Modules

DATACOM INSTITUTE OF COMPUTER TECHNOLOGY
FIRST SEMESTER FIRST TRANSITION
COMPETENCY BASED LEARNING MATERIAL IN COMMUNICATION ARTS
Datacom Institute of Computer Technology
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Syllabus Introduction: English 101: Communication Arts Communication comes from the Latin word communicare which means to share. It is the act of verbally or non-verbally conveying information, data, feelings, ideas or message from one person to another and vice-versa through the use of a medium. This subject focuses on strengthening the communication skills of students using English language. Communication Arts a prerequisite for English 2: Business Correspondence, and it has three (3) units of credits. Teaching Methodology In order to instill learning to the students in the easiest possible way within the shortest possible period of time, the instructors decided to combine the following methods of teaching: Five (5) to ten (10) minutes of recap of the previous lesson to ensure lost of learning due to short term retention. Forty minutes of discussion. Five (5) to ten (10) minutes of review of the current lesson ensure that learning took place. Quizzes, recitations, and other self check activities are created to rate the instructor and students performance.
Note: The methodologies do necessary mean that it will be used simultaneously.
Grading System To measure the students learning progress, the grading systems belo w are followed: Grade Rating Remarks 99-100 1.00 Passed 96-98 1.25 Passed 93-95 1.50 Passed 90-92 1.75 Passed 87-89 2.00 Passed 84-86 2.25 Passed 81-83 2.50 Passed 78-80 2.75 Passed 75-77 3.00 Passed 74 and below 5.00 Failed
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Course Outline: I Prelim A. INFORMATION SHEET 1: Communication A.1 what is Communication? A.2 Two Kinds of Communication A.3 Why is Communication Important A.4 Elements of Communication A.4.1 Sender A.4.2 Receiver A.4.3 Message A.4.4 Channel A.4.5 Feedback A.5 Communication Process A.6 Barriers of Communication A.6.1 Noise A.6.2 Distortion A.6.3 Perceptual Differences A.6.4 Language Differences A.6.5 Nonverbal Communication A.6.6 Lack of Communication Skill A.6.7 Information Overload A.7 Workplace Communication A.7.1 Basic Forms of Workplace Communication A.7.2 10 Workplace Communication Tips B. INFORMATION SHEET 2: Language B.1 what is Language? B.2 Features of Human Language B.2.1 Written Language B.2.2 Spoken Language B.3 Functions of Language B.3.1 Informative B.3.2 Expressive B.3.3 Directive B.3.4 Practical B.3.5 Performative B.3.6 Logical B.3.7 Ceremonial
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C. INFORMATION SHEET 3: Communication Aids C.1 Dictionary C.5.1 Uses of Dictionary C.5.1.1 Definition C.5.1.2 Spelling C.5.1.3 Syllabication C.5.1.4 Grammatical Function C.5.1.5 Pronunciation C.5.1.6 Etymology C.5.1.7 Antonyms C.5.1.8 Synonyms C.5.1.9 Prefix C.5.1.10 Suffix Midterm A. INFORMATION SHEET 4: PARTS OF SPEECH (NOUN) A.1 Noun A.2 Characteristics of a Noun A.3 Kinds of Nouns A.3.1 Common Noun A.3.2 Proper Noun A.3.3 Concrete Noun A.3.4 Abstract Noun A.3.5 Collective Noun A.3.6 Count Noun A.3.7 Mass Noun A.3.8 Compound Noun B. INFORMATION SHEET 5: PARTS OF SPEECH (PRONOUN) B.1 Pronoun B.2 Antecedent B.3 Types of Pronoun B.3.1 Personal pronoun B.3.2 Interrogative pronoun B.3.3 Demonstrative pronoun B.3.4 Indefinite pronoun B.3.5 Relative pronoun C. INFORMATION SHEET 6: PARTS OF SPEECH (VERB) C.1 Verbs C.2 Types of Verbs C.2.1 Action Verbs C.2.2 Linking Verbs C.3 BASIC TENSES OF VERB C.3.1 Present Tense
Datacom Institute of Computer Technology Page 4
C.3.2 Past Tense C.3.3 Future Tense C.4 Simple tenses C.4.1 Simple Present C.4.2 Simple past C.4.3 Simple future C.5 Perfect Tense C.5.1 Present Perfect C.5.2 Past Perfect C.5.3 Future Perfect C.6 Progressive Tense C.6.1 Present Progressive tense C.6.2 Past Progressive tense C.6.3 Future Progressive tense D. INFORMATION SHEET 7: PARTS OF SPEECH (ADJECTIVE) D.1 Adjective D.2 Kinds of Adjective D.2.1 Descriptive Adjective D.2.2 Limiting Adjective D.3 Degrees of Comparison of Adjective D.3.1 Positive Degree D.3.2 Comparative Degree D.3.3 Superlative Degree E. INFORMATION SHEET 8: PARTS OF SPEECH (ADVERB) E.1 Adverbs E.2 KINDS OF ADVERB E.2.1 Adverb of manner E.2.2 Adverb of place E.2.3 Adverb of time E.2.4 Adverb of frequency E.2.5 Adverb of degree F. INFORMATION SHEET 9: PARTS OF SPEECH (PREPOSITION) F.1 Preposition F.2 Prepositional Phrase F.2.1 Types of Prepositional Phrase F.2.1.1 Adjective Phrase F.2.1.2 Adverbial Phrase G. INFORMATION SHEET 10: CONJUNCTION AND INTERJECTION G.1 Conjunctions G.1.1 KINDS OF CONJUNTIONS G.1.1.1 Coordinating conjunctions G.1.1..2 Correlating conjunctions G.1.1..3 Subordinating conjunctions
G.2 Interjection H. INFORMATION SHEET 11: SENTENCE H.1 Sentence H.1.1 Kinds of Sentences According to Use or Purpose H.1.1.1 Declarative H.1.1.2 Interrogative H.1.1.3 Imperative H.1.1.4 Exclamatory H.1.2 Kinds of Sentences According to Form or Structure H.1.2.1 Simple Sentence H.1.2.2 Compound Sentence H.1.2.3 Complex Sentence H.1.2.4 Compound-Complex Sentence Finals A. INFORMATION SHEET 12: SENTENCE PATTERNS A.1 Ten Sentence Patterns B. INFORMATION SHEET 13: SUBJECT-VERB AGREEMENT B.1 Subject-Verb Agreement
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INFORMATION SHEET 1: Communication What is Communication? Communication is the act of verbally or non-verbally conveying information, data, feelings, ideas or message from one person to another and vice-versa through the use of a medium. Two Kinds of Communication 1. Verbal- which uses spoken words. It requires listening and speaking skills. 2. Nonverbal-which uses signs such as written words, gestures, body language, and other symbols. Why is communication important? Imagine life without communication Youll have no means of letting someone you like or love know how you feel. You wont be able to call your relatives abroad. There would be no gossiping between neighbors. There would be no homework and quizzes because there would be no school. You will have no way of asking for an allowance. There will be no computer therefore you wont be able to update your profile in facebook, friendster, twitter, myspace, or any online community and game in existence. Nobody will know if Miami won against Dallas in 2011 NBA Finals. That ladies and gentlemen is just a fragment of a life without communication. Elements of Communication 1. Sender- the source or origin of the message, the speaker, issuer, or writer who intend to express or send out a message. 2. Receiver- the recipient of the message. The person whom the message was sent to. 3. Message- The information, idea, feeling or data which the sender wanted to convey to the receiver. It is the subject matter of the communication process. 4. Channel- the medium used to convey the message. Any means of transferring a message. 5. Feedback- the reply or reaction of the receiver to the message. The act of using the elements of communication is called communication process.
Communication process comes in various forms. It can be a simple chit-chat with a friend through the use of voice and mutually-understood language. Even reading this learning material is a form of communication wherein the authors send a message to the readers.
The diagram below shows the communication process:
MESSAGE
SENDER
RECEIVER
FEEDBACK
**NOTE: THE ARROWS REPRESENT THE CHANNEL USED TO PASS THE MESSAGE AND FEEDBACK
Lets take the situation below as another example: Auelle sends an SMS to his friend Faith: Hi there Faith! Would you like to watch Dashboard Confessionals concert with me this Saturday? Faith receives Auelles message and replied: Auelle, my beloved friend, I will be greatly delighted to accompany you on that concert, thank you for inviting me On that example, we can get all the elements of communication: a.)Auelle is the sender b)Faith is the receiver c.)The message is Hi there Faith! Would you like to watch Dashboard Confessionals concert with me this Saturday? d.)The feedback is Auelle, my beloved friend, I will be greatly delighted to accompany you on that concert, thank you for inviting me e.)The channel or medium is mobile phone with Short Messaging System function (SMS) or text messaging.
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Read and explain the phrases below: 1. 2. 3. 4. 5. Ad majorem Dei gloriam Non sum qualis eram Non omnia possumus omnes Pax vobiscum Vincit omnia veritas
I cant understand these phrases, how can I explain it? If this or something closer is your reaction to the given phrases then youll definitely agree that, in order for communication to take place, the message must be understood by the receiver. The communication process can be considered successful if, and only if the receiver was able to interpret the message as intended by the sender. There are factors that hinder a communication process these factors are called communication barriers.
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Communication Barriers 1. 2. 3. 4. 5. 6. 7. Noise Distortion Perceptual differences Language differences Nonverbal communication Lack of communication skill Information overload
Noise any loud, discordant, or undesirable sound or sounds. -it is communication barrier because it blocks or makes it hard for the receiver to understand the senders message. Picture yourself talking to your friend near a huge speaker at Slipknots concert, or a party. You and your friend will be forced to speak at the top of your lungs in order to understand each other. Another example on how noise encumbers communication is having a mobile phone conversation on a jeepney during rush hour. Youll have to compete with everything the busy traffic offers from horns to a trivial snoring of a fellow passenger to communicate. Distortion- this communication barrier refers to the loss of meaning, or physical damage to the message. The sender or receiver can encounter distortion in ways like crumpled letter, choppy output of a mobile phone, or poor reception of a television. Perceptual differences-this barrier refers to the encumbering of communication due to misinterpretation of the message. It can also occur due to refusal to acknowledge the message by one or both parties. A ten year old boys point of view is extremely different to a twenty-eight year old man. An anger-driven conversation can also lead to perceptual differences. Language differences-this barrier refers to the failure to communicate due to incompatible languages used by both parties. It would be extremely difficult (if not impossible) for two persons to understand each other without sharing a common language. Imagine yourself as one of the characters in the biblical story Tower of Babel, or watching an anime without subtitle, or talking to a foreigner or somebody who speaks using dialect unknown to you.
Nonverbal Communication-this kind of communication turns into a barrier sometimes because of the difficulty to convey the intended message without using spoken words. A simple sign could have variety of meaning, understanding nonverbal cues depend to the interpretation of the receiver. Take the peace sign as an example; it could be perceived as a sign of peace or surrender. It could also be the equivalent amount of the number two. Lack of Communication Skill-this barrier refers to a persons limited ability to convey or understand a message. Read the poem below A Shadows Ode
By Mend Each Clue
I believe that magic do exist For you turned me to a man from a beast You took my heart like a thief in the night Making me vulnerable as a novice against the abysmal knight But how can I evict this unfathomable love I am feeling? I am nothing but a floor while you are a decorated ceiling You might think of it as sweet or as todays generation call it; cheesy. You may also consider it corny. Now imagine giving it to your crush who unfortunately happened to be a person who cant read. Would you be able to get a feedback? That is an example of how lack of communication skill becomes a barrier.
Information Overload-this barrier refers to the multitude of messages that were sent simultaneously or within a short transition. Youll have difficulty on giving a feedback if you are taking two phone calls at the same time, or taking a dictation from a person who speaks very fast.
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Workplace Communication
Workplace communication is the process of exchanging information, both verbal and non-verbal, within an organization. An organization may consist of employees from different parts of the society. In order to unite the activities of all employees, communication is crucial. Communicating necessary information to the entire workforce becomes necessary. Effective workplace communication ensures that all the organizational objectives are achieved. Basic Forms of Workplace Communication 1. Oral Communication 2. Written Communication 3. Formal Communication 4. Informal Communication 5. Verbal Communication 6. Non Verbal Communication Oral Communication Oral communication is what you do when you speak, or when you convey messages through speech. For this type of communication to succeed, you must learn to listen. Listening is a skill most of us lack, and that is why there is sometimes a lot of misunderstanding in our workplace. Example of Oral Communication Personal conversation, presentations, speaking in meetings and communication over the telephone Written Communication Written communication is what you do when you write to someone else, or when you convey messages through writing. Examples: Sending notes, writing letters, issuing memoranda (memos), transmitting faxes and e-mails
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Formal Communication Formal communication is what you do when you convey message through the hierarchy within your organization, or when you communicate to people outside your organization. The most common form of formal organization is downward communication, which happens when a superior officer send out messages to his subordinates or to the rank and file. Examples: Memos, reports, meetings, written proposals Informal Communication Informal communication is the opposite of formal communication. It occurs when messages are conveyed outside the organizations chain of command. Examples: Office gossip, personal e-mail to co-workers, white papers or anonymous letters to express grievances Although discouraged by organizations, informal communication serves the purpose of creating a bong among workers. It also provides alternative information which is readily not available through formal channels.
Verbal Communication Although mistaken with oral communication, verbal communication encompasses all kinds of messages, written or spoken, using words.
Examples: Sending text messages, making telephone calls, video conference, making speeches Non Verbal Communication Non verbal communication is wordless communication, or messages conveyed through ones gestures, action or behaviors. According to Alberts, Jess K.( communications professor in the Hugh Downs School of Human Communication) , non verbal communication can be broken down into five (5) categories:
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1. Body Signals or non verbal signals by the body, also known as kinesics. Examples: Hand shakes, crossing your legs, slumping in your seat posture, crossing or uncrossing your legs 2. Objects Signal or nonverbal messages sent by physical objects, also known as artifacts. Examples: Ones wardrobe, framed pictures on your tables, plaques and awards on the wall of your office 3. Space Signals or nonverbal messages sent by action and use of personal space, also known as proxemics. Examples: Physical territory like arrangement of desks at your workplace, the distance or closeness you stand from someone else when you communicate 4. Time Signals or nonverbal messages sent by time actions, also known as chronemics. Examples: Speed of your speech and movement, your punctuality, willingness to wait. 5. Touch Signals or nonverbal messages sent by touch, also known as haptics. Examples: Patting a co-working, hugging, pecking the cheek
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10 Workplace Communication Tips "Effective communication in the workplace is a valuable asset of any organization because it allows the smooth flow of ideas, sentiments, and information." Effective communication in the workplace is a valuable asset of any organization because it allows the smooth flow of ideas, sentiments, and information. It likewise prevents little squabbles from turning into full-blown conflicts that may result in . Simply put, you cant be a good boss if you do not know how to get through to your team by communicating in the workplace. Weve compiled the top seven keys to a successful communication in the workplace, as agreed by management and human resources experts: 1. Communication begins before the actual conversation. Studies show that 40% of whats communicated comes through body language and tone of your voice. To communicate effectively, both must match with the words you convey. 2. Be a better listener. Pay attention to what your subordinates are saying even though they may contradict with management decisions or your own opinion. All too often, these communication opportunities are taken for granted just because management cant be a little more of a better listener. Thus, communication in the workplace is improved and even resolved with better listening. 3. Make time for employees. Schedule a one-on-one talk with your employees, or if you work remotely, talk them over the phone at least twice a month or weekly, if you can. When communicating, give them your full attention, and talk about their career objectives, or how they envision themselves years from now. If they open up to you, you may also talk about their personal issues and what you can do to help. 4. Pass on the word to the people concerned. Go out of your way to let those people who should know about workplace changes coming from the higher ups. How easy it is to forget to let people know, on a timely basis, about what concerns their job. The downfall? You may not get the result you expect from your employees, and may seemingly appear like you are not in the know something that wouldnt exactly inspire confidence among your team. 5. Start with small talk. How easy it would be to lay down the heavy stuff at the beginning of a conversation because you are in a hurry. However, to communicate in the workplace in a conversational manner, start by chatting amiably at first to inspire your employee to open up and spark more substantial conversations. 6. Give regular feedback; avoid surprises. Although performance appraisals are your primary tool in giving performance issues feedback to employees, experts suggest confrontation should be made beforehand (in a humane way) to let them know there
are things they should improve on. The annual evaluation should only be used to recap performance for the entire year. 7. Speak to groups effectively. While there should be one-on-one meetings, management level people should learn the skill to address to employee groups. When you are effective at this type of communication in the workplace, your employees will look highly at you and give you a boost in credibility as a manager. The same thing goes for writing group emails. 8. Dont use emails for delicate matters. Emails can be good for announcements, but should not be used for sensitive matters, such as performance issues that will need to be discussed in person so you can explain more clearly and get a direct, personal response from the party concerned. 9. Be consistent in your workplace communication. Consistency builds trust and lets your employees feel that you are concerned about whether they understood your explanation. 10. Get them to evaluate you. The only way to know if your management techniques are getting through your subordinates is to let them evaluate you. It helps engender loyalty, and perhaps make you a better boss to them. Large corporations do it by distributing manager feedback forms to employees which they can fill out anonymously, if they so choose.
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Self Check 1 A. B. C. D. E. F. G. H. I. J. K. Define communication. What are the two kinds of communication? Give at least three reasons on why communication is important. Enumerate and define the elements of communication. Enumerate and define the different communication barriers. Make a diagram that shows the communication process. Site an example of a situation that the communication process and show each of the elements used. Give two examples on each of the communication barrier. Define workplace communication. Enumerate the basic form of workplace communication. Enumerate 10 workplace communication tips.
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OPERATION SHEET 1 OPERATION TITLE: Develop a short presentation or play that shows workplace communication. CONDITIONS OR SITUATIONS FOR THE Trainees should form a group with 5-10 OPERATION: members. EQUIPMENT, TOOLS , AND Any available props MATERIALS: Competency Based Learning Material in Communication Arts or any relevant resource or reference material. PROCEDURE: 1. Read Information Sheet 1 2. Based on the information you have gathered, the group should develop a short presentation or play. The presentation must not exceed 10 minutes The presentation must show the communication process The group must be able to use and identify all of the elements of communication PRECAUTION: QUALITY CRITERIA: Avoid using stunts that might cause hazard to the group or audience. Your instructor will rate the presentation based on the following factors: Relation of the presentation to communication process. Delivery of dialogue. Adherence to the procedure.
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INFORMATION SHEET 2: Language What is Language? Language is a special set of symbols, letters, numerals, rules, all the vocal sounds, words, and the ways of combining them into a common to a particular nation, tribe, or other speech community. It is vital to ensure the success of a communication process, and considered as one, if not the most important human inventions. Features of Human Language 1. Written Language- it uses visual patterns and symbols such as letters and signs. 2. Spoken Language- it uses vocal patterns and sounds. Functions of Language 1. 2. 3. 4. 5. 6. 7. Informative Expressive Directive Practical Performative Logical Ceremonial
Informative Function of Language- this shows statement of fact or any generally accepted truth, and usually takes the declarative type of statement. Example: I was born on March 26 1981. Terry Goodkind is the author of Wizards First Rule. Uzumaki Naruto lives in Konoha Village.
Expressive Function of Language- this shows and expresses the feelings or attitudes of the writer or speaker, and also evokes feelings or attitude from the reader or listener. Example: Poetry and other works of arts such as music. A reaction upon witnessing an emergency
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Exclamatory statement such as Whoa! Dwayne Wade makes a jump shot 28-feet away from the ring and beats the buzzer!
Directive Function of Language- this shows a command or request. Example: Please bring passport-size picture with white background tomorrow. Turn all your gadgets off or silent mode while inside the classroom. You are obliged to wear proper uniform on week days except on wash-day.
Practical Function of Language- this shows the use of language more on establishing a social contact than communicating an idea. It is also called Phatic or Dynamic Function of Language. Example: A small talk or street-corner conversation. Saying Hi! or How are you? to someone you havent seen for a while. A simple nod or waving of hand.
Performative Function of Language- this is used not only to express an idea, but also to perform what is being said. Example: Saying I do on a marriage ceremony. Using performative verbs like apologize, accept, and promise. Demonstrating a task or an operation.
Logical Function of Language- this justifies, proves, or falsifies a statement. It also shows preference. Example: A court-room battle. Playing DOTA is better than having a girlfriend. LeBron James is miles away from dethroning Michael Jordans hold on being the greatest NBA player.
Ceremonial Function of Language- this enhances the social intercourse, relationship, and amenities. It is also called ritual function of language.
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Example: Announcing a couples exchange of vows. Introducing a friend to your other friends. Setting up a group discussion.
Complex Function of Language- this shows the combined use of two or more functions of language. Example: Delivering a speech. Making an in-class discussion. Social networking forums and commentaries.
Self Check 2
A. What is language? B. What are the two features of human language? C. Enumerate and define the functions of language.
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INFORMATION SHEET 3: Communication Aids Language is diverse and it takes a lot of patience, and practice to become proficient in English language. Every now and then a new word arises, and as humans engulf in communicating, language such as English evolves. Im sure people ask this question Is mastery of English possible? The answer to this question lies in the hand of the person who asks. All we need is patience, an open mind that is open with learning, adamant study attitude, and practice. Good thing we have various communication aids and tools that could make our study less arduous. Dictionary Dictionary is a book of alphabetically listed words in language, with definitions, etymologies, pronunciations, and other information.
Uses of Dictionary 1. Definition 2. Spelling 3. Syllabication 4. Grammatical Function 5. Pronunciation 6. Etymology 7. Antonyms 8. Synonyms 9. Prefix 10. Suffix Definition- the main function or use of a dictionary is to give the meaning of a word. Example: Sycophant- A person who seeks favor by flattering people of wealth or influence. Irksome- a tiring or annoying person or thing. Spelling- is the way in which a word is written. It is common for a person consults the dictionary to check the spelling of a word. Example: Excruciating Delusive Syllabication- is the division or form of a word into syllable. It makes it easier for the user to pronounce a word that is syllabicated in a dictionary.
Example: Moon-shin-er Hoo-doo E-man-ci-pate Lack-a-dai-si-cal Al-bu-men Grammatical Function- This function of the dictionary usually tells the user on how the use or which part of speech does the word belongs. It also shows the singular or plural form of the word. Example: Niv-e-ous - (adjective) snowy or snowlike Goo-goo dolls (noun) a witch doll or doll used for witcraft. Sta-bi-lize (verb) to make stable or firm. Un-veil (verb) to reveal. Pronunciation- this function shows the manner of pronouncing the word with reference to the production of sounds, and the placing of stress, intonation etc. Example: Make-(mk) Untimely- (un tm-l) Etymology this function of dictionary shows the origin of the word. Example: Latent (Latin latens, to lie hidden) Argue (Latin argutare, to prattle) Thieves (O.E. theof, thief) Antonyms are words with opposite meaning Example: Neat - Untidy Good - Bad Mean - Magnanimous Synonyms are words with the same meaning Example: Object - refuse Deed - act Ultra mundane heavens Lackluster dull Efflorescence blooming
Prefixes - a letter or group of letters added at the beginning of a word to change its meaning Example: Nerve unnerve Able disable Intelligible unintelligible Trust distrust Orientation disorientation Suffixes - a letter or group of letters added at the end of a word to change its meaning. Example: Report Reporter Pretend pretender Love loveless OPERATION SHEET 2 OPERATION TITLE: Using the Dictionary CONDITIONS OR SITUATIONS FOR THE Trainees should form a group OPERATION: with 5-10 members. Borrowing other groups dictionary is not allowed EQUIPMENT, TOOLS , AND Dictionary MATERIALS: Competency Based Learning Material in Communication Arts or any relevant resource or reference material. PROCEDURE: 1. Read Information Sheet 3 2. The instructor will dictate several vocabulary words. 3. Using a dictionary, the group must be able to give information about the vocabulary words. PRECAUTION: None QUALITY CRITERIA: Your instructor will rate the activity based on the following factors: The number of dictionary usage applied to each word. Adherence to the procedure.
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INFORMATION SHEET 4: PARTS OF SPEECH (NOUN) Noun is a word that names something such as person, place, thing, qualities, quantity, and action. Characteristics of a Noun 1. Nouns can either be concrete or abstract. 2. Nouns can be grouped into common nouns and proper nouns. 3. Nouns may be made up by a group of words, these are called compound nouns. 4. Nouns can also name a group of persons, animals, or things; these are called collective noun, count noun, and mass noun. 5. Nouns have possessive form. 6. Nouns have singular and plural form. Kinds of Nouns 1. 2. 3. 4. 5. 6. 7. 8. Common Noun Proper Noun Concrete Noun Abstract Noun Collective Noun Count Noun Mass Noun Compound Noun
Common Noun refers to a class or the general name of people, places, and things. Example: Country Date Girl School Book
Proper Noun refers to a particular person, place, or thing. It always begins with a capital letter. Example: Philippines October 28 2009 Akemi Datacom Institute of Computer Technology The Vampire Lestat
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Concrete Noun is a word that names the things that have physical form or things that we can touch, see, smell, or taste. Example: Joan Classmate Watermelon Pencil Computer Abstract Noun is a word that names things that have no physical form. It is the name of things that we cannot touch, see, smell, or taste. Example: Love Honesty Faith Idea beauty Collective Noun it is a word that names people, or things that are taken as a group or unit. Example: choir audience band flock of sheep pile of wood Count Noun is a word that names of things that can be counted individually. Example: Bass guitar Stick Ball
Mass Noun is a word that names that can be measured but cannot be counted individually. Example: Oil Sugar Sand
Compound Noun is a noun that is made up by a group or words. Example: cross + roads = air + craft editor + in + chief lady + in + waiting runner + up
crossroads = aircraft = editor in chief = lady in waiting = runner up
Singular and Plural Form of a Noun Singular Nouns are words that refer to single person, place, or thing Example: Akemi School Computer Plural Nouns are words that refer to multiple persons, places, or things. Example: Girlfriends Schools Mobile phones
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Rules in Changing a Noun to its Plural Form 1.Add s to most noun Example: Singular Note Place Abbreviation Notes Places abbreviations Plural
2. Add es to nouns ending in x, ch, sh, z, or s Example: Singular Box Church Dish Waltz Glass Boxes Churches Dishes Waltzes Glasses Plural
3.Add s to nouns ending in y preceded by a vowel Example: Singular Toy Boy Monkey Way Key Toys Boys Monkeys Ways Keys Plural
4.For nouns ending in y preceded by a consonant, change y to i and add es Example: Singular City Policy Methodology Prophecy Theory Cities Policies Methodologies Prophecies Theories Plural
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5.For nouns ending in f and fe, change f to v and add es Example: Singular Leaf Wolf Wife Leaves Wolves wives Plural
6.Add es on most nouns ending in o preceded by a consonant Example: Singular Plural Echo Echoes Hero Heroes Tomato Tomatoes 7.Add s to on most nouns ending in o preceded by a vowel e.g. patio-patios zoo-zoos Example: Singular Patio Rodeo Zoo Patios Rodeos Zoos Plural
8.Some nouns form the plural by a change in spelling Example: Singular Tooth Mouse Foot Teeth Mice Feet Plural
9.Some nouns have the same form for singular and plural Example: Singular Series Deer Sheep Series Deer Sheep Plural
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10.Most compound nouns form its plural by adding s, or by applying other rules in the principal word Example: Singular Mother in law Editor in chief Manservant 11.Add s or es in proper nouns Example: Singular Vincent Jones Auelle Vincents Joneses Auelles Plural Plural Mothers in law Editors in chief Menservants
12.Add apostrophe and s [ s ] to form the plural of numbers, letters, signs, and symbols Example: Singular A 28 As 28s s Plural
Nouns Have Possessive Form Possessive nouns are nouns that show ownership. To show ownership of a noun, an apostrophe ( ), or apostrophe and s ( s ) is added to the word. Example: Gideon = Gideons dog = dogs Tess = Tess cats = cats women = womens
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SELF CHECK 4 A. B. C. D. What is a noun? What are the characteristics of a noun? Enumerate the kinds of noun and give 5 examples each. Write the plural of the nouns in the table: SINGULAR Fairy Sandwich Half Ox Deer Sheep Lunch Duke Fairy godmother Officer in charge Mango Cargo Radio Play Book Student Calf Thief Wife Wolf Goose Louse Woman Aircraft Alumnus Crisis Hypothesis Manservant PLURAL
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INFORMATION SHEET 5: PARTS OF SPEECH (PRONOUN) Pronoun is a word that is used in place of a noun or antecedent. Example: She He Them Any Both You I Antecedent is the noun for which the pronoun stands. Example: Akemi is lovely.
She is lovely.
In the example above, Akemi is the antecedent replaced by pronoun she Types of Pronoun 1. 2. 3. 4. 5. Personal pronoun Interrogative pronoun Demonstrative pronoun Indefinite pronoun Relative pronoun
Personal pronoun refers to the person speaking, person being spoken to, or the person spoken of.
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KINDS OF PERSONAL PRONOUN First person personal pronoun Second person personal pronoun Third person personal pronoun
First person personal pronoun refers to the speaker. e.g. I, me, we, us, myself Second person personal pronoun refers to the person spoken to. e.g. you, yourself Third person personal pronoun refers to the person, place, thing being spoken of. e.g. he, she, him, her, they, them, it, themselves Interrogative pronoun introduces questions. e.g. what, which, who, whom, whose Demonstrative pronoun points out specific persons, places, or things. e.g. this, that, these, those Indefinite pronoun does not specific particular person, place or thing. e.g. another, anybody, both, few, all, any Relative pronoun connects groups of words to another idea in the same sentence e.g. that, which, who, whom, whose. I read the book that you gave me. The former president who is corrupt was charged with plunder
Possessive pronoun shows ownership e.g. my, mine, your, hers, their That is my book. Is this your pen? My heart is hers. The trainees passed their tests.
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SELF CHECK 5 A. B. C. D. What is pronoun? Define antecedent Enumerate the types of pronouns and give five examples. Underline the pronoun on each sentence and identify its type.
1. That is my pen. 2. Is this your car? 3. My heart is hers. 4. The students passed their tests. 5. Its a lovely guitar. 6. The band failed to launch its album 7. The Miami Heat received its third defeat yesterday. 8. If LeBron plays well, he can wear a championship ring. 9. Memlik and Hedea postponed their date. 10. All were waiting for their turn.
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INFORMATION SHEET 6: PARTS OF SPEECH (VERB)
Verbs are words that express an action or state of being. Types of Verbs 1. Action Verbs 2. Linking Verbs Action verbs are verbs that express an action. Example: Jump Study Learn Run KINDS OF ACTION VERB 1. Transitive Verb 2. Intransitive Verb Transitive verb expresses an action that is carried to a receiver or object to complete its meaning. Example: Memlik married Hedea. Batman killed Robin. Intransitive verb does not need a receiver or direct object to complete its meaning. Example: The dog barks. Plants grow. Linking verbs - are verbs that express condition, or join the subject with a word or words in the predicate.
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KINDS OF LINKING VERB 1. Be-verb e.g. is, are, was, were, am 2. Sensation or condition verbs e.g. appear, seem, look, sound, taste, smell, feel, grow, become, stay, remain Verb tense is a form of a verb that shows a time of action or state of being. BASIC TENSES OF VERB 1. Present Tense 2. Past Tense 3. Future Tense Simple tenses express actions that take place in the present, past, or future time. It can be presently or habitually happening, a fact or general truth, occurred in the past, or something that will happen or will be done in the future Time Present Tense Past Tense Future Tense Now In the past In the future Verb Form Present Past Will or Shall + present
Example: Simple present He plays DOTA [ present time ] I usually read novels [ habitual action ] Time is gold [ generally accepted truth ] Simple past I ate my lunch They kissed under the tree
Simple future I will play Godswar later. She will attend the remedial class tomorrow.
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Perfect Tense express actions that were completed or will be completed by a certain time. Time Verb Form Present Perfect Tense Begun in the past continued to Has or have + past participle the present Past Perfect Tense Begun in the past, completed in Had + past participle the past Future Perfect Tense Begun in the future, continued Will or Shall + have + past in the future participle
Example: Present Perfect She has shown me the way. Hedea has completed her training. Past Perfect The mugger had left before the cops arrived Before she became an instructor, Hedea had completed her training. Future Perfect By tomorrow, I shall have finished my lessons At the end of this month, Hedea shall have completed her training. Progressive Tense is a special form of verb that shows continuing or progressing action at the indicated time of a particular tense. Time Begun somewhere in the near past, continuing to the present / shows continuing action Begun in the past, continuing in the past / shows something that was happening in the past Begun in the future, continuing in the future / something that will be happening at some point in the future Verb Form is, are, am + ing form of the verb Was, were + ing form of the verb Shall or Will + V-be + ing form of the verb
Present Progressive
Past Progressive Tense
Future Progressive Tense
Present Progressive tense e.g. I am teaching the 8 parts of speech. Past Progressive tense e.g. I was teaching the 8 parts of speech when she came. Future Progressive tense e.g. I shall be calling you everyday.
Perfect Progressive Tenses express continuing action. Time Begun in the past, continuing until now Begun in the past, continued, and completed in the past Begun in the past or present continuing into the future Verb Form Has Been or Have Been + ing form of the verb Had been + ing form of the verb Will or Shall + have + been + ing form of the verb
Present Perfect Progressive Tense Past Perfect Progressive Tense Future Perfect Progressive Tense
Present Perfect Progressive Tense E.g. Memlik has been waiting for Hedea for an hour. Past Perfect Progressive Tense E.g. Memlik has been waiting for Hedea for an hour before she arrived. Future Perfect Progressive Tense E.g. By five oclock this afternoon, Memlik will have been waiting for Hedea for twenty eight hours.
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OPERATION SHEET 3 OPERATION TITLE: Develop a short presentation or play that shows part of speech verb CONDITIONS OR SITUATIONS FOR THE Trainees should form a group with 5-10 OPERATION: members. EQUIPMENT, TOOLS , AND Any available props MATERIALS: Competency Based Learning Material in Communication Arts or any relevant resource or reference material. PROCEDURE: 3. Read Information Sheet 6 4. Based on the information you have gathered, the group should develop a short presentation or play. The presentation must not exceed 10 minutes The presentation must show and use different kinds of verbs PRECAUTION: QUALITY CRITERIA: Avoid using stunts that might cause hazard to the group or audience. Your instructor will rate the presentation based on the following factors: Relation of the presentation verb Delivery of dialogue. Adherence to the procedure.
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INFORMATION SHEET 7: PARTS OF SPEECH (ADJECTIVE) An adjective adds life and color to a sentence; it describes a noun and a pronoun. It answers the questions what kind? How many? How much? and which one? KINDS OF ADJECTIVE 1. Descriptive Adjective 2. Limiting Adjective 1. Descriptive adjective - describes or tells a quality e.g. hot chick, blue car 2. Limiting adjective - denotes quantity, or limits in some way. e.g. fourth hokage, my girlfriend, a soldier
Degrees of Comparison of Adjective 1. Positive Degree 2. Comparative Degree 3. Superlative Degree Positive Degree is the degree of an adjective in a simple form and has no comparison made. Example: Fast car Good suggestion Lovely girlfriend Comparative Degree is an adjective that shows how great or how less is a word compared to another word. This degree is used when you are comparing two things or persons. Example: My girlfriend is prettier than you. The Wade is better than James.
Superlative Degree is an adjective that possesses the greatest or least degree. It is used when comparing more than two things or persons.
Example: NC4 is the toughest National Competency Assessment Level. Communication Arts is the best subject. Auelle is my most trusted friend. Example: POSITIVE Good Loud Bad Difficult Fine Sharp Out Quick Keen COMPARATIVE Better Louder Worse More difficult Finer Sharper Outer Quicker Keener SUPERLATIVE Best Loudest Worst Most difficult Finest Sharpest Outermost Quickest Keenest
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SELF CHECK 6 A. B. C. D. Define adjective What are the kinds of adjective? What are the degrees of comparison of an adjective. Write an adjective on the table below and provide its comparative and superlative form. POSITIVE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 COMPARATIVE SUPERLATIVE
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INFORMATION SHEET 8: PARTS OF SPEECH (ADVERB) Adverbs are words that modify a verb, an adjective, or another adverb. KINDS OF ADVERB 1. 2. 3. 4. 5. Adverb of manner Adverb of place Adverb of time Adverb of frequency Adverb of degree
Adverb of manner tells how an action takes place e.g. Loj-ik walked slowly Adverb of place tells where an action takes place e.g. Mr. Cabrera teaches here. Adverb of time tells when an action takes place e.g. Mrs. Navia will arrive later Adverb of frequency tells how often an action takes place e.g. They seldom see each other Adverb of degree tells the extent of intensity of an adjective or another adverb. e.g. Memlik loves her so much. The teacher is very strict.
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INFORMATION SHEET 9: PARTS OF SPEECH (PREPOSITION) Preposition - is a word that is placed before a noun or pronoun that shows the relationship of that noun or pronoun to other words in the sentence. Example:
Prepositional Phrase is a group of words that is consist of the preposition and object of the preposition and function as an adjective or an adverb. Types of Prepositional Phrase 1. Adjective Phrase 2. Adverbial Phrase Adjective Phrase is a phrase that modifies or describes a noun or pronoun. Example: The girl next door bought a puppy. The lazy students failed their subject. Adverbial Phrase is a phrase that modifies a verb, an adjective, or an adverb. It expresses time, place, manner, and degree. Example: I live at 1028 Shadow Street Partners Ville Subdivision Bacoor, Cavite. The exam is on Friday.
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INFORMATION SHEET 10: PARTS OF SPEECH (CONJUNCTION AND INTERJECTION) Conjunctions are words that link one part of a sentence to another. KINDS OF CONJUNTIONS 1. Coordinating conjunctions 2. Correlating conjunctions 3. Subordinating conjunctions Coordinating conjunctions - join words of equal value in a sentence. e.g. for, and, nor, but, or, yet Example: Akemi and Hedea are lovely ladies. Shes weird, but somewhat pretty. It is a cloudy but lazy afternoon. Correlating conjunctions - are used in pairs to connect the same kind of words or group of words Example: bothand Whetheror Not onlybut also Neithernor Eitheror Subordinating Conjunctions connects two ideas by making one idea dependent to the other e.g. as, because, inasmuch as, since, if, provided, after, until, when, while. Interjection is a word of exclamation that expresses strong feeling or sudden emotion. e.g. Ah, Darn, Oh, Ugh, hey
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SELF CHECK 7 A. B. C. D. E. F. G. Define preposition Define adverb Define conjunction Define interjection Define prepositional phrase Enumerate the types of prepositional phrase and give five examples Enumerate the kinds of conjunction and give five examples
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INFORMATION SHEET 11: SENTENCE Sentence is a word or group of words with a complete thought. It begins with a capital letter, has subject and predicate, and ends with a punctuation mark. Kinds of Sentences According to Use or Purpose 1. 2. 3. 4. Declarative Interrogative Imperative Exclamatory
Declarative Sentence is a sentence that makes a statement. It states a fact, or a generally accepted truth. It ends with a period. Example: The final exam is fast approaching. Anne Rice wrote the Vampire Chronicles. Interrogative Sentence is a sentence that asks a question. It ends with a question mark. Example: Why did I fail this subject? When are going home? Imperative Sentence is a sentence that asks, requests, or commands someone to do something. It ends with a period, or an exclamation point. Example: Get out of my house! Please stay with me until we run out of tomorrow.
Exclamatory Sentence is a sentence that shows strong feeling, or a sudden emotion. It ends with an exclamation point. Example: You are worthless! Fire on the hole!
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Kinds of Sentences According to Form or Structure 1. 2. 3. 4. Simple Sentence Compound Sentence Complex Sentence Compound-Complex Sentence
Simple Sentence is a sentence that expresses a single independent thought. Example: The sky is clear. Mr. Bones and the BloodHound Gang will launch a new album. Compound Sentence is a sentence that expresses two or more co-ordinate thoughts. It is separated by a semi-colon followed sentence connector, or by a comma followed by coordinating conjunction. Example: Edmhel is the author of the comic book, and Akemi is the one who drew the characters. The sky is filled with dark clouds; Rain might fall any moment. Complex Sentence is a sentence that contains one independent clause and one or more dependent clauses. Example: Your parents are working very hard to support your studies, while youre getting drunk. Before you leave, wash the dishes on the sink. Compound-Complex Sentence is a sentence that contains two or more independent clauses, and one or more dependent clauses. Example: You must study harder, also avoid cutting classes; or you will fail this subject. The instructions were ambiguous, although they try their best; the students were not able to follow the instructions.
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SELF CHECK 8 A. Define sentence B. Enumerate the kinds of sentences according to use and give five examples each C. Enumerate the kinds of sentences according to structure and give five examples each.
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INFORMATION SHEET 12: SENTENCE PATTERNS There are ten possible patterns in which a sentence could be formed. These patterns can be classified according to the type of verb used in the sentence; the verb of being patterns, linking verb patterns, and action verb patterns. Ten Sentence Patterns 1. NP1 + V-be + ADV/TP 2. NP1 + V-be + ADJ 3. N P1 + V-be + NP1 4. N P1 + LV + ADJ 5. N P1 + LV + NP1 6. N P1 + V-int 7. N P1 + V-tr + NP2 8. N P1 + V-tr + NP2 + NP3 9. N P1 + V-tr + NP2 + ADJ 10. N P1 + V-tr + NP2 + NP2 These are the terms used in the sentence patterns: 1. NP Noun Phrase. It refers to the headword noun and its modifiers. It can be a subject, direct object, indirect object, subjective compliment, or objective compliment. 2. V-be Verb of Being 3. LV Linking Verb 4. V-int Intransitive Verb 5. ADV/TP Adverbial of time or place 6. ADJ Adjective NP1 + V-be + ADV/TP noun phrase 1 + verb of being + adverbial of time or place Example: Spider Man is at Daily Bugle. NP1 = Spider Man V-be = is ADV/TP = at Daily Bugle The exam is on Friday. NP1 = The exam V-be = is ADV/TP = on Friday
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NP1 + V-be + ADJ Noun phrase 1 + Verb of being + adjective Example: The students are noisy. NP1 = The students V-be = are ADJ = noisy The movie is lackadaisical. NP1 = The movie V-be = is ADJ = lackadaisical NP1 + V-be + NP1 noun phrase 1 + verb of being + noun phrase 1. There are two NP1s in this pattern which convey that they are the same entity. Example: Mrs. Nancy T. Navia is our OIC. NP1 = Mrs. Nancy T. Navia V-be = is ADJ = our OIC This example shows that Mrs. Nancy T. Navia and OIC refers to the same person. NP1 + LV + ADJ noun phrase 1 + linking verb + adjective Example: Her perfume smells like a candy. NP1 = Her perfume LV = smells ADJ = like a candy Your idea seems great. NP1 = Your idea LV = seems ADJ = great NP1 + LV + NP1 noun phrase 1 + linking verb + noun phrase 1 Example: Reg Rubio became Greyhoundz vocalist. NP1 = Reg Rubio LV = became NP1 = Greyhoundz vocalist
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That tree grew to be the tallest tree on Earth. NP1 = That tree LV = grew NP1 = the tallest tree on Earth NP1 + V-int noun phrase 1 + intransitive verb Example: Birds fly. NP1 = Birds. V-int = fly. In a couple of minutes the band will play. NP1 = the band V-int = play. NP1 + V-tr + NP2 noun phrase 1 + transitive verb + noun phrase 2 Example: Memlik kissed Hedea. NP1 = Memlik V-tr = kissed NP2 = Hedea Hedea kicked Memlik. NP1 = Hedea V-tr = kicked NP2 = Memlik NP1 + V-tr + NP2 + NP3 - noun phrase 1 + transitive verb + noun phrase 2 + noun phrase 3 Example: The instructor gave the students a long quiz. NP1 = The instructor V-tr = gave NP2= the students NP3 = long quiz
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Mirana stabbed Arthas in the chest. NP1 = Mirana V-tr = stabbed NP2= Arthas NP3 = in the chest NP1 + V-tr + NP2 + ADJ - noun phrase 1 + transitive verb + noun phrase 2 + adjective Example: Batman punched Joker continuously. NP1 = Batman V-tr = punched NP2 = Joker ADJ = continuously Memlik strokes Hedeas hair adoringly. NP1 = Memlik V-tr = strokes NP2 = Hedeas hair ADJ = adoringly NP1 + V-tr + NP2 + NP2 - noun phrase 1 + transitive verb + noun phrase 2 + noun phrase 2 Example: The villagers consider Naruto as The Hero of Konona. NP1 = The villagers V-tr = consider NP2 = Naruto ADJ = The Hero of Konoha. Some people think of LeBron James as the next Michael Jordan. NP1 = Some people V-tr = think NP2 = LeBron James ADJ = the next Michael Jordan
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OPERATION SHEET 4 OPERATION TITLE: Develop a short presentation or report about the ten sentence patterns. CONDITIONS OR SITUATIONS FOR THE Trainees should form a group with 5-10 OPERATION: members. EQUIPMENT, TOOLS , AND Competency Based Learning MATERIALS: Material in Communication Arts or any relevant resource or reference material. PROCEDURE: 1. Read Information Sheet 12 2. The instructor will assign a number of sentence patterns to be discussed or reported by the group PRECAUTION: QUALITY CRITERIA: None Your instructor will rate the presentation based on the following factors: Delivery of the report. Accuracy of the given examples. Adherence to the procedure.
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INFORMATION SHEET 13: SUBJECT-VERB AGREEMENT An agreement means to be in harmony or in accord between two things or person. In a sentence, a subject and verb must agree with each other to avoid error in grammar. Subject-Verb Agreement 1. Singular subject requires singular verb. Plural subject requires plural verb. 2. You requires a plural verb. 3. Neithernor and eitheror pairs requires a singular verb if both subjects are singular. 4. If Neithernor and eitheror pairs have subjects that are different in number, the verb agrees with the nearest subject. 5. A compound subject separated by the word and is considered plural if both parts refer to different individuals. 6. A compound subject separated by the word and is considered singular if both parts refer to a single person or thing. 7. Abstract nouns requires singular verb. 8. Fractions and percentage take after the noun they refer to. 9. The word number is plural if it is used in the sense of many. 10. The word number is singular if it is used to refer an arithmetical number. 11. Pronouns each, everybody, anyone, somebody, someone, no one, nobody, another, anything, either, and neither requires singular verb. 12. The verb is singular if the subject is modified or quantified by words like each, every, a little, or no. 13. The verb is plural if the subject is the indefinite pronoun several, few, and both. 14. Use singular verb on nouns plural in form but singular in meaning. 15. The verb is singular is used for words like scissors, pants, pliers, and tongs except when the word pair is used as subject.
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Singular subject requires singular verb. Plural subject requires plural verb. Note: A plural noun usually ends with the suffix es or s, while plural verb does not end with the suffix es or s. A singular verb usually ends with the suffix es or s, while singular noun does not end with the suffix es or s. Find out if the subject is singular or plural then apply the appropriate verb. SINGULAR Does not end with S Ends with S PLURAL Ends with S Does not end with S
Noun Verb
Example: The students listen half-heartedly. Subject = students Verb = listen The kid wants to play. Subject = Verb =
kid wants
The man is waiting for his wife. Subject = man Verb = is We are going to a vacation. Subject = we Verb = are
You requires a plural verb. Example: You are the love of my life. Subject = Verb =
You are
You mean everything to me. Subject = You Verb = mean

Neithernor and eitheror pairs requires a singular verb if both subjects are singular. Example: Neither Hedea nor Catcher shows enthusiasm towards the party. Subject = Hedea/Catcher Verb = shows Either the manager or the supervisor is going to the meeting. Subject = manager/supervisor Verb = is If Neithernor and eitheror pairs have subjects that are different in number, the verb agrees with the nearest subject. Example: Either the president or the cabinet members are hiding the truth to the public. Subject = president/cabinet members Verb = are Neither the employees nor the manager is making a move to fix the problem. Subject = employees/manager Verb = is A compound subject separated by the word and is considered plural if both parts refer to different individuals. Example: The manager and the supervisor are having a debate. Subject = manager and supervisor Verb = are The president and the chief of staff agree to the suggestion. Subject = president and chief of staff Verb = agree
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A compound subject separated by the word and is considered singular if both parts refer to a single person or thing. Example: The administrator and owner of this school is satisfied with his employees performance. Subject = administrator and owner Verb = is Life and death walks side by side. Subject = life and death Verb = walks Abstract nouns requires singular verb. Example: Honesty is the best policy. Subject = Verb =
honesty is
Patience is a virtue I dont possess. Subject = patience Verb = is
Fractions and percentage take after the noun they refer to. Example: 28% of the students are likely to ace the exam. Subject = 28% of students Verb = are 28% percent of his income goes to poker house. Subject = 28% of students Verb = goes The word number is plural if it is used in the sense of many. Example: A number of students were caught playing DOTA during class hour. Subject = a number of students Verb = were
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A number of vehicular accidents happen due to drunk drivers. Subject = a number of vehicular accidents Verb = happen The word number is singular if it is used to refer an arithmetical number, or if it is preceded by the article the Example: A number is given to costumers as they enter the store. Subject = a number Verb = happen The number of satisfied citizens is increasing due to the presidents poor performance. Subject = the number Verb = is
Pronouns each, everybody, anyone, somebody, someone, no one, nobody, another, anything, either, and neither requires singular verb. Example: Anything is possible. Everybody was alarm by the fish kill in Taal Lake. The verb is singular if the subject is modified or quantified by words like each, every, a little, or no. Example: A little patience is all I ask of you. Each of them is a suspect. The verb is plural if the subject is the indefinite pronoun several, few, and both. Example: Both of the bags are lovely. Few trips to the gambling house cost him a fortune.
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Use singular verb on nouns plural in form but singular in meaning. Example: Mathematics is my favorite subject. The news you bring is excruciating.
The verb is singular is used for words like scissors, pants, pliers, and tongs except when the word pair is used as subject. Example: These pliers are useless. A pair of scissors is what I need.
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OPERATION SHEET 4 OPERATION TITLE: Develop a short presentation or report about the Subject-Verb Agreement. CONDITIONS OR SITUATIONS FOR THE Trainees should form a group with 5-10 OPERATION: members. EQUIPMENT, TOOLS , AND Competency Based Learning MATERIALS: Material in Communication Arts or any relevant resource or reference material. PROCEDURE: 1. Read Information Sheet 13 2. The instructor will assign a number of SVA rules to be discussed or reported by the group PRECAUTION: QUALITY CRITERIA: None Your instructor will rate the presentation based on the following factors: Delivery of the report. Accuracy of the given examples. Adherence to the procedure.
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COMPETENCY BASED LEARNING MATERIAL IN FUNDAMENTAL OF COMPUTER
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Prelim
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Lesson 1 : Computer - Overview

Today's world is an information rich world and it has become a necessity for everyone to know about computers. Purpose of this tutorial is to introduce you about computer systems and its fundamentals.
Functionalities of a computer
Any digital computer carries out five functions in gross terms: Takes data as input. Stores the data/instructions in its memory and can use them when required. Process the data and convert it into useful information. Output the information. Control all the above four steps.
Definition
Computer System is an electronic data processing device which does the following: Accept and store an input data. Process the data input. And output the processed data in required format.
Advantages
Following list demonstrates the advantages of Computers in today's arena.
HIGH SPEED
Computer is a very fast device. It is capable of performing addition of very big data. The computer has units of speed in microsecond,nanosecond and even the picosecond. It can perform millions of calculations in a few seconds as compared to man who can spend many months for doing the same task. In addition to being very fast, computer are very accurate. The computer has performed calculations 100% error free. Page 64
ACCURACY

Computers perform all jobs with 100% accuracy. Memory is a very important characteristic of computers. The computer has much more storage capacity than human beings. It can store large amount of data. It can store any type of data such as images, videos, text, audio and any other type. Unlike human beings, a computer is free from monotony, tiredness and lack of concentration. It can work continuously without creating any error and boredom. It can do repeated work with same speed and accuracy. A computer is a very versatile machine. A computer is very flexible in performing the jobs to be done. This machine can be used to solve the problems relating to various different fields. At one instant, it may be solving a complex scientific problem and the very next moment it may be playing a card game. A computer is a reliable machine. Modern electronic components have failure free long lives. Computers are designed to make maintenance easy. Computer is a automatic machine. Automation means ability to perform the task automatically. Once a program is given to computer i.e stored in computer memory, the program and instruction can control the program execution without human interaction. The use of computers for data processing in an organization leads to reduction in paper work and speeds up the process. As data in electronic files can be retrieved as and when required,the problem of maintenance of large number of files gets reduced. Though the initial investment for installing a computer is high but it substantially reduces the cost of each of its transaction.
STORAGE CAPABILITY
DILIGENCE

VERSATILITY
RELIABILITY

AUTOMATION
REDUCTION IN PAPER WORK

REDUCTION IN COST
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Disadvantages
Following list demonstrates the disadvantages of Computers in today's arena.
NO I.Q
A computer is a machine and has no intelligence of its own to perform any task. Each and every instruction has to be given to computer. A computer can not take any decision on its own.
DEPENDENCY
It can perform function as instructed by user.So it is fully dependent on human being. The operating environment of computer should be dust free and suitable to it.
ENVIRONMENT
NO FEELING
Computer has no feeling or emotions. It cannot make Judgement based on feeling, taste, experience and knowledge unlike a human being.
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Lesson 2 : Computer - Applications

Following list demonstrates the various applications of Computers in today's arena.
1. Business
The computer's characteristic as high speed of calculation, diligence,accuracy, reliability, or versatility has made it an integerated part in all business organisations. Computer used in business organisation for: Payroll Calculations Budgeting Sales Analysis Financial forcasting Managing employees database Maintenance of stocks etc.
2. Banking
Today Banking is almost totally dependent on computer. Banks provide following facilities: Banks on-line accounting facility, which include current balances, deposits, overdrafts, interest charges, shares and trustee records. ATM machines are making it even easier for customers to deal with banks.
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3. Insurance
Insurance companies are keeping all records up to date with the help of computer.The Insurance Companies, Finance houses and Stock broking firms are widely using computers for their concerns. Insurance Companies are maintaining a database of all clients with information showing how to continue with policies starting date of the policies next due installment of a policy maturity date interests due survival benefits bonus
4. Education
The computer has provided a lot of facilities in the Education System. The uses of computer provide a tool in the Education system is known as CBE (Computer Based Education). CBE involves Control, Delivery and Evaluation of learning. The computer education is very familiar and rapidly increasing the graph of computer students. There are number of methods in which educational institutions can use computer to educate the students. It is used for prepare a database about student performance and analysis are carried out.
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5. Marketing
In Marketing uses of computer are following: Advertising: With computers, advertising professionals create art and graphics, write and revise copy, and print and disseminate ads with the goal of selling more products. At Home Shopping: At home shopping has been made possible through use of computerised catalogues that provide access to product information and permit direct entry of orders to be filled by the customers.
6. Health Care
Computers have become important part in all Medical Systems. The computers are being used in hospitals to keep the record of patients and medicines. It is also used in scanning and diagnosing different diseases. ECG, EEG, Ultrasounds and CT Scans etc. are also done by computerised machines. Some of major fields of health care in which computer are used: Diagnostic System: Computers are used to collect data and identify cause of illness. Lab-diagnostic System:All tests can be done and reports are prepared by computer. Patient Monitoring System:These are used to check patient's signs for abnormality such as in Cardiac Arrest, ECG etc. Pharma Information System:Computer checks Drug-Labels, Expiry dates, harmful drug side effects etc. Nowadays, computers are also used in performing surgery.
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7. Engineering Design
Computers are widely used in Engineering purposes. One of major areas is CAD(Computer aided design).CAD provides creation,edition, and modification of image. Some fields are: Structural Engineering:Requires stress and strain analysis required for design of Ships, Buildings, Budgets, Airplanes etc. Industrial Engineering:Computers deals with design, implementation and improvement of Integrated systems of people, materials and equipments. Architectural Engineering:Computers help in planning towns, designing buildings, determining a range of buildings on a site using both 2D and 3D drawings.
8. Military
Computers are largely used in defence.Modern tanks, missiles, weapons etc.employ computerised control systems.Some military areas where a computer has been used are: Missile Control Military Communication Military operation and planning Smart Weapons
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9. Communication
Communication means to convey a message, an idea, a picture or speech that is r eceived and understood clearly and correctly by the person for whom it is meant.Some main areas in this category are: E-mail Chatting Usenet FTP Telnet Video-conferencing
10. Government Applications

Computers play an important role in government applications.Some major fields in this category are: Budgets Sales tax department Income tax department Male/Female ratio Computerization of voters lists Computerization of Driving Licensing system Computerization of PAN card Weather Forecasting.
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Lesson 3 : Computer - Generations

Computer Generations Generation in computer terminology is a change in technology a computer is/was being used. Initially, the generation term was used to distinguish between varying hardware technologies. But nowadays, generation includes both hardware and software, which together make up an entire computer system. There are totally five computer generations known till date. Each generation has been discussedin detail along with their time period, characteristics. We've used approximate dates against each generations which are normally accepted. Following are the main five generations of computers
S.N. Generation & Description 1 First Generation The period of first generation : 1946-1959. Vaccum tube based. Second Generation The period of second generation : 1959-1965. Transistor based. Third Generation The period of third generation : 1965-1971. Integrated Circuit based. Fourth Generation The period of fourth generation : 1971-1980. VLSI microprocessor based. Fifth Generation The period of fifth generation : 1980-onwards.ULSI microprocessor based
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1. First Generation The period of first generation was 1946-1959. First generation of computer started with using vacuum tubes as the basic components for memory and circuitry for CPU(Central Processing Unit). These tubes like electric bulbs produced a lot of heat and were prone to frequent fusing of the installations, therefore, were very expensive and could be afforded only by very large organisations. In this generation mainly batch processing operating system were used. In this generation Punched cards, Paper tape, Magnetic tape Input & Output device were used. There were Machine code and electric wired board languages used.
The main features of First Generation are: Vacuum tube technology Unreliable Supported Machine language only Very costly Generate lot of heat Slow Input/Output device Huge size Need of A.C. Non portable Consumed lot of electricity Some computer of this generation were: ENIAC EDVAC UNIVAC IBM-701 IBM-650
2. Second Generation The period of second generation was 1959-1965. This generation using the transistor were cheaper, consumed less power, more compact in size, more reliable and faster than the first generation machines made of vaccum tubes.In this generation, magnetic cores were used as
primary memory and magnetic tape and magnetic disks as secondary storage devices. In this generation assembly language and high level programming language like FORTRAN, COBOL were used. There were Batch processing and Multiprogramming Operating system used.
The main features of Second Generation are: Use of transistors Reliable as compared to First generation computers Smaller size as compared to First generation computers Generate less heat as compared to First generation computers Consumed less electricity as compared to First generation computers Faster than first generation computers Still very costly A.C. needed Support machine and assmebly languages Some computer of this generation were: IBM 1620 IBM 7094 CDC 1604 CDC 3600 UNIVAC 1108
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3. Third Generation The period of third generation was 1965-1971. The third generation of computer is marked by the use of Integrated Circuits (IC's) in place of transistors.A single I.C has many transistors, resistors and capacitors along with the associated circuitry.The I.C was invented by Jack Kilby. This development made computers smaller in size, reliable and efficient. In this generation Remote processing, Time-sharing, Real-time, Multiprogramming Operating System were used. High level language (FORTRAN-II TO IV, COBOL, PASCAL PL/1, BASIC, ALGOL-68 etc.) were used during this generation. The main features of Third Generation are: IC used More reliable Smaller size Generate less heat Faster Lesser maintenance Still costly A.C needed Consumed lesser electricity Support high level language Some computer of this generation were: IBM-360 series Honeywell-6000 series PDP(Personal Data Processor) IBM-370/168 TDC-316
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4. Fourth Generation The period of Fourth Generation was 1971-1980. The fourth generation of computers is marked by the use of Very Large Scale Integrated (VLSI) circuits.VLSI circuits having about 5000 transistors and other circuit elements and their associated circuits on a single chip made it possible to have microcomputers of fourth generation. Fourth Generation computers became more powerful, compact, reliable, and affordable. As a result, it gave rise to personal computer (PC) revolution. In this generation Time sharing, Real time, Networks, Distributed Operating System were used. All the Higher level languages like C and C++, DBASE etc. were used in this generation. The main features of Fourth Generation are: VLSI technology used Very cheap Portable and reliable Use of PC's Very small size Pipeline processing No A.C. needed Concept of internet was introduced Great developments in the fields of networks Computers became easily available Some computer of this generation were: DEC 10 STAR 1000 PDP 11 CRAY-1(Super Computer) CRAY-X-MP(Super Computer)
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5. Fifth Generation The period of Fifth Generation is 1980-till date. In the fifth generation, the VLSI technology became ULSI (Ultra Large Scale Integration) technology, resulting in the production of microprocessor chips having ten million electronic components. This generation is based on parallel processing hardware and AI (Artificial Intelligence) software. AI is an emerging branch in computer science, which interprets means and method of making computers think like human beings.
All the Higher level languages like C and C++, Java, .Net etc. are used in this generation. AI includes: Robotics Neural networks Game Playing Development of expert systems to make decisions in real life situations. Natural language understanding and generation.
The main features of Fifth Generation are:

ULSI technology Development of true artificial intelligence Development of Natural language processing Advancement in Parallel Processing Advancement in Superconductor technology More user friendly interfaces with multimedia features Availability of very powerful and compact computers at cheaper rates Some computer types of this generation are: Desktop Laptop NoteBook UltraBook ChromeBook
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Lesson 4: Computer - Types

Computer can be broadly classified by their speed and computing power. Sr. No. 1 Type PC (Personal Computer) Specifications Single user computer system. Moderately powerful microprocessor. Single user computer system. Similar to Personal Computer but have more powerful microprocessor. Multi-user computer system. Capable of supporting hundreds of users simulaneously. Multi-user computer system. Capable of supporting hundreds of users simulaneously.Software technology is different from minicomputer. An extremely fast computer which can perform hundreds of millions of instructions per second.
WorkStation
Mini Computer
Main Frame
Supercomputer
PC (Personal Computer)
A PC can be defined as a small, relatively inexpensive computer designed for an individual user. PCs are based on the microprocessor technology that enables manufacturers to put an entire CPU on one chip. Businesses use personal computers for word processing, accounting, desktop publishing, and for running spreadsheet and database management applications. At home, the most popular use for personal computers is for playing games and surfing the Internet. Although personal computers are designed as single-user systems, these systems are normally linked together to form a network. In terms of power, now-a-days High-end models of the Macintosh and PC offer the same computing power and graphics capability as low-end workstations by Sun Microsystems, Hewlett-Packard, and DELL.
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WorkStation
Workstation is a computer used for engineering applications (CAD/CAM), desktop publishing, software development, and other such types of applications which require a moderate amount of computing power and relatively high quality graphics capabilities. Workstations generally come with a large, high-resolution graphics screen, large amount of RAM, inbuilt network support, and a graphical user interface. Most workstations also have a mass storage device such as a disk drive, but a special type of workstation, called a diskless workstation, comes without a disk drive. Common operating systems for workstations are UNIX and Windows NT. Like PC, Workstations are also single-user computers. However, workstations are typically linked together to form a local-area network, although they can also be used as stand-alone systems.
Minicomputer
It is a midsize computer. A minicomputer is a multi-processing system capable of supporting from up to 250 users simultaneously.
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Mainframe
Mainframe is a very large in size and is an expensive computer capable of supporting hundreds, or even thousands, of users simultaneously. Mainframe executes many programs concurrently. Mainframes support many simultaneous programs execution.
Supercomputer
Supercomputers are one of the fastest computers currently available. Supercomputers are very expensive and are employed for specialized applications that require immense amounts of mathematical calculations (number crunching). For example, weather forecasting , scientific simulations, (animated) graphics, fluid dynamic calculations, nuclear energy research, electronic design, and analysis of geological data (e.g. in petrochemical prospecting).
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Lesson 5: Computer - Components
ll types of computer follows a same basic logical structure and perform the following five basic operations for converting raw input data into information useful to their users Sr. No. Operation Description
Take Input
The process of entering data and instructions into the computer system. Saving data and instructions so that they are available for processing as and when required. Performing arithmetic , logical operations on data in order to convert them into useful information. The process of producing useful information or results for the user,such as a printed report or visual display. Direct the manner and sequence in which all of the above operations are performed.
Store Data
Processing Data
Output Information Control the workflow
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Input Unit This unit contains devices with the help of which we enter data into computer.This unit makes link between user and computer. The input devices translate the human being information into the form understandable by computer. CPU (Central Processing Unit) CPU is considered as the brain of the computer. CPU perform all types of data processing operations.It stores data , intermediate results and instructions(program).It controls the operation of all parts of computer. CPU itself has following three components

ALU(Arithmetic Logic Unit) Memory Unit Control Unit
Output Unit Output unit consists of devices with the help of which we get the information from computer. This unit is a link between computer and users. Output devices translate the computer's output into the form understandable by users.
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Lesson 6 : Computer - CPU

CPU is considered as the brain of the computer. CPU performs all types of data processing operations. It stores data , intermediate resulta and instructions(program). It controls the operation of all parts of computer.
CPU itself has following three components.

Memory Or Storage Unit: Control Unit ALU(Arithmetic Logic Unit)
Memory Or Storage Unit: This unit can store instruction, data and intermediate results.This unit supplies information to the other units of the computer when needed.It is also known as internal storage unit or main memory or primary storage or Random access memory(RAM). Its size affects speed, power and capability.There are primary memory and secondary memory two types of memories in the computer.Function of Memory Unit are:
It stores all the data to be processed and the instructions required for processing. It stores intermediate results of processing. It stores final results of processing before these results are released to an output device. All inputs and outputs are transmitted through main memory.
Control Unit This unit controls the operations of all parts of computer.It does not carry out any actual data processing operations. Functions of this unit are
It is responsible for controlling the transfer of data and instructions among other units of a computer. It manages and coordinates all the units of the computer. It obtains the instructions from the memory, interprets them and directs the operation of the computer. It communicates with Input/Output devices for transfer of data or results from storage.
It does not process or store data. ALU(Arithmetic Logic Unit) This unit consists of two subsection namely Arithmetic section Logic Section
ARITHMETIC SECTION Function of Arithmetic section is to perform arithmetic operations like addition, subtraction, multiplication and division.All complex operations are done by making repetitive use of above operations. LOGIC SECTION Function of logic section is to perform logic operations such as comparing, selecting, matching and merging of data.
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Leson 7: Computer - Input Devices Following are few of the important input devices which are used in Computer Systems Keyboard Mouse Joy Stick Light pen Track Ball Scanner Graphic Tablet Microphone Magnetic Ink Card Reader(MICR) Optical Character Reader(OCR) Bar Code Reader Optical Mark Reader Keyboard
Most common and very popular input device is keyboard. The keyboard helps in inputting the data to the computer.The layout of the keyboard is like that of traditional typewriter, although there are some additional keys provided for performing some additional functions. Keyboard are of two sizes 84 keys or 101/102 keys, but now 104 keys or 108 keys keyboard is also available for Windows and Internet. The keys are following
Sr. No. 1 Keys Typing Keys Description These keys include the letter keys (A-Z) and digits keys (0-9) which are generally give same layout as that of typewriters. It is used to enter numeric data or cursor movement. Generally, it consists of a set of 17 keys that are laid out in the same configuration used by most adding machine and calculators. The twelve functions keys are present on the keyboard. These are arranged in a row along the top of the keyboard.Each function key has unique meaning and is used for some specific purpose. These keys provides cursor and screen control. It includes four directional arrow key.Control keys also include Home, End,Insert, Delete, Page Up, Page Down, Control(Ctrl), Alternate(Alt), Escape(Esc).
Numeric Keypad
Function Keys
Control keys
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Special Purpose Keys
Keyboard also contains some special purpose keys such as Enter, Shift, Caps Lock, Num Lock, Space bar, Tab, and Print Screen.
Mouse
Mouse is most popular Pointing device. It is a very famous cursor-control device. It is a small palm size box with a round ball at its base which senses the movement of mouse and sends corresponding signals to CPU on pressing the buttons. Generally it has two buttons called left and right button and scroll bar is present at the mid. Mouse can be used to control the position of cursor on screen, but it cannot be used to enter text into the computer. ADVANTAGES Easy to use Not very expensive Moves the cursor faster than the arrow keys of keyboard.
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Joystick
Joystick is also a pointing device which is used to move cursor position on a monitor screen. It is a stick having a spherical ball at its both lower and upper ends. The lower spherical ball moves in a socket.TheJoystic can be moved in all four directions. The function of joystic is similar to that of a mouse. It is mainly used in Computer Aided Designing(CAD) and playing computer games.
Light Pen
Light pen is a pointing device which is similar to a pen. It is used to select a displayed menu item or draw pictures on the monitor screen.It consists of a photocell and an optical system placed in a small tube. When light pen's tip is moved over the monitor screen and pen button is pressed, its photocell sensing element detects the screen location and sends the corresponding signal to the CPU.
Track Ball
Track ball is an input device that is mostly used in notebook or laptop computer, instead of a mouse. This is a ball which is half inserted and by moving fingers on ball, pointer can be moved. Since the whole device is not moved, a track ball requires less space than a mouse. A track ball comes in various shapes like a ball, a button and a square.
Scanner
Scanner is an input device which works more like a photocopy machine. It is used when some information is available on a paper and it is to be transferred to the hard disc of the computer for further manipulation. Scanner captures images from the source which are then converted into the digital form that can be stored on the disc.These images can be edited before they are printed.
Digitizer
Digitizer is an input device which converts analog information into a digital form. Digitizer can convert a signal from the television camera into a series of numbers that could be stored in a computer. They can be used by the computer to create a picture of whatever the camera had been pointed at. Digitizer is also known as Tablet or Graphics Tablet because it converts graphics and pictorial data into binary inputs. A graphic tablet as digitizer is used for doing fine works of drawing and images manipulation applications.
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Microphone
Microphone is an input device to input sound that is then stored in digital form. The microphone is used for various applications like adding sound to a multimedia presentation or for mixing music.
Magnetic Ink Card Reader(MICR)

MICR input device is generally used in banks because of a large number of cheques to be processed every day. The bank's code number and cheque number are printed on the cheques with a special type of ink that contains particles of magnetic material that are machine readable. This reading process is called Magnetic Ink Character Recognition(MICR). The main advantages of MICR is that it is fast and less error prone.
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Optical Character Reader(OCR)

OCR is an input device used to read a printed text. OCR scans text optically character by character, converts them into a machine readable code and stores the text on the system memory.
Bar Code Readers

Bar Code Reader is a device used for reading bar coded data (data in form of light and dark lines). Bar coded data is generally used in labelling goods, numbering the books etc. It may be a hand held scanner or may be embedded in a stationary scanner. Bar Code Reader scans a bar code image, converts it into an alphanumeric value which is then fed to the computer to which bar code reader is connected.
Optical Mark Reader(OMR)

OMR is a special type of optical scanner used to recognize the type of mark made by pen or pencil. It is used where one out of a few alternatives is to be selected
and marked. It is specially used for checking the answer sheets of examinations having multiple choice questions.
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Lesson 8 : Computer - Output Devices Following are few of the important output devices which are used in Computer Systems
Monitors Graphic Plotter Printer
Monitors
Monitor commonly called as Visual Display Unit (VDU) is the main output device of a computer. It forms images from tiny dots, called pixels, that are arranged in a rectangular form. The sharpness of the image depends upon the no. of the pixels. There are two kinds of viewing screen used for monitors.
Cathode-Ray Tube (CRT) Flat- Panel Display
Cathode-Ray Tube (CRT) Monitor In the CRT display is made up of small picture elements called pixels for short.The smaller the pixels, the better the image clarity, or resolution.It takes more than one illuminated pixel to form whole character, such as the letter e in the word help. A finite number of character can be displayed on a screen at once.The screen can be divided into a series of character boxes - fixed location on the screen where a standard character can be placed. The most screens are capable of displaying 80 characters of data horizontally and 25 lines vertically. There are some disadvantage of CRT
Large in Size High Power consumption
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Flat-Panel Display Monitor The flat-panel display refers to a class of video devices that have reduced volume, weight and power requirement compare to the CRT. You can hang them on walls or wear them on your wrists. Current uses for flat-panel displays include calculators, videogames, monitors, laptop computer, graphics display. The flat-panel display are divided into two categories Emissive Displays - The emissive displays are devices that convert electrical energy into light. Example are plasma panel and LED(Light-Emitting Diodes). Non-Emissive Displays - The Non-emissive displays use optical effects to convert sunlight or light from some other source into graphics patterns.Example is LCD(LiquidCrystal Device)
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Printers
Printer is the most important output device, which is used to print information on paper. There are two types of printers Impact Printers Non-Impact Printers Impact Printers The printers that print the characters by striking against the ribbon and onto the paper, are called impact printers. Characteristics of Impact Printers are following
Very low consumable costs Impact printers are very noisy Useful for bulk printing due to low cost There is physical contact with the paper to produce an image These printers are of two types Character printers Line printers
Character Printers:
Character Printers are printers which print one character at a time. These are of further two types Dot Matrix Printer(DMP) Daisy Wheel
Dot Matrix Printer In the market one of the most popular printer is Dot Matrix Printer because of their ease of printing features and economical price. Each character printed is in form of pattern of Dot's and head consists of a Matrix of Pins of size(5*7, 7*9, 9*7 or 9*9) which comes out to form a character that is why it is called Dot Matrix Printer. Advantages
Inexpensive Widely Used Other language characters can be printed Disadvantages Slow Speed Poor Quality
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Daisy Wheel Head is lying on a wheel and Pins corresponding to characters are like petals of Daisy(flower name) that is why it is called Daisy Wheel Printer. These printers are generally used for word-processing in offices which require a few letters to be send here and there with very nice quality representation.
Advantages
More reliable than DMP's Better quality The fonts of character can be easily changed. Disadvantages Slower than DMP's Noisy More expensive than DMP's
Line Printers
Line printers are printers which print one line at a time.
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These are of further two types Drum Printer Chain Printer
Drum Printer This printer is like a drum in shape so it called drum printer. The surface of drum is divided into number of tracks. Total tracks are equal to size of paper i.e for a paper width of 132 characters, Drum will have 132 tracks. A character set is embossed on track. The different characters sets are available in market 48 character set, 64 and 96 characters set.One rotation of drum prints one line. Drum Printers are fast in speed and speed in between 300 to 2000 lines per minute. Advantages Very high speed Disadvantages Very expensive Characters fonts can not be changed Chain Printer In this printer chain of character sets are used so it called Chain Printers.A standard character set may have 48, 64, 96 characters. Advantages Character fonts can easily be changed. Different languages can be used with the same printer. Disadvantages Noisy Do not have the ability to print any shape of characters.
Non-impact Printers The printers that print the characters without striking against the ribbon and onto the paper, are called Non-impact Printers. These printers print a complete page at a time, also called as Page Printers. These printers are of two types Laser Printers Inkjet Printers Characteristics of Non-impact Printers Faster than impact printers. They are not noisy. High quality. Support many fonts and different character size.
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Laser Printers These are non-impact page printers. They use laser lights to produces the dots needed to form the characters to be printed on a page. Advantages Very high speed. Very high quality output. Give good graphics quality. Support many fonts and different character size. Disadvantage Expensive. Cannot be used to produce multiple copies of a document in a single printing.
Inkjet Printers Inkjet printers are non-impact character printers based on a relatively new technology. They print characters by spraying small drops of ink onto paper. Inkjet printers produce high quality output with presentable features. They make less noise because no hammering is done and these have many styles of printing modes available. Colour printing is also possible. Some models of Inkjet printers can produce multiple copies of printing also. Advantages High quality printing More reliable Disadvantages Expensive as cost per page is high Slow as compare to laser printer
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Lesson 9 : Computer - Hardware Hardware represents the physical and tangible components of the computer i.e. the components that can be seen and touched. Examples of Hardware are following. Input devices -- keyboard, mouse etc. Output devices -- printer, monitor etc. Secondary storage devices -- Hard disk, CD, DVD etc. Internal components -- CPU, motherboard, RAM etc.
Relationship between Hardware and Software Mutually dependent.Both of them must work together to make computer produce a useful output. Software cannot be utilized without supporting hardware. Hardware without set of programs to operate upon cannot be utilized and is useless. To get a particular job done on the computer, relevant software should be loaded into the hardware Hardware is a one time expense. software development is very expensive and is a continuing expense. Different software can be loaded on a hardware to run different jobs. A software acts as an interface between the user and the hardware. If hardware is the 'heart' of a computer system, then software is its 'soul'.Both are complimentary to each other.
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Lesson 10 : Computer - Software Software is a set of programs, which is designed to perform a well defined function. A program is a sequence of instructions written to solve a particular problem. There are two types of software System Software Application Software System Software The system software is collection of programs designed to operate, control and extend the processing capabilities of the computer itself. System software are generally prepared by computer manufactures. These softwares comprise of programs written in low level languages which interact with the hardware at a very basic level. System software serves as the interface between hardware and the end users. Some examples of system software are Operating System, Compilers, Interpreter, Assemblers etc.
Features of System Software are following
Close to system. Fast in speed. Difficult to design. Difficult to understand. Less interactive. Smaller in size. Difficult to manipulate. Generally written in low level language.
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Application Software Application software are the software that are designed to satisfy a particular need of a particular environment. All software prepared by us in the computer lab can come under the category of Application software. Application software may consists of a single program, such as a Microsoft's notepad for writing and editing simple text. It may also consists of a collection of programs, often called a software package, which work together to accomplish a task, such as a spreadsheet package. Examples of Application software are following Payroll Software Student Record Software Inventory Management Software Income Tax Software Railways Reservation Software Microsoft Office Suite Software Microsoft Word Microsoft Excel Microsoft Powerpoint
Features of Application Software are following It is close to user. It is easy to design. More interactive. Slow in speed. Generally written in high level language. Easy to understand. Easy to manipulate and use. Bigger in size and requires large storage space.
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Midterm
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Lesson 11: Computer - Number System

When we type some letters or words, the computer translates them in numbers as computers can understand only numbers. A computer can understand positional number system where there are only a few symbols called digits and these symbols represent different values depending on the position they occupy in the number. A value of each digit in a number can be determined using
The digit The position of the digit in the number The base of the number system (where base is defined as the total number of digits available in the number system).
Decimal Number System The number system that we use in our day-to-day life is the decimal number system. Decimal number system has base 10 as it uses 10 digits from 0 to 9. In decimal number system, the successive positions to the left of the decimal point represent units, tens, hundreds, thousands and so on. Each position represents a specific power of the base (10). For example, the decimal number 1234 consists of the digit 4 in the units position, 3 in the tens position, 2 in the hundreds position, and 1 in the thousands position, and its value can be written as (1x1000)+ (2x100)+ (3x10)+ (4xl) (1x103)+ (2x102)+ (3x101)+ (4xl00) 1000 + 200 + 30 + 1 1234 As a computer programmer or an IT professional, you should understand the following number systems which are frequently used in computers.
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S.N.
Number System & Description Binary Number System Base 2. Digits used: 0, 1
Octal Number System Base 8. Digits used: 0 to 7 Hexa Decimal Number System Base 16. Digits used: 0 to 9, Letters used: A- F
Binary Number System

Characteristics

Uses two digits, 0 and 1. Also called base 2 number system Each position in a binary number represents a 0 power of the base (2). Example 2 0 Last position in a binary number represents a x power of the base (2). Example 2x where x represents the last position - 1.
EXAMPLE Binary Number: 101012 Calculating Decimal Equivalent:

Step Step 1 Step 2 Step 3 Binary Number 101012 101012 101012 Decimal Number
4 3 2 1 0 ((1 x 2 ) + (0 x 2 ) + (1 x 2 ) + (0 x 2 ) + (1 x 2 ))10
(16 + 0 + 4 + 0 + 1)10 2110
Note: 101012 is normally written as 10101.
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Octal Number System

Characteristics Uses eight digits, 0,1,2,3,4,5,6,7. Also called base 8 number system Each position in a octal number represents a 0 power of the base (8). Example 80 Last position in a octal number represents a x power of the base (8). Example 8x where x represents the last position - 1. EXAMPLE Octal Number: 125708 Calculating Decimal Equivalent: Step Octal Number Decimal Number ((1 x 84) + (2 x 83) + (5 x 82) + (7 x 81) + (0 x 80))10
Step 1
125708
Step 2
125708
(4096 + 1024 + 320 + 56 + 0)10
Step 3
125708
549610
Note: 125708 is normally written as 12570.
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Hexadecimal Number System

Characteristics Uses 10 digits and 6 letters, 0,1,2,3,4,5,6,7,8,9,A,B,C,D,E,F. Letters represents numbers starting from 10. A = 10. B = 11, C = 12, D = 13, E = 14, F = 15. Also called base 16 number system Each position in a hexadecimal number represents a 0 power of the base (16). Example 160 Last position in a hexadecimal number represents a x power of the base (16). Example 16xwhere x represents the last position - 1. EXAMPLE Hexadecimal Number: 19FDE16 Calculating Decimal Equivalent: Step Binary Number Decimal Number
Step 1
19FDE16
((1 x 164) + (9 x 163) + (F x 162) + (D x 161) + (E x 160))10
Step 2
19FDE16
((1 x 164) + (9 x 163) + (15 x 162) + (13 x 161) + (14 x 160))10
Step 3
19FDE16
(65536+ 36864 + 3840 + 208 + 14)10
Step 4
19FDE16
10646210
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Lesson 12: Computer - Number Conversion

There are many methods or techniques which can be used to convert numbers from one base to another. We'll demonstrate here the following Decimal to Other Base System Other Base System to Decimal Other Base System to Non-Decimal Shortcut method - Binary to Octal Shortcut method - Octal to Binary Shortcut method - Binary to Hexadecimal Shortcut method - Hexadecimal to Binary Decimal to Other Base System Steps Step 1 - Divide the decimal number to be converted by the value of the new base. Step 2 - Get the remainder from Step 1 as the rightmost digit (least significant digit) of new base number. Step 3 - Divide the quotient of the previous divide by the new base. Step 4 - Record the remainder from Step 3 as the next digit (to the left) of the new base number. Repeat Steps 3 and 4, getting remainders from right to left, until the quotient becomes zero in Step 3. The last remainder thus obtained will be the most significant digit (MSD) of the new base number.
EXAMPLE
Decimal Number: 2910 Calculating Binary Equivalent: Step Step 1 Step 2 Step 3 Step 4 Step 5 Operation 29 / 2 14 / 2 7/2 3/2 1/2 Result 14 7 3 1 0 Remainder 1 0 1 1 1
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As mentioned in Steps 2 and 4, the remainders have to be arranged in the reverse order so that the first remainder becomes the least significant digit (LSD) and the last remainder becomes the most significant digit (MSD). Decimal Number: 2910 = Binary Number: 111012.
Other base system to Decimal System

Steps
Step 1 - Determine the column (positional) value of each digit (this depends on the position of the digit and the base of the number system). Step 2 - Multiply the obtained column values (in Step 1) by the digits in the corresponding columns. Step 3 - Sum the products calculated in Step 2. The total is the equivalent value in decimal.
EXAMPLE
Binary Number: 111012 Calculating Decimal Equivalent:
Step Step 1 Step 2 Step 3 Binary Number 111012 111012 111012 Decimal Number ((1 x 2 ) + (1 x 2 ) + (1 x 2 ) + (0 x 2 ) + (1 x 2 ))10 (16 + 8 + 4 + 0 + 1)10 2910
4 3 2 1 0
Binary Number: 111012 = Decimal Number: 2910
Other Base System to Non-Decimal System

Steps Step 1 - Convert the original number to a decimal number (base 10). Step 2 - Convert the decimal number so obtained to the new base number. EXAMPLE Octal Number: 258 Calculating Binary Equivalent:
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STEP 1: CONVERT TO DECIMAL

Step Step 1 Step 2 Step 3 Octal Number 278 278 278 Decimal Number ((2 x 8 ) + (5 x 8 ))10 (16 + 5 )10 2110
1 0
Octal Number: 258 = Decimal Number: 2110
STEP 2: CONVERT DECIMAL TO BINARY

Step Step 1 Step 2 Step 3 Step 4 Step 5 Operation 21 / 2 10 / 2 5/2 2/2 1/2 Result 10 5 2 1 0 Remainder 1 0 1 0 1
Decimal Number: 2110 = Binary Number: 101012 Octal Number: 258 = Binary Number: 101012
Shortcut method - Binary to Octal

Steps
Step 1 - Divide the binary digits into groups of three (starting from the right). Step 2 - Convert each group of three binary digits to one octal digit. EXAMPLE Binary Number: 101012 Calculating Octal Equivalent:
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Step Step 1 Step 2 Step 3
Binary Number 101012 101012 101012
Octal Number 010 101 28 58 38 258
Binary Number: 101012 = Octal Number: 258
Shortcut method - Octal to Binary

Steps Step 1 - Convert each octal digit to a 3 digit binary number (the octal digits may be treated as decimal for this conversion). Step 2 - Combine all the resulting binary groups (of 3 digits each) into a single binary number.
EXAMPLE
Octal Number: 258 Calculating Binary Equivalent: Step Step 1 Step 2 Step 3 Octal Number 258 258 258 Binary Number 210 510 0102 1012 0101012
Octal Number: 258 = Binary Number: 101012
Shortcut method - Binary to Hexadecimal

Steps Step 1 - Divide the binary digits into groups of four (starting from the right). Step 2 - Convert each group of four binary digits to one hexadecimal symbol.
EXAMPLE
Binary Number: 101012 Calculating hexadecimal Equivalent:
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Step Step 1 Step 2 Step 3 Step 5
Binary Number 101012 101012 101012 101012
Hexadecimal Number 0001 0101 110 510 1510 F16
Binary Number: 101012 = Hexadecimal Number: F16
Shortcut method - Hexadecimal to Binary

Steps

Step 1 - Convert each hexadecimal digit to a 4 digit binary number (the hexadecimal digits may be treated as decimal for this conversion). Step 2 - Combine all the resulting binary groups (of 4 digits each) into a single binary number. EXAMPLE Hexadecimal Number: F16 Calculating Binary Equivalent:
Step Step 1 Step 2 Step 3 Step 4
Hexadecimal Number F16 F16 F16 F16
Binary Number 1510 110 510 00012 01012 000101012
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Finals
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Lesson 13: Computer - Data & information

What is Data? Data can be defined as a representation of facts, concepts or instruction in a formalized manner which should be suitable for communication , interpretation or processing by human or electronic machine. Data is represented with the help of characters like alphabets (A-Z,a-z), digits (0-9) or special characters(+,-,/,*,<,>,= etc).
What is Information? Information is organised or classified data so that it has some meaningful values to the receiver. Information is the processed data on which decisions and actions are based. For the decision to be meaningful, the processed data must qualify for the following characteristics

Timely - Information should be available when required. Accuracy - Information should be accurate. Completeness - Information should be complete.
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Data Processing Cycle Data processing is the re-structuring or re-ordering of data by people or machine to increase their usefulness & add values for particular purpose. Data processing consists of basic steps input, processing and output. These three steps constitute the data processing cycle.
Input - In this step the input data are prepared in some convenient form for processing. The form will depend on the processing machine. For example, when electronic computers are used, the input data could be recorded on any one of several types of input medium, such as magnetic disks, tapes and so on. Processing - In this step input data are changed to produce data in a more useful form. For example, pay-checks may be calculated from the time cards, or a summary of sales for the month may be calculated from the sales orders. Output -Here the result of the proceeding processing step are collected. The particular form of the output data depends on the use of the data. For example, output data may be pay-checks for employees.
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ALGORITHM What is Algorithm? An algorithm is a list of instructions for carrying out some process step by step. A recipe in a cookbook is an excellent example of an algorithm. The number of its basic steps and position is very small, but putting them together in different ways, an endless variety of delicious food can be cooked.
Example: If we can devise an algorithm for a process, we can usually do so in many different ways. Here is one algorithm for the usual process of changing a flat tire. 1. Jack up the car 2. Unscrew the Lugs 3. Remove the wheel. 4. Put on the spare. 5. Screw the lugs. 6. Jack down the car.
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FLOWCHART What is flowchart? A flowchart is a diagram representing the logical sequence in which a combination of steps or operation is to be performed. It consists of labeled geometrical symbols that are interconnected to provide a pictorial representation of a data processing procedure. A flowchart is actually a visual representation of an algorithm. To the programmer, a flowchart is a kind of an all-purpose tool. It is the blueprint of a program. Advantages and Limitations of Flowchart Advantages: There are advantages and limitations in the use of flowcharts.

Since flowcharts are language-independent, they can be learned and applied without formal knowledge of a programming language. It enforces users to give attention to significant matters over the less significant ones. Being graphically portrayed, flowcharts provided an alternative to the usual description of a system r a program. Flowcharts are easier to understand than a program written in a particular programming language.
Limitations:
Flowcharts do not represent a programming language and are not more of a person-toperson than a person-to-computer means of communication. A computer cannot accept program described in flowcharting form. Since thinking in graphic terms is not normal, flowcharts cannot be viewed as a natural means of communication. Certain details often require a long sequence of interconnected symbols which could easily be described in just a few lines of explanation. It does not convey why a given set of operation is made. Flowcharts only portray how. Flowchart does not highlight the important details since each step receives as much attention in a flowchart as any other.
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TYPES FLOWCHART The two major types of flowcharts are the program and system flowcharts.
Program Flowcharts A program flowchart describes graphically in detail the logical operations and steps within a program and the sequence in which these steps are to be executed for the transformation of data to produce the needed output. System Flowchart A system flowchart is a graphic representation of the procedures involved in converting data on input media to data in output form. It illustrate which data is used or produced at various points in a sequence of operation FLOWCHART SYMBOLS The basic symbols of a program flowchart are given below. Input /Output Symbol (Parallelogram) The input output symbol represents an instruction to an input or an output device.
Processing Symbol (Rectangle) This symbol is used to represent a group of program instructions that perform a processing function of the program such as to perform a arithmetic operations, or to compare.
Decision Symbol (Rectangle) This diamond-shaped box denotes a point in the program where more than one path can be taken.
Preparation Symbol (Hexagon) This symbol is used to represent an instruction or group of instruction that will alter, or modify a programs course of execution. It is commonly used to specify operations such as control, index register, initialization, switch setting, and in indicating loops
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Terminal Symbol (Oval) The terminal symbol is used to designate the beginning and the end of a program.
Predefined Symbol Process Symbol (Rectangle with two vertical Bars) This symbol is a specialized process symbol that represents a named operation or programmed step not explicitly detailed in the program flowchart.
On-Page Connector (Small Circle) This is a non processing symbol which is used to connect one part of flowchart to another without drawing flowlines at the same page.
Off-Page Connector(Small Pentagon) This is a non processing symbol which is used to connect one part of flowchart to another to another page.
Flow line. This indicates the direction flow of the process.
10. Magnetic Disc (Cylinder) The most universally recognizable symbol for a data storage location, this flowchart shape depicts a database.
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11.Document The Document flowchart symbol is for a process step that produces a document.
12. Display Indicates a process step where information is displayed to a person
SAMPLE FLOWCHART Sequential Flowchart

Start
Enter First Number, Second number
Sum=First Number + Second Number
Print Sum
End
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Conditional Flowchart
Start
Enter a Number
Answer=Number/2
Is Answer==0 ? N Print a number is an Odd number A End
Print a number is an Even number
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Sample Loop and Counter Flowchart
Start
Num1=1 A Y End Num1>=5 ? N Print Num1
Is
Num1=Num1+1
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COMPETENCY BASED LEARNING MATERIAL IN WINDOWS OPERATING SYSTEM
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Prelim
Introducing W.O.S Hardware and Software Components
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What is operating system?

An operating system is a program that acts as an interface between the software and the computer hardware. It is an integration set of specialized programs that are used to manage overall resources and operations of the computer. It is specialized software that controls and monitors the execution of all other programs that reside in the computer, including application programs and other system software. Objectives of Operating System Making a computer system convenient to use in an efficient manner To hide the details of the hardware resources from the users To provide users a convenient interface to use the computer system. To act as an intermediary between the hardware and its users and making it easier for the users to access and use other resources. Manage the resources of a computer system. keep track of who is using which resource, granting resource requests, according for resource using and mediating conflicting requests from different programs and users. The efficient and fair sharing of resources among users and programs
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Characteristics of Operating System Memory Management -- It keeps tracks of primary memory i.e. what part of it are in use by whom, what part are not in use etc. Allocates the memory when the process or program request it. Processor Management -- Allocate the processor (CPU) to a process. Deallocate processor when processor is no longer required. Device Management -- Keep tracks of all devices. This is also called I/O controller. Decides which process gets the device when and for how much time. File Management -- Allocates the resources. De-allocates the resource. Decides who gets the resources. Security -- By means of passwords & similar other techniques, preventing unauthorized access to programs & data. Job accounting -- Keeping track of time & resources used by various jobs and/or users. Control over system performance -- Recording delays between request for a service & from the system. Interaction with the operators -- The interaction may take place via the console of the computer in the form of instructions. Operating System acknowledges the same, do the corresponding action and inform the operation by a display screen. Error-detecting aids -- Production of dumps, traces, error messages and other debugging and errordetecting methods. Coordination between other software and users -- Coordination and assignment of compilers, interpreters, assemblers and other software to the various users of the computer systems.
The operating system has four main parts:

The KERNEL The DEVICE DRIVERS The USER INTERFACE The SYSTEM UTILITIES
Kernel The kernel is the main component of most computer operating systems, it is a bridge between applications and the actual data processing done at the hardware level. Device Drivers Is a group of files that enable one or more hardware devices to communicate with the computer's operating system. Without drivers, a hardware device such as a computer printer would not be able to work with the computer. User Interface The portion of a software program or hardware device that is used to navigate and control aspects of the software program or hardware device.
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System Utilities To manage the memory To manage the IO devices To provide platform for interaction between computer & user To manage the communication between devices Single user Operating System This type of operating system only has to deal with one person at a time, running one user application at a time. An example of this kind of operating system would be the operating system of a basic mobile phone. There can only be one user using the device and that person is only using one of its applications at a time. Single user, Multi Tasking Operating System You will find this kind of operating system on a personal computer. The operating system is designed mainly with a single user in mind, but it can deal with many applications running at the same time. Example operating systems are: Microsoft Windows (began on April 4, 1975) A section of the computer's display in a GUI that shows the program currently being used. For example, the browser window that you are using to view this web page is a window. Windows allow a user to work with multiple programs or view multiple programs at once. Almost all windows will also you to minimize and maximize them, allowing you to hide and view a program temporarily.
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Linux A free and open-source operating system developed by Linus Torvalds and friends and was first announced by Linus in a post he made August 25, 1991.
Mac Os Is an operating system codenamed Cheetah that was released by Apple in 2001 and is a completely new Apple Macintosh operating system
Operating System Classification

Multitasking They enable the computer to run more than one piece of software at the same time. Multi Threading The ruining if several processes in paid sequence, multi tasking w/in a single program. Multi Processing Capable of supporting and utilizing more than one computer processor. Real Time The real instantaneous processing data and feedback so that the user can respond immediately in the computer program. Graphical User Interface (GUI) contains graphics and icons and commonly navigated by the use of the computer mouse.
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Computer Hardware Device

Computer Components
Internal Hardware Hard disk drive Alternatively referred to as a hard disk drive and abbreviated as HD or HDD, the hard drive is the computers main storage media device that permanently stores all data on the computer.
Optical drive Short for Compact Disc-Read Only Memory, CD-ROM drives or optical drives are CD players inside computers that can have speeds in the range from 1x and beyond, and have the capability of playing audio CDs and computer data CDs. Below is a picture of the front and back of a standard CD-ROM drive.
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Ide cable Short for Integrated Drive Electronics or IBM Disc Electronics, IDE is more commonly known as ATA or Parallel ATA (PATA) and is a standard interface for IBM compatible hard drives.
Sata cable Short for Serial ATA, SATA and is a replacement for the Parallel ATA interface.
CPU fan/Heat sink A CPU fan can come in a variety of sizes and is normally sold with a copper and/or aluminum heat sink.
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CPU Alternatively referred to as a processor or microprocessor, the CPU was first developed by Intel in 1974 and is short for Central Processing Unit.
Motherboard Referred to as the mb, main board, mobo, system board or the motherboard is a printed circuit that is the foundation of a computer and allows the CPU, RAM, and all other computer hardware components to function with each other.
RAM Alternatively referred to as main memory, primary memory, or system memory, Random Access Memory (RAM) is a computer storage location that allows information to be stored and accessed quickly from random locations within DRAM on a memory module. Because information is accessed randomly instead of sequentially like a CD or hard drive the computer is able to access the data much faster than it would if it was only reading the hard drive
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Power Supply Short for Power Supply and sometimes abbreviated as PSU, which is short for Power Supply Unit. The PS is an internal hardware component used to supply the components in a computer with power by converting potentially lethal 110-115 or 220-230 volt alternating current (AC) into a steady low-voltage direct current (DC) usable by the computer.
External Hardware Mouse Keyboard Monitor Avr/Ups System Unit Printer
RAM (Random Access Memory)

A RAM constitutes the internal memory of the CPU for storing data, program and program result. It is read/write memory. It is called random access memory (RAM).
RAM is volatile, i.e. data stored in it is lost when we switch off the computer or if there is a power failure. Hence a backup uninterruptible power system (UPS) is often used with computers. RAM is small, both in terms of its physical size and in the amount of data it can hold. Datacom Institute of Computer Technology Page 130
Characteristic of the Static RAM It has long data lifetime There is no need to refresh Faster Used as cache memory Large size Expensive High power consumption
ROM
ROM stands for Read Only Memory. The memory from which we can only read but cannot write on it. This type of memory is non-volatile. The information is stored permanently in such memories during manufacture. A ROM, stores such instruction as are required to start computer when electricity is first turned on, this operation is referred to as bootstrap. ROM chip are not only used in the computer but also in other electronic items like washing machine and microwave oven.
Motherboard The motherboard serves as a single platform to connect all of the parts of a computer together. A motherboard connects CPU, memory, hard drives, optical drives, video card, sound card and other ports and expansion cards directly or via cables. It can be considered as the backbone of a computer.
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Features Motherboard varies greatly in supporting various types of components. Normally a motherboard supports a single type of CPU and few types of memories. Video Cards, Hard disks, Sound Cards have to compatible with motherboard to function properly. Motherboards, cases and power supplies must be compatible to work properly together. Popular Manufacturers Memory Units It is the amount of data that can be stored in the storage unit. The storage capacity is expressed in terms of Bytes. Following are the main memory storage units: Sr. No. 1 2 3 Unit Bit (Binary Digit) Nibble Byte Description A binary digit is logical 0 & 1 representing a passive or an active state of a component in an electric circuit. A group of 4 bits is called nibble. A group of 8 bits is called byte. A byte is the smallest unit which can represent a data item or a character. A computer word like a byte, is a group of fixed number of bits processed as a unit which varies from computer but is fixed for each computer. The length of a computer word is called word-size or word length and it may be as small as 8 bits or may be as long as 96 bits. A computer stores the information in the form of the computer words. Intel ASUS AOpen ABIT Biostar Gigabyte MSI
Word
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Few higher storage units are following Sr. No. 1 1 1 1 1 Unit Kilobyte (KB) Megabyte (MB) GigaByte (GB) TeraByte (TB PetaByte (PB) Description 1 KB = 1024 Bytes 1 MB = 1024 KB 1 GB = 1024 MB 1 TB = 1024 GB 1 PB = 1024 TB
Ports A computer port is a physical docking point using which an external device can be connected to the computer. A computer port can also be programmatic docking point through which information flows from a program to computer or over the internet. Characteristics External devices are connected to a computer using cables and ports. Ports are slots on the motherboard into which a cable of external device is plugged in. Examples of external devices attached via ports are mouse, keyboard, monitor, microphone, speakers etc.
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Following are few important types of ports Serial Port Used for external modems and older computer mouse. Two versions: 9 pin, 25 pin model. Data travels at 115 kilobits per second. Parallel Port Used for scanners and printers Also called printer port. 25 pin model. Also known as IEEE 1284-compliant Centronics port.
PS/2 Port Used for old computer keyboard and mouse Also called mouse port. Most of the old computers provide two PS/2 port, each for mouse and keyboard. Also known as IEEE 1284-compliant Centronics port. Universal Serial Bus (or USB) Port Can connect all kind of external USB devices such as external hard disk, printer, scanner, mouse, keyboard etc. Introduced in 1997. Most of the computers provide two USB port as minimum. Data travels at 12 megabits per seconds USB compliant devices can get power from a USB port
VGA Port Connects monitor to a computer's video card. Has 15 holes. Similar to serial port connector but serial port connector has pins, it has holes. Power Connector Three-pronged plug Connects to the computer's power cable that plugs into a power bar or wall socket. Firewire Port Transfer large amounts of data at very fast speed. Connects camcorders and video equipments to the computer Data travels at 400 to 800 megabits per seconds Invented by Apple Three variants: 4-Pin FireWire 400 connector, 6-Pin FireWire 400 connector and 9-Pin FireWire 800 connector Modem Connects a PC's modem to the telephone network. Ethernet Port Connects to a network and high speed Internet Connect network cable to a computer. This port resides on an Eternet Card. Data travels at 10 megabits to 1000 megabits per seconds depending upon the network bandwidth. Game Port Connect a PC to a joystick Now replaced by USB. Digital Video Interface , DVI port Connect a Flat panel LCD monitors to the computer's high end video graphic cards. Very popular among video card manufacturers. Sockets Connect microphone, speakers to sound card of the computer.
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Midterm
Installation of Windows XP and Windows 7 Familiarizing Windows XP Installation of Software/Program Components and Uninstalling Software/Program
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Formatting using Windows XP Before you start this procedure. Make sure to back up your data: First, make sure there is absolutely NOTHING you cannot afford to lose on the drive you're going to install Windows on (let's say the C: drive.) Make sure your network cable is unplugged from the wall (to avoid getting viruses from your local area network). You have a Windows XP installation CD with a valid Product Key. Hardware driver discs that shipped with the PC and any components you added on (Optional, but VERY strongly recommended Time & Patience (you need to be calm and give the setup a little time) Make sure you have your own copy of the Motherboard Drivers o Optional if you dont have any drivers follow these steps. Ctrl + r type dxdiag o Click ok/yes then write down the system model and download the drivers thru internet. You have back ups of your recently used software. Step 1: Insert the Windows XP CD into your CD-ROM drive and restart your computer. Step 2: The computer will prompt you to press any key to boot from the CD. Press a key on the keyboard to start the Windows Setup.
The computer will load the setup files automatically. This may take few minutes.
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Next you will prepare your hard drive for the installation of Windows. you will see the list of hard drives and its partitions. Step 3: Delete the partition prefix C: To do this select the partition and press the button D.
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Step 4: Steup will warn you that this is a system partition. Press Enter
Step 5: To complete the removal of the partition, Press L when you see the screen below.
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Step 6: You will return to the partition list. There should be unpartitioned space item on the list.highlight the unpartitioned space and press Enter.
Step 7: You will be asked to select the format of partition you wan to use for your hard drive. I recommend to select NTFS (Quick). Press Enter to continue.
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Setup will format the drive according to the preferences chosen in the previous option. This may take few minutes. After this process is done your hard drive will be completely empty.
Now windows setup will copy the files from the CD that will be needed to install Windows XP. This will take several minutes so please be patient.
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After the files have been copied, Windows setup will restart your computer. Dont remove the Windows XP setup CD, and dont press a key when prompted (we already did that).
Step 8: Setup will ask for your name or the company name. Type in your name.
Step 9: At the next screen, you will be prompted to enter that oh-so-important CD-key, which is located on the back of the sleeve or it should be packed with the license agreement. Enter it carefully (if you make a typo it will not work, but you can return and correct it). The letters will automatically be capitalized. Step 10: Setup will ask for you to assign Computer name. Please type that in.
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Step 11: Setup will ask for current day and time. Make sure you check the date and time and see if its correct or not and then click next. Setup will continue to install windows setup. This may take good bit of time so be patient.
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Once setup has installed Windows it will take you to a welcome screen.
Step 12: You will be given option to help protect the pc by turning on the automatic update. I recommend you choose Help protect my pc by turning on Automatic Update now.(This option can be changed later on).
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Step 13: Windows will ask you to register Windows XP. Choose No, not at this time
Step 14: Window will now make an attempt to connect to the internet. Click the little skip button at the bottom right.
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Step 15: Setup will ask you to type the name of the person using this computer. Fill in the name of the person using this computer that you want and click next.
Finaly you will be flashed with a Thank You! screen. Click Next and your all done for the formatting and reinstalling part!
Congratulations! You have successfully installed Windows. You are now one-step above every person in society that has not installed Windows. You can pat yourself at the back for being so patient throughout the installation. You did it!
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New elements in WindowsXP Introduction The new version of Windows represents an important change from the previous version. Since Windows95 was released the successive versions had only been an evolution from the original, nevertheless on this ocasion a more important change was produced because the very center or Kernell of the operating system has been changed. Although it may seem to the user that no radical changes were made, it could be said that WindowsXP is not just another version of Windows but practically a whole new system. Until now Microsoft had two different operating systems, Windows 98 for personal or domestic use and Windows NT/2000 for the business and professional environment. With WindowsXP a convergence among both versions is produced; the center of the operating system Windows 2000 was divided to create WindowsXP, and some adjustments were done to differentiate WindowsXP Home Edition and WindowsXP Professional. The main benefit of this strategy for the domestic users is going to be that WindowsXP has acquired the sturdiness and stability of WindowsNT/2000, which should imply that WindowsXP will crash less times, and that there will be fewer occasions when we have to restart the system as a result of an error. The improvement for professional users is that WindowsXP has greater compatibility with the hardware than WindowsNT/2000. New user system WindowsXP has a new user system completely different from Windows98. This new system has been inherited from Windows NT/2000. Now various users with independent profiles can be defined. This means that each user can have different permissions that will allow him to carry out certain tasks. Each user will have a different start menu and its own My documents folder that will be able to be protected by password. There also is a folder to which all the users have access where the documents that want to be shared with other users can be placed. For example, a Father user type that has access to all Internets and a Son user type that is not allowed to certain violent or sexual webpages, can be defined. To jump from one user's account to another is not necessary to turn off the computer nor that a user closes what he was doing, one must simply initiate a new session with another user and later it's possible to go back to the other session which will remain in the same state it was left. The system handles the different active users without interferences. Datacom Institute of Computer Technology Page 147
Improvements in Windows Explorer The new Windows Explorer has turned out fairly improved. Now it's better integrated to Internet Explorer. CD's can be burned by dragging and dropping from the explorer to the recording unit, it's not longer necessary to install an additional program to record CD's. The new Windows Explorer also has a very useful way for showing pictures called Filmstrip which exhibits one picture in wide format and the others in reduced format, it incorporates buttons to go forward or backwards along the pictures of the folder. Other improvements. A general change of aspect has been produced among the screens of Windows, the bars, buttons, icons, etc. are more pleasant. Now it's easier to configure a domestic network. It recovers better from errors. When a fatal error occurs WindowsXP creates a register with all the information concerning the error and gives us the option of sending it to Microsoft to be analyzed. WindowsXP initializes faster than Windows98. The start menu has changed, is clearer and now the more used applications are shown to its right. Task bar is far more functional since it organizes in groups the programs of the same type, for instance, if we have several web pages running, a single Internet icon appears and when it's clicked on it shows all of them to select one. There's a new component called Windows Movie Maker that is used to edit films. We can add sound and titles, delete scenes, etc. One of the most controversial upgrades is that the product has to be registered within 30 days from its purchase. The activation consists in letting Microsoft know that the product was installed in a certain computer so it cannot be installed in any other.
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This way Microsoft intents to reduce illegal copying because a program can only be used in one computer. This arises some questions that are difficult to answer: What happens if a user updates his computer with a new processor or with a new hard disk, will his program still be useful or will he have to buy another copy? The windows All the windows have the same structure; don't worry if you are not familiarized with it because we will explain it next.
The window above is the one that opens when you click on My Computer. The structure of this window is very similar to the others. All the windows are formed by:
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The title bar contains the name of the program you are working with (Notepad) and in some cases the name of the opened document (aulaclic) also appears. In the top right corner we can find the minimize, maximize/restore, and close buttons. The minimize button bar. The maximize The restore button shrinks the window it turns it into a button located in the WindowsXP task
amplifies the size of the window to the whole screen. restores the window to its original state.
The close button closes the window. If we' ve modified the document, we are asked if we want to save the changes before closing.
The menu bar has the program functions organized in menus. For example, when we click on File, the different operations that can be performed with files are displayed. All the operations that the program allows us to do are located within the different menus of this bar.
To open a menu with the keyboard, you need to press the Alt key plus the underlined letter of the menu you want to open. For example Alt+F opens the menuFile. In no letter is underlined, press Alt key. If on a menu an option appears with a small arrow pointing to the right it means that that option contains other options. If you want to open the menu related to that option, you only need to maintain the option highlighted for a few seconds and the menu will appear. If on a menu you find an option that contains three dots, (for example Sharing and Security...) it means that the option needs more information to be executed; normally a dialog box will open in which you can place that information. If you find an option that is grey or lighter colored it means that it is not possible to select it at that moment. On this example Copy is lighter colored thanPaste.
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The tool bar contains icons to immediatelly execute some of the most often used commands. These commands can also be executed from the menu bar.
The scroll bars allow us to move through out the page in a quick and simple manner. Simply drag the bar with the mouse or click on the arrows. There are bars to move along the width of the page and bars to move along the height of the page. The little square with dots on the right is used to change the size of the window. Simply click and drag.
The status bar is used to give the user certain information. This information varies depending on the window that is opened at the time. In this case it tells us that we have 3.75 GB free space on the disk, and that the total size of the disk is 19.5 GB. This bar is not shown by default in Windows XP. You can activate or deactivate it from the menu View -> Status Bar. WindowsXP Explorer (I) The Explorer is an indispensible tool in an operating system, since with it we can organize and control the files and folders of the different storage systems at our disposal such as the hard drive, disk drive, etc. The Windows Explorer is also known as the File Manager. Through it we can delete, see, copy, or move files and folders. We suggest you pay particular attention to this unit because of its great importance. Starting the Explorer The quickest way to start up the Explorer is through the icon on the task bar or desktop. If you don't already have the icon created, you can open the Explorer as follows: Click on Start Select All programs Select Accesories Select Windows Explorer
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The Explorer can also be started from the Start button by choosing My documents, My images or My music; the difference is that in these cases we will go directly to those folders. The Windows Explorers window
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This window is similar to the one you can find as you open your Windows explorer. It is possible that it may differ slightly in appearance since we can customize it to our liking. The explorer consists basically of two sections. On the left side there is the directory tree, which is the list of units and folders that we have. Only units and folders appear, no files. On this image we can see a few folders such as My Documents, aulaclic, ... the My Computer icon, My Network Places and the Recycle Bin. On the right side there is another section, which will show the content of the folder that we have opened on the left section. This section shows its folders and files. In this case the files that are contained in the folder Winxp appear. Depending on the type of view that we have activated we will see different type of information regarding the files. On this example we see the name, size, type, and date of last modification on each file because we have the view Details activated. Later we will learn how to change the view. Next we will explain the different bars that make up this window.
Like in any window, we have the title bar that shows the name of the folder we are in.
The menu bar contains the menus that will allow us access to all the operations that can be done with a file or folder. By clicking on each menu the cptions will be displayed.
The standard bar contains the buttons for the most used operations. If this bar is not visible select from the menu View, the option Toolbars, next select the option Standard buttons.
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The Back button will allow us to go to the last page that we have seen. The button next to it, when activated, allows us to move one page forward. The up button will allow us to go up one level, which means going back to the folder that contains the folder we are working with. The search button displays a window where we can search for the file we want.
The folders button shows the folder's structure on the left side of the screen, or it can display an area with the most frequent tasks, depending on the file we have selected. In this area we can find, among others, the following buttons: The last button allows us to change the views on the folders (view details, Thumbnails,...) We'll explain this in more detailed on the next page.
The Address Bar is well known for Internet because it shows the address of the web we are viewing. With Windows Explorer it functions the same way, but it shows the name of the folder we are working with. If we click on the black arrow it will show the structure with our computer's drives. If we write a name in the address bar and we click on the green arrow, it will search for this name.
The Status Bar shows additional information on the elements we have selected. This is an optional bar. In order to activate it, go to the View menu and click on Status Bar. On the Status bar below we can see the number of files the folder contains and the total size of them (in KB, 1MB is 1024KB). If we select some files, the status bar will display the information of selected objects and their total size. This is a very useful bar because we are able to know very quickly if the selected files would fit on a floppy disk (a floppy disk is 1.44Mb, approximately 1474Kb).
Searching Today's computers allow us to store a great deal of information. Because of this, we suggest you keep your information well-classified and organized so that finding it is an easy process. Despite having the information well-clasified, it can happen that sometimes we cannot find a file or folder. When this occurs, we can resort to the Search function provided by Windows to locate the file or folder quickly.
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The search provided by Windows XP also allows us to search for hardware, a network, people in the directory, Internet pages, etc. Searching Click Start Select on the menu Search.
The general search page will be displayed as shown below.
If you look closely you will notice that it is the same window as the windows explorer, but instead of showing folders it shows the search companion. If you are already in the explorer it is not necessary that you click onStart and then on the Search menu; simply click on on the standard bar. First we need to choose one of the options presented, depending on what we are looking Datacom Institute of Computer Technology Page 155
for. Images..., Documents..., Files..., Hardware..., Search Internet, ... The first three search options are similar and we will see them now grouped into one. We will discuss the equipment, people, and Internet searches a bit later on.
Searching Files or Folders By choosing All files and folders a screen will appear so that we can give more information on what we are looking for. In the first box we will put All or part of the file name that we are looking for, and then windows will show us files or folders that contain the characters that we have typed. The more detailed the name the more concise the search will be, thus facilitating the search. In the box A word or phrase in the file: we can type the text that the file we are looking for should contain. It is not always convenient to use this box because this significantly slows down the process as it looks for that word or phrase in each file. In the box Look in we can indicate in which unit we wish to look for the file or folder. Click Search to start the search. In the event that Windows does not find anything, it will notify you in the window to the right with a message saying that the search has ended and that there are no results to show. While it is carrying out the search, we can stop the search by clicking Stop, either because we have found what we were looking for or because we made a mistake on the search. With the questions that follow we have the possibility of searching by the date it was last modified, size, and other advanced options, such as differentiating between capital letters or lower case letters. The search results will appear on the right side of the window. The operations we carry out on the files or folders found by the search are the same ones that we can do on any other file or folder. We can copy, delete, change name, etc.... The Recycle Bin Get to know the Recycle Bin The Recycle Bin is nothing more than a space on the hard disk reserved to store information that is deleted so that in the event of deleting a file or folder by mistake it is possible to retrieve it. By default the Recycle Bin restores files or folders to the place from where they were deleted. If, for example, a file is deleted from D:\my documents, when it is restored it will go to that folder.
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The Recycle Bin will maintain the deleted documents until it is emptied. To open the Recycle Bin place the cursor on Desktop and double-click on the Recycle Bin icon. The following window is the Recycle Bin window. It is possible that it will not look the same as yours because it can be customized.
The Recycle Bin window is similar to the Windows Explorer window, and they have similar options in common, such as customizing the window, the views, etc... In the Recycle Bin attributes such as the original location of the file or folder before it was deleted will appear as well as the date and time when it was deleted. Restoring Files or Folders. Restoring files or folders to their original location. To restore all of the elements from the Recycle Bin click on the green arrow on the left side that says Restore all items.
If we only want to restore some of the elements: 1) Select the elements to be restored by clicking on them. If the elements are not in subsequent order, use the Ctrl key to select them or the Shift key if they are one below the other. 2) Once selected, a dialog box will appear on the green arrow on the left that will say Restore this item or Restore the selected items. The selected files will return to where they were located before deletion. If the right side of the Recycle Bin is not visible you can also restore from the File menu by choosing the option Restore.
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If you do not know where the files were before deletion, check before restoring on the route that is shown on the column original location because that is where it will save it. Restoring Files or folders in a different location than their original location. 1) Select the elements to be restored. 2) Click on the elements with the right mouse button and the shortcut menu will be displayed; select the option Cutor (ctrl+X). 3) Locate the folder where you want the files to be restored; and click Paste or (ctrl+V). Deleting Files or Folders from the Recycle Bin Before deleting any element from the Recycle Bin you need to realize that once it is deleted it cannot be retrieved or restored. If you want to delete any file or folder from the Recycle Bin follow these steps:
1) Select the Elements to be deleted.. 2) Click on ; this will delete the selected elements. You can also do this by pressing the Delete button. The selected files will disappear and cannot be restored. If a window appears asking if you are sure that you want to delete the selected file or folder click Yes if you are sure you want it deleted. Emptying the Recycle Bin The elements that are deleted usually remain in the recylce bin and in time we need to empty it to free space or because we do not want to have those elements still there. In order to do this, simply empty the Recycle Bin by clicking on the icon located on the left labeled Empty the Recycle Bin. A window will appear asking Confirm you want to delete these X elements? where X is the number of elements currently in the Recycle Bin . Click Yes to empty it. You can also empty the Recycle Bin from the File menu and select Empty the Recycle Bin . There is an even quicker way. Simply right click on the Recycle Bin icon and a menu with the option Empty the Recycle Bin. If you do it this way, you have to be sure that you want to empty the Recycle Bin since you will not be able to see what you are deleting. Configuring the Screen Configuring the screen is important because sometimes we spend many hours in front of the screen, so we recommend spending a few minutes configuring our desktop so that it can be the most comfortable as possible. Click with the right mouse button somewhere that has no icons on the desktop and select the option Properties from the shortcut menu that is displayed. The Display properties window will appear where we can change the configuration parameters.
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The background or wallpaper To change the background or wallpaper, click on the tab labeled Desktop and choose a new background or wallpaper from the list that appears at the bottom left corner. If you are not sure what background goes with what name just highlight the name and a small representation of the background will appear as it would on the screen. Once the background has been selected you can choose how it will appear by clicking on Position: Here are the options: Centered: the image will appear in the center of the screen with its real size. Tile: the image will appear with as many images as necessary to fill the screen. Strech: the image will appear once taking up the entire screen. It is also possible to have another image that does not appear on the list as background. Click on Browse... and look for the image you want as long as the format is compatible. For example .bmp, .jpg, .gif. Once the image and type of view have been selected Click OK.
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The screensaver Sometimes the computer remains inactive a few minutes. It is recommended to have a screensaver to avoid having a still image on the screen too long because this can damage the monitor.
From the list, choose the screensaver you like best; a small preview is shown above. With Preview you can see how it will look once in place. When you move the mouse or press a key the preview will end. You can modify the time it takes for the screensaver to appear by adjusting the time on Wait. The Settings button allows us to customize the image that is used as the screensaver. Depending on the image, the properties we can change vary. Checking On resume, password protect you can place a password protection to keep someone else from working on your account. Once the screensaver is engaged it will only allow you back to the normal screen once you have entered the correct user password. Configuring the Mouse The mouse is a tool that is used constantly and it is recommendable to have it set up to our needs as well as possible. In the following page we show you how to set it up to your own needs. The Buttons Select the Control Panel from the Start menu. Now select Printers and Other Hardware and doubleclick on the mouse icon and the Mouse properties window will open, as in the example below. On the Buttons tab you can adjust the set up of the mouse to suit your needs.
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By default the left mouse button executes the drag and select functions. This, however, can be uncomfortable if you are left handed. WindowsXP allows you to change the configuration of the buttons so that the right button realizes these functions. To switch the button functions select the option Switch primary and secondary buttons. We can also adjust the Double-click speed by moving the arrow to the left, for a slower doubleclick, or to the right, for a faster double-click. If you want to be able to drag an object without having to hold down the mouse select the optionTurn on ClickLock.
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The pointer On the Pointers tab we can choose the type of pointer the mouse is to have when it moves, when it is busy, when it is used, etc. In the Scheme option choose the group of pointers you like best. In the Customize section there is a list of the different movements with their respective pointers. If you do not like a pointer you can change it by selecting it, clicking on search, and once you find the pointer you like, Click OK. You can create your own combination of pointers and save it with its own name. Once you have the style set up, click on Save as and giving it a name. Now when you want to use it you simply need to look for it by the name you gave it. Just as new styles can be created they can also be deleted by selecting the style and clickingDelete. If you modify any of the predetermined styles and you wish to use the original, click on Use default and the style will go back to its original set up.
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System Tools Windows incorporates certain tools such as the Disk Defragmenter, the Disk Cleanup the tool to free disk space, the Scheduled Tasks, etc. Almost all of these tools are designed to optimize the behaviour of the computer. Next we will learn in more detail about some of the most useful tools. The Scandisk
This tool is used to search errors in the systems units and to repair those errors. When the computer is turned off in an abrupt manner it is possible that some files may be damage. Normally when the computer is turned on after being turned off abruptly (without using the option shut down from theStart menu) the Scandisk is launched to check the system and repair any error that it may find. This tool is usually used when we have a damaged disk. By using it we can fix the possible errors and therefore retrieve the information that it contains. Keep in mind that this tool is not a miracle worker and therefore it is not always possible to retrieve the information.
To open Scandisk click on the icon My Computer on the desktop , and the screen shown here will open up. Now select the unit that you want to perform the scandisk on, for example unit (D), and right click it. A shortcut menu will open, like the one shown select Properties from this menu.
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This will cause the window Hard disk (D) Properties to open. Select Tools tab and the window shown on the right will open. If you click Check Now... , the window Checking hard disk (D) will open.
Here you need to choose one of two options available: Automatically fix file system errors or Search for and attempt recovery of bad sectors. Click on Start so that the scan can begin. This process can take a few minutes, depending on the size of the disk. Once the scan has finalized a confirmation window will appear.
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Scheduled Tasks The Scheduled Tasks is used to schedule any program to run at specific times. We can, for example, schedule the use of the Disk Cleanup for once a week; this way we make automatic the tasks that we usually do periodically. We can also have the computer do this task at times when it will not slow our work down. Schedules tasks To use this tool follow these steps: Click on Start. Display the menu All programs. Select the menu Accessories. Open the menu System Tools. Lastly select the option Scheduled Tasks.
When it is running, a window like the one below will appear. In this window, the tasks that have been scheduled until this time will appear, together with the assistant to schedule new tasks.
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How to generate a scheduled task In the Scheduled Task Wizard window select Add scheduled task, and the wizard will begin. The assistant will ask you to select the program that you wish to run, showing a dialog box like this one. Next click Next and you will be asked to select the frequency at which you want the task to be performed. Next click on Next and it will allow you to select some parameters related with the frequency selected. If you, for example, choose weekly, it will ask which day of the week you want the task done. Once all the parameters have been indicated, click Finish so that this task is added to the programmed task list.
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Formatting Windows 7 How To Install Windows 7 (Step-By-Step Tutorial With Screenshots)
Load in your Windows 7 DVD and boot it. It will now load the setup files.
Select your language, time & currency format, keyboard or input method and click Next.
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Click Install now.
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Check I accept the license terms and click Next.
Click Upgrade if you already have a previous Windows version or Custom (advanced) if you dont have a previous Windows version or want to install a fresh copy of Windows 7.
(Skip this step if you chose Upgrade and have only one partition) Select the drive where you want toinstall Windows 7 and click Next. If you want to make any partitions, click Drive options (advanced), make the partitions and then click Next. Datacom Institute of Computer Technology Page 169
It will now start installing Windows 7. The first step, (i.e. Copying Windows files) was already done when you booted the Windows 7 DVD so it will complete instantly.
After completing the first step, it will expand (decompress) the files that it had copied.
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The third and fourth step will also complete instantly like the first step.
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After that it will automatically restart after 15 seconds and continue the setup. You can also click Restart now to restart without any delays.
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After restarting for the first time, it will continue the setup. This is the last step so it will take the most time than the previous steps.
It will now automatically restart again and continue the setup. You can click Restart now to restart without any delays. Datacom Institute of Computer Technology Page 174
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Type your desired user name in the text-box and click Next. It will automatically fill up the computer name.
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If you want to set a password, type it in the text-boxes and click Next.
Type your product key in the text-box and click Next. You can also skip this step and simply click Next if you want to type the product key later. Windows will run only for 30 days if you do that.
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Select your desired option for Windows Updates.
Select your time and click Next.
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If you are connected to any network, it will ask you to set the networks location.
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Congratulations! Youve now finish and learned how to install windows xp and windows 7 great job!
How to Install Windows Components on Windows XP Log on to the computer as an administrator. Note: You must be logged on to the computer as either an administrator or a member of the Administrators group to complete this procedure. Click Start, and then click Control Panel. In Control Panel, double-click Add or Remove Programs. Click Add/Remove Windows Components. The Windows Components Wizard starts and the Windows Components screen appears. The components that are available are: Accessories and Utilities Fax Service Indexing Service Internet Explorer Internet Information Services (IIS) Management and Monitoring Tools Message Queuing MSN Explorer Networking Services Other Network File and Print Services Update Root Certificates
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How to Install a Program from a CD-ROM or Flash Drive on XP Log on to the computer as an administrator. Click Start, and then click Control Panel. Double-click Add or Remove Programs, and then click Add New Programs. Click either CD or Flash Drive. Either an "Install Program from Flash Drive " message or the CD-ROM Wizard prompts you to insert the first installation Flash Drive or CD-ROM of the product. Insert either the floppy disk or CD-ROM, and then click Next. When Setup starts, you must follow the prompts. When Setup is complete, click Close to close the Add or Remove Programs window. Note When you use the Add or Remove Programs tool, you can install only the programs that are written for Windows-based operating systems. How to Install a Program from a Network on XP Log on to the computer as an administrator. Click Start, and then click Control Panel. Double-click Add or Remove Programs, and then click Add New Programs. Note If your computer is connected to a network, the programs that you are authorized to add are displayed at the bottom of the screen. If your network administrator has organized programs into categories, you may need to click a different option in Category to locate the program that you want to add. Click the program that you want to add, and then click Add. When Setup starts, you must follow the prompts. When Setup is complete, click Close to close the Add or Remove Programs window. Note When you start a program or try to perform a task in a program, you may observe a dialog box that indicates that the program is being installed or updated by Windows Installer. This behavior can occur if your administrator has set up the program to be installed in this manner, if program files have been deleted or corrupted, or if you are attempting to use a program feature that had not been installed during Setup. If the program had been installed from a CD-ROM, or if you are not connected to the network, Windows Installer may prompt you to insert the CD-ROM into the CD-ROM drive. When Windows Installer finishes, the program or feature that you are attempting to use starts.
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How to Properly Reinstall a Program in Windows XP Reinstalling a particular software program is often a valuable troubleshooting step when you're having problems with that program. Properly reinstalling a program involves uninstalling the software from Windows XP and then installing the program again, sometimes called a "clean reinstall." It's important that a software reinstall is done correctly so you can determine if the program is the cause of your problem. Important: Be sure to backup any specific data that you think might be affected by uninstalling the program. Follow these steps to reinstall just about any program installed on your Windows XP computer: Here's How: Click on Start and then Control Panel. Click on the Add or Remove Programs link. Note: If you're viewing the Classic View of control Panel, double-click on the Add or Remove Programs icon. Important: If the program you're going to reinstall requires a serial number, you'll need to locate that serial number now. If you can't find it, you may be able to locate it with a product key finder program. A key finder program will only work if the program is still installed so you must use it before uninstalling the program. Locate and click on the program you want to uninstall by scrolling through the list of Currently installed programs. Note: If you're wanting to reinstall a Windows Update or an installed update to another program, be sure to check the Show updates checkbox at the top of the Add or Remove Programs window. Not all programs will show their installed updates here but many will. Click the Change/Remove or Remove button to uninstall the program. The specifics of what happens now depends on the program you happen to be uninstalling. Some uninstallation processes require a series of confirmations (similar to what you may have seen when you first installed the program) while others may uninstall without requiring your input at all. Follow whatever prompts make sense - just remember that you are wanting to completely remove the program from your Windows XP computer. Restart your computer, even if you're not required to. Important: I don't consider this an optional step. As frustrating as it might sometimes be, taking the time to reset your computer will help ensure that the program is completely uninstalled. Datacom Institute of Computer Technology Page 184
Verify that the program you uninstalled has been fully uninstalled. Check that the program is no longer listed in your Start menu and also check to make sure that the program's entry in Add or Remove A program has been removed. Note: If you created your own shortcuts to this program, those shortcuts will likely still exist but of course will not work. Feel free to delete them manually. Install the most updated version of the software available. If the best you can find is the original installation disc or file then so be it. However, be sure to check the software developer's website for the latest available version of the program. Important: Unless instructed otherwise by the software documentation, any patches and service packs that might be available should be installed to the program after the reboot following the installation Restart your computer again. Test the reinstalled program.
Congratulations! Youve successfully know how to install/reinstall a program.

