A-20
Identify and Solve Common Printing Problems . . . A-14 Scrolling in a Window . . . . . . . . . . . . . . . . . . . . . . . A-21
Connecting to a Remote Resource . . . . . . . . . . . . . A-14 Scroll Down . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-21
Connecting to a Remote Windows 7 Computer . A-14 Scroll Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-21
Creating a New Network Location . . . . . . . . . . . . A-15 Scroll Left . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-21
Converting Content into Digital Files . . . . . . . . . . . . A-15 Scroll Right . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-21
Scanning Content into Microsoft Clip Organizer . A-15 Changing the Zoom Percentage . . . . . . . . . . . . . . . A-21
Acquiring Files from a Camera . . . . . . . . . . . . . . A-15 Selecting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-21
Starting Windows Help . . . . . . . . . . . . . . . . . . . . . . A-15 With the Mouse . . . . . . . . . . . . . . . . . . . . . . . . . A-21
Using Help to Search for Information . . . . . . . . . . . A-15 With the Keyboard . . . . . . . . . . . . . . . . . . . . . . . A-21
Identify and Solve Hardware Problems . . . . . . . . . . A-15 Selecting Noncontiguous Text . . . . . . . . . . . . . . A-21
Installing and Uninstalling Software . . . . . . . . . . . . A-16 Selecting and Replacing Text . . . . . . . . . . . . . . . A-21
Install Software from a CD or DVD . . . . . . . . . . . A-16 Canceling a Selection or Command . . . . . . . . . . A-21
Installing Software from the Internet . . . . . . . . . A-16 Moving a Selection . . . . . . . . . . . . . . . . . . . . . . . . . A-21
Uninstalling Software . . . . . . . . . . . . . . . . . . . . . A-16 Using Drag-and-Drop . . . . . . . . . . . . . . . . . . . . . A-21
Installing Updates from Online Sources . . . . . . . . . A-16 Using Cut and Paste . . . . . . . . . . . . . . . . . . . . . A-21
Manually Installing Updates for Windows . . . . . A-16 Copying a Selection . . . . . . . . . . . . . . . . . . . . . . . . . A-21
Adjusting Automatic Update Settings Using Drag-and-Drop . . . . . . . . . . . . . . . . . . . . . A-21
for Windows . . . . . . . . . . . . . . . . . . . . . . . . . . A-16 Using Copy and Paste . . . . . . . . . . . . . . . . . . . . A-21
Troubleshooting Installing Applications . . . . . . . . . A-16 Using Paste Special . . . . . . . . . . . . . . . . . . . . . . . . . A-22
Resolving Software Compatibility . . . . . . . . . . . . . . A-17 Using Undo, Redo, and Repeat . . . . . . . . . . . . . . . . A-22
Troubleshooting Running Programs . . . . . . . . . . . . A-17 Working with Themes . . . . . . . . . . . . . . . . . . . . . . . A-22
Backing Up Files Using Automatic Backup . . . . . . . A-17 Applying a Theme . . . . . . . . . . . . . . . . . . . . . . . . A-22
Solving Common File Problems . . . . . . . . . . . . . . . A-18 Changing Theme Colors . . . . . . . . . . . . . . . . . . . A-22
A-2 • Appendix A
Creating Custom Theme Colors . . . . . . . . . . . . . A-22 Finding and Replacing . . . . . . . . . . . . . . . . . . . . . . . A-27
Changing Theme Fonts . . . . . . . . . . . . . . . . . . . . A-22 Using Find . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-27
Creating Custom Theme Fonts . . . . . . . . . . . . . . A-22 Using Advanced Find . . . . . . . . . . . . . . . . . . . . . A-27
Applying Custom Theme Effects . . . . . . . . . . . . . A-22 Using Find and Replace . . . . . . . . . . . . . . . . . . . A-27
Working with Fonts . . . . . . . . . . . . . . . . . . . . . . . . . A-22 Using Go To . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-27
Applying Font Styles . . . . . . . . . . . . . . . . . . . . . . A-22 Using the Navigation Pane . . . . . . . . . . . . . . . . . A-27
Changing the Font . . . . . . . . . . . . . . . . . . . . . . . A-22 Browsing by Object . . . . . . . . . . . . . . . . . . . . . . A-27
Changing the Font Color . . . . . . . . . . . . . . . . . . . A-22 Changing Case . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-27
Changing the Font Size . . . . . . . . . . . . . . . . . . . . A-23 Applying Text Effects . . . . . . . . . . . . . . . . . . . . . A-27
Applying Font Effects . . . . . . . . . . . . . . . . . . . . . A-23 Using the Format Painter to Copy Formats . . . . . A-27
Applying Underlines . . . . . . . . . . . . . . . . . . . . . . A-23 Copying Formatting to Multiple Selections . . . . . A-27
Using the Clip Organizer . . . . . . . . . . . . . . . . . . . . . A-23 Highlighting Text . . . . . . . . . . . . . . . . . . . . . . . . A-28
Scanning Content into Microsoft Clearing Formatting . . . . . . . . . . . . . . . . . . . . . . . . . A-28
Clip Organizer . . . . . . . . . . . . . . . . . . . . . . . . . A-23 Revealing Formatting . . . . . . . . . . . . . . . . . . . . . . . A-28
Inserting a Picture from the Clip Organizer . . . . . A-23 Setting Alignment . . . . . . . . . . . . . . . . . . . . . . . . . . A-28
Inserting Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . A-23 Aligning Text Horizontally . . . . . . . . . . . . . . . . . . A-28
Inserting a Picture File . . . . . . . . . . . . . . . . . . . . A-23 Aligning a Document Vertically . . . . . . . . . . . . . . A-28
Inserting Clip Art . . . . . . . . . . . . . . . . . . . . . . . . A-23 Printing a File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-28
Inserting a Shape . . . . . . . . . . . . . . . . . . . . . . . . A-23 Previewing and Printing a File . . . . . . . . . . . . . . A-28
Inserting a Text Box . . . . . . . . . . . . . . . . . . . . . . A-23 Changing Print Options . . . . . . . . . . . . . . . . . . . A-28
Inserting WordArt . . . . . . . . . . . . . . . . . . . . . . . . A-24 Setting Document Spacing . . . . . . . . . . . . . . . . . . . A-29
Inserting a SmartArt Graphic . . . . . . . . . . . . . . . A-24 Setting Paragraph Spacing . . . . . . . . . . . . . . . . . A-29
Formatting Objects . . . . . . . . . . . . . . . . . . . . . . . . . A-24 Setting Line Spacing . . . . . . . . . . . . . . . . . . . . . . A-29
Deleting an Object . . . . . . . . . . . . . . . . . . . . . . . A-24 Inserting a Non-Breaking Space . . . . . . . . . . . . . A-29
Resizing an Object . . . . . . . . . . . . . . . . . . . . . . . A-24 Controlling Hyphenation . . . . . . . . . . . . . . . . . . . A-29
Moving an Object . . . . . . . . . . . . . . . . . . . . . . . . A-24 Formatting Pages . . . . . . . . . . . . . . . . . . . . . . . . . . A-29
Applying a Style to an Object . . . . . . . . . . . . . . . A-24 Selecting a Preset Margin . . . . . . . . . . . . . . . . . . A-29
Applying a Fill, Outline, and Effects to a Shape . . . A-24 Setting Custom Margins . . . . . . . . . . . . . . . . . . . A-29
Wrapping Text Around an Object . . . . . . . . . . . . A-24 Selecting a Paper Size . . . . . . . . . . . . . . . . . . . . A-29
Cropping a Graphic . . . . . . . . . . . . . . . . . . . . . . . A-24 Setting Page Orientation . . . . . . . . . . . . . . . . . . . A-29
Modifying a Picture . . . . . . . . . . . . . . . . . . . . . . A-24 Applying a Page Border . . . . . . . . . . . . . . . . . . . A-29
Changing the Direction of Text in a Text Box . . . A-24 Setting Indents . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-29
Adding Text to a Shape . . . . . . . . . . . . . . . . . . . . A-24 Adjusting the Left Indent by 0 .5” . . . . . . . . . . . . A-29
Grouping Objects . . . . . . . . . . . . . . . . . . . . . . . . A-25 Setting a Left or Right Indent Precisely . . . . . . . A-29
Positioning an Object . . . . . . . . . . . . . . . . . . . . . A-25 Setting Indents Using the Paragraph
Rotating an Object . . . . . . . . . . . . . . . . . . . . . . . A-25 Dialog Box . . . . . . . . . . . . . . . . . . . . . . . . . . . A-29
Layering Objects . . . . . . . . . . . . . . . . . . . . . . . . . A-25 Setting a Hanging Indent . . . . . . . . . . . . . . . . . . A-29
Duplicating an Object . . . . . . . . . . . . . . . . . . . . . A-25 Setting Tabs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-30
Aligning and Distributing Objects . . . . . . . . . . . . A-25 Setting Tabs Using the Horizontal Ruler . . . . . . . A-30
Using Office Help . . . . . . . . . . . . . . . . . . . . . . . . . . A-25 Setting Tabs in the Tab Dialog Box . . . . . . . . . . . A-30
Starting the Help Program . . . . . . . . . . . . . . . . . A-25 Using the Horizontal Ruler to Adjust and
Navigating in Help . . . . . . . . . . . . . . . . . . . . . . . A-25 Clear Tab Stops . . . . . . . . . . . . . . . . . . . . . . . A-30
Selecting a Tab Leader . . . . . . . . . . . . . . . . . . . . A-30
Word 2010 Skills . . . . . . . . . . . . . . . . . . . . . A-26 Working with Breaks . . . . . . . . . . . . . . . . . . . . . . . . A-30
Inserting a Hard Page Break . . . . . . . . . . . . . . . . A-30
Showing or Hiding Nonprinting Characters . . . . . . . A-26 Deleting a Hard Page Break . . . . . . . . . . . . . . . . A-30
Showing or Hiding the Ruler . . . . . . . . . . . . . . . . . . A-26 Inserting a Section Break . . . . . . . . . . . . . . . . . . A-30
Changing the View . . . . . . . . . . . . . . . . . . . . . . . . . A-26 Deleting a Section Break . . . . . . . . . . . . . . . . . . . A-30
Splitting a Word Window . . . . . . . . . . . . . . . . . . . . A-26 Inserting Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . A-30
Removing a Split . . . . . . . . . . . . . . . . . . . . . . . . A-26 Inserting Special Characters . . . . . . . . . . . . . . . . . . A-30
Switching between Open Documents . . . . . . . . . . . A-26 Creating Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-31
Arranging Multiple Documents . . . . . . . . . . . . . . . . A-26 Creating a Bulleted List . . . . . . . . . . . . . . . . . . . . A-31
Closing a Document . . . . . . . . . . . . . . . . . . . . . . . . A-26 Creating a Numbered List . . . . . . . . . . . . . . . . . . A-31
Entering Text and Data . . . . . . . . . . . . . . . . . . . . . . A-26 Changing an Item Level in a Numbered List . . . . A-31
Typing in a Document . . . . . . . . . . . . . . . . . . . . . A-26 Creating a Multilevel List . . . . . . . . . . . . . . . . . . A-31
Using Click and Type . . . . . . . . . . . . . . . . . . . . . A-26 Changing the Bullet or Number Formatting . . . . A-31
Using Overtype Mode . . . . . . . . . . . . . . . . . . . . . A-26 Inserting Page Numbers . . . . . . . . . . . . . . . . . . . . . A-31
Setting the Insert Key to Toggle Changing the Page Number Format . . . . . . . . . . A-31
Overtype Mode . . . . . . . . . . . . . . . . . . . . . . . . A-27 Working with Headers and Footers . . . . . . . . . . . . . A-31

Typing in the Header or Footer . . . . . . . . . . . . . . A-31 Using an Excel File as a Data Source . . . . . . . . . . . . A-37
Inserting a Header or Footer . . . . . . . . . . . . . . . . A-31 Matching Fields to a Data Source . . . . . . . . . . . . A-37
Modifying a Header or Footer . . . . . . . . . . . . . . . A-31 Starting an Envelope Mail Merge . . . . . . . . . . . . . . . A-37
Working with Styles . . . . . . . . . . . . . . . . . . . . . . . . A-32 Starting a Labels Mail Merge . . . . . . . . . . . . . . . . . . A-37
Applying a Built-In Style . . . . . . . . . . . . . . . . . . . A-32 Using Language Tools . . . . . . . . . . . . . . . . . . . . . . . A-37
Creating a Custom Style . . . . . . . . . . . . . . . . . . . A-32 Correcting Spelling as You Type . . . . . . . . . . . . . A-37
Modifying a Style . . . . . . . . . . . . . . . . . . . . . . . . A-32 Correcting Grammar as You Type . . . . . . . . . . . . A-37
Changing the Style Set . . . . . . . . . . . . . . . . . . . . A-32 Checking Spelling and Grammar . . . . . . . . . . . . A-37
Using Desktop Publishing Features . . . . . . . . . . . . . A-32 Using the Thesaurus . . . . . . . . . . . . . . . . . . . . . . A-37
Creating Newsletter Columns . . . . . . . . . . . . . . . A-32 Using AutoCorrect . . . . . . . . . . . . . . . . . . . . . . . . . . A-38
Setting Column Width . . . . . . . . . . . . . . . . . . . . A-32 Reversing AutoCorrect Changes . . . . . . . . . . . . . A-38
Inserting a Column Break . . . . . . . . . . . . . . . . . . A-32 Editing the AutoCorrect List . . . . . . . . . . . . . . . . A-38
Balancing Columns . . . . . . . . . . . . . . . . . . . . . . . A-32 Using Content Controls . . . . . . . . . . . . . . . . . . . . . . A-38
Applying a Page Background . . . . . . . . . . . . . . . A-32 Removing a Content Control . . . . . . . . . . . . . . . A-38
Inserting Dropped Capitals . . . . . . . . . . . . . . . . . A-32 Managing Document Properties . . . . . . . . . . . . . . . A-38
Customizing a Dropped Capital . . . . . . . . . . . . . A-32 Viewing a Properties Dialog Box . . . . . . . . . . . . . A-38
Enhancing a Paragraph with Borders . . . . . . . . . A-33 Printing Document Properties . . . . . . . . . . . . . . A-38
Enhancing a Paragraph with Shading . . . . . . . . . A-33 Managing Sources and Citations . . . . . . . . . . . . . . . A-38
Inserting the Date and Time . . . . . . . . . . . . . . . . . . A-33 Inserting Footnotes . . . . . . . . . . . . . . . . . . . . . . A-38
Sorting Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . A-33 Inserting Endnotes . . . . . . . . . . . . . . . . . . . . . . . A-38
Creating Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-33 Inserting Citations . . . . . . . . . . . . . . . . . . . . . . . A-38
Inserting a Table . . . . . . . . . . . . . . . . . . . . . . . . . A-33 Creating a Reference Page . . . . . . . . . . . . . . . . . A-38
Entering Text in a Table . . . . . . . . . . . . . . . . . . . . A-33 Tracking Revisions . . . . . . . . . . . . . . . . . . . . . . . . . A-39
Converting Text to a Table . . . . . . . . . . . . . . . . . A-33 Turning Tracking On or Off . . . . . . . . . . . . . . . . . A-39
Drawing a Table . . . . . . . . . . . . . . . . . . . . . . . . . A-33 Accepting or Rejecting Changes . . . . . . . . . . . . . A-39
Changing Table Structure . . . . . . . . . . . . . . . . . . . . A-34 Accepting all Changes . . . . . . . . . . . . . . . . . . . . A-39
Viewing Gridlines . . . . . . . . . . . . . . . . . . . . . . . . A-34 Rejecting all Changes . . . . . . . . . . . . . . . . . . . . . A-39
Selecting in a Table . . . . . . . . . . . . . . . . . . . . . . . A-34 Working with Comments . . . . . . . . . . . . . . . . . . . . . A-39
Selecting a Table . . . . . . . . . . . . . . . . . . . . . . . . . A-34 Inserting a Comment . . . . . . . . . . . . . . . . . . . . . A-39
Selecting a Row . . . . . . . . . . . . . . . . . . . . . . . . . A-34 Displaying or Hiding the Reviewing Pane . . . . . . A-39
Selecting a Column . . . . . . . . . . . . . . . . . . . . . . . A-34 Editing a Comment . . . . . . . . . . . . . . . . . . . . . . . A-39
Selecting a Cell . . . . . . . . . . . . . . . . . . . . . . . . . . A-34 Moving through Comments . . . . . . . . . . . . . . . . A-39
Selecting Multiple Components in a Table . . . . . A-34 Deleting a Comment . . . . . . . . . . . . . . . . . . . . . . A-39
Inserting Rows and Columns . . . . . . . . . . . . . . . A-34 Deleting All Comments . . . . . . . . . . . . . . . . . . . . A-39
Deleting in a Table . . . . . . . . . . . . . . . . . . . . . . . A-34 Protecting a Document . . . . . . . . . . . . . . . . . . . . . . A-39
Deleting a Table . . . . . . . . . . . . . . . . . . . . . . . . . A-34 Applying a Password and
Merging Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . A-34 Encryption to a Document . . . . . . . . . . . . . . . . . A-39
Splitting Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . A-34 Open an Encrypted and
Formatting a Table . . . . . . . . . . . . . . . . . . . . . . . . . . A-35 Password-Protected Document . . . . . . . . . . . A-39
Applying a Table Style . . . . . . . . . . . . . . . . . . . . A-35 Restricting Editing . . . . . . . . . . . . . . . . . . . . . . . A-40
Applying Formats to Cell Contents . . . . . . . . . . . A-35 Restricting Formatting . . . . . . . . . . . . . . . . . . . . A-40
Applying Cell Borders . . . . . . . . . . . . . . . . . . . . . A-35 Canceling Editing and Formatting Restrictions . . . A-40
Applying Cell Shading . . . . . . . . . . . . . . . . . . . . . A-35 Working with Excel Data in Word . . . . . . . . . . . . . . A-40
Setting Column Width and Row Height . . . . . . . A-35 Inserting an Excel Worksheet . . . . . . . . . . . . . . . A-40
Setting Alignment in a Table Cell . . . . . . . . . . . . A-35 Copying Worksheet Data from Excel to Word . . . A-40
Setting Tabs in a Table Cell . . . . . . . . . . . . . . . . . A-35 Creating a Chart in Word . . . . . . . . . . . . . . . . . . A-40
Setting Cell Margins . . . . . . . . . . . . . . . . . . . . . . A-36 Saving a Word Document as a PDF . . . . . . . . . . . . . A-41
Aligning a Table Horizontally on the Page . . . . . . A-36 Saving a Word Document as XPS . . . . . . . . . . . . . . A-41
Changing Text Direction in a Table Cell . . . . . . . . A-36 Saving a Word Document as a Web Page . . . . . . . . A-41
Moving a Table . . . . . . . . . . . . . . . . . . . . . . . . . . A-36 Changing a Web Page Title . . . . . . . . . . . . . . . . . A-41
Resizing a Table . . . . . . . . . . . . . . . . . . . . . . . . . A-36 Opening a Web Page in Word . . . . . . . . . . . . . . . . . A-41
Setting Text Wrapping Around a Table . . . . . . . . A-36 Sending a Word Document as an
Performing Addition in a Table . . . . . . . . . . . . . . A-36 E-mail Attachment . . . . . . . . . . . . . . . . . . . . . . . . A-41
Applying a Number Format . . . . . . . . . . . . . . . . . A-36 Working with Hyperlinks . . . . . . . . . . . . . . . . . . . . . A-41
Sorting Rows in a Table . . . . . . . . . . . . . . . . . . . A-36 Inserting a Hyperlink . . . . . . . . . . . . . . . . . . . . . A-41
Using Mail Merge . . . . . . . . . . . . . . . . . . . . . . . . . . A-36 Creating a Hyperlink to a Web Site . . . . . . . . . . . A-41
Creating a New Address List . . . . . . . . . . . . . . . . . . A-37 Creating an E-mail Hyperlink . . . . . . . . . . . . . . . A-41
Using an Existing Data Source . . . . . . . . . . . . . . . . A-37 Testing a Hyperlink . . . . . . . . . . . . . . . . . . . . . . . A-42
Adding Records to the Data Source . . . . . . . . . . A-37 Editing a Hyperlink . . . . . . . . . . . . . . . . . . . . . . . A-42
A-4 • Appendix A
Removing a Hyperlink . . . . . . . . . . . . . . . . . . . . A-42 Selecting a Contiguous Range . . . . . . . . . . . . . . A-46
Creating a Blog . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-42 Selecting a Noncontiguous Range . . . . . . . . . . . A-46
Starting a Blog Post . . . . . . . . . . . . . . . . . . . . . . A-42 Filling Range Cells with the Same Entry . . . . . . . A-46
Registering a Blog Server . . . . . . . . . . . . . . . . . . A-42 Filling a Range with a Series . . . . . . . . . . . . . . . . A-46
Publishing to Your Blog . . . . . . . . . . . . . . . . . . . A-42 Making a Range Entry Using a Collapse
Dialog Box Button . . . . . . . . . . . . . . . . . . . . . A-46
Excel 2010 Skills . . . . . . . . . . . . . . . . . . . . . A-43 Defining a Range Name . . . . . . . . . . . . . . . . . . . A-47
Using AutoFill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-47
Navigating a Worksheet . . . . . . . . . . . . . . . . . . . . . A-43 Using AutoFill to Complete a Series . . . . . . . . . . A-47
Freezing Labels While Scrolling . . . . . . . . . . . . . . . A-43 Using AutoFill to Create a Trend . . . . . . . . . . . . . A-47
Unfreezing Labels . . . . . . . . . . . . . . . . . . . . . . . . A-43 Using the Fill Button to Create a Linear Trend . . . A-47
Changing the Worksheet View . . . . . . . . . . . . . . . . . A-43 Using Formulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-47
Showing and Hiding Worksheet Elements . . . . . A-43 Entering a Formula . . . . . . . . . . . . . . . . . . . . . . . A-47
Hiding the Ribbon . . . . . . . . . . . . . . . . . . . . . . . . A-43 Using Parentheses in a Formula . . . . . . . . . . . . . A-47
Changing the View . . . . . . . . . . . . . . . . . . . . . . . A-43 Editing a Formula . . . . . . . . . . . . . . . . . . . . . . . . A-47
Changing the Active Worksheet . . . . . . . . . . . . . . . . A-43 Entering a Cell Reference in a Formula . . . . . . . . A-48
Splitting a Worksheet into Panes . . . . . . . . . . . . . . A-43 Entering an Absolute Cell Reference . . . . . . . . . . A-48
Removing a Split . . . . . . . . . . . . . . . . . . . . . . . . A-43 Copying a Formula Using the Fill Handle . . . . . . A-48
Switching between Open Workbooks . . . . . . . . . . . A-43 Creating a 3-D Reference in a Formula . . . . . . . . A-48
Arranging Multiple Workbooks . . . . . . . . . . . . . . . . A-43 Displaying and Hiding Formulas . . . . . . . . . . . . . A-48
Closing a Workbook . . . . . . . . . . . . . . . . . . . . . . . . A-43 Working with Functions . . . . . . . . . . . . . . . . . . . . . A-48
Entering and Editing Data . . . . . . . . . . . . . . . . . . . . A-44 Using AutoSum Functions
Entering Data . . . . . . . . . . . . . . . . . . . . . . . . . . . A-44 (SUM, AVERAGE, MAX, MIN, and COUNT) . . . A-48
Editing Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-44 Inserting Other Functions . . . . . . . . . . . . . . . . . . A-48
Using AutoComplete . . . . . . . . . . . . . . . . . . . . . . A-44 Using the NOW Function to Display
Using Pick From List . . . . . . . . . . . . . . . . . . . . . A-44 a System Date . . . . . . . . . . . . . . . . . . . . . . . . A-49
Using AutoCorrect . . . . . . . . . . . . . . . . . . . . . . . A-44 Inserting an IF Function . . . . . . . . . . . . . . . . . . . A-49
Editing the AutoCorrect List . . . . . . . . . . . . . . . . A-44 Using SUMIF() and SUMIFS() Functions . . . . . . A-49
Clearing Cell Contents . . . . . . . . . . . . . . . . . . . . A-44 Using COUNTIF() and COUNTIFS() Functions . . . A-49
Inserting and Deleting Columns and Rows . . . . . . . A-44 Inserting the VLOOKUP Function . . . . . . . . . . . . A-49
Inserting a Column . . . . . . . . . . . . . . . . . . . . . . . A-44 Inserting an HLOOKUP Function Using
Inserting a Row . . . . . . . . . . . . . . . . . . . . . . . . . A-44 the Function Wizard . . . . . . . . . . . . . . . . . . . . A-49
Deleting a Column or Row . . . . . . . . . . . . . . . . . A-44 Using the GROWTH Function . . . . . . . . . . . . . . . A-49
Filling in a Series . . . . . . . . . . . . . . . . . . . . . . . . . . . A-44 Using the FORECAST Function . . . . . . . . . . . . . . A-49
Using Find and Replace . . . . . . . . . . . . . . . . . . . . . . A-44 Using the TREND Function . . . . . . . . . . . . . . . . . A-49
Checking the Spelling in a Worksheet . . . . . . . . . . . A-44 Using the PMT Function . . . . . . . . . . . . . . . . . . . A-49
Applying Number Formats . . . . . . . . . . . . . . . . . . . A-45 Previewing and Printing a Worksheet . . . . . . . . . . . A-50
Aligning Data in a Cell . . . . . . . . . . . . . . . . . . . . . . . A-45 Previewing and Printing a File . . . . . . . . . . . . . . A-50
Setting Horizontal Alignment . . . . . . . . . . . . . . . A-45 Changing Print Options . . . . . . . . . . . . . . . . . . . A-50
Rotating Cell Entries . . . . . . . . . . . . . . . . . . . . . . A-45 Printing a Selection . . . . . . . . . . . . . . . . . . . . . . A-50
Wrapping Text in Cells . . . . . . . . . . . . . . . . . . . . A-45 Printing Titles . . . . . . . . . . . . . . . . . . . . . . . . . . . A-50
Formatting Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . A-45 Printing All the Worksheets in a Workbook . . . . A-50
Applying Cell Styles . . . . . . . . . . . . . . . . . . . . . . A-45 Setting the Print Area . . . . . . . . . . . . . . . . . . . . . . . A-50
Applying Borders . . . . . . . . . . . . . . . . . . . . . . . . A-45 Clearing the Print Area . . . . . . . . . . . . . . . . . . . . A-50
Applying Fills . . . . . . . . . . . . . . . . . . . . . . . . . . . A-45 Repeating Row and Column Labels . . . . . . . . . . . . . A-50
Entering Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-45 Printing Gridlines . . . . . . . . . . . . . . . . . . . . . . . . . . A-50
Merging Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-45 Working with Page Breaks . . . . . . . . . . . . . . . . . . . A-51
Merging and Centering Across Cells . . . . . . . . . . A-45 Setting Manual Page Breaks . . . . . . . . . . . . . . . . A-51
Merging Across Cells . . . . . . . . . . . . . . . . . . . . . A-45 Using Page Break Preview . . . . . . . . . . . . . . . . . A-51
Merging Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . A-45 Changing a Page Break Manually . . . . . . . . . . . . A-51
Removing a Merge . . . . . . . . . . . . . . . . . . . . . . . A-45 Removing Page Breaks . . . . . . . . . . . . . . . . . . . . A-51
Copying Formats . . . . . . . . . . . . . . . . . . . . . . . . . . . A-46 Formatting Worksheets . . . . . . . . . . . . . . . . . . . . . . A-51
Inserting Comments . . . . . . . . . . . . . . . . . . . . . . . . A-46 Selecting a Preset Margin . . . . . . . . . . . . . . . . . . A-51
Deleting a Comment . . . . . . . . . . . . . . . . . . . . . . A-46 Setting Custom Margins . . . . . . . . . . . . . . . . . . . A-51
Changing Column Width and Row Height . . . . . . . . A-46 Selecting a Paper Size . . . . . . . . . . . . . . . . . . . . A-51
Changing Column Width . . . . . . . . . . . . . . . . . . A-46 Setting Page Orientation . . . . . . . . . . . . . . . . . . . A-51
Changing Row Height . . . . . . . . . . . . . . . . . . . . . A-46 Scaling to Fit . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-51
Resolving a #### Error Message . . . . . . . . . . . . . . A-46 Inserting a Built-in Header or Footer . . . . . . . . . . . . A-51
Working with Ranges . . . . . . . . . . . . . . . . . . . . . . . A-46 Using the Insert Tab . . . . . . . . . . . . . . . . . . . . . . A-51

