Computer Literacy BASICS: AC omprehensive Guide to IC3, 3rd Edition

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					Computer Literacy BASICS Lesson 10 Instructor’s Manual                                  Page 1 of 12


Computer Literacy BASICS: A Comprehensive
         Guide to IC3, 3rd Edition
                        Lesson 10: Working with Tables
A Guide to this Instructor’s Manual:
We have designed this Instructor’s Manual to supplement and enhance your teaching experience
through classroom activities and a cohesive chapter summary.

This document is organized chronologically, using the same headings in pllum that you see in the
                                                                             p um
textbook. Under each heading you will find (in order): Lesson Objectives, Teacher Materials, a
Prepare section that focuses students’ attention on the objectives in the lesson, Instructor Notes and
Teacher Tips that summarize the section, Figures and Boxes found in the section, Classroom
Activities, Projects to Assign, Key Terms, and Assess. Pay special attention to teaching tips, and
activities geared towards quizzing your students, enhancing their critical thinking skills, and
encouraging experimentation within the software.

In addition to this Instructor’s Manual, our Instructor Resources CD also contains PowerPoint
presentations, Test Banks, and other supplements to aid in your teaching experience.

For your students:
Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your students
up to date with the latest in technology news. Direct your students to http://coursecasts.course.com,
where they can download the most recent CourseCast onto their mp3 players. Ken Baldauf, host of
CourseCasts, is a faculty member of the Florida State University Computer Science Department
where he is responsible for teaching technology classes to thousands of FSU students each year. Ken
is an expert in the latest technology and sorts through and aggregates the most pertinent news and
information for CourseCasts so your students can spend their time enjoying technology, rather than
trying to figure it out. Open or close your lecture with a discussion based on the latest CourseCast.
Computer Literacy BASICS Lesson 10 Instructor’s Manual                                                                                        Page 2 of 12

Tablle off Conttenttss
Tab e o Con en
Lesson Objectives ......................................................................................................................................... 3
Data Files ...................................................................................................................................................... 3
Teacher Materials......................................................................................................................................... 3
Prepare.......................................................................................................................................................... 3
Technical Notes............................................................................................................................................ 3
Instructor Notes and Teacher Tips.............................................................................................................. 4
Mod2-110: Introduction .............................................................................................................................. 5
Mod2-110: Creating a Table ........................................................................................................................ 5
Mod2-111: Modifying the Table Structure................................................................................................. 6
Mod2-117: Drawing a Table ........................................................................................................................ 7
Mod2-119: Formatting Tables ..................................................................................................................... 8
Mod2-126: Sorting Data in a Table ............................................................................................................. 9
Mod2-127: Converting Text to a Table and a Table to Text .................................................................... 10
Key Terms .................................................................................................................................................. 11
Projects to Assign ....................................................................................................................................... 11
Assess .......................................................................................................................................................... 12
Computer Literacy BASICS Lesson 10 Instructor’s Manual                                 Page 3 of 12


Lesssson Objjecttiivess
Le on Ob ec ve
Students will have mastered the material in Lesson 10 when they can:
 Create a table and insert text.                        within a table cell.
 Insert and delete rows and columns.                  Format borders and shading and apply
 Adjust column width and row height.                    table styles.
 Use the Draw Table and Eraser tools to               Sort data in a table.
    create and edit a table grid.                      Convert text to a table and vice versa.
 Format text alignment and direction



Datta Fiilless
Da a F e

To complete this lesson, students will need these data files:
 Step10-13.docx
 Project10-1.docx, Project10-2.docx


Teacher Matteriiallss
Teacher Ma er a
 Learner text.
 PowerPoint presentation from the PowerPoint Presentations drop-down menu on the Instructor
  Resources CD.
 Solutions to review questions and projects from the Solutions to Exercises drop-down menu on
  the Instructor Resources CD.
 ExamView® test questions from the Test Bank & Test Engine drop-down menu on the Instructor
  Resources CD.



Prepare
Prepare
 Set up a projection system and show the PowerPoint presentation for the lesson, if desired.
 Give necessary instructions to students about lab guidelines.
 Prepare questions from ExamView.