Installing Programs in Windows 7:
We can Install a Program in Windows 7, which is Compatible with windows 7 and approved as Authorized by Windows, otherwise while running the program windows will ask for your Permission to Continue, Following are some Simple Steps.
Step 1: Installing From a CD/DVD/ FDISK:
Insert the Disc you have to the Drive of the System, if your Disc is Bootable, then you will have the Auto play Dialog Box, If not Just Brows it through Computer and Locate the Program you need to Install, This Will be Applicable to programs which are Stored in your Pen-drives also.
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Installing by Following the Instructions: Follow the Auto-play/Selecting it from Disc instructions, and correctly follow the Instructions, if it's asked for the Permissions, please provide it and read any information which is provided by windows 7. If a program doesn't begin installation automatically, check the information that came with the program. This information will likely provide instructions for installing the program manually. If you can't access the information, you can also browse through the disc and open the program setup file, usually called Setup.exe or Install.exe. If your program was written for an earlier version of Windows, see Make older programs run in this version of Windows. Tip: If your windows 7 is not happy with what you are installing, just Re-validate it by yourself and Install. Now your Installed program can be found at Start > Program > All program or simply by typing the name at search box.
Installing a Program which is downloaded from Internet/Available in PC:
Find the File you have Downloaded/Available in your PC
Double-Click it, for Windows to allow the program to Run. Follow the Instructions and Finish the Set up.
To install a program from a network in Windows 7

If you connect your computer to a domain (such as an internal corporate network) that has programs that you can add, you can install programs from Control Panel. Datacom Institute of Computer Technology Page 186
Open Get Programs by clicking the Start button , clicking Control Panel, clicking Programs, clicking Programs and Features, and then, in the left pane, clicking Install a program from the network.
Click a program in the list, and then click Install.
If you're prompted for an administrator password or confirmation, type the password or provide confirmation.
Follow the instructions on your screen. Tip: When downloading and installing programs from the Internet, be sure you trust the publisher of the program and the website that's offering the program.
Tips For Installing New programs on Windows 7: Take Extra care regarding malicious Software As some Programs need Restart to take effect, please Keep your Self ready for the installation by Closing Important Opened Documents, Saving Data s. A lot of Programs Suggest you to Install Toolbar, and other Utilities, kindly Check it and Select/Reselect the Boxes you wish to go with. Always have a Back-up of your Program in External Media.
Uninstall Windows 7 Programs

From: eNzO 1. Find the Control Panel
What used to be "Add or Remove Programs" is now "Programs and Features".
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Knowing how to uninstall a program the right way in Windows is a fundamental skill. Just dragging a program you no longer want to the Recycle Bin can cause all kinds of problems, including system instability, as little bits of the program are often left behind. Why would you want to uninstall a program? The most common reason is that the program doesn't work right; it may have caused problems from the moment you installed it, or it used to work properly, but it's become corrupted over time. You may also want to free up space on your hard drive because you've got too much stuff on it, or perhaps you just don't use the program anymore and don't want it hanging around. Whatever your reason, it's important to note that uninstalling a program in Windows 7 is different than it was under Windows Vista or Windows. Here's a step-by-step guide for uninstalling a program in Windows 7. To uninstall or change a program
Open Programs and Features by clicking the Start button , clicking Control Panel, clicking Programs, and then clicking Programs and Features.
Select a program, and then click Uninstall. Some programs include the option to change or repair the program in addition to uninstalling it, but many simply offer the option to uninstall. To change a program, click Change or Repair. If you're prompted for an administrator
password or confirmation, type the password or provide confirmation.
Notes If the program you want to uninstall isn't listed, it might not have been written for this version of Windows. To uninstall the program, check the information that came with the program. To learn more about turning off programs and features that are included with Windows, see Turn Windows features on or off.
Congratulations! Youve successfully know how to install/reinstall a program.
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FINAL
How to Use MS DOS Short Cut Keys
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Basic DOS commands Occasionally on your Windows computer, you may need to perform a procedure by typing in commands at the 'Command Prompt'. Entering commands in this way allows you to bypass the Windows graphical user interface and communicate directly with the operating system. You are most likely to need to work in this way if you get an infection and have to disinfect your computer from the command line, for example, using one of the Sophos Resolve tools, or SAV32CLI or SWEEP.EXE. To communicate through the Windows command line, you will need to use MS-DOS commands. This article lists some basic DOS commands that you are likely to find useful when working from the command line, but there are many more available. To find out more about MS-DOS, consult a book, online dictionary or encyclopedia, or other specialist publication. Command and Usage Examples
ATTRIB
Change file attributes. '+' adds an attribute, '-' removes it. Attributes are: A=archive; R=read only; S=system; H=hidden.
ATTRIB -R -A -S -H <VIRUS.EXE>
All these attributes will be removed from virus.exe.
C:
Go to the C: drive. Similarly A: and D: etc.
C: CD\ takes you to the top of the directory tree

(typically to C:) . CD.. moves you one level up the directory tree (i.e. up towards the root directory). CD <DIRECTORYNAME> takes you to that directory. You can use one or more subdirectory names, separated by \ e.g. CD WINNT\Media takes you to the directory C:\WINNT\Media To change to another path, type the full path with slashes. e.g.
CD
Change directory. When you change directory, the prompt changes, showing the path of the directory you are currently in. Note, directory is the term used by DOS for what Windows calls a folder.
CD \WINDOWS\SYSTEM CLS
Clear the screen.
CLS DEL <VIRUS.EXE> deletes virus.exe DEL *.JPG will delete all files with the
extension JPG.
DEL
Delete one or more files in the current directory. Can be used with the '*' and the '?' wildcards. DEL *.* will delete ALL files in the current directory, USE WITH CAUTION. (Note: DEL cannot be used to delete directories. Use RD to remove a directory.) Datacom Institute of Computer Technology
DEL MY*.* will delete all files beginning with

MY and with any extension. DEL MY??.* will delete files that are 4 Page 190
characters long and begin with MY and with any extension.
DIR displays all files and folders in the current

directory. Folders are indicated in the list by <DIR>. Files are usually listed by name. DIR DIR /P displays the contents a page at a time, Displays the contents of a directory (folder). i.e. as many as will fit in your command line Note, directory is the term used by DOS for what Windows calls a folder. window. Press any key to display the next page. These switches can be combined, so DIR /W DIR /W displays the files/folders in multiple /P will return multiple rows listing a page at a time. rows. This view gives less information per file. You can use the '*' and the '?' wildcards to search for DIR *.JPG displays all files with the extension JPG in the current directory and all a particular file. The ? character represents ONE subdirectories. character, and the * character represents multiple characters. DIR MY??.* displays all files beginning with DIR *.* lists all the files in a directory. MY, exactly 4 characters long, and with any extension. DIR /S lists the contents of all subdirectories. DIR /AH displays all hidden files.
EDIT
Runs DOS EDIT (a simple text editor). Useful for editing batch files and viewing logs. This command requires QBASIC.EXE to be present.
EDIT <VIRUSLOG.TXT> opens the file

viruslog.txt and allows you to edit it. EDIT <NEWFILE.TXT> creates a new file called newfile.txt and opens it up for you to edit.
HELP
Displays DOS Help. For help on an individual command, type HELP then the command for which you want more information.
HELP DIR displays information on the DIR

command.
MD
Make directory. Creates a new directory below the current one. (The command can also be written as MKDIR)
MD <NEWDIR> creates a new directory called

Newdir.
PRINT
Prints the specified file (if the printer is supported in DOS - many are not).
PRINT <LOGFILE.TXT>
Prints LOGFILE.TXT
RD
Remove directory. Removes a subdirectory of the current directory. The directory you want to remove RD <DIRECTORYNAME> must be empty of all files. (The command can also be written as RMDIR)
RENAME
RENAME <OLDNAME.EXE>
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Rename a file. You must use the full file name including the suffix.
<NEWNAME.EXE>
TYPE
Displays the contents of a file on the screen. If you use this command on a file which is not a text file, the display will be unintelligible. Use with "|MORE" to display the text on a page by page basis, and prevent it scrolling off the screen. "|" is a pipe character.
TYPE C:\README.TXT|MORE
>
When you run a DOS command, output is usually sent to the screen. Use > to redirect output from the screen to a file. It runs the command preceding the >, creates a file in the current directory with the name you specify, and sends the information/output returned by the command, to that file.
COMMAND > FILENAME.TXT

e.g. SWEEP > REPORT.TXT The details of any infected files reported by SWEEP are sent to a file called REPORT.TXT.
Accessing the command prompt from Windows. To access the command prompt from Windows (a 'DOS box'), do as follows: At the taskbar, select Start|Run. Type
CMD
or on some versions of Windows
COMMAND
Click 'OK'. A command prompt will open. Accessing the command prompt in safe mode For Windows NT/2000/XP/2003, see the knowledgebase article on removing files with SAV32CLI. For Windows 95/98/Me you can boot from a startup disk, or use MS DOS mode At the taskbar, select Start|Shut dows. Select 'Restart in MS-DOS mode'. Click 'OK'.
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General Windows keyboard shortcuts Alt + Tab Switch between open applications in all versions of Windows. Reverse the direction by pressing Alt + Shift + Tab at the same time. Ctrl + Tab Switches between program groups, tabs, or document windows in applications that support this feature. Reverse the direction by pressing Ctrl + Shift + Tab at the same time. Alt + double-click Display the properties of the object you double-click on in Windows 95 and later. For example, doing this on a file would display its properties. Alt + Print Screen Create a screen shot only for the active program window in all versions of Windows. For example, if you opened the calculator and did this only the calculator window would be created as a screen shot. If just thePrint Screen key is pressed the whole screen will be made into a screen shot. Ctrl + Alt + Del Open the Windows option screen for locking computer, switching user, Task Manager, etc. in later versions of Windows. Pressing Ctrl+Alt+Del multiple times will reboot the computer. Ctrl + Shift + Esc Immediately bring up the Windows Task Manager in Windows 2000 and later. Ctrl + Esc Open the Windows Start menu in most versions of Windows. In Windows 8 this will open the Start screenand in Windows 3.x this would bring up the Task Manager. Alt + Esc Switch between open applications on Taskbar in Windows 95 and later. Alt + Space bar Drops down the window control menu for the currently open Windows program in Windows 95 and later. Alt + Enter Opens properties window of selected icon or program in Windows 95 and later. Alt + Space bar Open the control menu for the current window open in all versions of Windows. Shift + Del Will delete any file or other object without throwing it into the Recycle Bin in Windows 95 and later. Hold down the Shift key When putting in an audio CD or other CD that uses Autoplay, holding down the Shift key will prevent that CD from playing. Windows function key shortcuts Below is a listing of keyboard shortcuts that use the keyboard function keys. See our what are F1 through F12 keys page for a full listing of what function keys do with all other programs. F1
Activates help for current open application. If you're at the Windows Desktop, this will activate the help for Windows. F2 Renames a highlighted icon, file, or folder in all versions of Windows. F3 Starts find or search when at the Windows Desktop in all versions of Windows. F4 In Windows 95 and later this opens the drive selection or address bar when browsing files in Windows Explorer. Pressing Alt + F4 closes the current open program window without a prompt in all versions of Windows. Pressing Ctrl + F4 closes the open window within the current active window in Microsoft Windows. This will only work in programs that support multiple windows or tabs in the same program window. F6 While in Windows Explorer, this will move the cursor to different Windows Explorer pane or in Windows 7 browse available drives. F8 Pressing F8 over and over as the computer is booting will start the computer in Safe Mode. F10 Activates the File menu bar in all versions of Windows. Simulates a right-click on selected item. This is useful if right-click is difficult or impossible using the mouse. Windows keyboard key shortcuts Below is a listing of Windows keys that can be used on computers running a Microsoft Windows 95 or later and using a keyboard with a Windows key. In the below list of shortcuts, the Windows key is represented by "WINKEY" and because not all these shortcuts will work in all versions of Windows we've mentioned what versions of Windows support each Windows key shortcut key. All versions of Windows WINKEY Pressing the Windows key alone will open or hide the Windows Start menu. In Windows 8, this will open or hide the Start screen. WINKEY + F1 Open the Microsoft Windows help and support center. WINKEY + Pause / Break key Open the System Properties window. WINKEY + D Opens the Desktop to the top of all other windows. WINKEY + E Open Microsoft Windows Explorer. WINKEY + F Display the Windows Search or Find feature. WINKEY + Ctrl + F
Display the search for computers window. WINKEY + L Lock the computer and switch users if needed (Windows XP and above only). WINKEY + M Minimizes all windows. WINKEY + Shift + M Undo the minimize done by WINKEY + M and WINKEY + D. WINKEY + R Open the run window. WINKEY + U Open Utility Manager or the Ease of Access Center. Windows XP only WINKEY + Tab Cycle through open programs through the Taskbar. Windows 7 and 8 only WINKEY + 1-0 Pressing the Windows key and any of the top row number keys from 1 to 0 will open the program corresponding to the number of icon on the Taskbar. For example, if the first icon on the Taskbar was Internet Explorer pressing WINKEY + 1 would open that program or switch to it if already open. WINKEY + (Plus (+) or Minus (-)) Open Windows Magnifier and zoom in with the plus symbol (+) and zoom out with the minus symbol (-). Press the WINKEY + ESC to close the Magnifier WINKEY + Home Minimize all windows except the active window. WINKEY + P Change between the monitor and projection display types or how second screen displays computer screen. WINKEY + T Set the focus on the Taskbar icons WINKEY + Left arrow Shrinks the window to 1/2 screen on the left side for side by side viewing. WINKEY + Right arrow Shrinks the window to 1/2 screen on the right side for side by side viewing. WINKEY + Up arrow When in the side by side viewing mode, this shortcut takes the screen back to full size.
WINKEY + Down arrow Minimizes the screen. Also, when in the side by side viewing mode, this shortcut takes the screen back to a minimized size. Windows 8 only WINKEY + ,
Peek at the Windows Desktop. WINKEY + . Snap a Windows App to the sides of the screen. Pressing it multiple times will switch between the right and left-hand side of the screen or unsnap the app. WINKEY + Enter Open Windows Narrator WINKEY + C Open the Charms. WINKEY + G Cycle through Desktop gadgets. WINKEY + H Open Share in Charms. WINKEY + I Open the Settings in Charms. WINKEY + J Switch between snapped apps. WINKEY + K Open Devices in Charms. WINKEY + O Lock the screen orientation. WINKEY + X Open the power user menu, which gives you access to many of the features most power users would want to use such as Device Manager, Control Panel, Event Viewer, Command Prompt, and much more. Shortcut keys ABCs Shortcuts keys help provide an easier and usually quicker method of navigating and using computer software programs. Shortcut keys are commonly accessed by using the Alt (on IBM compatible computers), command key (on Apple computers), Ctrl, or Shift in conjunction with a single letter. The de facto standard for listing a shortcut is listing the modifier key, a plus symbol, and the single character. In other words, "ALT+S" is telling you to press the Alt key and while continuing to hold the Alt key, press the S key to perform the shortcut.
In addition to the shortcuts listed on this page, users can find the shortcut keys to their most popular program by looking for underlined letters in their menus.
For example, in the picture to the right you'll can notice that the "F" in File has been underlined. This means you can press the Alt key and F to access the File menu. Note: Some programs require the user press and hold ALT to see the underlined characters. Finally, as can also be seen some of the common features such as Open (Ctrl+O) and Save (Ctrl+S) have shortcut keys assigned to them. As you begin to memorize shortcut keys, you'll notice that many applications share the same shortcut keys. We have the most commonly shared shortcut keys in the below basic PC shortcut keys section. Tip: Users outside the United States or users using a foreign copy of a Microsoft Windows or Microsoft application may not be able to get all the below shortcut keys to perform the function listed below. Basic PC shortcut keys The below basic shortcut keys are a listing of shortcut keys that will work with almost all IBM compatible computers and software programs. It is highly recommended that all users keep a good reference of the below shortcut keys or try to memorize the below keys. Doing so will dramatically increase your productivity. Shortcut Keys Alt + F Alt + E F1 Ctrl + A Ctrl + X Shift + Del Ctrl + C Ctrl + Ins Ctrl + V Shift + Ins Ctrl + P Description File menu options in current program. Edit options in current program Universal Help in almost every Windows program. Select all text. Cut selected item. Cut selected item. Copy selected item. Copy selected item Paste Paste Print the current page or document.
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Home Ctrl + Home End Ctrl + End Shift + Home
Goes to beginning of current line. Goes to beginning of document. Goes to end of current line. Goes to end of document. Highlights from current position to beginning of line. Highlights from current position to end of line. Moves one word to the left at a time.
Shift + End Ctrl + Left arrow Ctrl + Right arrow
Moves one word to the right at a time.
Page 198

FIRST SEMESTER SECOND TRANSITION
COMPETENCY BASED LEARNING MATERIAL IN ALGEBRA
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Subject Objectives: For the completion of this subject the students should be able to demonstrate
knowledge and understanding of the basic concepts, theories and principles of algebra, manifest appreciation of algebra as a symbolic language and as an important tool in problem and decision making, develop algebraic skills and apply these skills in other fields such as computer programming, computer technology and others.
References: College Algebra
Author:
Corazon Bagaipo Jaennete Manalaysay Maria Manalo-Ofanda
College Algebra
Author:
The Mathematics Faculty Manila Doctors College
College Algebra
Author:
Ferdinand P. Nocon Wilfredo B. Daguia Joel T. Torrecampo Magdalena P. Balacua Edna G. Ofrasio
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Subject Outline
Session Day Prelim
Learning Concepts / Topics
Learning Activities *Interactive Discussion
Training Resources *Learning Aids
Training Methods *Discussion *Lectures
Assessments
Chapter I : Review of Elementary College Algebra
*Oral Questioning *Written
*White Board and *Cooperative Learning *Assignments *Seatwork *Board *Activity Sheet *Self- check *Model Recitation *Self-pacing *Competition
*Real Numbers *Lecture *Addition And Subtraction Of Signed Numbers *Multiplication and Division of Signed Numbers *Grouping of Symbols *Fractions *Algebraic Expressions *Mathematical Phrases/Statement Chapter II : Fundamentals Operations
Test *Self- check
White Board Marker *Information Sheet
Answer key
*Addition of Monomials/Polynomials *Subtraction of Monomials/Polynomials *Multiplication of Monomials/Polynomials *Recall the Definition and Laws Of Exponents *Division of Polynomials
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Midterm
Chapter III : Special Products and Factoring
*Interactive Discussion
*Learning Aids *White Board and
*Discussion *Lectures *Cooperative Learning
*Oral Questioning *Written Test
*Square of Monomials *Lecture *Product of The Sum and Difference of The Same Two Terms *Square of Binomials *Product of Two Binomials Having Similar Term *Cube of Binomials *Product of a Binomial and a Special Trinomial *Square of a Trinomial *Factoring Polynomials Having a Common Factor *Factoring Difference of Two Squares *Factoring Perfect Trinomial Squares *Factoring General Quadratic Trinomial *Factoring Sum and Difference of Two Cubes *Factoring by Grouping Finals Chapter IV : Quadratic Equations *Interactive Discussion *Solution to Quadratic Equations by Quadratic Formula *Solution to Quadratic Equations *Lecture
White Board Marker *Information Sheet
*Self- check *Assignments *Seatwork *Board
*Activity Sheet *Self- check *Model Answer key Recitation *Self-pacing *Competition
*Learning Aids
*Discussion *Lectures
*Oral Questioning *Written
*White Board and White Board Marker *Cooperative
Test Learning *Self- check *Assignments
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by Completing the Square *Solution to Quadratic Equations by Factoring
*Information Sheet *Activity Sheet
*Seatwork *Board Recitation *Self-pacing *Competition
Chapter V : Systems of Linear Equations
*Self- check *Model
*Linear Equation in One Variable *Linear Equations in Two Variables *Linear Equations in Three Variables
Answer key
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PREFACE
This module is primarily designed for the use of the freshman computer programming, computer technology and computer secretarial students who have varying degrees of preparation in Algebra in the high school. Not only does the first chapter bridge the gap between elementary algebra and the so-called college algebra, but also it gives the students a better and clearer understanding of the fundamental principles as well as practical working knowledge of the subject. One of the most important features of this module is the large number of solved exercises and variety of verbal problems related in the exercises concludes every chapter. The problems were presented according to the degrees of
difficulty to provide encouragement to computer programming, computer technology and computer secretarial students. The author would welcome valuable suggestions and constructive comments for the improvement of this module.
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ACKNOWLEDGMENTS
The writers would like to acknowledge with deep appreciation and gratitude the invaluable help of the following:
Corazon L. Bagaipo, Jeannete C. Manalaysay, Maria Manalo-Ofanda, Mathematics Professor, Adamson University Manila
Miss Letty G. Custodio, National Bookstore, Inc.
Ferdinand P. Nocon, Wilfredo B. Daguia, Joel T. Torrecampo, Magdalena P. Balacua, Edna G. Ofasio, Author, College Algebra Made Simple for Filipinos
The Mathematics Faculty, Manila Doctors College, Pres. Diosdado Macapagal Blvd., Metropolitan Park, Pasay City
Mr. Christian Victor Ibay, Mrs. Nancy Navia, Mr. Rogie Rico, Mr. Edison Cabrera, Miss Ma.Vanessa Aspa, Miss Joecamille Saez, Miss Krisha Ramos and Miss Charity Posas for their inspiration and understanding.
Miss Charmaine Maluto, Mr. Paolo Jalop, Mr. Angello Joseph Doronia, Mr. John Alexis Comia and Miss Angie Veluz for their technical assistance.
Once again, we thank all those who have encouraged and helped us in preparing this edition for publication and who have extended us much understanding, patience, and support.
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COLLEGE ALGEBRA
CHAPTER I
Algebra is a branch of Mathematics that involves the study of the fundamental properties of numbers, mainly the real numbers. In the study of the arithmetic, the student is taught the fundamental operations of addition, subtraction, multiplication and division as applied to specific numbers which are either positive or zero. The concepts of negative numbers are introduced in algebra for the first time. Failure to grasp the importance of these concepts at the beginning hinders the progress of a student in this cause and in many instances diminishes his interest to learn.
Real Numbers: Numbers are essentials not only in arithmetic and algebra but also other fields like economics and business. The development of science and technology needs a scientific number system. The most important number system in algebra is the set of real numbers. It is the result of gradual development in the different number systems.
Let us have the number 1, 2, 3, 4, and so on. This set of number is known as natural numbers or counting numbers. If we let N be the set of natural numbers, then in set notation, we shall have
N = {x/x = 1, 2, 3, 4,}
Natural numbers
Where the three dots means and so on. When we have the system of whole number we include the number 0. We shall use the letter W to represent the set of whole number. Using our usual set notation, we have Datacom Institute of Computer Technology Page 206
W = {x/x = 0, 1, 2, 3, 4,}
Whole Numbers
The inclusion of set of negative natural numbers to the whole numbers extends the set of whole numbers. These set of numbers are then called s Integers represented by I. Integers are described in set notation as
I = {x/x = 0, -1, 1, -2, 2, -3, 3, -4, 4, ...}
Integers
The term fraction is the number obtained by dividing an integer by another integer. We usually represent a fraction by a/b where b 0. The union of fractions and integers is known as the system of rational numbers. If we let P be the set of rational numbers, then
P = {x/x I or x = a/b, where b 0} Set of rational numbers
The numbers can either be repeating or terminating when a rational number is presented in decimals. Repeating numbers are usually presented with a dash sign written above the number or numbers being repeated. Below are examples of rational numbers.
1. -3, 0, 15, -6, 7, -2, 3 000
(these numbers are integers)
2. = 0.25 (this is a terminating numbers)
3. 3/11 = 0.272727
=0.27 (this is a repeating decimal) Datacom Institute of Computer Technology Page 207
Rational numbers include natural numbers, whole numbers, integers and fraction. But, when a certain number is non-repeating or non-terminating, then that number is called irrational number. These numbers are non-rational and hence cannot be named with the fractional notation a/b. Like the numbers; irrational numbers belong to a set of infinite elements. The numbers 2, 3, and 5, are examples of irrational numbers. However the square root of 25 and 81 are rational numbers since the square root of 25 is 5 and 81 = 9. If we let Q be the set of irrational numbers, then
Q = {x/x P}
Irrational Numbers
The union of rational and irrational numbers made up of constitutes the real number system. This number system is represented by R. In symbols
R = {x/x P or Q}
Real Number
Throughout this book, we shall use the word number to represent real numbers without further qualification.
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ACTIVITIES CHAPTER I REAL NUMBERS
Check whether the given number is a natural, whole, integer, rational, irrational, real numbers.
Natural 1. 8 2. -11 3. -0/10 4. -16.2 5. -3 1/6 6. 7. .33
Whole
Integer
Rational
Irrational
Real
8. 7 2 9. 25% 10. 10 1/2
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RULES FOR OPERATIONS ON SIGNED NUMBERS
ADDITION To add two real numbers having like signs, add their absolute values and prefix their common sign. To add two real numbers having unlike signs, find the difference of their absolute values and prefix to it the sign of the number having the larger absolute value.
Examples:
20 + 5 = 5 -7 + (-9) = -16
13 + (-8) = 5 -22 + 6 = -16
SUBTRACTION To subtract two real numbers change the sign of the subtrahend and follow the rules for addition.
Examples:
23 9 = 23 + (-9) = 14 23 (-9) = 23 + 9 = 32
-23 9 = -23 + 9 = -14 -23 (-9) = -23 + 9 = -14
MULTIPLICATION To multiply two real numbers, neither of which is zero, multiply their absolute values; prefix the plus sign to the product if the two numbers have like signs and prefix the minus sign if they have unlike signs.
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Examples:
12(3) = 36 -12(-3) = 36
12(-3) = -36 -12(3) = -36
DIVISION To divide two real numbers with like signs, divide their absolute values and prefix the plus sign. To divide two real numbers with unlike signs divide their absolute values and prefix the minus sign.
Examples:
15/3 = 5 -15/3 = -5
15/-3 = -5 -15/-3 = 5
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ACTIVITIES ADDITION and SUBTRACTION of SIGNED NUMBERS
Evaluate the following operation of sign numbers.
ADD
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
93 + 85 -345 + ( 66) -18 + 17 7897 + 8941 -247 + 45 563 + (- 235) 789 + 345 -84 + (-15) -359 + 284 956 + (-742)
SUBTRACT
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
348 (200) 818 (+137) 955 (+432) 243 (-2346) 820 (+8471) -572 (359) 476 (+415) -538 (+241) 184 (-534) 901 (+845) Page 212
ACTIVITIES MULTIPLICATION and DIVISION of SIGNED NUMBERS
Evaluate the following operation of signed numbers.
MULTIPLY
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
32 * 5 -854 * -8 -317 * -9 47 * -6 -589 * 510 45 * 7 -215 * -2 53 * -5 -94 * 4 34 * -6
DIVISION
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
-84 / 4 -72 / -9 895 / -5 -99 / 3 -30 / -2 567 / 7 459 / -9 366 / 6 755 / -5 -721 / 7
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GROUPING SYMBOLS
1. When pairs of grouping symbols (parentheses, braces, brackets) are enclosed within other pairs of grouping symbols, perform the operations in the innermost parenthesis first, and work your way outward until all symbols of grouping have been removed. Perform the operations in the numerator and denominator of a fraction separately.
Example:
6+[3-{7-2(6)+2-5}]-4+6 =6+[3-{7-12+2-5}]-4+6 =6+[3-{-8}]-4+6 =6+[3+8]-4+6 =6+3+8-4+6 =19
2. To remove pair of grouping symbols preceded by a plus sign, leave the sign, do not change the sign of each enclosed term.
Example:
=(6-8+3)-6 =6-8+3-6 = -5 3. To remove pair of grouping symbols preceded by a minus sign, change the sign of each enclosed term.
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Example:
- (5-10+2) = -5+10-2 =3 4. To remove pair of grouping symbols preceded by a factor, use the distributive property.
Example:
4+2(-7+5) =4-14+10 =0
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ACTIVITIES GROUPING of SYMBOLS
I.
Find the numerical value of each of the following:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
5 / 5 + 5 * 5 -5 3 (6) 10 / 5 9 7 * 6 / -3 + 8 / 4 33 / 9 4 * 22 + 10 20 + ( -2 ) 52 22 + ( -2)2 3 / 3 3 ( 32 ) - 25 + 3 (2) + 8/2 102 + 5 (2) 4 (5) / 30 62 168/7 / 23 + 108/8 -8 * 12 / 24 30 - 62
12. 12 32/8 + 57/19 23 13. (5)2 25/5 + 15(2) 14. (20)2 / 2(5) + 6 9 15. 15 / 3 + 3 / 3 -2
II.
Remove all symbols of grouping and simplify:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
5+{7+83} 8 ( 3+10 -9) 2 (-5 +2 -3) 16 { 3 ( -2 )3 3 27 } 11 { 8 ( 4 + 5 )} + 10 ( 5/2) 24 / ( -12 + 4) 9( -7 + 5 ) 62 / 4 * 3 42 ( 4 ) ( -3 )2 / ( -3 ) ( -2)2 ( - 4 )2 2 ( -32 ) ( -1 )2 ( - 9 )2 / ( - 3 ) 9 - 58 / 2
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FRACTIONS
Conversion Involving Fractions: 1. Changing Improper Fractions to Mixed Numbers Rule: Divide the numerator by the denominator and write the remainder as a fraction. Examples: 25 / 3 = 8 1/3 34 / 4 = 8 2/4 or 8
2.
Changing Mixed Numbers to Improper Fractions Rule: Multiply the numerator by the whole number and add the product to the numerator. Write the sum over the same denominator. Examples: 9 4/5 = 49/5 21 3/2 = 45/2
3.
Reducing Fractions to Lowest Terms Rule: Divide the numerator and denominator of the given fraction by their greatest common factor (GCF). Examples: 21/39 = 7/13 GCF = 3 220/365 = 44/73 GCF = 5
4.
Raising the Fractions to Higher Terms Rule: Multiply the numerator and denominator of the given fraction by the same number. Examples: Raise 3/8 to the 24ths 3/8 = 9/24 5/9 = N/54 5/9 = 30/54
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Operations with Fractions 1. ADDITION a. Like Fractions Rule: Add the numerators and copy the common denominator. Example: 5/17 + 2/17 + 3/17 = 10/17
b. Unlike Fractions Rule: First, find the least common denominator (LCD), then divide the LCD by the denominator of each fraction and multiply the result by its numerator, apply (a). Example: 2. SUBTRACTION a. Like Fractions Rule: Subtract the numerators and copy the common denominator. Example: b. 11/25 3/25 = 8/25 1/8 + 2/3 + 3/ 4 = 3+16+18 / 24 = 37/24 or 1 13/24
Unlike Fractions Rule: Find the least common denominator (LCD). Divide the LCD by the denominator of each fraction and multiply the result by its numerator, then apply (a). Example: 4/15 1/ 4 = 16 15 / 60 = 1/60
3.
MULTIPLICATION Rule: a. Multiply the numerators of the given fractions to get the numerator of the product and multiply their common denominators to get the denominator of the product. Then simplify the result. Example: 4/9 x 3/5 = 12/45 or 4/15
c. Another method is by cancellation. That is, a numerator may be cancelled with the denominator in the given fractions dividing each by their GCF. Then apply (a). Example: 1 14 / 21 3 x 7 49 / 56 4 = 7/12
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4.
DIVISION Rule: Multiply the dividend by the reciprocal, or multiplicative inverse of the divisor. Example: 16/35 4/7 = 4 16 / 35 5 = 4/5 x 1 7/ 4 1
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ACTIVITES FRACTIONS
I. Find the sum of the following fractions. Simplify your answer into lowest term.
1. 2. 3. 4.
1/4+3/2 2/3+4/7 3/8+2/5 4/9+1/3
II.
Find the difference of the following fractions. Simplify your answer into lowest term.
1. 2. 3. 4.
8/91/3 2/33/7 3/28/9 7/45/6
III.
Find the product of the following fractions. Simplify your answer into lowest term.
1. 2. 3. 4.
24 / 45 * 9 / 12 27 / 64 * 16 / 54 15 / 36 * 9 / 5 25 / 75 * 90 / 27
IV.
Find the quotient of the following fractions. Simplify your answer into lowest term.
1. 2. 3. 4.
14 / 24 7 / 6 27 / 48 9 / 8 54 / 64 27 / 8 99 / 72 11 / 8
V.
Perform the given fraction. Simplify your answer into lowest term.
1. 2. 3. 4.
-1/4+2/3 -4/35/8 27 / 25 * - 5 / 9 36 / 64 - 9 / 16
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ALGEBRAIC EXPRESSION
An algebraic expression is a constant, or variable, or a combination of constants and variables related by the fundamental operations of Algebra.
Examples:
1. 2. 3. 4. 5.
5 -3ab 2x +5y x3-2x2y + 5xy2 6x4 + 8x3 + 7x2 -2x +4
Terms to be understand:
1. Constant Is an order or symbol that does not change its value in a particular problem or discussion. 2. Variable Is an object or symbol that change its value in a particular problem or discuss. 3. Literal Coefficient It is the symbol or letter in a particular expression. 4. Numerical Coefficient A numeral/number in a particular expression. 5. Monomial An Algebraic expression consisting of only one term. 6. Binomial An Algebraic expression consists of exactly two terms. 7. Trinomial An Algebraic expression, which has exactly three terms. 8. Multinomial/Polynomial An Algebraic expression, which consists of many terms.
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ACTIVITIES ALGEBRAIC EXPRESSION
Name the a.) numerical coefficient b.) literal coefficient of each of the following monomials:
Numerical Coefficient 1. 10 2. x2
Literal Coefficient
3. 5x4
4. 2x5y 5. -1/3 m3 6. -1/2 p2r2t 7. x4y5 8. 25a3b4c2 9. w2x3 10. 143 t6u2v3
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MATHEMATICAL PHRASES and STATEMENTS
To use the tools of Algebra for solving problems, one must be able to recognize phrases in the English language that translate into algebraic expressions involving the operations of Arithmetic.
Examples:
1. 2. 3. 4.
The English phrase 5 more than a number n when translated to algebraic expression is n+5. The English phrase the difference between a number x and 2 is translated to x-2. The English phrase 3 increase by the quotient of a number y and 7 is translated to y/7+3. Myrna has c five centavo coins, d ten centavo coins and f one-peso coins in her wallet. How much money does she have?
In algebraic symbol her money is 0.05c+0.10d+f.
5.
If 32 is subtracted from five times a certain number x, the result is 18.
The English sentence translated to mathematical sentence is 5x-32 = 18.
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ACTIVITIES MATHEMATICAL PHRASES/STATEMENTS
I.
Translate each English phrase into mathematical phrase using n to represent the unknown number.
2. The sum of a number and 3. 3. A number decreased by 7. 4. A number subtracted from 75. 5. Four less than one-half of a number. 6. Two more than three times a number. 7. Ten times the difference of a number 6. 8. The quotient of a number and three less than the number. 9. The sum of a number and one-half the difference between x and y. 10. One-third the product of a number and q. 11. Twice a number decreased by seven times y.
II. Write each of the following in algebraic symbols:
1. P equals 4 times s. 2. The sum of a and b is 5. 3. A equals one-half the product of b and h. 4. The sum of one-half x and one-third y is 10. 5. x is two-thirds of y. Datacom Institute of Computer Technology Page 224
EVALUATION OF ALGEBRAIC EXPRESSIONS
Evaluating the expression or finding its value is a process by which each variable in the expression is replaced by the numeral for a given value of the variable and finally simplifying the result, provided the rules in grouping and order of operations are complied with.
Examples:
1. Find the value of 2a-3b when a = 2 and b = 3.
Solution:
2a 3b = 2(2) 3(3) = 4+9 =13
by replacement performing the indicated operations
2. Evaluate x2 + 3xy 4y2 for x = -1 and y = -2.
Solution:
x2 + 3xy -4y2 = (-1)2 + 3(-1)(-2) -4(-2)2 = 1+6-4(4)
replacement performing the indicated operations
= 1+6-16 = -9
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3. Evaluate 5(3n-1)-7(-2n+1)+4(3n-1) for n= -5.
Solution:
=5(3[-5]-1)-7(-2[-5]+1)+4(3[-5]-1) =5(-15-1) -7(10+1)+4(-15-1)
replacement remove parenthesis by applying distributive property
=5(-16)-7(11)+4(-16) = -80-77-64 = -221
perform the indicated operations simplify
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CHAPTER II FUNDAMENTAL OPERATIONS OF POLYNOMIALS ADDITION OF POLYNOMIALS To add polynomials, arrange similar terms to columns then find the sum of each term. Examples: a.) (3x2-3x+2) + (2x2+7x-4)
Solution: Method 1: Adding Horizontally =3x2+2x2-3x+7x+2-4 =5x2+4x-2
b.) (8x3-5x2-7) + (4x2-2x+3) Solution: Method 2: Adding Vertically 8x3-5x2 + -7
4x2-2x+3
8x3-x2-2x-4
c.)
Combine 9x-3y+4z, 5x-4y+6z, -3x+5y-7z
Solution:
Solution:
Method 1: Adding Horizontally Method 2: Adding Vertically =9x+5x-3x-3y-4y+5y+4z+6z-7z =14x-3x-7y+5y+10-7z =11x-2y+3z 9x-3y+4z 5x-4y+6z + -3x+5y-7z 11x-2y+3z Datacom Institute of Computer Technology Page 227
ACTIVITIES CHAPTER II FUNDAMENTALS OPERATION ADDITION of POLYNOMIALS
I.
Find the sum:
1. 8x 12y -7x -8y + 6 7x 2x + 5y 2. 13xy + x -9x + 4y 6x 9xy -14x -5xy 3. 4y2x 5x2 + 5xy 11x2y 5xy + 8xy 9x2y 4. 5ab + 12abc ab -12a2b + 4abc 2abc 3abc + 16a2b 5. 35s3t2 + 48st -53s3t2 155st -69s3t2 6. 4xy ; 10xy ; -6xy ; -3xy
7. x + 3y ; 3x y ; -4x + 7y ; 5x 6y 8. ( a2 + b2 ) ; -8 ( a2 + b2 ) ; 5 ( a2 + b2 ) 9. 8a2 + 7a 3 ; -5a2 4a + 7 ; a2 + 2a 5 10. 7x3y + 2y3 ; 3x2 + 7y3 ; 9x2y + 6xy + 8y3 ; 10x3 + 9y3
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SUBTRACTION OF POLYNOMIALS To subtract polynomials, change the sign of the subtrahend then proceed to addition.
Examples:
a.)
(x2-7x-2)-(-5x2+6x-4)
b.)
(6y3z-5yz+7)-(4y2z-3yz-9)
Solution: Method 1: Subtracting Horizontally =x2-7x-2-5x2-6x+4 =x2-5x2-7x-6x-2+4 =-4x2-13x+2
Solution: Method 2: Subtracting Vertically 6y3z -5yz + 7 4y2z (-) 3yz (-) 9 + +
6y3z-4y2z-2yz+16
c.)
Subtract x3-2x2y+3xy2+y3 from 2x3-y3+2xy2
Solution: Method 1: Adding Horizontally
Solution: Method 2: Adding Vertically
=2x3-y3+2xy2-x3+2x2y-3xy2-y3 =2x3-x3+2x2y+2xy2-3xy2-y3-y3 =x3+2x2y-xy2-2y3
2x3
+2xy2 y3
x3 (-) 2x2y (+) 3xy2 (+) y3 + -2y3
x3 +2x2y - xy2
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ACTIVITIES SUBTRACTION of POLYNOMIALS

I. Subtract expression from the first: 1. 5a2 + 9b ; 2a2 -8b 2. 14r + 15s -5q ; 13r + 12s + 11q 3. 31x2 + 19y2 18z2 ; 16x2 18z2 4. 4y2 5x2 +4z2 ; -5z2 + 8y2 5. 48m 53n +41p ; 89m2 24n + 57p II. Perform as indicated: 1. Subtract 4x 8 from 2x 3 2. Subtract 9x 4y from -5x + 2y 3. From x2 2x + 1 subtract x2 + 3x 4 4. From the sum of 2x4 x3 + 2x 3 and 2x3 + 1, subtract x4 + 3x +2. 5. Subtract the sum of 9a2 + 6a + 4 and 12a2 + 4a 5 from 6.
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MULTIPLICATION OF POLYNOMIALS Before multiplying one algebraic expression by another, students must be able to recall the definition and laws of exponents.
Recall: DEFINITION OF TERMS
i.
An exponent is the number or letter written above to show how many times the quantity is to be taken as a factor. Usually, positive integers are used as exponents to simplify repeated products.
Examples:
a) 53 = 555 = 125 b) x4 = xxxx= x4
3 is the exponent 4 is the exponent
ii.
The base is the number or expression which serves as a factor.
Examples:
a) 53 = 555 = 125 b) x4 = xxxx= x4
5 is the base x is the base
iii.
The power is the product of a certain quantity or expression multiplied by itself as many times as indicated by the exponent.
Examples:
a) 53 = 555 = 125
125 is the power Page 231
b) x4 = xxxx= x4
x4 is the power
iv.
Positive Integral Exponents If n is a positive integer and x is nonzero real number, then
n factor of x
xn = xxxx
Examples:
a) (-m2 )5 = (-m2 ) (-m2 ) (-m2 ) (-m2 ) (-m2 )

2
b)
3 5
xy
3 xy = 5
3 xy 5
v.
Negative Integral Exponents If n is a positive integer and x is nonzero real number, then
1 x-n = xn ,
1 = xn x-n
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A negative exponent does not cause an expression to have negative value. exponent causes the reciprocal.
The negative
Examples:
1 a) 3-4 = 3
4
1 = 81 b) 2x 2 = 2 1 = 2 x2 x2
c) ( - 2w ) 4 =
1 (-2w)4
1 (-2)4w4
1 16w4
d) (- 3x3x2) 3 = (- 3) 3 (x5) 3 =1 27 x15
v.
Zero Exponent If x is a nonzero real number, then x0 = 1.
Any number raised to zero power is always equal to one.
Examples:
a)
1 13
=1
b) x5 = x5 5 = x0 x5 =1
c) 7n = 7n n = 70 7n =1
d) 3x0 = 3( 1 ) = 3
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Recall: Laws of Exponents
1.)
Product Law If m and n are positive integers and x is nonzero real number, then
xm xn = xm+n
To mult6iply two or more exponential expressions with the same base, keep the base and add the exponents.
Examples:
Simplify each expression.
a) x3 x4 = x3+4 = x7 b) y2 y4 - y3 - y5 = - y2+4+3+5 = - y14 c) ( - 5m3 )( 4m2 ) = - 20 m3+2 = - 20 m5
Caution! The product law for exponents applies only to exponential expressions with the same base. An expression such as x2y3 cannot be simplified because x2 and y3 have different bases.
2.)
Power of a Power Law If m and n are positive integers and x is nonzero real number, then
( x m )n = x m n To raise am exponential expression to a power, keep the base and multiply the exponents. Datacom Institute of Computer Technology Page 234
Examples: Simplify each expression.
a) ( x7 )5 = x7 5 = x35 b) ( p2 p3 )4 = ( p5 )4 = p20 c) ( k3 )2 (k5 k4 )3 = k6 ( k9 )3 = k6 k27 = k33
3.)
Power of a Product Law If n is positive integer and x and y are nonzero real numbers, then
( xy )n = xn yn
To raise a product to a power, raise each factor of the product to that power.
Examples:
Simplify each expressions. a) ( 3c )4 = 34 c4 = 81 c4 b) ( m2 n3 )5 = ( m2 )5 ( n3 )5 = m10 n15 c) ( - 2x2 y )5 = ( - 2 )5 ( x2 )5 ( y )5 = - 32x10 y5
4.)
Power of a Quotient Law If n is a positive integer and x and y are nonzero real numbers, then
x y
= xn yn
To raise a fraction to a power, raise both the numerator and the denominator to that power.
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Examples: Simplify each expression.
a)
4 k
= 43 = 64 k 3 k3
b)
- 2d 5 = ( - 2 )5 d5 = - 32d5 e3 ( e3 ) 5 e15
c)
3a3b 2c4
= ( 3 )2 ( a3 )2 ( b )2 = 9a6 b2 ( 2 ) 2 ( c 4 )2 4c8
5.)
Quotient Law If m and n are positive integers, where m>n and x is a nonzero real number, then
xm = xm n xn
To divide exponential expressions with the same base, keep the base and subtract the exponents.
Examples:
a) x4 = x4 3 = x1 = x b) 8y2 y6 = 4 2 y8 = - 2y8 3 = - 2y5 -4 y3 - 4 y3 c) ( - 4a3 b4 )2 = 16a6 b8 = 8 2 a6 3 b8 6 = - 2a3 b2 ( - 2ab3 )3 - 8a3 b6 -8 Datacom Institute of Computer Technology Page 236
ACTIVITIES DEFINITION of EXPONENT and LAW of EXPONENT
I.
Determine the base, exponent and power. 1. 72 2. 34 3. 93 4. 112 5. 25 6. a7 7. b6 8. c9 9. d10 10. e12
II. Simplify the following: 1. ( 4 / 25 )0 2. ( 2a / 4b )0 3. 2 a-2 b3 4. 5 a4 b2 c -3 5. 32 x3 y -4 z -2
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MULTIPLYING MONOMIALS To multiply monomials, multiply the numerical factors and then multiply the variable factors.
Examples:
a) 3x5 ( 2x7 ) = 3( 2 ) x5 x7 = 6x12 b) 4y5 z2 ( 2y3 z3 )( - 3yz ) = - 4( 2 )( - 3 )y5y3y z2z3z = 24y9z6
MULTIPLY POLYNOMIALS by MONOMIALS To multiply a polynomial by a monomial, use the distributive property and simplify.
Examples:
a) 5x( 2x + 4 ) = 5x ( 2x ) + 5x ( 4 ) = 10x2 + 20x b) 1 x2 ( 8x5 4 ) = 1 x2 ( 8x5 ) 1 x2 ( 4 ) 4 4 4 = 2x7 x2
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MULTIPLYING TWO BINOMIALS To multiply two binomials, use the shortcut method called the FOIL method ( FOIL is the acronym for First term, Outer term, Inner term, Last term ) or the HALFMOON method ( because the process looks like a half-moon ).
Examples: a) ( 3x + 4 )( 2x 3 )
FOIL METHOD
HALFMOON METHOD
( 3x + 4 )( 2x 3 )
( 3x + 4 )( 2x 3 )
= 6x2 9x + 8x 12 = 6x2 x 12 b) ( 2a 7b )( 5a 4b )
( 2a 7b )( 5a 4b )
( 2a 7b )( 5a 4b )
= 10a2 8ab 35ab + 28b2 = 10a2 43ab +28b2 c) (3m2 + 6n)(2m2 + n)
( 3m2 + 6n )( 2m2 + n )
( 3m2 + 6n )( 2m2 + n )
= 6m4 +3m2 n + 12m2 n + 6n2 = 6m4 + 15m2n + 6n2 Datacom Institute of Computer Technology Page 239
MULTIPLYING POLYNOMIALS To multiply a polynomial by another polynomial, multiply each term of one polynomial by each term of the other polynomial and combine like terms.
Examples:
VERTICAL METHOD
LATTICE METHOD
a)(3a2 4a + 7)( 2a + 5)
b)(x2 + 5x 9)( 3x2 + 4x -1)
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c)(4t2 t 6)( - 2t2 5)
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ACTIVITIES MULTIPLICATION of POLYNOMIALS
I.
Get the product of the following expressions:
1. 3x2 ( 3x 3y +z ) 2. 25 a2 b2 ( 2a2 5 a2 b + 3 ab2 ) 3. 4x3 ( -3 a2 x + 5 a2 x2 15 ax3 ) 4. 3 xy2 (4 xy2 3 x2 y2 + 2 x3 y4 ) 5. 8 jk2 ( 2k 4 jk2 + 5 j2k)
II.
Write out the product of the following binomials:
1. ( x + 5y ) ( x 5y) 2. ( 4 x2 1 ) ( 4 x2 + 1 ) 3. ( x2 y2 ) ( x2 + y2 ) 4. ( a3 + b3 ) ( a3 b3 ) 5. ( 8c 4b ) ( 8c + 4b )
III.
Get the product:
1. 7 m3 n2 ( 3 m2 + 2 mn m3 ) 2. 5 a2 b3 c4 ( 2 a3 + 4 a2 c3 2 b2 c2 ) 3. ( 4m + 3) ( 5m3 4m2 + m 5 ) 4. ( 9y 2 ) ( 8y2 6y + 1 ) 5. (2m2 + m 3 ) ( m2 4m + 5 )
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DIVISION OF POLYNOMIALS DIVIDING a MONOMIAL by a MONOMIAL To divide monomials, use the method for simplifying arithmetic fractions or use the rules of exponents.
Examples: a) 16 40 b) x2 y x y2
Using Fractions 16 = 8 2 = 2 40 8 5 5 x2 y = x x y = x x y2 x y y y
Using Rules of Exponents 16 = 2 3 2 = 2 40 2 3 5 5 x2 y = x2 1 y1 2 = x2 y 1=x xy2 y
DIVIDING a POLYNOMIAL by a MONOMIAL To divide polynomial by a monomial, divide each term in the polynomial by the monomial, then add the results.
Examples:
a) 9x + 6y = 9x + 6y = 3 3x + 3 2y = 3 + 2 3xy 3xy 3xy 3xy 3xy y x
b) 6m2 n2 + 4m2 n 2mn = 6m2 n2 + 4m2 n 2mn = 3mn + 2m 1 2mn 2mn 2mn 2mn c) 4e4 f 5 2( e3 f 4 + e2 f 3 ) = 4e4 f 5 2e3 f 4 2e2 f 3 = 4e4 f 5 2e3 f 4 2e2 f 3 2ef 2ef 2ef 2ef 2ef 3 4 2 3 2 = 2e f e f e f
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DIVIDING POLYNOMIALS by POLLYNOMIALS To divide a polynomial by another polynomial, use the method similar to long division method in arithmetic. Examples: a) Divide 7x 2 + 6x2 by 2x 1 Note: divisor 2x - 1 dividend - 7x 2 + 6x2 arrange in descending order
6x2 7x 2
Solution:
3x Step 1: 2x 1 6x2 7x - 2
Divide 6x2 by 2x 6x2 = 3x2 1 = 3x 2x Place the 3x above the division symbol
3x Step 2: 2x 1 6x2 7x 2
(+)
6x2 ( - )3x
Multiply each term in the divisor by 3x. Place the product under 6x2 7x and draw a line.
3x Step 3: 2x 1 6x2 7x 2
(+)
Subtract 6x2 3x from 6x2 7x. Bring down 2.
6x2 ( - )3x -4x 2
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Step 4:
3x 2 2x 1 6x2 7x 2
(+)
Divide 4x by 2x -4x = - 2 2x Place the 2 above the division symbol
6x2 ( - )3x -4x 2
3x 2 2x 1 6x2 7x 2 Step 5:
(+)
6x2 ( - )3x -4x 2

(-)
Multiply each term in the divisor by 2. Place the product under 4x 2 and draw a line.
4x ( + )2
3x 2 2x 1 6x2 7x 2 Step 6:
(+)
Subtract 4x + 2 from 4x -2. Bring down 2.
6x2 ( - )3x -4x 2

(-)
4x ( + )2 -4
Step 7:
3x 2 + - 4 2x - 1
Here the quotient is 3x 2 and the remainder is 4. It is common to write the answer inquotient + remainder form. divisor
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b) Divide 3x4 7x2 3x + 15 by x + 1 Note: In case of the missing terms. Write the missing term with a coefficient of zero or leave a blank space for it.
Solution: 3x3 3x2 4x + 1 x+1 3x4

(+)
- 7x2 3x + 15
3x4(+)3x3 - 3x3 7x2 (-) 3 (-) 3x 3x2 -4x2 3x

(-)
4x2 (-) 4x x + 15
(+) (+)
x 1 14
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SYNTHETIC DIVISION When dividing polynomial by a binomial of the form x a where a is constant, use synthetic division to speed up the process. For synthetic division write only the numerical coefficients of the dividend in order of descending exponents. Form the divisor use a.
Examples:
a) Divide x3 5x2 + 4x 3 by x 2 Note: general divisor given divisor xa x2 a=2
Solution:
Step 1:
-5 4 -3
List the coefficients of the polynomial (the dividend) in order of descending exponents. Be sure to include zeros for any missing term.
2 Step 2:
-5 4 -3
Place a to the left. Bring down the first numerical coefficient.
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2 Step 3:
-5 4 -3 2
Multiply the first numerical coefficient by a. Place the answer under the next column, and then add that column.
-3
2 Step 4:
-5 4 -3 2 -6
Repeat the multiply-and-add step for each of the remaining columns.
-3 -2
-5 4 -3 2 -6 -4
1 Step 5:
-3 -2 -7
Write the quotient and remainder from the bottom row.
x2 3x 2 + - 7 x2
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Caution! Synthetic division is used only for dividing a polynomial by the binomial x a where a is a constant. If the binomial is (a) x 7 then general divisor given divisor xa x7 a=7
If the binomial is (b) x + 7 then general divisor given divisor xa x (-7) a=-7
b) ( 9- 5x2 + 2x4 + 6x ) ( x + 2 )
c) ( m3 + 64 ) ( m + 4 )
Solution:
Solution:
divisor dividend
x+2 2x4 + 0x3 5x2 + 6x + 9
divisor dividend
m+4 m3 + 0m2 + 0m 64
-2
0 -4
-5 8 3
6 -6 0
9 0 9
-4
0 -4
0 16 16
- 64 - 64 0
-4
-4
2x3 4x2 + 3x + 9 x+2
m2 4m + 16
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ACTIVITIES DIVISION of POLYNOMIALS
I.
Get the quotient of the following expression using long method:
1. x3 4x2 + 2 divided by x 2 2. x3 + 2x 4 divided by x + 4 3. x5 + 4x4 3x3 + 2x2 9 divided by x 3 4. x7 + 4x6 5x5 + 8x4 6x2 + 14 divided by x 4 5. x6 5x4 + 8x3 +15x2 2x + 2 divided by x + 3
II.
Get the quotient of the following expression using synthetic division:
1. x3 4x2 + 2 divided by x 2 2. x3 + 2x 4 divided by x + 4 3. x5 + 4x4 3x3 + 2x2 9 divided by x 3 4. x7 + 4x6 5x5 + 8x4 6x2 + 14 divided by x 4 5. x6 5x4 + 8x3 +15x2 2x + 2 divided by x + 3
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CHAPTER III
SPECIAL PRODUCT and FACTORING
SPECIAL PRODUCTS
(Note: This section may be discussed simultaneously with factoring).
There are certain products which occur so frequently that they are referred to as the special products. These groups of products deal with a simpler or shortcut way of finding the product either by the use of a pattern or by inspection.
SQUARE OF MONOMIALS The square of monomial is equal to square of all term including the numerical coefficient and all variables.
Examples:
(2x2)2 = 22 x22 = 4 x4 (3a2b3c3)2 = 32 a22 b32c32 = 9a4b6c6
Case 1 : PRODUCT OF A POLYNOMIAL WITH A MONOMIAL
Pattern: a( a + b + c ) = a2 + ab + ac a( a b c ) = a2 ab ac Datacom Institute of Computer Technology Page 251
Case 1 is a generalization of the distributive law. The first factor is a monomial and the second factor could be a polynomial of n terms.
Example 1: Find the product of 3( 5p2 pq + q2 )
Solution: 3( 5p2 pq + q2 ) = 15p2 3pq + 3q2
using distributive law
Example 2: Find the product of 2a2( a3 3a2b + ab2 )
Solution: 2a2( a3 3a2b + ab2 ) = 2a4 6a4b + 2a3b2
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ACTIVITES CHAPTER III
SPECIAL PRODUCTS SQUARE of MONOMIALS
Get the product of the following expression: 1. ( 6 a2 b3 )2 2. ( - 8 m3 n5 )2 3. (11 u3 v2 w4 )2 4. ( - 7 h4 k2 m3 n5 )2 5. ( 9 w6 x3 y4 z8 )2 6. ( 12 p4 q8 r2 s5 )2 7. ( - 14 a3 b8 c3 d7 e2 )2 8. ( 22 d2 e5 f3 g4 )2 9. ( - 20 r3 s4 t4 u2 v5 w8 )2 10. ( - 15 b6 c8 d2 e4 f3 g4 h6 )2
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Case 2 : SQUARE OF BINOMIALS
Pattern: ( a + b)2 = a2 + 2ab + b2
The square of the sum (or difference) of two term is equal to the square of the first term plus (or minus) twice the product of the two terms plus the square of the second term. The resulting trinomial is a perfect square trinomial.
Example:
(3m +n)2
= (3m)2 + 2(3m)(n) + n2 = 9m2 + 6mn + n2
Example:
(5x 7y)2
= (5x)2 -2(5x)(7y) + (-7y)2 = 25x2 -70xy + 49y2
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ACTIVITIES SQUARE of BINOMIALS
Find the product of the following expression:
1. ( 5x + 4 )2 2. ( 6y2 + 3 )2 3. ( 4a2 b + 5 )2 4. ( 7a + 3b )2 5. ( 6a2 b3 + 2c2 d 3 )2 6. ( 5 a2 b3 c2 + 4 e2 f 3 g2 )2 7. ( 8 s2 t3 u4 + 4 v2 w3 x4 )2 8. ( 3a 4 )2 9. ( 4b2 5 )2 10. ( 8 a2 b2 3 c2 d 2 )2 11. ( 6 c2 d3 5 e2 f 3 )2 12. ( 3 k2 l2 m3 4 n2 q2 p3 )2 13. ( 5 a2 b3 c3 2 d 2 e3 f 3)2 14. ( 9 u2 v3 w4 2 x2 y3 z4 )2 15. ( 2 a3 b3 c3 d 3 4 e2 f 2 g2 h2 )2
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Case 3 : PRODUCT OF THE SUM AND DIFFERENCE OF THE SAME TWO TERMS
Pattern: (a + b) (a b) = a2 b2
The product of the sum and difference of the same two terms is equal to the square of the first term minus the square of the second term. The product is called the difference of two squares.
Examples:
1.) Find the product of (3x + 5y) (3x 5y) Solution:
(3x + 5y) (3x 5y) = (3x)2 (5y)2 = 9x2 25y2
2.) Find the product of (4c + 3d) (4c 3d) Solution:
(4c +3d) (4c 3d) = (4c)2 (3d)2 = 16c2 9d2
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ACTIVITIES PRODUCT of SUM and DIFFERENCE of THE SAME TWO TERMS
Write out the product of the following binomials:
1. ( x + 5 )( x 5 ) 2. ( 4x2 1 )( 4x2 1 ) 3. ( x2 y2 )( x2 + y2 ) 4. ( a3 + b3 )( a3 b3 ) 5. ( 8c 4b )( 8c + 4b ) 6. ( xyz 9 )( xyz + 9 ) 7. ( 5k 3q )( 5k + 3q ) 8. ( 3kmn 5abc )( 3kmn + 5abc ) 9. ( 7 s2 t3 u2 3 v2 w3 x2 ) ( 7 s2 t3 u2 + 3 v2 w3 x2 ) 10. ( 6 m3 n2 p4 q3 r2 + 5 s3 n2 p4 q3 r2 )( 6 m3 n2 p4 q3 r2 - 5 s3 n2 p4 q3 r2 )
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Case 4 : CUBE OF A BINOMIAL
Pattern: (a + b)3 = a3 + 3a2b + 3ab2 + b3 (a - b)3 = a3 - 3a2b + 3ab2 - b3
If we take (a + b) three times as a factor by the long method we would derive the pattern. Observe the numerical coefficients in the pattern which are 1, 3, 3, and 1 and the descending powers of the first term of a and the ascending powers of the second term of b.
Example 1:
Expand (2x + 3y)3
Solution:
first term = 2x; second term = 3y
(2x + 3y)
= (2x)3 + 3(2x)2 (3y) + 3(2x)(3y)2 + (3y)3 = 8x3 + 36x2y + 54 xy227y3
Example 2:
Expand (7c d)3
Solution:
first term = 7c;
second term = -d
(7c d)3
= (7c)3 + 3(7c)2 (-d) + 3(7c)(-d)2 + (-d)3 = 343c3 147c2d + 21cd2 d3
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ACTIVITIES CUBE of BINOMIALS
1. ( 3x + 4y )3 2. ( 2wx + 5 yz )3 3. ( 5a - 3b )3 4. ( 4ab - 6 cd )3 5. ( 3x2 + 5y2 )3 6. ( 4w2x2 + 3y2z2 )3 7. ( 6a2 - 3b2 )3 8. ( 5a2b2 - 3c2 d2 )3 9. ( 2uvw + 6xyz )3 10. ( 4abc - 3def )3
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Case 5 : PRODUCT OF TWO BINOMIALS HAVING SIMILAR TERMS
Pattern: (ax + by) ( cx +dy) = acx2 + ( ad + bc) xy + bdy2
The pattern used follows the FOIL method or HALF-MOON method of multiplying polynomials.
Example 1:
Find the product of ( x 4y) (x + 7y)
Solution: (x 4y) (x + 7y) = x2 +x (7y) + x(-4y) + (-4y) (7y) = x2 +7xy 4xy -28y2 =x2 + 3xy - 28y2
Example 2:
Find the product of (10r + 3t) (3r + 2t)
Solution: (10r + 3t) (3r + 2t) = (10r)(3r) + (10r) (2t) + (3r)(3t) + (3t)(2t) = 30r2 + 20rt + 9rt + 6t2 = 30r2 + 29rt + 6t2
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ACTIVITIES PRODUCT of BINOMIALS HAVING SIMILAR TERMS
Write out the product of the following expression:
1. ( 5x2 + 3y )( 4x2 + 2y ) 2. ( 7 ab + 3 cd )( 4 ab + 2 cd ) 3. ( 6 s2 t3 + 4 u2 v3 )( 3 s2 t3 + 5 u2 v3 ) 4. ( 2 w2 x2 + 5 y2 z2 )( 3 w2x2 + 5 y2 z2 ) 5. ( 8 a2 b2 c2 + 4 d2 e2 f2 ) ( 4 a2 b2 c2 + 8 d2 e2 f2 ) 6. ( 5x2 - 3y )( 4x2 + 2y ) 7. ( 7 ab + 3 cd )( 4 ab - 2 cd ) 8. ( 6 s2 t3 - 4 u2 v3 )( 3 s2 t3 + 5 u2 v3 ) 9. ( 2 w2 x2 + 5 y2 z2 )( 3 w2x2 - 5 y2 z2 ) 10. ( 8 a2 b2 c2 - 4 d2 e2 f2 ) ( 4 a2 b2 c2 + 8 d2 e2 f2 )
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Case 6 : PRODUCT OF A BINOMIAL AND A SPECIAL TRINOMIAL
Pattern: (a + b)(a2 ab + b2) = a3 + b3 (a - b)(a2 + ab + b2) = a3 - b3
When (a + b) is multiplied by (a2 ab + b2) the result contains two terms, a sum of cubes, a3 + b3.
Studying the relation of the trinomial factor a2 ab + b2 to the binomial factor (a + b).
a2 is the square of the first term a; -ab is the product of the two terms but opposite in sign; b2 is the square of the second term b.
The same is true for difference of two cubes.
Comparing the results, to find the product we merely get the cube of the terms in the binomial factor.
Example 1:
Find the product of (3x + 2y) (9x2 6xy +4y2)
Solution: (3x + 2y) (9x2 6xy + 4y2) = (3x3) + (2y)3 = 27x3 +8y3
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ACTIVITIES PRODUCT of BINOMIAL with a SPECIAL TRINOMIAL
1. 2. 3. 4. 5. 6. 7. 8. 9.
( 2a + 3b )( 4a2 6ab + 9b2 ) ( 3a2 + 4b2 )( 9a4 12a2b2 + 16b4 ) ( 5ab 4cd )( 25a2b2 + 20abcd + 16c2d2 ) ( 6x3 3y3 )( 36x6 + 18x3y3 + 9y6 ) ( 7uvw + 4xyz )( 49u2v2w2 28uvwxyz + 16x2y2z2 ) ( 8abc 5def )( 64a2b2c2 + 40abcdef + 25d2e2f 2 ) ( 2a2b2c2 + 6d2e2f 2 )( 4a4b4c4 12a2b2c2d2e2f 2 + 36 d4e4f 4 ) ( 5a3b3 6c3d3 )( 25a6b6 + 30a3b3c3d3 + 36c6d6 ) ( 3a3b3c3 + 7d3e3f 3 )( 9a6b6c6 21a3b3c3d3e3f 3 + 49d6e6f 6 )
10. ( 4w4x4 9y4z4 )( 16w8x8 + 36w4x4y4z4 +81y4z4 )
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Case 7 : SQUARE OF A TRINOMIAL
Pattern: ( a + b + c )2 = a2 + b2 + c2 + 2ab + 2ac + 2bc
To square a trinomial or any multinomial, square each term plus twice the product of terms taken in pairs.
Example:
Expand ( 2x + 3y z )2
Solution:
( 2x + 3y z )2 = ( 2x )2 + ( 3y )2 + ( - z )2 + 2( 2x )( 3y ) + 2( 2x )( - z ) + 2( 3y )( - z ) = 4x2 + 9y2 + z2 +12xy 4xz 6yz
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ACTIVITIES SQUARE of a TRINOMIAL
Find the product of following expression.
1. ( 2a + 3b + 4c )2 2. ( 2a2 + 2b2 + 2c2 )2 3. ( 3ab + 3cd + 3ef )2 4. ( 4a2b2 + 4c2d2 + 4e2f 2 )2 5. ( 3abc + 4def + 5ghi )2 6. ( 2a 4b 3c )2 7. ( 3a2 5b2 2c2 )2 8. ( 3ab 3cd 4ef )2 9. ( 4a2b2 2c2d2 5e2f 2 )2 10. ( 3abc 6def 2ghi )2
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FACTORING
TYPES OF FACTORING
Case 1 : FACTORING POLYNOMIALS HAVING A COMMON FACTOR
To factor a polynomial with a common factor: Determine by inspection the greatest common factor to all of the terms of the polynomial. This is the first factor. b. Find the second factor by dividing each term of the polynomial by the GCF. a. Factor 7x3 21x2 GCF = 7x2 ( first factor ) ( second factor )
Example 1: Solution:
7x3 21x2 = x 3 7x2 thus 7x3 21x2 = 7x2 (x 3)
Example 2: Solution:
Factor 5a(x 2y) + 3b(x 2y) GCF = (x 2y) ( first factor ) (5a + 3b) ( second factor)
thus
5a(x - 2y) + 3b(x - 2y) = (x 2y)(5a + 3b)
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Case 2 : FACTORING DIFFERENCE OF TWO SQUARE
To factor the difference of two squares write the product of the sum and difference of their positive square roots.
Example 1:
4a2 25b2
= (2a + 5b)(2a 5b)
Example 2:
16t2 49
= (4t + 7)(4t 7)
Example 3:
9(x + y)2 121(a b)2 = [3(x + y) + 11(a b)][3(x + y) 11(a b)] =(3x + 3y + 11a 11b)(3x + 3y 11a + 11b)
Case 3 : FACTORING PERFECT SQUARES TRINOMIAL
A perfect square trinomial is readily recognized by the following characteristics: a) the first and the last terms are perfect squares b) the middle term is numerically twice the product of the square roots of the first and the last terms.
To factor a perfect square trinomial get the square roots of the perfect square terms, connect them with the sign of the remaining term and indicate that the expression is to be taken twice as a factor.
Example 1: Example 2: Example 3:
4a2 + 20ab + 25 b2 = (2a + 5b)2 9x2 12xy + 4y2 = (3x 2y)2 (x 3y)2 + 6(x 3y) + 9 = [(x-3y) + 3]2 Page 267
Case 4 : FACTORING GENERAL QUADRATIC TRINOMIAL
A trinomial of the form ax2 + bx + c and is not a perfect square trinomial can be factored out by using trial and error method.
In factoring trinomials of this type the cross product (OI terms in FOIL) concept is very important.
Example 1: Factor x2 7x + 12 Solution: Since only first term has a coefficient of 1, it is only necessary to determine the correct factors of 12 which will give an algebraic sum of -7 ( the coefficient of the middle term) 12 has the following factors: 1, 12; 2, 6; -2, -6; 3,4; and -3, -4. The last sets of factors give a sum of -7 and therefore:
x2 -7x + 12 = (x 3) (x 4)
Example 2: Factor 4x2 +5xy 6y2 Solution: 4x2 has the following factors: 4x, x; -4x, -x; 2x, 2x; -2x, -2x -6y2 has the following factors: -6y, y;3-y , 6y; 3y. 2y; -3y, 2y
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Taking the cross products and adding,
4x x
-6y y
4xy + (-6xy ) = -2xy
x 4x
-y 6y
6xy + ( -4xy) = 2xy
4x x
3y -2y
-8xy + 3xy = -5xy
x 4x
2y -3y
-3xy + 8xy = 5xy
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Case 5 : SUM OR DIFFERENCE OF TWO CUBES
The factors of the sum or difference of two cubes consists of a binomial and a trinomial. The binomial is the sum or difference of the cube roots of the given perfect cubes. The sign in the binomial is the same as in the given polynomial.
The trinomial consists of the square of the first terms of the binomial plus or minus the product of the trinomial is the opposite of the given binomial.
Example 1:
Factor 8a3 + 27b3
= ( 2a + 3b )( 4a2 6ab + 9b2 )
Case 6 : FACTORING BY GROUPING
When a polynomial consists of 4 or more terms and not one of the proceeding types applies, then it can be factored by grouping. To factor:
a) Arrange the terms of the polynomials into groups so that each group has a common factor. b) Divide each group by the common factor and write the quotient in the parenthesis preceded by the common factor.
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Example:
Factor xy + 3x + 2y + 6
Solution:
xy + 3x + 2y + 6 = ( xy + 3x ) + ( 2y + 6 ) Grouping = x(y + 3 ) + 2( y + 3 ) = ( y + 3 )( x + 2 ) Distributing Law Case 1
Example:
Factor 25x2 y2 + 2yz z2
Solution:
25x2 y2 + 2yz z2
= 25x2 ( y2 2yz + z2 ) Grouping 2 2 = 25x ( y z ) Case 3 = [ 5x + ( y z )][ 5x ( y z )] Case 2 = ( 5x + y z )( 5x y + z)
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Case 7 : COMBINATION OF DIFFERENT TYPES
It is advisable to take out the greatest common factor first and then apply whatever types of factoring seem appropriate.
Example:
Factor 3x5y + 24x2y4
Solution:
Take out the common factor first, Applying sum of two cubes,
3x5y + 24x2y4 = 3x2y( x3+ 8y3 ) = 3x2y( x + 2 )( x2 2xy + 4y+2 ).
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CHAPTER IV QUADRATIC EQUATIONS
SOLUTIONS TO QUADRATIC EQUATIONS
There are three methods of solving a quadratic namely:
1. By Completing the square 2. By Quadratic Formula 3. By Completing the Square
( Note: To check if the value of x is correct substitute the value of x in the given equation.)
SOLUTION BY COMPLETING THE SQUARE
If the quadratic equation cannot be solved by factoring, completing the square maybe applied.
Rules for solving a quadratic equation by completing the square:
1. Arrange the equation in the form ax2 + bx = - c. 2. Divide the both members of the equation by the coefficient of x2, if this coefficient is not 1. 3. Make the left member a perfect square trinomial by taking the square of one-half the coefficient of x and adding the result to both sides of the equation. 4. Factor the left member as a perfect square trinomial. 5. Take the square root of both sides of the equation using the double sign to the right member of the equation. 6. Solve the resulting equation. Solve x2 5x 24 = 0 Page 273
Example:
Solution:
x2 5x 24 = 0 x2 5x = 24 Arrange the equation in the form ax2 + bx = - c Make the left member a perfect square trinomial 4
x2 5x + 25 = 24 + 25 4
x5 2
= 121 4
Factor the left member of the equation
x5 2
= + 121 - 4
Extract the square root of both members
x 5 = + 11 2 - 2
x = 5 + 11 2 2
x = 5 - 11 2 2
x = 16 2 x=8
x=-6 2 x=-3
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ACTIVITIES CHAPTER IV QUADRATIC EQUATIONS SOLUTION to QUADRATIC EQUATION by COMPLETING THE SQUARE
Find the value of x using Solution to Quadratic Equation by Completing the Square. Show your checking.
1. x2 + 5x + 6 = 0 2. x2 + 6x + 8 = 0 3. x2 + 7x + 10 = 0 4. x2 + 8x + 15 = 0 5. x2 + 9x + 18 = 0 6. x2 4x 5 = 0 7. x2 6x 27 = 0 8. x2 7x 18 = 0 9. x2 + 5x 36 = 0 10. x2 + 4x 21 = 0
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SOLUTION BY QUADRATIC FORMULA
The quadratic formula x = - b + b2 4ac implies that there are two roots 2a
X1 = - b + b2 4ac and X2 = - b - b2 4ac 2a 2a
Where a is the coefficient of x2 b is the coefficient of x c is the constant, when the given quadratic equation is in standard form. Solve x2 + 5x = 6
Example:
Solution:
In standard form x2 + 5x = 6 is x2 + 5x 6 = 0 where a = 1, b = 5, c = - 6.
Substituting in x = - b +
b2 4ac
2a
x=-5+
52 4(1)(-6)
2( 1 )
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x=-5+
25 + 24
x=-5+
49
x=-5+ 7 2
x1 = - 5 + 7 2
x2 = - 5 7 2
x1 = 2 2
x2 = - 12 2
x1 = 1
x2 = - 6
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ACTIVITIES SOLUTION to QUADRATIC EQUATION by QUADRATIC FORMULA

Find the value of x using Solution to Quadratic Equation by Quadratic Formula. Show your checking.
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SOLUTION BY FACTORING The method consists of the following steps: 1. 2. 3. 4. Write the quadratic in standard form. Factor the left member, each factor must contain the variable to the first power. Set each factor equal to zero. Solve the resulting equations.
Example 1. Solve the equation 42 = 2x. Solution: 42 2x = 0 2x (2x-1) = 0 Write in standard form Factor the left member
2x = 0 or 2x 2x 1= 0 Equate each of the linear factor to zero.
x= 0 2
2x = 1
Solve for x.
x=0
x= 1 2
Example 2. Solve equation 2y2 3y = 2y 2 Solution: 2y2 5y + 2 = 0 (2y 1) ( y 2) = 0 2y 1 = 0 or y 2 =0 2y = 1 Write in standard form Factor the left member Equate each of the linear factors to zero.
If b = 0 in a quadratic equation, the equation has no linear term and takes the form Ax 2 + c = 0. Equations of this can be solved by the Square Root Method.
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THE SQUARE ROOT PROPERTY:
If c > 0, then the equation x2 = c has two real roots: x = c and x = - c. Example 1. Solve 2y2 3 = 0 Solution: 2y2 3 = 0 2y2 = 3 y2 = 3 2 Property of addition property of division
y=
3 2
y = - 3 Apply the square Root Property 2
y= 6 2 Example 2: Solution: x2 : ( x )( x )
y=-6 2 x2 + 3x + 2 = 0
2 : ( - 1 )( - 2 ) , ( 1 )( 2 ) -3 +3
( x + 1 )( x + 2 ) = 0
(x+1)=0 x+1=0 x=-1
(x+2)=0 x+2=0 x=-2
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ACTIVITIES SOLUTION to QUADRATIC EQUATION by FACTORING

Find the value of x using Solution to Quadratic Equation by Factoring. Show your checking.
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CHAPTER V SYSTEMS OF LINEAR EQUATIONS
LINEAR EQUATION IN ONE VARIABLE DEFINITION and TERMINOLOGIES An equation is a statement that two algebraic expressions are equal. The expression on each side of the equality is a member of the equation. Examples: 1. 3x + 2 = x 6 2. y2 -4 = ( y+2 ) ( y 2 ) 3. 4m 2 = 2 ( m 2 ) 4. ( x 3 )2 = x2 6x + 9 In an equation, the letter whose value is to be found is called the unknown. The value of the unknown, which satisfies the equation, is called the root of the equation. In the equation 3x + 2 = x 6, the expression 3x + 2 is a member of the equation so with the expression x 6 . Also, x is the unknown and the root of the equation is 4.
In general, there are two kinds of equations, they are: 1. Identity or identical equation is an equation which is true for all values of the unknown. Examples (2) and (4).
2.
Conditional equation is an equation which is true for some permissible values of the unknown. Examples (1) and (3).
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SOLUTION OF LINEAR EQUATIONS
To solve a linear equation in one variable, use the axioms and properties of equality.
Solving a linear equation with grouping of symbols. Example: Solve for x: 3( x+ 5 ) + 4( x + 5 ) = 21 3( x + 5 ) + 4( x + 5 )= 21 3x + 15 + 4x + 20 = 21 7x + 35 = 21 Distributive Property combining similar terms
7x = - 14 property of subtraction x=-2 property of division
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ACTIVITIES CHAPTER V SYSTEM of LINEAR EQUATIONS LINEAR EQUATION in ONE VARIABLE

Find the value of x with checking. Show your solutions on your paper. 1. x + 7 = 9 2. 6x + 3 = 8 3. 3a + 4 = a 8 4. 3x + 6 x = 10 2x 5. T2 + 3t 4 = t2 + t + 6 6. 4 (x -3) = 6 5x 7. 2(6 8x) = 2(2 2x) 8. 5y (7y 13) = 10y - (-y + 39) 9. 7x 11 ( -16 + 2x ) = 0 10. 2x + 3x + x + 12 = 64 10 + 3x
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SOLUTION OF LINEAR EQUATIONS IN TWO VARIABLES ALGEBRAIC METHOD Under this method, there are two ways of finding the solution to a system namely:
a. Elimination by substitution b. Elimination by multiplication and addition c. By Determinants A. ELIMINATION BY SUBSTITUTION The Steps are: 1. Solve one equation for one unknown in terms of the other. 2. Substitute the expression obtained in the other equation, thus obtaining an equation in one unknown only. 3. Solve the equation obtained. 4. Substitute the value obtained in the expression obtained in step (1) thus obtaining the value for the first unknown. 5. Check by substitution in both equations.
Example: Solve the system by substitution
3x 6y = 2 x 4y = 3 3x 6y = 2 (1) x 4y = 3 (2) Solve for x in eq. (2) x 4y = 2 x = 3 + 4y Solution: Substitute eq. (3) in eq. (1)
(3)
3x 6y = 2 3 ( 3 + 4y ) 6y = 2 9 + 12y 6y = 2 Solve for y: 9 + 6y = 2 6y = 2 9 6y = - 7 y = - 7/6 Substitute the value of y in eq. (3) x = 3 + 4y x = 3 + 4 ( -7/6 ) x = 3 28/6 x = 18/6 28/6 x = - 10/6 or 5/3
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Checking: Substitute the value of x and y in eq. (1) or (2) x = - 10/6 y = - 7/6 Equation (1) 3x -6y = 2 3 ( - 10/6 ) 6 ( -7/6 ) = 2 -30/6 + 42/6 = 2 12/6 = 2 2=2 Equation (2) x 4y = 3 -10/6 4 ( - 7/6 ) = 3 -10/6 + 28/6 = 3 18/6 = 3 3=3 B. ELIMINATION BY MULTIPLICATION and ADDITION The Steps are: 1. Multiply both equations by constant chosen ( one negative and one positive constant) so that the coefficients of one unknown become negative of each other. 2. Add the resulting equations, thus eliminating one unknown. 3. Solve the resulting equation for the unknown. 4. Repeat the process with the rules of the unknown interchanged, solving for the other unknown. 5. Check by substituting in both equations. Example: Solve: 2x + 5y = 10 3x 8y = 15 2x + 5y = 10 (1) 3x 8y = 15 (2) multiply eq. (1) by 3, then add to eq. (2) multiplied by -2 6x + 15y = 30 -6x + 16y = - 30 31y = 0 y=0 multiply eq. (1) by 8,then add to eq. (2) multiplied by 5 16x + 40y = 80 15x 40y = 75 31x = 155 x=5
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Solution:
Eliminate x: Add
Eliminate y: Add
Checking: Substitute the value of x and y to eq. (1) and (2) x=5 y=0 Equation (1) 2x + 5y = 10 2 ( 5 ) + 5 ( 0 ) = 10 10 + 0 = 10 10 = 10 Equation (2) 3x 8y = 15 3 ( 5 ) 8 ( 0 ) = 15 15 0 = 15 15 = 15
C. BY DETERMINANTS We have show that a system of linear equation can be obtained by using a formula for x and y in terms of the constants a, b, c. X= Y= a1x1 + b1y1 + c1 a2x2 + b2y2 + c2 c1b2 c2b1 a1b2 a2b1 a1c2 a2c1 a1b2 a2b1
X=
Y=
OR In solving a system of equations using determinants, we will compute the value of three determinants: D, Dx, Dy. The value of D is just the denominator of EQN1 and EQN2. The entries of this determinant are coefficients of x and y, that is D= a1 a2 b1 b2
The determinant Dx is the denominator of EQN1. The entries are Dx = c1 c2 b1 b2
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It can be seen that we just replace the coefficients of x by the constants on the right hand side of the equation. The determinant Dy is the numerator of EQN2, that is, Dy = a1 a2 c1 c2
In solving for the values of x and y, we will use the formula X= Dx D
Y=
Dy D
The preceding formulas show what is known as CRAMERS RULE. After we get the value of x and y, substitute it in the original equation to check if we get the right value for x and y. Solve the following system of equations using Cramers Rule: 2X + Y = 1 XY=2 Solution: By Linear Equation X= Y= X= a1x1 + b1y1 + c1 a2x2 + b2y2 + c2
Example:
c1b2 c2b1 a1b2 a2b1 ( 1 )( - 1 ) ( 2 )( 1 ) ( 2 )( - 1 ) ( 1 )( 1 ) (-1)(2) (-2)(1) -12 -2 1 -3 -3
x=
x =
X =
X=
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X= 1 a1c2 a2c1 a1b2 a2b1 ( 2 )( 2 ) ( - 1 )( - 1 ) ( 2 )( - 1 ) ( 1 )( 1 ) (4)(1) (-2)(1) 41 -2 1 3 -3 -1 Compute the value of determinants D, Dx, Dy = ( 2 )( - 1 ) ( 1 )( 1 ) = - 2 1 =
Y=
Y=
Y=
Y=
Y= Y= Solution:
D=
2 1
1 -1
-3
Dx = 1 2 Dy = 2 1
1 -1 1 2
= ( 1 )( - 1 ) ( 1 )( 2) = - 1 3 = = ( 2 )( 2 ) ( 1 )( 1 ) = 4 1 =
-3
Applying Cramers Rule, we have
X=
Dx D Dy D
-3 -3 3 -3
Y=
-1
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Checking: 2X + Y = 1 Xy=2 eqn. 1 eqn. 2
X=1 Y=-1 Substitute x and y to eqn. 1 2X + Y = 1 2 ( 1 ) + ( -1 ) = 1 21=1 1=1 Substitute x and y to eqn. 2 XY=2 1(-1)=2 1+1=2 2=2
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ACTIVITIES LINEAR EQUATIONS in TWO VARIBLES
Find the value of the checking unknown variables with. Show your solutions on your paper.
1. y x = 3 y + 2x = -3 2. 2y x = 4 4y = 2x = 12 3. x + y = 2 y = 2x 1 4. x + y = 3 y = 3x 1 5. 3x + y = 5 xy=7 6. 3x 4y = 13 2x + y = 5 7. x + x = 4 x=1y 8. y + x = 1 7y 7x = -7 9. 2x = y = 0 2x + 4y = -10 10. y - x + 0 = 2 y=-x+4
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SOLUTION OF LINEAR EQUATIONS IN THREE EQUATIONS ELIMINATION BY MULTIPLICATION, ADDITION AND SUBTRACTION
We will use this method since elimination by substitution is not a convenient method of solving for the roots of the system of equation involving three unknowns. To find for the roots of the equation, we will use the following steps: 1. 2. 3. 4. 5. Take any two equations from the system. Eliminate one of the variables by addition / subtraction. Take another two of the three equations then eliminate the same variables as in step 1. We shall be able to produce two equations involving two unknowns. Solve for the two unknowns. Find for the value of the third variable by substituting the values to any of the three equations. Check by substituting all the computed values to original equations.
Example:
Using elimination by addition / subtraction, solve the system of equation below.
x y + 2z = - 3 x + 2y + 3z = 4 2x + y + z = - 3
EQN1 EQN2 EQN3
Solution: Let us first take EQN1 and EQN3. Take note that the coefficients of the variable y are additive inverses, thus we can eliminate y by adding the two equations:
x y + 2z = - 3 2x + y + z = - 3 3x + 3z = - 6 EQN4
Then, take EQN1 and EQN2. We will eliminate the variable y. We can do this if EQN1 is multiplied by 2. Thus, 2x 2y + 4z = - 6
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x + 2y + 3z = 4 3x + 7z = - 2 EQN5
To solve EQN4 and EQN5 simultaneously, we get
3x + 3z = - 6 3x + 7z = - 2 -4z = - 4 z=1 Now we can solve for y, we substitute the value of x by substituting z = 1 to any of EQNs 4 and 5. When we take EQN4, then we will have
3x + 3z = - 6 3x = - 6 3z 3x = - 6 3( 1 ) 3x = - 6 3 3x = - 9 x = -3
In solving for y, we substitute the values x = - 3 and z = 1 to any of EQNs 1, 2, and 3. When we take equation 3, then we get
2x + y + z = - 3 2(-3)+y+1=-3 -6 + y + 1 = - 3 -6 + 1 + y = - 3
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-5 + y = - 3 y = -3 + 5 y=2
The answers are x = - 3, y = 2 and z = 1.
Checking: Substitute the value of x, y and z to equation 1, 2 or 3.
X = -3 Y=2 Z=1
Substitute the value of x, y and z to equation 1.
x y + 2z = - 3 ( - 3 ) ( 2 ) + 2( 1 ) = - 3 -3 2 + 2 = - 3 -5 + 2 = - 3 -3=-3
x + 2y + 3z = 4 ( - 3 ) + 2( 2 ) + 3( 1 ) = 4
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-3 + 4 + 3 = 4 -3+7=4 4=4
2x + y + z = - 3 2( - 3 ) + 2 + 1 = - 3 -6 + 3 = - 3 -3=-3
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COMPETENCY BASED LEARNING MATERIAL IN TURBO C++
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LEARNING GOALS
1. Recognize the different control structures of C++ 2. Create C++ programs based on certain requirements. 3. Demonstrate the ability to modify and debug C++ programs.
LESSON 1 INTRODUCTION TO C++ PROGRAMMING Programming Languages Brief History of TURBO C++ Environment of TURBO C++
LESSON 2 STARTING TURBO C++ Parts of C++ Program Comments Keywords Variables Data types The cout and cin Statements Constant Operators
LESSON 3 CONDITIONAL STATEMENTS One-Way Selection Statements Compound Statements and Blocks Two-Way Selection Statement Multi-Way Selection Statement
LESSON 4 LOOPS Counter Controlled Loops Condition-Controlled Loops
LESSON 5 ARRAYS What is Array? How to use Array Page 297
LESSON 1 INTRODUCTION TO C++ PROGRAMMING
Programming Languages
A programming language is an artificial language designed to communicate instructions to a machine, particularly a computer. Programming languages can be used to create programs that control the behavior of a machine and/or to express algorithms precisely. A programming language is a computer language programmers applications, scripts, or other set of instructions for a computer to execute. use to develop
Are coded language used by programmers to write instructions that a computer can understand to do what the programmer (or the computer user) wants. The most basic (called lowlevel) computer language is the machine language that uses binary ('1' and '0') code which a computer can run (execute) very fast without using any translator or interpreter program, but is tedious and complex. The high-level languages (such as Basic, C, Java) are much simpler (more 'English-like') to use but need to use another program (a compiler or an interpreter) to convert the high-level code into the machine code, and are therefore slower. There are dozens of programming languages and new ones are being continuously developed. Also called computer language
History of C++
In 1972, Ken Tompson and Dennis Ritchie created an improved version of the B language, and named it C. When C started to become an extremely popular language, plenty of companies began to offer their own versions of C. These companies had a different direction in which they were moving the language. No longer could the programmers, using different versions of C, write compatible code. The American National Standards Institute (ANSI) solved this problem by creating a subcommittee named X3J11. This committee's purpose was to standardize the C programming language, and so they did. The official standard language name was pronounced ANSI C, or Standard C. It no longer mattered which company's version of C programmers were using, the language features were reliable and available in all existing versions of compiler software that was based on the ANSI C standard specification.
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In the coming two years after C was released, the code written in C began to suffer from a problem. As the programmers harnessed the power of Personal Computer, the software grew more complex, and the C programs have gotten longer and longer. There had to be a solution. In 1983, Bjarne Stroustrup developed such a solution, and named it the C++ programming language. In 1980, Bjarne Stroustrup, from Bell labs, began the development of the C++ language, that would receive formally this name at the end of 1983, when its first manual was going to be published. In October 1985, the first commercial release of the language appeared as well as the first edition of the book "The C++ Programming Language" by Bjarne Stroustrup. During the 80s, the C++ language was being refined until it became a language with its own personality. All that with very few losses of compatibility with the code with C, and without resigning to its most important characteristics. In fact, the ANSI standard for the C language published in 1989 took good part of the contributions of C++ to structured programming. C++ was derived from the original C languages; most programs created in C can still be compiled and run on C++. Howe ever, slight changes in the syntaxes of keywords may prevent some C programs from being executed.
Programming Languages C++ C++ is one of the most widely used software tools in the world with millions of users. For several years, an international standard for the language has existed but it has continued to rise in popularity. C++ gradually became the dominant programming language for applications in fields ranging from computer-aided design to telecommunications. The C++ standard covers both the C++ language itself and its standard library. This will make it easier to write programs that run on a variety of platforms. The C++ library provides standard input/output, containers (such as vectors, lists, maps and strings), non-numerical algorithms (such as sort, search, and merge), and support for numeric computation. As a result of the international effort, the C++ standard provides extensive support for the use of national character sets (e.g., European national characters and Japanese characters). ASSEMBLER: A program that translates assembly language programs into machine code. BINARY: Having only two possible values (0 or 1, Yes or No, On or OFF) COMPILATION: The process of translating a high-level language program in to a machine code. INPUT-PROCESS-OUTPUT: Refers to the process of gathering input from the computer user, and the delivery of output after the encoded data were processed by the computer.
SOURCE CODE: the code written by the programmer before it is compiled into object code.
ENVIRONMENT OF TURBO C++

TITLE BAR MENU BAR
TOOL BAR
PROGRAM FILE NAME
SCROLL BAR
EDITOR WINDOW
STATUS BAR
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LESSON 2 STARTING TURBO C++
General Format of a C++ Program
Preprocessor Directives
Data type f1 (parameter list);
Data type f2 (parameter list); . . . Data type fn (parameter list);
main () { local variables statements }
Data type f1 (parameter list) } local variables statements } Datacom Institute of Computer Technology Page 301
data type f2 (parameter list) { local variables statements } . . . Data type fn (parameter list) } local variables statements }
PREPROCESSOR DIRECTIVES
To start off, we have the preprocessor directives at the topmost part of C++ program. This is where all functions are imported or, in C++ terms, included. Without it you wont be able to execute any command at all, since commands are always included from other functions. This is very important because without it, the command getch() will not execute properly since it was imported from conio.h. Code: #include <conio.h>
conio stands for console input/output an H-file because its extension is .h h signifies a header file.
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Code: #include<iostream.h>
iostream stands for input/output an H-file because its extension is .h h signifies a header file.
FUNCTIONS Are lines of code grouped that performed several tasks in a program. They are easily recognizable because names are immediately followed by parenthesis. The number of functions found in a C++ program can range from 1 to as many as the user desires. The main() function, as long as main() is present , the program will still compile and run- assuming all the codes inside the main() functions can stand on their own and are not cross-referencing other functions. DATA TYPES When we declare variables, we also declare the variables data type and determines what kind of values it can store within itself. When a program that has a variable declared within it is run, OS reserves memory locations to hold these variables.
DATA TYPES integer float character int float char
CODE
EXAMPLE 1,2,3,4,5,6... 13.1,3.14.. A,b,c,d,e
INTERGER holds whole number. FLOAT- holds decimal numbers. CHARACTER can store single character.
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VARIABLE AND CONSTANT
Variable- Change values throughout the program- you can think of variables as containers whose contents can change and be accessed for future use. (HOLDS SINGLE VALUE)
Constant - should be given initial values. Retain that same value throughout the program; values cannot be change during the execution of the program. (FIXED VALUE) Identifier is the variable name, or how you present it in your program code. Example. studentsAge, grade;
Rules in declaring variables or naming identifiers : 1.) Identifier can only contain letters, numbers, dollar sign($), and underscore. 2.) Identifier cannot start in numbers. 3.) If the identifier is consist of two or more words, the words must be considered as one, by making them connected with underscore, or just remove the spaces. 4.) Identifiers are case sensitive.
EXAMPLE OF IDENTIFIER
VALID
num1 numOne $econdName3 your_Name fName love2love
INVALID
1num num one myN@m? yo-ur/Na*me float "love,love"
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STATEMENTS
A statement is an instructional code that commands the computer to do certain action upon its execution. A semicolon (;) signifies the end of an statement. The declaration of a variable in a function is also considered as a statement since the entire line of code ends with a semicolon.
COMMENTS
Comments- are lines of code that are not executed during the program. They are used either to give a brief labeling and explanation to lines of codes or to temporarily disable lines of code during the development phase. There are two kinds of comments that C++ utilizes. Single-line Comment a double slash (//) at the beginning of a line of code disables the entire statement and considers it merely as a comment Multi-line Comment several lines of code can be disabled by placing the code block between a slash- asterisk (/*) and an asterisk-slash (*/)
Example of variable declarations int studentsAge; where int is a data type And studentsAge is the variable.
CODING GUIDELINES Use comments for documentation and readability. White spaces are ignored. Indent for readability .
THE COUT AND CIN STATEMENTS
cout - statement outputs all the variables or constants that are declared in it. Syntax: cout <<C++ is cool!\ n; Datacom Institute of Computer Technology Page 305
cin statement asks for an input from the user. Create a new C++ program with the following lines of code and observed what happens;
#include <iostream.h> #include <conio.h>
main() { int int1; cout<<\n Enter an integer : \n; cin>>int1; cout<<int1; getch(); return 0; }
The statements cin >> int1; asks for user input then places whatever the input is on the variable int1 (which was declared to be as an int data type in the line int int1; ). To see if it works, the next line cout << int1; displays the value of int1 after the user input. This is the output when the program above is run. Notice that when a number with a decimal value is entered, its decimal part is omitted.
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CONSTANTS
Constants act like containers which are user-defined and are given initial values. However, the values of constants can never change during the program. There are two ways to declare constants.
1. #define standardAge 18
standardAge is the constant name and 18 is the declared value.
2. int standardAge = 18 ;
int is the data type for the constant, standardAge is the constant name, and 18 is the declared value.
Note that the whole statements end with the semicolon (;).
OPERATORS
Operators are symbols that execute a corresponding action during the program. In C++ there are several categories of operators each having a unique feature. Below are the commonly known categories of operators. Assignment Operators o o o O Mathematical Operators Increment and Decrement Operators Relational Operators Logical Operators
ASSIGNMENT OPERATORS (=, += , -= , *= , /= , %=)

Ex. A= b+c; Assigning A as with the sum of b and c. The operand that holds the value is found on the left side of the assignment statement operator while the assigned values were found on the right side. Datacom Institute of Computer Technology Page 307
MATHEMATICAL OPERATORS (+, - , *, /, %)

+ * / % for addition for subtraction for multiplication for division for yielding the remainder
For example: If b=10 c= 2 and d=6, a=b/d; will yield the answer 5 for a. on the other hand, a= b%d; will yield the answer 0 for a. Because when we divide 10 from 2 the remainder is 0.
// Adding and Subtracting Two Input Numbers
main() { int num1, numTwo, sum, difference;
cout<<" Enter 1st number : "; cin>>num1;
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cout<<" Enter 2nd number : "; cin>>numTwo;
sum = num1 + numTwo; difference = num1 - numTwo;
cout<<"\n The Sum is : "; cout<<sum;
cout<<"\n The Difference : " <<difference;
getch(); clrscr(); return 0;
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OUTPUT :
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INCREMENT (++) AND DECREMENT OPERATORS (--)

The operators increase and decrease the original values assigned to them by 1. Simply put a++; will yield an equivalent result to a=a+1; similarly, a--; is the same as a=a-1.
// Increment
main() { int x = 6;
cout<<"\nBefore Increment : X now is : " <<x;
x++;
cout<<"\nAfter Increment : X now is : " <<x;
getch();
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clrscr(); return 0;
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RELATIONAL OPERATIONS (==, !=, >,<,>=,<=)

== != > < >= <= EQUAL NOT EQUAL GREATER THAN LESS THAN GREATER THAN OR EQUAL LESS THAN OR EQUAL
LOGICAL OPERATIONS ( &&, ||, !)
TRUTH TABLE OF && (AND), || (OR), and !(NOT)
AND (&&) X T T F F Y T F T F RESULT T F F F X T T F F
OR (||) Y T F T F RESULT T T T F X T F
NOT (!) RESULT F T
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Ex . (a==b) this test a if equal to b. (a==b && a==c) this statement show that a=b and also if a=c. (a==b || a==c) this statement show that a=b and also if a=c. !(a==b) - ! is reverse whatever the output the other logical operators return. If the value of a and b is equal it will return false instead of true, and vice versa.
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How To Make a Program Pause
The command: getch(); will wait for the user to press any key on the keyboard. You must have #include <conio.h> to make this work. It is usually good to have a cout statement preceding this so the user knows why the program is stopping (user friendly).
main() { getch(); cout<<" HELLO "; getch();
cout<< endl;
cout<< " H "; getch(); cout<< " E "; getch(); cout<< " L "; getch(); Datacom Institute of Computer Technology Page 315
cout<< " L "; getch(); cout<< " O ";
return 0;
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Clear Screen The command: clrscr( ); will clear all text from the text screen. You must have #include <conio.h> to make this work.
//Sample Program for clearing the Scree #include <iostream.h> #include <conio.h> main() { cout<<" H"; cout<<" I ";
getch(); clrscr();
cout<<"\nCLEARED?? "; return 0; }
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LESSON 3
One Way Selection Statement (if Statement) The simplest among all the conditional statement is if statement. If the condition in the if statement is true, the succeeding statement will be executed. With the if statement, you can also execute several statements, just enclose them within open and close braces ({}).
SYNTAX of IF CONDITION if (condition) { statement_1; statement_2; : : statement_n; }
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Control Structure
//if.cpp
#include<iostream.h> #include<conio.h>
main() { int x; clrscr(); cout<< enter an integer: ; cin>>x; if (x%2==0) { cout <<x<< :is an even number.; } if (x%2==1) { cout <<x<< :is an odd number.; } getch(); return 0; }
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Explaining the if Application:
if (x==0)
This is the file statement and its condition. If the remainder when x is divided by is equal to 0, the code. cout <<x<<is an even number.; is executed. Otherwise, It will immediately go to the next line after the close brace (}). That marks the end of the scope of the first if statement. { cout<<x<<is an even number.; } COMPOUND STATEMENTS AND BLOCKS A collection of individual program statements that have been grouped together and enclosed with braces. This mechanism is used to group a sequence of program statements and get them to be treated syntactically as only one statement, for use when the structure of the programming language requires it. As a result, it becomes possible to use a compound statement where a single program statement can be used.
if (i==10) { statement_1; statement_2; : statement_n; }
} Compound Structure
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In some programming languages, compound statements are also called blocks. More specially, a block is a compound statement that contains data declarations in the beginning. Variables that are declared within a block can only be used and referenced within that block, and defines the local scope that the variables can be used.
TWO-WAY SELECTION STATEMENT
Two factors have posed considerable influence in determining how well-accepted and widely used a programming language can become.
At times, we are given conditions that may not be true. When you need to execute specific statements depending on whether the condition is true or false, use the if-else statement. The program below is an implementation of a two-way selection statement for determining whether the user input is an even determining whether the user input is an even or odd number.
//if_else.cpp
main() { int x,y; clrscr();
cout<<"enter an integer:; cin >>x; Datacom Institute of Computer Technology Page 321
y = x % 2;
if (y==0) { cout <<x<<"is an even number.; } else { cout <<x<<"is an odd number.; }
getch(); return 0; }
If the if expressions evaluates to false, the statements within the scope of the else part will executed.
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MULTI-WAY SELECTION STATEMENT Many times, we have several paths to choose from when we decide. When you want to evaluate several conditions, use the nested if structure.
//nested_if.cpp #include<iostream.h> #include<conio.h>
main() { clrscr(); int grade; cout<<"enter grade: ; cin>>grade; cout<<"converted grade is: ;
if (grade<80) { cout <<"c; }
else if (grade<95) { cout <<"b; }
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else { cout<<"a; }
EXPLAINING THE NESTED IF APPLICATION In this program, we declared a variable grade which stores user input, and then we display the equivalent letter score of the numeric grade.
If (grade<83) The condition above test the variable grade is less than 80. if it is then the display is c, if the grade is less than 90 the display is b but if not the last condition will be executed which the program print letter a.
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SWITCH STATEMENT
The switch statement provides a convenient alternative to the if when dealing with a multi-way branch. Suppose we have some integer value called test and want to do different operations depending on whether it has the value 1, 5 or any other value, then the switch statement could be employed:
switch ( test ) { case 1 : // Process for test = 1 ... break; case 5 : // Process for test = 5 ... break; default : // Process for all other cases. ... }
It works as follows:
The expression, just test in this case, is evaluated. The case labels are checked in turn for the one that matches the value. If none matches, and the optional default label exists, it is selected, otherwise control passes from the switch compound statement If a matching label is found, execution proceeds from there. Control then passes down through all remaining labels within the switch statement. As this is normally not what is wanted, the break statement is normally added before the next case label to transfer control out of the switch statement. One useful exception occurs when you want to do the same processing for two or more values. Suppose you want values 1 and 10 to do the same thing, then:-
case 1 : case 10: // Process for test = 1 or 10 break;

works because the test = 1 case just "drops through" to the next section.
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#include<iostream.h> #include<conio.h.>
main() { int month =0; clrscr(); cout<<enter value of month :; cin>>month; switch(month) { case 1: cout<<January has 31 days; break; case 2: cout<<February has 28 or 29 days; break; case 3: cout<<March has 31 days; break; case 4: cout<<April has 30 days; break; case 5: cout<<May has 31 days; break; case 6: cout<<June has 30 days; break; case 7: cout<<July has 31 days; break;
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case 8: cout<<August has 31 days; break; case 9: cout<<September has 30 days; break; case 10: cout<<October has 31 days; break; case 11: cout<< November has 30 days; break; case 12: cout<<December has 31 days; break; default: cout<<Sorry that is not a valid month!; break; } getch(); return 0; }
EXPLAINING THE SWITCH APPLICATION
switch (month) The switch statement starts where the value of the variable month is being tested. This means that the value of month is checked against the case constant defined.
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case 1: cout <<January has 31 days; break; . . case 12: cout<<December has 31 days; break; default: cout<<sorry that is not a valid month!; break;
There are 12 case constants (one for each month of the year) and one default case when the value of month is not within the specified range. Each case ends with a break command so that if the switch statement finds a matching value from the case constants with the value of month, all other succeeding lines within the switch statement are ignored.
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LESSON 4 LOOPING
Spaghetti Code: Goto statements can allow flow of control to jump all over a program, wearing and out of various sections of the program code, much like spaghetti noodles all tangled up on a plate, Because of this, such a program can be very difficult to trace and understand, and can be nightmare for another programmer to debug and maintain. For this reason, programmers rarely use goto statements. They use it very sparingly and with great care, and only as a last resort.
main() { int i=0; loop1: i= i +1; if (i < 100) { cout<<i<<"\n"; goto loop1; } getch(); return 0; }
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Fortunately, there are repetition control structures specifically meant to handle the repeated execution of proportions of a program. These control structures are called loops. With loops, a test condition for repetition is already built-in, and a separate goto statements is no longer required. Each pass through the loop is called iteration. COUNTER-CONTROLLED LOOPS A counter-controlled loop is control structure that allows us to specify the repeated execution of a group of program statements a definite number of times. A variable that serves as an index or counter is used to indicate how many times an enclosed block of statements is to be executed repeatedly. THE FOR LOOP The most common type of counter-controlled loop is the for loop. The for loop is used when the number of repeatedly of iteration is already known before entering the loop.
The for loop follows this format: for (<initialization>; <condition>; <increment/operations>) { <statement/s> }
From the syntax, you can see that the for loop has three main parts separated by a semicolon(;) :
1. Initialization- this is where you assign values to variables that will be used in your loop. 2. Condition made up of conditional statements that (if true) determine whether or not the statements within the for loop will be executed. 3. Increment/operations can b a place where operations are done every time the loop iterates. For do loop that prints the number 1-10 #include<iostream.h> #include<conio.h>
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int main() { int i; cout<<"\n FOR LOOP \n"; for (i=1; i<=10; i++) { cout<<i <<endl; } getch(); return 0; }
OUTPUT :
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CONDITION-CONTROLLED LOOPS
It is not always possible to know in advance how many times a particular set of operations should be repeated. In such cases, a for loop is not the best repetition control structure to use. Rather than a counter-controlled loop, what is needed is a loop that reacts to changing conditions. A condition-controlled is a loop that tests a condition to determine whether a block of enclosed statements should be executed repeatedly.
One type of condition-controlled loop evaluates an expression prior to entering the loop. This called the pre-test loop. This condition determines whether program flow can proceed into the loop body. If the condition is satisfied, the statement block inside the loop structure is executed. Once the last statement is executed, control is transferred back to the beginning of the loop where the pre-test is evaluated again. As long as the expression remains true, the execution of the statement block inside the loop will be repeated.
If the condition is not a satisfied, then the loop execution ends. The loop body is disregarded and control is transfer to the next executable statement after the loop structure. If , at the very start, the result of the pre-test condition is already false, then the loop body wont even be executed.
Condition for loop continuation
F TRUE A L S E Exit Pre-test Loop Loop Body
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FLOWCHART OF A PRE-TEST LOOP The while loop The while loop is the common example of a loop structure that uses a pre-test. The while loop follows this format: while (<expression>) /* pre-test loop*/ { statement_list; } statement_list2; while loop that prints the number 1-10 #include<iostream.h> #include<conio.h> main() { int i=1; cout<<"\n WHILE LOOP \n"; while (i<=10) { cout<<i; i++; } getch(); return 0; }
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OUTPUT:
The example below computes the average grade of a class.
The example below computes the average grade of a class. It asks the user how many students there are in the class, and later, what their individual grades are. A counter keeps track of how many students have been processed so far. The while loop uses the counter as part of the pretest condition that determines whether the loop body should be executed again or not.
#include<iostream.h> #include<conio.h> main() { clrscr(); int vTotal ; int vGrade_Counter= 1; int vNum_Students; float vGrade,vAverage;
cout<<"Enter the number of students:"; Datacom Institute of Computer Technology Page 334
cin>>vNum_Students;
while (vGrade_Counter <= vNum_Students) { cout<<"Enter a grade:"; cin>> vGrade; vTotal= vTotal + vGrade; vGrade_Counter = vGrade_Counter +1; }
vAverage= vTotal/vNum_Students; cout<<"class average is : "<<vAverage; getch() ; return 0; }
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OUTPUT:
THE DO LOOP Another type of repetition control structures tests the condition at the end of the loop body. This is called the post post-test loop. Since the expression is evaluated at the end of the loop structure, this assures us that the enclosed statement block inside the loop structure will be executed at least once. The do-while loop is the most common example of a loop structure that uses a posttest.
The do-while loop follows this format:
do { statement_list1; } while (<condition>) ;
statement_list2;
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Flowchart of a pre-test loop The example below repeatedly prompts the user for predefined numeric password. The loop will terminate and proceed to the next executable statement outside of the do-while loop only after the user has provided the correct password.
#include <iostream.h> #include <conio.h> #define Pass 591
main() { clrscr(); int vPasswd;
do { cout<<" Please enter password: "; cin>>vPasswd; }
while(vPasswd!=Pass); cout<<" Password is correct. You may proceed."; getch (); return 0 ; }
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OUTPUT :
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do while loop that prints the number 1-10: #include<iostream.h> #include<conio.h> main() { int i=1;
cout<<"\n DO WHILE LOOP \n";
do { cout<<i; i++; }while (i<=10);
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LESSON 5
ARRAYS
An array is a series of elements of the same type placed in contiguous memory locations that can be individually referenced by adding an index to a unique identifier.
That means that, for example, we can store 5 values of type int in an array without having to declare 5 different variables, each one with a different identifier. Instead of that, using an array we can store 5 different values of the same type, int for example, with a unique identifier. For example, an array to contain 5 integer values of type int called billy could be represented like this:
where each blank panel represents an element of the array, that in this case are integer values of type int. These elements are numbered from 0 to 4 since in arrays the first index is always 0, independently of its length. Like a regular variable, an array must be declared before it is used. A typical declaration for an array in C++ is: type name [elements]; where type is a valid type (like int, float...), name is a valid identifier and the elements field (which is always enclosed in square brackets []), specifies how many of these elements the array has to contain. Therefore, in order to declare an array called billy as the one shown in the above diagram it is as simple as: int billy[5]; NOTE: The elements field within brackets [] which represents the number of elements the array is going to hold, must be a constant value, since arrays are blocks of non-dynamic memory whose size must be determined before execution. In order to create arrays with a variable length dynamic memory is needed, which is explained later in these tutorials.
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Initializing arrays.
When declaring a regular array of local scope (within a function, for example), if we do not specify otherwise, its elements will not be initialized to any value by default, so their content will be undetermined until we store some value in them. The elements of global and static arrays, on the other hand, are automatically initialized with their default values, which for all fundamental types this means they are filled with zeros.
In both cases, local and global, when we declare an array, we have the possibility to assign initial values to each one of its elements by enclosing the values in braces { }. For example: int billy [5] = { 16, 2, 77, 40, 12071 }; This declaration would have created an array like this:
The amount of values between braces { } must not be larger than the number of elements that we declare for the array between square brackets [ ]. For example, in the example of array billy we have declared that it has 5 elements and in the list of initial values within braces { } we have specified 5 values, one for each element. When an initialization of values is provided for an array, C++ allows the possibility of leaving the square brackets empty [ ]. In this case, the compiler will assume a size for the array that matches the number of values included between braces { }: int billy [] = { 16, 2, 77, 40, 12071 }; After this declaration, array billy would be 5 ints long, since we have provided 5 initialization values. Accessing the values of an array. In any point of a program in which an array is visible, we can access the value of any of its elements individually as if it was a normal variable, thus being able to both read and modify its value. The format is as simple as: name[index] Following the previous examples in which billy had 5 elements and each of those elements was of type int, the name which we can use to refer to each element is the following:
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For example, to store the value 75 in the third element of billy, we could write the following statement: billy[2] = 75; and, for example, to pass the value of the third element of billy to a variable called a, we could write: a = billy[2]; Therefore, the expression billy[2] is for all purposes like a variable of type int. Notice that the third element of billy is specified billy[2], since the first one is billy[0], the second one is billy[1], and therefore, the third one is billy[2]. By this same reason, its last element is billy[4]. Therefore, if we write billy[5], we would be accessing the sixth element of billy and therefore exceeding the size of the array. In C++ it is syntactically correct to exceed the valid range of indices for an array. This can create problems, since accessing out-of-range elements do not cause compilation errors but can cause runtime errors. The reason why this is allowed will be seen further ahead when we begin to use pointers. At this point it is important to be able to clearly distinguish between the two uses that brackets [ ] have related to arrays. They perform two different tasks: one is to specify the size of arrays when they are declared; and the second one is to specify indices for concrete array elements. Do not confuse these two possible uses of brackets [ ] with arrays. int billy[5]; billy[2] = 75; // declaration of a new array // access to an element of the array.
If you read carefully, you will see that a type specifier always precedes a variable or array declaration, while it never precedes an access. Some other valid operations with arrays: billy[0] = a; billy[a] = 75; b = billy [a+2]; billy[billy[a]] = billy[2] + 5;
// Array Example ( STRING )
main() {
char name[10];
cout<<" Enter Name : "; cin>>name;
cout<<"\n Welcome : " <<name << " !!";
getch(); clrscr(); return 0; }
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OUTPUT :
// Array Example ( NUMBER )
main() {
int x[2];
cout<<" Enter 1st Number : "; cin>> x[0];
cout<<" Enter 2nd Number : "; cin>> x[1];
x[3] = x[0] + x[1];

cout<<" The SUM is : " <<x[3];
getch(); clrscr(); return 0; }
OUTPUT:
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COMPETENCY BASED LEARNING MATERIAL IN OFFICE SUITE I A. MICROSOFT WORD
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Lesson 1: Getting Familiar with Microsoft Word 2007 for Windows

Microsoft Word is a word processing software package. You can use it to type letters, reports, and other documents. This tutorial teaches Microsoft Word 2007 basics. Although this tutorial was created for the computer novice, because Microsoft Word 2007 is so different from previous versions of Microsoft Word, even experienced users may find it useful. This lesson will introduce you to the Word window. You use this window to interact with Word. To begin this lesson, open Microsoft Word 2007. The Microsoft Word window appears and your screen looks similar to the one shown here.
Note: Your screen will probably not look exactly like the screen shown. In Word 2007, how a window displays depends on the size of your window, the size of your monitor, and the resolution to which your monitor is set. Resolution determines how much information your computer monitor can display. If you use a low resolution, less information fits on your screen, but the size of your text and images are larger. If you use a high resolution, more information fits on your screen, but the size of the text and images are smaller. Also, Word 2007, Windows Vista, and Windows XP have settings that allow you to change the color and style of your windows.
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The Microsoft Office Button

In the upper-left corner of the Word 2007 window is the Microsoft Office button. When you click the button, a menu appears. You can use the menu to create a new file, open an existing file, save a file, and perform many other tasks.
The Quick Access Toolbar

Next to the Microsoft Office button is the Quick Access toolbar. The Quick Access toolbar provides you with access to commands you frequently use. By default Save, Undo, and Redo appear on the Quick Access toolbar. You can use Save to save your file, Undo to rollback an action you have taken, and Redo to reapply an action you have rolled back.
The Title Bar

Next to the Quick Access toolbar is the Title bar. The Title bar displays the title of the document on which you are currently working. Word names the first new document you open Document1. As you open additional new documents, Word names them sequentially. When you save your document, you assign the document a new name.
The Ribbon
You use commands to tell Microsoft Word what to do. In Microsoft Word 2007, you use the Ribbon to issue commands. The Ribbon is located near the top of the screen, below the Quick Access toolbar. At the top of the Ribbon are several tabs; clicking a tab displays several related command groups. Within each group are related command buttons. You click buttons to issue commands or to access menus and dialog boxes. You may also find a dialog box launcher in the bottom-right corner of a group. Clicking the dialog box launcher gives you access to additional commands via a dialog box.
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The Ruler
The ruler is found below the Ribbon.
You can use the ruler to change the format of your document quickly. If your ruler is not visible, follow the steps listed here:
1. Click the View tab to choose it. 2. Click the check box next to Ruler in the Show/Hide group. The ruler appears below the Ribbon.
The Text Area

Just below the ruler is a large area called the text area. You type your document in the text area. The blinking vertical line in the upper-left corner of the text area is the cursor. It marks the insertion point. As you type, your text displays at the cursor location. The horizontal line next to the cursor marks the end of the document.
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The Vertical and Horizontal and Vertical Scroll Bars

The vertical and horizontal scroll bars enable you to move up, down, and across your window simply by dragging the icon located on the scroll bar. The vertical scroll bar is located along the right side of the screen. The horizontal scroll bar is located just above the status bar. To move up and down your document, click and drag the vertical scroll bar up and down. To move back and forth across your document, click and drag the horizontal scroll bar back and forth. You won't see a horizontal scroll bar if the width of your document fits on your screen.
The Status Bar

The Status bar appears at the very bottom of your window and provides such information as the current page and the number of words in your document. You can change what displays on the Status bar by right-clicking on the Status bar and selecting the options you want from the Customize Status Bar menu. You click a menu item to select it. You click it again to deselect it. A check mark next to an item means it is selected.
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Understanding Document Views

In Word 2007, you can display your document in one of five views: Draft, Web Layout, Print Layout, Full Screen Reading, or Online Layout. Draft View Draft view is the most frequently used view. You use Draft view to quickly edit your document. Web Layout Web Layout view enables you to see your document as it would appear in a browser such as Internet Explorer. Print Layout The Print Layout view shows the document as it will look when it is printed. Reading Layout Reading Layout view formats your screen to make reading your document more comfortable. Outline View Outline view displays the document in outline form. You can display headings without the text. If you move a heading, the accompanying text moves with it. You should use Draft view for these lessons. Before moving ahead, make sure you are in Draft view:
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1. Click the View tab. 2. Click Draft in the Document Views group. When the Draft option is selected it appears in a contrasting color.
Click
During the lessons that follow, you will be asked to "click" items and to choose tabs. When asked to click: 1. Point to the item. 2. Press your left mouse button once. If you are asked to double-click an item: 1. Point to the item. 2. Quickly press your left mouse button twice. If you are asked to right-click: 1. Point to the item. 2. Press your right mouse button. If you are asked to choose a tab, click the tab.
Understanding Nonprinting Characters

Certain characters, called nonprinting caharacters, do not print and will not appear in your printed document but do affect your document layout. You can elect to see these characters on the screen as you type or you can elect to have them remain invisible. For these lessons, opt to see them onscreen. This table describes most of them:
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Character
Denotes A tab
A space The end of a paragraph Hidden text
To view nonprinting characters:
1. Choose the Home tab. 2. Click the Show/Hide button in the Paragraph group . The Show/Hide button appears in a contrasting color, when it is selected.
Create Sample Data and Select Text

If you type =rand() in your Word document and then press Enter, Word creates three paragraphs. You can use these paragraphs to practice what you learn. Throughout these lessons, you will be asked to select text. The following exercise teaches you how to create data and how to select data. You can select by using the arrow keys or by clicking and dragging. When using the arrow keys, use the up arrow to move up, the down arrow to move down, the left arrow to move left, and the right arrow to move right. When using the mouse, press the left mouse button and then drag in the direction you want to move.
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EXERCISE 1 Create Sample Data

1. Type =rand(). 2. Press Enter. Three paragraphs appear in your document.
Select with the Shift and Arrow Keys

1. Place your cursor before the word "On" in the first paragraph. 2. Press and hold down the Shift key, which serves as an "anchor" showing where text you wish to select begins or ends. 3. Press the right arrow key until the first line of text is highlighted. 4. Press the down arrow key until the first paragraph is highlighted. 5. Click anywhere outside the highlighted area to remove the highlighting.
Select with the Mouse

1. 2. 3. 4. Place your cursor before the word "You" in the second paragraph. Press and hold down the left mouse button. Drag the mouse until you have highlighted the second paragraph. Click anywhere outside the highlighted area to remove the highlighting.
Place the Cursor

During the lessons, you will often be asked to place the cursor at a specific location (the insertion point) on the screen. You place the cursor by moving the cursor to the specified location and pressing the left mouse button or by using the arrow keys to move to the specified location.
EXERCISE 2 The Arrow Keys

1. 2. 3. 4. Use the down arrow key to move down your document. Use the right arrow key to move to the right. Use the up arrow key to move up. Use the left arrow key to move to the left.
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Cursor 1. Move around you document by using you mouse and clicking in a variety of location. 2. Click in a location and type. Note what happens.
Execute Commands with Keyboard Shortcuts

There are many methods you can use to accomplish tasks when using Word. Generally, you choose an option by clicking the option on the Ribbon. However, you can also use shortcut keys. A key name followed by a plus and a letter means to hold down the key while pressing the letter. For example, Ctrl+b means you should hold down the Ctrl key while pressing "b." A shorthand notation of the above would read as follows: Press Ctrl+b Typists who are slowed down by using a mouse usually prefer using keys.
Start a New Paragraph

When you type in Microsoft Word, you do not need to press a key to move to a new line. To start a new paragraph, press the Enter key.
Exit Word
You have completed Lesson One. Typically, you save your work before exiting.
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EXERCISE 3 Close and SaveWindows Vista
1. Click the Microsoft Office button. A menu appears. 2. Click Exit Word, which you can find in the bottom-right corner.
3. You are prompted: "Do you want to save changes to Document1?" To save your changes, click Yes. Otherwise, click No. If you click Yes, the Save As dialog box appears.
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4. Move to the correct folder. 5. Name your file by typing Lesson One.doc in the File Name field. 6. Click Save. Word saves your file.
Close and SaveWindows XP

1. Click the Microsoft Office button. A menu appears. 2. Click Exit Word, which is in the bottom-right corner. 3. You will be prompted: "Do you want to save changes to Document1?" To save your changes, click Yes. Otherwise, click No. If you click Yes, the Save As dialog box appears. 4. Specify the correct folder in the Save In box. 5. Name your file by typing Lesson One.doc in the File Name field. 6. Click Save. Word saves your file.
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Lesson 2: Microsoft Word 2007 Basic Features

Lesson 1 familiarized you with the Microsoft Word window. You are now ready to learn how to create a Word document. This lesson covers typing, using the Backspace key, using the Delete key, inserting text, bolding, underlining, and italicizing. To begin, open Microsoft Word.
Type, Backspace, and Delete

In Microsoft Word, you create documents by typing them. For example, if you want to create a report, you open Microsoft Word and then begin typing. You do not have to do anything when your text reaches the end of a line and you want to move to a new line Microsoft Word automatically moves your text to a new line. If you want to start a new paragraph, press Enter. Microsoft word creates a blank line to indicate the start of a new paragraph. To capitalize, hold down the Shift key while typing the letter you want to capitalize. If you make a mistake, you can delete what you typed and then type your correction. You can use the Backspace key to delete. Each time you press the Backspace key, Microsoft Word deletes the character that precedes the insertion point. The insertion point is the point at which your mouse pointer is located. You can also delete text by using the Delete key. First, you select the text you want to delete; then you press the Delete key.
EXERCISE 1 Type and Backspace

1. Type the following sentence: Joe has a very large house. 2. Delete the word "house." Using either the arrow keys or the mouse, place the cursor between the period and the "e" in "house." 3. Press the Backspace key until the word "house" is deleted. 4. Type boat. The sentence should now read: "Joe has a very large boat."
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Delete
Delete the word "very" from the sentence you just typed. 1. Select the word "very." You can place the cursor before the "v" in the word "very," press and hold down the Shift key, and then press the right arrow key until the word "very" is highlighted. 2. Press the Delete key. The sentence should now read: "Joe has a large boat."
Insert and Overtype

While creating your document, you may find you need to insert text place new text between existing text. Suppose, you type the sentence, "Joe has a large boat." After typing it, you decide you want to change the sentence to "Joe has a large blue boat." With Microsoft Word, inserting a word, phrase, or even several paragraphs is easy. Alternatively, you may want to overtype textreplace old text with new text. For example, suppose you type the sentence, "Joe has a large blue boat." After typing it, you decide you want to change the sentence to "Joe has a large gray boat." With Microsoft Word, overtyping the word blue with the word gray is also easy. Before you attempt to insert or overtype, you should check the mode you are inInsert or Overtype. You right-click the Status bar and then use the Customize Status Bar menu to place the Insert/Overtype button on the Status bar. You can then use the Insert/Overtype button to switch between Insert and Overtype mode. When you are in Insert mode, you can insert text. When you are in Overtype mode, you can overtype text. By default, Microsoft Word is in the Insert mode.
EXERCISE 2 Placing the Insert/Overtype button on the Status bar

1. 2. 3. 4. Right-click the Status bar. The Customize Status Bar menu appears. Click Overtype. The Insert/Overtype button appears on the Status bar. If the word Insert appears on the Status bar, you are in Insert mode. If the word Overtype appears on the Status bar, click the word Overtype and it will change to Insert, thereby changing Word to Insert mode.
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Insert
Make sure you are in Insert mode before proceeding. You are going to insert the word "blue" between the words "large" and "boat." 1. 2. 3. 4. Place the cursor after the space between the words "large" and "boat." Type the word blue. Press the spacebar to add a space. The sentence should now read: "Joe has a large blue boat."
Overtype
You can type over the current text (replace the current text with new text) in the Overtype mode. Do the following to change to the Overtype mode.
Click "Insert" on the Status bar. The word Insert changes to Overtype.
Change the word "blue" to "gray." 1. Place the cursor before the letter "b" in "blue." 2. Type the word gray. 3. The sentence should "Joe has a large gray boat."
now
read:
Note: You can overtype text without changing to Overtype mode by selecting the text you want to overtype and then typing.
Bold,
Italicize,
and
Underline
When creating a document, you may need to emphasize particular words or phrases by bolding, underlining, or italicizing. Also, certain grammatical constructs require that you bold, underline, or italicize. You can bold, underline, and italicize when using Word. You also can combine these featuresin other words, you can bold, underline, and italicize a single piece of text. When you need to perform a task in Microsoft Word, you can usually choose from several methods. The exercises that follow show you how to bold, underline, or italicize using four different methods: using the launcher, the Ribbon, the Mini-toolbar/context menu, and the keyboard.
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EXERCISE 3
Type the following exactly as shown. Remember, pressing the Enter key starts a new paragraph. Press the Enter key at the end of each of the following lines to start a new paragraph. Launcher: Bold Italicize Underline these words. All three Regular Ribbon: Bold Italicize Underline these words. All three Regular Mini toolbar: Bold Italicize Regular Keys: Bold Italicize Underline these words. All three Regular
Your screen should look similar to the one shown here.
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Bold with the Dialog Box Launcher
1. On the line that begins with Launcher, select the word "Bold." You can place the cursor before the letter "B" in "Bold." Press the Shift key; then press the right arrow key until the entire word is highlighted. 2. Choose the Home tab. 3. Click the dialog box launcher in the Font group. The Font dialog box appears.
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4. Click Bold in the Font Style box. Note: You can see the effect of your action in the Preview window. To remove the bold, click Regular. 5. Click OK to close the dialog box. 6. Click anywhere in the text area to remove the highlighting. You have bolded the word bold.
Alternate MethodBold with the Ribbon
1. On the line that begins with "Ribbon," select the word "Bold." You can place the cursor before the letter "B" in "Bold." Press the Shift key; then press the right arrow key until the entire word is highlighted. 2. Choose the Home tab. 3. Click the Bold button in the Font group. You have bolded the word bold. Note: To remove the bold, you can select the text and then click the Bold button again. 4. Click anywhere in the text area to remove the highlighting.
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Alternate Method - Bold with the Mini Toolbar
1. On the line that begins with "Mini Toolbar," select the word "Bold." You can place the cursor before the letter "B" in "Bold."Press the Shift key; then press the right arrow key until the entire word is highlighted. 2. Right-click. The Mini toolbar appears. 3. Click the Bold button . You have bolded the word bold.
Alternate MethodBold with Keys

1. On the line that begins with "Keys," select the word "Bold." You can place the cursor before the letter "B" in "Bold." Press the Shift key; then press the right arrow key until the entire word is highlighted. 2. Press Ctrl+b (hold down the Ctrl key while pressing b). Note: To remove the Bold, press Ctrl+b again. You can also remove formatting by pressing Ctrl+spacebar. 3. Click anywhere in the text area to remove the highlighting.
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Italicize with the Dialog Box Launcher
1. On the line that begins with Launcher, select the word "Italicize." You can place the cursor before the letter "I" in "Italicize." Press the Shift key; then press the right arrow key until the entire word is highlighted. 2. Choose the Home tab. 3. Click the dialog box launcher in the Font group. The Font dialog box appears.
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4. Click Italic in the Font Style box. Note: You can see the effect of your selection in the Preview window. To remove the italics, click Regular in the Font Style box. 5. Click OK to close the Font dialog box. 6. Click anywhere in the text area to remove the highlighting. You have italicized the word Italicize.
Alternate MethodItalicize with the Ribbon
1. On the line that begins with "Ribbon," select the word "Italicize." You can place the cursor before the letter "I" in "Italicize." Press the Shift key; then press the right arrow key until the entire word is highlighted. 2. Choose the Home tab. 3. Click the Italic button on the Ribbon. You have italicized the word Italicize. Note: To remove the italics, select the text and click the Italicize button again. 4. Click anywhere in the text area to remove the highlighting.
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Alternate MethodItalicize with the Mini Toolbar
1. On the line that begins with "Mini Toolbar," select the word "Italicize." You can place the cursor before the letter "I" in "Italicize." Press the Shift key; then press the right arrow key until the entire word is highlighted. 2. Right-click. The Mini toolbar appears. 3. Click the Italic button . You have italicized the word Italicize.
Alternate MethodItalicize with Keys

1. On the line that begins with "Keys," select the word "Italicize." You can place the cursor before the letter "I" in "Italicize." Press the Shift key; then press the right arrow key until the entire word is highlighted. 2. Press Ctrl+i (hold down the Ctrl key while pressing i). Note: To remove italics, press Ctrl+i again. You can also remove formatting by pressing Ctrl+spacebar. 3. Click anywhere in the text area to remove the highlighting.You have italicized the word Italicize.
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Underline with the Dialog Box Launcher

You can underline when using Word. Word provides you with many types of underlines from which to choose.The following are some of the underlines that are available if you use the dialog box launcher:
The following illustrates underlining with the dialog box launcher:
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1. On the line that begins with "Launcher," select the words "Underline these words." 2. Choose the Home tab. 3. Click the dialog box launcher in the Font group. The Font dialog box appears.
4. In the Underline Style box, click the down arrow to open the pull-down menu. 5. Click the type of underline you wish to use. Note: To remove an underline, you select None from the pull-down menu. 6. Click OK to close the dialog box. The underline you selected appears under the words. 7. Click anywhere in the text area to remove the highlighting.
Alternate MethodUnderline with the Ribbon
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1. On the line that begins with "Ribbon," select the words "Underline these words." 2. Choose the Home tab. 3. Click the Underline button in the Font group . Alternatively, you can press the and click to choose the type of again. down arrow next to the underline button underline you want.
Note: To remove the underlining, click the Underline button 4. Click anywhere in the text area to remove the highlighting.
Alternate MethodUnderline with Keys

1. On the line that begins with "Keys," select the words "Underline these words." 2. Press Ctrl+u (hold down the Ctrl key while pressing u). Note: To remove the underlining, press Ctrl+u again. 3. Click anywhere in the text area to remove the highlighting.
All Three with the Dialog Box Launcher

1. 2. 3. 4. On the line that begins with "Launcher," select the words "All three." Choose the Home tab. Click the dialog box launcher in the Font group. The Font dialog box appears. In the Font Style box, click Bold Italic. Note: You can see the effect of your selection in the preview window. To turn off the Bold Italic, click Regular. 5. In the Underline box, click to open the pull-down menu. Click the type of underline you want to use. Note: To remove an underline, select None from the pull-down menu. 6. Click OK to close the dialog box. 7. Click anywhere in the text area to remove the highlighting.
Alternate MethodAll Three with the Ribbon

1. 2. 3. 4. On the line that begins with "Ribbon," select the words "All three." Choose the Home tab. Click the Bold button in the Font group. Click the Italic button in the Font group.
5. Click the Underline button in the Font group. 6. Click anywhere in the text area to remove the highlighting.
Alternate MethodAll Three with Keys

1. On the line that begins with "Keys," select the words "All three." 2. Press Ctrl+b (bold). 3. Press Ctrl+i (italicize).
4. Press Ctrl+u (underline). Note: You can remove formatting by highlighting the text and pressing Ctrl+spacebar. 5. Click anywhere in the text area to remove the highlighting.
Save a File and Close Word

You must save your documents if you wish to recall them later. You can use the Save option on the Microsoft Office menu, to save a document. You can also save a document by typing Ctrl+s. The first time you save a document, the Save As dialog box appears. Use the Save As dialog box to locate the folder in which you want to save your document and to give your document a name. After you have saved your document at least once, you can save any changes you make to your document simply by clicking the Save after you click the Microsoft Office button. The following exercise shows you how to save the file you just created and close Word. You will name your file Lesson Two.
EXERCISE 4 Save a FileWindows Vista:
1. Click the Microsoft Office button. A menu appears. 2. Click Save. The Save As dialog box appears, if you are saving your document for the first time.
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3. 4. 5. 6. 7.
Use the Address bar to locate the folder in which you want to save your file. Name your file by typing Lesson Two.docx in the File Name box. Click Save. Click the Microsoft Office button. A menu appears. Click Exit Word, which is located in the bottom-right corner of the window. Word closes.
Save a FileWindows XP
1. Click the Microsoft Office button. A menu appears. 2. Click Save. The Save As dialog box appears if you are saving your document for the first time. 3. Specify the correct folder in the Save In box. 4. Name your document by typing Lesson Two in the File Name box. 5. Click Save. 6. Click the Microsoft Office button. A menu appears. 7. Click Exit Word, which is located in the bottom-right corner of the window. Word closes. Every time you save your document, you overwrite the previous version of your document. For example, you create a document and save it. Later you delete several passages from the document and then save your changes. The passages from the first draft of the document no longer exist. If you want to save both the original draft of your document and the revised document, you must save the second draft of the document using a different name. To save the document using a different name, click the Microsoft Office button. A menu appears. Click Save As. The Save As dialog box appears. Use the File Name box to give your document a new name.
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Lesson 3: More Basic Features

The features in Word 2007 can make your work easier, make your documents more attractive, and/or enable you to work more efficiently. This Microsoft Word lesson teaches you how to open a file, cut, copy, paste, use AutoText, use spell check, use Find and Replace, and change fonts. All of these features either make your work easier or make your document more attractive.
Open a File
When you do not have time to complete your work or when you finish your work, you can save and close your file. After saving a file, you can later open it to revise or finish it. You learned how to save a file in Lesson 2. In the exercise that follows, you learn how to open the file you saved.
EXERCISE 1 Open a File with Windows Vista

If you are using Windows Vista: 1. 2. 3. 4. 5. 6. Open Word 2007. Click the Microsoft Office button. A menu appears. Click Open. The Open dialog box appears. Locate the folder in which you saved the file. The file is named Lesson Two.docx. Click Lesson Two.docx. Click Open. The file you created during the previous lesson appears.
Open a File with Windows XP

If you are using Windows XP: 1. 2. 3. 4. Open Word 2007. Click the Microsoft Office button. A menu appears. Click Open. The Open dialog box appears. Use the Look In field to move to the folder in which you saved the file. The file is named Lesson Two.docx. 5. Click Lesson Two.docx. 6. Click Open. The file you created during the previous lesson appears.
Alternate MethodOpening a File with Keys

1. Open Word 2007. 2. Press Ctrl+o.
3. Locate the folder in which you saved your file. The file is named Lesson Two.docx 4. Click Lesson Two.docx 5. Click Open. The file you created during the previous lesson appears.
Cut and Paste

You can use Word's Cut feature to remove information from a document. The you can use the Paste feature to place the information you cut anywhere in the same or another document. In other words, you can move information from one place in a document to another place in the same or different document by using the Cut and Paste features. The Office Clipboard is a storage area. When you cut, Word stores the data you cut on the Clipboard. You can paste the information that is stored on the Clipboard as often as you like.
EXERCISE 2 Cut with the Ribbon
1. Type the following: I want to move. I am content where I am. 2. Select "I want to move. " 3. Choose the Home tab. 4. Click the Cut button in the Clipboard group. Word cuts the text you selected and places it on the Clipboard. Your text should now read: "I am content where I am."
Paste with the Ribbon
1. Place the cursor after the period in the sentence "I am content where I am." 2. Press the spacebar to leave a space. 3. Choose the Home tab. 4. Click the Paste button in the Clipboard group. Word pastes the text on the Clipboard. Your text should now read: "I am content where I am. I want to move."
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Alternate MethodCut with a Context Menu
1. Type the following: I want to move. I am content where I am. 2. Select "I want to move. " 3. Right-click. The Mini toolbar and a context menu appear. 4. Click Cut on the menu. Your text should now read: "I am content where I am."
Alternate MethodPaste with a Context Menu
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1. Place the cursor after the period in the sentence "I am content where I am." 2. Press the spacebar to leave a space. 3. Right-click. A Mini toolbar and a context menu appear. 4. Click Paste. Your text should now read: "I am content where I am. I want to move."
Alternate MethodCut with Keys

1. Type the following: I want to move. I am content where I am. 2. Select "I want to move." 3. Press Ctrl+x. 4. Your text should now read: " I am content where I am."
Alternate MethodPaste with Keys

1. 2. 3. 4. Place the cursor after the period in the sentence: "I am content where I am." Press the spacebar to leave a space. Press Ctrl+v. Your text should now read: "I am content where I am. I want to move."
Copy and Paste

In Microsoft Word, you can copy information from one area of a document and place the information you copied anywhere in the same or another document. In other words, after you type information into a document, if you want to place the same information somewhere else, you do not have to retype the information. You simple copy it and then paste it in the new location. As with cut data, Word stores copied data on the Clipboard.
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EXERCISE 3 Copy with the Ribbon
1. Type the following: You will want to copy me. One of me is all you need. 2. Select "You will want to copy me." 3. Choose the Home tab. 4. Click the Copy button in the Clipboard group. Word copies the data you selected to the Clipboard.
Paste with the Ribbon
1. Place the cursor after the period in the sentence: "One of me is all you need." 2. Press the spacebar to leave a space. 3. Choose the Home tab.
4. Click the Paste button in the Clipboard group. Word places the data you copied at the insertion point. Your text should now read: "You will want to copy me. One of me is all you need. You will want to copy me."
Alternate MethodCopy with a Context Menu
1. Type the following: You will want to copy me. One of me is all you need. 2. Select "You will want to copy me." 3. Right-click. A Mini toolbar and a context menu appear. 4. Click Copy. Word places the data you copied at the insertion point. Your text should now read: "You will want to copy me. One of me is all you need. You will want to copy me."
Alternate MethodPaste with a Context Menu
1. 2. 3. 4.
Place the cursor after the period in the sentence: "One of me is all you need." Press the spacebar to leave a space. Right-click. A context menu appears. Click Paste. Word pastes the information on the Clipboard into the document.
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Alternate MethodCopy with Keys

1. Type the following: You will want to copy me. One of me is all you need. 2. Select "You will want to copy me. " 3. Press Ctrl+c. Word copies the information you selected to the Clipboard.
Alternate MethodPaste with Keys

1. 2. 3. 4. Place the cursor after the period in the sentence "One of me is all you need." Press the spacebar to leave a space. Press Ctrl+v. Your text should now read: "You will want to copy me. One of me is all you need. You will want to copy me."
Use the Clipboard

As you cut or copy, Word can store the information you have cut or copied on the Clipboard in a hierarchy. Then each time you cut or copy, the data you just cut or copied moves to the top of the Clipboard hierarchy and the data previously at the top moves down one level. When you choose Paste, the item at the top of the hierarchy is the item Word pastes into your document. The Clipboard can store up to 24 items. You can paste any item on the Clipboard into your document by placing your cursor at the insertion point, displaying the Clipboard pane, and then clicking the item. The Clipboard pane includes an Options button. You can click the Options button to set the Clipboard options described in the following table. Option Show Office Clipboard Automatically Show Office Clipboard When Ctrl+c Pressed Twice Collect Without Showing Office Clipboard Show Office Clipboard Icon on Taskbar Show Status Near Taskbar When Copying Description Shows the Clipboard automatically when you copy items. Shows the Clipboard when you press Ctrl+c twice. Copies to the Clipboard without displaying the Clipboard pane. Displays the Clipboard icon on your system taskbar. Displays the number of items copied on the taskbar when copying.
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EXERCISE 4 Use the Clipboard
1. 2. 3. 4.
Place the cursor at the point at which you want to insert your text. Choose the Home tab. Click the Clipboard dialog box launcher to open the Clipboard. Click the item on the clipboard you want to insert into your document. Word pastes the Clipboard item into your document at the insertion point.
Create AutoText
Cut and Copy both store information on the Clipboard. Information you store on the Clipboard is eventually lost. If you want to store information permanently for reuse, use AutoText. AutoText permanently stores information for future use.
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EXERCISE 5 Create AutoText
1. Type the following: AutoText information is stored permanently. 2. Select "AutoText information is stored permanently." 3. Choose the Insert tab. 4. Click Quick Parts in the Text group. A menu appears. 5. Click Save Selection to Quick Part Gallery. The Create New Building Block dialog box appears.
6. Microsoft Word suggests a name. Change the name by typing AT in the Name field. 7. Click OK. The dialog box closes. 8. Click anywhere in the text area to remove the highlighting. 9. Place the cursor between the period in the sentence you just typed and the paragraph marker (). 10. Press the spacebar to leave a blank space. 11. Type AT.
12. Press F3. Your text should now read: "AutoText information is stored permanently. AutoText information is stored permanently." Note: Whenever you need the text, simply type the name (AT) and then press F3.
Use Spell Check

Word checks your spelling and grammar as you type. Spelling errors display with a red wavy line under the word. Grammar errors display with a green wavy line under the error. In Word 2007, you can use the Review tab's Spelling & Grammar button to initiate a spell and grammar check of your document.
EXERCISE 6 Use Spell Check
1. Type the following exactly as shown. Include all errors. Open thr door for Mayrala. She is a teacher from the town of Ridgemont. 2. Select: "Open thr door for Mayrala. She is a teacher from the town of Ridgemont." 3. Choose the Review tab. 4. Click the Spelling & Grammar button. The Spelling and Grammar dialog box appears.
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6. "The" is misspelled, so it is highlighted on the screen and noted in the Not in Dictionary box. Word suggests correct spellings. These suggestions are found in the Suggestions box. 7. Click "the" in the Suggestions box. 8. Click Change. Note: If the word is misspelled in several places, click Change All to correct all misspellings. 9. The name "Mayrala" is not in the dictionary, but it is correct. Click Ignore Once to leave "Mayrala" in the document with its current spelling. Note: If a word appears in several places in the document, click Ignore All so you are not prompted to correct the spelling for each occurrence. 10. "Ridgemont" is not found in the dictionary. If you frequently use a word not found in the dictionary, you might want to add that word to the dictionary by clicking the Add to Dictionary button. Word will then recognize the word the next time it appears. Click Add to Dictionary. 11. The following should appear on your screen: "Word finished checking the selection. Do you want to continue checking the remainder of the document?" 12. Click No. If you wanted Word to spell-check the entire document, you would have clicked Yes. Note: You can also press F7 to initiate a spelling and grammar check. If you don't have anything selected, Word checks the entire document.
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Find and Replace

If you need to find a particular word or phrase in your document, you can use the Find command. This command is especially useful when you are working with large files. If you want to search the entire document, simply execute the Find command. If you want to limit your search to a selected area, select that area and then execute the Find command. After you find the word or phrase you are searching for, you can replace it with new text by executing the Replace command.
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EXERCISE 7 Use Find with the Ribbon
1. Type the following: Monica is from Easton. She lives on the east side of town. Her daughter attends Eastern High School. 2. Select: "Monica is from Easton. She lives on the east side of town. Her daughter attends Eastern High School." 3. Choose the Home tab. 4. Click Find in the Editing group. A menu appears. 5. Click the Find option on the menu. The Find and Replace dialog box appears.
6. Type east in the Find What field. 7. Click Find Next. Note that the "East" in Easton is highlighted. 8. Click Find Next again. Note that "east" is highlighted.
9. Click Find Next again. Note that the "East" in Eastern is highlighted. 10. Click Find Next. The following message should appear: "Word has finished searching the selection. Do you want to search the remainder of the document?" 11. Click No. 12. Click Cancel.
Alternate MethodFind with Keys

1. Select: "Monica is from Easton. She lives on the east side of town. Her daughter attends Eastern High School." 2. Press Ctrl+f. 3. Follow steps 6 through 12 in the preceding section.
Use Replace with the Ribbon
1. Select "Monica is from Easton. She lives on the east side of town. Her daughter attends Eastern High School." 2. Choose the Home tab. 3. Click Replace in the Editing group. The Find and Replace dialog box appears.
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4. 5. 6. 7.
Type east in the Find What box. Type west in the Replace With box. Click Find Next. The East in Easton is highlighted. Click Replace. Word replaces the "East" in "Easton" with "West" and then highlights the word "east." 8. Click Replace. Word replaces the word "east" with "west" and then highlights the word "Eastern." 9. Click Close. Do not replace the "East" in "Eastern" with "West." 10. Your text should now read, "Monica is from Weston. She lives on the west side of town. Her daughter attends Eastern High School."
Alternate MethodReplace with Keys

1. Select "Monica is from Easton. She lives on the west side of town. Her daughter attends Western High School." 2. Press Ctrl+h. 3. Follow steps 4 through 11 in the preceding section.
Change the Font Size

A font is a set of characters (text) represented in a single typeface. Each character within a font is created by using the same basic style. In Microsoft Word, you can change the size of your font. The following exercise illustrates changing the font size.
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EXERCISE 8 Change the Font Size
1. Type the following: I can be any size you want me to be. 2. Select "I can be any size you want me to be." 3. Choose the Home tab. 4. In the Font group, click the down arrow next to the Font Size box. A menu of font sizes appears. 5. Move your cursor over the menu of font sizes. As you do, Word 2007 provides a live preview of the effect of applying each font size. 6. Click 36 to select it as your font size. Note: If you know the font size you want, you can type it in the Font Size field.
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Alternate MethodChange the Font Size with Grow Font and Shrink Font
You can also change the size of your font by clicking the Grow Font and Shrink Font buttons. Selecting text and then clicking the Grow Font button makes your font larger. Selecting text and then clicking the Shrink Font button makes your font smaller.
1. Type the following: Grow Shrink 2. Select "Grow" 3. Choose the Home tab. 4. Click the Grow Font button 5. Select Shrink. 6. Click the Shrink Font button
several times. You font becomes larger. several times. Your font becomes smaller.
Change the Font

In Microsoft Word, you can change the font (the "family" of type you use for your text). This feature is illustrated in the following exercise:
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EXERCISE 9 Change the Font with the Ribbon
1. Type the following: Changing fonts 2. Select "Changing fonts." 3. Choose the Home tab. 4. Click the down arrow next to the Font field. A menu of fonts appears. 5. Move the cursor over the list of fonts. Word 2007 provides a live preview of what the font will look like if you select it. 6. Click the font name to select the font you want.
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Alternate MethodChange the Font with the Mini Toolbar
1. 2. 3. 4. 5.
Select "Changing fonts." Right-click. The Mini toolbar and a menu appears. Move to the Mini toolbar. Click the down arrow next to the Font field. A menu of fonts appears. Click the name of the font you want.
Save Your File

This is the end of Lesson 3. You can save your file and close Word. See Lesson 2 to learn how to save and close.
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Lesson 4: Formatting Paragraphs and Working with Styles

When you type information into Microsoft Word, each time you press the Enter key Word creates a new paragraph. You can format paragraphs. For example, you can indent the first line of a paragraph, you can set the amount of space that separates paragraphs, and you can align a paragraph left, right, center, or flush with both margins. Styles are a set of formats you can quickly apply to a paragraph. For example, by applying a style, you can set the font, set the font size, and align a paragraph all at once. In this lesson, you will learn about the various formats you can apply to a paragraph and about styles. When you are formatting a paragraph, you do not need to select the entire paragraph. Placing the cursor anywhere in the paragraph enables you to format it. After you format a paragraph, pressing the Enter key creates a new paragraph in the same format.
Open a Blank Document

To begin a new Word project, you start by opening a new document.To begin this lesson, open a blank document in Microsoft Word.
EXERCISE 1 Open a Blank Document
1. Open Word 2007. 2. Click the Microsoft Office button. A menu appears. 3. Click New. The New Document dialog box appears.
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4. Click Blank Document. 5. Click Create. A new blank document opens.
Add Sample Text

This lesson uses sample text provided by Microsoft for training and demonstration purposes. You can type the text; however, there is a quicker way. You can use the rand function. Functions are used to obtain information. You tell the function what you want and the function returns that information to you. By default, in Word, when you type the rand function, Word returns three paragraphs. When working with functions, you use arguments to be specific about what you want the function to return. There are two arguments you can use with the rand function. The first one tells Word how many paragraphs you want, and the second one tells Word how many sentences you want in a paragraph. You place arguments between the parentheses and you separate them with a comma. For example, if you type =rand() and then press Enter, word returns three paragraphs. To tell Word you want two paragraphs with three sentences in each paragraph, you type =rand(2,3).
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EXERCISE 2 Add Sample Text

1. Type =rand(). 2. Press the Enter key. The following text appears: On the Insert tab, the galleries include items that are designed to coordinate with the overall look of your document. You can use these galleries to insert tables, headers, footers, lists, cover pages, and other document building blocks. When you create pictures, charts, or diagrams, they also coordinate with your current document look. You can easily change the formatting of selected text in the document text by choosing a look for the selected text from the Quick Styles gallery on the Home tab. You can also format text directly by using the other controls on the Home tab. Most controls offer a choice of using the look from the current theme or using a format that you specify directly. To change the overall look of your document, choose new Theme elements on the Page Layout tab. To change the looks available in the Quick Style gallery, use the Change Current Quick Style Set command. Both the Themes gallery and the Quick Styles gallery provide reset commands so that you can always restore the look of your document to the original contained in your current template.
Add Space Before or After Paragraphs

When creating a document, space is often used to clearly identify where each paragraph begins and ends. By default, Word may place slightly more space between paragraphs than it does between lines in a paragraph. You can increase or decrease the amount of space that appears before and after paragraphs by entering amounts in the Before and After fields in the Paragraph section of the Page Layout tab. Use the up arrows next to the Before and After fields to increase the amount of space before or after each paragraph; use the down arrows to decrease the amount of space before or after each paragraph. The following illustrates:
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EXERCISE 3 Add Space Before or After Paragraphs
1. Place your cursor anywhere in the second paragraph of the sample text you created in Exercise 2. 2. Choose the Page Layout tab. The default spacing appears in the Spacing Before field. 3. Click the up arrow next to the Spacing Before field to increase the space before the paragraph. 4. Click the up arrow next to the Spacing After field to increase the amount of space after the paragraph. Note: You can click the down arrows next to the Spacing Before and the Spacing After fields to decrease the amount of space before or after a paragraph. You can also type the amount of space you want to use directly into the fields. Space is measured in points. There are 72 points to an inch.
Change Line Spacing

Line Spacing sets the amount of space between lines within a paragraph. The spacing for each line is set to accommodate the largest font on that line. If the lines include smaller fonts, there will appear to be extra space between lines where the smaller fonts are located. At 1.5, the line spacing is set to one-and-a-half times the single-space amount. At 2.0, the line spacing is set to two times the single-space amount (double space).
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EXERCISE 4 Change Line Spacing
1. Place your cursor anywhere in the first paragraph of the sample text you created in Exercise 2. 2. Choose the Home tab. 3. Click the Line Spacing button in the Paragraph group. A menu of options appears. 4. Click 2.0 to double-space the first paragraph.
Create a First-Line Indent

Some people and organizations delineate the start of a new paragraph by indenting the first line. If you want to indent the first line of your paragraphs, you can use the Paragraph dialog box to set the amount by which you want to indent. In the Special Field of the Paragraph dialog box, you tell Word you want to indent the first line by choosing First Line from the menu options. In the By field, you tell Word the amount, in inches by which you want to indent. EXAMPLE: First-line Indent On the Insert tab, the galleries include items that are designed to coordinate with the overall look of your document. You can use these galleries to insert tables, headers, footers, lists, cover pages, and other document building blocks. When you create pictures, charts, or diagrams, they also coordinate with your current document look.
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EXERCISE 5 Create a First-line Indent
1. Place your cursor anywhere within the first paragraph of the sample text you created in Exercise 2. 2. Choose the Home tab. 3. In the Paragraphs group, click the launcher. The Paragraph dialog box appears.
4. Choose the Indents and Spacing tab. 5. Click to open the drop-down menu on the Special field.
6. Click First Line. 7. Enter 0.5" in the By field. 8. Click OK. The first line of your paragraph is now indented half an inch. Special Note: To remove the first line indent: 1. 2. 3. 4. 5. 6. Place the cursor anywhere in the paragraph. Choose the Home tab. In the Paragraphs group, click the launcher. The Paragraph dialog box opens. Choose the Indents and Spacing tab. Click the down arrow next to the Special field and then click None. Click OK.
Indent Paragraphs
Indentation allows you to indent your paragraph from the left and/or right margin. You may find this necessary when you are quoting a large block of text. The following exercise shows you how to indent a paragraph 1 inch from each side. EXAMPLE: Indentation On the Insert tab, the galleries include items that are designed to coordinate with the overall look of your document. You can use these galleries to insert tables, headers, footers, lists, cover pages, and other document building blocks. When you create pictures, charts, or diagrams, they also coordinate with your current document look. You can easily change the formatting of selected text in the document text by choosing a look for the selected text from the Quick Styles gallery on the Home tab. You can also format text directly by using the other controls on the Home tab. Most controls offer a choice of using the look from the current theme or using a format that you specify directly.
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EXERCISE 6 Indent Paragraphs
1. Place your cursor anywhere in the second paragraph of the sample text you created in Exercise 2. 2. Choose the Page Layout tab. 3. Type 1" in the Indent Left field or use the up or down arrows to set the field value to 1". 4. Type 1" in the Indent Right field or use the up or down arrows to set the field value to 1". Your paragraph is now indented one inch from both the left and right margins, as in the example.
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Align Paragraphs
Microsoft Word gives you a choice of several types of alignments. Left-aligned text is flush with the left margin of your document and is the default setting. Right-aligned text is flush with the right margin of your document, centered text is centered between the left and right margins, and Justified text is flush with both the left and right margins.
EXAMPLE: Left-Aligned Sample Paragraph On the Insert tab, the galleries include items that are designed to coordinate with the overall look of your document. You can use these galleries to insert tables, headers, footers, lists, cover pages, and other document building blocks. When you create pictures, charts, or diagrams, they also coordinate with your current document look. EXAMPLE: Right-aligned Sample Paragraph On the Insert tab, the galleries include items that are designed to coordinate with the overall look of your document. You can use these galleries to insert tables, headers, footers, lists, cover pages, and other document building blocks. When you create pictures, charts, or diagrams, they also coordinate with your current document look. EXAMPLE: Centered Sample Paragraph On the Insert tab, the galleries include items that are designed to coordinate with the overall look of your document. You can use these galleries to insert tables, headers, footers, lists, cover pages, and other document building blocks. When you create pictures, charts, or diagrams, they also coordinate with your current document look. EXAMPLE: Justified Sample Paragraph On the Insert tab, the galleries include items that are designed to coordinate with the overall look of your document. You can use these galleries to insert tables, headers, footers, lists, cover pages, and other document building blocks. When you create pictures, charts, or diagrams, they also coordinate with your current look.
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The following exercises demonstrate how to justify text.
EXERCISE 7 Create the Paragraphs

1. 2. 3. 4. Type Sample Paragraph. Press Enter. Type =rand(1) to create a paragraph. Press Enter.
Right-align
1. Select the paragraphs you created. 2. Choose the Home tab. 3. Click the Align-right button in the Paragraph group. Word right-aligns your paragraphs.
Left-align
1. Select the paragraphs you created. 2. Choose the Home tab. 3. Click the Align-left button in the Paragraph group. Word left-aligns your paragraph.
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Center
1. Selected the paragraphs you created. 2. Choose the Home tab. 3. Click the Center button in the Paragraph group. Word centers your paragraph.
Justify
1. Select the paragraphs you created. 2. Choose the Home tab. 3. Click the Justify button in the Paragraph group. Word justifies your paragraph.
Alternate MethodRight-Justify with Keys

1. Select the paragraphs you created. 2. Press Ctrl+r. The paragraph is now right-aligned.
Alternate MethodLeft-Justify with Keys

1. Select the paragraphs you created. 2. Press Ctrl+l. The paragraph is now left-aligned.
Alternate MethodCenter with Keys

1. Select the paragraphs you created. 2. Press Ctrl+e. The paragraph is now centered.
Alternate MethodJustify with Keys

1. Select the paragraphs you created. 2. Press Ctrl+j. The paragraph is now justified.
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Create a Hanging Indent

The hanging indent feature indents each line except the first line by the amount specified in the By field, as shown in the example. EXAMPLE:Hanging Indent Hanging Indent: The hanging indent feature indents the first line of the paragraph from the margin by the amount specified in the Left field. The amount in the Left field plus the amount specified in the By field indent all subsequent lines.
EXERCISE 8 Create a Hanging Indent
1. Type the following: Hanging Indent: The hanging indent feature indents the first line by the amount specified in the Left field. Subsequent lines are indented by the amount specified in the Left field plus the amount specified in the By field. 2. Select the paragraph you just typed. 3. Choose the Home tab. 4. Click the launcher in the Paragraph group. The Paragraph dialog box appears.
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5. Choose the Indents and Spacing tab. 6. In the Special field, click to open the pull-down menu. 7. Click Hanging. 8. In the By box, type 2". 9. Click OK. 10. Place the cursor after the colon following "Hanging Indent." 11. Press the Tab key. Notice that the indentation changes.
Choose a Style Set

When working with Word, you can use styles to quickly format your documents. A style is a set of formats consisting of such things as fonts, font color, font sizes, and paragraph formats. Word 2007 supplies you with predesigned style sets that contain styles for titles, subtitles, quotes, headings, lists and more. The sections that follow all show you how to work with styles. The exercises are based on a file you must download. Right click here to download the file. Click Save Target As from the menu that appears, and save the linked file to a directory on your computer. The file will download as a zip file. A zip file is a file that is compressed. Compressed files are smaller and easier to download. To open the file: 1. Open the folder you downloaded the file to. 2. Right-click on the file name. 3. Click Extract All on the menu that appears. The Extract Compressed (Zipped) Folders dialog box appears. 4. Enter the folder you want to put the file in or except to suggested location. 5. Click Extract. Windows Explorer extracts the file. 6. You can use Microsoft Word to open the file.
EXERCISE 9 Choose a Style Set
1. Choose the Home tab. 2. Click Change Styles in the Styles group. A menu appears. 3. Click Style Set. A menu appears. You can choose from any of the styles listed on the menu. 4. Click Simple. Word 2007 reformats all of the paragraphs into the Simple style by applying the Normal format to each paragraph.
Apply a Style
You can see of all the styles available to you in the style set by clicking the launcher in the Styles group and opening the Styles pane. You can leave the Styles pane open and available for use by docking it. To dock the Styles pane, click the top of the pane and drag it to the left or right edge of the Word window. You do not need to select an entire paragraph to apply a style. If the cursor is anywhere in the paragraph, when you click on the style, Word formats the entire paragraph.
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EXERCISE 10 Apply the Title Style
1. Choose the Home tab. 2. Click the launcher in the Styles Group. The Styles pane appears. You can drag it to the side of the Word window to dock it. To close the Styles pane, click the Close button in the upper right corner of the pane . 3. Click anywhere in the paragraph "Single-Parent FamilyCareer Help." 4. Click Title in the Styles pane. Word 2007 applies the Title style to the paragraph. Headings and subheadings mark major topics within your document. With Word 2007, you can easily format the headings and subheadings in your document.
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Apply Headings
1. Click anywhere in the paragraph "The Nature of Single Parenthood." 2. In the Style box, click Heading 1. Word reformats the paragraph. 3. Repeat steps 1 and 2 in the following paragraphs:

Types of Single Parents Career Development Needs of Single Parents Career Development Programs
Apply Subheadings
1. Click anywhere in the paragraph "Displaced Homemakers" 2. In the Style box, click Heading 2. Word reformats the paragraph. 3. Repeat steps 1 and 2 for the following paragraphs:

Displaced Homemakers Adolescent Mothers Single Fathers High School Dropout Prevention Established Education Sites
Alternate Method -- Apply Styles with the Ribbon

You can also choose styles by selecting the option you want from the Styles group on the Ribbon. First you must place your cursor in the paragraph to which you want to apply the style. Then you click the More button in the Styles group to see all of the styles in the currently selected set. As you roll your cursor over each of the styles listed, Word 2007 provides you with a live preview of how the style will appear when applied. 1. Select the paragraphs "Emotional Support" through "Parenthood Education" (they are probably on page two). 2. Click the More button in the Styles group. 3. Locate and click the List Paragraph style. Word applies the List Paragraph style to the paragraphs you selected.
Change Style Sets

Once you have applied styles, changing to another style set is easy. You simply open the Style Set gallery. As you move your cursor down the menu, Word 2007 provides you with a live preview of the effect of applying the style set. To choose a style set, you click it.
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EXERCISE 11 Change Style Sets

1. Click Change Styles in the Styles group. A menu appears. 2. Click Style Set. A menu appears. As you move your cursor down the menu Word 2007 provides you with a live preview of the effect of applying the Style set to your document. 3. Click Formal. Word 2007 reformats all of the paragraphs into the Formal style applying the appropriate format to each paragraph. This is the end of Lesson 3. You can save you file and close Word. See Lesson 2 to learn how to save and close.
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Lesson 5: Adding Bullets and Numbers, Undoing and Redoing, Setting Page Layouts and Printing Documents
If you have lists of data, you may want to bullet or number them. When using Microsoft Word, bulleting and numbering are easy. The first part of this lesson teaches you to bullet and number. After you have completed your document, you may want to share it with others. One way to share your document is to print and distribute it. However, before you print you may want to add page numbers and tell Word such things as the page orientation, the paper size, and the margin setting you want to use. In this lesson you will learn how to layout and how to print your documents.
Add Bullets and Numbers

In Microsoft Word, you can easily create bulleted or numbered lists of items. Several bulleting and numbering styles are available, as shown in the examples. You can select the one you wish to use. EXAMPLES: Numbering
EXAMPLES: Bulleting
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EXERCISE 1 Bullets
1. Type the following list as shown: Apple Orange Grape Mango Cherry 2. Select the words you just typed. 3. Choose the Home tab. 4. In the Paragraph group, click the down arrow next to the Bullets button . The Bullet Library appears. 5. Click to select the type of bullet you want to use. Word adds bullets to your list. Note: As you move your cursor over the various bullet styles, Word displays the bullet style onscreen. To remove the bulleting: 1. Select the list again. 2. Choose the Home tab. 3. In the Paragraph group, click the down arrow next to the Bullets icon. The Bullet dialog box appears. 4. Click None. Word removes the bullets from your list.
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Numbers
1. Type the following list as shown: Apple Orange Grape Mango Cherry 2. Select the words you just typed. 3. Choose the Home tab. 4. In the Paragraph group, click the down arrow next to the Numbering button . The Numbering Library appears. 5. Click to select the type of numbering you want to use. Word numbers your list. Note: As you move your cursor over the various number styles, Word displays the number style onscreen. To remove the numbering: 1. Select the list again. 2. Choose the Home tab.
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3. In the Paragraph group, click the down arrow next yo the Numbering icon. The Number dialog box appears. 4. Click None. Word removes the numbering from your list.
Undo and Redo

You can quickly reverse most commands you execute by using Undo. If you then change your mind again, and want to reapply a command, you can use Redo.
EXERCISE 2 Undo and Redo
1. 2. 3. 4. 5. 6. 7. 8.
Type Undo example. Click the Undo button on the Quick Access menu. The typing disappears. Click the Redo button on the Quick Access menu. The typing reappears. Select "Undo example." Press Ctrl+b to bold. Word bolds the text. Press Ctrl+i. Word italicizes the text. Press Ctrl+u Word underlines the text. Click the down arrow next to the Undo icon. You will see the actions you performed listed. To undo the underline, click Underline; to undo the underline and italic, click Underline Italic; to undo the underline, italic, and bold click Bold etc. 9. To redo, click the Redo icon several times.
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Alternate Method -- Undo & Redo by Using Keys

1. 2. 3. 4. 5. 6. 7. Type Undo example. Press Ctrl+z. The typing disappears. Press Ctrl+y. The typing reappears. Select "Undo example." Press Ctrl+u to underline. Press Ctrl+z. The underline is removed. Press Ctrl+y. The underline reappears.
Set the Orientation

Before you print your document, you may want to change the orientation of your pages. There are two orientations you can use: portrait and landscape. Paper, such as paper sized 8 1/2 by 11, is longer on one edge than it is on the other. If you print in Portrait, the shortest edge of the paper becomes the top of the page. Portrait is the default option. If you print Landscape, the longest edge of the paper becomes the top of the page.
Portrait
Landscape
The exercises that follow use a file named SamplePrint.docxy Right click here to download the file. Click Save Target As from the menu that appears, and save the linked file to a directory on your computer. The file will download as a zip file. A zip file is a file that is compressed. Compressed files are smaller and easier to download. To open the file: 1. Open the folder you downloaded the file to. 2. Right-click on the file name. 3. Click Extract All on the menu that appears. The Extract Compressed (Zipped) Folders dialog box appears. 4. Enter the folder you want to put the file in or except to suggested location. 5. Click Extract. Windows Explorer extracts the file. 6. You can use Microsoft word to open the file.
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EXERCISE 3 Set the Orientation
1. Choose the Page Layout tab. 2. Click Orientation in the Page Setup group. A menu appears. 3. Click Portrait. Word sets your page orientation to Portrait.
Set the Page Size

Paper comes in a variety of sizes. Most business correspondence uses 8 1/2 by 11 paper which is the default page size in Word. If you are not using 8 1/2 by 11 paper, you can use the Size option in the Page Setup group of the Page Layout tab to change the Size setting.
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EXERCISE 4 Set the Page Size
1. Choose the Page Layout tab. 2. Click Size in the Page Setup group. A menu appears. 3. Click Letter 8.5 x 11in. Word sets your page size.
Set the Margins

Margins define the amount of white space that appears at the top, bottom, left, and right edges of your document. The Margin option in the Page Setup group of the Page Layout tab provides several standard margin sizes from which you can choose.
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EXERCISE 5 Set the Margins
1. Choose the Page Layout tab. 2. Click Margins in the Page Setup group. A menu appears. 3. Click Moderate. Word sets your margins to the Moderate settings.
Add Page Numbers

Page number help you keep your document organized and enable readers to find information quickly. You can add page numbers to the top, bottom, or margins of your pages, and you can choose where the numbers appear. For example, numbers can appear at the top of the page, on the left, right, or center of the page. Word also offers several number styles from which you can choose.
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EXERCISE 6 Add Page Numbers
1. 2. 3. 4.
Choose the Insert tab. Click the Page Number button in the Header & Footer group. A menu appears. Click Bottom of Page. Click the right-side option.
Insert Page Breaks

As you learned in Lesson 1, you can display your document in any of five views: Draft, Web Layout, Print Layout, Full Screen Reading, or Online Layout. In Print Layout view you see your document as it will appear when you print it. You can clearly see where each page ends and a new page begins. As you review your document, you may find that you want to change the point at which a new page begins. You do this by inserting a page break. For example, if a page heading appears on one page and the first paragraph under the heading appears on the next page, you may want to inser a page break before the heading to keep the heading and the first paragraph together.
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EXERCISE 7 Change to Print View
1. Choose the View tab. 2. Click Print Layout in the Document Views group. Your document changes to the Print Layout view.
Insert Page Breaks
1. Place your cursor before the D in "Displaced Homemakers" 2. Choose the Insert tab. 3. Click Page Break. Word places a page break in your document. To delete a page break, you select the page break and then press the Delete key.
Preview and Print Documents

When you have your margins, tabs, and so on the way you want them, you are ready to print. In Word, You can preview your document before you print. In the Preview mode, you can review each page, view multiple pages at the same time, zoom in on a page, and access the Size, Orientation, and Margin options. If you press the Zoom button while you are in Preview mode, the Zoom dialog box appears. In the Zoom dialog box you can set the sizes of the pages that display as well as the number of pages that display. When you are ready to print, you use the Print dialog box. In the Print Range area, choose All to print every page of your document, choose Current Page to print the page you are currently on, or choose Pages to enter the specific pages you want to print. Type the pages you want to print in the Pages field. Separate individual pages with commas (1,3, 13); specify a range by using a dash (4-9).
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EXERCISE 8 Print Preview

1. Click the Microsoft Office button. A menu appears. 2. Highlight the Print option. The Preview and Print the Document menu appears. 3. Click Print Preview. The Preview window appears, with your document in the window. 4. Click One Page to view one page at a time. Click Two Pages to view two pages at a time. 5. To view your document in normal size, click 100%. 6. Click the Zoom Button. The Zoom dialog box appears. 7. Select an option and then click OK. Perform this task for each option and note the results. Note: As you review your document, if you see changes you would like to make to the layout, use the Margin, Orientation, or Page Size options to make the changes. If you want to make other types of changes to your document, click the Close Print Preview button, to return to your document. Once you are satisfied with your document, you are ready to print.
Print
1. Click the Print button. The Print dialog box appears. 2. Click the down arrow next to the Name field and select the printer to which you want to print. 3. Choose All as the page range. 4. Click OK. Word prints your document. You have completed Lesson 5. You can save your document and close Word.
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COMPETENCY BASED LEARNING MATERIAL IN OFFICE SUITE I A. MICROSOFT POWER POINT
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Lesson 1: The PowerPoint Window

PowerPoint is a presentation software package. With PowerPoint, you can easily create slide shows. Trainers and other presenters use slide shows to illustrate their presentations. This lesson introduces you to the PowerPoint window. You use the window to interact with the software. To begin, open PowerPoint 2007. The window appears and your screen looks similar to the one shown. Note: Your screen will probably not look exactly like the screen shown. In PowerPoint 2007, how a window displays depends on the size of the window, the size of your monitor, and the resolution to which your monitor is set. Resolution determines how much information your computer monitor can display. If you use a low resolution, less information fits on your screen, but the size of your text and images are larger. If you use a high resolution, more information fits on your screen, but the size of the text and images are smaller. Also, settings in PowerPoint 2007, Windows Vista, and Windows XP allow you to change the color and style of your windows.
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The Microsoft Office Button
In the upper-left corner is the Microsoft Office button. When you click the button, a menu appears. You can use the menu to create a new file, open an existing file, save a file, and perform many other tasks.
The Quick Access Toolbar
Next to the Microsoft Office button is the Quick Access toolbar. The Quick Access toolbar provides you with access to commands you frequently use. By default, Save, Undo, and Redo appear on the Quick Access toolbar. You use Save to save your file, Undo to rollback an action you have taken, and Redo to reapply an action you have rolled back.
The Title Bar
The Title bar is located at the top in the center of the PowerPoint window. The Title bar displays the name of the presentation on which you are currently working. By default, PowerPoint names presentations sequentially, starting with Presentation1. When you save your file, you can change the name of your presentation. The Ribbon
1 Tabs 2 Command Group 3 Command Buttons 4 Launcher
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You use commands to tell PowerPoint what to do. In PowerPoint 2007, you use the Ribbon to issue commands. The Ribbon is located near the top of the PowerPoint window, below the Quick Access toolbar. At the top of the Ribbon are several tabs; clicking a tab displays several related command groups. Within each group are related command buttons. You click buttons to issue commands or to access menus and dialog boxes. You may also find a dialog box launcher in the bottom-right corner of a group. When you click the dialog box launcher, a dialog box makes additional commands available.
Rulers
Rulers are vertical and horizontal guides. You use them to determine where you want to place an object. If the rulers do not display in your PowerPoint window: 1. Click the View tab. 2. Click Ruler in the Show/Hide group. The rulers appear.
Slides, Placeholders, and Notes
1 2 3
Slide Placeholders Notes
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Slides appear in the center of the window. You create your presentation on slides. Placeholders hold the objects in your slide. You can use placeholders to hold text, clip art, charts, and more. You can use the notes area to creates notes to yourself. You can refer to these notes as you give your presentation.
Status Bar, Tabs, View Buttons, and More
1 2
Status Bar 6
Outline 7 Tab 3 Slides Tab 8 4 5 View Buttons Zoom 9
Vertical & Horizontal Splitter Bars Minimize Button Maximize/Restore Button Close Button
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The Status bar generally appears at the bottom of the window. The Status bar displays the number of the slide that is currently displayed, the total number of slides, and the name of the design template in use or the name of the background. The Outline tab displays the text contained in your presentation. The Slides tab displays a thumbnail of all your slides. You click the thumbnail to view the slide in the Slide pane. The View buttons appear near the bottom of the screen. You use the View buttons to change between Normal view, Slider Sorter view, and the Slide Show view. Normal View Normal view splits your screen into three major sections: the Outline and Slides tabs, the Slide pane, and the Notes area. The Outline and Slides tabs are on the left side of your window. They enable you to shift between two different ways of viewing your slides. The Slides tab shows thumbnails of your slides. The Outline tab shows the text on your slides. The Slide pane is located in the center of your window. The Slide pane shows a large view of the slide on which you are currently working. The Notes area appears below the Slide pane. You can type notes to yourself on the Notes area. Slide Sorter View Slide Sorter view shows thumbnails of all your slides. In Slide Sorter view, you can easily add, delete, or change their order of your slides. Slide Show Use the Slide Show view when you want to view your slides, as they will look in your final presentation. When in Slide Show view:
Esc
Returns you to the view you were using previously. Moves you to the next slide or animation effect. When you reach the last slide, you automatically return to your previous view. Opens a pop-up menu. You can use this menu to navigate the slides, add speaker notes, select a pointer, and mark your presentation.
Leftclicking
Rightclicking
Zoom allows you to zoom in and zoom out on the window. Zooming in makes the window larger so you focus in on an object. Zooming out makes the window smaller so you can see the entire window. You can click and drag the vertical and horizontal splitter bars to change the size of your panes. You use the Minimize button to remove a window from view. While a window is minimized, its title appears on the taskbar. You click the Maximize button to cause a window to fill the screen. After you maximize a window, clicking the Restore button returns the window to its former smaller size. You click the Close button to exit the Datacom Institute of Computer Technology Page 427
Lesson 2: Creating Your First PowerPoint Presentation

You create your PowerPoint presentation on slides. You use layouts to organize the content on each slide. PowerPoint has several slide layouts from which to choose. Themes are sets of colors, fonts, and special effects. Backgrounds add a colored background to your slides. You can add themes and backgrounds to your slides. After you complete your slides, you can run your presentation.
Create a Title Slide

When you start PowerPoint, PowerPoint displays the title slide in the Slide pane. You can type the title of your presentation and a subtitle on this slide. To enter text:

Click and type the title of your presentation in the "Click to add title" area. Click and type a subtitle in the "Click to add subtitle" area. in the Slides group on
If you do not wish to use the title slide, click the Delete Slide button the Home tab.
EXERCISE 1 Create a Title Slide
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1. Open PowerPoint. You are presented with a title slide.
2. Enter the information shown here. Type College Scholarships and Financial Aid in the Click to Add Title text box. Type Paying for College in the Click to Add Subtitle text box.
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Create New Slides

After completing your title slide, you can create additional slides. To create a new slide: 1. Choose the Home tab. 2. Click the New Slide button in the Slides group. The Office Theme dialog box appears and displays several layout templates. 3. Click the layout you want. The layout appears in the Slide pane of the PowerPoint window.
3. To add text, click inside the placeholder and type. 4. To add an additional slide to your presentation, do one of the following: Right-click the slide layout. A menu appears. Click Layout and then click the layout you want.
Choose the Home tab, click the New Slide button layout you want.
, and then choose the slide
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EXERCISE 2 Create New Slides

1. Choose the Home tab. 2. Click the New Slide button in the Slides group. The Office Theme dialog box appears. 3. Click the Title and Content Layout. The slide appears on the Slides tab.
4. Enter the information shown here. Type Here is what to do: (including the colon) in the Click to Add Title text box. Type the bulleted text in the Content text box.
Create an Outline
If you need to present the information in your slide in outline form, you can easily create an outline by using the Increase List Level button 1. Choose the Home tab. 2. Click the New Slide button in the Slides group. The Office Theme dialog box appears. 3. Click the Title and Content layout. 4. Enter the information shown here. Click the Increase List Level button in the Paragraph group to indent the bullets for Stafford Loans and PLUS Loans. If you ever need to decrease an indent, use the Decrease List Level button group. in the Paragraph to create a hierarchy.
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Use Two-Column Text

You can also place text in two separate columns. 1. Choose the Home tab. 2. Click the New Slide button in the Slides group. The Office Theme dialog box appears. 3. Click the Two Content layout. 4. Enter the information shown here.
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Make Changes to Your Slides

After creating a slide, if you want to add text: 1. Place the mouse pointer at the point at which you would like to add text. 2. Type the information you want to add. If you would like to change text: 1. Select the text you want to change. 2. Type the new text. You can use the Backspace key to delete text. You can also delete text by highlighting the text and pressing the Delete key.
Apply a Theme
A theme is a set of colors, fonts, and special effects. Themes provide attractive backgrounds for your PowerPoint slides. To apply a theme to all of the slides in your presentation: 1. Choose the Design tab. 2. Click the More button in the Themes group. 3. Click the design you want. To apply a theme to selected slides: 1. Click the Slides tab, located on the left side of the window. 2. Hold down the Ctrl key and then click to select the slides to which you want to apply a theme. 3. Choose the Design tab. 4. Click the More button in the Themes group. 5. Right-click the theme you want to apply. A menu appears. 6. Click Apply to Selected Slides. Excel applies the theme to the slides you selected. You can add a dramatic effect to your theme by applying a background. 1. Choose the Design tab. 2. Click the Background Styles button 3. Click the background you want. .
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EXERCISE 3 Apply a Theme
1. Choose the Design tab. 2. Click the More button in the Themes group.
3. Click the theme you want. PowerPoint applies the theme to all of the slides in your presentation.
Add a Background
1. Choose the Design tab. 2. Click the Background Styles button . 3. Click the background you want. PowerPoint applies the background to your slides.
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Run Your PowerPoint Slide Show

After you create your slides, you can run your slide show: 1. Do any one of the following: o Press F5.
o o
Choose the Slide Show tab. Click the From Beginning button in the Start Slide Show group. Click the Slide Show icon in the bottom-right corner of your screen.
Your slide show appears on your screen.
Navigating the Slide Show Task Go to the next slide. Procedure
Do one of the following:

Press the Right Arrow key. Press the Enter key. Press the Page Down key. Left-click the slide.
Go to the previous slide.
Do one of the following:

Press the Left Arrow key. Press the Backspace key. Press the Page Up key.
End the slide show and return to PowerPoint.
Press the Esc key.
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EXERCISE 4 Run Your Slide Show

1. Press F5 to run the slide show. 2. Use the arrow keys on your keyboard to move forward and backward through your slides. 3. Use the Esc key to return to Normal view.
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Lesson 3: Animations, Transitions, Spell Check, Outline Tab, Slides Tab, Sorter View, and Printing
Animations control how objects move onto, off of, and around your slides. Transitions control how your presentation moves from one slide to the next. This lesson teaches you how to create animations and transitions. It also teaches how to spell-check your document, how to use the Outline and Slides tabs, how to use Sorter view, and how to print.
Add Animations
You can animate the objects on your PowerPoint slides. PowerPoint provides four types of animations: Entrance, Emphasis, Exit, and Motion Paths. An Entrance animation determines the manner in which an object appears on a slide; for example, an object can move onto a slide. An Emphasis animation does something to draw attention to an object; for example, the object can become larger. An Exit animation determines the manner in which an object leaves a slide; for example, an object can move off a slide. A Motion Paths animation determines how an object moves around a slide; for example, an object can move from left to right. After you add an animation, you can use the Custom Animation pane to modify it by choosing an effect. Choosing an effect enables you to define what starts the animation, its properties (such the direction from which an object moves onto the slide), and control the speed of the animation. In addition, you can have an animation start when you click the mouse, start along with the previous animation, or start at a specified time after the previous animation. If the Auto Preview box is checked on the Custom Animation pane, PowerPoint provides you with preview of your animation after you create it and each time you modify it. You can also use the Play button on the Custom Animation pane to preview an animation. To choose an effect: 1. Select the object you want to animate. 2. Choose the Animations tab. 3. Click the Custom Animation button . The Custom Animation pane appears. 4. Click the Add Effect button . A menu appears. 5. Choose the type of effect you want. A submenu appears. 6. Click the effect you want. PowerPoint applies the effect. To modify an effect: 1. Click the down arrow next to the Start field on the Custom Animations pane and then select the start method you want. 2. Click the down arrow next to the Property field on the Custom Animations pane and the select the property you want. The Property field might be labeled Direction, Size, or some other property. 3. Click the down arrow next to the Speed field on the Custom Animations pane and then select the speed you want to apply to your animation. To preview the animation, click the Play button on the Custom Animations pane.
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EXERCISE 1 Add an Animation to a Slide
1. Click Slide 2 on the Slides tab. 2. Select "Start saving early." 3. Choose the Animations tab. 4. Click the Custom Animation button . The Custom Animation pane appears. 5. Click the Add Effect button . A menu appears. 6. Choose Entrance. A submenu appears. 7. Click Fly In. PowerPoint applies the effect. If the Auto preview box is checked, PowerPoint automatically provides you with a preview of the animation.
Modify the Effect
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1. Click the down arrow next to the Start field and then select After Previous. 2. Click the down arrow next to the Direction field and then select From Bottom. 3. Click the down arrow next to the Speed field and then select Medium.
Add Another Animation
1. 2. 3. 4.
Select "Apply for financial aid." Click the Add Effect button . A menu appears. Choose Entrance. A submenu appears. Click Fly In. PowerPoint applies the effect. If the Auto preview box is checked, PowerPoint automatically provides you with a preview of the animation.
Modify the Animation
1. Click the down arrow next to the Start field and then select After Previous. The Apply for Financial Aid field appears in the center of the Custom Animation pane. 2. Click the down arrow next to the Apply for Financial Aid field and then click Timing. The Fly In dialog box appears.
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3. Type 0.05 in the Delay text box. 4. Click OK.
5. Click the down arrow next to the Direction field and then select From Bottom. 6. Click the down arrow next to the Speed field and then select Medium. If the Auto preview box is checked, PowerPoint automatically provides you with a preview of the animation. You can click the Play button on the Custom Animation pane at anytime to preview an animation.
Add Transitions
Transitions determine how your presentations move from one slide to the next. For example, a slide can move up onto the screen and replace the previous slide. PowerPoint provides several transition methods. You can add sound to a transition and you can control its speed. You can apply a transition to selected slides or to all of the slides in your presentation. A transition can occur when the presenter clicks the mouse or after the amount of time you specify.
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To apply a transition to selected slides: 1. On the Slides tab, hold down the Ctrl key and then click the slides to which you want to apply the transition. 2. Choose the Animations tab. 3. Click the More button in the Transition to this Slide group. A menu of transitions appears. 4. Click the transition you want to apply. PowerPoint applies the transition. As you roll your pointer over each transition, PowerPoint provides you with a live preview of the transition. To apply a transition to all slides: 1. Choose the Animations tab. 2. Click the More button in the Transition to this Slide group. A menu of transitions appears. 3. Click the transition you want to apply. As you roll your pointer over each transition, PowerPoint provides you with a live preview of the transition. 4. Click the Apply to All button To add a sound to a transition: 1. Choose the Animations tab. 2. Click the down arrow next to the Transition Sound field and then click the sound you want. As you roll your pointer over each sound, PowerPoint plays the sound. To set the speed of a transition: 1. Choose the Animations tab. 2. Click the down arrow next to the Transition Speed field and then click the speed you want. If you want the transition to occur after the presenter clicks the mouse, check the On Mouse Click check box. If you want a transition to occur after a specified period of time, check the Automatically After check box and then specify the amount of time you want to elapse before the transition occurs. The On Mouse Click check box and the Automatically After check box are both located on the Animations tab in the Transition to This Slide group. in the Transition to This Slide group.
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EXERCISE 2 Add Transitions
1. Choose the Animations tab. 2. Click the More button in the Transition to this Slide group. A menu of transitions appears.
s 3. Click the Push Up transition. As you roll your pointer over each transition, PowerPoint provides you with a live preview of the transition.
Add Sound and Set the Speed
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1. Click the down arrow next to the Transition Sound field and then click Click. 2. Click the down arrow next to the Transition Speed field and then click Slow.
Advance Slide
1. Check the On Mouse Click check box. 2. Click the Automatically After check box. 3. Type 00:07 in the Automatically After text box. 4. Click the Apply to All button . PowerPoint applies all of your changes to all of the slides. 5. Click Slide 1 on the Slides tab. 6. Type 00:03 in the Automatically After text box. PowerPoint changes the timing for Slide 1.
Spell Check
PowerPoint checks your spelling as you type and displays errors with a red wavy line under the misspelled word. You can right-click and then select the correct spelling from the list of offerings on the menu that appears or select Spelling to open the Spelling dialog box. If you need to, you can initiate a spell check anytime you like. To start a spell check, do one of the following:

Press F7. Choose the Review tab and then click the Spelling button
If the spell check finds a possible spelling error, the Spelling dialog box opens with the spelling error highlighted. You can respond in several ways.
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Response Do not change spelling. Correct spelling.
Procedure Click Ignore. 1. Click the correct spelling in the Suggestions box. 2. Click Change. Click Add. Click Ignore All.
Add to dictionary. Word is correct. Do not change presentation. Word is incorrect. Change entire presentation.
Click Change All.
EXERCISE 3 Spell Check

1. Press F7 2. Correct any spelling errors PowerPoint finds. If PowerPoint does not find any errors, the Spelling Check is Complete message box appears. Click OK.
Use the Outline and Slides Tabs

By default, the Outline and Slides tabs are located on the left side of your PowerPoint window. The Outline tab displays the text contained in your presentation. The Slides tab displays a thumbnail of all your slides. You click the thumbnail to view the slide in the Slide pane.
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EXERCISE 4 Use the Outline and Slides Tabs
1. Choose the Slides tab to view thumbnails of your slides.
2. Choose the Outline tab to view the text of your presentation as an outline. Datacom Institute of Computer Technology Page 445
Use Slide Sorter View

After you have created your PowerPoint slide, you can move, cut, copy, paste, duplicate, navigate, and view them in Sorter view. To view the slides in Sorter view, do one of the following:

Choose the View tab and then click the Slide Sorter button in the Presentation Views group. Click the Slide Sorter button in the bottom-right corner of the PowerPoint window.
Slide Sorter View Task Move to first slide. Move to last slide. Move to next slide. Move to previous slide. Select a slide. Open a slide in Normal view. Select slides. Procedure Use Ctrl+Home. Use Ctrl+End. Use the right arrow. Use the left arrow. Single-click the slide. Double-click the slide. Select a single slide: 1. Click the slide you
want to select.
Select multiple slides:

1. Hold down the Ctrl key. 2. Click the slides you want to select.
Delete a slide.
1. Select the slide or slides you want to delete. 2. Press the Delete key.
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Slide Sorter View Task Procedure

1. Select the slide or slides you want to delete. 2. Choose the Home tab and then click the Delete button .
Copy a slide.
1. Select the slide. 2. Choose the Home tab. 3. Click the Copy button in the Clipboard group. 1. Select the slide. 2. Press Ctrl+C.
Paste a slide.
1. Select the slide after which you want the new slide or slides to appear. 2. Choose the Home tab. 3. Click the Paste button in the Clipboard group. 1. Select the slide after which you want the new slide or slides to appear. 2. Press Ctrl+V.
Cut a slide.
1. Select the slide or slides you want to cut. 2. Choose the Home Tab.
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Slide Sorter View Task Procedure 3. Click the Cut button

in the Clipboard group. 1. Select the slide or slides you want to cut. 2. Press Ctrl+X.
Move a slide.
1. Select the slide (or slides) you want to move. 2. Drag it to the new location. 1. Select the slide (or slides) you want to duplicate. 2. Press Ctrl+D.
Duplicate a slide.
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EXERCISE 5 Use Slide Sorter View
1. Choose the View tab. 2. Click Slide Sorter in the Presentation Views group. 3. Double-click a slide to view it in Normal view.
Print
PowerPoint provides you with many printing options. You can print a large view of your slides
or you can print your slides as handouts with 1, 2, 3, 4, 6, or 9 slides per page. You can also print your Notes pages or the Outline view of your slides. To print: 1. 2. 3. 4. Click the Microsoft Office button. A menu appears. Choose Print. Click Print Preview. Click the down arrow next to the Print What field in the Page Setup group and then select what you would like to print. A preview appears onscreen. 5. Click the Print . The Print dialog box appears. 6. Click the down arrow next to the Color/Grayscale field to select whether you want your slides to print in color, grayscale, or black and white. If you are using a black and white printer, choose black and white. You will use less ink or toner. 7. Click OK.
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EXERCISE 6 Print an Outline
1. Click the Microsoft Office button. A menu appears. 2. Choose Print. 3. Click Print Preview. The Print Preview tab appears.
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4. Click the down arrow next to the Print What field in the Page Setup group and then select Outline View. 5. Click the Print button . The Print dialog box appears.
6. Click the down arrow next to the Color/Grayscale field to select whether you want your slides to print in color, grayscale, or black and white. If you are using a black and white printer, choose black and white. You will use less ink or toner. 7. Set the other print settings. 8. Click OK. Your outline prints. Datacom Institute of Computer Technology Page 451
Print Your Slides

1. 2. 3. 4. 5. 6. Click the Microsoft Office button. A menu appears. Choose Print. Click Print Preview. The Print Preview tab appears. Click the down arrow next to the Print What field in the Page Setup group and then select Slides. Click the Print button . The Print dialog box appears. Click the down arrow next to the Color/Grayscale field to select whether you want your slides to print in color, grayscale, or black and white. If you are using a black and white printer, choose black and white. You will use less ink or toner. Set the other print settings. Click OK. Your slides print.
7. 8.
Print Your Slides as a Handout

1. 2. 3. 4. 5. 6. Click the Microsoft Office button. A menu appears. Choose Print. Click Print Preview. The Print Preview tab appears. Click the down arrow next to the Print What field in the Page Setup group and then select Handouts (4 slides per page). Click the Print button . The Print dialog box appears. Click the down arrow next to the Color/Grayscale field to select whether you want your slides to print in color, grayscale, or black and white. If you are using a black and white printer, choose black and white. You will use less ink or toner. Set the other print settings. Click OK. Your handouts print.
7. 8.
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SECOND SEMESTER FIRST TRANSITION
COMPETENCY BASED LEARNING MATERIAL IN WEB DEVELOPMENT I (HTML)
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Introducing HTML:
HTML stands for Hypertext Markup Language, and it is the most widely used language to write Web Pages. As its name suggests, HTML is a markup language compared to programming language which is used for creating programs.