Using Page Layout View . . . . . . . . . . . . . . . . . . . A-51 Linking Workbooks Using Paste Link . . . . . . . . . . . A-56
Using the Page Setup Dialog Box . . . . . . . . . . . . A-52
Inserting a Custom Header and Footer . . . . . . . . . . A-52 Access 2010 Skills . . . . . . . . . . . . . . . . . . . A-57
Using Page Layout View . . . . . . . . . . . . . . . . . . . A-52
Using the Page Setup Dialog Box . . . . . . . . . . . . A-52 Starting Access and Creating a New Database . . . . A-57
Changing the Font of a Header or Footer . . . . . . A-52 Creating a Database . . . . . . . . . . . . . . . . . . . . . . . . A-57
Working with Excel Tables . . . . . . . . . . . . . . . . . . . . A-52 Creating a New, Blank Database . . . . . . . . . . . . . A-57
Creating a Table . . . . . . . . . . . . . . . . . . . . . . . . . A-52 Creating a New Database Using a Template . . . . A-57
Applying a Table Style . . . . . . . . . . . . . . . . . . . . A-52 Changing the View . . . . . . . . . . . . . . . . . . . . . . . . . A-57
Inserting a Total Row . . . . . . . . . . . . . . . . . . . . . A-52 Collapsing and Expanding the
Converting a Table to a Range . . . . . . . . . . . . . . A-52 Navigation Pane . . . . . . . . . . . . . . . . . . . . . . . A-57
Sorting and Filtering Data . . . . . . . . . . . . . . . . . . . . A-52 Changing the View of the Navigation Pane . . . . . A-57
Sorting Rows . . . . . . . . . . . . . . . . . . . . . . . . . . . A-52 Closing and Reopening the Field List . . . . . . . . . A-57
Filtering Rows . . . . . . . . . . . . . . . . . . . . . . . . . . A-52 Saving a Database . . . . . . . . . . . . . . . . . . . . . . . . . . A-57
Sorting a Table . . . . . . . . . . . . . . . . . . . . . . . . . . A-52 Saving Changes to a Database . . . . . . . . . . . . . . A-57
Filtering a Table . . . . . . . . . . . . . . . . . . . . . . . . . A-52 Saving a Copy of a Database . . . . . . . . . . . . . . . A-57
Managing Worksheets . . . . . . . . . . . . . . . . . . . . . . . A-53 Opening a Database . . . . . . . . . . . . . . . . . . . . . . . . A-57
Inserting a Worksheet . . . . . . . . . . . . . . . . . . . . A-53 Opening a Recently Used Database . . . . . . . . . . A-57
Renaming a Worksheet . . . . . . . . . . . . . . . . . . . A-53 Opening a Saved Database . . . . . . . . . . . . . . . . . A-57
Deleting a Worksheet . . . . . . . . . . . . . . . . . . . . . A-53 Opening a Database Exclusively . . . . . . . . . . . . . A-57
Moving or Copying a Worksheet . . . . . . . . . . . . A-53 Closing a Database . . . . . . . . . . . . . . . . . . . . . . . . . A-57
Changing the Color of a Worksheet Tab . . . . . . . A-53 Managing Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . A-58
Hiding a Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . A-53 Saving and Closing a Table . . . . . . . . . . . . . . . . . A-58
Unhiding a Sheet . . . . . . . . . . . . . . . . . . . . . . . . A-53 Opening a Table . . . . . . . . . . . . . . . . . . . . . . . . . A-58
Grouping Worksheets . . . . . . . . . . . . . . . . . . . . . A-53 Renaming a Table . . . . . . . . . . . . . . . . . . . . . . . . A-58
Working with Charts . . . . . . . . . . . . . . . . . . . . . . . . A-53 Creating Additional Tables . . . . . . . . . . . . . . . . . A-58
Creating a Chart . . . . . . . . . . . . . . . . . . . . . . . . . A-53 Creating a Table with a Template . . . . . . . . . . . . A-58
Deleting a Chart . . . . . . . . . . . . . . . . . . . . . . . . . A-53 Creating a Field in a Datasheet . . . . . . . . . . . . . . . . A-58
Resizing a Chart . . . . . . . . . . . . . . . . . . . . . . . . . A-53 Adding Records to a Table . . . . . . . . . . . . . . . . . . . A-58
Moving a Chart . . . . . . . . . . . . . . . . . . . . . . . . . . A-53 Editing Field Data . . . . . . . . . . . . . . . . . . . . . . . . . . A-58
Moving a Chart to a Chart Sheet . . . . . . . . . . . . . A-53 Selecting Records . . . . . . . . . . . . . . . . . . . . . . . . . . A-58
Copying a Chart . . . . . . . . . . . . . . . . . . . . . . . . . A-53 Deleting Records . . . . . . . . . . . . . . . . . . . . . . . . . . . A-58
Changing Chart Type . . . . . . . . . . . . . . . . . . . . . A-54 Managing Fields in Datasheet View . . . . . . . . . . . . . A-58
Applying a Chart Layout . . . . . . . . . . . . . . . . . . . A-54 Changing the Field Type . . . . . . . . . . . . . . . . . . . A-58
Applying a Chart Style . . . . . . . . . . . . . . . . . . . . A-54 Making a Field Required . . . . . . . . . . . . . . . . . . . A-58
Resizing a Chart Element . . . . . . . . . . . . . . . . . . A-54 Making a Field Unique . . . . . . . . . . . . . . . . . . . . A-58
Moving a Chart Element . . . . . . . . . . . . . . . . . . . A-54 Adding a Field by Right-Clicking . . . . . . . . . . . . . A-58
Deleting a Chart Element . . . . . . . . . . . . . . . . . . A-54 Adding a Field from the Ribbon . . . . . . . . . . . . . A-58
Changing Chart Text . . . . . . . . . . . . . . . . . . . . . . A-54 Renaming a Field . . . . . . . . . . . . . . . . . . . . . . . . A-59
Enhancing the Chart Plot Area . . . . . . . . . . . . . . A-54 Moving a Column . . . . . . . . . . . . . . . . . . . . . . . . A-59
Formatting Category and Value Axes . . . . . . . . . A-54 Deleting a Field . . . . . . . . . . . . . . . . . . . . . . . . . . A-59
Changing Data Series Orientation . . . . . . . . . . . . A-54 Hiding and Unhiding Columns . . . . . . . . . . . . . . A-59
Creating a Line Chart to Compare Data . . . . . . . . . . A-54 Changing Datasheet Column Widths . . . . . . . . . A-59
Printing a Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-54 Freezing Fields . . . . . . . . . . . . . . . . . . . . . . . . . . A-59
Publishing a Chart to the Internet/Intranet . . . . . . . A-54 Importing Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-59
Pasting a Picture of a Chart . . . . . . . . . . . . . . . . . . . A-55 To an Existing Table . . . . . . . . . . . . . . . . . . . . . . A-59
Creating an Organization Chart . . . . . . . . . . . . . . . . A-55 To a New Table . . . . . . . . . . . . . . . . . . . . . . . . . . A-59
Using Sparklines to Chart Trends . . . . . . . . . . . . . . A-55 Working with Tables in Design View . . . . . . . . . . . . A-60
Embedding and Linking Charts . . . . . . . . . . . . . . . . A-55 Opening a Table in Design View . . . . . . . . . . . . . A-60
Embedding a Chart in another File . . . . . . . . . . . A-55 Creating a Table in Design View . . . . . . . . . . . . . A-60
Linking a Chart . . . . . . . . . . . . . . . . . . . . . . . . . . A-55 Setting a Primary Key . . . . . . . . . . . . . . . . . . . . . A-60
Editing a Linked or Embedded Chart . . . . . . . . . A-55 Inserting a Field . . . . . . . . . . . . . . . . . . . . . . . . . A-60
Updating Links Manually . . . . . . . . . . . . . . . . . . A-55 Moving a Field . . . . . . . . . . . . . . . . . . . . . . . . . . A-60
Saving a Worksheet or Workbook as a Web Page . . . A-56 Deleting a Field . . . . . . . . . . . . . . . . . . . . . . . . . . A-60
Embedding Excel Data in a PowerPoint Changing a Field’s Data Type . . . . . . . . . . . . . . . A-60
Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-56 Modifying a Field’s Properties . . . . . . . . . . . . . . A-60
Linking Excel Data in a PowerPoint Presentation . . A-56 Previewing a Datasheet . . . . . . . . . . . . . . . . . . . . . . A-60
Editing Embedded Data . . . . . . . . . . . . . . . . . . . . . . A-56 Printing a Datasheet . . . . . . . . . . . . . . . . . . . . . . . . A-60
Editing Linked Data . . . . . . . . . . . . . . . . . . . . . . . . . A-56 Modifying Database Properties . . . . . . . . . . . . . . . . A-60
A-6 • Appendix A
Protecting a Database . . . . . . . . . . . . . . . . . . . . . . . A-60 Changing the Form Size . . . . . . . . . . . . . . . . . . . A-65
Setting a Database Password . . . . . . . . . . . . . . . A-60 Resetting Tab Order . . . . . . . . . . . . . . . . . . . . . . A-65
Opening a Password-Protected Database . . . . . . A-60 Adding a Date Code . . . . . . . . . . . . . . . . . . . . . . A-65
Removing the Password from a Database . . . . . A-60 Inserting an Unbound Label . . . . . . . . . . . . . . . . A-65
Creating a Simple Query . . . . . . . . . . . . . . . . . . . . . A-61 Working with Form Sections . . . . . . . . . . . . . . . . . . A-65
Creating a Quick Form . . . . . . . . . . . . . . . . . . . . . . . A-61 Selecting Sections of a Form . . . . . . . . . . . . . . . A-65
Creating a Split Form . . . . . . . . . . . . . . . . . . . . . A-61 Displaying Sections . . . . . . . . . . . . . . . . . . . . . . A-65
Creating a Multiple-Items Form . . . . . . . . . . . . . . . . A-61 Resizing a Section . . . . . . . . . . . . . . . . . . . . . . . A-65
Entering Records in a Form . . . . . . . . . . . . . . . . A-61 Moving Controls Between Sections . . . . . . . . . . A-65
Sorting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-61 Managing Controls . . . . . . . . . . . . . . . . . . . . . . . . . A-66
Sorting Records in a Table . . . . . . . . . . . . . . . . . A-61 Sizing a Control . . . . . . . . . . . . . . . . . . . . . . . . . A-66
Removing a Sort . . . . . . . . . . . . . . . . . . . . . . . . . A-61 Moving Controls in a Layout . . . . . . . . . . . . . . . . A-66
Sorting Using Multiple Fields . . . . . . . . . . . . . . . A-61 Deleting a Control . . . . . . . . . . . . . . . . . . . . . . . . A-66
Filtering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-61 Adjusting the Control Margins . . . . . . . . . . . . . . A-66
Filtering by Selection . . . . . . . . . . . . . . . . . . . . . A-61 Adjusting the Control Margins . . . . . . . . . . . . . . A-66
Removing a Filter . . . . . . . . . . . . . . . . . . . . . . . . A-61 Changing Control Formatting . . . . . . . . . . . . . . . A-66
Filtering by Form . . . . . . . . . . . . . . . . . . . . . . . . A-61 Resizing Fields in Design View . . . . . . . . . . . . . . A-66
Saving a Filter as a Query . . . . . . . . . . . . . . . . . . A-62 Moving Fields on a Form . . . . . . . . . . . . . . . . . . A-66
Finding Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-62 Creating a Report . . . . . . . . . . . . . . . . . . . . . . . . . . A-66
Replacing Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-62 Creating and Viewing a Tabular Report . . . . . . . . A-66
Working with Queries . . . . . . . . . . . . . . . . . . . . . . . A-62 Creating a Report in Layout View . . . . . . . . . . . . A-66
Creating a Query in Design View . . . . . . . . . . . . A-62 Deleting Fields from a Report Layout . . . . . . . . . A-66
Removing Fields from the Query . . . . . . . . . . . . A-62 Changing Column Widths in a Report . . . . . . . . A-67
Running a Query . . . . . . . . . . . . . . . . . . . . . . . . A-62 Creating a Report Using the Report Wizard . . . . A-67
Saving a Query . . . . . . . . . . . . . . . . . . . . . . . . . . A-62 Previewing and Printing a Report . . . . . . . . . . . . . . A-67
Saving a Query with a Different Name . . . . . . . . A-62 Working with Report Sections . . . . . . . . . . . . . . . . . A-67
Printing a Query . . . . . . . . . . . . . . . . . . . . . . . . . A-62 Selecting Sections of a Report . . . . . . . . . . . . . . A-67
Creating a Multi-Table Query . . . . . . . . . . . . . . . A-63 Resizing a Section . . . . . . . . . . . . . . . . . . . . . . . A-67
Sorting Query Results . . . . . . . . . . . . . . . . . . . . A-63 Moving a Control Between Sections . . . . . . . . . . A-67
Reordering Fields in a Query . . . . . . . . . . . . . . . A-63 Modifying a Report . . . . . . . . . . . . . . . . . . . . . . . . . A-67
Using All Fields of a Table . . . . . . . . . . . . . . . . . . A-63 Adding Page Number Codes . . . . . . . . . . . . . . . . A-67
Changing a Column Name . . . . . . . . . . . . . . . . . A-63 Adding Sorting and Grouping . . . . . . . . . . . . . . . A-67
Specifying Criteria in a Query . . . . . . . . . . . . . . . A-63 Adding a Calculated Field to a Report . . . . . . . . . A-67
Filtering by an Undisplayed Field . . . . . . . . . . . . A-63
Filtering for Null Values . . . . . . . . . . . . . . . . . . . A-63 PowerPoint 2010 Skills . . . . . . . . . . . . . . . . A-68
Using Wildcards and Operators in a Query . . . . . . . A-63
Using Wildcards . . . . . . . . . . . . . . . . . . . . . . . . . A-63 Changing the View . . . . . . . . . . . . . . . . . . . . . . . . . A-68
Using the Like Operator . . . . . . . . . . . . . . . . . . . A-63 Showing and Hiding On Screen Elements . . . . . A-68
Using the Between…And Operator . . . . . . . . . . . A-63 Adjusting Grid and Guide Settings . . . . . . . . . . . A-68
Using the In Operator . . . . . . . . . . . . . . . . . . . . . A-63 Using the Navigation Pane . . . . . . . . . . . . . . . . . . . A-68
Using the Or Operator . . . . . . . . . . . . . . . . . . . . A-63 Displaying Slides . . . . . . . . . . . . . . . . . . . . . . . . A-68
Using a Comparison Operator in a Query . . . . . . A-63 Displaying the Outline . . . . . . . . . . . . . . . . . . . . . A-68
Creating a Calculated Field in a Table . . . . . . . . . . . A-64 Closing the Navigation Pane . . . . . . . . . . . . . . . . A-68
Using Calculated Fields in a Query . . . . . . . . . . . . . A-64 Displaying the Navigation Pane . . . . . . . . . . . . . A-68
Summarizing Data in Query Design View . . . . . . A-64 Navigating in the PowerPoint Window . . . . . . . . . . A-68
Summarizing with the Simple Query Wizard . . . A-64 Navigating in Slides View . . . . . . . . . . . . . . . . . . A-68
Creating a Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-64 Navigating in Reading View . . . . . . . . . . . . . . . . A-68
Creating a Form with a Wizard . . . . . . . . . . . . . . A-64 Switching between Open Presentations . . . . . . . . . A-68
Creating a Form in Layout View . . . . . . . . . . . . . A-64 Arranging Multiple Presentations . . . . . . . . . . . . . . A-68
Creating a Form in Design View . . . . . . . . . . . . . A-64 Entering and Editing Text . . . . . . . . . . . . . . . . . . . . . A-69
Managing Records in a Form . . . . . . . . . . . . . . . . . A-65 General Typing . . . . . . . . . . . . . . . . . . . . . . . . . . A-69
Adding a Record to a Table by Using a Form . . . A-65 Typing in a Placeholder . . . . . . . . . . . . . . . . . . . A-69
Navigating Records in a Form . . . . . . . . . . . . . . A-65 Typing in an Outline . . . . . . . . . . . . . . . . . . . . . . A-69
Deleting a Record from a Form . . . . . . . . . . . . . A-65 Typing Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . A-69
Applying a Theme to a Form . . . . . . . . . . . . . . . . . . A-65 Inserting a New Slide . . . . . . . . . . . . . . . . . . . . . . . A-69
Printing a Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-65 Inserting a New Slide Using the
Modifying a Form . . . . . . . . . . . . . . . . . . . . . . . . . . A-65 Previously-Used Layout . . . . . . . . . . . . . . . . . A-69
Selecting Form Fields in Layout View . . . . . . . . . A-65 Inserting a New Slide with a Different Layout . . . A-69
Changing the Form’s Layout . . . . . . . . . . . . . . . . A-65 Selecting in Presentation . . . . . . . . . . . . . . . . . . . . . A-69

Selecting Text . . . . . . . . . . . . . . . . . . . . . . . . . . . A-69 Applying Animation to Objects
Selecting Placeholders . . . . . . . . . . . . . . . . . . . . A-69 and SmartArt Graphics . . . . . . . . . . . . . . . . . . A-73
Selecting Objects . . . . . . . . . . . . . . . . . . . . . . . . A-69 Previewing a Slide Show . . . . . . . . . . . . . . . . . . . . . A-73
Selecting a Slide . . . . . . . . . . . . . . . . . . . . . . . . . A-69 Working with Notes Pages . . . . . . . . . . . . . . . . . . . A-73
Checking Spelling in a Presentation . . . . . . . . . . . . A-69 Typing Notes Pages . . . . . . . . . . . . . . . . . . . . . . A-73
Finding and Replacing Text . . . . . . . . . . . . . . . . . . . A-69 Printing Notes Pages . . . . . . . . . . . . . . . . . . . . . A-73
Finding Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-69 Printing Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . A-74
Replacing Text . . . . . . . . . . . . . . . . . . . . . . . . . . A-69 Changing Slide Size and Orientation . . . . . . . . . . . . A-74
Copying Text Formatting . . . . . . . . . . . . . . . . . . . . . A-69 Changing Slide Size . . . . . . . . . . . . . . . . . . . . . . A-74
Clearing Formatting . . . . . . . . . . . . . . . . . . . . . . . . . A-69 Changing Slide Orientation . . . . . . . . . . . . . . . . . A-74
Aligning Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-70 Inserting Headers and Footers . . . . . . . . . . . . . . . . A-74
Adjusting Paragraph Spacing . . . . . . . . . . . . . . . . . A-70 Inserting Graphics . . . . . . . . . . . . . . . . . . . . . . . . . . A-74
Adjusting Line Spacing . . . . . . . . . . . . . . . . . . . . . . A-70 Inserting a Picture from a File . . . . . . . . . . . . . . A-74
Using AutoFit Options . . . . . . . . . . . . . . . . . . . . . . . A-70 Inserting Clip Art . . . . . . . . . . . . . . . . . . . . . . . . A-74
Adjusting and Formatting Placeholders . . . . . . . . . . A-70 Working with Text Boxes . . . . . . . . . . . . . . . . . . . . . A-74
Adjusting Placeholders . . . . . . . . . . . . . . . . . . . . A-70 Inserting a Text Box . . . . . . . . . . . . . . . . . . . . . . A-74
Formatting Placeholders . . . . . . . . . . . . . . . . . . . A-70 Creating a Multiple Column Text Box . . . . . . . . . A-74
Inserting Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . A-70 Working with Video . . . . . . . . . . . . . . . . . . . . . . . . . A-75
Working with Lists . . . . . . . . . . . . . . . . . . . . . . . . . A-70 Inserting a Movie from a File . . . . . . . . . . . . . . . A-75
Changing a List Level . . . . . . . . . . . . . . . . . . . . . A-70 Inserting a Clip Art Video . . . . . . . . . . . . . . . . . . A-75
Removing a Bullet . . . . . . . . . . . . . . . . . . . . . . . A-70 Adjusting Video Color . . . . . . . . . . . . . . . . . . . . . A-75
Changing a Bulleted List to a Numbered List . . . A-70 Previewing a Movie in Normal View . . . . . . . . . . A-75
Modifying the Bulleted List Style . . . . . . . . . . . . A-70 Viewing Videos in a Slide Show . . . . . . . . . . . . . A-75
Using a Picture as a Bullet Character . . . . . . . . . A-71 Working with Sound . . . . . . . . . . . . . . . . . . . . . . . . A-75
Changing the Bullets on a Slide Master . . . . . . . A-71 Inserting Sounds or Music from a File . . . . . . . . A-75
Changing the Bullets on a Layout Master . . . . . . A-71 Inserting a Clip Art Sound . . . . . . . . . . . . . . . . . A-75
Formatting the Slide Background . . . . . . . . . . . . . . A-71 Hiding the Audio Icon . . . . . . . . . . . . . . . . . . . . . A-75
Changing a Slide Background Style . . . . . . . . . . A-71 Setting Audio to Play Continuously . . . . . . . . . . A-75
Hiding Background Graphics . . . . . . . . . . . . . . . A-71 Setting Audio to Rewind . . . . . . . . . . . . . . . . . . . A-75
Applying a Background Fill Color . . . . . . . . . . . . A-71 Setting the Playback Volume . . . . . . . . . . . . . . . A-75
Formatting a Slide Background with a Picture . . . A-71 Trimming an Audio Clip . . . . . . . . . . . . . . . . . . . A-75
Resetting the Slide Background . . . . . . . . . . . . . A-71 Working with WordArt . . . . . . . . . . . . . . . . . . . . . . A-76
Changing a Slide Layout . . . . . . . . . . . . . . . . . . . . . A-71 Applying WordArt Styles to Existing Text . . . . . . A-76
Printing a Presentation . . . . . . . . . . . . . . . . . . . . . . A-72 Inserting WordArt . . . . . . . . . . . . . . . . . . . . . . . . A-76
Previewing and Printing All Slides . . . . . . . . . . . A-72 Formatting WordArt . . . . . . . . . . . . . . . . . . . . . . A-76
Changing Print Options . . . . . . . . . . . . . . . . . . . A-72 Working with SmartArt . . . . . . . . . . . . . . . . . . . . . . A-76
Managing Slides . . . . . . . . . . . . . . . . . . . . . . . . . . . A-72 Converting a Bulleted List to SmartArt . . . . . . . . A-76
Copying Slides . . . . . . . . . . . . . . . . . . . . . . . . . . A-72 Inserting a New SmartArt Object . . . . . . . . . . . . A-76
Duplicating Slides . . . . . . . . . . . . . . . . . . . . . . . . A-72 Removing a Shape from a SmartArt Object . . . . A-76
Deleting Slides . . . . . . . . . . . . . . . . . . . . . . . . . . A-72 Adding a Shape to a SmartArt Object . . . . . . . . . A-76
Rearranging Slides . . . . . . . . . . . . . . . . . . . . . . . . . A-72 Resizing a Shape . . . . . . . . . . . . . . . . . . . . . . . . A-76
In Slide Sorter View . . . . . . . . . . . . . . . . . . . . . . A-72 Reordering Diagram Content . . . . . . . . . . . . . . . A-76
In the Navigation Pane . . . . . . . . . . . . . . . . . . . . A-72 Changing the SmartArtStyle . . . . . . . . . . . . . . . . A-76
Creating Slides from Existing Sources . . . . . . . . . . A-72 Changing the SmartArt Colors . . . . . . . . . . . . . . A-76
Creating a Presentation from Working with Photo Albums . . . . . . . . . . . . . . . . . . A-77
an Existing Outline . . . . . . . . . . . . . . . . . . . . . A-72 Creating a Photo Album . . . . . . . . . . . . . . . . . . . A-77
Adding Slides from an Outline to Editing a Photo Album . . . . . . . . . . . . . . . . . . . . A-77
a Presentation . . . . . . . . . . . . . . . . . . . . . . . . A-72 Applying a Theme to a Photo Album . . . . . . . . . A-77
Reusing Slides from Other Presentations . . . . . . A-72 Working with Tables . . . . . . . . . . . . . . . . . . . . . . . . A-77
Resetting a Slide . . . . . . . . . . . . . . . . . . . . . . . . . . . A-73 Inserting a Table . . . . . . . . . . . . . . . . . . . . . . . . . A-77
Adding Slide Transitions . . . . . . . . . . . . . . . . . . . . . A-73 Applying Table Formats . . . . . . . . . . . . . . . . . . . A-77
Adding Transition Effects . . . . . . . . . . . . . . . . . . A-73 Applying Shading Formats . . . . . . . . . . . . . . . . . A-77
Controlling Slide Advance . . . . . . . . . . . . . . . . . . . . A-73 Applying Border Formats . . . . . . . . . . . . . . . . . . A-77
Applying Animations . . . . . . . . . . . . . . . . . . . . . . . . A-73 Inserting a Row . . . . . . . . . . . . . . . . . . . . . . . . . A-77
Applying Entrance Effects Using the Inserting a Column . . . . . . . . . . . . . . . . . . . . . . . A-77
Animation Gallery . . . . . . . . . . . . . . . . . . . . . . A-73 Deleting Part of the Table . . . . . . . . . . . . . . . . . . A-77
Setting Effect Options . . . . . . . . . . . . . . . . . . . . . A-73 Merging Table Cells . . . . . . . . . . . . . . . . . . . . . . A-77
Using the Animation Painter . . . . . . . . . . . . . . . . A-73 Distributing Rows and Columns Evenly . . . . . . . A-78
A-8 • Appendix A
Working with Charts . . . . . . . . . . . . . . . . . . . . . . . . A-78 Formatting Message Text . . . . . . . . . . . . . . . . . . . . A-83
Inserting a Chart . . . . . . . . . . . . . . . . . . . . . . . . . A-78 Check Spelling in a Message . . . . . . . . . . . . . . . . . . A-83
Changing the Chart Type . . . . . . . . . . . . . . . . . . A-78 Creating a Folder for Storing Mail . . . . . . . . . . . . . . A-83
Applying a Chart Style . . . . . . . . . . . . . . . . . . . . A-78 Printing an E-mail Message . . . . . . . . . . . . . . . . . . A-83
Editing the Chart Data . . . . . . . . . . . . . . . . . . . . . A-78 Replying to Mail . . . . . . . . . . . . . . . . . . . . . . . . . . . A-84
Switching Rows and Columns . . . . . . . . . . . . . . A-78 Forwarding a Message . . . . . . . . . . . . . . . . . . . . . . A-84
Selecting Data to Chart . . . . . . . . . . . . . . . . . . . . A-78 Working with Attachments . . . . . . . . . . . . . . . . . . . A-84
Changing Chart Layout . . . . . . . . . . . . . . . . . . . . A-78 Attaching a File to a Message . . . . . . . . . . . . . . . A-84
Animating a Chart . . . . . . . . . . . . . . . . . . . . . . . . A-78 Opening an E-mail Attachment . . . . . . . . . . . . . . A-84
Inserting an Excel Worksheet . . . . . . . . . . . . . . . . . A-78 Previewing an Attachment . . . . . . . . . . . . . . . . . A-84
Inserting a New, Blank Worksheet . . . . . . . . . . . A-78 Saving an Attachment . . . . . . . . . . . . . . . . . . . . . A-84
Inserting an Existing Worksheet . . . . . . . . . . . . . A-78 Managing Messages . . . . . . . . . . . . . . . . . . . . . . . . A-84
Resizing a Worksheet Object . . . . . . . . . . . . . . . A-79 Deleting a Message . . . . . . . . . . . . . . . . . . . . . . A-84
Inserting and Editing Data in a Worksheet . . . . . A-79 Moving a Message . . . . . . . . . . . . . . . . . . . . . . . A-84
Linking Excel Worksheet Data . . . . . . . . . . . . . . A-79 Copying a Message . . . . . . . . . . . . . . . . . . . . . . A-84
Editing Data in a Linked Worksheet . . . . . . . . . . A-79 Flagging a Message for Follow-up . . . . . . . . . . . A-84
Working with Slide Masters . . . . . . . . . . . . . . . . . . A-79 Adding an Entry to the Address Book . . . . . . . . . . . A-85
Opening the Slide Master . . . . . . . . . . . . . . . . . . A-79 Entering an E-mail Address Using the
Customizing Slide Master Elements . . . . . . . . . . A-79 Address Book . . . . . . . . . . . . . . . . . . . . . . . . . . . A-85
Creating a Custom Layout in Slide Searching Mail . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-85
Master View . . . . . . . . . . . . . . . . . . . . . . . . . . A-79 Creating a Distribution List . . . . . . . . . . . . . . . . . . . A-85
Working with the Notes and Handouts Masters . . . A-79
Working with the Notes Master . . . . . . . . . . . . . A-79 Internet Explorer Skills . . . . . . . . . . . . . . . . . A-86
Working with the Handout Master . . . . . . . . . . . A-79
Creating Links in a Presentation . . . . . . . . . . . . . . . A-79 Viewing a Web Page in a Browser . . . . . . . . . . . . . . A-86
Inserting Hyperlinks on Slides . . . . . . . . . . . . . . A-79 Navigating Web Pages . . . . . . . . . . . . . . . . . . . . . . A-86
Inserting an Action Button . . . . . . . . . . . . . . . . . A-79 Using a Web Site’s Navigation Bar . . . . . . . . . . . . . A-86
Sending a Presentation for Review . . . . . . . . . . . . . A-80 Finding Specific Information on a Web Site . . . . . . A-86
Using Comments . . . . . . . . . . . . . . . . . . . . . . . . . . A-80 Refreshing a Web Page . . . . . . . . . . . . . . . . . . . . . . A-86
Inserting a Comment . . . . . . . . . . . . . . . . . . . . . A-80 Opening a New Tab . . . . . . . . . . . . . . . . . . . . . . . . . A-86
Viewing Comments . . . . . . . . . . . . . . . . . . . . . . A-80 Viewing Tabs . . . . . . . . . . . . . . . . . . . . . . . . . . . A-86
Deleting a Comment . . . . . . . . . . . . . . . . . . . . . . A-80 Closing a Tab . . . . . . . . . . . . . . . . . . . . . . . . . . . A-86
Hiding Slides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-80 Copying Data from a Web Page . . . . . . . . . . . . . . . . A-86
Controlling Slides During a Presentation . . . . . . . . . A-80 Copying Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-86
Preparing a Presentation for Delivery . . . . . . . . . . . A-80 Copying Graphics . . . . . . . . . . . . . . . . . . . . . . . . A-86
Rehearsing Timings . . . . . . . . . . . . . . . . . . . . . . A-80 Printing a Web Page . . . . . . . . . . . . . . . . . . . . . . . . A-86
Setting Slide Show Options . . . . . . . . . . . . . . . . A-80 Showing History of Recently Visited Web Sites . . . A-87
Creating a Looping Presentation that Navigating to a Recently Visited Site . . . . . . . . . A-87
Runs Automatically . . . . . . . . . . . . . . . . . . . . A-80 Sorting the History List . . . . . . . . . . . . . . . . . . . A-87
Check a Presentation for Issues . . . . . . . . . . . . . . . A-81 Deleting an Item on the History List . . . . . . . . . . A-87
Sending a Presentation as a PDF via E-mail . . . . . . A-81 Using Favorites in Internet Explorer . . . . . . . . . . . . A-87
Finalizing a Presentation . . . . . . . . . . . . . . . . . . . . . A-81 Managing Favorites . . . . . . . . . . . . . . . . . . . . . . . . . A-87
Saving a Presentation as a Show . . . . . . . . . . . . . . A-81 Using a Search Engine . . . . . . . . . . . . . . . . . . . . . . A-87
Saving a Presentation as a Video . . . . . . . . . . . . . . A-81 Working with Search Tools . . . . . . . . . . . . . . . . . . . A-87
Saving a Presentation to a Windows Live SkyDrive A-81 Using Keywords . . . . . . . . . . . . . . . . . . . . . . . . . A-87
Broadcasting a Presentation via the Internet . . . . . . A-81 Using Quotation Marks . . . . . . . . . . . . . . . . . . . . A-87
Packaging a Presentation . . . . . . . . . . . . . . . . . . . . A-82 Using Boolean Operators . . . . . . . . . . . . . . . . . . A-87
Creating the Package for CD . . . . . . . . . . . . . . . . A-82 Using Wildcard Characters . . . . . . . . . . . . . . . . . A-88
Copying to a Folder . . . . . . . . . . . . . . . . . . . . . . A-82 Using Natural Language . . . . . . . . . . . . . . . . . . . A-88
Unpacking and Running a Presentation . . . . . . . A-82 Using Subject Directories . . . . . . . . . . . . . . . . . . A-88
Downloading a File from the Internet . . . . . . . . . . . A-88
Display Internet Explorer Settings . . . . . . . . . . . . . . A-88
Outlook 2010 Skills . . . . . . . . . . . . . . . . . . . A-83
Controlling Pop-ups . . . . . . . . . . . . . . . . . . . . . . . . A-88
Creating a New Mail Message . . . . . . . . . . . . . . . . . A-83 Turning Off Pop-up Blocker . . . . . . . . . . . . . . . . A-88
Creating and Sending a Mail Message . . . . . . . . . . A-83 Turning On Pop-up Blocker . . . . . . . . . . . . . . . . A-88
Receiving Messages . . . . . . . . . . . . . . . . . . . . . . . . A-83 Identifying Pop-up Exceptions . . . . . . . . . . . . . . A-88
Reading Mail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-83 Resolving Page Not Found Errors . . . . . . . . . . . . . . A-88

Windows 7 Skills

A-10 • Appendix A


A-12 • Appendix A


A-14 • Appendix A

A-16 • Appendix A

A-18 • Appendix A
Common Office 2010 Skills


A-20 • Appendix A


A-22 • Appendix A


A-24 • Appendix A


Word 2010 Skills

A-26 • Appendix A

A-28 • Appendix A


A-30 • Appendix A
A-32 • Appendix A


A-34 • Appendix A


A-36 • Appendix A
A-38 • Appendix A

A-40 • Appendix A

A-42 • Appendix A
Excel 2010 Skills


A-44 • Appendix A


A-46 • Appendix A


A-48 • Appendix A

A-50 • Appendix A


A-52 • Appendix A


A-54 • Appendix A


A-56 • Appendix A
Access 2010 Skills
Microsoft
Office 2010 Reference Skills • A-57

A-58 • Appendix A


A-60 • Appendix A
A-62 • Appendix A


A-64 • Appendix A


A-66 • Appendix A
PowerPoint 2010 Skills

A-68 • Appendix A


A-70 • Appendix A


A-72 • Appendix A


A-74 • Appendix A


A-76 • Appendix A


A-78 • Appendix A

A-80 • Appendix A
A-82 • Appendix A
Outlook 2010 Skills

Microsoft
Office 2010 Reference Skills • A-83

A-84 • Appendix A
Internet Explorer 9 Skills
S

A-86 • Appendix A


A-88 • Appendix A
appendix
Keyboarding
Essentials B
Lesson 1 Learn the Home Keys Lesson 14 Learn B and Y

Lesson 2 Review the Home Keys Lesson 15 Learn V and P
Lesson 3 Learn E and H Lesson 16 Learn Q and Comma
Lesson 4 Learn R and I Lesson 17 Review B, Y, V, P, Q, and Comma
Lesson 5 Review E, H, R, and I Lesson 18 Learn Z and Colon
Lesson 6 Learn T and O Lesson 19 Learn Apostrophe and
Lesson 7 Learn G and N Quotation Marks
Lesson 8 Learn Left Shift and Period Lesson 20 Learn Hyphen and Diagonal
Lesson 9 Review Left Shift T, O, G, N, and Period Lesson 21 Review Z, Colon, Apostrophe,
Quotation Marks, Hyphen, and Diagonal
Lesson 10 Learn C and U
Lesson 22 Learn Caps Lock and Question Mark
Lesson 11 Learn W and Right Shift
Lesson 23 Learn Tab
Lesson 12 Learn X and M
Lesson 24 Review Caps Lock, Question Mark,
Lesson 13 Review C, U, W, X, M, and Right Shift
and Tab
Lesson 25 Learn the Ten Key
Keyboarding essentials • B-1

LeArning to Key CorreCtLy
The human body is not designed for long sessions of repetitive
movement. You might even know someone who has strained
their hands and fingers by playing video games. Keyboarding
can present similar dangers. When you key, you repeat many
small movements with your hands and fingers. You might be
keying for a long time. If you position yourself correctly, how-
ever, you can avoid strain and fatigue.
Even if you do not practice healthy keying techniques, you
might not experience any problems while you are young and
flexible. However, over the years, if you don’t begin to key cor-
rectly, you will repeat thousands of stressful movements. You
risk painful long-lasting injury that can reduce the quality of
your life and your ability to work. It pays to develop healthy
keying habits now.
Adjusting your WorKstAtion

In a classroom you do not usually have much choice in the
equipment you must use. However, flexible equipment and a
little imagination can help you adjust your workstation.
Adjusting your Keyboard and Mouse You want your fin-
gers to gently curve over the keys while your wrist is in a flat,
neutral position.
• If wrist rests are available, place one in front of the key-
board as a guide. Never rest your arms, hands, or wrists
while you are keying.
• Place your mouse or trackball at the same height as your
keyboard, in easy reach of your preferred hand.
Adjusting the slope of your Keyboard If your keyboard

Figure B-1 At the beginning slants toward you, you need to adjust it so it is flat or slopes
of each class, adjust your down away from you.
workstation. • Flatten the kickstand at the back of the keyboard.
• Alternatively, raise the front of the keyboard about ¾" by
TECHNIQUE TIP using door wedges, a wood strip, or a box.
Never rest your arms, hands, or
wrists on anything while you are
keying.
B-2 • Appendix B
CorreCt Keying Posture
After you have adjusted your workstation, you need to maintain
the correct keying posture. Following are some guidelines for
keying correctly:
• Center your body on the J key, about a hand’s length
from the keyboard and directly in front of the monitor.
• Hold your head straight over your shoulders, without
straining forward or backward.
• Position the monitor at eye level, about arm’s length
away, so you look down about 10 degrees.
• Elongate and relax your neck.
• Keep your shoulders down.
• Tilt your keyboard slightly down toward the monitor.
This helps you keep your wrists neutral and your fingers
relaxed and curled.
• Adjust your chair and keyboard so your elbows bend at
right angles.
• Keep your arms close to your sides, but free to move
slightly.
• Keep your wrists relaxed and straight in a “neutral”
position.
• Keep your back upright or tilted slightly forward from
the hips. Keep the slight natural curve of your lower
back. Use a cushion or adjust the chair to support your
lower back.
• Keep your knees slightly lower than your hips.
• Adjust your chair so your feet are well supported. Use a
footrest, if needed.
Avoiding stress When Keying

There are two ways to avoid stress when keying. First, you need
to maintain the correct keying posture as you key. Second, you
need to take a short break every 20 to 30 minutes and perform
stretching exercises designed to help you avoid strain, fatigue,
and injury.
Maintaining a Correct Keying Position It’s easy to start
keying by using the correct keying position. As we key, however,
many of us lose our focus, and bad habits begin to creep in. It’s
important to check your keying position to make sure you are
still keying correctly. The following figures show some guide-
lines for maintaining correct keying positions.