Techniicall Nottess
Techn ca No e
 Before you begin this lesson, check all class computers to make sure Microsoft Office 2007 is
  installed properly.
 The screenshots in the book use a resolution of 1024 x 768; reset monitors if necessary so
  students’ screens will match the book.
 Check the software system requirements and ensure that each computer has enough RAM, hard
  drive space, and processor speed.
Computer Literacy BASICS Lesson 10 Instructor’s Manual                                  Page 4 of 12



IInssttructtor Nottess and Teacher Tiipss
  n ruc or No e and Teacher T p
 Review Objectives and ask students about their past experience with Word or other word
  processing software.
 Review the vocabulary list at the beginning of the lesson, and ask students to identify any terms
  they are already familiar with.
 Students should be able to complete the Step-by-Steps in one lesson, and then complete the
  projects in a second lesson.
 If students are showing nonprinting characters in their documents, several symbols will appear in
  the tables, such as the move table handle, the end-of-cell markers, the end-of-row markers, and
  the resize handle. If students ask about these symbols, refer them to the section Aligning and
  Resizing Tables on the Document Page, where these symbols are explained. Figure 10-19 shows a
  table with these symbols showing.
 Spend a few moments identifying columns, rows, and cells on a sample table handout (or use a
  slide or overhead of a table with these items marked). Point out the border around the table and
  the gridlines that indicate separate cells.
 Students might need some practice using the Insert Table button to drag across the rows and
  columns for a new table.
 Merging and splitting are two additional ways to adjust the structure of a table. Although the
  process seems simple, take time to demonstrate how to specify the number of rows and columns a
  cell will be split or merged into. Making the wrong decision when splitting or merging can create
  a mess, but one that is easy to fix using Undo.
 Explain to students that the Insert Table button can be used to create many useful tables in Word,
  but if a more complex table is required, the Draw Table tool is available. This tool lets you draw a
  table just as if you were drawing it with a pencil on paper, and the Eraser tool allows you to
  quickly merge cells in one row or column.
 Demonstrate to students that entering and changing the text in a table is similar to keying and
  editing regular text in a document. Remind them of the tools available to enter text, move
  through the document, and move, copy, or delete text, and explain how to use the same tools to
  enter and change text in a table.
 Remind students that text in a table needs to be selected before it can be moved, deleted, or
  formatted.
 Explain how data in table cells is aligned, and point out the Text Direction button.
 Explain how individual columns and rows can be modified, and then demonstrate how the
  AutoFit feature makes the process of adjusting column widths very easy. Discuss the different
  options available with AutoFit. Explain how the AutoFit to Contents option automatically adjusts
  column widths and heights to fit the contents of the cells, even readjusting if the content is
  changed.
 A table in a Word document also can be aligned in different ways on the page. Make sure
  students realize that they must select the entire table before they click the alignment button, or
  they will change only the contents of the current cell.
 Discuss how tables are used to organize certain kinds of data in a more readable form, and explain
  how the Sort command can allow you to change the organization of the table to emphasize the
Computer Literacy BASICS Lesson 10 Instructor’s Manual                                 Page 5 of 12

    data in different ways. Make sure students understand the difference between a descending sort
    and an ascending sort.



Mod2-110:: IInttroducttiion
Mod2-110 n roduc on
       The table features in Word make the task of arranging text and numbers in columns both
        quick and easy.
       Borders and shading also help to organize information in a meaningful way.

CLASSROOM ACTIVITIES
1. Class Discussion:
   1) Why is it easier and faster to align text with a table rather than tabs?
   2) Brainstorm some examples of how borders and shading help to organize information in a
       meaningful way.


Mod2-110:: Creattiing a Tablle
Mod2-110 Crea ng a Tab e
       A table consists of cells to which you add content, such as text, numbers, or graphics.
       A cell represents one intersection of a row and a column.
       Rows go across and columns go down.
       To create a table, you must first decide how many columns and rows you want.
       Drag the mouse pointer down and across to highlight the number of columns and rows you
        want in the table.
       To move the insertion point from one cell to another, you can press the arrow keys or Tab.
       The Ribbon shows Table Tools you can use to format and edit tables.
       In Step-by-Step 10.1, students will practice creating a table and entering data.

BOXES
   Extra for Experts: You can also create a table by opening the Insert Table dialog box and
      entering the number of rows and columns. On the Insert tab, click the Table button and then
      click Insert Table to open the dialog box.
   Heads Up: If nonprinting characters appear in your document, small squares will show in the
      left corner of each table cell. These squares are called end-of-cell markers. They will move to
      the right as you enter text in the cell. End-of-cell markers do not print.