Hypertext refers to the way in which Web pages (HTML documents) are linked together. When you click a link in a Web page, you are using hypertext. Markup Language describes how HTML works. With a markup language, you simply "mark up" a text document with tags that tell a Web browser how to structure it to display.
Originally, HTML was developed with the intent of defining the structure of documents like headings, paragraphs, lists, and so forth to facilitate the sharing of scientific information between researchers. All you need to do to use HTML is to learn what type of markup to use to get the results you want. The following are the terms or words that you should familliarize before creating your own HTML document. HTML - Hypertext Mark-up Language is the main markup language for creating web pages and other information that can be displayed in a web browser. HTML is written in the form of HTML elements consisting of tags enclosed in angle brackets (like <html>), within the web page content. HTML tags most commonly come in pairs like <h1> and </h1>, although some tags, known as empty elements, are unpaired, for example <img>. The first tag in a pair is the start tag, the second tag is the end tag (they are also called opening tags and closing tags). In between these tags web designers can add text, tags, comments and other types of text-based content.
HTML tag
formatted text attribute
<font size="2">text</font>
opening tag closing tag
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Web page or webpage is a web document or other web resource that is suitable for the world wide web and can be accessed through a web browser and displayed on a monitor or mobile device. This information is usually in HTML or XHTML format, and may provide navigation to other web pages via hypertext links.
Website is a set of related web pages served from a single web domain. A website is hosted on at least one web server, accessible via a network such as the Internet or a private local area network through an Internet address known as a uniform resource locator. All publicly accessible websites collectively constitute the world wide web.
World Wide is a system of interlinked hypertext documents accessed via the Internet. With a web browser, one can view web pages that may contain text, images, videos, and other multimedia, and navigate between them via Hyperlinks. World Wide Web Consortium (W3C) is the main international standards organzation for the World WideWeb Web browser (commonly referred to as a browser) is a software application for retrieving, presenting and traversing information resources on the world wide web. Although browsers are primarily intended to use the World Wide Web, they can also be used to access information provided by web servers in private networks or files in file system. The major web browsers are Google Chrome, Firefox, Internet Explorer, Opera, and Safari. Web search engine is software code that is designed to search for information on the world wide web. The search results are generally presented in a line of results often referred to as search engine results pages. Web search engine are also considered as web sites. Some examples og search engine are google, yahoo, baidu, bing, yandex, ask, AOL, and iAlgae. Internet is a global system of interconnected Computer networks that use the standard Internet protocol suite to serve billions of users worldwide. It is a network of networks that consists of millions of private, public, academic, business, and government networks, of local to global scope, that are linked by a broad array of electronic, wireless and optical networking technologies. The Internet carries an extensive range of information resources and services, such as the inter-linked hypertext documents of the World Wde Web (WWW) and the infrastructure to support email. Hypertext Transfer Protocol (HTTP) is an application protocol for distributed, collaborative, hypermedia information systems. HTTP is the foundation of data communication for the World Wide Web. HTTP functions as a request-response protocol in the clientDatacom Institute of Computer Technology Page 455
sever computing model. A web browser, for example, may be the client and an application running on a computer hosting a web site may be the server. The client submits an HTTP request message to the server. The server, which providesresources such as HTML files and other content, or performs other functions on behalf of the client, returns a response message to the client. The response contains completion status information about the request and may also contain requested content in its message body. Uniform Resource Locator, abbreviated URL, also known as web address, is a specific character string that constitutes a reference to a resource. In most web browsers, the URL of a web page is displayed on top inside an address bar. An example of a typical URL would be"http://en.example.org/wiki/Main_Page". Internet service provider (ISP) is an organization that provides access to the Internet. Access ISPs directly connect clients to the Internet using copper wires, wireless or fiber-optic connections. Text Editor is a type of program used for editing plain text files. In this module we will be using notepad or notepad++ as text editor in creating and editing a webpage.
Creating HTML Document:

Creating an HTML document is easy. To begin coding HTML you need only two things: a simpletext editor and a web browser. Notepad is the most basic of simple-text editors and you will probably code a fair amount of HTML with it. Here are the simple steps to create a baisc HTML document:

Open Notepad or another text editor. At the top of the page type <html>. On the next line, indent five spaces and now add the opening header tag: <head>. On the next line, indent ten spaces and type <title> </title>. Go to the next line, indent five spaces from the margin and insert the closing header tag: </head>. Five spaces in from the margin on the next line, type<body>. Now drop down another line and type the closing tag right below its mate: </body>. Finally, go to the next line and type </html>. In the File menu, choose Save As. In the Save as Type option box, choose All Files. Name the file template.htm or template.html .(NOTE: One HTML file can have extension
as .htm or .html. So you can use either of them based on your comfort.)
Click Save.
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You have basic HTML document now, to see some result put the following code in title and body tags.
<html> <head> <title>This is document title</title> </head> <body> This is where the body or the content of the webpage </body> </html>
Now you have created one HTML page and you can use a Web Browser to open this HTML file to see the result. To oview your web page open any web browser (recommended google chrome), press Ctrl O to browse the web page you created (dont forget the location of your file where you saved it). if you already found your web page click it, then click open.
HTML Tags and Elements:

HTML language is a markup language and we use many tags to markup text. In the above example you have seen <html>, <body> etc. are called HTML tags or HTML elements. Every tag consists of a tag name, sometimes followed by an optional list of tag attributes , all placed between opening and closing brackets (< and >). The simplest tag is nothing more than a name appropriately enclosed in brackets, such as <head> and <i>. More complicated tags contain one or more attributes , which specify or modify the behavior of the tag. According to the HTML standard, tag and attribute names are not case-sensitive. There's no difference in effect between <head>, <Head>, <HEAD>, or even <HeaD>; they are all equivalent. But with XHTML, case is important: all current standard tag and attribute names are in lowercase. The basic structure for all HTML documents is simple and should include the following minimum elements or tags:

<html> - The main container for HTML pages <head> - The container for page header information <title> - The title of the page <body> - The main body of the page
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The <html> Element:

The <html> element is the containing element for the whole HTML document. Each HTML document should have one <html> and each document should end with a closing </html> tag. Following two elements appear as direct children of an <html> element:

<head> <body>
The <title> Element:

You should specify a title for every page that you write inside the <title> element. This element is a child of the <head> element). It is used in several ways:

It displays at the very top of a browser window. It is used as the default name for a bookmark in browsers such as IE and Netscape. Its is used by search engines that use its content to help index pages.
Therefore it is important to use a title that really describes the content of your site. The <title> element should contain only the text for the title and it may not contain any other elements. Example: Here is the example of using title tag.
<head> <title>HTML Basic tags</title> </head>
The <body> Element:

The <body> element appears after the <head> element and contains the part of the Web page that you actually see in the main browser window, which is sometimes referred to as body content. A <body> element may contain anything from a couple of paragraphs under a heading to more complicated layouts containing forms and tables.
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Example: Here is the example of using body tag.

<body> <p>This is a paragraph tag.</p> </body>
HTML Attributes
Attributes are another important part of HTML markup. An attribute is used to define the characteristics of an element and is placed inside the element's opening tag. All attributes are made up of two parts: a name and a value:
The name is the property you want to set. For example, the <font> element in the example carries an attribute whose name is face, which you can use to indicate which typeface you want the text to appear in. The value is what you want the value of the property to be. The first example was supposed to use the Arial typeface, so the value of the face attribute is Arial.
The value of the attribute should be put in double quotation marks, and is separated from the name by the equals sign. You can see that a color for the text has been specified as well as the typeface in this <font> element:
<font face="arial" color="#CC0000">
Many HTML tags have a unique set of their own attributes.
Generic Attributes:
Here's a table of some other attributes that are readily usable with many of HTML's tags.
Attribute align bgcolor Options right, left, center numeric, hexidecimal, RGB values Function Horizontally aligns tags Places a background color behind an element
background URL id width height title User Defined Numeric Value Numeric Value User Defined
Places an background image behind an element Names an element for use with Cascading Style Sheets. Specifies the width of tables, images, or table cells. Specifies the height of tables, images, or table cells. "Pop-up" title for your elements.
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HTML Formatting Tags

If you want people to read what you have written, then structuring your text well is even more important on the Web than when writing for print. People have trouble reading wide, long, paragraphs of text on Web sites unless they are broken up well. This section will teach you basic text formatting elements like heading elements and paragraph elements.
Create Headings - The <hn> Elements:

Any documents starts with a heading. You use different sizes for your headings. HTML also have six levels of headings, which use the elements <h1>, <h2>, <h3>, <h4>, <h5>, and <h6>. While displaying any heading, browser adds one line before and after that heading. Example:
<h1>This <h2>This <h3>This <h4>This <h5>This <h6>This is is is is is is heading heading heading heading heading heading 1</h1> 2</h2> 3</h3> 4</h4> 5</h5> 6</h6>
This will display following result:
This is heading 1
This is heading 2
This is heading 3
This is heading 4
This is heading 5
This is heading 6
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Create Paragraph - The <p> Element:

The <p> element offers a way to structure your text. Each paragraph of text should go in between an opening <p> and closing </p> tag as shown below in the example:
<p>Here is a paragraph of text.</p> <p>Here is a second paragraph of text.</p> <p>Here is a third paragraph of text.</p>
This will produce following result:

Here is a paragraph of text. Here is a second paragraph of text. Here is a third paragraph of text.
You can use align attribute to align your paragraphs.

<p align="left">This is left aligned.</p> <p align="center">This is center aligned.</p> <p align="right">This is right aligned.</p> <p align="justify">This is jutified. This works when you have multiple lines in your paragraph and you want to justfy all the lines so that they can look more nice.</p>

This is left aligned. This is center aligned. This is right aligned. This is jutified. This works when you have multiple lines in your paragraph and you want to justfy all the lines so that they can look more nice.
Create Line Breaks - The <br> Element: Whenever you use the <br> element, anything following it starts on the next line. This tag is an example of an empty element, where you do not need opening and closing tags, as there is nothing to go in between them.
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Example:
Hello<br> You come most carefully upon your hour.<br> Thanks<br> Mahnaz

Hello You come most carefully upon your hour. Thanks Mahnaz
Centring Content - The <center> Element:

You can use <center> tag to put any content in the center of the page or any table cell. Example:
<p>This is not in the center.</p> <center> <p>This is in the center.</p> </center>

This is not in the center. This is in the center.
Nonbreaking Spaces: Suppose you were to use the phrase "12 Angry Men." Here you would not want a browser to split the "12" and "Angry" across two lines:
A good example of this technique appears in the movie "12 Angry Men."
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In cases where you do not want the client browser to break text, you should use a nonbreaking space entity ( ) instead of a normal space. For example, when coding the "12 Angry Men" paragraph, you would use something similar to the following code:
<p>A good example of this technique appears in the movie "12 Angry Men."</p>
Preserve Formatting - The <pre> Element:

Sometimes you want your text to follow the exact format of how it is written in the HTML document. In those cases, you can use the preformatted tag (<pre>). Any text between the opening <pre> tag and the closing </pre> tag will preserve the formatting of the source document.
<pre> function testFunction( strText ){ alert (strText) } </pre>

function testFunction( strText ){ alert (strText) }
Horizontal Rules - The <hr /> Element

Horizontal rules are used to visually break up sections of a document. The <hr> tag creates a line from the current position in the document to the right margin and breaks the line accordingly. For example you may want to give a line between two paragraphs as follows:
<p>This is paragraph one and should be on top</p> <hr /> <p>This is paragraph two and should be at bottom</p>
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This is paragraph one and should be on top
This is paragraph two and should be at bottom
Again <hr /> tag is an example of an empty element, where you do not need opening and closing tags, as there is nothing to go in between them.
Attribute Value Description
align
left center right
Not supported in HTML5. Deprecated in HTML 4.01. Specifies the alignment of a <hr> element
size
pixels
Not supported in HTML5. Deprecated in HTML 4.01. Specifies the height of a <hr> element
width
width
Not supported in HTML5. Deprecated in HTML 4.01. Specifies the width of a <hr> element
color
Color names, alpanumeric codes
Names an element for use with Cascading Style Sheets.
Presentational Tags:
If you use a word processor, you are familiar with the ability to make text bold, italicized, or underlined; these are just three of the ten options available to indicate how text can appear in HTML and XHTML.
Bold Text - The <b> Element:

Anything that appears in a <b>...</b> element is displayed in bold, like the word bold here:
<p>The following word uses a <b>bold</b> typeface.</p>

The following word uses a bold typeface.
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Italic Text - The <i> Element:

Anything that appears in a <i>...</i> element is displayed in italicized, like the word italicized here:
<p>The following word uses a <i>italicized</i> typeface.</p>

The following word uses a italicized typeface.
Underlined Text - The <u> Element:

Anything that appears in a <u>...</u> element is displayed with underline, like the word underlined here:
<p>The following word uses a <u>underlined</u> typeface.</p>

The following word uses a underlined typeface.
Strike Text - The <strike> Element:

Anything that appears in a <strike>...</strike> element is displayed with strikethrough, which is a thin line through the text:
<p>The following word uses a <strike>strikethrough</strike> typeface.</p>

The following word uses a strikethrough typeface.
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Monospaced font - The <tt> Element:

The content of a <tt> element is written in monospaced font. Most fonts are known as variable-width fonts because different letters are of different widths (for example, the letter m is wider than the letter i). In a monospaced font, however, each letter is the same width.
<p>The following word uses a <tt>monospaced</tt> typeface.</p>

The following word uses a monospaced typeface.
Superscript Text - The <sup> Element:

The content of a <sup> element is written in superscript; the font size used is the same size as the characters surrounding it but is displayed half a character.s height above the other characters.
<p>The following word uses a <sup>superscript</sup> typeface.</p>

The following word uses a
superscript
typeface.
Subscript Text - The <sub> Element:

The content of a <sub> element is written in subscript; the font size used is the same as the characters surrounding it, but is displayed half a character.s height beneath the other characters.
<p>The following word uses a <sub>subscript</sub> typeface.</p>

The following word uses a
subscript
typeface.
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Larger Text - The <big> Element:

The content of the <big> element is displayed one font size larger than the rest of the text surrounding it.
<p>The following word uses a <big>big</big> typeface.</p>

The following word uses a big typeface.
Smaller Text - The <small> Element:

The content of the <small> element is displayed one font size smaller than the rest of the text surrounding it.
<p>The following word uses a <small>small</small> typeface.</p>

The following word uses a small typeface.
Grouping - The <div> and <span> Elements :

The <div> and <span> elements allow you to group together several elements to create sections or subsections of a page. For example, you might want to put all of the footnotes on a page within a <div> element to indicate that all of the elements within that <div> element relate to the footnotes. You might then attach a style to this <div> element so that they appear using a special set of style rules. The <div> element is used to group block-level elements together:
<div id="menu" align="middle" > <a href="/index.htm">HOME</a> | <a href="/about/contact_us.htm">CONTACT</a> | <a href="/about/index.htm">ABOUT</a> </div>
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<div id="content" align="left" bgcolor="white"> <h5>Content Articles</h5> <p>Actual content goes here.....</p> </div>

HOME | CONTACT | ABOUT
Content Articles
Actual content goes here.....
HTML Phrase Tags

While some of these phrase elements are displayed in a similar manner to the <b>, <i>, <pre>, and <tt> elements you have already seen, they are designed for specific purposes. For example, the <em> and <strong> elements give text emphasis and strong emphasis respectively and there are several elements for marking up quotes.
Emphasized Text - The <em> Element:

The content of an <em> element is intended to be a point of emphasis in your document, and it is usually displayed in italicized text. The kind of emphasis intended is on words such as "must" in the following sentence:
<p>You <em>must</em> remember to close elements in XHTML.</p>

You must remember to close elements in XHTML.
Strong Text - The <strong> Element:

The <strong> element is intended to show strong emphasis for its content; stronger emphasis than the <em> element. As with the <em> element, the <strong> element should be used only when you want to add strong emphasis to part of a document.
<p>You <strong>must</strong> remember to close elements in XHTML.</p>
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You must remember to close elements in XHTML.
Text Abbreviation - The <abbr> Element :

You can indicate when you are using an abbreviated form by placing the abbreviation between opening <abbr> and closing </abbr> tags.
<p>I have a friend called <abbr title="Abhishek">Abhy</abbr>.</p>

I have a friend called Abhy.
Using Acronym - The <acronym> Element :

The <acronym> element allows you to indicate that the text between an opening <acronym> and closing </acronym> element is an acronym. When possible use a title attribute whose value is the full version of the acronyms on the <acronym> element, and if the acronym is in a different language, include an xml:lang attribute in XHTML documents.
<p>This chapter covers marking up text in <acronym title="Extensible Hypertext Markup Language">XHTML</acronym>.</p>

This chapter covers marking up text in XHTML.
At present, the major browsers do not change the appearance of the content of the <acronym> element.
Special Terms - The <dfn> Element :

The <dfn> element allows you to specify that you are introducing a special term. Its use is similar to the words that are in italics in the midst of paragraphs in this book when new key concepts are introduced. Typically, you would use the <dfn> element the first time you introduce a key term and only in that instance. Most recent browsers render the content of a <dfn> element in an italic font.
<p>This tutorial teaches you how mark up your documents for the web using <dfn>XHTML</dfn>.</p>

This tutorial teaches you how mark up your documents for the web using XHTML.
Quoting Text - The <blockquote> Element :

When you want to quote a passage from another source, you should use the <blockquote> element. Text inside a <blockquote> element is usually indented from the left and right edges of the surrounding text, and sometimes uses an italicized font.
<p>The following description of XHTML is taken from the W3C Web site:</p> <blockquote> XHTML 1.0 is the W3C's first Recommendation for XHTML, following on from earlier work on HTML 4.01, HTML 4.0, HTML 3.2 and HTML 2.0. </blockquote>

The following description of XHTML is taken from the W3C Web site: XHTML 1.0 is the W3C's first Recommendation for XHTML, following on from earlier work on HTML 4.01, HTML 4.0, HTML 3.2 and HTML 2.0.
You can use the cite attribute on the <blockquote> element to indicate the source of the quote.
<p>The following description of XHTML is taken from the W3C Web site:</p> <blockquote cite="http://www.w3.org/markup/"> XHTML 1.0 is the W3C's first Recommendation for XHTML, following on from earlier work on HTML 4.01, HTML 4.0, HTML 3.2 and HTML 2.0. </blockquote>
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Short Quotations - The <q> Element :

The <q> element is intended to be used when you want to add a quote within a sentence rather than as an indented block on its own.
<p>Amit is in Spain, <q>He is their at my home. I think I am wrong</q>.</p>

Amit is in Spain, He is their at my home. I think I am wrong.
The <q> element can also carry the cite attribute. The value should be a URL pointing to the source of the quote.
Citations - The <cite> Element :

If you are quoting a text, you can indicate the source placing it between an opening <cite> tag and closing </cite> tag As you would expect in a print publication, the content of the <cite> element is rendered in italicized text by default.
<p>This HTML Tutorial is derived from <cite>World Wide Web Standard for HTML</cite>.</p>

This HTML Tutorial is derived from World Wide Web Standard for HTML.
Computer Code - The <code> Element :

Any code to appear on a Web page should be placed inside a <code> element. Usually the content of the <code> element is presented in a monospaced font, just like the code in most programming books.
<h1> <code>This is inside code element</code></h1>

This is inside code element
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Keyboard Text - The <kbd> Element :

When you are talking about computers, if you want to tell a reader to enter some text, you can use the <kbd> element to indicate what should be typed in, as in this example. The content of a <kbd> element is usually represented in a monospaced font rather like the content of the <code> element.
<h1> <kbd>This is inside kbd element</kbd></h1>

This is inside kbd element
Programming Variables - The <var> Element :

This element is usually used in conjunction with the <pre> and <code> elements to indicate that the content of that element is a variable that can be supplied by a user.
<p><code>document.write("<var>user-name</var>")</code></p>

document.write("user-name")
Program Output - The <samp> Element :

The <samp> element indicates sample output from a program, script, or the like. Again, it is mainly used when documenting programming concepts. For example:
<p>Result produced by the program is <samp>Hello World</samp></p>

Result produced by the program is Hello World
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Addresses - The <address> Element :

The <address> element is used to contain any address. For example:
<address>304, Menna Colony, Hyderabad - INDIA, 500032</address>

304, Menna Colony, Hyderabad - INDIA, 500032
HTML Comments
Comments are piece of code which is ignored by any web browser. It is good practice to comment your code, especially in complex documents, to indicate sections of a document, and any other notes to anyone looking at the code. Comments help you and others understand your code. HTML Comment lines are indicated by the special beginning tag  placed at the beginning and end of EVERY line to be treated as a comment. Comments do not nest, and the double-dash sequence "--" may not appear inside a comment except as part of the closing --> tag. You must also make sure that there are no spaces in the start-of-comment string. For example: Given line is a valid comment in HTML
<!-This is commented out -->

< !-This is commented out -->
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HTML Fonts
Font face and color depends entirely on the computer and browser that is being used to view your page. But the <font> tag is used to add style, size, and color to the text on your site. You can use a <basefont> tag to set all of your text to the same size, face, and color. The font tag is having three attributes called size, color, and face to customize your fonts. To change any of the font attributes at any time within your page, simply use the <font> tag. The text that follows will remain changed until you close with the </font> tag. You can change any or all of the font attributes at the one time, by including all the required changes within the one <font> tag.
Font Size:
You can set the size of your font with size attribute. The range of accepted values is from 1(smallest) to 7(largest). The default size of a font is 3. Example:
<font <font <font <font <font <font <font size="1">Font size="2">Font size="3">Font size="4">Font size="5">Font size="6">Font size="7">Font size="1"</font> size="2"</font> size="3"</font> size="4"</font> size="5"</font> size="6"</font> size="7"</font>

Font size="1"
Font size="2"
Font size="3"
Font size="4"
Font size="5"
Font size="6"
Font size="7"
SPECIFY THE RELATIVE FONT SIZE. <font size="+n"> or <font size="-n">: You can specify how many sizes larger or how many sizes smaller than the preset font size should be. Example:
<font <font <font <font <font size="-1">Font size="+1">Font size="+2">Font size="+3">Font size="+4">Font size="-1"</font> size="+1"</font> size="+2"</font> size="+3"</font> size="+4"</font>

Font size="-1"
Font size="+1"
Font size="+2"
Font size="+3"
Font size="+4"
Font Face:
You can set any font you like using face attribute but be aware that if the user viewing the page doesn't have the font installed, they will not be able to see it. Instead they will default to Times New Roman of your font with size attribute. See below few examples on using different font face
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Example:
<font <font <font <font <font face="Times New Roman" size="5">Times New Roman</font> face="Verdana" size="5">Verdana</font> face="Comic sans MS" size="5">Comic Sans MS</font> face="WildWest" size="5">WildWest</font> face="Bedrock" size="5">Bedrock</font>
Times New Roman Verdana Comic Sans MS WildWest Bedrock

Specify alternate font faces: A visitor will only be able to see your font if they have that font installed on their computer. So, it is possible to specify two or more font face alternatives by listing the font face names, separated by a comma. Example:
<font face="arial,helvetica"> <font face="Lucida Calligraphy,Comic Sans MS,Lucida Console>
When your page is loaded, their browser will display the first font face that it has available. If none of your selections are installed....then it will display the default font face Times New Roman.
Font Color:
You can set any font color you like using color attribute. You can specify the color that you want by either the color name or hexadecimal code for that color.
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Example:
<font color="#FF00FF">This text is hexcolor #FF00FF</font> <font color="red">This text is red</font>

This text is hexcolor #FF00FF This text is red
Color Name aqua black blue fuchsia green gray lime maroon navy olive purple red silver teal white yellow aliceblue antiquewhite aquamarine azure beige bisque blanchedalmond blueviolet brown burlywood cadetblue
Hex Value #00ffff #000000 #0000ff #ff00ff #008000 #808080 #00ff00 #800000 #000080 #808000 #800080 #ff0000 #c0c0c0 #008080 #ffffff #ffff00 #f0f8ff #faebd7 #7fffd4 #f0ffff #f5f5dc #ffe4c4 #ffebcd #8a2be2 #a52a2a #deb887 #5f9ea0
chartreuse chocolate coral cornflowerblue cornsilk crimson cyan darkblue darkcyan darkgoldenrod darkgray darkgreen darkkhaki darkmagenta darkolivegreen darkorange darkorchid darkred darksalmon darkseagreen darkslateblue darkslategray darkturquoise darkviolet deeppink deepskyblue dimgray dodgerblue
#7fff00 #d2691e #ff7f50 #6495ed #fff8dc #dc143c #00ffff #00008b #008b8b #b8860b #a9a9a9 #006400 #bdb76b #8b008b #556b2f #ff8c00 #9932cc #8b0000 #e9967a #8fbc8f #483d8b #2f4f4f #00ced1 #9400d3 #ff1493 #00bfff #696969 #1e90ff
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firebrick floralwhite forestgreen gainsboro ghostwhite gold goldenrod gray greenyellow honeydew hotpink indianred indigo ivory khaki lavender lavenderblush lawngreen lemonchiffon lightblue lightcoral lightcyan lightgreen lightgrey lightpink lightsalmon lightseagreen lightskyblue lightslategray lightsteelblue lightyellow limegreen linen magenta mediumblue mediumorchid mediumpurple midnightblue
#b22222 #fffaf0 #228b22 #dcdcdc #f8f8ff #ffd700 #daa520 #808080 #adff2f #f0fff0 #ff69b4 #cd5c5c #4b0082 #fffff0 #f0e68c #e6e6fa #fff0f5 #7cfc00 #fffacd #add8e6 #f08080 #e0ffff #90ee90 #d3d3d3 #ffb6c1 #ffa07a #20b2aa #87cefa #778899 #b0c4de #ffffe0 #32cd32 #faf0e6 #ff00ff #0000cd #ba55d3 #9370db #191970
mistyrose moccasin oldlace orange orchid peachpuff peru pink plum purple rosybrown royalblue salmon sandybrown seagreen sienna skyblue slateblue steelblue tan thistle tomato violet wheat whitesmoke yellow yellowgreen
#ffe4e1 #ffe4b5 #fdf5e6 #ffa500 #da70d6 #ffdab9 #cd853f #ffc0cb #dda0dd #800080 #bc8f8f #4169e1 #fa8072 #f4a460 #2e8b57 #a0522d #87ceeb #6a5acd #4682b4 #d2b48c #d8bfd8 #ff6347 #ee82ee #f5deb3 #f5f5f5 #ffff00 #9acd32
lightgoldenrodyellow #fafad2
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HTML and Entities Reference

Characters with special meaning in HTML Some characters are reserved in HTML XHTML. For example, you cannot use the greater than and less than signs or angle brackets within your text because the browser could mistake them for markup. HTML and XHTML processors must support the five special characters listed in the table that follows.
Symbol " ' & < > Description quotation mark apostrophe ampersand less-than greater-than Entity Name " ' & < > Number Code " ' & < >
To write an element and attribute into your page so that the code is shown to the user rather than being processed by the browser (for example as <div id="character">) you would write:
&div id="character">
There is also a long list of special characters that HTML 4.0.aware processors should support. In order for these to appear in your document, you can use either the numerical code or the entity name. For example, to insert a copyright symbol you could use either of the following:
© 2007 or © 2007
ISO 8859-1 Character set is the most widly used character set. A complete reference of ISO 885901 character set is gievn below.
ISO 8859-1 Symbol Entities

Result Description non-breaking space inverted exclamation mark Entity Name ¡ Number Code ¡
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currency cent pound yen broken vertical bar section spacing diaeresis copyright feminine ordinal indicator angle quotation mark (left) negation soft hyphen
¤ ¢ £ ¥ ¦ § ¨ © ª « ¬ ® ™ ¯ ° ± ² ³ ´ µ ¶ · ¸ ¹ º » ¼ ½ ¾ ¿ × ÷
¤ ¢ £ ¥ ¦ § ¨ © ª « ¬ ® ™ ¯ ° ± ² ³ ´ µ ¶ · ¸ ¹ º » ¼ ½ ¾ ¿ × ÷
registered trademark trademark spacing macron degree plus-or-minus superscript 2 superscript 3 spacing acute micro paragraph middle dot spacing cedilla superscript 1 masculine ordinal indicator angle quotation mark (right) fraction 1/4 fraction 1/2 fraction 3/4 inverted question mark multiplication division
ISO 8859-1 Character Entities

Result Description Entity Name Number Code
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capital a, grave accent capital a, acute accent capital a, circumflex accent capital a, tilde capital a, umlaut mark capital a, ring capital ae capital c, cedilla capital e, grave accent capital e, acute accent capital e, circumflex accent capital e, umlaut mark capital i, grave accent capital i, acute accent capital i, circumflex accent capital i, umlaut mark capital eth, Icelandic capital n, tilde capital o, grave accent capital o, acute accent capital o, circumflex accent capital o, tilde capital o, umlaut mark capital o, slash capital u, grave accent capital u, acute accent capital u, circumflex accent capital u, umlaut mark capital y, acute accent capital THORN, Icelandic small sharp s, German small a, grave accent small a, acute accent small a, circumflex accent small a, tilde small a, umlaut mark
À Á Â Ã Ä Å Æ Ç È É Ê Ë Ì Í Î Ï Ð Ñ Ò Ó Ô Õ Ö Ø Ù Ú Û Ü Ý Þ ß à á â ã ä
À Á Â Ã Ä Å Æ Ç È É Ê Ë Ì Í Î Ï Ð Ñ Ò Ó Ô Õ Ö Ø Ù Ú Û Ü Ý Þ ß à á â ã ä
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small a, ring small ae small c, cedilla small e, grave accent small e, acute accent small e, circumflex accent small e, umlaut mark small i, grave accent small i, acute accent small i, circumflex accent small i, umlaut mark small eth, Icelandic small n, tilde small o, grave accent small o, acute accent small o, circumflex accent small o, tilde small o, umlaut mark small o, slash small u, grave accent small u, acute accent small u, circumflex accent small u, umlaut mark small y, acute accent small thorn, Icelandic small y, umlaut mark
å æ ç è é ê ë ì í î ï ð ñ ò ó ô õ ö ø ù ú û ü ý þ ÿ
å æ ç è é ê ë ì í î ï ð ñ ò ó ô õ ö ø ù ú û ü ý þ ÿ
Other Entities Supported by HTML Browser:

Result Description capital ligature OE small ligature oe capital S with caron small S with caron capital Y with diaeres modifier letter circumflex accent small tilde Entity Name &OElig; &oelig; &Scaron; &scaron; &Yuml; &circ; &tilde; Number Code Œ œ Š š Ÿ ˆ ˜
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en space em space thin space zero width non-joiner zero width joiner left-to-right mark right-to-left mark en dash em dash left single quotation mark right single quotation mark single low-9 quotation mark left double quotation mark right double quotation mark double low-9 quotation mark dagger double dagger horizontal ellipsis per mille single left-pointing angle quotation single right-pointing angle quotation euro
&ensp; &emsp; &zwnj; &zwj; &lrm; &rlm; – — ‘ ’ &sbquo; “ ” &bdquo; &dagger; &Dagger; … &permil; &lsaquo; &rsaquo; €
‌ ‍ ‎ ‏ – — ‘ ’ ‚ “ ” „ † ‡ … ‰ ‹ › €
HTML Background
Web Page background color can be added through the use of the attribute bgcolor which is the attribute of the tag <body> this is the snytax used for adding background color
<body bgcolor="red">
Additional background effects can be attain by the use of the attribute background which is also a attribute of the tag <body> to have a background picture. this is the snytax used for adding background picture
<body background="dog.jpg">
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HTML Marquees
A HTML marquee is a scrolling piece of text displayed either horizontally across or vertically down your web site page depending on the settings. This is created by using HTML tag <marquees>. Syntax: A simple syntax to use marquee is as follows:
<marquee attribute_name="attribute_value"....more attributes> One or more lines or text message or image </marquee>
Attrubutes: A HTML marquee can have following attributes:

width: how wide the marquee is. This will have a value like 10 or 20%etc. height: how tall the marquee is. This will have a value like 10 or 20% etc. direction: which direction the marquee should scroll. This will have value either up,down, left or right. behavior: what type of scrolling. This will have value scroll, slid and alternate. scrolldelay: how long to delay between each jump. This will have a value like 10 etc. scrollamount: how far to jump. This will have a value like 10 etc. loop: how many times to loop. The default value is INFINITE, which means that the marquee loops endlessly. bgcolor: background color. This will have any color name or color hex value. hspace: horizontal space around the marquee. This will have a value like 10 or 20%etc. vspace: vertical space around the marquee. This will have a value like 10 or 20%etc.
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Examples: Here are few examples to demonstrate the usage of marquee tag.
<marquee>This is basic example of marquee</marquee> <marquee width="50%">This example will take only 50% width</marquee> <marquee direction="right">This text will scroll from left to right</marquee> <marquee direction="up">This text will scroll from bottom to up</marquee>
HTML Images
Images are very important to beautify as well as to depicts many concepts on your web page. Its is true that one single image is worth than thuasands of words. So as a Web Developer you should have clear understanding on how to use images in your web pages.
Insert Image - The <img> Element:

You will insert any image in your web page by using <img> tag. Following is the simple syntax to use this tag.
<img src="image URL" attr_name="attr_value"...more attributes />
Image Attributes:
Following are most frequently used attributes for <img> tag.

width: sets width of the image. This will have a value like 10 or 20%etc. height: sets height of the image. This will have a value like 10 or 20% etc. border: sets a border around the image. This will have a value like 1 or 2 etc. src: specifies URL of the image file. alt: this is an alternate text which will be displayed if image is missing. align: this sets horizontal alignment of the image and takes value either left, right orcenter. valign: this sets vertical alignment of the image and takes value either top, bottom orcenter.
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hspace: horizontal space around the image. This will have a value like 10 or 20%etc. vspace: vertical space around the image. This will have a value like 10 or 20%etc. name: name of the image with in the document. id: id of the image with in the document. style: this will be used if you are using CSS. title: specifies a text title. The browser, perhaps flashing the title when the mouse passes over the link. ismap and usemap: These attributes for the <img> tag tell the browser that the image is a special mouse-selectable visual map of one or more hyperlinks, commonly known as an image map. A Simple Example:
<img src="http://www.tutorialspoint.com/images/html.gif" alt="HTML Tutorial" />
Image Attributes - width, height, title, border and align:

Now let us try to set some more attributes:
<img src="http://www.tutorialspoint.com/images/html.gif" alt="HTML Tutorial" width="100" height="100" border="2" align="right" title="HTML Tutorial" />
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Remember that all the images will have a border by default. In our examples its not showing because our global style sheet has set img {border:0px;} which means that no border will be displayed till it is mentioned explicitly.
Wrapping text around images:

Example 1:
<p>This is the first paragraph that appears above the paragraph with the image!</p> <p><img src="http://www.tutorialspoint.com/images/html.gif" width="75" height="75" alt="HTML Tutorial" align="right"> The image will appear along the right hand side of the paragraph. As you can see this is very nice for adding a little eye candy that relates to the specified paragraph.</p> <p>The left and right image-alignment values tell the browser to place an image against the left or right margin, respectively, of the current text flow. The browser then renders subsequent document content in the remaining portion of the flow adjacent to the image. The net result is that the document content following the image gets wrapped around the image. </p>

This is the first paragraph that appears above the paragraph with the image! The image will appear along the right hand side of the paragraph. As you can see this is very nice for adding a little eye candy that relates to the specified paragraph. The left and right image-alignment values tell the browser to place an image against the left or right margin, respectively, of the current text flow. The browser then renders subsequent document content in the remaining portion of the flow adjacent to the image. The net result is that the document content following the image gets wrapped around the image.
Example 2: You can use vspace or hspace attributes if you want to keep some distance between text and image. Let us revise above example:
<p>This is the first paragraph that appears above the paragraph with the image!</p> <p><img src="http://www.tutorialspoint.com/images/html.gif" vspace="10" hspace="15" width="75" height="75" alt="HTML Tutorial" align="right">
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The image will appear along the right hand side of the paragraph. As you can see this is very nice for adding a little eye candy that relates to the specified paragraph.</p> <p>The left and right image-alignment values tell the browser to place an image against the left or right margin, respectively, of the current text flow. The browser then renders subsequent document content in the remaining portion of the flow adjacent to the image. The net result is that the document content following the image gets wrapped around the image. </p>

This is the first paragraph that appears above the paragraph with the image! The image will appear along the right hand side of the paragraph. As you can see this is very nice for adding a little eye candy that relates to the specified paragraph. The left and right image-alignment values tell the browser to place an image against the left or right margin, respectively, of the current text flow. The browser then renders subsequent document content in the remaining portion of the flow adjacent to the image. The net result is that the document content following the image gets wrapped around the image.
Which image format is suitable for you ?

The images in Graphics Interchange Format - GIF format are best used for banners, clip art, and buttons. The main reason for this is that gifs can have a transparent background which is priceless when it comes to web design. On the down side, gifs are usually larger files, not as compressed as a jpeg, which calls for slow load times and large transfer rates. Gifs are also limited to the 256 color scheme.
Ths images in Joint Photographic Experts Group - JPEG format have an unlimited color wheel, and have a high compression rate downsizing your load times and saving hard drive space. JPEGs don't allow for transparent backgrounds, but their size/quality ratio is outstanding. Its best to use JPEG format for photo galleries, or artwork to allow the viewer to catch that extra bit of detail. Avoid Jpegs for graphical design, stick to using them for thumbnails and backgrounds. The images in Portable Network Graphics - PNG format is an extensible file format for the lossless, portable, well-compressed storage of raster images. PNG provides a patent-free replacement for GIF and can also replace many common uses of TIFF. Indexedcolor, grayscale, and truecolor images are supported, plus an optional alpha channel. Sample depths range from 1 to 16 bits. PNG also compresses better than GIF in almost every case (5% to 25% in typical cases).
HTML Text Links

Web pages can contain links that take you directly to other pages and even specific parts of a given page. These links are known as hyperlinks. Hyperlinks allow visitors to navigate between Web sites by clicking on words, phrases, and images. Thus you can create hyperlinks using text or images available on your any web page.
Linking Documents - The <a> Element:

A link is specified using the <a> element. This element is called anchor tag as well. Anything between the opening <a> tag and the closing </a> tag becomes part of the link and a user can click that part to reach to the linked document. Following is the simple syntax to use this tag.
<a href="Document URL" attr_name="attr_value"...more attributes />
Anchor Attributes:
Following are most frequently used attributes for <a> tag.
href: specifies the URL of the target of a hyperlink. Its value is any valid document URL, absolute or relative, including a fragment identifier or a JavaScript code fragment. target: specify where to display the contents of a selected hyperlink. If set to "_blank" then a new window will be opened to display the loaded page, if set to "_top" or "_parent" then same window will be used to display the loaded document, if set to "_self" then loads the new page in current window. By default its "_self". name & id: attributes places a label within a document. When that label is used in a link to that document, it is the equivalent of telling the browser to goto that label.
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A Simple Example:
<a href="http://www.tutorialspoint.com/" target="_blank" >TP Home</a> | <a href="http://www.amrood.com/" target="_self" >AMROOD Home</a> | <a href="http://www.change-images.com/" target="_top" >Change Images Home</a>
This will produce following result

Tutorials Point | AMROOD | Change Images
Linking to a Page Section:

You can create a link to a particular section of a page by using name attribute. Here we will create three links with-in this page itself. First create a link to reach to the top of this page. Here is the code we have used for the title heading HTML Text Links
<h1>HTML Text Links <a name="top"></a></h1>
Now you have a place where you can reach. To reach to this place use the following code with-in this document anywhere:
<a href="/html/html_text_links.htm#top">Go to the Top</a>
This will produce following link and you try using this link to reach to the top of this page:
Go to the Top
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HTML Lists Formatting

You can list out your items, subjects or menu in the form of a list. HTML gives you three different types of lists.

<ul> - An unordered list. This will list items using bullets <ol> - A ordered list. This will use different schemes of numbers to list your items <dl> - A definition list. This is arrange your items in the same way as they are arranged in a dictionary.
HTML Unordered Lists:

An unordered list is a collection of related items that have no special order or sequence. The most common unordered list you will find on the Web is a collection of hyperlinks to other documents. This list is created by using <ul> tag. Each item in the list is marked with a butllet. The bullet itself comes in three flavors: squares, discs, and circles. The default bullet displayed by most web browsers is the traditional full disc. One Movie list is given below:
<center> <h2>Movie List</h2> </center> <ul> <li>Ram Teri Ganga Meli</li> <li>Mera Naam Jocker</li> <li>Titanic</li> <li>Ghost in the ship</li> </ul>
Movie List

Ram Teri Ganga Meli Mera Naam Jocker Titanic Ghost in the ship
You can use type attribute to specify the type of bullet you like. By default its is a disc. Following are the possible way:
<ul type="square"> <ul type="disc"> <ul type="circle">

<ul <ul type="disc"> type="square">

<ul type="circle">
Hindi English Maths Physics
o o o o
HTML Ordered Lists:

The typical browser formats the contents of an ordered list just like an unordered list, except that the items are numbered instead of bulleted. The numbering starts at one and is incremented by one for each successive ordered list element tagged with <li> This list is created by using <ol> tag. Each item in the list is marked with a number. One Movie list is given below:
<center> <h2>Movie List</h2> </center> <ol> <li>Ram Teri Ganga Meli</li> <li>Mera Naam Jocker</li> <li>Titanic</li> <li>Ghost in the ship</li></ol>
Movie List
1. 2. 3. 4. Ram Teri Ganga Meli Mera Naam Jocker Titanic Ghost in the ship
You can use type attribute to specify the type of numbers you like. By default its is a generic numbers. Following are the other possible way:
<ol <ol <ol <ol type="I"> type="i"> type="a"> type="A"> Upper-Case Lower-Case Lower-Case Upper-Case Numerals. Numerals. Letters. Letters. Page 492
<ol type="I">
<ol type="i">
<ol type="a">
<ol type="A"> A. B. C. D. Hindi English Maths Physics
I. II. III. IV.
i. ii. iii. iv.
a. b. c. d.
You can use start attribute to specify the beginning of any index. By default its is a first number or character. In the following example index starts from 5:
<center> <h2>Movie List</h2> </center> <ol start="5"> <li>Ram Teri Ganga Meli</li> <li>Mera Naam Jocker</li> <li>Titanic</li> <li>Ghost in the ship</li> </ol>
Movie List
5. 6. 7. 8. Ram Teri Ganga Meli Mera Naam Jocker Titanic Ghost in the ship
HTML Definition Lists:

HTML and XHTML also support a list style entirely different from the ordered and unordered lists we have discussed so far - definition lists . Like the entries you find in a dictionary or encyclopedia, complete with text, pictures, and other multimedia elements, the Definition List is the ideal way to present a glossary, list of terms, or other name/value list. Definition List makes use of following three tags.

<dl> - Defines the start of the list <dt> - A term <dd> - Term definition </dl> - Defines the end of the list
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Example:
<dl> <dt><b>HTML</b></dt> <dd>This stands for Hyper Text Markup Language</dd> <dt><b>HTTP</b></dt> <dd>This stands for Hyper Text Transfer Protocol</dd> </dl>

HTML This stands for Hyper Text Markup Language HTTP This stands for Hyper Text Transfer Protocol
Appropriate List Usage:

Following are just a suggestion and there is no hard and fast rule to use them: Use unordered lists for:

Link collections Short, nonsequenced groups of text Emphasizing the high points of a presentation
Use ordered lists for:

Tables of contents Sets of sequential sections of text Assigning numbers to short phrases that can be referenced elsewhere
Use definition lists for:

Glossaries Custom bullets - make the item after the <dt> tag an icon-sized bullet image) Any list of name/value pairs
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Tables
Tables are very useful to arrange in HTML and they are used very frequently by almost all web developers. Tables are just like spreadsheets and they are made up of rows and columns. You will create a table in HTML/XHTML by using <table> tag. Inside <table> element the table is written out row by row. A row is contained inside a <tr> tag . which stands for table row. And each cell is then written inside the row element using a <td> tag . which stands for table data. Example:
<table border="1"> <tr> <td>Row 1, Column 1</td> <td>Row 1, Column 2</td> </tr> <tr> <td>Row 2, Column 1</td> <td>Row 2, Column 2</td> </tr> </table>

Row 1, Column 1 Row 1, Column 2 Row 2, Column 1 Row 2, Column 2
NOTE: In the above example border is an attribute of <table> and it will put border across all the cells. If you do not need a border then you cal use border="0". The border attribute and other attributes also mentione din this session are deprecated and they have been replaced by CSS. So it is recommended to use CSS instead of using any attribute directly.
Table Heading - The <th> Element:

Table heading can be defined using <th> element. This tag will be put to replace <td> tag which is used to represent actual data. Normally you will put your top row as table heading as shown below, otherwise you can use <th> element at any place:
<table border="1"> <tr> <th>Name</th> <th>Salary</th> </tr> <tr>
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<td>Ramesh Raman</td> <td>5000</td> </tr> <tr> <td>Shabbir Hussein</td> <td>7000</td> </tr> </table>
This will produce following result. You can see its making heading as a bold one:
Name Salary
Ramesh Raman 5000 Shabbir Hussein 7000
NOTE: Each cell must, however, have either a <td> or a <th> element in order for the table to display correctly even if that element is empty.
Table Cellpadding and Cellspacing:

There are two attribiutes called cellpadding and cellspacing which you will use to adjust the white space in your table cell. Cellspacing defines the width of the border, while cellpadding represents the distance between cell borders and the content within. Following is the example:
<table border="1" cellpadding="5" cellspacing="5"> <tr> <th>Name</th> <th>Salary</th> </tr> <tr> <td>Ramesh Raman</td> <td>5000</td> </tr> <tr> <td>Shabbir Hussein</td> <td>7000</td> </tr> </table>

Name Ramesh Raman Salary 5000
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Shabbir Hussein 7000
Colspan and Rowspan Attributes:

You will use colspan attribute if you want to merge two or more columns into a single column. Similar way you will use rowspan if you want to merge two or more rows. Following is the example:
<table border="1"> <tr> <th>Column 1</th> <th>Column 2</th> <th>Column 3</th> </tr> <tr><td rowspan="2">Row 1 Cell 1</td> <td>Row 1 Cell 2</td><td>Row 1 Cell 3</td></tr> <tr><td>Row 2 Cell 2</td><td>Row 2 Cell 3</td></tr> <tr><td colspan="3">Row 3 Cell 1</td></tr> </table>

Column 1 Column 2 Column 3
Row 1 Cell 1 Row 1 Cell 2 Row 1 Cell 3 Row 2 Cell 2 Row 2 Cell 3 Row 3 Cell 1
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Tables Backgrounds
You can set table background using of the following two ways:

Using bgcolor attribute - You can set background color for whole table or just for one cell. Using background attribute - You can set background image for whole table or just for one cell.
NOTE:You can set border color also using bordercolor attribute. Here is an example of using bgcolor attribute:
<table border="5" bordercolor="green" bgcolor="gray"> <tr> <th>Column 1</th> <th>Column 2</th> <th>Column 3</th> </tr> <tr><td rowspan="2">Row 1 Cell 1</td> <td bgcolor="red">Row 1 Cell 2</td><td>Row 1 Cell 3</td></tr> <tr><td>Row 2 Cell 2</td><td>Row 2 Cell 3</td></tr> <tr><td colspan="3">Row 3 Cell 1</td></tr> </table>

Here is an example of using background attribute:

<table border="1" background="/images/home.gif"> <tr> <th>Column 1</th> <th>Column 2</th> <th>Column 3</th> </tr> <tr><td rowspan="2">Row 1 Cell 1</td>
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<td bgcolor="red">Row 1 Cell 2</td><td>Row 1 Cell 3</td></tr> <tr><td>Row 2 Cell 2</td><td>Row 2 Cell 3</td></tr> <tr><td colspan="3" background="/images/pattern1.gif"> Row 3 Cell 1 </td></tr> </table>

Table height and width:

You can set a table width and height using width and height attrubutes. You can specify table width or height in terms of integer value or in terms of percentage of available screen area. Following is the example:
<table border="1" <tr> <td>Row 1, Column <td>Row 1, Column </tr> <tr> <td>Row 2, Column <td>Row 2, Column </tr> </table> width="400" height="150"> 1</td> 2</td> 1</td> 2</td>

Row 1, Column 1 Row 2, Column 1 Row 1, Column 2 Row 2, Column 2
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Using Table Caption:

The caption tags will serve as a title or explanation and show up at the top of the table. This tag is depracated in newer version of HTML/XHTML.
<table border="1"> <caption>This is the caption</caption> <tr> <td>row 1, column 1</td><td>row 1, columnn 2</td> </tr> </table>

This is the caption row 1, column 1 row 1, columnn 2
Using a Header, Body, and Footer:

Tables can be divided into three portions: a header, a body, and a foot. The head and foot are rather similar to headers and footers in a word-processed document that remain the same for every page, while the body is the main content of the table. The three elements for separating the head, body, and foot of a table are:

<thead> - to create a separate table header. <tbody> - to indicate the main body of the table. <tfoot> - to create a separate table footer.
A table may contain several <tbody> elements to indicate different pages or groups of data. But it is notable that <thead> and <tfoot> tags should appear before <tbody>
<table border="1" width="100%"> <thead> <tr> <td colspan="4">This is the head of the table</td> </tr> </thead> <tfoot> <tr> <td colspan="4">This is the foot of the table</td> </tr> </tfoot> <tbody> <tr>
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<td>Cell 1</td> <td>Cell 2</td> <td>Cell 3</td> <td>Cell 4</td> </tr> <tr> ...more rows here containing four cells... </tr> </tbody> <tbody> <tr> <td>Cell 1</td> <td>Cell 2</td> <td>Cell 3</td> <td>Cell 4</td> </tr> <tr> ...more rows here containing four cells... </tr> </tbody> </table>

This is the head of the table This is the foot of the table Cell 1 Cell 2 Cell 3 Cell 4
...more rows here containing four cells... Cell 1 Cell 2 Cell 3 Cell 4
...more rows here containing four cells...
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Nested Tables:
You can use one table inside another table. Not only tables you can use almost all the tags inside table data tag <td>. Following is the example of using another table and other tags inside a table cell.
<table border="1"> <tr> <td> <table border="1"> <tr> <th>Name</th> <th>Salary</th> </tr> <tr> <td>Ramesh Raman</td> <td>5000</td> </tr> <tr> <td>Shabbir Hussein</td> <td>7000</td> </tr> </table> </td> <td> <ul> <li>This is another cell</li> <li>Using list inside this cell</li> </ul> </td> </tr> <tr> <td>Row 2, Column 1</td> <td>Row 2, Column 2</td> </tr> </table>

Name Salary
This is another cell Using list inside this cell
Ramesh Raman 5000 Shabbir Hussein 7000 Row 2, Column 1 Row 2, Column 2
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HTML Page Layouts

Web page layout is very important to give better look to your website. You should design your webpage layout very carefully. You may have noticed that there are many websites which have put their content in multiple columns - they are formatted like a magazine or newspaper. This is easily achieved by using tables or division or span tags. Sometime you use CSS as well to position various elements or to create backgrounds or colorful look for the pages.
HTML Layout - Using Tables:

The simplest and most popular way of creating layouts is using HTML <table> tag. These tables are arranged in columns and rows, so you can utilize these rows and columns in whatever way you like. For example, the following HTML layout example is achieved using a table with 3 rows and 2 columns - but the header and footer column spans both columns using the colspan attribute:
<table width="100%" border="0"> <tr> <td colspan="2" style="background-color:#CC99FF;"> <h1>This is Web Page Main title</h1> </td> </tr> <tr valign="top"> <td style="background-color:#FFCCFF; width:100px;text-align:top;"> <b>Main Menu</b><br /> HTML<br /> PHP<br /> PERL... </td> <td style="background-color:#eeeeee;height:200px; width:300px;text-align:top;"> Technical and Managerial Tutorials </td> </tr> <tr> <td colspan="2" style="background-color:#CC99FF;"> <center> Copyright 2007 Tutorialspoint.com </center> </td> </tr> </table>
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This is Web Page Main title

Main Menu HTML PHP PERL... Technical and Managerial Tutorials
Copyright 2007 Tutorialspoint.com
Multiple Columns Layouts - Using Tables

You can design your webpage to put your web content in multiple pages. You can keep your content in middle column and you can use left column to use menu and right column can be used to put advertisement or some other stuff. It will be very similar to our site tutorialspoint.com. Here is an example to create three column layout:
<table width="100%" border="0"> <tr valign="top"> <td style="background-color:#FFCCFF;width:20%; text-align:top;"> <b>Main Menu</b><br /> HTML<br /> PHP<br /> PERL... </td> <td style="background-color:#eeeeee;height:200px; width:60%;text-align:top;"> Technical and Managerial Tutorials </td> <td style="background-color:#FFCCFF; width:20%;text-align:top;"> <b>Right Menu</b><br /> HTML<br /> PHP<br /> PERL... </td> </tr> <table>
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Main Menu HTML PHP PERL... Technical and Managerial Tutorials Right Menu HTML PHP PERL...
HTML Layouts - Using DIV, SPAN

The div element is a block level element used for grouping HTML elements. While the div tag is a block-level element, the HTML span element is used for grouping elements at an inline level. Although we can achieve pretty nice layouts with HTML tables, tables weren't really designed as a layout tool. Tables are more suited to presenting tabular data. You can achieve same result whatever you have achieved using <table> tag in previous example.
<div style="width:100%"> <div style="background-color:#CC99FF;"> <b style="font-size:150%">This is Web Page Main title</b> </div> <div style="background-color:#FFCCFF; height:200px;width:100px;float:left;"> <b>Main Menu</b><br /> HTML<br /> PHP<br /> PERL... </div> <div style="background-color:#eeeeee; height:200px;width:300px;float:left;"> Technical and Managerial Tutorials </div> <div style="background-color:#CC99FF;clear:both"> <center> Copyright 2007 Tutorialspoint.com </center> </div> </div>
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This is Web Page Main title
Main Menu HTML PHP PERL... Technical and Managerial Tutorials Copyright 2007 Tutorialspoint.com
HTML Frames
Frames divide a browser window into several pieces or panes, each pane containing a separate XHTML/HTML document. One of the key advantages that frames offer is that you can then load and reload single panes without having to reload the entire contents of the browser window. A collection of frames in the browser window is known as a frameset. The window is divided up into frames in a similar pattern to the way tables are organized: into rows and columns. The simplest of framesets might just divide the screen into two rows, while a complex frameset could use several rows and columns. There are few drawbacks also you should be aware of with frames are as follows:

Some browsers do not print well from framesets. Some smaller devices cannot cope with frames, often because their screen is not big enough to be divided up. Some time your page will be displayed differently on different computers due to different screen resolution. The browser's back button might not work as the user hopes. There are still few browsers who do not support frame technology.
To create a frameset document, first you need the <frameset> element, which is used instead of the <body> element. The frameset defines the rows and columns your page is divided into, which in turn specify where each individual frame will go. Each frame is then represented by a <frame> element.
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Creating Frames - The <frameset> Element:

The <frameset> tag replaces the <body> element in frameset documents. The <frameset> tag defines how to divide the window into frames. Each frameset defines a set of rows or columns. If you define frames by using rows then horizontal frames are created. If you define frames by using columns then vertical farmes are created. The values of the rows/columns indicate the amount of screen area each row/column will occupy. Each farme is indicated by <frame> tag and it defines what HTML document to put into the frame.
Following is the example to create three horizontal frames:

<html> <head> <title>Frames example</title> </head> <frameset rows="10%,80%,10%"> <frame src="/html/top_frame.htm" /> <frame src="/html/main_frame.htm" /> <frame src="/html/bottom_frame.htm" /> <noframes> <body> Your browser does not support frames. </body> </noframes> </frameset> </html>
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The <frameset> Element Attributes:

Following are important attributes of <frameset> and should be known to you to use frameset.
cols: specifies how many columns are contained in the frameset and the size of each column. You can specify the width of each column in one of four ways: o Absolute values in pixels. For example to create three vertical frames, usecols="100, 500,100". o A percentage of the browser window. For example to create three vertical frames, use cols="10%, 80%,10%". o Using a wildcard symbol. For example to create three vertical frames, usecols="10%, *,10%". In this case wildcard takes remainder of the window. o As relative widths of the browser window. For example to create three vertical frames, use cols="3*,2*,1*". This is an alternative to percentages. You can use relative widths of the browser window. Here the window is divided into sixths: the first column takes up half of the window, the second takes one third, and the third takes one sixth. rows: attribute works just like the cols attribute and can take the same values, but it is used to specify the rows in the frameset. For example to create two horizontal frames, use rows="10%, 90%". You can specify the height of each row in the same way as explained above for columns.
Loading Content - The <frame> Element:

The <frame> element indicates what goes in each frame of the frameset. The <frame> element is always an empty element, and therefore should not have any content, although each <frame> element should always carry one attribute, src, to indicate the page that should represent that frame. From the above example, let's take small snippet:
<frame src="/html/top_frame.htm" /> <frame src="/html/main_frame.htm" /> <frame src="/html/bottom_frame.htm" />
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The <frame> Element Attributes:

Following are important attributes of and should be known to you to use frames.
src: indicates the file that should be used in the frame. Its value can be any URL. For example, src="/html/top_frame.htm" will load an HTML file avaible in html directory. name: attribute allows you to give a name to a frame. It is used to indicate which frame a document should be loaded into. This is especially important when you want to create links in one frame that load pages into a second frame, in which case the second frame needs a name to identify itself as the target of the link. frameborder: attribute specifies whether or not the borders of that frame are shown; it overrides the value given in the frameborder attribute on the <frameset> element if one is given, and the possible values are the same. This can take values either 1 (yes) or 0 (no). marginwidth: allows you to specify the width of the space between the left and right of the frame's borders and the frame's content. The value is given in pixels. For example marginwidth="10". marginheight: allows you to specify the height of the space between the top and bottom of the frame's borders and its contents. The value is given in pixels. For example marginheight="10". noresize: By default you can resize any frame by clicking and dragging on the borders of a frame. The noresize attribute prevents a user from being able to resize the frame. For example noresize="noresize". scrolling: controls the appearance of the scrollbars that appear on the frame. This takes values either "yes", "no" or "auto". For example scrolling="no" means it should not have scroll bars.
Frame's name and target attributes:

One of the most popular uses of frames is to place navigation bars in one frame and then load the pages with the content into a separate frame. As you have already seen, each <frame> element can carry the name attribute to give each frame a name. This name is used in the links to indicate which frame the new page should load into. Consider this very simple example, create following content in index.htm file:
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<frameset cols="200, *"> <frame src="/html/menu.htm" name="menu_page" /> <frame src="/html/main.htm" name="main_page" /> </frameset>
There are two columns in this example. The first is 200 pixels wide and will contain the navigation bar. The second column or frame will contain the main part of the page. The links on the left side navigation bar will load pages into the right side main page. Keep some content in main.htm file and the links in the menu.htm file look like this:
<a href="http://www.google.com" target="main_page">Google</a> <br /><br /> <a href="http://www.microsoft.com" target="main_page">Microsoft</a> <br /><br /> <a href="http://news.bbc.co.uk/" target="main_page">BBC News</a>
Syntax for adding an iframe:

<iframe src="URL"></iframe> The URL points to the location of the separate page. Iframe - Set Height and Width The height and width attributes are used to specify the height and width of the iframe. The attribute values are specified in pixels by default, but they can also be in percent (like "80%"). Example
<iframe src="demo_iframe.htm" width="200" height="200"></iframe>
Use iframe as a Target for a Link An iframe can be used as the target frame for a link. The target attribute of a link must refer to the name attribute of the iframe: Example
<iframe src="demo_iframe.htm" name="iframe_a"></iframe> <p><a href="http://www.w3schools.com" target="iframe_a">W3Schools.com</a></p>
Iframe - Remove the Border The frameborder attribute specifies whether or not to display a border around the iframe. Set the attribute value to "0" to remove the border:
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Example
<iframe src="demo_iframe.htm" frameborder="0"></iframe>
HTML iframe Tag

Tag Description
<iframe>
Defines an inline frame
HTML Forms Tutorial

HTML Forms are required when you want to collect some data from the site visitor. For example registration information: name, email address, credit card, etc. A form will take input from the site visitor and then will post your back-end application such as CGI, ASP Script or PHP script etc. Then your back-end application will do required processing on that data in whatever way you like. Form elements are like text fields, textarea fields, drop-down menus, radio buttons, checkboxes, etc. which are used to take information from the user. A simple syntax of using <form> is as follows:
<form action="back-end script" method="posting method"> form elements like input, textarea etc. </form>
Most frequently used form attributes are:

name: This is the name of the form. action: Here you will specify any script URL which will receive uploaded data. method: Here you will specify method to be used to upload data. It can take various values but most frequently used are GET and POST. target: It specifies the target page where the result of the script will be displayed. It takes values like _blank, _self, _parent etc.
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There are different types of form controls that you can use to collect data from a visitor to your site.

Text input controls Buttons Checkboxes and radio buttons Select boxes File select boxes Hidden controls Submit and reset button
HTML Forms - Text Input Controls:

There are actually three types of text input used on forms:

Single-line text input controls: Used for items that require only one line of user input, such as search boxes or names. They are created using the <input> element. Password input controls: Single-line text input that mask the characters a user enters. Multi-line text input controls: Used when the user is required to give details that may be longer than a single sentence. Multi-line input controls are created with the <textarea> element.
Single-line text input controls:

Single-line text input controls are created using an <input> element whose type attribute has a value of text. Here is a basic example of a single-line text input used to take first name and last name:
<form action="/cgi-bin/hello_get.cgi" method="get"> First name: <input type="text" name="first_name" /> <br> Last name: <input type="text" name="last_name" /> <input type="submit" value="submit" /> </form>
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First name: Last name:
submit
Following is the list of attributes for <input> tag.

type: Indicates the type of input control you want to create. This element is also used to create other form controls such as radio buttons and checkboxes. name: Used to give the name part of the name/value pair that is sent to the server, representing each form control and the value the user entered. value: Provides an initial value for the text input control that the user will see when the form loads. size: Allows you to specify the width of the text-input control in terms of characters. maxlength: Allows you to specify the maximum number of characters a user can enter into the text box.
Password input controls:

This is also a form of single-line text input controls are created using an <input> element whose type attribute has a value of password. Here is a basic example of a single-line password input used to take user password:
<form action="/cgi-bin/hello_get.cgi" method="get"> Login : <input type="text" name="login" /> <br> Password: <input type="text" name="password" /> <input type="submit" value="submit" /> </form>

Login : Password :
submit
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Multiple-Line Text Input Controls:

If you want to allow a visitor to your site to enter more than one line of text, you should create a multiple-line text input control using the <textarea> element. Here is a basic example of a multi-line text input used to take item description:
<form action="/cgi-bin/hello_get.cgi" method="get"> Description : <br /> <textarea rows="5" cols="50" name="description"> Enter description here... </textarea> <input type="submit" value="submit" /> </form>

Description :
submit
Following is the detail of above used attributes for <textarea> tag.

name: The name of the control. This is used in the name/value pair that is sent to the server. rows: Indicates the number of rows of text area box. cols: Indicates the number of columns of text area box.
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HTML Forms - Creating Button:

There are various ways in HTML to create clickable buttons. You using <input> tag.
can create clickable button
When you use the <input> element to create a button, the type of button you create is specified using the type attribute. The type attribute can take the following values:

submit: This creates a button that automatically submits a form. reset: This creates a button that automatically resets form controls to their initial values. button: This creates a button that is used to trigger a client-side script when the user clicks that button.
Here is the example:

<form action="http://www.example.com/test.asp" method="get"> <input type="submit" name="Submit" value="Submit" /> <br /><br /> <input type="reset" value="Reset" /> <input type="button" value="Button" /> </form>

Submit
Reset
You can use an image to create a button. Here is the syntax:

<form action="http://www.example.com/test.asp" method="get"> <input type="image" name="imagebutton" src="URL" /> </form>
Here src attribiute specifies a location of the image on your webserver.
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You can use <button> element to create various buttons. Here is the syntax:
<form action="http://www.example.com/test.asp" method="get"> <button type="submit">Submit</button> <br /><br /> <button type="reset"> Reset </button> <button type="button"> Button </button> </form>

Submit Reset Button
HTML Forms - Checkboxes Control:

Checkboxes are used when more than one option is required to be selected. They are created using <input> tag as shown below. Here is example HTML code for a form with two checkboxes
<form action="/cgi-bin/checkbox.cgi" method="get"> <input type="checkbox" name="maths" value="on"> Maths <input type="checkbox" name="physics" value="on"> Physics <input type="submit" value="Select Subject" /> </form>
The result of this code is the following form

Select Subject
Maths
Physics
Following is the list of important checkbox attributes: type: Indicates that you want to create a checkbox. name: Name of the control. value: The value that will be used if the checkbox is selected. More than one checkbox should share the same name only if you want to allow users to select several items from the same list. checked: Indicates that when the page loads, the checkbox should be selected.
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HTML Forms - Radio box Control:

Radio Buttons are used when only one option is required to be selected. They are created using <input> tag as shown below: Here is example HTML code for a form with two radio button:
<form action="/cgi-bin/radiobutton.cgi" method="post"> <input type="radio" name="subject" value="maths" /> Maths <input type="radio" name="subject" value="physics" /> Physics <input type="submit" value="Select Subject" /> </form>

Select Subject
Maths
Physics
Following is the list of important radiobox attributes:

type: Indicates that you want to create a radiobox. name: Name of the control. value: Used to indicate the value that will be sent to the server if this option is selected. checked: Indicates that this option should be selected by default when the page loads.
HTML Forms - Select box Control:

Drop Down Box is used when we have many options available to be selected but only one or two will be selected.. Here is example HTML code for a form with one drop down box
<form action="/cgi-bin/dropdown.cgi" method="post"> <select name="dropdown"> <option value="Maths" selected>Maths</option> <option value="Physics">Physics</option> </select> <input type="submit" value="Submit" /> </form>
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Maths
Submit
Following is the list of important attributes of <select>:

name: This is the name for the control. size: This can be used to present a scrolling list box. multiple: If set to "multiple" then allows a user to select multiple items from the menu.
Following is the list of important attributes of <option>:

value: The value that is sent to the server if this option is selected. selected: Specifies that this option should be the initially selected value when the page loads. label: An alternative way of labeling options.
HTML Forms - File Select Boxes:

If you want to allow a user to upload a file to your web site from his computer, you will need to use a file upload box, also known as a file select box. This is also created using the <input> element. Here is example HTML code for a form with one file select box
<form action="/cgi-bin/hello_get.cgi" method="post" name="fileupload" enctype="multipart/form-data"> <input type="file" name="fileupload" accept="image/*" /> </form>
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HTML Forms - Hidden Controls:

If you will want to pass information between pages without the user seeing it. Hidden form controls remain part of any form, but the user cannot see them in the Web browser. They should not be used for any sensitive information you do not want the user to see because the user could see this data if she looked in the source of the page. Following hidden form is being used to keep current page number. When a user will click next page then the value of hidden form will be sent to the back-end application and it will decide which page has be displayed next.
<form action="/cgi-bin/hello_get.cgi" method="get" name="pages"> <p>This is page 10</p> <input type="hidden" name="pgaenumber" value="10" /> <input type="submit" value="Next Page" /> </form>

This is page 10
Next Page
HTML Forms - Submit and Reset Button:

These are special buttons which can be created using <input> When submit button is clicked then Forms data is submitted to the back-end application. When reset button is clicked then all the forms control are reset to default state. You already have seen submit button above, we will give one reset example here:
<form action="/cgi-bin/hello_get.cgi" method="get"> First name: <input type="text" name="first_name" /> <br> Last name: <input type="text" name="last_name" /> <input type="submit" value="Submit" /> <input type="reset" value="Reset" /> </form>
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This will produce following result. Type something and click reset button.
First name: Last name:
submit Reset
HTML Embed Multimedia - Movie, Music

You can add music or video into your web page. The easiest way to add video or sound to your web site is to include the special HTML tag called <embed>. This tag causes the browser itself to include controls for the multimedia automatically. You do not need to have any ActiveX, Java VM, VBscript or JavaScript to support this <embed> tag. It's also a good idea to include the <noembed> tag to support browsers which don't recognize the <embed> tag. You could, for example, use <embed> to display a movie of your choice, and <noembed> to display a single JPG image. Here is a simple example to play embed a midi file:
<embed src="/html/yourfile.mid" width="100%" height="60" > <noembed><img src="yourimage.gif" ></noembed> </embed>
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Attributes:
Following is the list of important attributes for <embed> element.

align - Determines how to align the object. It takes either center, left or right. autostart - Indicates if the media should start automatically. Netscape default is true, Internet Explorer is false. loop - Specifies if the sound should be played continuously (set loop to true), a certain number of times (a positive value) or not at all (false). This is supported by Netscape only. hidden - Defines if the object shows on the page. A false value means no and true means yes. height - Height of the object in pixels or en. width - Width of the object in pixels or en. pluginspage - Specifies the URL to get the plugin software. name - A name used to reference the object. src - URL of the object to be embedded. This can be any recognizable by the user's browser. It could be .mid, .wav, .mp3, .avi and so on). volume - Controls volume of the sound. Can be from 0 (off) to 100 (full volume). This attribute is supported by Netscape only.
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COMPETENCY BASED LEARNING MATERIAL IN OFFICE SUITE II A. MICROSOFT EXCEL
Information Sheet #1 Environment of MS Excel Datacom Institute of Computer Technology Page 522
What is Microsoft Excel? Microsoft Excel is an electronic spreadsheet application. You can use it to organize your data into rows and columns. You can also use it to perform mathematical calculations quickly. And his full name is Microsoft Office Excel. What is Microsoft Excel 2007? Microsoft Office Excel 2007 is a powerful and widely used tool that helps people analyze information to make more informed decisions. The Microsoft Office Excel 2007 Window This example is the window which is similar to your excel once you open it.
Here are the Parts of Excel 2007: The Microsoft Office Button This is located at the upper-left corner of the Excel 2007. This button contains menu which are New, Save, Save As, Open, Print and many other task. The Quick Access Toolbar It is beside of Office Button, which easily access the specific commands that are frequently used.
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The Title Bar Title bar has the capability to show the name of the workbook that you are currently using. It is located at the top of Excel Window. The Ribbon
It is located below MS office button and quick access tool bar. It is consist of commands found in standard and formatting tool bar in 2003 version. It is designed to help you quickly find the commands that you need to complete a task. Ribbon Tab
It is contains different groups Each tab relates to a type of activity, such as writing or laying out a page. Group
It is contains command use for editing, enhancing and formatting text or images. Dialog Box Launcher
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The arrow is called a Dialog Box Launcher. If you click it, you will see more options related to that group. Those options will appear in the form of a dialog box or it will appear in a familiar-looking task pane.
The Active cell An active cell refers to the currently selected cell in spreadsheet. It can be identified by black outline that surrounds the cell
The Name box It is located below the ribbon and beside formula bar. It displays the cell reference of the active cell combination of letter and number. It can also use to locate specific cell. The Formula Bar
It is located below the ribbon and beside name box. It is use to enter or copy an existing formula into the cells. NOTE: if you include computation starts it with equal sign (=). It displays the content of the active cell.
The Column letter/ Column Header
It is the grayish - colored row containing the letters used to identify each column in the worksheet. It runs vertically on a worksheet. The column header is located above row 1 in the worksheet.
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The Row Number
Rows run horizontally in an Excel worksheet It is identified by a number in the row header.
The Sheet Tab
Switching between worksheets in a Microsoft Excel file is done by clicking on the sheet tab at the bottom of the screen. A sheet tab appears at the bottom of your worksheet. By clicking a sheet tab, you can make that sheet active so that you can work on it.
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Name:________________________________________________ Score:_______________
Activity No.1 Environment of MS Excel
I.
Define the following terms:
1. MSOffice Excel __________________________________________________________________________ _____________________________________________________________________________ ________
2.
MS Office Excel 2007 __________________________________________________________________________ _____________________________________________________________________________ _________
3.
Microsoft Office Button __________________________________________________________________________ _____________________________________________________________________________ _________
4.
Quick Access Toolbar __________________________________________________________________________ _____________________________________________________________________________ _________
5.
Title Bar __________________________________________________________________________ _____________________________________________________________________________ _________
6.
Ribbon
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__________________________________________________________________________ _____________________________________________________________________________ _________
7.
Ribbon Tab __________________________________________________________________________ _____________________________________________________________________________ _________
8. Group __________________________________________________________________________ _____________________________________________________________________________ _________
9.
Dialog Box Launcher __________________________________________________________________________ _____________________________________________________________________________ _________
10. Active cell __________________________________________________________________________ _____________________________________________________________________________ _________
11. Name box __________________________________________________________________________ _____________________________________________________________________________ _________
12. Formula Bar __________________________________________________________________________ _____________________________________________________________________________ _________
13. Column letter/ Column Header
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__________________________________________________________________________ _____________________________________________________________________________ _________
14. Row Number __________________________________________________________________________ _____________________________________________________________________________ _________
15. Sheet Tab __________________________________________________________________________ _____________________________________________________________________________ _________
II.
Name the part of MS Excel
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Information Sheet #2 Starting MS office Excel How to open Ms Office Excel? There are several ways to open MS office Excel. Here are the ways on how to do it. 1. Press + R (run) 2. If the dialog appear type excel on the textbox 3. Click ok or press enter. OR 1. Click 2. Click 3. Find 4. Find How to Save Ms Office Excel?
As default the filename of your excel file is Book 1.xlxs. There are several ways on how to save your excel file you can use shortcut keys to make you task faster or you can use MS office button to save. Here are the ways on how to save you excel files 1. 2. 3. 4. Click the Microsoft Office Button , and then click Save, or press CTRL+S. To save the copy in a different location, click a different folder in the folder list. In the File name box, enter a name for the file. Click Save button.
How to Save Copy of Excel File?
To save a copy of your file, follow the steps below: 1. Click the Microsoft Office Button , and then click Save As 2. In the File name box, enter a new name for the file. 3. Click Save button.
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How to Save as an earlier version of Office

If you are using the 2007 office version you can share your files with people using an earlier version of Microsoft Office by saving your file in the 97-2003 file format. For example, you can save your Microsoft Office Word 2007 document (.xlsx) as a 97-2003 document (.xls). 1. Click the Microsoft Office Button , and then click Save As 2. On the menu on the right side choose
3. In the File name box, enter a name for the file. 4. Click Save button.
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Name:________________________________________________ Score:_______________
Activity No.2 Starting MS office Excel
I.
Give the Procedure of the following: a. How to open Ms Office Excel?(Give the two possible ways)
b. How to Save Ms Office Excel?
c. How to Save Copy of Excel File?
d.
How to Save as an earlier version of Office
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Information Sheet #3 Entering and formatting data in MS Office Excel Entering data in MS Office Excel Entering data into a spreadsheet is always a three step process. These steps are: 1. Click on the cell where you want the data to go. 2. Type your data into the cell. 3. Press the ENTER key on the keyboard or click on another cell with the mouse.
Basic Formatting In Ms Excel In creating report we follow different format. We need to change the size of the font the alignment its margin and etc. This helps us to make the report presentable and organized.
Home tab The home tab, replace the format menu and formatting toolbar in older version of MS excel. It allows you to text, number and border styles of the cell.
FONT GROUP Changing Font size To change font size: 1. Select the cell or range of cell you want to format. 2. Locate the font group on the home tab
3. Click the down-facing arrow next to the drop-down font list 4. From the list that appears, click the size that you want.
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Changing Font Face To change font Face: 1. 2. 3. 4. Select the cell or range of cell you want to format. Locate the font group on the home tab Click the down-facing arrow next to the drop-down font list From the list that appears, click the font face that you want.
Changing Font Style To change font styles of the text: 1. Select the cell or range of cell you want to format. 2. Locate the font group on the home tab.
3. Click on one of the buttons to apply text formatting
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Changing Font Color To change font styles of the text: 1. Select the cell or range of cell you want to format. 2. Locate the font group on the home tab.
3. Click the down-facing arrow next to the drop-down font list 4. From the list that appears, click the font color that you want.
Applying Advance Formatting If you want to apply formatting and you do not see appropriate button on the home tab. 1. Select the cell or range of cell you want to format. 2. Locate the font group on the home tab.
3. Click Dialog Box launcher
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4. Format cell window will appear
5. Select the additional formatting you wish to the cell(s) you selected. 6. If youre done, Click ok button. ALIGNMENT GROUP Applying Horizontal Alignment 1. Select the cell or range of cells you wish to format 2. Locate the alignment area of the Home tab.
3. Click on one of the following buttons to apply horizontal text alignment.
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Applying Vertical Alignment 1. Select the cell or range of cells you wish to format 2. Locate the alignment area of the Home tab.
3. Click on one of the following buttons to apply vertical text alignment.
Formatting long Text Phrase within a cell In many situations, the line of text you enter into a cell will be wider than the cell itself. In these situations, the text may be hidden beyond the edge of the cell. Although one solution to that problem is to resize the cell, there are several additional solutions: shrinking the text to fit the cell, Wrapping the text and merging cell so that text is displayed on multiple line within the cell.
Wrapping text within a cell 1. Select the cell or range of cells you wish to format. 2. Locate the alignment group of the home tab.
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3. Click wrap text button
Merging Cells Another solution for handling long text phrases is to merge several cells together so the text can be fully displayed. To merge several cells: 1. Select the cell or range of cells you wish to format 2. Locate the alignment group of the home tab.
3. Click on the down-facing arrow located next to the Merge & Center button. 4. From the list that appears, select the formatting you wish to apply(for example, Merge & Center)
Shrinking text to fit within a cell 1. Select the cell or range of cells you wish to format. 2. Locate the alignment group of the home tab.
3. Click Dialog Box Launcher, Format Cells Alignment Button
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4. The Alignment tab of the Format Cells window will appear.
5. Locate the Text control area 6. Click to place a check-mark in the box beside Shrink to fit 7. Click ok button
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Number Group Types of Number Formats: Excel permit numbers to be formatted in many different ways. Without changing the value of the number in a cell, number formats allow data to be represented so that they can be used in many different kinds of reports.
Applying number format 1. Select the cell or range of cells you wish to format. 2. Locate the number group of the home tab.
3. Click on the down-facing arrow located next to the Number Format button. 4. From the list that appears, select the number format you wish to applyto the cell(s)you selected (for example, Percentage)
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Cell Border and Background Colors Border can provide contrast, serving to highlight cells containing important data.
Applying a Basic Cell Border To create a border around one cell or around a group cells: 1. Select the cell or range of cells you wish to have a border. 2. Locate the font group on the home tab.
3. Click on the down-facing of the border button. 4. From the list that appears, select the border style you wish to apply to your cells(for example, All border)
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Applying a Custom Cell Border 1. Select the cell or range of cell you wish to have a border. 2. Locate the font group on the home tab.
3. Click on the down-facing of the border button. 4. From the list that appears, select the More Borders.
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5. The Border tab of the format Cells window will appear.
6. In the Styles section of the line frame, choose the line style you wish to use for your cell border. Datacom Institute of Computer Technology Page 543
7. Click on the down-facing arrow next to the color button. 8. From the options that appear, select the color you wish to use for your border.
9. From the Border area, click on the section of the border you wish to add 10. Repeat the previous step until you have added all desired border sections.
Applying a background Color

Background colors (called Fill Color in Excel) can provide additional contrast in your worksheet, whether you see them alone or to complement existing cell borders. To apply a background color: 1. Select the cell or range of cell you wish to apply the background color. 2. Locate the font group on the home tab.
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3. Click on the down-facing arrow of the Fill Color button. 4. From the options that appear, select the color you wish to apply to your background.
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Name:________________________________________________ Score:_______________
Activity No. 3 Entering and formatting data in MS Office Excel PART 1. Enter the data listed below into a blank spreadsheet using the following steps: 1. 2. 3. 4. Open a blank Excel spreadsheet file. Select the cell indicated by the cell reference provided. Type the corresponding data into the selected cell. Press the Enter key on the keyboard or click on the next cell in the list with the mouse. Cell Data A2 - Deduction Calculations for Employees A8 - Last Name A9 - Smith B. A10 - Wilson C. A11 - Thompson J. A12 - James D. B4 - Date: B6 - Deduction Rate: B8 - Gross Salary B9 - 45789 B10 - 41245 B11 - 39876 B12 - 43211 C6 - .06 C8 - Deduction D8 - Net Salary Datacom Institute of Computer Technology Page 546
SAMPLE OUTPUT
PART 2
I.
Give the Procedure of the following: a. b. c. d. e. f. g. h. i. Changing Font size Changing Font Face Changing Font Style Changing Font Color Applying Horizontal Alignment Applying Vertical Alignment Merging Cells Applying number format Applying a Basic Cell Border
j. Applying a background Color
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Information Sheet #4 Formulas Excel Formulas Excel formulas are one of the most useful features of the program. Formulas can be as simple as adding two numbers or can be complex calculations needed for high end business projections. Once you learn the basic format of creating a formula, Excel does all the calculations for you. When entering a mathematical formula, precede the formula with an equal sign. Use the following to indicate the type of calculation you wish to perform Perform Mathematical Calculations
In you can enter numbers and mathematical formulas into cells. Whether you enter a number or a formula, you can reference the cell when you perform mathematical calculations such as addition, subtraction, multiplication, or division. Addition In adding numbers, you need at least two or more cells that contain numbers to add. 1. Put 1 on cell A1. 2. Put 2 on cell B1. 3. To calculate the sum: On cell C1, put = A1+B1, then press enter to see the result. Example Output
NOTE: as you can see instead of using the value in the cell we use the cell reference to compute for the sum to make the calculation flexible, if just in case the user want to change the value of the specific cell the answer will be still correct. Subtraction In subtracting numbers, you need two cells that contain numbers to subtract which consider as the subtrahend and minuend. 1. Put 5 on cell A1. 2. Put 2 on cell B1. 3. To calculate the difference: On cell C1, put = A1-B1, then press enter to see the result. Example Output
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NOTE: as you can see instead of using the value in the cell we use the cell reference to compute for the difference to make the calculation flexible, if just in case the user want to change the value of the specific cell the answer will be still correct. Multiplication In multiplying numbers, you need at least two or more cells that contain numbers to multiply. 1. Put 4 on cell A1. 2. Put 3 on cell B1. 3. To calculate the product: On cell C1, put = A1*B1, then press enter to see the result. Example Output
NOTE: as you can see instead of using the value in the cell we use the cell reference to compute for the product to make the calculation flexible, if just in case the user want to change the value of the specific cell the answer will be still correct.
Division In dividing numbers, you need two cells that contain numbers to divide which consider as numerator and denominator. 1. Put 50 on cell A1. 2. Put 10 on cell B1. 3. To calculate the quotient: On cell C1, put = A1/B1, then press enter to see the result.
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Example Output
NOTE: as you can see instead of using the value in the cell we use the cell reference to compute for the quotient to make the calculation flexible, if just in case the user want to change the value of the specific cell the answer will be still correct. Average In excel we follow the rules of PEMDAS (Parenthesis, Exponent, Multiplication, Division, Addition, Subtraction) to get the answer. In getting the average of the numbers or series of number we need to add first all the numbers and divide it to the count of those numbers 1. Put 10on cell A1. 2. Put 50 on cell B1. 3. Put 30 on cell C1. 4. To calculate the average: On cell D1, put =(A1+B1+C1)/3, then press enter to see the result.
Example Output
NOTE: as you can see instead of using the value in the cell we use the cell reference to compute for the average to make the calculation flexible, if just in case the user want to change the value of the specific cell the answer will be still correct. Use parenthesis to indicate that all the operation inside the parenthesis must be perform first
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Name:____________________________________________________SCORE:___________
Activity No. 4 Formulas
I.
Construct you own formulas based on the needed output below

1. Create a spreadsheet contain the output below. 2. Column C must contain a formula that gets the Sum of Column A and Column B. Fill the cell with color yellow.
3. Column D must contain a formula that gets the Difference of Column A and Column B. Fill the cell with color red.
4. Column E must contain a formula that gets the Product of Column A and Column B. Fill the cell with color green
5. Column F must contain a formula that gets the Quotient of Column A and Column B. Fill the cell with color violet.
6. Column G must contain a formula that gets the Average of Column A and Column B. Fill the cell with color Blue.
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Information Sheet #5 Function Functions By using functions, you can quickly and easily make many useful calculations, such as finding an average, the highest number, the lowest number, and a count of the number of items in a list. Microsoft Excel has many functions that you can use. Functions are prewritten formulas. Functions differ from regular formulas in that you supply the value but not the operators, such as +, -, *, or /. For example, you can use the SUM function to add. When using a function, remember the following: o o o Use an equal sign to begin a formula. Specify the function name. Enclose arguments within parentheses. Arguments are values on which you want to perform the calculation. For example, arguments specify the numbers or cells you want to add. Use a comma to separate arguments.
Here is an example of a function: =SUM(B2:C7) In this function: o o o o o o The equal sign begins the function. SUM is the name of the function. B2:C7 are the arguments. Parentheses enclose the arguments. Commas separate the arguments. After you type the first letter of a function name, the AutoComplete list appears. You can double-click on an item in the AutoComplete list to complete your entry quickly. Excel will complete the function name and enter the first parenthesis.
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Average Function It is the arithmetic mean and it is calculated by adding a group of numbers and then dividing by the count of those numbers. Syntax AVERAGE(number1,number2,...) 1. 2. 3. 4. Put 2 on A1 Put 3 on A2 Put 5 on A3 Put 2 on A4
5. On cell A5, put =average(A1,A2,A3,A4), then press enter to see the result. Example output
Answer: Getting the average using array
In getting the average using array we use colon (:) that signify range of cells; example A1:A4 which is also equal to A1 to A4 1. 2. 3. 4. Put 2 on cell A1 Put 3 on cell A2 Put 5 on cell A3 Put 2 on cell A4
5. On cell A6, put =average(A1:A4), then press enter to see the result.
Example output
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Answer:
Bin2dec Function Function uses to converts a binary number to decimal. Syntax BIN2DEC(number) Number is the binary number you want to convert. Number cannot contain more than 10 characters (10 bits). 1. Put 101010 in cell A1 2. On cell B1, Put =BIN2DEC(A1) then press enter to see the result. Example Output
Bin2Hex Function Function uses to converts a binary number to hexadecimal. Syntax BIN2HEX(number,places) Number is the binary number you want to convert. Number cannot contain more than 10 characters (10 bits). Places is the number of characters to use. If places is omitted, BIN2HEX uses the minimum number of characters necessary. Places is useful for padding the return value with leading 0s (zeros). Example No.1 1. Put 101010 in cell A1 2. On cell B2, Put =BIN2HEX(A1,3) then press enter to see the result.
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Answer:02A Example No.2 1. Put 101010 in cell A1 2. On cell B1, Put =BIN2HEX(A1) then press enter to see the result.
Answer:2A Bin2Oct Function Function uses to converts a binary number to octal. Syntax BIN2OCT(number,places) Number is the binary number you want to convert. Number cannot contain more than 10 characters (10 bits). Places is the number of characters to use. If places is omitted, BIN2OCT uses the minimum number of characters necessary. Places is useful for padding the return value with leading 0s (zeros). Example No.1 1. Put 101010 in cell A1 2. On cell B1, Put =BIN2OCT(A1,4) then press enter to see the result.
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Answer:52 Example No.2 1. Put 101010 in cell A1 2. On cell B1, Put =BIN2OCT(A1) then press enter to see the result.
Answer:0052 Char Function Returns the character specified by a number. Use CHAR to translate code page numbers you might get from files on other types of computers into characters. Syntax CHAR(number) Number is a number between 1 and 255 specifying which character you want. The character is from the character set used by your computer. 1. Put 97 in cell A1 2. On cell B1, Put =CHAR(A1) then press enter to see the result.
Answer:a Code Function Returns a numeric code for the first character in a text string. The returned code corresponds to the character set used by your computer. Syntax CODE(text)
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Text is the text for which you want the code of the first character. 1. Put A in cell A1 2. On cell B1, Put =CODE(A1) then press enter to see the result.
Answer: 65 Concatenate Function Joins two or more text strings into one text string.
Syntax CONCATENATE (text1,text2,...) Text1, text2, ... are 2 to 255 text items to be joined into a single text item. The text items can be text strings, numbers, or single-cell references. 1. Put anna in cell A1 2. Put lyn in cell B1 3. On cell C1, Put =CONCATENATE(A1,B1) then press enter to see the result. Answer:annalyn
Concatenate using (&)
Ampersand
You can also use the ampersand (&) calculation operator instead of the CONCATENATE function to join text items.
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1. Put anna in cell A1 2. Put lyn in cell B1 3. On cell A5, Put = A1&B1 then press enter to see the result.
Answer:annalyn Count Function Counts the number of cells that contain numbers and counts numbers within the list of arguments. Use COUNT to get the number of entries in a number field that is in a range or array of numbers. Syntax COUNT(value1,value2,...) Value1, value2, ... are 1 to 255 arguments that can contain or refer to a variety of different types of data, but only numbers are counted. Example No. 1 1. 2. 3. 4. Put 10 in cell A1 Put 5 in cell A2 Put 50 in cell A3 On cell B1, Put =count(A1,A2,A3) then press enter to see the result.
Answer:3
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Example No. 2 1. 2. 3. 4. Put 10 in cell A1 Put anna in cell A2 Put 50 in cell A3 On cell B1, Put =count(A1,A2,A3) then press enter to see the result.
Answer:2
Count A Function Counts the number of cells that are not empty and the values within the list of arguments. Use COUNTA to count the number of cells that contain data in a range or array. Syntax COUNTA(value1,value2,...) Value1, value2, ... are 1 to 255 arguments representing the values you want to count. 1. 2. 3. 4. Put 10 in cell A1 Put anna in cell A2 Put 50 in cell A3 On cell B1, Put countA(A1,A2,A3) then press enter to see the result.
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Answer:3 Count blank Function Counts empty cells in a specified range of cells. Syntax COUNTBLANK(range) Range is the range from which you want to count the blank cells.
1. 2. 3. 4.
Put 10 in cell A1 In cell A2 leave it blank Put 50 in cell A3 On cell B1, Put =COUNTBLANK(A1:A3) then press enter to see the result.
Answer:2 Dec2Bin Function Function that use to convert a decimal number to binary.
Syntax DEC2BIN(number,places) Number is the decimal integer you want to convert Places is the number of characters to use.
1. Put 25 in cell A1 2. On cell B1, Put =DEC2BIN(A1) then press enter to see the result.
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Answer:11001
Dec2hex Function Function that use to convert a decimal number to hexadecimal. Syntax DEC2HEX(number,places) Number is the decimal integer you want to convert Places is the number of characters to use. 1. Put 25 in cell A1 2. On cell B1, Put =DEC2HEX(A1) then press enter to see the result.
Answer:19 Dec2oct Function Function that use to convert a decimal number to octal. Syntax DEC2OCT(number, places) Number is the decimal integer you want to convert. Places is the number of characters to use. 1. Put 125 in cell A1 2. On cell B1, Put =DEC2OCT(A1) then press enter to see the result.
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Answer:175 Even Function Returns number rounded up to the nearest even integer. You can use this function for processing items that come in twos. For example, a packing crate accepts rows of one or two items. The crate is full when the number of items, rounded up to the nearest two, matches the crate's capacity. Syntax
EVEN(number) Number is the value to round.
1. Put 5 in cell A1 2. On cell B1, Put =even(A1) then press enter to see the result.
Answer:6 Exact Function Compares two text strings and returns TRUE if they are exactly the same, FALSE otherwise. EXACT is case-sensitive but ignores formatting differences. Syntax EXACT(text1,text2) Text1 is the first text string. Text2 is the second text string. 1. 2. 3. 4. 5. 6. Put excel in cell A1 Put Excel in cell B1 On cellC1, Put =exact(A1,B1) then press enter to see the result. Put office in cell A2 Put office in cell B2 On cellC2, Put =exact(A2,B2) then press enter to see the result.
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Answers C1:false; C2:true Fixed Function Rounds a number to the specified number of decimals, formats the number in decimal format using a period and commas, and returns the result as text. Syntax FIXED(number,decimals,no_commas) Number is the number you want to round and convert to text. Decimals is the number of digits to the right of the decimal point. No_commas is a logical value that, if TRUE, prevents FIXED from including commas in the returned text. Example No.1 1. Put 1200 in cell A1 2. On cell B1, Put =fixedA1,2,FALSE) then press enter to see the result.
Answer:1,200.00
Example No.2 1. Put 1200 in cell A1 2. On cell B1, Put =fixedA1,2,True) then press enter to see the result.
Answer:1200.00
Hex2Bin Function Function use to convert a hexadecimal number to binary. Syntax HEX2BIN(number,places)
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Number is the hexadecimal number you want to convert. Number cannot contain more than 10 characters Places is the number of characters to use. 1. Put 12 in cell A1 2. On cell B1, Put =HEX2BIN(A1) then press enter to see the result.
Answer:10010
Hex2Dec Function Functions that use to convert a hexadecimal number to decimal. Syntax HEX2DEC(number) Number is the hexadecimal number you want to convert. Number cannot contain more than 10 characters (40 bits). 1. Put 12 in cell A1 2. On cell B1, Put =HEX2Dec(A1) then press enter to see the result.
Answer:18
Hex2Oct Function Function use to convert a hexadecimal number to octal. Syntax HEX2OCT(number,places) Number is the hexadecimal number you want to convert. Number cannot contain more than 10 characters. Places is the number of characters to use. 1. Put 12 in cell A1 2. On cell B1, Put =HEX2OCT(A1) then press enter to see the result.
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Answer:22
Large Function Returns the k-th largest value in a data set. You can use this function to select a value based on its relative standing. For example, you can use LARGE to return the highest, runner-up, or third-place score. Syntax LARGE(array,k) Array is the array or range of data for which you want to determine the k-th largest value. K is the position (from the largest) in the array or cell range of data to return. 1. 2. 3. 4. Answer:50 Put 10 in cell A1 Put 5 in cell A2 Put 50 in cell A3 On cell B1, Put =large(A1:A3,1) then press enter to see the result.
Left Function LEFT returns the first character or characters in a text string, based on the number of characters you specify. Syntax LEFT(text,num_chars) Text is the text string that contains the characters you want to extract. Num_chars specifies the number of characters you want LEFT to extract.
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1. Put datacom in cell A1. 2. On cell B1, Put =left(A1,2) then press enter to see the result.
Answer: da
Len Function LEN returns the number of characters in a text string. Syntax LEN(text) Text is the text whose length you want to find. Spaces count as characters. 1. Put datacom in cell A1. 2. On cell B1, Put =len(A1) then press enter to see the result.
Answer:7 Lower Function Function use to converts all uppercase letters in a text string to lowercase.
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Syntax LOWER(text) Text is the text you want to convert to lowercase. LOWER does not change characters in text that are not letters. 1. Put DATACOM in cell A1. 2. On cell B1, Put =lower(A1) then press enter to see the result.
Answer:datacom
Max Function Function that use to return the largest value in a set of values. Syntax MAX(number1,number2,...) Number1, number2, ... are 1 to 255 numbers for which you want to find the maximum value. 1. 2. 3. 4. 5. Put 100 in cell A1. Put 200 in cell A2. Put 50 in cell A3. Put 10 in cell A4. On cell B1, Put =Max(A1:A4) then press enter to see the result.
Answer:200
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Mid Function Function use to return a specific number of characters from a text string, starting at the position you specify, based on the number of characters you specify. Syntax MID(text,start_num,num_chars) Text is the text string containing the characters you want to extract. Start_num is the position of the first character you want to extract in text. The first character in text has start_num 1, and so on. Num_chars specifies the number of characters you want MID to return from text. 1. Put datacom in cell A1. 2. On cell B1, Put =mid(A1,2,3) then press enter to see the result.
Answer:ata
Min Function Function use to return the smallest number in a set of values.
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Syntax MIN(number1,number2,...) Number1, number2, ... are 1 to 255 numbers for which you want to find the minimum value. 1. 2. 3. 4. 5. Put 100 in cell A1. Put 200 in cell A2. Put 50 in cell A3. Put 10 in cell A4. On cell B1, Put =MIN(A1:A4) then press enter to see the result.
Answer:10
Mod Function Returns the remainder after number is divided by divisor. The result has the same sign as divisor. Syntax MOD(number,divisor) Number is the number for which you want to find the remainder. Divisor is the number by which you want to divide number. 1. Put 201 in cell A1. 2. Put 100 in cell A2 3. on the cell B1, Put =MOD(A1,A2) then press enter to see the result.
Answer:1 Oct2Bin Function Function use to convert an octal number to binary.
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Syntax OCT2BIN(number,places) Number is the octal number you want to convert. Number may not contain more than 10 characters. Places is the number of characters to use. 1. Put 100 in cell A1 2. On the cell B1, Put =OCT2BIN(A1) then press enter to see the result Answer:1000000 Oct2Dec Function Function use to convert an octal number to decimal. Syntax OCT2DEC(number) Number is the octal number you want to convert. Number may not contain more than 10 octal characters (30 bits). 1. Put 100 in cell A1 2. On the cell B1, Put =OCT2Dec(A1) then press enter to see the result
Answer:64 Oct2Hex Function Converts an octal number to hexadecimal. Syntax OCT2HEX(number,places) Number is the octal number you want to convert. Number may not contain more than 10 octal characters (30 bits).
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Places is the number of characters to use. 1. Put 100 in cell A1 2. On the cell B1, Put =OCT2HEX(A1) then press enter to see the result
Answer:40
Odd Function Function that return number rounded up to the nearest odd integer. Syntax ODD(number) Number is the value to round. 1. Put 12 in cell A1 2. On the cell B1, Put =ODD(A1) then press enter to see the result
Answer: 13
Product Function Multiplies all the numbers given as arguments and returns the product. Syntax PRODUCT(number1,number2,...) Number1, number2, ... are 1 to 255 numbers that you want to multiply. 1. Put 12 in cell A12 2. On the cell C1, Put =Product(A1,B1) then
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Answer: 144 Proper Function Function use to capitalize the first letter in a text string and any other letters in text that follow any character other than a letter. Convert all other letters to lowercase letters. Syntax PROPER(text) Text is text enclosed in quotation marks, a formula that returns text, or a reference to a cell containing the text you want to partially capitalize. 1. Put datacom in cell A1 2. On the cell B1, Put =Proper(A1) then press enter to see the result
Answer: Datacom
Quotient Function Function use to return the integer portion of a division. Use this function when you want to discard the remainder of a division. Syntax QUOTIENT(numerator,denominator) Numerator is the dividend. Denominator is the divisor. 1. Put 10 in cell A1. 2. Put 5 in cell B1. 3. On the cell C1, Put =QUOTIENT(A1,B1) then press enter to see the result Answer: 2 Replace Function Function use to replaces part of a text string, based on the number of characters you specify, with a different text string. Datacom Institute of Computer Technology Page 572
Syntax REPLACE(old_text,start_num,num_chars,new_text) Old_text is text in which you want to replace some characters. Start_num is the position of the character in old_text that you want to replace with new_text. Num_chars is the number of characters in old_text that you want REPLACE to replace with new_text. New_text is the text that will replace characters in old_text 1. Put datacom in cell A1. 2. Put is in cell A2. 3. On the cell B1, Put =replace(A1,4,3,A2) then press enter to see the result
Answer: datism Roman Function Function uses to converts an Arabic numeral to roman, as text. Syntax ROMAN(number,form) Number is the Arabic numeral you want converted. Form is a number specifying the type of roman numeral you want. 1. Put 150 in cell A1. 2. On the cell B1, Put =ROMAN(A1,4) then press enter to see the result Answer: CL Round Function Rounds a number to specified number of digits. a
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Syntax ROUND(number,num_digits) Number is the number you want to round. Num_digits specifies the number of digits to which you want to round number.
1. Put 1.523 in cell A1. 3. On the cell B1, Put =Round(A1,2) then press enter to see the result.
Answer: 1.52
Substitute Function Substitutes new_text for old_text in a text string. Use SUBSTITUTE when you want to replace specific text in a text string; use REPLACE when you want to replace any text that occurs in a specific location in a text string. Syntax SUBSTITUTE(text,old_text,new_text,instance_num) Text is the text or the reference to a cell containing text for which you want to substitute characters. Old_text is the text you want to replace. New_text is the text you want to replace old_text with. Instance_num specifies which occurrence of old_text you want to replace with new_text. If you specify instance_num, only that instance of old_text is replaced. Otherwise, every occurrence of old_text in text is changed to new_text.
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1. Put datacom in cell A1 2. Put Rosario in cell A2 3. On the cell B1, Put =Substitute(A1,d,A2) then press enter to see the result.
Answer: Rosarioatacom Sum Function Function use to add all the numbers in a range of cells. Syntax SUM(number1,number2, ...) Number1, number2, ... are 1 to 255 arguments for which you want the total value or sum. 1. Put 1 in cell A1 2. Put 2 in cell A2 3. On the cell B1, Put =sum(A1,A2) then press enter to see the result.
Answer: 3
Trim Function Function use to remove all spaces from text except for single spaces between words. Use TRIM on text that you have received from another application that may have irregular spacing. Syntax TRIM(text)
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Text is the text from which you want spaces removed. 1. Put Andres and anna in cell A1 2. On the cell B1, Put =trim(A1) then press enter to see the result.
Answer: Andres and anna
Upper Function Function use to convert text to uppercase. Syntax UPPER(text) Text is the text you want converted to uppercase. Text can be a reference or text string. 1. Put datacom imus in cell A1 2. On the cell B1, Put =upper(A1) then press enter to see the result.
Answer: DATACOM IMUS
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Name:________________________________________________SCORE:___________
Activity No. 5 Functions II. Give the Syntax of the following function 1. Average Function 2. Bin2dec Function 3. Bin2Hex Function 4. Bin2Oct Function 5. Code Function 6. Concatenate Function 7. Char Function 8. Count Function 9. Count blank Function 10. Count A Function 11. Dec2Bin Function 12. Exact Function 13. Dec2hex Function 14. Fixed Function 15. Dec2oct Function 16. Even Function 17. Hex2Bin Function 18. Hex2Dec Function 19. Large Function 20. Left Function 21. Len Function 22. Hex2Oct Function 23. Lower Function 24. Min Function 25. Mid Function 26. Mod Function 27. Odd Function 28. Oct2Bin Function 29. Oct2Dec Function 30. Product Function 31. Proper Function 32. Oct2Hex Function 33. Round Function 34. Quotient Function 35. Replace Function 36. Substitute Function 37. Roman Function 38. Sum Function 39. Trim Function 40. Upper Function Page 577
Information Sheet #6 Advance Function If Function Function use to return one value if a condition you specify evaluates to TRUE and another value if it evaluates to FALSE. Use IF to conduct conditional tests on values and formulas. Syntax IF(logical_test,value_if_true,value_if_false) Logical_test is any value or expression that can be evaluated to TRUE or FALSE. Value_if_true is the value that is returned if logical_test is TRUE. Value_if_false is the value that is returned if logical_test is FALSE.
6. Put 75 in cell A1. 7. On cell B1, Put =IF(A1>=75,"PASSED","FAILED") then press enter to see the result
Answer: PASSED
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Nested if Nested if or also know as multiple if in ms excel. This syntax below demonstrates how to nest two IF functions. You can nest up to 7 IF functions. Syntax IF(logical_test1,value_if_true1, IF(logical_test2,value_if_true2,value_if_false) Logical_test is the value that you want to test. value_if_true is the value that is returned if condition evaluates to TRUE. value_if_false is the value that is return if condition evaluates to FALSE. 1. Put 1 in cell A1. 2. On cell B1, Put =IF(A1=1,"ONE",IF(A1=2,"TWO",IF(A1=3,"THREE","out of range"))) then press enter to see the result
Answer: ONE
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VLOOKUP Function Searches for a value in the first column of a table array and returns a value in the same row from another column in the table array. The V in VLOOKUP stands for vertical. Use VLOOKUP instead of HLOOKUP when your comparison values are located in a column to the left of the data that you want to find. Syntax VLOOKUP(lookup_value,table_array,col_index_num,range_lookup) Lookup_value The value to search in the first column of the table array. Lookup_value can be a value or a reference. If lookup_value is smaller than the smallest value in the first column of table_array, VLOOKUP returns the #N/A error value. Table_array Two or more columns of data. Use a reference to a range or a range name. The values in the first column of table_array are the values searched by lookup_value. These values can be text, numbers, or logical values. Uppercase and lowercase text are equivalent. Col_index_num The column number in table_array from which the matching value must be returned. A col_index_num of 1 returns the value in the first column in table_array; a col_index_num of 2 returns the value in the second column in table_array, and so on. If col_index_num is: Less than 1, VLOOKUP returns the #VALUE! error value. Greater than the number of columns in table_array, VLOOKUP returns the #REF! error value. Range_lookup A logical value that specifies whether you want VLOOKUP to find an exact match or an approximate match 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Put A in cell A1. Put B in cell A2. Put C in cell A3. Put D in cell A3. Put 100 in cell B1. Put 90 in cell B2 Put 80 in cell B3. Put 70 in cell B4. Put A in cell B7. On cell C7, Put =VLOOKUP(B7,A1:B4,2)then press enter to see the result
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Answer: 100 HLOOKUP Function Searches for a value in the top row of a table or an array of values, and then returns a value in the same column from a row you specify in the table or array. Use HLOOKUP when your comparison values are located in a row across the top of a table of data, and you want to look down a specified number of rows. Use VLOOKUP when your comparison values are located in a column to the left of the data you want to find. The H in HLOOKUP stands for "Horizontal." Syntax HLOOKUP(lookup_value,table_array,row_index_num,range_lookup) Lookup_value is the value to be found in the first row of the table. Lookup_value can be a value, a reference, or a text string. Table_array is a table of information in which data is looked up. Row_index_num is the row number in table_array from which the matching value will be returned. A row_index_num of 1 returns the first row value in table_array, a row_index_num of 2 returns the second row value in table_array, and so on. If row_index_num is less than 1, HLOOKUP returns the #VALUE! error value; if row_index_num is greater than the number of rows on table_array, HLOOKUP returns the #REF! error value. Range_lookup is a logical value that specifies whether you want HLOOKUP to find an exact match or an approximate match. If TRUE or omitted, an approximate match is returned. In other words, if an exact match is not found, the next largest value that is less than lookup_value is returned. If FALSE, HLOOKUP will find an exact match. If one is not found, the error value #N/A is returned.
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1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Put A in cell A1. Put B in cell B1. Put C in cell C1. Put D in cell D1. Put 100 in cell A1. Put 90 in cell B2 Put 80 in cell C2. Put 70 in cell D2. Put A in cell B7. On cell C7, Put =HLOOKUP(B7,A1:D2,2)then press enter to see the result
Answer: 80
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Name:________________________________________________SCORE:___________
Activity No. 6 Functions
I.
Give the Syntax of the following function a. IF b. Nested IF or multiple IF c. Vlookup d. Hlookup
III.
Create the following output: 1. Using Vlookup
2. Using Hlookup
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3. Using multiple if. Single letter are the data coming from the user. Cell that is fill with color green contain formula.
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Information Sheet #7 Conditional Formatting You can use something called Conditional Formatting in your Excel spreadsheets. Conditional Formatting allows you to change the appearance of a cell, depending on certain conditions. What we'll do is to color the Overall Averages on our Student Exam spreadsheet, depending on the grade. Here's the spreadsheet we'll be working on.
Highlight the cells with Overall Grades, which should be cells B11 to I11
The Overall Averages range from 44 to 85. We'll color each grade, depending on a scale. A different color will apply to the following grades:

50 and below 51 to 60 61 to 70 71 to 80 81 and above
So five different ranges and also five different color for each. To set the Conditional Formatting in Excel, do the following:

With your Overall Averages highlighted, click on the Home menu at the top of Excel Locate the Styles group, and the Conditional Formatting button:
The Conditional Formatting menu gives you various options. The easiest one is the Color Scales option. Select one of these and Excel will color the cell backgrounds for you:
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That's not quite what we're looking for, though. We'd like to choose our own values. So click onMore Rules, from the Color Scales submenu. You'll see the following rather complex dialogue box:
The one we want is the second option, Format only cells that contain. This will allow us to set up our values. When you click this option, the dialogue box changes to this:
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The part we're interested in is the bottom part, under the heading Edit the Rule Description. It says Cell Value and Between, in the drop down boxes. These are the ones we want. We only need to type a value for the two boxes that are currently blank in the image above. We can then click the Format button to choose a color. So type 0 in the first box and 50 in the second one:
Then click the Format button. You'll get another dialogue box popping up. This is just the Format Cells one though. You've met this before. Click on the Fill tab and choose a color. Click OK and you should see something like this under Edit the Rule Description:
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The Preview is showing the color we picked. So we've said, "If the Cell Value is between 0 and 50 then color the cell Red". Click OK on this dialogue box to get back to Excel. You should find that one of the cells has turned red. To format the rest of the cells, click on Conditional Formatting on the Styles panel again. From the menu, click on Manage Rules:
You'll get yet another complex dialogue box popping up! This one:
Our first rule is already there - Cell Value Between. The only thing we're doing here is adding New Rules, similar to the one we've just set up. Click the New Rule button then. You'll see the exact Datacom Institute of Computer Technology Page 588
same dialogue boxes you used to set up the first rule. Set a new color for the next scores - 51 to 60. Choose a color, and keep clicking OK until you get back to the Rules Manager dialogue box. It should now look something like this one:
We now have to colors in our range. Do the rest of the scores, choosing a color for each. The scores are these, remember: 50 and below 51 to 60 61 to 70 71 to 80 81 and above When you've done them all, your dialogue box should have five colors:

The colors above are entirely arbitrary, and you don't have to select the same ones we did. The point is to have a different color for each range of scores. But click OK when you're done. Your Overall Averages will then look something like this:
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Formatting your spreadsheet in this way allows you to see at glance relevant information. In the spreadsheet above, it's obvious who's failing - just look for the red cells!
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Name:________________________________________________SCORE:___________
Activity No. 7 Conditional Formatting
I.
Create the output below.

1. Enter 10 names of sample student. 2. Enter grades that contain passing and failing grade.
3. Put remark on the remarks column using If Function
4. If the Remarks id FAILED the font color turn to red and if PASSED the font is still color black.
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Information Sheet #8 Inserting Chart Chart It is a graphical representation of data, in which "the data is represented by symbols, such as bars in a bar chart, lines in a line chart, or slices in a pie chart"
2. To start making your chart, create first table containing information you want to have a chart. Then highlight the data, and the viewing figures. If you have just finished the sorting section, this data should still be highlighted, and looks like this:
3. From the tabs on click on Insert
the Excel Ribbon,
4. Locate the Charts groupl.
5. For this first one, we'll create a Column Chart. So, in Excel 2007, click the down arrow on the Column item of the Chart Groupl. You'll see a list of available charts to choose from. Select the first one, the chart highlighted below (2D Column):
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But notice that the Excel Ribbon has changed. The design menu is selected, along with options for Chart Layouts:
Also on the Design Ribbon, you'll see options for Chart styles:
Sample Output
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Name:________________________________________________ SCORE:___________
Activity No. 8 Chart
Create the output below. 1. Using the data below. 2. Create the chart below
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Information Sheet #9 Setting Password A password is a secret word or string of characters that is used for user authentication to prove identity, or for access approval to gain access to a resource. This help anyone to secure the file. In MS Excel you can also set password. Here are the processes to set password in MS Excel 1. Click MS Office Button 2. Choose prepare
3. Choose Encrypt Document 4. Encrypt Document Window will appear
5. Type the password you want on the textbox. 6. Click ok button 7. Re-type the password you type on the step no.5 > make sure that you type the same password. 8. Confirm Password Window will appear
9. Click ok button 10. Save you Excel file
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COMPETENCY BASED LEARNING MATERIAL IN OFFICE SUITE II A. MICROSOFT ACCESS
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Information Sheet #1 Introduction to Microsoft Access 2007 What is Database?
A database is a collection of information that is organized so that it can easily be accessed, managed, and updated.
What is Microsoft Access? Microsoft Access is a software use for creating database that allow easy access and updating of records A database is a collection of information that's related. Access allows you to manage your information in one database file. Within Access there are four major areas: Tables, Queries, Forms and Reports Tables store your data in your database Queries ask questions about information stored in your tables Forms allow you to view data stored in your tables Reports allow you to print data based on queries/tables that you have created
Environment of MS Access 2007 The Access Screen The Access 2007 Screen is very different to that in previous versions. The menus have been replaced by the Access 2007 Ribbon; there is the MICROSOFT OFFICE BUTTON instead of the old file menu; and the old database window has been replaced by the Access 2007 NAVIGATION PANE. There is also a GETTING STARTED screen to create or open a database file when Access is launched. Two types of windows
LAUNCH WINDOW
ACCESS WINDOW
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The Access Ribbon
The access ribbon works somewhat differently to the old Access Menus. There is a row of ribbon tabs with headings such as HOME, CREATE, EXTERNAL DATA, and DATABASE TOOLS. Clicking on each tab presents you with its own individual ribbon with its own particular icons. Each icon on a ribbon is contained within a group of icons that perform similar tasks. So, for example, the Create tab has groups for TABLES, FORMS, REPORTS and OTHER The Microsoft Office Button
It is in the top left corner of the Access screen. It replaces the old Access file menu. Perform functions such as saving, opening, new file creation, and printing
etc, you need to click this button. The Quick Access Toolbar
To the right of MS Office button is the Quick Access Toolbar intended

to provide you with quick access to some of the more common commands used in Access 2007. There are three default icons on this toolbar - save, undo and redo. You can also customize this toolbar to add additional commands as required. Access Navigation Pane The Access NAVIGATION PANE replaces the old database window. It is here where you will see the icons for all the tables, forms, queries and reports that you create. When you want to open one of your database "objects", you just click on one of these icons, and the required object will open in the main Access window.
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Name:________________________________________________ Score:_______________ Activity No.1(MS ACCESS) Introduction to Microsoft Access 2007 I. Define the following: a. What is Database? _____________________________________________________________ ___________________________________________________________________ _________ b. What is Microsoft Access? ________________________________________________________________ ___________________________________________________________________ _________ c. Tables ________________________________________________________________ ___________________________________________________________________ ________ d. Queries ________________________________________________________________ ___________________________________________________________________ ________ e. Forms ________________________________________________________________ ___________________________________________________________________ ________ f. Reports ________________________________________________________________ ___________________________________________________________________ ________ Draw and label MS office Access 2007
II.
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Information Sheet #2 Creating Access 2007 Database The first step in creating an Access 2007 database is to create a blank database file. This is done from the Getting Started Screen when you launch Access. The file is saved onto one of your PCs folders (which you specify). The procedure for doing this is outlined below.
1. Launch Access To begin, launch Access by clicking on the desktop icon, or choose Access from the start menu. This brings up the GETTING STARTED WITH MICROSOFT OFFICE ACCESS screen.
2. Select blank database template.
Towards the top left of the screen you will see a "Blank Database" icon. Click this icon to bring up the Blank Database side bar on the right hand side of the screen. This is where you will enter details about the database file that you are about to create. 3. Enter Filename for your MS Access 2007 database
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Begin by entering the name that you want to call the database in the filename textbox.
4. Browse and select folder Next click the folder icon and browse for a folder to put your database. Once selected you should see the file path below the textbox.
5. Click Create. All you need to do now is click the "Create" command button below, and your database file saves to the location that you specified, and opens for you to work on. You are now ready to work on your newly created database file
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Information Sheet #3 Creating Table in Ms Access 2007 Tables Table is a set of data elements (values) that is organized using a model of vertical columns (which are identified by their name) and horizontal rows, A table is a set of columns and rows. Each column is called a field. Within a table, each field must be given a name and no two fields can have the same name. Each value in a field represents a single category of data. Each row in a table is called a record. How Access stores in tables Like all other databases, Access 2007 stores data in tables. They look a lot like the cells of a spreadsheet with columns and rows. Each horizontal column represents a table record, and each vertical column represents a table field. See the example below: ID Number 1 2 3 FirstName John Tracey Anne Surname Jones Smith McNeil Age 35 25 30
In the example Table above, there are four fields containing information about a particular person: ID number, first name, surname and age. Below the field headings there are 3 records containing information or data for each individual. When planning a database table, most database designers will decide which column headings or fields they are going to use. This is the basis of the table structure. The actual data is added later and is not a part of the design process
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Create Access Table 1. Open database file If you created a blank Access database in the previous lesson, you are now ready to create a new table. Begin by opening your existing database file if it is not already open. Do this by clicking on the Access desktop icon to bring up the getting started screen again. You should see the file name that you just created towards the top of the right hand side bar (If you cant see it, click the folder icon to browse for the file). Click on the file name to bring up your blank database If, at this stage, you get a security warning underneath the ribbon, click where it says options, select the "enable this content" radio button (in the pop-up window), and then click ok.
2. Create Access Table Select the CREATE tab on the Access ribbon. Next select the TABLE DESIGN icon from the TABLES group. This creates a new table
3. Create fields in DESIGN VIEW This brings up the TABLE DESIGN GRID where you enter each field name and its data type. The first field we are going to create is the ID field which is going to contain a unique reference number for each record. Enter the name "ID" into the first column of the first row in the grid. Because we want Access to automatically generate a unique reference number, select AUTONUMBER from the drop down list in the data type column. You can also enter a description for each field, but this is not essential. Datacom Institute of Computer Technology Page 603
On the next row the field is going to be called FIRSTNAME and the data type is going to be TEXT. On the third row the field name is SURNAME with the data type again being TEXT. And finally, the last field name is AGE and the data type here is going to be NUMBER. Before you save the table you will need to choose the Primary Key, which in this case is ID. To do this, select the ID row by clicking on it, and then simply click the primary key symbol on the ribbon. The table design grid should now look like this:
You can now save the table by clicking the save icon on the top left of the screen above the Access Ribbon. To view your table select DATASHEET VIEW from the VIEWS group under the DESIGN TAB. This brings up the datasheet view of the table that you have just created. You should see your field headings running across the top of the table.
4. Data Entry in DATABASE VIEW Although entering data into the datasheet table is not a part of the design process, the table now exists as a database object, and you can test it by entering some information into the cells. Select the first cell in the FIRSTNAME column and enter the name JOHN. For SURNAME enter JONES, and for AGE enter 35. NB just ignore the column underneath the heading ADD NEW FIELD. We created all the fields we needed in design view. You have now entered the first record in the table - record 1 for John Jones aged 35. You can now press the return key and the record will save automatically. You are now ready to enter the second record on the next row TRACEY SMITH 25. Press return and then fill in the data for the last record we are going to do for now - ANNE McNEIL 30. Datacom Institute of Computer Technology Page 604
You datasheet table should now look like this:
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Name:________________________________________________ Score:_______________
Activity No.2(MS ACCESS) Creating Access 2007 Database & Creating Table in Ms Access 2007
1. Steps on how to create blank database (5pts)
2. Steps on how to create table having the following fields: (10 pts) Id Name Age Gender Address Email_address 3. Steps on how to save table(5pts)
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Information Sheet #4 Working with Access Table Once you have an Access Table populated with data, you have the option to work with it right away. Indeed, some people may not go on to create forms, queries, and reports once they have created their first table. With a single table you can, for example, store, edit, filter, search, and calculate a set of database records. Now that you have created your first table and stored a number of records, we will take a look how you go about working with tables. We shall use your newly created table with some additional records to illustrate how to do this. This is the fully populated table we shall be working:
Edit Data Editing data in an Access table is a relatively simple task. Just click the cell containing the data you wish to change. Delete or type over the old information and enter new data as required. As you do so you will notice a pencil symbol appear on the far left of the table on the row you are editing. This indicates that you are in the process of editing a record and the changes have yet to be saved to the database table. This symbol will remain while you update any other field in the same row. Once you move out of the row, the changes will be saved automatically and the pencil will disappear. The thing to remember is that when you edit data in a field, the whole record will be saved once you have finished.
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A table record in the process of being edited. Notice the pencil symbol on the left of the table. The cell being edited is highlighted in orange. Once the new data has been entered and the row is moved out of, this record will be saved.
Access Filter The Access Filter is a way of reducing the number of records in a list which do not match a given criteria. For example, you might want to view all the records for people with the surname 'Smith'. In this case Smith is the criteria to match. All other records which have records that are not Smith will be filtered out of the list. There are a number of ways to use this feature. The way that I have found most effective is to use the Filter By Form method.
Filter by Form If you look at the Sort and Filter group on the Home tab of the Access Ribbon, you will see a large filter icon and three smaller icons entitled Selection, Advanced, and Toggle Filter. You need to click the Advanced icon and select Filter By Form from the drop down list. Access will then open up a blank datasheet with empty cells underneath your column headings. Click on the empty cell in the Surname column, and start entering the surname Smith. As you do so, Access suggests surnames from your list based on the letters that you have typed so far. So once you get to Sm..., Access completes the rest of the name for you. The next thing that you need to do is click the Toggle Filter icon on the Ribbon to apply the filter. Datacom Institute of Computer Technology Page 608
Result: a new filtered list is displayed containing all three records from your original table with the surname SMITH.
Sort The Sort feature of Access 2007 allows you to reorder a list of data in your table. This can be done alphabetically or numerically, in ascending or descending order. It is a useful feature when you want to sort your records into, say, surname order, or maybe in age order, For Example To sort your records into surname order, click any cell in the surname column of your table. This tells Access that your records are going to be sorted by this particular field. Next, look for the AZ Icon in the Sort & Filter group of the Home Ribbon. To sort in ascending order, click the AZ Icon, or to sort in descending order, click the ZA Icon below. To remove the sort and get your original list back in its original order, click the Clear All Sorts Icon, which is the lowest Icon of the three.
Sorted into alphabetical order by the surname field.
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Search Data The new search feature in Access 2007 allows you to enter a search term into a small text box at the bottom of the screen. As you type each letter, the first segment of data matching your search term is highlighted in the table. If there are a number of records containing your search term, you can click the filter button adjacent to the search box to produce a filtered list matching your search criteria.
Access search result - highlighted segment of data matching text entered into the Access box.
Calculating Data The Totals feature of Access 2007 allows calculations to be performed directly on a database table. At its simplest, the totals feature can be used to count the number of records, or add a column of numbers in a table. It can also be used to calculate Average, Maximum/Minimum values, Standard Deviation and variance To use this feature, open your table and click the Totals icon which is located in the Records group of the Home Ribbon. This produces an extra row at the bottom of the table with the word Total in the left hand column. To perform a calculation on your table, select which column you want to process, and click the cell for that column on the new Total row. When the arrow tag appears, click it to produce a drop down list of functions. We are going to find out the average age in our table, so we shall select the Average function from this list. The result of our calculation is then displayed in that cell (Example: the Age column of the Total row). If we add an additional record to our table, the totals Datacom Institute of Computer Technology Page 610
row will recalculate the result automatically to take account of the new data. You then have the option to save the table with the new totals row and any calculation it is set to perform.
Access Totals - calculation of average age in list
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Name:________________________________________________ Score:_______________ Activity No.3 (MS ACCESS) Working with Access Table I. Discuss the following: 1. Edit Data __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ ____________ 2. Access Filter __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ ____________ 3. Filter by Form __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ ____________ 4. Sort __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ ____________ 5. Search Data __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ ____________ 6. Calculating Data __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ ____________
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Information Sheet #5 Creating Query in Ms Access 2007 Access Queries Process Data If you have been following the previous lessons in this tutorial, you will have created a table with five records. In this lesson we are going to create an Access 2007 QUERY, which will process the data below which you have entered into your table. ID Number 1 2 3 4 5 FirstName John Tracey Anne Joe Sue Surname Jones Smith McNeil Brown Moore Age 35 25 30 39 33
What we want Access to do is extract all the records in the above table where the persons age is greater than or equal to 35. Access Queries can do far more than this, of course, but this simple task should serve as a useful learning Exercises. 1. Open the Query Design grid The first stage is to select the CREATE TAB and then go to the OTHER group on the far right of the ribbon. Then click on the QUERY DESIGN ICON to bring up the query design Grid
2. Select Table for query The next stage is to select which table you are going to use in this query. When the query design grid opened, the SHOW TABLE pop up window should also have opened. If necessary you can open this window manually by clicking the SHOW TABLE icon in the QUERY SET UP group on the Access ribbon
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So far there is only one table in your database - TABLE1. This should be highlighted when the window opens, but if not, just click on it once. Next click ADD. When you close the pop-up window by clicking x,you should see a box labelled TABLE1 above the query design grid. 3. Select fields from table In the table1 box, you will see a list of its field names. We are going to use all the fields in this query, so select each one individually by double clicking on their names. You will now see the field names at the top of each column in the Query Design grid.
4. Enter query Criteria. As you may remember, the purpose of our query is to extract records where the persons name is greater than or equal to 35. To do this we enter the criteria into the appropriate cell of the query design grid. In this case you need to go to the AGE column of the CRITERIA row, and enter the formula >=35.
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5. Save and Run Query Click the save icon above the Access Ribbon. When prompted for the query name, just use the default QUERY1. To run your query, click the RUN icon in the RESULTS GROUP of the Access Ribbon. You should now be presented with a datasheet displaying your query results - JOHN JONES 35 and JOE BROWN 39.
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Name:________________________________________________ Score:_______________
Activity No.4 (MS ACCESS) Creating Query in Ms Access 2007 I. Create the following 1. Create the table having the following fieldname:
Id Name Age Gender Address Email_address

2. Create a query(Give the procedures on how to create query).
3. Allow the user to search for ID.
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Information Sheet #6 Creating Form in Ms Access 2007
Access FORMS are user friendly

In the previous lesson, you created an Access Table and entered three records. However, to get the most out of Access it makes sense to create a data entry FORM. By doing so you are making your database more user friendly. It is easier and quicker to enter data onto a form than it is into a table, not least because you have more control over the layout and labeling of your form. In this lesson we will learn how to create a FORM that uses your newly created table as the DATA SOURCE. Create Access Form There are a number of ways to create an Access form. In this lesson we are going to use the ACCESS FORM WIZARD. 1. Select form WIZARD Open your database if it is not already open. Click the CREATE tab on the ACCESS RIBBON and then select MORE FORMS from the forms group.
A drop down list of form types appears. You need to select FORM WIZARD from this list. 2. Select table and fields The Form wizard then opens as the pop up window below.
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On the first page of the form wizard we select which table we are going to use as the DATA SOURCE. Since there is only one table in this database so far, it should already be selected for us in the TABLES/QUERIES combo Box. Underneath there is a list of the four fields in your table. You could select each field individually by highlighting the field name and clicking the single arrow >. We can, however, select all four just by clicking the double arrow >>. Once they have been transferred into the right hand box they are selected. We can now click NEXT to go to page 2 of the form wizard. 3. Form Layout
This is where we choose the FORM LAYOUT. We are going to leave this on the default setting of COLUMNAR. Click NEXT again to move onto page three of the form Wizard. Datacom Institute of Computer Technology Page 618
4. Form Styles
Here we select a style that from the list box. Preview a style by clicking on its name. This step just determines how the form looks aesthetically. Once you have selected a style to your taste, click NEXT Again. 5. Form Title
This is the last stage of the wizard. Here we are going to choose the name for our form - lets say FORM1. We are going to leave the radio button selected for OPEN THE FORM TO ENTER OR VIEW INFORMATION. All we need to do now is click FINISH and our form should like something like this.
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6. Navigate Records via Access Form As you can see, the form opens with the first record in your original table displayed. You can navigate through each record using the NAVIGATION BUTTON at the bottom left of the form window.
To move to the next record click the right arrow button on the navigation control. To move to the last record click the >| button on the navigation control. To move backwards through the recordset use the left arrow buttons. You could edit any record from the form, which will update the data in your table. For now, though, just try navigating through the three records without changing any data.
7. Create New Record via Access Form Now that you know how to move through the recordset, lets finish off by adding two more records. To do this click the star button on the right of the navigation control. This should bring up a blank record. Add JOE for firstname, BROWN for surname, and 39 for age. Click the star again to bring up a new blank record, and enter SUE MOORE 33. When you have finished click x on the form window to close.
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Name:________________________________________________ Score:_______________
Activity No.5 (MS ACCESS) Creating Form in Ms Access 2007
I. Create the following

1. Create the table having the following fieldname:
Id Name Age Gender Address Email_address 2. Create a query. 3. Creating Form in Ms Access (Give the procedures on how to create form).
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Information Sheet #7Creating Report in Ms Access 2007 Access Reports Present Data Access REPORTS are a way of displaying and printing information from your database. Developers often use Reports to display the results of a Query, which is what we are going to do next. Like other Access database objects, there a number of ways to create an Access REPORT. We are going use the REPORT WIZARD. Our task is to display the results of QUERY1 which we created in the previous lesson. 1. Open Report WIZARD Begin by selecting the CREATE TAB on the Access Ribbon. Then click REPORT WIZARD from the REPORTS group to open the pop up window.
2. Select Report Data Source and fields The first page of the Report Wizard is almost identical to that of the Form Wizard. On this page we will select QUERY1 as the DATA SOURCE for the Report. This is done by selecting the query from the list in the TABLES/QUERIES combo box. Then select all fields from QUERY1 by clicking the double arrow to the right of the text box labelled AVAILABLE FIELDS. The field names will now appear in the SELECTED FIELDS text box on the right. Click next to go to the second page of the Wizard
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3. Report Grouping Levels Page two of the wizard is where you can add grouping levels if required. So we could, for example, group each person in our report with others of the same age. We dont need to do this for this particular example, but it is certainly a useful feature that we might want to learn more about later. But for now, just click next. 4. Record Sort order. Page three of the wizard is where you determine what order the records are displayed in your report. So for example you might want to display records in ascending order of age. For this example, however, we are going to put your records into alphabetical order for SURNAME and FIRSTNAME. Begin by clicking the top drop down box and selecting SURNAME, and in the box 2 below select FIRSTNAME. This means that records are sorted alphabetically by surname, and if two surnames are the same, the FIRSTNAME is used to determine which record comes first etc. Click next.
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5. Report Layout This page of the Wizard is where you set the lay out for your report. There are various lay out options, but in our case we shall keep to the default setting of TABULAR Click next. 6. Styles For style, select Access 2007 from the list and click next
7.
Name of report Name your report REPORT1 and then click FINISH. Your access report will now be displayed on the screen, and should look something like this
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Name:________________________________________________ Score:_______________
Activity No.6 (MS ACCESS) Creating Report in Ms Access 2007
II.
Create the following 1. Create the table having the following fieldname:
Id Name Age Gender Address Email_address 2. Creating Query in Ms Access 3. Creating Form in Ms Access 4. Creating Report in Ms Access (Give the procedures on how to create report).
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COMPETENCY BASED LEARNING MATERIAL IN GRAPHIC DESIGN (ADOBE PHOTOSHOP)
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The Photoshop Environment Photoshop Toolbox

The Photoshop toolbox is the most important user interface with this complex program, and includes the primary tools to work with graphics. These include the tools that let you use type, and select, paint, draw, sample, edit, move, annotate, and view images. Other tools in the toolbox allow you to change foreground/background colors, go to Adobe Online by either clicking the feather Adobe logo at the top of the pallet or by going to File > Adobe Online.
Overview of the tools

To view the name of a tool button, hold your mouse pointer over the tool you want to see, and the name will appear as a tool tip. (See the image right.) Some tool buttons have multiple tools combined into one button. Tool buttons with multiple tools have a small triangle in the lower right hand corner o f the button. Right click and hold this button to view the alternate tools. Rectangular and Elliptical Marquee Tools (M) Make rectangular, Elliptical selections. Single Row and Single Column Marquee Tools The tools dont have Shortcut Keys Make Single Row and Single Column selection.
Move Tool (V) moves selections, layers, and guides. Lasso Tool (L) make freehand, polygonal (straight-edged), and magnetic (snap-to) selections .
INFORMATION SHEET #1 INFORMATION SHEET #1
Magic Wand Tool (W) selects similarly colored areas. Crop Tool (C) trims images.
INFORMATION SHEET #1
Slice Tool (K) creates slices. (Slices are what allow you to actually split up a larger image in Photoshop so it loads faster on the internet.) Spot Healing Brush Tool (J) removes blemishes and other imperfections in your photos by sampling pixels from around the retouched area. Healing Brush Tool (J) repairs imperfections in a selected area of an image using a selected sample or pattern. Patch Tool (J) like the healing brush tool matches the texture, lighting, and shading of the sampled pixels to the source pixels. You can also use the patch tool to clone isolated areas of an image. Red Eye Tool (J) fixes red eyes with one click. Set options to adjust pupil size and darkening amount. Brush Tool (B) paints brush strokes. Pencil Tool (B) paints hard-edged strokes. Color Replacement Tool (B) replaces specific colors in your image. You can paint over a targeted color with a corrective color. Clone Stamp Tool (S) paints with a sample of an image. Pattern Stamp Tool (S) paints using part of an image as a pattern.
History Brush Tool (Y) paints a copy of the selected State or snapshot into the current image window. Art History Brush Tool ( Y ) paints with stylized Strokes that simulate the look of different Paint styles, using a selected state or snapshot.
Eraser Tool (E) erases pixels and restores parts of an image to a previously saved state. Background Eraser Tool (E) erases areas to transparency Magic Eraser Tool (E) erases solid-colored areas to Transparency with a single click.
Gradient Tool ( G ) create straight-line, radial, Angle, reflected, and diamond blends between colors. Paint Bucket Tool (G) fills similarly colored areas with the foreground color.
Blur Tool (R) blurs hard edges in an image. Sharpen Tool (R) sharpens soft edges in an image Smudge Tool (R) smudges data in an image.
Dodge Tool (O) lightens areas in an image. Burn tool (O) darkens areas in an image. Sponge Tool (O) changes the color saturation of an area.
Path Selection Tool (A) makes shape or segment selections showing anchor points, direction lines, and direction points .
Horizontal Type Tool / Vertical Type Tool (T) creates type of text on an image.
Horizontal Type Mask Tool / Vertical Type Mask Tool (T) Selections in the shape of type.
Pen Tool (P) let you draw smooth-edged paths. Shape Tools (U) makes customized shapes selected from a custom shape list.
Notes tool / Audio Annotation Tool (N) makes notes and voice annotations that can be attached to an image.
Eyedropper Tool (I) samples any color in an image and sets the foreground (drawing) color to it. Color Sampler Tool (I) samples colors in an image and records them for reference. Measure Tool measures distances, locations, and angles.
Hand Tool (H) moves an image within its window. Zoom Tool (Z) magnifies and reduces the view of an image.
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SELF CHECK #1
IDENTIFY THE FF. TOOLS:
1. Erases areas to transparency. 2. Removes blemishes and other imperfections i n yo u r p h o t o s b y sampling pixels from around the retouched area. 3. Makes notes and voice annotations that can be attached to an image. 4. Like the healing brush tool, matches the texture, lighting, and shading of the sampled pixels to the source pixels. You can also use the patch tool to clone isolated areas of an image. 5. Make rectangular, elliptical, single row, and single column selections. 6. Make freehand, polygonal (straight-edged), and magnetic (snap-to) selections. 7. Makes customized shapes selected from a custom shape list. 8. Creates slices. (Slices are what allow you to actually split up a larger image in Photoshop so it loads faster on the internet.) 9. Paints with stylized strokes that simulate the look of different paint styles, using a selected state or snapshot. 10. Removes blemishes and other imperfections i n yo u r p h o t o s b y s amp l in g p i x e l s f r o m around the retouched area.
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ANSWER KEY#1
1. The background eraser tool 2. The spot healing brush tool 3. The annotations tool 4. The patch tool 5. The marquee tools 6. The lasso tools 7. The custom shape tool 8. The slice tool 9. The art history brush tool 10. The spot healing brush tool
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Using the tool options bar