Figure B-2 (Left) Maintain
a correct upright posture.
(Right) Avoid slouching,
extending your elbows, or
bending your wrists.
Figure B-3 (Left) Maintain

a neutral position with your
hands. (Right) Avoid twisting
your hands inward or outward.
Figure B-4 (Left) Maintain a

neutral wrist position with gen-
tly curled fingers. (Right) Avoid
bending your wrists or using an
upward-sloping keyboard.
stretching and resting When you key for a long time, your
muscles stiffen. You become fatigued and risk injury. You build
tension in many parts of your body, including your neck, arms,
and wrists. To relieve the tension and reduce the threat of injury,
you should stretch before you start keying. You should also take
short breaks from keying every 20 to 30 minutes and stretch.
stretch 1: neck stretch

Sitting tall, bring your chin toward your chest, stretching the
back of your neck. Slowly repeat two times. See Figure B-5.
Figure B-5 Neck stretch.
B-4 • Appendix B
stretch 2: head turn
Begin with your head in a neutral position. Look all the way to
the right without moving your chest or upper back. Then, look
to the left. Slowly repeat two times. See Figure B-6.
Figure B-6 Head turn.
stretch 3: head tilt

Begin with your head in a neutral position. Bring your ear to-
ward your shoulder without turning your head or lifting your
shoulder. Hold for a count of five. Reverse directions. See Figure
B-7.
Figure B-7 Head tilt.
stretch 4: downward Wrist stretch

With your left fingers pointing down and your palm in, place
your right hand over your left knuckles. Extend your arms
straight out. Gently press back with your right hand to a count
of ten. Reverse hands. Repeat the stretches using a fist. See Fig-
ure B-8.
Figure B-8 Downward wrist

stretch.

stretch 5: upward Wrist stretch
With your left fingers pointing up, place your right hand over
your left palm. Extend your arms straight out. Gently press back
with your right hand to a count of ten. Reverse hands. Repeat
the stretches with fingers pointing down and the palm out. See
Figure B-9.
Figure B-9 Upward wrist

stretch.
Benefits of Keying CorreCtLy

Training takes effort and time. If you already use a keyboard,
you might have to re-teach your body to use correct techniques.
You might ask yourself “Why make the effort? I’m already key-
ing fast enough.”
Just imagine you will probably be using a computer for the
rest of your life. If you don’t learn now, you will probably need
to learn later. There’s really no escaping it. Besides, if you learn
to key correctly, you will:
• Increase your speed.
• Increase your efficiency, making fewer errors.
• Increase your effectiveness because you can see your
work and screen while your hands are free to work.
• Stay healthy, avoid injury, and remain productive over
your lifetime.
BreAKing BAd hABits

Many of you might have been keying for years. However, with-
out any formal training, you could easily have developed bad
habits.
The best way to correct bad habits is to use natural breaks as
checkpoints. For instance, look at your own habits at the end of
each exercise, paragraph, or page you type. Consider your pos-
ture, sitting position, hand position, keying technique, and work
habits.
To help you break your bad habits, consult the following
“Bad Habits Checklist.” Check it when you start keying and
when you take a break. If you know you have a particular bad
habit, try to focus on the correction at the beginning of every
keying session. Eventually the bad habit will be replaced by the
good habit. It takes work, but it’s worth it.
B-6 • Appendix B
Bad Habits Checklist
Bad Habit Correction
Slouching Sit up straight with your feet flat and well supported.
Reaching too far for the Sit one hand’s length from the keyboard. Keep elbows at
keyboard or the mouse right angles.
Leaning your hand on the Hover your hands over the keyboard; curl your fingers slightly.
keyboard or the wrist support
Bending your wrists forward, Keep your forearms and wrists straight and in the neutral
back, left, or right position.
Pounding the keys Strike keys lightly.
Looking at the keyboard Position the workstand close to the monitor at eye level.
Keep your eyes on your work.
Raising your elbows Keep your arms close to your body.
Raising your shoulders Keep your shoulders relaxed, with your chest open and wide.
Keying with the wrong fingers Practice with correct fingers until you establish the right habit.
Your speed will then improve.
Figure B-10 Many of us have

developed bad habits that we
need to break.

Lesson 1 Learn the home Keys
LeArn And PrACtiCe
Begin keying by placing your fi ngers on the eight keys—called
— A S D F J K L and semicolon
the home keys— as shown
below.
HOME KEYS
Backspace
A Use the A finger.
Tab Q W E R T Y U I O P
S Use the S finger.
Caps
Lock A S D F G H J K L Enter
D Use the D finger. Shift Z X C V B N M Shift
F Use the F finger. Ctrl Alt Spacebar Alt Ctrl
J Use the J finger.

K Use the K finger. A S D F J K L
L Use the L finger.
Use the finger.
The semicolon (;) is typically used
between two independent clauses
in a sentence. In a sentence, key
one space after a semicolon.
The index fi nger of your left hand should rest on F , your

second and third fingers rest on D and S , and the little finger
KEYBOARDING TIP of your left hand rests on A . For your right hand, your index
On only the semicolon is finger should rest on J , your second and third fingers rest on
colored. This is because the key K and L , and your little finger rests on .
is used for two different charac- From now on, the fi nger you use to press a key will be named
ters. In this lesson, you learn how for its home-key letter. For example, your left little fi nger is the
to key the semicolon. In a later A finger Your right index finger is the J finger.
lesson you will learn how to key a From the home keys, you can reach all the other keys on the
colon. keyboard. The keyboard diagram shows which homekey fi nger
is used for each key. For example, you use the D finger to key all
the keys in the band of green on the left. You use the L finger to
key all the keys in the band of red on the right, and so on. When
any finger is not actually pressing a key, you should keep it rest-
ing lightly on its home key.
The row of keys containing the home keys is called the home
row. The row below the home row is the first row. The row above
the home row is the third row.
B-8 • Appendix B
NEW KEYS
Backspace
Spacebar
Tab Q W E R T Y U I O P Use the thumb of your writing
Caps
Lock A S D F G H J K L Enter hand.
Shift Z X C V B N M Shift Enter Use the finger.
Ctrl Alt Spacebar Alt Ctrl
Learn and Practice the spacebar Notice that on the key-

board diagram, the keys you have learned are darker and tinted
with their background color. Now locate the Spacebar on the di-
agram. You use the Spacebar to insert spaces between letters and
words. You press it by using the thumb of your writing hand
(that is, the hand you use for writing). You do not use the thumb
of your other hand.
Key the home-key letters, inserting a space after each letter by
pressing the Spacebar quickly and lightly. (Drill lines are numbered.
Do not key the green numbers.)
TECHNIQUE TIP
1 a s d f j k l ; Begin with your fingers curled and
lightly touching the home keys.
Learn and Practice enter You do not have to wait for a text
line to be “full” before starting a new line. Pressing the Enter key
starts a new line of text whenever you need one. You press Enter
by using the fi nger. Try to keep the J finger on its home key
when you press Enter.
Now press Enter ( ) to start a new line. Key each of the lines below
twice. Press Enter ( ) after each line.
2 asdf jkl; asdf jkl; asdf jkl;
3 ;lkj fdsa ;lkj fdsa ;lkj fdsa
4 fd jk sa l; fds jkl dsa kl;
5 dfsa l;kj ddss kkll ffaa ;;jj fjdk ls;a
TECHNIQUE TIP
Learn and Practice double-space You can add a blank Make sure your back is straight
line between lines of text by pressing Enter twice. This is how or tilted slightly forward from the
you double-space text. (Two consecutive Enters are sometimes re- hips.
ferred to as a double line-space.)
Key a line of text, press Enter, and then key it again. After you key
a line the second time, press Enter twice before keying a new line.
Using this method, key each line twice, and double-space after each
pair of lines.
6 adfs jlk; aj sk dl f; aaa jjj sd kl ldsk
7 fjjf dkkd slsl da l; ks fj ;f sss lll dl
8 kkd dlk ds ddd ;f ff ;; fdl; sl f; ds kl
9 a as dad sad fads lads lass falls flasks

Lesson 2 review the home Keys
revieW
The keyboard shows the keys you have learned so far. This les-
son focuses on the keys highlighted in dark blue.
Backspace
Caps
Shift Z X C V B N M Shift
WArM uP
TECHNIQUE TIP Key each line twice. Double-space after each pair of lines (remem-
Concentrate on pressing the cor- ber, that means pressing Enter after you key the line the first time
rect keys. Read silently letter-by- and pressing Enter twice after you key the line the second time).
letter as you key. In this Warm Up 1 asdf jkl; asdf jkl; asdf jk l; as df jkl
do not focus on your speed. 2 ;lkj fdsa ;lkj fdsa a;sl dkfj fdjk sa l;
3 fk dk sl a; fds jkl asd ;lkj k fd asf lj
4 sdl fdk kls ad; jfd salk klas dsf; flks;
BREAKING BAD HABITS PrACtiCe

Do not hammer your fingers on Key each line twice. Double-space after each pair of lines.
the keyboard. Strike keys with a
light tap. Left-hand focus
5 fdsa asdf ff dd ss aa fd sa ds af asf fd
6 asdf df df sd sd as as fa af das fad saa
7 fads df as dfaa ddfs fada dada fafa sasa
right-hand focus
8 jkl; ;lkj jj kk ll ;; jk l; kl j; jk; jk
9 jkl; l; l; kl kl jk jk ;j j; ;lk ;lk kjj
10 jlkj l; jk jll lkjj kkjl klk jkkl; kllj;
home Keys
11 asdf jkl; fjdk l;sa fjk jfd dkl kds; all
12 jk df dk jf sl a; fjd kds; akl kdsl dkll
13 adkl dajk kads lfds; ljds jfds lks; jdlk
14 as a dad; all lads; all fads; as a lass;
15 lads; dads; as sad; lass; as all; a fad;
B-10 • Appendix B
Lesson 3
Learn E and H
WArM uP
Key each line twice. Double-space after each pair of lines. Do not
look at the keyboard when you are keying.
1 a dd aaa as asd sdf j jj jjj jk jkl jkl;
2 as ads ask; lass dada jask fads dads sad
3 lads dada daff; jajs ja salad dads; saks
4 jakk jall; jadd dajs ladd saddl aja had;
LeArn NEW KEYS

E Use the D finger.
Backspace H Use the J finger.

Caps
Ctrl Alt Spacebar Alt Ctrl KEYBOARDING TIP

Press Enter at the end of every
line unless you are told specifically
to use word-wrap. From this point
Reach your D finger up and slightly left when you key E . Keep on, the Enter symbol ( ) is not
your A and S fingers anchored on their home keys. Reach your shown.
J finger directly left to key H . Keep the other right-hand fingers
anchored on their home keys.
PrACtiCe
Key each line twice. Double-space after each pair of lines.
Practice e
5 d e d ddd eee de ede eed lee eel del eel
6 eee ddd lll eel led eee dell lee led lee
7 eee ddd elk elf sell eee ddd see lee fee
Practice h
8 j h jjj hhh jh hj jhj hjh jjj hhh jj hhh
9 aaa hhh ash sss ash hh ss aa has sa sash
10 ha had aha has heel she hee half hah has
Practice e and h
11 he he eh eh hhh eee she he eh she eh hee
12 hhh eee easel feed seed heed lead she he
13 jade desks head sake head lead seal jade
14 has heed; lad had; heel hale; seek sale;

Lesson 4
Learn R and I
WArM uP
Key each line twice. Double-space after each pair of lines. Concen-
trate on pressing the correct key each time.
1 ff fff ddd fd df jj jkj lkj fjk fdjk hhj
2 fed fej fek dek dell jade dale fake keel
3 lease lash lake ladle leak led leek feel
4 flea fled sea seal sell sleek shake heel
NEW KEYS LeArn

R Use the F finger.
I Use the K finger. Backspace
Caps
Reach your F finger up and slightly left when you key R . Keep the
other left-hand fingers anchored on their home keys. Reach your K
finger up and slightly left to key I . Keep the other right-hand fingers
PrACtiCe
TECHNIQUE TIP Key each line twice. Double-space after each pair of lines.
Adjust your chair and keyboard so Practice r
your elbows bend at right angles. 5 fff frf frf fff rfr rffr fff rrr fff rrr
6 ra are far raf dare reef fear free freed
7 red jar lard reel dark darker hares rare
Practice i
8 k kk iii kik kkk ikki iki kk ii kkk kiki
9 ii ll jj kij sill jik ilk fill dill kids
10 if is silk kid hid kill ilk kiss hi hide
Practice r and i
11 ri ire ride sir rife fire dire sire rise
12 if ride hire hare hers rides fries dries
13 lair fair hair raid rid dill drill frill
14 riff sheared shire sear fire liars fried
B-12 • Appendix B
Lesson 5
review E H R and I
revieW
Backspace
Caps
WArM uP
1 all ale ad else sled sell sale lass less
2 sheer shear share ail air rile lair fair
3 hash flea his head lead lease deals dash
4 here hares hire hair jars jeer rear dear
PrACtiCe
Key each line twice. Double-space after each pair of lines. BREAKING BAD HABITS
Do not look at the keyboard. Keep
Practice e and h
your eyes on the screen or on your
5 ddd dde ded dde eed ed deeds sea eel see
work.
6 hhh hjh jhj jjj jjh hh ja had he has she
7 had shed he she jade lake head ease heed
8 deed heed seed heal seal fed easel lease
Practice r and i
9 rrr ffr frf rfr re are red her fair here
10 iii iki kik kki if ire dire kid lie like
11 rise iris frail rail err dear dire fires
12 sire fire liar lair rail hail jail riser
Practice e h r and i
13 heir hare hair heard hire here rare rear
14 lairs said share shire red her idea dare
15 jeers; sir fir hear; fare hare hair lair
16 sear shared; liars rails hired fired ire
17 hailed fresher fished rides herds shades

Lesson 6
Learn T and O
WArM uP
Key each line twice. Double-space after each pair of lines. Keep your
fingers anchored on the home keys.
1 f ff fff fir fire fir fire fff ff fff ff
2 l ll lll lad lade lad lade lll ll lll ll
3 fall fell fill earl leaf field fife life
4 hall hall lire dire rare rash dash flash
NEW KEYS LeArn

T Use the F finger.
O Use the L finger. Backspace
Caps
Reach your F finger up and right to key T . Keep your A , S , and

D fingers anchored on their home keys. Reach your L finger up
and slightly left to key O . Keep the other fingers of your right hand
PrACtiCe
BREAKING BAD HABITS Key each line twice. Double-space after each pair of lines.
Do not rest your hands or arms on
any support. Keep your hands over Practice t
the keyboard as you key. 5 f ff ttt ftf tft fftt the that this tree
6 this tall tree; tear it; lift the tires;
7 at all; third three first; at tea three;
Practice o
8 o ll o oo lol olo old lot soak sold told
9 ode doe rot dot lot lost slot joke joker
10 oars are solid; oats look food; a lot of
Practice o and t
11 ff tt trt ll oo lo ol ooo of to too toto
12 foot fool tools loot took jots lots soot
13 hoot; odes to; store; lots of lost tools
14 hold those; if told; he dotes; too short
B-14 • Appendix B
Lesson 7
Learn G and N
WArM uP
wrists and fingers relaxed.
1 f ff fff fit file fail fir fr ftr ftt tf
2 j jj jjj jar jail has hill jhj jj hhj jj
3 feel foil life half heal this that those
4 joke hers rake fast haste hoist lash lid
LeArn NEW KEYS

G Use the F finger.
Backspace N Use the J finger.

Caps
Reach your F finger directly right to key G . Keep the other fingers
of your left hand anchored on their home keys. Reach your J finger
down and left to key N . Keep the other fingers of your right hand
PrACtiCe
TECHNIQUE TIP
Key each line twice. Double-space after each pair of lines. When keying, hold your head
Practice g straight, without tilting it forward
5 g gg ggg fgf fgtg tgf go gal got get lag or backward.
6 sag sage stag stage gas rag egg edge leg
7 dog ledge keg grog get tiger grade grail
Practice n
8 n nn nnn jnj jnhn hnjn no on in kin none
9 rind seen lane train lane lean nine lion
10 tan ten ton tin tones none nasal tinnier
Practice n and g
11 ff gg gg jj nn nn gn ng ing ing nag ring
12 nag anger gnarl range longer green grind
13 ring grand glean grin gone gentle ginger
14 tangle dangle strange slings and strings

Lesson 8
Learn Left Shift and
WArM uP
fingers curved.
1 a aa aaa j jj jjj; a aa aaa j kk lll jkl
2 l ll lll lag lags land doll dill toil in
3 all lie like kite kin of ode or ore idea
4 lashes slides knell soil sails rill roil
NEW KEYS LeArn

Shift Use the A finger.
Use Left Shift for right-hand capi- Backspace
tal letters (and for all other shifted

right-hand characters).
Caps
Use the L finger.
A period is used in abbreviations Ctrl Alt Spacebar Alt Ctrl

and to mark the end of a sen-
tence. Typically, one space follows
a period.
Reach your A finger down and left to press the Left Shift key.
With Left Shift pressed, you can strike any right-hand key. Then,
release Left Shift . Reach your L finger down and slightly right
to key . Keep your J finger on its home key.
PrACtiCe
BREAKING BAD HABITS
Do not slouch. Sit up straight
with your feet flat and supported. Practice Left shift
5 jJ Jj Jd kK Kk Kf lL Ll Ls JdJ fKKf sLLs
6 hH Hj Ha aHHa; Jill Hill Lee; Hall Iris;
7 Hi there Hello; Here he is; Leo the lion
Practice Period
8 a. l. s. k. d. j. f. e. r. t. i. o. n. a
9 adj. alt. art. e.g. gal. i.e. inf. sing.
10 in. ft. kil. gr. lit. orig. transl. del.
Practice Left shift and Period

11 Kan. La. OH OK HI N.H. N.J. Jos. I. Kant
12 Long. Lat. N.H.L. Joe and Jed; King Lear
13 I see. I said. I sit. I sat. I do. I do.
14 Ode to Leo. Oh. His is. No. One. Listen.
B-16 • Appendix B
Lesson 9
review Left Shift T O G N
and
revieW
Backspace
Caps
WArM uP
Key each line twice. Double-space after each pair of lines. Concen-
trate on pressing the correct key each time.
1 t to to tot toe not note got gotten tote
2 jJ kK lL hH iI oO. Joke; Kids like Jake.
3 Joanne is terse. Nora nods. Kane is kin.
4 Kirk tends to the garden. Lana looks on.
PrACtiCe TECHNIQUE TIP

Key each line once. Double-space after each group of lines. Center your body on J , about a
hand’s length from the keyboard,
Practice t and o
directly in front of your monitor.
5 ttt ooo fff lll to too toot tot toe tote
6 to tone toner foot oat lot jot rote goat
7 toast knots trots lost stones toes ghost
Practice g and n
8 ggg nnn ggg nnn no go; gone; genes; sign
9 long longer longest longing song singing
10 no nod node; note done; gig agog; gotten
Practice Left shift and Period

11 JKL; IO. KNOLL. Jr. Kg. Lg. Kg. Jds. Hd.
12 Kin are kind. Logan Hotel. Otis loiters.
13 L. L. H. H. K. K. J. J. I. I. I. Hi. No.
Practice t o g n Left shift and Period

14 to go to. Nine tons. No one going. Ogden
15 green gnarl great gross gnats grain gilt
16 N.J.L. L.J.K. J.I.N.; Old Ohio. Old Hat.

Lesson 10
Learn C and U
WArM uP
Key each line twice. Double-space after each pair of lines. Strike the
keys with a light tap.
1 d dd ddd sad sat dot dog done dotes adds
2 j jj jjj Jill Join hill her his hat hits
3 Lili held on. Jade is green. Jess holds.
4 does he dial one or three; drifted east;
NEW KEYS LeArn

C Use the D finger.
U Use the J finger.
Backspace
Caps
Reach down and slightly right with your D finger to key C . Keep
the A and S fingers anchored on their home keys. Reach up and
slightly left with your J finger to key U . Keep the K , L , and
fingers anchored on their home keys.
PrACtiCe
Hold your head up and relax your Practice c
neck. 5 d dd c cc dc dc dcd cad cat cater decade
6 lacks class clicks coins; Nick can cook.
7 lace cask flock shock Jack likes cheese.
Practice u
8 j jj u uu ju ju juj ujuj us use sue uses
9 due hue hurt huge urge; He is Uncle Kurt.
10 Used lutes and flutes; noun run nuts hut
Practice c and u
11 cur cue cut cud curt cute cuff cure curd
12 cull could cough couch accuse occur ouch
13 curls cushion curious cluck scour ruckus
14 such clubs culture course cruel function
B-18 • Appendix B
Lesson 11
Learn W and right Shift
WArM uP
arms close to your sides but free to move.
1 s ss sss sash ski skits sour sell sister
2 so; does; sun; stars; sass; losses; dust
3 Hugh shares his fish. He leads us south.
4 sack; cast; usage; soccer; lesson; sense
LeArn NEW KEYS

W Use the S finger.
Backspace
Shift Use the finger.
Tab Q W E R T Y U I O P Use Right Shift for left-hand
Caps
A S
capital letters (and for all other
Lock D F G H J K L Enter
shifted left-hand characters).
Reach up and slightly left with your S finger to key W . Keep your
F and D fingers anchored on their home keys. Reach your
finger down and right to press the Right Shift key. (Keep your J
and K fingers anchored on their home keys.) With Right Shift
pressed, you can strike any left-hand ke

key.. Then, release Right
Shift .
TECHNIQUE TIP
PrACtiCe Remember to use the Right Shift
Key each line twice. Double-space after each pair of lines. key for left-hand capital letters
and the Left Shift key for right-
Practice w hand capital letters.
5 s w ss ww sss ws sws wsw sss www sws wsw
6 saw awe dew draw jaw law wall well wills
7 sag wad owe we wan wall week wear wealth
Practice right shift

8 S; St; SA; W.A.G. F Fa Go Ta Da Ed We Fr
9 Fast Far Face Dad Dash Deal Sad Sash Add
10 AHA; Cold Drinks; Fine Sand; Grills Fish
Practice w and right shift

11 The Fresh Air Fund; The Far East; C.O.D.
12 WAAF Go slowly. Walt thinks; Tess walks;
13 Glow Aware Flaw Waist Rower Ewe Chew Few
14 Raw Flow Worn Waif Grown Stew Stow Worth

Lesson 12
Learn X and M
WArM uP
wrists relaxed.
1 s ss sss w ww www sw wsw sw saw sew swat
2 j jj u uu jiujitsu Julio jingle just jaw
3 Chris Wes Wendi sacks socks clock roasts
4 as is was SST Sid idle snack snake straw
NEW KEYS LeArn

X Use the S finger.
M Use the J finger. Backspace
Caps
Reach down and slightly right with your S finger to key X . As you
make the reach, keep your F finger anchored on its home key.
Reach down and slightly right with your J finger to key M . Keep
your K , L , and fingers anchored on their home keys.
PrACtiCe
TECHNIQUE TIP
Keep your shoulders down. Key each line twice. Double-space after each pair of lines.
Practice x
5 s ss x xx sx xsx xs xss S X XSX six axis
6 ax axe axel ox oxen fox flex sax sox FAX
7 Rex hoax nix next index annex Saxons XXI
Practice m
8 j jj jm mj jmmj mmjm mm mmm JM MJ me mom
9 Milk makes more might. gamma mailman mum
10 mammoth makes mole mire magma Mark merge
Practice x and m
11 wax tax lax gum gem exam remix minx coax
12 mold mile mere more magic marred maximum
13 Tom Mix; Max; Mr. Maxwell; Ms. M. Maxine
14 maxim mixture axiom Manx matrix exclaims
B-20 • Appendix B
Lesson 13
review C U W X M
and right Shift
revieW
Backspace
Caps
WArM uP
1 Dd Ss Cc Jj Uu Ww Xx Mm cue cruel tuxedo
2 sugar smudge mail male malls urges under
3 Ursa Essex Tom mow met metric metal axle
4 Caitlin wash wish wells waxes masc. fem.

Key each line twice. Double-space after each pair of lines. Key by using the correct reach;
Practice c and u other fingers should remain in
5 muck duck duct tuck luck lucid cull cuss
their home positions.
6 cute could crush crust touch truck scull
7 deuce stuck stack sticks success custard
Practice w and right shift

8 William Washi Wen Winslow Woodrow Wilson
9 Wolfgang Winona Wade Wheeler Wilma Wendi
10 Willow Wallace Wanda Ward Wes Walt Willa
Practice x and m
11 mix Mexican maximum maximal Maddox moxie
12 mixer Alex examined axmen taxman Maxwell
13 mass exits extremes exhumes sixth summer
Practice c u w right shift x and m

14 Cellist Cancels a Concert. Felix meowed.
15 Dexter Wexler Chuck chum chew chow exits
16 Sammie worries that few hear much music.

Lesson 14
Learn B and Y
WArM uP
Key each line twice. Double-space after each pair of lines. Do not
look at the keyboard.
1 if elf fast fill fun effort effect faded
2 end hen den jail Julie hale hinge jogger
3 gas sash fish half fresh joshes freshman
4 Edward jest heft cleft gash grass jagged
NEW KEYS LeArn

B Use the F finger.
Y Use the J finger. Backspace
Caps
Reach your F finger down and right to key B . Keep your A finger
anchored on its home key. Reach your J finger up and left to key
Y . Keep the other right-hand fingers anchored on their home keys.
PrACtiCe
Do not reach far for the keyboard. Practice b
Keep elbows at right angles, but 5 fff fbf bfb bbb fbf bbb fb bf baa be fib
free to move slightly. 6 bee bib bat bar rub dub cub club tub but
7 been bias bunt tuba stub beef bark about
8 cable rabbit cabbie ribbon rubber bubble
Practice y
9 jjj jyj yyj jjy jyj yyy jy yj yd jay hay
10 you yet yes say sty dry day aye fly away
11 joy jay jury ray rely yolk yen nosy body
12 Young York Yak yam yummy tiny teeny tidy
Practice b and y
13 Bryce buys a bulb to brighten the lobby.
14 Buddy the bulldog labors to bury a bone.
15 Brody yearns for a yacht; bye bye money.
B-22 • Appendix B
Lesson 15
Learn V and P
WArM uP
Key each line twice. Double-space after each pair of lines. Key by
using the correct reach.
1 ff gg bb fbf fans feels Biff baffles bye
2 j; Jill; lo; hi; his; hers; their; lake;
3 good friend; forge ahead; lost messages;
4 ironclad; tea for two; title match; I.D.
LeArn NEW KEYS

V Use the F finger.
Backspace
P Use the finger.
Caps
Reach your F finger down and slightly right to key V . Keep your
A and S fingers anchored on their home keys. Reach your
finger up and slightly left to key P . Keep the other right-hand fingers

Key each line twice. Double-space after each pair of lines. When using your finger to
Practice v reach for P , keep your right
5 fff fv fv vf fvv vfv vgf fvf fvv vet eve elbow close to your side.
6 vow van vat vex vote vast vase vest vary
7 ivy ever even envy eave avid alive above
Practice p
8 ;; ;p; pp; ;pp p; pp; ;p ppp pat pad ape
9 pep papa pass pond pane pick paste price
10 sap clap tape press supper paddle puddle
Practice v and p
11 pave peeve prove privy vamp VIP provider
12 vapors viper verve pivot private prevail
13 evil powers oval pools develop viewpoint
14 vampire approve overlap overpaid popover

Lesson 16
Learn Q and
WArM uP
Key each line twice. Double-space after each pair of lines. Strike
each key with the correct finger.
1 as aim aide avid aster ashes adapt adept
2 key kid king kit kiss kiln milks kippers
3 okay lanes lake like lamb Luke live long
4 all alarm call rail raffle river Alabama
NEW KEYS LeArn

Q Use the A finger.
Use the K finger. Backspace
The comma is used to separate Tab Q W E R T Y U I O P

words and phrases for clearness. Caps
Reach your A finger up and slightly left to key Q . Keep your

D and F fingers anchored on their home keys. Reach your K
finger down and slightly right to key the comma . Keep your L
and fingers anchored to their home keys.
PrACtiCe
Do not bend your wrists forward,
Practice q
back, left, or right. Keep them
5 aa aq aqqa qqaa aqa qqa qa qua aqua quad
relaxed and straight.
6 quit quay quite quick quill quilt quaint
7 equip equal squid squad quest quack Que.
Practice ,
8 k, kk, ki, jk, A, B, C, D, E, F, G, H, I
9 one, two, three, four; red, white, blue,
10 Joaquin owned a cat, a dog, and a mouse.
Practice q and ,
11 quiet, quota, quote, squat, squaw, squib
12 Raquel, quail, squirrel, sequel, conquer
13 equate, equator, Quincy, squares, squirt
14 Queen, quake, quasi, qualm, quirk, quash
B-24 • Appendix B
Lesson 17
review B Y V P Q and
revieW
Backspace
Caps
WArM uP
1 fad frail Frank Alfred bug bud bush vast
2 hen Hanna vary very your young yell yelp
3 bevy; pamper; prove; pixie; posh; gladly
4 year, ache, acre, squish, piquant, quint
PrACtiCe
TECHNIQUE TIP
Key each line twice. Double-space after each pair of lines. Make sure your back is straight
Practice b and y or tilted slightly forward from the
5 byte ruby abyss shabby tabby bygone days hips.
6 bay birthday yellow belly bully boundary
7 gabby cubby abbey bubbly burly hobby buy
Practice v and p
8 vapor vapid pensive pave preview prevent
9 Vice President V.I.P. overpaid passivity
10 Pablo plays the vibraphone very happily.
Practice q and ,
11 Quite, squab, quickens, quibble, quantum
12 Queens, quits, toque, quarrels, quantity
13 Quinn squashed it quickly and then quit.
Practice b y v p q and ,
14 pay pry bypass bumpy pebbly pygmy opaque
15 brave, vinyl, brevity, behave very badly
16 Bowery Boys, Marquis, Beverly, Quasimodo

Lesson 18
Learn Z and
WArM uP
wrists relaxed and straight.
1 debut past perk park chances dares tries
2 flurry hurry scurry enjoy delays happens
3 salve settles vessel vassal caste create
4 Frasier will pursue a career in finance.
NEW KEYS LeArn

Z Use the A finger.
Use Left Shift and Backspace
the finger.
The colon (:) is used in numerical Caps
A S D F G H J K L Enter
Lock
expressions and to direct attention
to information that follows (as in
Ctrl
“For example:”). Alt Spacebar Alt Ctrl
Reach your A finger down and slightly right when you key Z . Keep
the left-hand fingers anchored on their home keys. Keying the colon
ike keying a capital letter. Hold down the Left
is like Shift key and
strike . Then, release Left Shift .
PrACtiCe
SPACING TIP Key each line twice. Double-space after each pair of lines.
In a sentence, you use one space
after a colon. Practice z
5 a az aza zza zaz aqza za azq zza zap zoo
6 zoom zest zeal Zen zinc zone cozy zipper
7 Zuni fizz fuzz zigzag zebra zero pizzazz
8 zip quiz lazy mezzo muzzle zenith frozen
Practice :
9 ; ;: :: ;: :; ::: Sirs: Ext: As follows:
10 Memo To: From: Date: Subj: RE: CC: ATTN:
11 To Whom It May Concern: Dear Madam: Ref:
Practice z and :
12 Dear Elizabeth: To: Mrs. Dezanne Ziegler
13 Puzzle answer: ZIP Code: Zone: Size: NZ:
14 Zoe: Zora: Oz: Ziggy: Ezra: Zelda: Buzz:
B-26 • Appendix B
Lesson 19
Learn
WArM uP
eyes on the page and not on the keyboard.
1 fizz fuzz dizzy gaze buzzer prized gizmo
2 Abbot alley fast has lasts dash flag lab
3 play; pram; pads; my pals; swamps; pique
4 Name: Address: FAX: cars, planes, trains
LeArn NEW KEYS

Use the finger.
The apostrophe ( ' ) has many pur-
Backspace
poses. Use it to form contractions
Tab Q W E R T Y U I O P (don’t) and possessives (John’s).
Caps
Use Left Shift and
the finger.
Use quotation marks ( " " ) to
enclose direct quotations, to
emphasize words, and to display
Reach your finger right to key an apostrophe . Keep the J , certain titles.
K , and L fingers anchored on their home keys. To key a quotation
mark, hold down Left Shift , reach your finger right, and
strike .
PrACtiCe
BREAKING BAD HABITS
Key each line twice. Double-space after each pair of lines. Do not key with the wrong fingers.
Practice ' Practice with correct fingers until
5 ;' ;';' ';'; 's s' it's I'm isn't aren't you establish the right habit.
6 Jill's Dave's Omar's didn't don't aren't
7 isn't hadn't should've would've could've
Practice "
8 ;" ";"; "x" "y" "A" "B" "My Way" "Okay."
9 "Not me." "Maybe soon." "See you later."
10 "Just enough," she said. "Oh, we agree."
Practice ' and "

11 "It's Magic" "Let's Dance" "That's Life"
12 "Don't hang up." "I'll call." "I'm Sue."
13 "Malcolm's moved the boxes," Rubin said.
14 It's the book "Emma" for Mr. Hu's class.
15 "Lillie won't travel on New Year's Eve."