FIGURES
    Figure 10-1: The Tables group on the Insert tab
    Figure 10-2: The Insert Table grid with the number of columns and rows selected
    Figure 10-3: The Table Tools Design tab
    Figure 10-4: Table content for Step-by-Step 10.1
Computer Literacy BASICS Lesson 10 Instructor’s Manual                                 Page 6 of 12


CLASSROOM ACTIVITIES
1. Quick Quizzes:
   1) A ____ represents one intersection of a row and a column in a table.
      Answer: cell
   2) Which keys do you use to move the insertion point from one cell to another?
      Answer: Srrow keys or Tab.
   3) True or False? In a table, rows go across and columns go down.
      Answer: True.
3. Lab Activity:
   1) Practice creating a table with four columns and six rows using the grid on the Table menu
      and the Insert Table dialog box. Be prepared to explain which method you prefer and why.



Mod2-111:: Modiiffyiing tthe Tablle Sttructture
Mod2-111 Mod y ng he Tab e S ruc ure
       Word has many features that make it easy to make changes, such as adding or deleting rows
        and columns.
Inserting Rows and Columns
     To insert a new row at the end of the table, position the insertion point in the last cell and
        press Tab.
     To insert a new row or column anywhere else in the table, use the insert commands on the
        Table Tools Layout tab.
     In Step-by-Step 10.2, students will practice inserting rows and columns.
     Note: For Step-by-Step 10.2, you may need to demonstrate how to select cells and columns.
Deleting Rows and Columns
     To remove rows or columns, you must choose the Delete commands on the Table Tools
        Layout tab.
     When you delete a row or column, the text in the cells is also deleted.
     In Step-by-Step 10.3, students will practice deleting rows.
     Note: For Step-by-Step 10.3, you may need to demonstrate how to select a row or multiple
        rows.
Adjusting Column Width and Row Height
     When you create a table, Word makes all the columns the same width.
     You can adjust the width of each column automatically using the AutoFit feature.
     In Step-by-Step 10.4, students will practice adjusting column width and row height.
Merging and Splitting Table Cells
     You can merge cells when you want to create a heading to span across two or more columns.
     You can split a cell into two or more rows and/or two or more columns.
     You can also split a table into two separate tables.
     In Step-by-Step 10.5, students will practice merging and splitting cells.

BOXES
   Heads Up: You can use the number pad on your keyboard to enter numbers. Make sure that
Computer Literacy BASICS Lesson 10 Instructor’s Manual                                    Page 7 of 12

      NUMLOCK is turned on.
    Heads Up: You can also select table cells by clicking the Select Table button in the Table
      group on the Table Tools Layout tab.
    Extra for Experts: You can also quickly access commands to insert and delete cells, rows, and
      columns by right-clicking the selected cell or cells and then choosing a command from the
      shortcut menu.
    Heads Up: When a table cell is formatted for AutoFit Contents, Word will automatically
      adjust the cell width each time the cell contents change.
FIGURES
    Figure 10-5: The Table Tools Layout tab
    Figure 10-6: The Cell Size group on the Table Tools Layout tab
    Figure 10-7: The Merge group on the Table Tools Layout tab
    Figure 10-8: Drag a cell border to resize the cell

CLASSROOM ACTIVITIES
1. Quick Quizzes:
   1) True or False? When you remove the boundary between two cells, you are merging the cells.
       Answer: True.
   2) True or False? To insert a new row at the end of the table, you can position the insertion
       point in the last cell and press Enter.
       Answer: False. To insert a new row at the end of the table, you can position the insertion
       point in the last cell and press Tab.
   3) True or False? When you delete a row or column, the text in the cells is also deleted.
       Answer: True.
   4) Where are the commands for merging and splitting cells located?
       Answer: On the Table Tools Layout tab in the Merge group.
2. Lab Activity:
   1) Create a simple table of at least five states and their capital cities. Practice using the AutoFit
       commands to automatically adjust cell width. Delete a row, and then insert a new row and
       new data. Insert a row at the top of the table, merge the cells and type a title for your table.
3. Class Discussion:
   1) How can you delete only the text in a row or column?
4. Critical Thinking:
   1) Is it possible to move entire rows and columns of table data to a new location in the table?
       Use Word Help or experiment to find out if this is possible and if so, how to do it. Create a
       table that gives directions on how to move a row and a column.


Mod2-117:: Drawiing a Tablle
Mod2-117 Draw ng a Tab e
       The Draw Table tool is very useful for creating complex tables.
       Use the mouse to draw the table grid on the screen the same way you would use a pen to
        draw the grid on a sheet of paper.
       Remove cell boundaries with the Eraser tool.
       In Step-by-Step 10.6, students will draw a table with the Draw Table tool.
Computer Literacy BASICS Lesson 10 Instructor’s Manual                                Page 8 of 12

       Note: For Step-by-Step 10.6, you may need to demonstrate how to use the Draw Table and
        Eraser tools.