Below Photoshops menu bar is the tool options bar:
The Options Bar is where you adjust settings for the currently active tool. The options bar is context-sensitive, meaning that it changes depending on which tool you have selected. Some settings in the options bar are common to several tools (such as painting modes and opacity), and some are specific to one tool (such as the Auto Erase setting for the pencil tool). You can move the options bar anywhere in the work area, or dock it at the top or bottom of the screen. If youd like to move the options bar, click on the small line on the far left of the toolbar and drag it to a new position. The options bar includes a palette well to the right, for storing other palettes, providing quick access to palettes such as Swatches and Actions that you reference briefly while using the application. The palette well is only available when using a screen resolution greater than 800 pixels x 600 pixels (a setting of at least 1024 x 768 is recommended). To display the tool options bar: Do one of the following: Choose Window > Options. Double-click a tool in the toolbox. To return a tool or all tools to the default settings: Right-click the tool icon on the options bar, then choose Reset Tool or Reset All Tools from the context menu.
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Using palettes
Palettes help you monitor and modify images. By default, palettes appear stacked together in groups. Palettes groups can be separated by undocking a certain palette and rejoined by docking it into a group. Click and drag on the palette title to move a palette from one group to another.
Displaying palettes
You can display or hide palettes as you work. On the right in the Options Bar is the palette well. This is a space where you can keep palettes that you don't use as frequently or don't want occupying your workspace. It keeps them easily accessible, but hidden from view until you need them. In the default workspace, you should have title tabs for the Brushes, Tool Presets, and Layer Comps palettes in the palette well. You can drag other palettes to this area and they will remain hidden there until you click on the palette tab to reveal it. When you need access to one of these palettes, just click on the title tab and the full palette will expand below its tab.
To show or hide Palettes:

Do one of the following: To show or hide all open palettes, the options bar, and the toolbox, press Tab. To show or hide all palettes, press Shift +Tab. To show or hide one pallet: Choose Window > then the pallet to hide or show. A Check mark will appear beside palettes that are visible.
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Correcting mistakes
Most operations can be undone if you make a mistake. Alternatively, you can restore all or part of an image to its last saved version. But available memory may limit your ability to use these options.
To undo the last operation:

Choose Edit > Undo. (For most operations you can also hit Ctrl +Z.) If an operation can't be undone, the command is dimmed and changes to Can't Undo .
To redo the last operation:

Choose Edit > Redo. To free memory used by the Undo command, the History palette, or the Clipboard: Choose Edit > Purge, and choose the item type or buffer you want to clear. If already Empty, the item type or buffer is dimmed. Important: The Purge command permanently clears from memory the operation stored by the command or buffer; it cannot be undone. For example, choosing Edit > Purge > Histories deletes all history states from the History palette. Use the Purge command when the amount of information held in memory is so large that Photoshop's performance is noticeably diminished.
To revert to the last saved version:

Choose File > Revert. Note: Revert is added as a history state in the History palette and can be undone. To restore part of an image to its previously saved version: Do one of the following: Use the history brush tool ( ) to paint with the selected state or snapshot on the History palette. Use the eraser tool ( ) with the Erase to History option selected. Select the area you want to restore, and choose Edit > Fill. For Use, choose History, and click OK. To restore the image with a snapshot of the initial state of the document, choose Note: History Options from the Palette menu and make sure that the Automatically Create First Snapshot option is on.
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The History palette (F9)

You can use the History palette to revert to a previous state of an image, to delete an image's states, and to create a document from a state or snapshot.
A. Sets the source for the history brush B. Thumbnail of a snapshot C. History state D. History state slider
E. Create new document from current state button F. Create new snapshot button G. Trash button
To delete one or more states of the image

Do one of the following: Click the name of the state, and choose Delete from the History palette menu to delete that change and those that came after it. Drag the state to the Trash button ( ) to delete change and those that came after it.
Choose Clear History from the palette menu to delete the list of states from the History palette, without changing the image. This option doesn't reduce the amount of memory used by Photoshop. Hold down Alt (in Windows) or Option (in Mac OS) and choose Clear History from the palette menu to purge the list of states from the History palette without changing the image.
If you get a message that Photoshop is low on memory, purging states is useful, since the command deletes the states from the Undo buffer and frees up memory. This action cannot be undone. Choose Edit > Purge > Histories to purge the list of states from the History palette for all open documents.
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Using context menus

In addition to the menus at the top of your screen, context-sensitive menus display commands relevant to the active tool, selection, Or palette. To display context menus: 1. Position the pointer over an image or palette item. 2. Click with the right mouse button (Windows) or hold down Control and press the mouse button (Mac OS).
The Color palette (F6)

The Color palette displays the color values for the current foreground and background colors. Using the sliders in the Color palette, you can edit the foreground and background colors according to several different color models. You can also choose a foreground or background color from the spectrum of colors displayed in the color bar
To display the Color palette:

Choose Window > Color, or click the Color palette tab.
To select the foreground or background color: From the Color palette menu, choose the color model you want to use for color readout values. To edit the foreground or background color, make sure that its color selection box is active or outlined. To make the foreground or background color selection box active, click the box. To specify a new color, do one of the following: 1. Drag the color sliders. 2. Drag through the color bar along the bottom. If you want to turn off the dynamically changing color sliders preview feature to improve performance, choose Edit > Preferences > General and deselect Dynamic Color Sliders. 3. Enter values next to the color sliders. 4. Click the color selection box, choose a color in the color picker, and click OK.
The Color Pick
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Working with Layers

Layers allow you to make changes to an image without altering your original image data. For example, you might store photographs or elements of photographs on separate layers, later to combine them into one composite image. Think of layers as sheets of acetate stacked one on top of the other. Where there is no image on a layer (that is, in places where the layer is transparent), you can see through to the layers below. A new image in Photoshop has a single layer. This layer is called the background layer and is analogous to the base layer of a painting. You cannot change the position of the background layer in the stacking order (it is always at the bottom of the stacking order); nor can you apply a blending mode or opacity to a background layer (unless you first convert it to a normal layer). You can draw, edit, paste, and reposition elements on one layer without disturbing the others. Until you combine, or merge, the layers, each layer remains independent of the others in the image. This means you can experiment freely with graphics, type, opacities, and blending modes. Photoshop supports normal layers and text layers. Additionally, Photoshop supports adjustment and fill layers. You can apply sophisticated effects to layers using masks, layer clipping paths, and layer styles. When you transfer a layered image between Photoshop and its partner program ImageReady, all layers, layer masks, layer clipping paths, layer styles, and adjustment layers are preserved. Although adjustment layers and fill layers can be applied and edited only in Photoshop, they can be viewed in ImageReady. Layer clipping paths can be created with either Photoshop or ImageReady, but Photoshop provides more support for editing them.
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The Layers palette (F7)

You can use the Layers palette to create, hide, display, duplicate, merge, link, lock, and delete layers. The Layers palette lists all layers and layer sets in an image, starting with the topmost layer. A thumbnail of the layer's contents appears next to the layer name. The thumbnail is updated as you edit. You can make changes only to the active layer, and only one layer can be active at a time. When you move or transform the active layer, those changes also affect any layers linked to it. Additionally, you can fully or partially lock layers to protect their contents.
You can also use the Layers palette to apply layer masks and layer clipping paths to a layer. You can also apply layer styles to a layer and create adjustment layers or fill layers. You can use a clipping group to act as a mask for a group of layers or to specify a blending mode for a group of layers. A. Layer lock options (from left to right): Transparency, Image, Position, All B. Layer set C. Clipping group D. Text layer E. Base of clipping group F. Show/Hide Layer G. Currently editing this layer H. Link/Unlink this layer to the one currently selected I. Fully locked layer
J. Show/Hide layer style K. Effects bar L. Selected layer M. Partially locked layer N. New layer styles O. New layer mask P. New layer set Q. New adjustment or fill layer R. New layer S. Trash
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SELF CHECK #2
FILL IN THE BLANKS:
1. The ________ displays the color values for the current foreground and background colors. 2. ______ allow you to make changes to an image without altering your original image data. 3. The _________ use to revert to a previous state of an image, to delete an image's states, and to create a document from a state or snapshot. 4. To show or hide all open palettes, the options bar, and the toolbox, press ______. 5. To show or hide all palettes, press _________.
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1. 2. 3. 4. 5.
Color palette Layers History palette Tab Shift + Tab
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Exercise: To create our little penguin:

Step 1: The Body Start a new document of size 400x400 pixels at a resolution of 72 pixels per inch. (Click File > New and type in these settings, then click OK.) Draw an ellipse using the Elliptical Marquee tool and fill it with black color using the Paint Bucket tool, (on the same button as the Gradient tool):
Create another layer (Layer > New > Layer, or Shift+Ctrl+N) and draw another ellipse as shown, then fill it with a smooth white gradient. To do this, right click on the Gradient tool (on the same button as the Paint Bucket Tool). Click and drag the Gradient tool bottom to top and experiment until you achieve the desired effect:
Step 2: The lower part of the body Create another layer and draw a new ellipse like this:
Using the Paint Bucket tool, and changing the Opacity on the Options Bar to 80%, fill in that new ellipse with white color:
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This step might take a few tries to get right: Now deselect the selected ellipse (Select > Deselect, or Ctrl + D) and draw another ellipse like this. Try to get it as close to the outline of your original black ellipse as possible.
Once you are happy with its position, select the inverse area of this. (Select>Inverse) and press the delete key on the keyboard to remove the background image data, and we have this:
Step 3: The Eyes Again create a new layer, and using the Elliptical Marquee tool and the Paint Bucket tool, draw one of the eyes, with a white ellipse and a smaller black ellipse.
Duplicate the layer (Layer>Duplicate Layer) and use the move tool to reposition this layer for its other eye. Or, alternatively, you can duplicate the layer and then flip it before you reposition the object (Edit>Transform>Flip Horizontal).
Step4:The Beak
Again create a new layer, and draw a rectangle beak with the Rectangle Marquee tool. Double click the gradient palette to get to the Gradient Editor Window, then click Orange, Yellow, and Orange from the presets (this is the 8th option in Photoshop CS).
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Now select the free transform (Edit > transform > perspective), experimenting to make the beak the shape you want: When youre finished, click any other tool and select Apply the transformation.
Try using drop shadow (Layer > Layer Style > Drop Shadow) to give a little depth.
Step 5: The Feet Create another layer and draw an ellipse like we did previously, filling it with a gradient foot color.
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Using the same process as for the eyes, duplicate the layer to make the other foot and finish the penguin.
Step 6: Putting it all together At this time your penguin is still a stack of layers so the last step will be to merge the layers into one image. From the Layers Pallet: Make sure that the layers and groups you want to merge are visible. (Do they have the little eye symbol next to them?) Select the layers and groups you want to merge. Now choose Layer > Merge Layers. (Ctrl + E)
The final effect.
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In this Photoshop photo effects tutorial, we're going to learn how to easily add a realistic water reflection to any photo. It's a very easy effect to create and you can add it to any photo you like, although it tends to work best with images that don't already contain water in them. We'll be using a simple filter and a displacement map to create the water ripple effect, and a Hue/Saturation adjustment layer to give our water a little color.
Here's the photo that I'll be working with throughout this tutorial:
The original image.
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And here's what our image is going to look like after adding the water reflection :
The final result.
Step 1: Duplicate The Background Layer

With our image newly opened inside Photoshop, we can see in the Layers palette that we currently have one layer, the Background layer, which contains our image:
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The original image on the Background layer in the Layers palette. We need to duplicate the Background layer, and we can do that using the keyboard shortcut Ctrl+J (Win) / Command+J (Mac ). Now when I look in my Layers palette now, I can see that I now have two layers - my original Background layer on the bottom and a new layer, "Layer 1", above it which is my duplicate:
Press "Ctrl+J" (Win) / "Command+J" (Mac) to duplicate the Background layer.
Step 2: Add More Canvas Space To The Bottom Of The Document

We're going to add our water reflection below the image, so let's add some canvas space to the bottom of our document to make room for our reflection. To do that, go up to the Image menu at the top of the screen and choose Canvas Size. This will bring up Photoshop's "Canvas Size" dialog box. The easiest thing to do here is to add twice as much canvas space as what we currently have, but we only want it to appear at the bottom of the document, not above it or on either side, so we need to tell Photoshop exactly where we want this extra canvas space to go. First, enter 100 for the Height and set the measurement to percent, as circled in red below. Leave the Width option set to 0. Then make sure the Relative option is checked, which tells Photoshop to give us 100% more canvas space than what we already have. Below the "Relative" option is a 3x3 grid of squares. This is where we tell Photoshop where we want to place our additional canvas space. Click inside the square in the middle of the top row (again as circled below). This tells Photoshop not to place any of the extra canvas space above the document and instead to place all of it at the bottom:
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Add more canvas space using the "Canvas Size" dialog box. Click OK to exit out of the dialog box, and Photoshop will add the extra canvas space to the bottom of the image: The height of the document has now been doubled with the extra canvas space added to the bottom.
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Step 3: Flip The Top Layer Vertically

In order to create our reflection, we need to flip our image upside down, so let's do that. With the top layer selected in the Layers palette, go up to the Edit menu at the top of the screen, choose Transform, and then choose Flip Vertical. Photoshop will flip the image upside down in the document:
Go to Edit > Transform > Flip Vertical to flip the image on the top layer upside down.
Step 4: Drag The Flipped Image To The Bottom Of The Document

We need the flipped image to be at the bottom of the document, so grab your Move Tool from the Tools palette, or press V on your keyboard for the shortcut:
Select the Move Tool. Then, with the Move Tool selected, click inside the document and drag the flipped image down to the bottom until the top of it is lined up with the bottom of the original image above it. Hold down Shift as you drag to make sure you drag down in a straight line:
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Drag the flipped image down below the original.
Step 5: Add A New Blank Layer

Now that we have our flipped image in place, we can begin to create our water ripple effect. First, we need to add a new blank layer at the top of the Layers palette, so with "Layer 1" still selected, click on the New Layer icon at the bottom of the Layers palette:
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ACTIVITY SHEET #2 Add a new blank layer to the document. Step 6: Fill The New Layer With White We're going to fill our new blank layer with white. If white is not currently your Background color, press D on your keyboard, which will reset Photoshop's Foreground and Background colors, making black your Foreground color and white your Background color. Then use the keyboard shortcut Ctrl+Backspace (Win) / Command+Delete to fill the new layer with the Background color (white). Your document will be filled with solid white.
The entire image is now filled with white. Step 7: Apply The "Halftone Pattern" Filter To Create Black And White Horizontal Lines Go up to the Filter menu at the top of the screen, choose Sketch, and then choose Halftone Pattern. This brings up Photoshop's Filter Gallery (in Photoshop CS and higher) set to the "Halftone Pattern" filter options on the right, with a large preview of the effect on the left. We're going to use this filter to add a series of black and white horizontal lines to the image. These lines are going to become our water ripples . The more lines we have, the more ripples we'll have. First, we want to make sure we're creating lines and not dots or circles, so set the Pattern Type option to Lines. We control the number of lines by adjusting the Size option. Lower values give us more lines, since we're lowering the size of each line, and higher values give us fewer but thicker lines. I'm going to set my Size value to 7, which I think works best for my image. You may want to experiment with this value on your own. The Contrast option below it determines how sharp the edges of the lines are. Lower values give you softer lines, white higher values give you hard edge lines. Set this value all the way to 50 to give your lines sharp edges. We're going to soften them ourselves with the Gaussian Blur filter in a moment:
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Adjust the Halftone Pattern filter options to create a series of black and white lines through the image. Click OK when you're done to exit out of the dialog box, and Photoshop will fill the image from top to bottom with your black and white lines:
The image is now filled with black and white horizontal lines.
Step 8: Apply The "Gaussian Blur" Filter To The Lines

Before we can use our black and white lines as water ripples , we need to smooth them out and create nice, smooth transitions between them. To do that, go up to the Filter menu once again, choose Blur, and then choose Gaussian Blur, which brings up the "Gaussian Blur" dialog box. Keep an eye on your image and drag the slider at the bottom of the dialog box to increase the Radius value until the lines have a very soft edge to them. I'm using a small image for this tutorial, so for me, a Radius value of about 4 pixels works well. If you're using a larger, high resolution image, you'll need to set yours to a higher value:
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Use the Gaussian Blur filter to smooth out the edges of the lines. Click OK to exit out of the dialog box and apply the blur to the lines.
Step 9: Duplicate The Lines Layer As A New Document

We're going to create a brand new document out of our lines layer, which we'll then use as our displacement map for our water ripples . With the lines layer selected, go up to the Layer menu at the top of the screen and select Duplicate Layer, which brings up the "Duplicate Layer" dialog box. In the "Destination" options, click on the down-pointing arrow to the right of the Document option and set it to New, which will create a new Photoshop document out of our layer:
Set the "Document" option in the "Duplicate Layer" dialog box to "New". Click OK to exit out of the dialog box, and your layer will open up in a new document on the screen.
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Step 10: Save The New Document And Close Out Of It

This new document that we've created is going to become our displacement map, but before we can use it, we need to save it. We're also going to close out of it after we've saved it, since we won't need it open anymore, and the easiest way to accomplish both of those tasks is to simply close out of the document. When you try to close out of it, Photoshop will as you if you want to save the document before closing it. Click Yes:
Choose "Yes" when Photoshop asks if you want to save the document before closing it. Photoshop will bring up the Save As dialog box. You can name your new document anything you like. I'm going to name mine "water-ripples". Make sure you save it as a Photoshop .PSD file, since those are the only files that Photoshop can use as a displacement map. You'll probably want to save the document to your Desktop, since we'll need to find it again in a moment.
Step 11: Delete The Lines Layer

Now that we've used our black and white lines to create the file we'll be using as our displacement map, we can get rid of it. To do that, simply click on it and drag it down onto the Trash Bin icon at the bottom of the Layers palette:
Click and drag the lines layer ("Layer 2") onto the Trash Bin at the bottom of the Layers palette to delete it.
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Step 12: Merge The Two Layers Onto A New Layer

Before we can add use our displacement map, we need to merge our two image layers onto a new layer above them. To do that, with "Layer 1" selected, use the keyboard shortcut Shift+Ctrl+Alt+E (Win) / Shift+Command+Option+E. Nothing will appear to have happened in the document, but if we look in the Layers palette, we can see that both layers have been merged onto a new layer at the top:
Both layers are now merged onto a new layer, "Layer 2".
Step 13: Use The "Displace" Filter To Create The Water Ripples
We're ready to create our water ripples using the displacement map we just created. With the new merged layer selected in the Layers palette, go back up to the Filter menu at the top of the screen, choose Distort and then choose Displace . This brings up Photoshop's "Displace" filter dialog box. This is where we determine the strength of our ripple effect, and we do that with the Horizontal Scale option at the top. I'm going to set mine to a value of 4, which will give me a realistic ripple effect. You may want to experiment with this value with your own image. Setting it too high though will create too much of a horizontal distortion and you'll lose the realism. We don't need any vertical distortion to create our effect, so set the Vertical Scale option to 0. Also, make sure that Stretch To Fit and Repeat Edge Pixels are selected:
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Go to Filter > Distort > Displace to bring up the Displace dialog box. Click OK in the top right corner of the dialog box, and Photoshop will ask you which file you want to use as your displacement map. Choose the file that you just saved a moment ago, which I saved to my Desktop as "water-ripples.PSD", and then click Open. Photoshop will then apply the displacement map to the entire image, creating our water ripples :
The image after applying our displacement map with the "Displace" filter.
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Step 14: Hide The Ripples On Top With A Layer Mask

Of course, we have a slight problem at the moment. We've added our water ripple effect to the entire image, and we only wanted it in the bottom half. We can fix that easily though using a layer mask. First, Ctrl-click (Win) / Command-click directly on the thumbnail for "Layer 1" in the Layers palette to place a selection around the flipped image at the bottom of the document:
"Right-click" (Win) / "Control-click" (Mac) directly on Layer 1's thumbnail in the Layers palette to place a selection around the flipped image. You'll see a selection appear around the bottom half of the image in your document. Now, with the merged layer still selected, click on the Layer Mask icon at the bottom of the Layers palette:
Click on the "Layer Mask" icon to add a layer mask to the merged layer at the top of the Layers palette.
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Photoshop will add a layer mask to the merged layer, and because we had a selection around the bottom half of our document when we added the layer mask, only the bottom half of the merged layer remains visible. The top half becomes hidden from view, removing the unwanted water ripples from that part of the image:
The ripple effect is now hidden from the top half of the image after applying the layer mask. We're almost done. Let's finish things off by adding a hint of color to the water, which we'll do next.
Step 15: Apply The "Gaussian Blur" Filter To The Layer Mask
Before we add our finishing touch by colorizing the water , let's soften the edge of the layer mask a little so there isn't such a harsh dividing line between the image on top and the water below. We'll use the Gaussian Blur filter for that, and since we want to apply it to the layer mask, we'll need to first select the mask. We can do that by clicking on the layer mask thumbnail in the Layers palette:
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Adobe Photoshop Tutorials: Click on the layer mask thumbnail in the Layers palette to select the layer mask. You can tell that the layer mask is now selected by the white highlight box around its thumbnail. We're going to apply the Gaussian Blur filter to the mask, so go back up to the Filter menu, select Blur once again, and then select Gaussian Blur. When the dialog box appears, simply click OK to apply the same Radius value we used previously.
Step 16: Colorize The Water With A Hue/Saturation Adjustment Layer

Let's finish things off now by adding just a hint of blue to our water, and we'll use a Hue/Saturation adjustment layer for that. We want the adjustment layer to only affect the bottom half of the image where the water ripples are, so hold down your Alt (Win) / Option (Mac ) key, click on the New Adjustment Layer icon at the bottom of the Layers palette, then select Hue/Saturation from the list of adjustment layers:
Hold down "Alt" (Win) / "Option" (Mac), click on the "New Adjustment Layer" icon, then drag your mouse to "Hue/Saturation" to select it.
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By holding down "Alt/Option", this tells Photoshop to bring up the New Layer dialog box before adding the adjustment layer. Select the Use Previous Layer To Create Clipping Mask option by clicking inside the checkbox to the left of it:
Select the "Use Previous Layer To Create Clipping Mask" option in the "New Layer" dialog box. This option tells Photoshop that we want the adjustment layer to affect only the layer directly below it in the Layers palette, and since the layer below it is the layer containing our water ripples , only the water ripples will be colorized, which is what we want. Click OK to exit out of the dialog box. This will bring up the Hue/Saturation dialog box. We want to colorize our water, so the first thing we want to do here is select the Colorize option in the bottom right corner. Then select the color you want your water to be by dragging the Hue slider at the top. I'm going to drag my slider to the right to a value of about 218, which I think is a good color for my water :
Use the Hue/Saturation dialog box to colorize the water . Click OK to exit out of the dialog box , and you'll see that your water on the bottom has now been colorized, but the color is much too strong at the moment.
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Step 17: Lower The Opacity Of The Hue/Saturation Layer

To reduce the intensity of the color we just added to the water , all we need to do is go up to the Opacity option in the top right corner of the Layers palette and lower the opacity value. I'm going to lower mine all the way down to about 25%, which adds a much more realistic amount of color to the water :
Lower the opacity of the adjustment layer until the water has only a hint of color to it. Once you've lowered the opacity of the adjustment layer to reduce the color intensity of the water , you're done! Here once again is my original image for comparison:
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The original image once again. And here is my final "water reflection" result:
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The final effect.
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In this Photoshop Text Effects tutorial, we'll learn how to engulf text in an explosion of light and color. There's quite a few steps involved in this text effect, and we'll be using a couple of filters that are not used very often in everyday Photoshop work, but creating the text effect is quite simple and the end result is definitely worth the effort. Here's the text effect we're going for:
The final result.
Step 1: Open A New Photoshop Document

Open a new document in Photoshop by going up to the File menu and choosing New..., or by using the keyboard shortcut, Ctrl+N (Win) / Command+N. You can choose your own width and height for your document, but if you want to follow along, I chose the 640x480 size from the list of available presets to keep things simple. I've also left my Resolution value set to its default of 72 pixels/inch. Since I'm creating this text effect for the web, it makes no difference what I set the resolution value to, so the default value is fine:
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Create a new document in Photoshop. To follow along, use the "640x480" preset size.
Step 2: Add Your Text

With your new blank document open, grab the Type tool from the Tools palette or by pressing T on your keyboard. Make sure black is selected as your foreground color. If it isn't, just press D on your keyboard to reset it to black. Choose your font in the Options Bar at the top of the screen. Thick, heavy fonts work best for this effect. Then, go ahead and enter your text. I'm going to use "Impact", and I'll type the words "LIGHT BURST":
Choose a thick, heavy font, and with black as your foreground color, enter your text.
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Step 3: Resize Your Text With Free Transform

With your text layer selected in the Layers palette, use the keyboard shortcut Ctrl+T (Win) / Command+T (Mac) to bring up the Free Transform box and handles around your text. Hold down Shift+Alt (Win) / Shift+Option (Mac) and drag out any of the corner handles to make your text larger and fill up more of the document area. Holding Shift constrains the text proportions, and holding Alt/Option resizes the text from the center:
Resize the text with Photoshop's "Free Transform" command. Make sure to still leave plenty of room around the text for our light burst effect. Press Enter (Win) / Return (Mac) when you're done to accept the transformation.
Step 4: Rasterize Your Text

We're going to be applying several filters to our text, but Photoshop doesn't allow us to do that without first rasterizing it, which simply means to convert it into pixels. So again with the text layer selected, go up to the Layer menu at the top of the screen, choose Rasterize, and then choose Type. This will convert our text into pixels. It will still look the same in the document window, but in the Layers palette, the Type layer will now be a regular layer:
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After rasterizing the text, the Type layer in the Layers palette becomes a normal layer.
Step 5: Add A Selection Around Your Text And Save It
Ctrl-click (Win) / Command-click directly on the thumbnail preview area of the text layer in the Layers palette to quickly load a selection around your text:
"Ctrl-click" (Win) / "Command-click" (Mac) directly on the text thumbnail in the Layers palette. Your text will now have a selection around it:
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The text is now selected. With the text selected, go up to the Select menu at the top of the screen and choose Save Selection. When the Save Selection dialog box appears, just click OK. There's no need to name it or make any changes to the options. Once you've saved your selection, press Ctrl+D (Win) / Command+D (Mac) to deselect your text. Switch over to your Channels palette for a moment (it's grouped in beside the Layers palette) and you'll see your selection saved as a new channel named "Alpha 1" at the very bottom. We'll be coming back here a bit later to load our selection again:
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The selection is now saved as a new channel, "Alpha 1", in Photoshop's Channels palette.
Step 6: Use "Fill" To Fill Your Text Layer With White And Set The Blend Mode To "Multiply"
Switch back to your Layers palette once again, and with the text layer selected, go up to the Edit menu at the top of the screen and choose Fill, or press Shift+F5 on your keyboard to quickly bring up Photoshop's Fill dialog box. When the dialog box appears, set the Contents to White and change the Blending Mode to Multiply:
Photoshop's "Fill" dialog box". Click OK when you're done. Nothing will seem to have happened in your document window, but if you look at your text layer's thumbnail in the Layers palette, you'll see that all of the empty space around the text has now been filled with white, while leaving the text black thanks to that "Multiply" mode.
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Step 7: Apply The Gaussian Blur Filter To The Text

Go up to the Filter menu at the top of the screen, choose Blur, and then choose Gaussian Blur. When the Gaussian Blur dialog box appears, enter a Radius value of about 4 pixels and click OK to apply a slight blurring to the text:
Apply the Gaussian Blur filter to the text. Here's the text after applying Gaussian Blur:
The text is now blurred slightly.
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Step 8: Apply The "Solarize" Filter To The Text

With the text layer still selected, go back up to the Filter menu and this time choose Stylize, and then choose Solarize. This will turn the document black, and your text will appear as a white stroke:
The image after applying the Solarize filter.
Step 9: Lighten The Text With Levels

The text is looking a little dark, so let's lighten it. Use the keyboard shortcut Ctrl+L (Win) / Command+L (Mac ) to bring up Photoshop's Levels command, and drag the white point slider on the right in towards the left until you reach the right edge of the histogram:
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With the Levels dialog box open, grab the white point slider on the right and drag it to the right edge of the histogram to brighten the text. Click OK. The text will now appear much brighter:
The text is now much brighter after applying Levels.
Step 10: Make A Copy Of The Text Layer

We need to make a copy of the text layer at this point, so to do that, with the text layer selected, use the keyboard shortcut Ctrl+J (Win) / Command+J (Mac), which will add a copy of the layer above it in the Layers palette:
The Layers palette now showing both the text layer and the copy above it.
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Make sure the copy of the text layer is selected because all of these next steps are to be done on the copy. We won't be touching the original again until near the end.
Step 11: Apply The "Polar Coordinates" Filter To The Text

Go back up to the Filter menu, and this time choose Distort, and then Polar Coordinates. We're going to send our text to the North Pole. Alright, no we're not. What we are going to do is make it look very strange. When the Polar Coordinates dialog box appears, select the Polar To Rectangular option at the very bottom and then click OK:
Photoshop's "Polar Coordinates" dialog box. Your text will now look very strange indeed:
The text after applying the "Polar Coordinates" filter.

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Step 12: Rotate The Canvas 90 Degrees Clockwise

Go up to the Image menu at the top of the screen, select Rotate Canvas, and then choose 90 CW to rotate the canvas 90 degrees clockwise:
Rotate the canvas 90 degrees clockwise.
Step 13: Invert The Image

Use the keyboard shortcut Ctrl+I (Win) / Command+I (Mac ) to invert the image, so black becomes white and white becomes black:
Invert the image with "Ctrl+I" (Win) / "Command+I" (Mac).
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Step 14: Apply The "Wind" Filter Three Times

Go back up to the Filter menu once again, choose Stylize, and then choose Wind. When the Wind filter's dialog box appears, make sure Method is set to Wind and Direction is set to From the Right:
Photoshop's "Wind" filter.
Click OK to apply the Wind filter once. Then press the keyboard shortcut Ctrl+F (Win) / Command+F twice to apply the same filter two more times.
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Step 15: Invert The Image Again

Press Ctrl+I (Win) / Command+I (Mac) to invert the image once again:
Invert the image once again using "Ctrl+I" (Win) / "Command+I" (Mac).
Step 16: Apply The "Wind" Filter Three More Times

With the image inverted, press the keyboard shortcut Ctrl+F (Win) / Command+F (Mac)
three more times to apply the filter to the image three more times. Appply the "Wind" filter to the image three more times.
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Step 17: Brighten The Image Again With Levels

We need to brighten the image again using Levels, but this time, we'll let Photoshop do the work for us by using Auto Levels. To do that, press Shift+Ctrl+L (Win) / Shift+Command+L (Mac) to apply the Auto Levels command to the image, which will brighten it up:
Apply the "Auto Levels" command to brighten the image.
Step 18: Rotate The Canvas 90 Degrees Counterclockwise

Go back up to the Image menu at this point, choose Rotate Canvas once again, and this time choose 90 CCW to rotate the canvas back to the way it was originally:
Rotate the canvas 90 CCW.

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Step 19: Apply The "Polar Coordinates" Filter Again

Go back up to the Filter menu again, choose Distort, and then choose Polar Coordinates. This time choose the Rectangular to Polar option and click OK:
Apply "Polar Coordinates" again, this time choosing "Rectangular to Polar". Your image should now look something like this:
The image after applying the "Polar Coordinates" filter a second time.
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Step 20: Set The Layer Blend Mode To "Screen"

Go up to the blend mode options in the top left of the Layers palette and change the blend mode of the text copy layer from "Normal" to Screen by clicking on the downpointing arrow and selecting "Screen" from the list:
Change the blend mode of the text copy layer to Screen. This reveals the original text layer beneath it:
The original text layer is now visible as well.

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Step 21: Apply A Gradient Fill Layer To Add Color

Click on the New Fill Or Adjustment Layer icon at the bottom of the Layers palette:
Click the "New Fill Or Adjustment Layer icon. And select "Gradient" from the list:
Select a Gradient fill layer. When the Gradient Fill dialog box pops up, click inside the gradient preview area at the top:
Click inside the gradient preview area.

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This will bring up the Gradient Editor dialog box. Click on the gradient swatch in the top left, the black to white gradient first, and this will make sure that both colors on either side of the gradient have their opacity set to 100%:
Select the black to white gradient swatch in the top left to make sure both colors are set to 100% opacity first. Then set your gradient colors to whatever you like. I've set the color on the left to a reddish-orange, and the color on the right to a yellowish-orange:
Set your gradient colors. Exit out of the gradient dialog boxes once you've chosen your colors.
Step 22: Change The Blend Mode Of The Gradient Fill Layer To "Color"
With the Gradient fill layer selected, go back to the blend mode options in the top left of the Layers palette and change the layer's blend mode to Color:
Change the blend mode of the Gradient fill layer to "Color".

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The image is now colorized with the colors from the gradient:
The gradient colors are now applied to the image.
Step 23: Apply A Radial Blur To The Original Text Layer

We're done with the text copy layer at this point. We're going to finish off the last few steps by working on the original text layer, so click on it in the Layers palette to select it. Then go up to the Filter menu, choose Blur, and then choose Radial Blur:
Photoshop's "Radial Blur" dialog box. Set the Amount to about 65 pixels, the Blur Method to Zoom, and the Quality to Best, as circled above, and then click OK to apply the filter to the original text:
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The Radial Blur applied to the image.
Step 24: Load The Saved Text Selection

Only a couple of things left to do. First, switch over to your Channels palette again like we did earlier. We're going to reload that selection we saved. To do that, simply rightclick (Win) / Control-click anywhere on the Alpha 1 channel at the very bottom, which will load the selection back into the document window:
Right-click (Win) / Control-click (Mac) anywhere on the "Alpha 1" channel to load the saved text selection. Switch back to the Layers palette when you're done. The selection is now loaded in the image:
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The selection now loaded into the image. One thing left to do...
Step 25: Fill The Selection With Black

With the original text layer selected in the Layers palette and black still as your foreground color, press Alt+Backspace (Win) / Option-Delete (Mac) to fill the selection with black and finish the effect. Press Ctrl+D (Win) / Command+D (Mac) to remove the selection, and you're done! After all that, here's the final "light burst" text effect:
The final "Light Burst" effect. And there we have it!
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ACTIVITY SHEET #4
In this tutorial we will create a beautiful nature inspired text effect in Photoshop.
Tutorial Details Step 1 - Create a new file with 2000px width and 1100px height.
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ACTIVITY SHEET #4
Step 2 - Open the valley image mentioned above and paste it on our file.
Step 3 - Now select the Text Tool and add the text.
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ACTIVITY SHEET #4
Step 4 - Now change the text color to # 141414.
Step 5 - Select the Text Tool again and add the same text but this time with color # fff1e4
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ACTIVITY SHEET #4
Step 6 - Now select the Move Tool and move the second layer of text over the black text. So it can give us almost 3D look.
Step 7 - Now we will add some styles to our second text layer. We will start with drop shadow. So for this click on Layer> Layer Style> Drop shadow.
ACTIVITY SHEET #4
Step 8 - We need to add some Inner Glow. So click on Layer> Layer style> Inner Glow.
Step 9 - Now click on Stroke and add a stroke with color # 779300
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ACTIVITY SHEET #4
Step 10 - Now we will create the reflection of the text. For this simply duplicate the text layer. Right click on the layer and select Duplicate Layer. Make sure you duplicate the black layer.
Step 11 - Press Command/ Ctrl + T then right click on it and select Flip Vertical.
ACTIVITY SHEET #4
Step 12 - Now simply place it under the text and select Eraser Tool. Then with soft round brush erase the lower part of the text. And if you want you can reduce the opacity to 75%.
Step 13 - Now lets decorate our text. So open the sky image and reduce the opacity so we can get the outline of our text. Now select the pen tool and create a path along our first letter.
ACTIVITY SHEET #4
Step 14 - Now right-click on the path and select Make selection. Then simply copy and paste the selection.
Step 15 - Now open the valley image and repeat the same process.
ACTIVITY SHEET #4
Step 16 - Now open the tree image and roughly select the free and place it on our G and our G is ready.
Step 17 - Now open the Rock image and place it over our R. Select it using the pen tool.
ACTIVITY SHEET #4
Step 18 - Copy the select area and paste it on our R.
Step 19 - Once again add the sky on pour O and then open the tree image and paste it on the letter. Remove the part covering the middle with Eraser Tool.
ACTIVITY SHEET #4
Step 20 - Now open the stair image and select them. After that paste the stairs on the left side of our O.
Step 21 - If you want you can copy the top of the tree and paste it down on the stairs. You can adjust the color using Command/Ctrl + U.
ACTIVITY SHEET #4
Step 22 - open the Water fall image and paste it on our W.
Step 23 - Now select the pen tool and make a selection.

ACTIVITY SHEET #4
Simply adjust the brightness, for this click on Images> Adjustment> Brightness/ Contrast and we are done.
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ACTIVITY SHEET #5
Flaming Meteor Collision Effect in Photoshop
In this tutorial, you will learn how to create a fiery collision effect in outer space using Photoshop. We will learn how to create a flaming meteor collision photo manipulation.
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ACTIVITY SHEET #5
Tutorial Details Tutorial Assets

Star Brush Set Earth Image Blue Image Flame Image
Now we have everything we need we can start. Step 1:- Open your Photoshop and create a new file with 2000px Width and 2000px Height.
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ACTIVITY SHEET #5
Step 2:- Now for the background, select the Gradient Tool and click on Gradient editor. Then adjust the color stops. Keep the color #000000 on left and # 2a270f on right.
Step 3:- Now create a new layer, for this click on Layer> New> Layer. And use star brushes randomly on the background with different colors. Ive used # 505b63 and 443341.
Step 4:- Open the earth image then copy and paste the earth on our main file. And now well add some outer glow to our earth so for this click on Layer> Layer style> Outer Glow.
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ACTIVITY SHEET #5
Step 5:- Now once again create a new layer and select the soft round brush with foreground color #f16523. Use it on the upper right corner of our earth.
Now change the Blending mode of the layer to Color.

ACTIVITY SHEET #5
Step 6:- Now open the flame image and paste it on the upper right corner as well. And this time change the blending mode to Overlay.
Step 7:-Select the Ellipse Tool and create a small circle, fill it with #ffffff. Now we need to add outer glow to our circle so click on Layer> Layer style> Outer Glow.
ACTIVITY SHEET #5
Step 8:- Now open the Blue earth image and paste it on top of our circle.
Step 9:- Once again we need to use some of the star brushes. So select the star brush with foreground color #ffffff and use it to create the smoke.
ACTIVITY SHEET #5
Step 10:- Create another new layer. Then select soft round brush and use on the upper right corner over the blue earth with color # f5901d and #ffffff.
Now change the blending mode to Color.

ACTIVITY SHEET #5
Step 11:- Now copy and paste the flame all over our meteorite. And change the blending mode to Overlay.
Step 12:- Create a new layer, and then change the foreground color to # ef6422. Select the Soft Round brush and use it on the lower right side. And then change the blending mode to Color.
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ACTIVITY SHEET #5
Step 13:- Now copy white circle we have created above and paste it on the lower right corner. And reduce the opacity to 50%.
Step 14:- Now once again paste the flames on it and change the blending mode to Overlay.
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ACTIVITY SHEET #5
Step 15:- Create another layer and select a star brush and use it with fore ground color # ffffff. Then click on Layer> Layer Style> Outer Glow. And add outer glow to our start with color # ffa200.
Step 16:- Now select the Lasso Tool and select a few pieces of the earth. Then copy and paste them randomly. You can also add texture to some or a little bit of drop shadow.
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ACTIVITY SHEET #5
Step 17:- Now once again paste the flames over it and change the blending mode to Overlay.
And now our Fiery Cosmic Collision Effect photo manipulation is done. We hope you guys enjoyed it and learned how to create a powerful visual impact with this tutorial!
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ACTIVITY SHEET #6
Selecting Hair from a picture A. Selecting hair from a white background picture.
Step 1: Select a picture that you want to edit using adobe photoshop. Step 2: Click Channel on the Layer Palette.
Step 3: Were going to create a mask its either black or white by clicking through the channels and choosing which one has the most contrast like the picture shown below. (Recommended channel: Blue).
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Step 4: Duplicating the selected channel. Click the Image menu then click calculation. Make sure that the source 1: should be the blue channel and source 2: should also be the blue channel, Blending mode should be Overlay, result should be new channel.
The result should have a new channel which is Alpha 1. Step 5: Increasing the contrast. Press Ctrl L to go to levels.
The goal is to increase the dark part of the image. To do that, move black controller to the right side until you achieve the picture shown below.
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Step 6: Press B to go to brush. Right then choose a circular solid edge brush.
Step 7: Select the black color in your foreground color. Paint the image all black using the brush tool.
Step 8: Change the foreground color into white Step 9: Invert the color of the channel then paint the background of the image into white. by pressing Ctrl I
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Step 10: Click and select the original channel to go back to the original picture
then click the layer panel. Hold the alt key then double click the thumbnail of the background layer to make it an ordinary layer.
Step 11: Click the Select menu then click Load selection. The channel should be Alpha 1. The image now should have a selection around it as shown on the picture below.
Step 12: Press Ctrl C to Copy the image then press Ctrl V to Paste the image to a new layer. Step 13: Click the channel panel then click the Alpha 1 channel. Hold Ctrl then click the thumbnail of the of the Alpha 1 channel.
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Step 14: Click select menu, click modify, and then click contract. The value of contract by should be 1.
Step 15: Click select menu, click modify, and then click feather. The value of the feather should be .2
Step 16: Press Ctrl shift I to inverse the selection of the image or go to Select menu then click inverse. Use the brush tool then paint the selected area with the color black on your foreground color.
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Step 17: Press Ctrl shift I to inverse the selection of the image or go to Select menu then click inverse. then select and highlight the original channels.
Step 18: Click the layer panel to go back to the original image. Pres Ctrl C to Copy the image then press Ctrl V to paste it into a new layer.
Step 19: Click the layer 0 then press Ctrl Shift N to have a new layer. Click the foreground color then choose the color red. Pres Alt Delete to apply the color on foreground to your new layer.
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Step 20: Click the burn tool on the toolbox and apply it on the edge of the image especially on the edge of the hair.
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ACTIVITY SHEET #7
Creating Animated Pictures For this animated picture we will be using a basketball. We will make it move using animation in photoshop.
Step1. In creating an animated picture click the Window menu then click Animation.
After you click animation you will see the animation panel at the bottom portion of photoshop.
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Step2. To make it move from left to right, you must click duplicate selected frame.
You will notice that at the start of the animation the only available tool is duplicate selected frame
After you click the duplicate selected frame you will see an additional frame at the panel.
Step3. Using the move tool move the ball image from left to right.
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You will notice that when you move the basketball from left to right the first frame won't be affected. All of the tools on the frame panel are now accessible. You can test your animation by clicking Plays animation.
Step4. To add effects on your animation click Tweens animation frames.
Choose "Previous Frame" in Tween With:, the number of frames in Frames to add: is up to you . click "All Layers" in Layers, Click all the option in the parameter then click ok.
NOTE: The higher the number of frames in your Frames to add the slower your animation becomes.
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OPTIONAL: You can add frame delay on each frame to manipulate the timing in your animation. To do that click Select frame delay time.
You can choose from list seconds or if you want to customize the number of seconds click "other" to type the number of delay seconds you want.
Step5. Repeat step 2 to 4 until you finish your animation but change the direc
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SECOND SEMESTER SECOND TRANSITION
COMPETENCY BASED LEARNING MATERIAL IN BUSINESS ORGANIZATION MANAGEMENT
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Course Syllabus Chapter
1 Basic Skill in Mathematics

Place Value Writing Hindu- Arabic Numerals in Words Rounding Off Numbers Rules in Rounding Off Numbers Addition Subtraction Multiplication Division Exercises
2 Fractions
What is Fraction? Kinds of fraction Changing Improper to Mixed Number Changing Mixed to Improper Fraction Reducing Fraction to Lowest Terms Addition of Fraction Subtraction of Fraction Multiplication of Fraction Division of Fraction Exercises
3 Decimals
Addition of Decimals Subtraction of Decimals Multiplication of Decimals Division of Decimals Exercises
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4 Conversion Techniques
Changing Percent to Decimal Changing Decimal to Percent Changing Fraction to Percent Changing Percent to Fraction Exercises
5 Percentages: Ratio and Proportions

Finding Percentage Finding Base Finding Rate Ratio and Proportion Exercises
6 Commissions and Interest

What is Commissions? Formula of Commission Finding Commissions, Sales & Rate of Commissions What is Interest? Formula of Interest Finding Interest, Principal, Rate & Time Exercises
7Bank Reconciliation
Information Sheet Bank Reconciliation Process Sample of Bank Reconciliation Exercises
8 Taxes and Payroll

Employees Pay The Overtime Pay The Holiday Pay Deduction from Gross Pay Withholding Tax Net Income
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INFORMATION SHEET 1.1 CHAPTER I
Basic Skills in Mathematics
Place Value
A. Whole Number Example: 1 5 4 8 6 3 2 0 7 9 Billions Hundred Millions Ten Millions Millions Hundred Thousands Ten Thousands Thousands Hundreds Tens Ones
B. Decimal Number Example: 0 . 1 2 3 4 5 6 Zero Decimal Point Tenths Hundredths Thousandths Ten Thousandths Hundred Thousandths Millionths
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C. Monetary Unit (Philippine Peso) Example: P 2 1 7 9 . 4 5 2 Philippine Peso Sign Thousand Pesos Hundred Pesos Ten Pesos One Peso/s Decimal Point Ten-Centavo Centavo Tenth of a Centavo
Writing Hindu-Arabic Numerals in Words

Examples: 1. Thirty pesos and fifty centavos = P30.50 2. Twenty-nine thousand and eight tenths = 29, 000.8 3. Seventy six hundredth of a centavo = P0.0076 4. Two million, eight thousand, ten = 2, 008, 010 5. Six hundred five thousand, eight nine = 605, 089 6. Twelve million, sixty = 12, 000, 060 7. Eighty five and thirty nine hundredth of a centavo = P0.8539 8. Sixty two thousand one hundred and 40/100 pesos = P62,100.40 9. Nine hundred sixty five and 18/100 pesos = P965.18 10. Five hundred and seventy eight ten-thousandths = 500.0078
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Self Check 1.1 PLACE VALUE

Name:_______________________________________ Room:____________________ Time:__________
A. Write the following Hindu Arabic numerals in words. 1. 6.504 2. 1, 206, 718 3. 42, 009 4. 612, 791 5. 34, 282, 802 6. 839, 010 7. 312, 006, 200 8. 0.76 9. .00185 10. 415.0009 11. 0.352 12. 0.008125 13. 68.2 14. 3, 628.215 15. 8.040 B. Write the following in figures: 1. Forty pesos and thirty centavos. 2. Twenty five tenth of a centavo. 3. Thirty million, six hundred. 4. Eighty six thousand and five tenths. 5. Twelve pesos, seventy six and two tenth of a centavo. 6. One thousand five hundred ninety. 7. Sixteen thousand seven hundred and forty five pesos. 8. Thirty five hundredth of a centavo. 9. Twenty six thousand and fifteen ten-thousandths. 10. Forty eight thousand twenty nine and thirty two centavos.
Date:__________ Score:_________
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INFORMATION SHEET 1.2 ROUNDING OFF NUMBERS

Rules in Rounding Off Numbers: 1. If the digit to be dropped is more than 5, add 1 to the significant digit. Example: Round Off to the nearest hundreds. Dropping Digit = 8 1,286 Answer: 1,300 Significant Digit = 2 2. If the digit to be dropped is less than 5, leave the significant digit unchanged. Example: Round Off to the nearest Thousandths Dropping Digit = 4 0.2234 Answer: 0.223 Significant Digit = 3
3. If the digit to be dropped is 5: a. Add 1 to the significant digit, if it is an ODD number. Example: Round Off to the nearest Tens Dropping Digit = 5 P 1,256,235 Answer: P 1,256,240 Significant Digit = 3 b. Leave the significant digit, if it is an EVEN number. Example: Round Off to the nearest Hundredths Dropping Digit = 5 0.125 Answer: P 0.12 Significant Digit = 2 c. Add 1 to the significant digit, if there is a digit (except 0) after 5. Example: Round Off to the nearest Thousand Pesos Dropping Digit = 5 P 2,243,512 Answer: P 2,244,000 Significant Digit = 3
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Self Check 1.2 Rounding Off Numbers

Name:_______________________________________ Room:____________________ Time:__________ Date:__________ Score:_________
Round-Off the following numbers. 1. 4, 127 to the nearest tens. 2. 35, 719 to the nearest ten thousands. 3. 781,406 to the nearest thousands. 4. 162, 385 to the nearest hundred thousands. 5. 1, 685, 205 to the nearest tens. 6. 0.45 to the nearest tenths. 7. 2.038 to the nearest hundredths. 8. 0.005395 to the nearest millionths. 9. 0.513625 to the nearest ten thousandths. 10. 0.7456 to the nearest thousandths. 11. P 175.565 to the nearest centavo. 12. P 4, 826 to the nearest hundred Pesos. 13. P 8.45624 to the nearest hundredth of a centavo. 14. P 237, 486, 209 to the nearest million pesos. 15. P 25.3018 to the nearest tenth of a centavo.
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INFORMATION SHEET 1.3 BASIC OPERATION
Addition
A. like Signs: To add like signed numbers, add the absolute values and copy their common sign. Examples: 2+4=6 4 + 10 = 14 -3 + (-5) = -8 -9 + (-11) = -20 B. Unlike Signs: To add unlike signed numbers, subtract the absolute values and copy the sign of the higher values. Examples: -13 + 4 = -9 7 + (-5) = 2
19 + (-16) = 3 -20 + 12 = -8
Principles of Addition The principles of addition are (1) commutative or order principle, (2) identity or zero principle, and (3) associative or grouping principle. Commutative affect the sum. Examples: 35 +87 122 or Order Principle. Changing the order of the addends does not
87 +35 122
96 +83 179
83 +96 179
Identity or Zero Principle. The sum of any number added to zero is equal to that number or when zero is added to a number, the sum is equal to that number. Examples: 28 0 77 0 +0 + 28 + 0 + 77 28 28 77 77 Associative or Grouping Principle. Changing the grouping of the addends does not affect the sum. It is easy to group 3 or more addends by 10s. Examples: 1. 39 2. 43 50 39 -2 3- 43 -2 3- 50
2- 95 32 259
32 5- 95 259
In Example 1, in the ones column, 9 + 3 = 12. For every 10, dash (-) is written and the remainder is added to the next addend, i.e., 2 + 5 + 2 = 9. In the tens columns, the dash is added to the first tens column, i.e., 1 dash or 1 + 3 + 5 + 4 = 13. Dash is placed in 4 and remainder 3 is added to the next addend or 3 + 9 = 12. Dash (-) is placed in 9, then remainder 2 is added to 3 or 2 + 3 = 5. The number of dashes is placed in the sum or hundreds place. There are 2 dashes in the tens column; hence, it is place in the hundreds place of the sum to make the sum 259. In Example 2, the data are similar with Example 1, but the order of addends is changed, yet the sum, 259, is the same.
Subtraction
a. Like Signs: To subtract like signed numbers, change the sign of the subtrahend then proceed to addition. Examples: (-12) (+10) = -12 (+18) (+7) = 11 (+8) (+12) = -4 (-42) (+10) = -52 b. Unlike Signs: To subtract unlike signed numbers, change the sign of the subtrahend then proceed to addition. Examples: (-10) (+8) = -18 (+9) (-7) = 16 (-18) (+17) = -35 (+3) (-1) = 4
Multiplication
To multiply signed numbers, multiply the absolute values then affix with (+) positive sign for like signs then (-) negative sign for unlike signs. Examples: 7 x 8 = 56 (-9) x (-2) = 18 (-4) x 3 = 12 8 x (-5) = 40
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Division
To divide signed numbers, divide the absolute values then affix with (+) positive sign for like signs then (-) negative sign for unlike signs. Examples: 12 3 = 4 (-16) (-8) = 2 (-10) 2 = -5 25 (-5) = -5
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Self Check 1.3 BASIC OPERATION

Name:_______________________________________ Room:____________________ Time:__________
A. Add the following using associative principle: 1. 12 + 46 + 12 + 13 + 14 = 2. 32 + 58 + 48 + 25 + 12 = 3. 12 + 15 + 54 + 87 + 30 = 4. 84 + 32 + 54 + 14 + 32 = 5. 11 + 25 + 16 + 84 + 12 = 6. 10 + 25 + 26 + 65 + 12 = 7. 45 + 46 + 47 + 48 + 49 = 8. 15 + 15 + 14 + 12 + 21 = 9. 10 + 12 + 15 + 17 + 13 = 10. 8 + 12 + 17 + 12 + 23 = B. Subtract the following: 1. -12 11 = 2. 10 (-10) = 3. -1 (1) = 4. 23 17 = 5. -17 (12) = 6. -30 (-13) = 7. 50 29 = 8. 0 (-1) = 9. 19 (-86) = 10. -12 (-7) = C. Multiply the following: 1. 12 x 12 = 2. -7 x 5 = 3. 10 x (-8) = 4. -4 x (-6) = 5. -15 x 10 = 6. 18 x 6 = 7. -17 x 5 = 8. -4 x (-12) = 9. 10 x 9 = 10. -11 x (-13) =
Date:__________ Score:_________
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D. Divide the following: 1. 16 4 = 2. -10 2 = 3. 20 (-4) = 4. -25 (-5) = 5. 18 9 = 6. 48 (-16) = 7. -14 (-2) = 8. 144 12 = 9. -81 9 = 10. 1000 25 =
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INFORMATION SHEET 2.1 Chapter 2 Fraction

A fraction consists of numerator and denominator separated by a bar either horizontal () or slanted (/) representing part of a whole. Numerator tells the number of parts to be used. It is written above the horizontal bar. Denominator determines the number of equal parts into which the whole is divided. It is written below the horizontal bar. The kinds of fraction are: (1) Proper Fraction, (2) Improper Fraction, and (3) Mixed Number. Proper Fraction the numerator is lesser than (<) the denominator or fractions lesser than one. Examples:
Improper Fractions the numerator is equal (=) to or greater than (>) the denominator or fractions equal to or greater than one. Examples:
Mixed Numbers consists of whole number with fraction. Examples:
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Conversion involving fractions: Changing Improper fractions to Mixed Numbers

Rule: To change improper fraction to mixed fraction, divide the denominator by the numerator and write the remainder as a fraction.
Examples:
=8 ;
=6
or
Changing Mixed Numbers to Improper Fractions

Rule: In changing mixed fraction to improper fraction, multiply the denominator by the whole number, then add the numerator and copy the same denominator. Examples:
9 =
1 =
Reducing Fractions to Lowest Terms

Rule: Divide the numerator and denominator of the given fraction by their Greatest Common factor (GCF). Examples:
GCF = 3;
= GCF = 5
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Self Check 2.1 FRACTION

Name:_______________________________________ Room:____________________ Time:__________
A. Change the following improper fractions to mixed numbers:
Date:__________ Score:_________
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
B. Change the following mixed numbers to improper fractions:
1. 3 2. 7 3. 12 4. 7 5. 42 6. 65 7. 9 8. 42 9. 27 10. 18
INFORMATION SHEET 2.2 OPERATION WITH FRACTION
Addition
a. Like Fraction Rule: To add like fraction, add the numerators then copy the common denominator. Examples:
b. Unlike Fraction Rule: To add unlike fraction, first find LCD (Least Common Denominator) of the given fraction, then divide the LCD by the denominator of each fraction then multiply the result by its numerator, then apply (a). Examples:
or
Subtraction
a. Like Fraction Rule: To subtract like fraction, subtract the numerators then copy the common denominator. Examples:
b. Unlike Fraction Rule: To subtract unlike fraction, first find the LCD (Least Common Denominator) of the given fraction, then divide the LCD by the denominator of each fraction then multiply to its numerator, then apply (a). Examples:
=
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Multiplication
Rule: a. Multiply the numerators and denominators of the given fractions to get the numerator and denominator of the product. Then simplify the result. Examples:
or
b. Another method is by cancellations. That is a numerator may be cancelled with any denominators in the given fractions dividing each by their GCF. Then apply (a). Examples:
x Division
Rule: Multiply the dividend by the reciprocal, or multiplicative inverse, of the divisor. Examples:
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Self Check 2.2 OPERATION WITH FRACTION

Name:_______________________________________ Room:____________________ Time:__________
A. Find the sum of the following: Simplify the result.
Date:__________ Score:_________
1. 3 2. 3. 8 4. 5 5. 6. 7. 8. 9. 10. + +
+ + +2 + + + + +
= = +3 + = = = + 128 + = = + = + + = =
B. Find the difference of the following: Simplify the result. 1. 2. 3. 4. 5. 6.
57 46 -
= = = = =
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7. 8. 9. 10.
68
- 15 - 21 = =
= =
C. Find the product of the following: Simplify the result. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
x x x x x x x x x x
= = = = = = = = = =
D. Find the quotient of the following: Simplify the result. 1. 2. 3. 4. 5. 6.
= = = 14 2 4 =
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= =
7. 8. 9. 10.
= 4 2 6 = = =
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INFORMATION SHEET 3 Chapter 3 Decimals
Addition of Decimals
Examples: 0.65 0.348 0.726 0.9 0.0058 2.6298 16.3 51.09 6.324 0.008 204.450 278.172
Subtraction of Decimals
Examples: 0.9 0.342 0.558 205.06 39.927 165.133
Multiplication of Decimals
Examples: X 71.5 3.9 6345 2145 278.85 x 6.012 0.18 48096 6012 1.08216
Division of Decimals
Examples: Divide 3.8 by 0.02 190 2 380 -2 18 - 18 0 - 0 0 Divide 0.64 by 0.4 1.6 4 6.4 -4 24 - 24 0
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Self Check 3 DECIMALS

Name:_______________________________________ Room:____________________ Time:__________
A. Arrange vertically and add. 2.6; 3.04; 18.456; 61.3; 7.4902; 18.33 0.18; 1.36; 12.042; 16.7; 3.0276; 15.69 0.53; 11.342; 1.7041; 826.315; 13.0864; 14.89 2.86; 0.735; 4.5982; 354.345; 2.7183; 43.2 782.481; 36.721; 46.980; 386.29; 3.67; 3.2 875.89; 453.12; 465.8; 342.39; 2.345 2.00985; 34.001; 0.0857; 32.57; 3.6118 43.1; 135.615; 248.22; 65.871; 345.99 3.823; 15.625; 165.2; 4.7984; 145.813 4.65; 3.7128; 12.815; 0.00875; 0.0642 B. Arrange and subtract the following: 1. 7.8 3.86 2. 0.912 0.605 3. 3.2 0.04 4. 6.12 0.3748 5. 7.2 0.389 6. 13.8 2.92 7. 10.1 3.656 8. 0.89 0.00715 9. 0.43 0.036 10. 55.1 0.999 C. Arrange and find the product of the following: 1. 15 x 0.003 2. 158 x 0.4 3. 0.24 x 0.6 4. 0.782 x 0.5 5. 0.0075 x 0.08 6. 4.3 x 0.033 7. 2.65 x 0.05 8. 3.8 x 0.01 9. 0.08 x 0.03 10. 0.0056 x 0.12
Date:__________ Score:_________
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D. Find the quotient of the following: 1. 6 0.3 2. 24 0.08 3. 0.32 0.004 4. 0.084 0.4 5. 0.45 5 6. 6.6 0.003 7. 0.64 0.8 8. 0.086 0.02 9. 0.93 0.0003 10. 25.5 5
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INFORMATION SHEET 4 Chapter 4 CONVERSION TECHNIQUES
Changing Decimal to Percent

Rule: To change decimal to percent, multiply the decimal number by 100 which is equivalent to moving the decimal point two places to the right, and then affix the percent sign. Examples: 0.16 = 16 = 16% 0.125 = 12.5 = 12.5% 0.04 = 4 = 4% 0.005 = 0.5 = 0.5%
Changing Percent to Decimal

Rule: To change percent to decimal, divide the given number by 100, which is equivalent to moving the decimal point two places to the left, and then drop the percent sign. Examples: 14% = 0.14 15.5% = 0.155 3% = 0.03 4.5% = 0.45
Changing Fractions to Percent

Rule: To change fraction to percent, change the fraction first to its decimal equivalent. Then move the decimal point two places to the right and affix the percent sign. Examples:
= 5 8 = 0.625 = 62.5% = 1 8 = 0.125 = 12.5% 0.5%
= 4 5 = 0.8 = 80% = 1 200 = 0.005 =
Changing Percent to Fraction

Rule: To change percent to fraction, drop the percent sign first, then write the percent as a decimal; change the decimal to a fraction and change to simplest form. Examples:
20% = 0.20 = 75% = 0.75 =
or =
180% =
= =1
13% = 0.13 =
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Self Check 4 CONVERSION TECHNIQUES

Name:_______________________________________ Room:____________________ Time:__________
A. Change each of the following decimals to percent: 1. 0.15 2. 0.26 3. 2.45 4. 0.6 5. 0.92 6. 4.375 7. 0.05 8. 6.38 9. 0.006 10. 72.86 11. 0.125 12. 0.3678 13. 8.674 14. 0.38 15. 0.896 B. Change each of the following percent to decimal: 1. 6% 2. 13% 3. 29% 4. 4.6% 5. 5.8% 6. 0.79% 7. 36.05% 8. 0.09% 9. 120% 10. 0.395% 11. 4.575% 12. 13.5% 13. 16.75% 14. 18.5% 15. 9%
Date:__________ Score:_________
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C. Change each of the following to percent:
1.
2. 3. 4. 5. 6. 7. 8. 9. 10.
D. Change each of the following to fraction: 1. 4% 2. 35% 3. 8% 4. 212% 5. 30% 6. 475% 7. 50% 8. 60% 9. 4.5% 10. 0.15% 11. 12 % 12. 62 % 13. 6 % 14. 35 % 15. 212%
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INFORMATION SHEET 5.1 Chapter 5 PERCENTAGE, BASE & RATE
Definition of Terms: 1. Percent is an expression indicating the number of parts taken from a hundred. Literally, per cent means by, or, on the hundred. Instead of saying, hundredths we often use the term percent. For example 4/100 or 0.04 may be written as 4%. 2. Ratio is a relationship between two numbers or like quantities. It may be expressed in the form of fraction. The ratio 36:27 of the number of girls to that of boys (read as 36 is to 27), may be written as 4:3 or in the simplest form 4/3. 3. Proportion is an expression of two equivalent ratios: Hence 3:4 = 9:12 is a proportion. In the example, 3 and 12, or the first and fourth terms are called means. Therefore, if a sentence is a proportion, the product of the extremes is equal to the product of the means.
Finding Percentage
Given the Base and the Rate, to find the Percentage use the formula:
P=BxR
Where: P = Percentage B = Base R = Rate Examples: 1. Find 15% of P 300. B = P 300 R = 15% = 0.15 P =? 2. 70% of P 300 is what number? B = P 300 R = 70% = 0.7 P =?
Solution: P=BxR = (P 300) (0.15) = P 45.00
Solution: P=BxR = (P 300) (0.7) = P 210.00
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Given the Rate and Percentage, to find the Base use the formula:
Finding Base
B=P/R
Where: P = Percentage B = Base R = Rate Examples: 1. 8 is 2 % of what number? P=8 R = 0.025 B =?
Solution: B=P/R = 8 / 0.025 = 320
2. 2.5% of what number equals 75. P = 75 Solution: R = 0.025 B=P/R B =? = 75 / 0.025 = 3,000
Finding Rate
Given the Base and Percentage, to find the Rate use the formula:
R=P/B
Where: P = Percentage B = Base R = Rate Examples: 1. P140 is what % of P 208? P = P 140 B = P 280 R =? 2. P 600 is what % of P 4, 000. P = P 600 B = P 4, 000 R=?
Solution: R=P/B = 140 / 280 = 0.5 x 100 = 50% Solution: R=P/B = P 600 / P 4, 000 = 0.15 x 100 = 15%
Page 749
Self Check 5.1 PERCENTAGE, BASE & RATE

Name:_______________________________________ Room:____________________ Time:__________
A. Solve for the percentage in each of the following: 1. How much I 6% of P 150? 2. Find 33 1/3% of 39? 3. Get % of P 7,200? 4. What amount is 32% of P 850? 5. What amount is 18% of P 184? 6. 30% of P 20.50 is what amount? 7. What amount is 40% of P 360? 8. 12% of P 40.60 is what amount? 9. How much is 16% of P45.90? 10. 5 % of P 150 is what amount? B. Solve for the rate in the following: 1. 10 is what part of 80? 2. What part of 30 is 5? 3. 90 is what % of P 350? 4. What % of P 20 is P 25? 5. P 56 is what % of P 160? 6. 2.3 is what % of 3.45? 7. What part of P 8.50 is P6? 8. P 75 is what % of P 375? 9. What part of 180 is 140? 10. 46 is what % of 32? C. Solve for the base of each in the following: 1. 3 is 8% of what number? 2. 14 % of what number is 8? 3. 26 centavos is 6 2/3 % of what amount? 4. 22 is 40% of what amount? 5. P 8.10 is 16% of what amount? 6. 1/5 % of what amount is P 650? 7. P 64.75 is 10% of what amount? 8. of what number is 200? 9. P 134 is 150% of what amount? 10. 36 is of what number?
Date:__________ Score:_________
Page 750
INFORMATION SHEET 5.2 RATIO & PROPORTION

A ratio is the relation between two quantities. It consists of two numbers, the antecedent which is the first number mentioned and the consequent, the second number. Just like a fraction, a ratio is written in fractional form like 2/3 or in this form, 2:3. Reduce ratios to their lowest terms in the same manner that fractions are reduced. Examples: 1. What is the ratio of 16 ft. to 6 ft.? Answer: 16 ft / 6 ft = 8 / 3 or 8: 3 2. What is the ratio of 10 yard to 2 yard? Answer: 10 yard / 2 yard = 5 / 1 or 5:1 3. What is the ratio of 2 lb. to 4 oz.? Answer: 2 lb. / 4 oz. = 32 oz. / 4 oz. = 8 / 1 or 8:1 Note: If the units are different, apply conversion. A proportion is a statement that two ratios are equal. The ratios 3 / 4 and 9/12 are two equal ratios and therefore, constitute a proportion. A proportion is written as: 3 / 4 = 9 / 12 or 3:4 :: 9:12. Rule of Proportion: The product of the mean equals the product of the extremes: In 3:4 :: 9:12, the means are 4 and 9 while 3 and 12 are called extremes. The double :: is read equals. Examples: Finding an unknown term in a proportion: 1. Assuming the second term I unknown, the proportion may be written as 6:N = 12:14. Using the rule, the product of the means equals the product of the extremes. Solution: 6: N = 12:14 12 x N = 6 x 14 12N = 84 N = 84 12 N=7 Therefore: 6:7 :: 12:14
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2. A motorist drove 140 miles in 5 hours. At the same rate of speed, how far can he drive in 7 hours? The ratio of the miles equals the ratio of the hours. Solution: Equal Ratios = N / 140 miles = 7 hours / 5 hours Cross Product = 5 x N = 140 x 7 N = 980 5 N = 196 miles therefore: 196:140 :: 7:5
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Self Check 5.2 RATIO & PROPORTION

Name:_______________________________________ Room:____________________ Time:__________
A. Find the missing number in the following: 1. 4 : 6 = 6 : N 2. 4 : N = 10 : 15 3. N : 4 = 25 : 20 4. 8 : 10 = N : 15 5. 8 : N = 40 : 45 6. N : 30 = 28 : 42 7. 48 : N = 16 : 15 8. 20 : 4 = N : 2 9. 24 : 4 = N : 3 10. 6 : N = 8 : 20 B. Solve the following problems. 1. A man received P 1, 500 for working 6 days. At the same rate how much will he receive after working in 10 days? 2. If an automobile consumes 5 liters of gasoline for 14 kilometers, how far can it go on 20 liters? 3. If 2/3 of a cake will serve 10 people, how many will the whole cake serve? 4. At a class excursion there were 36 students who joined the affair. This was 1/6 of the class. How many were in the class? 5. It takes 20 days for a painter to paint 4 portraits. How long will it take the same painter to finish 20 portraits at a similar rate? 6. If 1/3 kilo beef costs P 86.50, how much would 3 2/5 kilos costs? 7. If a flagpole 14 meters high casts a shadow 10 meters long, how tall is a tree which casts a shadow 22 meters long? 8. If 10 workers can finish 50 ready to wear dresses in a week, how many workers are needed to finish 150 ready to wear dresses? 9. Lucio plans to reduce a poster 18 wide x 14high t0 a height of 10. How wide will the poster be? 10. If 4 painters can paint a house in 15 days, how long can 8 painters finish the same size under same condition?
Date:__________ Score:_________
Page 753
INFORMATION SHEET 6.1 Chapter 6 COMMISSION

Commission or brokerage is the amount of money paid to an agent for buying or selling goods. Formula: Commission = Rate of Commission x Sales Formulas Involving Commission Problems 1. Finding Commission Commission = Rate of Commission x Sales Examples: A salesman sold a lot for P 600, 000. His commission was 5%. How much did he receive? Solution: Commission = Rate of Commission x Sales = (0.05) (P 600, 000) = P 30, 000 2. Finding Rate of Commission Rate of Commission = Commission / Sales Examples: Peter received a commission of P 500 for selling a stereo-component worth P 20, 000. What was his Rate of Commission? Solution: Rate of Commission = Commission / Sales = (P 500) / (P 20, 000) = 0.025 = 2.5% 3. Finding Sales Sales = Commission / Rate of Commission Examples: Dondon received P 2, 500 for selling a second hand Lancer which is 5% of the purchase price of the car. At what price was the car sold? Solution: Sales = Commission / Rate of Commission = (P 2, 500) (0.05) = P 50, 000
Page 754
Self Check 6.1 COMMISSION

Name:_______________________________________ Room:____________________ Time:__________
Solve the following and show your solution. 1. Atty. Macapagal collected P 12, 750 for Miss Pena. After deducting commission, the principal totaled P 9, 845.00. What was the attorneys rate of commission? 2. An agent received P 850.00 a commission for selling several pieces of umbrellas. If this represented 7 % of the sales, what was the amount of sales made by the agent? 3. A real estate agent sold for Mrs. Robles a house and lot in San Juan for P270, 000.00. If his commission is 5% how much would be given to him? 4. A newsboy receives P0.75 for each Weekly Womens Magazine that he sells. What is the amount of his commission, if he sells 130 copies? 5. Atty. Gomez received P4, 750.00 for a collection made by his office. If his commission is 18% of the amount collected, how much was the collection? 6. An agency collected 75% of a P20, 000.00 accounts for a client. If they charge a commission of 18% for their services rendered how much would they receive? 7. Marlon Monte collected the rental in an office for the month of December. Out of 10 clients, 8 paid P6, 000.00 each and 2 paid P7, 800.00 each. If Mr. Monte charged 5% for his services, find his earnings? 8. Mr. Gonzales sold through a real estate, a house and a lot for P700, 000.00. The agent charged 7 % on the sale price for his services. How much was his commission? 9. An agent received a commission of P400.00 for selling a refrigerator worth P13, 500.00. What was his rate of commission? 10. A medical representative sold milk amounting to P23, 400.00. If he earned P1, 600.00 on commission basis, what rate of commission was given him?
Date:__________ Score:_________
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11. Mrs. Manalo sold a house and lot for P826, 000.00 and was given a commission of 5%. If Mrs. Manalo spent P4, 750.00 for advertisement in a newspaper, how much did she receive as commission? 12. Atty. Ponce collected P8, 500.00 for Mrs. Gallamos. After deducting commission, the principal totaled P7, 900.00. What was the attorneys rate of commission? 13. M. Harry gave an agency an account amounting to P100, 000.00 to collect. The agency collected 10% of the account and charged 20% for collection. How much did Harry receive? 14. James, a high school student, sells a magazine in his spare time and receives a straight commission of 5 on each magazine that he sells. During the first week in April, he sells 120 magazines. What is the amount of his commission? 15. Joanna, a sales clerk, receives a salary of P1, 300.00 a week and a commission of 4% on all sales. Last week her sales were P4, 650.00. What were her total earnings for the week? 16. A salesgirl receives a weekly salary of P1, 450.00 plus 3/5 % commission on all sales. During the first week of December her sales were P12, 320.00. What were her total earnings for the week? 17. A sales clerk is paid P1, 275.00 a week and a 2% commission on all sales. If his sales for one week amount to P25, 800.00, what is his total income for the week? 18. A salesman is paid a salary of P4, 500.00 a month and 2 % commissions on all sales. If his sales for the month of February amounted to P9, 500.00, what was his total income for the month? 19. An agent sold furniture for P12, 500.00. If he was given a 6% commission, how much did he earn? 20. Miss X sold a piece of jewelry worth P35, 200.00. She was given a 7% commission. How much did she receive?
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INFORMATION SHEET 6.2 INTEREST

Interest is usually referred to as the sum paid for the use of ones money. Person in need of cash or financial credit can avail themselves of loans from banks or individuals with an agreement to pay a certain amount for the use of the borrowed amount for a given time. Interest is computed on an agreed rate of interest and the formula used is:
I = Prt
Where: I = Interest P = Principal or Face value r = rate of interest t = time (number of years, months or days) Ordinary and Exact Interest Ordinary interest is interest computed for a given number of days, divided by 360, which is the actual or exact number of days in a year. Exact interest is interest computed for a given number of days, divided by 365, which is the actual or exact number of days in a year. In computing both the ordinary and exact interests, the formula is I = Prt where the time varies depending on which one is being calculated: Io = Pr (no. days / 360) Ie = Pr (no. days / 365) Final amount or Future amount is the sum of the principal and the interest as computed. It is also called the maturity value. The formula is:
F=P+I
Where: F = Final amount or Future amount P = Principal or Face value I = Interest Examples: 1. Find the interest and the final amount of P 2, 100 for 3 years at 5%. Given: P = P 2, 100 r = 5% = 0.05
t = 3 years Solution: I = Prt = (P 2, 100) (0.05) (3) = P 315 F=P+I = P 2, 100 + P 315 = P 2, 415 2. How much interest is due on P 1, 500 at 6% for 10 months? Given: P = P 1, 500 r = 6% = 0.06 t = 10 months = 10 / 12 Solution: I = Prt = (P 1, 500) (0.06) (10 / 12) = P 75 3. Solve for the ordinary interest on P 1, 480 for 110 days at 5%? Given: P = P 1, 480 r = 5% = 0.05 t = 110 days = 110 / 360 Solution: Io = Prt = (P 1, 480) (0.05) (110 / 360) = P 22.61 4. Find the exact interest on P 1, 200 fro 90 days at 4%? Given: P = P 1, 200 r = 4% = 0.04 t = 90 days = 90 / 365 Solution: Ie = Prt = (P 1, 200) (0.04) (90 / 365) = P 11.85 Rate of Interest: To solve for the rate of interest, if principal, time and interest are given in the problem:
r = I / Pt
Examples: 1. The interest on a loan of P 2, 500 is P 60. If the loan is to be paid after 180 days, what is the rate of interest charged? Given: P = P 2, 500 I = P 60 t = 180 days / 360 days = 0.5 Solution: r = I / Pt = P 60 / (P 2,500) (0.5) = 0.048 = 4.8% 2. What is the rate of interest charged on a loan P 3, 400 if the interest paid is at the end of 8 months? Given: P = P 3, 400 I = P 150 t = 8 months / 12 months = 0.666 or 0.67 Solution: r = I / Pt = P 150 / (P 3, 400) (0.67) = 0.06584 = 6.58% Finding the time: To solve for time, if principal, interest and rate are given, the formula is:
P 150
t = I / Pr
Examples: 1. The interest on a loan of P 1, 800 is P 20. If the rate of interest is 5%, when is the loan due? Given: P = P 1, 800 I = P 20 r = 5% = 0.05 Solution: t = I / Pr = P 20 / (P 1, 800) (0.05) = 0.22 years or 0.22 x 12 = 2.64 months *Multiply quotient by 12 if answer is desired to be expressed in months and multiply by 365 if answer is desired to be expressed in days. t = 0.22 years x 12 = 2.64 months t = 0.22 years x 365 = 80.3 days
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Self Check 6.2 INTEREST

A. Solve the following problems: Show your solution. 1. How much interest will be charged on a loan of P8, 500.00 for 180 days at an interest rate of 4%? 2. How much will it cost Pepe to borrow P10, 000.00 for 3 months at an interest rate of 8%? 3. How much interest will be charged if Eddie borrows P15, 000.00 for 310 days at interest rate of 9%? 4. If Mely borrows P12, 000.00 for 10 months at 12%, how much interest would she have to pay? 5. If P5, 000.00 is invested at 8% simple interest for 5 years, what is the final amount? 6. Find the interest earned by Mr. Lopez if he deposited P25, 000.00 in a bank which credits saving at 3% simple interest for 1 year. 7. Which one will earn more interest, P6, 000.00 invested at 3% for 100 days of P6, 000.00 at 4% for 270 days? 8. Mr. Cruz P20, 000.00. Half of it was invested at 5% simple interest and the other half at 4% simple interest for 8 years and months. Solve for the final amount after 8 years and 10 months. 9. At what rate of interest should P6, 000.00 be invested to earn P250.00 after 5 months? 10. By paying the bank at once, Lourdes can save P80. How much would she gain by borrowing the P8, 000.00 for 60 days at 16% to pay the bill? 11. Susan borrowed money from her cousin. He agreed to pay interest on the loan according to the number of months she used money. If she received the money on August 14, 1994, and paid the loan December 14, 1995, for how many days must she pay interest? 12. Mary, who operates a gift shop, purchased merchandise from a supplier on credit. She agreed to pay interest on the amount of the purchase for the exact number of days during the money was owned. If Mary, made the purchase on November 1, 19095, and paid the amount on February 19, 1996, for how many months must she pay interest? 13. At what rate of interest should P2, 500.00 be invested to earn P100.00 in 6 months? 14. Solve for the final amount if P3, 500.00 is invested at 5% simple interest for 10 months?
15. Find the total interest earned by P8, 500.00 if it is interest at 4 1/2 % simple interest for 20 months? 16. In 10 months period, P2, 000.00 earned P50.00. find the rate of interest 17. Find the exact interest at 5% and the amount on P10, 800.00 from March 1 to November 1, 1996. 18. Bert borrowed P8, 000.00 from a business partner agreeing to pay interest for the number of days during which he owned the principal. If the date of the loan was July 22 and the date of payment was on February 4 of the following year, for how many days will Bert pay interest on the loan? 19. Jane borrowed P12, 000.00 from a credit corporation with the agreement to pay 12% interest for the actual number of days during which the loan was outstanding. The money was borrowed April, 1996 and the full amount including the interest was paid on August 14, 1997. a. For how many days will Jane pay Interest? b. What is the amount of the interest paid? c. What is the total amount due on the credit corporation? 20. The ABC Company loaned Isabel P15, 000.00 for the down payment of a new car. Isabel agreed to pay 12% for the interest for the number of the days she owned the money. The date of the loan was December 11 and it was paid on August 14 of the next year. a. For how many days will the company charged Isabel? 21. Using exact time, what is the exact interest on P65, 000 from My 28, 2005 to August 16, 2006 at 3 %? 22. How long (days) will it take P305, 000 to earn P325 at 4%? 23. Accumulate P98, 000 at 6 % for 1 year, 3 months. 24. If P70, 000 is borrowed on July 10, 2006 at 7% on what day will a payment of P71, 640 repay the debt and interest? 25. What principal invested on September 10, 2005 will amount to P36, 800 on June 19, 2006 if his annual rate is 7 % and the exact time is used?
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INFORMATION SHEET 7 Chapter 7 BANK RECONCILLIATION
One of the most common cash control procedures, and one which you may already be performing on your own checking account, is the bank reconciliation. The reconciliation is needed to identify errors, irregularities, and adjustments for the Cash account. Bank Reconciliation Process Step 1. Adjusting the Balance per Bank The first step is to adjust the balance on the bank statement to the true, adjusted, or corrected balance. The items necessary for this step are listed in the following schedule: Step 1. Balance per Bank Statement on Aug. 31, 2009 Adjustments: Add: Deposits in transit Deduct: Outstanding checks Add or Deduct: Bank errors Adjusted/Corrected Balance per Bank
Deposits in transit are amounts already received and recorded by the company, but are not yet recorded by the bank. For example, a retail store deposits its cash receipts of August 31 into the bank's night depository at 10:00 p.m. on August 31. The bank will process this deposit on the morning of September 1. As of August 31 (the bank statement date) this is a deposit in transit. Because deposits in transit are already included in the company's Cash account, there is no need to adjust the company's records. However, deposits in transit are not yet on the bank statement. Therefore, they need to be listed on the bank reconciliation as an increase to the balance per bank in order to report the true amount of cash. Outstanding checks are checks that have been written and recorded in the company's Cash account, but have not yet cleared the bank account. Checks written during the last few days of the month plus a few older checks are likely to be among the outstanding checks.
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Because all checks that have been written are immediately recorded in the company's Cash account, there is no need to adjust the company's records for the outstanding checks. However, the outstanding checks have not yet reached the bank and the bank statement. Therefore, outstanding checks are listed on the bank reconciliation as a decrease in the balance per bank.
Bank errors are mistakes made by the bank. Bank errors could include the bank recording an incorrect amount, entering an amount that does not belong on a company's bank statement, or omitting an amount from a company's bank statement. The company should notify the bank of its errors. Depending on the error, the correction could increase or decrease the balance shown on the bank statement. (Since the company did not make the error, the company's records are not changed.) Step 2. Adjusting the Balance per Books The second step of the bank reconciliation is to adjust the balance in the company's Cash account so that it is the true, adjusted, or corrected balance. Examples of the items involved are shown in the following schedule: Step 2. Balance per Books on Aug. 31, 2009 Adjustments: Deduct: Bank service charges Deduct: NSF checks & fees Deduct: Check printing charges Add: Interest earned Add: Notes Receivable collected by bank Add or Deduct: Errors in company's Cash account Adjusted/Corrected Balance per Books
Bank service charges are fees deducted from the bank statement for the bank's processing of the checking account activity (accepting deposits, posting checks, mailing the bank statement, etc.) Other types of bank service charges include the fee charged when a company overdraws its checking account and the bank fee for processing a stop payment order on a company's check. The bank might deduct these charges or fees on the bank statement without notifying the company. When that occurs the company usually learns of the amounts only after receiving its bank statement. Because the bank service charges have already been deducted on the bank statement, there is no adjustment to the balance per bank. However, the service charges will have to be entered as an adjustment to the company's books. The company's Cash account will need to be decreased by the amount of the service charges.
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An NSF check is a check that was not honored by the bank of the person or company writing the check because that account did not have a sufficient balance. As a result, the check is returned without being honored or paid. (NSF is the acronym for not sufficient funds. Often the bank describes the returned check as a return item. Others refer to the NSF check as a "rubber check" because the check "bounced" back from the bank on which it was written.) When the NSF check comes back to the bank in which it was deposited, the bank will decrease the checking account of the company that had deposited the check. The amount charged will be the amount of the check plus a bank fee. Because the NSF check and the related bank fee have already been deducted on the bank statement, there is no need to adjust the balance per the bank. However, if the company has not yet decreased its Cash account balance for the returned check and the bank fee, the company must decrease the balance per books in order to reconcile. Check printing charges occur when a company arranges for its bank to handle the reordering of its checks. The cost of the printed checks will automatically be deducted from the company's checking account. Because the check printing charges have already been deducted on the bank statement, there is no adjustment to the balance per bank. However, the check printing charges need to be an adjustment on the company's books. They will be a deduction to the company's Cash account. Interest earned will appear on the bank statement when a bank gives a company interest on its account balances. The amount is added to the checking account balance and is automatically on the bank statement. Hence there is no need to adjust the balance per the bank statement. However, the amount of interest earned will increase the balance in the company's Cash account on its books. Notes Receivable are assets of a company. When notes come due, the company might ask its bank to collect the notes receivable. For this service the bank will charge a fee. The bank will increase the company's checking account for the amount it collected (principal and interest) and will decrease the account by the collection fee it charges. Since these amounts are already on the bank statement, the company must be certain that the amounts appear on the company's books in its Cash account. Errors in the company's Cash account result from the company entering an incorrect amount, entering a transaction that does not belong in the account, or omitting a transaction that should be in the account. Since the company made these errors, the correction of the error will be either an increase or a decrease to the balance in the Cash account on the company's books. Step 3. Comparing the Adjusted Balances After adjusting the balance per bank (Step 1) and after adjusting the balance per books (Step 2), the two adjusted amounts should be equal. If they are not equal, you must
repeat the process until the balances are identical. The balances should be the true, correct amount of cash as of the date of the bank reconciliation. Sample of Bank Reconciliation In this part we will provide you with a sample bank reconciliation including the required journal entries. We will assume that a company has the following items: Item 1. The bank statement for August 2009 shows an ending balance of P 3,490. Item 2. On August 31 the bank statement shows charges of P 35 for the service charge for maintaining the checking account. Item 3. On August 28 the bank statement shows a return item of P 100 plus a related bank fee of P 10. The return item is a customer's check that was returned because of insufficient funds. The check was also marked "do not redeposit. Item 4. The bank statement shows a charge of P 80 for check printing on August 20. Item 5. The bank statement shows that P 8 was added to the checking account on August 31 for interest earned by the company during the month of August. Item 6. The bank statement shows that a note receivable of P 1,000 was collected by the bank on August 29 and was deposited into the company's account. On the same day, the bank withdrew P 40 from the company's account as a fee for collecting the note receivable. Item 7. The company's Cash account at the end of August shows a balance of P 967. Item 8. During the month of August the company wrote checks totaling more than P 50,000. As of August 31 P 3,021 of the checks written in August had not yet cleared the bank and P 200 of checks written in June had not yet cleared the bank. Item 9. The P 1,450 of cash received by the company on August 31 was recorded on the company's books as of August 31. However, the P 1,450 of cash receipts was deposited at the bank on the morning of September 1. Item 10. On August 29 the company's Cash account shows cash sales of P 145. The bank statement shows the amount deposited was actually P 154. The company reviewed the transactions and found that P 154 was the correct amount.
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Answer Step 1. Balance per Bank Statement on Aug. 31, 2009 Adjustments: Deposits in transit Outstanding checks Bank errors Adjusted/Corrected Balance per Bank Step 2. Balance per Books on Aug. 31, 2009 Adjustments: Bank service charges NSF checks & fees Check printing charges Interest earned Note Receivable collected by bank Errors in company's Cash account Adjusted/Corrected Balance per Books P 0 + 0 P P 3,490 Item #1 1,450 Item #9 3,221 Item #8 1,719 967 Item #7 Item #2 Item #3 Item #4 Item #5 Item #6 Item #10
35 110 80 + 8 + 960 + 9 P 1,719
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Self Check 7 BANK RECONCILLIATION

Prepare the bank reconciliation: Problem 1. Gamecock Company's cash account has a year end balance of $30,530. Outstanding checks as of year end totaled $2,050. Deposits in transit totaled $5,340 at year end. An NSF check of $500 is included in the year end cash balance on the books. The bank has deducted this amount on the bank statement. The bank incorrectly recorded a deposit as $270 that was correctly recorded by the Gamecock Company as $720. The Gamecock Company incorrectly recorded a check disbursement on their books for $350 that correctly cleared the bank for $325. The amount was originally posted to Adverting Expense. The bank statement also shows a service charge of $35 on the account. The bank collected on note on behalf of the Gamecock Company that included $3,000 in principal and $200 in interest. This is included on the bank statement but is not yet on the books of the Gamecock Company. The balance per the bank statement is $29,480.
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INFORMATION SHEET 8 Chapter 8 PAYROLL & TAXES
Employees Pay
In calculating the employees pay, the following earnings should be distinguished from one another: 1. Salary Pay 2. Wage Pay 3. Commissions 4. Bonuses Salary is a fixed amount of compensation for service rendered covering a fixed period of time, usually a month. Salary usually refers to the pay of managerial and administrative employees. These employees do not earn any overtime pay. For example, if Mr. Eduardo Quezon is hired as the manager of BDO Bank, Imus Branch with an annual gross salary of P480, 000, then his monthly salary would be P40, 000, (P480,000 / 12). Wage is a fixed amount of compensation for service rendered covering a fixed period of time, usually hours, or a fixed amount of work, usually by piece. For example, if an employee is hired for P50 per hour and works 40 hours a week, his weekly gross earnings will be P2, 000, (P50 x 40). If an employee is hired for P100 for every piece of work and finished five (5) pieces a day, then his wage for a day is P500, (P100 x5). Commission is usually a wage given to a salesperson based on the amount of his sales. This amount is usually added to the basic salary. For example, if a salesperson is hired based on a commission for 20% of sales and he sold P100, 000, his wage in the form of commission will be P20, 000, (P100, 000 x 20%). Bonus is generally used to stimulate employees to work more efficiently and effectively. This compensation can apply to all of the above methods of calculating gross pay and are added to the salary, wage, or commission. A manager may receive a bonus based on his departments exceeding the normal productivity. An employee for a wage may earn a bonus for exceeding a set number of tasks within a set period of time. A salesperson who sells more than the average amount of goods or services may receive an additional percentage as bonus.
For example, if a canteen manager-employee earns a basic salary of P15, 000 per month plus a bonus of 1% based on the net income of the canteen, and the canteens net income is P500, 000 for the month, the gross pay is computed as follows: Monthly Basic Salary P15, 000 Add: Bonus (P500, 000 x 1%) P 5, 000 Gross Pay P20, 000
The Overtime Pay

In general, any employee who is required to work beyond eight (8) hours on ordinary working days shall be paid an additional compensation for the overtime work in an amount equivalent to his regular wage plus at least twenty-five percent (25%) thereof Sec. 8, Rule 1, Book III, The Labor Code of the Philippines. For example, if an employee is hired for P50 per hour and he works for regular eight (8) hours plus six hours overtime, the computation of the days gross pay would be: Basic (P50 x 8) P400 Add: Overtime Basic (P50 x 6) P300 Overtime Premium (P50 x 6 x 25%) P 75 P375 Days Gross Pay P775
The Holiday Pay

Any employee who is permitted or suffered to work on any regular holiday, not exceeding eight (8) hours, shall be paid at least two hundred percent (200%) of his regular daily wage. If the holiday work falls on the scheduled rest day of the employee, he shall be entitled to an additional premium pay at least 30% of his regular holiday rate of 200% based on his regular wage rate. For example, if an employee is hired for P50 per hour and he works for regular eight (8) hours during his rest day also falls during a regular holiday, the computation of the days gross pay would be: Regular holiday-rest day rate (P50 x 8 x 200% x 130%) P1, 040 Days Gross Pay P1, 040
Deduction from Gross Pay

A deduction from gross pay refers to the amount of money withheld from the employees pay. Generally, the payment of employees earnings is subject to deductions which are: 1. Withholding Income Tax 2. SSS or GSIS Premium
3. Phil Health Premium 4. Additional deductions: Vales amount deducted from gross pay due to salary / wage advances made by an employee. Union Dues amount deducted from gross pay when the place of business has a union to represent the employees. The deduction may be based on the agreement between the union and the management to deduct the union dues from the employees pay. Pension Fund some employers provide a retirement / pension fund, and the employees contribute additional funds if they wish. Charitable Contributions many employers allow charitable contribution to be made through payroll deductions. Credit Unions / Cooperatives if the business has a credit union, either savings or loan repayment can be made through payroll deductions. 1. SSS contribution computation would be: Basic Monthly Salary x 10.4% (Volunteer) Basic Monthly Salary x 7.07% (Employer Share) Basic Monthly Salary x 3.33% (Employee Share) 2. Phil Health contribution computation would be: Basic Monthly Salary x 2.5% x 0.5 (Employer and Employee) 3. Pag-Ibig contribution computation would be: Basic Monthly Salary x 0.02 (Employer and Employee) Examples: 1. If you are an employee of a Computer Shop located in Silang, Cavite. How much will be your Hourly Rate? Compute and deduct your Total Monthly Contribution in SSS, Phil Health & Pag-Ibig? How much will be your Net Income? Given: Silang = P165.00 / day (minimum rate) Monthly Salary (Daily Gross x 28) = P165.00 x 28 = P4, 620.00 Annual Gross (Monthly Salary x 12) = P4, 620.00 x 12 = P55, 440.00 Solution: Hourly Rate (Annual Gross / 2, 087) (P55, 440.00 / 2, 087) = P26.56 Total Monthly Contribution: SSS = P4, 620.00 x 3.33% = P153.85 Phil Health = P4, 620.00 x 2.5% x 0.5 = P 57.75 Pag-Ibig = P4, 620.00 x 0.02 = P 92.40 T.M.C. = P304.00 Net Income = Basic Monthly Salary T.M.C
= P4, 620.00 P304.00 = P4, 316.00 Formula for Income Tax Taxable Income = [Gross (Basic) Monthly Income + Overtime Pay + Holiday pay + Night Pay] [Allowances + SSS + Phil Health + Pag-Ibig] Formula for Withholding Tax Withholding Tax = {[(Taxable Income) (Bracket or Exemption)] x (% over) + (Base Tax)} Examples: (Assuming) Taxable Income = P8, 558.00
Status: Single (Monthly no.: 4)
Solution: Withholding Tax = P8, 558.00 6667 x 0.15 + 208.33 = P 491.98
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COMPUTER PRGOGRAMMING (SECOND YEAR)
Page 772

COMPETENCY BASED LEARNING MATERIAL IN INTRODUCTION TO INTERNET
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The Internet
The internet, sometimes called simply The Net, is a world wide system of computer network. A network of networks in which users at any one computer can, if they have permission get information from any other computer (and sometimes talk directly to users at other computers).
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HISTORY OF THE INTERNET The Advance Research Project Agency Network (ARPANET) was the first wide area packet switching network, the "Eve" network of what has evolved into the Internet we know and love today.
The ARPANET was originally created by the IPTO (Information Processing Techniques Office) Lawrence Roberts--- a program manager and office director, Ivan Sutherland--American computer scientist and Internet pioneer, Bob Taylor--- founder and later manager of Xerox PARC's Computer Science Laboratory, Joseph Carl Robnett Licklider--- most important figures in computer science and general computing history under the sponsorship of Defense Advance Research Project Agency (DARPA).
1960 The early internet was used by computer experts, engineers, scientists and librarians. The ARPANET included just four computers, University of Utah and three in California. 1970 ARPANET added three computers in Massachusetts. 1971 ARPANET added more computers (in California, Massachusetts, Pennsylvania, Ohio, and Illinois to make a total of 15 computers. 1972 ARPANET expanded to more parts of the USA so 2,000 people were using ARPANET. Electronic mail was added to Arpanet. 1973 Email become so popular that 75% of all ARPANET. ARPANET became inter national. 1983 Military divided the ARPANET into two networks, MILNETS for military personnel only and smaller ARPANET for civilian use (at universities).
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Internet Protocol (IP) To let those MILNETS and 2,000,000communicate with each other, an inter network communication method was invented called the internet protocol. IP came in several versions, the most popular being the TCP (transmission Control Protocol).
1983 The internet included about 600 hosts (computer that had permanent addresses and could supply data to other computers.
YEAR 1983 1984 1985 1986 1987 1988 1989 1990
INTERNET HOSTS 600 1,000 2,000 6,000 30,000 80,000 200,000 400,000
YEAR 1991 1992 1993 1994 1995 1996 1997 1998
INTERNET HOSTS 700,000 1,000,000 2,000,000 5,000,000 10,000,000 20,000,000 30,000,000 40,000,000
1986 National Science Foundation (NSF) wanted to let researches share 5 super computers by using ARPANET, but NSF quickly change its mind and decided to create its own network called NSFNET. 1990 ARPANET shutdown permanently. The ARPA which created ARPANET lived or but under its own new name: the Defense Advance Research Project Agency (DARPA) 1993 Development of graphical Browser Mosaic by Marc Andreessen and his team at the National Center for super computing Application (NCSA) gave the protocol its big boost. Datacom Institute of Computer Technology Page 776
Late 1994 - Marc Andreessen left NCSA and formed a company called NETSCAPE communication Corp which invented an improved web browser (called Netscape Navigator) and sold it cheaply Mosaic and Netscape made the web become much more popular.
Beginning 1994 There are 600 Websites. Late 1995 Microsoft declared war and developed its Microsoft Internet explorer. June 1998 - Windows 98
Page 777
Self- Check #1
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1.) It is sometimes called simply The Net, is a world wide system of computer network? 2.) By the year 1970, how many computers were added in Massachusetts? 3.) It was originally created by the IPTO under the sponsorship of Defense Advance Research Project Agency (DARPA). 4.) By the year 1972, How many people were using ARPANET in USA 5.) Who uses the early internet? 6.) When ARPANET was divided into two networks, what do you call the network for military personnel only and smaller? 7.) What is the meaning of NSF? 8.) Who developed graphical Browser Mosaic? 9.) What was the company which invented an improved web browser (called Netscape Navigator) and sold it cheaply Mosaic and Netscape made the web become much more popular? 10.) How many websites, In the Beginning of 1994?
Page 778
LEARNING GUIDE
LO 2: Internet Offers LO 3: How to send information through internet?
Learning Steps Read information Sheet # 1 Data Process Answer Self Check # 1
Resource Information Sheet #1 Self Check # 1 Self Check Answer Model # 1
Compare answer of self check # 1 to Self Check Model Answer # 1
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NETWORK A network is a series of points or nodes interconnected by communication paths. Networks can interconnect with other networks and contains sub networks. It is a collection of computers that are connected to share information. Basic Network Types 1) Peer-to-peer Networks Nearly all Operating Systems come with the ability to act as some kind of a server to share resources. You can setup different computers to allow others to use its peripherals such as printers or CDROM drives, and other computers to allow others to read or write to its hard disk allowing sharing of files, while other computers may allow access to its Internet connection. When you allow workstation computers to become servers and share things in this manner, it is called a Peer-to-peer network. Peer-to-peer networks can be implemented with very little investment costs, but in order for the network to work properly, the users must be very experienced with computers, and strict guidelines must be implemented and followed in order for the data to remain secure and archived properly. In my experience, peer-to-peer networks tend to become more of a headache instead of a help after about 6 computers, especially if your company has a moderate employee turnover. 2) Client-Server Networks The Client-Server network model usually consists of one or more server computers that provide services and information to a number of workstation computers. These services can consist of many different roles, including: file services, web services, email services, domain name lookup services, document version system services, Internet sharing services, etc. A great example of the Client-Server network model is actually the World Wide Internet. On the Internet clients, or computer with web browsers, access web sites that are hosted on servers. This model differs from the Peer-to-peer network model in that the servers usually do not dually act as a workstation, and the workstations usually do not act as servers, and if they do
Page 780
act as a server, they should be configured to allow the central servers to provide access restrictions on the shares they provide the network. The Client-Server network model provides important services to the network safely and securely, it also allows the convenience of allowing the users to work on their own workstation machine. However, this network model can be very expensive, not only because the software can be expensive, but you also must provide adequate hardware for both the servers and the individual workstation machines, which can become very expensive with revolving hardware updates. If you have the funds to implement this type of network, the return on the investment is great, and you will have the knowledge that your network is well secured and archived.
3) Application-Server Networks The final network type is the Application Server based Networks, sometimes called Terminal Server based. The idea behind this type of network is that you basically have one highend server or mainframe, and all the network clients are "dumb terminals", meaning that none of the processing is actually done on the terminals, instead the only job the terminals have is to provide input and show the display on the monitor. Most people equate application servers to the very old text-only terminals with no pointing devices. Today application servers are very modern, and most people running on a "dumb terminal" will think they are working on a modern standalone computer.
Even though not every software package will allow you to run it off of an Application Server, the price benefits can be astounding when this type of network is implemented. If you need to provide public access to computers, or have separate departments that only need to use word processing, spreadsheets, and email, an Application Server could literally save you tens of thousands of dollars, even on a smaller network of 10-20 computers.
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Self- Check #2
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1.) Give at least two types of networks? 2.) It is a collection of computers that are connected to share information? 3.) It is a type of network that is sometimes called Terminal Server based? 4.) It is a type of network that allows the users for convenience to work on their own workstation machine? 5.) It is a type of network that can be implemented with very little investment costs, but in order for the network to work properly?
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Internet offers E-Mail Exchanging electronic mail is the most popular feature on the internet.
Information - The internet gives you access to information on any subject imaginable. Programs Thousands of programs are available in the internet. Ex.: word processors, games and much more. Entertainment Hundreds of simple games are available for free on the internet. Discussion Groups You can join on the internet to meet people around the world with similar interests. Online Shopping You can order goods and services on the internet without ever leaving your desk.
Who Uses the Internet? People of all ages and backgrounds use the internet. Children - The internet helps the children to improve their reading and communication skills. People at home Many people use the internet at home to access information about the local community. Students Many students can access internet directly from school. Researchers Information displayed on the WWW allows the researchers from different parts of the world to work together. People at Work People can also use the internet to learn new business skills, such as sales or marketing.
Who pays for the internet? There are no distance charges when you send or received information on the internet. The internet is made up of thousands of networks that belong to business, government agencies, colleges and universities around the world. These organizations pay to set up and maintain their own parts of the internet. Datacom Institute of Computer Technology Page 783
Who offers free information? Governments-Governments offer information such as federal budgets and NASA reports to educate the public. Colleges and Universities-Colleges and Universities make information such as journals and software available to the public. Companies-Companies offer free information to promote a good reputation and interest you in their products. Individuals-For example, one individual offers dozens of television theme song that you can access and listen to for free on the internet.
Who runs the internet? The Domain Name System The Domain Name System (DNS) was and continues to be a major element of the Internet architecture, which contributes to its scalability. It also contributes to controversy over trademarks and general rules for the creation and use of domain names, creation of new toplevel domains and the like. At the same time, other resolution schemes exist as well. One of the authors (Kahn) has been involved in the development of a different kind of standard identification and resolution scheme that, for example, is being used as the base technology by book publishers to identify books on the Internet by adapting various identification schemes for use in the Internet environment. For example, International Standard Book Numbers (ISBNs) can be used as part of the identifiers. The identifiers then resolve to state information about the referenced books, such as location information (e.g. multiple sites) on the Internet that is used to access the books or to order them. These developments are taking place in parallel with the more traditional means of managing Internet resources. They offer an alternative to the existing Domain Name System with enhanced functionality.
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The Internet Standards Process
Internet standards were once the output of research activity sponsored by DARPA. The principal investigators on the internet research effort essentially determined what technical features of the TCP/IP protocols would become common. The initial work in this area started with the joint effort of the two authors, continued in Cerf's group at Stanford, and soon thereafter was joined by engineers and scientists at BBN and University College London. This informal arrangement has changed with time and details can be found elsewhere. At present, the standards effort for Internet is carried out primarily under the auspices of the Internet Society (ISOC). The Internet Engineering Task Force (IETF) operates under the leadership of its Internet Engineering Steering Group (IESG), which is populated by appointees approved by the Internet Architecture Board (IAB) which is itself now part of the Internet Society.
Managing the Internet The management of the Domain Name System offers a kind of microcosm of issues now frequently associated with overall management of the Internet's operation and evolution. Someone had to take responsibility for overseeing the system's general operation. In particular, top-level domain names had to be selected, along with persons or organizations to manage each of them. Rules for the allocation of Internet addresses had to be established. DARPA had previously asked the late Jon Postel of the USC Information Sciences Institute to take on numerous functions related to administration of names, addresses and protocol related matters. With time, Postel assumed further responsibilities in this general area on his own, and DARPA, which was supporting the effort, gave its tacit approval. This activity was generally referred to as the Internet Assigned Numbers Authority (IANA). In time, Postel became the arbitrator of all controversial matters concerning names and addresses until his untimely death in October 1998.
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Self- Check #3
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1.) What are the internet offers? 2.) Who offers free information? 3.) The principal investigators on the internet research effort essentially determined what technical features of the TCP/IP protocols would become common? 4.) It was and continues to be a major element of the Internet architecture, which contributes to its scalability? 5.) What is the meaning of IETF?
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How to send information through internet?

Packets When you send information through the internet, the information is broken down into smaller pieces calls packets. Each packet travels independently through the internet and may take a different type to arrive at the intended destination. When information arrives at its destination, the packets are reassembled.
Transmission Control Protocol / internet Protocol (TCP/IP) It is a language of computers on the internet use to communicate with each other. TCP/IP divides information you send into packets and send the packets across the internet. When information arrives at the intended destination, TCP/IP ensures that all the packets arrive safely. Router A router is a specialized device that regulates traffic on the internet and picks the most efficient route for each packet. A packet may pass through many routers before reaching its intended destination. Download and upload information When you received information from another computer on the internet, you are downloading the information. When you are sending information to another computer on the internet, you are uploading the information. Backbone The backbone of the internet is a set of high-speed data lines that connect major networks all over the world.
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Self- Check #4
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1.) What do you call when you received information from another computer on the internet? 2.) What do you call when you are sending information to another computer on the internet? 3.) It is a specialized device that regulates traffic on the internet and picks the most efficient route for each packet. 4.) What is TCP/IP? 5.) When you send information through the internet, what do you call the information that is broken down into smaller pieces?
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Draw the Flow of Information transferring through the internet
Page 789
LEARNING GUIDE
LO 4: Future of the internet LO 5: MODEMS
Page 790
FUTURE OF THE INTERNET The internet is growing and changing at an ordinary rate. In the future, there will be new ways to access the internet and different types of information available.
High speed access - Most people who access the internet from home use a modem. Modems are very slow way to transfer information. Eventually, most people will gave much faster access to the internet.
Internet through television - Companies are currently developing a computer that will allow people to use their televisions to access information on the internet. People will be able to use this computer to access internet without having to buy expensive computers and monitors.
Users-There are approximately 57 million people on the internet. By the year 2000, there could be 400 million people on the internet.
Virtual reality-Virtual reality is a computer generated, three dimensions world. Virtual reality software allows you to enter a virtual reality world and interact with images. In the future, many resources on the internet will see virtual reality. You will be able to walk through shopping malls even visit other planet without ever leaving on your phone.
Video Email -
Instead of typing email message to your friends and colleagues, you will
eventually be able to record a video and send it to then over the internet. When your friends and colleagues check their email will be able to view the video you sent.
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Self- Check #5
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1. What is high speed access? 2. What do you mean by virtual reality? 3. Explain video e-mail. 4. What is the possible future of the internet?
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Connect to the internet
Connecting
computer
to
internet
may
seem
complicated, but it is often a very simple procedure that can be completed in less than 30 minutes.
Page 793
Connect to the internet
Computer - You can connect to the internet using any type of computer such as IBMcompatible or MACINTOCH. The computer must have specific equipments, such as modem to connect to the internet. Some computers come with the necessary equipment built in. You need special software to the internet. This software allows your computer to communicate with a company that will provide you with access to the internet. Most companies that connect you to the internet offer the software free of charge.
Software - You need special software to use the internet. This software allows your computer to communicate with a company that will provide you with access to the internet. Most companies that connect you to the internet offer the software free of charge.
Technical support -
Setting up a connection to the internet can sometimes be
confusing. Make sure the company you use to connect to the internet has technical support equipment. Find out if you can connect to technical support department in the evening and on weekends as well as during business hours. Local or national access - You can use a local company or national company to connect to the internet local companies may offer special services such as in home training odd access to local organizations national companies may change you more but are usually more reliable than local company. Shell access - Shell access let you connect your computer to computer of a company that provides access to the internet. You need a special program such as PROCOMM or hyper terminal to use shell access.
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MODEMS A modem is a device hat lets your computer communicate through telephone lines. Modems provide an easy way to access information on the internet. Types of Modems A terminal modem is a special circuit board inside a computer. An external modem is a small box that uses a cable to connect to the back of the computer. Internal modems are less expensive than external modems but are more difficult to set up. Phone lines A modem plugs into a phone line. You can use the same phone line for telephone and modem calls. When you use a modem to access the internet you will or not able to use the phone lines for telephone calls. If you are given to spend a lot of times using the internet, install the second phone line just for the modem. Speed Modems transfer information of/at different speed. Faster modems transfer and display web pages more quickly so buy the faster modem that you can afford. A modem that with a speed of at least 28,000 bps. (28.8 kb/s) is recommended. Compression A modem can compress or squeeze information being sent to another modem, this speed-up the transfer of information. When information reaches each intended destination, the receiving modems decompress the information to use compression both the sending and receiving modems must use the same type of compression. Error control Modems can provide error control to ensure that information sent between modem is accurate. If modem detects error in the information being sent by another modem, it asks the modem to resend the information.
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MODEMS ALTERNATIVES High speed access Modem alternative provides a high speed connection to the internet. This allows the information to transfer from the internet to you computer much faster than a regular modem. Equipment Alternative modem often requires special device or additional computers to connect to the internet. Many people who use their home computers to connect to the internet requires speed connections so companies are now working to make modem alternatives as easy set up and used a regular modems. ISDN (Integrated Service Digital Network) A high speed digital phone line offers by telephone companies in most urban areas. ISDN transfer information between the Internet Service Provider (ISP) and your home up to four times faster. Cable Modems A cable modems lets you connect to the internet with the same cable that attaches to television set. Cable modems will be offered by many cable companies on the future. Cable modems transfer information between the cable company and you home more than 200 times faster than a regular modem.
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Modem Alternatives ADSL - A symmetric Digital Subscriber Line (ADSL) is a high-speed digital phone time
that will be offered by local telephone companies in future. ADSL can send information to your home more than 200 times faster than a modem. ADSL returns information back to the internet Provider (ISP) at a much slower speed.
56 Kb/s Modems - A 56 Kb/s modem is a newer type of modem that uses standard telephone lines to connect your computer to the internet. A 56 Kb/s modem can send information to your home almost twice as fast a regular modem. Information transfers back to the internet Service Provider (ISP) at a slightly slower speed.
Direct Connection -
A direct connection allows you to connect your computer
directly to the internet and provides access to the internet 24 hours a day. T1 and T3 are two most popular speeds of direct connection lines.
T1 lines transfer information between the internet Service Provider (ISP) and your home more than 50 times faster than a modem. T3 lines transfer information approximately 1,500 times faster than a modem.
Direct-Broadcast Satellite - The satellite companies that transmit information such as HBO and Showtime to your television set also offer access to the internet. Satellites send information to your home about 14 times faster than a modem. You need a standard 33.6 Kb/s modem to send information back to the Internet Service Provider (ISP).
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INTERNET SERVICE PROVIDER An internet service provider is a company that gives you access to the internet for a fee.
Cost - Using the internet service provider can be one of the least expensive methods of connecting to the internet. Many service providers charge only pennies for each hour you use the service. Some ISPs allow you to pay a flat fee for unlimited access to the internet. Some service providers also charge a fee foe setting up your connection to the internet.
Trial period -
Some internet service providers allow potential customers to use their
service free of charge for a limited time. This allows you to fully evaluate the ISP before paying for the service.
Software - Most internet service providers offer software that lets you access information on the internet. This software usually includes a program that lets you exchange e-mail and a program that lets you browse through information.
Full internet Access - Most internet service providers allow you to access all features of the internet. Other methods of connecting to the internet may allow you to access only specific internet features, such as e-mail.
Restriction - An internet service provider has control over some of the information available on the internet. Some service provider block access to information they feel might be offensive or illegal. You should find out if the service provider has any restrictions on information available to you.
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Connect to the internet at work Restriction Most companies connected to the internet do not offer access to all the features available on the internet. Companies may allow employees to use the internet only to exchange e-mail or they may restrict what type of information employees are allowed to view. Check with your computer system administrator at work to find out which areas of the internet you can access.
Connect from home Many companies allow employees to access the company computer system from home. If the company computer system is connected to the internet, employees may also be able to use the internet from home. Internet connection terms
TCP/IP To exchange files and information on the internet, each computer on the internet much be able to speak the same language. Transmission Control Protocol/Internet Protocol (TCP/IP) is the language used by computers to transfer information through the internet.
SLIP Serial Line Internet Protocol (SLIP) allows you to use a modem to connect your home computer to the internet. When you use SLIP to connect to the internet, your computer becomes part of the internet.
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PPP Point-to-Point Protocol (PPP) allows you to use a modem or other device, such s a highspeed cable modem, to connect your home computer to the internet. PPP also has security features that make it difficult for other people to view the information transferring between two computers.
Page 800
Self- Check #1
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1. What are the modem alternatives? 2. What is trial period? 3. What is PPP? 4. What is SLIP? 5. What is TCP/IP?] 6. What is a cable modem? 7. What is ISDN? 8. Define 56 Kb/s Modems.
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LEARNING GUIDE
LO 6: Types of information on the internet LO 7: Web broadcasting
Page 802
Types of information on the internet
You can find information presented in many different ways on the internet.
Page 803
Types of information Text - There are many files on the internet that display only text. HTML-It is a language need to display information on the internet. Sounds -There are many sound files available on the internet such as speeches, music and promotional materials for companies. You need a sound card and speakers for your computer before you listen to sound files from the internet. Video - Video clips are also becoming more widely available. Most computers can play video clips from the internet.
DATABASE ON THE INTERNET It is a large collection of information. Many companies and organization on the internet allow people to access the information stores in their database.
Types of information Database on the internet offer many different types of information. You can find databases containing information such as jokes and pictures. You can also find database of very useful information, such as software updates and registered patents. Directories - It is a list of information such as zip codes or electronic mail addresses. Many phone books available in directories on the internet. Catalogs - Many companies that sell or advertise products make their products catalog available on the internet. Costs - You must pay a fee to access the information in many databases will let you access a small amount of information in database free of charge this allow you to try out the database before paying to access the information.
Page 804
EDUCATION ON THE INTERNET There are many resources on the internet that can help you learn about new subjects. You can even take university courses and other classes over the internet. Product support Many companies use the internet to provide product support for their customers. You can often get product manuals and specifications over the internet. Many companies provide this type of information free of charge. This means that customers do not have to use older methods, such as the telephone or regular mail, to get product support. Reference tools There are many types of reference tools now available on the internet. You can find dictionaries for many different languages, encyclopedias, books of famous quotations and much more. Most reference tools on the internet are available free of charge. Step-by-Step instruction The World Wide Web consists of many documents that can be joined together in a specific order. This makes the web very useful for instructional guides. Each step can be displayed as a single document. You can move through the steps one at a time, at your own pace. You can also print out each document and use the pages for reference later. Schools Many schools and universities offer courses you can complete using the internet. You can send projects and essays to the instructor by electronic mail. The school or university will often make lecture notes and diagrams for the course available on the internet. Live instruction It is currently quite easy to transfer sound and video over the internet. Students will soon be able to use their computers at home to view and participate in classes taking place at a school or university. This will be very useful for students who are live far away from the school.
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WEB BROADCASTING The web broadcasting makes it easy to get information that interests you from the internet. Instead of searching for information, you can use a web broadcaster to automatically collect the information and deliver it to your computer.
How it works? Web broadcasting uses the same type of technology to transfer information to your computer as television stations use to transmit programs to your television. Web broadcasting is often referred to as push technology because information is being pushed from the broadcaster to your computer.
Agents An agent is a software program used by a web broadcaster to collect information and then display the information on the screen. An agent allows you to specify the type of information you want to view and then transfers the information from the web broadcaster to you computer.
Access You must be connected to the internet before you can receive information from a web broadcaster. The company or organization you work for may have a connection to the internet, but some companies restrict employees from accessing web broadcast information services.
Channels Web broadcasters arrange related information into groups, called channels. A web broadcaster may group Foot Ball, Baseball and Basket Ball information into a sports channel. You can subscribe to the sport channel to receive all the latest scores, team rosters, and player interviews. Datacom Institute of Computer Technology Page 806
News feeds A newsfeed is a collection of news information. Each News feed focuses on one category of news information such as, financial report, weather conditions, or current events. Most Web Broadcasters allow users to access information provided by news feeds. Some of the most popular newsfeeds are provided by the Associated Press and Reuters.
THE POINTCAST NETWORK The point cast network is one of the most popular Web broadcasting networks available on the internet. More than 1 million people use the point cast network.
Cost You can use the point cast network free of charge. The point cast network sells 30 second animated commercials to generate income to pay for the service. When you click on an advertisement, the advertisers website will appear on your screen.
Updates The point cast network transfers the latest news and information to your computer. You can have the point cast network send updated information to your computer automatically or only when you ask for an update. You must be connected to the internet to receive updates form the point cast network.
Stock market information The point cast network provides information on stocks markets located across North America. You can customize the point cast network to display the stock prices of only the companies that interest you. The stock market information supplied by the Point cast network is approximately 15 old when it reaches your computer.
Page 807
News The point cast network allows you to access many news papers and magazine articles .Some articles display pictures and photographs.
Many well known publications supply articles to the point cast network, such as The New York Times, The Boston Globe and Time Magazine.
Screen saver The point cast network has a smart screen feature that lets you use the point cast network as your screen saver. Anytime your computer is idle, The Point Cast Network will automatically begin displaying the latest Headlines and other information you select.
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Self- Check #2
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1. How does web broadcasting work? 2. What is a point cast network? 3. What is channel in web broadcasting? 4. Define stock market information. 5. What do you mean by agents?
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LEARNING GUIDE
LO 8: The World Wide Web
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The World Wide Web
The World Wide Web is part of the internet. The web consists of a huge collection of documents stored on computers around the world.
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Web browser
Web browsers are used by everyone who works on a computer. It's an application to access the Internet and the contents that are stored on your computer. To know about the different types of web browsers, read on...
A web browser is an interface that helps a computer user gain access to all the content that is on the Internet and the hard disk of the computer. It can view images, text documents, audio and video files, games, etc. More than one web browser can also be installed on a single computer. The user can navigate through files, folders and websites with the help of a browser. When the browser is used for browsing web pages, the pages may contain certain links which can be opened in a new browser. Multiple tabs and windows of the same browser can also be opened.
Web browsers are an old concept in computers. As time passed, browsers with advanced functionality were developed and updated. The primary and secondary features and facilities offered by web browsers include download, bookmarks, and password management. They also offer functions like spell checking, search engine toolbars, tabbed browsing, advertisement filtering, HTML access keys and pop-up blocking.
HTML Support Hypertext Mark-up Language (HTML) is a computer language used to create Web Pages. There are several versions of HTML. Each new version allows you more feature such as multimedia, on Web Pages. If your Web browser does not support the latest version, you will not be able to use the newest features. Version 3.2 is the latest version of HTML.
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Beta Versions Beta Version of a Web browser is an early version of the program that is not quite ready for sale. Many companies let people to use and test the Beta Versions of their Web browser before releasing the official versions. Beta Versions of a Web browser sometimes contains errors.
Bookmarks Most Web Browser has a feature called Bookmarks or Favorites. This feature lets you store the addresses of Web pages you frequently visit. Bookmarks save you from having to remember and constantly re-type your favorite Web page addresses.
History List When you are browsing through pages on the WWW, it can be difficult to keep track of the locations of pages you have visited. Most Web browsers include a history list that allows you to quickly return to any Web page you have visited.
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Self- Check #3
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1. What is beta version? 2. What is book mark? 3. What is HTML? 4. What is web browser? 5. Define World Wide Web.
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Web browsers
Web browsers are a program that lets you view and explore information on the World Wide Web.
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Internet Explorer
This is the most widely-used web browser by people around the world. It was developed by Microsoft in 1994 and released in 1995 as a supportive package to Microsoft Windows line of operating systems. It is presently known as Windows Internet Explorer, was formerly called Microsoft Internet Explorer (MSIE), and more is commonly known as IE. People have a misconception that browsing the Internet is possible only through Internet Explorer. They are unaware of various web browsers that are available. This simply proves that Internet Explorer is used by the majority.
According to statistics, its usage share from 1999 to 2003-04 was around 95%. Since then, there has been a lot of competition in the market, with many software companies coming up with web browsers that challenge IE in their features and usage. Microsoft occasionally releases updates to their previous versions of IE, which have some enhanced capabilities. The latest version is Internet Explorer 8 which is a free update. The 'favicon', which is the favorites icon was introduced first in IE, and was later adopted by many other web browsers. Initially, IE did not support tabbed browsing, but today, it can be used even in the older versions, by installing toolbars.
Mozilla Firefox
It is owned by Mozilla Corporation and was the result of experimentation. This browser has gone through many name changes due to name clashes with other products. 'Mozilla Firefox' was officially announced in February 2004. It was earlier named Phoenix, Firebird, and eventually Firefox. It is the second-most famous browser after Internet Explorer, as there were around 100 million downloads within a year of its release. Until November 2008, 700 million downloads were recorded. Since the release of Firefox, the sale of Internet Explorer has gone down drastically. It has around 22% of the market share at present. It has undergone many updates and version changes that were made to improve usability to the universal users. It can be used on most operating systems, but was found to be more prone to vulnerabilities. Datacom Institute of Computer Technology Page 816
However, the problems were fixed in the newer versions. As it is open source software, its source code is available, thus allowing everyone to access the code. It supports tabbed browsing that allows the user to open multiple sites in a single window. Session storage is also an important feature of Firefox, which allows the user to regain access to the open tabs after he has closed the browser window. Apart from these, there are many user-friendly features that Firefox offers.
Safari This is a web browser from Apple Inc., which is compatible with Mac OS X operating system, Microsoft Windows, and i-Phone OS. Safari was released by Apple in January 2003 as a public beta. As of March 2009, the market share of Safari has gone up to 8.23%. The Safari 4 beta release claims to have many features like Voiceover Screen Reader that reads aloud everything that takes place on the screen, with text and web links. It also has features like CSS Canvas, Live Connect, XML 1.0, and JavaScript support, and Cover Flow. 'Grammar Checking' is an interesting built-in feature, which performs a grammar check on the typed text and gives suggestions to correct your sentence if wrong. If you need to fill an online form with your personal information, AutoFill is a feature that automatically does that for you, with the help of information that is stored in your address book or Outlook. Safari supports all the functions that are available in other web browsers.
Opera This web browser was developed by Opera Software in 1996. It is a well-known browser that is mainly used in Internet-activated mobile phones, PDAs, and smart phones. Opera Mini and Opera Mobile are the browsers used in PDAs and smart phones. It is compatible with many operating systems such as Solaris, Linux, Mac OS X, and Microsoft Windows. Though it is not a renowned computer web browser, it is popular as a web browser in mobile devices. It is also compatible with Symbian and Windows Mobile operating systems for smart phones and PDAs. Opera 9.64 which is the latest version provides an e-mail client known as the Opera Mail. The company claims that Opera is the fastest browser in the world. It also has some common functions like zoom and fit-to-width, content blocking, tabs and sessions download manager with Bit Torrent, and mouse gestures. Datacom Institute of Computer Technology Page 817
Google Chrome
This web browser was developed by Google. Its beta and commercial versions were released in September 2008 for Microsoft Windows. It has soon become the fourth-most widely used web browser with a market share of 1.23%. The browser versions for Mac OS X are under development. The browser options are very similar to that of Safari, the settings locations are similar to Internet Explorer 7, and the window design is based on Windows Vista.
Netscape Navigator/Netscape
It was developed by Netscape Communications Corporation and was most popular in the 1990s. Exceptional features were provided at the time of its release, which helped it rise to fame with a market share of more than 50% in the 1990s. It was compatible with almost every operating system. Since 2002, it has almost disappeared from the market due to strong competition from rivals like Internet Explorer, Mozilla Firefox, Safari, etc. It had undergone many version changes to maintain its stake in the market, none of which were very successful.
Although there are many web browsers available and many more are likely to arrive in future, only those which are exciting and user friendly will be able to survive market competition and hold on to a substantial market share.
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Self- Check #4
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1.) Its an application to access the Internet and the contents that are stored on your computer? 2.) Give at least 5 types of Web browsers. 3.) A Web Browser that is originally developed by Microsoft Corp.? 4.) Its a web browser developed by Google. 5.) What web browser released in January 2003 by apple corp.?
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SECURITY ON THE WEB

Many web pages require you to enter confidential information about yourself to use the services they offer or buy their products. There are secure pages on the web that will protect confidential information sent over the internet.
Secure web pages Secure web pages work with web browsers that support security features to create an almost unbreakable security system. When you connect to a secure web page, other people on the internet cannot view the information you transfer. Visit secure web pages When a reader visits a secure web page, the web browser will usually display a solid key or a lock at the bottom, corner of the screen. This indicates that the web page is secure. Credit cards Many people feel it is unsafe to transmit credit card numbers over the internet. In fact, sending credit card number over a secure connection can be safer than giving the number to an unknown person over the phone or by fax. Companies Some people work at home and use the internet to computers at office. Secure web pages allow employees to access confidential information that companies would not make available over connections that are not secure. Banking Many banks allow you to access your banking information over the web. You can pay bills, transfer money between accounts and even apply for a loan. Banking is one of the most confidential types of information. Banks use secure web pages to keep this information secret.
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Self- Check #5
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1. What is security on web? 2. What do you mean by banking? 3. Give 5 examples of web browsers. 4. What is MSIE? 5. It is a web browser from Apple Inc.
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LEARNING GUIDE
LO 9: Introduction to electronic mail
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Introduction to electronic mail ou can exchange electronic mail (e-mail) with people around the world
ing list addresses Each mailing list has two addresses. Make sure you send your messages to the appropriate address. The mailing list address receives messages intended for the entire mailing list. This is the address you use to send messages you want all the people on the list to receive. Do not send subscription or unsubscription requests to the mailing list address. Administrative address The administrative address receives messages dealing with administrative issues. This is the address you use to subscribe to or unsubscribe from a mailing list. Welcome message When you subscribe to a mailing list, you will receive a welcome message to confirm that your e-mail address has been added to the list. This message will also explain any rules the mailing list has about sending messages to the list. Check for messages After you subscribe to a mailing list; make sure you check your mailbox frequently. You can receive dozens of message in a short period of time. Digests If you receive a lot of messages from a mailing list, find out if the list is available as a digest. A digest groups individual messages together and send them to you as one message. Vacations When you go on vacation make sure you temporarily unsubscribe from all your mailing lists. This will prevent your mailbox from overflowing with messages. Datacom Institute of Computer Technology Page 823
Manually maintained lists A person manages a manually maintained mailing list. A manually maintained list usually contains the word REQUEST in its e-mail address. (Example: hang-gliding-
request@list.utah.edu).
Join a list When you want to join a manually maintain list, make sure you find out what information the administrator needs and include the information in your message.
Automated list A computer program manages an automated mailing list. There are three popular programs that manage automated list-listprocc, listserv and majordomo. An automated list typically contains the name of program that manages the list in its email address (example:listserv@ubvm.cc.buffalo.edu).
Join a list When you want to join an automated list, make sure you find out what information the program needs and include the information in your message. If a program does not understand your message, it may not respond to your request.
Read message Read messages in a mailing list for a week before sending a message. This is a good way to learn how people in a mailing list communicate and prevents you from submitting inappropriate information or information already discussed.
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Writing style Hundreds of people may read a message you send to a mailing list. Before sending a message, make sure you carefully reread the message. Make sure your message is clear, concise and contains no spelling or grammar errors. Also make sure your message will not be misinterpreted. For example, not all readers will realize a statement is meant to be sarcastic.
Subject The subject of a message is the first item people read. Make sure the subject clearly identifies the contents of the message. For example, the subject is Read this now or for your information is not very informative.
Reply to message You can reply to a message of answer a question, express an opinion or supply additional information. Reply to a message only when you have something important to say. A reply such as I agree is not very useful.
Quoting When you reply to a message, make sure you include some of the original message. This is called quoting. Quoting helps readers identify which message you are replying to. To save readers time, make sure you delete all parts of the original message that do not directly relate to your reply.
Private replies If your reply would not be of interest to others in a mailing list or if you want to send a private response, send a message to the author
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Self- Check #6
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1. What is mailing list addresses? 2. What is quoting? 3. Define private reply. 4. What is automated list? 5. What is administrative address?
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E-MAIL PROGRAMS An e-mail program lets you send, receive and manage your e-mail messages. Popular e-mail programs include Eudora Light and Netscape Mail.
E-mail program feature Filters Some e-mail programs can automatically sort your e-mail messages into folder for you. This is called filtering.
Spell Checking Most e-mail programs now come with a spell checking feature. Before you send a message, the spell checker compares every word in the message to words in its dictionary
E-mail addresses You can send a message to anyone around the world if you know the persons e-mail address. An e-mail address defines the location of an individuals Mailbox on the Internet.
Parts of an E-mail Address An e-mail address consist of two parts separated by the @ (at) symbol. An e-mail address cannot contain spaces. The username is the name of the persons account. This can be a name or a nickname. The domain name is the location of the persons account on the Internet.
Organization or Country The last few characters in an e-mail address usually indicate the type of organization or country to which the person belongs. Bounced Messages A bounced message is a message that returns to you because it cannot reach its destination. A message usually bounces because of typing mistakes in the e-mail address.
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Create a message
writing Style Make sure every message you send is clear, concise and contains no spelling or grammar errors. Also make sure the message will not be misinterpreted. For example, the reader may not realize a statement is meant to be sarcastic.
Abbreviations - Abbreviations are commonly used in messages to save time typing. Shouting - A message written in capital letters is annoying and hard to read this is called shouting
Flame - A flame is an angry or insulting message directed at one person. A flame war is an argument that continues for a while.
Signature - You can have an e-mail program add information about yourself to the end of every message you send. This prevents you from having to type the same information over and over again.
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Self- Check #7
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1. What are the writing Styles? 2. It is a message that returns to you because it cannot reach its destination. A message usually bounces because of typing mistakes in the e-mail address. 3. A message written in capital letters is annoying and hard to read 4. You can have an e-mail program add information about yourself to the end of every message you send. This prevents you from having to type the same information over and over again 5. Are commonly used in messages to save time typing.
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LEARNING GUIDE
LO10: Introduction to mailing list
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Parts of a message From: Address of the person sending the message

To: Address of the person receiving the message.
Subject: Identifies the contents of the message. Make sure your subject is informative. Do not use subjects such as For your information or Read this now
Cc: Stands for carbon copy. A carbon copy is an exact copy of a message. You can send a carbon copy of a message to a person who is not directly involved but would be interested in the message
Bcc: Stands for blind carbon copy. This lets you send the same message to a several people without knowing that others have also received the same message. Attach a file to a message You can attach a document, picture sound, video or program to a message you are sending compress attached files When you want to attach a large file to an e-mail message, you can save time money by compressing the file. Compressing a file shrinks the file to a smaller size. This allows the file to transfer more quickly over the Internet.
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Sending message You can send a message to exchange ideas or request information. If you want to practice sending message, send a message to yourself. When you send a message, do not assume the person will read message right away. Some people do not regularly check their messages.
Compose Offline You can write e-mail messages when you are not connected to the internet (offline). When you finish writing all your messages, you can connect and send all the messages at once. If you have to pay for the time you spend online, composing messages offline will save you money.
Use the Address Book An e-mail program provides an address book where you can store the addresses of people you can frequently send messages to. An address book saves you from having to type the same addresses over and over again. Email features Receive messages: Your ISP stores messages you receive in a mailbox for you. When you check for new messages, you are checking your mailbox on the access providers computer. Check for new messages on a regular basis. If your mailbox gets too full, your access provider may delete some of your messages. Automatically check for messages: Most e-mail programs automatically check for new e-mail messages.
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Reply to a message: You can reply to a message to answer a question, express an opinion or supply additional information.
Quoting: Including a part of the original message to a reply, To save the reader time, delete all parts of the original message that do not directly relate to your reply.
Forward a message: After reading a message, you can add comments and then send the message to a friend or colleague.
Print a message: You can print a message to produce a paper copy.
Children and e-mail: Adult supervision: Constant adult supervision is the best way to ensure that children are not communicating with strangers by e-mail. Check every e-mail message your children send or receive to make sure they are not communicating with people you are not aware of.
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Set guidelines: Before letting your children use e-mail, discuss which types of information are acceptable and which types of information to be wary of. Children should tell a parent or other adult if they do not feel comfortable about any e-mail they receive. Limit e-mail messages: Many schools now allow students to use computers at school to send and receive e-mail messages. You can restrict your children to exchanging e-mail with their friends and other children they have met at school. Personal information: Children should never reveal personal information about themselves, such as which school they attend or where they live.
Family web pages: Many families have their own pages on the World Wide Web. Many of these pages allow readers to send e-mail messages to members of the family. You should not display your phone number, address, or any pictures of your children on your family web pages.
Send anonymous e-mail: You can send an e-mail to anyone without revealing your identity. You can use one of the following services to send e-mail ANONYMOUSLY: http://www.csberkeley.edu/~raph/n.a.n.html, http://remailer.nl.com/~remailer Reasons for anonymous e-mail: You can send anonymous massage to individuals, mailing lists, and newsgroups on the internet. This is very useful because many newsgroups and mailing lists are for support groups whose members want to remain unknown.
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Send anonymous e-mail: When you use an anonymous mailing service, a computer called anonymous remailer removes your name and e-mail address from the message and replaces the information with an identification number. People can reply to your messages by sending the reply to the anonymous remailer. The remailer then forwards the reply to your computer.
Finger e-mail addresses: Finger is a program that lets you learn more about a person on the internet. You can also use a finger program to find out who is currently using a computer connected to the internet. You can use finger on the World Wide Web: http://www.populus.net/cgibin/HyperFinge
Information: When you finger a persons e-mail address, you can display a variety of information about the person. You can often view the persons real name and telephone number or a message written by the person.
Find e-mail addresses with four11: Four11 has over 6 million e-mail addresses in their database. If you do not know the email address of someone you want to send a message to, you can search for the address in four11.
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E-mail listings: You can search the Four11 database by entering s few details about the person you want to find, such as first name, last name and geographical location. The more information you enter, the better results of the search will be. Sleeper searches: If you cannot find the person you are looking for, you can have Four11 perform a Sleeper Search. Four11 will continue checking the e-mail address at regular intervals and will notify you when the person is found. This feature is very useful if the person you are looking for has not yet joined the internet but will join in the future.
Other four 11 listings Telephone listings: You can use Four11 to search for the telephone number of anyone in the U.S. You can enter a name and any part of the address for the person you want to find. Four11 will display the persons telephone number and e-mail address if it is available. Government listings: Four11 includes a directory of U.S. government officials. The directory includes information on federal and state governments as well as various committees. You can use the directory to find out how to contact the government officials for your area. Internet phone listings: Four11 contains a directory of people who use their computers as void or video phones to communicate over the internet. If you want to communicate with another person using an Internet phone, you must both use the same type of Internet phone software. You can search Four11 to find people using the same type of software that you use.
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E-mail security: Pretty good privacy (pgp) is a security program you can use to ensure that no one else can read e-mail messages you send and receive. When you use pgp to make an e-mail confidential, only the person you send the message to can read the message.
PGP keys: PGP uses two codes, called keys, to keep tour messages confidential. The two keys work together to make sure you are the only person who can read confidential messages you receive. If you want a friend or colleague to send you a confidential message, you must give them your Public Key to encode the message for you. You can give people your Public Key by e -mail or over the telephone. When you receive a confidential message, you use your Private Key to decode the message. You must always keep your Private Key secret.
PGP versions: PGP is the most secure privacy program available on the internet. There are currently two versions of pgp available. This is because the PGP code is so difficult to crack that the U.S government declared the program a weapon. The most secure version can only be used in the U.S. and Canada. The other version of the program can be used in the rest of the world.
PGP helper programs: Some e-mail programs have built in features that make the programs easier to use with PGP. You can also find many helper programs on the Internet that make PGP easier to use. PGP helper programs are available for most computer OSes including Windows, Macintosh and UNIX. You can find PGP helper program at the following web site:
http://www.primenet.com/~shaupgpwins.htm
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Introduction to mailing list A mailing list is a discussion group that uses e-mail to communicate. There are a thousand of mailing lists that cover a wide variety of topics, from aromatherapy to ZZTop. New mail list are created every week.
How mailing lists work? When a mailing list receives a message, a copy of the message goes to everyone on the mailing list. Most mailing lists let you send and receive messages. Some mailing lists only let you receive messages.
Cost You can join most mailing lists free of charge. Mailing lists that charge people to join are usually used for distributing newsletters and electronic news such as stock market figures.
Start a mailing list You can easily start your own mailing list. If only a few people will be using the list, you can run the list with a regular e-mail program on your own computer. Most internet access providers have programs dedicated to running large mailing lists for their customers. Running your own mailing list can be very time consuming.
Get information Before you join a mailing list; try to get as much information as possible about the list. Most mailing lists have their own rules and regulations. Mailing lists often provide an e-mail address where you can send a message to request information about the list. Just as you would subscribe to a newspaper or magazine, you can subscribe to a mailing list that interests you.
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MAILING LIST RESTRICTIONS Restricted mailing lists Some mailing lists restrict the number of people allowed to join the list. If you want to join one of these lists, you may have to wait for someone else to leave the list. Other mailing lists require that you meet certain qualifications to join the list about surgery may be restricted to medical doctors.
Moderated mailing list Some mailing lists are moderated. A volunteer reads each message sent to a moderated list and decides if the message is appropriate for the list if the message is appropriate, the volunteer sends the message in every person on the mailing list. A moderated mailing list keeps discussions on topic and removes messages containing ideas already discussed. In an immoderate mailing list, all messages are automatically sent to everyone on the list. Mailing list etiquette refers to the proper way to behave when sending messages to a mailing list.
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Self- Check #8
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1. Parts of a message 2. Address of the person receiving the message. 3. Identifies the contents of the message. 4. Address of the person sending the message 5. It stands for carbon copy. 6. It stands for blind carbon copy. 7. Constant adult supervision is the best way to ensure that children are not communicating with strangers by e-mail. 8. Children should tell a parent or other adult if they do not feel comfortable about any e-mail they receive. 9. You can restrict your children to exchanging e-mail with their friends and other children they have met at school. 10. What is PGP?
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LEARNING GUIDE
LO 11: IRC etiquette
Page 841
IRC ETIQUETTE Just like a cocktail party, there is a proper way to behave when chatting with people on IRC. Ignoring IRC etiquette could get you disconnected or permanently banned from the IRC server.
RESPECT language People from many different countries use IRC. This means many channels might be used by people who do not speak same language as you. When you join a channel, respect the language being used in the channel. If you want to discuss a topic in your own language, start a new channel for people who speak the same language as you.
Automatic greetings Many software programs allow you to automatically say hello to anyone new who joins the channel you are in. These automatic greetings are not appreciated by users of IRC. Only greet people if you know them or wish to start chatting w/ them.
Complaining to IRC administrators Each IRC channel has a channel operator who can BAN people from the channel for any reason. If you have been banned from a channel, do not complain to the system administrators of the IRC server. These IRC administrators are responsible for maintaining the servers and do not have time to settle disputes between IRC users.
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Flooding Sending a lot of text to a channel at once is called FLOODING. Many IRC programs have built-in controls to restrict the amount of information you can send at once. If you flood a channel, you may be disconnected or permanently banned from the IRC server.
Cloning You can easily start several IRC programs on your computer and connect to IRC using different nicknames. This is known as CLONING. Since cloning is often used to cause mischief, many IRC servers can now find out if you are connected using different nicknames. Cloning may cause you to ban from using the IRC server in the future.
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Self- Check #1
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1.) Sending a lot of text to a channel at once. 2.) Many software programs allow you to automatically say hello to anyone new who joins the channel you are in. 3.) You can easily start several IRC programs on your computer and connect to IRC using different nicknames. 4.) These are responsible for maintaining the servers and do not have time to settle disputes between IRC users. 5.) What is IRC?
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LEARNING GUIDE
LO 12: Web-based chat
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Web-based chat
All the chat networks on the World Wide Web require only that you have a browser to participate. Some chat Web sites use newer FEATURES such as JAVA. If you have trouble participating in a Web-Based chat site, make sure you have latest version of your Web browser.
Chat website Web-chat broadcasting system Web chat claims to be the largest Web-Based chat network on the Internet. Web Chat often offers chat rooms hosted by experts such as personal finance counselors and travel consultants. I chat I-chat is very similar to Internet Relay Chat. When you enter text, anyone in the same chat room, or group, will see text you entered. I-chat is much easier to set up and use than Internet Relay Chat.
Worlds chat Worlds Chat allows you to walk around and talk to other people in the 3-Dimensional world represented by objects, such as penguins and chess pieces, known as avatars.
Video chat Video chat lets you see the person you are talking to, even if the other person is on the other side of the world. You can also talk to several people at once. You need a special program to communicate using video chat on the internet.
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Equipment Before you can use video chat, you must have a video camera for your computer. You can buy an inexpensive video camera that attaches to the top of your monitor. You can also use a regular video camera if you have a special expansion card for your computer.
Image quality If you are using a modem to transfer video images, the quality of the images may be poor. Some video chat programs can help increase the quality of video images. Make sure you try out a video chat program before purchasing to see the quality of the images.
Voice chat Voice chat over the Internet lets you hear the voices of friends, family, and colleagues around the world w/o paying any long-distance telephone charges. You need an Internet phone program to talk over the internet.
Equipment You need specific equipment to talk over the Internet. You computer must have a sound card w/ speakers and a microphone attached. A half-duplex sound card lets only one person talk at a time. A full-duplex sound card lets two people talk at once, just as you would talk on the telephone. Full-duplex sound cards are the best type of sound card for voice chat. Contact other people If you want to communicate w/ other person using voice chat, you must both use the same type of Internet phone software. You can usually find directories that use your Internet phone program at the Website where you got the program. You can browse through the directory to find people you want to chat with.
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Self- Check #2
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1.) 2.) 3.) 4.) 5.)
It allows you to walk around and talk to other people in the 3-Dimensional world represented by objects, such as penguins and chess pieces, known as avatars. Internet lets you see the person you are talking to, even if the other person is on the other side of the world. You can buy an inexpensive video camera that attaches to the top of your monitor. Make sure you try out a video chat program before purchasing to see the quality of the images. Internet lets you hear the voices of friends, family, and colleagues around the world w/o paying any long-distance telephone charges.
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LEARNING GUIDE
LO 13: Introduction to multi-player games
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Introduction to multi-player games
It is a game that lets you use a computer to play more opponents. Multi-player games are becoming one of the most popular uses of the Internet
Types There are many types of multi-player games on the internet. One of the simplest types is Play by E-Mail (PBEM) games, where players simply e-mail their moves to other player. Arcade- style games are also very popular. You can play fast-paced action or adventures games against players on the other side of the world
Flexible There are hundreds of multi-player games you can play over the Internet. Everyone can find games that suit their interest. You can find games that require several hours a day or just a few minutes each week. You can choose from simple card games to complex games requiring science and math skills.
Challenging Even though, you can play most games against a computer. Many games are better when you play them against other people. Most computers react the same way each time you play a game. When you play a game against a person, the game will be different every time.
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Interactive Playing multi-player games on the Internet allows you to interact and communicate with people from all over the world. Some games even have their own associations where players can meet each other face to face.
Competitive Playing games on the internet can be very competitive. Almost every game played on the Internet has a site on the World Wide Web that displays a list of winners. Some games even have tournaments for the top players of the game.
Play by e-mail games Play by E-Mail games are a convenient and simple way to participate in multi-player games. To play an e-mail game, you need an e- mail account set up on your computer. Types of games There are several types of e-mail games. To play the simplest type, such as chess or checkers, you exchange move with opponents by e-mail. In more complex types of games, all the players e-mail their moves to one computer. The computer processes all the moves and controls the flow of the game.
Benefits E-mail games allow each player to play at a convenient time, so you do not have to constantly be at you computer to play. You can also easily find an opponent whose skill level matches your skill level. Playing people with similar skill levels usually makes games more fun.
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Popular e-mail games Global Diplomacy It is a strategy game where you attempt to conquer the world. Each player controls region of the world. You must negotiate and make pacts with other players to win the games http://www.islandnet.com
Food Chain This mathematics-based game allows you to design your own species of animal or plants and then release in into a jungle. Depending on how well you designed the species, it will either evolve or become extinct. http://www.pbm.com
Electronic Knock out In this game, you are the manager of a group of boxers. You control the characteristics of each boxer in your group. Each weak you submit your boxers controlled by other players.
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Self- Check #3
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1.) Playing games on the internet can be very _________. Some games even have tournaments for the top players of the game. 2.) It is a strategy game where you attempt to conquer the world. Each player controls region of the world. 3.) A convenient and simple way to participate in multi-player games. To play these games, you need an e- mail account set up on your computer. 4.) It is a game that lets you use a computer to play more opponents. 5.) You can play most games against a computer. Many games are better when you play them against other people. When you play a game against a person, the game will be different every time.
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1.) Traditional Multi-Player Games Some of the first games to the played on the internet were traditional board and card games, such as backgammon and bridge
Player Most traditional multi-player games are board or card games. When you play these types of games on the internet, you can quickly find opponents and start a game. You can play these games with friends and family members, even if they are located on the other side of the world
Board games Many people find it difficult to play board games, when the board is displayed on a computer monitor. To avoid this problem, you can set the game board in the front of your computer. You can then move the game pieces on the board according to what appears on your computer screen.
Backgammon There are many places on the internet where you can play backgammon. The WWW BACKGAMMON PAGE has information about backgammon and provides links to help you play with other people on the internet. The WWW BAKGAMMON PAGE is located at: http://w.w.w.gamesdomain.com
Bridge Bridge is one of the most popular card games in the world. You can use the internet to learn and practice card games in the world. You can use the internet to learn and practice the
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game. When you are ready to play against a real person, you are easily finding opponents on the internet. http://www.bridgeplayer
Chess It is one of the oldest games in the world. When you play chess on the internet, you can easily find an opponent whose skill level matches your skill level. The internet Chess Club hosts over 15,000 chess matches each day. http://w.w.w.hydra.com
Multi-User Dungeons Multi-user Dungeons (MUDs) are one of the oldest and the most popular forms of multiuser games on the internet. MUDs allow you to interact with other people in the variety of different worlds.
Virtual Worlds MUDs take place in the virtual worlds. When you play a MUD, you assume the identity of a character living in the virtual world. You type your commands to make your character perform actions like running or taking. You also type commands to make changes to the world, such as creating or destroying building.
MUSHs, MOO, and MUCKS MUSHs, MOOs, and MUCKs are types of MUDs. The name of each type refers to the type of software that runs the MUD. Each use their own commands to MUD also has its own set rules. Some types let you fight Datacom Institute of Computer Technology Page 855
London by Gaslight The game is set in London, England at the turn of the century, during the time on Jack the Ripper, Sherlock Holmes and Dr. Jekyll and Mr. Hyde. http://w.w.w.ultranet
Masquerade This game is for fans of vampires, wore wolves and things that go bump in the night http://w.w.w.iquest.net.com
Venus MUSH This game is set in the year 2041, when all the inhabitants of Earth have relocated to the planet Venus and are governed by an alien race. http://mama.indstate.edu/user/bones/venus/venus.html
Aurora MUSH It is a pleasant place to visit with a very social theme. Players are encouraged to interact with other characters. http://galaxy.neca.com
Commercial Software Games Often when you buy a commercial software game, you can only play the game against the computer. Many games now let you play against other people on the internet.
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Get Software You can buy commercial software games at many computer stores. There are also available in the internet. If you are playing with other people, each person must have their own copy of the page.
Connecting Connecting to other people on the internet to play commercial software is often very simple. Commercial software games are usually played on one computer on the internet. To play the game, you must simply connect to this computer
Quake Is one of the most popular commercial software games? In this 3- dimensional game, you walk around computer-generated worlds looking for your enemies. Up to 16 people can participate in the games. http://w.w.w.idsoftware.com
Command and Conquer Command and conquer is military strategy game you can play with up to three other people at a time http://www.wesrwood.com
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Big Red Racing Big Beg Racing lets you race against up to five different people at time. You can choose strange vehicles to race in, such as a snow plow or boat. http://www.worldserver.pipex.com/bigred/racing/index.html
Network Games Many games are designed to be played on a network. You can also play these games with other people on the internet.
Networks Unlike many games that let you play only against your computer, games are now designed to let several people complete against each other on network. A network is a group of computers connected together to share information and equipment. The equipment needed to set up a network is relatively inexpensive, so many players and their friends set up small networks at home
Kail It is a program that let you play network games against other people on the internet? Kail makes the game think you are playing on the network. http://www.kail.com
MechWarrior 2 You can control a fully armed and mo9bile robot and try to knock out your opponents before they get you. MechWarrior 2 is a very popular game and can be played by up to four people. Datacom Institute of Computer Technology Page 858
Diablo Dungeons and dragon type role-playing game. Your quest is to find the fiends Diablo, who is responsible for destroying your village.
Duke Nukem 3D You see the world through the eyes of your character in the game. You fight against monster or against other people playing on the internet.
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Self- Check #4
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1.) Is military strategy game you can play with up to three other people at a time. 2.) The game is set in London, England at the turn of the century, during the time on Jack the Ripper, Sherlock Holmes and Dr. Jekyll and Mr. Hyde. 3.) You can then move the game pieces on the board according to what appears on your computer screen. 4.) Many games are designed to be played on a network. You can also play these games with other people on the internet. 5.) It is one of the oldest games in the world. When you play chess on the internet, you can easily find an opponent whose skill level matches your skill level.
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LEARNING GUIDE
LO 14: Intranet
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INTRANET SOFTWARE
To set up an intranet, a company must have intranet software. There are many types of intranet software available.
Intranet suites Most intranet software is available as collection of several different applications sold together in one package, called suite. Intranet suites usually consist of e-mail, web publishing, database and security applications. When installing an intranet suite, you can decide which applications you want to use and install only those applications
Networks Intranet software is designed to be used by people connected to a company network. Most companies can turn a network into an intranet simply by adding a computer, called server, to the network. Companies often add one server for each intranet applications they want to use.
Netscape suite spot The company that created the Navigator Web Browser also offers intranet software, called Suite spot. Suite spot is a collection of software that provides several intranet features.
Novell intranet ware Novell is well known for its Netware networking software and no also offers intranet software, called intranet ware. Intranet ware offers many basic intranet features, but the main advantage of the suite is its compatibility with Novell networking software. Datacom Institute of Computer Technology Page 862
Microsoft back office Microsoft now offers a set of intranet software, called Back office .Back office also includes an application called FrontPage that helps you easily organize and manage a large web site.
Intranet applications On an intranet, you can use the same type applications that most organizations and companies use to perform tasks on a regular network.
HTML Conversions Features To view the information in a document, you must often use the same application that created the document. To avoid this problem on an intranet, many applications now include a feature that makes it easy to convert a document to HTML.
Project management Project management software helps you schedule meetings and keep track of resources used by people working on a project. By using the intranet to display project management information, every person involved in a project can instantly obtain information about the project.
Word processors Many word processors now help you easily convert documents into HTML. You can compose a document in a word processor and then quickly convert the document into a webpage. Datacom Institute of Computer Technology Page 863
Spreadsheets Converting information from spreadsheet programs into an intranet Web page allows you to distribute many types of useful information.
Database Many companies use complex database programs to organize and store large collection of information.
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Self- Check #5
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1.) It helps you easily convert documents into HTML. 2.) Many companies use complex database programs to organize and store large collection of information. 3.) It usually consist of e-mail, web publishing, database and security applications. 4.) Converting information from spreadsheet programs into an intranet Web page allows you to distribute many types of useful information. 5.) It also includes an application called FrontPage that helps you easily organize and manage a large web site. 6.) It is well known for its Netware networking software and no also offers intranet software, called intranet ware.
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Intranet security Many companies that have intranet are also connected to the internet. You must take e precautions when connecting any computer or network to the internet.
Firewall A firewall is software or a computer that restricts the information that passes between a private internet and the internet. Many companies use a firewall to prevent unauthorized individuals from accessing the internet.
Access restrictions Some companies restrict people on the internet from accessing certain parts of the internet, such as chat or FTP sites. If a company restricts access to the web site, employees will be able to view information on the internet web sites, but they will not be able to view any site on the World Wide Web. Password Some internet services, such as newsgroups, require you to enter a login name and a password to view information.
Crackers Crackers are people who like to test their skills by breaking into computer system. Crackers usually do not try to break into intranets connected to the internet. Viruses A virus is a program that disrupts the normal operation of a computer. A virus can cause a variety of problems, such as the appearance of annoying messages on the screen or the disruption of information on the hard drive.
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Self- Check #6
Name : ____________________________ Time : _____________________________
Session : _______________ Room : ________________
1.) These are people who like to test their skills by breaking into computer system. Crackers usually do not try to break into intranets connected to the internet. 2.) Some internet services, such as newsgroups, require you to enter this together with a login name to view information. 3.) It is software or a computer that restricts the information that passes between a private internet and the internet. 4.) Many companies that have intranet are also connected to the internet. You must take e precautions when connecting any computer or network to the internet. 5.) A program that disrupts the normal operation of a computer. A virus can cause a variety of problems, such as the appearance of annoying messages on the screen or the disruption of information on the hard drive.
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LEARNING GUIDE
LO 15: Cabling
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Cabling
1. WHITE-GREEN 2. GREEN 3. WHITE-ORANGE 4. BLUE 5. WHITE-BLUE 6. ORANGE 7. WHITE-BROWN 8. BROWN
WHITE-GREEN WHITE-ORANGE GREEN ORANGE WHITE-ORANGE WHITE-GREEN BLUE BLUE WHITE-BLUE WHITE-BLUE ORANGE GREEN WHITE-BROWN WHITE-BROWN BROWN BROWN
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Things needed
Materials Registered jack 45 (RJ45) unshielded twisted pair (UTP) cables Crimping tool Cable cutter 9 Volt battery computer units Network cable tester Tools Equipment
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Key to correction
Answers to the selected exercises
Quiz No.1 1.) Internet 2.) Three computers 3.) ARPANET 4.) 2,000 people 5.) computer experts, engineers, scientists and librarian 6.) MILNETS 7.) National Science Foundation 8.) Marc Andreessen 9.) NETSCAPE communication Corp 10.) 100 Websites
Quiz No.2 1.) Peer-to-peer Networks, Client-Server Networks, Application-Server Networks 2.) Network 3.) Application-Server Networks 4.) Client-Server network 5.) Peer to peer
Quiz No.3
1.) E-MAIL, Information, Programs, Entertainment, Discussion Groups, Online

Shopping
2.) Governments, Colleges and Universities, Companies, Individuals

3.) The Internet Standards Process 4.) The Domain Name System 5.) Internet Engineering Task Force
Quiz No.4 1.) Downloading the information 2.) Uploading information 3.) Router 4.) Transmission Control Protocol / internet Protocol 5.) Packets
Quiz No.5 1.) Most people will gave much faster access to the internet. 2.) Instead of typing email message to your friends and colleagues, you will eventually be able to record a video and send it to then over the internet. 3.) You will be able to walk through shopping malls even visit other planet without ever leaving on your phone 4.) Shell access let you connect your computer to computer of a company that provides access to the internet 5.) Users
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****************************************************************************** Quiz No. 1 1.) Its device that lets your computer communicate through telephone lines. 2.) Internal and external modem 3.) Integrated Service Digital Network 4.) Modems alternatives 5.) Error control Quiz No. 2 1.) Web broadcasting uses the same type of technology to transfer information to your computer as television stations use to transmit programs to your television. 2.) The point cast network is one of the most popular Web broadcasting networks available on the internet. 3.) Web broadcasters arrange related information into groups, called channels. 4.) The point cast network provides information on stocks markets located across North America. You can customize the point cast network to display the stock prices of only the companies that interest you. 5.) An agent is a software program used by a web broadcaster to collect information and then display the information on the screen. An agent allows you to specify the type of information you want to view and then transfers the information from the web broadcaster to you computer. Quiz No. 3 1.) Beta Version of a Web browser is an early version of the program that is not quite ready for sale. 2.) Bookmarks save you from having to remember and constantly re-type your favorite Web page addresses. 3.) It is a language need to display information on the internet. Hypertext Mark-up Language 4.) Web browsers are used by everyone who works on a computer. It's an application to access the Internet and the contents that are stored on your computer.
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5.) The World Wide Web consists of many documents that can be joined together in a specific order.
Quiz No.4 1.) Web Browser 2.) Internet Explorer, Mozilla Firefox, Netscape navigator, opera, Google chrome etc. 3.) Internet explorer 4.) Google chrome 5.) Safari Quiz No.5 1.) Protect confidential information sent over the internet. 2.) Banking is one of the most confidential types of information. 3.) Internet Explorer, Mozilla Firefox, Netscape navigator, opera, Google chrome etc. 4.) Microsoft Internet Explorer 5.) Safari
Quiz No.6 1.) The mailing list address receives messages intended for the entire mailing list. 2.) Quoting helps readers identify which message you are replying to. 3.) To send a private response, send a message to the author 4.) An automated list typically contains the name of program that manages the list in its email address 5.) This is the address you use to subscribe to or unsubscribe from a mailing list.
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Quiz No.7 1.) Abbreviations, Shouting, Flame, Signature 2.) Bounced Messages 3.) Shouting 4.) Signature 5.) Abbreviations Exercise 8
1.) From, To, Subject, Bcc 2.) To 3.) Subject 4.) From 5.) Cc 6.) Bcc 7.) Adult supervision 8.) Set guidelines 9.) Limit e-mail messages 10.)
Pretty good privacy
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******************************************************************************
Quiz No.1 1.) Flooding 2.) Automatic greetings 3.) CLONING 4.) IRC administrators 5.) Internet Relay Chat
Quiz No.2 1.) Worlds chat 2.) Video chat 3.) Equipment 4.) Image quality 5.) Voice chat
Quiz No.3 1.) Competitive 2.) Global Diplomacy 3.) Play by e-mail games 4.) multi-player games 5.) Challenging
Quiz No.4 1.) Command and Conquer 2.) London by Gaslight Datacom Institute of Computer Technology Page 876
3.) Board games 4.) Network Games 5.) Chess
Quiz No.5 1.) Word processors 2.) Database 3.) Intranet suites 4.) Spreadsheets 5.) Microsoft back office 6.) Novell intranet ware
Quiz No.6 1.) Crackers 2.) Password 3.) Firewall 4.) Intranet security 5.) Viruses
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COMPETENCY BASED LEARNING MATERIAL IN DATASTRUCTURE IN C PROGRAMMING
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History Dennis Ritchie designed and implemented the first C compiler on a PDP-11 (a prehistoric machine by today's standards, yet one which had enormous influence on modern scientific computation). The C language was based on two (now defunct) languages: BCPL, written by Martin Richards, and B, written by Ken Thompson in 1970 for the first UNIX system on a PDP7. The original ``official'' C language was the ``K & R'' C, the nickname coming from the names of the two authors of the original ``The C Programming Language''. In 1988, the American National Standards Institute (ANSI) adopted a ``new and improved'' version of C, known today as ``ANSI C''. This is the version described in the current edition of ``The C Programming Language -- ANSI C''. The ANSI version contains many revisions to the syntax and the internal workings of the language, the major ones being improved calling syntax for procedures and standardization of most (but, unfortunately, not quite all!) system libraries.
What is C programming language? The C programming language is a popular and widely used programming language for creating computer programs. Programmers around the world embrace C because it gives maximum control and efficiency to the programmer. C is what is called a compiled language. This means that once you write your C program, you must run it through a C compiler to turn your program into an executable that the computer can run (execute) . A COMPILER turns the program that you write into an executable that your computer can actually understand and run. Preprocessor Directives The C preprocessor provides several tools that are not available in other highlevel languages. The programmer can use these tools to make his program more efficient in all respect. The C preprocessor provides four separate facilities that you can use as you see fit: Inclusion of header files. These are files of declarations that can be substituted into your program. Macro expansion. You can define macros, which are abbreviations for arbitrary fragments of C code, and then the C preprocessor will replace the macros with their definitions throughout the program. Conditional compilation. Using special preprocessing directives, you can include or exclude parts of the program according to various conditions. Line control. If you use a program to combine or rearrange source files into an intermediate file which is then compiled, you can use line control to inform the compiler of where each source line originally came from.
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PREPROCESSOR DIRECTIVES IN C LANGUAGE

Preprocessing directives are top lines in our program that start with '#'. The '#' is
followed by the directive name.