Lesson 20
Learn and
WArM uP
Key each line twice. Double-space after each pair of lines. Hold your
head straight, without leaning it forward or backward.
1 "Let's go pick apples," Sophie proposed.
2 Paul's parrot piped up, "I'm not Polly."
3 Shipped to: Paul Lopez; PS: Please RSVP.
4 Piper liked papaya; Piper's aunt didn't.
NEW KEYS LeArn

Use the finger.
A hyphen (-) is used for compound Backspace
words. It is also used to divide
words between lines, although Tab Q W E R T Y U I O P
Caps
most word-processing programs Lock A S D F G H J K L Enter
do this automatically. Shift Z X C V B N M Shift
Use the finger. Ctrl Alt Spacebar Alt Ctrl
A diagonal (/), often called a

forward slash, is used in abbrevia-
tions, in fractions, and to express To key a hyphen, reach your finger up and slightly right and
alternatives or relationships. strike . Keep the J finger anchored on its home keys. To
key a diagonal, reach your finger down and slightly right and
strike . Keep the other right-hand fingers anchored on their
home keys.
PrACtiCe
SPACING TIP
In normal use, do not space before Practice -
or after the diagonal. 5 ;p; ;p-p; ;-; ;-; -er one-on-one T-shirt
6 side-by-side, after-effects, part-timers
7 toll-free, good-humored, close-captioned
Practice /
8 ;/; ;//; ;//;/ a/b I/we he/she East/West
9 true/false, owner/manager, and/or, AM/FM
10 his/her, on/off, either/or, input/output
Practice - and /
11 best-case/worst-case, high-rise/low-rise
12 left-hand/right-hand, mid-week/mid-month
13 paper-thin/see-through, ice-cold/red-hot
14 tax-exempt/tax-sheltered one-way/two-way
B-28 • Appendix B
Lesson 21
review Z and
revieW
Backspace
Caps
WArM uP
Key each line twice. Double-space after each pair of lines. Begin with
your fingers curled and lightly touching the home keys.
1 brazen shilly-shally sizzle crazy quartz
2 Don's fez, Via: tilt-a-whirl willy-nilly
3 mightn't hadn't "Don't say such things."
4 http://www.si.edu "wall-to-wall" mi./hr.
PrACtiCe
SPACING TIPS
Practice z and :
5 Price per dozen: Prize: Size: Zookeeper: Remember: Do not key a space
6 Zone: Bronze medal: Tarzan: Waltz: Czar: before or after a hyphen in a
hyphenated word. Do not key a
Practice ' and " space before or after a diagonal.
7 "Neither a borrower nor a lender be." S.
8 "Don't just say 'Don't' like that's it."
Practice - and /
9 street-smart/quick-witted/sharp-sighted;
10 He/she must give a blow-by-blow account.
11 She provides on-site support for E-mail.
Practice z : ' " - and /

12 "door-to-door" 'self-employed' in-house:
13 log-jam low-flying "Long-Range" two-term
14 Zig Lenz: Writer/Producer; life-or-death
15 A day of dappled sea-born clouds. -Joyce

Lesson 22 Caps
Learn Lock and
WArM uP
Key each line twice. Double-space after each pair of lines. Focus on
your technique, not on speed.
1 AR append alternate Aswan Dallas daisies
2 Q.E.D. client-server peer-to-peer hi-res
3 Pass/Fail E/G/B/D/F play-by-play on-site
4 La Paz quizzical A-OK on-again/off-again
NEW KEYS LeArn

Caps
Lock Use the A finger.
Use Caps Lock to key capital let- Backspace
ters without pressing Right Shift or
Left Shift.
Caps
Use Left Shift and
the finger.

Use a question mark (?) at the end
of a sentence that asks a question.
Caps
Reach your A finger left to press Lock . Keep all other fingers
on their home keys. (Once you press Caps Lock , it stays on until you
press it again.) The question mark is a shifted diagonal. Press Left
Shift , reach your finger down and slightly right and strike .
PrACtiCe
The Caps Lock key works only on Practice Caps Lock
letter keys. You still have to press 5 NBA, NFL, AND NCAA ANNOUNCE RULE CHANGES
Left Shift to key punctuation such 6 ASPCA FINDS LOST DOG; ROVER RETURNS HOME
as a question mark, a colon, or a 7 IMAGINE: MEN WALK ON MOON; READ ABOUT IT
quotation mark.
Practice ?
8 ;/; ;?; :?? ?:? ?;? ?/?/? Who? How? Why?
9 Me? When? Soon? What day? Are you going?
10 Can you? Would you? Could you? Call me?
Practice Caps Lock and ?

11 VISITOR FROM SPACE? AN ECONOMIC SETBACK?
12 PRESIDENT'S TRIP ON HOLD? TWO TEE TIMES?
13 VIKINGS IN THE NEW WORLD? KENNEWICK MAN?
14 MASSIVE CALCULATION ERRORS TO BLAME? US?
B-30 • Appendix B
Lesson 23
Learn Tab
WArM uP
1 adamant ACADEMIA adzuki AARDVARK amalgam
2 Alabama Havana Agra Qatar Panama Jamaica
3 La Salle, La Mancha, La Plata, La Spezia
4 aquatic AQUARIUS aqueous AQUILA aqueduct
LeArn NEW KEYS

Tab Use the A finger.
Backspace
Press Tab to align items into
columns or to indent text for para-
Tab Q W E R T Y U I O P graphs. Tabs are automatically set
Caps
every half-inch.
Reach up and left with your A finger to key Tab . Keep the F
finger on its home key. Keep your elbows close to your sides.
PrACtiCe SPACING TIP

Do not key a space before or after
Key each line twice. Press Tab where you see an arrow. Double-
pressing Tab.
space after each pair of lines.
Practice Letters and tab
5 aba bcc cdd dee efe ghh hii ijj
6 jkk llm mnn opo qrr stt uvw xyz
7 DMA UPS CPU CRT LCD IRQ KBD I/O
Practice short Words and tab

8 all ad cat cot dot lot rot not
9 be bit bat do to tot in the
10 if so then who call to tell me
11 TO BE OR NOT TO BE THAT IS
Practice indenting with tab

Key the following text as a paragraph. Use word wrap. To indent the
paragraph, press Tab where you see the arrow.
12 Qatar is an independent Arab state
13 in the Middle East, bordering the
14 Persian Gulf. It is a major exporter of
15 oil and natural gas.

Lesson 24 Caps
review Lock and Tab
revieW
Backspace
Caps
WArM uP
1 A diller a dollar, a ten o'clock scholar
2 Everyone's seen a movie, no? We did not.
3 a/b/c/d/e/f/g/h/i/j/k/l/m/n/o/p/q/r/s/t/
4 Del thinks he's all that. Al thinks not.
PrACtiCe
BREAKING BAD HABITS Key each line twice. Double-space after each pair of lines. Where
you see an arrow, press Tab.
Do not raise your elbows. Keep
your arms close to your body. Practice Caps Lock
5 PHASE One; PHASE Two; PHASE Three; RESET
6 MONDAYS, WEDNESDAYS, and FRIDAYS AT NINE
7 Jamal: WISHING YOU A VERY HAPPY BIRTHDAY
Practice ?
8 Who said that? Why? Where is Paul going?
9 Well, which is it? What? You don't know?
10 How are you? Yes? No? Do you? Won't you?
Practice tab
11 eucalyptus hemlock sycamore larch
12 hickory dogwood chestnut willow
Practice Caps Lock ? and tab

13 TO: FR: RE: CC: FAX: EXT: FL: DEPT:
14 VOL HIGH LOW DATE OPEN CHG YTD INT
15 ADRIANA, did ALEJANDRO call the station?
16 Narrator: WHO KNOWS WHICH WAY THEY FLED?
B-32 • Appendix B
Learn the ten Key Lesson 25
Num
Lock / * -
7 8 9
+
4 5 6
1 2 3 E
n
t
e
0 Ins Del r
LeArn
If you are doing something—like a science fair project—that re-
quires you to enter lots of numbers, you will benefit from using
the ten key pad or “ten key.” This is the number pad to the right
of the letters on your keyboard or the ten keys on calculators
and adding machines. (Most laptop computers do not have a ten
key pad. Numbers are on the top row of the keyboard.) Good
ten key skills may help you get your work done faster and more
accurately.
Your home row is now a home key 5 in the middle of the
4 5 6 row. This key usually has a small raised line to guide
you, so you don’t have to look when placing your right hand
lightly on the keys. Even lefties must use the right hand for the
ten key, unless they have a specially designed keyboard with the
number pad on the left.
You will use your index finger for 4 , your middle finger for
5 , and your ring finger for 6 . The same arrangement goes for
the 1 2 3 row below, and the 7 8 9 row above. You use
your thumb for the 0 Ins on the bottom and your pinkie for the
/ * - and and En keys.
+ t
e
r
Technique Tip
PrACtiCe You can find lots of ten key les-
+
Rest your right hand lightly on 4 5 6 and keys, with your in- sons online, by typing “ten key
dex finger on 4 , your middle finger on 5 (the home key), your ring lessons” into any search engine.
finger on 6 , and your pinkie on .
+
E
n
t
e
Double-space after each line, using your pinkie on the r key to
return:
1 4,5,6 and +
2 0456++65400
3 6645+455650
4 400+566+450
5 5+566465++4

Activity 1: Building Your Keyboarding Skills
DIRECTIONS: You will build your keyboarding skill. Each group of five strokes is considered a “word”
(spaces and Enter count as strokes). Your speed is measured by how many five-stroke words you can
type in a minute. For example, if you type ten five-stroke “words” in a minute, your “words per minute”
(abbreviated WPM) is 10. Each of the following exercises is a one-minute drill with the focus on the al-
Keyboarding Activities
phabet keys. It is important that you do these drills in sequential order since they build on one another;
do not skip around.
1. Start a word-processing program. Save the 2. Key the text in each of the following speed
new, blank word-processing document as drills for one minute. Press Enter after each
KB-1_Drills_xx. Replace xx with your own line. If you reach the end of a drill before time
initials or name, as directed by your teacher, is up, press Enter and start over immediately
and type your name and today’s date in the from the beginning of the drill.
header.
3. Take these speed drills for home keys:

Drill 1 (Goal: 8 WPM)
lads fall; as a fad
lass adds; sad lads
as a lass; all dads
alas as a lad falls
as a sad lass; add a lad
lads fall; fads; add all
4. Take this speed drill for keys E and H (Goal: 10 WPM).
he has a sled; she asked
she has a sash; he sells
5. Take this speed drill for keys R and I (Goal: 11 WPM).
she shares a fare; he is fair
her red dress has real frills
6. Take this speed drill for keys E, H, R, and I (Goal: 12 WPM).
he fries fish; she feels fair
free idea; he likes fresh air
7. Take this speed drill for keys T and O (Goal: 13 WPM).
those tools are foolish; these too
jets dot the air; lift off so fast
8. Take this speed drill for keys G and N (Goal: 14 WPM).
sitting in this light; long nights
golden raisins and grains are good
9. Take this speed drill for Left Shift and Period (Goal: 14 WPM).
Ken likes Jen. He said John is in.
Hold on. OK. I see. No one has it.
10. Take this speed drill for keys T, O, G, N, Left Shift, and Period (Goal: 15 WPM).
Nikki greets Lara. I told Ossie a joke.
He kids Les. Nan is Irish. Lea led Nat.
11. Take this speed drill for keys C and U (Goal: 16 WPM).
Julia hugs her cousin Lucie once again.
Urge Louis to accrue one hundred coins.
12. Take this speed drill for keys W and Right Shift (Goal: 16 WPM).
Shawn wanted to write. Rowan went west.
Dan is a D.A. in D.C. He was a witness.
B-34 • Keyboarding Activities

13. Take this speed drill for keys X and M (Goal: 17 WPM).
Mr. Marx meets Xena in March.
Tim fixes machines in Mexico.
Matt Solomon mined metal ore.
14. Take this speed drill for keys C, U, W, X, M, and Right Shift (Goal: 18 WPM).
Michi locates the crux of it.
Dr. Dux makes music on a sax.
Her hat is crushed in a rush.
15. Take this speed drill for keys B and Y (Goal: 18 WPM).
Moby brings Ben a toy rabbit.
Becky enjoyed yoga yesterday.
Rob blabbed about your story.
16. Take this speed drill for keys V and P (Goal: 19 WPM).
Vince has one pet peeve. Liv appeared very peppy.
View Venus and the moon. Buy very purple violets.
17. Take this speed drill for keys Q and Comma (Goal: 19 WPM).
Quentin quips about age. Buy quarts, not gallons.
She asks for equal time. Do not quibble with him.
18. Take this speed drill for keys B, Y, V, P, Q, and Comma (Goal: 20 WPM).
Jane bought a new Viper.
I provided yellow paper.
Pave your patio, please.
Quit playing that piano.
19. Take this speed drill for key Z (Goal: 21 WPM).
A piazza is an Italian public square.
Zika saw lots of zebras at the zoo.
Zanesville is located in Ohio.
20. Save the document. With your teacher’s 22. Evaluate your speed and accuracy. Assess
permission, print it, and then close it. your posture and keyboarding technique.
21. Exit your word-processing program. Did you remember to maintain your correct
keyboarding posture and to keep your eyes
on the copy?
Keyboarding Activities • B-35

Activity 2: Increasing Your Keyboarding Speed
DIRECTIONS: You will increase your keyboarding speed. Each group of five strokes is considered a
“word”(spaces and Enter count as strokes). Your speed is measured by how many five-stroke words
you can type in a minute. For example, if you type ten five-stroke “words” in a minute, your “words per
minute” (abbreviated WPM) is 10. Always use the correct techniques when you type. It is important that
you do these drills in sequential order since they build on one another; do not skip around.
1. Start a word-processing program, and create 2. The first three of the following drills are in
a blank document. Save the word-processing pairs. For the first drill in each pair, press
document as KB-2_Drills_xx. Type your Enter at the end of each line. For the second
name and today’s date in the header. drill in each pair, start with a tab and use
word wrap. If you reach the end of a drill
before time is up, press Enter and start over
immediately from the beginning of the drill.
3. Take these speed drills using keys 4, 5, 6, and 7:

One-Minute Drill (Goal: 12 WPM)
You can get 4 of the 5 items.
Wait, 5 and 6 do not match.
The Moai statues on Easter Island average over fourteen feet tall.
The builders of these stone statues thought they were sacred.
4. Take these speed drills using keys 8, 9, and 0:
I let 9 kids make 8 tents at camp.
Jo hit 80 of 90 balls in the game.
The blue pike once swam the cool waters of Lake Erie. With
overfishing, changes in habitat, and pollution, the fish has become
extinct.
5. Take these speed drills using keys 1, 2, and 3:
There are 21 men and 3 women here.
I found 32 rocks on my trip today.
Most students do not look forward to exams. It feels great when an
exam is over, but the best feeling of all is when you ace an exam.
6. Review the number keys. One at a time, key each sentence of the following drill as many times as
you can in 30 seconds (Goal: 14 WPM for each line).
He has 2 birds, 4 dogs, and 1 cat.
Of the 63 hours, 20 were overtime.
All 8 students had 50 or 75 cents.
It is 85 or 90 degrees in the sun.
7. Key the following paragraph for 2 minutes. Start with a tab, and use word wrap. If you reach the
end before time is up, start again from the beginning (Goal: 27 WPM).
Of all the people in the public eye, think of someone who you feel
is a good role model for you and your friends. It might be someone in
the arts, in sports, or even in your town. It might be someone you know.
List things about this person that makes him or her special.
9. Exit your word-processing program. Did you maintain your correct keyboarding
posture and to keep your eyes on the copy?
B-36 • Keyboarding Activities
Activity 3: Improving Your Keyboarding Skills
DIRECTIONS: You will improve your keyboarding skill. Each group of five strokes is considered a
“word”(spaces and Enter count as strokes). Your speed is measured by how many five-stroke words
you can type in a minute. For example, if you type ten five-stroke “words” in a minute, your “words
per minute” (abbreviated WPM) is 10. Always use the correct techniques when you type. This activity
consists of 30-second, 60-second, and 2-minute drills.
1. Start a word-processing program, and create 2. For each of the following drills, key each
a blank document. Save the word-processing paragraph for the specified amount of time.
document as KB-3_Drills_xx. Type your Start each paragraph with a tab and use
name and today’s date in the header. word wrap. If you reach the end of a drill
before time is up, press Enter and start over
immediately from the beginning of the drill.
3. Take these 30-second drills (Goal: 35 WPM for each sentence):

A river is a natural stream of water that empties into an ocean,
lake, or other river. A delta is a landmass that forms at the mouth of a
river by layers of sand and gravel.
4. Take these 60-second drills (Goal: 35 WPM for each paragraph):
A reef is a ridge of sand, coral, or rock lying at or near the
surface of the water. Coral reefs are found in tropical climates. They
are made of the remains of sea animals.
Sally had to change a flat tire. She had never done it before, but
had seen other people do it. She found the spare tire and the tools, and
made the switch in twenty minutes.
5. Take this 2-minute drill (Goal: 35 WPM):
Jerry always wanted to write a mystery novel. He had all the details
in his head before he even sat down to start writing. He knew the names
of all the people in the story. He had the plot worked out. He knew how
it would start and end. When he began writing on his laptop, the words
flowed like water. Before long, he was ready to write the sequel.
7. Exit your word-processing program. Did you remember to maintain your correct
keyboarding posture and to keep your eyes
on the copy?
Keyboarding Activities • B-37

appendix
21st Century
Skills C
As the future leaders of our families, communities, government, and work-

force, it is imperative that you develop the skills you need to succeed in
work and life. This appendix covers these 21st Century skills in the follow-
ing sections:
• Making Decisions • Communicating Effectively
• Setting Goals • Cooperating and Collaborating
• Solving Problems • Behaving Ethically
• Managing Time • Using Technology
• Thinking Critically • Suggested Activities
21st Century Skills • C-1

Making Decisions
Any time you make up your mind about something, or choose
one option over another, you are making a decision. Some deci-
sions are simple—what time will I leave for school? Some are
more difficult—should I tell my friend I don’t like her hair style?
The results—or consequences—of your decisions affect you in
big and small ways.
• If the consequences of a decision are positive and contrib-
ute to your well-being, it means you made a healthy—or
good—choice.
• If the consequences are negative and interfere with your
well-being, that means you made an unhealthy—or
poor—choice.
Most decisions actually have both long-term and short-term
consequences. Long-term, what you eat for breakfast might af-
fect your health and wellness. Short-term, it might affect how
you do on a test.
Sometimes consequences have both positive and negative re-
Figure C-1 Some decisions sults. The good news is that you can learn how to make healthy
are easy to make, and others
decisions that turn out positive more often than they turn out
are more difficult. What is one
negative. Decisions give you power and control over your life.
of the more difficult decisions
When you make a decision, you are showing yourself and others
that you’ve had to make? What
that you are independent and responsible.
were the consequences of your Six Steps to a Decision You can take some of the uncertainty
decision? and doubt out of decision-making by turning it into a process. A
process is a series of steps that leads to a conclusion.
1. Identify the decision to be made. Make sure you recognize
and understand the choice. Define the decision as a
goal—what do I want to achieve with this choice?
2. Consider all possible options. You usually have lots of op-
tions for each decision. Try to think of as many as you
can, and write them down. Don’t just consider the obvi-
ous choice; some of the best options might seem pretty
bizarre at first. Consider your available resources, and
what you are trying to achieve.
3. Identify the consequences of each option. Each option will
have consequences— some positive and some negative;
some long-term and some short-term. Recognizing all the
consequences will help you predict the outcome of your
decision.
4. Select the best option. Once you consider the options and
identify the consequences, you have the information you
need to make your decision.
5. Make and implement a plan of action. Making the decision is
not the end of the process. You must take steps to make
it happen. Until you do, the decision is just an idea or
thought in your head.
C-2 • Appendix C
6. Evaluate the decision, process, and outcome. After you have
acted on your decision, you can look back and evaluate it,
based on your values and standards. Did you achieve the
goal you defined in step 1? Did you miss any possible op-
tions? Did you correctly identify the consequences? Did
you make use of your resources? Was the outcome what
you hoped for?
Thoughtful Decision-Making We all make mistakes. Despite

our best intentions, we make poor choices. Most of the time, it
doesn’t matter too much. If you cut your hair too short, it will
grow back. Sometimes, though, we must live with the conse-
quences of our actions for a long time—maybe even our whole
lives. For example, if you text while driving and get into an ac-
cident, that’s your responsibility.
But, even when we make a poor choice with long-term con-
sequences, we can learn from our mistakes and try to make bet-
ter choices going forward.
It is important that you consider how your decisions will af-
fect other people. When you are evaluating your options while
making a decision, consider these questions:
• Is it hurtful to me?
• Is it hurtful to someone else?
• Is it fair?
• Is it honest?
• Is it legal?
• Is it practical?
If the answer is to the first two questions is “Yes,” you might
want to look for other alternatives. If the answer to the remain-
ing questions is “Yes,” you are on the right track.
Setting Goals
A goal is something you are trying to achieve. Goals help direct
your actions and guide your decision-making because they give
you something to work toward. They help give your life meaning,
because you know that there is a purpose in what you do. When
you achieve a goal, you can be proud and express satisfaction.
If all you do is think about a goal, it’s just a dream. You make
goals real by deciding what you want to achieve and then plan-
ning how to get there. While you should set goals that are within
reach, there is nothing wrong with challenging yourself to push
harder.
Short-Term and Long-Term Goals When you want to
achieve something quickly, you set short-term goals. You can
accomplish short-term goals in the near future—maybe even
today. For example, finishing your homework on time is a short-
term goal. It is usually easy to define short-term goals because
they are specific and not very complicated. If you keep a to-do

list, it is full of short-term goals—meet friends at the mall, call
your grandmother, make your bed.
A long-term goal is something you want to achieve in the
more distant future—maybe a year from now, or maybe even
more distant than that. Graduating from college is a long-term
goal. So is buying a car. Defining long-term goals may be more
difficult than defining short-term goals. You might know you
want to travel, but you don’t know where or how.
Sometimes it’s harder to stay focused on a long-term goal—it
seems far away. Breaking the long-term goal down into a series
of short-term goals—or milestones—makes it easier to stay on
track. Becoming a computer programmer might be a long-term
goal. To achieve that goal, you can set short-term goals of:
• Taking programming classes
• Graduating from high school
• Attending college
Five Steps to a Goal There’s a process you can use to help

identify, assess, and set goals:
1. Identify the goal. Write down the goal using as much detail
as you can. This helps you understand and recognize
the goal. Be positive, not negative: I will attend the club
meeting rather than I won’t skip the club meeting.
2. Assess whether the goal is something you really want. It might
be a fad, or something that sounds good, or even some-
thing someone else wants for you.
3. Make a plan for achieving the goal. This step will help you
identify whether or not the goal is reasonable and attain-
able. What resources will you need? If you cannot come
up with a plan that works, you may need to go back to
step 1.
4. Write down your action plan for achieving the goal, being as
specific as possible.
5. Every once in a while, reevaluate your goals. Make sure they
are still important to you and, if so, that you are on track
to achieve them.
Figure C-2 How can you
reduce the stress you feel when
you must make a choice? Solving Problems
Any barrier or obstacle between you and a goal is a
problem. Problems pop up all the time. Mostly, we
come up with a solution without thinking too hard.
Say you want to go to the movies Saturday night, but
your mother says you can’t go out until you clean
your room.
• The problem: Your messy room is an obstacle
between you and the movies.
• The solution: You clean your room.
C-4 • Appendix C
Some problems sneak up on us over time, sometimes hidden
by something else. You might want to do well in Social Studies,
but you fall asleep in class every day. Is the problem that your
teacher is boring, that your classroom is too warm, or is it that
you are staying up late at night playing video games?
Taking Responsibility One difficulty with solving problems
is figuring out whose problem it really is. Generally, the person
who is blocked from a goal is the one who owns the problem. If
your friend loses his math book and wants to borrow yours, is
it your problem or his? What if you loan him the book and he
loses it?
If you own the problem, you are responsible for solving it. If
someone else owns the problem, you may be able to help solve
it, but ultimately it is not your responsibility.
Taking responsibility for your own problems, and working
to find solutions, shows that you are independent and capable.
Six Steps to a Solution When problems are
harder to identify, or harder to solve, you can use the
decision-making process to figure out the best solu-
tion:
1. Identify the problem. This is your chance to be
honest, acknowledge the problem, and deter-
mine what goal it is blocking.
2. Consider all possible solutions. There may be one
obvious solution, or there may be many pos-
sible solutions. Write down as many as you can
think of. You will need to consider your values,
Figure C-3 Why is it important
standards, and resources, too. Some solutions might be
to be able to solve problems
harder to make happen, or take longer than others. Some
at home, in school, and in the
might cost money and some might be free. Some might
workplace?
solve only part of the problem.
3. Identify the consequences of each solution. Like decisions,
each solution will have consequences, and it is important
to recognize how the consequences will affect you and
others. Again, write them down.
4. Select the best solution. The best solution offers the best
possible opportunity for you to continue your progress
toward your goal.
5. Make and implement a plan of action. Recognizing and
selecting a solution are only part of the process. You must
take the necessary steps to make the solution real.
6. Evaluate the solution, process, and outcome. Did your solu-
tion work? Did you achieve your goal? Would you do
anything differently if you had the same problem again?

Managing Time
Time management means organizing your schedule so you have
time to complete tasks and meet your responsibilities. Combin-
ing goal-setting with time management is a very effective way to
make sure you get things done.
• Create a time journal or log to figure out exactly how you
currently spend your time.
• Set specific, realistic, and attainable goals using sched-
ules. Scheduling helps you plan ahead, so you know
when you will do something, and you can be ready for it.
You can schedule by any time period, but the most use-
ful are by month, week, and day. Different schedules can
help you identify tasks that must be accomplished within
a specific timeframe.
• Make use of the calendar program on your computer or
handheld. You can enter schedules, phone calls, and ap-
pointments. Use the tasks list feature to record and priori-
tize the things you need to accomplish. Set the program
to display a message or make a sound to remind you of
deadlines.
• Create to-do lists, and rank list items in order of impor-
tance.
• Learn to say no. Some people may ask for too much of
your time. They may expect you to take on more respon-
sibility than you can handle. It is OK to say no. Be polite
and respectful, but explain that your schedule is full.
• Ask for help. If you are having trouble completing tasks
that are part of your assigned responsibilities, you will
Figure C-4 Would your friends need to find a way to get them done. Ask your teacher, a
be happy if you said you’d meet counselor, a family member, or a friend to help you learn
them at 4:00 but you didn’t how to organize your time, or find ways to be more ef-
show up until 4:45? Employers ficient.
and co-workers expect you to
honor and respect time in the Managing Resources Keeping your time and to-do list orga-
workplace, too. nized is critical, but if the resources you need are not organized,
you will not succeed at the task at hand. For ex-
ample, if you complete the research for a project on
time, but cannot find it in order to write the report,
you will be unable to complete the assignment. Set
up a system of folders—both on your computer
and, if you deal with paper, in a filing cabinet—that
you keep organized so that you can always find the
resources that you need.
C-6 • Appendix C
Thinking Critically
Critical thinking can help you evaluate your options in many
situations. You can use it when you are making decisions, set-
ting goals, and solving problems. When you think critically, you
are honest, rational, and open-minded about your options. You
consider all possibilities before rushing to judgment.
• Being honest means acknowledging selfish feeling and
preexisting opinions.
• Being rational means relying on reason and thought in-
stead of on emotion or impulse.
• Being open-minded means being willing to evaluate all
possible options—even those that are unpopular.
You can think critically about a lot of things, not just deci-
sions and problems. You don’t have to believe everything you
hear or read. You can question a news report, look deeper into
the meaning of a magazine article, or investigate the truth be-
hind a rumor.
When you think critically, you consider all possible options
and other points of view. You look objectively at information.
Objective means fairly, without emotion or prejudice. Then, you
use your values, standards, and ethics to interpret the informa-
tion subjectively. Subjective means affected by existing opinions, Figure C-5 Communicating with
feelings, and beliefs. people of different backgrounds
Looking at things both objectively and subjectively can help or from different countries helps
you make choices that are right for you. For example, you can you build global awareness and
look at a candidate for class president objectively and see that understanding. How can you find
she is smart, hard-working, and honest. Subjectively, you can ways to interact with students
disagree with everything she stands for, and vote for someone from different cultures?
else.
Communicating Effectively
Communicating is how people connect with oth-
ers. Communication prevents misunderstandings.
It gives you a way to share ideas. It even makes it
easier for you to appreciate and respect other peo-
ple’s opinions. At its most basic, communication is
an exchange between a sender and a receiver. The
sender transmits the message with a specific intent.
The receiver interprets the message and responds.
Effective communication is when the receiver in-
terprets the message the way the sender intended.
Ineffective communication is when the receiver
misinterprets the message.
Sometimes barriers get in the way of effective communica-
tion. When you recognize any potential communication barri-
ers, such as language barriers, cultural barriers, or value/belief
barriers, you can take steps to overcome them—both when you
listen and when you speak.