BOXES
   Extra for Experts: You can also use the Draw Table tool and the Eraser tool to add, delete,
      split, and merge cells in an existing table.
   Heads Up: You can also press Escape to toggle off the Draw Table option.

FIGURES
    Figure 10-9: Creating the outside boundary of a table grid
    Figure 10-10: Table grid for Step-by-Step 10.6
    Figure 10-11: Eraser tool with selected line
    Figure 10-12: Table content for Step-by-Step 10.6


CLASSROOM ACTIVITIES
1. Quick Quizzes:
   1) Where is the Draw Table tool?
       Answer: Table button menu.
   2) How do you use the Eraser tool to erase a gridline?
       Answer: Click the Eraser tool and the pointer changes to an eraser. When you point and
       click a cell boundary, the line will be selected. When you release, the boundary is deleted.
2. Lab Activity:
   1) Create a table using the Draw Table tool. Practice adding and erasing gridlines.
3. Class Discussion:
   1) Do you prefer using the Draw Table tool to create tables? Why or why not?


Mod2-119:: Formattttiing Tablless
Mod2-119 Forma ng Tab e
     You can make a table easier to read by enhancing its appearance.
Aligning Data within Table Cells
     The Alignment group in the Table Tools Layout tab includes several buttons you can use to
       align text within the cells.
     You can also change the direction of text in a table cell.
     In Step-by-Step 10.7, students will practice aligning data within table cells.
Formatting Borders and Shading
     You can customize the border and add shading or color to table cells.
     In Step-by-Step 10.8, students will practice formatting a table using borders and shading.
Applying Table Styles
     Word provides several built-in table designs that you can apply with a single click.
     In Step-by-Step 10.9, students will practice formatting tables by applying table styles.
Using Quick Tables
     Word provides built-in tables, called Quick Tables, which include sample data and table
       formats.
Computer Literacy BASICS Lesson 10 Instructor’s Manual                                   Page 9 of 12

      You can insert a Quick Table in a document and then replace the sample data with your own
       data.
     In Step-by-Step 10.10, students will practice inserting Quick Tables.
Aligning and Resizing Tables on the Document Page
     End-of-row symbols must be included in the selection for the entire table to be selected.
     The table move handle can be used to select the entire table and to reposition the table on the
       page.
     In Step-by-Step 10.11, students will practice aligning and resizing tables on the document
       page.

FIGURES
    Figure 10-13: The Alignment group on the Table Tools Layout tab
    Figure 10-14: Table with text rotated and aligned
    Figure 10-15: Table gridlines
    Figure 10-16: Live preview of a table style
    Figure 10-17: The Built-In menu for Quick Tables
    Figure 10-18: Table content for Step-by-Step 10.10
    Figure 10-19: Nonprinting characters in a table

CLASSROOM ACTIVITIES
1. Quick Quizzes:
   1) Which button can rotate text on its side?
       Answer: Text Direction.
   2) True or False? Quick Tables contain sample data you can replace.
       Answer: True.
   3) Which marker can be used to reposition the table on the page?
       Answer: Table move handle.
2. Lab Activities:
   1) Insert a Quick Table. Practice using all the cell alignment buttons to align the text and then
       format the table using the Borders and Shading commands. Reformat it using a built-in table
       style.
   2) Make copies of Figure 10-19 without the callouts and then ask students to label as many parts
       of the table as they can.
3. Critical Thinking:
   1) Use Word Help to find and view the demo: Discover the Table Tools Design and Layout tabs
        in Word 2007.
4. Class Discussion:
   1) What is the difference between AutoFit Window and AutoFit Contents?


Mod2-126:: Sorttiing Datta iin a Tablle
Mod2-126 Sor ng Da a n a Tab e
       You can sort information in a table on different search criteria to organize the table contents
        to emphasize data in different ways.
       Ascending order rearranges data from A to Z.
Computer Literacy BASICS Lesson 10 Instructor’s Manual                                  Page 10 of 12

       Descending order rearranges data from Z to A.
       Clicking the Sort button opens the Sort dialog box.
       In Step-by-Step 10.12, students practice sorting data.