#include Files The #include directive tells the preprocessor to treat the contents of a specified file as if those contents had appeared in the source program at the point where the directive appears. The .h indicates that it is a header file. #include<stdio.h> STDIO.H stands for standard input output. #include<conio.h> CONIO.H stands for Console input output. Functions of conio.h can be
used to clear screen, change color of text and background.
clrscr(); This is used for clearing the output screen of c when you run the program. getch(); getch is used to hold the screen in simple language, if u don't write this the screen will just flash and go away. delline(); This function deletes the line containing the cursor and move all lines below it one line up. getche(); function prompts the user to press a character and that character is printed on screen. gotoxy (); function places cursor at a desired location on screen i.e. we can change cursor position using gotoxy function. kbhit(); function is used to determine if a key has been pressed or not. If a key has been pressed then it returns a non zero value otherwise returns zero. textcolor( <color>); function is used to change the color of drawing text in c programs. textbackground(<color>);function is used to change of current background color in text mode. See available colors.
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#include<math.h> MATH.H is an include file that has a library for mathematical functions. #include<time.h> This header file contains definitions of functions to manipulate date and time information. #define Files The #define directive is used to define a symbol to the preprocessor and assign it a value. The symbol is meaningful to the preprocessor only in the lines of code following the definition. It is used for declaring a variable that has a constant value. Example: #define num1 10 (it defines that variable num1 has a value of 10.) OPERATORS
Operators are
elements in a program that are usually used to manipulate data in the
program. Arithmetic Operators
+ * / %
Relational Operators
Addition (sum) Subtraction( difference) Multiplication( product) Division( quotient) Modulo (remainder)
< > <= >= != ==
Less Than Greater Than Less than or Equal to Greater than or Equal to Not equal Equal to
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Logical Operators
|| && !
Assignment Operators
OR AND NOT
= += -= *= /= %=
Equal Addition Equal Subtraction Equal Multiplication Equal Division Equal Modulo Equal
DATA TYPES and VARIABLES Data type is used to determine what type of value a variable or a constant can contain throughout the program. Mainly data types are categorized into 3 categories: Fundamental Data Types Fundamental data types are further categorized into 3 types.
DATATYPES Integer ( int , %d) RANGE (in bytes) 2 0 to 65535 DESCRIPTION Integer data type is used to store numeric values without any decimal point. Float data type is used to store numeric values with decimal point.
Char (Character) data type is used to store single character, within single quotes
Float ( float, %f)
4 3.4*10-34 to 3.4*10-34
Character (char, %c/%s)
1 -128 to 127
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Derived Data Types Data types that are derived from fundamental data types are called derived data types. Derived data types don't create a new data type; instead, they add some functionality to the basic data types. User Defined Data Types User defined data type is used to create new data types. The new data types formed are fundamental data types. Variables Variables are known as temporary storage of data. It holds the data that the program manipulates. The following are rules in declaring variables: 1. Variable names are made up of letters and numbers, but make sure letter first before number, example num1, num2 and not 1num or 2num. 2. In creating a variable, use underscore instead of space. 3. Do not use any kind of special characters as variables except underscore. 4. Avoid using words, which has special functions in the compiler. Like else, main, if, etc. 5. Use meaningful variables. 6. Variables are declared at the top area after the function main.
Syntax of declaring variables: Preprocessor directives1 Preprocessor directives2 main() { <Data type1> < variable1>, <variable2>,< variable3>; <Data type2> <variable3>,<variable4>...; }
INPUT AND OUTPUT STREAM In any programming language input means to feed some data into program and output means to display some data on screen, printer or in any file. printf() is the keyword use to output data and statement.
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Source Code: #include<stdio.h> #include<conio.h> main() { printf(HELLOWORLD); getch(); }
OUTPUT: HELLO WORLD
scanf() is the keyword use to input data.
Source Code: #include<stdio.h> #include<conio.h> main() { int age; printf(Enter Age: ); scanf(%d,&age); getch(): }
OUTPUT: Enter Age: 15
Program Escape Sequence Character combinations consisting of a backslash (\) followed by a letter or by a combination of digits is called "escape sequences." These are typically used to specify actions such as carriage returns and tab movements on terminals and printers. The following are some list of escape sequence. /a /n /t // / /v /? /b It is use for alert. It is use for new line. It is use for tab when the compiler executes the program code. It is use when the programmer wants to display the /. It is use when the programmer wants to display the . It is use for vertical tab It is use when the programmer wants to display the ? It is use for backspace.
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Sample Program 1: Using Escape Sequence
Source Code: #include<stdio.h> #include<conio.h> main() { printf("WELCOME to \n C Programming Language "); printf("\n \t Good Day!"); getch(); } Sample Program 2: Using Operators
OUTPUT: WELCOME to C Programming Language Good Day!
Source Code:
OUTPUT: Enter First Number: 24 Enter Second Number: 2 The Sum is: 26.00 The Difference is: 22.00 The Product is: 48.00 The Quotient is: 12.00
#include<stdio.h> #include<conio.h> main() { float num1,num2,sum,diff,quo,pro; clrscr(); printf("Enter First Number: "); scanf("%f",&num1); printf("Enter Second Number: "); scanf("%f",&num2); sum=num1+num2; printf("\nThe Sum is: %.2f",sum); diff=num1-num2; printf("\nThe Difference is: %.2f",diff); pro=num1*num2; printf("\nThe Product is: %.2f",pro); quo=num1/num2; printf("\nThe Quotient is: %.2f",quo); getch(); }
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ARRAYS Array is a collection of same elements under the same variable identifier referenced by index number. Arrays are widely used within programming for different purposes such as sorting, searching and etc. Arrays allow you to store a group of data of a single type. Arrays are efficient and useful for performing operations.
Two types of array:
Static Array has their sizes declared from the start and the size cannot be changed after declaration.
Sample Program:
Source Code: #include<stdio.h> #include<conio.h> main() { char name[5]; clrscr(); printf("Enter 6 Character Name: "); scanf("%s",&name); printf("\n\nGood day %s",name); printf("\nIts nice to meet you!!!"); getch(); }
OUTPUT: Enter 6 Character Name: Markus Good Day Markus Its nice to meet you!!!
Simulation: The array of the identifier name is 5, but it can hold until 6 digit character, because the count of an array is start from 0 until the index number that is being declared.
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Dynamic Array that allow you to dynamically change their size at runtime, but they require more advanced techniques such as pointers and memory allocation. Sample Program:
Source Code: #include<stdio.h> #include<conio.h> main() { int num[2]; clrscr(); printf("Enter First Number: "); scanf("%d",&num[0]);
OUTPUT:
Enter First Number: 23 Enter Second Number: 27 The Sum is: 50
Simulation: printf("Enter Second Number: "); scanf("%d",&num[1]); num[2]=num[0]+num[1]; printf("\nThe Sum is: %d",num[2]); The array of the identifier num is 2, therefore it has a 2 identifier that stored on It the num [0], num [1] and num [2].
getch(); }
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Controlled Structures
A program is usually not limited to a linear sequence of instructions. During its process it may bifurcate, repeat code or take decisions. For that purpose, C provides control structures that serve to specify what has to be done by our program, when and under which circumstances. Conditional Statements Conditional statements control the sequence of statement execution, depending on the value of a integer expression IF Condition It takes an expression in parenthesis and a statement or block of statements. If the expression is true then the statement or block of statements gets executed otherwise these statements are skipped. Syntax: If (Conditional Expression) { Statement; } Sample Program: #include<stdio.h> #include<conio.h> main() { float x; clrscr(); printf("Enter your Favorite Number: "); scanf("%f",&x); if (x==23) { printf("\n\nIT IS MY FAVORITE NUMBER TOO!"); } getch(); }
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OUTPUT 1: Enter Your Favorite Number: 23 IT IS MY FAVORITE NUMBER TOO!!
OUTPUT 1: Enter Your Favorite Number: 23
Simulation: On the output 1, if the user inputs a number 23, the program will fall down inside the if condition. But if the user inputs any number the program will not fall down inside the if condition, instead the program will execute the code after the conditional statement.
IF ELSE, If given condition is TRUE, expr_set1 will get executed. If given condition is FALSE (not TRUE), expr_set2 will get executed.
Syntax: If (<Condition>) { Statement1; Statemen2t; } Else { Statement3; Statement4; }
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Sample Program: #include<stdio.h> #include<conio.h> main() { float x,y; clrscr(); printf("Enter number for the value of X: "); scanf("%f",&x); printf(Enter number for the value of Y: ); scanf(%f,&y);
if (x>y) { printf("\n\nx is Greater than Y"); } Else { printf(\n\nX is Less than Y); } getch(); }
OUTPUT 1: Enter number for the value of x: 5 Enter number for the value of y: 10 X is Less than Y OUTPUT 2: Enter number for the value of x: 21 Enter number for the value of y: 3 X is Greater than Y.
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LADDERIZED IF ELSE IF can have a multiple conditions unlike the simple if else who is having only 1 condition and 1 default else.
Syntax: If( <Condition1>) { Statement1; } Else if(<condition2>) { Statement2; } Else if(<Condition3>) { Staement3; } Else if (<condition4>) { Statement4; } Else if (<condition5>) { Statement5; } . . Else if (<Condition N>) { Statement N; } Else { Statement Else; }
Sample Program: #include<stdio.h> #include<conio.h> main() { char color; clrscr(); printf(COLOR LIST); printf("\n\nR RED"); printf("\nB BLUE"); printf("\nV VIOLET"); printf("\nG GREEN"); printf("\nY YELLOW"); printf("\n\nEnter A Letter: "); scanf("%s",&color); if(color=='R') { printf("\nColor RED"); } else if(color=='B') { printf("\n Color BLUE"); } else if(color=='V') { printf("\n Color VIOLET"); } else if(color=='G') { printf("\n Color GREEN"); } else if(color=='Y') { printf("\n Color YELLOW"); } else { printf("\nOUT OF RANGE"); } getch(); }
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OUTPUT: COLOR LIST R B V G Y RED BLUE VIOLET GREEN YELLOW
Enter A Letter: R Color RED
Simulation: On the sample program above, it has of color and its code. On the program when you choose or select a letter on the list and enter ir on the program, the program will display its color name. But when you enter a letter that is not on list, the program will display the statement OUT OF RANGE.
NESTED IF CONDITION when an IF statement has another IF statement as one of its possible processing branches, these IF statements are said to be nested. When the program has to test a variable for more than two values, EVALUATE is the better choice. Syntax: IF condition-p { IF condition-q { statement-1 { ELSE { statement-2 { statement-3 }
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ELSE { statement-4 }
Sample Program: #include<stdio.h> #include<conio.h> main() { char ans; int year; clrscr(); printf("\nQuestion: "); printf("\n\nAre you a Datacomians [Y/N]?: "); scanf("%s",&ans); if(ans=='Y') { printf("\nWhat year are you now [1/2]?: "); scanf("%d",&year); if(year==1) { printf("\nWELCOME TO DATACOM FRESHMEN!"); } else { printf("\nCONGRATULATION GRADUATINGS!"); } } else { printf("\n\nTHANK YOU!"); } getch(); }
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OUTPUT: Question: Are you a Datacomians [Y/N]?: Y What Year are you now [1/2]?: 1 WELCOME TO DATACOM FRESHMEN!
Simulation: The sample program is using a NESTED IF conditional statement. On the first question if the students answer is yes meaning the pogram will ask another question which is What year are you now. And if the student answer is 1 the program will display he statement WELCOME TO DATACOM FRESHMEN! And if their answer is 2 the program will display the statement CONGRATULATION GRADUATINGS!. But if the students answer on the first question is N, the program will display the Thank You statement then it will end.
SWITCH STATEMENT The switch and case statements help control complex conditional and branching operations. The switch statement transfers control to a statement within its body. Syntax: switch (<expression) { Case <condtion1>: Statement; break; Case <condition2>: Statement; break; . . . Default: Statement; break; }
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Sample Program: #include<stdio.h> #include<conio.h> main() { int course; clrscr(); printf("\nDATACOMIAN STUDENTS"); printf("\n[1] Computer Programming"); printf("\n[2] Computer Technician"); printf("\n[3] Computer Secretarial"); printf("\n\nEnter Course Code: "); scanf("%d",&course); switch(course) { case 1: printf("\nWELCOME PROGRAMMERS!"); break; case 2: printf("\nWELCOME TECHNICIANS!"); break; case 3: printf("\nWELCOME SECRETARIALS!"); break; default: printf("\nCOURSE NOT VALID!"); break; } getch(); }
OUTPUT: DATACOMIAN STUDENT [1] Computer Programming [2] Computer Technician [3] Computer Secretarial Enter Course Code: 1 WELCOME PROGRAMMERS!
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LOOPING STATEMENT Most real programs contain some construct that loops within the program, performing repetitive actions on a stream of data or a region of memory. Parts of a looping statement: o Initialization o Condition o Incrimination/ Decrementation Kinds of Looping Statement: o While Loop o Do While Loop o Goto Loop o For Loop WHILE LOOP the while loop can be used if you dont know how many times a loop must run. Syntax: While (<condition>) { Statement; Incre/Decre; }
Sample Program: #include<stdio.h> #include<conio.h> main() { int x,y=1; clrscr(); printf("Enter a Number: "); scanf("%d",&x); while (y<=x) { printf("\n%d",y); y=y+1; } getch(); }
OUTPUT: Enter a Number: 10 1 2 3 4 5 6 7 8 9 10
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DO WHILE LOOP the do while loop is almost the same as the while loop. The do while loop has the following form: Syntax: do { Statement; Incre/Decre; }while(<condition>)
Sample Program: #include<stdio.h> #include<conio.h> main() { int x,y=1; clrscr(); printf("Enter a Number: "); scanf("%d",&x); do { printf("\n%d",y); y=y+1; }while (y<=x); getch(); }
OUTPUT: Enter a Number: 15 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
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GOTO LOOP The goto statement is a jump statement which jumps from one point to another point within a function. The goto statement is marked by label statement. Syntax: <label name>: If (<Condition>) { Statement; Statement; Incre/Decre; Goto <Label Statement>; }
Sample Program: #include<stdio.h> #include<conio.h> main() { int x,y=1; printf("Enter a Number: "); scanf("%d",&x); loop1: if (y<=x) { printf("\n%d",y); y=y+1; goto loop1; } getch(); }
OUTPUT: Enter a Number: 5 1 2 3 4 5
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FOR LOOP the for loop is the first of the three shell looping constructs. This loop allows for specification of a list of values. A list of commands is executed for each value in the list. Syntax: For(<initialixation>;<condition>;<incri/decre>) { Statement; }
Sample Program: #include<stdio.h> #include<conio.h> main() { int x,y=1; clrscr(); printf("Enter a Number: "); scanf("%d",&x); for(y=1;y<=x;y=y+1) { printf("\n%d",y); } getch(); }
OUTPUT: Enter a Number: 8 1 2 3 4 5 6 7 8
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STRINGS
Arrays of Character and String A character string is a sequence of characters which is to be considered as a single data item. The characters of a string are displayed enclosed within double quotes. A string may include letters, digits, symbols and control characters. Strings are used in application programs to store and process text data. Examples: Input Error 123456 $890.99
STRING FUNCTIONS
*Copy strcpy() copy the contents of str2 to str1.
Syntax : strcpy(str1,str2); Example : char str1[8],str2[8]; strcpy(str1,hello); strcpy(str2,there); strcpy(str1,str2); printf(%s,str2) Output : there
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*Concatenate strcat() concatenate the value of str2 to str1 returns str1 contents of str2 is unchaged.
Syntax : strcat(str1,str2);
Example : char str1[15],str2[8]; strcpy(str1,Hello); strcpy(str2,Folks); strcat(str1,there); strcat(str1,str2); printf(%s %s,str2,str1);
Output : Folks! HellothereFolks
*Compares strcmp() compare the two strings until unequal characteristics are found or until the end of a string is reached. It returns an integer to indicate the results of the compare to str1 to str2.
Syntax : strcmp(str1,str2);
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Example : char s[10]; printf(Enter Password :); gets(s); if (strcmp(s,datacom)==0) { printf(WELCOME); } else { printf(INTRUDER!!); }
Output1: Enter Password : Datacom WELCOME
Output2: Enter Password : dc INTRUDER!!
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STREAM
Stream is a series of bytes associated with a file.
Types of Streams: Text Stream is a sequence of characters that does not have a one-to-one relationship between the characters that are written or read and those on the external device. Binary Stream is a sequence of bytes that have a one-to-one correspondence to those found on the external device. The number of bytes written or read will be the same as the number found on the external device.
File
A collection of data stored in the memory. Files reside in the secondary memory. o Text File o Binary File
Steps in Processing a File o Declarer a file pointer that will be associated to a specific file. Open the file. o Read/Write from/to a file. o Close the file.
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File Handling Concepts o Establish a stream between the file and the program. o Perform the needed read/write operation to the file. o Close the file to detach the program from the file.
The ANSI C file system is composed of several interrelated functions. The most common are shown below:
fopen() - establishes a stream between a program and a file. It is used to open files. fgets() - used to input data from files.
fprintf() - used to output a data to a file. feof() fclose() - to check for end of file marker during input operation. - to close a file or detach a file from the program.
File Pointer o Is a pointer to information that defines various things about the file, including its name, status, and current position. o It identifies a specific disk file and is used by the stream associated with it to tell each of the buffered I/O operations where to perform operations. Is pointer variable of type FILE, which is defined in stdio.h
Syntax : FILE *fileVariable;
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Opening Files fopen() function opens a stream for use, links a file with that stream, and then returns a FILE pointer to that stream. Most often, the file is a disk file.
Syntax : InternalFileName = fopen(ExtrernalFileName, OpenMode);
Where InternalFileName is a variable which represents the file in the program. ExternalFileName is the actual name of the file that is being opened. OpenMode is the mode pointing to a string containing the desired status.
The Legal Values of Open Mode
r a
Open a text file for reading Append to a text file
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If you wish to open a file for writing with the name of DC.TXT Write : fp = fopen(C:\\DC.TXT , w); Where : fp is a variable of type FILE Note : DC.TXT is not case sensitive and can be written in uppercase or lowercase letters.
However, it is best written in this manner if ( (fp = fopen(C:\\DC.TXT, w)) == NULL ) { puts(Cannot open FILE!); exit(0); }
This method detects any error in opening file, such as a write-protect or full disk, before attempting to write it. NULL is a macro defined in stdio.h.
Writing Data to Text Files
fprintf() writes formatted output to a stream. The same as the printf() command but instead of writing the output to the screen, the output is written to a file.
SYNTAX : fprintf(InternalFileName, FormatControlString, WriteList);

Example : fprintf(fp, Name : %s\n, name1);
fgets() - gets a string from a stream. Syntax : fgets(StringVariable, CharacterCount, InternalFileName);
Example: Assume that the of the content of the file DC.txt is Datacom Institute of Computer Technology
fgets(p , 3 , fp); printf(%s, p);
OUPUT : Dat <--- on the screen
feof() checks for end-of-file status during output. Syntax : feof(InternalFileName);
fclose() to close a file or detach a file from the program.
Syntax: fclose(InternalFileName);
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SAMPLE PROGRAMS
Sample Program 1: FILE WRITE (FW)
Source Code: #include <stdio.h> #include <conio.h> main() { FILE *fw = fopen("C:\\list.txt","a"); char userID[100], userName[100], userRole[100]; printf("\n Enter New UserID : "); scanf("%s", &userID);
printf("\n Enter New UserName : "); scanf("%s", &userName); printf("\n Enter New UserRole : "); scanf("%s", &userRole); fprintf(fw, "\n%s|%s|%s" ,userID, userName, userRole);
printf("\n Record Saved!!"); getch(); clrscr(); } OUTPUT: Enter New UserID: 3 Enter New UserName: Kevinrey Enter New UserRole: Admin Record Saved!!
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DESKTOP PUBLISHING
Page 909
What is Desktop Publishing?
When documents and images are printed, they are "published." Before computers became commonplace, the publishing process required large printing presses that copies and duplicates pages. In order to print images and words on the same page, the text and graphics would have to be printed separately, cut out, placed on a single sheet, taped in place, then copied and printed. Fortunately, computers with graphical user interfaces have enabled desktop publishing, which allows this process to be done electronically. Desktop publishing is the use of the computer and software to create visual displays of ideas and information. It is the process for delivering visual communication through visual aids like hand-outs, tarpaulin, printouts, calling cards, videos and other media. It is for a specific purpose such as: giving ideas, message, and promotions. You may use structural or visual designs according to its use. For example you are creating a brochure for your items; you must choose the design which is appropriate to your targets and know the correct way of doing this and mostly it must be fit to your purpose. It is the combination of computer and WYSIWYG page layout software to create publication documents on a computer for either large scale publishing or a small scale local manipulation peripheral output and distribution. The term Desktop Publishing is commonly used to state the
page layout skills. However, the skills and software are often used to create graphics for point of sale, displays, promotional items trade, exhibits, retail package designs and outdoor signs. Every time you use a computer to create a printable document, it can be considered desktop publishing. However, the term is most commonly used to refer to professional computer-based publishing. Desktop publishers use programs like Adobe InDesign and QuarkXpress to create page layouts for documents they want to print. These desktop publishing programs can be used to create books, magazines, newspapers, flyers, pamphlets, and many other kinds of printed documents. Publishers may also use programs like Adobe Photoshop and Illustrator to create printable images. Even word processing programs like Microsoft Word can be used for basic desktop publishing purposes. Complete desktop publishing involves the combination of typesetting (choosing fonts and the text layout), graphic design, page layout (how it all fits on the page), and printing the document. However, as mentioned before, desktop publishing can also be as simple as typing and printing a school paper. In order to desktop publish: all you need is a computer, monitor, printer, and software that can create a printable document. While that might cost more than a pen and paper, it certainly is cheaper than a printing press!
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Basic Phases in Desktop Publishing
1. Design - The creative process of combining the following for effective visual communication. It includes combining units, shapes, colors, spaces, text arts and text types for effective visual communication by means of planning or creating drafts.
2. Set-up - The process of preparing the software to be used for creating the publication. This also involves setting the paper size, margins and the major settings of your working space. Example of software: Microsoft Office Publisher Microsoft Office Word Adobe Photoshop Adobe PageMaker
3. Text - The process of preparing all the written parts of the documents. This is where you are going to insert the text or written parts of your visual aid. This includes setting the font: size, face, format and alignment. Text input may come from other word processing files; in this case this stage includes the setting of the place where you are going to have it inserted. Selection of paragraph formatting Lay-out of the text
4. Image - The process of preparing of pictures and other graphical elements of a document. This involves manipulation and setting, application of colors and adjusting the hue and contrast for the visual elements.
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5. File Preparation - This is the pre-press stage; this involves the application of the design, set-up and image into the document itself or simply inserting all the included parts into the paper or into the working space.
6. Printing/Uploading - This stage involves handing in the soft copy of the document to a professional printer to have a document printed out. For this stage, you are going to have your hard copy if it is for hand-out, poster or compilation, and upload or publish on web page if it is in video or other media type.
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Activity No. 1
Name : _________________________ _________________ Date : _________________________ _________________
Score :
Course
1. What is Desktop Publishing? (10 points) ________________________________________________________ _____________________________________________________________ _____________________________________________________________ ________________________________
2. Explain the 6 Basic Phases in Desktop Publishing (5 points each) a. ___________________________________________________ ___________________________________________________ ________________________________________________ b. ___________________________________________________
_________________________________________________________________ _________________________________________________________________
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c. ____________________________________________________ ______________________________________________________ ______________________________________________________ d. _____________________________________________________ ______________________________________________________ ______________________________________________________ e. _____________________________________________________ _____________________________________________________ _ ______________________________________________________ f. _____________________________________________________ ______________________________________________________ ______________________________________________________
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Graphic Design
Graphic Design is a key component of desktop publishing. It may be thought of as a problem solving process which involves answering the questions of what to communicate in the content of your design.
Elements of Graphic Design 1. Line - Defined as continues mark in a surface. It comes in several weighs or points, which determine its thickness. Line can connect separate and organized elements, as well as guide the eye in following design.
2. Shape - The enclosed space defined by lines. Shapes add visual weight to a design and help divide a design into areas as well. Shapes can be geometric or organic; like lines, they can also imply a mood or convey symbolic meaning.
3. Space - The area around and within objects. Space is manipulated using close proximity to create associations or relationships between objects and to give emphasis to objects as well.
4. Color - The reflection of light bounced back by an object. Color has the properties of hue: the color itself; intensity: the degree of lightness of a hue:; value: the relative lightness and darkness of a hue. Any color comes in tints, which are variations produced by adding white to a color. Color categories include primary (red, blue and yellow), secondary (the results of mixing two primary colors,) and tertiary (the results of mixing primary colors with an adjacent secondary color). Colors can be classified as warm (red, orange and yellow) or cool (blue, green and violet). Datacom Institute of Computer Technology Page 916
5. Texture - The feel of a surface, or the illusion of simulation of it, which may come from the use of the other elements, as well as printing on specialty paper with textured surface. Some common paper texture types include cast-coated or coated (high gloss surface), laid (a texture similar to grainy feel of handmade paper), linen (a smooth weave and soft finish), and matte finish (soft texture.)
6. Type - The letterform of text or words. Text in itself creates a shape which can evoke emotions in your reader. On the other hand, the typeface or font, which is the style of the letterforms, can create associations in readers mind in the same way that lines do.
Guidelines in Using the Elements of Design Always work from the design theme, style, or concept. Having a guide for overall concept on any design project makes the task of choosing how to use elements easier. Do not make the elements compete with each other for the attention of your audience, unless you have a good reason to make one element dominant over the others. Do not contradict the meaning of your design with one odd element suggesting another meaning.
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Activity No. 2
Name : _________________________ _________________ Date : _________________________ _________________
Score :
Course
1. What is Graphic Design? (10 points) ________________________________________________________________________ ______________________________________________________________________________ ____________________________________________________________
2. Explain the Elements of Graphic Design (5 points each)
b. ___________________________________________________ ___________________________________________________ ________________________________________________ b. ___________________________________________________

_________________________________________________________________ _________________________________________________________________
c. ____________________________________________________ ______________________________________________________ ______________________________________________________

d. _____________________________________________________ ______________________________________________________ ______________________________________________________ e. _____________________________________________________ _____________________________________________________ _ ______________________________________________________ f. _____________________________________________________ ______________________________________________________ ______________________________________________________
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Software that are Commonly Used in Desktop Publishing - Design
There is a lot of applicable software in desktop publishing but whats better is to use the software that we can do complex editing: inserting and manipulation of images, graphics and texts or generally, its contents. Example of software: Adobe Photoshop CS Series Macromedia Microsoft Paint Microsoft Office Publisher
Some of the features that we can do using the software listed above are: Insert objects (images and graphics) Resize objects Crop objects Move objects Change colors of objects Insert shapes Insert text Insert lines Insert curves Draw using pen and brush MS Office Publisher excluded Cartoonize MS Office Publisher excluded
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Microsoft Paint Microsoft Paint (commonly known as MS Paint) is a drawing tool you can use to create simple or elaborate drawings. These drawings can be either black-and-white or color, and can be saved as bitmap files. You can print your drawing, use it for your desktop background, or paste it into another document. It is an application for creating graphics and it can do editing but it doesnt have
groupings of actions done for better editing and it has limited abilities.
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Adobe Photoshop Adobe Photoshop is a graphics editing program developed and published by Adobe Systems. It is an application for editing image and designing that has a lot of functions and abilities.
Screenshot of Adobe Photoshop
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Microsoft Paint Common Tools Free-Form Select Select Eraser/ Color Eraser Fill With color Pick Color Magnifier Pencil Brush Airbrush Text Line Curve Rectangle Polygon Ellipse Rounded Rectangle
Adobe Photoshop Common Tools Marquee Move Lasso Magic Wand Crop Slice Healing Brush Brush Clone Stamp History Brush Eraser Gradient Blur Dodge Type Pen Shape Note Eyedropper
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Image Manipulation
Difference Between Image and Graphics 1. Images - Typically are like photograph, which are captured by cameras, sensors, etc. It reflects the real-world scene.
Image Dimensions Two dimensional Images Drawings, Paintings Three dimensional Images Sculptures
2. Graphics Graphics are visual presentations on some surface, such as a wall, canvas, computer screen etc. Most graphics are artificial.
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Image File Compression
There are two types of image file compression algorithms: lossless and lossy compression. Lossless and lossy compression are terms that describe whether or not, in the compression of a file, all original data can be recovered when the file is uncompressed. With lossless compression, every single bit of data that was originally in the file remains after the file is uncompressed. All of the information is completely restored. The JPEG image file, commonly used for photographs and other complex still images on the Web, is an image that has lossy compression.
1. Lossy Compression - A lossy compression scheme is one where a file is compressed by removing some of the information contained in the file to make it smaller. For instance, JPEG picture compression removes some picture information resulting in a lower quality image, but much smaller file size.
2. Lossless Compression - A lossless compression scheme is one where the original file before and after remains completely unchanged. To keep with the example, TIFF would be the corresponding lossless compression scheme to JPEG.
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Activity No. 3
Name : _________________________ _________________ Date : _________________________ _________________
Score :
Course
1. Explain the difference between Image and Graphics (10 points)

__________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
2. Explain the difference between the Lossy and Lossless Compresion (10 points)
________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ________________________________________________
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Image File Formats
Computer displays are made up from grids of small rectangular cells called pixels; the term comes from "picture elements". The picture is built up from these cells. The smaller and closer the cells are together, the better the quality of the image, but a larger file is required to store the increased pixel count.
1. Vector Graphics - A vector graphic is composed of paths, or lines, that are either straight or curved. The data file for a vector image contains the points where the paths start and end, how much the paths curve, and the colors that either border or fill the paths. Because vector graphics are not made of pixels, the images can be scaled to be very large without losing quality.
After Magnification
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2. Raster Graphics - These are information rendered as pixels. Raster graphics are highly dependent on their original resolution. The image quality lessens when the image is resampled to a lower resolution. A raster graphic, such as a GIF or JPEG, is an array of pixels of various colors, which together form an image. Raster graphics, on the other hand, become blocky (pixelated) since each pixel increases in size as the image is made larger. This is why logos and other designs are typically created in vector format - the quality will look the same on a business card as it will on a billboard. After Magnification
The difference between vector and raster graphics is that raster graphics are composed of pixels, while vector graphics are composed of paths.
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The Metafile Format Metafile is an image file format originally designed for Microsoft Windows in the 1990s. Windows Metafiles are intended to be portable between applications and may contain both vector graphics and bitmap components, such as Windows Clip art files..
Types of Raster Graphics
1. JPEG/JFIF Joint Photographic Experts Group (JPEG) is a compression method. JPEG-compressed images are usually stored in the JPEG File Interchange Format (JFIF) file format. JPEG compression is (in most cases) lossy compression. The JPEG/JFIF filename extension in DOS is JPG.
2. TIFF Tagged Image File Format (TIFF) is a flexible format that normally saves 8 bits or 16 bits per color (red, green, blue) for 24-bit and 48-bit totals, respectively, usually using either the TIFF or TIF filename extension. TIFF's flexibility is both blessing and curse, because no single reader reads every type of TIFF file.
3. EXIF
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Exchangeable Image File Format (EXIF) is a file standard similar to the JFIF format with TIFF extensions; it is incorporated in the JPEG-writing software used in most cameras. Its purpose is to record and to standardize the exchange of images with image metadata between digital cameras and editing and viewing software. The metadata are recorded for individual images and include such things as camera settings, time and date, shutter speed, exposure, image size, compression, name of camera, color information, etc. When images are viewed or edited by image editing software, all of this image information can be displayed.
4. Raw
Raw refers to a family of raw image formats that options are available on some digital cameras. These formats usually use a lossless or nearly-lossless compression, and produce file sizes much smaller than the TIFF formats of full-size processed images from the same cameras.
5. GIF Graphics Interchange Format (GIF) is limited to an 8-bit palette, or 256 colors. This makes the GIF format suitable for storing graphics with relatively few colors such as simple diagrams, shapes, logos and cartoon style images. The GIF format supports animation and is still widely used to provide image animation effects. It also uses a lossless compression that is more effective when large areas have a single color, and ineffective for detailed images or dithered images.
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6. PNG Portable Network Graphics (PNG) file format was created as the free, opensource successor to the GIF. The PNG file format supports true color (16 million colors) while the GIF supports only 256 colors. The PNG file excels when the image has large, uniformly colored areas. The lossless PNG format is best suited for editing pictures, and the lossy formats, like JPG, are best for the final distribution of photographic images because JPG files are smaller than PNG files.
7. BMP Windows Bitmap (BMP) file format handles graphics files within the Microsoft Windows operating system. Typically, BMP files are uncompressed, hence they are large. The advantage is their simplicity and wide acceptance in Windows programs.
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Activity No. 4
Name : _________________________ _________________ Date : _________________________ _________________
Score :
Course
1. Explain the differences between the three Image File Formats (20 points)
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________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ ______________________________________________________ _____________________________________________________________ ___________ _____________________________________________________________ ___________ _____________________________________________________________ ___________ _____________________________________________________________ ___________ _____________________________________________________________ ___________
2. Give the meaning of the following acronyms: (5 points each) a. JPEG ___________________________________________________ _
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b. TIFF ___________________________________________________ _ c. EXIFF ___________________________________________________ _ d. GIF -
___________________________________________________ _ e. PNG ___________________________________________________ _ f. BMP ___________________________________________________ _
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Five Aspects of Visual Communication
1. Design - The design must be appropriate to the target, the artwork must be related to your topic and must convey a clear message.
2. Purpose - The design and message must be good enough for the purpose. It is either to inform, put emotion and deliver ideas.
3. Written Part - The written part will be the way of complimenting the idea involved in the graphic or image present, it will serve as the explanation.
4. Title - The main representation of your whole project/ visual itself. It will be the first words that your readers or viewers will look at and judge if they are going to continue viewing or not so it must be presentable and readable.
5. Snapshots - These are pictures or examples of visual which they will be encountering through reading or viewing your work.
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Aspects of Visual Communication
Font Color Complement Table Background Color Black Blue Brown Font Color All Colors Green, Red, Violet Yellow, Orange, White Gold Gray Green Orange Pink Red Silver Black, Red Brown Black, Gold, Yellow Blue, Pink, Red Red, Blue, Black Red, Blue, Green Blue, Gray, Black, Pink Black, Red, Blue, Green Violet White Yellow Black, Light Colors All Colors Orange, Green, Black Violet White Yellow Pink, Sky Blue Gray, Black Orange, Red Gold Gray Green Orange Pink Red Silver Red, Maroon, Gray Orange, Yellow, Gray Black Black, Gray Black, Brown Light Green, Sky Blue Black Blue Brown Font Color Gray Sky Blue, Green Black, Gray, Peach Shadow
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Activity No. 5
Name : _________________________ _________________ Date : _________________________ _________________
Score :
Course
Explain the Aspects of Visual Communication (5 points each)
a. _________________
________________________________________
____________________________________ ____
____________________________________ ____ b. _________________ -
________________________________________
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____________________________________ ____
____________________________________ ____ c. _________________ -
________________________________________
____________________________________ ____
____________________________________ ____ d. _________________ -
________________________________________
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____________________________________ ____
____________________________________ ____ e. _________________ -
________________________________________
____________________________________ ____
____________________________________ ____
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Guidelines to Effective Visual Communication
1. Directness - Makes the message straightforward. As far as reports and presentations go, their aim is to communicate. Unlike art forms which are necessarily creative and symbolic, they must be clear and direct.
2. Efficiency - Strive for efficiency in communicating an idea. There is a great danger that the point of information might be lost in jumbled text effects, picture and colors.
3. Contextualization - Introduce the reader to the context through visuals. For example, serious information should be given a formal, elegant treatment which should be evident from the visual arrangement of elements.
4. Organization - Follow a structure whose logical sequence boosts understanding. Introduction Body Conclusion is an example of a structure for a report of presentation.
5. Relevancy - Use only relevant content. The guide for determining whether a picture or a text effect will be useful is how meaningful the overall result becomes upon adding it.
6. Underscoring - Create sub-elements under the main point and use them to enhance the emphasis on a particular idea.
7. Maximizing - Incorporate graphics and data together with the text for the greatest impact. While reports are meant to be obvious and exact, they should not be boring.
Activity No. 6
Name : _________________________ _________________ Date : _________________________ _________________
Score :
Course
Explain the importance of each of the Guidelines to Effective Visual Communication (5 points each) ________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ __________________________________________
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Writing Reports
Title Page This is the first thing a reader would see. The title page should have a strong impact on the viewer by effectively giving the basic information and helping establish the theme of the report.
Example of a Title Page
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Creating Reports
Content Page - Header and Footer Two of the most critical things to be considered in creating a report are the header and the footer. The uniformed contents of a report compliment its formality. Consistency in the format of headers and footers is a must to achieve a more presentable printed report.
Example Header
Example Footer Datacom Institute of Computer Technology Page 944
The aim of desktop publishing project such as report is to communicate well. An organized design helps to convey meaning effectively.
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Creating Logos
Tips in Creating a Logo 1. Keep It Simple - These are probably the best words of advice, and it ties into almost all of our upcoming tips. A complicated logo will not only make your logo difficult to reproduce and maintain, but you will also fail to engage your audience.
2. Engage Your Audience - The logo design should above everything entertain and engage your audience. Your logo should not be so literal that the message is spelt out for them. They should be given the opportunity to discover the meaning and intention of your logo themselves. If people are able to discover the trick of your logo within a reasonable amount of time, this will help to create a memorable and entertaining experience between you and your audience.
3. Adaptability (Be ready for change.) - Your logo should be flexible enough to adapt to every business situation. If a logo is too literal or specific, you may have a hard time using it when catering to different markets. Generally speaking, the best thing for small business start-ups is to have an icon and logo-type designed at the same time. Often times, companies will use only the icon on its products and packaging materials.
4. Relevance (Keep your products and services in mind.) - A memorable logo is great, but it should also get your customers to start thinking about the products or services that you offer. You should ensure that the logo relates to your business in some shape or form. Yes, the monkey can sell just about anything from cigarettes to cell phones, but there's a limit! Isn't there? 5. Choose Your Color Wisely - Colors can play a very important role in logo design as they can draw out different feelings and emotions from us. Interpretations of color may vary depending on age, gender, and cultural demographics, so your choices of color should Datacom Institute of Computer Technology Page 946
be carefully considered depending on your target market. Try to keep your selection of colors down to two or three. Too many colors will increase your cost of production and make it more difficult to reproduce. Additional color tips: Formal Suggested colors are gray, black, white, silver and gold. Kids Use light colors. Advertisements It must best describe your product.
Color Meaning Table Color Black Blue Brown Green Orange Pink Red White Yellow Formality Cool, Childish Hardship, Willingness Kind, Simple Hunger, Interesting Professional Girl Business Hate, Strong, Love Clean, Purified, Holy, Good Fight, Consistent Meaning
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Shape Meaning Table Shape Dotted Stripes Circle Square Polygons Curves Curves with Points Meaning Money, Lucky Organized Lucky, Fortunate Formal, In Good Way Lots of Stages, Competitive Soft Flow, Easy Flow Hurry, Fast, In No Time
6. Uniqueness - You want to be sure that your company is easily identified among your industry and competitors. Be sure to carefully research your industry and target market before embarking on a logo design. You need to know and understand the common styles of your industry, but you also need to make sure that you don't infringe on anyone else's trademarked logo.
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Activity No. 7
Name : _________________________ _________________ Date : _________________________ _________________
Score :
Course
Page 949
Create a logo for the following (10 points each) 1. Yourself
2. Datacom Institute of Computer Technology
3. Computer Secretary
4. Computer Programmer
5. Computer Technician
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Creating Business Cards
A business card is an entrepreneurs best friend, his or her most valuable marketing tool and an essential element to becoming unforgettable.
Tips in Creating a Business Card Within the first 10 seconds, your potential client is building up a lasting opinion about you. It sounds harsh but its a fact that people often do judge a book by its cover, and you only get one shot to make a great first impression. Fortunately there are a few tricks you can pull off, such as diverting their attention from the fact that you forgot to iron your shirt by pushing a unique and beautifully designed business card under their nose. Below is a list of essential tips to keep in mind when designing the perfect business card.
1. Size and Color The most common card size is 84mm * 55mm / 3.5in * 2in, so the best document size to work on is 1039 * 697 pixels. Its a good idea to work in CMYK color mode as opposed to RGB. CMYK stands for Cyan, Magenta, Yellow and Black (Black is known as Key), and is used in color printing.
2. The Bleed Area Unless your design background color is white, you need to prepare the Bleed area for your card design. Preparing the bleed involves highlighting an area surrounding the document, usually 3 mm thick with the same color as the background color of your card design. This prevents any ugly border strips from turning up on the edge of the cards.
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Safe Area Make sure any text or sensitive information is contained in the box, otherwise, it could get cut off.
Trim This is where we aim to cut your cards.
Bleed Area We cut the bleed area off your cards to avoid white strips on the edge. Make sure any images or colors fill this area.
Na-ah! Aha!
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3. Avoid Using Borders In fact, its best to try to avoid using borders on your business card designs at all. They may look good, but when the cards are cut, you will most likely have some lop-sided edges. All printers have a margin of error for cutting your cards, which can be as much as a few millimeters, so expect some variance in the area where the blade falls.
What you see on screen:
What you may receive:
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Notice how the borders disappear when the blades do not cut at the right places? A few millimeters can make all the difference to your card design.
4. Ensure Your Text is Readable This is a pretty vital element in business card design. You wouldnt want your clients to have to strain their eyes to read your e-mail or website address. Make sure your text is at least 8 pt, in a clear readable bold font. Texts that are smaller than 8 pt may look fine on your monitor but may be printed as a fuzzy, smudged-out line. You could also try to emphasize your name or important contact information by making it slightly bigger or bolder than the rest of your information.
5. Include Important Information Make sure you include all the information on the back of your card that you think the client would find useful. Your name - Put the name your contacts know you by. What you do - Remember to include what you do or what defines your job scope. Include the organization you are currently attached to if you wish. Contact information - Phone number, e-mail, work address, social media profiles etc.
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Activity No. 8
Name : _________________________ _________________ Date : _________________________ _________________
Score :
Course
Create your own calling card that includes the following information: 1. Logo
2. Name 3. Address 4. E-mail address 5. Contact Number/s
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Creating Greeting Cards
A greeting card is a sheet with printed design to commemorate an event or special occasion, usually including a pre-printed greeting on the inside flap. The graphic on a greeting card is typically symbolic to the event or occasion. Beautiful handmade cards can be created with the minimal amount of equipment or expertise. One of the keys to making a great handmade card is to keep it personal. Regardless of how technically good a card is - it is the ones with the little extra personal touch that will always be remembered!
Tips in Creating a Greeting Card 1. Keep it Simple! It is so tempting to adorn a card with lots of flourishes - however when making a handmade card, often less is more. A very elegant card can be achieved by placing a small image onto a card blank and adding a simple message. Adding lots of extra add-ons will detract from the design of the card.
2. Add a Border A simple border will really finish a handmade card. If you are attaching a cut image to a card, adding a frame will disguise any cut edges.
3. Pick a Great Greeting A very simple image and a thoughtful greeting will create a lovely card. Greetings are a great way to make a card special. The same card can be used and personalized for different recipients by changing the sentiment or adding a few special words.
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Two Easy Steps in Creating a Hand-Made Greeting Card 1. Fold the paper/canvas into four parts.
2. Insert the Contents. Front Cover Back Cover
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Activity No. 9
Name : _________________________ _________________ Date : _________________________ _________________
Score :
Course
Create a greeting card for a Special Occasion (Birthday, Christmas, Opening of a New Establishment, etc.)
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Advertisement
Creating an advertisement for a product or a service seems to be a difficult task for many. They can sit in front of a desk with papers and pen on it and not a word written. We all love to see advertisements. Have you ever noticed that some ads are more successful than the other? Yes, there are advertisements that people remember by heart. Some are liked for their punch lines and other for the display features, content etc. Every manufacturer looks forward to create an impressive advertisement for his product in order to sell it better to its clients and get awesome response. However, only some are successful in it. Here are some sure shot ways to make an impressive ad:
1. Begin the ad creation by analyzing your product and consumer. Each ad has to be made specifically for those who are interested in buying the product or using the service, namely the consumer, or the target audience.
2. Understand WHO will buy or use your product. Search for as much information about them as possible. If your product is already in the market, you can obtain this information by conducting consumer surveys, talking to the sales people, or observing consumer behavior at various stores. If the product has not as yet launched, use best guess strategy or existing market information. Thus you will be able to define who your buyer or user is - this is your target audience, or the consumer. If you are selling a pencil, your target audience may be kids, students, women, men or teachers. Are they the users, buyers or influencers? In the case of pencils users may be students, buyers are parents and influencers are friends. 3. Find out WHAT is so special about your product, the unique selling proposition. Datacom Institute of Computer Technology Page 961
Make sure you find only one convincing reason otherwise you will confuse your reader. This is also sometimes referred to as the brand positioning. Look for something that current competitors do not offer or do not overtly claim to offer.
Identify a relevant unique product benefit. It should be something that the consumer needs or likes, and not that's unique for the sake of it. An example of something unique to your product but not relevant is a colorful garbage bag. Finding the one most relevant reason is more challenging than it sounds. Make a list of your product benefits and then rank them in the order of importance to your consumer (not to you). Concentrate on the top most benefits. Is there an unmet desire or need, any frustration in the mind of your consumer that will create a market for your particular product? Assess the need gap that exists for the product or service. The product claim you make should be credible and trustworthy - don't make incredulous claims that your product can not deliver. Take for example the pencils. Do they need to be sharpened or be lead replaced? Are they easy to grip? Should they be smooth and stylish, and come in many attractive colors? So on.
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4. Understand WHY will they buy or HOW will they use your product. The advertisement must clearly convey the idea that responds to the need of the consumer - his purpose.
5. Decide HOW to effectively convey the product message. Use the information that you have collected to form a "Creative Brief" for your creative team. Normally the product benefit is highlighted in the ad by using catchy headlines and attention grabbing visuals. For the tone and style of the ad, you need to keep your target audience in mind. It should get their attention, be easy to understand, informative, correct in tone and manner and above all, entertaining. Engage the consumer to make your ad stand out in clutter (a term used to describe plethora of ad messages that an average consumer is exposed to) and be different from competitors. Words such as "Free", "Extra", "Best", "New" or "Now" are the traditional favorites. For an instant response, action words such as Call Now, Hurry or Rush work well. Do not forget to include all the information that is required but at the same time dont overload. Keep it simple and short.
6. Think of WHEN will they buy, how will they shop for it. This will help you decide how, when and where to advertise, what media is best for you; choices may be local newspaper, web, pamphlets and many others.
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7. Admire your advertisement. It might be a great ad, but you are not sure that it will sell what you are wanting it to sell, until you have tested it amongst your target audience. Put the ad out and have a questionnaire ready to find out if you have reached the audience you set out to.
Additional Tips Always write down everything. When you do that, you can be sure everything is logical and not contradictory. It also serves as a template for checking. When in doubt, trust your gut, even professionals do it. Check, recheck and check again is the gospel law of advertising. Follow the rules, but after that, break them, great ads were created by breaking rules.
Warning! There's no such thing as a perfect ad, no matter how much you try there's always a better way. Ads cost a lot of money. A good ad takes your dollar a long way. It is worth paying a professional copy writer for a great advertisement. The steps above are basic steps, but ad making can be quite complex, a Do It Yourself (DIY) ad should be attempted at your own risk.
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Activity No. 10
Name : _________________________ _________________ Date : _________________________ _________________
Score :
Course
Form a group of 5-8 members and present an advertisement for the following topics: (choose 1) 1. Accessories 2. Clothes 3. Food 4. Insurance 5. Restaurant 6. School 7. Services (Carpentry, Massage, etc.)
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Creating Flyers / Leaflet
You don't need to spend a lot of money to make flyers that get attention. A flyer is an inexpensive and highly effective way to grab attention in a very busy marketplace. How do you make your flyer stand out in the crowd? Here are some tips that professional designers use to make flyers "pop.
Tips in Creating a Flyer 1. Write a snappy headline or title. Make it memorable, unusual or provocative using a few carefully chosen powerful words. Popular titles contain one or more of these words: Easy, The Secrets to, Finally, Insider, How to, Free Bonuses, Now You Can, Discover and Proven.
2. Use colorful or striking graphics. One large image will have more impact than many smaller images. A stunning photo or illustration grabs attention, creates a mood, and supports your story.
3. Focus on the benefits of your product or service. Your prospects will ask the question, "What's in it for me?" Write from their perspective using the words "you" and "your." Avoid using the following words: we, us, our and I.
4. Organize your page with boxes, borders and areas of contrasting colors. You don't need to fill your flyer with wall-to-wall text and graphics. Incorporate some white space to make certain elements stand out and to make the flyer easy to read.
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5. Don't get too complicated. Be aware of printing margins. I suggest you create your layout with 1/2" margins on all sides, or add 1/8" for bleeds on items that print off the edge of the page.
6. Don't forget to proofread. Have someone else proofread your work. Check your contact information. Dial the phone numbers on the flyer to make sure they are correct, and type in the URL of your website to make sure it is correct, too.
7. If you are on a tight budget, try this. Select bright-colored or unique paper, and print with black ink. Use shades of grey to provide tones and contrasting background areas.
Example of a Leaflet Datacom Institute of Computer Technology
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Activity No. 11
Name : _________________________ _________________ Date : _________________________ _________________
Score :
Course
Page 968
Create a leaflet for your product or service of choice.
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Writing Newsletters
Newsletter is an example of a publication that talks about specific topic of interest to a particular audience, such as fans of a sports team or a band. It is meant primarily to inform and update its readers of developments on that topic.
Three Types of Newsletters 1. Promotional Newsletters This type of newsletter is frequently used by businesses to promote a product or service. It is also known as a marketing newsletter. A promotional or marketing newsletter is typically sent to current or prospective customers free of charge. Not strictly a sales pitch, the promotional newsletter does strive to turn prospects into customers and customers into repeat customers.
2. Relationship Newsletters Examples of this type of newsletter are club newsletters, employee newsletters, church newsletters, and alumni newsletters. They focus on the shared interests of the target audience, building or reinforcing a relationship. Typically distributed at no charge, some organizations may send newsletters only to paid members as a perk for paying dues.
3. Expert Newsletters Usually subscription-based, these newsletters generally focus on a specific topic and the recipient is someone who has specifically requested the information in the newsletter and is willing to pay for the information. While you always want to put your best work into your newsletter, when people are paying for it, it's even more important to have good content and good design.
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Tips in Writing a Newsletter 1. Who is my audience? Once you've answered that question, you can then consider the most important issue in writing a newsletter: What does your audience want to know? If you write your newsletter with your audience in mind, you will avoid a major pitfall: filling the newsletter with stories of importance only to you or your department. You might find that interesting, but your audience will not.
2. It's a newsletter. Being NEWS as the keyword, don't rehash past events. Give your audience news they can use. Include items people can mark on their calendars - events they can look forward to. However, remember that an article in a newsletter is no substitute for an invitation to an event.
3. Make it interesting. Well-written newsletters allow readers to grasp information quickly, without the time commitment of a magazine. Instead of writing one long story, consider breaking it into a main story that has one or two short, easily digestible sidebars.
4. Keep it short and to the point. Use bullets, short sentences, and short paragraphs. That means you can't offer great detail, but you can give people an overview. If the topic is complex, suggest a reading list or invite readers to check your website for more information.
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Example of a Newsletter
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Parts of a Newsletter Nameplate

The banner on the front of a newsletter that identifies the publication is its nameplate. It usually contains the name of the newsletter, possibly graphics or a logo, and perhaps a subtitle, motto, and publication information including Volume and Issue or Date.
Table of Contents
Usually appearing on the front page, the table of contents briefly lists articles and special sections of the newsletter and the page number for those items.
Headline
After the nameplate, the headline identifying each article in a newsletter is the most prominent text element.
Body
The body of the newsletter is the bulk of the text excluding the headlines and decorative text elements. It's the articles that make up the newsletter content.
Bylines
The byline is a short phrase or paragraph that indicates the name of the author of an article in a newsletter. The byline commonly appears between the headline and start of the article, prefaced by the word "By" although it could also appear at the end of the article.
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Running Head
More familiarly known as a header, a running headline is repeating text - often the title of the publication - that appears, usually at the top, of each page or every other page in a newsletter design. The page number is sometimes incorporated with the running headline.
Page Number
Page numbers can appear at the top, bottom, or sides of pages.
Photos/Illustrations
A newsletter design layout may contain drawings, photographs, charts, graphs, or clip art.
Continuation Lines
see below from page 1 etc.
Masthead
The masthead is that section of a newsletter layout - typically found on the second page - that lists the name of the publisher and other pertinent data. It may include staff names, contributors, subscription information, logo, addresses, etc.
Pull-Quotes
Used to attract attention, especially in long articles, a pull-quote is a small selection of text "pulled out and quoted" in a larger typeface.
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Creating Tarpaulins, Posters and Banners
Poster is an effective way of communication. Posters are printed advertising messages that are posted for display on advertising structure. They can be useful part of your marketing strategy. Business posters are one of the best marketing tools to promote your business, products and services. It provides a pleasing presentation of your product and services. A business poster is informative and draws attention of target audience. It plays an important role in communicating to a large group of audience and improves your company exposure. Posters are eye catchy, and leave a strong impression on customers. Posters have high visibility as they are decorated with different colors, text and images. A good poster always attracts immediate attention and promotes a convincing offer that motivates action. Business posters give a unique identity to your company. It builds your business image and creates awareness of your brand and business.
Tips in Creating an Effective Business Poster 1. Create a theme of your poster. Select your theme according to your target audience. Make sure your theme should meet your business objectives. Select a suitable color scheme that should compliment your business logo. Choose light background color for your poster, as it gives better readability to your customers.
2. Keep a proper size of your poster. A poster is neither too large nor too small. Determine your poster size according to the content and images of your poster. Plan out where you want to put the logo, content and images to avoid distraction. Arrange all the things according to the size of poster. 3. Give an accurate heading, which defines the purpose of your poster.
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Add content near or beneath the images. Put clear fonts which are easy to read from long distance. Choose right size and color for the fonts to grab the attention of your customers. Your poster background color and text color should go together.
4. Your poster should represent a visual map with your words and images. It should attract the readers to follow the pattern of your posters story. Add your business name, phone numbers, email address and mailing address at the bottom of your poster.
5. Ensure your poster has only one purpose and one message to promote. Dont add too many images and text because it can make your poster design look busy. Use sufficient white space to avoid clutter. Balanced white space keeps your poster design clean and more organized, and allow readers to focus their attention on the important detail of your poster.
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Examples of Posters:
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Activity No. 12
Name : _________________________ _________________ Date : _________________________ _________________
Score :
Course
Create a poster/banner for your product or service of choice.
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COMPETENCY BASED LEARNING MATERIAL IN JAVA PROGRAMMING
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INTRODUCTION
This competency- base learning materials is designed for you to develop your knowledge and skills in creating a program using Java Programming Language in accordance with industry standards. CBLM is well planned to make the material effective and efficient for you not to miss a necessary underpinning knowledge.
MODULE DESCRIPTOR: This module defines the competency required in creating programs using Java Programming Language.
LEARNING OUTCOMES:
At the end of the module, the candidate /trainee is expected to: 1. 2. 3. 4. 5. Define Java Programming and know its history. Give the syntax of Java Programming. Use Java Compiler to create a program. Create Input Output Program. Create Programs using Control Structures
PREREQUISITE KNOWLEDGE AND SKILLS: Candidate / trainee must possess the following qualifications, must be: Able to communicate both oral and written Physically mentally fit. With good moral character Can perform basic mathematical and logical computations. Analytical and logical thinking.
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Table of Contents
I.
Introduction to Java Programming a) Java Programming 3 b) Language Syntax and Grammars 6 c) Data Types and Operators . 14 d) Declaring Variables & Input/Output Programs . 18
II.
Java Control Structures a) if Structure 28 b) if else Structure .. 29 c) if else if Structure .. 31 d) switch Structure . 33
III.
Java Looping a) while Structure .. 39 b) do while Structure 41 c) for Structure . 42 d) break/continue Statement .. 44
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LEARNING GUIDE Learning Outcome 1: JAVA PROGRAMMING Learning Steps Resource Read and Analyze Information CBLM in Java Programming Sheet 1.1 on Java Programming Computer Answer Self Check 1.1 Self Check 1.1 Compare answer of Self Check # Model Answer 1.1 1.1 to Self Check Model Answer Self Check 1.2 # 1.1 Model Answer 1.2 Read and Analyze Information Activity Sheet 1.1 Sheet 1.2 Self Check 1.3 Answer Self Check 1.2 Model Answer 1.3 Compare answer of Self Check # Activity Sheet 1.2 1.2 to Self Check Model Answer # 1.2 Perform Activity Sheet 1.1 Read and Analyze Information Sheet 1.3 Answer Self Check 1.3 Compare answer of Self Check # 1.3 to Self Check Model Answer # 1.3 Read and Analyze Information Sheet 1.3 Perform Activity Sheet 1.2
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INFORMATION SHEET 1.1

JAVA PROGRAMMING What is Java Programming? Java is a high-level programming language developed by Sun Microsystems. Developed by James Gosling in 1991. Object-Oriented Portable and Platform-Independent Multithreaded Garbage Collected Pentium 166 MHz or faster processor At least 48MB of RAM At least 64MB of RAM - Graphics based application Java Development Kit 6 (JDK) JCreator 4.5 - www.jcreator.com Other Java Editors
Notepad Microsoft J++ Borland JBuilder IBM Visual Age for Java Sun Java Forte
Java Features
Java Programming System Requirements
Java Development Environment
Applets and Applications Application Applet stand-alone program that does not need a browser to run.
special applications designed to run within the context of a Web

browser.
Self Check 1.1 Java Programming Name:_______________________________________ Room:____________________ Time:__________ Date:__________ Score:_________
What is Java Programming? ________________________________________________________________ ________________________________________________________________ Java Features Java Programming System Requirements Java Development Environment Applets and Applications Application ___________________________________________________ ___________________________________________________ Applet _____________________________________________________________________________ _____________________________________________________________________________
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Model Answer 1.1 Java Programming

What is Java Programming? Java is a high-level programming language developed by Sun Microsystems. Developed by James Gosling in 1991. Java Features Object-Oriented Portable and Platform-Independent Multithreaded Garbage Collected
Java Programming System Requirements Pentium 166 MHz or faster processor At least 48MB of RAM At least 64MB of RAM - Graphics based application
Java Development Environment Java Development Kit 6 (JDK) JCreator 4.5 - www.jcreator.com Other Java Editors
o o o o Notepad Microsoft J++ Borland JBuilder IBM Visual Age for Java
o Sun Java Forte Applets and Applications Application - stand-alone program that does not need a browser to run. Applet - special applications designed to run within the context of a Web
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LANGUAGE SYNTAX AND GRAMMARS Java Program A minimum Java program has the following format: Syntax:
Java Sample Program
Output:
Coding Guidelines Java program files must Have same name as the class. End with extension .java
Use comments for documentation and readability White spaces are ignored Indent for readability
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Statements A statement is one or more lines of code terminated by a semicolon.
Output:
Comments A comment is an optional statement used to describe what a program or a line of program is doing.
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Identifier Identifiers used to label variables, methods, classes, etc. Case-sensitive May contain letters, digits, underscore and dollar sign ($) Identifiers cannot start with a number. Keywords cannot be used as identifier VALID Student pie_Master pieMaster pie4 pie2pie dollar$man $dollarman pieMethod 4pie pie-pie pie,pie pie/cake void 4pie pie-pie pie,pie INVALID
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Keywords
abstract boolean break byte private
static void true while else
if long const case for
Literals Literals are the representation of values.
\n \t \ \ \\
new line tab double quote single quote backslash
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Self Check 1.2 Java Programming

1. Java Program Format
2. Coding Guidelines 3. Statements __________________________________________________________________________________________ ______________________________ 4. Comments __________________________________________________________________________________________ ______________________________ -
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5. Identifiers 6. Keywords 7. Literals -
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1. Java Program Format
2. Coding Guidelines Java program files must a. Have same name as the class. b. End with extension .java Use comments for documentation and readability White spaces are ignored Indent for readability 3. Statements A statement is one or more lines of code terminated by a semicolon.
4. Comments A comment is an optional statement used to describe what a program or a line of program is doing.
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5. Identifiers Identifiers used to label variables, methods, classes, etc. Case-sensitive May contain letters, digits, underscore and dollar sign ($) Identifiers cannot start with a number. Keywords cannot be used as identifier 6. Keywords
abstract boolean break byte private
static void true while else
if long const case for
7. Literals Literals are the representation of values.
\n \t
new line tab
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Activity Sheet 1.1 Java Programming

Activity Title: Creating Simple Program using Java Programming Language Unit Title: Java Programming Reading: Information Sheet 1.2 Objectives: Write the program for the following:
Write the code of the following problem. Write your answer in your answer sheet. 1. Create a program that will display Hello Philippines & Hello World. Sample Output: Hello Philippines & Hello World
2. Create a program that will display information about yoursef. Sample Output: Name: Juan dela Cruz Nick Name: Juan Address: Quezon City Age: 25 Birthday: November 1, 1984 Zodiac Sign: Scorpio Email Address: Juantamad@yahoo.com
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INFORMATION SHEET 1.3 Data Types And Operators

Data Types Simple built-in or primitive Java data types created by the programmer using simple types, arrays, classes, and interfaces Composite
Integer Data Types
Floating Point Data Types
Other Primitive Data Types
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Arithmetic Operators
+ * / %
Addition Subtraction Multiplication Division Modulo
Examples:
Increment and Decrement Operators
Examples:
Assignment Operators
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Self Check 1.3 Java Programming Name:_______________________________________ Room:____________________ Time:__________

1. 2 Type of Data Types(Explain) __________________________________________________________________________________________ __________________________________________________________________________________________ ____________________________________________________________ 2. Integer Data Types
Data Type Range Memory Size
Date:__________ Score:________
3. Floating Point Data Types

4. Other Primitive Data Types

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Self Check 1.3 Java Programming Name:_______________________________________ Room:____________________ Time:__________ Date:__________ Score:________
5. Arithmetic Operators 6. Increment and Decrement Operators 7. Assignment Operators -
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1. 2 Type of Data Types(Explain) Simple built-in or primitive Java data types Composite created by the programmer using simple types, arrays, classes, and interfaces 2. Integer Data Types
3. Floating Point Data Types
4. Other Primitive Data Types
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5. Arithmetic Operators
6. Increment and Decrement Operators
7. Assignment Operators
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INFORMATION SHEET 1.4 Declaring Variables & Input/Output Programs

How to declare variable? Variable Syntax: is an item of data used to store the state of objects. Data type Name A variable is composed of:
To display the value of a certain variable, we use the following commands:
Output:
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Constants Values that never changes all through out the program run.
Output:
Input and Output Program In java programming when you make a program that has input and output you need to declare a library. In programming, Library is the place where codes are stored and being imported. Here are some library that you can use: Import java.io.* This library needs InputStreamReader and BufferedReader. Sample Program
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Output:
Import java.util.Scanner This library needs Scanner. Sample Program import java.util.Scanner; class <classname> { public static void main (String[]args) { Scanner var = new Scanner(System.in); int x; float y; double sum; System.out.print(Enter an Integer Number: ); x = var.nextInt(); System.out.print(Enter a Decimal Number: ); y = var.nextFloat(); System.out.ptrint(\nInteger is: + x); System.out.print(\nDecimal is: +y); } } Output:
Enter an Integer number: Enter a Decimal Number: Integer is: Decimal is:
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Activity Sheet 1.4 Java Programming Name:_______________________________________ Room:____________________ Time:__________ Date:__________ Score:_________
Write the code of the following problem at the back of your Activity Sheet.
1. A class has 3 major exams in one term, the prelim, midterm and final. Write a program that reads in a students exam scores and outputs the students average. Sample Output: Prelim Grade: 90 Midterm Grade: 90 Final Grade: 90 Average: 90
2. Design a program that will convert the value of feet to yard. Ask the user to enter the value of feet. Where 3 feet is equal to one yard. Enter value of feet: 6 The value of yard is: 2
3. The volume of square is given by the formula: Volume = S4 . Where S is Side. Design a program to calculate the volume of a square with Side given by the user. Enter value of side: 2 The volume of square is: 16
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LEARNING GUIDE Learning Outcome 2: JAVA DECISION CONTROL STRUCTURE Learning Steps Resource Read and Analyze Decision Control CBLM in Java Programming Computer Structure( If Stucture , If-Else Self Check 2.0 Structure, If-Elseif Structure, Self Check 2.1 Switch Structure) Activity Sheet 2.1 Answer Self Check 2.0 Answer Self Check 2.1 Perform Activity Sheet 2.1
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Java Decision Control Structures Before we go to the control structures of java we must have to know the operators that we have to use. These are the following: Relational Operators Logical Operators Relational Operators
== < > <= >=
Equal Less than Greater than Less than or equal Greater than or equal
Example: Expression 3+4 == 7 3+4 != 2+6 3+4 <= 10 3+4 == 4+4 3+4 >= 8 Result true true true false false
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Logical Operators
&& ||
AND OR
Expression
(3+2==5) && (6+2==8) (3+6==2) || (4+4==8)
Result
Logical Operators Truth Table
[AND] TRUTH TABLE x T T F F y T F T F x && y T F F F x T T F F
[OR] TRUTH TABLE y T F T F x || y T T T F
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Java Control Structures Control structures allow to change the ordering of how the statements in a program is executed
Types: Decision control structures Repetition control structures
Decision Control Structures Java statements that allows a programmer to select and execute specific blocks of code while skipping other sections. Types: if if-else if-else-if switch
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Self Check 2.0 Java Decision Control Structure Name:_______________________________________ Room:____________________ Time:__________
1. Relational Operators
Date:__________ Score:_________
2. Logical Operators
3. Truth Table
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[AND] TRUTH TABLE x y x && y x
[OR] TRUTH TABLE y x || y
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Model Answer 2.0 Java Decision Control Structure Name:_______________________________________ Room:____________________ Time:__________
1. Relational Operators
Date:__________ Score:_________
== < > <= >=
Equal Less than Greater than Less than or equal Greater than or equal
2. Logical Operators
&& ||
3. Truth Table
AND OR
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INFORMATION SHEET 2.1.1 If Structure

if Structure The if statement specifies that statement(s) will be executed if and only if a certain Boolean statement is true. Syntax 1: if (<expression>) <statement>; Syntax 2: if (<expression>) <statement>; Syntax 3: if (<expression>) { <statement 1>; <statement 2>; } Example for syntax 1:
Example for syntax 2:
Example for syntax 2:
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INFORMATION SHEET 2.1.2 If-else Structure

if-else Structure The if-else statement is used when you want to execute one statement if a condition is true, and another statement if the condition is false. Syntax 1: if (<expression>) <statement>; else <statement>; Syntax 2: <statement>; else <statement>; { <statement 1>; <statement 2>; } else { <statement 1>; <statement 2>; } Syntax 3:
if (<expression>)
if (<expression>)
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Example 1:
Output:
Example 2 w/ Simulation:
Output:
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INFORMATION SHEET 2.1.3

if-else-if Structure The statement in the else-clause of an if-else block can be another if-else structure. Syntax: <statement 1>; <statement 2>; } else if (<expression 2>){ <statement 1>; <statement 2>; } else <statement>; Example 1 - Simulation:
if (<expression 1>){
Output:
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Common Errors in if Structures The condition inside the if-statement does not evaluate to a boolean value. if (num + 1) if (num + 1 > 50) Writing elseif instead of else if. elseif (num > 1) else if (num > 1) Using = instead of == for comparison. if (num = 75) if (num == 1)
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INFORMATION SHEET 2.1.4 switch Structure switch Structure

{ case 1: <statement(s)>; break; case 2: <statement(s)>; break; case n: <statement(s)>; break; default: <statement(s)>; } The switch statement enables a program to switch between different outcomes based on a given expression. Syntax: switch (variable)
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Example 1 - Simulation:
Output:
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Self Check 2.1 Java Decision Control Structure Name:_______________________________________ Room:____________________ Time:__________ Write the syntax of the following: 1. IF STATEMENT Date:__________ Score:________
2. IF-ELSE STATEMENT
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3. IF-ELSE-IF STATEMENT
4. SWITCH STRUCTURE
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Model Answer 2.1 Java Decision Control Structure Write the syntax of the following: 1. IF STATEMENT
if (<expression>) { <statement 1>; <statement 2>; }
2. IF-ELSE STATEMENT
if (<expression>) { <statement 1>; <statement 2>; } else { <statement 1>; <statement 2>; }
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3. IF-ELSE-IF STATEMENT
if (<expression 1>){ <statement 1>; <statement 2>; } else if (<expression 2>){ <statement 1>; <statement 2>; } else <statement>;
4. SWITCH STRUCTURE
switch (variable) { case 1: <statement(s)>; break; case 2: <statement(s)>; break; case n: <statement(s)>; break; default: <statement(s)>; }
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Activity Sheet 2.1 Java Decision Control Structure Name:_______________________________________ Room:____________________ Time:__________ Date:__________ Score:_________
1. A program that will tell whether the number is Positive or Negative. If it is equal to 0 then remark is Unsigned Number! 2. Create a program that will enter a number and output whether it is ODD or EVEN. If it is equal to zero then output Undefined Number. 3. Create a program that will enter prelim, midterm & final grade. Then tell if it is Passed or Failed. 75 100 = Passed Less than 74 = Failed 4. Write a program that will enter a number from 1 to 20 then output its equivalent word/string.
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LEARNING GUIDE Learning Outcome 3: JAVA REPETITION CONTROL STRUCTURE Learning Steps Resource Read and Analyze Information CBLM in Java Programming Sheet 3.1, Information Sheet Computer 3.1.1, Information Sheet 3.1.2, Self Check 3.1 Information Sheet 3.1.3, Activity Sheet 3.1 Information Sheet 3.1.4 Answer Self Check 3.1 Perform Activity Sheet 3.1
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Repetition Control Structures
Java statements that allows a programmer to execute specific blocks of code a number of times. Types: Looping Structure while do-while for
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while Structure
The while loop is a statement or block of statements that is repeated as long as some condition is satisfied. Syntax:
<initialization>; while (<expression>){
True
}
<statement(s)>; <incrementation>;
False
Sample Problem: Create a java program that will display the numbers from 1 10. Code:
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Output:
Memory:
Condition:
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do - while Structure
do-while Structure The statements inside a do-while loop are executed several times as long as the condition is satisfied. Syntax:
<initialization>; do{
True
<statement(s)>; <incrementation>; } while (<expression>);
Example 1 : Output:
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for Structure
for Structure The for statement instructs a program to perform a block of code a specified number of times. Syntax:
for (<initialization>; <expression>; <incrementation>) { <statement(s)>; }
Output:
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Repetition control structures Summary
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break and continue statement break Statement The break statement causes an exit from an enclosing loop. Encountering the break statement causes immediate termination of the loop.
Example:
Output:
continue Statement The continue statement works in a somewhat similar way to the break statement. But instead of forcing loop termination, continue forces the next iteration for the loop to take place, skipping any code in between.
Example:
Output:
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Self Check 3.1 Java Repetition Control Structure Name:_______________________________________ Room:____________________ Time:__________
Write the syntax of the following: 1. WHILE Structure
Date:__________ Score:_________
2. DO-WHILE Structure
3. FOR Structure
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Model Answer 3.1 Java Repetition Control Structure

Write the syntax of the following: 1. WHILE Structure <initialization>; while (<expression>){ <statement(s)>; <incrementation>; }
2. DO-WHILE Structure
<initialization>; do{ <statement(s)>; <incrementation>; } while (<expression>);
3. FOR Structure
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Activity Sheet 3.1 Java Repetition Control Structure Name:_______________________________________ Room:____________________ Time:__________ Date:__________ Score:______
1. Create a java code that will output On or OFF if the user enters 1 or 0 otherwise the program asks again for another entry.
2. Create a java code (using for loop) that will display all counting numbers. 3. Make a program that will print you family name 10 times on the screen. 4. Write a program that will print all odd numbers inclusive in primary numbers.
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Module of Instruction
UNIT OF COMPETENCY APPLY PROGRAMMING SKILLS IN A SECOND
LANGUAGE
MODULE TITLE JAVA PROGRAMMING MODULE DESCRIPTION This module defines the competency required in creating programs using Java Programming Language. NOMINAL DURATION CERTIFICATION LEVEL PREQUISITE SUMMARY OF LEARNING OUTCOMES LO 1 JAVA PROGRAMMING ASSESMENT CRITERIA 1. Java Programming 2. Decision Control Structure 3. Repetition Control Structure
Knows What Is Java Programming Understand Language, Syntax And Grammar Of Java Programming Knows Programming Data Types And Operators Knows How To Declare Variables And Creat Simple Input-Output Programs
CONTENT Introduction to Java Programming
Understanding Language, Syntax and Grammar of Java Programming Programming Data Types and Operators Declaring Variables and Input-Output Programs
CONDITION Read and Familiarize different terminologies in Information sheet 1.1 to information sheet 1.4, perform activity sheet 1.1 and 1.2 and answer Self Check 1.1 to 1.3 METHODOLODIES Modular Approach, Self Pace Learning Approach, Hands-on Application
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Method of Oral recitation, Written exam, Board Work, Practical Demonstration Assessment LO 2 DECISION CONTROL STRUCTURE ASSESMENT CRITERIA CONTENT ( If Stucture , If-Else Structure, If-Elseif Structure, Switch Structure CONDITION Read and analyze Information Sheet 2.0 to 2.1.4 and Answer Self Check 2.0-2.1 and perform Activity Sheet 2.1 METHODOLODIES Modular Approach, Self Pace Learning Approach, Hands-on Application Method of Oral recitation, Written exam, Board Work, Practical Demonstration Assessment LO 3 REPETITION CONTROL STRUCTURE ASSESMENT CRITERIA 1. Create programs using repetition control structure. 1. Create programs using decision control structure.
1. Decision Control Structure
1. Repetition Control Stucture ( While Structure, Do-While Stucture,For Structure) CONDITION Read and analyze information sheet 3.1,Information sheet 3.1.1,Information sheet 3.1.2,Information sheet 3.1.3and Information sheet 3.1.4. Answer Self Check 3.1, and Perform Activity Sheet 3.1
CONTENT
METHODOLODIES Modular Approach, Self Pace Learning Approach, Hands-on Application Method of Oral recitation, Written exam, Board Work, Practical Demonstration Assessment
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DATACOM INSTITUTE OF COMPUTER TECHNOLOGY Prelim Examination In JAVA PROGRAMMING
I.
Answer the following 1. What is Java Programming? 2. Define Application. 3. Define Applet. 4. Define Statements 5. Define Comments
II.
Enumerate the following: Types of Data Type(2) Kinds of Data Type(4) Arithmetic Operator (5) Assignment Operator(5) Relational Operator(6) Logical Operator(2) Literals (2)
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III, Write the code of the following problem:
1. Create a program that will input the temperature in Celsius and output the value in Fahrenheit. F = 9/5 C + 32 2. Create a program that will print the volume of a cylindrical cone if you input the height and the base of the cylinder. Use the formula: V = 1/3 BH 3. Design a program that will convert the value of feet to yard. Ask the user to enter the value of feet. Where 3 feet is equal to one yard. 4. The volume of the sphere is given by the formula: Volume = (4/3)* Pi2 R3 . Where Pi = 3.1416 and R is the Radius. Design a program to calculate the volume of a sphere with Radius given by the user. 5. Create a program that will input the value of age then output the hours you have lived and the hours you have slept. Assuming that you have slept 8 hours a day. The formula for hours lived is age in years multiplied by the total no. of hours in a day times the total no. of days in a year. (1 year = 365 days).
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DATACOM INSTITUTE OF COMPUTER TECHNOLOGY Midterm Examination In JAVA PROGRAMMING Write the code of the following program. 1. A program that reads in an integer and outputs a statement telling whether or not the number is evenly divisible by three. If the number is not divisible by three the program should tell that the number is not divisible by three and also output the remainder obtained when the number is divided by three. 2. Draw a program that will print the students letter grade given the following specifications: 90 100 = 80 89 70 79 60 69 = = = A B C D F
Below 60 =
3. If a cost and selling price of an item is input through the keyboard, write a program to determine whether the seller has made profit or incurred loss. Also determine how much profit he made or how much he lost. 4. Write a program that will enter a number from 1 to 20 then output its equivalent word/string. 5. Write a program that will compute for the Net Income of the employee, take Gross Income and Deductions as input: Net income is gross income minus deductions. Output the Net income and the state income tax according to the following criteria. 3% on each peso of net income up to P 8,000 5% on each peso of net income from P 8,001 to 15,000 8% on each peso of net income over P 15,000
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DATACOM INSTITUTE OF COMPUTER TECHNOLOGY Final Examination In JAVA PROGRAMMING Write the code of the following program. 1. Write a program that will get and print the total number of odd and even numbers from 1022-6050. Sample Output :There are 2515 even numbers from 1022-6050 There are 2514 odd numbers from 1022-6050 2. Create a program that will get the sum of all odd numbers from 1-265 Sample Output : The sum of all odd numbers from 1-265 is 17689
3. Write a program that will print all number from 1 N (where N is any number input from user) Sample: Enter a number: 10 1 2 3 4 5 6 7 8 9 10 4. Create a program that will output the sum of all numbers that are divisible by 3 from 1 N (where N is any number input from user) Sample: Enter a number: 20 The sum of all numbers that are divisible by 3 from 1 20 is 63
5. Create a program that will output the factorial of 1 N (where N is any number input from user and N should not be greater than 15 and not less than 1) Sample: Enter a number: 9
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The factorial of 9 is 362880 Generation: 1 * 2 * 3 * 4 * 5 * 6 * 7 * 8 * 9 = 362880 6. A program that will compute for xy (x power y) Sample: Enter a value for x: 8 Enter a value for y: 5 8 raise to the power of 5 is 32768 Generation: 8 * 8 * 8 * 8 * 8 = 32768
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Competency assessment
Evidence plan
Qualification PROGRAMMING NC IV Unit of competency: APPLY PROGRAMMING SKILLS IN A SECOND LANGUAGE Ways in which evidence will be collected: DEMONSTRATION OBSERVATION
Define Java Programming Enumerate different data types. Enumerate the operators used. Create simple program using input/output program Create program using Decision Control Structure Create program using Decision Control Structure
NOTE * Critical aspect of competency Prepared by: Date:
Check by:
Date:
QUESTIONING Page 1042
The evidence must show that the candidate can
DEMONSTRATION
Candidate name: Assessor name: Unit of competency Qualification Date of Assessment Time of Assessment
APPLY PROGRAMMING SKILLS IN A SECOND LANGUAGE PROGRAMMING NC IV
Instruction for demonstration

Given the necessary materials, tools and equipment. The candidate must be able to perform the following activities in (60 hours/ 1 transition)
Materials and Equipment
Activity Sheets ,Reference Materials
OBSERVATION
During the demonstration of skills, did the candidate: Define Java Programming Enumerate the different types of data types Enumerate Arithmetic Operators and explain its function Enumerate Assignment Operators and explain its function Enumerate Relational Operators and explain its function Enumerate Logical Operators and explain its function Create simple program using input/output program Create program using Decision Control Structure Create program using Decision Control Structure
to show if evidence is demonstrated YES NO
NIA
The Candidates Demonstration was: Satisfactory
Non-Satisfactory
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Questions to probe the Candidates Underpinning Knowledge The candidate should answer the following questions: Extension/Reflection Question
Satisfactory Response YES NO
1. What are the control structures you can use in creating program? 2. How to declare variables? 3.
Safety questions: 4. What are the things to do in case of unavoidable occurrences? 5 6. Contingency questions: 7. How to avoid corruptions of files? 8.
Infrequent events: 10. Specify the ways to reduced codes. 11. Specify the things to do to avoid bugs. Rules and regulations 12. What are thing to use to back up your programs? 14. Give some required internet sites to research. 15. What extension name can be used in saving java program?
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The candidates underpinning knowledge was: Satisfactory Feedback to candidate: Non-satisfactory
The candidates overall performance was: Satisfactory Candidates signature: Non-Satisfactory Date:
Assessors signature:
Date:
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Acceptable answers are: 1. You can use the decision control structure and repetition control structures. 2. First know what data type you will use and name a variable. Make sure that the name a variable is relevant to the value it will hold. 4. Save the documents every now and then/ always have back up documents by using usb and diskettes. 7. Make sure that you save your file with correct extension name. Use required school diskettes and usb if available/yahoo.com and google.com/name of the followed by the extension name.java
DATE:
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CANDIDATE NAME: Unit Of Competency: Qualification: Oral/Interview Questions APPLY PROGRAMMING SKILLS IN A SECOND LANGUAGE PROGRAMMING NC IV Satisfactory Response Yes 1. What are the data types uses in Java Programming? 2. Give the logical operators and differentiate it. 3. Give the decision control structures. 4. What are the compilers you can use in coding Java Programming? 5. What is procedural programming? 6. Give the repetition control structures. 7. Give 3 rules in declaring a variable. The candidates underpinning knowledge was: Satisfactory Candidates Signature: Non-satisfactory Date: No
Assessors Signature:
Date:
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Acceptable answers are:
1. int for whole numbers, float and double for decimal numbers 2. Logical AND
Logical OR
3. The decision control structures are if, if-else, if else if, and switch case. 4. Java Development Kit 6 (JDK) JCreator 4.5 - www.jcreator.com Other Java Editors
a. Notepad b. Microsoft J++ c. Borland JBuilder d. IBM Visual Age for Java
e. Sun Java Forte 5. A procedural program is written as a list of instructions, telling the computer, step-by-step, what to do: Open a file, read a number, multiply by 4, display something. Program units include the main or program block, subroutines, functions, procedures; file scoping; includes/modules; libraries. 6. While loop, do-while loop, and for loop 7. Identifiers used to label variables, methods, classes, etc. Case-sensitive May contain letters, digits, underscore and dollar sign ($) Identifiers cannot start with a number. Keywords cannot be used as identifier
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Checklist No. 01 Evidence Gathering Tools V A. Demonstration Should perform the following: 1. Create a program using simple input/ output 2. Create a program using decision control structure 3. Create a program using repetition control structure 4. Create a program using both decision and repetition control structure. 5.Case Study B. Questioning Interview should probe on the following: 1. Underpinning Knowledge 2. Current Competency 3. Literacy Needs 4. Performance Standard C. Written Examination
V Valid NV Not Valid S Satisfactory
NV
NS
Remarks
NS Not Satisfactory
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Checklist No. 02 Observation of Work Performances

S 1. Inspection of equipment set-up 2. Preparation of tools and materials 3. Preparation of personal safety equipment 4. Prepare Set-up 5. Create a program using simple input/ output 6. Create a program using decision control structure 7. Create a program using repetition control structure 8. Create a program using both decision and repetition control structure. Assessment of final conduct NS C NC
S-Satisfactory NS-Not Satisfactory C-Competent NC-Not Yet Competent
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Checklist No. 03 Resource Provided by Learner Quantity A. Material and Cost CBLM 1 150 Cost A NA
B. Personal Safety Equipment N/A
A-Available NA-Not Available
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Checklist No. 04 Resource to be Provided at the Work Place Quantity A. Tools Examination Papers Questionnaires Checklist Activity Sheets A NA
B. Equipment Computer
C. Document Relevant to Assessment 1. Application Form 2. Attendance Sheet 3. Evaluation Form
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COMPETENCY BASED LEARNING MATERIAL IN VISUAL BASIC 6.0
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INTRODUCTION
This Competency Based Learning Material is designed to develop your knowledge, skill and abilities that are necessary for successful performance in Microsoft Visual Basic 6.0 with industry standards. And it is also a method of learning and instruction that is aimed more toward ensuring understanding and competency with different materials and skills. CBLM is well planned to make the material effective and efficient for you not to miss a necessary underpinning knowledge.
MODULE DESCRIPTOR: This module defines the competency required to create a program application using VB6.0
Learning Outcomes: At the end of the session the students should be able to:
1. 2. 3. 4. Define Visual Basic and have knowledge about its history? Identify the Environment of Visual Basic and Basic objects? Create simple application using basic objects. Test Codes for Creating Simple Games.
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Learning Outcome 1: History of Visual Basic Learning Steps Read information Sheet # 1 Data Process Answer Self Check # 1 Compare answer of self check # 1 to Self Check Model Answer # 1
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Information Sheet #1 History of Vb6.0 What is VB 6.0? Visual Basic is a third-generation event-driven programming language and integrated development environment (IDE) from Microsoft for its COM programming model. VB is also considered a relatively easy to learned and use programming language, because of its graphical development features and BASIC heritage. Visual Basic was derived from BASIC (Beginners All-purpose Symbolic Instruction Code) and enables the rapid application development (RAD) of graphical user interface (GUI) applications, access to databases using Data Access Objects, Remote Data Objects, or ActiveX Data Objects, and creation of ActiveX controls and objects. Scripting languages such as VBA and VBScript are syntactically similar to Visual Basic, but perform differently.
The Final release was version 6 in 1998. Microsofts extended support ended I March 2008 and the designated successor was Visual Basic .NET (now known simply as Visual Basic).
History Visual Basic was derived in BASIC Programming Language. BASIC Programming was developed by John George Kemeny and Thomas Eugene Kurtz at Dartmouth College. VB 1.0 was introduced in 1991. The drag and drop design for creating the user interface is derived from a prototype form generator developed by Alan Cooper and his company called Tripod. Microsoft contracted with Cooper and his associated to develop Tripod into a programmable form system for Windows 3.0, under the code name Ruby. Tripod did not include a programming language at all. Microsoft decided to combine Ruby with the Basic language to create Visual Basic. The Ruby interface generator provided the visual part of Visual Basic and this was combined with the EB Embedded BASIC engine designed for Microsofts abandoned Omega database system.
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TimeLine of VISUAL BASIC (VB1 to VB6) VB1 Visual Basic 1.0 (May 1991) was released for Windows at the Comdex/Windows World trade show in Atlanta, Georgia. Visual Basic 1.0 for MS-DOS was released in September 1992. The language itself was not quite compatible with Visual Basic for Windows, as it was actually the next version of Microsofts DOS-Based BASIC compilers, QuickBASIC and BASIC Professional Development System. VB2 Visual Basic 2.0 was released in November 1992. The programming environment was easier to use, and its speed was improved. Notably, forms became instantiable object, then laying the foundational concepts of class modules as were later offered in VB4. VB3 Visual Basic 3.0 was released in the summer of 1993 and came in Standard and Professional version. VB3 included version 1.1 of the Microsoft Jet Database Engine that could read and write Jet (or Access) databases. VB4 Visual Basic 4.0 (August 1995) was the first version that could create 32-bit as well as 16bit Windows programs. It also introduced the ability to write non-GUI classes in Visual Basic. Incompatibilities between different releases of VB4 caused installation and operation problems. VB5 Visual Basic 5.0 (February 1997), Microsoft released Visual Basic exclusively for 32-bit versions of Windows. Programmers who preferred to write 16-bit programs were able to import programs written in Visual Basic 4.0 to Visual Basic 5.0, and Visual Basic 5.0 programs can easily be converted with Visual Basic 4.0. Visual Basic 5.0 also introduced the ability to create a custom user controls, as well as the ability to compile to native Windows executable code, speeding up calculation-intensive code execution.
VB6 Visual Basic 6.0 (Mid 1998) improved in a number of areas including the ability to create web-based application. VB6 has entered Microsofts non-supported phase as of March 2008. Although the Visual Basic 6.0 development environment is no longer supported, the runtime is supported on Windows Vista, Windows Server 2008 and Windows 7. Datacom Institute of Computer Technology Page 1057
Self Check # 1: History of VB6.0 1. What is VISUAL BASIC? 2. In what year, VB 4.0 was released? 3. In what year, VB 1.0 DOS was released? 4. Visual Basic was derived in what Programming Language? 5. Who developed VB 1.0? 6. BASIC stands for? 7. GUI stands for? 8. IDE stands for? 9. EB stands for? 10. What version of Visual Basic introduced the drag and drop design?
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Answer Key Self Check #1: 1. What is VISUAL BASIC? Is a third-generation event-driven programming language and integrated development environment (IDE) 2. In what year, VB 4.0 was released? August 1995 3. In what year, VB 1.0 DOS was released? September 1992 4. Visual Basic was derived in what Programming Language? BASIC Programming 5. Who developed VB 1.0? Alan Cooper 6. BASIC stands for? Beginners All-purpose Symbolic Instruction Code 7. GUI stands for? Graphical User Interface 8. IDE stands for? Integrated Development Environment 9. EB stands for? Embedded BASIC 10. What version of Visual Basic introduced the drag and drop design? VB 1.0
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LEARNING GUIDE Learning Outcome 2: Environment of Visual Basic and Basic objects Learning Steps Resource Read information Sheet # 2 Environment of Visual Basic and Basic objects Answer Self Check # 2 Compare answer of self check # 2 to Self Check Model Answer # 2 Information Sheet #2 Self Check # 2 Self Check Answer Model # 2
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Information Sheet #2 Environment of Visual Basic and Basic objects
2.0. The Integrated Development Environment (IDE)
One of the most significant changes in Visual Basic 6.0 in the Integrated Development Environment (IDE). IDE is a term commonly used in the programming world to describe the interface and environment that we use to create our applications. It is called integrated because we can access virtually all of the development tools that we need to from one screen called an interface. The IDE is also commonly referred to as the design environment, or the program. The IDE was designed as a Single Document Interface (SDI). In a Single Document Interface, each window is a free-floating window that is contained within a main window and can move anywhere on the screen as long a Visual Basic is the current application. But, in Visual Basic 6.0, the IDE is in a Multiple Document Interface (MDI) format. In this format, the windows associated with the project will stay within a single container known as the parent. Code and form-based windows will stay within the main container form.
2.1. The Visual Basic IDE:
Menu Bar This Menu Bar displays the commands that are required to build an application. The main menu items have sub menu items that can be chosen when needed.
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Toolbar The toolbars in the menu bar provide quick access to the commonly used commands and a button in the toolbar is clicked once to carry out the action represented by it.
Project Explorer Docked on the right side of the screen, just under the toolbar. The Project Explorer a quick reference to the various elements of a project namely: Form, Classes and Modules. This are the following parts of Project Explorer:
1. 2. 3. 4. 5. 6.
View Code View Object Toggle Folders Project Name Form Folder Form Module
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Form Layout Window The Form Layout Window is docked under the Properties Window. In Form Layout Window it shows the position of your form upon run-time. And you can move it easily by dragging.
Properties Window The Properties Window is docked under the Project Explorer window. The Properties Window exposes the various characteristics of selected objects. Each and every form in an application is considered an object. Now, each object in Visual Basic has characteristics such as color and size. Other Characteristics affect not just he appearance of the object but the way it behaves too. All controls placed on it will have properties too. All of these properties are displayed in the Properties Window.
Form Designer Window You can design your form in a Form Designer Window by adding controls you need, arrange and set them up to make your program interface. So you can make your user friendly program. You can setup your controls at design time in this form.
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Object Browser The object browser is a powerful tool included with Microsoft Visual Basic since Version 4.0. Hardly any programmer I know uses it. It is one of the most powerful utilities for exploring system objects available to the VB programmer. It is not an add-in, but an integral part of the IDE.
These are the following Component of Object Browser: 1. Project / Library selector Use this to narrow the view to a single project or library and the objects it contains. 2. Navigation Buttons These works just like the back and forward buttons in your web browser.
3. View Definition Takes you directly to the code for this member. Only works when the object is part of the project (or group) currently loaded.
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4. Copy to Clipboard Copies the selected item text to the clipboard.
5. Search Text Enter the item you are searching for and click the Search icon. A new window (Search Results) will appear if there are any matches.
6. 7. 8. 9.
Show / Hide Search Results Toggles the Search Results pane. Search Results Pane Results of your search. Help Button I cant get this to do anything. Classes Pane (left Side) Shows objects/ global in the selected library/libraries.
10. Members Pane (right side) Shows members of the object selected in the Classes pane. 11. Description Window Shows information about the currently selected Member. If this is your project, this is the same information you entered in the Procedure Attributes dialog. To access this dialog, select tools, procedure attributes from the menu. Toolbox The Toolbox contains a set of controls that are used to place on a Form at design time thereby creating the user interface area. Additional controls can be included in the toolbox by using the Components menu item on the Project menu.
Basic Controls are:
1. Pointer - Provides a way to move and resize the controls form. 2. PictureBox - Displays icons/bitmaps and metafiles. It displays text or acts as a visual container for other controls.
3. TextBox - Used to display message and enter text.
4. Frame Serves as a visual and functional container for controls
5. CommandButton - Used to carry out the specified action when the user chooses it.
6. CheckBox - Displays a True/False or Yes/No option.
7. OptionButton - OptionButton control which is a part of an option group allows the user to select only one option even it displays multiple choices. Datacom Institute of Computer Technology Page 1065
8. ListBox - Displays a list of items from which a user can select one.
9. ComboBox - Contains a TextBox and a ListBox. This allows the user to select an item from the dropdown ListBox, or to type in a selection in the TextBox.
10. HScrollBar and VScrollBar - These controls allow the user to select a value within the specified range of values
11. Timer - Executes the timer events at specified intervals of time
12. DriveListBox - Displays the valid disk drives and allows the user to select one of them
13. DirListBox - Allows the user to select the directories and paths, which are displayed
14. FileListBox - Displays a set of files from which a user can select the desired one.
15. Shape - Used to add shape (rectangle, square or circle) to a Form
16. Line - Used to draw straight line to the Form
17. Image - Used to display images such as icons, bitmaps and metafiles. But less capability than the PictureBox
18. Data - Enables the use to connect to an existing database and display information from it.
19. OLE - Used to link or embed an object, display and manipulate data from other windows based applications.
20. Label - Displays a text that the user cannot modify or interact with.
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Self Check # 2: Environment of Visual Basic and Basic Object Test 1: Identification This ____ was described the interface and environment of an application. It provides quick access commands and once you click it, it will carry out action represented by it. It contains a set of controls that are used to place on a Form. It shows the position of your form upon run-time. It serves as a visual and functional container for controls. _____ use to narrow the view to a single project or library and the objects it contains. It shows objects / global in the selected library/libraries. It is one of the most powerful utilities for exploring system objects available to the VB programmer. SDI stands for? MDS stands for?
Test 2: Enumeration 1 20: Give the 20 Basic Controls 21 31: Give the 11 Component of Object Browser. 32 39: Give the 8 IDE of VB 6.0 40 45: Give the 6 Parts of Project Explorer
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Answer Key Self Check #2: Test 1: Identification IDE (Integrated Development Environment) 1. Toolbar 2. Toolbox 3. Form Layout Window 4. Frame 5. Project / Library selector 6. It shows objects / global in the selected library/libraries. 7. Classes Pane 8. Single Document Interface 9. Multiple Document Interface Test 2: Enumeration 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. Pointer PictureBox TextBox Frame CommandButton CheckBox OptionButton ListBox ComboBox HScrollBar and VScrollBar Timer DriveListBox DirListBox FileListBox Shape Line Image Data OLE 20. Label
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21. Project / Library selector 22. Navigation Buttons 23. View Definition 24. Copy to Clipboard 25. Search Text 26. Show / Hide Search Results 27. Search Results Pane 28. Help Button 29. Classes Pane 30. Members Pane 31. Description Window 32. Menu Bar 33. Toolbar 34. Toolbox 35. Form Layout Window 36. Properties Window 37. Project Explorer 38. Form Designer 39. Object Browser 40. View Code 41. View Object 42. Toggle Folders 43. Project Name 44. Form Folder 45. Form Module
Component of Object Browser
IDE of Visual Basic
Project Explorer
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LEARNING GUIDE Learning Outcome 3: Simple application using basic objects Learning Steps Read information Sheet # 2 Environment of Visual Basic and Basic objects Answer Self Check # 2 Compare answer of self check # 2 to Self Check Model Answer # 2
Resource
Information Sheet #3 Self Check # 3 Self Check Answer Model # 3
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Information Sheet #3: Simple application using basic objects and other object related 3.0 Creating a Project Here the steps to create: First thing to do is to create a Directory (folder) where you will store all your VB Projects, call it VBFolder. Open Visual Basic 6.0 The First Screen will ask whether you want to open a new project or an existing one; its obviously a new one and it will be a Standard EXE.
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Before you start to build-up the form, it will make it easier if you change the color of the form. Otherwise you will be working with grey controls on a grey background.
To Change the color of the form, here the steps to follow:
Click anywhere on the form Go to the Properties window Find the property call BackColor Change it to the standard Window background (teal) or to any color you want in the palette.
In our first example we will need 1 labels and 1 command button. Any object that you put on a Form is called a control.
Here are the steps in getting a control from the toolbox:
Go to Toolbox Click the control you want Go back to the Form Click and drag the control based on your preferred size and position
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Adding Forms
Here the Steps in Adding Form: Go to Project Menu Click Add form Choose Form Click Open Or Right click Forms in Project Window Choose Add Click Form Choose Form Click Open
Saving Project Here the Steps in Saving a Project:
Create a folder for all your Visual Basic Project Go to File Menu Choose Save Project Select your created folder The form will be save first, and then give the filename for each form in your project. After all forms are saved, a window will prompt you to save your project.
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Visual Basic Variables, Operators, Functions and Procedures
What is Variable?
Variable is a sign or a name that stands for a particular value in a program. It may also store information while the program is running. Variable are assigned a data type that indicates what kind of data it will be store and the amount of memory it will use.
Convention in Naming a Variable
A name should be descriptive of the data it holds. It should be unique. A variable must begin with a letter. Name can be up to 255 character long Must not contain a space or character used to identify data types such as !#%&@ Do not use dash to avoid confusion with the minus sign. Instead, use underscore (_).
What is Data Types?
The Data Type can store numeric, date/time or string data. When a variable is declared, a data type is supplied for it that determines the kind of data they can store. The fundamental data types in Visual Basic including variant are integer, long, single, double, string currency, byte and Boolean. Visual Basic supports a vast array of data types. Each Data Types has limits to the kind of information and the minimum and maximum values it can hold.
Numeric Data Types:
1. 2. 3. 4.
Byte Store integer values in the range of 0 -255 Integer Store Integer values in the rang of (-3,768) to (+32,767) Long Store integer values in the range of (- 2,147,483,468) to (+ 2,147,483,468) Single Store floating point value in the range of (-4.4x10-38) to (+ 3.4x1038) Page 1075
5. Double Store large floating value which exceeding the single data type value 6. Currency Store monetary values. It supports 4 digits to the right of decimal point and 15 digits to the left.
String
Use to store alphanumeric values. A variable length string can store approximately 4 billion characters
Date
Use to store date and time values. A variable declared as date type can store both date and time values and it can store date values 01/01/0100 up to 12/31/9999
Boolean
Boolean data types hold either a true or false value. These are not stored as numeric values and cannot be used as such. Values are internally stored as -1 (True) and 0 (False) and any non-zero value is considered as true.
Variant
Stores any type of data and is the default Visual Basic data type. In Visual Basic if we declare a variable without any data type by default the data type is assigned as default.
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Declaring Variables
1. Explicit Declaration variables are declared at the beginning of the procedure in the declaration section.
Sample Codes:
Dim Num_1 as Integer Dm Age as String Dim Date_In as Date Dim Name as String, Address as String, Num2 as Integer (3 variable declaration in one statement) Dim price1, price2, price3 as Single (Only price 3 is declared as Single, price1 and price2 are considered variant because they are not explicit declared)
2. Implicit Declaration Variable are not formally declared, it is a result from other variable declarations.
Sample Codes:
Dim Num1 as Integer Dim Num2 as Integer Num3 = Num1 * Num2
Explicit Declaration Explicit Declaration Implicit Declaration
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Scope of Variables
The scope indicates whether the variable can be used only in the procedure, certain form or modules inside the application.
Public Statement - Variables can be used in several forms of project Private Statement - Variables can only be used in the form where it is declared.
Module-level - Variables declared in the declaration section of the module. It is available to every control in the form.
Procedure-level variables declared inside a procedure. It is only available when the procedure is called. It will go back to its original value once it is called.
Declaration Section Procedure for Command Button 1
Procedure for Command Button 1
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CONSTANTS A constant stores value that does not change during the execution of the procedure.
Types of Constant
1. Intrinsic Constant Defined by Visual Basic The list of Intrinsic constant are found inside the Object Browser VbTrue VBBlack 2. User-Define Constant- Defined by the programmers that writes the code Const Pi=3.1416 Const Max_Num =100 Operators
Arithmetic Operator
Operators + / \ * ^ Mod & Add
Description 5+5 10-5 25/5 20\3 5*4 3^3
Example 10 5 5 6 20 27 2 "George Bush"
Result
Subtract Divide Integer Division Multiply Exponent (power of) Remainder of division String concatenation
20 Mod 6 "George"&" "&"Bush"
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Relational Operators
Operators > < >= <= <> =
Description Greater than Less than 10>8 10<8
Example True False True True True False
Result
Greater than or equal to 20>=10 Less than or equal to Not Equal to Equal to 10<=20 5<>4 5=7
Logical Operators
Operators OR AND
Description Operation will be true if either of the operands is true Operation will be true only if both the operands are true
Program Control Structures IfThen Selection Structure
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Performs an indicated action only when the condition is true; otherwise the action is skipped.
Syntax: If <Condition> then <Statement> End if Example If average > 75 then txtGrade.text = Passed End if
If...Then...Else Selection Structure Allows the programmer to specify that a different action is to be performed when the condition is true and when the condition is false.
Syntax: Example
If <Condition> then <Statement> Else <Statement> End if
If average > 75 then txtGrade.text = Passed Else txtGrade.text = Failed End if
Nested If...Then...Else selection structure Nested If...Then...Else selection structures test for multiple cases by placing If...Then...Else selection structures inside If...Then...Else structures.
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Syntax:
Example
If <Condition> then <Statement> Elseif <Condition> then <Statement> Elseif <Condition> then <Statement> Else <Statement> End if
If average < 75 then txtGrade.text = D Elseif average < 85 then txtGrade.text = C Elseif average < 95 then txtGrade.text = B Else txtGrade.text = A End if
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Select...Case Selection Structure

Select...Case structure is an alternative to If...Then...ElseIf for selectively executing a single block of statements from among multiple blocks of statements.
Select...case is more convenient to use than the If...Else...End If.

Syntax: Example
Select Case Index Case 0 <Statement> Case 1 <Statement> End Select
Select Case average Case 100 to 95 txtGrade.text = A Case 94 to 85 txtGrade.text = B End Select
Repetition Structures
Do While Loop Statement

Is used to execute statements until a certain condition is met.
Syntax
Example Dim ctr as Integer
<Initialization> Do While <Condition> <Statement> <Incre/Decre> Loop
ctr = 1 Do While ctr <= 100 Print ctr ctr = ctr + 1 Loop
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Simulation A variable ctr is initialized to 1 then the DO While Loop starts. First, the condition is tested If condition it TRUE; then the statements are executed. When it gets to the Loop it goes back to the Do and test condition again. If condition is false on the first pass, the statements are never executed.
While Wend Statement

Is used to execute statements until a certain condition is met.
Syntax
<Initialization> While <Condition> <Statement> <Incre/Decre> Wend
ctr = 1 While ctr <= 100 Print ctr ctr = ctr + 1 Wend
Simulation A variable ctr is initialized to 1 then the While Wend starts. First, the condition is tested If condition it TRUE; then the statements are executed. When it gets to the Wend it goes back to the While and test condition again. If condition is false on the first pass, the statements are never executed.
Do Until Loop Statement Unlike the Do While...Loop and While...Wend repetition structures, the Do Until... Loop structure tests a condition for falsity. Statements in the body of a Do Until...Loop are executed repeatedly as long as the loop-continuation test evaluates to False.
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Syntax
<Initialization> Do Until <Condition> <Statement> <Incre/Decre> Loop
ctr = 1 Do Until ctr > 100 Print ctr ctr = ctr + 1 Loop
Simulation
A variable ctr is initialized to 1 then the DO Until Loop starts. First, the condition is tested If condition it FALSE; then the statements are executed. When it gets to the Loop it goes back to the Do and test condition again. If condition is true on the first pass, the statements are never executed.
For Next Loop The ForNext Loop in another way to make loops in Visual Basic. ForNext repetition structure handles all the details of counter-controlled repetition.
Syntax Example Dim ctr as Integer For <Initialization> to <Condition> <Statement> Next Next For x = 1 to 10 Print ctr
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With End With Statement It is easier to read the code by implementing the WithEnd With Statement. Multiple properties can be set and multiple methods can be called using the WithEnd With statement. The Code is executed more quickly and efficiently as the object is evaluated only once. Example: With Text1 .Font.Size = 14 .Font.Bold = True .ForeColor = vbred .Height = 250 .Text = Hello World End With
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Creating Messagebox
Displays a message in a dialog box and wait for the user to click a button, and returns an integer indicating which button the user clicked. Title Ico n Button Default Value
Syntax:
MsgBox (Prompt, icons + buttons, title) Prompt: String expressions displayed as the message in the dialog box. If prompt consist of more than one line, you can separate the lines using the vbrCrLf constant. Icons + Buttons: Numeric expression that is the sum of values specifying the number and type of buttons and icon to display. Title: String expression displayed in the title bar of the dialog box. If you omit title, the application name is placed in the title bar.
Icons Constant vbCritical vbQuestion vbExclamation vbInformation Value 16 32 48 64 Description Display Critical message icon Display Warning Query icon Display Warning message icon Display information icon
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Buttons Constant vbOkOnly vbOkCancel vbAbortRetryIgnore Value 0 1 2 Description Display OK button only Display OK and Cancel buttons Display Abort, Retry and Ignore buttons Display Yes, No and Cancel buttons Display Yes and No buttons Display Retry and Cancel buttons
vbYesNoCancel vbYesNo vbRetryCancel
3 4 5
Return Values Constant vbOk vbCancel vbAbort vbRetry vbIgnore vbYes vbNo Value 1 2 3 4 5 6 7 Ok Button Cancel Button Abort Button Retry Button Ignore Button Yes Button No Button Description
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Create Sample Program Using Basic Objects
Textbox
Simulation: This program shows that the command button will be disabled if the textbox is empty
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Label and Command Button
Simulation: Once you click the Command Button and the textbox is empty, the Label will show a message that Command Button is Enabled
PictureBox
Simulation: The program shows the changes of the background on a form based on the clicked picturebox. Datacom Institute of Computer Technology Page 1090
Checkbox and Option Button
Sample Code for checkbox
Private Sub Check1_Click() If Me.Check1.Value = 1 Then Me.Label1.FontBold = True Else Me.Label1.FontBold = False End If End Sub
Simulation: In this sample program, it shows the uses of each object.
Checkbox shows the function of it, based to their object caption. Option Button Once you click one of them, the message will display to another object which is LABEL.
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ComboBox
Private Sub cmdLoadFoodCombo_Click() cboFood.Clear cboFood.AddItem "Orange" cboFood.ItemData(cboFood.NewIndex) = 60 cboFood.AddItem "Apple" cboFood.ItemData(cboFood.NewIndex) = 80 cboFood.AddItem "Banana" cboFood.ItemData(cboFood.NewIndex) = 105 End Sub Simulation: In this event, we first clear the cboFood combo box, then manually add three food items along with their calorie count in the corresponding ItemData property. (See the earlier discussion "Getting Data into a Listbox" for more detail.) We then inform the user that the combo box has been loaded.
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ListBox
Simulation: Once you click the add button, the data on the textbox will go to the Listbox and you need to select an item first on the Listbox before you click the delete button. DriveListBox, DirListBox and FileListBox The sample program uses the DriveListBox, DirListBox, and FileListBox to allow the user to navigate his or her file system.
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Shape
Simulation: The shape moves based on the pressed arrow key. Timer
Private Sub Form_Load () Me.Timer1.Interval = 1 End Sub Datacom Institute of Computer Technology Page 1094
Private Sub Timer1_Timer () Me.Label1.Caption = Time Me.Label2.Caption = Date End Sub
Progress Bar
Step to create a progress bar Click project in menu bar Click components (ctrl t) Choose Microsoft Windows Common Controls (6.0) SP6 Click apply and ok
Sample Code:
Private Sub Timer1_Timer() Me.ProgressBar1.Value = Me.ProgressBar1.Value + 1 If Me.ProgressBar1.Value = 100 Then Me.Timer1.Enabled = False Call MsgBox("WELCOME to Datacom IMUS") Unload Me End If Datacom Institute of Computer Technology Page 1095
End Sub
Slider
Sample Code:
Private Sub Slider1_Click () Me.Text1.Text = Me.Slider1.Value End Sub
Sample of Windows Media Player Sample Code: In this sample program, it uses CommonDialog, WindowsMediaPlayer and Listbox .
ListView Sample Code: In this program, it shows the basic Sample Information of the students without connection to any databases and much easier to understand. Datacom Institute of Computer Technology Page 1096
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Animation Component Sample Program:
Web Browser Component Sample Program:
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HScrollbar/VScrollbar Sample Program:
Data Component Step by Step Procedure Step 1: Add DATA component to you Form Designer and design the fields involve in your Database. Step 2: Click Add-Ins on the menu bar, then select Visual Data Manager.
Heres the VisData (Visual Data Manager). Step 3: Click the file on the menu bar, and then click New (for Creating Database), click Microsoft Database Version 7.0 mdb. Step 4: Type the filename of your database, then click save. Step 5: Right click the Database Window, the select New Table. Then the Table Structure will show. Step 6: In the Table Name box, type the name of the Table you want. After that, click the add field until you have met the number of fields you want.
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Self Check # 3: Environment of Visual Basic and Basic Object Test 1: Identification
1. 2. 3. 4. 5.
Use to store alphanumeric values? Variables can be used in several forms of project It can store integer values in the range of 0 -255 Use to store date and time values. It stores value that does not change during the execution of the procedure.
Test 2: Enumeration
1 2: 2 types of Scope Variables 3 8: Give 6 Numeric data types 9 16: Give 8 Arithmetic operators 17 20: Give the 4 MessageBox Icon
Test 3: Hands On Give the functional code of this sample Program each and every object.
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Answer Key Self Check #3: Test 1: Identification
1. 2. 3. 4. 5.
String Public Byte Date/Time Constant
Test 2: Enumeration
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Public Variable Private Variable Byte Single Double Integer Long Currency Add (+) Subtact (-) Multiply (*) Divide (/) Integer Division ( \ ) Exponent ( ^ ) Modulus (Mod) Concatenate ( & ) Critical Information Exclamation Question
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Information Sheet #4: Test Code and Creating Simple Games What is Games? A game is structured playing, usually undertaken for enjoyment and sometimes used as an educational tool. What kind of games that visual basic can do, here the list of Games in vb 6.0:
Hangman Pac man Car Racing Chess (Puzzle Game) Plants vs. Zombies Typing Master 1942 Gunbound
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Page 1103
UNIT OF COMPETENCY Object Oriented Programming Language MODULE TITLE Visual Basic 6.0 MODULE DESCRIPTION This module defines the competency required to create
a program application using VB6.0

NOMINAL DURATION 48 CERTIFICATION LEVEL PREQUISITE SUMMARY OF LEARNING OUTCOMES 1. Define Visual Basic and have knowledge about its history? 2. Identify the Environment of Visual Basic and Basic objects? 3. Create simple application using basic objects and other object related. 4. Test Codes for Creating Simple Games.
LO 1 History of Visual Basic ASSESMENT CRITERIA CONTENT
1. 2.
Know what is History of Visual Basic Know what the main function of Visual Basic
1. History of Visual Basic

2. IDE of Visual Basic (Integrated Development Environment)
CONDITION Read and Familiarize different terminologies in Information sheet No. 1, Answer activity sheet No.1 and Self Check No.1 METHODOLODIES Modular Approach, Self Pace Learning Approach Method of Hands On. Recitation, Written exam. Assessment
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LO 2 Environment of Visual Basic ASSESMENT CRITERIA 1. Know what IDE means 2. Know what is the use of Toolbox 3. Familiarize the control on the toolbox
CONTENT
1. Environment of Visual Basic 2. Basic Control 3. Parts of Project Explorer
CONDITION Read and Familiarize different terminologies in Information sheet No. 2, Answer activity sheet No.2 and Self Check No.2 METHODOLODIES Modular Approach, Self Pace Learning Approach Method of Hands On, recitation, Written exam. Assessment LO 3 Simple Application using Basic Objects ASSESMENT CRITERIA 2. Know the Repetition Structure 3. Know the Basic Code of each and every object 4. Know how to save, open and create a project.
CONTENT
1. Syntax of Conditional Statement 2. Syntax of Repetition Structure 3. Sample code
CONDITION Read Information sheet No. 3, Answer activity sheet No.3, and Self Check No. 3 METHODOLODIES Modular Approach, Self Pace Learning Approach, Hands-on Application Method of Hands - On, Recitation Assessment LO 4 Test Code for creating Simple Games ASSESMENT 1. Know what kind of games can do by using visual basic Page 1105
CRITERIA CONTENT 1. Sample Games
CONDITION METHODOLODIES Method of Assessment
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COMPETENCY ASSESSMENT Evidence plan
Qualification Unit of competency:
Programming NC IV Object Oriented Programming Language
Ways in which evidence will be collected:
DEMONSTRATION
OBSERVATION
The evidence must show that the candidate can

Create a simple application
Enumerate the different type of variable Enumerate the Interface of Visual Basic
Debug the codes
Create a Simple Logic Games
NOTE * Critical aspect of competency Prepared by: Date:
Check by:
Date:
QUESTIONING Page 1107
DEMONSTRATION
OBJECT ORIENTED PROGRAMMING LANGUAGE Programming NC IV


OBSERVATION
to show if evidence is demonstrated YES NO NIA
During the demonstration of skills, did the candidate: It shows objects / global in the selected library/libraries. It stores value that does not change during the execution of the procedure. Create Simple Application Create Simple Games
Scope of Variables
Proper naming convention
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Use Static declaration
The Candidates Demonstration was: -
Questions to probe the Candidates Underpinning Knowledge
Satisfactory Response
The candidate should answer the following questions: Extension/Reflection Question 1. What are the types of Variable? 2. How bugs determined in a program 3. How youll know if what type of repetition you could use?
YES
NO
Safety questions: 4. What are the things to do in case of unavoidable occurrences? 5 6. Contigency questions:
7. How to avoid bugs in a program?
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Infrequent events: 10. How visual basic works? 11. Give syntax of For Loop 12. Give 2 logical operator The candidates underpinning knowledge was: Feedback to candidate:
The candidates overall performance was: Candidates signature: Date:
Date:
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CANDIDATE NAME: unit of competency: qualification: oral/interview questions Object Oriented Programming Language Programming NCIV satisfactory response yes 1. In what Programming Language Visual Basic was derived? no
2. Give the 8 Arithmetic Operators
3. What is Object Browser? 4. Who Developed visual basic 1.0? 5. In what year, VB4 was released? 6It contains a set of controls that are used to place on a Form.
6. What is Toolbox? 8. Give at least 10 basic objects? The candidates underpinning knowledge was: Satisfactory Candidates Signature: Assessors Signature: Non-satisfactory Date: Date:
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Checklist No. 01 Evidence Gathering Tools V NV S NS Remarks
A. Demonstration
Should perform the following: 1. Create Simple Calculator 2. Create Login Form 3. Create Loading Form 4. Create Movable Shape
B. Questioning Interview should probe on the following: 1. Underpinning Knowledge 2. Current Competency 3. Literacy Needs 4. Performance Standard C. Written Examination
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COMPETENCY BASED LEARNING MATERIAL IN SYSTEM ANALYSIS AND DESIGN
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System Analysis and Design Contents

1. Introduction to Systems 2. Software (System) Development Life Cycle Models 3. Preliminary Analysis 4. Fact Finding and Decision Making Techniques 5. Functional Modeling I
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Introduction to Systems
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INFORMATION SHEET # 1
Introduction To Systems
Analysis, design, and development systems, products, or services requires answering several fundamental questions: WHAT is a system? What is included within a systems boundaries? WHAT role does a system perform within the Users organization? What mission applications does the system perform? WHAT results-oriented outcomes does the system produce?
These fundamental questions are often difficult to answer. If you are unable to clearly and concisely delineate WHAT the system is, you have a major challenge. Now add the element of complexity in bringing groups of people working on same problem to convergence and consensus on the answers. This is a common problem shared by Users, Acquirers, and System Developers, even within their own organizations. At the end of this lesson you would be able to know about system's concepts, characteristics and various types of Information Systems. You would also be able to understand the system development process.
Learning To Recognize Types Of Systems

Systems occur in a number of forms and vary in composition, hierarchical structure, and behavior. Consider the next high-level examples.
Economic systems Educational systems Financial systems Environmental systems Medical systems Corporate systems Insurance systems Religious systems Social systems Psychological systems Cultural systems Food distribution systems Transportation systems Communications systems Entertainment systems Government systems Legislative systems, Judicial systems, Revenue systems, Taxation systems, Licensing systems, Military systems, Welfare systems, Public safety systems, Parks and recreation systems, Environmental systems If we analyze these systems, we find that they produce combinations of products, by-products, or services. Further analysis reveals most of these fall into one or more classes such as individual versus organizational; formal versus informal; ground-based, sea-based, air-based, space-based, or hybrid; human-in-the-loop (HITL) systems, open loop versus closed loop; and fixed, mobile, and transportable systems.
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INFORMATION SHEET # 1.1

Analytical Representation of A System
As an abstraction we symbolically represent a system as a simple entity by using a rectangular box as shown in Figure 1. In general, inputs such as stimuli and cues are fed into a system that processes the inputs and produces an output. As a construct, this symbolism is acceptable; however, the words need to more explicitly identify WHAT the system performs. That is, the system must add value to the input in producing an output.
We refer to the transformational processing that adds value to inputs and produces an output as a capability. You will often hear people refer to this as the systems functionality; this is partially correct. Functionality only represents the ACTION to be accomplished; not HOW WELL as characterized by performance. This text employs capability as the operative term that encompasses both the functionality and performance attributes of a system. The simple diagram presented in Figure 1 represents a system. However, from an analytical perspective, the diagram is missing critical information that relates to how the system operates and performs within its operating environment. Therefore, we expand the diagram to identify these missing elements. The result is shown in Figure 2. The attributes of the constructwhich include desirable/undesirable inputs, stakeholders, and desirable/undesirable outputsserve as a key checklist to ensure that all contributory factors are duly considered when specifying, designing, and developing a system.
Figure 1 - Basic System Entity Construct
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Systems That Require Engineering
Earlier we listed examples of various types of systems. Some of these systems are workflow-based systems that produce systems, products, or services such as schools, hospitals, banking systems, and manufacturers. As such, they require insightful, efficient, and effective organizational structures, supporting assets, and collaborative interactions.
Some systems require the analysis, design, and development of specialized structures, complex interactions, and performance monitoring that may have an impact on the safety, health, and wellbeing of the public as well as theenvironment, engineering of systems may be required. As you investigate WHAT is required to analyze, design, and develop both types of systems, you will find that they both share a common set concepts, principles, and practices. Business systems, for example, may require application of various analytical and mathematical principles to develop business models and performance models to determine profitability and return on investment (ROI) and statistical theory for optimal waiting line or weather conditions, for example. In the case of highly complex systems, analytical, mathematical, and scientific principles may have to be applied. We refer to this as the engineering of systems, which may require a mixture of engineering disciplines such as system engineering, electrical engineering, mechanical engineering, and software engineering. These disciplines may only be required at various stages during the analysis, design, and development of a system, product, or service. This text provides the concepts, principles, and practices that apply to the analysis, design, and development of both types of systems. On the surface these two categories imply a clear distinction between those that require engineering and those that do not. So, how do you know when the engineering of systems is required? Actually these two categories represent a continuum of systems, products, or services that range from making a piece of paper, which can be complex, to developing a system as complex as an aircraft carrier or NASAs International Space Station (ISS). Perhaps the best way to address the question: What is system engineering?
What Is System Engineering?

Explicitly System Engineering (SE) is the multidisciplinary engineering of systems. However, as with any definition, the response should eliminate the need for additional clarifying questions. Instead, the engineering of a system response evokes two additional questions: What is engineering? What is a system? Pursuing this line of thought, lets explore these questions further.
Defining Key Terms

Engineering students often graduate without being introduced to the root term that provides the basis for their formal education. The term, engineering originates from the Latin word in generare, which means to create. Today, the Accreditation Board for Engineering and Technology (ABET), which accredits engineering schools in the United States, defines the term as follows:
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Engineering [T]he profession in which knowledge of the mathematical and natural sciences gained by study, experience, and practice is applied with judgment to develop ways to utilize economically the materials and forces of nature for the benefit of mankind. (Source: Accreditation Board for Engineering and Technology [ABET])
There are a number of ways to define System Engineering (SE), each dependent on an individuals or organizations perspectives, experiences, and the like. System engineering means different things to different people. You will discover that even your own views of System Engineering (SE) will evolve over time. So, if you have a diver-sity of perspectives and definitions, what should you do? What is important is that you, program teams, or your organization: 1. Establish a consensus definition. 2. Document the definition in organizational or program command media to serve as a guide for all. For those who prefer a brief, high-level definition that encompasses the key aspects of System Engineering (SE), consider the following definition:
System Engineering (SE) The multidisciplinary application of analytical, mathematical, and scientific principles to formulating, selecting, and developing a solution that has acceptable risk, satisfies user operational need(s), and minimizes development and life cycle costs while balancing stakeholder interests.
This definition can be summarized in a key System Engineering (SE) principle:
System engineering BEGINS and ENDS with the User.

System Engineering (SE), as we will see, is one of those terms that requires more than simply defining WHAT System Engineering (SE) does; the definition must also identify WHO/WHAT benefits from System Engineering (SE). The ABET definition of engineering, for example, includes the central objective to utilize, economically, the materials and forces of nature for the benefit of mankind. Applying this same context to the definition of System Engineering (SE), the User of systems, products, and services symbolizes humankind. However, mankinds survival is very dependent on a living environment that supports sustainment of the species. Therefore, System Engineering (SE) must have a broader perspective than simply for the benefit of mankind. System Engineering (SE) must also ensure a balance between humankind and the living environment without sacrificing either.
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System Components And Characteristics
A big system may be seen as a set of interacting smaller systems known as subsystems or functional units each of which has its defined tasks. All these work in coordination to achieve the overall objective of the system. System engineering requires development of a strong foundation in understanding how to characterize a system, product, or service in terms of its attributes, properties, and performance.
As discussed above, a system is a set of components working together to achieve some goal. The basic elements of the system may be listed as:
Resources Procedures Data/Information Intermediate Data Processes
Resources
Every system requires certain resources for the system to exist. Resources can be hardware, software or liveware. Hardware resources may include the computer, its peripherals, stationery etc. Software resources would include the programs running on these computers and the liveware would include the human beings required to operate the system and make it functional. Thus these resources make an important component of any system. For instance, a Banking system cannot function without the required stationery like cheque books, pass books etc. such systems also need computers to maintain their data and trained staff to operate these computers and cater to the customer requirements.
Procedures
Every system functions under a set of rules that govern the system to accomplish the defined goal of the system. This set of rules defines the procedures for the system to Chapter 1 - Introduction to Systems operate. For instance, the Banking systems have their predefined rules for providing interest at different rates for different types of accounts.
Data/Information
Every system has some predefined goal. For achieving the goal the system requires certain inputs, which are converted into the required output. The main objective of the System is to produce some useful output. Output is the outcome of processing. Output can be of any nature e.g. goods, services or information. However, the Output must conform to the customer's expectations. Inputs are the elements that enter the system and produce Output. Input can be of various kinds, like material, information, etc.
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Intermediate Data
Various processes process system's Inputs. Before it is transformed into Output, it goes through many intermediary transformations. Therefore, it is very important to identify the Intermediate Data. For example, in a college when students register for a new semester, the initial form submitted by student goes through many departments. Each department adds their validity checks on it. Finally the form gets transformed and the student gets a slip that states whether the student has been registered for the requested subjects or not. It helps in building the System in a better way. Intermediate forms of data occur when there is a lot of processing on the input data. So, intermediate data should be handled as carefully as other data since the output depends upon it.
Processes
The systems have some processes that make use of the resources to achieve the set goal under the defined procedures. These processes are the operational element of the system. For instance in a Banking system there are several processes that are carried out. Consider for example the processing of a cheque as a process. A cheque passes through several stages before it actually gets processed and converted. These are some of the processes of the Banking system. All these components together make a complete functional system. Systems also exhibit certain features and characteristics, some of which are:
Objective Standards Environment Feedback Boundaries and interfaces
Objective
Every system has a predefined goal or objective towards which it works. A system cannot exist without a defined objective. For example an organization would have an objective of earning maximum possible revenues, for which each department and each individual has to work in coordination.
Standards
It is the acceptable level of performance for any system. Systems should be designed to meet standards. Standards can be business specific or organization specific. For example take a sorting problem. There are various sorting algorithms. But each has its own complexity. So such algorithm should be used that gives most optimum efficiency. So there should be a standard or rule to use a particular algorithm. It should be seen whether that algorithm is implemented in the system.
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Environment
Every system whether it is natural or man made co-exists with an environment. It is very important for a system to adapt itself to its environment. Also, for a system to exist it should change according to the changing environment. For example, we humans live in a particular environment. As we move to other places, there are changes in the surroundings but our body gradually adapts to the new environment. If it were not the case, then it would have been very difficult for human to survive for so many thousand years. Another example can be Y2K problem for computer systems. Those systems, which are not Y2K compliant, will not be able to work properly after year 2000. For computer systems to survive it are important these systems are made Y2K compliant or Y2K ready.
Feed Back
Feedback is an important element of systems. The output of a system needs to be observed and feedback from the output taken so as to improve the system and make it achieve the laid standards. In fig 1.1, it is shown that a system takes input. It then transforms it into output. Also some feedback can come from customer (regarding quality) or it can be some intermediate data (the output of one process and input for the other) that is required to produce final output.
Boundaries and Interfaces

Every system has defined boundaries within which it operates. Beyond these limits the system has to interact with the other systems. For instance, Personnel system in an organization has its work domain with defined procedures. If the financial details of an employee are required, the system has to interact with the Accounting system to get the required details. Interfaces are another important element through which the system interacts with the outside world. System interacts with other systems through its interfaces. Users of the systems also interact with it through interfaces. Therefore, these should be customized to the user needs. These should be as user friendly as possible.
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Classifications Of System
From previous section we have a firm knowledge of various system components and its characteristics. There are various types of system. To have a good understanding of these systems, these can be categorized in many ways. Some of the categories are open or closed, physical or abstract and natural or manmade information systems , which are explained next.
Classification of systems can be done in many ways.
Physical or Abstract System

Physical systems are tangible entities that we can feel and touch. These may be static or dynamic in nature. For example, take a computer center. Desks and chairs are the static parts, which assist in the working of the center. Static parts don't change. The dynamic systems are constantly changing. Computer systems are dynamic system. Programs, data, and applications can change according to the user's needs. Abstract systems are conceptual. These are not physical entities. They may be formulas, representation or model of a real system.
Open Closed System

Systems interact with their environment to achieve their targets. Things that are not part of the system are environmental elements for the system. Depending upon the interaction with the environment , systems can be divided into two categories, open and closed. Open systems: Systems that interact with their environment. Practically most of the systems are open systems. An open system has many interfaces with its environment. It can also adapt to changing environmental conditions. It can receive inputs from, and delivers output to the outside of system. An information system is an example of this category. Closed systems: Systems that don't interact with their environment. Closed systems exist in concept only.
Man made Information System

The main purpose of information systems is to manage data for a particular organization. Maintaining files, producing information and reports are few functions. An information system produces customized information depending upon the needs of the organization. These are usually formal, informal, and computer based. Formal Information Systems: It deals with the flow of information from top management to lower management. Information flows in the form of memos, instructions, etc. But feedback can be given from lower authorities to top management. Informal Information systems: Informal systems are employee based. These are made to solve the day to day work related problems. Computer-Based Information Systems: This class of systems depends on the use of computer for managing business applications. These systems are discussed in detail in the next section.
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Information Systems
In the previous section we studied about various classification of systems. Since in business we mainly deal with information systems we'll further explore these systems. We will be talking about different types of information systems prevalent in the industry.
Information system deals with data of the organizations. The purposes of Information system are to process input, maintain data, produce reports, handle queries, handle on line transactions, generate reports, and other output. These maintain huge databases, handle hundreds of queries etc. The transformation of data into information is primary function of information system. These types of systems depend upon computers for performing their objectives. A computer based business system involves six interdependent elements. These are hardware (machines), software, people (programmers, managers or users), procedures, data, and information (processed data). All six elements interact to convert data into information. System analysis relies heavily upon computers to solve problems. For these types of systems, analyst should have a sound understanding of computer technologies. In the following section, we explore three most important information systems namely, transaction processing system, management information system and decision support system, and examine how computers assist in maintaining Information systems.
Types Of Information Systems
Information systems differ in their business needs. Also depending upon different levels in organization information systems differ. Three major information systems are
1. 2. 3.
Transaction processing systems Management information systems Decision support systems
Figure 1.2 shows relation of information system to the levels of organization. The information needs are different at different organizational levels. Accordingly the information can be categorized as: strategic information, managerial information and operational information. Strategic information is the information needed by top most management for decision making. For example the trends in revenues earned by the organization are required by the top management for setting the policies of the organization. This information is not required by the lower levels in the organization. The information systems that provide these kinds of information are known as Decision Support Systems.
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Figure 1.2 - Relation of information systems to levels of organization The second category of information required by the middle management is known as managerial information. The information required at this level is used for making short term decisions and plans for the organization. Information like sales analysis for the past quarter or yearly production details etc. fall under this category. Management information system (MIS) caters to such information needs of the organization. Due to its capabilities to fulfill the managerial information needs of the organization, Management Information Systems have become a necessity for all big organizations. And due to its vastness, most of the big organizations have separate MIS departments to look into the related issues and proper functioning of the system. The third category of information is relating to the daily or short term information needs of the organization such as attendance records of the employees. This kind of information is required at the operational level for carrying out the day-to-day operational activities. Due to its capabilities to provide information for processing transaction of the organization, the information system is known as Transaction Processing System or Data Processing System. Some examples of information provided by such systems are processing of orders, posting of entries in bank, evaluating overdue purchaser orders etc.
Transaction Processing Systems

TPS processes business transaction of the organization. Transaction can be any activity of the organization. Transactions differ from organization to organization. For example, take a railway reservation system. Booking, canceling, etc are all transactions. Any query made to it is a transaction. However, there are some transactions, which are common to almost all organizations. Like employee new employee, maintaining their leave status, maintaining employees accounts, etc. This provides high speed and accurate processing of record keeping of basic operational processes. These include calculation, storage and retrieval. Transaction processing systems provide speed and accuracy, and can be programmed to follow routines functions of the organization.
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Management Information Systems

These systems assist lower management in problem solving and making decisions. They use the results of transaction processing and some other information also. It is a set of information processing functions. It should handle queries as quickly as they arrive. An important element of MIS is database . A database is a non-redundant collection of interrelated data items that can be processed through application programs and available to many users.
Decision Support Systems

These systems assist higher management to make long term decisions. These type of systems handle unstructured or semi structured decisions. A decision is considered unstructured if there are no clear procedures for making the decision and if not all the factors to be considered in the decision can be readily identified in advance. These are not of recurring nature. Some recur infrequently or occur only once. A decision support system must very flexible. The user should be able to produce customized reports by giving particular data and format specific to particular situations.
Summary of Information Systems

Catagories of Information System Transaction Processing System Characteristices Substitutes computer-based processing for manual procedures. Deals with well-structured processes. Includes record keeping applications. Management information system Provides input to be used in the managerial decision process. Deals with supporting well structured decision situations. Typical information requirements can be anticipated. Provides information to managers who must make judgements about particular situations. Supports decision-makers in situations that are not well structured.
Decision support system
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Software (System) Development Life Cycle Models
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Software (System Development) Life Cycle Models
At the end of this lesson you would be able to know the various stages involved in a system life cycle and you would be able to understand the various methodologies available for system development.
Introduction to Life Cycle Models Activities involved in any Life cycle Model Preliminary Investigation Determination of System's requirements - Analysis Phase Design of System Development of Software System Testing Implementation and Maintenance Error Distribution with Phases
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Activities Involved Software Development Life Cycle Model
Problem solving in software consists of these activities:
1. 2. 3. 4. Understanding the problem Deciding a plan for a solution Coding the planned solution Testing the actual program
For small problems these activities may not be done explicitly. The start end boundaries of these activities may not be clearly defined. and not written record of the activities may be kept. However, for large systems where the problem solving activity may last over a few years. And where many people are involved in development, performing these activities implicitly without proper documentation and representation will clearly not work. For any software system of a non-trival nature, each of the four activities for problem solving listed above has to be done formally. For large systems, each activity can be extremely complex and methodologies and precedures are needed to perform it efficiently and correctly. Each of these activities is a major task for large software projects. Furthermore, each of the basic activities itself may be so large that it cannot be handled in single step and must be broken into smaller steps. For example, design of a large software system is always broken into multiple, distinct design phases, starting from a very high level design specifying only the components in the system to a detailed design where the logic of the components is specified. The basic activities or phases to be performed for developing a software system are: 1. 2. 3. 4. Requirement Analysis / Determination of System's Requirements Design of system Development (coding) of software System Testing
In addition to the activities performed during software development, some activities are performed after the main development is complete. There is often an installation (also called implementation) phase, which is concerned with actually installing the system on the client's computer systems and then testing it. Then, there is software maintenance. Maintenance is an activity that commences after the software is developed. Software needs to be maintained not because some of its components "wear out" and need to be replaced, but because there are often some residual errors remaining in the system which must be removed later as they are discovered. Furthermore, the software often must be upgraded and enhanced to include more "features" and provide more services. This also requires modification of the software, Therefore, maintenance in unavoidable for software systems. In most commercial software developments there are also some activities performed before the requirement analysis takes place. These can be combined into a feasibility analysis phase. In this phase the feasibility of the project is analyzed, and a business proposal is put forth with a very general plan for the project and some cost estimates. For feasibility analysis, some understanding of the major requirements of the system is essential. Once the business proposal is accepted or the contract is awarded, the development activities begin starting with the requirements analysis phase.
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Preliminary Investigation
Fig 2.1 shows different stages in the system's life cycle. It initiates with a project request. First stage is the preliminary analysis. The main aim of preliminary analysis is to identify the problem. First, need for the new or the enhanced system is established. Only after the recognition of need, for the proposed system is done then further analysis is possible.
Suppose in an office all leave-applications are processed manually. Now this company is recruiting many new people every year. So the number of employee in the company has increased. So manual processing of leave application is becoming very difficult. So the management is considering the option of automating the leave processing system. If this is the case, then the system analyst would need to investigate the existing system, find the limitations present, and finally evaluate whether automating the system would help the organization. Once the initial investigation is done and the need for new or improved system is established, all possible alternate solutions are chalked out. All these systems are known as "candidate systems". All the candidate systems are then weighed and the best alternative of all these is selected as the solution system, which is termed as the "proposed system". The proposed system is evaluated for its feasibility. Feasibility for a system means whether it is practical and beneficial to build that system. Feasibility is evaluated from developer and customer's point of view. Developer sees whether they have the required technology or manpower to build the new system. Is building the new system really going to benefit the customer. Does the customer have the required money to build that type of a system? All these issues are covered in the feasibility study of the system. The feasibility of the system is evaluated on the three main issues: technical, economical, and operational. Another issue in this regard is the legal feasibility of the project.
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1. Technical feasibility: Can the development of the proposed system be done with current equipment, existing software technology, and available personnel? Does it require new technology? 2. Economic feasibility: Are there sufficient benefits in creating the system to make the costs acceptable? An important outcome of the economic feasibility study is the cost benefit analysis. 3. Legal feasibility: It checks if there are any legal hassle in developing the system. 4. Operational feasibility: Will the system be used if it is developed and implemented? Will there be resistance from users that will undermine the possible application benefits? The result of the feasibility study is a formal document, a report detailing the nature and scope of the proposed solution. It consists of the following: Statement of the problem Details of findings Findings and recommendations in concise form Once the feasibility study is done then the project is approved or disapproved according to the results of the study. If the project seems feasible and desirable then the project is finally approved otherwise no further work is done on it.
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Determination of System's requirements: Analysis phase in SDLC
Requirements Analysis is done in order to understand the problem for which the software system is to solve. For example, the problem could be automating an existing manual process, or developing a completely new automated system, or a combination of the two. For large systems which have a large number of features, and that need to perform many different tasks, understanding the requirements of the system is a major task. The emphasis in requirements Analysis is on identifying what is needed from the system and not how the system will achieve it goals. This task is complicated by the fact that there are often at least two parties involved in software development - a client and a developer. The developer usually does not understand the client's problem domain, and the client often does not understand the issues involved in software systems. This causes a communication gap, which has to be adequately bridged during requirements Analysis.
In most software projects, the requirement phase ends with a document describing all the requirements. In other words, the goal of the requirement specification phase is to produce the software requirement specification document. The person responsible for the requirement analysis is often called the analyst. There are two major activities in this phase - problem understanding or analysis and requirement specification in problem analysis; the analyst has to understand the problem and its context. Such analysis typically requires a thorough understanding of the existing system, the parts of which must be automated. Once the problem is analyzed and the essentials understood, the requirements must be specified in the requirement specification document. For requirement specification in the form of document, some specification language has to be selected (example: English, regular expressions, tables, or a combination of these). The requirements documents must specify all functional and performance requirements, the formats of inputs, outputs and any required standards, and all design constraints that exits due to political, economic environmental, and security reasons. The phase ends with validation of requirements specified in the document. The basic purpose of validation is to make sure that the requirements specified in the document, actually reflect the actual requirements or needs, and that all requirements are specified. Validation is often done through requirement review, in which a group of people including representatives of the client, critically review the requirements specification.
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Software Requirement or Role of Software Requirement Specification (SRS)
IEEE (Institute of Electrical and Electronics Engineering) defines as, 1. A condition of capability needed by a user to solve a problem or achieve an objective; 2. A condition or capability that must be met or possessed by a system to satisfy a contract, standard, specification, or other formally imposed document. Note that in software requirements we are dealing with the requirements of the proposed system, that is, the capabilities that system, which is yet to be developed, should have. It is because we are dealing with specifying a system that does not exist in any form that the problem of requirements becomes complicated. Regardless of how the requirements phase proceeds, the Software Requirement Specification (SRS) is a document that completely describes what the proposed software should do without describing how the system will do it?. The basic goal of the requirement phase is to produce the Software Requirement Specification (SRS), which describes the complete external behavior of the proposed software.
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System/Software Design Phase in SDLC
The purpose of the design phase is to plan a solution of the problem specified by the requirement document. This phase is the first step in moving from problem domain to the solution domain. The design of a system is perhaps the most critical factor affecting the quality of the software, and has a major impact on the later phases, particularly testing and maintenance. The output of this phase is the design document. This document is similar to a blue print or plan for the solution, and is used later during implementation, testing and maintenance.
The design activity is often divided into two separate phase-system design and detailed design. System design, which is sometimes also called top-level design, aims to identify the modules that should be in the system, the specifications of these modules, and how they interact with each other to produce the desired results. At the end of system design all the major data structures, file formats, output formats, as well as the major modules in the system and their specifications are decided. During detailed design the internal logic of each of the modules specified in system design is decided. During this phase further details of the data structures and algorithmic design of each of the modules is specified. The logic of a module is usually specified in a high-level design description language, which is independent of the target language in which the software will eventually be implemented. In system design the focus is on identifying the modules, whereas during detailed design the focus is on designing the logic for each of the modules. In other words, in system design the attention is on what components are needed, while in detailed design how the components can be implemented in software is the issue. During the design phase, often two separate documents are produced. One for the system design and one for the detailed design. Together, these documents completely specify the design of the system. That is they specify the different modules in the system and internal logic of each of the modules. A design methodology is a systematic approach to creating a design by application of set of techniques and guidelines. Most methodologies focus on system design. The two basic principles used in any design methodology are problem partitioning and abstraction. A large system cannot be handled as a whole, and so for design it is partitioned into smaller systems. Abstraction is a concept related to problem partitioning. When partitioning is used during design, the design activity focuses on one part of the system at a time. Since the part being designed interacts with other parts of the system, a clear understanding of the interaction is essential for properly designing the part. For this, abstraction is used. An abstraction of a system or a part defines the overall behavior of the system at an abstract level without giving the internal details. While working with the part of a system, a designer needs to understand only the abstractions of the other parts with which the part being designed interacts. The use of abstraction allows the
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designer to practice the "divide and conquer" technique effectively by focusing one part at a time, without worrying about the details of other parts. Like every other phase, the design phase ends with verification of the design. If the design is not specified in some executable language, the verification has to be done by evaluating the design documents. One way of doing this is thorough reviews. Typically, at least two design reviews are held-one for the system design and one for the detailed and one for the detailed design.
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Development of Software - Coding Stage/Phase in SDLC
Once the design is complete, most of the major decisions about the system have been made. The goal of the coding phase is to translate the design of the system into code in a given programming language. For a given design, the aim of this phase is to implement the design in the best possible manner. The coding phase affects both testing and maintenance profoundly. A well written code reduces the testing and maintenance effort. Since the testing and maintenance cost of software are much higher than the coding cost, the goal of coding should be to reduce the testing and maintenance effort. Hence, during coding the focus should be on developing programs that are easy to write. Simplicity and clarity should be strived for, during the coding phase.
An important concept that helps the understandability of programs is structured programming. The goal of structured programming is to arrange the control flow in the program. That is, program text should be organized as a sequence of statements, and during execution, the statements are executed in the sequence in the program. For structured programming, a few single-entry-single-exit constructs should be used. These constructs includes selection (if-then-else), and iteration (while - do, repeat - until etc). With these constructs it is possible to construct a program as sequence of single - entry - single - exit constructs. There are many methods available for verifying the code. Some methods are static in nature that is, that is they do not involve execution of the code. Examples of such methods are data flow analysis, code reading, code reviews, testing (a method that involves executing the code, which is used very heavily). In the coding phase, the entire system is not tested together. Rather, the different modules are tested separately. This testing of modules is called "unit testing". Consequently, this phase is often referred to as "coding and unit testing". The output of this phase is the verified and unit tested code of the different modules.
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System Testing
Testing is the major quality control measure employed during software development . Its basic function is to detect errors in the software. During requirement analysis and design, the output is a document that is usually textual and non-executable. After the coding phase, computer programs are available that can be executed for testing phases. This implies that testing not only has to uncover errors introduced during coding, but also errors introduced during the previous phases. Thus, the goal of testing is to uncover requirement, design or coding errors in the programs.
Consequently, different levels of testing are employed. The starting point of testing is unit testing. In this a module is tested separately and is often performed by the coder himself simultaneously with the coding of the module. The purpose is to execute the different parts of the module code to detect coding errors. After this the modules are gradually integrated into subsystem, which are then integrated themselves eventually form the entire system. During integration of modules, integration testing is performed. The goal of this testing is to detect design errors, while focusing on testing the interconnection between modules. After the system is put together, system testing is performed. Here the system is tested against tech system requirements to see if all the requirements are met and the system performs as specified by the requirements. Finally, acceptance testing is performed to demonstrate to the client, on the real life data of the client, the separation of the system. For testing to be successful, proper selection of test cases is essential. There are two different approaches to selecting test cases-functional testing and structural testing. In functional testing the software for the module to be tested is treated as black box, and then test cases are decided based on the specifications of the system or module. For this reason, this form of testing is also called "black box testing". The focus is on testing the external behavior of the system. In structural testing the test cases are decided based on the logic of the module to be tested. Structural testing is sometimes called "glass box testing". Structural testing is used for lower levels of testing and functional testing is used for higher levels. Testing is an extremely critical and time-consuming activity. It requires proper planning of the overall testing process. Frequently the testing process starts with the test plan. This plan identifies all the testing related activities that must be performed and specifies the schedule, allocates the resources, and specify guidelines for testing. The test plan specifies manner in which the modules will integrate together. Then for different test units, a test case specification document is produced, which lists all the different test cases, together with the expected outputs, that will be used for testing. During the testing of the unit, the specified test cases are executed and actual result is compared with the expected output. The final output of the testing phases is to the text report and the error report, or set of such reports (one of each unit is tested). Each test report contains the set of such test cases and the result of executing the code with these test cases The error report describes the errors encountered and action taken to remove those errors.
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SDLC - Implementation and Maintenance in Software Life Cycle
Maintenance includes all the activity after the installation of software that is performed to keep the system operational. As we have mentioned earlier, software often has design faults. The two major forms of maintenance activities are adaptive maintenance and corrective maintenance.
It is generally agreed that for large systems, removing all the faults before delivery is extremely difficult and faults will be discovered long after the system is installed. As these faults are detected, they have to be removed. Maintenance activities related to fixing of errors fall under corrective maintenance. Removing errors is one of the activities of maintenance. Maintenance also needed due to a change in the environment or the requirements of the system. The introduction of a software system affects the work environment. This change in environment often changes what is desired from the system. Furthermore, often after the system is installed and the users have had a chance to work with it for sometime, requirements that are not identified during requirement analysis phase will be uncovered. This occurs, since the experience with the software helps the user to define the needs more precisely. There might also be changes in the input data, the system environment and output formats. All these require modification of the software. The maintenance activities related to such modification fall under adaptive maintenance. Maintenance work is based on existing software, as compared to development work, which creates new software. Consequently maintenance resolves around understanding the existing software and spares most of their time trying to understand the software that they have to modify. Understanding the software involves not only understanding the code, but also the related documents. During the modification of the software, the effects of the change have to be clearly understood by the maintainer since introducing undesired side effects in the system during modification is easier. To test whether those aspects in the system that are not supposed to be modified are operating as they were before modification, regression testing is done. Regression testing involves executing old test cases to test that no new errors have been introduced. Thus, maintenance involves understanding the existing software (code and related documents), understanding the effects of change, making the changes - both to the code and documents, testing the new parts (changes), and resetting of the old parts that were not changed. Since often during development, needs of the maintainers are not kept in mind, little support documents are produced during development to aid the maintainer. The complexity of the maintenance task is coupled with the neglect of maintenance concerns during development which makes maintenance the most cost effective activity in the life of a software product.
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Error Distribution with Phases in Software Development Life Cycles
A typical software product may take months to a few years for development, and is in operation for five to twenty years before it is withdrawn. For software, the cost of development is the incurred during requirement analysis, design, coding and testing. Therefore, the development cost is the total cost incurred before the product delivery. The cost of maintenance is the cost of modifying the software due to residual faults in the software, for enhancing or for updating the software. This cost is spread over the operational years of the software. Software engineers generally agree that the total cost of maintenance is more than the cost of development of software. The ratio of development to maintenance cost has been variously suggested as 40/60, 30/70 or even lower. However, it is generally accepted that the cost of maintenance is likely to be higher than the development cost, and are often not at all concerned with the maintenance.
Since maintenance depends critically on the software characteristics that are decided during development, maintenance cost can be reduced if maintenance concerns are kept in forefront during development. One of the reasons why this is often not done is that the development cost is done by the developers while maintenance is often done by the users. Hence, the developers do not have much incentive for increasing the development effort in order to reduce the maintenance cost. However, for reduction in overall cost of software, it is imperative that the software be developed so the maintenance is easy. The development cost, a typical distribution of effort with the different phases is
Requirement - 10% Design - 20% Coding - 20% Testing - 50% The exact number will differ with organization and the type of the project. There are some observations we can make from the data given above. The first is that the goal of design and coding should reduce the cost of design and coding, but should be to reduce the cost of testing and maintenance, at the expense of increasing design and coding cost. Both testing and maintenance depend heavily in the design and coding of the software. And these costs can be considerably reduced if the software is designed and coded to make testing and maintenance easier. Therefore, during design and implementation, the issues in our minds should be "can the design be easily tested", and "can it be easily modified". These require alternate designs and may increase the cost of the design and coding. But this additional costs pay dividends in the later phases.
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Error Distribution
The notion that programming is the central of activity during software development is largely because normally programming has been considered to be difficult task and sometimes an "art". Another consequence of this kind of thinking is the belief that errors largely occur during programming, as it is the oldest activity in software development and offers many opportunities for committing errors. It is now realized that errors can occur at any stage during development. A typical distribution of error occurrences by is Requirement Analysis - 20% Design - 30% Coding - 50% As we can see, errors occur throughout the development process. However the cost of correcting different phases is not the same and depends on when the error is detected and corrected. As one old expect, the greater the delay in detecting an error after it occurs, the more expensive it is to correct it. Error that occur during the requirements phase, if corrected after coding is completed, can cost many times more than correcting the error during the requirements phase itself. The reason for this is fairly obvious. If there is an error in the requirements, then the design and the code will get affected. To correct the error, the coding that is done would require both the design and the code to be changed there by increasing the correction. So we should attempt to detect errors in the previous phase and should not wait until testing to detect errors. This is not often practiced. In reality, sometimes testing is the sole point where errors are detected. Besides the cost factor, reliance on testing as the primary source for error detection, due to the limitations of testing, will also result in unreliable software. Error detection and correction should be a continuous process that is done throughout software development. In terms of the development phases what this means is that we should try to validate each phase before starting with the next.
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Different Types Of Software Development Life Cycle Models (SDLC)

A Software Development Life Cycle Model is a set of activities together with an ordering relationship between activities which if performed in a manner that satisfies the ordering relationship that will produce desired product. Software Development Life Cycle Model is an abstract representation of a development process.
In a software development effort the goal is to produce high quality software. The development process is, therefore, the sequence of activities that will produce such software. A software development life cycle model is broken down into distinct activities. A software development life cycle model specifies how these activities are organized in the entire software development effort. We discuss each software development life cycle model in detail. 1. 2. 3. 4. 5. 6. Waterfall Software Development Life Cycle Model Prototyping Software Development Life Cycle Model Iterative Enhacement Model The Spiral Model Object Oriented Methodology Dynamic System Development Method
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INFORMATION SHEET # 2.9.1

Waterfall Software Development Life Cycle Model
The simplest software development life cycle model is the waterfall model, which states that the phases are organized in a linear order. A project begins with feasibility analysis. On the successful demonstration of the feasibility analysis, the requirements analysis and project planning begins.
The design starts after the requirements analysis is done. And coding begins after the design is done. Once the programming is completed, the code is integrated and testing is done. On succeeful completion of testing, the system is installed. After this the regular operation and maintenance of the system takes place. The following figure demonstrates the steps involved in waterfall life cycle model.
The Waterfall Software Life Cycle Model With the waterfall model, the activities performed in a software development project are requirements analysis, project planning, system design, detailed design, coding and unit testing, system integration and testing. Linear ordering of activities has some important consequences. First, to clearly identify the end of a phase and beginning of the others. Some certification mechanism has to be employed at the end of each phase. This is usually done by some verification and validation. Validation means confirming the output of a phase is consistent with its input (which is the output of the previous phase) and that the output of the phase is consistent with overall requirements of the system. The consequences of the need of certification are that each phase must have some defined output that can be evaluated and certified. Therefore, when the activities of a phase are completed, there should be an output product of that phase and the goal of a phase is to produce this product. The outputs of the earlier phases are often called intermediate products or design document. For the coding phase, the output is the code. From this point of view, the output of a software project is to justify the final program along with the use of documentation with the requirements document, design document, project plan, test plan and test results.
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Another implication of the linear ordering of phases is that after each phase is completed and its outputs are certified, these outputs become the inputs to the next phase and should not be changed or modified. However, changing requirements cannot be avoided and must be faced. Since changes performed in the output of one phase affect the later phases, that might have been performed. These changes have to made in a controlled manner after evaluating the effect of each change on the project.This brings us to the need for configuration control or configuration management. The certified output of a phase that is released for the best phase is called baseline. The configuration management ensures that any changes to a baseline are made after careful review, keeping in mind the interests of all parties that are affected by it. There are two basic assumptions for justifying the linear ordering of phase in the manner proposed by the waterfall model. For a successful project resulting in a successful product, all phases listed in the waterfall model must be performed anyway. Any different ordering of the phases will result in a less successful software product.
Project Output in a Waterfall Model

As we have seen, the output of a project employing the waterfall model is not just the final program along with documentation to use it. There are a number of intermediate outputs, which must be produced in order to produce a successful product. The set of documents that forms the minimum that should be produced in each project are:

Requirement document Project plan System design document Detailed design document Test plan and test report Final code Software manuals (user manual, installation manual etc.) Review reports
Except for the last one, these are all the outputs of the phases. In order to certify an output product of a phase before the next phase begins, reviews are often held. Reviews are necessary especially for the requirements and design phases, since other certification means are frequently not available. Reviews are formal meeting to uncover deficiencies in a product. The review reports are the outcome of these reviews.
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INFORMATION SHEET # 2.9.1.1

Advantages and limitations of the Waterfall Model
Advantages of Waterfall Life Cycle Models
1.
2. 3. 4.
Easy to explain to the user Stages and activities are well defined Helps to plan and schedule the project Verification at each stage ensures early detection of errors / misunderstanding
Limitations of the Waterfall Life Cycle Model

The waterfall model assumes that the requirements of a system can be frozen (i.e. basedline) before the design begins. This is possible for systems designed to automate an existing manual system. But for absolutely new system, determining the requirements is difficult, as the user himself does not know the requirements. Therefore, having unchanging (or changing only a few) requirements is unrealistic for such project. Freezing the requirements usually requires choosing the hardware (since it forms a part of the requirement specification). A large project might take a few years to complete. If the hardware is selected early, then due to the speed at which hardware technology is changing, it is quite likely that the final software will employ a hardware technology that is on the verge of becoming obsolete. This is clearly not desirable for such expensive software. The waterfall model stipulates that the requirements should be completely specified before the rest of the development can proceed. In some situations it might be desirable to first develop a part of the system completely, and then later enhance the system in phase. This is often done for software products that are developed not necessarily for a client (where the client plays an important role in requirement specification), but for general marketing, in which the requirements are likely to be determined largely by developers.
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Prototyping Software Life Cycle Model

The goal of prototyping based development is to counter the first two limitations of the waterfall model discussed earlier. The basic idea here is that instead of freezing the requirements before a design or coding can proceed, a throwaway prototype is built to understand the requirements. This prototype is developed based on the currently known requirements. Development of the prototype obviously undergoes design, coding and testing. But each of these phases is not done very formally or thoroughly. By using this prototype, the client can get an "actual feel" of the system, since the interactions with prototype can enable the client to better understand the requirements of the desired system.
Prototyping is an attractive idea for complicated and large systems for which there is no manual process or existing system to help determining the requirements. In such situations letting the client "plan" with the prototype provides invaluable and intangible inputs which helps in determining the requirements for the system. It is also an effective method to demonstrate the feasibility of a certain approach. This might be needed for novel systems where it is not clear that constraints can be met or that algorithms can be developed to implement the requirements. The process model of the prototyping approach is shown in the figure below.
Prototyping Model The basic reason for little common use of prototyping is the cost involved in this built-it-twice approach. However, some argue that prototyping need not be very costly and can actually reduce the overall development cost. The prototype are usually not complete systems and many of the details are not built in the prototype. The goal is to provide a system with overall functionality. In addition, the cost of testing and writing detailed documents are reduced. These factors helps to reduce the cost of developing the prototype. On the other hand, the experience of developing the prototype will very useful for developers when developing the final system. This experience helps to reduce the cost of development of the final system and results in a more reliable and better designed system.
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Advantages of Prototyping
1. Users are actively involved in the development 2. It provides a better system to users, as users have natural tendency to change their mind in specifying requirements and this method of developing systems supports this user tendency. 3. Since in this methodology a working model of the system is provided, the users get a better understanding of the system being developed. 4. Errors can be detected much earlier as the system is mode side by side. 5. Quicker user feedback is available leading to better solutions.
Disadvantages
1. Leads to implementing and then repairing way of building systems.
2. Practically, this methodology may increase the complexity of the system as scope of the
system may expand beyond original plans.
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Iterative Enhancement Life Cycle Model

The iterative enhancement life cycle model counters the third limitation of the waterfall model and tries to combine the benefits of both prototyping and the waterfall model. The basic idea is that the software should be developed in increments, where each increment adds some functional capability to the system until the full system is implemented. At each step extensions and design modifications can be made. An advantage of this approach is that it can result in better testing, since testing each increment is likely to be easier than testing entire system like in the waterfall model. Furthermore, as in prototyping, the increments provides feedback to the client which is useful for determining the final requirements of the system.
In the first step of iterative enhancement model, a simple initial implementation is done for a subset of the overall problem. This subset is the one that contains some of the key aspects of the problem which are easy to understand and implement, and which forms a useful and usable system. A project control list is created which contains, in an order, all the tasks that must be performed to obtain the final implementation. This project control list gives an idea of how far the project is at any given step from the final system. Each step consists of removing the next step from the list. Designing the implementation for the selected task,coding and testing the implementation, and performing an analysis of the partial system obtained after this step and updating the list as a result of the analysis. These three phases are called the design phase, implementation phase and analysis phase. The process is iterated until the project control list is empty, at the time the final implementation of the system will be available. The process involved in iterative enhancement model is shown in the figure below.
The Iterative Enhancement Model The project control list guides the iteration steps and keeps track of all tasks that must be done. The tasks in the list can be include redesign of defective components found during analysis. Each entry in that list is a task that should be performed in one step of the iterative enhancement process, and should be simple enough to be completely understood. Selecting tasks in this manner will minimize the chances of errors and reduce the redesign work.