Verbal Communication Verbal communication is the ex-
change of messages by speaking or writing. For most of us, ver-
bal communication is the most common way we stay in touch
with other people in our lives. We talk face-to-face or on the
phone. We send text messages, e-mails, and instant messages.
We write blogs, pass notes, and send cards.
Talking is usually a very effective form of verbal communi-
cation. When you speak clearly and use language the receiver
understands, he or she almost always gets the message the way
you intend it.
Nonverbal Communication Nonverbal communication
helps put words into context. This form of communication in-
cludes visual messages that the receiver can see, such as a smile
when you are talking. It also includes physical messages, such
as a pat on the back. During a conversation, the tone of your
voice and the language you use combine to provide context for
the words. When you write, you lose some of the context, which
can make the communication less effective. Exchanging written
messages doesn’t take the place of face-to-face communication.
When the receiver can’t hear your voice, he or she might misin-
terpret the message.
Active Listening Active listening is an important part of ef-
fective communication. When you are an active listener, you pay
attention to the speaker, and make sure you hear and understand
the message. Active listening is a sign of respect. It shows you
are willing to communicate and that you care about the speaker
and the message. When you listen actively, the other person is
more likely to listen when you speak, too.
Use these skills to be an active listener:
• Show interest using eye contact and positive nonverbal
messages.
• Let the other person finish speaking before you respond.
• Ignore distractions such as cell phones and other people.
• Set your predetermined opinions and emotions aside.
• Repeat the message that you hear out loud, to make sure
you received it correctly.
The Communication Process You can communicate effec-

tively by using a six-step process:
1. Be clear. Use words and body language that the other per-
son can understand, and that send a clear message.
2. Be personal. Address the other person by his or her name
or title. Use “I” statements to show that you take respon-
sibility for your role in the conflict.
3. Be positive. State your message in positive terms directed
at how to achieve your common goal.
C-8 • Appendix C
4. Get to the point. Explain why you feel or think this way.
5. Use active listening. Be sure you hear the response.
6. Think before you respond. Use critical thinking instead of
emotions.
Cooperating and Collaborating

Any group that works together to achieve a common goal is a
team. When you are part of a team, you have access to all the
knowledge, experience, and abilities of your teammates. Togeth-
er you can have more ideas, achieve more goals, and solve more
problems. A successful team relationship depends on all team
members working together. They depend on each other. They
trust one another. If one team member does not do his or her
share, the entire team suffers. The challenges of a team relation-
ship come from having different people working together. Even
if everyone agrees on a common goal, they may not agree on
how to achieve that goal.
Developing a Team Relationship Teams are influenced by
different things, including the personal qualities of the team
members, the resources available, and the purpose or goals of
the team. When a team first forms, team members might feel
nervous or uncomfortable. You might not know each other very
well. You might wonder what to expect.
At first, you might misunderstand each other, or misinterpret
communications. One teammate might say she can’t come to a
meeting, and you might think she means she doesn’t want to be
part of the team. Another teammate might have lots of plans and
ideas, and the rest of you might think he is trying to take over
and be the boss.
As you get to know each other, and learn how to commu-
nicate, you might feel a sense of belonging. You might develop
common bonds. You might give your team a name and iden-
tify with your teammates. You will be able to work together to
achieve your goal.
Being a Leader Teams benefit from strong leadership. Lead- Figure C-6 How does coop-
ers exhibit positive qualities that other people respect, such as erating with teammates make it
self-confidence. They use skills such as goal setting and critical easier to achieve your common
thinking to make healthy decisions for the benefit of the team. goals?
Being the leader does not mean you are always right. The lead-
er’s opinion does not count more than the opinions of the other
team members. An effective leader keeps the team on track and
focused on achieving its goals.
Being a Team Member While a strong leader is important to
the success of a team, team members must also be committed to
the group’s success. An effective team member helps teammates
if they need help, does not blame teammates for problems or

mistakes, and offers ideas and suggestions instead of criticism.
You are a good team member if you are:
• Open minded
• Willing to compromise
• Cooperative
• Friendly
• Trustworthy
Bullying A bully is someone who tries to hurt others on pur-

pose, not just once but over and over. Bullies can be boys or girls,
big or small, young or old. Bullies can be found at school, but
they can also turn up in other areas of your life, including in
your neighborhood, at work, and even at home.
Bullies behave badly because it gets them at-
tention. Bullies respond when witnesses laugh by
bullying more. They respond when victims cry by
bullying more. The more people react, the worse
the bullying gets.
Some of the things bullies do include:
• Physically hurting others by tripping,
pushing, kicking, pinching, or punching
• Calling people names
• Teasing people about the way they look,
the way they act, or their values
• Excluding someone—leaving someone out
Figure C-7 Avoiding or ignor-
• Spreading rumors
ing a bully is one way to stand
up for yourself. • Stealing or breaking personal belongings
• Using threats or violence to make people do things they
don’t want to do
Bullies tend to pick on people who are smaller, who don’t
know how to stand up for themselves, who are easily upset, and
who don’t have a lot of friends. If you are being bullied, you
need to take action right away.
• Tell someone!
• Avoid the bully as much as you can.
• Refuse to do what the bully says.
• Stand up for yourself!
Cyber bullies, are bullies who use technology such as the In-
ternet, cell phones, and interactive gaming devices to hurt oth-
ers. They might:
• Send threatening or harassing messages
• Steal passwords and pretend to be someone else online
• Use blogs or social networking sites to spread rumors
• Send private pictures through e-mail or cell phones
• Create hurtful Web sites
• Distribute someone else’s personal information
C-10 • Appendix C
Cyber bullying can be tricky to stop, because it is anony-
mous and takes place away from school. If you are being cyber-
bullied, you can take many of the same steps you would take
with a face-to-face bully. But, if the cyber bully doesn’t stop, you
may have to report it to the Internet or telephone service pro-
vider. If the behavior is illegal, you may have to report it to the
police.
Behaving Ethically
Ethics are a set of beliefs about what is right and what is wrong.
Some ethics are established by society. They determine how peo-
ple are supposed to behave, usually in terms of human rights,
responsibilities, and justice. They may be based on customs or
on law. Some ethics are established by groups of people, such
as the members of certain professions. For example, doctors and
lawyers must abide by strict ethical standards, or they can lose
their licenses to practice. Some ethics are personal and usually
measure virtues—or positive character traits—such as honesty,
compassion, and loyalty.
People don’t always agree on what is ethical. One student
may think it is ethical to let a friend copy his homework, while
another student may think it is unethical. Even when there are
laws defining what is ethical, some people still don’t agree. For
example, one person might think it is ethical to download mov-
ies or share music files, even though it is illegal.
Using Technology
Technology is a varied resource that impacts all areas of your life.
It makes everyday life easier, more fun, and more rewarding. As
with any resource, knowing when and how to use technology
can help you be more productive. Using technology just because
it’s there or seems cool might be fun; it can also end up wasting
other resources, such as time, energy, or money.
For example, the Internet is a technology we use all the time.
It can provide many benefits when you use it wisely. You can find
information to complete a homework assignment, communicate
with friends, or shop. If you don’t use the Internet wisely, you
might waste time looking at Web sites that provide incorrect or
misleading information. You might spend so much time online
that you put your real relationships at risk. Or, you might acciden- Figure C-8 Videoconferenc-
tally send personal information to identity thieves. ing uses technology to make
Critical thinking can help you recognize how best to use long-distance meetings and
technology in your own life. You can decide whether technology education possible. How do you
will be a solution to a problem you are facing, or if it will cause think changes in technology
new problems. have impacted areas of study
throughout history?
Types of Technology Technology can be classified into many
different categories. You might use or encounter the following
common types of technology.

• Information technology is likely to be the type of technol-
ogy you use and that impacts your daily life the most. It
refers to the use of computers to collect, store, and dis-
tribute information. For example, you use information
technology to write, edit, and print a letter, or to store a
name and address in a computerized contact list. You also
use information technology to search the Internet or read
a news story online, or for online shopping.
• Communications technology is part of information tech-
nology. It refers to the use of technology to make commu-
nication easier and more efficient. It includes cell phones,
as well as video conferencing, voice over Internet proto-
col (VoIP), and social networking.
• Agricultural technology is the use of
technology to control the growth and
harvesting of animal and plant products.
It includes a wide range of areas, such as
soil preparation, harvesting and planting
techniques, and the use of chemicals for
growth or pest control.
• Medical technology is the use of technol-
ogy to improve the management and de-
livery of health care. It includes areas such
as medical imaging technology, nuclear
medicine technology, and veterinary medi-
Figure C-9 Technology affects cal technology.
our food supply in many ways. • Banking technology also stems from information tech-
How would a farmer plant and nology. It includes areas such as software for managing
harvest crops without technol- online banking, controlling access to accounts, and tech-
ogy? nology for automated teller machines, as well as debit
and credit card readers.
Benefits and Drawbacks of Technology Is it always better

to use technology? There are obvious benefits to using technol-
ogy, but there are also drawbacks. Most new technologies have
both positive and negative effects.
• Manufacturing is faster when you use assembly lines,
robots, and automated management systems, than when
you build products by hand. But, manufacturing process-
es may release chemicals into the environment, causing
pollution.
• Water filtration systems, access to electricity, and advance-
ments in medical care are a few ways technology has
improved health and the quality of life. Technology also
creates ethical dilemmas, such as testing medical products
on animals, or genetically modifying food products.
C-12 • Appendix C
• Jet engines make it possible for people to travel quickly
and easily. But, passengers on airplanes are exposed to
radiation, and can rapidly transmit disease from one
country to another.
• Computers provide access to information and keep
people connected. They also store personal information
that can lead to invasions of privacy or identity theft.
Some newer technologies can help reverse problems caused
by older technologies. For example, pollution caused by tech-
nology brought some animals to the brink of extinction. Genetic
technology is helping animal breeding programs to restore the
animal populations. Understanding the positive and negative
effects can help you make choices about how best to use tech-
nology.
Cyberspace Is a Risky Place Using the Internet is usually
fun. It can also lead to risk. Consider the following:
• How much do you really know about someone online who
you’ve never met? You can’t see him. You can’t hear his
voice. An adult can pretend to be a teen, and you would
never know.
• How much information do you want everyone to know?
Everything you put on the Internet—including messages
sent from a cell phone—is public, and it never goes away.
A blog you post today will still be around ifive years from
now.
• How much control are you willing to give up? As soon as
you put information online, you no longer control it. You
might send a picture or message to a friend, who forwards
it to someone else, who forwards it to someone else, who
posts it on a social networking site.
Suggested Activities
• Write down three decisions you have faced in the last two
days. As a class, discuss the decisions. If more than one
of you faced the same decision, discuss the different—or
similar—choices you made and why. Compare the out-
comes of the choices made by different people.
• For a week, keep track of how you spend your time—
how much time you spend socializing with friends, doing
homework, spending time with your family, etc. Write a
short paragraph on ways in which you can improve your
time-management skills. If you have access to an elec-
tronic bulletin board, post your paragraphs to the board.

• How much does peer pressure influence decisions?
1. Think of a question you could ask your classmate, such
as whether she wants a test on Thursday or Friday.
2. Ask five people the question, without saying anything
else: “Do you want the test on Thursday or Friday?”
3. Ask five other people the question, but add a comment
that indicates their peers have already made a choice:
“Do you want the test on Thursday or Friday? Most
people have been picking Thursday.”
4. Make a chart comparing the results, and discuss it as a
class.
• As a class, develop a list of positive personal qualities
such as flexibility, open-mindedness, initiative, listen-
ing attentively to speakers, and willingness to learn new
knowledge and skills. Consider which of these personal
qualities you have and which ones you need to develop.
For a week, keep a journal and describe events where you
exhibited the qualities listed. At the end of week, use the
documentation to make a poster or presentation.
• Being able to lead a team is an important skill. Working
with a partner, brainstorm the qualities that it takes to be
a good leader. Make a two-column chart listing the quali-
ties on the left and describing the ways you exhibit the
quality on the right. Present your findings to the class in a
multimedia presentation, a song or rap, or a poster.
• Technology is constantly changing and improving. Not
that long ago, students would have to type up their re-
ports and schoolwork using a typewriter. This meant that
if they made a major error, they would have to start all
over again. Write a short report describing ways in which
technology impacts how students learn and study.
C-14 • Appendix C
appendix
Career Skills D
Planning for a career is a job in itself. It takes time, energy, and careful man-
agement. So why do it? Putting effort into career planning can help you set
realistic and attainable goals for education. It can help you identify your
strengths and weaknesses, so you focus your resources on finding a career
that you will enjoy. Spending time exploring career opportunities can also be
fun and exciting, because you experience new situations and activities.
This appendix covers these career planning skills in the following
sections:
• Identifying Types of Careers • Recognizing the Value
• Individual Assessment of School
• Occupational Research • Safety in the Workplace
• Employability Skills • Suggested Activities
Career Skills • D-1

Identifying Types of Careers
A career is a chosen field of work in which you try to advance
over time by gaining responsibility and earning more money.
Another word for career is occupation. A job is any activity you
do in exchange for money or other payment. A job does not nec-
essarily lead to advancement.
The career you choose has a major impact on the kind of life
you will lead. Your career determines the type of training and
education you will need. It might impact where you live and
even who you will marry. Your career choice affects how much
money you earn and how you spend most of your time. Most
workers in the U.S. spend between 40 and 50 hours each week at
work.
• Where will you be? In a large office, a hospital, or on a
construction site?
• Who will you be with? Will you work alone or have
coworkers? Will you be supervising children, helping ani-
mals, or caring for the elderly?
Even if you have no idea what career you want in the future,
you can start now to identify different types of careers. Learning
about careers now will help prepare you to choose the career
that is right for you.
Individual Assessment
The first step in identifying a career is self-assessment. That
means taking a close, objective look at your interests, values, and
abilities. You then use that information to select careers or career
clusters to investigate further. There are many ways to perform a
self-assessment. There are Interest Surveys and Self-Assessment
Worksheets that you can obtain from a teacher, career counselor,
or online. You can also develop your own worksheet using the
following steps:
1. List your two favorite school subjects.
2. List at least four specific skills you have acquired in your
favorite subjects.
3. List at least four achievements in your favorite subjects.
4. List at least four of your abilities.
5. List at least two interests.
6. List at least four work values.
7. Analyze the information to identify connections that
point to a career.
8. List the two career clusters or pathways that best match
your interests and abilities. (See page D-5 for information
on Career Clusters.)
D-2 • Appendix D
Interests Your interests tell what you
like to do and what you do not like to do.
They are the subjects or activities that at-
tract your attention and that you enjoy
doing or learning about. There are six
general interest categories: the arts, busi-
ness, crafts, office operations, science, and
social.
Knowing your interests helps you
identify a career that you will find inter-
esting. For example, if you have an inter-
est in growing plants, you might enjoy a
career as a botanist, farmer, or florist. If
you have an interest in automobiles you
might enjoy a career as an auto mechanic,
auto salesperson, or automobile designer. When you know your Figure D-1 What types of
interests early in your career search, you can identify careers that interests and values might
use those interests. If you discover that many of the tasks list- someone have who wants to be
ed in an occupation are not interesting to you, reconsider your a firefighter?
choice, and research careers that match your interests.
Values A value is the importance that you place on various
elements in your life. Knowing what values you feel most
strongly about helps you avoid compromising the things that
are most important to you. Recognizing your values also helps
you prioritize what matters most to you in a career. Money
might be more important to you than leisure time. Working
with people might be more important to you than what shift
you work. Work-related values include the following:
• Job security. Is it important that you find a job immediate-
ly upon the completion of your training program? How
important is job availability?
• Leisure time. Is it important for you to have extra time for
leisure activities?
• Wages. Is an average wage acceptable if you like your
work, or is a very high wage necessary?
• Recognition. Is it important that the job you choose is
respected by the people in your community?
• Creativity. Do you like to come up with new ideas to
solve problems, or do you prefer a job in which there is
exactly one way to do things?
• Advancement. Do you want a career that provides oppor-
tunities for promotion?
• Working environment. Do you prefer to work indoors or
outdoors?
• Home life. Do you want to work a daytime schedule (9 to
5) with some overtime and with weekends and holidays
off, or are you willing to do shift work (all hours, any day
of the week)?

• Responsibility. Do you want a job that requires you to
make a number of decisions?
• Management. Do you want to be responsible for super-
vising the work of other people or for organizing many
tasks at once?
All of these factors affect your job choice. Make a list of these
work values and put them in order of their importance to you.
When you research an occupation, refer to your list so you do
not choose a job that conflicts with your values.
Abilities An ability, or skill, is something you do well. You
have many abilities. For example, you may work well with your
hands, or you may be very good at mathematics. It is much more
pleasant to work in an occupation that uses your abilities. If you
choose an occupation that is too far below your ability level, you
will be bored. If it is too far above your ability level, you will be
frustrated. It is important to evaluate your abilities during your
career search. List your abilities, and use the list when research-
ing an occupation. Match your abilities to the job description.
There are fourteen general categories of abilities: artistic, cleri-
cal, interpersonal, language, leadership, manual, mathematical/
numerical, musical/dramatic, organization, persuasive, scien-
tific, social, visual, and technical/mechanical. You might have
abilities in more than one category.
Occupational Research
By conducting occupational research, you learn details about a
career, including tasks performed, the job outlook, the education
required, the working environment, and many other things. It
requires time and effort to research the occupations that interest
you and to prepare for a specific career. If possible, find a mentor
who performs this occupation. Spend time following them on
the job site. Remember, your efforts allow you to find a job that
gives you satisfaction.
There are many resources you can use in your research. Two
of them are the Dictionary of Occupational Titles (http://www.
occupationalinfo.org/), which lists job titles, tasks, and duties
for 20,000 occupations, and the Occupational Outlook Handbook
(http://www.bls.gov/oco/), which discusses the nature of the
work, employment outlook, training and qualification require-
ments, earnings, and working conditions for a variety of occupa-
tions. Work Briefs by Science Research Associates, the Career Ex-
ploratory Kit, the Encyclopedia of Careers, and computer programs
are also good resources. In addition, check career-related pam-
phlets, microfilm, and videos. You can find all of these resources
in libraries and career centers. Also, interview individuals who
are already working in an occupation that you are interested in.
D-4 • Appendix D
The Career Clusters The U.S. Department of Education or-
ganizes careers into 16 clusters, listed below. The careers in each
cluster are in related industries or business areas. Each cluster is
organized into pathways. Each pathway leads to a set of specific
careers. The careers in a cluster require a similar set of skills and
the same core training and education. You can narrow your career
search by identifying a cluster that interests you. You can investi-
gate the career clusters and pathways at www.careerclusters.org.
• Agriculture, Food & Natural Resources
• Architecture & Construction
• Arts, Audio/Video Technology & Communications
• Business Management & Administration
• Education & Training
• Finance
• Government & Public Administration
• Health & Science
• Hospitality & Tourism
• Human Services
• Information Technology
• Law, Public Safety, Corrections & Security
• Manufacturing
• Marketing
• Science, Technology, Engineering & Mathematics
• Transportation, Distribution & Logistics
Employment Trends Employment trends

influence the number of available jobs in a
certain industry as well as where the jobs are.
A trend is a general move in a certain direc-
tion. An employment trend is one way the
job market is changing over time. Sometimes
trends in a specific field or industry are called
the job outlook, which means it is a forecast
or prediction about trends affecting that job.
Knowing how to identify employment trends
can help you choose a career in a growing in-
dustry with a positive outlook.
Technology has a strong influence on em-
ployment and job outlook. It creates new jobs,
replaces old jobs, and changes the way some
people perform their existing jobs. Figure D-2 Careers in informa-
• The development of new technology such as mobile tion technology are on the rise
phones and handheld devices creates new jobs in areas due to our growing reliance on
such as application development, sales, and research and technology in the workplace.
development.

• The trend toward smaller computers has shifted the
manufacturing of systems from desktops to notebooks
and e-books.
• Improvements in robotics have made it possible to use ro-
bots in positions that people once held, such as on auto-
mobile assembly lines.
• Electronic recordkeeping in fields such as healthcare has
changed the way medical professionals enter patient
information, order prescriptions, and access patient re-
cords.
• The trend toward storing information and applications
on the Internet instead of on local computers has elimi-
nated the need for some information technology manag-
ers at large companies.
• The trend toward using video conferencing instead of
traveling to meetings impacts travel agents, hotel work-
ers, and people who work in restaurants where travelers
might eat.
A good source for information about employment trends is
the Occupational Outlook Handbook, which is published by the
U.S. Bureau of Labor Statistics. It describes more than 200 occu-
pations, including responsibilities, working conditions, educa-
tion requirements, salary ranges, and job outlook. Look it up at
www.bls.gov/oco.
Nontraditional Occupations A nontraditional occupation
is any job that a man or woman does that
is usually done by someone of the other
gender. Try not to rule out a nontradi-
tional career because you associate it with
one gender or another; it might be a good
match for your skills and abilities. Some
nontraditional careers include:
Men:
• Nurse
• Administrative assistant
• Flight attendant
• Hair stylist
• Childcare worker
• Elementary school teacher
Figure D-3 Would you be Women:
surprised to see a woman • Construction worker
engineer? What jobs might
• Auto mechanic
you consider that would be
nontraditional? • Detective
• Architect
• Chemical engineer
• Pilot
D-6 • Appendix D
Employability Skills
Employability means having and using
skills and abilities to be hired and stay
hired. Even if you are capable of diag-
nosing and repairing the most complex
networking problems, if clients think you
are unfriendly, or co-workers resent that
you come in late every day, you might
lose your job. Once you recognize the
skills that make you employable, you can
practice and develop them in school and
at home, so you are ready to use them on
the job.
Transferable Skills Employability
skills can generally be placed into two
groups: hard skills and transferable skills. Figure D-4 If you were an
Employers often look for people with hard skills to fill specific employer, what characteristics
jobs. For example, a software development company looks to would you look for in someone
hire people skilled at writing code. you were going to hire?
Transferable skills can be used on almost any job. They are
called transferable skills because you can transfer them from one
situation or career to another. The foundation skills you use to
succeed in other areas of your life, such as decision-making and
problem-solving, are transferable skills. You can practice and de-
velop these skills in school and at home.
Some computer skills are also transferable. There are very
few jobs today that do not require basic computer use. If you
have these basic skills, you can take them wherever you go:
• Turn a computer on and start a program.
• Type on a computer keyboard without making many
mistakes.
• Access the Internet and move from one Web site to
another.
• Use a search engine to do basic Internet research.
• Write and send e-mail.
Professional Qualities Professionalism, or work ethic, is the

ability to show respect to everyone around you while you per-
form your responsibilities as best you can. It includes a basic set
of personal qualities that make an employee successful. These
qualities include:
• Integrity
• Courtesy
• Honesty
• Dependability
• Punctuality
• Responsibility

• Cooperative
• Positive
• Open-minded
• Flexibility
Professional Appearance Dress standards vary depending

on the career that you choose. For example, you wouldn’t expect
your car mechanic to be wearing a suit
and tie, and you wouldn’t want your law-
yer to be wearing grease-covered cloth-
ing. However, good grooming habits are
required in all professions. The following
are recommendations for maintaining a
well-groomed, professional appearance:
• Dress according to your workplace’s
dress code. This usually means that
clothes will be clean, neat, and in
good repair. They should not be of
extreme fashion.
• Wear clean and appropriate shoes
every day.
Figure D-5 How could a well- • Keep your hair neat and clean. For males, this includes
groomed appearance affect your your beard and/or moustache.
job performance? • Brush your teeth at least twice a day.
• Floss daily.
• Use mouthwash or breath mints.
• Bathe daily.
• Use unscented deodorant. Remember that odors can be
offensive and some people may be allergic to perfumes
and scented deodorants.
• For women, keep makeup conservative (e.g., no dark,
heavy makeup).
• Keep jewelry to a minimum. Body piercings do not indi-
cate a professional appearance and can cause infections.
• Do not use perfume or cologne.
• Keep nails clean.
Recognizing the Value of School

Finishing school is an investment in your future. Most compa-
nies will not hire an employee who has not graduated from high
school, and many will not hire an employee who has not gradu-
ated from college. If a company does hire dropouts, it usually
pays them less than it pays graduates.
School also provides an opportunity to prepare for a career.
Core subjects such as reading, writing, and math are vital for the
career search process. Science, social studies, music, art, technol-
D-8 • Appendix D
ogy, family and consumer sciences, and
sports all help you gain knowledge and
build skills you will need to succeed at
work, such as teamwork, leadership, and
problem-solving. School clubs and orga-
nizations also help you build skills for fu-
ture success.
Most of the classes you take in school
are required. But, as you move into higher
grades, there will be more opportunity to
take electives—classes you choose because
you are interested in the subject—and ad-
vanced level courses. Electives allow you
to explore new subjects outside the stan-
dard core courses. Advanced courses can Figure D-6 What are your
help you learn more about a subject and prepare for college. goals beyond high school?
What types of further skills
Personal Academic Plan A personal academic plan is a doc- or experiences do you think a
ument that you use to set goals for the things you want to ac- future employer might look for?
complish while you are in school. Some schools call it a personal
career plan. It serves as a map that helps you achieve your edu-
cational goals. You create a personal academic plan with help
from your school counselor. Some things that you might put in
your plan include:
• Goals beyond high school
• Assessment of your skills, knowledge, and experience
• Assessment of factors that will contribute to your success
• Assessment of factors that might interfere with your
success
• Basic skills assessment
• Graduation requirements
• Plan for achieving graduation
• Plan for achieving goals beyond high school
Developing a Portfolio Some academic plans include a port-

folio. A portfolio is a collection of information and documents
that show the progress you make in school and in your career
planning. It helps you stay on track to achieve your educational
and career goals. You can also take it to interviews and job fairs
so you have the information you need to fill out applications and
the documents you want to show to potential employers.
A portfolio may be an actual folder that holds printed docu-
ments and other materials, or it may be electronic and stored on
a computer. Some things to include in a portfolio are:
• Resume • Letters of recommendation
• Sample cover letters • Examples of achievement
• List of references • Awards and certificates

Creating a Resume Your resume may be your most impor-
tant job search document. It is a written summary of your work-
related skills, experience, and education. It provides a snapshot
image of your qualifications. It summarizes you, your skills, and
your abilities. It is a statement of who you are, what you have
done in your life, and what you hope to do next. Your resume
may be the first communication between you and a potential em-
ployer. You will make a positive impression if your resume is:
• Neatly printed on white paper
• True and accurate
• Free of any typographical, grammatical, or spelling errors
• Direct and to the point
You want your resume to describe you in a way that makes
the employer want to meet you. A well-written resume will help
you to get an interview.
There are many ways to organize or format a resume. Most
word-processing programs come with resume templates—
sample documents. You can also find sample resume designs in
books and on the Internet. Choose a format that highlights your
experience and skills so they stand out to someone who might
just glance at the resume quickly. You may also want to consider
these tips:
• Make it easy to read. Leave space between lines so it is
not crowded or overloaded.
• Use one, easy-to-read font, and apply different font styles
and sizes for emphasis.
• Bullets are effective for making lines of text stand out.
• Use proper spelling, punctuation, and grammar.
• Keep it to one page, if possible; two pages at the most.
(If you use two pages, be sure to put your name in the
header or footer on page 2, in case it becomes separated
from page 1.)
Sometimes you will mail your resume in an envelope with a
cover letter. Sometimes you will send it electronically by e-mail.
Make sure it looks professional when it is printed, as well as
when you view it on a computer.
Lifelong Learning Lifelong learning means continually ac-
quiring new knowledge and skills throughout the course of your
life. It can help you achieve your career goals and find career
Figure D-7 Continuing educa- satisfaction. Education and training are not limited to learning
tion can lead to all kinds of new skills for the workplace. You should consider educational
rewards. How could going back opportunities to enrich your life at home, with friends, and in
to school later in life give you an your community.
advantage over other co-workers Ways to achieve lifelong learning include enrolling in edu-
in your workplace? cational classes, developing hobbies and interests, joining clubs,
and joining professional development groups. You can also stay
informed by reading newspapers, news magazines, and Web
D-10 • Appendix D
sites, discussing current events with family and friends, paying
attention to government policies and actions, and volunteering
for organizations that support your goals, values, and beliefs.
Safety in the Workplace

In 1970, the federal government passed a law called the Occupa-
tional Safety and Health Act. This law requires all employers to
provide a safe and healthful workplace. Workers must be pro-
vided with safe equipment, protective clothing when needed,
and education about safety practices. The Occupational Safety
and Health Administration (OSHA) was formed to inspect com-
panies and enforce safety laws. Even so, more than 5,000 Ameri-
cans die from on-the-job accidents every year. As a worker under
the Occupational Safety and Health Act, you have the following
rights and responsibilities:
• Right to know. You have the right to know about hazards
in your workplace, as well as the right to training to learn
how to identify workplace hazards and what to do if
there is an incident.
• Right to refuse unsafe work. If you have reasonable
grounds to believe the work you do or the piece of equip-
ment you use is unsafe, you can stop work immediately.
You cannot be laid off, suspended, or penalized for refus-
ing unsafe work if you follow the proper procedures.
• Responsibility to follow safety rules. It is your employer’s
responsibility to teach you the safety rules; it is your re-
sponsibility to follow the rules.
• Responsibility to ask for training. If you feel that you
need more training than your employer provides, it is
your responsibility to ask for it.
• Responsibility to speak up. It is your responsibility to
report incidents and unsafe work practices as well as
unsafe conditions.
Part of your responsibility as a worker is to make sure that
you keep your work environment safe for yourself and for oth-
ers. You can practice this at school and at home. You have to
take some responsibility for your own safety. That means using
equipment properly, according to instructions. If you are a new
worker, enroll in any safety classes offered by the company. If
you work around chemicals, poisons, or dangerous machinery,
ask how they can be handled safely. If a company offers you hard
hats or other safety equipment, use them. Read your manuals
and handbook, and don’t take shortcuts if it means endangering
your safety or the safety of customers or co-workers. Remem-
ber—failure to follow safety guidelines is cause for dismissal.