FIGURES
    Figure 10-20: The Data group on the Table Tools Layout tab
    Figure 10-21: The Sort dialog box

CLASSROOM ACTIVITIES
1. Quick Quizzes:
   1) True or False? Ascending order rearranges data from A to Z.
       Answer: True.
   2) Which sorting method, ascending or descending, would arrange Zephyr’s name at the top of a
       table?
       Answer: Descending.
2. Class Discussion:
   1) How would you sort the information in a table that included the names of members of a club,
       the year each member joined, and their complete addresses in order to take advantage of the
       post office’s bulk rates for mail separated by zip code? How would the sorting method differ if
       you wanted a list to honor the club’s longtime members?
2. Group Activity:
   1) In small groups, ask students to create a table and sort the data in at least two of the columns.
       Prepare a presentation of your data to the class, explaining the sorting techniques used.


Mod2-127:: Converttiing Textt tto a Tablle and a Tablle tto Textt
Mod2-127 Conver ng Tex o a Tab e and a Tab e o Tex
       Word can quickly convert text separated by paragraph markers, commas, tabs, or other
        characters into a table with cells.
       When converting text to a table, Word determines the number of columns needed based on
        paragraph markers, tabs, or commas.
       When converting a table to text, Word inserts paragraph markers, tabs, or commas to show
        where the column breaks are.
       In Step-by-Step 10.13, students will practice converting a table to text.

FIGURES
    Figure 10-22: Table content for Project 10-1
    Figure 10-23: Table grid and content for Project 10-3
    Figure 10-24: Table grid and content for Project 10-4

BOXES
   Net Business: Internet Fraud: Internet fraud refers to any type of scam or hoax that uses one
      or more components of the Internet, such as e-mail, blogs, or Web sites. The most common
      types of Internet fraud are auction and retail schemes, business opportunities and work-at-
      home schemes, identity theft, investment schemes, and credit/debit card fraud. Internet fraud
Computer Literacy BASICS Lesson 10 Instructor’s Manual                                      Page 11 of 12

          is a federal crime. If you think you’ve been the victim of Internet fraud, you can file a
          complaint online at the FBI Web site, www.fbi.gov.
          White collar crime refers to a full range of frauds committed by business and government
          professionals, and Internet fraud is one of the white-collar crimes that the FBI investigates.
          The Internet Crime Complaint Center (or IC3) is a partnership of the FBI and the National
          White Collar Crime Center.

CLASSROOM ACTIVITIES
1. Quick Quizzes:
   1) True or False? You can convert a table to text, but you cannot convert text to a table.
       Answer: False.
   2) True or False? When converting text to a table, Word uses tabs to determine the number of
       columns to create.
       Answer: True.
2. Lab Activity:
   1) Use tabs to align columns of text or numbers. For example, list the classes you are taking and
       the teacher’s name or room number. Convert the text to a table.
3. Critical Thinking:
   1) Research Internet Fraud at the www.fbi.gov web site. Create a table using some of the data
       you find on types of crimes or numbers of complaints. Format the table using what you have
       learned in this lesson. Convert the table to text and share both tables with the class.


Key Termss
Key Term
         Ascending order: Rearranging data into alphabetical order from A to Z, or numerical order
          form lowest number to highest number. (Mod2-126)
         Cell: Represents one intersection of a row and a column in a table. (Mod2-110)
         Descending order: Rearranging data in alphabetical order from Z to A, or numerical order
          from highest number to lowest number. (Mod2-126)
         Gridlines: Boundary lines in a table. (Mod2-121)
         Merging cells: Removing the boundary between two cells. (Mod2-115)
         Quick Tables: Built-in tables which include sample data and table formats. (Mod2-123)
         Splitting cells: Converting a cell into multiple cells. (Mod2-115)



Projjecttss tto Assssiign
Pro ec o A gn
 In Project 10-1, students will practice creating a table, entering data, inserting a row, adding a
  column, adjusting alignment, and shading rows.
 In Project 10-2, students will practice converting text to a table, inserting a row, aligning data,
  and deleting rows.
 In Project 10-3, students will practice creating a table, changing text direction, adjusting row
  height, and enhancing appearance. Note: If desired, students can create a table with 12 rows and
  8 columns and then merge and split cells and use the Eraser tool to create the layout shown in
Computer Literacy BASICS Lesson 10 Instructor’s Manual                                 Page 12 of 12

     Figure 10-23.
    In Project 10-4, students will practice inserting a quick table, editing data, aligning text, and
     formatting text.
    In the Teamwork Project, students will research and update a table with current data.
    In Critical Thinking Activity 10-1, students will create a table to organize staff information.
    In the Online Discovery project, students will research to learn how tables are used to organize
     Web pages.


Assssessss
A e
 Administer the ExamView test for Lesson 10.


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