The Spiral Life Cycle Model

This is a recent model that has been proposed by Boehm. As the name suggests, the activities in this model can be organized like a spiral. The spiral has many cycles. The radial dimension represents the cumulative cost incurred in accomplishing the steps dome so far and the angular dimension represents the progress made in completing each cycle of the spiral. The structure of the spiral model is shown in the figure given below. Each cycle in the spiral begins with the identification of objectives for that cycle and the different alternatives are possible for achieving the objectives and the imposed constraints.
The next step in the spiral life cycle model is to evaluate these different alternatives based on the objectives and constraints. This will also involve identifying uncertainties and risks involved. The next step is to develop strategies that resolve the uncertainties and risks. This step may involve activities such as benchmarking, simulation and prototyping. Next, the software is developed by keeping in mind the risks. Finally the next stage is planned.
The next step is determined by remaining risks. For example, its performance or user-interface risks are considered more important than the program development risks. The next step may be evolutionary development that involves developing a more detailed prototype for resolving the risks. On the other hand, if the program development risks dominate and previous prototypes have resolved all the userinterface and performance risks; the next step will follow the basic waterfall approach.
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The risk driven nature of the spiral model allows it to accommodate any mixture of specification-oriented, prototype-oriented, simulation-oriented or some other approach. An important feature of the model is that each cycle of the spiral is completed by a review, which covers all the products developed during that cycle, including plans for the next cycle. The spiral model works for developed as well as enhancement projects.
Spiral Model Description

The development spiral consists of four quadrants as shown in the figure above Quadrant 1: Determine objectives, alternatives, and constraints. Quadrant 2: Evaluate alternatives, identify, resolve risks. Quadrant 3: Develop, verify, next-level product. Quadrant 4: Plan next phases. Although the spiral, as depicted, is oriented toward software development, the concept is equally applicable to systems, hardware, and training, for example. To better understand the scope of each spiral development quadrant, lets briefly address each one.
Quadrant 1: Determine Objectives, Alternatives, and Constraints

Activities performed in this quadrant include: 1. Establish an understanding of the system or product objectives namely performance, functionality, and ability to accommodate change. 2. Investigate implementation alternativesnamely design, reuse, procure, and procure/ modify 3. Investigate constraints imposed on the alternatives namely technology, cost, schedule, support, and risk. Once the system or products objectives, alternatives, and constraints are understood, Quadrant 2 (Evaluate alternatives, identify, and resolve risks) is performed.
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Quadrant 2: Evaluate Alternatives, Identify, Resolve Risks

Engineering activities performed in this quadrant select an alternative approach that best satisfies technical, technology, cost, schedule, support, and risk constraints. The focus here is on risk mitigation. Each alternative is investigated and prototyped to reduce the risk associated with the development decisions. Boehm describes these activities as follows: . . . This may involve prototyping, simulation, benchmarking, reference checking, administering user questionnaires, analytic modeling, or combinations of these and other risk resolution techniques. The outcome of the evaluation determines the next course of action. If critical operational and/or technical issues (COIs/CTIs) such as performance and interoperability (i.e., external and internal) risks remain, more detailed prototyping may need to be added before progressing to the next quadrant. Dr. Boehm notes that if the alternative chosen is operationally useful and robust enough to serve as a low -risk base for future product evolution, the subsequent risk-driven steps would be the evolving series of evolutionary prototypes going toward the right (hand side of the graphic) . . . the option of writing specifications would be addressed but not exercised. This brings us to Quadrant 3.
Quadrant 3: Develop, Verify, Next-Level Product

If a determination is made that the previous prototyping efforts have resolved the COIs/CTIs, activities to develop, verify, next-level product are performed. As a result, the basic waterfall approach may be employedmeaning concept of operations, design, development, integration, and test of the next system or product iteration. If appropriate, incremental development approaches may also be applicable.
Quadrant 4: Plan Next Phases

The spiral development model has one characteristic that is common to all modelsthe need for advanced technical planning and multidisciplinary reviews at critical staging or control points. Each cycle of the model culminates with a technical review that assesses the status, progress, maturity, merits, risk, of development efforts to date; resolves critical operational and/or technical issues (COIs/CTIs); and reviews plans and identifies COIs/CTIs to be resolved for the next iteration of the spiral. Subsequent implementations of the spiral may involve lower level spirals that follow the same quadrant paths and decision considerations.
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Object Oriented Methodology Life Cycle Model

We live in a world of objects. These objects exist in nature, in man-made entities, in business, and in the products that we use. They can be categorized, described, organized, combined, manipulated and created. Therefore, an object-oriented view has come into picture for creation of computer software. An object-oriented approach to the development of software was proposed in late 1960s.
Object-Oriented development requires that object-oriented techniques be used during the analysis, and implementation of the system. This methodology asks the analyst to determine what the objects of the system are, how they behave over time or in response to events, and what responsibilities and relationships an object has to other objects. Object-oriented analysis has the analyst look at all the objects in a system, their commonalties, difference, and how the system needs to manipulate the objects.
Object Oriented Process

The Object Oriented Methodology of Building Systems takes the objects as the basis. For this, first the system to be developed is observed and analyzed and the requirements are defined as in any other method of system development. Once this is done, the objects in the required system are identified. For example in case of a Banking System, a customer is an object, a chequebook is an object, and even an account is an object. In simple terms, Object Modeling is based on identifying the objects in a system and their interrelationships. Once this is done, the coding of the system is done. Object Modeling is somewhat similar to the traditional approach of system designing, in that it also follows a sequential process of system designing but with a different approach. The basic steps of system designing using Object Modeling may be listed as: System Analysis System Design Object Design Implementation
System Analysis
As in any other system development model, system analysis is the first phase of development in case of Object Modeling too. In this phase, the developer interacts with the user of the system to find out the user requirements and analyses the system to understand the functioning. Based on this system study, the analyst prepares a model of the desired system. This model is purely based on what the system is required to do. At this stage the implementation details are not taken care of. Only the model of the system is prepared based on the idea that the system is made up of a set of interacting objects. The important elements of the system are emphasized.
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System Design
System Design is the next development stage where the overall architecture of the desired system is decided. The system is organized as a set of sub systems interacting with each other. While designing the system as a set of interacting subsystems, the analyst takes care of specifications as observed in system analysis as well as what is required out of the new system by the end user. As the basic philosophy of Object-Oriented method of system analysis is to perceive the system as a set of interacting objects, a bigger system may also be seen as a set of interacting smaller subsystems that in turn are composed of a set of interacting objects. While designing the system, the stress lies on the objects comprising the system and not on the processes being carried out in the system as in the case of traditional Waterfall Model where the processes form the important part of the system.
Object Design
In this phase, the details of the system analysis and system design are implemented. The Objects identified in the system design phase are designed. Here the implementation of these objects is decided as the data structures get defined and also the interrelationships between the objects are defined. Let us here deviate slightly from the design process and understand first a few important terms used in the Object-Oriented Modeling. As already discussed, Object Oriented Philosophy is very much similar to real world and hence is gaining popularity as the systems here are seen as a set of interacting objects as in the real world. To implement this concept, the process-based structural programming is not used; instead objects are created using data structures. Just as every programming language provides various data types and various variables of that type can be created, similarly, in case of objects certain data types are predefined. For example, we can define a data type called pen and then create and use several objects of this data type. This concept is known as creating a class. Class: A class is a collection of similar objects. It is a template where certain basic characteristics of a set of objects are defined. The class defines the basic attributes and the operations of the objects of that type. Defining a class does not define any object, but it only creates a template. For objects to be actually created instances of the class are created as per the requirement of the case. Abstraction: Classes are built on the basis of abstraction, where a set of similar objects are observed and their common characteristics are listed. Of all these, the characteristics of concern to the system under observation are picked up and the class definition is made. The attributes of no concern to the system are left out. This is known as abstraction. The abstraction of an object varies according to its application. For instance, while defining a pen class for a stationery shop, the attributes of concern might be the pen color, ink color, pen type etc., whereas a pen class for a manufacturing firm would be containing the other dimensions of the pen like its diameter, its shape and size etc. Inheritance: Inheritance is another important concept in this regard. This concept is used to apply the idea of reusability of the objects. A new type of class can be defined using a similar existing class with a few new features. For instance, a class vehicle can be defined with the basic functionality of any vehicle and a new class called car can be derived out of it with a few modifications. This would save the developers time and effort as the classes already existing are reused without much change.
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Coming back to our development process, in the Object Designing phase of the Development process, the designer decides onto the classes in the system based on these concepts. The designer also decides on whether the classes need to be created from scratch or any existing classes can be used as it is or new classes can be inherited from them.
Implementation
During this phase, the class objects and the interrelationships of these classes are translated and actually coded using the programming language decided upon. The databases are made and the complete system is given a functional shape. The complete OO methodology revolves around the objects identified in the system. When observed closely, every object exhibits some characteristics and behavior. The objects recognize and respond to certain events. For example, considering a Window on the screen as an object, the size of the window gets changed when resize button of the window is clicked. Here the clicking of the button is an event to which the window responds by changing its state from the old size to the new size. While developing systems based on this approach, the analyst makes use of certain models to analyze and depict these objects. The methodology supports and uses three basic Models: Object Model - This model describes the objects in a system and their interrelationships. This model observes all the objects as static and does not pay any attention to their dynamic nature. Dynamic Model - This model depicts the dynamic aspects of the system. It portrays the changes occurring in the states of various objects with the events that might occur in the system. Functional Model - This model basically describes the data transformations of the system. This describes the flow of data and the changes that occur to the data throughout the system. While the Object Model is most important of all as it describes the basic element of the system, the objects, all the three models together describe the complete functional system. As compared to the conventional system development techniques, OO modeling provides many benefits. Among other benefits, there are all the benefits of using the Object Orientation. Some of these are: Reusability - The classes once defined can easily be used by other applications. This is achieved by defining classes and putting them into a library of classes where all the classes are maintained for future use. Whenever a new class is needed the programmer looks into the library of classes and if it is available, it can be picked up directly from there. Inheritance - The concept of inheritance helps the programmer use the existing code in another way, where making small additions to the existing classes can quickly create new classes. Programmer has to spend less time and effort and can concentrate on other aspects of the system due to the reusability feature of the methodology. Data Hiding - Encapsulation is a technique that allows the programmer to hide the internal functioning of the objects from the users of the objects. Encapsulation separates the internal functioning of the object from the external functioning thus providing the user flexibility to change the external behavior of the object making the programmer code safe against the changes made by the user. The systems designed using this approach are closer to the real world as the real world functioning of the system is directly mapped into the system designed using this approach.
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Advantages of Object Oriented Methodology

Object Oriented Methodology closely represents the problem domain. Because of this, it is easier to produce and understand designs. The objects in the system are immune to requirement changes. Therefore, allows changes more easily. Object Oriented Methodology designs encourage more re-use. New applications can use the existing modules, thereby reduces the development cost and cycle time. Object Oriented Methodology approach is more natural. It provides nice structures for thinking and abstracting and leads to modular design.
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Dynamic System Development Method (DSDM)

Dynamic System Development Method is another approach to system development, which, as the name suggests, develops the system dynamically. This methodology is independent of tools, in that it can be used with both structured analysis and design approach or object-oriented approach.
The Dynamic System Development Method (DSDM) is dynamic as it is a Rapid Application Development method that uses incremental prototyping. This method is particularly useful for the systems to be developed in short time span and where the requirements cannot be frozen at the start of the application building. Whatever requirements are known at a time, design for them is prepared and design is developed and incorporated into system. In Dynamic System Development Method (DSDM), analysis, design and development phase can overlap. Like at one time some people will be working on some new requirements while some will be developing something for the system. In Dynamic System Development Method (DSDM), requirements evolve with time.
Dynamic System Development Method (DSDM) has a five-phase life cycle as given the following figure
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Feasibility study
In this phase the problem is defined and the technical feasibility of the desired application is verified. Apart from these routine tasks, it is also checked whether the application is suitable for Rapid Application Development (RAD) approach or not. Only if the RAD is found as a justified approach for the desired system, the development continues.
Business study
In this phase the overall business study of the desired system is done. The business requirements are specified at a high level and the information requirements out of the system are identified. Once this is done, the basic architectural framework of the desired system is prepared. The systems designed using Rapid Application Development (RAD) should be highly maintainable, as they are based on the incremental development process. The maintainability level of the system is also identified here so as to set the standards for quality control activities throughout the development process.
Functional Model Iteration

This is one of the two iterative phases of the life cycle. The main focus in this phase is on building the prototype iteratively and getting it reviewed from the users to bring out the requirements of the desired system. The prototype is improved through demonstration to the user, taking the feedback and incorporating the changes. This cycle is repeated generally twice or thrice until a part of functional model is agreed upon. The end product of this phase is a functional model consisting of analysis model and some software components containing the major functionality
Design and Build Iteration

This phase stresses upon ensuring that the prototypes are satisfactorily and properly engineered to suit their operational environment. The software components designed during the functional modeling are further refined till they achieve a satisfactory standard. The product of this phase is a tested system ready for implementation. There is no clear line between these two phases and there may be cases where while some component has flown from the functional modeling to the design and build modeling while the other component has not yet been started. The two phases, as a result, may simultaneously continue.
Implementation
Implementation is the last and final development stage in this methodology. In this phase the users are trained and the system is actually put into the operational environment. At the end of this phase, there are four possibilities, as depicted by figure : Everything was delivered as per the user demand, so no further development required. A new functional area was discovered, so return to business study phase and repeat the whole process
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A less essential part of the project was missed out due to time constraint and so development returns to the functional model iteration. Some non-functional requirement was not satisfied, so development returns to the design and build iterations phase. Dynamic System Development Method (DSDM) assumes that all previous steps may be revisited as part of its iterative approach. Therefore, the current step need be completed only enough to move to the next step, since it can be finished in a later iteration. This premise is that the business requirements will probably change anyway as understanding increases, so any further work would have been wasted. According to this approach, the time is taken as a constraint i.e. the time is fixed, resources are fixed while the requirements are allowed to change. This does not follow the fundamental assumption of making a perfect system the first time, but provides a usable and useful 80% of the desired system in 20% of the total development time. This approach has proved to be very useful under time constraints and varying requirements.
DSDM Model Limitations
It is a relatively new model. It is not very common. So it is difficult to understand.
DSDM Model Advantages

Active user participation throughout the life of the project and iterative nature of development improves quality of the product. DSDM ensures rapid deliveries. Both of the above factors result in reduced project costs
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Preliminary Analysis
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Preliminary Analysis
The main objectives of preliminary analysis is to identify the customer's needs, evaluate system concept for feasibility, perform economic and technical analysis, perform cost benefit analysis and create system definition that forms the foundation for all subsequent engineering works. There should be enough expertise available for hardware and software for doing analysis.
While performing analysis, the following questions arise. How much time should be spent on it? As such, there are no rules or formulas available to decide on this. However, size, complexity, application field, end-use, contractual obligations are few parameters on which it should be decided. Other major question that arises is who should do it. Well an experienced well-trained analyst should do it. For large project, there can be an analysis team. After the preliminary analysis, the analyst should report the findings to management, with recommendations outlining the acceptance or rejection of the proposal. Request Clarification Feasibility Study Technical Feasibility Economic Feasibility Cost Benefit Analysis Operational Feasibility Legal Feasibility Request Approval Estimation Lines of code (LOC) FP Estimation Empirical Estimation COCOMO
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Feasibility Study
A feasibility study is a preliminary study undertaken before the real work of a project starts to ascertain the likelihood of the project's success. It is an analysis of possible solutions to a problem and a recommendation on the best solution to use. It involves evaluating how the solution will fit into the corporation. It, for example, can decide whether an order processing be carried out by a new system more efficiently than the previous one.
A feasibility study is defined as an evaluation or analysis of the potential impact of a proposed project or program. A feasibility study is conducted to assist decision-makers in determining whether or not to implement a particular project or program. The feasibility study is based on extensive research on both the current practices and the proposed project/program and its impact on the selected organization operation. The feasibility study will contain extensive data related to financial and operational impact and will include advantages and disadvantages of both the current situation and the proposed plan.
Why Prepare Feasibility Studies?

Developing any new business venture is difficult. Taking a project from the initial idea through the operational stage is a complex and time-consuming effort. Most ideas, whether from a cooperative or invest or owned business, do not develop into business operations. If these ideas make it to the operational stage, most fail within the first 6 months. Before the potential members invest in a proposed business project, they must determine if it can be economically viable and then decide if investment advantages outweigh the risks involved. Many cooperative business projects are quite expensive to conduct. The projects involve operations that differ from those of the members individual business. Often, cooperative businesses operations involve risks with which the members are unfamiliar. The study allows groups to preview potential project outcomes and to decide if they should continue. Although the costs of conducting a study may seem high, they are relatively minor when compared with the total project cost. The small initial expenditure on a feasibility study can help to protect larger capital investments later. Feasibility studies are useful and valid for many kinds of projects. Evaluations of a new business venture both from new groups and established businesses, are the most common, but not the only usage. Studies can help groups decide to expand existing services, build or remodel facilities, change methods of operation, add new products, or even merge with another business. A feasibility study assists decision makers whenever they need to consider alternative development opportunities. Feasibility studies permit planners to outline their ideas on paper before implementing them. This can reveal errors in project design before their implementation negatively affects the project. Applying the lessons gained from a feasibility study can significantly lower the project costs. The study presents the risks and returns associated with the project so the prospective members can evaluate them. There is no
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"magic number" or correct rate of return a project needs to obtain before a group decides to proceed. The acceptable level of return and appropriate risk rate will vary for individual members depending on their personal situation. Cooperatives serve the needs and enhance the economic returns of their members, and not outside investors, so the appropriate economic rate of return for a cooperative project may be lower than those required by projects of investor-owned firms. Potential members should evaluate the returns of a cooperative project to see how it would affect the returns of all of their business operations. The proposed project usually requires both risk capital from members and debt capital from banks and other financiers to become operational. Lenders typically require an objective evaluation of a project prior to investing. A feasibility study conducted by someone without a vested interest in the project outcome can provide this assessment.
What Is a Feasibility Study?

This analytical tool used during the project planning process shows how a business would operate under a set of assumptions the technology used (the facilities, equipment, production process, etc.) and the financial aspects (capital needs, volume, cost of goods, wages etc.). The study is the first time in a project development process that the pieces are assembled to see if they perform together to create a technical and economically feasible concept. The study also shows the sensitivity of the business to changes in these basic assumptions. Feasibility studies contain standard technical and financial components, as discussed in more detail later in this report. The exact appearance of each study varies. This depends on the industry studied, the critical factors for that project, the methods chosen to conduct the study, and the budget. Emphasis can be placed on various sections of an individual feasibility study depending upon the needs of the group for whom the study was prepared. Most studies have multiple potential uses, so they must be designed to serve everyones needs. The feasibility study evaluates the projects potential for success. The perceived objectivity of the evaluation is an important factor in the credibility placed on the study by potential investors and financiers. Also, the creation of the study requires a strong background both in the financial and technical aspects of the project. For these reasons, outside consultants conduct most studies. Feasibility studies for a cooperative are similar to those for other businesses, with one exception. Cooperative members use it to be successful in enhancing their personal businesses, so a study conducted for a cooperative must address how the project will impact members as individuals in addition to how it will affect the cooperative as a whole. The feasibility study is conducted to assist the decision-makers in making the decision that will be in the best interest of the school food service operation. The extensive research, conducted in a non-biased manner, will provide data upon which to base a decision. A feasibility study could be used to test a new working system, which could be used because: The current system may no longer suit its purpose, Technological advancement may have rendered the current system redundant, The business is expanding, allowing it to cope with extra work load, Customers are complaining about the speed and quality of work the business provides, Competitors are not winning a big enough market share due to an effective integration of a computerized system.
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Although few businesses would not benefit from a computerized system at all, the process of carrying out this feasibility study makes the purchaser/client think carefully about how it is going to be used. After request clarification, analyst proposes some solutions. After that for each solution it is checked whether it is practical to implement that solution. This is done through feasibility study. In this various aspects like whether it is technically or economically feasible or not. So depending upon the aspect on which feasibility is being done it can be categorized into four classes: Technical Feasibility Economic Feasibility Operational Feasibility Legal Feasibility
The outcome of the feasibility study should be very clear. It should answer the following issues.
Is there an alternate way to do the job in a better way? What is recommended?
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Technical Feasibility, Economic Feasibility, Operational Feasibility, Legal Feasibility

Technical Feasibility
In technical feasibility the following issues are taken into consideration. Whether the required technology is available or not Whether the required resources are available -
- Manpower- programmers, testers & debuggers - Software and hardware Once the technical feasibility is established, it is important to consider the monetary factors also. Since it might happen that developing a particular system may be technically possible but it may require huge investments and benefits may be less. For evaluating this, economic feasibility of the proposed system is carried out.
Economic Feasibility
For any system if the expected benefits equal or exceed the expected costs, the system can be judged to be economically feasible. In economic feasibility, cost benefit analysis is done in which expected costs and benefits are evaluated. Economic analysis is used for evaluating the effectiveness of the proposed system. In economic feasibility, the most important is cost-benefit analysis. As the name suggests, it is an analysis of the costs to be incurred in the system and benefits derivable out of the system. Click on the link below which will get you to the page that explains what cost benefit analysis is and how you can perform a cost benefit analysis. Cost Benefit Analysis
Operational Feasibility
Operational feasibility is mainly concerned with issues like whether the system will be used if it is developed and implemented. Whether there will be resistance from users that will effect the possible application benefits? The essential questions that help in testing the operational feasibility of a system are following. Does management support the project? Are the users not happy with current business practices? Will it reduce the time (operation) considerably? If yes, then they will welcome the change and the new system.
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Have the users been involved in the planning and development of the project? Early involvement reduces the probability of resistance towards the new system. Will the proposed system really benefit the organization? Does the overall response increase? Will accessibility of information be lost? Will the system effect the customers in considerable way?
Legal Feasibility
It includes study concerning contracts, liability, violations, and legal other traps frequently unknown to the technical staff.
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Request Approval
Those projects that are evaluated to be feasible and desirable are finally approved. After that, they are put into schedule. After a project is approved, it's cost, time schedule and personnel requirements are estimated.
Not all project proposals turn out to be feasible. Proposals that don't pass feasibility test are often discarded. Alternatively, some rework is done and again they are submitted as new proposals. In some cases, only a part is workable. Then that part can be combined with other proposals while the rest of it is discarded. After the preliminary analysis is done and if the system turns out to be feasible, a more intensive analysis of the system is done. Various fact finding techniques are used for this purpose. In the next chapter, we'll look into these fact finding techniques. When we do the economic analysis, it is meant for the whole system. But for the people who develop the system, the main issue is what amount of their effort goes into the building the system. So how much should be charged from the customer for building the system. For this, estimation is done by the developer. In estimation, software size and cost is estimated. Now we will study, the various techniques used in the software estimation.
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Software Estimation
Software measurements, just like any other measurement in the physical world, can be categorized into Direct measures and Indirect measures. Direct measures of the software process include measurement of cost and effort applied. Direct measures of a product include Lines Of Code (LOC)produced, execution speed, memory size, and defects reported over some set of time. Indirect measures of the software process include measurement of resulting features of the software. Indirect measures of the product include its functionality, quality, complexity, efficiency, reliability, maintainability etc.
In the starting era of computers, software cost was a small proportion of the cost for complete computer based system. An error in estimation of software didn't have a major impact. But, Today software is the most expensive element in many computer-based systems. Large cost estimation errors can make the difference between profit and loss. Cost overruns can be disastrous for the developer. Estimation is not an exact science. Too many variables - human, technical, environmental, and political can affect the ultimate cost of software and effort applied to develop it. In order to make a reliable cost and effort estimation there are lot of techniques that provide estimates with acceptable mount of risk. These methods can be categorized into Decomposition techniques and Empirical Estimation models. According to Decomposition techniques the software project is broken into major functions and software engineering activities (like testing, coding etc.) and then the cost and effort estimation of each component can be achieved in a stepwise manner. Finally the consolidated estimate is the clubbed up entities resulting from all the individual components. Two methods under this head are Lines of Code (LOC) and Function Points (FP) Estimation. Further Empirical Estimation models are used to offer a valuable estimation approach, which is based on historical data (experience).
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COMPETENCY BASED LEARNING MATERIAL IN SOFTWARE ENGINEERING
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FactFinding And Decision Making Techniques
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Fact Finding And Decision Making Techniques

At the end of this chapter you would be able to know the various fact finding techniques and you would also be able to understand techniques used for decision making.
Contents
Fact finding techniques Getting Cooperation What Facts to Gather How to Initiate Fact Gathering? Common Sense Protocol - Where to Get the Facts? Introduction to the Employee at the Work Place Recording Technique A Caution about Instant Improvements How to Keep the Data Organized? Various kinds of techniques used in fact techniques Interviews Structured Interviews Unstructured Interviews Questionnaires Open-Response Based Questionnaires Closed-Response Based Questionnaires Record Reviews On-site Observation Decision making and Documentation Decision Trees Decision Tables Structured English Data Dictionary CASE Tools
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Fact Finding Techniques

Fact-finding is an important activity in system investigation. In this stage, the functioning of the system is to be understood by the system analyst to design the proposed system. Various methods are used for this and these are known as fact-finding techniques. The analyst needs to fully understand the current system.
The analyst needs data about the requirements and demands of the project undertaken and the techniques employed to gather this data are known as fact-finding techniques. Various kinds of techniques are used and the most popular among them are interviews, questionnaires, record reviews, case tools and also the personal observations made by the analyst himself. Each of these techniques is further dealt in next pages. Two people can go into the same area to gather facts and experience entirely different results. One spends weeks and gets incomplete and misleading data. The other is finished in a few hours and has complete and solid facts. This session outlines some of the things a person can do to achieve the latter. It covers: Getting user cooperation Choosing the facts to gather Initiating fact gathering Common sense protocol - Where to get the facts? Introduction to the employee at the work place Recording technique Keeping the data organized
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Getting Cooperation In Fact Finding

The cooperation of operating people is crucial to fact gathering. However, if the operating people believe that the purpose of the fact gathering is to make changes in the work with the object of reducing staff, it is nave to expect them to help. The key to obtaining cooperation is two-way loyalty and trust. We get this by commitment to developing improvements that simultaneously serve the interests of employees while they serve the interests of owners, managers and customers.
Process improvement projects should be undertaken with the object of making the company as good as it can be, not reducing staff. Of course process improvements will change the work, often eliminating tasks. This is obvious. Not quite so obvious is the fact that eliminating tasks does not have to mean reducing staff. It can mean having resources available at no additional cost to do any number of things needed by the organization, not the least of which could be further improvement work. And, no one is in a better position to improve the work than the people who know it firsthand. When organizations are truly committed to their people and their people know this, their people can relax and enthusiastically commit themselves to continuous improvement. This article is written for companies that want to capture the enormous potential of enthusiastic employees embracing new technology. They cannot accomplish this with lip service. The employees of an organization are its most valuable resource. When executives say this sort of thing publicly but then treat their people as expenses to be gotten rid of at the first opportunity, that is lip service. Resources should be maintained and utilized, not dumped. When they are dumped, trust dissolves. Meanwhile the people and their society have changed significantly in the last few decades. The popularization of computers stands high among the factors that have contributed to recent social change. Young people are being exposed to computers early in their education. A sizeable portion of the work force is comfortable working with computers. This was certainly not so a generation ago. Another social change that is very important to process improvement is the increasing acceptance of involving operating level employees in the improvement process. It has become rather commonplace to form teams of operating people. Along with the increasing acceptance of employee involvement has come a dramatic change in the role of the internal consultant who is learning new skills for working with teams. This article addresses the role of the facilitator who gathers facts about work processes to use with an improvement team. The facilitator follows a work process as it passes through departmental boundaries and prepares an As-is Chart. Then an improvement team made up of people from the departments involved in the process studies the As-is Chart and develops a To-be Chart. Facilitators learn how to study work processes. Facilitators are a great help as they gather and organizing the facts of work processes and guide the study of those facts by improvement teams.
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What Facts To Gather?

Knowing what facts you want to gather is crucial to effective fact gathering. When a people do not know what they are looking for but attempt to learn everything they can, in effect to gather all of the facts, they embark on endless and often fruitless effort. Knowing what facts not to gather is just as important as knowing the facts that are needed.
There is a pattern to fact gathering that is particularly helpful during process improvement. It makes use of the standard journalism questions: what, where, when, why, who and how. This pattern focuses on the information that is relevant for process improvement and avoids that which is not. How it accomplishes this is not completely obvious. It goes like this.
Distinguishing Between Facts and Skill

No matter how carefully facts are gathered, they will never match the understandings of people who have experienced the work first hand for years. Those people possess the organizational memory. They have accumulated detailed knowledge that is available to them alone. They access this knowledge intuitively, as they need it, in a fashion that has the feel of common sense. But, they cannot simply explain it to someone else. For instance, we could ask an experienced medical doctor what he does when he visits a patient and expect a general answer like, I examine the patient and enter a diagnosis on the patient record form. However, if we then asked How do you do that? How do you know what to write as the diagnosis?, we would be asking for detail that took years to accumulate. During those years this detail has been transformed from myriads of individual facts to intuitively available skill. We simply cannot gather it. The information that the doctor and for that matter all employees can readily provide answers the question, What?. The information that cannot be provided because it resides in the realm of skill answers the question, How?. Rather than attempt to gather the skill and settling for simplistic/superficial data we acknowledge that that information is not accessible to the fact gatherer. However, this information is critical to effective improvement. In order to get at it, we must invite the people who have it to join in the improvement development activity. This is the fundamental strength of employee teams. They provide the organizational memory. And, dont think for a moment that medical doctors have skill but clerks dont. In a ll lines of work there are differences of skill levels. Our object in process improvement should be to incorporate into our changes the finest skills available. So we use teams of the best experienced employees we have. To do otherwise invites superficiality.
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Using the Description Pattern

The description pattern provides facts, not skills. We organize these facts on charts as effective reminders of the steps in a process. When these charts are used by people who are skilled at performing those steps, we have the knowledge we need for improvement. Therefore: What Answer this question at every step. This tells us what the step is and provides the necessary reminder for the team. Where This question deals specifically with location. Answer it for the very first step of the process and then every time the location changes and you will always know location. When When dealing with processes, this question generally means how long. Ask it throughout the fact gathering, making note of all delays and particularly time-consuming steps. Who This question deals specifically with who is performing each step. The easiest way to collect and display this information is to note every time a new person takes over. How This question is important but it changes the fact gathering to skill gathering. We should rarely get into it. Instead we leave this information to be provided by the team, as needed. Why This question is different. It is evaluative rather than descriptive. It becomes most important when we study the process for improvement but while we are fact gathering, it is premature. Just gather facts. Later as a team we will question the why of each of them.
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Follow this pattern and: You will always show what is happening. You will always show where the work is happening. You will show who is doing the work whenever a person is involved. You will show when most of the processing time is occurring. You wont bog your readers down with how the individual steps are done, non flow detail. You wont bog your readers down with how the individual steps are done, non flow detail.
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How To Initiate Fact Gathering - Public Announcement

A public announcement can go a long way towards inspiring cooperation. It can also provide an opportunity to forestall the anxieties just discussed. The people working in the areas affected by the project are informed that a five or ten minute meeting will be held at the end of a work shift and that a senior executive has an important announcement. (This senior executive should be a person whose authority spans the entire project.)
The meeting includes an announcement of the project, its objective, who is involved in it, a request for the support of all employees and an invitation for questions. It is conducted by the executive mentioned above because it is important that statements about the intent of the project be made by someone who has the authority to stand behind his or her words. It is also helpful for the executive to introduce the analyst and the team members who have been assigned to the project. The issue of staff cuts may be introduced by the executive or may surface as a question. (Or, it may not arise at all in organizations where loss of employment is a non-issue.) If it is addressed, it should be answered directly and forcefully. "I guarantee there will be no loss of employment because of work improvement." This is not a difficult guarantee for executives who genuinely believe that their people are their most valuable resource. (Note, this is not a guarantee that there will be no loss of employment. If we fail to improve our work, there is a pretty certain guarantee that there will be loss of employment.) This meeting can also have constructive side effects. One is that the analyst gets a public introduction to the people from whom he or she will be gathering data. Simultaneously, everyone is informed of the reason for the project, making it unnecessary for the analyst to explain this at each interview. And, the explanation carries the assurances of the boss rather than an analyst.
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Common Sense Protocol - Where To Get The Facts?

It is critical that the analyst go where the facts are to learn about them. This means going where the work is done and learning from the people who are doing it. If there are a number of people doing the same work, one who is particularly knowledgeable should be selected or several may be interviewed.
Unfortunately, analysts often try to collect data in indirect ways. Occasionally this may be for no better reason than that the analyst is too lazy to go where the work is done. Or, the analyst may have been instructed to keep the project a secret because management wants to avoid stirring up concern about job loss. Unfortunately, when employees learn (and they will) that secret projects are underway in their areas, their anxiety levels will rise all the higher, encouraging more non-cooperation. Introverts tend to be attracted to research type work and they also tend to find excuses to avoid meeting people. They are often tempted to use written procedures as their source of data rather than going directly to the operating people. Or, they may simply assume data to avoid having to go after it. Sometimes an analyst arrives in the supervisor's office (a proper practice when visiting a department for the first time) and the supervisor wants to provide the information rather than having the analyst bother the employee who does the work. This could be motivated by a sincere desire to help. The supervisor may also want to slant the data. Regardless of the motive, it separates the analyst from the work place and the person doing the work. Whatever the reasons, each time an analyst settles for collecting data at a distance from reality, quality of the analysis suffers. Guesses replace facts. Fantasy replaces reality. Where the differences small the analyst may slide by, but professionals should not try to slide by. Where the differences large the analyst may be seriously embarrassed. Meanwhile, the quality of the work suffers and, in worst cases, major commitments to work methods are made based on faulty premises. the are are the
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Introduction To The Employee At The Work Place

When we are gathering data, everywhere you go people are accommodating you, interrupting their work to help you do your work. The least you can do is show that you are willing to return the favor. When the time is not convenient, agree to come back later. Occasionally an employee will suggest that it is an inconvenient time and ask that you come back later. Sometimes, however, the employee is seriously inconvenienced but for some reason does not speak up about it. A sensitive analyst may notice this. However, to be on the safe side it helps to ask, "Is this a convenient time?" Coming back later is usually a minor problem. Typically you have a number of places to visit. Pick a more convenient time and return. Don't be surprised if the employee appreciates it and is waiting for you with materials set out when you return.
Whatever you do, don't start suspecting that every time a person puts you off that person is trying to scuttle your work or is a difficult employee. Assume the person is honestly inconvenienced and simply come back later. If someone puts you off repeatedly, it is still a minor inconvenience as long as you have data to collect elsewhere. Give the employees the benefit of the doubt, knowing that every time you accommodate them their debt to you grows. If you do in fact run into a genuinely uncooperative and eventually have to impose a time, it is nice to be able to remind that person of how many times you have rescheduled for his or her benefit. At such times you will also appreciate the project-announcement meeting when the senior executive brought everyone together, described the importance of the project and asked for support. As you are about to start the interview the employee may bring up a subject for idle conversation such as the weather, a sports event, a new building renovation, etc. People often do this when they first meet in order to size up one another (on a subject that doesn't matter) before opening up on subjects that are important. Since the purpose, on the part of the employee, is to find out what you are like you will do well to join in the conversation politely and respectfully. Then when it has continued for an appropriate amount of time, shift to the subject of the interview, perhaps with a comment about not wanting to take up too much of the employee's time.
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Respect
Most of the time analysts gather data from people at the operating levels who happen to be junior in status (i.e. file clerks, messengers, data entry clerks). Be careful not to act superior. One thing you can do to help with this is to set in your mind that wherever you gather data you are talking to the top authority in the organization. After all, if the top authority on filing in the organization is the CEO, the organization has serious trouble. Don't treat this subject lightly. We all receive a good deal of conditioning to treat people in superior positions with special respect. Unfortunately, the flip side of this conditioning leads to treating people in lesser positions with limited respect. Unintentionally, analysts frequently show disrespect for operating employees by implying that the way they do their work is foolish. The analyst is usually eager to discover opportunities for improvement. When something appears awkward or unnecessarily time-consuming the analyst is likely to frown, smile, act surprised, etc. In various ways, an analyst can suggest criticism or even ridicule of the way the work is being done. The bottom line is that the analyst, with only a few minutes observing the work, is implying that he or she knows how to do it better than a person who has been doing it for years. This is unacceptable behavior. Don't do it! Go to people to find out what is happening, not to judge what is happening. First get the facts. Later we can search out better ways and invite knowledgeable operating people to join us in that effort.
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Recording Technique
Recording Data
The keys to effective data recording are a reverence for facts and knowing how to look for them. You do not go into data collection with a preconceived notion of the design of the final procedure. You let the facts tell you what shape the procedure should take. But, you must be able to find facts and know how to record them. This is done by breaking down the procedure into steps and listing them in proper sequence, without leaving things out. The analyst keeps his or her attention on the subject being charted, follows its flow, step by step, and is not distracted by other subjects that could easily lead off onto tangents. The analyst becomes immersed in the data collection, one flow at a time. Record what is actually happening, not what should happen or could happen. Record without a preference. Wash the wishes from your eyes and let the facts speak for themselves. When later you have them neatly organized and present them for study the facts will assert their authority as they tell their story.
The Authority of the Facts

There are two authority systems in every organization. One is a social authority set up for the convenience of arranging people and desks and telephones, dividing up the work and making decisions. The other authority system is reality itself. Too often the former is revered and feared and attended to constantly, while the latter is attended to when time permits. Yet, whether we come to grips with the facts or not, they enforce themselves with an unyielding will of steel. 'Reality is' - whether we are in touch with it or not. And, it is indifferent to us. It is not hurt when we ignore it. It is not pleased or flattered or thankful when we discover it. Reality simply does not care, but it enforces its will continuously. We are the ones who care. We care when reality rewards us. We care when reality crushes us. The better we are able to organize our methods of work in harmony with reality, the more we prosper. When we are unable to discover reality, or deny reality we are hurt. Period! So we enter into data collection with respect for reality. We demonstrate respect for the people who are closest to reality. And, we do our best to carefully record the unvarnished truth.
Observation
A person who has been doing a job for years will have an understanding of the work that goes well beyond his or her ability to describe it. Don't expect operating people to describe perfectly and don't credit yourself with hearing perfectly. Sometimes it is a lot easier for a person to show you what he or she does than to describe it. A demonstration may save a good deal of time. A person might be able to show you how the task is done in minutes but could talk about it for hours.
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Most people are able to speak more comfortably to a human being than to a machine. Furthermore, a tape recorder doesn't capture what is seen. If you are going to use a tape recorder, use it after you have left the interview site. It can help you capture a lot of detail while it is fresh in your mind without causing the employee to be ill at ease.
Level of Detail
As covered earlier while explaining the Description Pattern, you can gather facts but not skill. If you attempt to gather enough information to redesign a procedure without the help of experienced employees, your data collection will be interminably delayed. For instance, if you are studying a procedure that crosses five desks, and the five people who do the work each have five years of experience, together they have a quarter of a century of first-hand experience. There is no way to match that experience by interviewing. No matter how many times you go back, there will still be new things coming up. Then, if you redesign the procedure based solely on your scanty information, your results will be deficient in the eyes of these more experienced people. It doesn't do any good to complain that they didn't tell you about that after you have designed a defective procedure. Save yourself a lot of time and grief by not bothering to record the details of the individual steps and concentrate on the flow of the work. It goes here. They do this. It sits. It is copied. This part goes there. That one goes to them. Never mind the detail of how they do the different steps. Just note the steps in their proper sequence. Then, when it comes time to analyze and you invite in those five people, they bring with them their twenty-five years of detailed experience. Voila! You have the big picture and you have the detail. You have all that you need to discover the opportunities that are there.
Defused resentment
When people who have been doing work for years are ignored while their work is being improved, there is a clear statement that their experience is not considered of value. These people tend to feel slighted. When the organization then pays consultants who have never done the work to develop improvements, this slight becomes an insult. When the consultants arrive at the workplace trying to glean information from the employees so that they can use it to develop their own answers, how do you expect the employees to react? Do you think they will be enthusiastic about providing the best of their inside knowledge to these consultants? "Here, let me help you show my boss how much better you can figure out my work than I can?" Really! We don't have to get into this kind of disagreeable competition. Instead we honestly accept the cardinal principle of employee empowerment which is, "The person doing the job knows far more than anyone else about the best way of doing that job and therefore is the one person best fitted to improve it." Allan H. Mogensen, 1901-1989, the father of Work Simplification. By involving operating people in the improvement process, you also reduce the risk of getting distorted or misleading data. Their experience is brought into improvement meetings, unaltered. If they get excited about helping to develop the best possible process they will have little reason to distort or withhold the data.
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How To Keep The Data Organized

One important characteristic of professional performance is the ability to work effectively on many assignments simultaneously. Professionals have to be able to leave a project frequently and pick it up again without losing ground. The keys to doing this well are:
1. Knowing the tools of the profession and using them in a disciplined manner. 2. Working quickly. 3. Capturing data the same day that it is gathered
Using the Tools of the Profession with Discipline

In this respect, there is more professionalism in a well conceived set of file names and directories than there is in a wall full of certificates belonging to a disorganized person. For that matter, a three-ring binder may do more good than another certificate. A professional simply keeps track of the information that he or she gathers. Perhaps the worst enemy of data organization is the tendency on the part of intelligent people, who are for the moment intensely involved in some activity, to assume that the clear picture of it that they have today will be available to them tomorrow or a week later or months later. One way of avoiding this is to label and assemble data as if it will be worked on by someone who has never seen it before. Believe it or not, that person may turn out to be yourself. A word about absentmindedness may be appropriate. When people are goal-oriented and extremely busy they frequently find themselves looking for something they had just moments before. The reason is that when they put it down their mind was on something else and they did not make a record of where they put it. To find it again they must think back to the last time they used it and then look around where they were at that time. Two things we can do to avoid this are: 1. Develop the discipline of closure so that activities are wrapped up. 2. Select certain places to put tools and materials and do so consistently.
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Working Quickly
An analyst should take notes quickly. Speed in recording is important in order to keep up with the flow of information as the employee describes the work. It also shortens the interview, making the interruption less burdensome to the employee, and it reduces the probability that something will come up that forces the interview to be terminated prematurely. At the close of the interview it is a good idea to review the notes with the employee, holding them in clear view for the employee to see and then, of course, thank the employee for his or her help. Skill in rapid note-taking can be developed over time. This does not mean that you rush the interview. Quite the contrary. Address the person from whom you are gathering information calmly and patiently. But, when you are actually recording data you do it quickly and keep your attention on the person. For process analysis data gathering, you don't have to write tedious sentences. The charting technique provides you with a specialized shorthand (using the symbols and conventions of process charting in rough form). See the rough notes following.
Same Day Capture of Data

The analyst then returns to his or her office with sketchy notes, hastily written. These notes serve as reminders of what has been seen and heard. Their value as reminders deteriorates rapidly. While the interview is fresh in mind these notes can bring forth vivid recall. As time passes they lose this power. The greatest memory loss usually occurs in the first 24 hours. A simple rule for maximizing the value of these notes is to see that they are carefully recorded in a form that is clear and legible, the same day as the interview. The sooner after the interview this is done, the better. If this is postponed, the quality of the results suffers. What was clear, at the time of the interview becomes vague or completely forgotten. Details are overlooked or mixed up. Where the notes are not clear the analyst resorts to guessing about things that were obvious a few days earlier. Or, to avoid the risk of guessing, the analyst goes back to the employee for clarification. This causes further inconvenience to the employee and creates an unprofessional impression. You can help yourself, in this regard, by scheduling to keep the latter part of the work day free for polishing up notes on days when you are collecting data.
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Functional Modeling
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Functional Modeling
At the end of this chapter you will be able to know about functional modeling of system. You will also be able to know about the design elements of the system.
Functional Requirements Design elements Modules Processes Input(s) and Output(s) Design of Databases Interfaces Functional Modeling Techniques Data Flow Diagrams Elements of Data Flow Diagrams - Processes, External Entities, Data Flow, Data Stores An Example of a DFD for a System That Pays Workers Conventions used when drawing DFD's DFD Example - General model of publisher's present ordering system Data Dictionary The procedure for producing a data flow diagram
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Functional Requirements
After the thorough analysis of the system is done, the design process for the proposed system starts. Designing of the system includes making the conceptual layout of the system using various modeling techniques available and coding the proposed system for actual implementation.
The first step after the analysis of the system is making the conceptual design. Conceptual design consists of two elements: data model and functional models. Data modeling is a technique for organizing and documenting system's data. Process model is a technique for organizing and documenting a system's processes, inputs, outputs and data stores. Generally, these models give the following information.

What all processes make up a system? What data are used in each process? What data are stored? What data enter and leave the system?
Information is transformed as it flows through a computer-based system. As we already know, information transformation basically consists of: input, process and output. The system accepts input in variety of forms; applies hardware, software, and human elements to transform input into output; and produces output in a variety of forms. The transform(s) may comprise a single logical comparison, a complex numerical algorithm or rule-inference approach of an expert system. We can create a flow model for any computer-based system, regardless of size and complexity. By flow models, we get to know the functionality of a system. Data flow diagram is one of the tools used in the analysis phase. Data flow diagram is a graphical tool used to analyze the movement of data through a system-manual or automatedincluding the processes, stores of data, and delay in the system. The transformation of data from input to output, through processes, may be described logically and independently of the physical components (for example, computers, file cabinets, disk units, and word processors). Structure chart is another tool used in designing phase of the life cycle
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Design Elements In Functional Modeling

This section describes the various design elements. These include 1. 2. 3. 4. 5. Modules Processes Inputs and Outputs Design of Databases and Files Interfaces
Modules
As discussed in lesson 1 - Introduction to Systems, a large system actually consists of various small independent subsystems that combine together to build up the large systems. While designing the system too, the complete system is divided into small independent modules which may further be divided if the need be. Such independent modules are designed and coded separately and are later combined together to make the system functional.
For the better understanding and design of the system, it should be made as a hierarchy of modules. Lower level modules are generally smaller in scope and size compared to higher level modules and serve to partition processes into separate functions. Following factors should be considered while working on modules: Size: The number of instructions contained in a module should be limited so that module size is generally small. Shared use: Functions should not be duplicated in separate modules, but established in a single module that can be invoked by any other module when needed.
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Processes
As already discussed, a system consists of many subsystems working in close coordination to achieve a specific objective. Each of these subsystems carries out a specific function and each of these functions may in turn be consisting of one or more processes.
Thus the system's functions can be subdivided into processes, as depicted by fig. 5.1. A process is a specific act that has definable beginning and ending points. A process has identifiable inputs and outputs. Create purchase requisition, follow up order etc are few examples of processes. For designing of any system, these processes need to be identified as a part of functional modeling.
Fig 5.1 Functional Source: Information Engineering: Planning & Analysis by James Martin
Decomposition
Every process may be different from the other but each of them has certain common characteristics, as: A process is a specified activity in an enterprise that is executed repeatedly. This means that the processes are ongoing, for example, generation of bills may be labeled as a process for a warehouse as it is repeatedly carried out A process can be described in terms of inputs and outputs. Every process would have certain inputs required which are transformed into a certain output. For example, in case of a warehouse, information related to the sale of various items is required for generation of bills. This information is taken as input and the bills generated are the output of the process. A process has definable starting and ending points. A process is not based on organizational structures and is carried out irrespective of this structure. A process identifies what is done, not how.
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Input(S) And Output(S)

As discussed earlier, inputs and outputs are an important part of any system, so while designing a system inputs and outputs of the system as a whole need to be identified and the inputs and outputs for the various processes of the system need to be listed down.
During design of input, the analyst should decide on the following details: What data to input What medium to use How data should be arranged How data should be coded i.e. data representation conventions The dialogue to guide users in providing input i.e. informative messages that should be provided when the user is entering data. Like saying, "It is required. Don't leave it blank." Data items and transactions needing validation to detect errors Methods for performing input validation and steps to follow when errors occur The design decisions for handling input specify how data are accepted for computer processing. The design of inputs also includes specifying the means by which end-users and system operators direct the system in performing actions. Output refers to the results and information that are generated by the system. In many cases, output is the main reason for developing the system and the basis on which the usefulness of the system is evaluated. Most end-users will not actually operate the information system or enter data through workstations, but they will use the output from the system. While designing the output of system, the following factors should be considered: Determine what information to present Decide on the mode of output, i.e. whether to display, print, or "speak" the information and select the output medium Arrange the presentation of information in an acceptable format Decide how to distribute the output to intended recipients These activities require specific decisions, such as whether to use preprinted forms when preparing reports and documents, how many lines to plan on a printed page, or whether to use graphics and color. The output design is specified on layout forms, sheets that describe the location characteristics (such as length and type), and format of the column heading, etc.
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Design Of Databases And Files

Once the analyst has decided onto the basic processes and inputs and outputs of the system, he also has to decide upon the data to be maintained by the system and for the system. The data is maintained in the form of data stores, which actually comprise of databases.
Each database may further be composed of several files where the data is actually stored. The analyst, during the design of the system, decides onto the various file-relating issues before the actual development of the system starts. The design of files includes decisions about the nature and content of the file itself such as whether it is to be used for storing transaction details, historical data, or reference information. Following decisions are made during file design: Which data items to include in a record format within the file? Length of each record, based on the characteristics of the data items The sequencing or arrangement of records within the file (the storage structure, such as sequential, indexed, or relative) In database design, the analyst decides upon the database model to be implemented.Database model can be traditional file based, relational, network, hierarchical, or object oriented database model. These data models are discussed in detail in lesson 7 on Data Modeling.
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Interfaces - Designing The Interfaces

Systems are designed for human beings to make their work simpler and faster. Hence interaction of any system with the human being should be an important area of concern for any system analyst. The analyst should be careful enough to design the human element of the system in such a manner that the end user finds the system friendly to work with. Interface design implies deciding upon the human computer interfaces. How the end user or the operator will interact with the system. It includes designing screens,menus, etc.
Fig 5.2 Basic Steps in system design
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The following factors should be considered while working on interfaces. Use of a consistent format for menu, command input, and data display. Provide the user with visual and auditory feedback to ensure that two-way communication is established. Provide undo or reversal functions. Reduce the amount of information that must be memorized between actions. Provide help facilities that are context sensitive. Use simple action verbs or short verb phrases to name commands. Display only that information that is relevant to the current context. Produce meaningful error messages. Use upper and lower case, indentation, and text grouping to aid in understanding. Produce meaningful error messages. Maintain consistency between information display and data input. The visual characteristics of the display (e.g., text size, color, and placement) should be carried over to the input domain. Interaction should be flexible but also tuned to user's preferred mode of input. Deactivate commands that are inappropriate in the context of current actions. Provide help to assist with all input actions
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Functional Modeling Techniques

Now that we are familiar with the various design elements, let us take a look at the modeling techniques that are used for designing the systems. Data Flow Diagrams are used for functional modeling. As the name suggests, it is a diagram depicting the flow of data through the system. In the coming sections, we'll explore this technique in detail.
Data Flow Diagrams Elements of Data Flow Diagrams - Processes, External Entities, Data Flow, Data Stores An Example of a DFD for a System That Pays Workers Conventions used when drawing DFD's DFD Example - General model of publisher's present ordering system Data Dictionary The procedure for producing a data flow diagram
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Data Flow Diagrams (DFD)

Data Flow Diagrams - DFD (also called data flow graphs) are commonly used during problem analysis. Data Flow Diagrams (DFDs) are quite general and are not limited to problem analysis for software requirements specification. They were in use long before the software engineering decipline begin. DFDs are very useful in understanding a system and can be effectively used during analysis.
A DFD shows the flow of data through a system. It views a system as a function that transforms the inputs into desired outputs. Any complex system will not perform this transformation in a "single step", and a data will typically undergo a series of transformations before it becomes the output. The DFD aims to capture the transformations that take place within a system to the input data so that eventually the output data is produced. The agent that performs the transformation of data from one state to another is called a process (or a bubble). So a DFD shows the movement of data through the different transformation or process in the system. DFDs are basically of 2 types: Physical and logical ones. Physical DFDs are used in the analysis phase to study the functioning of the current system. Logical DFDs are used in the design phase for depicting the flow of data in proposed system. Elements of Data Flow Diagrams An example of a DFD for a system Coventions used when drawing DFD's DFD Example - General model of publisher's present ordering system
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Elements Of Data Flow Diagrams

Data Flow Diagrams are composed of the four basic symbols shown below.
The External Entity symbol represents sources of data to the system or destinations of data from the system. The Data Flow symbol represents movement of data. The Data Store symbol represents data that is not moving (delayed data at rest). The Process symbol represents an activity that transforms or manipulates the data (combines, reorders, converts, etc.). Any system can be represented at any level of detail by these four symbols.
External Entities
External entities determine the system boundary. They are external to the system being studied. They are often beyond the area of influence of the developer. These can represent another system or subsystem. These go on margins/edges of data flow diagram. External entities are named with appropriate name.
Processes
Processes are work or actions performed on incoming data flows to produce outgoing data flows. These show data transformation or change. Data coming into a process must be "worked on" or transformed in some way. Thus, all processes must have inputs and outputs. In some (rare) cases, data inputs or outputs will only be shown at more detailed levels of the diagrams. Each process in always "running" and ready to accept data. Major functions of processes are computations and making decisions. Each process may have dramatically different timing: yearly, weekly, daily.
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Naming Processes
Processes are named with one carefully chosen verb and an object of the verb. There is no subject. Name is not to include the word "process". Each process should represent one function or action. If there is an "and" in the name, you likely have more than one function (and process). For example, get invoice ,update customer and create Order Processes are numbered within the diagram as convenient. Levels of detail are shown by decimal notation. For example, top level process would be Process 14, next level of detail Processes 14.1-14.4, and next level with Processes 14.3.1-14.3.6. Processes should generally move from top to bottom and left to right.
Data Flow
Data flow represents the input (or output) of data to (or from) a process ("data in motion"). Data flows only data, not control. Represent the minimum essential data the process needs. Using only the minimum essential data reduces the dependence between processes. Data flows must begin and/or end at a process. Data flows are always named. Name is not to include the word "data". Should be given unique names. Names should be some identifying noun. For example, order, payment, complaint.
Data Stores
or
Data Stores are repository for data that are temporarily or permanently recorded within the system. It is an "inventory" of data. These are common link between data and process models. Only processes may connect with data stores. There can be two or more systems that share a data store. This can occur in the case of one system updating the data store, while the other system only accesses the data. Data stores are named with an appropriate name, not to include the word "file", Names should consist of plural nouns describing the collection of data. Like customers, orders, and products. These may be duplicated. These are detailed in the data dictionary or with data description diagrams.
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An Example Of A DFD For A System That Pays Workers

An example of a Data Flow Diagram - DFD for a system that pays workers is shown in the figure below. In this DFD there is one basic input data flow, the weekly time sheet, which originates from the source worker. The basic output is the pay check, the sink for which is also the worker. In this system, first the employee's record is retrieved, using the employee ID, which is contained in the time sheet. From the employee record, the rate of payment and overtime are obtained. These rates and the regular and overtime hours (from the time sheet) are used to complete the payment. After total payment is determined, taxes are deducted. To computer the tax deduction, information from the tax rate file is used. The amount of tax deducted is recorded in the employee and company records. Finally, the paycheck is issued for the net pay. The amount paid is also recorded in company records.
DFD of a system that pays workers.
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Conventions Used When Drawing DFD's

Some conventions used when drawing DFD's should be explained. Assuming the example DFD explained earlier all external files such as employee record, company record and tax rates are shown as a one side open rectangle. The need for multiple data flow by a process is represented by a * between the data flows. The symbol represents the AND relationship. For example, if there is a * between the two input data flow A and B for process, it means that A AND B are needed for the process. In the DFD, for the process "weekly pay" the data flow "hours" and "pay rate" both are needed, as shown in the DFD. Similarly, the OR relationship is represented by "+" between the data flows.
It should be pointed out that a DFD is not a flowchart. A DFD represents that flow of data, while flow chart shows the flow of control. A DFD does not represent procedural information. So, while drawing a DFD, one must not get involved in procedural details, and procedural thinking must be consciously avoided.
For example, Consideration of loops and decisions must be ignored. In drawing the DFD the designer has to specify major transforms in the path of the data flowing from the input to output. How those transforms are performed is not an issue while drawing the data flow graph. There are no detailed procedures that can be used to draw a DFD for a given problem. Only some directions can be provided. One way to construct a DFD is to start by identifying the major inputs and outputs. Minor inputs and outputs (like error messages) should be ignored at first. Then starting from the inputs, work towards the outputs, identifying the major inputs (remember that is is important that procedural information like loops and decision not be shown in DFD, and designer should not worry about such as issues while drawing the DFD). Following are some suggestion for constructing a data flow graph 1. Klork your way consistently from the inputs to the outputs, or vice versa. If you get stuck, reverse direction. Start with a high level data flow graph with few major transforms describing the entire transformation from the inputs to outputs and then refine each transform with more detailed transformation. 2. Never try to show control logic. If you find yourself thinking in terms of loops and decisions, it is time to stop and start again.
3. Label each arrow with proper data elements. Inputs and outputs of each transform should be carefully identified. 4. Make use of * and + operation and show sufficient detail in the data flow graph. 5. Try drawing alternate data flow graphs before setting on one. Many systems are too large for a single DFD to describe the data processing clearly. It is necessary that some decomposition and abstraction mechanism be used for such systems. DFDs can be hierarchically organized, which helps in progressively partitioning and analyzing large systems. Such DFDs together are called a leveled DFD set.
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DFD Example - General Model Of Publisher's Present Ordering System

Following are the set of DFDs drawn for the General model of publisher's present ordering system.
First Level DFD
Second Level DFD - Showing Order Verification & credit check
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Third Level DFD - Elaborating an order processing & shipping
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Fourth level DFD : Completed DFD, Showing Account Receivable Routine. From the level one it shows the publisher's present ordering system. Let's expand process order to elaborate on the logical functions of the system. First, incoming orders are checked for correct book titles, author's names, and other information and then batched into other book orders from the same bookstore to determine how may copies can be shipped through the ware house. Also, the credit status of each book stores is checked before shipment is authorized. Each shipment has a shipping notice detailing the kind and numbers of booked shipped. This is compared to the original order received (by mail or phone) to ascertain its accuracy. The details of the order are normally available in a special file or data store, called "Bookstore Orders". It is shown in the second level DFD diagram. Following the order verification and credit check, a clerk batches the order by assembling all the book titles ordered by the bookstore. The batched order is sent to the warehouse with authorization to pack and ship the books to the customer. It is shown in the third level DFD diagram. Further expansion of the DFD focuses on the steps in billing the bookstore shown in the fourth level DFD, additional functions related to accounts receivable.
Data Dictionary
In our data flow diagrams, we have given names to data flows, processes and data stores. Although the names are descriptive of the data, thy do not give details. So following the DFD, our interest is to build some structures place to keep details of the contents of data flows, processes and data stores. A data dictionary is a structured repository of data about data. It is a set of rigorous definitions of all DFD data elements and data structures. To define the data structure, different notations are used. These are similar to the notations for regular expression. Essentially, besides sequence or composition ( represented by + ) selection and iteration are included. Selection ( represented by vertical bar "|" ) means one or the other, and repitition ( represented by "*" ) means one or more occurances. The data dictionary for this DFD is shown below: Weekly timesheet = Emplyee_Name + Employee_ID + {Regular_hours + overtime_hours} Pay_rate = {Horly | Daily | Weekly} + Dollar_amount Employee_Name = Last + First + Middle_Initial Employee_ID = digit + digit + digit + digit Most of the data flow in the DFD are specified here. Some of the most obvious ones are not shown here. The data dictionary entry for weekly timesheet specifies that this data flow is composed of three basic data entities - the employee name, employee ID and many occurrences of the two - tuple consisting of regular hours and overtime hours. The last entity represents the daily working hours of the worker. The data dictionay also contains entries for specifying the different elements of a data flow.
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Once we have constructed a DFD and its associated data dictionary, we have to somehow verify that they are "correct". There can be no formal verification of a DFD, because what the DFD is modeling is not formally specify anywhere against which verification can be done. Human processes and rule of thumb must be used for verification. In addition to the walkthrough with the client, the analyst should look for common errors. Some common errors are 1. 2. 3. 4. 5. 6. Unlabeled data flows. Missing data flows: Information required by a process is not available. Extraneous data flows: Some information is not bein used in the process Consistency not maintained during refinement Missing processes Contains some control information
The DFDs should be carefully scrutinized to make sure that all the processes in the physical environment are shown in the DFD. It should also be ensured that none of the data flows is actually carrying control information.
The Procedure For Producing A Data Flow Diagram

Identify and list external entities providing inputs/receiving outputs from system; Identify and list inputs from/outputs to external entities; Draw a context DFD
Defines the scope and boundary for the system and project 1. Think of the system as a container (black box) 2. Ignore the inner workings of the container 3. Ask end-users for the events the system must respond to 4. For each event, ask end-users what responses must be produced by the system 5. Identify any external data stores 6. Draw the context diagram i. Use only one process ii. Only show those data flows that represent the main objective or most common inputs/outputs identify the business functions included within the system boundary; identify the data connections between business functions; confirm through personal contact sent data is received and vice-versa; trace and record what happens to each of the data flows entering the system (data movement, data storage, data transformation/processing) Draw an overview DFD - Shows the major subsystems and how they interact with one another - Exploding processes should add detail while retaining the essence of the details from the more general diagram - Consolidate all data stores into a composite data store Draw middle-level DFDs - Explode the composite processes Draw primitive-level DFDs - Detail the primitive processes - Must show all appropriate primitive data stores and data flows verify all data flows have a source and destination; verify data coming out of a data store goes in; review with "informed"; explode and repeat above steps as needed.
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Balancing DFDs
Balancing: child diagrams must maintain a balance in data content with their parent processes Can be achieved by either: exactly the same data flows of the parent process enter and leave the child diagram, or the same net contents from the parent process serve as the initial inputs and final outputs for the child diagram or the data in the parent diagram is split in the child diagram
Rules for Drawing DFDs

A process must have at least one input and one output data flow A process begins to perform its tasks as soon as it receives the necessary input data flows A primitive process performs a single well-defined function Never label a process with an IF-THEN statement Never show time dependency directly on a DFD Be sure that data stores, data flows, data processes have descriptive titles. Processes should use imperative verbs to project action. All processes receive and generate at least one data flow. Begin/end data flows with a bubble.
Rules for Data Flows

A data store must always be connected to a process Data flows must be named Data flows are named using nouns " Customer ID, Student information Data that travel together should be one data flow Data should be sent only to the processes that need the data
Use the following additional guidelines when drawing DFDs

Identify the key processing steps in a system. A processing step is an activity that transforms one piece of data into another form. Process bubbles should be arranged from top left to bottom right of page. Number each process (1.0, 2.0, etc). Also name the process with a verb that describes the information processing activity. Name each data flow with a noun that describes the information going into and out of a process. What goes in should be different from what comes out. Data stores, sources and destinations are also named with nouns. Realize that the highest level DFD is the context diagram. It summarizes the entire system as one bubble and shows the inputs and outputs to a system
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Each lower level DFD must balance with its higher level DFD. This means that no inputs and outputs are changed. Think of data flow not control flow. Data flows are pathways for data. Think about what data is needed to perform a process or update a data store. A data flow diagram is not a flowchart and should not have loops or transfer of control. Think about the data flows, data processes, and data storage that are needed to move a data structure through a system. Do not try to put everything you know on the data flow diagram. The diagram should serve as index and outline. The index/outline will be "fleshed out" in the data dictionary, data structure diagrams, and procedure specification techniques.
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System Documentation Format
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INFORMATION SHEET #3.0
System Documentation Format

At the end of this chapter you would be able to know and create your documentation base on the format given on this chapter.
Contents
Front Page Basic Information Tips in Creating the System Documentation System Documentation Chapters System Documentation Appendix
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Front Page
(Name of School) Adviser Recommendation Sheet Study Entitled
(Title of Study)
By: (Name of the proponents)
And submitted in partial fulfillment of the requirements of the Computer Programming Course has been examined and is recommended for acceptance and approval of:
(Name of study adviser) Study Adviser
Date
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(Name of School)
Panelist Approval Sheet
Study Entitled
(Title of Study)
After having been presented is hereby approved by the following member of the panel
Panelist
Panelist
Lead Panelist
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(Name of School)
(Title of Study)
A study presented to (Name of School)
In partial fulfillment of the requirements for Computer Programming Course
Date
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Table of Contents
Chapter I IntroductionPage Number 1.1 Background of the Study..Page Number 1.1.1 History..Page Number 1.1.2 Mission and Vision.Page Number 1.1.2.1 MissionPage Number 1.1.2.2 Vision..Page Number 1.2 Statement of the Problem.Page Number 1.2.1 General Statement of the Problem.Page Number 1.2.2 Specific Statement of the ProblemPage Number 1.3 Objective of the Study..Page Number 1.3.1 General Objectives.Page Number 1.3.2 Specific ObjectivesPage Number 1.4 Significance of the Study.Page Number 1.5 Scope and Limitation.Page Number 1.5.1 Scopes.Page Number 1.5.2 LimitationsPage Number Chapter II Methodology.Page Number
2.1 System Development Life Cycle.Page Number 2.1.1 Feasibility.Page Number 2.1.2 Analysis...Page Number 2.1.3 Design..Page Number 2.1.4 ImplementationPage Number 2.1.5 Testing.Page Number 2.1.6 Maintenance.Page Number
Chapter III Data GatheringPage Number 3.1 Research..Page Number 3.2 Observation.Page Number 3.3 Questionnaire..Page Number 3.4 Brain Storming.Page Number 3.5 Interview...Page Number Chapter IV Documentation of Current System..Page Number 4.1 Description of Current System.Page Number 4.2 Hardware and Equipment Set-up.Page Number 4.3 Software and Application Being Used.Page Number 4.4 Personnel.Page Number 4.5 Context Diagram.Page Number Chapter V Design Specification...Page Number 1.1 Architectural Design...Page Number 1.2 System Function.Page Number Chapter VI System Implementation 6.1 Programming Consideration and Issue.Page Number 6.2 System Requirements Specification...Page Number 6.2.1 Hardware RequirementsPage number 6.2.2 Software Requirements.Page Number Datacom Institute of Computer Technology Page 1210
6.2.3 Human Resources Requirements...Page Number 6.3 Implementation Set-up..Page Number 6.4 Testing Activity.Page Number 6.4.1 Sub Activities...Page Number Chapter VII Conclusion and Justification..Page Number 7.1 ConclusionPage Number 7.2 Justification..Page Number Chapter VIII RecommendationPage Number Appendix I Gantt Chart..Page Number Appendix II QuestionnairePage Number Appendix III Note Taking..Page Number Appendix IV Certification..Page Number Appendix V Screen Lay-out.Page Number Appendix VI Source CodePage Number Appendix VII Flowchart.Page Number Appendix VIII Curriculum VitaePage Number Appendix IX.Page Number
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Acknowledgement
Is an expression of gratitude for assistance in creating a literary or artistic work. Receiving credit by way of acknowledgment rather than authorship indicates that the person or organization did not have a direct hand in producing the work in question, but may have contributed funding, criticism, or encouragement to the author(s).
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Basic Format
Format in Documentation Margins: Left = 1.5 inches Top = 1 inch Right = 1 inch Bottom = 1 inch Alignment = Justify Font = Arial or Times New Roman Font size = 12 Line Spacing = 1.5 or 2.0 Indention = 1inch Footer
Name of Company
Page Number
Chapter
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Tips in Creating the System Documentation

Consistency (Proponents, Group, Team) Be specific (Avoid using third person like they, their, he, she etc.) Spelling and Grammar check should be made computerized. Thesis must be divided into the different Sections and the Chapters. Avoid repetition Follow your thoughts. It is important for your sentences to convey one idea. Keep it in your mind It must pass through by a proof reading before printing. It must not get dirty or unclear. Choose your topic early Begin research immediately Set deadlines
Making Thesis is indeed very taxing. Getting your team working as one will indeed help you get the job well done.
Mastery Study well and understand the programming basic, for this will serve as your foundation in
creating a force to reckon with thesis in the years to come. It will help, if you will practice making similar programs that was already given in your previous exercises, quizzes and examination. More exposure and experience will surely enhance and bolster your knowledge in programming. Listen
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thoroughly to your instructors and dont hesitate to ask questions from your instructors about all the things that are not clear to you during laboratory exercises. Knowing the Trend Immerse yourself to the programs that are in demand and commonly used in making thesis. C-Programming and Visual Basic is the commonly used program here in the Philippines and it is important to get acquainted with this well.
Know the Weakness and Strength of Your Members in Your Group Bring out the best in all your members. Utilize all their strengths while cover any weak spots
with teamwork and coordination. Accomplish all of the individual tasks given to each of your member, with chemistry and fluidity.
Back-up files every time you accomplish a task. Computers that house your files are not spared from system crash and other threats.
Focus and Concentration Check all the tasks of each member of your team constantly, to know where all of you are
heading to. Set deadlines.
Resourcefulness One of the key in dishing out a solid thesis is by being resourceful. Gain more knowledge by
simply reading and getting necessary information from existing thesis available, and make research in the internet if necessary.
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Seek for Pointers Always seek valuable pointers from your instructors and schoolmates that are already done
with their thesis.
Avoid Infighting in Your Group The team will be out of sync and fragmented if there is misunderstanding. Work as a team all
throughout. Communicate well with each other.
Be Cool During Defense Its normal to get nervous at first but try to get rid of this as questioning from the panelists
progresses. Pinpointing at your group mates to answer difficult will surely show poor preparation and teamwork. Rehearse before the defense; make a simulation in your group by making a scenario mocking the actual defense. You will determine your weak spots and eventually will come up with improvements to cover them. This practice will also help you get hang of your actual defense and help your team in minimizing anxiety. Also try asking your adviser for a mock defense, youll surely learn valuable pointers from this. Finish early Aim to finish at least three weeks before the thesis is due: revisions, proofreading, etc., will take way more time than you think. Use your friends Because there is such a mythical status surrounding the Wesleyan Thesis Writer, you will no trouble hitting your friends up to read sections of chapters and give you feedback.
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System Documentation Chapters

Chapter I: Introduction
1.1 Background of the Study
1.1.1. History (History of the desired company)
1.1.2 Mission and Vision (Definition of Mission and Vision)
1.1.2.1 Mission (Mission of the company)
1.1.2.2 Mission (Vision of the company) 1.2 Statement of the Problem
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1.2.1 General Statement of the Problem (State the general problem of the company)
1.2.2 General Statement of the Problem (Specify the problems of the company)
1.3 Objectives of the Study 1.3.1 General Objective (General objective of the group to solve the general problem of the company)
1.3.2 Specific Objectives (Specific objective of the group to solve the Specific problem of the company) 1.4 Significance of the Study (Indicate who will benefits of your study)
1.5 Scope and Limitation 1.5.1 Scopes (The range of one's perceptions, thoughts, or actions; the area covered by a given activity or subject) 1.5.2 Limitations (The act of limiting or the state of being limited; a restriction)
Chapter 2: Methodology Methodology can properly refer to the theoretical analysis of the methods appropriate to a field of study or to the body of methods and principles particular to a branch of knowledge. In this sense, one may speak of objections to the methodology of a geographic survey (that is, objections dealing with the appropriateness of the methods used) or of the methodology of modern cognitive psychology (that is, the principles and practices that underlie research in the field). People may have taken to this practice by influence of the
adjective methodological to mean "pertaining to methods." Methodological may have acquired this meaning because people had already been using the more ordinary adjective methodical to mean "orderly, systematic." But the misuse of methodology obscures an important conceptual distinction between the tools of scientific investigation (properly methods) and the principles that determine how such tools are deployed and interpreted.
2.1. System Development Life Cycle The Systems Development Life Cycle (SDLC), or Software Development Life Cycle in systems engineering and software engineering, is the process of creating or altering systems, and the models and methodologies that people use to develop these systems. The concept generally refers to computer or information systems.
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In software engineering the SDLC concept underpins many kinds of software development methodologies. These
methodologies form the framework for planning and controlling the creation of an information system: the software development process. (Group Definition)
2.1.1 Feasibility The assessment is based on an outline design of system requirements in terms of Input, Processes, Output, Fields, Programs, and Procedures. This can be quantified in terms of volumes of data, trends, frequency of updating, etc. in order to estimate whether the new system will perform adequately or not this means that feasibility is the study of the based in outline. (Group Definition) 2.1.2 Analysis Analysis is the process of breaking a complex topic or substance into smaller parts to gain a better understanding of it. The technique has been applied in the study of mathematics and logic since before Aristotle, though
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analysis as a formal concept is a relatively recent development. The word is a transcription of the ancient Greek
(analusis), "a breaking up" (from ana- "up,

throughout" and lysis "a loosening"). As a formal concept, the method has variously been ascribed to Ibn al-Haytham, Ren Descartes (Discourse on the Method) and Galileo Galilei. It has also been ascribed to Isaac Newton, in the form of a practical method of physical discovery (which he did not name or formally describe). (Group Definition)
2.1.3 Design Design is the planning that lays the basis for the making of every object or system. It can be used both as a noun and as a verb and, in a broader way; it means applied arts and engineering. As a verb, "to design" refers to the process of originating and developing a plan for a product, structure, system, or component with intention. As a noun, "a design" is used for either the final (solution) plan (e.g. proposal, drawing, model, description) or the result of implementing that plan in the form of the final product of a
design process. This classification aside, in its broadest sense no other limitations exist and the final product can be anything from clothing to graphical user interfaces to skyscrapers. Even virtual concepts such as corporate identity and cultural traditions such as celebration of certain holiday] are sometimes designed. More recently, processes (in general) have also been treated as products of design, giving new meaning to the term process design. The person designing is called a designer, which is also a term used for people who work professionally in one of the various design areas, usually also specifying which area is being dealt with (such as a fashion designer, concept designer or web designer). Designing often requires a designer to consider the aesthetic, functional, and many other aspects of an object or a process, which usually requires considerable research, thought, modeling, interactive adjustment, and redesign. With such a broad definition, there is no universal language or unifying institution for designers of all
disciplines. This allows for many differing philosophies and approaches toward the subject. However, serious study of design demands increased focus on the design process
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(Group Definition or indicate the application(s) used to designed the program)
2.1.4 Implementation Implementation is the realization of an application, or execution of a plan, idea, model, design, specification, standard, algorithm, or policy. In computer science, an implementation is a
realization of a technical specification or algorithm as a program, software component, or other computer system. Many implementations may exist for a given specification or standard. For example, of World web Wide browsers Web contain
implementations
Consortium-
recommended specifications, and software development tools contain implementations of programming languages. (Group Definition)
2.1.5 Testing Testing is an empirical investigation conducted to provide stakeholders with information about the quality of the product or service under test, with respect to the context in which it is intended to operate. Software Testing also
provides an objective, independent view of the software to allow the business to appreciate and understand the risks at implementation of the software. Test techniques include, but are not limited to, the process of executing a program or application with the intent of finding software bugs. Software Testing can also be stated as the process of validating and verifying that a software
program/application/product: Meets the business and technical requirements that guided its design and development; Works as expected; and It can be implemented with the same characteristics. Software Testing, depending on the testing method
employed can be implemented at any time in the development process. However, most of the test effort occurs after the requirements have been defined and the coding process has been completed. Different software development models will focus the test effort at different points in the development process. In a more traditional model, most of the test effort occurs after the requirements have been defined and the coding process has been completed. Newer development models, such as Agile or XP, often employ test driven development and place an
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increased portion of the testing up front in the development process, in the hands of the developer (Group Definition)
2.1.6 Maintenance Maintenance, repair, and operations MRO operations can be categorized by whether the product remains the property of the customer, i.e. a service is being offered, or whether the product is bought by the reprocessing organization and sold to any customer wishing to make the purchase. The former of these represents a closed loop supply chain and usually has the scope of maintenance, repair or overhaul of the product. The latter of the categorizations is an open loop supply chain and is typified by refurbishment and remanufacture. The main characteristic of the closed loop system is that the demand for a product is matched with the supply of a used product. Neglecting asset write-offs and exceptional activities the total population of the product between the customer and the service provider remains constant. (Group Definition)
Chapter 3: Data Gathering 3.1 Research Research can be defined to be search for knowledge or any systematic investigation to establish facts. The primary purpose for applied research (as opposed to basic research) is discovering, interpreting, and the development of methods and systems for the advancement of human knowledge on a wide variety of scientific matters of our world and the universe. Research can use the scientific method, but need not do so. (Group Definition)
3.2 Observation Observation is either an activity of a living being (such as a human), consisting of receiving knowledge of the outside world through the senses, or the recording of data using scientific instruments. The term may also refer to any datum collected during this activity. (Group Definition)
3.3 Questionnaire A questionnaire is a research instrument consisting of a series of questions and other prompts for the purpose of gathering
information from respondents. Although they are often designed for statistical analysis of the responses, this is not always the case. The questionnaire was invented by Sir Francis Galton. Questionnaires have advantages over some other types of surveys in that they are cheap, do not require as much effort from the questioner as verbal or telephone surveys, and often have standardized answers that make it simple to compile data. However, such standardized answers may frustrate users. Questionnaires are also sharply limited by the fact that respondents must be able to read the questions and respond to them. Thus, for some demographic groups conducting a survey by questionnaire may not be practical. (Group Definition)
3.4 Brain storming Brainstorming is a group creativity technique designed to generate a large number of ideas for the solution of a problem. In 1953 the method was popularized by Alex Faickney Osborn in a book called Applied Imagination. Osborn proposed that groups could double their creative output with brainstorming. Although brainstorming has become a popular group technique, researchers have not found evidence of its effectiveness for enhancing either
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quantity or quality of ideas generated. Because of such problems as distraction, social loafing, evaluation apprehension, and production blocking, brainstorming groups are little more effective than other types of groups, and they are actually less effective than individuals working independently. In the Encyclopedia of Creativity, Tudor Rickards, in his entry on brainstorming, summarizes its controversies and indicates the dangers of conflating productivity in group work with quantity of ideas. Although traditional brainstorming does not increase the productivity of groups (as measured by the number of ideas generated), it may still provide benefits, such as boosting morale, enhancing work enjoyment, and improving team work. Thus, numerous attempts have been made to improve brainstorming or use more effective variations of the basic technique. (Group Definition) 3.5 Interview An interview is a conversation between two or more people (the interviewer and the interviewee) where questions are asked by the interviewer to obtain information from the interviewee. (Group Definition)
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Chapter IV- Documentation of the Current System 4.1 Description of the Current System (Group Definition or process inside the company)
4.2 Hardware and Equipment Set up (Indicate what are the Equipments, Tools and Materials that the company often Use) Ex. Desktop Computer Logbook
4.3 Software and Application Being Used (Indicate Software and Application what the company have ) Ex. Microsoft Office Linux Operating System
4.4 Personnel (Indicate the people who are involved in the company)
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4.5 Context Diagram System Context Diagrams are diagrams used in systems design to represent the more important external actors that interact with the system at hand. System context diagrams are related to Data Flow Diagram, and show the interactions between a system and other actors with which the system is designed to interface. System context diagrams can be helpful in understanding the context which the system will be part of.
Example Context Diagram The components of a context diagram are clearly shown on this page. The system under investigation is represented as a single process, connected to external entities by data flows and resource flows. The context diagram clearly shows the interfaces between the system under investigation and the external entities with which it communicates. Therefore, whilst it is often conceptually trivial, a context diagram serves to focus attention on the system boundary and can help in clarifying the precise scope of the analysis.
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Context Diagram The context diagram shown on this screen represents a book lending library. The library receives details of books, and orders books from one or more book suppliers. Books may be reserved and borrowed by members of the public, who are required to give a borrower number. The library will notify borrowers when a reserved book becomes available or when a borrowed book becomes overdue. In addition to supplying books, a book supplier will furnish details of specific books in response to enquiries. Note, that communications involving external entities are only included where they involve the 'system' process. Whilst a book supplier would communicate with various agencies, for example, publishers and other suppliers - these data flow are remote from the 'system' process and so this is not represented on the context diagram.
Stepwise Diagram Evolution Firstly, draw and name a single process box that represents the entire system. Only when you have drawn your version should you go to the next page, to see a suggested solution. Next, identify and add the external entities that communicate directly with the process box. Do this by considering origin and destination of the resource flows and data flows. Finally, add the resource flows and data flows to the diagram. In drawing the context diagram you should only be concerned with the
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most important information flows. These will be associated with how orders are received and checked, with providing good customer service and with the paying of invoices. Remember that no business process diagram is the definitive solution; there is no absolute right or wrong. The shop manager and staff do not appear as entities at this level; as both occur within the system process box. Several points could be debated. For example, should the resource flow 'Product' be two way in both cases, allowing the return of faulty goods? You will need to make numerous decisions like this as you develop a business model.
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Chapter V: Design Specification A design specification provides explicit information about the requirements for a product and how the product is to be put together. It is the most traditional kind of specification, having been used historically in public contracting for buildings, highways, and other public works, and represents the kind of thinking in which architects and engineers have been trained. Its use is called for where a structure or product has to be specially made to meet a unique need. For example, a design specification must include all necessary drawings, dimensions, terms, and definitions of non-standard terms, and the materials used must be described fully to include thickness, size, color, etc. 5.1 Architectural Design Concept that focuses on the components or elements of a structure or system and unifies them into a coherent and functional whole, according to a particular approach in achieving the objective(s) under the given constraints or limitations. See also behavioral design. (Group explanation)
5.2 System Function The system function is used to issue a command. Execution of your program will not continue until the command has completed. (Group explanation)
Chapter VI: System Implementation 6.1 Programming Consideration Issues and Tools (Indicate all the applications used to create a new computer program) 6.2 System requirements Specification The hardware and software components of a computer system those are required to install and use software efficiently. The software manufacturer will list the system requirements on the software package. If your computer system does not meet the system requirements then the software may not work correctly after installation. System requirements for operating systems will be hardware components, while other application software will list both hardware and operating system requirements. System requirements are most commonly seen listed as minimum and recommended requirements. The minimum system requirements need to be met for the software to run at all on your system, and the recommended system requirements, if met, will offer better software usability. 6.2.1 Hardware Requirements Ex. Minimum Hardware:

1 GHz Processor 512 MB RAM for Windows XP 2 GB RAM for Windows Vista and Windows 7 1024 x 768 Resolution Color Monitor
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Microsoft Word 2003 or higher Laser or Inkjet Printer CD-ROM Drive Windows XP, Vista, Server 2003, Server 2008 or Windows 7
o
32 bit or 64 bit operating system
Hard Drive Free Space:

o o o
Program 140 MB Data 12 MB per 1000 records Images 200 MB per 1000 images
Preferred Hardware:

Intel Pentium 4, 2 GHz+ Processor 2 GB RAM for Windows XP 3 GB RAM for Windows Vista and Windows 7 19 inch Color Monitor CD/DVD-Recordable Drive High-speed Internet Access
(Indicate the hardware requirements of your program)
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6.2.2 Software Requirements A Software Requirements Specification (SRS) - a requirements specification for a software system - is a complete description of the behavior of a system to be developed. It includes a set of use cases that describe all the interactions the users will have with the software. Use cases are also known as functional requirements. In addition to use cases, the SRS also contains non-functional (or supplementary) requirements. Non-functional requirements are requirements which impose constraints on the design or implementation (such as performance engineering requirements, quality standards, or design constraints). (Indicate the software requirements of your program) 6.2.3 Human Resources Requirements The personal selection requirements can be divided into five broad categories, namely functional requirements, process ability requirements, cost, reliability, and resistance to change environments. Functional requirements are directly related to the required qualities of the candidate. Some personal characteristics may not have simple correspondence with measurable characteristics. Under these conditions, the evaluation process can be quite complex and might be based upon predictions based on simulated selection tests or upon the most closely related demonstrated characteristics.
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The process ability of a candidate is a measure of his ability to be trained and shaped for future competencies. Cost is usually an important factor in evaluating candidates because in many applications there is a cost limit for a candidate intended to meet the organizational requirements. When the cost limit is exceeded, the selection may have to be changed to allow for a less expensive candidate. The cost of processing often exceeds the cost of selection. In some cases, a relatively more expensive & ready to perform candidate may eventually yield more than a low priced candidate who is more expensive to be trained & developed. (Indicate the human resources requirements of your program) 6.3 Implementation Set-up Implementation is the carrying out, execution, or practice of a plan, a method, or any design for doing something. As such, implementation is the action that must follow any preliminary thinking in order for something to actually happen. In an information technology context, implementation encompasses all the processes involved in getting new software or hardware operating properly in its environment, including installation, configuration, running, testing, and making necessary changes. The word deployment is sometimes used to mean the same thing. (Group explanation)
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6.4 Testing Activity The test activity involves validating the system through manual and automated means to ensure that the features implemented meet the business requirements and that quality benchmarks are achieved. This can be done at multiple levels of granularity using different techniques. Testing is always directly related to construction as the software must be built before it can be verified. That said, in iterative environments with good build
procedures, verification should begin happen before the construction is complete. Depending on the project, test construction can begin during the definition or performed as part of construction. Although many organizations directly recognize a quality assurance role supporting this activity, other individuals such as business users or product managers may support this activity through acceptance testing. The test activity is typically a gating factor to releasing the application. 6.4.1 Sub Activities Although most organizations will have some variants, testing activities typically include the following:

Running manual tests. Running automated tests. Investigating test failures. Logging defects for repair.
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sChapter VII Conclusion and Justification 7.1 Conclusion Introductions and conclusions can be the most difficult parts of papers to write. While the body is often easier to write, it needs a frame around it. An introduction and conclusion frame your thoughts and bridge your ideas for the reader. Just as your introduction acts as a bridge that transports your readers from their own lives into the "place" of your analysis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives. Such a conclusion will help them see why all your analysis and information should matter to them after they put the paper down. Your conclusion is your chance to have the last word on the subject. The conclusion allows you to have the final say on the issues you have raised in your paper, to summarize your thoughts, to demonstrate the importance of your ideas, and to propel your reader to a new view of the subject. It is also your opportunity to make a good final impression and to end on a positive note. Your conclusion can go beyond the confines of the assignment. The conclusion pushes beyond the boundaries of the prompt and allows you to consider broader issues, make new connections, and elaborate on the significance of your findings.
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Your conclusion should make your readers glad they read your paper. Your conclusion gives your reader something to take away that will help them see things differently or appreciate your topic in personally relevant ways. It can suggest broader implications that will not only interest your reader, but also enrich your reader's life in some way. It is your gift to the reader. 7.2 Justification A reason, explanation, or excuse which provides convincing, morally acceptable support for behavior or for a belief or occurrence.
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Chapter VIII: Recommendation Recommendation is written in the last part of your thesis. It appeals to people or entities concerned to solve or help solve the problems discovered in the inquiry. The following are some characteristics of Recommendation
Recommendation should be seek to solve or help to solve problems discovered in the investigation.
It should be attainable, practical and feasible. It should be valid and rational. It should be addressed to person, entities or agencies, or offices who or which are ready to implement them.
It can be also a recommendation for the continuance of a system or recommendation for improvement.
It can have recommendation for further research on the same topic but different places to verify the findings of the study.
There should no recommendation for the problem or the things not yet discovered or discussed.
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System Documentation Appendix

Appendix I: Gantt Chart
A Gantt chart is a type of bar chart that illustrates a project schedule. Gantt charts illustrate the start and finish dates of the terminal elements and summary elements of a project. Terminal elements and summary elements comprise the work breakdown structure of the project. Some Gantt charts also show the dependency (i.e., precedence network) relationships between activities.
Appendix II: Questionnaire
A questionnaire is a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents. Although they are often designed for statistical analysis of the responses, this is not always the case.
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Appendix III: Note Taking
Note taking is the practice of recording information captured from a transient source, such as an oral discussion at a meeting, or a lecture. Notes of a meeting are usually called minutes. The format of the initial record may often be informal and/or unstructured. One common format for such notes is shorthand, which can allow large amounts of information to be put on paper very quickly. Notes are frequently written in notebooks, though all sorts of paper may sometimes be used: for instance, some people like to use Post-It notes. Note taking is an important skill for students, especially at the college level. Many different formats are used to structure information and make it easier to find and to understand, later. Computers, particularly tablet PCs and personal digital assistants (PDAs) are beginning to see wide use as note taking devices. In some contexts, such as college lectures, the main purpose of taking notes may be to implant the material in the mind; the written notes themselves being of secondary importance.
Appendix IV: Certification
Certification refers to the confirmation of certain characteristics of an object, person, or organization. This confirmation is often, but not always, provided by some form of external review, education, or assessment.
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Appendix V: Screen Lay-out
The screen design is part of the user interface development, and is a result of the storyboarding described in Section
Appendix VI: Source Code
In computer science, source code is text written in a computer programming language. Such a language is specially designed to facilitate the work of computer programmers, who specify the actions to be performed by a computer mostly by writing source code, which can then be automatically translated to binary machine code that the computer can directly read and execute. An interpreter translates to machine code and executes it on the fly, while a compiler only translates to machine code that it stores as executable files; these can then be executed as a separate step.
Appendix VII: Flowchart
A flowchart is a type of diagram that represents an algorithm or process, showing the steps as boxes of various kinds, and their order by connecting these with arrows. This diagrammatic representation can give a step-by-step solution to a given problem. Process operations are represented in these boxes, and arrows connecting them represent flow of control. Data flows are not typically represented in a flowchart, in contrast with data flow diagrams; rather, they are implied by the sequencing of
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operations. Flowcharts are used in analyzing, designing, documenting or managing a process or program in various fields
Appendix VIII: Curriculum Vitae
Curriculum vitae (CV also spelled curriculum vit) provide an overview of a person's life and qualifications. In some countries, a CV is typically the first item that a potential employer encounters regarding the job seeker and is typically used to screen applicants, often followed by an interview, when seeking employment.
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JOB SHEET # 3.0 Using the format below create your front page based on the information on proposed system. Make sure to follow the basic format shown in information sheet # 3.2.
(Name of School) Adviser Recommendation Sheet Study Entitled (Title of Study) By: (Name of the proponents)
And submitted in partial fulfillment of the requirements of the Computer Programming Course has been examined and is recommended for acceptance and approval of: (Name of study adviser) Study Adviser
Date
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(Name of School)
Panelist Approval Sheet
Study Entitled
(Title of Study)
By:
(Name of the proponents)
After having been presented is hereby approved by the following member of the panel
Panelist
Panelist
Lead Panelist (Name of School)

(Title of Study)
A study presented to (Name of School)
In partial fulfillment of the requirements for Computer Programming Course
Date
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JOB SHEET # 3.1

Create a Table of contents of your documentation. You can use the format shown below as your reference in creating your table of contents.
Chapter I IntroductionPage Number 1.6 Background of the Study..Page Number 1.6.1 History....Page Number 1.6.2 Mission and Vision..Page Number 1.6.2.1 Mission.Page Number 1.6.2.2 Vision...Page Number 1.7 Statement of the ProblemPage Number 1.7.1 General Statement of the Problem.Page Number 1.7.2 Specific Statement of the ProblemPage Number 1.8 Objective of the Study..Page Number 1.8.1 General Number 1.8.2 Specific Number 1.9 Significance of the Study...Page Number 1.10 Scope and Limitation.Page ObjectivesPage Objectives.Page
Number 1.10.1 Scopes.Page Number
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1.10.2 LimitationsPage Number Chapter II Methodology.Page Number
2.1 System Development Life Cycle.Page Number

2.1.1 Feasibility.Page
Number
2.1.2 Analysis...Page
Number
2.1.3 Design..Page
Number
2.1.4 ImplementationPage
Number
2.1.5 Testing.Page
Number
2.1.6 Maintenance.Page
Number
Chapter III Data GatheringPage Number 3.1 Number 3.2 Number 3.3 Number 3.4 Brain Storming.Page Number 3.5 Number Interview...Page Questionnaire..Page Observation.Page Research..Page
Page 1250
Chapter IV Documentation of Current System..Page Number 4.1 Description of Current System.Page Number 4.2 Hardware and Equipment Set-up.Page Number 4.3 Software and Application Being Used.Page Number 4.4 Number 4.5 Context Diagram.Page Number Personnel.Page
Chapter V Design Specification...Page Number 1.3 Architectural Number 1.4 System Number Function.Page Design...Page
Chapter VI System Implementation 6.1 Programming Consideration and Issue.Page Number 6.2 System Requirements Specification...Page Number 6.2.1 Hardware RequirementsPage number 6.2.2 Software Requirements.Page Number 6.2.3 Human Resources Requirements...Page Number 6.3 Implementation Set-up..Page Number
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6.4 Testing Activity.Page Number 6.4.1 Sub Activities...Page Number Chapter VII Conclusion and Justification.Page Number 7.1 Number 7.2 Number Chapter VIII RecommendationPage Number Appendix I Gantt Chart..Page Number Appendix II QuestionnairePage Number Appendix III Note Taking..Page Number Appendix IV Certification..Page Number Appendix V Screen Lay-out.Page Number Appendix VI Source CodePage Number Appendix VII Flowchart.Page Number Appendix VIII Curriculum VitaePage Number Justification..Page ConclusionPage
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JOB SHEET # 3.2

Create an Acknowledgement for those people who helped your group in creating both your system and your system document. Make sure to have a proof reading of your acknowledgement twice before passing it to check if the grammar is correct. You can use the space below as your scratch in writing a draft of your acknowledgement.
_________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ _________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ _________________________________
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JOB SHEET # 3.3

Create your chapter I base on your answer on Job Sheet 1.1 and the information you gathered on your client by means of data gathering. Use the format and the description of Chapter I in information sheet # 3.4 System Documentation Chapters. Use the basic format in information sheet 3.2 as your guide. Make sure to have a proof reading of your chapter I twice before passing it to check if the grammar is correct.
Chapter I Introduction 1.1.1 1.1.2 Background of the Study History 1.1.2.1 Mission and Vision 1.1.2.2 Mission 1.1.2.3 Vision 1.2 Statement of the Problem 1.2.1 1.2.2 General Statement of the Problem Specific Statement of the Problem
1.3 Objective of the Study 1.3.1 1.3.2 General Objectives Specific Objectives
1.4 Significance of the Study 1.4.1 1.4.2 1.4.3 Scope and Limitation Scopes Limitations
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JOB SHEET # 3.4

Base on System Analysis and Design CBLM information sheet 2.9 Different Types of Software Development Life Cycle Models (SDLC) choose your SDLC model and create your chapter II Methodology. Use the basic format in information sheet 3.2 as your guide and make sure to have a proof reading of your chapter II twice before passing it to check if the grammar is correct. Use the format and the description of Chapter II in information sheet # 3.4 System Documentation Chapters chapter II.
Chapter II Methodology
2.1 System Development Life Cycle

2.1.1 Feasibility 2.1.2 Analysis 2.1.3 Design 2.1.4 Implementation 2.1.5 Testing 2.1.6 Maintenance
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JOB SHEET # 3.5

Based on the format and the list of Data Gathering methods in Chapter III in information sheet # 3.4 System Documentation Chapters create your Chapter III. Use the basic format in information sheet 3.2 as your guide and make sure to have a proof reading of your chapter III twice before passing it to check if the grammar is correct. Make sure to include the description of the group for each data gathering methodologies.
Chapter III Data Gathering 3.1 Research 3.2 Observation 3.3 Questionnaire 3.4 Brain Storming 3.5 Interview
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JOB SHEET # 3.6

Base on your answer on Job Sheet 1.1 and the information you gathered on your client by means of data gathering create your chapter IV Documentation of Current System. Base your format on information sheet # 3.4 System Documentation Chapters chapter IV. Use the basic format in information sheet 3.2 as your guide and make sure to have a proof reading of your chapter IV twice before passing it to check if the grammar is correct.
Chapter IV Documentation of Current System 4.1 Description of Current System 4.2 Hardware and Equipment Set-up 4.3 Software and Application Being Used 4.4 Personnel 4.5 Context Diagram
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JOB SHEET # 3.7

Base on the system that you made and the software you used to create your system create your chapter 5. Base its format on the description of chapter V on information sheet # 3.4 System Documentation Chapters. Use the basic format in information sheet 3.2 as your guide and make sure to have a proof reading of your chapter V twice before passing it to check if the grammar is correct.
Chapter V Design Specification 1.1 Architectural Design 1.2 System Function
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JOB SHEET # 3.8

Base on your system requirements create chapter VI. Use the format and the format and the description of chapter VI in information sheet # 3.4 System Documentation Chapters. Use the basic format in information sheet 3.2 as your guide and make sure to have a proof reading of your chapter VI twice before passing it to check if the grammar is correct.
Chapter VI System Implementation 6.1 Programming Consideration and Issue 6.2 System Requirements Specification 6.2.1 Hardware Requirements 6.2.2 Software Requirements 6.2.3 Human Resources Requirements 6.3 Implementation Set-up 6.4 Testing Activity 6.4.1 Sub Activities
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JOB SHEET # 3.9

Create your chapter VII about your conclusion and justification. Base your format on the Description of chapter VII in information sheet # 3.4 System Documentation Chapters. Use the basic format in information sheet 3.2 as your guide and make sure to have a proof reading of your chapter VI twice before passing it to check if the grammar is correct.
Chapter VII Conclusion and Justification 7.1 Conclusion 7.2 Justification
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JOB SHEET # 3.10

Create your chapter VIII about your recommendation on your study. Base your format on the Description of chapter VII in information sheet # 3.4 System Documentation Chapters. Use the basic format in information sheet 3.2 as your guide and make sure to have a proof reading of your chapter VI twice before passing it to check if the grammar is correct.
Chapter VIII Recommendation
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JOB SHEET # 3.11

Create appendix I Gantt Chart of Activities. Create your own legend that will represent deferent activities for example for brain storming. You can create as many legends as you needed. Use the format below in creating your Gantt Chart of Activities. You should create your Gantt Chart of Activities based on the total number of months you worked on your system, for example you started your system on the month of June and finished it on the month of September therefore you should create a Gantt chart for the month of June, July, August, and September.
Appendix I: Gantt chart September

Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6

10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Legend: = Brain Storming =Data Gathering = Interview =Documentation =Creating Program
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JOB SHEET # 3.12

Create a set of questions that will help you gather information about the system that you will make. After the question lives a space for the interviewees answer. Below is the format that you can use in creating your questionnaire.
Appendix II: Questionnaire

Name: _____________________________ Date: _____________ Time: ___________ 1. Question _____________________________________________________________ _____________________________________________________________ _____ Answer _________________________________________________________ _____________________________________________________________ ___________ 2. Question _____________________________________________________________ _____________________________________________________________ _____________ Answer _________________________________________________________ _____________________________________________________________ _____________ 3. Question _____________________________________________________________ _____________________________________________________________ ______________ Answer _________________________________________________________ _____________________________________________________________ _____________
_______________________ Signature over Printed Name Datacom Institute of Computer Technology Page 1263
JOB SHEET # 3.13

Gather the note taking you have and create a written report about it. You can retype it or have it photo copied. Use the format below in creating your note taking.
Appendix III: Note Taking
Note Taking # ___ Date: _____________________
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JOB SHEET # 3.14

Print Screen the screen lay-out of your system per module then compile it according to the flow of the program in your system. Label the name of your module per screen lay-out. You can use the screen lay-outs below as your reference for your Screen Lay-out.
Appendix V: Screen Lay-out

Screen Lay-out Module
File Maintenance Module
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JOB SHEET # 3.15

Copy the code from your system and compile it as word document. Label the code base on its function on the system. Use the format below.
Appendix VI: Source Code

Login Module ______________________________________________________________ ________
Private Sub Command1_Click() strsql = "select * from tblUsers where UserName='" & Me.txtUSERNAME.Text & "' and PassWord='" & Me.txtPASSWORD.Text & "'" db.Open strcon Set rs = db.Execute(strsql) If rs.EOF = False And rs.BOF = False Then userid = rs(0) strsql = "select * from tblValidity where ID=" & userid & "" Set rs = db.Execute(strsql) If rs(2) >= Date Then strsql = "select * from tblRole where ID=" & userid & "" Set rs = db.Execute(strsql) role = rs(1) strsql = "select * from tblUserInfo where ID=" & userid & "" Set rs = db.Execute(strsql) fullname = rs(1) & " " & rs(2) Call MsgBox("Welcome " & role & " : " & fullname, vbInformation + vbOKOnly, "TESDA LIBRARY") frmmain.lblUSER.Caption = "Welcome " & role & " : " & fullname frmmain.lbllogin.Caption = "LOG-OUT"
Search Module
Private Sub cmdSEARCH_Click() strsql = "select * from tblBooks where ISBN='" & Me.txtISBN.Text & "' or BookTitle='" & Me.txtTITLE.Text & "' or BookCategory='" & Me.cmbCATEGORY.Text & "' or BookAuthor='" & Me.txtAUTHOR.Text & "'" db.Open strcon Set rs = db.Execute(strsql) If rs.EOF = False And rs.BOF = False Then Me.ListView1.ListItems.Clear While Not rs.EOF With Me.ListView1.ListItems.Add .Text = rs(1) .SubItems(1) = rs(2) .SubItems(2) = rs(3) Datacom Institute of Computer Technology Page 1266
JOB SHEET # 3.16

Create a system flowchart about the data flow of the system you are making. Make sure that the labels inside every symbol are readable enough.
Appendix VII: Flowchart
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JOB SHEET # 3.17

Create a Curriculum Vitae of each member as reference for the documentation as well as for your system. Below is an example of a Curriculum Vitae.
Appendix VIII: Curriculum Vitae
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COMPETENCY BASED LEARNING MATERIAL IN DATABASE MANAGEMENT SYSTEM
Page 1269
COURSE SYLLABUS
2st SEMESTER 1st TRANSITION S.Y. 2012
A. COURSE DESCRIPTION The DBMS manages incoming data, organizes it, and provides ways for the data to be modified or extracted by users or other programs.
B. COURSE OBJECTIVE The student will know how to create their own
database using MS access.
The student will also know
how to connect visual basic 6.0 to ms access as the database.
C. TEXT/RESOURCE MATERIAL
Module in Database Management System Computer
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And/or any other materials related to the subject.
Major
Examinations in
will
be to
set its
by
the
administration date.
accordance
suitable
Only those students who will be able to present a permit from the office shall be entitled and allowed to take the test.
For
those
examinee
caught
cheating
or
using
gadget(s) will get zero (0) score. For those examinee caught talking with seatmate for the second time will get zero (0) score.
QUIZZES:
The quizzes are related to the previous topics. The quiz will be given before or after class.
ATTENDANCE: Since this subject have three (3) meetings, two (2) consecutive absences will be Unofficially Dropped
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If the student absent last meeting and suddenly present without excuse letter, the student will still absent.
Five(5) minutes allowance for the checking of attendance before class
ATTITUDE/BEHAVIOR Attitude and Behavior will be one vital criterion in assessing a student enrolled in the course. Those who will be proven and and any verified disrespect to (see manifest Student teacher any Hand and
disobedience Book) to
the
school,
administration,
students shall be without second thought suspended from the class. This also act in accordance with with the proper wearing of uniform and ID of every student inside the class.
PROJECTS/ASSIGNMENTS/CASE STUDY/ACTIVITIES:
Projects,
Assignments,
Case
Study
and
Activities
shall be either by group or individual. Failure to pass the given requirement in its given due deadline will be set with a lower score.
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D. COURSE OUTLINE Chapter I Introduction to Database Management System Definition of Database Types of databases Create a Blank Database Creating Microsoft Access Tables Understanding Tables Name and Save a Table Understanding Data Types Create Relationships Rules in Naming Fields
Chapter II - Connection of database to Vb 6.0
Log In File manipulation o Add Record o Edit Record o Delete Record o Delete all Record o Search Record o Show All
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Chapter III-Data Environment and Data Report Creating a Data Report in Visual basic 6.0
E. GRADING PLAN
Creating a Data Environment
PRELIM 1. Quizzes 2. Prelim exam 3. Attitude 4. Attendance 5. Recitation 20% 30% 15% 20% 15%
100%
MIDTERM
1. Quizzes 2. Midterm Exam 3. Attitude 4. Attendance 5. Project
15% 40% 15% 20% 10%
100%
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FINAL 1. Class Standing 2. Final exam 3. Attitude 4. Attendance 5. Project 20% 30% 15% 30% 5%
100%
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Table of Contents
Chapter I Introduction to Database Management System Definition of Database Types of databases Create a Blank Database Creating Microsoft Access Tables Understanding Tables Name and Save a Table Understanding Data Types Create Relationships Rules in Naming Fields
Chapter II - Connection of database to Vb 6.0
Log In File manipulation o Add Record o Edit Record o Delete Record o Delete all Record o Search Record o Show All
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Chapter III-Data Environment and Data Report
Creating a Data Report in Visual basic 6.0 Creating a Data Environment
Page 1277
Chapter I Introduction to Database Management System
Page 1278
[Database Management System]

In short, a DBMS is a database program. Technically
speaking, it is a software system that uses a standard method of cataloging, retrieving, and running queries on data. The DBMS manages incoming data, organizes it, and provides ways for the data to be modified or extracted by users or other
programs.
[Database] A database is a collection of information that is organized so that it can easily be accessed, managed, and updated.
Computer databases typically contain aggregations of data records or files, such as sales transactions, product catalogs and inventories, and customer profiles. Typically, a database provides users the capabilities of controlling read/write access, specifying report
generation, and analyzing usage.
SQL (Structured
Query
Language)
is
standard
language for making interactive queries from and updating a database.
Popular Database Applications:
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1. MySQL 2. Oracle 3. Microsoft SQL Server 4. Microsoft Access 5. PostgreSQL Some DBMS examples include MySQL, PostgreSQL,
Microsoft Access, SQL Server, FileMaker, Oracle, RDBMS, dBASE, Clipper, and FoxPro. Since there are so many
database management systems available, it is important for there to be a way for them to communicate with each other. For this reason, most database software comes with an Open Database Connectivity (ODBC) driver that allows the
database to integrate with other databases. For example, common SQL statements from a such as SELECT and INSERT are a
translated
program's
proprietary
syntax
into
syntax other databases can understand
Create a Blank Database

A blank database is a database with nothing in it. You must create all the tables, forms, reports, queries, and so on. If you cannot find a template that suits your needs, create a blank database. After you create the
database, Access opens to a datasheet and makes available the tools you need to create objects. Creating tables is
the first step in building a database. You will learn more about creating tables in the next lesson. To create a blank database:
1. Start Access. 2. Click Blank Database. 3. Type the name you want to give your database in the File Name field. Access will automatically append
.accdb to the name. 4. Click the Browse button. The File New Database window appears. 5. Locate the folder in which you want to store your database. Note that the name of the file appears in the File Name field. 6. Click OK. Creating Microsoft Access Tables Tables are the foundation of an Access database. Access stores data in tables. This lesson teaches you how to create a table, add fields to a table, assign data types to fields, and set field properties.
Understanding Tables
A table is a set of columns and rows. Each column is called a field. Within a table, each field must be given a name and no two fields can have the same name. Each value in a field represents a single category of data. For
example, a table might have three fields: Last Name, First Name, and Phone Number. The table consists of three
columns: one for last name, one for first name, and one for phone number. In every row of the table, the Last Name field contains the the last name, name, and the the First Phone Name Number field field
contains
first
contains the phone number. Each row in a table is called a record.
All
of
the
data
in
table
should
refer
to
the
same
subject. For example, all of the data in the Employees table should refer to employees, all of the data in the Students Datacom Institute of Computer Technology Page 1282
table should refer to students, and all of the data in the Courses table should refer to courses.
You can view an Access database as a collection of related tables. For example, in a database that contains tables for Employees, Students, and Courses, the Employees table lists the employees, the Students table lists
students, and the Courses table lists the courses students can take. A primary key is a field or combination of fields that uniquely identify each record in a table. No two records in a table should have the same values in every field. For example, the following should not occur in a table.
LastName Smith Smith
FirstName John John
City Jonestown Jonestown
In the real world, it is possible to have two people from the same city with the same first and last name. In cases like this, you can use the ID field as the primary key field and use it to make each record unique. The ID field has a data type of AutoNumber; as a result, Access automatically creates a unique number for each record in
the database. The resulting table will look like the one shown here.
ID 1 2
LastName Smith Smith
FirstName John John
City Jonestown Jonestown
Adding Tables in Microsoft Access 2007 To add new tables to an existing database, repeat the following steps for each new table: 1. Click the Create tab. The Create tab's buttons appear. 2. Click the Table Design button on the Ribbon. A new table blank and awaiting the name for the first field appears. 3. Build and name the fields for this new table. Save your database periodically as you work.
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Name and Save a Table After you create a table, you must name and save it. To name and save a table:
1. Click the Save button on the Quick Access toolbar. The Save As dialog box appears. 2. Type the name you want to give your table. 3. Click OK. Access names your table.
Tip: You can use the Rename option at any time to rename any column. For example, you can rename the ID column Employee ID.
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Understanding Data Types In Access, you use data types to specify the type of data each field can capture. A field with a data type of text can store alphabetic you characters perform and numbers.
Generally
speaking,
cannot
mathematical
calculations by using a text field. For example, you can use a text field to store a street address. Unless you do some manipulation, you cannot use the numbers in the
street address in mathematical calculations. You will not be able to sum or average the numbers in an address field, which is fine, because you probably do not want to.
Alternatively, you can assign a Test Score field a data type of Number. You can enter numbers into the field and then average, sum, or perform other calculations with the numbers. However, you cannot enter an alphabetic character in a number field.
Data Types Data Type Text Use Alphanumeric data. Use for text and for Notes
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numbers
that
are
not
used Use
in for
mathematical
calculations.
names, addresses, and other relatively short pieces of text. Can store up to 255 characters. Memo Long text. Use for long pieces of text, such as notes and long descriptions. Can store up to 64,000 characters. Number Numeric data. Use for numbers you want If to use in mathematical calculations. you are
working with currency, use currency type. the
Date/Time Currency
Use for dates and times. Use for currency. Prevents rounding during calculation .
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AutoNumber
Unique
sequential
numbers
or
random
numbers automatically inserted when you create a record. Use to create a
primary key. OLE Object Use to attach an OLE object such as a Word document, Excel spreadsheet, or
PowerPoint presentation.
Create Relationships In Access, you store data in multiple tables and then use relationships to join the tables. After you have
created relationships, you can use data from all of the related tables in a query, form, or report. A primary key is a field or combination of fields that uniquely identify each record in a table. A foreign key is a value in one table that must match the primary key in another table. You use primary keys and foreign keys to join tables togetherin other words, you use
primary keys and foreign keys to create relationships. There are two valid types of relationships: one-toone and one-to-many. In a one-to-one relationship, for every occurrence of a value in table A, there can only be
one matching occurrence of that value in table B, and for every occurrence of a value in table B, there can only be one matching occurrence of that value in table A. One-toone relationships are rare because if there is a one-toone relationship, the data is usually stored in a single table. However, a one-to-one relationship can occur when you want to store the information in a separate table for security fields, reasons, or for when other tables have a In large a number of
reasons.
one-to-many
relationship, for every occurrence of a value in table A, there can be zero or more matching occurrences in table B, and for every one occurrence in table B, there can only be one matching occurrence in table A. When tables have a one-to-many relationship, the
table with the one value is called the primary table and the table with the many values is called
the related table. Referential integrity ensures that the validity of the relationship between two tables remains intact. It prohibits changes to the primary table that would invalidate an entry in the related table. For
example, a school has students. Each student can make several payments, but each payment can only be from one student. The Students table is the primary table and the Payments table is the related table.
Students Student ID Primary Key 1 2 3 John Mark Valerie Smith Adams Kilm LastName FirstName
Payments Payment ID Primary key 1 2 3 4 5 StudentID Foreign key 1 2 3 2 3 500 700 500 400 250 500 300 250 300 250 AmountDue AmountPaid
If
you
delete
Student
ID
from
the
Students
table,
Student ID 1 is no longer valid in the Payments table. Referential integrity prevents you from deleting Student ID 1 from the Students table. Also, if the only valid Student IDs are 1, 2, and 3, referential integrity
prevents you from entering a value of 4 in the Student ID field in the Payments table. A foreign key without a
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primary key reference is called an orphan. Referential integrity prevents you from creating orphans. Rules in Naming Fields: Note : When database is relate into programming; Naming fields is just like naming a variable/identifier. 1. The FieldName must describe what kind of data it will have. 2. It can only contain letters[a-z, A-Z], numbers[0-9], and underscore[_]. 3. It must start with a letter. 4. Keywords are not allowed [keywords in the ms access and programming language]. 5. Spaces are not allowed.
VALID userName passCode firstName lastName studAge
INVALID uN p@$c0d3!?.,[] 1stName if Stud age
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To create relationships: 1. Close all tables.
2. Activate the Database Tools tab. 3. Click the Relationships button in the Show/Hide
group. The Relationships window appears.
4. If anything appears in the relationships window, click the Clear Layout button in the Tools group. If you are prompted, click Yes.
5. Click
the
Show
Table
button
in
the
Relationships
group. The Show Table dialog box appears.
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6. Double-click each table you want to use to build a relationship. The tables appear in the Relationships window. 7. Click the Close button to close the Show Table dialog box.
8. D r a g the Primary tables primary key over the related tables foreign key. After you drag the primary key to the related tables box, the cursor changes to an arrow. Make sure the arrow points to the foreign key. The Edit Relationships Dialog box appears.
9. Click the Enforce Referential Integrity checkbox.
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10. Click
Create.
Access
creates
one-to-many
relationship between the tables 11. Click the Save button on the Quick Access toolbar to save the relationship.
Tip: When you create a relationship, you can view the related table as a subdatasheet of the
primary table. Open the primary table and click the plus (+) in the far left column. The plus sign turns into a minus (-) sign.
Tip: After a relationship has been created between two tables, you must delete the relationship before you can make modifications to the fields on which the
relationship is based. To delete a relationship: 1. Click the line that connects the tables. 2. Press the Delete key.
Chapter II Connection of database to Vb 6.0
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DATABASE tbluserAcounts
Page 1296
tbluserInfo
CONNECTION TO DATABASE
Step 1: Create your own database and save as Database 2002 2003 compatibility in your folder located at Field Name: StudID Fname Mname Lname Local Disk (c:)
Step 2: Open Microsoft Visual Basic 6.0 Step 3 : Select Standard Exe Step 4: Right Click in Toolbox select components
Add the following components Microsoft ADO Data Control 6.0 (OLEDB)
Step 5: Right Click ADODC1, select ADODC Properties GENERAL TAB
Step 6 : Click Build Step 7: Browse the database Step 8 : Click test Connection Step 9 : Click Ok ,Click OK
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MODULE CODE
SET SUB MAIN AS
START UP OBJECT
1. Click Project 2. Select Properties 3. Set Startup Project
Object: Sub main
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LOG-IN MODULE
Private Sub cmdcancel_Click() Me.Text1.Text = "" Me.Text2.Text = "" Me.cmdlogin.Enabled = False End Sub
Private Sub cmdlogin_Click() strsql = "select * from tblpassword where username = '" & Me.Text1.Text & "' and pass= '" & Me.Text2.Text & "'" db.Open strcon Set rs = db.Execute(strsql) If rs.EOF = False And rs.BOF = False Then Call MsgBox("password accepted !",
vbInformation, "Succesful") Form1.Show db.Close Unload Me Else Call MsgBox("password denied !", vbCritical, "Denied") End If
End Sub Private Sub Form_Load() Me.cmdlogin.Enabled = False Me.Text1.Text = "" Me.Text2.Text = "" End Sub Private Sub Text1_Change() If Me.Text1.Text = "" Then Me.cmdlogin.Enabled = False Else Me.cmdlogin.Enabled = True End If End Sub Private Sub Text2_Change() If Me.Text2.Text = "" Then Me.cmdlogin.Enabled = False Else Me.cmdlogin.Enabled = True End If End Sub
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PROGRESS BAR
Private Sub Timer1_Timer() Me.ProgressBar1.Value = Me.ProgressBar1.Value + 2 If Me.ProgressBar1.Value = 100 Then Me.Timer1.Enabled False frmdatamanipulate.Show Unload Me End If End Sub =
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DATA MANIPULATION / FILE MAINTENANCE
Dim button As Integer ________________________________________________________ ADD Private Sub cmdadd_Click() button = 1 Me.Text1.Enabled = True Me.Text2.Enabled = True Me.Text3.Enabled = True Me.Text4.Enabled = True Me.Text5.Enabled = True End Sub
EDIT
Private Sub cmdadd_Click() button = 2 Me.Text1.Enabled = True Me.Text2.Enabled = True Me.Text3.Enabled = True Me.Text4.Enabled = True Me.Text5.Enabled = True End Sub
CANCEL Private Sub cmdcancel_Click() Call Form_Load End Sub
CLOSE
Private Sub cmdclose_Click() If MsgBox("Are you sure you want to close", vbQuestion + vbYesNo, "Clsoe") = vbYes Then Unload Me
End If End Sub Private Sub cmddelete_Click() If MsgBox("Are you sure you want to delete this record??", vbQuestion + vbYesNo, "Delete") = vbYes Then strsql = "delete * from tblinfo where ID= " &
Me.Text1.Text & "" db.Open strcon Set rs = db.Execute(strsql) If Me.ListView1.ListItems.Count = 1 Then Me.ListView1.ListItems.Clear Call MsgBox("One record deleted") End If db.Close End If Form_Load End Sub __________________________________________________________ DELETE ALL
Private Sub cmddeleteall_Click() strsql = "delete * from tblinfo" db.Open strcon Set rs = db.Execute(strsql)
Me.ListView1.ListItems.Clear db.Close Form_Load End Sub Private Sub cmdedit_Click() button = 2 Me.Text1.Enabled = False Me.Text2.Enabled = True Me.Text3.Enabled = True Me.Text4.Enabled = True Me.Text5.Enabled = True End Sub
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PRINT
Private Sub cmdprint_Click() DataReport1.Show End Sub
SAVE
Private Sub cmdsave_Click() If button = 1 Then strsql = "insert into values & tblinfo ('" "','" & &
(name,age,gender,contact_number) Me.Text2.Text & "','" &
Me.Text3.Text
Me.Text4.Text & "','" & Me.Text5.Text & "')" db.Open strcon Set rs = db.Execute(strsql) db.Close Call "Save") Form_Load End If MsgBox("One record save!", vbInformation,
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If button = 2 Then strsql = "update tblinfo set name = '" &
Me.Text2.Text & "',age = '" & Me.Text3.Text & "',gender = '" & Me.Text4.Text & "',contact_number = '" " &
Me.Text5.Text & "' where ID= " & Me.Text1.Text & " db.Open strcon Set rs = db.Execute(strsql) db.Close
Call MsgBox("One record updated!", vbInformation, "Save") Form_Load End If End Sub
SEARCH
Private Sub cmdserach_Click() strsql = " select * from tblinfo where name like '" & Trim(Replace(Me.Text6.Text, " ' ", " ")) & "'" db.Open strcon Set rs = db.Execute(strsql) If rs.EOF = False And rs.BOF = False Then Me.ListView1.ListItems.Clear While Not rs.EOF
With Me.ListView1.ListItems.Add .Text = rs(0) .SubItems(1) = rs(1) .SubItems(2) = rs(2) .SubItems(3) = rs(3) .SubItems(4) = rs(4)
End With rs.MoveNext Wend End If db.Close End Sub __________________________________________________________ ____ LISTVIEW
Private Sub ListView1_DblClick() Me.Text1.Text = Me.ListView1.SelectedItem.Text Me.Text2.Text Me.ListView1.SelectedItem.ListSubItems.Item(1) Me.Text3.Text Me.ListView1.SelectedItem.ListSubItems.Item(2) = =
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Me.Text4.Text Me.ListView1.SelectedItem.ListSubItems.Item(3) Me.Text5.Text Me.ListView1.SelectedItem.ListSubItems.Item(4) End Sub
__________________________________________________________ FORM LOAD
Private Sub Form_Load() strsql = " select * from tblinfo" db.Open strcon Set rs = db.Execute(strsql) If rs.EOF = False And rs.BOF = False Then Me.ListView1.ListItems.Clear While Not rs.EOF With Me.ListView1.ListItems.Add .Text = rs(0) .SubItems(1) = rs(1) .SubItems(2) = rs(2) .SubItems(3) = rs(3)
.SubItems(4) = rs(4)
End With rs.MoveNext Wend End If Me.cmdadd.Enabled = True Me.cmddelete.Enabled = True Me.cmddeleteall.Enabled = True Me.cmdedit.Enabled = True Me.Text1.Text = "" Me.Text2.Text = "" Me.Text3.Text = "" Me.Text4.Text = "" Me.Text5.Text = "" Me.Text1.Enabled = False Me.Text2.Enabled = False Me.Text3.Enabled = False Me.Text4.Enabled = False Me.Text5.Enabled = False db.Close End Sub
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Chapter III Data Environment and Data Report
Page 1312
DATA ENVIRONMENT AND DATA REPORT
Creating A Data Report In Visual Basic 6 (VB6)
Once you have gone to all the trouble of developing and managing a database, it is nice to have the ability to obtain printed or displayed information from your data. The process of obtaining such information is known as creating a data report. There are two steps to creating a data report. First, we need to create a Data Environment. This is designed within Visual Basic and is used to tell the data report what is in the database. Second, we create the Data Report itself. This, too, is done within Visual Basic. The Data
Environment and Data Report files then become part of the Visual Basic project developed as a database management system.
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The Visual Basic 6.0 data report capabilities are vast and using them is a detailed process. The use of these capabilities is best demonstrated by example. We will look at the rudiments of report creation by building a tabular report for our phone database.
Example - Phone Directory - Building a Data Report We will build a data report that lists all the names and phone numbers in our phone database. We will do this by first creating a Data Environment, then a Data Report. We will then reopen the phone database management project and add data reporting capabilities. Creating a Data Environment 1. Start a new Standard EXE project. 2. On the Project menu, click Add Data Environment. If
this item is not on the menu, click Components. Click theDesigners tab, and choose Data Environment and
click OK to add the designer to your menu. 3. We need to point to our database. In
the Data Environment window, the Connection1 tab and
right-click selectProperties. In
Page 1314
the Data Link Properties dialog box, choose Microsoft Jet 3.51 OLE DB Provider. Click Next to get to
the Connection tab. Click the ellipsis button. Find your phone database (mdb) file. Click OK to close the dialog box. 4. We now tell the Data Environment what is in our and
database.
Right-click
the Connection1 tab
click Rename. Change the name of the tab to Phone. Rightclick this newly named tab and click Add Command to create aCommand1 tab. Right-click this tab and choose Properties. Assign the following properties: Command Name - PhoneList Connection - Phone DataBase Object - Table ObjectName - PhoneList 5. Click OK. All this was needed just to connect the
environment to our database. 6. Display the a properties name window property and give of the data
environment
denPhone.
Click File and SavedenPhone As. Save the environment in an appropriate folder. We will eventually add this file to our phone database management system. At this point, my
data environment window looks like this (I expanded the PhoneList tab by clicking the + sign):
Creating a Data Report Once the Data Environment has been created, we can create a Data Report. We will drag things out of the Data
Environment onto a form created for the Data Report, so make sure your Data Environment window is still available. 1. On the Project menu, click Add Data Report and one will be added to your project. If this item is not on the menu, click Components. Click the Designers tab, and choose Data Report and click OK to add the designer to your menu. 2. Set the following properties for the report: Name - rptPhone Caption - Phone Directory DataSource - denPhone (your phone data environment Datacom Institute of Computer Technology Page 1316
choose, dont type) DataMember - PhoneList (the table name - choose dont type) 3. Right-click This the Data establishes Report and a report click Retrieve format based on
Structure.
the Data Environment. 4. Note there are five sections to the data report: a Report Header, a Page Header, a Detail section, a Page Footer, and a Report Footer. The headers and footers
contain information you want printed in the report and on each page. To place information in one of these regions, right-click the selected region, click Add Control, then choose the control you wish to place. These controls are called data report controls and properties are established just like you do for usual controls. Try adding some
headers. 5. The Detail section is used to layout the information you want printed for each record in your database. We will place two field listings (Name, Phone) there. Click on the Name tab in the Data Environment window and drag it to the Detail section of the Data Report. Two items should
appear: a text box Name and a text box Name (PhoneList). The first text box is heading information. Move this text
box into the Page Header section. The second text box is the actual value for Name from the PhoneList table. Line this text box up under the Name header. Now, drag the Phone tab from the Data Environment to the Data Report. Adjust the text boxes in the same manner. Our data report will have page headers Name and Phone. Under these
headers, these fields for each record in our database will be displayed. When done, the form should look something like this:
In this form, Ive resized the labels a bit and added a Report Header. Also, make sure you close up the Detail section to a single line. Any space left in this section will be inserted after each entry. 6. Click File and Save rptPhone As. Save the environment in an appropriate folder. We will now reopen our phone
database manager and attach this and the data environment to that project and add capabilities to display the
report. Accessing the Data Report 1. Reopen the phone directory and give project. it a Add a command of Show
button
named
cmdReport
Caption
Report. (There may be two tabs in your toolbox, one named General and one named DataReport. Make sure you select from the General tools.) 2. We will now add the data environment and data report files to the project. Click the Project menu item, then click Add File. Choose denPhone and click OK. Also add rptPhone. Look at your Project Window. Those files should be listed under Designers. 3. Use this code in cmdReport_Click: Private rptPhone.Show End Sub 4. This uses the Show method to display the data report. 5. Save the application and run it. Click the Show Report button and this should appear:
Sub
cmdReport_Click()
You now have a printable copy of the phone directory. Just click the Printer icon. Notice the relationship with this displayed report and the sections available in the Data Report designer.
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VISUAL BASIC.NET
Page 1321
Information sheet # 1 What is VB.NET?
What is VB .NET?
Visual Basic .NET (VB.NET or VB .NETWORK) is a version of Microsoft's Visual Basic that was designed, as part of the company's .NET product group, to make Web services applications easier to develop. .NET is both a business strategy from Microsoft and its collection of programming support for what are known as Web services, the ability to use the Web rather than your own computer for various services. Its goal is to provide individual and business users with a seamlessly interoperable and Web-enabled interface for applications and computing devices and to make computing activities increasingly Web browser-oriented.
VB .NET was reengineered, rather than released as VB 6.0 with added features, to facilitate making fundamental changes to the language. VB.NET is the first fully object-oriented programming (OOP) version of Visual Basic, and as such, supports OOP concepts such as abstraction, inheritance, polymorphism, and aggregation.
CONSOLE APPLICATION AND WINDOWS APPLICATION Programming Languages are classified in types the Procedural Type and Object Oriented. Procedural type of programming you may create a program but it is only in a text based form and it is run through the way on how to use a Dos command. It has only a text output. While the Object Oriented Programming Language, you may create a program with objects like images, progress bars, tables, text boxes and other objects and tools that can make your applications much better than ever. Visual Basic .NET has two types of programming languages. Console application for procedural type and Windows application for object oriented. We can easily connect both the console application and the windows application into the database specially the Access database.
HISTORY
Visual Basic .NET evolved from BASIC (Beginners All-Purposed Symbolic Instructional Code), developed in mid-1960s by Professor John Kemeny and Thomas Kurst of Dartmouth College as a language for writing simple programs. BASICs primary purposed was to familiarized novices with programming techniques. When Bill Gates founded the Microsoft Corporation,
he implemented BASIC on several early personal computers. With the development of the Microsoft Windows graphical user interface (GUI) in the late 1980s and the early 1990s, the natural evolution of BASIC was Visual Basic, introduced by Microsoft in 1991. Developing Microsoft Windows-based applications was a difficult and cumbersome process. Although Visual Basic was derived from the Basic programming language, it is distinctly different language that offers such powerful features as graphical user interfaces, event handling, access to windows 32-bit Application Programming Interface (Win32 API), objectoriented programming and exception handling. Visual Basic .NET is an eventdriven, visual programming language in which programs are created using an Integrated Development Environment (IDE). With the IDE the programmer can write, run, test and debug Visual Basic programs conveniently, thereby reducing the time it takes to produce a working program to a fraction of the time it would have take without using the IDE.
TIMELINE:

Before Visual Basic: C and C++ were used to create Windows applications and this was a complicated process. 1991 - Microsoft released Visual Basic 1.0; Programmers could "draw" upon their own User Interface. Business problems could be solved with the quickly created application. Code was written by the programmer to react to user events (how a user responded to objects on the User Interface). Nov 1992 - Visual Basic 2: Included a Professional Edition, MDI Forms, ODBC, and object variables. June 1993 - Visual Basic 3: Enabled the building of database applications with Data Access Objects (DAO); OLE Automation and the Jet (Access Engine). Oct 1996 - Visual Basic 4: Introduced classes, OXC's, and allowed programmers to create their own add-ins. April 1997 - Visual Basic 5: Programmers could target features of Windows 95. Added a compiler and the ability for a programmer to create ActiveX Controls. Oct 1998 - Visual Basic 6: Introduced ActiveX Data Objects (ADO) to manipulate data, create data sources. This was to help programmers use Active Server Pages to access database objects. ( VB6 was included with Visual Studio 6.0) Feb 2002 - Visual Basic.NET - Visual Basic.NET 2003 (and Visual Studio 2003) - Visual Basic.NET 2005 (and Visual Studio 2005) - Visual Basic.NET 2008 (and Visual Studio 2008)
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Self Check # 1: What is VB.NET? What is Visual Basic .NET?
What are the two types of Programming Language and explain.
1.
2.
Give the Timeline of Visual Basic .NET.
Page 1324
ANSWER KEY SELF CHECK # 1:
What is Visual Basic .NET?
Visual Basic .NET (VB.NET or VB .NETWORK) is a version of Microsoft's Visual Basic that was designed, as part of the company's .NET product group, to make Web services applications easier to develop. .NET is both a business strategy from Microsoft and its collection of programming support for what are known as Web services, the ability to use the Web rather than your own computer for various services
What are the two types of Programming Language and explain.
1. Procedural type of programming you may create a program but it is only in
a text based form and it is run through the way on how to use a Dos command. It has only a text output.
2. Object Oriented Programming Language, you may create a program with objects like images, progress bars, tables, text boxes and other objects and tools
Give the Timeline of Visual Basic .NET.

1991 - Microsoft released Visual Basic 1.0 Nov 1992 - Visual Basic 2 June 1993 - Visual Basic 3 Oct 1996 - Visual Basic 4 April 1997 - Visual Basic 5 Oct 1998 - Visual Basic 6 Feb 2002 - Visual Basic.NET
Visual Basic.NET 2003 and Visual Studio 2003 - Visual Basic.NET 2005 and Visual Studio 2005 - Visual Basic.NET 2008 and Visual Studio 2008
Page 1325
LEARNING GUIDE Learning Outcome 2: Syntaxes of VB.NET in Console Application to create a simple application. Learning Steps Resource Read information Sheet # 2 Data Process Answer Self Check # 2 Compare answer of self check # 2 to Self Check Model Answer # 2. Information Sheet #1 Self Check # 1 Self Check Answer Model # 1
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Information sheet # 2.0 Syntaxes of VB.NET in Console Application to create a simple application.
What is Console Application?