Suggested Activities
• Careers in technology range from software programmers
to aircraft mechanics. The skills, abilities, and interests re-
quired are just as broad. Use the Internet, library, or your
school’s guidance resources to learn more about careers
in technology. Make a list of five industries that offer ca-
reers in technology, and then list five types of jobs in each
industry. Select one job that interests you, and prepare a
presentation on it. Include the educational requirements,
job responsibilities, career pathway, potential salary
range, and more.
• Take turns role playing a job interview with a classmate.
Take turns being the interviewer and the interviewee.
After, write a note thanking the “interviewer” for his or
her time.
• Select and research a business in your community. If
possible, obtain an application form from the business.
Identify the different parts of the application, and prac-
tice completing the form.
• Use a word-processing application template to create a
resume.
• A career plan is a map that shows you the way to reach
your goal. You can develop a career plan on your own, or
with help from your parents, teachers, or school counsel-
or. Start your career plan by writing a statement that de-
scribes your long-term ultimate career goal. For example,
write: I will be an occupational physical therapist in California
by the time I am 30 years old. Add short-term career goals
that define how you will gain the skills, knowledge, and
experience that you need to achieve your ultimate career
goal. Include a timeline for achieving each one.
• Working with a partner, research ethics, behavior, and
legal responsibilities in the workplace.
• You can practice safety in school or at home. Working
with a partner, brainstorm safety guidelines for your
computer lab, classroom, or other area of the school.
Write a booklet outlining the guidelines and illustrate it
with a poster.
• As mentioned earlier in this section, even if you’re good
at your job, it takes more than that to succeed. Employers
take note of people who are, among other things, consid-
erate of others, proud of their work, punctual, and obser-
vant of safety procedures. In small groups, brainstorm
the behaviors and qualities that enhance your employ-
ability. Prepare and present a skit showing how you can
model those behaviors and qualities in school and at
home.
D-12 • Appendix D
Glossary
Numerals alert box a dialog box that warns users that an action
cannot be completed or will result in an error
@ in an e-mail address, a symbol used to separate alias an informal name by which an e-mail user is
the user name from the name of the computer on known
which the user’s mailbox is stored (for example,
frodo@bagend.org); pronounced “at” Align the tool in a draw program that determines
how images will be placed in relation to one
10 baseT an Ethernet local area network capable another
of transmitting 10 megabits of data per second
through twisted-pair cabling alignment the placement of text and objects so they
line up within a space
3-D graphics adapter a video adapter that can
display images that provide the illusion of depth All-in-One printer a printer that combines printing,
as well as height and width scanner, copying, and faxing capabilties
3-D reference a reference to a cell or range on a alt newsgroup a newsgroup formed to discuss very
specific worksheet in a 3-D spreadsheet specific topics
3-D rendering transforming graphic images by American Standard Code for Information
adding shading and light sources so that they Interchange (ASCII) a system that uses eight-bit
appear to be three-dimensional codes to represent 256 characters
3-D spreadsheet a spreadsheet that uses multiple analog a type of system that sends electrical signals
worksheets in the same file that match the human voice and other sounds
3-D video accelerator a computer card that helps animation the process of showing many images in
display graphics quickly rapid sequence to make them appear as if they
are in motion
40-bit encryption a minimal level of encryption
supplied with most Web browsers anonymity the state of being out of the public
spotlight
A antivirus program a program that protects
computers from viruses
absolute reference the method of copying or moving
a formula that keeps its cell references exactly as applet a small application with limited features and
they are functions
acceptable use policy (AUP) a policy—published application software a program that allows you to
by a school district, business, or other create documents, listen to music, or play games
organization—that identifies rules of behavior on the computer
that must be followed by anyone using that application workspace the large area of a program’s
organization’s telecommunications equipment, window that displays the document in use
computers, network, or Internet connection
apps third-party software programs developed
access time the amount of time required for a disk specifically for smart phones, tablet computers
drive’s read/write head to locate data on the such as iPad, and other handheld devices such as
surface of a disk iPod Touch
active cell the highlighted cell in use in a spreadsheet archival storage a storage device for information that
application is not frequently used
advanced intelligent tape (AIT) magnetic tape with argument the data that a function will use
very high storage capacity
Glossary • G-1
ascending order the sorting of data by bar-code reader a device used to scan product
increasing value labels
aspect ratio the relative proportion of an Basic Input/Output System (BIOS) a set
image’s height and width of programs, built into a PC’s ROM
chips, that controls the function of the
asynchronous training Web-based training
computer’s keyboard, disk drives,
without a live instructor
monitor, and several other components;
attachment a file sent with an e-mail message the programs also help the computer start
itself when the power is turned on
augmented reality an emerging technology
in which cameras and mobile devices are batch processing a way of changing a
Glossary
used to layer virtual information on to real database that delays updates until a group
information of data is ready to process
authentication the process of confirming a beta version a working copy of a program
valid user from early in the development of an
application
authoring program a program that allows
interactive programs and Web sites to be binary large object (BLOB) a database feature
created that allows the user to specify a data type
to handle large objects
AutoContent wizard in some applications, a
series of dialog boxes that helps the user bit the smallest unit of information with
create a new presentation values of either 0 or 1; a number that is a
building block for computer languages;
Autocorrect a feature that fixes common
short for binary digit
spelling mistakes as they are typed
bitmapped graphic an image formed by a
AutoFill a spreadsheet command that
pattern of dots; also called raster graphic
automatically enters related, sequential
data (such as the days of the week) into a bits per second (bps) the amount of data that
connected set of cells can be sent in one second
Autosave the feature in an application blended learning a method of learning by
program that saves the current file after a combining traditional classroom and
specified amount of time has elapsed Web-based training
AutoShapes a list of ready-to-use shapes in blog short for “Web log,” a Web page that a
the Draw tool writer updates regularly with news or
opinions
avatar graphic icon that represents a user in
the virtual reality world Boolean search a type of search that uses an
operator to link keywords
B boot to start a computer
Back button a tool that lets users reload the bounce message a notice that e-mail could not
previously viewed page in a browser be delivered
backbone high-speed lines that carry data brightness a measure of how much black is
through a network added to a color
back-up utility a program that automatically broadband the general term for all high-speed
copies data from the hard drive to a digital connections of at least 1.5 megabits
back-up storage device per second
balance the way objects are arranged in browse to find information in a database by
an image or on a page; symmetrically looking at records one at a time
arranged objects are evenly balanced;
browser a program that enables users to
asymmetrically arranged objects are
navigate the World Wide Web and locate
unevenly balanced
and display Web documents
bandwidth the amount of data that can travel
through a network connection
G-2 • Glossary
buddy list a list of people with whom channel a chat group
a person with an instant messaging
character set a system for coding letters and
program interacts
numbers
bus topology a network design that connects
chart a graphical image, such as a pie or a
the network to a single line
set of columns, used to visually display
business-to-business (B2B) a transaction numerical data, making it easy to
between companies understand and analyze
byte a group of bits combined into groups of chat room an informal, public, real-time
eight or more teleconference
Glossary
check-screening system a system that
C compares checks to a database with
information about problem accounts
cable modem a device that allows a computer
to access the Internet through a cable circuit an end-to-end connection between two
television connection computers
cache memory hardware that stores program circuit-switching a technology that provides
commands and data that are accessed an unbroken connection between two
often to save processing time computers, enabling them to exchange
data quickly; also used in telephone
canvas size in a paint or draw program, the
networks to open a dedicated line (a
size of the workspace on which an image
circuit) for a phone call and leave the
is placed
circuit open for the duration of the call
cathode ray tube (CRT) a type of monitor that
click-and-mortar store a business that offers
produces images by making phosphors
products online
glow
client a workstation computer attached to a
Cave Automatic Virtual Environment (CAVE)
network, which is controlled by a server
a virtual reality environment where
images of the virtual world are projected client/server network a network system that
on the walls of a real room uses a central server computer
CD-ROM drive a read-only optical storage clip art a graphic that has already been created
device for use by others
cell the box in a table or worksheet where a Clip Art Gallery a collection of images and
column and row meet; also, a geographic sound that is ready to use
area to which a signal can be transmitted
Clipboard a tool that temporarily stores cut or
cell address a unique name by which each cell copied data
on a worksheet is identified
close tag the end of a Hypertext Markup
cell reference the shorthand command that Language (HTML) code
tells a spreadsheet program to use the
cloud computing using the Internet and
information inside a certain cell
central remote servers to host, or store,
cell site the location of the radio tower that data and/or applications
sends and receives radio signals for a
cloud storage areas on Internet servers where
particular cellular phone
data and applications can be stored and
cellular phone a mobile phone that uses radio accessed
waves to communicate
collaborative software application software
central processing unit (CPU) a piece of the designed to be used by a group of people
computer’s hardware that processes and working together
compares data and completes arithmetic
collision a problem in networking that occurs
and logical operations
when two computers try to transmit
certificate authority (CA) a third-party data across a network at the same time,
organization that validates digital causing data packets to collide and both
signatures transmissions to fail
Glossary • G-3
color depth the number of colors that can be copy protection a physical device or software
displayed on a monitor at one time tool that keeps users from making
unauthorized copies of the software
color palette a display of options in a paint
or draw program that allows the user to copyright the right to control use of creative,
choose the color a tool will place in an literary, or artistic work
image
corrupted describes a computer file that has
command an instruction that tells a software been damaged
program what action to perform
cracker a cybercriminal who tries to access
command button an icon on a toolbar or and damage secure networks
Glossary
Ribbon that tells the computer to perform

crash to suddenly stop working
an action when the icon is clicked
crop to trim the edges from a graphic to make
commercial software copyrighted software
it fit a space or to remove an unwanted
that must be purchased before it can be
part of the image
used
cross-platform a type of software or hardware
compatibility the ability to share files between
capable of running the same way on more
two different application programs or
than one platform
operating systems
cross-platform compatibility ability to share
compiler a program used to translate the
files across operating systems
source code of a computer program into
binary form using only 0s and 1s Cut to remove a selection from a document
and place it on the Clipboard
compress to reduce the size of a file
cybercrime the use of the Internet or private
computer a machine that changes information
networks to violate state or federal laws
from one form into another by performing
input, processing, output, and storage cyberstalking to use electronic
communications to threaten or harass
computer crime any act that violates state or
someone
federal laws involving use of a computer
cylinder the same track location on the
computer system several different parts of
platters of a hard drive
a computer that perform the four basic
functions of computing: input, processing,
output, and storage D
computer-assisted design/computer-assisted data decay the loss of information due to
manufacturing (CAD/CAM) a method of the gradual wearing down of a storage
creating a 3-D model that links 3-D design medium
to the manufacture of that object
data glove a glove equipped with sensors
congestion delay caused by too much traffic to measure movements of the hand and
on a network fingers
contention the condition that occurs when data integrity describes the availability and
two computers try to access a network at usability of data stored on a computer
the same time
data loss occurs when information on a
contrast the difference between the colors of storage device is damaged or made
the pixels in an image unusable
convergence the process that enables data maintenance the upkeep of a
previously separate tools to take on database that includes regular updates,
functions and features of the others modifications, and deletions
cookie a file left on a hard drive by a Web site data mining to find valuable information by
that the user visits examining trends in large amounts of data
Copy to place a duplicate of a selection on the data projector a device that shows a
Clipboard computer’s video output on a screen
G-4 • Glossary
data series a set of data that changes by a digital a connection that uses computer codes
constant value to send voice, data, and video on a single
line
data source a file containing variable data
used for customizing a mail merge digital audio tape (DAT) a storage medium
document that uses high-capacity magnetic tape
enclosed in a cartridge; originally used
data structure the way a database is organized
to store audio in digital format, but now
data transfer rate the number of bits per used primarily for storing computer data
second at which data is transferred
digital camera a camera that records and
data type settings applied to a database stores photos in a digital form that the
Glossary
field, which allow the field to store only computer can work with
information of a specific type and/or format
digital signature a method to verify the source
data warehouse a large collection of data and content of an e-mail message
database an organized collection of digital video camera a camera that records
information that may or may not be moving images in digital form
stored in a computer
digitize to change information of any kind
database management system (DBMS) a into digital format
software program used to manage the
disk cache software that uses space on the
storage, organization, processing, and
hard drive to store data that is used most
retrieval of data in a database
frequently
dead link a connection to a Web document
disk operating system (DOS) an operating
that no longer works
system that uses a keyboard to type
decrement the number by which each value in specific commands into the computer
a series decreases
disk scanner a utility that checks magnetic
default the preset options in a program disks for errors
demodulation the process that changes the Distribute the tool in a draw program that
analog signal received by a modem to the determines the distance between two
digital signal used by a computer objects
denial of service attack a method used by document map an outline of a word-
hackers which prevents legitimate users processing document that can be seen in a
from accessing a service, such as a Web separate pane
site
documentation instructions on how to install
deregulate to remove government regulations a program, use the application, and
troubleshoot any problems
descending order the sorting of data by
decreasing value document-centered approach the view that
focuses on a document’s content rather
desktop the workspace on a computer screen
than the software that created it
desktop computer an individual’s personal
Domain Name Server a server used to match
computer
a domain name to the correct Internet
desktop publishing a program with protocol (IP) address
expanded design options to create high-
Domain Name System (DNS) a naming
quality documents
system using letters as well as numbers
device a hardware component installed for to identify one or more computers on the
use with a computer system Internet
device driver the software utility that allows domain name the phrase used to identify one
the operating system to communicate with or more Internet protocol (IP) addresses
a device
dot pitch the width of an individual pixel on a
dialog box on-screen message box for users to monitor
supply information or convey requests
Glossary • G-5
download to transfer copies of files from a encoder a software program that converts a
remote computer to a local computer by file
means of a modem or network
encryption the process of encoding data so
downtime a temporary stop to all work on a that it cannot be used without first being
network decoded
drag handle one of the eight small rectangles enterprise storage system technology that
or circles that appears at a graphic’s four allows networked computers to access one
corners and four edges that is used to or many different types of storage devices
resize the image
ergonomic designed to provide comfortable
Glossary
draw program a program used to create and use and avoid stress or injury
edit vector images
e-tailer a retailer that primarily uses the Web
driver utility software that contains to sell goods or services
information needed by application
Ethernet a networking technology used for
programs to properly operate input and
local area networks
output devices
ethics moral principles
Dynamic Hypertext Markup Language
(DHTML) a programming language that exclusion operator a minus sign or the word
adds interactivity to a Web page NOT used to search for Web pages that do
not contain certain words
E executable file a file that carries out
instructions as part of a program
e-commerce the use of telecommunications
networks or the Internet to conduct expert system a complex program that
business uses artificial intelligence techniques to
manipulate a large, detailed database
electronic data interchange (EDI) a business-
to-business wide area network export to format data so it can be used in
another program
e-mail an electronic communication method
in which messages are sent and received Extensible Markup Language (XML) the code
over the Internet that describes the format for constructing
Web queries and processing database
e-mail client a program, on a user’s computer,
queries
that enables the user to create, send,
receive, and manage e-mail messages extension an additional set of up to four
letters that is separated from the file name
e-mail folder a folder used to store and
by a period and that generally identifies
organize related messages from your Inbox
the type of data in the file
e-mail server a program, on an Internet
extranet a wide area network designed to look
service provider’s server computer,
and work like the Internet that allows for
that sends, receives, and delivers e-mail
limited public access
messages to client computers
Eyedropper a tool that picks up and works
e-mail virus a program sent in an e-mail
with a specific color from an image
message to deliberately cause computer
problems for the recipient
embed to copy an object into a document;
F
both the object and the document remain fair use the use of copyrighted material in a
independent when changes are made to review, in research, in schoolwork, or in a
either one professional publication, which does not
necessarily require permission from the
emphasis in graphic design, creating a visual
material’s owner
focal point
fax machine a device that makes a digital
emulator software program that allows two
copy (a “facsimile”) of a document, then
incompatible computers to work with
transmits the data to another device, such
each other
as a computer modem or other fax machine
G-6 • Glossary
fax modem a computer modem that can send flat-file database a database that can work
and receive faxes with only one file at a time
fiber-optic cable strands of pure glass that floating image a graphic that appears on a
transmit digital data by pulses of light specific place on the page, regardless of
text
field the part of a database that holds an
individual piece of data floppy disk an older removable, portable
magnetic disk used with a floppy drive
field name identifier for a database field
floppy disk drive an older storage device that
field width maximum number of characters a
reads floppy disks
field can contain
Glossary
form an on-screen window for users to view,
file a unit or grouping of information that has
enter, and edit data
been given a unique name
format prepare a storage medium to be used
file compression a way of reducing file size
by a specific type of computer
so that large files can travel more quickly
over a network or consume less disk space formula a mathematical expression used to
link and perform calculations on numbers
file compression utility a software program
in worksheet cells
that reduces the size of a file for storage or
transmission purposes Forward button a tool that lets users move
ahead to previously viewed pages in a
file extension two or three letters following a
browser
period that indicate the application a file
was created in frame an empty section in a document that
will eventually hold text or graphics; or
file format standards used to write data to a
a section of a Web page window; also,
disk
an individual still image in an animated
file fragmentation the allocation of a file to sequence
noncontiguous sectors on a floppy disk or
frame rate the number of still images
hard drive
displayed every second in a full-motion
file name a series of characters that gives each video or animation
document in a folder a separate name
frame relay a communications technology
file server the main computer in a client/ used by most permanent virtual circuits
server system that allows voice, data, and video to travel
on the same line at the same time
file sharing making files available to more
than one user on a network freeware copyrighted software given away for
free
filter to select or display items based on
whether they meet or match specific full back-up to duplicate all files on a hard
criteria; also, a feature in some e-mail drive
programs that can delete certain messages
function a commonly used formula that is
or file messages in folders
built into a spreadsheet program
find and replace a feature that locates a word
function key a shortcut key at the top of a
or word combination and then changes it
keyboard that is labeled with the letter F
to a different word or combination
and a number
firewall hardware or software that prevents
access to a network
G
flash drive a small storage device that
garbage in, garbage out (GIGO) a phrase
uses flash memory and connects to the
that stresses the importance of inputting
computer through a USB port; also called
accurate data in a database
a pen drive, jump drive, or thumb drive
global unique identifier (GUID) a unique
flash memory storage medium that has no
identification number generated by
moving parts and stores data in electronic
hardware or by a program
cells
Glossary • G-7
grammar checker a word-processing tool high definition television (HDTV) a type of
that identifies problems with verb tense, television that produces a sharper image
sentence structure, pronouns, punctuation, than regular television
and capitalization
holographic data storage system (HDSS) a
graphic anything that can be seen on a future storage technology in which data
computer’s screen is stored in images called holograms on
optical cubes
graphical browser a Web navigation program
that shows pictures and text home page the front page of a Web site
graphical user interface (GUI) a visual horizontal application a type of application
Glossary
display that allows the user to interact software that is designed to meet the
with the computer by using graphical needs of many different users
objects on the screen
hub a connection point for computers,
graphics tablet a hardware device used for printers, and other equipment on a
drawing network
Grid an advanced graphics tool that displays hue the actual color as shown in the spectrum
a grid onscreen to assist with alignment or range of colors
gridline a line extended from chart axis to hyperlink a link to another document on the
body so data will be clearer; also, non- World Wide Web
printing lines displayed onscreen to help
hypermedia system a system of connecting
align and format objects on a page
resources online (via the Internet, for
group to combine separate vector images example) that lets users click links to
into one image; also part of the Ribbon access resources in different types of
(Microsoft Office), each tab contains media, such as text, audio, or video
groups of related tasks
hypertext a type of document that is
groupware software that supports multiple published on the World Wide Web
users working on related tasks
Hypertext Markup Language (HTML) the
code that describes the format, layout, and
H structure of a document for publication on
the World Wide Web
hacker a computer hobbyist who tampers with
systems to find mistakes and weaknesses hypertext transfer protocol (HTTP) the
protocol that governs how Web pages are
handheld computer a small palm-size
transmitted across the Internet
computer mainly used for personal
assistance
handwriting-recognition software software
I
that converts handwritten text to digital icon an on-screen picture that represents an
format object, resource, or command
haptic interface a method of communicating identity theft the taking of another person’s
with a computer through a device that identity for the purpose of committing
senses body movement through touch illegal acts
hard drive the most commonly used type of image editor an advanced paint program that
secondary storage device, which stores edits bitmapped images
bits of data as aligned particles on the
image processing system technology for
surface of a magnetic disk
scanning documents so that records can be
hardware the physical parts of a computer stored
head-mounted display (HMD) a helmet that image size the actual size of a graphic
wraps around the head; used for virtual
imagesetter a printer that offers high-quality
reality experiences
output at 1,200 dots per inch
hierarchy the categories in which Usenet
newsgroups are organized
G-8 • Glossary
impact printer a printer that uses keys or pins interactive multimedia a program that uses
to strike an ink ribbon to create an image different types of media (such as text,
on paper sound, animation, and others) to convey
its message, and which allows the user to
import to bring information into a program
choose the content that will be displayed
from another program
next or direct the flow of the content
inclusion operator a plus sign or the word
interface a means for users to control or
AND; used to search pages to find a match
operate the computer
for specified words
Internet a vast network that links millions of
increment the number by which each value in
computers around the world
Glossary
a series increases
Internet 2 (I2) high performance network to
incremental back-up to copy only the data
test new technologies
files that have changed since the last full
back-up Internet client the computer and related
software that requests a service on the
information kiosk an automated system that
Internet
provides information or training; usually
has a touch screen to allow input Internet protocol (IP) address a four-part
number separated by periods that identifies
information overload the result of a computer
each computer connected to the Internet
user being overwhelmed by the amount
of information generated by his or her Internet Relay Chat (IRC) an Internet service
computer that enables the user to join chat groups
infrared light waves that cannot be seen by Internet service provider (ISP) a company
the human eye that provides the actual link between a
computer and the Internet
infringe undermine or interfere with; also,
to actively break the terms of a law or Internet telephony the use of the Internet to
agreement complete real-time voice communication
infringement to break copyright law by interpreter a program used to translate source
stealing others’ work code directly into actions
inline image a graphic that is anchored to intranet a private network that uses the same
some text so that if the text moves, the protocol as the Internet
image will move as well
input raw information, or data, that is entered K
into a computer
key field an element that links tables in a
insertion point a mark that indicates where relational database
entered text will appear in a document
keyboard shortcut a combination of keys that
install to prepare to run application software carries out a specific action
by copying all or part of the program onto
keyword in a spreadsheet function’s syntax,
the computer’s hard drive
the name of the function; also, text or a
instant messaging (IM) the system on the phrase used in a search
Internet that allows two people who
are online to communicate by typing
messages
L
label text or a combination of numbers and
integrated software a program that combines
text typically used for titles or explanation
the basic features of several applications
in a worksheet
into one package
land a flat, reflective area on the surface of an
intellectual property someone’s creative,
optical disc
literary, or artistic work
laser sensor a laser-operated tool in an optical
drive that reads information
Glossary • G-9
Lasso the tool in an image editor program that mailbox name a part of an e-mail address
selects complex or freehand shapes before the “at” sign
launch to start an application program mail merge a process that inserts variable
information into a standardized document
layer to stack parts of a bitmapped image on
to produce a personalized or customized
top of another level
document
layout an on-page arrangement of text,
mainframe a type of computer used by many
graphics, backgrounds, images, and other
people at the same time to allow access to
design elements
the same secure data
leased line a permanent connection between
Glossary
maintenance release a minor revision to

the mobile telephone switching office
correct errors or add minor features to a
(MTSO) and the long-distance providers
software program
that will complete the call
markup language a set of codes used to
level the numerical values with which image
format online text
editors are able to quickly change every
pixel in an image Marquee a tool in an image editor program
that highlights a simple shape
link to create a connection between an object’s
source application (the program in which master page the pattern that sets the basic
an object was created) and a destination features of a document’s look for all the
application (a program into which the other pages to follow
object is copied), allowing the object to be
master slide a default template that is applied
edited in either program
to all slides of a certain type
liquid crystal display (LCD) monitor panel
maximize to make an application window as
that produces color by using an electric
large as possible
field to combine crystals of different colors
memory specialized chips, connected to the
list server a program that handles e-mail
computer’s motherboard, which store
messages automatically
data and programs as they are being used
local area network (LAN) a network in which by the processor
all workstations and equipment are near
memory shave to steal some of a computer’s
each other
memory chips
local loop the network that connects to the
menu a list of commands
phone company’s central office
menu bar the bar generally located below
LocalTalk a Macintosh topology that allows
an application’s title bar where a set of
Macintosh computers to be networked
commands is listed
quickly
mesh topology a network design in which
lossless compression a method of reducing
all components are connected directly to
the size of a file so that it can be returned
other components
to its original state without losing any data
message header information located at the
lossy compression a method of reducing the
top of an e-mail that identifies the sender,
size of a file so that some data may be lost
other recipients, the date, and the subject
when the file is decompressed;
message priority the rating of an e-mail’s
M importance
microwave a high-frequency radio wave
macro a set of mouse actions, keystrokes, or
commands recorded for repeated use minimize to make an application window as
small as possible
macro virus a series of commands that is
hidden in a document modem a device that allows a computer to
transmit data to other computers through
Magic Wand the tool in an image editor
telephone lines
program that selects all the touching
pixels of a similar color
G-10 • Glossary
modulation the process that changes the node anything connected to a network, such
digital signal from a computer to the as a computer, printer, or fax machine
analog signal of a telephone
nonimpact printer a printer that uses spray or
motherboard the primary circuit board in powder to create an image on paper
a computer to which all devices are
connected and through which all data
passes
O
object a piece of data such as an image, chart,
multimedia describes a program that uses
video or sound clip, or a section of text
different types of media (such as text,
graphics, video, animation, or sound) at object code readable instructions created by
Glossary
the same time compilers translating the source code into
binary form
multitask to work with more than one
computer application at a time object linking and embedding (OLE) the
feature that copies objects from one
Musical Instrument Digital Interface (MIDI)
application into another and enables
a special type of interface that connects a
the data to remain linked to its original
computer to electronic musical instruments,
application
enabling the computer to control the
instruments and record their output object-oriented database a database that
stores objects, such as sound, video, text,
N and graphics
object-oriented programming a method of
navigate to move to different parts of a
programming that provides rules for
network or program to find resources or
creating and managing objects
files
online banking using a Web browser to pay
navigation button a tool that lets users
bills and access accounts online
perform routine operations with a browser
online service a business that provides access
netbook a computer approximately 10 inches
to the Internet as well as to custom content,
across designed primarily for accessing
discussion groups, news, shopping
the Internet
services, and other information that is
netiquette an informal set of rules for how to available only to its paying subscribers
behave online
online support Internet-based service that
network two or more computers connected to provides answers or other help
each other to share resources
online transactional processing (OLTP) a way
network architecture the science of designing to immediately approve Internet credit-
a network card purchases
network interface card (NIC) a hardware on-screen presentation a display of slides on a
device that physically connects a computer screen
computer to a network
open protocol a standard that anyone can use
network layer a subset of protocols that
open source software software for which the
govern how data is handled and
source code is made available to the public
transmitted over a network
operating system (OS) a system that allows
network operating system (NOS) a set of
hardware devices to communicate with
programs that manages and secures a
one another, run efficiently, and support
network
software programs
network traffic the electronic pulses of
optical character recognition (OCR) software
information that carry data through a
used by most scanners that turns text into
network to its destination
a digital file
newsgroup a discussion group in which users
optical storage device a storage device that
communicate by posting messages about a
uses laser beams to read the information
particular topic
stored on the reflective surface of a disc
Glossary • G-11
Order a tool that changes the position in peer-to-peer network (P2PN) a small network
which objects are stacked or layered that usually includes from two to ten
computers but no server
order of evaluation the rule that tells a
spreadsheet program which operation to pen computing a pen used on handheld
do first in a multiple-operation formula computers that sends electronic signals
through a touch screen
organic light emitting diode (OLED) a
technology used for monitors and screens pen-based graphics tablet a touchpad that
that is made from sheets of organic uses a stylus to create images
material that glows when an electrical
peripheral separate input, output, and storage
field is applied; OLED monitors do not
Glossary
hardware
require backlighting or diffusers
permanent virtual circuit (PVC) a circuit that
output the result of a computer’s processing,
allows multiple users’ data to travel at the
displayed on-screen, printed on paper, or
same time on the same line
heard through a speaker
personal digital assistant (PDA) a small,
output device any piece of hardware that
highly portable handheld computer that is
shows the result of computer processing
used for taking notes or keeping track of
appointments
P personal information manager (PIM) a
packet tiny segment of information program responsible for storing phone
transmitted over a network numbers and addresses and creating
schedules
packet sniffer a program that examines data
streams on networks to find information personal productivity program a horizontal
such as passwords and credit-card application used to help people work
numbers more effectively
packet-switching a method of transmitting phishing a method by which cybercriminals
data across a network by breaking it into lure users into revealing account codes
tiny segments called packets and passwords by pretending to be a
legitimate Web site
page format the arrangement of text on a page
photo checkout system database of customer
pagination the automatic division of a
photos to verify credit-card use
document into pages
photo printer a printer that produces a high-
paint program a basic program for working
resolution image, used for photos
with a raster or bitmapped image
physical media the wires, cables, or wireless
pane a section of a document after the
transmitters and receivers used to connect
window has been split
the computers in a network
paragraph any amount of text up to a forced
pit an indented area on the reflective surface
new line
of an optical disc that scatters light from a
parse a spreadsheet feature that breaks laser
down data into parts that will fit into the
pixel a single point in a bitmapped graphic
spreadsheet cells
placeholder an area within a slide layout
password a word, or a string of letters and/
designed to hold data, such as text or
or numbers, that is used to gain access to
pictures
a computer system or network and that
is usually known only to the user and an plagiarism illegal copying of creative material
administrator owned by another person
Paste to insert an item copied or cut to the platform a kind of computer that uses a
Clipboard certain type of processor and operating
system
patent the exclusive right to make, use, or sell
a device or process platter one of a stack of metal disks that store
information in the hard drive
G-12 • Glossary
player software a program that plays audio or primary storage memory chips that are built
video files into a computer, such as random access
memory (RAM)
Plug and Play (PnP) capability of Windows-
based PC operating systems to detect new, print area a portion of a worksheet intended
compatible devices to be printed
plug-in program a program that adds new Print Layout view the view of a word-
features to an application on the computer processing document that shows how the
document will appear when printed
podcast an audio or video file that is created
for downloading to an iPod or an MP3 Print Preview the feature in a program that
Glossary
player such as Microsoft’s Zune shows how a document will look when
printed
point of presence (POP) a local connection to
a wide area network procedural programming a method of
programming that uses step-by-step
pointer a cursor that shows your location on a
instructions
computer screen
processing a task a computer carries out with
pointing device a device such as a mouse
data in response to a command
used to point to elements on a monitor
product update a new release of an existing
point-of-sale (POS) a type of system used at
software product, with enhancements
retail checkout counters (the point of sale),
that correct existing flaws or that make
which scans product codes for items being
the new version superior to all previous
purchased, verifies the items’ prices, and
versions
usually updates inventory and customer
information through a connection to the productivity suite a program that combines
seller’s network several programs and all of their features
Point-to-Point Protocol (PPP) a method program to write the instructions, or code, for
of connecting to the Internet in which software; also, an application
Transmission Control Protocol/Internet
programmer an expert who writes the
Protocol (TCP/IP) packets are sent from a
instructions for software
computer to a server that puts them on the
Internet programming language a coded language
used to write instructions for a computer
pop-up menu a list of shortcut commands
that appears when an area of the screen is property a piece of data attached to or
right-clicked or the mouse button is held associated with a file, folder, program, or
down device; also called metadata
portal an Internet service that provides proportion the size and location of one object
an organized subject guide to Internet in relation to other objects
content, news, weather, sports, e-mail, etc.
proprietary protocol a standard that only
power surge a sharp increase in power certain people can use
coming into the computer system
protect to block accidental changes in a file or
power-on self test (POST) series of tests a on a device
computer performs while booting
protocol standard format and rules for
Pre-designed slide PowerPoint 2007 online handling data
offers a variety of pre-designed slides to
protocol stack a set of small protocols used to
make it easy to create good presentations
set standards for the Internet
preference a choice for the way a program
protocol suite a collection of individual
will operate
protocols that determines how a network
presentation software a specialized software operates
that is used to create and display visual
proximity in graphic design, using the
information
closeness between objects to indicate a
relationship
Glossary • G-13
proximity operator a Web query that searches record a part of a database that holds data
for words that appear close together about a particular individual or item
public data network a network that allows record match to gather information about
different companies to set up their own another person by searching databases
networks
Redo allows the user to put a change back in
public domain software a program effect after cancelling it with Undo
distributed for free without a copyright
reel-to-reel tape a type of storage tape that
pull-down menu a list of options moves between two large, open reels,
which are not enclosed in a case or
Glossary
Q cartridge
registry in Microsoft Windows, a database
quarter-inch cartridge (QIC) a storage
of information about a computer’s
medium that uses quarter-inch-wide
users, hardware settings, and software
magnetic tape housed in a cassette
configurations, which enables Windows to
query a request to search a database run applications correctly
query language a set of characters, rehearsed presentation a slide show timing
terms, symbols, and rules used in the method that changes from one slide to the
construction of database queries next according to the will of the creator so
that the presentation moves at the exact
query-by-example (QBE) to request
desired speed
information from a database by providing
an example relational database a database in which
shared key fields link data among tables
R relative reference the method of copying or
moving a formula that changes the values
random access memory (RAM) special chips
in the formula depending on its new
that store data and instructions while the
location
computer is working
render to create a 3-D model from a wire-
random access storage device a storage device
frame
that lets the computer go directly to the
needed information repetition when color, shape, or pattern is
repeated throughout a graphic
range in a spreadsheet, a group of cells that
are next to each other repetitive strain injury (RSI) nerve damage
in the hand caused by continued use of a
raster graphic an image formed by a pattern
keyboard or mouse
of dots; also called bitmapped graphic
replicate to copy
ray trace a method to determine how a source
of light would affect an image Reply to respond to the sender of an e-mail
message
read/write device a storage device that allows
users to access information and save it to Reply All to respond to all people who
the device received an e-mail message
read/write head in a disk drive, the report an ordered list of selected database
component that writes data to and reads records and fields in an easy-to-read
data from the surface of a disk format
read-only device a storage device that allows report template a pattern that controls how
users to access information but not save or data will be displayed in a database report
change it
resolution for a raster image, the number of
read-only memory (ROM) chips on the pixels in a certain section of the image; for
motherboard that contain the instructions a monitor, the number of pixels that are
that start the computer and control some displayed on the screen at any given time,
input and output devices used as a measure of sharpness of picture
quality
G-14 • Glossary
Ribbon a toolbar area in Microsoft Office select a feature that allows the user to
applications since 2007 highlight, or select, data such as text or
objects on-screen
right to privacy the right to be free of
interference of outsiders in one’s personal selection tool a tool that can select a portion of
affairs an image to be moved, enlarged, or edited
ring topology a network design that connects self-running presentation a slide show timing
all devices into a circle method that changes from one slide to the
next at a given increment of time
rip to copy music from any source, such as an
audio compact disc, to a hard drive sequential storage device a storage device
Glossary
that requires a computer to scan from the
router a network device or program that
beginning to the end of stored information
determines which path a packet will
follow to reach its destination series a range
runtime version a limited version of serif font a font that has serifs, or lines,
authoring software projecting from its ends
server a computer that manages data and
S programs used in a network
sans serif font a font that has no serifs, or server address a part of an e-mail address
lines, projecting from its ends after the “at” sign
saturation the intensity of a color set-top appliance a device that allows Internet
access using a television as a display
scale the range of values against which data
is measured; also, to change the size of an shareware copyrighted software that can be
object, proportionately sampled before it is purchased
scan in computer crime, to search for an signature capture system a database of
unknown password using a software digitized signatures to verify credit-card
program created to probe computer purchases
systems; also, to convert printed content
simulation a virtual reality program that
to digital format, using a scanner
mimics a specific place, job, or function
scanner a device that converts printed images
site license a license that allows a group to
into a digital form
install software on a specific number of
screen saver a utility program that changes computers for internal use only
the screen display after a preset period
slide a separate page in a presentation
screen-magnifier software software that program on which information is
makes images larger and changes colors to organized smart phone
make text easier to see on a monitor
smartcard a credit-card-size electronic
scroll to move from one part of a document to device, which contains built-in memory
another on the screen and can store information about a person,
such as the information required to
search engine software that finds a list of Web
give the person access to a company’s
sites that meet a specified search
network
secondary storage computer disk drives such
software programs that tell a computer what
as the hard drive and CD-ROM drive used
to do and how to do it
to store large amounts of data
software license the document that contains
section a part of a document that contains
permission for a buyer to install and use a
specific format settings
program
sector a section of a track on a computer disk
software piracy the illegal copying of
Secure Electronic Transactions (SET) a computer programs
standard that uses digital signatures to
protect buyers and sellers online
Glossary • G-15
solid state disk (SSD) a high-capacity storage storage device a computer component that
device that contains high-speed random retains data even after the power is turned
access memory off
sort to arrange data in a specific order storage media the material that retains the
stored information in a computer storage
sound card a circuit board chip that converts
device
sounds in analog form into digital form
and vice versa stream to transmit data over a network or
Internet connection without interruption
source code the instructions that programmers
write Structured Query Language (SQL) a standard
Glossary
database query language

source file the location from which data was
collected style a set of formats for similar elements in a
document
source note a way to acknowledge an
information source style checker a tool that suggests ways to
improve the writing style in a document
spam unrequested e-mail messages and
advertisements style sheet a collection of predefined formats
that can be applied to a document
speech synthesis software a type of software
that lets a computer read text files aloud stylus a pointing device used for drawing on a
graphics tablet
speech-recognition software software used
for inputting text or commands by supercomputer a large and powerful scientific
speaking into a microphone computer that can process large amounts
of data quickly
spelling checker a tool that checks each word
in the text against a dictionary built into superzapper a program that accesses data by
the program to identify potential errors avoiding security measures
spoof to use a false IP or e-mail address Synchronized Multimedia Integration
Language (SMIL) code that makes it
spreadsheet a software program used for
easier to view multimedia content online
processing numbers that are stored
in tables, such as budgets or financial synchronous training a Web-based classroom
statements to which students log on at a preset time
to watch a recorded lecture
standalone program application software that
specializes in one task synergy the combined effect group effort can
create
star bus topology a network design that
connects multiple star networks in a local syntax the rules for wording a spreadsheet
area network function
star topology a network design that connects synthesize to create sounds imitative of actual
each network device to a hub musical instruments using a computer
start tag the beginning of a Hypertext Markup system administrator person responsible for
Language (HTML) code maintaining a computer system
status bar the area below the application system requirement the minimum equipment
workspace that shows information about a computer needs to run an application
the program or document
system software programs that help the
storage devices, such as hard drives and computer work properly
CD-ROM drives, that permanently hold
data and program instructions for a
computer to use
T
T1 line copper or fiber-optic lines that allow
storage area network (SAN) a network of
data to be sent at more than 1.5 million
storage devices that can be accessed by
bits per second
multiple computers
G-16 • Glossary
tab a part of the Ribbon in Microsoft Office topology the layout of the physical structure
applications since 2007 that contains of a network
related groups of commands
trace to convert pixels into lines
table data organized into rows and columns
Track Changes a feature that marks each
tablet computer a computer that combines editing change made by one or more
the features of a graphics tablet with the members of a group working on the same
functions of a personal computer document
tag a code used in HTML for formatting Web track one of a set of uniform circles made on
pages a disk
Glossary
telecommunications the process of sending tracking when a Web site gathers information
information over a telephone network about your Web browsing activity
telecommute to work from home by trademark a symbol that indicates that a
communicating with a workplace through brand or brand name is legally protected
a network and cannot be used by other businesses
teleconference a live meeting using computers transactional processing a way of changing a
and telecommunications equipment that database that keeps its records up to date
allows two or more people in different at all times
locations to participate
transition effect in a presentation program,
template a preformatted version of a certain a special effect that adds visual interest
type of document when the current slide disappears and the
next slide appears on the screen
terminal a keyboard and monitor attached to
a shared, central computer Transmission Control Protocol/Internet
Protocol (TCP/IP) the set of rules for
theme a collection of fonts, colors, and other
formatting and transmitting data over the
design features used to apply consistent
Internet, used by every computer that is
formatting to documents; also called a
connected to the Internet
design template
transparency a see-through sheet of acetate
thermal transfer printer a printer that uses
that is laser-printed; also, a measure of
heat to transfer color dyes or inks onto
opacity in a graphic
paper
trap door a type of virus that enables an
thread a series of messages that make up a
unauthorized user (such as a hacker) to
continuous conversation on the same
secretly gain access to a computer
general subject
Trojan horse a program disguised as useful
thumbnail a small, representative version of a
but that is destructive to the data on a
graphic
hard drive
time bomb a computer virus programmed to
troubleshoot to correct a problem with a piece
perform a task (often a destructive one) at
of hardware or a software program
a specific date and time
tween the ability of a graphics program to
time-limited trial a type of software that stops
determine in-between frames
working after a certain number of uses or
days twisted pair a pair of copper wires that are
twisted together and commonly used as a
title bar the top row of an application window
networking medium
where the program name and often the
name of the document is shown
token a unit of data used in ring topology to
U
prevent collisions; or a handheld electronic Undo a command that reverses the previous
device that generates a log-on code action
toolbar a row of icons that represent the ungroup to separate combined vector images
program’s most commonly used into individual images
commands
Glossary • G-17
Unicode a system using 16 bits to encode vanishing point the point in 3-D art at which
characters, creating more codes for foreign perspective makes an image disappear
languages
variety in graphic design, the use of different
uniform resource locator (URL) the unique colors and shapes to create visual interest
address given to a document on the
vector graphic an image that is created using
Internet
paths or lines
uninstall to remove a program from a
version a release of a software program,
computer
usually identified by a unique number to
uninterruptible power supply (UPS) a device distinguish it from previous releases
Glossary
that aims to prevent interruption of power

vertical application a type of application
to a computer
software that is designed for a very
unity in graphic design, when a third object limited purpose in a field or business
is used to establish a connection between
video adapter circuit board that creates the
two other objects
images seen on a monitor
universal product code (UPC) a pattern of
video capture card a circuit board chip that
bars printed on packages or labels to
converts analog video images into a
indicate price
digital file
universal serial bus (USB) a standard that
video editor a program that combines and
allows communication between devices,
edits video and audio files
such as between a flash drive and a
computer video memory (VRAM) video adapter’s
memory used to store video images
universal service the idea that all areas of the
country and people of all income levels videoconference a meeting that provides
should have telephone service audio and visual contact for participants
in different locations
upgrade to install a new and improved
version of an operating system or program viewable area a portion of the screen where
an image can be shown
upload to send data from a client computer to
a server computer through a network or virtualization physical storage pooled from
Internet connection multiple network storage devices into
what seems to be one single storage device
USB flash drive a small storage device that
managed from a central console
uses flash memory and connects to the
computer through a USB port; also called virtual memory space set aside on the
a pen drive, jump drive, or thumb drive hard drive for the operating system to
temporarily store data
Usenet a discussion system computer users
can access through the Internet virtual private network (VPN) a private
network set up through a public network
user account a collection of information used
to identify a person and grant him or her virtual reality (VR) a realistic, three-dimensional
access to a computer system or network world a user can “enter” and explore
username the online identity of a person who virus a program whose purpose is to
is accessing a system or network damage or destroy computer data, cause
a computer to behave in unexpected
utility software programs that are used to
ways, or interfere with the operation
maintain and repair the computer
of a network, all while concealing and
replicating itself
V visual aid a graphic that helps convey
value a number, such as a whole number, a information to an audience
fraction, or decimal; also, a numerical
representation of a color in a graphics
program
G-18 • Glossary
W wiki a Web site that contains information
created and updated by anyone who has
waveform a digitized piece of actual sound access to the site
wavetable synthesis technology for producing wildcard a symbol that stands for one or more
high-quality sound output characters; used to search pages with
variations of a word in the search
Web browser a program used to view Web
pages window a rectangular, on-screen frame used
to view a program or document
Web bug a tiny graphic image that makes it
possible to record the surfing habits of a wizard a series of dialog boxes that gives a
Glossary
computer user step-by-step guide through a procedure
Web feed a service that automatically word wrap the automatic starting of a new
downloads Web page content that a user line of text when the previous line is full
has signed up for word-processing program a program used to
Web host a company that leases Web space for create documents through typing, editing,
Web sites formatting, and printing functions
Web integration a tool that makes it possible worksheet a grid made of vertical columns
for a file created in one application to be and horizontal rows in a spreadsheet
saved in Hypertext Markup Language program
Web Layout view the view in a word- worksheet tab a tag that identifies each
processing program that shows how worksheet in a spreadsheet program
a document will appear when published workspace the blank area where a graphic will
on the World Wide Web display in a paint or draw program
Web page a single document on the Web workstation a computer connected to a
Web server a computer that maintains Web computer network
sites World Wide Web (Web) part of the Internet
Web site a collection of related pages on the comprised of linked documents
Web worm a computer virus that spreads over a
Web-based training educational courses network without user execution
available via the Internet write the process of storing information on a
Webcam a digital camera used to capture and storage device
transmit video over the Internet or other write-protect switch a sliding bar on a USB
network flash drive that can be set to prevent
Webcast a live broadcast of audio and video changes to the data stored on the drive
over the Internet write-protect tab a safety feature that prevents
Web-database integration a technique that data from being written onto a floppy disk
makes databases accessible over the WYSIWYG behind-the-scenes programming
Internet or an intranet that stands for “What You See Is What You
Webmaster the person responsible for the Get”
creation and maintenance of a Web site
whiteboard an electronic equivalent of a Z
chalkboard zoom to focus on a part of a document
WHOIS database the central database of
domain names
wide area network (WAN) a network that
connects computers and other resources
over great distances
Glossary • G-19
Index
Figures and photographs are indicated by an alt newsgroups, 386

italic “f” following the page number. Amazon.com, 218, 398
analog phone systems, 323
Numbers analog vs. digital communications, 323
3Com Corporation, 361 analog vs. digital computers, 4
3-D references, 190 Andreesen, Marc, 392, 393
3-D video adapters, 42 animation, 234, 250–252, 250f, 266
3G/4G networks, 339 anonymity, protecting, 452, 458
antivirus software, 441, 441f, 467–468, 467f
A Apple computers
components of, 9
absolute references, 190, 190f GUIs, 77
acceptable use policy (AUP), 464 iPads, 24, 24f
access time, 61 iPhones, 39f, 103
active cells, 165, 165f iPod Touch, 53
activities iSight, 30
database, 225–230 Mac OS, 10f, 11, 20, 89
e-mail, 444–450 applets, 408
graphics, 255–260 AppleWorks, 103
keyboarding, B-34 application software, 110, 110f, 120, 122f
multimedia, 313–317 definition of, 11
operating system, 93–98 documentation for, 118–119
presentation, 285–289 selecting, 105, 106
Web, 417–422 types of, 12, 102–104, 102f, 116–117
word-processing, 158–162 using, 109–111, 121–124
adaptive devices and software version numbers for, 119–120
ergonomic keyboards, 30 application workspace, 121, 235, 235f
Goodfeel Braille conversion, 103 “apps,” 24, 103
Kurzweil Reading Machine, 43 archival storage devices, 51
mouth-activated joysticks, 29 arguments, 188
screen-magnifier software, 21, 21f ARPANET (Advanced Research Projects Agency
screen-readers, 263 Network), 369
speech synthesis software, 43 ascending order, 209
speech-recognition software, 16, 85, 120 ASCII (American Standard Code for Information
for text entry, 148 Interchange), 18
Address box, 395 asymmetric DSL (ADSL), 329
Adobe Flash Player, 252, 297 attachments, 424, 439–440, 439f
ADSL (asymmetric DSL), 329 audio file formats, 296
Advanced Research Projects Agency Network audio input, 16, 38
(ARPANET), 369 audio output, 31, 43
alias, 425 Audio Video Interleave (AVI) format, 295
Align tool, 250, 250f AUP (acceptable use policy), 464
alignment, 238 authentication, 414, 429, 437
All-in-One printers, 33, 327
I-2 • Index
authoring tools, 306–307, 307f Breners-Lee, Tim, 375, 392
AutoComplete, 185 Bricklin, Dan, 166
AutoContent wizard, 263 bricks-and-mortar stores, 413
AutoCorrect, 130 broadband transmission, 328–330
AutoFill, 185, 185f browse, 208–209, 208f
automatic updates, 441 see also Web browsers
autosave, 130 Brush tool, 236, 236f
AutoShapes, 266 bus topology, 359, 359f
AutoSum, 186, 186f bytes, 4, 18
Average function, 188, 189f
AVI (Audio Video Interleave) format, 295 C
Index
B cable data connections, 339, 371
cable modems, 330, 371
Back button, 395 cables, 9
backbones, 351, 360, 372, 383 call centers, 337
backing up data camera operators, 294
cloud storage, 68 careers
hard drives/flash drives, 60–63, 468 advice online, 429
importance of, 19 branding consultants, 385
limitations of, 67–68 camera operators, 294
new media for, 69 computer engineers, 24
storage devices for, 51–56, 64–66 copy editors, 130
utility software for, 79, 79f cost estimators, 189
back-up, 19, 53, 54, 63 customer support technicians, 122
back-up devices, 17 database administrators, 207
back-up utilities, 79, 79f educational media technology
balance, 238 specialists, 437
bandwidth, 328, 330, 388 emulation developers, 89
Basic Input/Output System (BIOS), 49, 84 financial analysts, 174
Basic View, 144 graphic artists, 240
batch processing, 217 graphic designers, 139
BD (Blu-ray Disc), 66 LAN administrators, 349
beta versions, 117 librarians, 215
Bezos, Jeff, 218, 398 medical technicians, 351
binary code, 5, 18, 19, 62 Microsoft Office Specialists, 111
binary large object (BLOB), 216 sales and service technicians, 330
BIOS (Basic Input/Output System), 49, 84 sales representatives, 279
bitmap color mode, 245, 245f service technicians, 8
bitmapped graphics, 232, 232f, 252 software production managers, 267
bits, 4, 18 statisticians, 172
bits per second (bps), 326 systems engineers, 357
blended learning, 432 technical writers, 146
BLOB (binary large object), 216 test engineers, 33, 55
blogs, 386 Web advertising executives, 405
Bluetooth, 9 Web designers, 393
Blu-ray Disc (BD), 66 wireless developers, 431
BMP (Windows Bitmap), 232 Carrier Sensing Multiple Access/Collision
Bookmarks feature, 395, 396 Detection (CSMA/CD), 361
Boolean operators, 409–410, 409f cathode ray tube (CRT) monitors, 31f, 32
boot process, 84 CAVE (Cave Automated Virtual
bounced messages, 427–428 Environment), 43, 299
bps (bits per second), 326 CBT (computer-based training), 432
Braille devices, 21, 103
Index • I-3
CCIPS (Computer Crime and Intellectual digital, 337–339
Property Section), 456 high-speed, 328–330
CD drives, 52, 64–66, 64f personal, 333–336
CDs (Compact Discs) telephone, 325–327
capacity of, 8, 56, 56f Compact Discs. see CDs
layers of, 64 compatibility, 20
read-only vs. read/write, 52 compilers, 19
as secondary storage, 51, 51f compression, 38, 40, 79, 244, 376
cell sites, 335 Computer Crime and Intellectual Property
cells, spreadsheet, 164 Section (CCIPS), 456
active, 165, 165f computer crimes. see cybercrimes
Index
addresses, 164, 164f computer engineers, 24

cell references, 172 computer ethics, 464–466
locking, 184 computer games, 300, 304
selecting, 180 computer graphics. see graphics
cellular phones, 334–336, 336f Computer Hacking and Intellectual
see also smart phones Property Project (CHIP), 456
central processing units (CPUs), 7, 17 computer networks
channels, 386 basics of, 344–346
character set, 18 LANs, 347–349, 359–361
charts, creating, 169, 187, 187f using networks, 356–358
chat forums, 387 WANs, 350–352, 350f, 352–364, 368–369
Children’s Online Privacy Protection Act computer systems
(COPRA), 382 components of, 5f, 7–9, 9f
CHIP (Computer Hacking and Intellectual for group use, 22–23, 22f
Property Project), 456 operations of, 4, 16
circuit-switching networks, 351 for personal use, 24
citations, 145, 465 troubleshooting, 470–472, 470f
click-and-mortar store, 413 computer telephony integration (CTI),
clickstream, 399 337, 337f
clients, 349, 368 computer-based training (CBT), 432
client/server networks, 349, 349f conditional functions, 188
clip art, 148, 148f, 240, 266, 266f, 267f congestion, 351
Clipboard, 132 connectors, 9
clock speed, 11 content management system (CMS),
cloud storage, 8, 55, 68 406–407
CMS (content management system), contention, 358
406–407 contrast, 238
CMYK color mode, 245, 245f, 246 cookies, 408, 453, 453f
collaborative software, 347, 362 COPRA (Children’s Online Privacy
collaborative writing, 154–155 Protection Act), 382
collisions, 358, 358f, 361 copy editors, 130
color depth, 245 copy protection, 117
color modes, 245–246, 245f copyright laws, 40, 107–108, 117, 465
color palettes, 235, 235f Corning Glass Company, 324
columns, spreadsheet, 181, 181f, 184 corrupted files, 89
command buttons, 121 cost estimators, 189
command prompt, 472 CPUs (central processing units), 7, 17
commands, 16, 28, 110 crashes, 74
Comment feature, 156 creative commons license, 107
commercial software, 106 crop, 139
communications cross-platform compatibility, 89, 381–382,
basics of, 321–324 381f
I-4 • Index
CRT (cathode ray tube) monitors, 31f, 32 Defense Advanced Research Projects
CSMA/CD (Carrier Sensing Multiple Agency (DARPA), 369
Access/Collision Detection), 361 demodulation, 325
CTI (computer telephony integration), descending order, 209
337, 337f design principles, 238
custom software, 12 desktop, 76, 84, 86, 109
cyberbullying, 466 desktop computers, 24
cybercrimes desktop-publishing (DTP) programs,
avoiding, 456–459 137–139
costs of, 456 destination files, 174
personal privacy and, 451–453 DHTML (Dynamic Hypertext Markup
Index
techniques and types, 453–455 Language), 408
cylinders, 60 dial-up modems, 326, 371
digital cameras, 30, 39, 39f, 247, 247f, 305
D digital communications, 337–339
DARPA (Defense Advanced Research digital light processing (DLP) projectors, 42
Projects Agency), 369 digital phone systems, 323
data digital signatures, 429
compression of, 38, 40, 79, 244, 376 Digital Subscriber Lines (DSL), 329, 371
decay of, 67 digital video cameras, 40
digital vs. analog, 4 Digital Video Discs. see DVDs
input of, 28 digital vs. analog communications, 323
protecting, 62–63, 68, 467–469 digital vs. analog computers, 4
storage, 7–8 Direct Broadcast Satellites (DBS), 338
transfer by Bluetooth, 9 directories, 78
transfer rates, 65, 330, 372, 372f disc vs. disk, 64
translation by utility software, 12, 20 disk scanner, 89
see also backing up data Distribute tool, 250, 250f
data gloves, 308 DLP (digital light processing) projectors, 42
data maintenance, 217 DNS (Domain Name System), 384
data projector, 42, 282 document maps, 146
data series, 185 documentation, 118–119, 471
data structure, 214, 215 documents, 48
data type, spreadsheets, 202, 216, 216f see also application software; word
database activities, 225–230 processing software
database administrators, 207 Domain Name System (DNS), 384
database management system (DBMS), 205 domain names, 370, 383–384, 394
databases dots per inch (dpi), 233
basics of, 202–204, 204f downloading, 339, 376, 376f
creating, 214–216, 215f, 216f downtime, 456
handling data in, 208–210 drawing programs, 234, 237
maintaining, 217–219, 219f driver utilities, 79
planning, 207 DSL (Digital Subscriber Lines), 329, 351,
programs for, 205–206 371
using queries and filters, 220–222 DTP (desktop-publishing) programs,
dates and times, in spreadsheets, 168 137–139
DBMS (database management system), 205 “dumb” terminals, 23
DBS (Direct Broadcast Satellites), 338 DVD drives, 64, 66
DDSL (Digital Subscriber Line), 329 DVDs (Digital Video Discs), 8, 51, 51f, 56f,
dead links, 405 66
decrement, 185 Dynamic Hypertext Markup Language
default settings, 123, 123f, 134 (DHTML), 408
Index • I-5
E Farsite back-up system, 69
Favorites feature, 395, 396
Ease of Use settings, 21f fax (facsimile) machines, 39, 326f, 327
e-commerce, 397–399, 412–414 fiber-optic cables, 324, 372
EDI (electronic data interchange), 363 field names, 214
educational media technology specialist, field widths, 214
437 fields, 202, 202f
electronic communications, 430–431, 432 file menu, 111f
electronic data interchange (EDI), 363 file servers, 349
electronic mail (e-mail). see e-mail File Transfer Protocol (FTP), 376
electronic portfolios, 6 files
Index
em dashes, 130 application software for, 109–111

e-mail (electronic mail) compression utilities for, 79, 376
addresses, 424, 424f definition of, 48
avoiding problems, 426–429, 458 formats of, 89
basics of, 375 fragmentation of, 90
benefits and hazards, 439–441 managers for, 78, 78f, 88f
clients, 425 names/extensions, 88
folders, 437, 438f read-only, 63, 63f
junk e-mail, 428 sharing of, 347, 348, 376
servers, 424 filters, 222, 248
using, 424–426, 425f, 426f, 436–438 financial analysts, 174
e-mail activities, 444–450 Find and Replace feature, 149, 149f
embedding vs. linking, 174 firewalls, 364, 468
emoticons, 426 flash drives, 55–56, 55f, 62
emphasis, 238 flash memory, 17, 62
emulation developers, 89 Flash Player, 252, 297
Encapsulated PostScript (EPS), 233 flat-file databases, 205
encoders, 296 FMD-ROM (fluorescent multilayer disc
End User Licensing Agreement (EULA), 300 read-only memory), 69
Engel, Joel, 335 folders, 78
Engelbart, Doug, 29 fonts, 135
enterprise storage systems, 68 forms, 219
EPS (Encapsulated PostScript), 233 formulas, 166, 170–172, 170f, 171f, 172f
Eraser tool, 236, 236f Forward button, 395
ergonomic, 30 frame rate, 251, 294
E-stamps, 399, 399f frames, 138, 165, 165f, 251, 251f
ethernet switch, 348f fraud, 455
Ethernets, 361 freeware, 107
ethics, 464–466 Frenkiel, Richard, 335
EULA (End User Licensing Agreement), 300 frequently asked questions (FAQs), 119
exclusion operator, 409 friction, 67
executable files, 440 FTP (File Transfer Protocol), 376
external storage devices, 51, 54 full back-ups, 468
extranets, 364 function keys, 147
Eyedropper tool, 236 functions, in spreadsheets, 166, 172, 172f
F G
Facebook, 387 game consoles, 300
facsimile (fax) machines, 39, 326f, 327 garbage in, garbage out (GIGO), 204
Fair Use Doctrine, 465 Gates, Bill, 11
FAQs (frequently asked questions), 119 Geographic Positioning System (GPS), 339
I-6 • Index
GHz (Gigahertz), 11 head-mounted display, 298, 298f
GIF (Graphics Interchange Format), 232 headsets, video, 43
gigabytes, 8 health risks, of input devices, 30
Gigahertz (GHz), 11 help screens, 118, 118f
GIGO (garbage in, garbage out), 204 hierarchies, 386
global unique identifier (GUID), 453 high-definition television (HDTV), 42
GNOME for Linus, 86 high-speed telecommunications, 328–330
Goodfeel Braille conversion, 103 holographic data storage system (HDSS),
Google’s Art Project, 415 69
GPS (Geographic Positioning System), 339 Hopper, Grace Murray, 19
grammar checkers, 154 horizontal applications, 116–117
Index
graphic artists/designers, 139, 240 HTML (Hypertext Markup Language),
graphical browsers, 392 375, 393
graphical user interface (GUI), 76, 84 HTML editors, 406
graphics HTTP (hypertext transfer protocol), 375, 394
animation, 250–252 hubs, 360
definition of, 31 hyperlinks, 374, 375, 404–405, 404f
importing, 139, 148, 266–267 hypermedia system, 404
preparing files, 244–246 hypertext, 374
types of, 232–233 Hypertext Markup Language (HTML),
working with, 238–240 375, 393
graphics activities, 255–260 hypertext transfer protocol (HTTP), 375,
Graphics Interchange Format (GIF), 232 394
graphics programs
basics of, 235–237 I
image editing, 247–249 I2 (Internet 2), 388
types of, 234 ICANN (Internet Corporation for
graphics tablets, 237 Assigned Names and Numbers),
grayscale color mode, 245, 245f 370
Grid tool, 251 icons, 76, 109
groups, 110 identity theft, 455, 455f
Groupware, 362 see also cybercrimes
GUI (graphical user interface), 76, 84 IETF (Internet Engineering Task Force), 370
GUID (global unique identifier), 453 IM (instant messaging), 387
H image editors, 234
images
handheld computers, 22 3-D with headsets/CAVE, 43
handwriting-recognition software, 16 3-D with sonic flashlight, 32
Hannah, Makonnen David Blake, 405 animating, 251–252
hard drives coding of for display, 5
data storage on, 60–61 created by digital cameras, 39
future technologies for, 69 created by scanners, 40
limitations of, 61 editing programs for, 247–249
as magnetic storage, 54, 54f grouping/ungrouping, 240
parts of, 60 importing/exporting, 238
as random access storage device, 53 input devices for, 16
as secondary storage, 8, 8f, 51 layering, 239, 239f
hardware, definition of, 7 ordering, 251
Harrison, George, 297 see also graphics
HDSS (holographic data storage system), impact printers, 33
69 inclusion operator, 409
HDTV (high-definition television), 42 increment, 185
head crash, 61 incremental back-up, 468
Index • I-7
information kiosks, 304 ISO (International Standards
information overload, 208 Organization), 357
infrared signals, 324 ISPs (Internet Service Providers), 330, 373
infringement. see copyright laws
input, 4, 28–29 J
input devices Jobs, Steve, 89
data types suited to, 16–17 joysticks, 16, 29, 29f
for images, 39–40 JPG (Joint Photographic Experts Group), 232
for sound, 38 jump drives, 8
types of, 29–30
insertion points, 129 K
Index
installing programs, 108

instant messaging (IM), 387 Keck, Donald, 324
Integrated Services Digital Network key fields, 205
(ISDN), 351, 371 keyboarding activities, B-34
integrated software, 103 keyboard shortcuts, 147, 147f
Intel processors, 20 keyboards, 16, 29, 30f
intellectual piracy, 296 keywords, 188
see also copyright laws Kurzweil, Raymond, 43
intellectual property, 465
Intelligent Rooms, 23
L
interactive multimedia, 292 labels, in spreadsheets, 167
interactive presentations, 282 LAN (Local Area Networks), 347–349,
interface, 74 359–361, 372
internal vs. external storage devices, 54 LAN administrators, 349
International Standards Organization lands, 65
(ISO), 357 landscape orientation, 136f
Internet laptop computers, 24
address, 380 laser sensors, 65
applications, 117 laserdiscs, 64
basics of, 368–370, 368f Lasso tool, 249
clients, 368 launching programs, 109
communication methods, 385–388 layout, 137, 139, 139f
comparing services, 373–376 LCD (liquid crystal displays), 33
connecting to, 371–373 leased lines, 336, 351
domains, 383–385 librarians, 215
servers, 368 Line tool, 236, 236f
structure of, 380–383 linking
Internet 2 (I2), 388 database information, 219
Internet Corporation for Assigned Names vs. embedding, 174
and Numbers (ICANN), 370 links, 374, 375, 404–405, 404f
Internet Engineering Task Force (IETF), 370 Linux, 77
Internet Protocol (IP) address, 383 liquid crystal displays (LCD), 33
Internet Relay Chat (IRC), 386–387 local area networks (LAN), 347–349,
Internet Service Providers (ISPs), 330, 373 359–361
InterNIC, 384, 385 local loops, 323
interpreter, 19 local phone calls, 323
intranets, 364 login screen, 84
IP (Internet Protocol) address, 380, 383 long-distance phone calls, 323
IRC (Internet Relay Chat), 386–387 Lookup function, 189
ISDN (Integrated Services Digital lossless vs. lossy compression, 244, 244f
Network), 351, 371 Lotus SmartSuite, 104
I-8 • Index
M minicomputers, 23
minimize, 109
Macintosh operating system, 10f, 11, 20, 77 MO (magneto-optical) drives, 55
macro viruses, 440 Mobile Telephone Switching Office
macros, 187 (MTSO), 335
Magic Wand tool, 249 modems, 30, 325–326, 325f, 330
magnetic storage devices, 53, 54–55, 63, 67 modulation, 325
magneto-optical (MO) drives, 55 monitors, 21, 32–33
magnify feature, 145, 145f Montgomery, Kathryn C., 382
mail merge, 133 morality. see ethics
mailbox names, 424 Mosaic, 392
Index
“MAILER-DAEMON,” 427 motherboards, 17, 17f
mainframes, 23 Motorola processors, 20
maintenance releases, 119 mouse, 16, 29
Marquee tool, 249 Moving Picture Experts Group (MPEG)
master page, 138 format, 295
master slides, 275, 275f MP3, 296
Master views, 264 MPEG (Moving Picture Experts Group)
Maurer, Robert, 324 format, 295
maximize, 109 MSN (Microsoft Network), 373, 373f
media, 50 MTSO (Mobile Telephone Switching
medical technicians, 351 Office), 335
megabytes, 8 multimedia activities, 313–317
Megahertz (MHz), 11 multimedia applications, 116–117
memory, 50 multimedia databases, 206
see also RAM; ROM multimedia events
memory cards, 39 creating, 304–307
memory shaving, 455 definition of, 292, 294f
menu, 109, 122 file formats for, 295–296
menu bar, 110 players for, 295, 297
mesh topology, 360 uses for, 293
message headers, 438 see also virtual reality
Metcalfe, Robert M., 361 multiple device ports, 9
MHz (Megahertz), 11 multiple sorts, 209
microphones, 38, 305, 305f multiplexing technology, 323
microscopes, 79 Multipurpose Internet Mail Extensions
Microsoft Corporation, 11 (MIME), 437
Microsoft Network (MSN), 373, 373f multitasking, 75, 124, 124f
Microsoft Publisher, 137 multi-user operating systems, 75
Microsoft Windows Musical Instrument Digital Interface
adaptive technology of, 21, 21f (MIDI), 43, 296
compatibility of, 20 Muvee Reveal, 307, 307f
desktop, 20f, 76f Myspace, 387
market leader OS, 77
start menu, 109f N
system software, 11 NAP (network access point), 381, 383
viewing available devices, 52f National Center for Supercomputing
Microsoft Works, 103 Applications (NCSA), 392
microwave signals, 324 National Infrastructure Protection Center
MIDI (Musical Instrument Digital (NIPC), 456
Interface), 43, 296 natural language databases, 206
MIME (Multipurpose Internet Mail navigate, 373
Extensions), 437
Index • I-9
navigation buttons, 395 open protocols, 345
navigation panes, 146 Open Systems Interconnection (OSI), 357
NCSA (National Center for Super- open-source operating systems, 77
computing Applications), 392 open-source software, 107
nesting functions, 189 operating system activities, 93–98
net radio/video, 306 operating systems (OS)
net video, 306 compatibility of, 20
netbook computers, 24 configuring, 86
netiquette, 466 functions of, 11, 20, 74
network access point (NAP), 381, 383 loading, 84
network architecture, 356–358 types of, 20, 75, 77
Index
network design, 358 optical character recognition (OCR)

network interface cards (NIC), 344, 344f software, 40
network layers, 356f, 358 optical storage devices
network members, 345 how they work, 56
network operating systems (NOS), 349 vs. magnetic storage devices, 53
networks, 23, 344 reading information with, 65, 65f
see also computer networks storing data with, 66
NIC (network interface cards), 344, 344f see also CDs; DVDs
NIPC (National Infrastructure Protection optical storage media, 56, 64
Center), 456 options, 123
nodes, 345, 361 order of evaluation, 171
nonimpact printers, 33 Order tool, 250f, 251
Normal view, 264, 264f Organic Light Emitting Diode (OLED), 42
NOS (network operating systems), 349 OS. see operating systems
notebook computers, 24 OSI (Open Systems Interconnection), 357
Notes Page view, 264 Outline view, 145
outlines, for presentations, 277, 277f
O output, 6, 31
object code, 19 output devices, 17, 21, 32–33, 42–43
object-oriented databases, 206
object-oriented programming, 19
P
OCR (optical character recognition) P2PN (peer-to-peer networks), 347–348
software, 40 packet sniffers, 457
offset printing, 246 packets, 351
“off-the-shelf” software programs, 12 packet-switching networks, 351
OLED (Organic Light Emitting Diode), 42 page formatting, 136
OLTP (Online Transactional Processing), Page Layout view, 144, 144f
218 pagination, 130, 130f
online presence, 397 paint programs, 234, 236, 236f
online privacy, 451–453 panes, 146, 146f
online reporters, 305 paragraph formatting, 134, 135, 135f, 150
online search, 374 parallel ports, 9
online service providers, 373 parentheses, 409
online services parse feature, 175
banking, 396 passive matrix displays, 33
selling, 412–414 password protection
shopping, 398–399 for databases, 207, 207f
storage, 8, 55, 68 for e-mail, 437
online transactional processing (OLTP), for Internet use, 458, 458f
218 at login, 84
on-screen presentation, 282 from overwrite, 63
I-10 • Index
for spreadsheet data, 184 ports, 9
for user accounts, 87 POS (point-of-sale) system, 363, 363f
password theft, 457 POST (power-on self test), 84
Paste Special command, 174, 174f Post Office Protocol (POP), 436
patches, 119 power surges, 469
patent, 465 PPP (Point-to-Point protocol), 371
paths, 394 preferences, 123
PayPal, 414, 414f presentation activities, 285–289
PDAs (personal digital assistants), 24, 336 presentation software, 262–264, 263f
peer-to-peer networks (P2PN), 347–348 presentations
pen drives, 8 creating, 265–267, 266f, 268–269
Index
pen-based graphics tablets, 305 developing, 277–279, 277f, 278f, 279f
Pencil tool, 236, 236f enhancing, 280–282, 281f
peripherals, 9, 347 viewing options, 274–276, 276f
permanent virtual circuits (PVC), 351 primary storage devices, 51
personal communications, 333–336 print areas, in spreadsheets, 169
personal digital assistants (PDAs), 24, 336 Print Layout view, 122, 144, 144f
personal finance programs, 397 Print Preview, 151
personal information manager (PIM) printers, 21, 33, 33f, 42
program, 102 printing, 151–152, 152f, 169, 246
personal productivity programs, 116 printing technology, 33
phishing, 454 privacy, 382, 451–453
phone calls. see telephone calls private data network, 352
PhotoCDs, 64, 66 procedural programming, 19
photographs. see images processing
physical media, 344 devices for, 7, 17
picoradios, 324 information processing cycle, 4–6
PIM (personal information manager) speed, 5, 7, 11, 17, 22, 61
program, 102 productivity suites, 104, 173, 173f
piracy, software, 108, 455 program utilities, 79
pits, 65 programmers, 19
Pixar Studios, 234 programming languages, 19
pixels, 39, 232 programs. see software; individual types
placeholders, 265, 266 proportion, 238
plagiarism, 465 proprietary protocols, 345–346
platforms, 382 protection
platters, 60, 60f, 61 for databases, 207, 207f
player software, 252, 295, 297 for spreadsheet data, 184
Plug and Play (PnP), 79 protocol suites, 346
plug-in program, 408 protocols, 345, 345f, 357, 368, 381f, 394
PNG (Portable Network Graphics), 232 proximity, 238
podcasts, 387 proximity operator, 410
pointers, 29 PSTN (Public Switched Telephone
point-of-sale (POS) system, 363, 363f Network), 322, 325, 335
Point-to-Point protocol (PPP), 371 public data network, 352
POP (point of presence), 351 public domain software, 107
POP (Post Office Protocol), 436 pull-down menu, 85
pop-up menus/windows, 85, 110 PVC (permanent virtual circuits), 351
portable computers, 24
portable drives, 8 Q
Portable Network Graphics (PNG), 232 QBE (Query by Example), 221
portals, 374 QuarkXPress, 137
portrait orientation, 136, 136f queries, 220, 222, 222f
Index • I-11
query languages, 220
QuickTime Player, 252, 295, 297
S
safe mode, 472
R sales and service technicians, 330
radio waves, 9, 339 sales representatives, 279
radiotelephones, 330 SAN (storage area network), 69
RAID (Redundant Array of Inexpensive sans serif, 135
Disks), 68 satellite communications, 330, 330f, 371
RAM (random access memory), 7, 17, 49, scams, 455
49f scanners, 30, 40, 247, 247f
random access vs. sequential storage scanning, 454
Index
devices, 53 Scholl, Norah, 120

ranges, 180, 189 Schultz, Peter, 324
raster graphics, 232, 240, 240f screen savers, 86
Reading view, 264 screen-magnifier software, 21, 21f
read-only files, 63, 63f scrolling, 111, 128–129, 129f
read-only memory (ROM), 17, 49, 49f SCSI (Small Computer Systems Interface), 9
read-only vs. read/write storage devices, search engines, 374, 396, 396f
52 search results, evaluation of, 410–411
read/write heads, 60 secondary storage devices, 51
read/write storage devices, 52, 66 section formatting, 136
RealPlayer, 252, 297 sectors, 60
real-time operating systems, 75 secure electronic transactions, 413, 414
reboot, 471 Selection tool, 237
records, 202, 202f, 218 self-running presentation, 279
Redo command, 133 sensors, 40
Redundant Array of Inexpensive Disks sequential vs. random access storage
(RAID), 68 devices, 53
registration, 120 serial ports, 9
rehearsed presentation, 279 serif, 135
relational databases, 205–206 server addresses, 424
relative references, 189, 190f servers, 23, 368
repair utilities, 471–472 service technicians, 8
repetition, 238 setup programs, 108
repetitive strain injury (RSI), 30 Shape tools, 236, 236f
replicate, 440 shareware, 106, 107
reports, 210, 210f Shockwave player, 297
resolution, 233, 246 Show Sounds feature, 21
resource file names, 394 Simple Mail Transfer Protocol (SMTP),
responses, as input, 29 436, 436f
review slides, 280 simulations, 309–310, 310f
RGB color mode, 245, 245f single sorts, 209
Ribbon (Microsoft Office), 85, 110, 121f single-user operating systems, 75
ring topology, 360 site licenses, 120
ripping, 306 Slide Master, 275, 275f
robots, 6, 75 Slide Show view, 264
ROM (read-only memory), 17, 49, 49f Slide Sorter view, 264, 264f
routers, 351 slides, 262
rows, adjusting or adding, 181, 181f Small Computer Systems Interface
RSI (repetitive strain injury), 30 (SCSI), 9
RSS feeds, 387 SMART Board, 32
rulers, 144 smart phones, 24, 39f, 53
smart quotes, 130
I-12 • Index
SMTP (Simple Mail Transfer Protocol), flash drives, 55–56, 55f, 62
436, 436f how they work, 48
social networking, 387, 459 limitations of, 67
software new and future technologies, 68–69
application software, 12 portable, 53
creation of, 19 primary vs. secondary devices, 7
definition of, 10 solid state disks (SSDs), 62
system software, 11–12, 20 vs. storage media, 50, 50f
see also individual types viewing available, 52f
software instructions, as input, 28 storage media
software license, 108, 108f data decay on, 67
Index
software piracy, 455 for data protection, 63
software production managers, 267 flash memory, 55
solid state disks (SSDs), 62, 68, 68f optical, 56, 64
SONET (Synchronous Optical Network), platters, 60
329 for read-only devices, 52
sonic flashlight, 32 vs. storage devices, 50, 50f
Sony X-Series Walkman, 53 streams, 306
sort, 205, 209, 209f Structured Query Language (SQL), 221
sound cards, 30, 38, 38f, 294 Stuffit software, 376
sounds. see audio style checkers, 154
source code, 19 style sheets, 151
source files, 174 styles, 150–151, 150f
spam, 428, 438, 458 stylus, 16, 237
speakers, 21 subject guides, 396
speech synthesis software, 43 SUM feature, 186, 186f
speech-recognition software, 16, 85 supercomputers, 22
spelling checkers, 153, 153f superzapping, 454
split screens, 146 symbols, 148
spoofing, 454 Synchronous Optical Network (SONET),
spreadsheet software 329
automatic features of, 185–187 synergy, 346
basics of, 164–166, 165f syntax, 188
entering data, 166–169, 167f, 168f synthesizers, 296, 297
formatting worksheets, 180–182, 180f, 186 system administrators, 87
linking vs. embedding, 173–175 system maintenance, 89
planning error-free worksheets, 183–184 system recovery, 471
using formulas, 170–172, 170f, 171f system requirements, 106
using functions, 188–190 system restore, 471, 472f
SQL (Structured Query Language), 221 system software, 11–12
SSDs (solid state disks), 62, 68, 68f system startup, 49
stand-alone programs, 103 system utilities, 78–79
star bus topology, 360 systems engineers, 357
star topology, 360, 360f
statisticians, 172 T
status bar, 123 T1 lines, 351, 372
Stetten, George, 32 tab-delimited format, 175
storage, 6, 50, 203 tables, 151, 202
storage area network (SAN), 69 tablet computers, 24, 237, 305
storage devices tabs, 110, 122
capacity of, 8, 55f tape drives, 53, 63, 67
categories of, 17, 52 TCP/IP (Transmission Control Protocol/
classification of, 51 Internet Protocol), 345, 382
Index • I-13
technical writers, 146 software, 118–119
Telecommunications Act of 1996, 338 tweening, 251
telecommunications formats, 322 twisted pairs, 324
telecommuting, 364
teleconferences, 430 U
telematics, 339 Undo command, 133
telementoring, 431 Unicode, 18
telephone calls, 322–323 uniform resource locator (URL), 375, 394f
telephone communications, 325–327 uninstalling programs, 108
televisions, 42 Universal Serial Bus (USB) ports, 9
templates, 262 UNIX, 77
Index
terminals, 345 UPC (universal product codes), 327

test engineers, 33, 55 uploading, 339, 376
text UPS (uninterruptible power supply), 17,
adding to DTP, 138 469, 469f
copying, 132–133, 133f URL (uniform resource locator), 375, 394f
cutting, 132–133, 133f USB (Universal Serial Bus) ports, 9
definition of, 31 Usenet, 386
formatting, 135, 135f user accounts, 87
pasting, 132–133, 133f user commands, definition of, 28
selecting, 131, 131f usernames, 84, 87, 373
text editors, 406 utility software, functions of, 12
TFT (thin film transistor) displays, 33
theft, 455 V
Theimer, Marvin, 69
thermal transfer printer, 42 values, in spreadsheets, 167
Thesaurus feature, 154 variety, 238
thumb drives, 8 vector graphics, 232f, 233, 240, 240f, 252
thumbnails, 264 Verbatim Corporation, 66
time bombs, 454–455 VeriSign, 384f
time-limited trial, 117 versions, 119–120, 119f
title bars, 110, 121 vertical applications, 116
Title Master, 275, 275f video, as output, 31
tokens, 360 video adapters, 41–42, 41f
toolbars, 121–122 video capture boards, 294
topology, 358, 359–360 video capture cards, 40
Torvalds, Linus, 87 video conferences, 23, 329f, 431
touchpads, 16, 29 video editors, 294
tracing, 240 video games, 300
Track Changes, 154–155 video headsets, 43
trackballs, 16 video memory (VRAM), 41
trackpads, 29 viewable area, 276
tracks, 60 “viral,” 413
trademark, 465 virtual private network (VPN), 352
transactional processing, 218 virtual reality (VR)
transition effect, 279 basics of, 298–300
translation services, 154 languages for, 308
Transmission Control Protocol/Internet technology supporting, 308–310
Protocol (TCP/IP), 345, 382 see also multimedia events
trap doors, 455 virtualization, 69
Trojan horses, 454 virus detection software, 90, 90f
troubleshooting viruses, 376, 429, 454
computers, 470–472, 470f VisiCalc, 166
I-14 • Index
visual aids, 274 wireless communication, 9, 324, 339
visual display systems, 32–33 wireless developers, 431
Voice over Internet Protocol (VoIP), 330 wizards, 263
voice-recognition software, 16, 85 WMA audio format, 296
VPN (virtual private network), 352 word-processing software
VR (virtual reality). see virtual reality creating a document, 128–130
VRAM (video memory), 41 vs. DTP, 138
editing a document, 131–133, 153–155
W enhancing a document, 146–148
W3C (World Wide Web Consortium), 370 formatting a document, 134–136,
WANs (wide area networks), 350–352, 150–151
Index
350f, 352–364, 368–369 key functions of, 128, 128f
WaSP (Web Standards Project), 370 printing a document, 151–152
WAV audio format, 296 screen layout, 129f
Web activities, 417–422 viewing a document, 144–146
Web advertising, 405 for Web design, 406
Web browsers word wrap, 130, 130f
cookies and, 453 word-processing activities, 158–162
customizing, 396 worksheet tabs, 182
features of, 395–396, 395f worksheets, 164–165, 164f, 181–182, 182f
graphical, 392 workspace, 121, 235, 235f
types of, 374 workstations, 24, 345
and URLs, 375 World Wide Web Consortium (W3C), 370
Web design, 406–408 World Wide Web (WWW)
Web designers, 393 basics of, 392–394, 392f
Web feeds, 387 business on, 411–414, 439–440
Web host, 407 designing for, 406–408
Web Layout view, 145 e-commerce, 397–399
Web pages, 394 researching on, 408–411
Web servers, 394 using links on, 404–405
Web sites, 394, 407 Web browsing, 395–396
Web Standards Project (WaSP), 370 see also cybercrimes
Web-based banking, 397 worms, 454
Web-based training, 432 write-protect switch, 62
webcams, 30 writing to a hard drive, 60
Webmaster, 407 WWW (World Wide Web). see World
“whispers,” 386–387 Wide Web
WHOIS database, 385 WYSIWYG web page editors, 406, 407f
wide area networks (WANs). see WANs
Wi-Fi, 339
X
wikis, 388 X3D language, 299, 308
wildcards, 410
windows, 85, 109–110, 146 Z
Windows Bitmap (BMP), 232 Zoom feature, 122, 145, 145f
Windows Media player, 297 Zune HD, 53
WinZip software, 376
Index • I-15
Credits
Art Credits University; 300 Shutterstock; 303 Shutterstock; 305 © Mark
Charts and Graphs: Keithley & Associates: 28, 49, 50, 55, C. Burnett/Stock, Boston; 307 “muvee RevealTM screen shot”
136, 138, 139, 147, 164, 168, 171, 187, 202, 210, 215, 233, © muvee Technologies; 308 © David A. Wagner/Phototake;
240, 244, 250, 323, 326, 357, 372, 392 309 The Virtual Reality Medical Center; 310 Markus Matzel/
Illustrations: Hank Osuna/Rep. Lori Nowicki: 41, 60, 65, 294, Fotoarchive/Stockphoto.com; 319 Shutterstock; 321
336, 346, 349, 350, 358, 359, 360, 368, 381 Shutterstock; 322 Shutterstock; 324 © Rick Fischer/Masterfle
Stock Image Library; 325 © 3Com Corporation; 327 © Jose
Photo Credits L. Pelaez/CORBIS; 329 © Jon Feingersh/CORBIS; 330 AP/
Cover © Rick Fischer/Masterfle Stock Image Library; Title Wide World Photos; 333 Shutterstock; 334 ImageState; 337
Page © Rick Fischer/Masterfle Stock Image Library; © Michael Newman/PhotoEdit; 338 Sony Ericsson Mobile
1 Shutterstock; 3 Shutterstock; 6 Kevin HoranStock Boston; Communications; 339 Image courtesy of Lowrance Electronics,
7 Courtesy of Intel Corporation; 8 Seagate Technology; Inc.; 343 Shutterstock; 344 © 3Com Corporation; 348
10 “Macintosh Operating System screen shot.” Screen Shutterstock; 352 Photo by Ed McCombs; 355 Shutterstock;
shot reprinted with permission from Apple Computer, Inc.; 356 Shutterstock; 361 Photo courtesy of Polaris Ventures;
11 top: © Bob Daemmrich/CORBIS Sygma; bottom: AP/ 362 Shutterstock; 363 © Michael Newman/PhotoEdit; 364
World Wide Photos; 12 Courtesy of www.ifoAppleStore.com; Shutterstock; 367 Shutterstock; 369 © Matrix NetSystems,
15 Earl Harper/EcoStock; 17 Shutterstock; 19 U.S. Navy Inc., www.matrixnetsystems.com; 370 Shutterstock; 375 AP/
News Photo; 22 AP/Wide World Photos; 23 Shutterstock; Wide World Photos; 379 Shutterstock; 380 Shutterstock;
24 Courtesy of www.apple.com; 27 Shutterstock; 29 top: 382 © Corbis Images/PictureQuest; 384 Verisign.com
Shutterstock; bottom: Douglas Engelbart and Bootstrap “Verisign Authentication Services homepage screen shot” ©
Alliance; 30 CORBIS; 31 Getty Images; 32 Shutterstock; 33 Symantec Corp.; 385 Whois.net “Whois Lookup – Domain
Epson America, Inc.; 37 Shutterstock; 38 Photo courtesy of Name Search screen shot” © Verio, Inc.; 386 Shutterstock;
Creative Labs. Inc.; 39 left: Courtesy of www.apple.com; right: 390 Shutterstock; 393 AP/Wide World Photos; 396 Bing.
www.usa.canon.com © Canon, Inc. Canon and PowerShot are com “Homepage screen shot” © Microsoft Corporation; 398
registered trademarks of Canon, Inc. in the United States Amazon.com “Homepage screen shot” © Amazon.com, Inc.;
and may be registered trademarks or trademarks in other 399 The Postal Store “Homepage screen shot” © USPS; 403
countries.; 40 Shutterstock; 42 Shutterstock; 43 Michael J. Shutterstock; 405 © Fridmar Damm/zefa/Corbis; 407 Irs.
Lutch; 47 Shutterstock; 48 Shutterstock; 51 Shutterstock; gov “Homepage screen shot” © IRS.gov | Internal Revenue
53 © Bill Aron/PhotoEdit; 54 Shutterstock; 55 © David A. J. Service | United States Department of the Treasury; 408 Used
Ripley; 56 Shutterstock; 59 Shutterstock; 64 Shutterstock; with permission of WiredWoods, Inc., www.wiredwoods.org;
66 Shutterstock; 67 Shutterstock; 68 Shutterstock; 69 409 Google.com “Boolean search results screen shot” © Google.
Shutterstock; 73 Shutterstock; 75 Getty Images; 83 Kevin 410 Bing.com “Search results screen shot” © Microsoft
Radford/SuperStock; 86 Shutterstock; 87 AP/World Wide Corporation; 413 Shutterstock; 423 Shutterstock; 425 Mail.
Photos; 89 AP/World Wide Photos; 90 “McAfee Security Center google.com “Google gmail screen shot” © Google; 426 Mail.
screen shot.” Copyright McAfee, Inc. All rights reserved. google.com “Google gmail screen shot” © Google; 429
Used with permission.; 99 Shutterstock; 101 Shutterstock; Shutterstock; 431 Photo courtesy of International Telementor
103 Shutterstock; 105 left: office.microsoft.com. Microsoft Program; 435 Wonderfile; 440 AP/World Wide Photos; 441
product box shot reprinted with permission from Microsoft “Trend Micro Internet Security screen shot” © Trend Micro
Corporation; right: www.Adobe.com; 107 © Mark Richards/ Incorporated; 451 Shutterstock; 455 Ftc.gov “Fighting
PhotoEdit; 115 Shutterstock; 117 Shutterstock; 119 “About Back Against Identity Theft screen shot” © Federal Trade
QuickTime PictureViewer screen shot” © Apple, Inc.; 120 Commission, U.S. Federal Government; 459 “Facebook Privacy
Photo courtesy of Easter Seals Massachusetts; 123 “Adobe Settings screen shot” © Facebook; 463 Shutterstock; 464
Reader screen shot” © Adobe Systems Incorporated; 127 “Acceptable Use Policy screen shot” from the Los Angeles
Shutterstock; 143 Shutterstock; 163 Shutterstock; 166 © Unified School District Bulletin K-19 (REV.), “Acceptable
Louis Fabian Bachrach; 175 Will Hart; 179 Shutterstock; Use Policy (AUP) for the Internet,” dated March 15, 2002.
201 Shutterstock; 203 Canyon de Chelly National Reprinted with permission.; 467 “McAfee Security Center
Monument, National Park Service/Photo courtesy Rupestrian screen shot” © McAfee, Inc. All rights reserved. Used with
CyberServices; 206 Shutterstock; 213 Shutterstock; 218 permission.; 469 top: © American Power Conversion Corp.;
AP/Wide World Photos; 221 NASA; 231 Shutterstock; 234 bottom: Shutterstock
PRNewsFoto/Walt Disney Television Animation; 237 top:
Shutterstock; bottom: Pearson Education/PH School; 239 Acknowledgments
“Adobe Photoshop screen shot.” Adobe product screen shot Microsoft Corporation, pp. 20, 21, 52, 63, 76, 78, 79, 85,
reprinted with permission from Adobe Systems Incorporated; 88, 108, 109, 118, 121, 122, 123, 124, 128, 129, 130, 132,
243 Shutterstock; 245 Corel Professional Photos CD-ROMTM; 133, 134, 135, 144, 145, 146, 148, 149, 150, 152, 153,
246 © Doug Mazell; 247 top: PhotoDisc, Inc./Getty Images; 154, 155, 165, 167, 169, 170, 172, 174, 180, 181, 182,
bottom: Images of Canon A560 PowerShot Digital Camera © 184, 185, 186, 189, 190, 204, 207, 208, 216, 219, 222,
Canon, Inc., used with express written permission of Canon 235, 236, 252, 263, 264, 266, 267, 275, 276, 277, 278,
U.S.A., Inc. Canon and PowerShot are registered trademarks 279, 281, 296, 373, 376, 384, 395, 396, 398, 399, 407,
of Canon, Inc. in the United States and may be registered 409, 410, 425, 426, 428, 438, 439, 441, 453, 455, 458,
trademarks or trademarks in other countries.; 248 PhotoDisc, 464, 470, 471. Microsoft product screen shots reprinted with
Inc./Getty Images; 249 Corel Professional Photos CD-ROMTM; permission from Microsoft Corporation.
261 Shutterstock; 268 Shutterstock; 269 © Bob Daemmrich
Photo, Inc.; 273 Shutterstock; 274 Shutterstock; 280 Note: Every effort has been made to locate the copyright
Shutterstock; 291 Shutterstock; 293 David Young-Wolff/ owner of material reprinted in this book. Omissions brought to
PhotoEdit; 297 © Rex USA; 298 Shutterstock; 299 Laura our attention will be corrected in subsequent editions.
Giannitrapani, Scientific Computing and Visualization, Boston
I-16 • Credits
Derivative Source Credits: Hall Technology Applications Student WorkText, Level I Revised
Chapter 1 taken from Chapter 1, Lessons 1-1 through 1-3, Edition, Copyright © 2008 by Pearson Education, Inc.
from Prentice Hall Technology Applications Student WorkText,
Level I Revised Edition, Copyright © 2008 by Pearson Educa- Chapter 11, Lesson 4 also taken from Lesson 6-3 from Prentice
tion, Inc. Hall Technology Applications Student WorkText, Texas Grade 8
Revised Edition, Copyright © 2008 by Pearson Education, Inc.
Chapter 2 taken from Lessons 1-1 through 1-3 from Prentice
Hall Technology Applications Student WorkText, Level II Revised Chapter 12 taken from Lessons 6-1 through 6-3 from Prentice
Edition, Copyright © 2008 by Pearson Education, Inc. Hall Technology Applications Student WorkText, Level II Revised
Edition, Copyright © 2008 by Pearson Education, Inc.
Chapter 2, Lesson 2 also taken from Lesson 1-2 from Prentice
Hall Technology Applications Student WorkText, Texas Grade 8 Chapter 12, Lesson 4 also taken from Lesson 6-2 from Prentice
Revised Edition, Copyright © 2008 by Pearson Education, Inc. Hall Technology Applications Student WorkText, Texas Grade 8
Hall Technology Applications Student WorkText, Level I Revised Chapter 13 taken from Lessons 7-1 through 7-3 from Prentice
Edition, Copyright © 2008 by Pearson Education, Inc. Hall Technology Applications Student WorkText, Level I Revised
Edition, Copyright © 2008 by Pearson Education, Inc.
Hall Technology Applications Student WorkText, Level II Revised Chapter 13, Lesson 4 also taken from Lesson 7-3 from Prentice
Edition, Copyright © 2008 by Pearson Education, Inc. Hall Technology Applications Student WorkText, Texas Grade 8
Hall Technology Applications Student WorkText, Level I Revised Chapter 14, Lessons 1, 3, and 4 taken from Lessons 7-1
Edition, Copyright © 2008 by Pearson Education, Inc. through 7-3 from Prentice Hall Technology Applications Student
WorkText, Level II Revised Edition, Copyright © 2008 by Pear-
Chapter 6 taken from Lessons 3-1 though 3-3 from Prentice son Education, Inc.
Hall Technology Applications Student WorkText, Level II Revised
Edition, Copyright © 2008 by Pearson Education, Inc. Chapter 14, Lesson 2 taken from Lesson 7-1 from Prentice
Hall Technology Applications Student WorkText, Texas Grade 8
Chapter 6, Lesson 1 also taken from Lesson 3-1 from Prentice Revised Edition, Copyright © 2008 by Pearson Education, Inc.
Revised Edition, Copyright © 2008 by Pearson Education, Inc. Chapter 15 taken from Lessons 8-1 through 8-3 from Prentice
Hall Technology Applications Student WorkText, Level I Revised
Chapter 6, Lesson 3 also taken from Lesson 3-3 from Prentice Edition, Copyright © 2008 by Pearson Education, Inc.
Revised Edition, Copyright © 2008 by Pearson Education, Inc. Chapter 16 taken from Lessons 8-1 through 8-3 from Prentice
Chapter 7 taken from Lessons 4-1 thorugh 4-2 from Prentice Edition, Copyright © 2008 by Pearson Education, Inc.
Edition, Copyright © 2008 by Pearson Education, Inc. Chapter 17 taken from Lessons 9-1 through 9-3 from Prentice
Chapter 8 taken from Lesson 4-1 through 4-2 from Prentice Edition, Copyright © 2008 by Pearson Education, Inc.
Edition, Copyright © 2008 by Pearson Education, Inc. Chapter 18 taken from Lessons 9-1 through 9-3 from Prentice
Chapter 8, Lesson 1 also taken from Lesson 4-1 from Prentice Edition, Copyright © 2008 by Pearson Education, Inc.
Revised Edition, Copyright © 2008 by Pearson Education, Inc. Chapter 19 taken from Lessons 10-1 through 10-3 from
Prentice Hall Technology Applications Student WorkText, Level I
Chapter 9 taken from Lessons 5-1 through 5-3 from Prentice Revised Edition, Copyright © 2008 by Pearson Education, Inc.
Edition, Copyright © 2008 by Pearson Education, Inc. Chapter 20 taken from Lessons 10-1 through 10-3 from
Prentice Hall Technology Applications Student WorkText, Level II
Edition, Copyright © 2008 by Pearson Education, Inc. Chapter 21 taken from Lessons 11-1 through 11-3 from
Credits • I-17
Chapter 22 taken from Lessons 11-1 through 11-3 from Chapter 33, Lesson 2 taken from Lesson 17-2 from Prentice
Prentice Hall Technology Applications Student WorkText, Level II Hall Technology Applications Student WorkText, Level II Revised
Revised Edition, Copyright © 2008 by Pearson Education, Inc. Edition, Copyright © 2008 by Pearson Education, Inc.
Chapter 23 taken from Lessons 12-1 through 12-3 from Chapter 34 taken from Lessons 17-1 through 17-4 from
Prentice Hall Technology Applications Student WorkText, Level I Prentice Hall Technology Applications Student WorkText, Level II
Revised Edition, Copyright © 2008 by Pearson Education, Inc. Revised Edition, Copyright © 2008 by Pearson Education, Inc.
Chapter 24 taken from Lessons 12-1 through 12-2 from Keyboarding Essentials taken from pp. K1-K32 from Prentice
Prentice Hall Technology Applications Student WorkText, Level II Hall Technology Applications Student WorkText, Level II Revised
Revised Edition, Copyright © 2008 by Pearson Education, Inc. Edition, Copyright © 2008 by Pearson Education, Inc.
Chapter 25 taken from Lessons 13-1 through 13-3 from
Chapter 26 taken from Lessons 13-1 through 13-3 from Pren-

tice Hall Technology Applications Student WorkText, Texas Grade
8 Revised Edition, Copyright © 2008 by Pearson Education,
Inc.

Chapter 28 taken from Lessons 15-1 through 15-3 from Pren-

tice Hall Technology Applications Student WorkText, Texas Grade
8 Revised Edition, Copyright © 2008 by Pearson Education,
Inc.

Chapter 30, Lessons 1, 3, and 4 taken from Lessons 16-1

through 16-3 from Prentice Hall Technology Applications Stu-
dent WorkText, Level II Revised Edition, Copyright © 2008 by
Pearson Education, Inc.
Chapter 30, Lesson 2 taken from Lesson 16-1 from Prentice



Prentice Hall Technology Applications Student WorkText, Level II
Chapter 33, Lessons 1 and 3 taken from Lessons 17-1 and 17-3
from Prentice Hall Technology Applications Student WorkText,
Level I Revised Edition, Copyright © 2008 by Pearson Educa-
tion, Inc.
I-18 • Credits

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INTRODUCTION

Prentice Hall Technology Applications Student WorkText, Level I Revised Edition

Prentice Hall Technology Applications Student WorkText, Level II Revised Edition

Copyright © 2011 by Pearson Learning Solutions

Printed in the United States of America

ISBN 10: 1-256-05024-5

PART 1 COMPUTING FUNDAMENTALS

UNIT 1 EXPLORING COMPUTERS

UNIT 2 EXPLORING INPUT AND OUTPUT

UNIT 3 ANALYZING STORAGE

Table of Contents • iii

Lesson 8–1 Exploring the Operating System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

UNIT 1 ANALYZING APPLICATIONS

UNIT 2 WORD PROCESSING

Chapter 20 ■ Enhancing Presentations 273

PART 3 COMUNICATIONS AND NETWORKS

UNIT 3 THE INTERNET

UNIT 4 THE WORLD WIDE WEB

UNIT 5 E-MAIL AND OTHER MESSAGING SYSTEMS

Table of Contents • vii

UNIT 6 ONLINE SAFETY

Appendix A ■ Microsoft 2010 Procedures Reference A-1

Appendix B ■ Keyboarding Essentials B-1

Appendix C ■ 21st Century Skills C-1

Appendix D ■ Career Skills D-1

viii • Table of Contents

USING YOUR TEXTBOOK

Each chapter begins with an introduction to

Lesson 5–1 Understanding Computer

As You Read Ideas for how you can best

organize information for maximum learning.

Key Terms Key words you should know after

Figure 5.1.1 Like a backpack, a computer’s storage

Sequential Versus Random Access When equipped with

In addition to hardware, software,

into real-world context.

Did You Know?

Interesting facts about technology

Magneto-Optical (MO) Drives One of the most popular

on related careers that use the

explains how the technology

covered in the chapter is used • In math class, you carry a

science, social studies, language

Additional Chapter Features

torage devi beams to read Flash dr

Crossing the Line There is another use

Storage Basics • 53 40 • Chapter 4

Spotlight on . . . Real-World Tech

At the End of Each Chapter

Matching exercises to check Short-answer questions

Chapter Review and Assessment

Directions: Choose one of the following projects. Complete the exercise on a

Check Your Comprehension Extend Your Knowledge

Operating System Activities

scenario of what you’ll be creating name OS 5 wp xx in the location where your

Step-by-step directions indicate 11. Restore the word processing program

what needs to be done in order to

complete the project Illustration D

Operating System Activities • 97

1. A(n) is a 6. A(n) is an