The Microsoft .NET Framework is not just about Windows Forms and Web services. It has also the simplest kind of Framework-based applicationthe console appalong with the frequently overlooked constructs of standard input/output and the pipe. It's tempting to say that console applications are applications invoked from the Windows command prompt (cmd.exe), though this wouldn't be strictly true. Simply put, a console app is any program with access to three basic data streams: standard input, standard output, and standard error. As the names suggest, standard input represents data flowing into the program, standard output represents data flowing out, and standard error represents a special kind of data flowing out (namely, error messages). Along with its command-line arguments, these data streams represent the runtime context of the console app. Steps how to open Console Application?
Step 1: Open a Visual Basic .Net application. Step 2: Click the FILE on the menu bar, then click NEW and then select PROJECT.
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Step 3: After selecting the PROJECT the NEW PROJECT DIALOG will appear. Select Console Application and click OK.
Building Simple Program

Console App. Is an example of procedural type of programming, because it only display a text based output when you run program. To display a simple line of output text in C++ we used the code cout<<; for output and cin>>; for input. But in Vb .Net we used the code Console.Write() or Console.Writeline() for output and Console.read or Console.readline for input. The purposed of having a word LINE as suffix in both write and read, is also the same of having a \n in C++. To test your codes if for some errors press the F5 key. And to run the your programs press the ctrl + F5 key. Sample Code:
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OUTPUT:
Data types
These are the two main data types of VB .NET:
INTEGER
variables are stored sighed 32 bit integer values in the range of 2,147,483,648 to +2,147,483,647 Variables are stored any number of alphabetic, numerical, and special characters. Its range from 0 to approximately 2 billion Unicode characters.
STRING
Operators
ARITHMETIC + ADDITION - SUBTRACTION *
ASSIGNMENT += ADDITION -= *= SUBTRACTION > < >=
RELATIONAL GREATER THAN LESS THAN GREATER THAN OR EQUAL TO
MULTIPLICATION
MULTIPLICATION
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/ DIVISION % MODULO
/=
DIVITION
<= LESS THAN OR EQUAL TO == EQUAL TO <> NOT EQUAL
%= MODULO = EQUAL
LOGICAL AND Message Box OR
The new VB.NET message box function is very similar, but the way you use it is slightly different. It's this: SYNTAX:
Call MsgBox("YOUR TEXT ", Message box Icon = Message box button, "Message box Title")
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Simple Program: Using Data types and Variables. Codes:
Output:
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Conditional Statements
Conditional Statements are one of the most important components of programming languages because they enable a program to act differently each time it is executed, depending on the input. It is either a simple conditional statement (IF) or a conditional statement made up of an imperative statement that includes a conditional phrase or option. Conditions have two parts the Expressions [the one that will being test] and the Logical Test [where the expression is to be test] Kinds of Conditional Statements IF Condition the single line conditional statement.
SYNTAX:
If <CONDITION> Then { Statement } End If IF-Else Condition the single line conditional statement with default statements.
SYNTAX:
If <CONDITION> Then { Statement1 } Else { Statement2 } End If

EXAMPLE:
Module Module1 Dim x As Integer
Sub Main() Console.Write("Enter Your Age: ") x = Console.ReadLine() If x >= 18 Then Console.Write("Qualified to Vote") Datacom Institute of Computer Technology Page 1332
Else Console.Write("Not Yet Qualified to Vote") End If
End Sub End Module

OUTPUT:
Ladderized IF-Elseif Condition the Multiple line/option conditional statement. This conditional statement has no limit in creating an option.
SYNTAX:
If <CONDITION1> Then { Statement1 } Elseif <CONDITION2> Then { Statement2 } Elseif <CONDITION3> Then { Statement3 } Elseif <CONDITION..n> THEN { Statement ..N } Else { Statement } End If
EXAMPLE:
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Module Module1 Dim x As String Sub Main() Console.Write("Enter A Letter: ") x = Console.ReadLine() If x = "a" Then Console.Write(" Letter A ") ElseIf x = "e" Then Console.Write(" Letter E ") ElseIf x = "i" Then Console.Write(" Letter I ") ElseIf x = "o" Then Console.Write(" Letter O ") ElseIf x = "u" Then Console.Write(" Letter U ") Else Console.Write("Invalid Input ") End If End Sub End Module OUTPUT:
Nested IF-Else Condition The conditional statement with default statements Inside of another Conditional Statements.
SYNTAX:
If <CONDITION1> Then { Datacom Institute of Computer Technology Page 1334
If <CONDITION 1.1> Then { Statement1.1 } Else { Statement 1.2 } End If } Else { If <CONDITION 2.1> Then { Statement2.1 } Else { Statement 2.2 } End If } End If
NOTE: There are 4kinds of IF conditional Statements, they are different from structures but they had same logic on how to use each conditional statement.
Select Case Statement The Select Case statement is another way to test what is inside of a variable. You can use it when you know there are only a limited number of things that could be in the variable.
SYNTAX:
Select Case <VAR> Case <CONDITION 2> STATEMENT 1 Case <CONDITION 2> STATEMENT 2 Case <CONDITION 3> STATEMENT 3 Datacom Institute of Computer Technology Page 1335
Case <CONDITIONN> STATEMENTN End Select
EXAMPLE:
Module Module1 Dim x As Integer Sub Main() Console.Write("Enter A Number: ") x = Console.ReadLine() Select Case x Case 1 Console.Write(" ONE ") Case 2 Console.Write(" TWO ") Case 3 Console.Write(" THREE ") Case 4 Console.Write(" FOUR ") End Select End Sub End Module
OUTPUT:
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LOOPING STATEMENTS
What is a Loop? A loop is something that goes round and round and round. If someone told you to move your finger around in a loop, you'd know what to do immediately. In programming, loops go round and round and round, too. In fact, they go round and round until you tell them to stop. Three elements of Looping
INITIALIZATION initial value of the expression. CONDITION this will command the looping when to be stop. INCREMENTATION/DECREMENTATION Increasing or Decreasing of the initial value of the expression.
FOR LOOP
SYNTAX:
For <Initialization> To <Condition> Statement 1 Statement 2 Incrementation / Decrementation Next

EXAMPLE: OUTPUT:
Dim startNumber As Integer
For startNumber = 1 To 5
Console.Writeline (startNumber)
startNumber = startNumber+1 Next
WHILE LOOP
SYNTAX: <Initialization>
While <Condition> Statement 1 Statement 2 Incrementation / Decrementation End While Datacom Institute of Computer Technology Page 1337
EXAMPLE:
OUTPUT:
startNumber = 1 While startNumber <= 5

startNumber = startNumber+1
End While
DO WHILE LOOP
Do While <Condition> Statement 1 Statement 2 Incrementation / Decrementation Loop

EXAMPLE: OUTPUT:
startNumber = 1 Do While startNumber <= 5

Loop DO UNTIL LOOP
Do Until <Condition> Statement 1 Statement 2 Incrementation / Decrementation Loop Datacom Institute of Computer Technology Page 1338
EXAMPLE:
OUTPUT:
startNumber = 1 Do Until startNumber > 5

Loop
GOTO LOOP
<Loop Name> if <Condition> then Statement 1 Statement 2 Incrementation / Decrementation Goto <Loop Name> Loop
EXAMPLE: OUTPUT:
startNumber = 1 Loop1: If startNumber <= 5 then Console.WriteLine(startNumber) startNumber = startNumber + 1 GoTo Loop1 End If
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NOTE: There are 5kinds of Looping Statements, they are different from structures but they had same logic on how to use each Looping statement.
ARRAY
Arrays are programming constructs that store data and allow us to access them by numeric index or subscript. Arrays helps us create shorter and simpler code in many situations. Arrays in Visual Basic .NET inherit from the Array class in the System namespace. All arrays in VB are zero based, meaning, the index of the first element is zero and they are numbered sequentially. You must specify the number of array elements by indicating the upper bound of the array. The upper bound is the number that specifies the index of the last element of the array. Arrays are declared using Dim, ReDim, Static, Private, Public and Protected keywords. EXAMPLE:
Module Module1 Sub Main() Dim food(5) As String food(0) = "Chocolate Cake" food(1) = "Golden Tempura" food(2) = "Creamy Muffin" food(3) = "Italian Pasta"
Console.WriteLine("This Foodis in third location: " & food(2))
End Sub End Module

OUTPUT:
The above code declared a food array of type string like this: Dim food(5) as String. This food array has 6 elements starting from food (0) to food (5). The first element of an array is always referred by zero index. The image below displays output from above code.
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Self Check # 2:
Give the following. 1. 2. 3. 4. 5 Arithmetic Operators 6 Assignment Operators 6Relational Operators 2 Logical Operators
Create a program. 1. Create a program that will ask the user to input a 3 digit numbers, and output its sum. Sample Output: Enter a 3 digit number: 123 The sum is: 6 2. By the use of Looping output should be like this: Sample Output: Enter any Number: 5 55555 55555 55555 55555 55555 3. Create a program that will ask the user to insert its username and password then, the correct username and password should be Admin. If the user input a username and password that does not correspond to the correct username and password a message box will appear with a message: Sorry invalid username and password. Please try again! .The program will repeat the process. But if the user entered the correct username and password, a message box will show with a message: Welcome user!.
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ANSWER KEY SELF CHECK # 2
1. 5 Arithmetic Operators a. + Addition b. Subtraction c. * Multiplication d. / Division e. % Modulo 2. 6 Assignment Operators a. = Equal b. += Addition Equal c. -= Subtraction Equal d. *= Multiplication Equal e. /= Division Equal f. %= Modulo Equal 3. 6 Relational Operators a. > Greater Than b. < Less Than c. >= Greater Than or Equal to d. <= Less Than or Equal to e. == Equal to f. <> Not Equal 4. 2 Logical Operators a. OR b. AND Create a Program: The instructors should check, if the student had followed the instructions and if they follow the needed outputs. The Instructors should check how the students manage the codes...
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LEARNING GUIDE Learning Outcome 3: Have knowledge about connection of database (Microsoft Access) in console application. Learning Steps Resource Read information Sheet # 3 Database Management Answer Self Check # 3 Follow the instructions on the Answer Key # 3 Information Sheet #3 Self Check # 3 Answer Key # 3
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Information sheet # 3.0 Database Management
DATABASE
What is DATABASE? A database is a collection of information that is organized so that it can easily be accessed, managed, and updated. In one view, databases can be classified according to types of content: full-text, numeric, and images.
Microsoft Office Access Microsoft Access you create structures called tables that allow you to organize the data so that it's easy to find later, you create forms that let you input the data into the tables and then you create reports that print selected information from the tables. But in this module you dont need to create a report and forms just a table, because we will create a program that is connected to our access database. Access is friendly user; it is easy to use and easy to connect to our program. When saving your table make sure that you will save it as version 2003, for compatibility.
Connecting Microsoft Access Database

STEP 1: Click the Data in the menu bar, and then select the Add New Data Source.
STEP 2: Click Next, and click New Connection.
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STEP 3: Select the Microsoft access Database File, then click Continue.
STEP 4: Click the Browse button, and then browse your database and select.
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STEP 5: Click the Test Connection, if succeeded click OK and Click again the OK in the Add Connection. If Not, repeat the Step 4 process.
STEP 6: Click the Expand sign.
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STEP 7: Copy the Connection string, then click NEXT and NEXT.
STEP 8: Checked the TABLES and click FINISH.
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After clicking the finish button, your program is now connected to your database. You need to create a command to test if your connection is really succeeded. Follow the following steps: You need to open a new object code library, the OLEDB (Object Linking and Embedding Database). Type this in the General declaration part of your module. Imports System.Data.Oledb. Imports System. Console Under the module name of your module, declare your variables. it should be like this: VB.NET Description Comparison to VB 6 This variable will hold your connection string. This variable will hold your sql command. This variable will hold your recordset. Public strcon as string
Dim < 1st variable > as Oledbconnection Dim < 2nd variable > as Oledbcommand Dim < 3rd variable > as Oledbdatareader
Public strsql as string Public rs as new Adodc.Recordset
Create now a new sub main function just for your connection string. For example Sub Con. Then your output should be like this:
Paste the connection string that you copy a while ago here. After preparing your String connection, you may proceed to the next topic.
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LOGIN System The following codes are codes on how to create a Login System.
In your varible declaration, you must declare two variables that will hold the username and password. Dim username, passcode As String
In the Sub main Function this are the codes:

Sub Main() The codes that will ask the user to enter a username and passcode Write("Enter Username: ") username = ReadLine() Write("Enter Password: ") passcode = ReadLine()
Connection() The connection string should be call. strcon.Open() You need to open the connection string
cmd = New OleDbCommand("Select * from tbllog(tbllog is the name of your table) where Username(Fieldname1)='" & username & "' and Passcode(Fieldname2)='" & passcode & "'", strcon) This is the SQL Command that call compare the input data of the user to the data inside the database.
dr = cmd.ExecuteReader After preparing the SQL Command, it is being executed.
The following codes are codes that test if the compared datas of Username and Passcword is equal to the datas that the user entered. If dr.Read = True Then ( If the data that the user input is equal to the data in the database.) strcon.Close() dr.Close() Call MsgBox("Welcome User. Good Day", MsgBoxStyle.Information = MsgBoxStyle.OkOnly, "Login") Datacom Institute of Computer Technology Page 1350
Else ( If the data in the database is not equal to the data that the user input) strcon.Close() dr.Close() Call MsgBox("Invalid Username and Password.", MsgBoxStyle.Information = MsgBoxStyle.OkOnly, "Login") End If
End Sub
OUTPUT: Login Success
Login Failed
FILE Maintenace
Table Name: tblp Field Names: Pcode,Pname,Pprice
SHOW the data into the database. Codes and discussion.

Create another sub that holds the your codes for show all, the data in the database.
Sub ShowALL()- It is the name of Sub Function Connection()- Call the prepared connection string strcon.Open()- Open the Prepared connection string cmd = New OleDbCommand("Select * from tblp (tblp is tha table name)", strcon (The connection string) )- This is the prepared sql command. dr = cmd.ExecuteReader- The prepared sql command is being executed. Datacom Institute of Computer Technology Page 1351
While dr.Read Reading the Datas inside the database. WriteLine()- It is Only for New line spacing. WriteLine(dr(0)) Writing the recordset 0 WriteLine(dr(1)) - Writing the recordset 1 WriteLine(dr(2))- Writing the recordset 2 End While- The while loop must have end. dr.Close()- The recordset should be closed, after rading the recordset inside the database. strcon.Close()- You open the string Connection, therefore you need to close it.
End Sub
OUTPUT:
ADD ( INSERT INTO ) Codes and discussion.

Create another sub that holds the your codes for adding data, the data in the database.
Dim pcode, pname As String Variables that will hold the data that the user will enter.
Dim pprice As Integer

Sub Insert()-It is the name of Sub Function
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Write("Enter Product Code: ") pcode = ReadLine() Write("Enter Product Name: ") pname = ReadLine() Write("Enter Product Price: ") pprice = ReadLine() This code is the code that the ask the user to enter the data that they want to insert in to the database.
Connection()-Call the prepared connection string strcon.Open()-Open the Prepared connection string cmd = New OleDbCommand("insert into tblp (Pcode,Pname,Pprice) values ('" & pcode & "','" & pname & "','" & pprice & "')", strcon)- This is the prepared sql command. cmd.ExecuteReader()-The prepared sql command is being executed. dr.Close()- The recordset should be closed, after rading the recordset inside the database. strcon.Close()-The string connection must keep closed after executing the command. Call MsgBox("Record has been Added!.", MsgBoxStyle.Information = MsgBoxStyle.OkOnly, "Add") Confirmation that the data has been added, into the database.
End Sub
OUTPUT:
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UPDATE ( Edit )
Dim pcode, pname As String These are the variables that will hold the data that the user will enter.
Dim pprice As Integer

Sub Edit() - It is the name of Sub Function This code is the code that the will ask the user to enter the data that they want to update into the database.
Write("Enter Product Code you want to Edit: ") pcode = ReadLine() Write("Enter Product New Name: ") pname = ReadLine() Write("Enter Product New Price: ") pprice = ReadLine()
Connection()-Call the prepared connection string strcon.Open()-Open the Prepared connection string cmd = New OleDbCommand("Update tblp set Pname='" & pname & "', Pprice='" & pprice & "' where Pcode='" & pcode & "'", strcon) - This is the prepared sql command. cmd.ExecuteReader()-The prepared sql command is being executed. dr.Close()- The recordset should be closed, after rading the recordset inside the database. strcon.Close()-The string connection must keep closed after executing the command. Datacom Institute of Computer Technology Page 1354
Call MsgBox("Record has been Updated", MsgBoxStyle.Information = MsgBoxStyle.OkOnly, "Edit")- Confirmation that the data has been added, into the database.
End Sub
OUPUT: Before Update
After Update:
DELETE AND DELETE ALL
Dim pcode As String- It is the variable that will hold the input data of the user that they want to use. This code is the code that the will ask the user to enter the data that they want to Delete into the database.
Sub Delete()-It is the name of Sub Function Write("Enter Product Code you want to Delete: ") pcode = ReadLine()
Connection()-Call the prepared connection string strcon.Open()-Open the Prepared connection string cmd = New OleDbCommand("Delete * from tblp where Pcode='" & pcode & "'", strcon)- This is the prepared sql command. Datacom Institute of Computer Technology Page 1355
cmd.ExecuteReader()-The prepared sql command is being executed. dr.Close()- The recordset should be closed, after rading the recordset inside the database. strcon.Close()-The string connection must keep closed after executing the command. Call MsgBox("Record has been Deleted", MsgBoxStyle.Information = MsgBoxStyle.OkOnly, "Delete")- Confirmation that the data has been added, into the database. End Sub OUTPUT:
SEARCH
Create another sub that holds the your codes for adding data, the data in the database. Dim pcode As String- It is the variable that will hold the input data of the user that they want to use. This code is the code that the Sub Search()- It is the name of Sub Function will ask the user to enter the data that they want to Delete into the database. Write("Enter Product Code you want to Search: ") pcode = ReadLine() -
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Connection()- Call the prepared connection string strcon.Open()- Open the Prepared connection string cmd = New OleDbCommand("Select * from tblp where Pcode=& pcode &", strcon)- This is the prepared sql command. dr = cmd.ExecuteReader- The prepared sql command is being executed. IF dr.Read=True Then Reading the Datas inside the database. WriteLine()- It is Only for New line spacing. WriteLine(dr(0)) Writing the recordset 0 WriteLine(dr(1)) - Writing the recordset 1 WriteLine(dr(2))- Writing the recordset 2 End If- The while loop must have end. dr.Close()- The recordset should be closed, after rading the recordset inside the database. strcon.Close()- You open the string Connection, therefore you need to close it.
End Sub
OUTPUT:
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Self Check # 3:
Create a Database and Program Create a database with: 2 Tables Database Name: Databank TABLE1 Table Names: TblLogin Field Names: UserID, Username,Passcode TABLE2 Table Names: Tblinfo Field Names: UserID, FirstName, LastName, Course Create a Program Connected to your Database, and the Program must have the File maintenance which is the ADD, EDIT, DELETE, DELETE ALL and SEARCH. The program will ask first the username and password, and if the login process was not successful the program will ask to enter again the username and password. If the users have 3 consecutive errors, the program will automatically close. But if the login process is successful. The program will have a HOME that has an option like: [1] ADD [2] SEARCH [3] DELETE [4] DELETE ALL [5] EDIT [6]EXIT After executing one file maintenance command, the program will return to the HOME.
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ANSWER KEY SELF CHECK # 3

Create a Program: The instructors must check first if the student had created the database. The instructors should check, if the student had followed the instructions and if they follow the needed outputs. The Instructors should check how the students manage the codes...
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LEARNING GUIDE
Learning Outcome 4: : Identify the Environment of Visual Basic.NET (Windows Application) and its objects.
Learning Steps Read information Sheet # 4 Windows Application Answer Self Check # 4 Follow the instructions on the Answer Key # 4
Resource Information Sheet #4 Self Check # 4 Answer Key # 4
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Information sheet # 4.0 Windows Application
WINDOWS APPLICATION Windows Applicaion is the Object Oriented of the Visual Basic .Net. How To Open Windows Application To create a new Windows Application, follow these steps: 1. Go to the File->New->Project... tab in Visual Studio 2005. 2. In the New Project window choose the Visual C# project type and Windows Application template. Enter the name, location (full path where you want to store your application), and solution for your project.
3. Click OK. Visual Studio should have created the following files: Program.cs, Form1.cs and Form1.Designer.cs. The Solution Explorer in your project should now look like this:
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Parts of the VB.NET Windows Application Title Bar
Solution Explorer
Menu Bar
Form Designer
Toolbox
Properties Window
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Common Controls in VB .Net
The tools and objects is VB. Net id different form the tools and objects in VB 6. Beause most of the tools and objects in VB .Net is classifiewd as OCX. OCX is a file extension for a custom control file format used by ActiveX forms. OCX is used for interface behaviors that are triggered by users or programs; like resizing windows or scroll bar movement.OCX stands for OLE control extension. OCX files were first referred to as Linking and Embedding (OLE) custom controls, but are known now as ActiveX controls. The Tools of Visual Basic .Net are well organized by its use. Common Controls
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The Containers Tools
The Menus & Tollbars Tools
The DATA Tools
The Pringting Tools
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The Component Tools
The Dialogs
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Self Check # 4: Windows Application
Give the 6 Parts of Visual Basic. NET Windows Application 1. 2. 3. 4. 5. 6.
Give the 22 Common Control Tools. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.
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Give The 7 Classifications of VB.NET Tools. 1. 2. 3. 4. 5. 6. 7.
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Answer KeySelf Check # 4: Windows Application
Give the 6 Parts of Visual Basic. NET Windows Application 1. Title Bar 2. Menu Bar 3. Toolbox 4. Solution Explorer 5. Form Designer 6. Properties Window
Give the 22 Common Control Tools. 1.Pointer 2.Button 3.Checkbox 4.Checkedlistbox 5.Combobox 6.DateTimePicker 7.Label 8.LibkedLabel 9.Listbox 10.Listview 11MaskedTextBox 12. MonthCalendar 13.NotifyIcon 14.NumericUpDown 15.Picturebox 16.Progressbar 17.RadioButton 18.RichTextBox 19.TextBox 20.ToolTip 21.TreeView 22.WebBrowser
Give The 7 Classifications of VB.NET Tools. 1. Common Controls
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2. Containers 3. Menus and Toolbars 4. Data 5. Printing 6. Components 7. Dialogs
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LEARNING GUIDE 1. Learning Outcome 5 : Have knowledge in the usage of each control in
Windows Application (Common Controls)
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Information sheet # 5.0 Properties of Common Controls Common Properties of Visual Basic .NET Controls
Every object, such as a form or control, has a set of properties that describe it. Although this set isn't identical for all objects, some properties (such as those listed below) are common to most controls. You can see every design-time property for a given control by looking at the Properties window in the IDE (some controls have properties that are available only at run-time such as the SelectionStart and SelectionLength properties of the Textbox) BackColor Specifies the background color of the control.
BorderStyle Generally, specifies whether or not a control has a border. Text The string of text that is to be displayed in the control. Enabled Determines whether or not the control can respond to user-generated events. Font For controls displaying text, specifies the font (name, style, size, etc.) to be applied to the displayed text. ForeColor Specifies the color of text or graphics to be displayed in the control. Height Specifies the height of the control in pixels. Left Specifies the distance (in pixels) between the internal left edge of a control and the left edge of its container. Name The string value used to refer to the control in code. Image Specifies the graphic to be displayed in the control. TabIndex Specifies the tab order of a control within its parent form, TabStop Specifies whether or not the user can use the Tab key to give focus to the control. Tag A string containing extra data associated with the control. Top Specifies the distance (in pixels) between the internal top edge of a control and the top edge of its container. Visible Specifies whether the control is visible or hidden. Width Specifies the width of the control in pixels. Datacom Institute of Computer Technology Page 1371
Common Events of Visual Basic .NET Controls
Events are what happen in and around your program. For example, when a user clicks a button, many events occur: The mouse button is pressed, the CommandButton in your program is clicked, and then the mouse button is released. These three things correspond to the MouseDown event, the Click event, and the MouseUp event. During this process, the Focus event for the CommandButton and the Leave event for whichever object previously held the focus also occur. Again, not all controls have the same events, but some events are shared by many controls. These events occur as a result of some specific user action, such as moving the mouse, pressing a key on the keyboard, or clicking a text box. These types of events are user-initiated events and are what you will write code for most often. Events common to most VB controls are described on the list below.
TextChanged The user modifies text in a combo box or text box. Click The user clicks the primary mouse button on an object. DblClick The user double-clicks the primary mouse button on an object. DragDrop The user drags an object to another location. DragOver The user drags an object over another control. GotFocus An object receives focus. KeyDown The user presses a keyboard key while an object has focus. KeyPress The user presses and releases a keyboard key while an object has focus. KeyUp The user releases a keyboard key while an object has focus. LostFocus An object loses focus. MouseDown The user presses any mouse button while the mouse pointer is over an object. MouseMove The user moves the mouse pointer over an object. MouseDown The user releases any mouse button while the mouse pointer is over an object.
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elf Check # 5: Properties of Common Controls
Give the 16 Most common properties of an object 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
Give the 13 Most common event
1. 2. 3. 4. 5. 6. 7.
8. 9. 10 11. 12. 13
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Answer Ket Self Check # 5: Properties of Common Controls
Give the 16 Most common properties of an object 1. BackColor 2. BorderStyle 3. Text 4. Enabled 5. Font 6. ForeColor 7. Width 8. Height 9.Left 10. Name 11.Image 12.TabIndex 13.TabStop 14.Tag A 15.Top 16.Visible 17.
Give the 13 Most common event
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1. TextChanged 2. Click 3. DblClick 4. DragDrop 5. DragOver 6. GotFocus 7. KeyDown 8. KeyPress 9. KeyUp 10. LostFocus 11. MouseDown 12. MouseDown 13. MouseDown
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LEARNING GUIDE
Learning Outcome 6 : Create simple application using Common Controls.
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Information sheet # 6.0 Create simple application using Common Controls
The other coding structures of windows application is also the same as cConsole application like the Looping and Conditional statements.
Changing Fontstyle Codes in changing the font style in the textbox.
Private Sub CheckBox2_CheckedChanged(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles CheckBox2.CheckedChanged
Me.TextBox1.Font = New Font(Me.TextBox1.Font.Name, Me.TextBox1.Font.Size, Me.TextBox1.Font.Style Xor FontStyle.Bold)
End Sub
Private Sub CheckBox1_CheckedChanged(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles CheckBox1.CheckedChanged
Me.TextBox1.Font = New Font(Me.TextBox1.Font.Name, Me.TextBox1.Font.Size, Me.TextBox1.Font.Style Xor FontStyle.Italic)
End Sub Output:
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CREATING A CALCULATOR
Codes Dim NUM1 As Integer Dim OPT As String
Variable Declaration
These are the Codes in every button of Number From 0-9 Private Sub Button1_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button1.Click Me.TextBox1.Text = Me.TextBox1.Text & "1" End Sub
Private Sub Button2_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button2.Click Me.TextBox1.Text = Me.TextBox1.Text & "2" End Sub
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Private Sub Button10_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button10.Click Me.TextBox1.Text = Me.TextBox1.Text & "0" End Sub Datacom Institute of Computer Technology Page 1379
These are the Codes on the Operations like +, -,*,/
Private Sub Button12_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button12.Click NUM1 = Val(Me.TextBox1.Text) Me.TextBox1.Text = "" OPT = "+" End Sub
Private Sub Button13_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button13.Click NUM1 = Val(Me.TextBox1.Text) Me.TextBox1.Text = "" OPT = "-" End Sub
Private Sub Button14_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button14.Click NUM1 = Val(Me.TextBox1.Text) Me.TextBox1.Text = "" OPT = "NUM1 = Val(Me.TextBox1.Text)" Me.TextBox1.Text = "" OPT = "*" End Sub
Private Sub Button15_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button15.Click Datacom Institute of Computer Technology Page 1380
NUM1 = Val(Me.TextBox1.Text) Me.TextBox1.Text = "" OPT = "/" End Sub
These are the codes for Equal sign. The equal sign is the one who computes the numbers. Private Sub Button11_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button11.Click If OPT = "+" Then Me.TextBox1.Text = NUM1 + Val(Me.TextBox1.Text) NUM1 = 0 ElseIf OPT = "-" Then Me.TextBox1.Text = NUM1 - Val(Me.TextBox1.Text) NUM1 = 0 ElseIf OPT = "*" Then Me.TextBox1.Text = NUM1 + Val(Me.TextBox1.Text) NUM1 = 0 ElseIf OPT = "/" Then Me.TextBox1.Text = NUM1 + Val(Me.TextBox1.Text) OUTPUT NUM1 = 0 End If End Sub
Page 1381
CREATING A CODE FOR PROGRESSBARS
This code requires: 1 Command Button 1 Progress baes 1 Timer Codes:
This code is to trigger the progress bar to run

Private Sub Button1_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Button1.Click Me.Timer1.Enabled = True End Sub
This code is the reason why the progress bar is loading
Private Sub Timer1_Tick(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Timer1.Tick Me.ProgressBar1.Value = Me.ProgressBar1.Value + 1 If Me.ProgressBar1.Value = 100 Then Me.Timer1.Enabled = False End If
OUTPUT:
Page 1382
Self Check # 6: Properties of Common Controls
Create a program based on the given output.
Before the Calculator will show the answer, the progress bar must run first. Then if the progress bar meets its maximum value, the answer will show in the textbox. Then if the check boxes are checked the entire object must change its font style. All buttons, textbox and even the font style of the form.
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Answer Key Self Check # 6: Properties of Common Controls
The instructors must check every code of the student. If they do all the program requirements. The instructors must observe on how the student manages his/her codes to create a program.
Page 1384
LEARNING GUIDE
Learning Outcome 7 : Use other controls in Window Application
Page 1385
Information sheet # 7.0 Use other controls in Window Application
Common Dialogs
Visual Basic .NET comes with built-in dialog boxes which allow us to create our own File Open, File Save, Font, Color dialogs much like what we see in all other windows applications. To make a dialog box visible at run time we use the dialog box's ShowDialog method. The Dialog Boxes which come with Visual Basic .NET are: OpenFileDialog, SaveFileDialog, FontDialog, ColorDialog, PrintDialog, PrintPreviewDialog and PageSetupDialog. We will be working with OpenFile, SaveFile, Font and Color Dialog's in this section. The return values of all the above said dialog boxes which will determine which selection a user makes are: Abort, Cancel, Ignore, No, None, OK, Return, Retry and Yes. OpenFileDialog Open File Dialog's are supported by the OpenFileDialog class and they allow us to select a file to be opened. Below is the image of an OpenFileDialog.
Page 1386
Properties of the OpenFileDialog are as follows: AddExtension: Gets/Sets if the dialog box adds extension to file names if the user doesn't supply the extension. CheckFileEixsts: Checks whether the specified file exists before returning from the dialog. CheckPathExists: Checks whether the specified path exists before returning from the dialog. DefaultExt: Allows you to set the default file extension. FileName: Gets/Sets file name selected in the file dialog box. FileNames: Gets the file names of all selected files. Filter: Gets/Sets the current file name filter string, which sets the choices that appear in the "Files of Type" box. FilterIndex: Gets/Sets the index of the filter selected in the file dialog box. InitialDirectory: This property allows to set the initial directory which should open when you use the OpenFileDialog. MultiSelect: This property when set to True allows to select multiple file extensions. ReadOnlyChecked: Gets/Sets whether the read-only checkbox is checked. RestoreDirectory: If True, this property restores the original directory before closing. ShowHelp: Gets/Sets whether the help button should be displayed. ShowReadOnly: Gets/Sets whether the dialog displays a read-only check box. Title: This property allows to set a title for the file dialog box. ValidateNames: This property is used to specify whether the dialog box accepts only valid file names. SaveFileDialog Save File Dialog's are supported by the SaveFileDialog class and they allow us to save the file in a specified location. Below is the image of a SaveFileDialog.
Page 1387
Properties of the Save File Dialog are the same as that of the Open File Dialog. Please refer above. Notable property of Save File dialog is the OverwritePromopt property which displays a warning if we choose to save to a name that already exists. FontDialog Font Dialog's are supported by the FontDialog Class and they allow us to select a font size, face, style, etc. Below is the image of a FontDialog.
Properties of the FontDialog are as follows: AllowSimulations: Gets/Sets whether the dialog box allows graphics device interface font simulations. AllowVectorFonts: Gets/Sets whether the dialog box allows vector fonts. AllowVerticalFonts: Gets/Sets whether the dialog box displays both vertical and horizontal fonts or only horizontal fonts. Color: Gets/Sets selected font color. FixedPitchOnly: Gets/Sets whether the dialog box allows only the selection of fixed-pitch fonts. Font: Gets/Sets the selected font. FontMustExist: Gets/Sets whether the dialog box specifies an error condition if the user attempts to select a font or size that doesn't exist. MaxSize: Gets/Sets the maximum point size the user can select. MinSize: Gets/Sets the mainimum point size the user can select. ShowApply: Gets/Sets whether the dialog box contains an apply button. ShowColors: Gets/Sets whether the dialog box displays the color choice. ShowEffects: Gets/Sets whether the dialog box contains controls that allow the user to specify to specify strikethrough, underline and text color options. ShowHelp: Gets/Sets whether the dialog box displays a help button. Datacom Institute of Computer Technology Page 1388
ColorDialogs Color Dialog's are supported by the ColorDialog Class and they allow us to select a color. The image below displays a color dialog.
Properties of ColorDialog are as follows: AllowFullOpen: Gets/Sets whether the user can use the dialog box to define custom colors. AnyColor: Gets/Sets whether thedialog box displays all the available colors in the set of basic colons. Color: Gets/Sets the color selected by the user. CustomColors: Gets/Sets the set of custom colors shown in the dialog box. FullOpen: Gets/Sets whether the controls used to create custom colors are visible when the dialog box is opened. ShowHelp: Gets/Sets whether the dialog box displays a help button. SolidColorOnly: Gets/Sets whether the dialog box will restrict users to selecting solid colors only.
Page 1389
Self Check # 7: Properties of Common Controls Create a program that has a one form and has the uses of all Common Dialog. Follow The Sample Output.
Page 1390
The instructors must check every code of the student. If they do all the program requirements. The instructors must observe on how the student manages his/her codes and they use it to create a program.
Page 1391
LEARNING GUIDE
Learning Outcome 8 : Have knowledge in windows application connecting to database and other applications.
Page 1392
Information sheet # 7.0 Use other controls in Window Application
Windows Application and Database
Visual basic.net in connection with Microsoft office access
Visual basic.net in connection with Microsoft office access
How to connect visual basic.net windows application 1. Create your own Microsoft office access database 2. Open Microsoft visual basic.net 3. Insert listview,4 textbox,4 labels, 6 command button then design your form like this:
Page 1393
4. click listview then click arrow in the top right of the list view the click edit columns, set view as details
Page 1394
5. click add button then change the text or the caption, then click ok button
6. on the properties window, change full row select to true and change gridlines to true 7. On the menubar, click data, select and click add new data source, select database then click next button , click new connection, select Microsoft access databasefile then click continue.
8. Browse your database file, click test connection then click ok button
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9. Expand connection string then copy the content then click next button
10. Check tables then click finish
Page 1396
11. Go to editor window
Above Public Class Form1 type the ff: Imports System.Data Imports System.Windows
Above Public Class Form1 type the ff: Public con As New OleDb.OleDbConnection Public cmd As New OleDb.OleDbCommand Public dr As OleDb.OleDbDataReader
12. Create your own sub Ex: sub Martin()
End sub Type: con = New OleDb.OleDbConnection("Provider=Microsoft.Jet.OLEDB.4.0;Data Source=C:\Documents and Settings\DATACOM\Desktop\sample.mdb") Datacom Institute of Computer Technology Page 1397
13. On the form load type the ff: Call Martin() con.Open() cmd = New OleDb.OleDbCommand("select * from tblinfo", con) dr = cmd.ExecuteReader While dr.Read = True Dim lst lst = New ListViewItem lst = ListView1.Items.Add(dr(1)) lst.SubItems.Add(dr(2)) lst.SubItems.Add(dr(3)) End While con.Close() Me.TextBox1.Text = "" Me.TextBox2.Text = "" Me.TextBox3.Text = "" Me.TextBox4.Text = ""
14. Ex:
Create your own sub sub monterey()
End sub 15. Inside your personal sub, type the form load ListView1.Items.Clear()then copy the content of
16. In command button save type the ff: Call martin() con.Open() Datacom Institute of Computer Technology Page 1398
cmd = New OleDb.OleDbCommand("insert into tblinfo (fn,ln,gen)values('" & Me.TextBox1.Text & "','" & Me.TextBox2.Text & "','" & Me.TextBox3.Text & ")", con) dr = cmd.ExecuteReader con.Close() Call Monterey() Call MsgBox("saved") 17. In listview1_click type
TextBox1.Text = ListView1.SelectedItems(0).Text TextBox2.Text = ListView1.SelectedItems(0).SubItems(1).Text TextBox3.Text = ListView1.SelectedItems(0).SubItems(2).Text TextBox4.Text = ListView1.SelectedItems(0).Text
18. In command button delete type If MsgBox("are you sure do you want to delete this info", vbYesNo, "") = vbYes Then
con.Open() cmd = New OleDb.OleDbCommand("delete from tblinfo where fn='" & TextBox4.Text & "'", con) dr = cmd.ExecuteReader con.Close() Call MsgBox("information deleted", MsgBoxStyle.Information, "") Call Monterey() Else End If Datacom Institute of Computer Technology Page 1399
19.
In command button delete all type
If MsgBox("are you sure do you want to delete all info", vbYesNo, "") = vbYes Then con.Open() cmd = New OleDb.OleDbCommand("delete * from tblinfo", con) dr = cmd.ExecuteReader con.Close() Call MsgBox("nohing to display", MsgBoxStyle.Information, "") Call Monterey() Else End If
20. In command button search type Call martin() con.Open() cmd = New OleDb.OleDbCommand("select * from tblinfo where fn='" & Me.TextBox4.Text & "'", con) dr = cmd.ExecuteReader While dr.Read = True Dim lst lst = New ListViewItem lst = ListView1.Items.Add(dr(1)) lst.SubItems.Add(dr(2)) lst.SubItems.Add(dr(3)) End While con.Close() Datacom Institute of Computer Technology Page 1400
21.
In command button refresh type
Call Monterey()
22. In the command button edit type If Me.Button6.Text = "Edit" Then TextBox1.Text = ListView1.SelectedItems(0).Text TextBox2.Text = ListView1.SelectedItems(0).SubItems(1).Text TextBox3.Text = ListView1.SelectedItems(0).SubItems(2).Text TextBox4.Text = ListView1.SelectedItems(0).Text Me.Button6.Text = "Save" Else Call martin() con.Open() cmd = New OleDb.OleDbCommand("update tblinfo set fn='" & Me.TextBox1.Text & "',ln='" & TextBox2.Text & "',gen='" & Me.TextBox3.Text & "' where fn='" & Me.TextBox4.Text & "'", con) dr = cmd.ExecuteReader con.Close() Call MsgBox("information was successfully updated") Call Monterey() Me.Button6.Text = "Edit" End If
23.
In
Page 1401
Self Check # 7: Properties of Common Controls
Create simple Log Book Program in a library. This program must ask the user to enter its name, contact number, date and time borrowed, the Title of the book that they borrowed and Date and Time they return the book. This program must have the complete File maintenance (ADD, EDIT, DELETE, DELETE ALL and SEARCH).
You must create your own database.
SAMPLE OUTPUT:
Page 1402
The instructors must check every code of the student. If they do all the program requirements especially the file maintenance such us the ADD, View All, Delete, Delete All and SEARCH. The instructors must observe on how the student manages his/her codes and they use it to create a program and how they manage the errors that they encounter.
Page 1403
UNIT OF COMPETENCY
Apply object-oriented program language skills
MODULE TITLE Fundamentals of Computer MODULE DESCRIPTION This module defines the competency required to familiarize different ways of programming using Visual Basic.Net NOMINAL DURATION 48 Hrs CERTIFICATION LEVEL Programming NC IV PREREQUISITE Visual Basic 6.0 SUMMARY OF LEARNING OUTCOMES
1. Visual Basic.NET
2. Database 3. Console Application 4. Windows Application LO 1 Define Visual Basic.NET and have knowledge about its history. ASSESMENT CRITERIA CONTENT
1. 2.
Know what is Visual Basic.Net Know The Timeline of Visual Basic .Net
1. Introduction to VB.Net 2. History of VB.Net
3. Timeline
CONDITION Read and understand what is VB.Net and how does it start. METHODOLODIES Modular Approach, Self Pace Learning Approach Method of Oral recitation, Written exam., Actual Demonstration Assessment LO 2 the syntax of VB.NET in Console Application to create a simple application. ASSESMENT CRITERIA
1. Familiarize the use of Different structures in Console

application Operators Conditional Statement Looping Statements Page 1404
CONTENT
1. Creating Simple program displaying text

2. Operators 3. Conditional statements 4. Looping statements
CONDITION Read and Familiarize different terminologies in Information sheet No. 2, Answer activity sheet No.2 and Self Check No.2 METHODOLODIES Modular Approach, Self Pace Learning Approach Method of Written exam. Actual Demonstration. Assessment LO 3 Have knowledge about connection of database (Microsoft Access) in console application. ASSESMENT CRITERIA CONTENT
1. Connecting Console Application Program to access

Database. 2. File maintenance
1. Database
2. Connection of Console App to Database. 3. File maintenance of the program connected to Access database. CONDITION Read Information sheet No. 3, Answer activity sheet No.3, and Self Check No. 3 METHODOLODIES Modular Approach, Self Pace Learning Approach, Hands-on Application Method of Written exam, Practical Demonstration Assessment LO 4 Identify the Environment of Visual Basic.NET (Windows Application) and its objects. ASSESMENT Familiarize the Environment of VB .Net Windows Application CRITERIA CONTENT
1. Parts of Windows Application. 2. Tools and Controls.
CONDITION Read and Familiarize different terminologies in Information sheet No. 4 Answer activity sheet No.4 and Self Check No.4
Page 1405
METHODOLODIES Modular Approach, Self Pace Learning Approach Method of Written exam, Assessment LO 5 Have knowledge in the usage of each control in Windows Application (Common Controls) ASSESMENT Familiarize the Tools and Common controls of windows application. CRITERIA
1. Common control tools 2. Grouping of Tools CONDITION Read and Familiarize different terminologies in Information sheet No. 5 Answer activity sheet No.5 and Self Check No.5
CONTENT METHODOLODIES
Modular Approach, Self Pace Learning Approach
Method of Written exam, Assessment
LO 6 Create simple application using Common Controls.

ASSESMENT Familiarize, how usage of common controls CRITERIA CONTENT Programming using Common controls. CONDITION Read and Familiarize different terminologies in Information
sheet No. 6 Answer activity sheet No.6 and Self Check No.6 METHODOLODIES Modular Approach, Self Pace Learning Approach
Method of Practical demonstration Assessment
LO 7 Use other controls in Window Application

ASSESMENT Familiarize, how usage of other controls CRITERIA CONTENT Programming using other tools and controls.
Page 1406
CONDITION Read and Familiarize different terminologies in Information
sheet No. 7Answer activity sheet No.7 and Self Check No.7 METHODOLODIES Modular Approach, Self Pace Learning Approach
LO 8 Have knowledge in windows application connecting to database and other

applications. ASSESMENT Familiarize, how to connect a windows program into access
database
CRITERIA CONTENT Connection of windows program into access database CONDITION Read and Familiarize different terminologies in Information
sheet No. 8Answer activity sheet No.8 and Self Check No.8 METHODOLODIES Modular Approach, Self Pace Learning Approach
DATACOM INSTITUTE OF COMPUTER TECHNOLOGY Datacom Institute of Computer Technology Page 1407
MAJOR EXAM FOR Visual Basic.NET
INSTRUCTION: ANSWER ALL THE GIVEN QUESTIONS , USE YOUR BLUE BOOK AS YOUR ANSWER SHEET
A) IDENTIFICATION 1. ____________ is a version of Microsoft's Visual Basic that was designed, as part of the company's .NET 2. ____________ type of programming you may create a program but it is only in a text based form and it is run through the way on how to use a Dos command. It has only a text output. 3. ____________ you may create a program with objects like images, progress bars, tables, text boxes and other objects and tools that can make your applications much better than ever. 4. ____________ Variables are stored any number of alphabetic, numerical, and special characters. Its range from 0 to approximately 2 billion Unicode characters. 5. ____________ variables are stored sighed 32 bit integer values in the range of -
2,147,483,648 to +2,147,483,647
B) ENUMERATION 1-10 TIME LINE 11-15 Arithmetic Operators
16-21 Assignment Operators 22-27 Relational Operators 28-29 Logical Operators

30-51 Common Controls
DATACOM INSTITUTE OF COMPUTER TECHNOLOGY Datacom Institute of Computer Technology Page 1408
ANSWER KEY TO MAJOR EXAM FOR Visual Basic.NET
A) IDENTIFICATION 1. VB.NET is a version of Microsoft's Visual Basic that was designed, as part of the company's .NET 2. PROCEDURAL type of programming you may create a program but it is only in a text based form and it is run through the way on how to use a Dos command. It has only a text output. 3. OBJECT-ORIENTEDyou may create a program with objects like images, progress bars, tables, text boxes and other objects and tools that can make your applications much better than ever. 4.INTEGER Variables are stored any number of alphabetic, numerical, and special characters. Its range from 0 to approximately 2 billion Unicode characters.
5.STRING variables are stored sighed 32 bit integer values in the range of 2,147,483,648 to +2,147,483,647
B) ENUMERATION
ANSWERS REFER TO CBLM
1-10 TIME LINE 11-15 Arithmetic Operators
16-21 Assignment Operators 22-27 Relational Operators 28-29 Logical Operators

30-51 Common Controls
Page 1409
CANDIDATE NAME: unit of competency: qualification: oral/interview questions satisfactory response yes no operate a word processing application
1. What is Visual Basic .NET? 2. Give the two types of Programming language and identify the
it on Visual Basic .Net?
3. What is Console Application 4. Give the Kinds of Conditional Statements 5. Give the Kinds of Looping Statements 6. What is Windows Application.? 7. Give the Common controls and tools of Windows Application.
8. Give the Classifications of tools. The candidates underpinning knowledge was: Satisfactory Candidates Signature: Assessors Signature: Non-satisfactory Date: Date:
Page 1410
Acceptable answers are: 1. Visual Basic .NET (VB.NET or VB .NETWORK) is a version of Microsoft's Visual Basic that was designed, as part of the company's .NET product group, to make Web services applications easier to develop. .NET is both a business strategy from Microsoft and its collection of programming support for what are known as Web services, the ability to use the Web rather than your own computer for various services.
2.Procedural type of programming you may create a program but it is only in a text based form and it is run through the way on how to use a Dos command. It has only a text output. While the Object Oriented Programming Language, you may create a program with objects like images, progress bars, tables, text boxes and other objects and tools that can make your applications much better than ever. Visual Basic .NET has two types of programming languages. Console application for procedural type and Windows application for object oriented. We can easily connect both the console application and the windows application into the database specially the Access database.
3. The Microsoft .NET Framework is not just about Windows Forms and Web services. It has also the simplest kind of Framework-based applicationthe console appalong with the frequently overlooked constructs of standard input/output and the pipe.
4. Single Line Conditional Statement, IF-Else Conditional Statement, Laderized If-ElseIf, Nested IF- Elseif And Select Case
5. For Loop ,While Loop, Do-While Loop, Do-Until Loop and Goto Loop. 6. Windows Applicaion is the Object Oriented of the Visual Basic .Net. 7. 1.Pointer 2.Button 3.Checkbox 4.Checkedlistbox 12. MonthCalendar 13.NotifyIcon 14.NumericUpDown 15.Picturebox
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5.Combobox 6.DateTimePicker 7.Label 8.LibkedLabel 9.Listbox 10.Listview 11MaskedTextBox
16.Progressbar 17.RadioButton 18.RichTextBox 19.TextBox 20.ToolTip 21.TreeView 22.WebBrowser
8. Common Controls, Containers, Menus and Toolbars, Data,Printing,Components and Dialogs
Page 1412
A. Demonstration
Should perform the following: 1. Can define what VB.net is. 2. Can give the types of programming language. 3. Can define what console Application is. 4. Can use the Conditional statements 5. Can use the Looping statements. 6.Connect the Console application to Access. 7. Can define what windows Application is. 8. Can use the Common Controls And tools. 9. Connect the Windows Application to access. B. Questioning Interview should probe on the following: 1. Underpinning Knowledge 2. Current Competency
Page 1413
3. Literacy Needs 4. Performance Standard C. Written Examination
V
S
Valid
Satisfactory
NV Not Valid
NS Not Satisfactory
Page 1414
S
1. Inspection of equipment set-up 2. Preparation of tools and materials 3. Preparation of personal safety equipment 4. Prepare Set-up 5.Create simple logic formulation 6. Create Algorithms 7. Create Flowchart 8. Perform Final Cleaning Assessment of final conduct
NS
NC
S-Satisfactory NS-Not Satisfactory C-Competent
NC-Not Yet Competent
Page 1415
Checklist No. 03
Resource Provided by Learner Quantity A. Material and Cost Xerox of Module 50 P50 Cost A NA
B. Personal Safety Equipment N/A
Page 1416
Checklist No. 04 Resource to be Provided at the Work Place Quantity A. Tools Examination Papers Questionnaires Checklist Activity Sheets A NA
B. Equipment
Page 1417

COMPETENCY BASED LEARNING MATERIAL IN SQL SERVER
Page 1418
SQL [STRUCTURED QUERY LANGUAGE] Microsoft SQL Server is an application used to create computer databases for the Microsoft Windows family of server operating systems. It provides an environment used to generate databases that can be accessed from workstations, the web, or other media Structured Query Language or known as SQL is about managing the system database wherein the user is allowed to do something on it. Adding of information was involved, updating and etc., with the use of the server the managing of information is being organize. SQL can also secure its own data. The user must follow the different kinds of syntax to properly maintain the data. It is also considered as database engine.
Page 1419
SQL
OF
ACCESS
Page 1420
Information Sheet 1.0 - Managing SQL commands in Microsoft Access Query Procedures on how to open query in Microsoft Access (Pertaining that MS- ACCESS is already running or its open already). 1. Click create tab on the ribbon.
2. Click Query Design, and then close the show table menu.
3. Right click the Query Tab then click SQL VIEW.
Note: this step is for you to enable the coding area of query.
Information Sheet 2.0 Applying the four (4) basic Sql Commands plus creating table using command only.
Making Table using Sql Command: SQL Command Create use to make table on the database. Syntax CREATE TABLE table_name ( column_name1 data_type, column_name2 data_type, column_name3 data_type, .... ) Sample Create Table tbldatacom ( Student_Number Number, Student_Name Text, Student_Course Text ) Note: if you want to put primary key just put a space right after the data_type then type the word primary key (e.g Student_Number Number Primary Key). Output
Page 1422
Adding Information in the Table: SQL Command Insert use to add informations on the table. Syntax INSERT INTO table_name (column1, column2, column3,...) VALUES (value1, value2, value3,...) Sample Insert Into tbldatacom (Student_Number,Student_Name,Student_Course) Values (123,Michael,Computer Programming) Output
Note: When it comes in adding text you must enclose the neither name nor words into single quotation mark (e.g - Datacom).
Updating Information in the Table: SQL Command Update use to edit or to do some changes on table. Syntax UPDATE table_name SET column1=value, column2=value2,... WHERE some_column=some_value Sample Update tbldatacom set Student_Course=Computer Science where Student_Name=Michael
Output
Note: the word SET is the place where you need to replace whatever data you want on the selected column_name, just like in the sample, and on the WHERE part is your column_name basis. Removing neither Selected nor all Informations in the Table. SQL Command Delete Use to remove data on the table. Syntax DELETE*FROM_table_name WHERE some_column=some_value Sample Delete * from tbldatacom where name=Michael Output
Page 1424
Note: in Deleting all Informations you just need to remove the term where etc. Showing All Selected or All Information. SQL Command Select use to show information on a table. Syntax SELECT * FROM table_name Sample
Select * from tbldatacom Output Note: to show selected data you must need to use where plus the column_name and its values (e.g. Select * from tbldatacom where Student_Name=Michael).
Page 1425
Information Sheet 3.0 SQL Clauses Showing the requested Column SQL Command Where use to show or display specific Information. Syntax SELECT_column_name(s) FROM_table_name WHERE column_name operator value Sample Select * from tbldatacon where Student_Name=Michael Output
Logical Clauses SQL Commands o AND use to show two informations at the same time. o OR use to show neither of the two requested data. Syntax o AND SELECT * FROM Table_Name WHERE Column_Name=Values1 AND Column_Name=Values2
Page 1426
o OR SELECT * FROM Table_Name WHERE Column_Name=Values1 OR Column_Name=Values2
Sample o AND Select * from tbldatacom where Student_Number=123 and Student_Name=Michael o OR Select * from tbldatacom where Student_Number=123 or Student_Name=blanco
Output
Note: Using AND the two data must be true, while in OR if the first data is true the rest will be true.
Page 1427
Information Sheet 4.0 Arranging Columns and the rest of the Informations.
Compress the Information on its selection: SQL Commands Distinct and Group by has the same function but different way of Logic.
Syntax Distinct - SELECT DISTINCT column_name(s) FROM table_name Group By Select (Column_Name) from Table_Name Group by (Column_Name).
Sample Distinct Select Distinct (Student_Course) from tbldatacom Group by Select (Student_Course) from tbldatacom Group by (Student_Course)
Output
Arrange the Information Accordingly: SQL Command
Page 1428
Order by use to arrange the Informations properly, it can be ascending or descending order. Syntax SELECT column_name(s) FROM table_name ORDER BY column_name(s) ASC|DESC Sample Select * from tbldatacom order by Student_Name Output
Page 1429
Information Sheet 5.0 Joining and showing the information of two tables in just one query.
JOIN - SQL joins are used to query data from two or more tables, based on a relationship between certain columns in these tables.
SQL Commands INNER JOIN Return rows when there is at least one match in both tables.
Syntax SELECT column_name(s) FROM table_name1 INNER JOIN table_name2 ON table_name1.column_name=table_name2.column_name
Sample Select * from tbldatacom inner join tblbrach on tbldatacom.Student_Number = tblbrach.Student_Number
Output
Page 1430
SQL Command LEFT JOIN - Return all rows from the left table, even if there are no matches in the right table
Syntax SELECT column_name(s) FROM table_name1 LEFT JOIN table_name2 ON table_name1.column_name=table_name2.column_name
Sample Select * from tbldatacom left join tblbrach on tbldatacom.Student_Number = tblbrach.Student_Number
Output
SQL Commands Right Join - The RIGHT JOIN keyword returns all the rows from the right table (table_name2), even if
there are no matches in the left table (table_name1).
Syntax
SELECT column_name(s) FROM table_name1 RIGHT JOIN table_name2 ON table_name1.column_name=table_name2.column_name
Page 1431
Sample Select * from tbldatacom right join tblbrach on tbldatacom.Student_Number = tblbrach.Student_Number
Output
SQL Commands Union- operator is used to combine the result-set of two or more SELECT statements.
Syntax
SELECT column_name(s) FROM table_name1 UNION SELECT column_name(s) FROM table_name2
Sample select * from tbldatacom union select * from tblbrach
Output
Page 1432
Information Sheet 6.0 Modifying the Existing Table
SQL Command Alter Add use to add column on a table.
Syntax
ALTER TABLE table_name ADD column_name datatype
Sample alter table tbldatacom add column address text
Output
SQL Command Alter Drop use to remove a specific column
Syntax
ALTER TABLE table_name DROP COLUMN column_name
Sample alter table tbldatacom drop column address text
Page 1433
Output
SQL Command Alter Alter - use to edit or update the data_type of a column
Syntax
ALTER TABLE table_name ALTER COLUMN column_name datatype
Sample alter table tbldatacom alter column Student_Number text
Output
Page 1434
Information Sheet 7.0 Functions
SQL Command UCASE

function converts the value of a field to uppercase.
Syntax
SELECT UCASE(column_name) FROM table_name
Sample select ucase (Student_Name) from tbldatacom
Output
SQL Command LCASE - function converts the value of a field to lowercase.
Syntax
SELECT LCASE(column_name) FROM table_name
Sample select lcase (Student_Name) from tbldatacom
Page 1435
Output
SQL Command LEN - function returns the length of the value in a text field.
Syntax
SELECT LEN(column_name) FROM table_name
Sample select len (Student_Name) from tbldatacom
Output SQL Command MID function is used to extract characters from a text field.
Syntax
SELECT MID(column_name,start[,length]) FROM table_name
Sample
Page 1436
SELECT MID(Student_Name,2,5) FROM tbldatacom
Output
SQL Command Max - function returns the largest value of the selected column.
Syntax
SELECT MAX(column_name) FROM table_name
Sample select max (Student_Name) from tbldatacom
Output
SQL Command Min - function returns the smallest value of the selected column.
Syntax
SELECT MIN(column_name) FROM table_name
Sample
Page 1437
select min (Student_Name) from tbldatacom
Output
SQL Command Now - function returns the current system date and time.
Syntax
SELECT NOW() FROM table_name
Sample select now () from tbldatacom
Output
SQL Command FORMAT - function is used to format how a field is to be displayed.
Syntax
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SELECT FORMAT(column_name,format) FROM table_name
Sample select Student_Name, Format (Now(),'yyyy-mm-dd') from tbldatacom
Output
SQL Command Select Into - statement is most often used to create backup copies of tables
Syntax
SELECT * INTO new_table_name [IN externaldatabase] FROM old_tablename
Sample select * into tblsql from tbldatacom
Output
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SQL Command AS use to have a name for query.
Syntax
SELECT MIN(column_name)as query_name FROM table_name
Sample
SELECT MIN (Student_Name) as YES From tbldatacom
Output
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S.Q.L. Server 2005
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STARTING SQL WITH SERVER Make sure SQL SERVER is installed on your computer correctly. 1. To launch Microsoft SQL Server, click Start -> (All) Programs -> Microsoft SQL Server 2005 -> SQL Server Management Studio 2. On the Connect to Server dialog box, make the correct selections and provide the appropriate information, then click Connect 3. In the Object Explorer, expand the server name followed by the Databases node 4. Right-click Databases and click New Database...
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5. In the Name text box, type your database name, in this example the database name is MotorVehicleAdministration and click OK
As you should be aware that every computer file must have a path. The path is where the file is located in one of the drives of the computer. This allows the operating system to know where the file is so that when you or another application calls it, the operating system would not be confused. By default, when you create a new database, Microsoft SQL Server assumed that it would be located at Drive: C:\Program Files\Microsoft SQL Server\MSSQL.2\MSSQL\Data folder. If you use the New Database dialog box of the SQL Server Management Studio, if you specify the name of the database and click OK, the interpreter automatically creates a new file, and appends the .MDF extension to the file: this is the (main) primary data file of your database.
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QUERY After creating your database, lets proceed on starting the Query, where you can put your sql commands. 1. To open the code editor, in the Object Explorer, right-click the name of the server and click New Query 2. To execute the statement, press F5 or click the button Execute 3. If after you execute your commands then nothing happens, you must Refresh your database.
CREATING DATABASE The command used to create a database in SQL uses the following formula: CREATE DATABASE DatabaseName; The CREATE DATABASE (remember that SQL is not case-sensitive) expression is required. TheDatabaseName factor is the name that the new database will carry. Although SQL is not case-sensitive, you should make it a habit to be aware of the cases you use to name your objects. Every statement in SQL can be terminated with a semicolon. Although this is a requirement in many implementations of SQL, in Microsoft SQL Server, you can omit the semi-colon.
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Example: CREATE DATABASE Informations; Output:
DELETING DATABASE using SQL commands. To delete a database in SQL Query Analyzer, you use the DROP DATABASE expression followed by the name of the database. The formula used is: DROP DATABASE DatabaseName; Before deleting a database in SQL, you must make sure the database is not being used or accessed by some one else or by another object. Example: DROP DATABASE Informations; Output:
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SQL Server Datatypes Before proceeding to other functions here are the list of data types.SQL data type is an attribute that specifies type of data of any object. Each column, variable and expression has related data type in SQL. Exact Numeric Data Types: FROM -9,223,372,036,854,775,808 -2,147,483,648 -32,768 0 0 -10^38 +1 -10^38 +1 -922,337,203,685,477.5808 -214,748.3648 TO 9,223,372,036,854,775,807 2,147,483,647 32,767 255 1 10^38 .1 10^38 .1 +922,337,203,685,477.5807 +214,748.3647
DATA TYPE bigint int smallint tinyint bit decimal numeric money smallmoney
Approximate Numeric Data Types: FROM -1.79E + 308 -3.40E + 38 TO 1.79E + 308 3.40E + 38
DATA TYPE float real
Date and Time Data Types: FROM Jan 1, 1753 Jan 1, 1900 Stores a date like June 30, 1991 Stores a time of day like 12:30 P.M. TO Dec 31, 9999 Jun 6, 2079
DATA TYPE datetime smalldatetime date time
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Character Strings Data Types: FROM char varchar TO Maximum length of 8,000 characters.( Fixed length non-Unicode characters) Maximum of 8,000 characters.(Variable-length non-Unicode data). Maximum length of 231characters, Variablelength non-Unicode data (SQL Server 2005 only). Variable-length non-Unicode data with a maximum length of 2,147,483,647 characters.
DATA TYPE char varchar
varchar(max)
varchar(max)
text
text
Unicode Character Strings Data Types: Description Maximum length of 4,000 characters.( Fixed length Unicode) Maximum length of 4,000 characters.(Variable length Unicode) Maximum length of 231characters (SQL Server 2005 only).( Variable length Unicode) Maximum length of 1,073,741,823 characters. ( Variable length Unicode )
DATA TYPE nchar nvarchar nvarchar(max) ntext
Binary Data Types: Description Maximum length of 8,000 bytes(Fixed-length binary data ) Maximum length of 8,000 bytes.(Variable length binary data) Maximum length of 231 bytes (SQL Server 2005 only). ( Variable length Binary data) Maximum length of 2,147,483,647 bytes. ( Variable length Binary Data)
DATA TYPE binary varbinary varbinary(max) image
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CREATING TABLE To create a table, you can follow this formula: CREATE TABLE Country(Column1, Column2, Column3) or: CREATE TABLE Country( Column1, Column2, Column3); Example: USE Informations; CREATE TABLE tblInfo ( emp_id Int, emp_name varchar(50) ); Output:
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ALTER ADD COLUMN To add a new column to a table, follow this formula: ALTER TABLE TableName ADD ColumnName Properties Example: ALTER TABLE tblinfo ADD AGE INT;
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ALTER DROP COLUMN To delete a column using code, first open or access an empty query window, and use the following formula: ALTER TABLE TableName DROP COLUMN ColumnName Example: ALTER TABLE tblInfo DROP COLUMN emp_course; You will notice that the column emp_course is now deleted.
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ALTER COLUMN To change the data type of a column in a table, use the following syntax: ALTER TABLE table_name ALTER COLUMN <column_name> <new datatype>; Example: ALTER TABLE tblInfo ALTER COLUMN emp_course nchar(100); Then look at the database to check if the codes execute correctly. DROP TABLE To delete a table using SQL, use the following formula: DROP TABLE TableName The DROP TABLE expression is required and it is followed by the name of the undesired table. Example: DROP TABLE tblInfo;
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SQL
And
CRYSTAL Report
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Printing Reports Using VB .Net Crystal Report STEP 1: Open Visual Studio, select FILE > New > Project. On the New Project dialog select Crystal Report Application.
STEP 2: Then a Crystal Report Gallery will appear. The settings should be like the image shown bellow, and then click ok.
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STEP 3: A Standard Report Creation Wizard will appear. Expand the Create New Connection folder > expand the OLE DB (ADO) folder.
Then after expanding the OLE DB(ADO), a dialogbox will appear and you need to select a provider. In this case we are using sql server thats why we must select Microsoft OLE DB Provider for SQL Server, then click the button Next.
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STEP 4: Enter the SERVER NAME, check the Integrated Security, select the Database Name and click Finish.
STEP5: You will notice on Standard Report Creation Wizard the OLE DB (ADO) is now containing the data on your database. That means your crystal report is now connected in your database.
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STEP 6: You need to select the name of your table and transfer it in the other panel using the button in the middle.
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Then Click the Button NEXT. STEP7: On the next procedure all you have to do is transfer the contents of first panel (Available Fields) to the second panel (Fields to Display) using the button at the middle then click Finish.
You may now run your Crystal report to test if it can display the data inside of your database.
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SECOND EMESTER SECOND TRANSITION
COMPETENCY BASED LEARNING MATERIAL IN PHP(PHP HYPERTEXT PROCESSOR)
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INTRODUCTION This Based Competency Learning Material is designed to develop your knowledge, skill and abilities that are necessary for successful performance in PHP programming language with industry standards. And it is also a method of learning and instruction that is aimed more toward ensuring understanding and competency with different materials and skills. CBLM is well planned to make the material effective and efficient for you not to miss a necessary underpinning knowledge.
MODULE DESCRIPTION This course covers PHP & MySQL, one of the fastest growing technology combinations for developing interactive Web sites. It is designed at a level for personal web development projects, as well as small to medium business Web development needs. You should be able to do the following at the end of the course: 1. Design PHP based web pages using correct php, css, and xhtml syntax, structure. 2. Create Web forms and pages that properly use HTTP GET and POST protocol as 3. 4. 5. 6. 7. appropriate. Design SQL language within MySQL and PHP to access and manipulate databases. Install and configure both PHP and MySQL. Create PHP code that utilizes the commonly used API library functions built in to PHP. Demonstrate use of cookie, session, and authentication programming in PHP. Design and create a complete web site that demonstrates good PHP/MySQL client/server design.
PHP DEFINITION PHP is a server scripting language, and is a powerful tool for making dynamic and interactive Web pages. PHP is a widely-used, free, and efficient alternative to competitors such as Microsoft's ASP.
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Easy Learning with "Show PHP" Our "Show PHP" tool makes it easy to learn PHP, it shows both the PHP source code and the HTML output of the code.
What is PHP?

PHP stands for PHP: Hypertext Preprocessor PHP is a widely-used, open source scripting language PHP scripts are executed on the server PHP is free to download and use
What is a PHP File?

PHP files can contain text, HTML, JavaScript code, and PHP code PHP code are executed on the server, and the result is returned to the browser as plain HTML PHP files have a default file extension of ".php"
What Can PHP Do?

PHP can generate dynamic page content PHP can create, open, read, write, and close files on the server PHP can collect form data PHP can send and receive cookies PHP can add, delete, modify data in your database PHP can restrict users to access some pages on your website PHP can encrypt data
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What Do I Need? To start using PHP, you can:

Find a web host with PHP and MySQL support Install a web server on your own PC, and then install PHP and MySQL
Use a Web Host With PHP Support If your server has activated support for PHP you do not need to do anything. Just create some .php files, place them in your web directory, and the server will automatically parse them for you. You do not need to compile anything or install any extra tools. Because PHP is free, most web hosts offer PHP support. Set Up PHP on Your Own PC However, if your server does not support PHP, you must:

install a web server install PHP install a database, such as MySQL
Basic PHP Syntax A PHP script can be placed anywhere in the document. A PHP script starts with <?php and ends with ?>: <?php // PHP code goes here ?> The default file extension for PHP files is ".php". A PHP file normally contains HTML tags, and some PHP scripting code.
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PHP VARIABLES Variables are "containers" for storing information:
Much Like Algebra x=5 y=6 z=x+y In algebra we use letters (like x) to hold values (like 5). From the expression z=x+y above, we can calculate the value of z to be 11. In PHP these letters are called variables.
String Variables in PHP String variables are used for values that contain characters. After we have created a string variable we can manipulate it. A string can be used directly in a function or it can be stored in a variable. In the example below, we create a string variable called txt, then we assign the text "Hello world!" to it. Then we write the value of the txt variable to the output:
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The PHP Concatenation Operator There is only one string operator in PHP. The concatenation operator (.) is used to join two string values together. The example below shows how to concatenate two string variables together:
The assignment operator = is used to assign values to variables in PHP. The arithmetic operator + is used to add values together in PHP.
PHP Arithmetic Operators Operator x+y x-y x*y x/y x%y Name Addition Subtraction Multiplication Division Modulus Description Sum of x and y Difference of x and y Product of x and y Quotient of x and y Example 2+2 5-2 5*2 15 / 5 Result 4 3 10 3 1 2 0
Remainder of x divided by y 5 % 2 10 % 8 10 % 2 Opposite of x Concatenate two strings -2 "Hi" . "Ha"
-x a.b
Negation Concatenation
HiHa
PHP Assignment Operators The basic assignment operator in PHP is "=". It means that the left operand gets set to the value of the expression on the right. That is, the value of "$x = 5" is 5. Assignment Same as... Description x=y x += y x -= y x *= y x /= y x %= y a .= b x=y x=x+y x=x-y x=x*y x=x/y x=x%y a=a.b The left operand gets set to the value of the expression on the right Addition Subtraction Multiplication Division Modulus Concatenate two strings
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PHP Incrementing/Decrementing Operators Operator ++ x x ++ -- x x -Name Pre-increment Post-increment Pre-decrement Post-decrement Description Increments x by one, then returns x Returns x, then increments x by one Decrements x by one, then returns x Returns x, then decrements x by one
PHP Comparison Operators Comparison operators allows you to compare two values: Operator Name Description x == y x === y x != y x <> y x !== y x>y x<y x >= y x <= y Equal Identical Not equal Not equal Not identical Greater than Less than True if x is equal to y True if x is equal to y, and they are of same type True if x is not equal to y True if x is not equal to y True if x is not equal to y, or they are not of same type True if x is greater than y True if x is less than y Example 5==8 returns false 5==="5" returns false 5!=8 returns true 5<>8 returns true 5!=="5" returns true 5>8 returns false 5<8 returns true 5>=8 returns false 5<=8 returns true
Greater than or equal to True if x is greater than or equal to y Less than or equal to True if x is less than or equal to y
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PHP Logical Operators Operator x and y Name And Description True if both x and y are true Example x=6 y=3 (x < 10 and y > 1) returns true x=6 y=3 (x==6 or y==5) returns true x=6 y=3 (x==6 xor y==3) returns false x=6 y=3 (x < 10 && y > 1) returns true x=6 y=3 (x==5 || y==5) returns false x=6 y=3 !(x==y) returns true
x or y
Or
True if either or both x and y are true True if either x or y is true, but not both True if both x and y are true True if either or both x and y are true True if x is not true
x xor y
Xor
x && y
And
x || y
Or
!x
Not
PHP Array Operators Operator Name x+y x == y x === y x != y x <> y x !== y Union Equality Identity Inequality Inequality Non-identity
Description Union of x and y True if x and y have the same key/value pairs True if x and y have the same key/value pairs in the same order and are of the same type True if x is not equal to y True if x is not equal to y True if x is not identical to y
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PHP Conditional Statements Very often when you write code, you want to perform different actions for different decisions. You can use conditional statements in your code to do this. In PHP we have the following conditional statements:

if statement - executes some code only if a specified condition is true if...else statement - executes some code if a condition is true and another code if the condition is false if...else if....else statement - selects one of several blocks of code to be executed switch statement - selects one of many blocks of code to be executed
PHP - The if Statement The if statement is used to execute some code only if a specified condition is true. Syntax if (condition) { code to be executed if condition is true; } The example below will output "Have a good day!" if the current time is less than 20:
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PHP - The if...else Statement Use the if....else statement to execute some code if a condition is true and another code if the condition is false. Syntax if (condition) { code to be executed if condition is true; } else { code to be executed if condition is false; } The example below will output "Have a good day!" if the current time is less than 20, and "Have a good night!" otherwise:
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PHP - The if...else if....else Statement Use the if....else if...else statement to select one of several blocks of code to be executed. Syntax if (condition) { code to be executed if condition is true; } else if (condition) { code to be executed if condition is true; } else { code to be executed if condition is false; } The example below will output "Have a good morning!" if the current time is less than 10, and "Have a good day!" if the current time is less than 20. Otherwise it will output "Have a good night!":
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The PHP Switch Statement Use the switch statement to select one of many blocks of code to be executed. Syntax switch (n) { case label1: code to be executed if n=label1; break; case label2: code to be executed if n=label2; break; default: code to be executed if n is different from both label1 and label2; } This is how it works: First we have a single expression n (most often a variable), that is evaluated once. The value of the expression is then compared with the values for each case in the structure. If there is a match, the block of code associated with that case is executed. Use break to prevent the code from running into the next case automatically. The default statement is used if no match is found.
Loops execute a block of code a specified number of times, or while a specified condition is true.
PHP LOOPS Often when you write code, you want the same block of code to run over and over again in a row. Instead of adding several almost equal lines in a script we can use loops to perform a task like this. In PHP, we have the following looping statements:

while - loops through a block of code while a specified condition is true do...while - loops through a block of code once, and then repeats the loop as long as a specified condition is true for - loops through a block of code a specified number of times foreach - loops through a block of code for each element in an array
The while Loop The while loop executes a block of code while a condition is true. Syntax while (condition) { code to be executed; } Example The example below first sets a variable i to 1 ($i=1;). Then, the while loop will continue to run as long as i is less than, or equal to 5. i will increase by 1 each time the loop runs: <html> <body> <?php $i=1; while($i<=5) { echo "The number is " . $i . "<br>"; $i++; } ?>
</body> </html> Output: The number is 1 The number is 2 The number is 3 The number is 4 The number is 5
The do...while Statement The do...while statement will always execute the block of code once, it will then check the condition, and repeat the loop while the condition is true. Syntax do { code to be executed; } while (condition); Example The example below first sets a variable i to 1 ($i=1;). Then, it starts the do...while loop. The loop will increment the variable i with 1, and then write some output. Then the condition is checked (is i less than, or equal to 5), and the loop will continue to run as long as i is less than, or equal to 5: <html> <body> <?php $i=1; do { $i++; echo "The number is " . $i . "<br>"; } while ($i<=5); ?>
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</body> </html> Output: The number is 2 The number is 3 The number is 4 The number is 5 The number is 6
The for Loop The for loop is used when you know in advance how many times the script should run. Syntax for (init; condition; increment) { code to be executed; } Parameters:

init: Mostly used to set a counter (but can be any code to be executed once at the beginning of the loop) condition: Evaluated for each loop iteration. If it evaluates to TRUE, the loop continues. If it evaluates to FALSE, the loop ends. increment: Mostly used to increment a counter (but can be any code to be executed at the end of the iteration)
Note: The init and increment parameters above can be empty or have multiple expressions (separated by commas).
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Example The example below defines a loop that starts with i=1. The loop will continue to run as long as the variable i is less than, or equal to 5. The variable i will increase by 1 each time the loop runs: <html> <body> <?php for ($i=1; $i<=5; $i++) { echo "The number is " . $i . "<br>"; } ?> </body> </html> Output: The number is 1 The number is 2 The number is 3 The number is 4 The number is 5
The foreach Loop The foreach loop is used to loop through arrays. Syntax foreach ($array as $value) { code to be executed; } For every loop iteration, the value of the current array element is assigned to $value (and the array pointer is moved by one) - so on the next loop iteration, you'll be looking at the next array value. Example The following example demonstrates a loop that will print the values of the given array: <html> <body>
<?php $x=array("one","two","three"); foreach ($x as $value) { echo $value . "<br>"; } ?> </body> </html> Output: one two three Create a PHP Function A function will be executed by a call to the function. Syntax function functionName() { code to be executed; } PHP function guidelines:

Give the function a name that reflects what the function does The function name can start with a letter or underscore (not a number)
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Example A simple function that writes my name when it is called: <html> <body> <?php function writeName() { echo "Kai Jim Refsnes"; } echo "My name is "; writeName(); ?> </body> </html> Output: My name is Kai Jim Refsnes PHP Form Handling The most important thing to notice when dealing with HTML forms and PHP is that any form element in an HTML page will automatically be available to your PHP scripts. Example The example below contains an HTML form with two input fields and a submit button: <html> <body> <form action="welcome.php" method="post"> Name: <input type="text" name="fname"> Age: <input type="text" name="age"> <input type="submit"> </form> </body> </html>
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When a user fills out the form above and clicks on the submit button, the form data is sent to a PHP file, called "welcome.php": "welcome.php" looks like this: <html> <body> Welcome <?php echo $_POST["fname"]; ?>!<br> You are <?php echo $_POST["age"]; ?> years old. </body> </html> Output could be something like this: Welcome John! You are 28 years old.
The PHP $_GET and $_POST variables will be explained in the next topic.
The $_GET Variable The predefined $_GET variable is used to collect values in a form with method="get" Information sent from a form with the GET method is visible to everyone (it will be displayed in the browser's address bar) and has limits on the amount of information to send. Example <form action="welcome.php" method="get"> Name: <input type="text" name="fname"> Age: <input type="text" name="age"> <input type="submit"> </form> When the user clicks the "Submit" button, the URL sent to the server could look something like this: http://www.w3schools.com/welcome.php?fname=Peter&age=37 The "welcome.php" file can now use the $_GET variable to collect form data (the names of the form fields will automatically be the keys in the $_GET array): Welcome <?php echo $_GET["fname"]; ?>.<br> You are <?php echo $_GET["age"]; ?> years old!
When to use method="get"? When using method="get" in HTML forms, all variable names and values are displayed in the URL. Note: This method should not be used when sending passwords or other sensitive information! However, because the variables are displayed in the URL, it is possible to bookmark the page. This can be useful in some cases. Note: The get method is not suitable for very large variable values. It should not be used with values exceeding 2000 characters. In PHP, the predefined $_POST variable is used to collect values in a form with method="post".
The $_POST Variable The predefined $_POST variable is used to collect values from a form sent with method="post". Information sent from a form with the POST method is invisible to others and has no limits on the amount of information to send. Note: However, there is an 8 MB max size for the POST method, by default (can be changed by setting the post_max_size in the php.ini file). Example <form action="welcome.php" method="post"> Name: <input type="text" name="fname"> Age: <input type="text" name="age"> <input type="submit"> </form> When the user clicks the "Submit" button, the URL will look like this: http://www.w3schools.com/welcome.php The "welcome.php" file can now use the $_POST variable to collect form data (the names of the form fields will automatically be the keys in the $_POST array): Welcome <?php echo $_POST["fname"]; ?>!<br> You are <?php echo $_POST["age"]; ?> years old.
When to use method="post"? Information sent from a form with the POST method is invisible to others and has no limits on the amount of information to send. However, because the variables are not displayed in the URL, it is not possible to bookmark the page.
The PHP $_REQUEST Variable The predefined $_REQUEST variable contains the contents of both $_GET, $_POST, and $_COOKIE. The $_REQUEST variable can be used to collect form data sent with both the GET and POST methods. Example Welcome <?php echo $_REQUEST["fname"]; ?>!<br> You are <?php echo $_REQUEST["age"]; ?> years old. The PHP date() function is used to format a time and/or date. The PHP Date() Function The PHP date() function formats a timestamp to a more readable date and time. A timestamp is a sequence of characters, denoting the date and/or time at which a certain event occurred. Syntax date(format,timestamp) Parameter format timestamp Description Required. Specifies the format of the timestamp Optional. Specifies a timestamp. Default is the current date and time
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PHP Date() - Format the Date The required format parameter in the date() function specifies how to format the date/time. Here are some characters that can be used:

d - Represents the day of the month (01 to 31) m - Represents a month (01 to 12) Y - Represents a year (in four digits)
A list of all the characters that can be used in the format parameter, can be found in our PHP Date reference,date() function.
Other characters, like"/", ".", or "-" can also be inserted between the letters to add additional formatting: <?php echo date("Y/m/d") . "<br>"; echo date("Y.m.d") . "<br>"; echo date("Y-m-d"); ?>
The output of the code above could be something like this: 2009/05/11 2009.05.11 2009-05-11
PHP Date() - Adding a Timestamp The optional timestamp parameter in the date() function specifies a timestamp. If you do not specify a timestamp, the current date and time will be used. The mktime() function returns the Unix timestamp for a date.
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The Unix timestamp contains the number of seconds between the Unix Epoch (January 1 1970 00:00:00 GMT) and the time specified. Syntax for mktime() mktime(hour,minute,second,month,day,year,is_dst) To go one day in the future we simply add one to the day argument of mktime(): <?php $tomorrow = mktime(0,0,0,date("m"),date("d")+1,date("Y")); echo "Tomorrow is ".date("Y/m/d", $tomorrow); ?> The output of the code above could be something like this: Tomorrow is 2009/05/12
PHP include and require Statement Basic Example Assume that you have a standard header file, called "header.php". To include the header file in a page, use include/require: <html> <body> <?php include 'header.php'; ?> <h1>Welcome to my home page!</h1> <p>Some text.</p> </body> </html> Example 2 Assume we have a standard menu file that should be used on all pages. "menu.php": echo '<a href="/default.php">Home</a> <a href="/tutorials.php">Tutorials</a> <a href="/references.php">References</a> <a href="/examples.php">Examples</a> <a href="/about.php">About Us</a> <a href="/contact.php">Contact Us</a>';
All pages in the Web site should include this menu file. Here is how it can be done: <html> <body> <div class="leftmenu"> <?php include 'menu.php'; ?> </div> <h1>Welcome to my home page.</h1> <p>Some text.</p> </body> </html> Example 3 Assume we have an include file with some variables defined ("vars.php"): <?php $color='red'; $car='BMW'; ?> Then the variables can be used in the calling file: <html> <body> <h1>Welcome to my home page.</h1> <?php include 'vars.php'; echo "I have a $color $car"; // I have a red BMW ?> </body> </html>
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With PHP, you can connect to and manipulate databases. MySQL is the most popular database system used with PHP. What is MySQL?

MySQL is a database system used on the web MySQL is a database system that runs on a server MySQL is ideal for both small and large applications MySQL is very fast, reliable, and easy to use MySQL supports standard SQL MySQL compiles on a number of platforms MySQL is free to download and use MySQL is developed, distributed, and supported by Oracle Corporation MySQL is named after co-founder Monty Widenius's daughter: My
The data in MySQL is stored in tables. A table is a collection of related data, and it consists of columns and rows. Databases are useful when storing information categorically. A company may have a database with the following tables:

Employees Products Customers Orders
PHP + MySQL
PHP combined with MySQL are cross-platform (you can develop in Windows and serve on a Unix platform)
Queries A query is a question or a request. We can query a database for specific information and have a recordset returned. Look at the following query (using standard SQL): SELECT LastName FROM Employees The query above selects all the data in the "LastName" column from the "Employees" table.
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Download MySQL Database If you don't have a PHP server with a MySQL Database, you can download MySQL for free here:http://www.mysql.com Use the PHP mysqli_connect() function to open a new connection to the MySQL server. Open a Connection to the MySQL Server Before we can access data in a database, we must open a connection to the MySQL server. In PHP, this is done with the mysqli_connect() function.
Syntax mysqli_connect(host,username,password,dbname); Parameter host username password dbname Description Optional. Either a host name or an IP address Optional. The MySQL user name Optional. The password to log in with Optional. The default database to be used when performing queries
Note: There are more available parameters, but the ones listed above are the most important. In the following example we store the connection in a variable ($con) for later use in the script: <?php // Create connection $con=mysqli_connect("example.com","peter","abc123","my_db"); // Check connection if (mysqli_connect_errno($con)) { echo "Failed to connect to MySQL: " . mysqli_connect_error(); } ?>
Close a Connection The connection will be closed automatically when the script ends. To close the connection before, use the mysqli_close() function: <?php $con=mysqli_connect("example.com","peter","abc123","my_db"); // Check connection if (mysqli_connect_errno($con)) { echo "Failed to connect to MySQL: " . mysqli_connect_error(); } mysqli_close($con); ?> A database holds one or more tables. Create a Database The CREATE DATABASE statement is used to create a database table in MySQL. We must add the CREATE DATABASE statement to the mysqli_query() function to execute the command. The following example creates a database named "my_db": <?php $con=mysqli_connect("example.com","peter","abc123"); // Check connection if (mysqli_connect_errno()) { echo "Failed to connect to MySQL: " . mysqli_connect_error(); } // Create database $sql="CREATE DATABASE my_db"; if (mysqli_query($con,$sql)) { echo "Database my_db created successfully"; } else {
echo "Error creating database: " . mysqli_error(); } ?>
Create a Table The CREATE TABLE statement is used to create a table in MySQL. We must add the CREATE TABLE statement to the mysqli_query() function to execute the command. The following example creates a table named "Persons", with three columns. The column names will be "FirstName", "LastName" and "Age": <?php $con=mysqli_connect("example.com","peter","abc123","my_db"); // Check connection if (mysqli_connect_errno()) { echo "Failed to connect to MySQL: " . mysqli_connect_error(); } // Create table $sql="CREATE TABLE persons(FirstName CHAR(30),LastName CHAR(30),Age INT)"; // Execute query if (mysqli_query($con,$sql)) { echo "Table persons created successfully"; } else { echo "Error creating table: " . mysqli_error(); } ?> Note: When you create a database field of type CHAR, you must specify the maximum length of the field, e.g. CHAR(50). The data type specifies what type of data the column can hold. For a complete reference of all the data types available in MySQL, go to our complete Data Types reference. Primary Keys and Auto Increment Fields Each table in a database should have a primary key field.
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A primary key is used to uniquely identify the rows in a table. Each primary key value must be unique within the table. Furthermore, the primary key field cannot be null because the database engine requires a value to locate the record. The following example sets the PID field as the primary key field. The primary key field is often an ID number, and is often used with the AUTO_INCREMENT setting. AUTO_INCREMENT automatically increases the value of the field by 1 each time a new record is added. To ensure that the primary key field cannot be null, we must add the NOT NULL setting to the field: $sql = "CREATE TABLE Persons ( PID INT NOT NULL AUTO_INCREMENT, PRIMARY KEY(PID), FirstName CHAR(15), LastName CHAR(15), Age INT )";
The INSERT INTO statement is used to insert new records in a table. Insert Data Into a Database Table The INSERT INTO statement is used to add new records to a database table. Syntax It is possible to write the INSERT INTO statement in two forms. The first form doesn't specify the column names where the data will be inserted, only their values: INSERT INTO table_name VALUES (value1, value2, value3,...) The second form specifies both the column names and the values to be inserted: INSERT INTO table_name (column1, column2, column3,...) VALUES (value1, value2, value3,...) To learn more about SQL, please visit our SQL tutorial. To get PHP to execute the statements above we must use the mysqli_query() function. This function is used to send a query or command to a MySQL connection.
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Example In the previous chapter we created a table named "Persons", with three columns; "FirstName", "LastName" and "Age". We will use the same table in this example. The following example adds two new records to the "Persons" table:
<?php $con=mysqli_connect("example.com","peter","abc123","my_db"); // Check connection if (mysqli_connect_errno()) { echo "Failed to connect to MySQL: " . mysqli_connect_error(); } mysqli_query($con,"INSERT INTO Persons (FirstName, LastName, Age) VALUES ('Peter', 'Griffin',35)"); mysqli_query($con,"INSERT INTO Persons (FirstName, LastName, Age) VALUES ('Glenn', 'Quagmire',33)"); mysqli_close($con); ?>
Insert Data From a Form Into a Database Now we will create an HTML form that can be used to add new records to the "Persons" table. Here is the HTML form: <html> <body> <form action="insert.php" method="post"> Firstname: <input type="text" name="firstname"> Lastname: <input type="text" name="lastname"> Age: <input type="text" name="age"> <input type="submit"> </form>
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</body> </html> When a user clicks the submit button in the HTML form in the example above, the form data is sent to "insert.php".
The "insert.php" file connects to a database, and retrieves the values from the form with the PHP $_POST variables. Then, the mysqli_query() function executes the INSERT INTO statement, and a new record will be added to the "Persons" table. Here is the "insert.php" page: <?php $con=mysqli_connect("example.com","peter","abc123","my_db"); // Check connection if (mysqli_connect_errno()) { echo "Failed to connect to MySQL: " . mysqli_connect_error(); } $sql="INSERT INTO Persons (FirstName, LastName, Age) VALUES ('$_POST[firstname]','$_POST[lastname]','$_POST[age]')"; if (!mysqli_query($con,$sql)) { die('Error: ' . mysqli_error()); } echo "1 record added"; mysqli_close($con); ?> The SELECT statement is used to select data from a database. Select Data From a Database Table The SELECT statement is used to select data from a database.
Syntax SELECT column_name(s) FROM table_name To learn more about SQL, please visit our SQL tutorial. To get PHP to execute the statement above we must use the mysqli_query() function. This function is used to send a query or command to a MySQL connection. Example The following example selects all the data stored in the "Persons" table (The * character selects all the data in the table): <?php $con=mysqli_connect("example.com","peter","abc123","my_db"); // Check connection if (mysqli_connect_errno()) { echo "Failed to connect to MySQL: " . mysqli_connect_error(); } $result = mysqli_query($con,"SELECT * FROM Persons"); while($row = mysqli_fetch_array($result)) { echo $row['FirstName'] . " " . $row['LastName']; echo "<br />"; } mysqli_close($con); ?> The example above stores the data returned by the mysql_query() function in the $result variable. Next, we use the mysqli_fetch_array() function to return the first row from the recordset as an array. Each call to mysqli_fetch_array() returns the next row in the recordset. The while loop loops through all the records in the recordset. To print the value of each row, we use the PHP $row variable ($row['FirstName'] and $row['LastName']). The output of the code above will be: Peter Griffin Glenn Quagmire
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Display the Result in an HTML Table The following example selects the same data as the example above, but will display the data in an HTML table: <?php $con=mysqli_connect("example.com","peter","abc123","my_db"); // Check connection if (mysqli_connect_errno()) { echo "Failed to connect to MySQL: " . mysqli_connect_error(); } $result = mysqli_query($con,"SELECT * FROM Persons"); echo "<table border='1'> <tr> <th>Firstname</th> <th>Lastname</th> </tr>"; while($row = mysqli_fetch_array($result)) { echo "<tr>"; echo "<td>" . $row['FirstName'] . "</td>"; echo "<td>" . $row['LastName'] . "</td>"; echo "</tr>"; } echo "</table>"; mysqli_close($con); ?> The output of the code above will be: Firstname Glenn Peter Lastname Quagmire Griffin
The WHERE clause is used to filter records.
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The WHERE clause The WHERE clause is used to extract only those records that fulfill a specified criterion. Syntax SELECT column_name(s) FROM table_name WHERE column_name operator value To learn more about SQL, please visit our SQL tutorial. To get PHP to execute the statement above we must use the mysqli_query() function. This function is used to send a query or command to a MySQL connection. Example The following example selects all rows from the "Persons" table where "FirstName='Peter'": <?php $con=mysqli_connect("example.com","peter","abc123","my_db"); // Check connection if (mysqli_connect_errno()) { echo "Failed to connect to MySQL: " . mysqli_connect_error(); } $result = mysqli_query($con,"SELECT * FROM Persons WHERE FirstName='Peter'"); while($row = mysqli_fetch_array($result)) { echo $row['FirstName'] . " " . $row['LastName']; echo "<br>"; } ?> The output of the code above will be: Peter Griffin
The ORDER BY keyword is used to sort the data in a recordset.

The ORDER BY Keyword The ORDER BY keyword is used to sort the data in a recordset. The ORDER BY keyword sort the records in ascending order by default. If you want to sort the records in a descending order, you can use the DESC keyword. Syntax SELECT column_name(s) FROM table_name ORDER BY column_name(s) ASC|DESC To learn more about SQL, please visit our SQL tutorial. Example The following example selects all the data stored in the "Persons" table, and sorts the result by the "Age" column: <?php $con=mysqli_connect("example.com","peter","abc123","my_db"); // Check connection if (mysqli_connect_errno()) { echo "Failed to connect to MySQL: " . mysqli_connect_error(); } $result = mysqli_query($con,"SELECT * FROM Persons ORDER BY age"); while($row = mysqli_fetch_array($result)) { echo $row['FirstName']; echo " " . $row['LastName']; echo " " . $row['Age']; echo "<br>"; } mysqli_close($con); ?> The output of the code above will be:
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Glenn Quagmire 33 Peter Griffin 35
Order by Two Columns It is also possible to order by more than one column. When ordering by more than one column, the second column is only used if the values in the first column are equal: SELECT column_name(s) FROM table_name ORDER BY column1, column2
The UPDATE statement is used to modify data in a table. Update Data In a Database The UPDATE statement is used to update existing records in a table.
Syntax UPDATE table_name SET column1=value, column2=value2,... WHERE some_column=some_value
Note: Notice the WHERE clause in the UPDATE syntax. The WHERE clause specifies which record or records that should be updated. If you omit the WHERE clause, all records will be updated! To learn more about SQL, please visit our SQL tutorial. To get PHP to execute the statement above we must use the mysqli_query() function. This function is used to send a query or command to a MySQL connection. Example
Earlier in the tutorial we created a table named "Persons". Here is how it looks:
FirstName Peter Glenn
LastName Griffin Quagmire
Age 35 33
The following example updates some data in the "Persons" table: <?php $con=mysqli_connect("example.com","peter","abc123","my_db"); // Check connection if (mysqli_connect_errno()) { echo "Failed to connect to MySQL: " . mysqli_connect_error(); } mysqli_query($con,"UPDATE Persons SET Age=36 WHERE FirstName='Peter' AND LastName='Griffin'"); mysqli_close($con); ?>
After the update, the "Persons" table will look like this: FirstName LastName Peter Glenn Griffin Quagmire
Age 36 33
The DELETE statement is used to delete records in a table. Delete Data In a Database The DELETE FROM statement is used to delete records from a database table.
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Syntax DELETE FROM table_name WHERE some_column = some_value Note: Notice the WHERE clause in the DELETE syntax. The WHERE clause specifies which record or records that should be deleted. If you omit the WHERE clause, all records will be deleted! To learn more about SQL, please visit our SQL tutorial. To get PHP to execute the statement above we must use the mysqli_query() function. This function is used to send a query or command to a MySQL connection. Example Look at the following "Persons" table: FirstName Peter Glenn
LastName Griffin Quagmire
Age 35 33
The following example deletes all the records in the "Persons" table where LastName='Griffin': <?php $con=mysqli_connect("example.com","peter","abc123","my_db"); // Check connection if (mysqli_connect_errno()) { echo "Failed to connect to MySQL: " . mysqli_connect_error(); } mysqli_query($con,"DELETE FROM Persons WHERE LastName='Griffin'"); mysqli_close($con); ?> After the deletion, the table will look like this: FirstName Glenn
LastName Quagmire
Age 33
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mysqlcount-countingrecords The COUNT function is an aggregate function that simply counts all the items that are in a group. The "products" table that is displayed above has several products of various types. One use of COUNT might be to find out how many items of each type there are in the table. Just as we did in the aggregate introduction lesson, we are going to GROUP BY type to create four groups: Music, Toy, Clothing and Food. For a slight change of pace, let's count the name column to find how many products there are per type.
PHP and MySQL Code: <?php // Make a MySQL Connection $query = "SELECT type, COUNT(name) FROM products GROUP BY type"; $result = mysql_query($query) or die(mysql_error()); // Print out result while($row = mysql_fetch_array($result)){ echo "There are ". $row['COUNT(name)'] ." ". $row['type'] ." items."; echo "<br />"; } ?> Display: There are 2 Clothing items. There are 1 Food items. There are 3 Music items. There are 2 Toy items.
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mysqlsum-totalinggroups SUM is an aggregate function that totals a specific column for a group. The "products" table that is displayed above has several products of various types. One use of SUM might be to find the total of all the items' price for each product type. Just as we did in the aggregate introduction lesson, we are going to apply the aggregate function to price and GROUP BY type to create four groups: Music, Toy, Clothing and Food.
PHP and MySQL Code: <?php // Make a MySQL Connection $query = "SELECT type, SUM(price) FROM products GROUP BY type"; $result = mysql_query($query) or die(mysql_error()); // Print out result while($row = mysql_fetch_array($result)){ echo "Total ". $row['type']. " = $". $row['SUM(price)']; echo "<br />"; } ?> Display: Total Clothing = $67.47 Total Food = $8.73 Total Music = $45.53 Total Toy = $93.94
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mysqlaverage-findingamiddleground The AVG function returns the average value for the specified column of a group. Our imaginary customers have been complaining recently that our prices are too high, so we would like to find out the average price of each product type to see if this is in fact the truth. To find out this metric we are going to apply the aggregate function to theprice and GROUP BY type to create four price groups: Music, Toy, Clothing and Food.
PHP and MySQL Code: <?php // Make a MySQL Connection $query = "SELECT type, AVG(price) FROM products GROUP BY type"; $result = mysql_query($query) or die(mysql_error()); // Print out result while($row = mysql_fetch_array($result)){ echo "The average price of ". $row['type']. " is $".$row['AVG(price)']; echo "<br />"; } ?> Display: The average price of Clothing is $33.735000 The average price of Food is $8.730000 The average price of Music is $15.176667 The average price of Toy is $46.970000
Products Table: id name type Toy Toy price 19.99 3.99 89.95 123451 Park's Great Hits Music 123452 Silly Puddy 123453 Playstation 123454 Men's T-Shirt 123455 Blouse
Clothing 32.50 Clothing 34.97
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123456 Electronica 2002 Music 123457 Country Tunes 123458 Watermelon mysqlmin Music Food
3.99 21.55 8.73
The MIN function is an aggregate function that finds the smallest value in a group. The products table that is displayed above has several products of various types. One use of MIN might be to find out the cheapest item in each group. Just as we did in the Aggregate Introduction Lesson, we are going to GROUP BY type to create four groups: Music, Toy, Clothing and Food. The column that will have the MIN function applied to it is, of course, price. PHP and MySQL Code: <?php // Make a MySQL Connection $query = "SELECT type, MIN(price) FROM products GROUP BY type"; $result = mysql_query($query) or die(mysql_error()); // Print out result while($row = mysql_fetch_array($result)){ echo "The cheapest ". $row['type']. " is $" .$row['MIN(price)']; echo "<br />"; } ?> Display: The cheapest Clothing is $32.50 The cheapest Food is $8.73 The cheapest Music is $3.99 The cheapest Toy is $3.99 Products Table: id name type Toy Toy price 19.99 3.99 89.95 123451 Park's Great Hits Music 123452 Silly Puddy 123453 Playstation 123454 Men's T-Shirt 123455 Blouse
Clothing 32.50 Clothing 34.97

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123456 Electronica 2002 Music 123457 Country Tunes 123458 Watermelon mysqlmax-findingthebigone Music Food
3.99 21.55 8.73
MySQL's MAX aggregate function will find the largest value in a group. The "products" table that is displayed above has several products of various types. We could use the MAX function to find the most expensive item for each type of product. Just as we did in the aggregate introduction lesson, we are going to GROUP BY type to create four groups: Music, Toy, Clothing and Food. We will also be applying the aggregate function to the price column.
PHP and MySQL Code: <?php // Make a MySQL Connection $query = "SELECT type, MAX(price) FROM products GROUP BY type"; $result = mysql_query($query) or die(mysql_error()); // Print out result while($row = mysql_fetch_array($result)){ echo "The most expensive ". $row['type']. " is $" .$row['MAX(price)']; echo "<br />"; } ?>
Display: The most expensive Clothing is $34.97 The most expensive Food is $8.73 The most expensive Music is $21.55 The most expensive Toy is $89.95
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COMPUTER TECHNICIAN (SECOND YEAR)
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COMPETENCY BASED LEARNING MATERIAL IN COMPUTER DRAWING
Introduction to Technical Drawing

Drawings have essential parts of the process of designing and both belong to the field of drafting. After the basic design has been established, drafting skills aid in the development and
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transmission of the wealth of data necessary for the production and assembly of the parts. For an automobile, a skyscraper, or a spacecraft, tens of thousands of drawings may be needed to convey all of the requirements of the finished product from the designers to the fabricators. What is the role of the designer? Prepare the plan for the transformation of concepts and ideas into concrete and tangible products using available resources. Technical drawing, also known as drafting, is the academic discipline of creating standardized technical drawings by architects, interior designers, drafters, design engineers, and related professionals. Standards and conventions for layout, line thickness, text size, symbols, view projections, descriptive geometry, dimensioning, and notation are used to create drawings that are ideally interpreted in only one way. A person who does drafting is known as a drafter. In some areas this person may be referred to as a drafting technician, draftsperson, or draughtsperson. This person creates technical drawings which are a form of specialized graphic communication. A technical drawing differs from a common drawing by how it is interpreted. A common drawing can hold many purposes and meanings, while a technical drawing is intended to concisely and clearly communicate all needed specifications to transform an idea into physical form.
Engineering Role
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Common Drafting Tools, Instruments, Equipment and Procedures

You are about to start learning the most common tools in drafting. These tools will make you draw easier and faster. Try your best to know these tools by heart because you will use them in your activities after this lesson.
1. The pencil is considered the most important tool of a draftsman. A draftsman is person who draws plans for architect or engineers. You cannot start your drawing without a pencil.
There are three (3) grades of pencils as shown in the table below: Grade Symbol Uses 1. Hand H -- Mechanical Drawing like plans of building & house 2. Medium HB/F -- Lettering 3. Soft - B -- Freehand sketching like charcoal rendering
Trivia: Mechanical Drawing a type of drawing which uses drawing tools and instruments Freehand Drawing a type of drawing which does not use any tool or equipment 2. Triangles are used for drawing vertical and inclined lines with the aid of a t-square.
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Two standard triangles are used by the drafters. One is the 30-60-degree triangle. The other is the 45-degree triangle. When laying out lines, triangles are placed firmly against the upper edge of the Tsquare. Pencils are placed against the left edge of the triangle, and lines drawn upwards, away from the edge. Parallel angular lines are made by moving the triangle to the right after each new line has been drawn.
3. T-square is a drawing tool that is used for drawing horizontal lines only. The head of the T-square is always anchored at the left side of the drawing table.
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4. French curve is a tool used for drawing irregular curve lines. It is made of celluloid material and can be bought in art supplies shops just like the triangles.
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5. Compass is used mainly to draw circles and circular curves of relatively short radius.
The large pivot joint compass is satisfactory for drawing circles of 25 mm to about 300 mm in diameter without an extension bar. The pivot joint provides enough friction to hold the legs of the compass in a set position. One of the legs is equipped with a setscrew for mounting either a pen or a pencil attachment on the compass. The metal point extends slightly more than the lead to compensate for the distance the point penetrates the paper.
6.Divider an instrument used for transferring measurements.
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7. Eraser instrument used for rubbing off mistakes drawn.
An erasing shield restricts the erasing area so that the correctly drawn lines will not be disturbed during the erasing procedure. It is made from a thin flat piece of metal with variously sized cutouts. The shield is used by placing it over the line to be erased and erasing through the cutout.
8. Drafting tape is used for fastening the drawing paper on the drawing board. The most commonly used tape is the masking tape for it does not destroy the surface of the paper.
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9. Protractor is a tool used for accurate angle measurement of lines. It is made of celluloid material or metal.
10. A drawing board is an inclined, flat and smooth surface. Its sides are angled 90 degrees and this is where the drawing paper is fastened.
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Elements of Guidelines
Guidelines are thin lines which serve as guide to ensure uniform height and width of letters. Guidelines are important in lettering. For better appreciation of the discussion, seethe parts of guidelines below:
Capline the uppermost thin line where uppercase and ascender letters must reach. Examples are letters D, F and T. Waistline the lines between the capline and the baseline. This is the height of lowercase letters belonging to the normal and ascender group like r, a, i, and n. Baseline the line where all letters rest except descenders like letter g. Dropline the line below the base where all lowercase descender letters must stop. To understand the technical terms that refers to letters There are 2 kinds of letters in the alphabet: Lowercase letters are grouped into 3: 1. Uppercase or capital letters 2. Lowercase or small letters 1. Ascenders like b, d, f, h, k, l, and t. 2. Normals like a, c, e, m, n, o etc. 3. Descenders like f, j, p, q and y.
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Ascenders are lowercase letters whose parts reach the capline. Normals are lowercase letters whose parts are confined between the waistline and the baseline. Descenders are lowercase letters whose stem touches the dropline. Dont forget! Always make your guidelines first before attempting to make any lettering, okay?
The Order of Strokes

Before you can learn good lettering you should first know the basic strokes forming each letter clearly. Study the drawing, particularly the parts of each letter.
The stem is the straight part of a letter. The lobe is the curved part of a letter. The swash is the inclined or diagonal part of a letter
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TEMPLATES TO BE DONE : Letter size: 2.50cm X 2.00cm, Wide letters size 2.50cm X 2.50cm Spacing : 1.00cm, Italics inclined by 0.50cm Plate #1 Single stroke Gothic Alphabets Capital Letters Do style B5 Capital letter Plate #2 Single Stroke Gothic Alphabets Small Letters Do style B5 Small Letter Plate #3 Single Stroke Gothic Italics Alphabets Capital Letters Do style B5 italicized Capital letter Plate #4 Single Stroke Gothic Italics Alphabets Small Letters Do style B5 italicized Small Letter
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ALPHABET OF LINES
The "Alphabet of Lines" is a list of line symbols that are used on technical drawings to represent the shape and describe the size of an object.
Each of the following lines is drawn at different thickness or darkness for contrast as well as according to the importance of the line. If two lines fall on top of one another (coinside), the more important line is shown. Visible lines take presidence over hidden lines and center lines; and hidden lines take presidence over center lines.
The chart list gives the name of the line; explains how the line is used; indicates the appropriate thickness or darkness; and provides the recommended pencil weight for drawing the line.
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Sketching and Line Techniques

Even in the world of high technology and computer skills, sketching is still one of the most important skills for engineers and designers. Sketching is one of the first steps in communicating ideas for a design, and it is used in every step thereafter. It is common practice for designers to prepare sketches that are turned over to drafters for conversion to finished work drawings. Sketches consist of straight and curved lines. With practice, you can become skilled in creating neat, sharp and clear sketches involving all types of lines introduced.
Sketching Lines
The lines used in creating sketches closely correspond to those used in creating technical drawings, except, of course, that they are not as sharp and crisp. The basic line types used in making sketches are: visible lines, hidden lines, center lines, dimension lines, sectioning lines, extension lines and cutting plane lines. These lines represent the various lines available for creating sketches. The character of each line should be closely monitored when making sketches.
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There are four types of sketches: orthographic, axonometric, oblique, and perspective. Orthographic sketching relates to flat impression of an object showing no depth. Six principal views of an object may be incorporated in an orthographic sketch: top, front, bottom, back, right side and left side. The views selected for use in a sketch depend on the nature of the subject and the judgment of the sketcher. Axonometric sketching may be isometric, dimetricor trimetric. The type most frequently used is isometric, in which length and width lines recede 30 to the horizontal and height lines are vertical
Oblique sketching involves a combination of a flat orthographic front surface, with depth lines receding at a selected angle, usually 45. Perspective sketching involves creating a graphic image of an object as seen by a human observer. Consequently, depth lines must recede to a hypothetical vanishing point, or points.
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TEMPLATES TO BE DONE : Plate #5 Alphabet of Lines Draw the following lines with the length of 10cm, and 5cm spacing between each other 1. Construction Line 2. Visible Line 3. Hidden Line 4. Center line 5. Cutting-Plane Line 6. Break lines (long & short) 7. Section Line 8. Cutting plane line 9. Dimension Line 10. Extension line 11. Leader Line 12. Phantom Line
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ISOMETRIC DRAWING
Isometric projection is a form of graphical projection, more specifically, a form of axonometric projection. It is a method of visually representing three-dimensional objects in two dimensions, in which the three coordinate axes appear equally foreshortened and the angles between any two of them are 120 degrees.
Isometric projection is a type of orthographic projection. Consider the glass box. In normal multi-view orthographic projection, the object is placed inside this imaginary glass box, so that the principal faces in the object are parallel to the faces of the glass box. In isometric projection the object, instead of having its faces parallel to the plane, it is rotated and tilted in such a way that all the principal faces on the object are inclined. The projected views are then drawn connected so that they do form an object rather than separated as they are for multiview orthographic projection. Isometric sketching is particularly useful for displaying conceptual design features on paper and communicating those features to others.
OBLIQUE DRAWING
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Oblique projection is a simple type of graphical projection used for producing pictorial, two-dimensional images of three-dimensional objects. Oblique drawing is a fairly simple method for pictorial drawing. It is often used when it is important to show the front (or side) of an object clearly.
Opposite is a cube with all edges the same length. To draw it in oblique projection follow three main rules: 1. Draw the front or side view of the object. 2. All measurements drawn backwards are half the original measurement. 3. 45 degrees is the angle for all lines drawn backwards. Example of a Oblique Drawing
Oblique drawings are designed to show a three dimensional view of an object. The width of the object will still be drawn as a horizontal line, but the depth can be drawn back at any angle. You can choose the best angle to make the drawing look the best. Datacom Institute of Computer Technology Page 1526
There are three types of obliques, cavalier, normal, and cabinet obliques. Cabinet drawings are when you cut the depth in half. Cavalier drawings are when you keep the depth the full measurement. Normal drawings are when you cut the depth by 3/4.
The following guide will present to you the ways to create an oblique drawing. You can use a picture of a Three-View drawing to get the dimensions. Using those dimensions you can make an oblique drawing. Start with the front view and draw the lines that you would see from the front would be light lines that overlap that idea of what the drawing would look not the final drawing of the object. construction view. These give you an like. This is
Then draw all the depth lines at an angle back from the front view.
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Connect all the lines that would be on the top view that you can now see in the oblique.
Now, once you have all the construction lines done, go over and darken the lines that should be the visible lines, the outline of the object. You have to think in 3D to do this. There are not going to be any hidden lines on an oblique drawing.
Orthographic Projection is a way of drawing an object from different directions. Usually a front, side and plan view are drawn so that a person looking at the drawing can see all the important sides. Orthographic drawings are useful especially when a design has been developed to a stage whereby it is almost ready to manufacture. An L-shaped object.
The Top View(Plan L-shape is drawn as a view, a view from The Front View is stood in front of the LThe Side View stood at the side. is
View) of the 'birds eye' above. drawn as shape. drawn as if
if
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The correct position of each view is shown below. They have been drawn very accurately, using T-Squares and set squares.
Another example of orthographic projection is shown below. Follow the blue, red and green guidelines as the front, side and plan view are constructed.
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The final arrangement of the views are shown in the drawing below. Notice how the symbol for third angle orthographic projection has been added and the paper has a title block and borderline.
PERSPECTIVE DRAWING
Perspective
Perspective drawings are based on how we perceive three dimensional objects. A photographic representation of an object will be perspective. Most significantly the distance from the observer effects lengths. Perspective drawings are the most realistic but distort angles and lengths.
Perspective Diagram Types

Perspective drawings use vanishing points to create an illusion of depth. They come in three different degrees of realism. 3-vanishing points All parallel lines on the represented by lines that three vanishing points. Each corresponds to the infinity one of the x, y, or z axis in Datacom Institute of Computer Technology object are converge on vanishing point at the end of threePage 1530
dimensional coordinate system. The further away the point the more the lines parallel lines. In other words perspective of a small object, less pronounced than in a the continues off into the vanishing represent the close up, is large object distance.
2-vanishing points This is the most common type of perspective drawing. Vertical lines remain parallel other lines move to vanishing points. three-dimensional effect is quite pronounced but construction is simpler than with three vanishing points.
but The the
The height of the notional observer can be adjusted to produce different perspective views.
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1-vanishing point This is a compromise between the oblique view and the perspective view. The front face is still drawn as two-dimensional object but then the edges of the side faces are drawn perspective.
a in
To draw in perspective, draw a horizon line and draw a vanishing point anywhere on the horizon. Lines which are parallel in real life are drawn to intersect at the vanishing point.
Distant figures appear smaller but have the same shape and proportions as they would close up. In geometry, we would say that the figures are similar.
To draw a box in one-point perspective, first draw the front of the box as a rectangle, using horizontal and vertical lines. Then choose a point to be the vanishing point. Draw lines radiating out from the vanishing point and passing through each of the four corners of the front of the box, as shown in step 1 below. The dotted line would actually not be seen if the box were solid, so we normally don't draw that edge. Then draw a horizontal line to represent the back top edge of the
box, and a vertical line for the back right edge as shown in step 2 below. The dimensions of the box can, of course, be anything you like.
Drawing in 2 point perspective step by step Draw one vertical line that is perpendicular (90 degrees) to the horizon line. This will form one corner of the cube shape that we're going to make, What you're doing now is laying the groundwork for some amazing drawings later. Just have some faith and I'll help you get there.
Next, draw lines from the top and bottom of the you drew in step one line back towards your two vanishing points. These lines will make the sides of the box. You should notice that these lines will naturally make triangles. If you can imagine this box as being so large that it went all the way back to the horizon that it would appear to get smaller and smaller as it gets closer to the horizon.
Now draw 2 more vertical lines between each of the triangle shapes. These lines will define the length and width of the box.
From the top of the lines that you added in step two draw another set of lines that go back to the vanishing points. You should note that these lines will cross. The point where they cross is the back corner of the top of your box. In the last step we'll clean up the construction lines and finish off the 2 point perspective drawing.
Remove any lines that are not necessary to define the box. I colored in my perspective box to make it more clear.
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TEMPLATES TO BE DONE Note: Before you start your templates you need to create a border line on your oslo paper. Follow the size of the border line in the figure below.
1cm
1cm
Drawing Area
Template Number:
Name:
Year/Course: 1cm
27cm 9cm
Instructor:
Date:
Plate #6 Orthographic Drawing and Isometric Drawing Plate #7 Isometric Drawing and One Point Perspective Drawing Plate #8 Isometric Drawing and Two Point Perspective Drawing Plate #9 Isometric Drawing and Three Point Perspective Drawing
Plate #10 Isometric Drawing and Perspective Drawing
[Insert scanned docs here]
Plate #11 Graphics/Video Card Plate #12 Network Interface Card (N.I.C.) Plate #13 Audio/Sound Card Plate #14 Types of Memory Card (RAM) Plate #15 Optical Drives (CDrom and DVDrom) Plate #16 Types of Processors Plate #17 Power Supply Unit (P.S.U.) Plate #18 Magnetic Drives (Floppy Disk and Harddisk ) Plate #19 Peripheral Component Plate #20 Motherboard
TEMPLATE 1
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TEMPLATE 2
Introduction to Technical Drawing Common Drafting Tools, Instruments, Equipment and Procedures
Page 1537
Elements of Guidelines The Order of Strokes Activity: Lettering Symbols
Basic Types of Drawing Isometric Drawing Oblique drawing Orthographic Drawings o Orthographic projection or Multiview Drawings o Dimensions o Auxiliary Views and Sectional Views Perspective Drawing o One point perspective Drawing o Two point perspective Drawing o Three point perspective Drawing Compilation Drawing Activity: (using basic diagram types) Lettering & Parts of a SYSTEM UNIT
TRIVIA: SEVEN KEYWORD OF DRAWING FORESHORTENING Distorting objects or parts of an object to create the illusion that one edge is actually closer to your eye. SHADING Adding darkness to a surface that is opposite an imaginary light source adds depth to your drawing.
SURFACE Drawing objects or parts of an object lower on the surface of the paper makes them appear closer (with exception of objects in space i.e. birds, clouds).
SIZE Generally, objects drawn larger will look closer, except when overlapping.
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CONTOUR LINES Lines wrapped around the contour of a round object adds volume and shape to the object.
OVERLAPPING Objects drawn in front of others will make the front objects appear closer.
DENSITY Images drawn darker, and with more detail, will appear closer than images drawn lighter and with less detail. This adds "atmosphere" to the drawing.
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COMPETENCY BASED LEARNING MATERIAL IN CIRCUIT DESIGN
Information Sheet # 1.0 Number System

Number System- A number system defines a set of values to represent quantity. We talk about the number of people attending a class, the number of modules taken by each student and use numbers to represent grade. Number System can be categorized in two systems:(a) Non-Positional Number System (b) Positional Number System Non-Positional Number System- In ancient times, people used to count on fingers, when the fingers became insufficient for counting, stones, pebbles or sticks were used to indicate values. But it was very difficult to perform arithmetic with such a number system as there is no symbol for zero. Positional Number System- In this system the value of each digit is defined not by the symbol but also by the symbol position. Positional Number System is used to perform arithmetic. Existing Positional number system is decimal number system. Apart from the decimal number system, there are binary number system, octal number system and hexadecimal number system. Base (Radix)- In the number system the base or radix tells the number of symbols used in the system. In the earlier days, different civilizations were using different radixes. The Egyptian used the radix 2, the Babylonians used the radix 60 and Mayans used 18 and 20. The base of a number system is indicated by a subscript (decimal number) and this will be followed by the value of the number. For example (952)10, (456)8, (314)16 Number System that are used by the computers Decimal System Binary System Octal System Hexadecimal System
1.1 BINARY NUMBER SYSTEM

WHAT IS BINARY SYSTEM? A binary method of notation can be used to describe the settings of binary components.
Power of two 210 29 28 27 26 25 24 23 22

Decimal value 1024 512 256 128 64 32 16 8 4

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21 20 2-1 2-2 2-3 2-4 2-5 2-6
2 1 1/2 = 0.5 1/4 = 0.25 1/8 = 0.125 1/16 = 0.0625 1/32 = 0.03125 1/64 = 0.015625
1.1.1 DECIMAL-BINARY CONVERSION To convert decimal whole numbers from base 10 to any other base, divide that number repeatedly by the value of the base to which the number is being converted. The division operation is repeated until the quotient is zero. The remainders written in reverse of the order in which they were obtained, from the new equivalent numeral. EXAMPLE: DIVISION QUOTIENT REMAINDERS
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139/2 69/2 34/2 17/2 8/2 4/2 2/2 1/2
69 34 17 8 4 2 1 0
1 1 0 1 0 0 0 1
Therefore: 139 = 10001011

10 2
DIVISION 42/2 11/2 5/2 2/2 1/2
QUOTIENT 11 5 2 1 0
REMAINDERS 0 1 1 0 1
Therefore: 4210 = 101102
DIVISION 112/2 56/2 28/2 14/2 7/2 3/2 1/2
QUOTIENT 56 28 14 7 3 1 0
REMAINDERS 0 0 0 0 1 1 0
Therefore: 11210 = 01100002
DIVISION 42/2 11/2 5/2 2/2 1/2
QUOTIENT 11 5 2 1 0
REMAINDERS 0 1 1 0 1
Therefore: 4210 = 101102
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DIVISION 87/2 43/2 21/2 10/2 5/2 2/2 1/2
QUOTIENT 43 21 10 5 2 1 0 1 1 1 0 1 0 1
REMAINDERS
Therefore: 8710 = 10101112
Bit & Byte Computer uses the binary system. Any physical system that can exist in two distinct states (e.g., 0-1, on-off, hi-lo, yes-no, up-down, north-south, etc.) has the potential of being used to represent numbers or characters.
A binary digit is called a bit. There are two possible states in a bit, usually expressed as 0 and 1. A series of eight bits strung together makes a byte, much as 12 makes a dozen. With 8 bits, or 8 binary digits, there exist 2^8=256 possible combinations. The following table shows some of these combinations. (The number enclosed in parentheses represents the decimal equivalent.)
00000000 00000001 00000010 00000011 00000100 00000101 00000110 00000111 00001000 00001001 00001010 00001011 00001100 00001101 00001110 00001111 ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( 0) 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) 00010000 00010001 00010010 00010011 00010100 00010101 00010110 00010111 00011000 00011001 00011010 00011011 00011100 00011101 00011110 00011111 ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( 16) 17) 18) 19) 20) 21) 22) 23) 24) 25) 26) 27) 28) 29) 30) 31) 00100000 00100001 00100010 00100011 00100100 00100101 00100110 00100111 00101000 00101001 00101010 00101011 00101100 00101101 00101110 00101111 ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( 32) 33) 34) 35) 36) 37) 38) 39) 40) 41) 42) 43) 44) 45) 46) 47) ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 01110000 01110001 01110010 01110011 01110100 01110101 01110110 01110111 01111000 01111001 01111010 01111011 01111100 01111101 01111110 01111111 (112) (113) (114) (115) (116) (117) (118) (119) (120) (121) (122) (123) (124) (125) (126) (127)
Activity Sheet # 1.1.1 Decimal- Binary Conversion Convert the following decimal to binary. Show your solution. 1. 2. 3. 4. 5. 6. 7. 2110 1710 10910 5710 3510 4510 3310
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8. 7810 9. 1210 10. 6710
Answer Key 1.1.1
Convert the following decimal to binary. 1. 2110 2. 1710 3. 10910 4. 5710 5. 3510 6. 4510 7. 3310 8. 7810 9. 1210 10. 6710 101012 100012 11011002 1110012 1000112 1011012 1000012 10011102 11002 10000112
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1.1.2 BINARY DECIMAL CONVERSION Binary numerals can be converted to decimal by the use of expanded notation. When this approach is used, the position values of the original numeral are written out. EXAMPLES: a) 1012 = 1*22 + 0*21 + 1*20 = 4 + 0 +1 = 510 b) 11002 = 1*23 + 1*22 + 0*21 +0*20 =8+4+0+0 = 1210 c) 1001102 = 1*25 + 0*24 + 0*23 + 1*22 + 1*21 + 0*20 = 32 + 0 + 0 + 4 + 2 + 0 = 3810 d) 1111112 = 1*25 + 1*24 + 1*23 + 1*22 + 1*21 + 1*20 =32 + 16 + 8 + 4+ 2+ 1 =6310
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Since either 0 or 1 weight each power of two, the binary number is the sum of those place values in which the 1 appears. This sum at once gives us the decimal equivalent of the binary number. Sometimes it is necessary to indicate a subscript 2 to distinguish a binary number. For example, we write 100010112 if it is not clear from the convert that 100001011 is a binary number rather than a decimal number.
Table 1-1 lists the binary representations of the integers from 0 to 25, with the place values of the bits shown at the top of the table.
DECIMAL NUMBER 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Table 1-1 16s 8s
4s
2s
1s 0 1 0 1 0 1 1 0 1 0 1 0 1 0 1 0 1 0 1 0
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1 1 1 1 1
1 1 1 1 1 1 1 1 0 0 0 0 0
1 1 1 0 0 0 0 1 1 1 1 0 0 0 0 1
1 1 0 0 1 0 0 1 1 0 0 1 1 0 0 1 1 0
21 22 23 24 25
1 1 1 1 1
0 0 0 1 1
1 1 1 0 0
0 1 1 0 0
1 0 1 0 1
Activity Sheet # 1.1.2 Binary- Decimal Conversion Convert the following Binary to Decimal. Show your solution. 1. 100012 2. 101012 3. 111002 4. 001012 5. 000112 6. 100112 7. 000012 8. 0102 9. 1002 10. 1112
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ANSWER KEY 1.1.2 Binary- Decimal Conversion
Convert the following Binary to Decimal System. 1. 100012 2. 101012 3. 111002 4. 001012 5. 000112 6. 100112 7. 000012 8. 0102 9. 1002 10. 1112 1710 2110 2810 510 310 1910 110 210 410 710
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1.2 OCTAL NUMBER SYSTEM

WHAT IS OCTAL SYSTEM? The octal number system was adapted because of the difficulty of dealing with long strings of binary 0s and 1s in converting them into decimal. The octal number system was adapted because if the difficulty of dealing with long strings of binary 0s and 1s in converting them into decimals. 1.2.1 DECIMAL OCTAL CONVERSION When converting from decimal to octal, we divide the decimal number by eight and note the remainders after each division. This technique is called the remainder method. When the divide operation produces a quotient or result of zero, then the process is terminated. Decimal Number Octal Number 0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 10 9 11
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Example: a) 1810 = N8 Division 18/8 = 2 2/8 = 0 b) 22510 = N8 Division 225/8 = 31 31/8 = 3 3/8 = 0
12 13 14 15 16 14 20 21 22 23 24 25 26 27 30
Remainders 2 2 Therefore: 1810 = 228
Remainders 7 7 3 Therefore: 22510 = 3378
a) 396510 = N8 Division 3965/8 = 495 495/8 = 61 61/8 = 7 7/8 = 0
Remainders 5 7 5 7 Therefore: 396510 = 75758
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Activity Sheet # 1.2.1 DECIMAL TO OCTAL Convert the following Decimal to Octal. Show your solution
1. 3210 2. 6410 3. 5710 4. 10910 5. 1810 6. 3510 7. 1010 8. 3310 9. 25510 10. 12010
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Answer Key 1.2.1
Convert the following decimal to octal. 1. 3210 2. 6410 3. 5710 4. 10910 5. 1810 6. 3510 7. 1010 8. 3310 9. 25510 10. 12010 408 808 718 1378 228 438 128 418 3778 1708
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1.2.2 OCTAL DECIMAL In the octal number each digit corresponds to a power of 8. The positional notation of these digits are shown in table 20-2. To convert from octal of decimal, multiply each octal digit by its positional value and the add the resulting products. For example, the decimal equivalent of the following octal numbers are: Example: a) 258 = 2*81 + 5*80 = 16 + 5 = 2110
(Therefore: 258 = 2110)
b) 4608 = 4*82 + 6*81+ 0*80 = 256 + 48 + 0 = 30410 (Therefore: 4608 = 30410) c) 15.358 = 1*81 + 5*80 + 3*8-1 + 5*8-2 = 8 + 5 + 3/8 + 5/64 = 13.45312510 (Therefore: 15.358 = 13.45312510)
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Activity Sheet # 1.2.2 OCTAL TO DECIMAL Convert the following Octal to Decimal system. Show your solution. 8. 348 9. 568 10. 448 11. 128 12. 608 13. 1008 14. 1258 15. 778 16. 11018 17. 2148
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Answer Key 1.2.2
Convert the following octal to decimal system.
1. 348 2. 568 3. 448 4. 128 5. 608 6. 1008 7. 1258 8. 778 9. 11018 10. 2148
2810 4610 3610 1010 4810 6410 8510 6310 57710 14010
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1.2.3 OCTAL BINARY CONVERSION The most important use of octal numbers lies on octal binary conversions. The relationship between octal number and binary numbers is given. With this tabulation, any octal number (up to 7) may be converted to one at time to its binary equivalent. Note that each octal digit is converted to one at time to its binary equivalent. The following examples are given to illustrate the simple process of conversion.
a) 458 =(?)2
Since: 48 = 1002 and 58 = 1012 Therefore: 458 = 100 1012
b) 7328 = (?)2
Since: 78 = 1112, 38 = 0112, and and 28 = 0102 Therefore: 7328 = 111 011 0102
c) 124.578 = (?)2
Since: 18 = 0012 , 28 = 0102, 48 = 1002 , 58 = 1012, and 78 = 1112
Therefore: 124.578 = 001 010 100.101 1112

1.2.4 BINARY OCTAL CONVERSION Converting from binary total is the reverse of the procedure illustrated. It is important to group the bits in threes, starting at the binary point, working both ways, then converting each group of three to its octal equivalent. Zeroes are added to each end to complete group. a) 10110111 = (?)8 Grouping the bits into threes: 101101112 = 010 110 1112 or 2678
b) 1011.01101 = (?)8 Grouping the bits into threes: 1011.01101 = 001 011. 011 0102 or 13.328 c) 1010100. 101111 = (?)8 Grouping the bits into threes: 1010100. 1011112 = 001 010 100. 101 1112 or 124.578
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ACTIVITY SHEET # 1.2.3-4 OCTAL TO BINARY AND BINARY TO OCTAL Convert the following octal to binary. Show your solution. 1. 2. 3. 4. 5. 2778 1238 458 758 1368
Convert the following Binary to octal System. Show your solution. 1. 2. 3. 4. 5. 100102 11002 10012 10110102 10111011102
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Answer Key Activity Sheet 1.2.3-4
Convert the following octal to binary 1. 2778 2. 1238 3. 458 4. 758 5. 1368 110111012 11000012 001001012 1111012 10111102
Convert the following Binary to octal System 1. 100102 2. 11002 3. 10012 4. 10110102 228 148 118 1328 13568
5. 10111011102 -
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1.3 HEXADECIMAL NUMBER SYSTEM

The hexadecimal numeral system, also known as just hex, is a numeral system made up of 16 symbols (base 16). It uses the common symbols in the decimal numeral system (0 through 9) and includes six extra symbols. These symbols are characters taken from the English alphabet: A, B, C, D, E and F. The hexadecimal system replaced the octal numeral system for much of the work done on computers. The most commonly used form of binary is the byte. This is eight binary digits (bits). Hexadecimal only needs two digits to show the information in one byte of data. As computers become more advanced, they tend to use larger groups of bits but they use multiples of 8 (16, 24, 32, 64, etc). Hexadecimal makes it easier to write these large binary numbers. Hexadecimal numbers are written with subscript "16" after the number. For example, 63 16 means 63 hexadecimal.
Hexadecimal is similar to the octal numeral system (base 8) because each can be easily compared to the binary numeral system. Hexadecimal uses a four-bit binary coding. This means that each digit in hexadecimal is the same as four digits in binary. Octal uses a three-bit binary system.
Hex Binary Octal Decimal 0 0 0 0 1 1 1 1 2 10 2 2 3 11 3 3 4 100 4 4 5 101 5 5 6 110 6 6 7 111 7 7 Hex 10 11 Binary
Hex Binary Octal Decimal 8 1000 10 8 9 1001 11 9 A 1010 12 10 B 1011 13 11 C 1100 14 12 D 1101 15 13 E 1110 16 14 F 1111 17 15 Octal Decimal 1 0000 20 16 1 0001 21 17
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24 10 0100 44 5E 101 1110 136 100 1 0000 0000 400 5C2 101 1100 0010 2702 1000 1 0000 0000 0000 10000 FACE 1111 1010 1100 1110 175326
36 94 256 1474 4096 64206
1.3.1 Binary to hexadecimal

Changing a number from binary to hex uses a grouping method. The binary number is separated into groups of four digits starting from the right. These groups are then converted to hexadecimal digits as shown in the chart above for the hexadecimal numbers 0 through F. To change from hexadecimal, the reverse is done. The hex digits are each changed to binary and the grouping is usually removed.
Binary 01100101 010010110110 Groupings 0110 0101 0100 1011 0110 Hex 65 4B6
1101011101011010 1101 0111 0101 1010 D75A
1.3.2 Hexadecimal to decimal

To convert a number from hexadecimal to decimal, do the following: 1) Take the least significant hexadecimal digit. That is the digit on the right end. If it is 0 thru 9 leave it at that value. If it is A or above convert it to 10 thru 15. This will be the first item in a sum. 2) Take the second-least significant digit. That is next to the digit on the right end. Do the above but multiply the value obtained by 16. Add this to the sum. 3) Take the third-least significant digit and convert is as in 1) above, then multiply it by 162 (that is, 16 squared, or 256). Add it to the sum. 4) Repeat the above for more places. For each new place, add one more to the power of 16. Because hexadecimal uses extra symbols, it is important to remember the decimal value of each of the symbols: A = 10, B = 11, C = 12, D = 13, E = 14, and F = 15.
Location Datacom Institute of Computer Technology Page 1562
2 16(161)
1 1 (160)
Values: 1048576 (165) 65536 (164) 4096 (163) 256 (162)
Example: 5F16 and 342516 to decimal

5F16 to decimal Hex 5F16 Decimal = ( 5 x 16 ) + = 5F16 = 95 80 + ( 15 x 1) 15 342516 to decimal Hex Decimal
342516 = ( 3 x 4096 ) + ( 4 x 256 ) + ( 2 x 16) + ( 5 x 1 ) = 12288 + 1024 + 32 + 5
342516 = 13349
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Activity Sheet # 1.3.1-2 DECIMAL TO HEXADECIMAL & HEXADECIMAL TO DECIMAL

Convert the following Hexadecimal to Decimal. Show your solution. 1. 2. 3. 4. 5. 1016 CD16 2B16 1AF16 3EE16
Convert the following Decimal to Hexadecimal. Show your solution. 1. 2. 3. 4. 5. 1110 15310 16910 25810 215310
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Answer key # 1.3.1-2 DECIMAL TO HEXADECIMAL & HEXADECIMAL TO DECIMAL

Convert the following Hexadecimal to Decimal. 1. 1016 2. CD16 3. 2B16 4. 1AF16 5. 3EE16 1610 20510 4310 43110 100610
Convert the following Decimal to Hexadecimal. 6. 7. 8. 9. 10. 1110 15310 16910 25810 215310 B16 9916 A916 10216 86916
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SELF-CHECK # 1 NUMBER SYSTEM Fill the missing box by converting each number system. Show your solution. DECIMAL 50 1001 302 2A 89 100011 203 2BC 512 1010101011 BINARY OCTAL HEXADECIMAL
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ANSWER KEY # 1 NUMBER SYSTEM Fill the missing box by converting each number system. DECIMAL 50 9 194 42 89 35 131 700 512 683 BINARY 110010 1001 11000010 101010 1011001 100011 10000011 1010111100 1000000000 1010101011 OCTAL 62 11 302 52 131 43 203 1274 1000 1253 HEXADECIMAL 32 9 C2 2A 59 23 83 2BC 200 2AB
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Learning Outcome 2: Operations Learning Steps
with Number System

Resource Information Sheet # 2.0 Activity Sheet # 2.1 Answer Key # 2.1 Information Sheet # 2.2 Activity Sheet # 2.2 Answer Key # 2.2 Information Sheet # 2.3 Activity Sheet # 2.3 Answer Key # 2.3 Self-Check # 2 Answer Key # 2
Read Information Sheet # 2.0 Operations with Number System and Information Sheet # 2.1 Binary Arithmetic Answer Activity Sheet # 2.1 Compare answer of Activity Sheet # 2.1 to Answer Key # 2.1 Read Information Sheet # 2.2 Octal Arithmetic Answer Activity Sheet # 2.2 Compare answer of Activity Sheet # 2.2 to Answer Key # 2.2 Read Information Sheet # 2.3 Hexadecimal Arithmetic Answer Activity Sheet # 2.3 Compare answer of Activity Sheet # 2.3 to Answer Key # 2.3 Answer Self-Check # 2 Compare answer of Activity Sheet # 2 to Answer Key # 2
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Information Sheet # 2.0 Operations with Number System 2.1 Binary Arithmetic
Arithmetic in binary is much like arithmetic in other numeral systems. Addition, subtraction, multiplication, and division can be performed on binary numerals.
2.1.1 Addition
The simplest arithmetic operation in binary is addition. Adding two single-digit binary numbers is relatively simple, using a form of carrying: 0+00 0+11 1+01 1 + 1 0, carry 1 (since 1 + 1 = 0 + 1 binary 10) Adding two "1" digits produces a digit "0", while 1 will have to be added to the next column. This is similar to what happens in decimal when certain single-digit numbers are added together; if the result equals or exceeds the value of the radix (10), the digit to the left is incremented: 5 + 5 0, carry 1 (since 5 + 5 = 0 + 1 10) 7 + 9 6, carry 1 (since 7 + 9 = 6 + 1 10) This is known as carrying. When the result of an addition exceeds the value of a digit, the procedure is to "carry" the excess amount divided by the radix (that is, 10/10) to the left, adding it to the next positional value. This is correct since the next position has a weight that is higher by a factor equal to the radix. Carrying works the same way in binary: Example:
1 1 1 1 1 (carried digits) 0 1 1 0 1 + 1 0 1 1 1 ------------= 1 0 0 1 0 0
In this example, two numerals are being added together: 011012 (1310) and 101112 (2310). The top row shows the carry bits used. Starting in the rightmost column, 1 + 1 = 102. The 1 is carried to the left, and the 0 is written at the bottom of the rightmost column. The second column from the right is added: 1 + 0 + 1 = 102 again; the 1 is carried, and 0 is written at the bottom. The third column: 1 + 1 + 1 = 112. This time, a 1 is carried, and a 1 is written in the bottom row. Proceeding like this gives the final answer 1001002 (36 decimal).
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2.1.2 Subtraction
Subtraction works in much the same way: 000 0 1 1, borrow 1 101 110 Subtracting a "1" digit from a "0" digit produces the digit "1", while 1 will have to be subtracted from the next column. This is known as borrowing. The principle is the same as for carrying. When the result of a subtraction is less than 0, the least possible value of a digit, the procedure is to "borrow" the deficit divided by the radix (that is, 10/10) from the left, subtracting it from the next positional value. Example:
* * * * (starred columns are borrowed from) 1 1 0 1 1 1 0 1 0 1 1 1 ---------------= 1 0 1 0 1 1 1
2.1.3 Multiplication
Multiplication in binary is similar to its decimal counterpart. Two numbers A and B can be multiplied by partial products: for each digit in B, the product of that digit in A is calculated and written on a new line, shifted leftward so that its rightmost digit lines up with the digit in B that was used. The sum of all these partial products gives the final result. Since there are only two digits in binary, there are only two possible outcomes of each partial multiplication:

If the digit in B is 0, the partial product is also 0 If the digit in B is 1, the partial product is equal to A
For example, the binary numbers 1011 and 1010 are multiplied as follows:
1 0 1 1 1 0 1 0 --------0 0 0 0
(A) (B) Corresponds to a zero in B
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+ 1 0 1 1 + 0 0 0 0 + 1 0 1 1 --------------= 1 1 0 1 1 1 0
Corresponds to a one in B
Binary numbers can also be multiplied with bits after a binary point:
1 0 1.1 0 1 (A) (5.625 in decimal) 1 1 0.0 1 (B) (6.25 in decimal) ------------1.0 1 1 0 1 Corresponds to a one in B + 0 0.0 0 0 0 Corresponds to a zero in B + 0 0 0.0 0 0 + 1 0 1 1.0 1 + 1 0 1 1 0.1 ----------------------= 1 0 0 0 1 1.0 0 1 0 1 (35.15625 in decimal)
2.1.4 Division
Binary division is again similar to its decimal counterpart: Here, the divisor is 1012, or 5 decimal, while the dividend is 110112, or 27 decimal. The procedure is the same as that of decimal long division; here, the divisor 1012 goes into the first three digits 1102 of the dividend one time, so a "1" is written on the top line. This result is multiplied by the divisor, and subtracted from the first three digits of the dividend; the next digit (a "1") is included to obtain a new three-digit sequence: Example:
1 ___________ ) 1 1 0 1 1 1 1 0 1 ----0 1 1
1 0 1
The procedure is then repeated with the new sequence, continuing until the digits in the dividend have been exhausted:
1 0 1
1 0 1 ___________ ) 1 1 0 1 1 1 0 1 ----0 1 1 0 0 0 ----1 1 1 1 0 1 ----1 0
Thus, the quotient of 110112 divided by 1012 is 1012, as shown on the top line, while the remainder, shown on the bottom line, is 102. In decimal, 27 divided by 5 is 5, with a remainder of 2.
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Activity Sheet # 2.1 Binary Arithmetic

Add the following. Show your solution. 1. 2. 3. 4. 5. 10110 + 10111 101101 + 1101 + 10100 10111 + 10101 + 00010 111111 + 100001 + 10100 10101010 + 1100110011
Subtract the following. Show your solution. 1. 2. 3. 4. 5. 101010 100111 110011 10100 1000011 101110 111000111 101010101 10110110110 1110110101
Multiply the following. Show your solution. 1. 2. 3. 4. 5. 1001 x 1011 1110110 x 1010 10011100 x 111 101010 x 10101 110011 x 110110
Divide the following. Show your solution. 1. 2. 3. 4. 5. 11011 101 1001101 1101 110110 1100 10101111 11010 111101111 11010
Page 1573
Answer Key # 2.1 Binary Arithmetic

Add the following. 1. 2. 3. 4. 5. 10110 + 10111 101101 + 1101 + 10100 10111 + 10101 + 00010 111111 + 100001 + 10100 10101010 + 1100110011 =101101 =1001110 =111010 =1110100 =1111011101
Subtract the following. 1. 2. 3. 4. 5. 101010 100111 110011 10100 1000011 101110 111000111 101010101 10110110110 1110110101 =11 =11111 =10101 =1110010 =1000000001
Multiply the following. 1. 2. 3. 4. 5. 1001 x 1011 1110110 x 1010 10011100 x 111 101010 x 10101 110011 x 110110 =1100011 =10010011100 =10001000100 =1101110010 =101011000010
Divide the following. 1. 2. 3. 4. 5. 11011 101 1001101 1101 110110 1100 10101111 11010 111101111 11010 =101 =101 =100 =110 =10011
Page 1574
2.2 Octal Arithmetic 2.2.1 Addition

Example:
The octal addition table in table 2-1 will be of benefit to you until you are accustomed to adding octal numbers. To use the table, simply follow the directions used in this example: Add: 68 and 58 Table 2-1
Page 1575
2.2.2 Subtraction
The subtraction of octal numbers follows the same rules as the subtraction of numbers in any other number system. The only variation is in the quantity of the borrow. In the decimal system, you had to borrow a group of 1010. In the binary system, you borrowed a group of 210. In the octal system you will borrow a group of 810. Consider the subtraction of 1 from 10 in decimal, binary, and octal number systems:
In each example, you cannot subtract 1 from 0 and have a positive difference. You must use a borrow from the next column of numbers. Let's examine the above problems and show the borrow as a decimal quantity for clarity:
When you use the borrow, the column you borrow from is reduced by 1, and the amount of the borrow is added to the column of the minuend being subtracted. The following examples show this procedure:
In the octal example 78 cannot be subtracted from 68, so you must borrow from the 4. Reduce the 4 by 1 and add 108 (the borrow) to the 68 in the minuend. By subtracting 78 from 168, you get a difference of 78. Write this number in the difference line and bring down the 3. You may need to refer to table 2-1, the octal addition table, until you are familiar with octal numbers. To use the table for subtraction, follow these directions. Locate the subtrahend in column Y. Now find where this line intersects with the minuend in area Z. The remainder, or difference, will be in row X directly above this point.
Page 1576
Activity Sheet # 2.2 Octal Arithmetic

Add the following. Show your solution. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1274 + 1110 245 + 357 + 652 1546 + 475 + 654 12321 + 7543 + 66551 125 + 12 + 77 + 555 156 + 257 555 + 666 + 111 100 + 241 + 113 124 + 241 + 412 547 + 54716 + 47210
Subtract the following. Show your solution. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 200 126 1406 762 4215 576 17162 6547 1000 777 70401 4175 7431 7377 124703 35744 1230 405 74530 65567
Page 1577
2.3 Hexadecimal Arithmetic 2.3.1 Addition

Decimal basic concepts: Decimal is base 10. There are 10 digits in counting (0, 1, 2, 3, 4, 5, 6, 7, 8, 9) When you reach 10, you carry a 1 over to the next column The number after 9 is 10
Hexadecimal basic concepts: Hexadecimal is base 16. There are 16 digits in counting (0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B, C, D, E, F) When you reach 16, you carry a 1 over to the next column The number after F (decimal 15) is 10 in hex (or 16 in decimal)
Use the following steps to perform hexadecimal addition:
1.
Add one column at a time.
2.
Convert to decimal and add the numbers.
3a.
If the result of step two is 16 or larger subtract the result from 16 and carry 1 to the next column.
3b.
If the result of step two is less than 16, convert the number to hexadecimal.
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Example: (Use the color code in each step to see whats happening)
The problem: A You are to add these numbers: E C D 5 6 A 9 9 4
Carry Over: 1. Add one column at a time 2. Convert to decimal & add (9 + 4 = 13) 3. Follow less than 16 rule Decimal 13 is hexadecimal D A E C D 5 6 A 9 9 4 D
Carry Over: 1. 2. 3. Add next column Convert to decimal & add (10 + 9 = 19) Follow 16 or larger than 16 rule (19 16 = 3 carry a 1) A E C D
1 5 6 A 9 3 9 4 D
Carry Over: 1. 2. 3. Add next column Convert to decimal & add (1 + 5 + 6 = 12) Follow less than 16 rule, convert to hex Decimal 12 is hexadecimal C A E C D
1 5 6 C A 9 3 9 4 D
Carry Over: Datacom Institute of Computer Technology
1 Page 1579
1. 2. 3.
Add next column Convert to decimal & add (12 + 13 = 25) Follow 16 or larger than 16 rule (25 16 = 9 carry a 1)
A E
C D 9
5 6 C
A 9 3
9 4 D
Carry Over: 1. 2. 3. Add next column Convert and add (1 + 10 + 11 = 22) Follow 16 or larger than 16 rule (22 16 = 6 carry a 1)
1 A B 6 C D 9 5 6 C A 9 3 9 4 D
Carry Over: 1. 2. 3. Add next column Convert and add (1 + 0 + 0 = 1) Follow less than 16 rule
1 0 0 1 A B 6 C D 9 5 6 C A 9 3 9 4 D
2.3.2 Subtraction
Page 1580
In this first step, B cannot be subtracted from 7, so you take a borrow of 1016 from the next higher value column. Add the borrow to the 7 in the minuend; then subtract (1716 minus B16 equals C16). Reduce the number from which the borrow was taken (3) by 1. To subtract 416 from 216 also requires a borrow, as shown below: Borrow 1016 from the A and reduce the minuend by 1. Add the borrow to the 2 and subtract 416 from 1216. The difference is E. When solved the problem looks like this: Remember that the borrow is 1016 not 1010. There may be times when you need to borrow from a column that has a 0 in the minuend. In that case, you borrow from the next highest value column, which will provide you with a value in the 0 column that you can borrow from. To subtract A from 7, you must borrow. To borrow you must first borrow from the 2. The 0 becomes 1016, which can give up a borrow. Reduce the 1016 by 1 to provide a borrow for the 7. Reducing 1016 by 1 equals F. Subtracting A16 from 1716 gives you D16. Bring down the 1 and F for a difference of 1FD16. Now lets practice what weve learned by solving the following hex subtraction problems Activity Sheet # 2.3 Hexadecimal Arithmetic
Add the following. Show your solution. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 14A + 26B 1AD + 20C 98 + A + 1F 1101 + ABCD 15DA + 590B 90EE + ACED A1B2 + C3D4 00AB3 + 12A2 + 1FA0 9B544 + 156ACA + 1FE ACDB3 + 159EBA + 2AA
Subtract the following. Show your solution. Datacom Institute of Computer Technology Page 1581
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
A0 10 5DA1 12FF 7500 6ACE C300 5110 153A A0F 909A FFE ACE 9BE 14000 ABCD 15 F 101 AF
Page 1582
SELF-CHECK # 2 OPERATIONS WITH NUMBER SYSTEM

Perform the following operation as indicated. Show your solution.
111110002 101010012 11011112 11111112 11110011 101111002 32748 54318 2658 3728
2DB8A16 _ 3CE516 9F6B16 2A7B316 x 4CE16
11001011111102 111110112 402038 558
Page 1583
Learning Outcome 3: Analog Learning Steps
& Digital Switching

Resource Information Sheet # 3.0 Information Sheet # 3.1 Information Sheet # 3.2 Activity Sheet # 3.1 Self-Check # 3 Answer Key # 3
Read Information Sheet # 3.0 Read Information Sheet # 3.1 Read Information Sheet # 3.2 Answer Activity Sheet # 3.1 Compare answer of Activity Sheet # 3.1 to Answer Key # 3.1 Answer Self-Check # 3 Compare answer of Self-Check # 3 to Answer Key # 3
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Information Sheet # 3.0 Analog and Digital Switching

DIGITAL AND ANALOG ELECTRONICS SYSTEMS Electronics is further divided into two main categories: analog and digital. Analog electronics deals with the analog systems, in which signals are free to take any possible numerical value. Digital electronics deals with digital or discrete systems, which has signals that take on only a limited range of values. Practical systems are often hybrids having both analog and discrete components. Analog as in the term analogous, is used to represent the variation of an electrical quantity when a corresponding physical phenomenon varies. For example, when the flow of fluid through a pipe increases, an analog meter monitoring the flow may generate a larger voltage (or other electric quantity), which can then be displayed on a scale calibrated to indicate flow rate. Most quantities in nature are inherently analogtemperature, pressure, flow, light intensity change, loudness of sound, current flow in a circuit, or voltage variations. Digital signals are characterized by discrete variations or jumps in their values. They are useful in producing information about a system. For example, in the case of a sensor monitoring the flow rate in a water canal, it might be sufficient to know whether the flow has reached a critical level, rather than monitoring every possible value of the flow. All values below this critical flow value could be regarded as part of the normal functioning of the system. Hence, when the critical flow value is passed the sensor could trip (switch on), and for normal flow values it would remain off. It can be seen right away that only the values of interest are being used (noncritical flow, critical flow). These in turn can be represented by two conditions of a flow switchopen when the flow is non-critical, and closed when the flow has reached critical.
ADVANTAGES OF DIGITAL SYSTEMS
Storage space in digital devices can be increased or decreased based on the application. While hard disks used inside computer systems can store enormous quantities of data in various electronic formats, other mobile devices such as cell phones are limited in their storage.
Page 1585
The accuracy of digital devices can also be increased based on the precision needed in an application. Digital devices are less susceptible to electrical interference, temperature and humidity variations as compared to analog devices, since they uses discrete values corresponding to different values, not a continuous range of values. Digital devices can be mass manufactured, and with the increase in fabrication technologies, the number of defects in manufactured integrated circuits (ICs) has reduced considerably. The design of digital systems is easier as compared to analog systems. This is in part because progressively larger digital systems can be built using the same principles which apply to much smaller digital systems. There are several different types of programmable digital devices. This makes it possible to change the functionality of a device. DISADVANTAGES OF DIGITAL SYSTEMS The world around us is analog in general. For example it has continuous variations in temperature, pressure, flow, pressure, sound and light intensity. For a digital system to process this type of information, some accuracy will be sacrificed and delays due to conversion and processing times will be introduced. Digital devices use components such as transistors which exhibit analog behavior and it is important to ensure that these properties do not dominate in the digital circuit. 3.1 Basic Logic Gates Digital systems are said to be constructed by using logic gates. These gates are the AND, OR, NOT, NAND, NOR, EXOR and EXNOR gates. The basic operations are described below with the aid of truth tables. AND gate
The AND gate is an electronic circuit that gives a high output (1) only if all its inputs are high. A dot (.) is used to show the AND operation i.e. A.B. Bear in mind that this dot is sometimes omitted i.e. AB
Page 1586
OR gate
The OR gate is an electronic circuit that gives a high output (1) if one or more of its inputs are high. A plus (+) is used to show the OR operation.
NOT gate
The NOT gate is an electronic circuit that produces an inverted version of the input at its output. It is also known as an inverter. If the input variable is A, the inverted output is known as NOT A. This is also shown as A', or A with a bar over the top, as shown at the outputs. The diagrams below show two ways that the NAND logic gate can be configured to produce a NOT gate. It can also be done using NOR logic gates in the same way.
NAND gate
This is a NOT-AND gate which is equal to an AND gate followed by a NOT gate. The outputs of all NAND gates are high if any of the inputs are low. The symbol is an AND gate with a small circle on the output. The small circle represents inversion.
Page 1587
NOR gate
This is a NOT-OR gate which is equal to an OR gate followed by a NOT gate. The outputs of all NOR gates are low if any of the inputs are high. The symbol is an OR gate with a small circle on the output. The small circle represents inversion.
EXOR gate
The 'Exclusive-OR' gate is a circuit which will give a high output if either, but not both, of its two inputs are high. An encircled plus sign ( ) is used to show the EOR operation. EXNOR gate
The 'Exclusive-NOR' gate circuit does the opposite to the EOR gate. It will give a low output if either, but not both, of its two inputs are high. The symbol is an EXOR gate with a small circle on the output. The small circle represents inversion.
The NAND and NOR gates are called universal functions since with either one the AND and OR functions and NOT can be generated. Note:
A function in sum of products form can be implemented using NAND gates by replacing all AND and OR gates by NAND gates. A function in product of sums form can be implemented using NOR gates by replacing all AND and OR gates by NOR gates. 3.2 Introduction to Boolean Algebra Boolean algebra is a deductive mathematical system closed over the values zero and one (false and true). A binary operator "" defined over this set of values accepts a pair of boolean inputs and produces a single boolean value. For example, the boolean AND operator accepts two boolean inputs and produces a single boolean output (the logical AND of the two inputs). For any given algebra system, there are some initial assumptions, or postulates, that the system follows. You can deduce additional rules, theorems, and other properties of the system from this basic set of postulates. Boolean algebra systems often employ the following Laws and Theorems: T1 : Commutative Law (a) A + B = B + A (b) A B = B A T2 : Associate Law (a) (A + B) + C = A + (B + C) (b) (A B) C = A (B C) T3 : Distributive Law (a) A (B + C) = A B + A C (b) A + (B C) = (A + B) (A + C) T4 : Identity Law (a) A + A = A (b) A A = A T5 : (a) (b) T6 : Redundance Law (a) A + A B = A (b) A (A + B) = A T7 : (a) 0 + A = A (b) 0 A = 0 T8 : (a) 1 + A = 1 (b) 1 A = A
T9 :
Page 1589
(a) (b) T10 : (a) (b) T11 : De Morgan's Theorem (a) (b) Example: Prove T10 : (a) (1) Algebraically:
(2) Using the truth table:
Using the laws given above, complicated expressions can be simplified.
Activity Sheet # 3.1 Basic Logic Gates
Identify each of these logic gates by name, and complete their respective truth tables:
Page 1590
Page 1591
SELF-CHECK 3.0 Analog & Digital Switching Enumerate the following: 1. Advantages and disadvantages of digital circuits? 2. 7 Basic Logic Gates: o Symbol o Truth Tables
Page 1592
UNIT TITLE : TERMINATE AND CONNECT ELECTRICAL WIRING AND ELECTRONICS CIRCUIT CIRCUIT DESIGN ELC724202 This unit covers the knowledge, skills, (and) attitudes and values needed to terminate and connect electrical wiring and electronic circuits PERFORMANCE CRITERIA ELEMENT
Italicized terms are elaborated in the Range of Variables
MODULE TITLE UNIT CODE
: :
MODULE DESCRIPTOR :
Plan and prepare for termination/connection of electrical wiring/electronics circuits
1.1. 1.2. 1.3. 1.4.
Materials are checked according to specifications and tasks Appropriate tools and equipment are selected according to tasks requirements Task is planned to ensure OH & S guidelines and procedures are followed Electrical wiring/electronic circuits are correctly prepared for connecting/termination in accordance with instructions and work site procedures Safety procedures in using tools are observed at all times and appropriate personal protective equipment are used All work undertaken safely in accordance with the workplace and standard procedures Appropriate range of methods in termination/connection are used according to specifications, manufacturers requirements and safety Correct sequence of operation is followed Accessories used are adjusted, if necessary Confirm termination/connection undertaken successfully in accordance with job specification Testing of all completed termination/ connections of electric wiring/electronic circuits is conducted for compliance with specifications and regulations using appropriate procedures and equipment Wiring and circuits are checked using specified testing procedures Unplanned events or conditions are responded to in accordance with established procedures
Terminate/connect electrical wiring/electronic circuits
2.1. 2.2. 2.3.
2.4. 2.5. 2.6. 3.1.
Test termination/ connections of electrical wiring/electronics circuits
3.2. 3.3.
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RANGE OF VARIABLES
VARIABLE 1. Materials
RANGE
1.1 Materials included the following but not limited to:

1.1.1 Soldering lead 1.1.2 Cables 1.1.3 Wires
2. Tools and equipment
2.1 Tools for measuring, cutting, drilling,

assembling/disassembling. Tool set includes the following but not limited to: 2.1.1 Pliers 2.1.2 Cutters 2.1.3 Screw drivers Equipment 2.2.1 Soldering gun 2.2.2 Multi-tester goggles gloves apron/overall Clamping Pin connection Soldered joints Plugs Accessories may include the following but not limited to: 5.1.1 brackets 5.1.2 clamps
2.2
3. Personal protective equipment 4. Methods
5. Accessories
3.1 3.2 3.3 4.1 4.2 4.3 4.4 5.1
Page 1594
EVIDENCE GUIDE
1. Critical aspect of competency
Assessment must show that the candidate:
1.1. 1.2. 1.3. 1.4.
Undertook work safely and according to workplace and standard procedures used appropriate termination/ connection methods followed correct sequence in termination / connection process conducted testing of terminated connected electrical wiring/electronic circuits using appropriate procedures and standards
2. Underpinning knowledge
3. Underpinning skills
2.1. 2.2. 2.3. 2.4. 2.5. 2.6. 2.7. 3.1. 3.2. 3.3.
Use of tools Use of test instruments/equipment Electrical theory Single phase AC principles Wiring techniques DC power supplies Soldering Reading skills required to interpret work instruction Communication skills Soldering techniques
4. Method of assessment
4.1.
The assessor may select two (2) of the following assessment methods to objectively assess the candidate: 4.1.1. Observation 4.1.2. Oral Questioning 4.1.3. Practical demonstration
5. Resource implication
5.1.
Tools for measuring, cutting, drilling, assembling/disassembling, connecting. Tool set includes the following but not limited to: 5.1.1. screw drivers 5.1.2. pliers 5.1.3. cutters
6. Context of Assessment
6.1.
Assessment may be conducted in the workplace or in a simulated environment
Page 1595
DATACOM Institute of Computer Technology Prelim Examination Circuit Design Set A

NO TALKING. NO CHEATING. Anyone who caught talking or cheating will be 0 on your exam or 5.0 on your final grades. Show your solution. Box your final answer. I. Identification 1. What is the base number of Hexadecimal number system? 2. What is the base number of Octal number system? 3. What is the base number of Decimal number system? 4. What is the base number of Binary number system? 5. What is the highest single digit used in hexadecimal number system? 6. What is the lowest single digit used in binary number system? 7. What is the value of 160? 8. True or False? Is 25 is equal to 2 x 2 x 2 x 2 x 2? 9. How many single digits are used in octal number system? 10. True or False? Is D16 is equal to 1316? II. Complete the following table:
Binary2 1100112
Octal8
Decimal10
Hexadecimal16
1708 12810 AE16 1110001112 4188 51110 1BA16 10111011102 12768
Page 1596
DATACOM Institute of Computer Technology Prelim Examination(Answer Key) Circuit Design Set A
I. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. II. 16 8 10 2 F 0 1 True 8 False
Binary2 1100112 1111000 10000000 10101110 1110001112 No answer 111111111 110111010 10111011102 1010111110
Octal8 63 1708 200 256 707 4188 777 672 1356 12768
Decimal10 51 120 12810 174 455 No answer 51110 442 750 702
Hexadecimal16 33 78 80 AE16 1C7 No answer 1FF 1BA16 2EE 2BE
Page 1597
DATACOM Institute of Computer Technology Midterm Examination Circuit Design

NO TALKING. NO CHEATING. Anyone who caught talking or cheating will be 0 on your exam or 5.0 on your final grades. Show your solution. Box your final answer. I. Find the Sum. 1. + 111110002 101010012 11011112 11111112 111100112 101111002 2. 1111111112 1010101012 110111102 101110112 1011111112 111100112 1111000112
3. +
32748 54318 2658 3728
4. +
723158 254418 637258 562478 75128
5.
3AD416 + 758C16 9E6F16 2F1B16
6.
92B46A316 457CE8D16 + 5F1B9EA16 38621CF16 8BD679216
II. Find the Difference. 1. 111000112 _ 10111002 1110112 2. _ 11111100002 110001112 101110012
3. _
347058 73268 24538
4. _
5712048 263758 642318

Page 1598
5. _
2DB8A16 3CE516 9F6B16
6. _
6C2AD5916 7BF3E416 3A817BC16
III. Find the Product. 1. x 111000111012 110101112

`2.
10111101111102 11110011102
3. x
42638 5728
4. x
715328 63418
5.
2A7B316 x 4CE16
6. x
52BC116 2A516
IV. Find the Quotient. 1. 2. 3. 11001011111102 111110112 402038 558 13EF16 1B16
Page 1599
DATACOM Institute of Computer Technology Midterm Examination(Answer Key) Circuit Design

I. 1. 2. 3. 4. 5. 6. II. 1. 2. 3. 4. 5. 6. III. 1. 2. 3. 4. 5. 6. IV. 1. 11010 2. 557 3. BD 1011111100101011011 10110100101010011100100 3154116 563315032 CC1BE0A DACB565 1001100 1001110000 22704 456356 1FF3A 29EA1B9 10000111110 100101000010 11604 271664 17DEA 1FB8587B
Page 1600
DEMONSTRATION
CIRCUIT DESIGN Computer Hardware Servicing NC II


OBSERVATION
to show if evidence is demonstrated YES NO NIA
During the demonstration of skills, did the candidate: Identify the different number system
Enumerate the different types of basic logic gates Convert decimal numbers to binary and vice versa
Convert Decimal numbers to Octal and vice versa
Convert Binary to Octal and vice versa
Formulate simple logic
Construct a circuit on a bread board
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Construct a circuit on a digital trainer
The Candidates Demonstration was: -
Questions to probe the Candidates Underpinning Knowledge Satisfactory Response
The candidate should answer the following questions: Extension/Reflection Question 1. Define analog and digital circuits? 2. What are the basic logic gates? 3. What are the procedures to convert one number system to another number system? Safety questions: 4. What are the things to do in case of unavoidable occurrences? 5. What are the pin assignment for +5Vcc and ground? 6. Contingency questions:
YES
NO
7. How to prevent short circuit? 8. Give some ways on how to lessen short circuit?
Page 1602
Infrequent events: 10. Specify the things to do to construct a circuit on a digital trainer. 11. 12. Rules and regulations 13. What are the Occupational Health & Safety? 14. Give some required internet sites to research. 15. The candidates underpinning knowledge was: Feedback to candidate:
The candidates overall performance was: Satisfactory Candidates signature: Date:
Date:
Acceptable answers are: Use appropriate power supply during the experiment. Its better to use Uninterrupted Supply (UPS) than Auto Voltage Regulator (AVR) Datacom Institute of Computer Technology Page 1603
Memorize all the pin configuration of the following basic logic gates. Never short positive supply to negative supply from your power source. Follow Occupational Health & Safety before it start the laboratory experiments.
DATE:
Page 1604
CANDIDATE NAME: unit of competency: qualification: oral/interview questions
CIRCUIT DESIGN Computer Hardware Servicing NC II

satisfactory response yes no
1. What are the number systems?
2. Differentiate analog and digital circuits?
3. What are the basic logic gates? 4. How to convert decimal numbers into binary numbers? 5. What is truth table? 6. What is Boolean algebra? 7. Give the advantages and disadvantages of digital circuits? 8. Pin configuration basic logic gates? The candidates underpinning knowledge was: Satisfactory Candidates Signature: Assessors Signature: Non-satisfactory Date: Date:
Page 1605
Acceptable answers are: 1. Decimal , Binary , Octal & Hexadecimal Number System. 2. Analog electronics deals with the analog systems, in which signals are free to take any possible numerical value. Digital electronics deals with digital or discrete systems, which has signals that take on only a limited range of values. Practical systems are often hybrids having both analog and discrete components.
3. AND GATES, OR GATES, NAND GATES, NOR GATES, NOT GATES, EXOR GATES & ENOR GATES
4. Divide decimal number by 2 the write the remainder as binary from bottom to top.
5. List of all unique inputs and output. 6. Boolean algebra is a deductive mathematical system closed over the values zero and
one (false and true). A binary operator "" defined over this set of values accepts a pair of boolean inputs and produces a single boolean value. For example, the boolean AND operator accepts two boolean inputs and produces a single boolean output (the logical AND of the two inputs). 7. ADVANTAGES OF DIGITAL SYSTEMS Storage space in digital devices can be increased or decreased based on the application. While hard disks used inside computer systems can store enormous quantities of data in various electronic formats, other mobile devices such as cell phones are limited in their storage. The accuracy of digital devices can also be increased based on the precision needed in an application. Digital devices are less susceptible to electrical interference, temperature and humidity variations as compared to analog devices, since they uses discrete values corresponding to different values, not a continuous range of values. Digital devices can be mass manufactured, and with the increase in fabrication technologies, the number of defects in manufactured integrated circuits (ICs) has reduced considerably. The design of digital systems is easier as compared to analog systems. This is in part because progressively larger digital systems can be built using the same principles which apply to much smaller digital systems. There are several different types of programmable digital devices. This makes it possible to change the functionality of a device.
DISADVANTAGES OF DIGITAL SYSTEMS The world around us is analog in general. For example it has continuous variations in temperature, pressure, flow, pressure, sound and light intensity. For a digital system to process this type of information, some accuracy will be sacrificed and delays due to conversion and processing times will be introduced. Digital devices use components such as transistors which exhibit analog behavior and it is important to ensure that these properties do not dominate in the digital circuit.
8.
Page 1607
A. Demonstration
Should perform the following: 1. Convert Decimal-Binary 2. Convert Binary-Decimal 3.Convert Decimal-Octal 4. Convert Octal- Decimal 5.Convert Binary-Octal 6.Convert Octal-Binary 7.Convert Octal- Decimal 8. Create Algorithms 9. Create Flowcharting B. Questioning Interview should probe on the following: 1. Underpinning Knowledge 2. Current Competency 3. Literacy Needs 4. Performance Standard C. Written Examination
V = Valid
NV = Not Valid S NS = Satisfactory = Not Satisfactory Page 1608
S
1. Inspection of equipment set-up 2. Preparation of tools and materials 3. Preparation of personal safety equipment 4. Prepare Set-up 5.Create simple logic formulation 6. Construct circuit design 7. Perform OH&S 8. Perform Final Cleaning Assessment of final conduct
NS
NC
S-Satisfactory NS-Not Satisfactory C-Competent
NC-Not Yet Competent
Page 1609
Checklist No. 03
Resource Provided by Learner Quantity A. Material and Cost Xerox of Module Breadboard Integrated Circuits Power Supply(Battery) Connecting Wires LED 1 3 4 pcs. 2m 10 pcs 50 P50 P150 P60 P20 P14 P30 Cost A NA
B. Personal Safety Equipment Anti-Static Equipment(optional)
Page 1610
Checklist No. 04 Resource to be provided at the Work Place Quantity A. Tools Examination Papers Questionnaires Checklist Activity Sheets A NA
B. Equipment Digital Trainer Power Supply 7 Segment LED Display 1 1 1
Page 1611

COMPETENCY BASED LEARNING MATERIAL IN TROUBLESHOOTING
Page 1612
PC Troubleshooting There is nothing more upsetting for a PC user than when there is a problem with their machine. This upset can turn quickly to frustration when the problem seems to be impossible to solve, or even to understand. Every PC user has experienced these feelings, but it is in most cases possible to both diagnose and correct most problems with the typical PC. And with some help, you can usually do it yourself.
What is Computer A computer is an electronic device, which executes software programs It consists of 2 parts-hardware and software Monitor A computer monitor is an electronic device that shows pictures. A monitor is usually used to see programs on a computer.
Types of Monitor Crt (Cathode Ray Tube) These monitors employ the CRT technology used most commonly in the manufacturing of television screens.
LCD (Liquid Crystal Display)

Liquid crystal display, also known as liquid crystal diode, is one of the most advanced technologies available at present.LCD monitors use cold cathode fluorescent lamps for backlighting
LED (Light Emitting Diode) Led monitor is the new version of LCD monitor, which uses LEDs to illuminate the display. Now only Samsung and LG are manufacturing LED Monitor in market.LED monitors use light emitting diodes.
Mouse The mouse is a device designed to manipulate objects on the computer screen.
TYPE OF MOUSE Mechanical mouse Houses a hard

rubber ball that rolls as the mouse

Page 1614
is moved. Sensors inside the mouse body detect the movement and translate it into information that the computer interprets.
Optical mouse Uses an LED sensor to detect tabletop movement and then sends off that information to the computer for merry munching.
Infrared (IR) or radio frequency cordless mouse With both these types, the mouse relays a signal to a base station wired to the computer's mouse port. The cordless mouse requires power, which comes in the form of batteries.
Trackball mouse Like an upside-down mouse. Rather than roll the mouse around, you use your thumb or index finger to roll a ball on top of the mouse. The whole contraption stays stationary, so it doesnt need a lot of room,
and its cord never gets tangled.
Keyboard
A keyboard is the primary text input device.
TYPES OF KEYBOARD Standard Keyboard Though standard keyboards have undergone considerable changes in design over the last 20 years, theirs basic layout remains similar. The average number of keys on a regular keyboard is 103-105, though some older versions have keys in the range of 95-103.
Ergonomic Keyboard Ergonomic keyboard refers to the study of methods that can reduce stress on muscles. It mostly deals with optimizing posture and technique while working. So the work can be carried out in the easiest manner with the least possible strain on any muscles.
Wireless Keyboard These keyboards do not need to be connected to the computer via a wire. This makes it very convenient for the user to use the keyboard comfortably. Wireless keyboards use three basic types of connections, Bluetooth, infrared
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Compact Keyboard Compact keyboard are slim and usually do not have then numeric keypad that is preset on the right side of other keyboard. These are typically used in laptop, where sizing issues make it difficult to accommodate a standard keyboard.
Internet keyboard The internet is one of the main reasons why a majority of the people uses computers these days. Internet keyboards have special keys, called hot keys, which perform functions related to Internet usage. Typical hot keys have functions like back, forward bookmarks.
Gaming Keyboard Gaming keyboards are designed especially for gamers. they include features meant to enhance game experience, as well as provide convenient usage for gamers. They include features like volume control, key lightning, programmable keys and etc.
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Virtual keyboard Virtual keyboard are software device that let you input data just like a keyboard. They open up as an application and can be controlled by a mouse or via a touch screen. They are mainly used in device which do not necessarily require a keyboard, like a tablet or a smart-phone
TWO DIFFERENT CONNECTOR PS/2
TYPES OF
Often referred to as the mouse port or keyboard port, the PS/2 port was developed by IBM and is used to connect a computer mouse or keyboard to an IBM compatible computer. The PS/2 port is a mini DIN plug that contains six pins and is still found on all IBM compatible computers today, however, is starting to be replaced by USB.
USB Short for Universal Serial Bus, USB is a standard that was introduced in 1995 by Intel, Compaq, Microsoft and several other computer companies. USB 1.x is an external bus standard that supports data transfer rates of 12 Mbps and is capable of supporting up to 127 peripheral devices. In the picture to the right, is an example of a USB cable being connected into the USB port.
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STORAGE DEVICE Storage Device Alternatively referred to as storage, storage media, or storage medium, a storage device is a hardware device capable of holding information. There are two storage devices used in computers, a primary storage device such as computer RAM and a secondary device such as a computer hard drive. The secondary storage could be a removable, internal, or external storage.
Flash Drive A flash drive is a portable drive that is often the size of your thumb that connects to the computer USB port. Today, flash drives are available in sizes such as 1GB, 5GB, and 16GB and are an easy way to transfer and store information.
CD-R (Compact Disc Recordable) CD-R is short for CD-Recordable and is a writable disc and drive that is capable of having information written to the disc once and then having that disc read many times after that. If the data is not written to the disc properly, has errors, or has the incorrect information that disc or portions of that disc cannot be erased.
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CD-Rw( Compact Disc Rewritable) Short for Read/Write, R/W is a drive and CD media that was first introduced in 1997 that is capable of being written to and read. Unlike a traditional CD-R disc that can only be written to once, these discs allow data to be erased and re-written multiple times.
DVD-R (Digital Versatile Disc) Short for Digital Versatile Disc-Recordable, DVD-R is similar to the idea behind CDR, where the drive is capable or recording once to a disc and then read many times after it has been created.
DVD-RW (Digital Versatile Disc) Short for Digital Versatile Disc-Read/Write, much like CD-RW, is a technology that enables a user to read and write to a DVD-RW or DVD-R disc several times. DVD-RW drives are capable of recording to DVD-R and DVD-RW discs,
External Hard Drive
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External hard drive enclosures and the ease of plug and play USB and Fire wire connections, many people are asking themselves if they should buy an internal or external hard drive when it comes to adding more storage or work space.
Sizes of storage capacity Mega Bytes A MB is a common measurement used with computer storage media. Giga Bytes Short for Gigabyte, GB or GByte by most standards is equal to 1,073,741,824 bytes Tera bytes Terabyte or TB, is equal to 1,099,511,627,776 bytes.
Motherboard
Motherboard
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The motherboard is a printed circuit that is the foundation of a computer and allows the CPU, RAM, and all other computer hardware components to function with each other. Is the central printed circuit board (PCB) in many modern computers and holds many of the crucial components of the system
Computer Chassis/Computer Case Is the

enclosure that contains most of the

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components of a computer. Computer case is sometimes incorrectly referred to CPU. Cases are usually constructed from steel or aluminum.
Types of Computer Chassis

Tower Cases These cases are used in the manufacture of computers that can be kept on the floor or on top of a computer desk.
Desktop Case Desk top cases allow placing monitors on top of the computer, saving desk-top space. They are popular among schools, government, and corporate offices.
CPU (Central Processing Unit) Is the portion of a computer system that carries out the instructions of a computer
program, and is the primary element carrying out the functions of the computer or other processing device. It is also known as brain of computer
What is Pentium? Pentium is a registered trademark that is included in the brand names of Intel product.
Types of Processor / CPU

Pentium The Intel Pentium was released by Intel on March 22, 1993 as a replacement to the 80486processor and originally sold for $878.00. The name comes from the Greek word for "five" and is used because it's the fifth processor in the 80x86 line. It would have been called the 80586 had a US court not ruled that you cannot trademark a number. Pentium 2 The Pentium 2 was the first processor designed specifically for multimedia applications. a set of specialized instructions tailored to perform small, repetitive operations commonly needed in multimedia applications. As a result, the Pentium II could process video, audio and graphics more efficiently, making it ideal for Internet-based applications Pentium 3 The Pentium 3 had a similar architecture to the Pentium 2, except that it included additional instructions, optimized to improve Internet and multimedia performance. So that upgrades from Pentium 2 to 3 were possible without changing the motherboard. Pentium 4 The Pentium 4 processor was Intel's first all-new architecture design since 1995. The new architecture, called Net Burst, was able to achieve higher processor speeds using a more complex pipelining method It was also the first true 64-bit architecture, prompting software giants like Microsoft to produce 64-bit software, such as Windows XP. Pentium D
The Pentium D was Intel's first dual-core processor. It was essentially two distinct CPUs, each with its own die, and packaged together as a single processor. This was a true multiprocessing CPU - common automated tasks such as virus checks and software upgrades could proceed in parallel with other tasks without significantly degrading performance. The Pentium D also had problems with power consumption and heat - understandable, considering that two CPUs should use more power and produce more heat than one. Rather than addressing these problems, Intel decided to look towards yet another shift in processor technology. Dual Core When referring to computer processors, dual-core is a technology that enables two complete processing units (cores) to run in parallel on a single chip. This gives the user virtually twice as much power in a single chip. In order for the computer to take full advantage of dualcore, it must be running on an operating system that supports TLP and for applications to support TLP.
Two Major Chipset of Motherboard
North Bridge The Northbridge typically handles communications among the CPU, in some cases RAM, and (or AGP) video cards South Bridge The Southbridge is one of the two chips in the core logic chipset on a personal computer motherboard. It handles PCI slot, IDE slot etc.
Memory
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Computer Memory is internal storage areas in the computer used to either temporarily or permanently store data or instructions to be processed.
Types of Memory
Volatile memory Volatile memory is a type of memory storage whose contents are erased when the system's power is turned off or interrupted. For example, RAM is volatile, which is why if you were working on a document and didn't save the changes of that document they would be lost if the computer lost power. Because of RAM's volatile nature users must frequently save their work to a permanent storage. The one who process the applications and save it
Non Volatile Memory
Sometimes abbreviated as NVRAM, non-volatile memory is any memory or storage that will be saved regardless if the power to the computer is on or off. Kinds of Computer memory ROM (read only memory) This is read-only memory, memory that can only be read, but can be written to. ROM is used in situations where the data must be held permanently. RAM (random access memory) Is the best known form of memory your computer uses. Every file or application opened is placed in RAM. Alternatively referred to as main memory, primary memory, or system memory, Random Access Memory (RAM) is a computer storage location that allows information to be stored and accessed quickly from random locations within DRAM on a memory module.
Types of Ram
SDRAM (Synchronous dynamic random access memory)
SDRAM, which is short for Synchronous DRAM, is a type of DRAM that runs in synchronization with the memory bus. 64 MB 512 MB
DDR (Double Data Rate) Short for Double Data Rate, DDR is memory that was first introduced in 1996 DDR utilizes both the rising and falling edge of the system clock that has the potential of doubling the speed of the memory.
DDR2 (Double Data Rate) DDR2 is neither forward nor backward compatible with either DDR or DDR3, meaning that DDR2 memory modules will not work in DDR or DDR3 equipped motherboards and vice versa.
DDR3 (Double Data Rate) Datacom Institute of Computer Technology Page 1627
Short for double data rate, type three, DDR3 is the successor of DDR and DDR2 memory and is a type of memory for a computer. DDR3 has bus clock speed of 400 MHz up to 1066 MHz, and memory chips range in size from 1 GB to 24 GB. DDR 3 memory chips are nearly 30% more efficient in power usage than its predecessor, having a 1.5V supply voltage the first motherboards to support DDR3 memory began showing up on the market in June 2007. DDR3 SDRAM is the most current type of memory used in the majority of computers systems around the world.
Different port / slot

Port When referring to a physical device, a hardware port is a hole or connection found on the back of a computer. Hardware ports allow computers to have access to external devices such as computer printers. Slot
A computer processor connection designed to make upgrading the processor much easier, where the user would only have to slide a processor into a slot Accelerated Graphic Port
Is a high-speed point-to-point channel for attaching a video card to a computer's motherboard, primarily to assist in the acceleration of computer graphics
PCI (Peripheral Component Interconnect)

Is a computer bus for attaching hardware devices on computers? Typical PCI cards used in PCs include: network cards, sound cards
USB (Universal Serial Bus) USB can connect computer peripherals such as mice, keyboards, digital cameras, printers, personal media players, flash drives, network adapters, and external hard drives. For many of those devices, USB has become the standard connection method.
Parallel Port A parallel port is a type of interface found on computers for connecting various peripherals. In computing, a parallel port is a parallel communication physical interface. It is use for old printer connector.
Serial Port
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Serial Port is a port which is use to connect a old modem and mouse. Serial ports are still used in applications such as industrial automation systems, scientific instruments, shop till systems and some industrial and consumer products.
Sound
port
Audio port use to connect a headphone, headset and speaker. Mic port use to connect mic.
IDE (Integrated Drive Electronics) Interface for connecting additional multiples storage drives to a computer system. For example, some hard drives and CD-ROM drives that have integrated device controllers attach to IDE connectors.
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Serial ATA (SATA or Serial Advanced Technology Attachment) Serial ATA is a computer bus- interface for connecting host bus adapters to mass storage devices such as hard disk drives and optical drives.
Memory Slot Commonly refers to the slot computer memory is placed into on the motherboard or MOBO.
CPU Slot / Socket The purpose of the, it was no different than the sockets that were put motherboard socket originally was just to provide a place to insert the processor into the motherboard. As such on the board for most of the other PC components
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Power Supply Short for Power Supply and sometimes abbreviated as PSU, this is short forPower Supply Unit. The PS is an internal hardware component used to supply the components in a computer with power by converting potentially lethal 110-115 or 220-230 volt alternating current into a steady low-voltage direct current usable by the computer. A power supply is rated by the number of watts it generates.
Hard Disk Drive
Alternatively referred to as a hard disk drive and abbreviated as HD or HDD, the hard drive is the computers main storage media device that permanently stores all data on the computer. The hard drive was first introduced on September 13, 1956 and consists of one or more hard drive platters inside of air sealed casing.
CD-ROM onlyIs CD that is
(Compact Disc, readmemory) an adaptation of the designed to store

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computer data in the form of text, graphics, music, video etc
Floppy Disk Drive Alternatively referred to as a floppy or floppy disk, a floppy diskette was originally created in 1967 by IBM to help have an alternative to buying hard drives that were extremely expensive at the time and were not thought of as something to be used with a standard computer. Types of Cards
Sound Card Is an internal computer expansion card that facilitates the input and output of audio signals to and from a computer under control of computer programs, The term sound card is also applied to external audio interfaces that use software to generate sound, as opposed to using hardware inside the PC.
Video card Alternatively referred to as a display adapter, graphics card, video adapter, video board, or a video controller, a video card is an internal circuit board that allows a display device such as a monitor to display images from the computer.
Lan Card
Short for Network Interface Card, a NIC is also commonly referred to as an Ethernet card and network adapter and is an expansion card that enables a computer to connect to a network such as a home network or the Internet using an Ethernet cable with a RJ-45 connector.
Riser Card A circuit board that connects directly into the computer motherboard and provides the ability for additional expansion cards to be added to the computer. It is use for old version of motherboard.
Modem Card Modem PC Cards come in landline and wireless varieties, the latter enabling you to connect to a specific data service. A modem is usually the connection of telephone lines. The slot of Modem card is rj 11 smaller than rj 45 for lan card.
List of
Motherboard Manufacturer
Asus Founded April 1, 1989, ASUS is one of the largest manufacturers of computer motherboards, laptops, tablets, and other computer peripherals.
Intel Founded on July 18, 1968 by Robert Noyce and Gordon Moore, Intel manufactures the Intel computer processors, Intel Overdrive CPU upgrades, networking devices, and is considered by most to be 'the' company that has influenced the hardware market.
MSi Founded in 1986, MSI is a manufacturer of computer notebooks, tablets, motherboards, video cards and other accessories.
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Motherboard Form Factor

Form Factor When referring to computer hardware, a form factor is a specification of physical dimensions, layouts, and other explicit information that helps ensure the hardware works with products that support that form factor. Forms factors help prevent incompatibilities between multiple hardware manufacturers. AT/Baby AT Short for Advanced Technology, AT is an IBM computer first introduced in 1984. The base model AT computer contained an 80286 processor, 256k of RAM and a 1.2MB floppy disk drive. The AT was also available with 512k of RAM and a 20Mbyte disk drive. The original AT motherboard, later known as "Full AT", is 12 inches (305 mm) wide and 13.8 inches (350 mm) deep, which means it will not fit in "mini desktop" or "minitower cases.
ISA
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Short for Industry Standard Architecture, ISA was introduced by IBM and headed by Mark Dean. ISA was originally an 8-bit computer bus that was later expanded to a 16-bit bus in 1984. When this bus was originally released it was a proprietary bus, which allowed only IBM to create peripherals and the actual interface. However, in the early 1980's other manufacturers were creating the bus.
ATX Is a computer form factor specification developed by Intel in 1995 to improve on previous standards like the AT form factor. It was the first big change in computer case, motherboard, and power supply design in many years, improving standardization and interchangeability of parts as of now.
NLX Short for New Low Profile Extended, NLX is a motherboard form factor originally developed by Intel and first finalized March 1997 a low-profile design released in 1997. It also incorporated a riser for expansion cards, and never became popular. Type of board that sets a expansion card and usually use for the desktop cases.
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WTX Was a motherboard form factor specification introduced by Intel at the IDF(Intel Developer Forum) in September 1998, for its use at high-end, multiprocessor, multiple-hard-disks server and workstations.
EATX Used in rack mount server systems. Typically used for server-class type motherboards with dual processors and too much circuitry for a standard ATX motherboard. The mounting whole pattern for the upper portion of the board matches ATX.
MicroAtx MicroATX, also known a standard for motherboards that was introduced in December of 1997. The maximum size of a microATX motherboard is 9.6 inches x 9.6 (244 mm x 244 mm), but some microATX boards can be as small as inches by 6.75 inches (171.45 mm x mm). Micro BTX
as ATX is
inches 6.75 171.45
MicroBTX (also called uBTX) is a computer motherboard form factor. a microBTX is 10.4x10.5"
Embedded System Module Embedded System Module, or ESM, is a compact computer-on-module (COM) standard. An ESM module typically includes a CPU processor, memory, module-specific I/O interfaces and a number of basic front I/O connectors. They can be plugged on a carrier board or be used as a stand-alone processor card.
Mobile ITX Mobile-ITX is the smallest (by 2009) x86 compliant motherboard form factor presented by VIA Technologies in December, 2009. The motherboard size (CPU module) is 60mm 60mm there are no computer ports on the CPU module and it is necessary to use I/O carrier board.
Back
Panel Connector
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Parallel Port Less commonly referred to as the Centronics interface or Centronics connector after the company that originally designed it, the port was later developed by Epson computer interface commonly used to connect printers to the computer.
Serial Port Connect a serial device to the computer and capable of transmitting one bit at a time. Serial ports are typically identified on IBM compatible computers as COM (communications) ports. For example, a mouse might be connected to COM1 and a modem to COM2. With the introduction of USB, FireWire, and other faster solutions serial ports are rarely used when compared to how often they've been used in the past.
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Mouse/keyboard Port Often referred to as the mouse port or keyboard port, the PS/2 port was developed by IBM and is used to connect a computer mouse or keyboard to an IBM compatible computer.
USB Port Short for Universal Serial Bus, USB is a standard that was introduced in 1995 by Intel, Compaq, Microsoft and several other computer companies. USB 1.x is an external bus standard that supports data transfer rates of 12 Mbps and is capable of supporting up to 12.
Video Port Alternatively referred to as a graphics port, a video port can be used for connecting a computer monitor to the computer, or it can be used for connecting a television to the computer. Desktop computers typically position the video port on the back, while laptop computers can position the video port on the back or side.
Line In
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Alternatively referred to as a graphics port, a video port can be used for connecting a computer monitor to the computer, or it can be used for connecting a television to the computer. Desktop computers typically position the video port on the back, while laptop computers can position the video port on the back or side.
Chipset
Chipset A chipset is a designated group of microchips that are designed to work with one or more related functions that were first introduced in 1986 when Chips and Technologies.
Motherboard Connectors
Front Panel Switch
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USB Connector
IEEE
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Is a serial bus interface standard for high-speed communications and isochronous realtime data transfer, frequently used by personal computers, as well as in digital audio, digital video, automotive, and aeronautics application.
Fan Power Connector
Buses
Buses When referring to a computer, the bus also known as the address bus, data bus, or local bus is a data connection between two or more devices connected to the computer. For example, a bus enables a computer processor to communicate with the memory or a video card to communicate with the memory.
Bus carries the following:

Electrical power Is the rate at which electric energy is transferred by an electric circuit Control Signals A pulse or frequency of electricity or light that represents a control command as it travels over a network, a computer channel or wireless.
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Memory Address Is an identifier for a memory location, at which a computer program or a hardware device can store data. Data Is information that has been translated into a form that is more convenient to move or process.
System Bus
System bus is a single computer bus that connects the major components of a computer system. The technique was developed to reduce costs and improve modularity. It combines the functions of a data bus to carry information, an address bus to determine where it should be sent, and a control bus to determine its operation. Address Bus Transports memory addresses which the processor wants to access in order to read or write data. Data Bus Transfers instructions coming from or going to the processor. Control Bus Transports orders and synchronization signals coming from the control unit and travelling to all other hardware components, as it also transmits response signals from the hardware. Local I/O buses Is a type of local bus designed to support fast input and output devices such as hard drives and video.
Types of I/O buses: Peripheral Component Interconnect Accelerated Graphic Port Peripheral Component Interconnect express
Expansion Buses
Expansion Bus Expansion bus works a synchronously with the CPU at a much slower rate. Example Universal Serial Bus.
Bios
Bios The BIOS is to initialize and identify system devices such as the video display card, keyboard and mouse, hard disk drive, optical disc drive and other hardware. For short BIOS is used to set-up settings of your computer.
BootStrapping
Bootstrapping was shortened to booting, or the process of starting up any computer, which is the most common meaning for non-technical computer users. A "bootstrap" most commonly refers to the simple program itself that actually begins the initialization of the computer's operating system.
The Main Function of Bios:
POST
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Power-on self-test refers to routines run immediately after power is applied, by nearly all electronic devices.
BIOS SET UP
The BIOS setup program, the little built-in utility that lets you set the many functions that control how your computer works.
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BIOS
Popular BIOS manufaturers American Megatrends, Inc (AMI) Phoenix Bios
Award Bios Keystrokes to enter BIOS setup in some systems AMI Bios (Delete) Phoenix Bios (F2) Award Bios (esc,del) Set up Menu Screen Maintenance
Specifies the processor speed and clears the setup passwords. This menu is available only in configure mode, set by a jumper on the board.
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Main allocates resouces for hardware components. Advance Specifies advanced features available through the chipset. Security Specifies passwords and security features. Power Specifies power management features. Boot Specifies boot options and power supply controls. Exit Saves and discards changes to the setup program options.
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Advanced Setup
Security Setup
Power Setup
Boot Setup
Exit
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Defragment
Also try to keep smaller files within a single directory together, as they are often accessed in sequence It also attempts to create larger regions of free space using compaction to impede the return of fragmentation. Is a process that reduces the amount of fragmentation in file systems.
Disk
utility
up drive.
Clean up Is a computer maintenance included in Microsoft Windows designed to free disk space on a computer's hard The utility first
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searches and analyzes the hard drive for files that are no longer of any use, and then removes the unnecessary files. There are a number of different file categories that Disk Cleanup targets when performing the initial disk analysis.

COMPETENCY BASED LEARNING MATERIAL IN BASIC ELECTRONICS
Prelim Topics: Electronic components and schematic symbols Electronic component is a basic electronic element that is available in a discrete form (a discrete device or discrete component) that has two or more electrical terminals (or leads).These leads connect, usually soldered to a printed circuit board, to create an electronic circuit (a discrete circuit) with a particular function (for example an amplifier, radio receiver, or oscillator). Basic electronic components may be packaged discretely, as arrays or networks of like components, or integrated inside of packages such as semiconductor integrated circuits, hybrid integrated circuits, or thick film devices. Schematic diagram represents the elements of a system using abstract, graphic symbols rather than realistic pictures. Examples of schematic Symbols:
Circuit symbols are used in circuit diagrams which show how a circuit is connected together. The actual layout of the components is usually quite different from the circuit diagram. To build a circuit you need a different diagram showing the layout of the parts on strip board or printed circuit board.
Wires and connections Component

Wire
Circuit Symbol
Function of Component
To pass current very easily from one part of a circuit to another. A 'blob' should be drawn where wires are connected (joined), but it is sometimes omitted. Wires connected at 'crossroads' should be staggered slightly to form two T-junctions, as shown on the right. In complex diagrams it is often necessary to draw wires crossing even though they are not connected. I prefer the 'bridge' symbol shown on the right because the simple crossing on the left may be misread as a join where you have forgotten to add a 'blob'!
Wires joined
Wires not joined
Power Supplies Component

Battery
Circuit Symbol
Supplies electrical energy. A battery is more than one cell. The larger terminal (on the left) is positive (+). Supplies electrical energy. DC = Direct Current, always flowing in one direction. Supplies electrical energy. AC = Alternating Current, continually changing direction. A safety device which will 'blow' (melt) if the current flowing through it exceeds a specified value. Two coils of wire linked by an iron core. Transformers are used to step up (increase) and step down (decrease) AC voltages. Energy is transferred between the coils by the magnetic field in the core. There is no electrical connection between the coils. A connection to earth. For many electronic circuits this is the 0V (zero volts) of the power supply, but for mains electricity and some radio circuits it really means the earth. It is also known as ground.
DC supply
AC supply
Fuse
Transformer
Earth (Ground)
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Output Devices: Component

Lamp (lighting)
Circuit Symbol
A transducer which converts electrical energy to light. This symbol is used for a lamp providing illumination, for example a car headlamp or torch bulb. A transducer which converts electrical energy to light. This symbol is used for a lamp which is an indicator, for example a warning light on a car dashboard. A transducer which converts electrical energy to sound.
Lamp (indicator)
Bell
Buzzer
A transducer which converts electrical energy to sound.
Switches Component
Push Switch (push-to-make) Push-to-Break Switch On-Off Switch (SPST)
Circuit Symbol
A push switch allows current to flow only when the button is pressed. This is the switch used to operate a doorbell. This type of push switch is normally closed (on), it is open (off) only when the button is pressed. SPST = Single Pole, Single Throw. An on-off switch allows current to flow only when it is in the closed (on) position. SPDT = Single Pole, Double Throw. A 2-way changeover switch directs the flow of current to one of two routes according to its position. Some SPDT switches have a central off position and are described as 'on-off-on'. DPST = Double Pole, Single Throw. A dual on-off switch which is often used to switch mains electricity because it can isolate both the live and neutral connections.
2-way Switch (SPDT)
Dual On-Off Switch (DPST)
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Reversing Switch (DPDT)
DPDT = Double Pole, Double Throw. This switch can be wired up as a reversing switch for a motor. Some DPDT switches have a central off position.
Resistors Component Circuit Symbol Function of Component

A resistor restricts the flow of current, for example to limit the current passing through an LED. A resistor is used with a capacitor in a timing circuit.
Some publications still use the old resistor symbol:
Resistor
Capacitors Component
Capacitor
Circuit Symbol
A capacitor stores electric charge. A capacitor is used with a resistor in a timing circuit. It can also be used as a filter, to block DC signals but pass AC signals. A capacitor stores electric charge. This type must be connected the correct way round. A capacitor is used with a resistor in a timing circuit. It can also be used as a filter, to block DC signals but pass AC signals. A variable capacitor is used in a radio tuner. This type of variable capacitor (a trimmer) is operated with a small screwdriver or similar tool. It is designed to be set when the circuit is made and then left without further adjustment.
Capacitor, polarised
Variable Capacitor
Trimmer Capacitor
Diodes Component
Diode LED
Light Emitting Diode
Circuit Symbol
A device which only allows current to flow in one direction. A transducer which converts electrical energy to light.
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Audio and Radio Devices Component

Microphone
Circuit Symbol
A transducer which converts sound to electrical energy.
Earphone
Loudspeaker
Amplifier
(general symbol)
An amplifier circuit with one input. Really it is a block diagram symbol because it represents a circuit rather than just one component.
Aerial (Antenna)
A device which is designed to receive or transmit radio signals. It is also known as an antenna.
Meters and Oscilloscope Component

Voltmeter
Circuit Symbol
A voltmeter is used to measure voltage.
The proper name for voltage is 'potential difference', but most people prefer to say voltage!
Ammeter
An ammeter is used to measure current.
Galvanometer
A galvanometer is a very sensitive meter which is used to measure tiny currents, usually 1mA or less. An ohmmeter is used to measure resistance. Most multimeters have an ohmmeter setting.
Ohmmeter
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Oscilloscope
An oscilloscope is used to display the shape of electrical signals and it can be used to measure their voltage and time period.
Gate Type
Traditional Symbol
IEC Symbol
Function of Gate
A NOT gate can only have one input. The 'o' on the output means 'not'. The output of a NOT gate is the inverse (opposite) of its input, so the output is true when the input is false. A NOT gate is also called an inverter. An AND gate can have two or more inputs. The output of an AND gate is true when all its inputs are true. A NAND gate can have two or more inputs. The 'o' on the output means 'not' showing that it is a Not AND gate. The output of a NAND gate is true unless all its inputs are true. An OR gate can have two or more inputs. The output of an OR gate is true when at least one of its inputs is true. A NOR gate can have two or more inputs. The 'o' on the output means 'not' showing that it is aNot OR gate. The output of a NOR gate is true when none of its inputs are true. An EX-OR gate can only have two inputs. The output of an EX-OR gate is true when its inputs are different (one true, one false). An EX-NOR gate can only have two inputs. The 'o' on the output means 'not' showing that it is a Not EX-OR gate. The output of an EX-NOR gate is true when its inputs are the same (both true or both false).
NOT
AND
NAND
OR
NOR
EX-OR
EXNOR
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Resistor Resistor is a passive two-terminal electrical component that implements electrical resistance as a circuit element. The current through a resistor is in direct proportion to the voltage across the resistor's terminals. Thus, the ratio of the voltage applied across a resistor's terminals to the intensity of current through the circuit is called resistance.
Resistor Color Codes
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Capacitor Capacitor (originally known as condenser) is a passive two-terminal electrical component used to store energy in an electric field. The forms of practical capacitors vary widely, but all contain at least two electrical conductors separated by a dielectric (insulator); for example, one common construction consists of metal foils separated by a thin layer of insulating film. Capacitors are widely used as parts of circuits in many common electrical devices. Types of Capacitor:
1.) Metalized film Capacitors Metalized Capacitors uses a very thin aluminum foil, interlink with a very thin plastic dielectric. For high voltage capacitors, polyester, polystyrene plastic materials are used. Dielectric strength is the ability of an inductor to resist the flow of current when voltage is applied across it.
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2.) Electrolytic Capacitors Electrolytic capacitors are high voltage capacitors, they give high value of capacitance in a small component at the expenses of wide tolerance in the marked value typically between -25 to 50% and the necessity of connecting the capacitor so that one terminal is always positive. The most commonly used types of electrolytic capacitors is aluminum electrolytic capacitor. Electrolytic capacitors must not be subjected to voltages in the wrong direction.
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3.) Variable Capacitor Variable capacitors are mostly used in radio tuning circuits and they are sometimes called tuning capacitors. They have very small capacitance values, typically between 100pFand 500pF.
4.) Trimmer Capacitor Trimmer Capacitors are miniature variable capacitors. They are designed to be mounted directly onto the circuit board and adjusted only when the circuit is built.
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Capacitor Number Code A number code is often used on small capacitors where printing is difficult: Reading of a capacitor: The 1st number is the 1st digit. The 2nd number is the 2nd digit. The 3rd number is the number of zeros to give capacitance in pF. Ignore any letter. They just indicate tolerance and voltage rating. For Example: 102 means 1000pF = 1nF For Example: 472J means 4700pF = 4.7nF (J means 5% tolerance).
Diodes Diodes allow electricity to flow in only one direction. The arrow of the circuit symbol shows the direction in which the current can flow. Diodes are the electrical version of a valve and early diodes were actually called valves.
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Types of Diodes: 1.) Laser diode: This type of diode is not the same as the ordinary light emitting diode because it produces coherent light. Laser diodes are widely used in many applications from DVD and CD drives to laser light pointers for presentations. Although laser diodes are much cheaper than other forms of laser generator, they are considerably more expensive than LEDs. They also have a limited life.
2.) Light emitting diodes: The light emitting diode or LED is one of the most popular types of diode. When forward biased with current flowing through the junction, light is produced. The diodes use component semiconductors, and can produce a variety of colours, although the original colour was red. There are also very many new LED developments that are changing the way displays can be used and manufactured.
3.) Rectifier diodes A rectifier diode is designed specifically for circuits that need to convert alternating current to direct current. The most common rectifier diodes are identified by the model
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numbers 1N4001 through 1N4007. These diodes can pass currents of up to 1 A, and they have peak inverse voltage (PIV) ratings that range from 50 to 1,000 V.
Here is a list of the peak inverse voltages for each of these common diodes. When choosing one of these diodes for your circuit, pick one that has a PIV that's at least double the voltage you expect it to be exposed to. For most battery-power circuits, the 50 V PIV of the 1N4001 is more than sufficient.
Model Number
Diode Type
Peak Inverse Voltage
Current
1N4001
Rectifier
50 V
1A
1N4002
Rectifier
100 V
1A
1N4003
Rectifier
200 V
1A
1N4004
Rectifier
400 V
1A
1N4005
Rectifier
600 V
1A
1N4006
Rectifier
800 V
1A
1N4007
Rectifier
1,000 V
1A
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MIDTERM
Midterm Topics: Transistor Transistor is a semiconductor device used to amplify and switch electronic signals and power. It is composed of a semiconductor material with at least three terminals for connection to an external circuit. A voltage or current applied to one pair of the transistor's terminals changes the current flowing through another pair of terminals. Because the controlled
(output) power can be higher than the controlling (input) power, a transistor can amplify a signal. Basically, the design of transistors enable in a suitable electronic circuit can work as an amplifier or switch. Due to this function of transistors they are used in may devices such as radios, computers, calculators, Televisions and all other electronic devices used in home and in industry.
Integrated Circuit
Integrated circuit or monolithic integrated circuit: (also referred to as IC, chip, or microchip) is an electronic circuit manufactured by lithography, or the patterned diffusion of trace elements into the surface of a thin substrate of semiconductor material. Additional materials are deposited and patterned to form interconnections between semiconductor devices.
Integrated circuits are used in virtually all electronic equipment today and have revolutionized the world of electronics. Computers, mobile phones, and other digital home appliances are now inextricable parts of the structure of modern societies, made possible by the low cost of production of integrated circuits.
TYPES OF INTEGRATED CIRCUIT Integrated circuits (IC) are usually referred to as chips. Inside them is a tiny piece of semiconductor (usually silicon) with large circuits built in. There are millions of different integrated circuits. The general types of integrated circuits include: 1.) Logic circuits -These IC's are basically decision makers. most contain logic gate circuits.(logic gates will be discussed in a later section).
2.) Operational Amplifiers -These are amplifiers. Works very much like transistor amplifier circuits.
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3.) Audio amplifiers -These are used to amplify audio.
4.) Timers -These are counting IC's used for circuits that counts or needs to keep track of time.
5.) Switches -Switching IC's are also very much like the switching circuits of transistors
Ohms law Ohm's law states that the current through a conductor between two points is directly proportional to the potential difference across the two points.
Ohms Law formula:
Find V: V=I*R Find I: I=V/R Find R: R=V/I
Test and Measurement Multi Meter:

Multimeter or a multitester, also known as a VOM (Volt-Ohm meter), is an electronic measuring instrument that combines several measurement functions in one unit. A typical multimeter may include features such as the ability to measure voltage, current and resistance.
Types of Multimeter:
1.) Analog Mulimeter: Analog multimeters are electrical test instruments which are used to measure voltage, current, resistance, frequency and signal power. Analog multimeters use a needle along a scale. Switched range analog multimeters are very cheap but are difficult for beginners to read accurately, especially on resistance scales.
2.) Digital Multimeter:
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Modern multimeters are often digital due to their accuracy, durability and extra features. In a digital multimeter the signal under test is converted to a voltage and an amplifier with electronically controlled gain preconditions the signal. A digital multimeter displays the quantity measured as a number
AC, DC Electrical Signals
Alternating Current (AC) - Flows one way, then the other way, continually reversing direction. An AC voltage is continually changing between positive (+) and negative (-).The rate of changing direction is called the frequency of the AC and it is measured in hertz (Hz) which is the number of forwards-backwards cycles per second.
Direct Current (DC) -Always flows in the same direction, but it may increase and decrease. A DC
voltage is always positive (or always negative), but it may increase and decrease. Electronic circuits normally require a steady DC supply which is constant at one value or a smooth DC supply which has a small variation called ripple. Cells, batteries and regulated power supplies provide steady DC which is ideal for electronic circuits.
Properties of electrical signals An electrical signal is a voltage or current which conveys information, usually it means a voltage. The term can be used for any voltage or current in a circuit. The voltage-time graph on the right shows various properties of an electrical signal. In addition to the properties labeled on the graph, there is frequency which is the number of cycles per second. 1. Amplitude is the maximum voltage reached by the signal. It is measured in volts, V. 2. Peak voltage is another name for amplitude. 3. Peak-peak voltage is twice the peak voltage (amplitude). When reading an oscilloscope trace it is usual to measure peak-peak voltage. 4. Time period is the time taken for the signal to complete one cycle. It is measured in seconds (s), but time periods tend to be short so milliseconds (ms) and microseconds (s) are often used. 1ms = 0.001s and 1s = 0.000001s. 5. Frequency is the number of cycles per second. It is measured in hertz (Hz), but frequencies tend to be high so kilohertz (kHz) and megahertz (MHz) are often used. 1kHz = 1000Hz and 1MHz = 1000000Hz.
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Power Supply Power Supply Inverter is an electrical device that changes direct current (DC) to alternating current (AC). The converted AC can be at any required voltage and frequency with the use of appropriate transformers, switching, and control circuits.
FINALS
Finals Topic:
Printed Circuit Board Printed circuit board, or PCB Is used to mechanically support and electrically connect electronic components using conductive pathways, tracks or signal traces etched from copper sheets laminated onto a non-conductive substrate. It is also referred to as printed wiring board (PWB) or etched wiring board. Printed circuit boards are used in virtually all but the simplest commercially produced electronic devices.
Soldering Guidelines
How to Solder:

Never touch the element or tip of the soldering iron. They are very hot (about 400C) and will give you a nasty burn. Take great care to avoid touching the mains flex with the tip of the iron. The iron should have a heatproof flex for extra protection. An ordinary plastic flex
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will melt immediately if touched by a hot iron and there is a serious risk of burns and electric shock. Always return the soldering iron to its stand when not in use. Never put it down on your workbench, even for a moment! Work in a well-ventilated area. The smoke formed as you melt solder is mostly from the flux and quite irritating. Avoid breathing it by keeping you head to the side of, not above, your work. Wash your hands after using solder. Solder contains lead which is a poisonous metal.
Preparing the soldering iron:

Place the soldering iron in its stand and plug in. The iron will take a few minutes to reach its operating temperature of about 400C. Dampen the sponge in the stand. The best way to do this is to lift it out the stand and hold it under a cold tap for a moment, then squeeze to remove excess water. It should be damp, not dripping wet. Wait a few minutes for the soldering iron to warm up. You can check if it is ready by trying to melt a little solder on the tip. Wipe the tip of the iron on the damp sponge. This will clean the tip. Melt a little solder on the tip of the iron. This is called 'tinning' and it will help the heat to flow from the iron's tip to the joint. It only needs to be done when you plug in the iron, and occasionally while soldering if you need to wipe the tip clean on the sponge.
You are now ready to start soldering:
Hold the soldering iron like a pen, near the base of the handle. Imagine you are going to write your name! Remember to never touch the hot element or tip. Touch the soldering iron onto the joint to be made. Make sure it touches both the component lead and the track. Hold the tip there for a few seconds and... Feed a little solder onto the joint. It should flow smoothly onto the lead and track to form a volcano shape as shown in the diagram. Apply the solder to the joint, not the iron. Remove the solder, then the iron, while keeping the joint still. Allow the joint a few seconds to cool before you move the circuit board.
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Inspect the joint closely. It should look shiny and have a 'volcano' shape. If not, you will need to reheat it and feed in a little more solder. This time ensure that both the lead and track are heated fully before applying solder.
Tools that use for soldering 1. Soldering iron is a hand tool used in soldering. It supplies heat to melt the solder so that it can flow into the joint between two work pieces. Soldering irons are most often used for installation, repairs, and limited production work in electronics assembly. High-volume production lines use other soldering methods.
2. Soldering Stand A soldering iron stand keeps the iron away from flammable materials, and often also comes with a cellulose sponge and flux pot for cleaning the tip. Some soldering irons for continuous and professional use come as part of a soldering station, which allows the exact temperature of the tip to be adjusted, kept constant, and sometimes displayed.
3.
Soldering Led (Solder) is a fusible metal alloy used to join work pieces and having a melting point the work piece(s).
together metal below that of
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4. Disordering pump is the removal of solder and components from a circuit for troubleshooting, for repair purposes, component replacement, and to salvage components. Electronic components are often mounted on a circuit board, and it is usually desirable to avoid damaging the circuit board, surrounding components, and the component being removed.
5. Ferric Chloride Is a compound that in its anhydrous form, occurs as a blackbrown, water-soluble, used chiefly in engraving/making a pattern in pcb (Printed Circuit Board).
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COMPETENCY BASED LEARNING MATERIAL IN NETWORK MANAGEMENT
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What is Network Management? Network management:

Refers to the activities, methods, procedures, and tools that pertain to the operation, administration, maintenance, and provisioning of networked systems.
Operation deals with keeping the network (and the services that the network provides) up and running smoothly. It includes monitoring the network to spot problems as soon as possible, ideally before users are affected. Administration deals with keeping track of resources in the network and how they are assigned. It includes all the "housekeeping" that is necessary to keep the network under control. Maintenance is concerned with performing repairs and upgradesfor example, when equipment must be replaced, when a router needs a patch for an operating system image, when a new switch is added to a network. Maintenance also involves corrective and preventive measures to make the managed network run "better", such as adjusting device configuration parameters. Provisioning is concerned with configuring resources in the network to support a given service. For example, this might include setting up the network so that a new customer can receive voice service.
Functions that are performed as part of network management accordingly include controlling, planning, allocating, deploying, coordinating, and monitoring the resources of a network, network planning, frequency allocation, predetermined traffic routing to support load balancing, cryptographic key distribution authorization, configuration management, fault management, security management, performance management, bandwidth management, Route analytics and accounting management. Data for network management is collected through several mechanisms, including agents installed on infrastructure, synthetic monitoring that simulates transactions, logs of activity, sniffers and real user monitoring. In the past network management mainly consisted of monitoring whether devices were up or down; today performance management has become a crucial part of the IT team's role which brings about a host of challengesespecially for global organizations.
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Network Management in general is a set of activities where a variety of tools, applications, and devices are utilized by IT personnel to monitor and maintain information technology networks. Network management means different things to different people. For the Cox of an organization it would mean being able to ensure that the enterprise IT infrastructure (consisting of departments, locations and services) is performing optimally. To the Network Manager it would mean managing the details that constitute this high-level view. In the simplest terms, network management translates into managing fault and performance across applications, servers and networks.
Operations
Management is an area of management concerned with overseeing, designing, and controlling the process of production and redesigning business operations in the production of goods and/or services. It involves the responsibility of ensuring that business operations are efficient in terms of using as few resources as needed, and effective in terms of meeting customer requirements. It is concerned with managing the process that converts inputs (in the forms of materials, labor, and energy) into outputs (in the form of goods and/or services). The relationship of operations management to senior management in commercial contexts can be compared to the relationship of line officers to highest-level senior officers in military science. The highest-level officers shape the strategy and revise it over time, while the line officers make tactical decisions in support of carrying out the strategy. In business as in military affairs, the boundaries between levels are not always distinct; tactical information dynamically informs strategy, and individual people often move between roles over time. According to the U.S. Department of Education, operations management is the field concerned with managing and directing the physical and/or technical functions of a firm or organization, particularly those relating to development, production, and manufacturing. Operations management programs typically include instruction in principles of general management, manufacturing and production systems, plant management, equipment maintenance management, production control, industrial labor relations and skilled trades supervision, strategic manufacturing policy, systems analysis, productivity analysis and cost control, and materials planning. Management, including operations management, is like engineering in that it blends art with applied science. People skills, creativity, rational analysis, and knowledge of technology are all required for success.
System Administrator
IT systems administrator, systems administrator, or system admin is a person employed to maintain and operate a computer system and/or network. System administrators may be
members of an information technology (IT) or Electronics and Communication Engineering department. The duties of a system administrator are wide-ranging, and vary widely from one organization to another. System admin are usually charged with installing, supporting and maintaining servers or other computer systems, and planning for and responding to service outages and other problems. Other duties may include scripting or light programming, project management for systems-related projects, supervising or training computer operators, and being the consultant for computer problems beyond the knowledge of technical support staff. To perform his or her job well, a system administrator must demonstrate a blend of technical skills and responsibility.
Network provisioning
Terms referring to provisioning of the customers services to the network elements, mostly used in the telecommunication industry. It requires the existence of networking equipment and depends on network planning and design. In a modern signal infrastructure employing information technology at all levels, there is no distinction possible between telecommunications services and "higher level" infrastructure. Accordingly, provisioning configures any required systems, provides users with access to data and technology resources, and refers to all enterprise-level information resource management involved. From a management perspective, it is typically managed by a CIO, and necessarily involves human resources and IT departments cooperating to:

Give users access to data repositories or grant authorization to systems, network applications and databases based on a unique user identity. Appropriate for their use of hardware resources, such as computers, mobile phones and pagers.
As its most central responsibility, the provisioning process monitors access rights and privileges to ensure the security of an enterprise's resources and user privacy. As a secondary responsibility, it ensures compliance and minimizes the vulnerability of systems to penetration and abuse. As a tertiary responsibility, it tries to reduce the amount of custom configuration using boot image control and other methods that radically reduce the number of different configurations involved.
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ITIL Foundation Certificate

The Information Technology Infrastructure Library (also known as ITIL) is a set of topics as well as concepts that deal with the things that IT organizations should know. To answer the question What is ITIL?, it is important to look at the concepts included in the different versions of the library. Information Technology Infrastructure Library (also known as ITIL) is consisted of policies and concepts that are very useful for managing operations and development of IT infrastructure. The library is very important to describe practices as well as procedures and tasks that information technology organization should enforce or implement to attain its needs. For the convenience of IT associations and organizations, ITIL was published in a book series with the help from the British Office of Government Commerce. To have idea what is ITIL, it is best to look at the different published versions of Information Technology Infrastructure Library.
Version One The first version of ITIL deals with the basic concepts in IT that organizations should learn. Some of the topics covered in this version are cabling techniques, backup power supplies and office acoustics. Aside from these, the version covers topics on service delivery and service support. To assist the organizations, the version discusses the processes involved in service support such as help desk management, change management as well as software distribution and control.
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Version Two The second version of Information Technology Infrastructure Library was published to add other concepts that are important to IT. The reasons for publishing and introducing this version include the elimination of duplicate entries, improvement in the consistency of topics and inclusion of new IT concepts. Some of the topics covered in ITIL version two are problem management, release management, incident management, financial management of IT assets, security management and service continuity management. The advantages of version two over version include the introduction of the concepts call center and help desk. Aside from these, the second version discusses and compares the three kinds of IT organizational structure, namely the local service desk, the central service desk and the virtual service desk.
Version Three The third version of Information Technology Infrastructure Library has five volumes, which focus on service strategy, service transition, service design, service operation and continual service improvement. In the volumes that deal with service transition and service strategy, the concepts discussed include service assets, business case development, service value definition as well as information security management. When it comes to service operation and service design, the topics covered are access management, request fulfillment and application management. Finally, the volume on continual service management discusses concepts related to upfront planning and ongoing scheduling.
Level of ITIL examination: 1. Entry level foundation 2. Node level practitioner 3. Upper level Manager
Good candidates for the Certificate: 1. 2. 3. 4. 5. 6. I.T Service Management Information and communication technology management Technical Support Application Development Maintenance Business development analysis Business and I.T stakeholder
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IT service management or IT service support management (ITSM or ITSSM) Refers to the implementation and management of quality IT services that meet the needs of the business. IT service management is performed by IT service providers through an appropriate mix of people, process and information technology Information and Communications Technology Management The Information and Communications Technology Management (ITM) Unit contributes to the attainment of the strategic objectives of the WHO African Region by providing effective, secure and reliable Information and Communications Technology (ITM) services to all staff and users in the region
Objectives/functions The functions of the Unit are:
To define policies, standards and procedures, ensuring a consistent quality of ITM services through effective planning, guiding, coordinating and monitoring of ITM activities across the region. To develop and maintain corporate and health information systems. This includes providing support to the Global Management System and to WHO/AFRO corporate systems, health information systems and web based services. To provide and support the ITM infrastructure. This includes administration of ITM local and wide area networks, email services, management of the switch and cabling infrastructure, telecommunications support and information security. To provide user support to staff and users in the region, including desktop support, video conferencing services and ITM training.
Technical support or tech support

Refers to a range of services by which enterprises provide assistance to users of technology products such as mobile phones, televisions, computers, software products or other electronic or mechanical goods. In general, technical support services attempt to help the user solve specific problems with a productrather than providing training, customization, or other support services. Most companies offer technical support for the products they sell, either freely available or for a fee. Technical support may be delivered over the telephone or online by email or a website or a tool where users can log a call/incident. Larger organizations frequently have internal technical support available to their staff for computer related problems. The internet is also a good source for freely available tech support, where experienced users may provide advice and assistance with problems. In addition, some fee-based service companies charge for premium technical support services.
Three Kinds of IT Organizational Structure 1. Service Desk Is a primary IT service called for in IT service management (ITSM) as defined by the Information Technology Infrastructure Library (ITIL). It is intended to provide a Single Point of Contact ("SPOC") to meet the communication needs of both Users and IT employees. But also to satisfy both Customer and IT Provider objectives. "User" refers to the actual user of the service, while "Customer" refers to the entity that is paying for service. 2. CENTRAL SERVICE DESK The Central Service Desk (CSD) is something most customers dont think of right away when talking about management of their services to their internal clients. However, a CSD can provide untold value by giving your clients a one-stop number for all service or break-fix calls. Staffed by trained & experienced Beacon employees that take the time to get to know your operations, the CSD provides 24 hours per day support for maintenance, projects, and emergencies. From Tier One phone support to the dispatch, management, and follow-up of repair orders, the Beacon Central Service Desk is the answer. 3. Virtual help desk
Allows IT support organizations to virtually deploy IT technicians on demand to support a computer user experiencing technical issues. IT can efficiently manage and allocate global help desk resources, including most importantly its personnel, to access any computer to provide support despite the end user or IT rep location. Virtual help desks allow IT reps to virtually access end systems through support sessions where they can diagnose and fix computer issues quickly. This eliminates in-person customer service calls and/or ineffective phone-only tech support sessions, making the help desk more efficient.
Incident Management What is incident? Unplanned Interruption for I.T Reduction of quality I.T service Failure of some configuration item Failure of one (1) hard disk for a mid set
Incident management is the processes for responcible maganing life cycle of all your incidents. The goal of incident management is to return the I.T service to user as quickly as possible. With the little impact on the organization. Give our users back to work as ASAHP (As Soon As Humanly Possible).
Incident management over view To lower or even eliminate effects of occurrences of I.T interruption, disturbances, or quality reduction. Must get users back to work A.S.A.H.P. Hire appropriate specialists to record, classify, allocate (route), all incidents. Progress should be monitored. Incident must all be resolve. Process must be closed after resolution.
Incident Management Layer
N-th Line(N-Tier) Vendors, Suppliers, Consultant N-th Line(N-Tier) Vendors, Suppliers, Consultant
3rd Line Tier (Tier 3) Developers and Architechs
2nd Line Tier (Tier 2) Network Server Management or Central Processing
1st Line Tier (Tier 1) Service Desk
Users-Power Users-CustomerApplication Management
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Problem Management Is the process responsible for managing the lifecycle of all problems. The primary objectives of Problem Management are to prevent problems and resulting incidents from happening, to eliminate recurring incidents, and to minimize the impact of incidents that cannot be prevented. Underlying causes of actual and potential failures. Problem management also tracks and monitors infrastructure. Problem Management chart:
Problem
Known Error
RFC
Problem Management Process:
Inputs
Main Actions
Outputs
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The Problem Manager Responsible for all problem management activities. Maintain all problem/error control procedures. Manage personnel and resources. Develop and improve processes.
Change Management Is an approach to shifting/transitioning individuals, teams, and in general organizations from a current state to a desired future state. It is an organizational process aimed at helping change stakeholders to accept and embrace changes in their business environment or individuals in their personal lives. Goal of change management is to manage the change process and limit the introduction of errors and incidents related to the changes.
Change Management Action Recording Acceptance Classification Planning and Approval Coordination Evaluation
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1. Recording- All RFCs are logged with ref. number of known error. 2. Acceptance- Initial assessment with re-request option for RFC. Change Incident (C.I) 3. Classification- Priority and category are designated for accepted RFC. Examples Priorities: 1-Low 2-Normal 3-High 4-Highets (Critical) 4. Planning and Approval- Change management uses change calendar or FSC (Forward Schedule of Changes to plan). FCS contains, Approve change details, Planned implementation date. 5. Coordination- Approved changes go to product specialists who construct and integrate changes. Before implementation changes should be pilot tested. Phases:
Build
Test
Implement
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6. Evaluation- Answering all questions about changes. Did change meet intended goal? Are all parties satisfied with the result?
Change Manager Role Overall responsibility for CH (Change Management) in consultation with management liaison and change advisory board. In charge of reaching all CM (Change Management) goals and development method of ensuring effectiveness and efficiency. Receive, Logs, Prioritizes RFCs.
Release Management Major Release- Major Rollout, Substantial increase in overall functionality (Eliminate Errors). Minor Software Release- Includes minor enhancements, interface changes, Fixes hardware support. Hardware upgrades- Improved support/functionality.
The Goals of Release Management Assures technical and non-technical aspects are considered. Manage release planning and policy, design, building, and configuration. Conduct extensive testing and auditing. Preparation, Installation, Training. Storage, Release, Distribution, Install of Software.
Types of Release Full Release- It is a type of release that test, distribute and implement all the components of that release unit.
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Delta Release- Also known as Partial Release. Did not change all the information that is being release since the last release. Package Release- Includes two or more sets of full release. And it is truly tested and introduce in a live environment as a single release.
Release Management Environment 1. Release Policy- The release manager develop the release policy on how they are going to release a software or a hardware. 2. Release Planning- Includes planning what version of unit is going to release. And how will they release a software or hardware units. 3. Design and develop software or hardware- Designing and developing release unit, maybe needs to upgrade or change it if necessary. 4. Purchase software or hardware- If its need to purchase or just develop release unit. Release Management Controlled Test Environment 1. Build and Configure (with back-out plan)- Making a pilot testing. Having a backup plan after a failed change or release. 2. Fit-For-Purpose Tests- Allows you to meet objectives or a service level. Before implementing a releasing process it should be undergo in testing process. 3. Release Acceptance- A release should be accepted in the controlled environment. Acceptance comes before deployment. 4. Rollout Planning- Releasing planning should be conducted. It is the exact plan or the exact schedule. The problem manager is responsible for implementing rollout planning or releasing. 5. Communication, Preparation, and Training- One of the most important things that the management must have is communication with the customers/consumers. Preparation must apply before releasing a unit. Training must be implemented within the management. Basically the awareness training in all I.T personnel.
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Release Management Live Environment 1. Release Distribution- Distribution the release, monitoring the logistical process for the purchasing a product, the software, the hardware if thats applicable. The storage, transport, delivery, actual hand over of the software or the hardware. 2. Installation- Installing the software, the package, the device driver, installing the hardware solution. Also it must be compatible with the other components. 3. Cost and Potential Problems- Who are the persons involved in the cost of products and what is the potential pitfalls of release management. Cost and Pitfalls of Release Management Build/Test/Distribute environment. Software and hardware costs (Installation).
Configuration Management Concepts and Objectives Benefits of Configuration Management Configuration Management Activities Costs and Problems
Concepts and Objectives Goals is to keep Information about I.T infrastructure current. Make sure changes have been properly logged/documented. Maintains accurate topology of existing configuration items. Provide information about product policy, troubleshooting data, impact assessment, provisioning services.
Benefits of Configuration Management
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Manage I.T components and services. Contributes to faster troubleshooting and change processing. Better control of software and hardware. Improve security and compliance. Enhance planning for procurement/expenditures. Support for capacity management and availability management. Foundation for I.T continuity management.
Configuration Management Process
Planning
Identification
Control
Reporting
Verification
Status Accounting
Costs and Challenges

Added hardware, software, licenses, fees. Database, CMS design, implementation and maintenance. Timing moving from manual to automated systems. Effects of sudden changes and over-reaching schedules. Obtaining buy-in from management/stakeholders. Users/customers bypassing CM process.
Service Level Management

Key service Level Management Terminology Service Level- Reported and measuring the achievements or the accomplishment against one or more service level target. Service Level Target- Service design and the continual service improvement. To ensure the I.T service design is fit to purpose. SMART (Specific Measurable Achievable Relevant Timely). Service Level Agreement (SLA)- It is an agreement between the I.T service personnel and the customer or a user. Agreement that defines the I.T services, documents, and the document service target. Service Level Management (SLM)- It is part of the design, service level improvements. It is responsible for negotiating our service level agreements, making sure that there all met. Service Level Requirement (SLR)- Basically the requirements of the customers for a certain area of I.T services. Service Hours- Time period, for a particular I.T service or I.T personnel should be available. Service Capacity Management (SCM)- Understanding the performance, and the capacity of I.T services. It is determine by Collecting, Recording, Analyzing data that is use by different types of plan.
Goals and Scope of Service Level Management
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Maintaining and improve I.T service quality via continual consensus, monitoring and logging by eliminating poor service. Service Level Management (SLM) builds long-term relationships with all parties. Service Level Management (SLM) covers every aspects of I.T service provisioning. Also concerned with customer/vendors negotiations. Service Level Management (SLM) is at the top of responsibility chain.
Costs Vs Benefits Informed decisions with customers must be made. Costs are staffing, accommodation, support tools, hardware costs, and marketing costs. Benefits of SLM are extensive. Improved relationships and customer perception of I.T. Clear demarcation between I.T groups/I.T and customers. Isolated targets for measuring and reporting. It goals are much more Business-Centric. Expectations are easier agreed upon and met. Baseline for measuring vendor performance. Clearly define I.T service.
I.T Services Financial Management
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Basic Concepts Is to promote cost awareness and prudence. I.T services must address quality, cost, and customer needs. Budgeting. Accounting. Charging. Costs.
Types of Costs Direct Vs Indirect- Direct costs is a cost that is directly related, exclusively, or specifically to a particular I.T service. While the indirect costs is not specifically tied on I.T services. Its like desk and supplies, network management support services, time of using a trainer. Fixed Vs Variable- Fixed costs is independent for the volume of production. Investment of hardware, software, and in facilities. While the variable costs may change depending upon the changes in production or changes in output. Capital Vs Operational- A capital costs is purchasing an asset that is being use for a long tern of use. While the operational costs is a day to day costs.
Cost Elements ECU- Equipment Cost Unit. SCU- Software Cost Unit. OCU- Organizational Cost Unit. ACU- Accommodation Cost Unit.
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TCU- Transfer Cost Unit. CA- Cost Accounting.
Goals of I.T Financial Management Reduce long-term-costs-empower management. Declared added value of I.T. Improved TCO and ROI. Forces business to make service levels and their costs more visible. Assures SNR. Management /Stakeholders that I.T is well manage and meeting business needs. Assists change management processes.
Processes and Activities
Service Level Management

I.T Financial Management
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I.T needs
I.T Planning
Accounting and Cost control
Feedback
Financial Management Activities 1. Budgeting Planning/ Managing Financial activities of the organization. Involves corporate and strategic long-term planning. Incremental Vs Zero-base budgeting.
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Process, Sales, Marketing, Production, Administrative, Lost and Investment. Determine the budget period.
2. Accounting Identifying and qualifying costs, expenditure. Understanding the way costs are structured. Defining cost elements. Base cost structure on a service structure. Subdivide cost units for personnel, hardware, software, and overhead. Budgets are formed annually for each cost element and service.
3. Charging Tool to allow for careful usage of I.T resources. Should be compatible with organizational financial policies. Used to recover all incurred costs of business unit. Charging policy should include; Communication, Pricing, Flexibility, Notational charging.
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4. Reporting Invoicing and communicating to the customer. Conduct a regular meeting with customer under umbrella of SLM. SLM is reported to with the following: I.T expenditures per customers. Differences in actual /estimated charges. Methods for accounting and charging. Disputes and their solutions.
Possible Pitfalls I.T personnel are often unfamiliar with monitoring, calculating, and charging costs. May often require substantial non-I.T information. Hard to find people with dual expertise. Difficult to accomplish if corporate strategy. Because of above factors, non-cooperation is common.
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Lack of management commitment trickles down.
Capacity Management It is a process used to manage information technology. Its primary goal is to ensure that IT capacity meets current and future business requirements in a cost-effective manner. Performance Management It is a day to day responsibility over the capacity management activities. Includes activities which ensure that goals are consistently being met in an effective and efficient manner. Performance management can focus on the performance of an organization, a department, employee, or even the processes to build a product of service, as well as many other areas. Application Sizing Activity that is responsible for giving the resource requires necessary to support a new application.
Benefits of Capacity Management Efficient management of resources to reduce I.T risk through continues monitoring. Understand impact of new or changed service. Cost reduction and maximized investment. Reduce disruption of business via Link to change management. Quicker response to customer needs. Lower capacity, Related expenditures.
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Activities of Capacity Management 1. Develop the plan- Formalize the document. 2. Modeling- It is the powerful method to forecast the behavior of your infrastructure. It should be measuring tools, estimation tools. 3. Application sizing- Resourcing or the necessary to run new services or modified services. It should be the expected performance level and the resources of the application and the cost. 4. Monitoring- Performance monitoring. It includes CPU utilization, Disk utilization, Network resources, and Licensing issues. 5. Analyze- Analyze the information, looking for ways of improving efficiency, Provides for the needs to acquire new infrastructure components software or hardware. 6. Tune- Process of tuning, optimizing your system for the actual work loads or the expected work load. Monitor the data and analyze the data.
7. Implement- To introduce that change or new components capacity to the environment. Implementing change under change management. 8. Demand Management- Doing things to influence the demand for capacity, controlling and influencing the user demand. 9. Create and Input to CDB (Capacity Data Base)- The process of populating the capacity database by collecting any information or data which is relevant to the capacity management process.
Cost and Related Issues Hardware and Software tools and CDB management. Project Management Costs. Personnel, Training, and support overhead.
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Related Facilities and Services. Unrealistic Expectations. Lack of data and supplier input. Complex implementations. Lack of buy-in from management.
Availability Management It is responsible for ensuring application systems are up and available for use according to the conditions of the Service Level Agreements (SLAs). Making sure I.T services are their when needed. Monitors availability from end-to-end. Also works with problem management service. Goals of A.M is to optimize I.T infrastructure. Must maintain customer/user satisfaction.
Three Key Principle of Availability 1. I.T service must be consistently accessible.
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2. One-time disruptions must be address rapidly and completely. (No repeat incidents). 3. Availability is mission critical business/infrastructure component.
Four Basic Abilities of Availability
Availability
Reliability
Maintainability
Serviceability
Availability Activities
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Determine Availability Requirements
Design for availability
Design for Maintainability
Identify Security Issues
Develop Availability Plan
Measuring and Reporting
Maintenance Management
Availability Management Metrics MTTR- Mean Time To Repair. Average time to repair after a failure. MTBF- Mean Time Between Failures. Measures and reports reliability/resilience. MTBSI- Mean Time Between Service Incidents. Also measures reliability. MTRS- Mean time to Restore Service. Average time to restore after a failure.
I.T Service Continuity Management IT Service Continuity Management provides a framework for developing IT infrastructure recovery plans in support of Business Continuity Management (BCM).
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Overview: Also known as disaster recovery. Disaster- goes far beyond incidents. Consists of business continuity planning and continuity planning. Emphasis is on disaster prevention (Avoidance). Support all business continuity management (BCM). Deals also with restoration and recovery.
I.T Service Continuity Strategy Elaborate prevention measures. Choose recovery options- Personnel, Accommodations, I.T System, Network, Support services, Archiving. Viable options: No Response- Paper Based System- Reciprocal Relationships- Cold standby- Warm standby- Hot Start/Hot Standby- Hybrid approach.
Costs and Potential Problems Time and finances are extensive for planning, Initiating, Developing. Implementing. Risk management personnel, Software, Hardware. Recovery arrangements (Hot site, Warm site) are typically expensive solutions. Lack of in- house I.T expertise.
Lack of business familiarity and awareness.
Security Management It is the process describes the structured fitting of security in the management organization.
The Big Picture External unstructured threats. External structured threats. Internal unstructured threats. Internal structured threats. Confidentiality. Integrity. Availability. Non- repudiation.
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Four types of Network Threats
1. External Threats- In external threats, an individual outside the organization may commit intrusions. Are threats from individuals outside the organization, often using the Internet or dial-up access. These attackers dont have authorized access to the systems. 2. Internal Threats- An individual inside the organization may exploit the system. Originate from individuals who have or have had authorized access to the network. This could be a disgruntled employee, an opportunistic employee, or an unhappy past employee whose access is still active. 3. Unstructured Threats- Often involve unfocused assaults on one or more network systems, often by individuals with limited or developing skills. The systems being attacked and infected are probably unknown to the perpetrator. These attacks are often the result of people with limited integrity and too much time on their hands. Malicious intent might or might not exist, but there is always indifference to the resulting damage caused to others.
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4. Structured Threats- Are more focused by one or more individuals with higher-level skills actively working to compromise a system. The targeted system could have been detected through some random search process, or it might have been selected specifically. The attackers are typically knowledgeable about network designs, security, access procedures, and hacking tools, and they have the ability to create scripts or applications to further their objectives.
Confidentiality- Refers to limiting the access and preventing the enclosure of information or data for unauthorized user. Protecting against malicious malware, spyware, e-mail spam, instant messaging spam. Integrity- Refers to the trust worthiness of data or information. Availability-Availability of a software or information. Accessible information or software. Non-Repudiation- Ensures the contract cannot be repudiated, Secure communications need to integrate a service in charge of generating digital evidence (rather than simply information logs) in order to resolve disputes arisen in case of network errors or entities' misbehavior when digital information is exchanged between both points.
Security Controls 1. Organizational- Provides clear responsibility, clear individual role and procedures that they coordinate with the business needs. 2. Physical- Refers to the facilities, to the building, that includes surveillance camera, the guard and the physical detection system. Providing the layer of approach security and it is highly recommended. 3. Technical- Protect the technical system, this thing can be access control.
4. Procedural- Includes policies, Standard procedures, and general guidelines. Procedural control defines the day to day business activities.
Security Controls
Preventative
Detective
Corrective Security Management Process
Control
Plan
Implement
Report
Maintain
Evaluation
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Security and the Service Level Agreement (SLA) SLA must define extent that security is provided. Security elements must be customer-specific. Customer determines security policy. Security needs compared with providers service catalog, Operational Level Agreement (OLA) will have a security section as well.
Costs and Possible Pitfalls Personal. Cash outlay No security/Poor security= Lost production, Replacement, Data loss/Change, Goodwill diminished, Reputation, Legal action, Government fines. Lack of commitment and ambition. Poor attitudes and human behavior. Lack of awareness training. Lack of detection system. Over-reliance on reactive techniques.
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COMPUTER SECRETARIAL (SECOND YEAR)
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COMPETENCY BASED LEARNING MATERIAL IN ENGLISH GRAMMAR

ENGLISH GRAMMAR CHAPTER I LESSON I
What is Grammar?
Grammar is a word used to represent the ENGLISH LANGUAGE RULE which covers Subject verb agreement, Parts of speech and proper construction of sentences according to their structure and use.
Communication skill is nothing without your ability to use proper grammar to deliver a message through context or oral ways.
First thing that you must be educated about are the 8 categories in speech.
Why is it important to recognize parts of speech?
It is very important to recognize parts of speech because it helps you to analyze sentences and understand them. It also helps us to construct good sentences.
A person living in our generation that doesnt have the capability to communicate in English language is like a person stuck in the middle of nowhere without having anybody.
English is the mostly used language all over the world. You will never be lost once you know how to communicate in English because we all know that in any part of our world, you will be able to encounter a person that uses or at least knows how to use this language.
At most, in our Community; when it comes to job opportunities, mostly requires a good Communication skill in English Language specially the job in-line offerings that we have in our economic field.
Once you know English, You know the world as Shakespeare stated.
ACTIVITY #1
NAME: ________________________ INSTRUCTOR: _________________

ACTIVITY (PRE-ASSESSMENT)
DATE: __________ ROOM: _________
ANSWER the following providing 2 sentences each
Test I: What is Grammar? __________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _______________________________________.
Why is it important to recognize parts of speech? __________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _______________________________________.
Test II Create a paragraph consisting of 5 sentences about yourself: [Basic autobiography]
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__________________________________________________________________ ____________________________________________________________________ Definition of Terms
____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________
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word Phrase clause
Smallest single unit of language. Short group of words represented as a unit. Group of words that contain a verb.
sentence
Word or group of words that delivers a complete thought.
grammar paragraph
Set of rules and ways to construct sentences. Group of sentences that develops an idea.
essay
A written composition about the writers views of a specified topic
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CHAPTER I LESSON II
8 PARTS OF SPEECH
NOUN [N]
Noun is a part of speech that denotes name of a person, place, thing or event.
Kinds of noun 1. Proper noun

Noun that is identified and distinct (starts with a capital letter) Ex: Anna, Brownie, Literature
2. Common noun
Noun that is a general term and is written in lower cases of letters
Ex: book, paper, dog
3. Concrete noun
Any noun that is tangible and can be seen by our eyes
Ex: motorbikes, pencil, monitor
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4. Mass noun [non-countable noun]

Nouns that we cannot count individually but measured per quantity or per Container
Ex: rice, sand, water
5. Count noun [countable noun]

Nouns that can be counted individually Ex: cell phone, house, door knob
6. Abstract noun Noun that is not tangible or unseen, it can be a form of reaction upon emotions or
Idea Ex: Love, Hurt, Humanism
7. Collective noun Noun that represents a group Ex: Flock, committee
8. Possessive noun Noun that shows ownership, usually stated with apostrophe S (s).
If the noun ends with S just put apostrophe () Ex: Din-dins bag, Files I-pod
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SINGULAR AND PLURAL FORM OF NOUN
Most nouns change their singular form by just adding -s or -es. singular
Box Bee Map girl
plural
boxes Bees Maps Girls
These nouns are called REGULAR NOUNS.
There are also nouns that end with y and if transformed to plural you are going to omit the letter y and add -ies and if the noun ends with letter f you are going to change that letter to -ves to have its plural form. These cases are mostly occurring but not all the times. Examples are: singular fly wharf city calf plural Flies Wharves cities calves
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Lastly, we have these nouns that have the irregular transformation, they are called IRREGULAR NOUNS, and we can only identify their plural forms by consulting a good dictionary and gaining knowledge. Examples are: singular forum alumnus ox criterion plural Fora Alumni Oxen criteria
ACTIVITY #2
NAME: ________________________ INSTRUCTOR: _________________

ACTIVITY TEST I
Give all the kinds of noun and define each
DATE: __________ ROOM: _________
1. 2. 3. 4. 5. 6. 7. 8.
______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________
TEST II Give three Examples each kind of noun
1. 2. 3. 4. 5.
_________________,____________________,__________________ _________________,____________________,__________________ _________________,____________________,__________________ _________________,____________________,__________________ _________________,____________________,__________________

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6. _________________,____________________,__________________ 7. _________________,____________________,__________________ 8. _________________,____________________,__________________ TEST III Fill the tables below with the correct answers A. singular forum alumnus Oxen criteria B. singular Battle Crimes Nappy ring wives nest plural plural
C.
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singular Calf hero
plural
Plates lip leaf
CHAPTER I LESSON III
PRONOUN [P]
Pronoun is a word that replaces noun. It is often used to avoid redundancy.

Ex: He, She, They, which, mine
Instead of stating: Din-din is my favorite Volleyball Player and Din-din is also a religious person and smart student.
You can say: Din-din is my favorite Volleyball Player and she is also a religious person and smart student.
KINDS OF PRONOUN
1. Personal pronoun
Refers to the one speaking, the one spoken to and the one spoken about
Personal pronouns singular First person Second person Third person I, me, my, mine You, your, yours He, him, his,
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Plural We, our, ours, us You, your, yours
She, her, hers It, its They them their, theirs
I am Din-din, you are my sisters and he is brother.
our
2. Demonstrative pronoun
A demonstrative pronoun is used to point out something or someone.
DEMONSTRATIVE PRONOUN nearby singular plural this these far that those
This is the worst day of my life. Those are my beautiful students. These are the students sitting in front. That person is the kindest student in
DATACOM.
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3. Interrogative Pronoun
Interrogative pronoun is used to ask questions. INTERROGATIVE PRONOUN pronoun Who, whom people Whoever, whomever What, which Things, animals Whatever, whichever Who gave you the permission to use this bag? To whom do you want to share this reward? What is the matter with that girl?
4. Indefinite Pronoun
Indefinite Pronoun is referring to an identifiable but not definite person, place thing or
idea.
INDEFINITE PRONOUN all fe w another everythin g any som e anyon e severa l anything somebod y each som e everybod y someone none
anyone
Everybody is allowed to join the party.

[All of the people are allowed to be present in the party]
I have seen the presentation, but none of them got it correctly. [No one on the choices]
5. Reflexive Pronoun
Reflexive pronoun is used to reflect back to the subject of the sentence. The one that
it is pertaining to is also the topic of the statement itself.
REFLEXIVE PRONOUN myself himself Ourselves herself yourselves yourself themselves itself
Din-din forced herself to join the party. [Din-din is also the one who convinced her self]
Fille did the whole project herself. [Fille didnt asked any help from others+
6. INTENSIVE PRONOUN
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Intensive pronoun is somewhat identical to reflexive pronoun but to make it clear, always remember that INTENSIVE PRONOUN is only used to emphasize a noun or pronoun to make a specified point. (MOSTLY [not all the time] it is located after the subject or noun/pronoun)
President Noy-noy Aquino himself did the plan for the educational fund. The students themselves created the science book of theories. Din-din herself contributed a lot of points for the win of National University.
ACTIVITY #3 NAME: ________________________ INSTRUCTOR: _________________ DATE: __________ ROOM: _________
TEST I
What is pronoun? ____________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ___________________________________
TEST II What are the six kinds of pronoun? Define each:

1. 2. 3. 4. 5. 6.
___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________
TEST III Use each kind of pronoun in a sentence:
1. 2. 3. 4. 5. 6.
_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________
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CHAPTER I LESSON IV
VERB [V]
Verb is a word that shows an action or state of being (is, is, are, was, were) . It can be the action that you are doing, you will do or you did.
KINDS OF VERB
1. Action verbs
Action verb denotes an action that is physically or mentally performed. Ex: ACTION VERB Mentally performed Physically performed Believe/ Believes , thought/think Go/goes, walk/walks, climb/climbs, dance/dances
There are two kinds of action verb:
1.a Transitive verb [TV]
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Transitive is an action verb that is always followed by a direct object

[answers the question what/whom]
ASK
Ex: The boy planned the whole event. [PLANNED WHAT/whom?] V D.O.
ANSWER
[First thing you need to do is to search for the verb used in the sentence, after you found the verb, try to ask WHAT? then the answer will be the direct object, and if D.O. do exist; the verb used is transitive]
1.b Intransitive verb [INT-V]
Intransitive verb is an action verb that expresses an action but doesnt have a direct object to receive the action done. Ex:
*Try to ask the question what/whom?]

Din-din walked fast. V [Walked what?]
No answer??
If the question is unanswered, then the verb is intransitive
2. Linking verb [LV]
Instead of showing what the subject is doing, a linking verb shows the subject in a state of being. It is the one responsible for connecting other information or idea about the subject, present in a sentence.
There are two kinds of Linking verb:
2.a Verb of being [V-be]
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The base form is the word BE.
V-be singular Is/was , am Will be, shall be, could be, can be Must, shall, can plural Are/were Will be, shall be, could be, can be Must, shall, can
She is Din-din. Can I help you? I shall do what you suggest.
2.b Sensational Verb
Verb that uses the five senses of your body to indicate the idea in the field
you wanted it to be.
SENSATIONAL VERB Sense of sight Sense of hearing Sense of touch/feel Looks, seems Sounds Feels, felt
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Sense of smelling Sense of tasting
Smells tastes
It tastes delicious. Din-din seems already tired during the last set of the game. She looks young. Look vs. looks Anna! Take a look at this. [look is used to convey an action that is physically done]
CHA PTER I LESS ON V
while Anna looks like Maria. [you used already your sense of sight to describe the thought you wanted to express]
ASPECT AND TENSES OF THE VERB
Aspect refers to how an event or action is to be viewed with respect to time, rather than to its actual location in time.
1. Din-din ate the pizza on V-leagues championship day.
2. Din-din has eaten the Pizza.
3. Din-din is eating Pizza.
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Sentence number one shows that Din-din ate the pizza in the past and the time is specified which is on V-leagues championship day. (Simple past tense of the verb)
Sentence number two shows that Din-din did the action but it seems it took place just recently and it shows that the action is still relevant at the time of speaking [Din-din has eaten the pizza and we must prepare a glass of water for her.] (Perfective aspect of the verb)
Sentence number three the action is still in progress at the time of speaking [Din-din is eating.] (Progressive aspect of the verb)
perfective present past

Has fallen Had fallen
progressive
Is falling Was falling
Progressive denotes actions that are going-on or continuing at present time of speaking
Perfective denotes an action in the past that occurred before a separate action in the
past also.
BASIC TENSES OF THE VERB
Simple form of the word walk
PRESENT TENSE
PAST TENSE
FUTURE TENSE
walk
walked
Will walk, shall walk Will talk, shall talk Will eat, shall eat Will speak, shall speak Will smile, shall smile
Talk
Talk
talked
Eat
eat
Ate
Speak
Speak
Spoke
smile
smile
Smiled
1. Present tense of the verb
Present tense expresses an
unchanging, repeated, reoccurring action or situation that exists only now or widespread truth [fact].
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unchanging Reoccurring action
The sun is the center of the solar system. Every year we are changing the color of the paint of our house for its maintenance.
Situation that I saw Rhea slipped because she stepped on a banana peel. exists only now fact 2. Past tense of the verb Dr. Jose Rizal is our national Hero.
Expresses an action or situation that was started and finished in the past
Mostly, verbs end in Ed if regular Changes the spelling if irregular
I walked. regular Sheila and I talked about the incoming project. I drove the car going to manila. irregular Helen Keller wrote the novel.
3.Future tense of the verb
Expresses an action or situation that will occur in the future

Formed by using will/shall w/the simple form of the verb [will/shall + simple form] or by using [is/are/am + going to].
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I will go there later. I shall see them tomorrow. They are going to have their first party next week.
FORMS OF THE VERB [voices of the verb]
1.
PASSIVE
In contrary to the active form of the verb, in passive form the object is the subject.
The cake is baked by the mother. Anna thought that the bus is droved by her father. The bag is given by her mom.
2. ACTIVE
The doer of the action is the subject and the receiver is the object.
The mother baked a cake. Her mother gave the bag. Anna thought that her father drove the car.
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ACTIVITY #4 NAME: ________________________ INSTRUCTOR: _________________

TEST I: Answer the following questions:
DATE: __________ ROOM: _________
1. What are the 2 kinds of verb? _______________________________________________________________ _____________________________________________________
2. What is action verb? _______________________________________________________________ _____________________________________________________
3. What is transitive verb? _______________________________________________________________ _____________________________________________________
4. What is intransitive verb? _______________________________________________________________ _____________________________________________________

5. What is Linking verb? _______________________________________________________________ _____________________________________________________
6. What is Sensational verb? _______________________________________________________________ _____________________________________________________
7. What are the basic tenses of the verb? _______________________________________________________________ _____________________________________________________
8. What is aspect of the verb? _______________________________________________________________ _____________________________________________________
9. What is Active voice of the verb? _______________________________________________________________ _____________________________________________________
10.What is Active voice of the verb? _______________________________________________________________ _____________________________________________________
TEST II (40 points)

Summarize the lesson about verb [kinds/tenses/definitions/forms and voices of the verb] _______________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _____________________________________________
CHAPTER I LESSON VI
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ADJECTIVE [adj.]
Adjective modifies noun and pronoun; it adds color to your sentences. Adjective is also
called a descriptive word.
There are 2 kinds of adjective; those are QUALITATIVE and QUANTITATIVE adjective.
1.QUALITATIVE
Describes and tells the characteristics of the subject.
QUALITATIVE adjective beautiful clear big clean difficult fit confident firm Tall cumbersome
Din-din is pretty.
They do have a clean environment inside the area. The noodles must be firm for the pasta dish.
2. QUANTITATIVE
Adjective that shows quantity of things
quantity
2 kilos of rice, 5 bags of apples, 3 glasses of water , of the apple
We bought 1 sack of rice. There are 5 ladies in the room. She loves to drink 3 glasses of pineapple juice everyday.
Degrees of comparison
The adjective has the degrees of comparison wherein used if you are comparing quantities and qualities of nouns and pronouns.
1. Positive form The basic form of the adjective
2. Comparative form Used when comparing two noun/pronoun

3. Superlative form To show the highest degree of comparison
Degrees of comparison positive big wide difficult Good tough stressful ridiculous broad comparative Bigger wider More difficult better tougher More stressful More ridiculous broader superlative Biggest Widest Most difficult best toughest Most stressful Most ridiculous broadest
*note: Most of the adjectives with 3 syllables and above uses more and most for the comparative and superlative degrees.
Sometimes there are also adjectives with only 2 syllables that uses more and most for the comparative and superlative degrees
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There are also adjectives that change their spelling when transformed to comparative and superlative degrees.
The best way to know something you are confused of regarding this field is to consult best friend Webster

TEST I:
DATE: __________ ROOM: _________
What do you mean by adjective?
__________________________________________________________________ ____________________________________________________________________ _________________________________________.
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What is qualitative adjective?
__________________________________________________________________ ____________________________________________________________________ _________________________________________.
What is quantitative adjective?
__________________________________________________________________ ____________________________________________________________________ _________________________________________.
TEST II
GIVE 5 EXMPLES OF:
QUANTITATIVE
QUALITATIVE
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CHAPTER I LESSON VII ADVERB [adv.]
An adverb modifies a verb, an adjective, another adverb, phrase or clause. Adverb answers WH questions.
ADVERB Where? When? How often? How? To what extent? For places For time, day, date Repetition The manner The degree of the action
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Unlike other parts of the speech, Adverb can be found in any part of the sentence. Some adverb commonly ends with -LY.
1. Adverb of place
Tells where the action is done or a thing is located I saw them in Boracay. They left the book in Ellas House. The students will be having their first ocular in Luneta Park.
2. Adverb of time
Tells when an action is done. I will see you tomorrow. We must pass it on Friday. I will be very glad if you will be present on June 3, 2012 for the demonstration.
3. Adverb of frequency
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Tells us how often an action or situation occur I always arrive late. I never said I love you.
4. Adverb of manner
Tells us about the way an action is shown or performed They accepted their grades gladly. The call center agent is speaking fast. She treats her friends fairly.
5. Adverb of degree
Tells us the degree of the effect of an action or scene I love him very much. They hate the movie so much.
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TEST I:
DATE: __________ ROOM: _________
State all the kinds of adverb and define each: 1. 2. 3. 4. 5.
______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________
TEST II:
Give 3 sentences each kind of adverb:
1. Adverb of frequency
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______________________________________________________ ______________________________________________________ ______________________________________________________ 2. Adverb of time ______________________________________________________ ______________________________________________________ ______________________________________________________ 3. Adverb of place ______________________________________________________ ______________________________________________________ ______________________________________________________ 4. Adverb of manner ______________________________________________________ ______________________________________________________ ______________________________________________________ 5. Adverb of degree ______________________________________________________ ______________________________________________________ ______________________________________________________
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CHAPTER I LESSON VIII CONJUNCTION
Conjunction is used to connect word, words, phrases, clauses and sentences.
There are 3 kinds of conjunction
1. Subordinating conjunction
Links dependent and independent clauses and mostly shows cause and effect
Subordinating conjunction
after if although Once where as than Since because though whether before until while how When
After the class, I will go to Manila. Dependent independent
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I love him because he is responsible enough to be my husband. Independent dependent
2. Correlating Conjunction
Always appear in pairs and used to link clauses that are equivalent in sentence elements.
Correlating conjunction
Not onlybut also
Bothand
Eitheror
Neithernor
Soas
Whetheror
Both Din-din and Rhea played well on the competition. Din-din stated that she wanted pizza with either a cola or an orange juice for her early lunch break.
3. Coordinating conjunction Used to link clauses that have equivalent value in the sentence It is also used to link Independent clauses
Coordinating conjunction
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or
nor
but
and
I saw them and it made me miserable I told them the news but they ignored it. It was a very nice story and I love it.
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What are the kinds of conjunction? Define each.
1. ___________________________________________________ 2. ___________________________________________________ 3. ___________________________________________________

TEST II. Create a paragraph consisting of five sentences using 5 conjunctions. Underline all the conjunctions used:
__________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________.
CHAPTER I LESSON IX
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PREPOSITION [pr.]
A preposition describes a relationship between a function word and a noun, a pronoun or a noun group as the object of the sentence.
Preposition of location appear with verb describing states or conditions This deal with positive prepositions of location that sometimes cause difficulty: at, on, and in.
1. Preposition of Dimension
We can group them into three classes using concept from geometry: point, surface, and area or volume
point
surface Preposition in this indicate that the position of an object is defined with respect to a surface on which it rests.
Area/volume Preposition in this group indicate that an object lies within the boundaries of an area or within the confines of volume.
Prepositions in this group indicate that the noun that follows them is treated as a point in relation to which another object is positioned.
AT
ON
IN
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Notice that although in geometry surface and area go together because both are two-dimensional, in grammar area and volume go together because the same prepositions are used for both.
AT LOCATION
At calls for further comment because it is the least specific of the prepositions They are at the market. [that is the least specific place we can mention based on the thought] The bagger works at the grocery.
AT DESTINATION
When a motion is present, the target will be defined using at. Arrival at a place is the result of going to it. She jumped at the bed The car keeper arrived at the office 1 hour ago.
on/in Surface/area
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Nouns denoting enclosed spaces, such as a field or a window, take both on and in. The prepositions have their normal meanings with these nouns: on is used when the space is considered as a surface [top part], in when the space is presented as an area [particular part].
Notice that in implies that the area is enclosed, Whereas on implies only denotes surface and not necessarily an enclosed area
IN You are only moving inside the place mentioned. A face appeared in the window. (Enclosed by frame) Two boxers are in the ring. (Enclosed by ropes) ON when the place is underneath the subject. The Volleyball team is having their meeting on the court. She put a star on the table. When the area has metaphorical instead of actual boundaries, such as when field means, academic fields, in is used. She is the leader in their math Activity. Several common uses of in and on occur with street. The first two follow the general pattern of in and on usage. The third is an idiom that must be learned as a unit.
REMEMBER THAT IT IS UP TO THE THOUGHT ANALYZE FIRST The dogs are walking in second Street Avenue. [the dogs are only walking in second Street Avenue specifically] Our Vacation house is on second Street Avenue.[the house is built on the street] in is used with a car
on with public commercial means or transportation: In the car On the bus On the train On the taxi
2. PREPOSITION OF TIME
PREPOSITION OF TIME At In Specific times [noon/midnight] nonspecific times during a day, a month, a season, or a year Days and dates on Specific calendar noted days since, for by, from to, from-until, during, within over, above under, underneath, beneath, below Near, by, next to, between, among, opposite Extended times Higher than the point Lower than the point
Close to a point
AT Our class will start at 8:00 A.M.

Our break time ends at 3:30 P.M. IN I always work in the afternoon He was born in 1990. I will buy new shoes in spring season before the start of the class.
ON My birthday is on August 22. Let us cook grilled Turkey on Christmas day.
Note: NIGHT is an exception we must use AT instead of using in.
Extended times: Shes gone since yesterday. The harvest days are from June to July. She will stay in her grandmothers house for two weeks. Higher than the point The cow jumped over the hurdles. We can see that the moon is above the clouds. Lower than the point I am keeping my money under my pillow. I placed my scarf banded below the knee.
Close to a point She is sitting next to the girl suffering cancer. Din-din put a cockroach between my bed and my sisters. There are prepositions that are used in pair of specific words:
PREPOSITION of approve, consist, smell dream, think

The packages consist of recycled products. I love the smell of your perfume. Can you think about something unique? You are thinking of me that time. I am hoping for your best performance. The band is waiting for their vocalist.
Of / about
for
call, hope, look, wait, watch, wish
Prepositional phrases [pp] are those phrases that modify the preposition of the sentence; it includes the object of the preposition. It appears in any part of the sentence She is the Doctor of the hospital pp Among the children, Din-din is the youngest. pp
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INTERJECTION
A word added to the sentence to convey strong emotion. It is not grammatically related to other part of the sentence.
Interjection Wow! No! Help! Gross! Ouch! Ewe! Oh no! Uh-oh!
Wow! That seems to be the most wonderful performance you had. Ewe! You shouldnt touch that. Help! I am drowning.

TEST I DISCUSSION Instructions: Your instructor will group your class into four.
DATE: __________ ROOM: _________
The first group will discuss the preposition of dimension. The second group will discuss the preposition of time. The third group will give examples of the preposition of dimension [each] The fourth group will give examples of the preposition of time [each] criteria
Explanation
40%
Presentation 20% cooperation Confidence 20% 10%
total 100%
TEST II
Fill the blanks with the correct preposition
1. Will you wait for me _____ the bus stop? 2. Jane is _____ her bedroom.
3. Daria's books are lying _____ the floor. 4. The girls didn't want to spend a long time _____ the carnival.
5. I let the cat sit _____ my lap, but then suddenly it jumped _____ my face! 6. Do you live _____ the city or _____ the country?
7. Trent arrived _____ the school building just in time. 8. The rancher built a fence to keep his cows _____ the pasture.
9. Kevin and Mack are out practicing _____ the football field. 10. From afar, Heathcliff could see a light _____ the window.
11. The old house had so much grime _____ the windows that Bradley could hardly see inside. 12. The shepherd boy grazed his flock _____ the grassy hillside.
13. The audience threw tomatoes _____ the terrible comedian. 14. Wrestling isn't real; those guys _____ the ring are just pretending.
15. David works _____ the field of network administration, while Marty works _____ web design. 16. The car stalled and got stuck _____ the street.
17. Audrey lives _____ Third Street. 18. If William doesn't make any money on his book, he'll be out _____ the street.
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19. I'll use my cellular phone when I'm _____ the bus, but never while I'm _____ the car. 20. Passengers are not allowed to use electronic devices _____ airplanes during takeoff and landing.
TEST III Write down 5 sentences using interjection:

1. 2. 3. 4. 5.
______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________
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CHAPTERII LESSON I
SUBJECT- VERB AGEEMENT [SV-A]
SUBJECT is the one being talked about in a sentence or the topic of the statement.
There are certain rules to follow for you to apply the subject verb agreement in your sentences.
LEGEND [meaning of the symbols used in the chapter] s S p

singular subject plural
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n v
noun Key word used verb
*note
Rule #1 Singular subject takes a singular verb Plural subject takes a plural verb subject S P EX.: 1.) Ace is a good student. verb S P
n o u n a n d v e r b r u l e s
that:
R e g u l a r
s u b j e c t
v e r b
ACE (SUBJECT) =SINGULAR IS (VERB) = SINGULAR /LINKING VERB
2.) They are students. THEY (SUBJECT) = PLURAL ARE (VERB) =PLURAL
/LINKING VERB
s i n g u l a
ww / / o S S
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Rule #2 Two singular subject connected by or or nor requires a singular verb subject 2Ss *or+ 2Ss *or+ EX.: 1.) my mom or my dad is going to send me to school. 2.) Lilia nor Anna is the examinee. verb S S
r p l u r a l ww / / o S S
*Not
e that:
or
Used when one of the choices is correct
nor Used when none of the choices is correct
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Rule #7 When the subject is pronoun such as: Rule -EACH #11 -EVERYONE Rule #5 -ANYONE When your Sentence starts with here or there Rule #9 -ANYBODY Two or more subjects connected by and requires plural verb. -SOMEBODY Remember that verb Expressions such as:always comes first before the subject. -EVERYBODY subject verb -SOMEONE The subject follows the verb. THE NUMBER OF = SINGULAR VERB The verb must be = singular. 2S s or more *and+ P A NUMBER OF PLURAL VERBverb subject subject verb 1.) Speaking, writing and reading are my hobbies.Here is, there is subject verb S Rule #3 THE NUMBER OF 2.) Responsible and that a President should Sthere are p loyal are the characteristics Here are/ S [-EACH-EVERYONE-ANYONE-ANYBODYhave. Two singular subject OF connected by either-or or neither-nor requires a SOMEBODY-EVERYBODY-SOMEONE] A NUMBER P EX.: 1.) There are four movies to watch. singular verb. EX.: 1.) each of the girls sings well. EX.: 1.) number ofwatch employees we need to hire is twelve. 2.) There is a movie to Rule #6 The subject verb 2.) Everybody is invited. 2.) A number of students are spotted at by the park. When the subject and verb is separated 2Ss *either-or] S
-ALONG WITH Rule #8 When the subject -AS WELL AS2Ss *neither-or] Rule #12 -BESIDES -PERCENT
is a portion that shows:
S verb.
-FRACTION EX.: Either Din-din or Karen is going to be the player of the year. -NOT1.) The verb must be singular. Periods of time or sums of money uses singular form of the -PART #14 Rule -MAJORITY 2.) Ella loves neither math nor the science subject. subject verb -SOME subject verb Collective nouns depend on the contextual meaning of the -ALL #10 Rule Rule #4 WITH-AS statement [-ALONG WELL AS-BESIDES-NOT] S -NONE Period of Time s -REMAINDER
When NEITHER or EITHER is used as the subject, the verb must When a Excitement singular is connected by either -or , EX.: 1.) as well as nervousness is the cause ofneither her Sum of subject Money s or, be singular form. Look for the of [object of the preposition] or in neither-nor phrase it depends on the subject nearer .to the verb. shaking. EX.: 1.) Ten dollars is enough for my project. subject verb verb shortly. subject verb 2.) Team A along with Din-din is expected 2.) Ten days is a very long time to wait for mom to come home. Neither SS object=S 2SOf s phrase *either -or]
Eitherobject=P PP Of phrase 2Ss *neither-or] Look for the subject nearer to the EX.: 1.) Fifty Either is accepted. percent of the pie has disappeared. verb [pie is the object] 2Ss *or+ 2.) All Neither ofpies us is capable of doing that you mention. of the are gone.[pies is the the job object] 2Ss *or+ 3.) Some of them are qualified for the next Ms. Datacom. EX.: 1.) Either jenny or the other students are available.
2.) Neither the students nor Jenny is available.

3.) The servants or the manager loves their dishes.
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subject
as group Individually or divided
verb
s P
EX.: 1.) The staff is in a meeting 2.) The staff are in disagreement about the findings.
[they are divided with different ideas that is why disagreement occurs]
Rule #15 #13 The pronoun who, that and which the noun in Words that always come with pairs do usedepends singular on verbs front of them. Ex. Trousers, pair of scissors, pants subject verb And so with nouns that are neutral such as:
S s p
Measles, news
p
EX.: 1.) The news is irritating. EX.: 1.) Din-din is the player who is the secret weapon of their team. 2.) Pair of scissors is given to Alyssa as a present for her birthday.
[THE WORD IN FRONT OF WHO IS player WHICH IS SINGULAR]
2.) Leo, Mar and Kim are the dancers who are famous.
[THE WORD IN FRONT OF WHO IS dancers WHICH IS PLURAL]

DATE: __________ ROOM: _________

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TEST I
Write down all the subject verb agreement rules and give an example each:
1. ______________________________________________________ ______________________________________________________
2. ______________________________________________________ ______________________________________________________
3. ______________________________________________________ ______________________________________________________
4. ______________________________________________________ ______________________________________________________
5. ______________________________________________________ ______________________________________________________
6. ______________________________________________________ ______________________________________________________
7. ______________________________________________________ ______________________________________________________
8. ______________________________________________________ ______________________________________________________
9. ______________________________________________________ ______________________________________________________
10.______________________________________________________ ______________________________________________________
11.______________________________________________________ ____________________________________________________
12._______________________________________________ ______________________________________________________
13.______________________________________________________ ______________________________________________________ 14.______________________________________________________ ______________________________________________________ 15.______________________________________________________ ______________________________________________________
TEST II
Observe S-V-A and rewrite the paragraph in its correct form.
There is a girls named Din-din. Sometimes some of her group mates is fighting with each other. Sin-din is a girl that are always hanging-out with her group mates.
Twenty dollars are her allowance per day. _________________________________________________________________________ ___________________________________________________________ _________________________________________________________________________ ___________________________________________________________
We have some important decision to make in our lives. We can't run away from them and needs to choose what is best for us. The three most important decisions for me are where to study, choice of jobs, and whom to marry. All of them is important, but perhaps marriage is the most important ones. We has to choose whether we will marry or not. If we doesn't marry, it mean that we will not have a family - including our own children. The decision about whom we'll marry are difficult to make also. In conclusions, we can't predict what will happen and how our lives will be influenced by those decision, but we has to decide even if it turn out bad.
_________________________________________________________________________ ___________________________________________________________ _________________________________________________________________________ ___________________________________________________________ _________________________________________________________________________ ___________________________________________________________ _________________________________________________________________________ ___________________________________________________________ _________________________________________________________________________ ___________________________________________________________
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CHAPTERII LESSON II
SENTENCE
Sentence is group of words that delivers a complete thought. Sentence is composed of two basic parts: 1.SUBJECT
This is the topic of the sentence and the one being talked about.
2.PREDICATE This is the part of a sentence that describes and tells something about the subject.
OBJECT OF THE SENTENCE Object of the sentence is a word or group of words which receives an action of a verb or completes the description or statement being made about the things. There are two kinds of Object of the sentence:
1.DIRECT OBJECT Direct object is a word or words that follow transitive verbs and name the receiver of the action. To search for the direct object, isolate the verb present in a sentence and ask what or whom. Ex: Din-din heard the news [heard what/whom?] The answer is the direct object.
2. INDIRECT OBJECT
Indirect object is a noun or pronoun that comes before or after a direct object
and names the recipient of the direct object. To search for the direct object, isolate the verb present in a sentence and ask for what, for what or for whom. Ex: Din-din gave a bag to Erika. D.O.= [gave what/whom?] I.O.= [gave the bag to whom?/for whom?] D.O. I.O.
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TEST I Answer the following questions: 1. What is a sentence? ______________________________________________________
DATE: __________ ROOM: _________
2. What is subject? ______________________________________________________
3. What is a predicate? ______________________________________________________
4. What is object of the sentence? ______________________________________________________
5. What is direct object? ______________________________________________________
6. What is indirect object? ______________________________________________________
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TEST II List down 5 sentences with DO and IO

______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________
List down 5 sentences with SC and OC

______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________
CHAPTERII LESSON III
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SENTENCE COMPLEMENTS
COMPLEMENT is the part of the sentence that completes the idea that the verb and subject started. There are two kinds of sentence complement:
1.subject complement (subjective complement) [SC]
The word or words that follow a linking verb is called subject complement. Ex: The spaghetti tastes delicious.
LV
SC
She is our Mentor.
*note SC can be a noun or an adjective I want to be a Call center Agent. She looks Pretty.
2.OBJECT COMPLEMENT It has the same function of subject complement except that this time, an object complement modifies an object.
Ex: I consider them my family
tv
do
oc
I heard her singing. Color the plants green. I found her lonely.
CHAPTERII LESSON IV
BASIC SENTENCE PATTERNS

1. STV D O Composed of subject, transitive verb and direct object I saw them.
S TV DO
They love the former President.

TV
DO
The dog bites the visitor. S 2.S-TV-IO-DO TV DO
Composed of subject, transitive verb, indirect object, direct object I gave her dress S TV IO DO
I lent them the book of history S TV IO DO [with pp]
They gave me an idea. S TV IO DO
3.S-TV-DO-OC Composed of subject, transitive verb, direct object, object complement I consider her the Most beautiful S TV DO OC
Din-din found Rhea alone.
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S 4.S-LV-SC
TV
DO OC
Composed of subject, linking verb and subject complement
Your perfume smells good. S LV SC
The girl looks familiar. S LV SC
She is Mother Teresa. S 5. V-S LV SC
Composed of verb and subject [verb comes first] There are the appointed personnel. V Here is our plan. V S S
6. S-V Composed of subject and verb She jumped.

The woman cried. S 7.S-V-ADV V
Composed of subject, verb [can be transitive, linking or intransitive] and adverb Of all the competitions, she ran carefully. P S V ADV
The orphan performed happily. S 8. S-V-ADJ Composed of subject, verb [can be transitive, linking or intransitive] and adjective She is pretty. S V ADJ The dancers look tired. S V ADJ V ADV
ACTIVITY #11
NAME: ________________________ INSTRUCTOR: _________________

TEST I 1. What is complement?
DATE: __________ ROOM: _________
______________________________________________________ 2. What is OC? ______________________________________________________ 3. What is SC? ______________________________________________________
TEST II Construct two sentences each pattern demanded: S-V-ADJ ______________________________________________________ ______________________________________________________ S-V-ADV ______________________________________________________ ______________________________________________________ S-V ______________________________________________________ ______________________________________________________ V-S ______________________________________________________ ______________________________________________________
S-LV-SC ______________________________________________________ ______________________________________________________ S-TV-DO-OC ______________________________________________________ ______________________________________________________ S-TV-IO-DO ______________________________________________________ ______________________________________________________ S-TV-DO ______________________________________________________ ______________________________________________________
CHAPTERII LESSON V
Kinds of sentences
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According to use
1. Imperative Sentence that shows command or request Ends with period [.] Please get that action figure. Take me to the hospital. Quiet. 2. Interrogative Sentence that asks question [open or close ended questions] Ends with question mark [?] Who are you? Where are theirs? Can you do it?
*note Close ended questions answerable by YES or NO. Are you married? Do you think it will work? Open ended question Demands information Who taught you how to dance? Who is your mother? 3. Exclamatory Sentence that conveys strong emotion/feelings Uses interjection and usually has exclamation point [!] I love him!
Go! Oh! I am surprised! 4. Declarative Sentence that states opinion of fact Ends with period [.] Datacom is my school. I am a human being. President Noy-noy is the son of Mrs. Corazon Aquino.
CHAPTERII LESSON VI
Kinds of sentences According to structure
1. Simple Composed of an independent sentence/clause
I am the biggest fan of Din-din Santiago. The team of National University is the champion in V-league competition. 2. Compound Composed of two or more independent sentence/clause [Uses coordinating conjunction]
It was a good story and I am proud of you. They did it well but it is not that appreciated.
3. Complex Composed of an Independent sentence/clause and one or more dependent sentences/clauses [Uses subordinating conjunction]
Independent
dependent
I will attend the class because of the attendance sheet that I need to fill out although that is not my choice.
Dependent
I found them with their instructor before the movie started Independent dependent
4. Compound complex Composed of two or more independent and dependent sentence/clause [Uses all kinds of conjunctions]
Pp
independent
independent
dependent
On the Interview, I am confident and she is not because that girl is shy type since she wasnt able to attend college.
Dependent
Independent
dependent
She is the former president but she doesnt look that formal until I Dependent dependent dependent
saw her identification card but it was too late because I already
shouted at her for not wearing foot sacks inside my office.
Dependent
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TEST I Kinds of sentences according to use And give an example each kind:
1_____________________________________________________ ______________________________________________________
2_____________________________________________________ ______________________________________________________
3_____________________________________________________ ______________________________________________________
4_____________________________________________________ ______________________________________________________
Kinds of sentences according to use Give example each kind:
1_____________________________________________________ ______________________________________________________
2_____________________________________________________ ______________________________________________________
3_____________________________________________________ ______________________________________________________
4_____________________________________________________ ______________________________________________________
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COMPETENCY BASED LEARNING MATERIAL IN VOCABULARY ENHANCEMENT AND IDIOMS
Page 1799
CONTENTS OF THE MODULE

CHAPTER I LESSON I LESSON II LESSON III LESSON IV
VOCABULARY Vocabulary Enhancement Why do you need to build your VOCABULARY? The importance of Vocabulary Pointers to remember in enhancing your vocabulary
CHAPTER II
LESSON V
LESSON I LESSON II LESSON II
Common Filipino mistakes in their vocabulary pointers to remember in using vocabularies in your sentences Strategies in vocabulary enhancement
CHAPTER III
Idiomatic expressions
Page 1800
VOCABULARY ENHANCEMENT CHAPTER I: LESSON 1:
VOCABULARY Set of words within a language being used to communicate.
ENHANCEMENT Enhancement means to make greater value or effectiveness.
WORDS Words are the smallest element that may be uttered or used to deliver a thought.
IDIOMS Idioms are expressions represented by a word or phrase that has a figurative meaning in which its literal meaning is different from its contextual meaning.
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CHAPTER I: LESSON II:
Vocabulary Enhancement
>In this subject you will be able to learn how to use words in appropriate time, right event and correct sequence. >You will also learn how to enhance your vocabulary by meeting new words and enhancing knowledge level including broadening of word usage.
WHAT IS VOCABULARY?
Vocabulary is the range of our language, these are the words stored in our mind that we are using in our daily activities. It is very rare to find a person who uses deep meaning words and trying to enhance vocabulary by using unique words yet he/she knows the meaning of it. We all know that Filipinos have a wide range of vocabulary words but these are commonly SLANG or words that are not stated in dictionary which must be prevented. For example, GAY-LINGO even a lot of Filipinos are using it and it is very much accepted in the community, when an ALIEN or other countrys resident heard a Filipino using it, they will thought that it is a part of the standard Filipino language . There are a lot of words that we are encountering that we dont know the meaning or we didnt even have partly knowledge about it. This just shows that you must increase your knowledge level in your vocabulary words.
Example: In call centers you will encounter callers that are using Native American or British language that has a very big difference on the Pinoy English that we have been using in our conversations.
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Define the following words: (pre-assessment) Proceed _____________________________________________________________ ___________________________________________________________ Redundant _____________________________________________________________ ___________________________________________________________ Message _____________________________________________________________ ___________________________________________________________ Communication _____________________________________________________________ ___________________________________________________________ Interaction _____________________________________________________________ ___________________________________________________________ Conversation _____________________________________________________________ ___________________________________________________________
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Chapter 1 words set A
A
Abacinate To blind by putting a hot copper basin near someone's eyes Abderian Given to incessant or idiotic laughter Abecedarian A person who is learning the alphabet Abligurition Excessive spending on food and drink Accubation The practice of eating or drinking while lying down
B
Basorexia An overwhelming desire to neck or kiss Bathykolpian Deep-bosomed Batrachophagous One who eats frogs Blandiloquent Speaking in a flattering or ingratiating manner Bletcherous Pertaining to something poorly or disgustingly designed
Page 1804
C
Cachinnation Loud or hysterical laughter Cacoethes A bad habit or insatiable urge Cagamosis An unhappy marriage Callipygian Having well-shaped buttocks Cancatervate To heap up into a pile
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TEST I: DEFINE THE FOLLOWING WORDS:

1. VOCABULARY 2. WORDS 3. IDIOMS 4. ENHENCEMENT
TEST II: GIVE THE MEANING AND USE THE FOLLOWING WORDS IN SENTENCES: (3 pts each) 1. Cancatervate
__________________________________________________ __________________________________________________
2. Blandiloquent
__________________________________________________ __________________________________________________
3. Cachinnation
__________________________________________________ __________________________________________________
4. Abligurition
__________________________________________ __________________________________________________
5. Abderian
__________________________________________ __________________________________________________
6. Batrachophagous
__________________________________________________ __________________________________________________
7. Cagamosis
__________________________________________________ __________________________________________________
8. Accubation
__________________________________________________ __________________________________________________
9. Bathykolpian
__________________________________________________ __________________________________________________
10.Cacoethes
__________________________________________________ __________________________________________________
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CHAPTER I: LESSON III:
Why is word important?

The average human being says approximately 16,000 words per day. A lack of care in choosing your words is a wasted opportunity to share Words are the number one tool that we can use for conveying the ideas that are being developed through our mind.
Through words you can also show your emotions clearly by being honest and say what you really wanted, but a wrong combination of words in a sentence and wrong delivery can break the real thought
Words add color to your life by telling how you feel, what you feel and how they affect your lifestyle.
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Words show
what kind of person
you really are but words also help people hide their real personality and feelings through the use of meaning inversion
Why do you need to build your VOCABULARY? 1.)To be able to apply the shades of MEANING
For applying the shades of MEANING
It is stated that no two words mean exactly the same and when you say synonyms, those are words having approximately same meaning. At the essence of this thought makes us know the truth that similar meaning allows users to put and apply shades of meaning. Shades of meaning shows the degrees of expressions. To make it clear, imagine yourself receiving a gift from your special someone, yes you are happy but you can also mention that you are: Excited Thrilled Pleased Joyful Cheery Contented Or Imagine that your family left for an around-the-world trip without you. Yes you are sad but you can also state that you are: Alone
Lonely Miserable Cheerless Gloomy Depressed
You need to know words that all mean the same but with different degrees because it helps us to convey emotions very specifically.
Otherwise your vocabulary will only include degree of comparison which are goodbetter-best / happy-happier-happiest / sad-sadder-saddest and you will be stuck with those words.
2.) to be able to show Exactness of Meaning

Having the right words with right meaning is moving one step closer to delivering the exact meaning of your idea. It also helps us to communicate more clearly. In this aspect, you must learn how to tell things exactly the way you want it to be. To make it clear, imagine that you smell the perfume of your crush. You can say I smell something but it doesnt really state if you liked the smell or not, and it doesnt provide an indication on how you reacted on it. It can be: I smell his fragrance He stinks He smells awful He smells good He smells terrific
3.) To be able to perform clarification of a concept

One way to clarify an idea is to use more than one word or specified words that are elaborated clearer.
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Example is when an instructor explains everything and gives examples when a student is asking something.
HOW MANY WORDS SHOULD A PERSON KNOW?
Or
Dindin is studious, she loves reading books that are very informative and she is getting more interested in studying when she loves the topics present in the reading aid.
For a commoner, a Filipino living in a busy crowd is using approximately 2,000 to 3,000 different words
This table shows how many words a person should know conditionally.
College graduate [or corporate] College level Secondary [graduate or level] Primary [graduate or level] Below average
Number of words 5,000 6,000 3,500 4,000 1,500 2,500 1,000 2,000 Below 1,000
Just imagine if you are going to learn 5 words per day, you will be able to gain 1800 words for a year.
A word is like a pencil that is not useful and weak if dull, and can harm others if its very sharp
having a nature of an antidote
Chapter 1 words set B epeolatry

worship of words
esculent
edible
empasm
a powder-like ancient medicine used to take the smell away...
acquiesce
satisfy
fen
swamp
atrabilious
bad-tempered or irritable
nychthemeron
period of one day (24 hrs)
kerfuffle absquatulate
commotion depart
haptic copacetic
good or even excellent in relation to a touching or feeling sensation
alexipharmic
oyez
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call to attention
thaumaturgy
performance of miracles
onomasticon
dictionary of names
hypnobioscope
device for learning while asleep (fictional)
jingoism
war-like or aggressive patriotism
Page 1813
ACTIVITY #3 NAME: ________________________ __________ INSTRUCTOR: _________________ _________ DATE: ROOM:
TEST I : [in 3 sentences]
Why is word important? _______________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ ___. TEST II: GIVE THE WORDS
1. in relation to a touching or feeling sensation _____________________ 2. performance of miracles _____________________ 3. dictionary of names _____________________ 4. war-like or aggressive patriotism
Page - 1814 -
_____________________ 5. having a nature of an antidote _____________________
6. worship of words _____________________ 7. call to attention _____________________ 8. commotion _____________________ 9. period of one day (24 hrs) _____________________ 10. depart _____________________
TEST III Explain and state an example each:

[Why do you need to build your VOCABULARY?] 1.) To be able to apply the shades of MEANING ____________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ _____________________________________________.
2.) To be able to show Exactness of Meaning ____________________________________________________ ______________________________________________________ ______________________________________________________

Datacom Institute of Computer Technology Page - 1815 -
______________________________________________________ ______________________________________________________ _____________________________________________.
3.) To be able to perform clarification of a concept

____________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ _____________________________________________.
Fill the table with the proper information: Number of words College graduate [or corporate] College level Primary [graduate or level] Below 1,000 3,500 4,000 1,500 2,500
Page - 1816 -
CHAPTER I
LESSON IV
In using words to communicate they must be effective in bringing about the meaning or BE PRODUCTIVE. You must be open and responsive to ideas, impressions, or suggestions.
The importance of Vocabulary 1. serves as the aid for messages 2. serves as the main thing you need to understand to have reading comprehension 3. gives you broader idea of transferring thoughts 4. can be a factor of your personality
Focal Vocabulary
"Focal vocabulary" is a specialized set of terms and distinctions that is particularly important to a certain group.
Page - 1817 -
Memorization vs. Analysis

Analysis separation of a whole into its component parts Memorize to commit to memory or to remember all
In analysis you are getting the message of the idea as a whole and in addition to that; you are going to observe again to get the partial idea to make it well understood. While in Memorizing, a common way is to remember the first letter of the words, the firs syllable or giving acronym.
Advantages and disadvantages of MEMORIZING Advantages

1. you can easily remember EXACT words 2. you will be sure that your answer is correct in examination 3. you will be trusted for giving the EXACT information
Page - 1818 -
DISADVANTAGES 1. once you forget a word, you will loose focus 2. people might think you are not smart or intelligent cause you are just remembering the ideas word by word 3. it can result into dissatisfaction when someone asks you about something and you are going to tell the same thing as what your source have stated.
Advantages and disadvantages of ANALYSIS Advantages

1. once you forgot a word you can think of a substitute if you really know the idea that you wanted to develop 2. you can explain it furthermore by giving your own examples 3. you can enumerate other related topics
DISADVANTAGES 1. once the word being asked must be EXACTLY stated 2. once the definition must be EXACTLY given 3. You will be confused if your answer on examination will be honored.
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Chapter 1 words set C

AFFECT/EFFECT
Effect (as a noun) means a result, consequence, impression etc. As verbs they are used differently, Affect means to produce an effect upon, effect means to bring about. AGGRAVATE and IRRITATE
Aggravate makes a situation worse. Irritate means to annoy. ALL RIGHT
Always two words, never "alright". ALL TOGETHER and ALTOGETHER
All together means all at the same time. Altogether means entirely. ALTERNATE/ALTERNATIVE
In British English alternate means "every other" whereas alternative means "available as another choice", however in American usage alternate can be used to mean "available as another choice". ANTISOCIAL/UNSOCIABLE/UNSOCIAL
There is some overlap in meaning but, in general, antisocial describes behavior which harms society, unsociable refers to someone who dislikes the company of others and unsocial is used in phrases such as "working unsocial hours" meaning outside normal working hours. Unsociable can also be used in this phrase but unsocial is preferable. ANYONE/ANY ONE
Anyone is only written as two words to emphasize numerical aspects e.g. "any one of us could go", at all other times it is written as one word.
ASSUME and PRESUME
Assume means take or accept as being true without proof. Presume is to suppose to be true, take for granted.
Test I 1.
The importance of Vocabulary
_______________________________________________ _______________________________________________ _______________________________________________ ______________________________

Advantages and disadvantages of ANALYSIS Advantages
_______________________________________________ _______________________________________________ _______________________________________________ ______________________________

DISADVANTAGES
_______________________________________________ _______________________________________________
_______________________________________________ ______________________________
Advantages and disadvantages of MEMORIZING Advantages
_______________________________________________ _______________________________________________ _______________________________________________ ______________________________
DISADVANTAGES
_______________________________________________ _______________________________________________ ____ _______________________________________________ __________

TEST II Give the difference of the following words and use each in sentences. AFFECT/EFFECT
_______________________________________________ _______________________________________________ ____________________AGGRAVATE and IRRITATE _______________________________________________ _______________________________________________ ____________________ALL RIGHTALL TOGETHER and
ALTOGETHER
_______________________________________________ _______________________________________________ ____________________ALTERNATE/ALTERNATIVE _______________________________________________ _______________________________________________ ____________________ANTISOCIAL/UNSOCIABLE/UNSOCIA

L
_______________________________________________ _______________________________________________ ____________________
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CHAPTER I
LESSON V POINTERS TO REMEMBER IN ENHANCING YOUR VOCABULARY WORDS
In our vocabulary, we should:
1.) Avoid redundancy 2.) Avoid going around the bush 3.) Avoid using unnecessary words (by speaking or by writing) 4.) Enhance pronunciation skills
For example: 1.) James is handsome and James is my favorite basketball player. (We must use a pronoun as a substitute for the noun to avoid redundancy)
2.) The Philippines is a small country, compared to other countries, the Philippines has small number of cities and provinces thats why it is considered a small country and it has small number of cities and provinces. [The thought of the sentence goes around the bush or repetition of the thought. If it is converted to the right way it must be, the format will be:] The Philippines is a small country compared to other countries and because it has small number of cities and provinces. Or Because the Philippines have small number of cities and provinces, it is considered a small country compared to others.
Chapter 1 words set D
CANVAS and CANVASS Canvas is a heavy fabric. Canvass is to solicit for votes.
CLIMACTIC and CLIMATIC Climactic refers to a climax. Climatic refers to weather.
CONTINUAL/CONTINUOUS Continual is when something happens very frequently, whereas continuous refers to something happening without a break. DIFFER FROM and DIFFER WITH Something can differ from another. People differ with each other. DISINTERESTED and UNINTERESTED Disinterested mean to be unbiased, impartial. Uninterested is to be unconcerned or bored. FARTHER and FURTHER Although both can be used, farther is usually used when referring to physical distance. e.g. The hotel was farther down the road that we thought. Nothing was further from his thoughts. FLAMMABLE, INFLAMMABLE Both these words mean combustible or ignitable - can be set alight.
The correct word for items which cannot be set alight is nonflammable.
ACTIVITY #5 NAME: ________________________ __________ INSTRUCTOR: _________________ _________

Test I: Think of a specific thing/subject/topic and try to elaborate its components, details, characteristics, uses and other information regarding it. Deliver it orally by trying to follow the pointers to remember in enhancing your vocabulary words.
DATE: ROOM:
[YOU WILL BE ASSESSED BY YOUR INSTRUCTOR]

TEST II: Write down 4 words in Chapter 1 word set D and use each in sentences:
1. _______________________________________________ _______________________________________________ ____________________ 2.
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_______________________________________________ _______________________________________________ ____________________

3.
_______________________________________________ _______________________________________________ ____________________ 4. _______________________________________________ _______________________________________________ ____________________ CHAPTER II

LESSON I
COMMON FILIPINO MISTAKES IN THEIR VOCABULARY

I. Sentence build-up
Oftentimes when Filipinos are in conversation, they commonly use words that they dont know the meaning or they even dont even know how to pronounce it correctly. There are also times that you will hear a lot of people using phrases and sentences that are grammatically WRONG Examples are: 1.) Come on and lets join us! This must be: Come on and join us!
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Or Come here and join us! 2.) Dont touch me not! This must be: Dont touch me! In those common expressions; redundancy can be present and it can lack subject verb agreement.
II. Pronunciation of words

A lot of words are being misunderstood because of the wrong pronunciation (words are often absorb differently) Example: 1.) Next - Next is pronounced as neyks which must be nekst. 2.) Cell-phone - Cell-phone is pronounced as selpon which must be sel-phown.
3.) Yes - Yes is pronounced as yeys which must be yEs.
III. Tone and Mode TONE is how the sound of your voice or the quality is delivered in your statements to express feelings or emotions MODE is the form or the way you construct your sentences using words to broaden the ideas.
Misinterpretation of the message can occur because of the wrong Tone and Mode applied and these are the factors that identify how the speakers feel (EMOTION). Sometimes a simple statement is conveying a wrong emotion because of the inappropriate delivery.
In these situations, it can be a cause of fights or rivalries and can even change the way your crowd treats you. Examples are: You missed to use the correct tone when you are asking somebody to give you a good topic for your report: 1.) Can you give me a good topic which will be useful for my next report! [It sounds like she/he wasnt able to give you a good topic the last time thats why you are asking for a better one this time]
You are talking to a blind man and you dont know that matter because
he is wearing tinted eyeglasses. He asked you about the location of a street and the street-sign is right in front of him, then you have stated gladly: 2.) Just look up! Its in front of you. [It sounds like you are insulting him or reminding him that he is blind]
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Chapter II words set A
INCREDIBLE and INCREDULOUS Incredible means unbelievable. Incredulous means disbelieving or sceptical. INGENIOUS/INGENUOUS Ingenious means clever, skilful or resourceful whereas ingenuous means artless or frank. LAY and LIE Lay is to place something on a surface whereas you lie down on the floor. LOOSE and LOSE Loose is something that is not firmly or tightly fixed in place; detached or able to be detached or having freedom of movement. Lose is to mislay; cease to have, either physically or in an abstract sense. LUXURIANT/LUXURIOUS Luxuriant means lush, profuse or prolific and luxurious means extremely comfortable. NOISOME and NOISY Noisome means offensive, it has nothing to do with sound. Noisy means loud. PREVARICATE/PROCRASTINATE Prevariacate means to act or speak evasively whereas procrastinate means to postpone or put off an action. PRONE and SUPINE Prone is lying face down and supine is face up.
Read the following sentences with the correct pronunciation, appropriate intonation and right mode/tone: 1.) Dont you dare do that to me! (Mad) 2.) Come here I will show you something. (Calm) 3.) Lets get it on! (Excited) 4.) Dont play tricks with me! (Mad) 5.) Im sorry. (Apologizing) 6.) Im sorry?! (Angry) 7.) Dont touch that! (Worried) 8.) Oh no!! (Hopeless) 9.) Excuse me. (Going through) 10.) Excuse me? (Asking for repetition)
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CHAPTER II
LESSON II
POINTERS ON HOW TO ENHANCE YOUR VOCABULARY

1.) To enhance your vocabulary, you must try to put a little challenge to yourself by studying or exploring the minimum of a new word per day. 2.) Do not be trying hard in building up a sentence; you must not use unnecessary words. 3.) Your sentence must be clear enough to deliver a message by using direct words. 4.) You must not use words that you dont know the meaning.
THINGS TO CONSIDER IN BUILDING UP YOUR SENTENCES
1.) Make sure that you know the meaning of the words that you used or you have knowledge related to it to make sure you can elaborate and explain your thought very well. 2.) Make sure that you know how to pronounce it well and how it must be stated to deliver the right message of your sentence. 3.) You are using it in proper way and in proper events [occasions or timing].
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Once you committed an error in using words/modes/tones in your statements you can either be misunderstood or they might not be able to absorb the entire thought.
Chapter II words set B
REGRETTABLY and REGRETFULLY Regrettably means it was undesirable or unwelcome e.g. "regrettably you have been unsuccessful". Regretfully, is the showing of regret e.g. He admitted regretfully to the burglary. SEASONABLE/SEASONAL Seasonable means usual or suitable for the season or opportune, seasonal means depending on, or varying with the season. STATIONERY and STATIONARY Stationery is writing paper, envelopes etc. whereas Stationary is when something is not moving. THEIR and THERE Their means belonging to them e.g. they went to pick up their tickets. There generally refers to a place or position e.g. Please put your coat over there. I would like to point out there are other meanings for this word!!!! TORTUOUS and TORTUROUS
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Tortuous means winding, full of twists and turns. Torturous means painful, like torture. TROOP and TROUPE Troop is a group or assembled company. Troupe is a company usually actors.
Create 3 sentences regarding each of the topics given: TEST I 1.) Education today. ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________ 2.) My Family. ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________
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3.) My school. ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________
4.) My ambition. ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________
TEST II Give the POINTERS ON HOW TO ENHANCE YOUR VOCABULARY: 1.) _____________________________________________________ ___________ 2.) _____________________________________________________ ___________ 3.) _____________________________________________________ ___________ 4.) _____________________________________________________ ___________
Give the THINGS TO CONSIDER IN BUILDING UP YOUR SENTENCES: 1.) _____________________________________________________ ___________
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2.) _____________________________________________________ ___________ 3.) _____________________________________________________ ___________ 4.) _________________________________________________________________

____________
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CHAPTER II
LESSON III
Strategies in Vocabulary Enhancement 1.) Comprehend what you have read or heard.
One of the most common problems in the Filipinos is they are just scanning the reading material or the sound heard and after it, they tend to forget what they have read and what they have heard. It is because they are not spending enough time to comprehend the information stated.
2.) Reading enhances vocabulary.

If you have the comprehension on reading, there are certain times that you will meet a lot of new words that you will just derive ideas about it on the sentence itself where it is stated and you can already find its meaning there.
Example:
That place is a noxious zone, thats the hang-out site of fraternities and gangs, you must be very careful in passing by.
Where NOXIOUS means: Injurious Harmful Dangerous
3.) Looking at the Context.

In this strategy, you can learn what a word means by just looking at the context or the main idea of the message.
By just knowing the SUBJECT you can already derive or strip out words that are pertaining to the topic. Example 1: when the topic is about rock band You can think of bands such as my chemical romance, greenday or red jumpsuit apparatus
Example 2: when the topic is online games You can think of DOTA, LOL, Counter Strike, Bun Bound, Flyff and a lot more.
Example 3: when the topic is about facebook You can think of the LIKE button, comments, trends and pokes.
Just remember that a word can mean a lot but it is up to the logic of the speaker if it is going to be effective or not. A word can be described as the weapon of the communication but that weapon can either be strong or weak depending on the management and maintenance.
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Read and comprehend each sentence and define the underlined words based on your understanding. (Key ideas are stated on the sentence itself) After defining, make your own sentence in each of the underlined words.
1. Their dance instructor told them to undulate in moving and add a little art in their pauses, that wavy moves will surely attract the judges in the competition. 2. That person trepanned the test, thats why he got a high score, but for me cheating is a very big sin and id rather have a failing grade than to cheat.
3. Their topic for today is about synapses, they are studying about the development of a germ cell. 4. They are assigned to dissect the frogs body, and after they have divided its body, they will make a drawing of the organs they have seen inside.
5. Gas particles are combustible and because it is flammable and explosive, we should be very careful in using them in our daily activities like using LPG in cooking.
CHAPTER II
LESSON IV
Basic Rule in Spelling

1. The ceed and cede rule
There are only three verbs in English that end in -ceed: Succeed, proceed, and exceed. All the other verbs with that sound end in -cede. secede intercede concede accede precede 2. The ful rule
Remember that the sound full at the end of a word is spelled with only one L. careful graceful healthful Hopeful playful The only word that has double L is the full itself. 3. I before e except after c or if it sounds EY i before e chief Believe grief achieve Except after c receive perceive Deceive Receipt Sounds EY Weigh reign neighbor sleigh
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pie pierce Except the following words: either neither foreign height leisure seize
ceiling conceit
weight vein
*note: There is only one word in English that ends in -sede That is supersede weird
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CHAPTER III
LESSON I
IDIOMATIC EXPRESSIONS
Idiomatic Expressions are sentences, words or phrases that are delivered in a special way or special grammatical characters that conveys a special contextual message or thought. These Expressions should not be absorbed by its literal meaning. Usually Idiomatic Expression has a very different meaning to the way it is written or the way it is composed of the words stated.
For example: The idiom Gold digger When you look on its literal meaning, it is a person digging gold or mining. But the contextual meaning is: Using someone to earn or to get money
It has a very different meaning to the way it is stated on its literal meaning. Sometimes you will encounter a lot of confusing words but if you have the knowledge on identifying the meaning of these idioms you will take it easier to understand a sentence with an idiom. To use idioms in sentences you must know their meaning very well in order for you to coop up a good idea or exact message.
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Idiomatic Expressions [A]

A Bird in the hand is worth two in the bush Having something that is certain is better than taking the risk and loosing everything Or asking for more wherein you are not sure if you are going to get what you want Something good that is not recognized at first A good thing that you cannot notice Being upset for something that already happened long time ago Or reminiscing something suddenly Everything that is common and easy to get Things that you can get from your environment Something that you dont need to exert effort just to get A skeptic that needs personal or physical evidence first before believing something A very small part of a whole A person that is foolish can loose the money he earned easily Everybody must function and perform or else it will not work out You cannot hide your real personality The truth will always be revealed
A blessing in disguise
A chip on your shoulder
A dime a dozen
A doubting Thomas A drop in the bucket A fool and his money are easily parted A house divided against itself cannot stand A leopard cant change his spots A penny saved is a penny earned
You can save money little by little
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TEST I: Give the meaning and use each in a sentence: (3 pts. each) 1. A Bird in the hand is worth two in the bush ____________________________________________________ ______________________________________________________ ____________________ 2. A blessing in disguise ____________________________________________________ ______________________________________________________ ____________________ 3. A chip on your shoulder ____________________________________________________ ______________________________________________________ ____________________ 4. A dime a dozen ____________________________________________________ ______________________________________________________ ____________________ 5. A doubting Thomas ____________________________________________________ ______________________________________________________ ____________________ 6. A drop in the bucket
DATE: ROOM:
____________________________________________________ ______________________________________________________ ____________________ 7. A fool and his money are easily parted ____________________________________________________ ______________________________________________________ ____________________ 8. A house divided against it cannot stand ____________________________________________________ ______________________________________________________ ____________________
9. A leopard cant change his spots ____________________________________________________ ______________________________________________________ ____ 10. A penny saved is a penny earned ____________________________________________________ ______________________________________________________ ____________________
TEST II: Create a paragraph about your mother.[5 sentences] Choose 5 idioms and use them in your paragraph: ___________________________________________________________ _______________________________________________________
______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ _____________________________________
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CHAPTER III
LESSON II
Idiomatic Expressions [B]

Having to start all over again. Or to disregard all the efforts you have exerted When an attempt fails or When you are suppose to create another plan proposal 13 A mistake made in something you are trying to achieve To force an issue that already ended To refresh the issue that already happened in the past Not speaking directly about the issue Or the idea is just being repeated Do whatever it takes to help. Willing to do everything You are stuck with two bad options or You cannot do anything else but to sacrifice or do a bad thing To avoid talking or To keep your mouth shut Or to hide the truth Rarely happening An event that is different Not usual at time
Back to square one
Back to the drawing board
Bakers dozen
Barking at the wrong tree
Beat a dead horse
Beat around the bush
Bend over backwards Between a rock and a hard place Bite your tongue
Blue moon
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Give the 10 idiomatic expressions, state the meaning and use each in a sentence:
1. ______________________________________________________________ ________________________________________________________________ 2.
_______________________________________________________________ _______________________________________________________________
3.
_______________________________________________________________ _______________________________________________________________
4.
_______________________________________________________________ _______________________________________________________________
5.
_______________________________________________________________ _______________________________________________________________
6.
_______________________________________________________________ _______________________________________________________________
7.
_______________________________________________________________ _______________________________________________________________
8.
_______________________________________________________________ _______________________________________________________________
9. ______________________________________________________________ ________________________________________________________________ 10. ______________________________________________________________ ________________________________________________________________
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TEST II Present a mini role playing using the ten idioms and the theme must be ACTION
[50 points]
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CHAPTER III
LESSON III
Idiomatic Expressions [C]

To scold someone To say bad things to someone or to give a hard command to somebody To eat To start eating To continue eating An unbelievable story Something that happens only in fairytales Story that is not common To hope to something you want it to happen To hope that things that you plan will be effective enough Intentionally create a false alarm A motion done to scare the crowd A means of pretending that something bad is happening A cup of coffee When you complain about a lost in the past When you blaming a lost in the past for the current occurrence Being inquisitive[curious] can lead you into a dangerous situation Exploring can lead you to harm Leave out all unnecessary details and just get into the point Dont tell any more information that are not needed. Any difficult obstacle or situations Hindrances Things or people stopping you from getting what you want
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Chew someone out
Chow down
Cock and bull story
Cross your finger
Cry wolf Cup of joe Cry over a split milk
Curiosity killed the cat
Cut the chase
Come hell or high water

TEST I
1. ______________________________________________________________ ________________________________________________________________ 2.
DATE: ROOM:
_______________________________________________________________ _______________________________________________________________
3.
_______________________________________________________________ _______________________________________________________________
4.
_______________________________________________________________ _______________________________________________________________
5.
_______________________________________________________________ _______________________________________________________________
6.
_______________________________________________________________ _______________________________________________________________
7.
_______________________________________________________________ _______________________________________________________________
8.
_______________________________________________________________ _______________________________________________________________
9. ______________________________________________________________ ________________________________________________________________ 10. ______________________________________________________________ ________________________________________________________________
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TEST II
On a piece of paper, write a short story about a boy that cant walk
CHAPTER III
LESSON IV
Idiomatic Expressions [D]
Dark horse
One who was previously unknown and is now prominent A person that is recently unfamiliar 100%identical. A duplicate Can be a person [physically] Can be a thing Someone who takes a position for the sake of argument without believing in that particular side of the argument The hottest days of summer season The days that the temperature rises Something that ends in the last minutes Or last few seconds Last minute hobby Something that is outstanding Somebody who rises Being famous To drink very heavily
Dead ringer
Devils advocate
Dog days of summer
Down to the wire
Doozy
Drink like a fish
Dropping like flies
A large number of people that are dying A crowd of people that are suffering illness
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DRY RUN
Try or rehearsal When you are extremely desperate and you can do extremely desperate actions to solve the problem
Drastic times call for drastic measures
TEST I: Give the 10 idiomatic expressions, state the meaning and use each in a sentence: 1. ____________________________________________________ ______________________________________________________ ____________________ 2.
_______________________________________________________________ _______________________________________________________________
3.
_______________________________________________________________ _______________________________________________________________
4.
_______________________________________________________________ _______________________________________________________________
5.
_______________________________________________________________ _______________________________________________________________
6.
_______________________________________________________________ _______________________________________________________________
7.
_______________________________________________________________ _______________________________________________________________
8.
_______________________________________________________________ _______________________________________________________________
9. ____________________________________________________ ______________________________________________________ ____________________ 10. ____________________________________________________ ______________________________________________________ ____________________
TEST II Present a role playing using the idioms and the theme must be horror. [50 points]
CHAPTER III
LESSON V
Idiomatic Expressions [E]

A certain item is no longer available To throw away to dispose Cleaning of a religious or ethnic group in a massive scale Disregarding religious groups that has different culture Be optimistic Even difficult times will lead to better days Dont loose hope Please forgive me for starting a fight or trouble Reasoning out Almost everything and anything has been included Overflowing or over numbered
Eighty six
ethnic cleansing
Every cloud has a silver lining
Excuse my French
Everything but the kitchen sink
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Elvis has left the building
The show has come to an end The performances are all done The celebration ends Everything All of the stated All of the members All of the opportunities are not always open and ready to accept your service Being fair No more no less Following rules
Even and odds
Every start ends
Earthlings and mom
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Give the 10 idiomatic expressions, state the meaning and use each in a sentence: 1. ____________________________________________________ ______________________________________________________ ____________________ 2.
_______________________________________________________________ _______________________________________________________________
3.
_______________________________________________________________ _______________________________________________________________
4.
_______________________________________________________________ _______________________________________________________________
5.
_______________________________________________________________ _______________________________________________________________
6.
_______________________________________________________________ _______________________________________________________________
7.
_______________________________________________________________ _______________________________________________________________
8.
_______________________________________________________________ _______________________________________________________________
9. ____________________________________________________ ______________________________________________________ ____________________ 10.

____________________________________________________ ______________________________________________________ ____________________
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CHAPTER III
LESSON VI
Idiomatic Expressions [F]
Feeding frenzy
An aggressive attack on someone by a group A planned execution An enjoyable day An enjoyable challenge A good exploration To become more comfortable in whatever you are doing To be used to something A very tasty food Delicious dish Something that shows potential or looks Promising in the beginning but fails to deliver anything in the end A swap meet. A place where people gather to buy and sell inexpensive goods It can be someones family A child A baby To raise your middle finger to somebody as curse or as a sign that the person is irritated To be enraged [angry] and show it To show that you are frustrated
Field day
Finding your feet
Finger licking good
Flash in the pan
Flea market
Flesh and blood
Flip the bird
Foam at the mouth
Fuddy duddy
An old fashioned person
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_______________________________________________________________ _______________________________________________________________
3.
_______________________________________________________________ _______________________________________________________________
4.
_______________________________________________________________ _______________________________________________________________
5.
_______________________________________________________________ _______________________________________________________________
6.
_______________________________________________________________ _______________________________________________________________
7.
_______________________________________________________________ _______________________________________________________________
8.
_______________________________________________________________ _______________________________________________________________
9. ____________________________________________________ ______________________________________________________ ____________________ 10.

____________________________________________________ ______________________________________________________ ____________________
TEST II: Select one idiom and make an illustration on a bond paper [short].
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CHAPTER III
LESSON VII
Idiomatic Expressions [G]
Get over it
To move beyond something that is bothering you To conduct observation and questioning To know that truth To become serious about something To be committed To move away To escape To run and move out of a cage To gamble everything you have To take the risk and to bet all that you have Someone who is having a bad day Starting the very minute that he woke up To be received badly by an audience To be not appreciated
Get down to brass tracks
Give him the slip
Go for broke
Get up on the wrong side of the bed
Go down like a lead balloon
Go the extra mile
Going above and beyond whatever is required for the task at hand The waiting room Room for those who wanted to be on a radio or television Working hours from about 12:00 A.M. to 8:00 P.M. A personal intuition you get, especially when feel something may not be right
Green room
Graveyard shift
Gut feeling
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1. ______________________________________________________________ ________________________________________________________________ 2. ______________________________________________________________ ________________________________________________________________ 3. ______________________________________________________________ ________________________________________________________________ 4. ______________________________________________________________ ________________________________________________________________ 5. ______________________________________________________________ ________________________________________________________________ 6. ______________________________________________________________ ________________________________________________________________ 7. ______________________________________________________________ ________________________________________________________________ 8. ______________________________________________________________ ________________________________________________________________ 9. ______________________________________________________________ ________________________________________________________________ Datacom Institute of Computer Technology Page - 1862 -
10. ______________________________________________________________ ________________________________________________________________
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CHAPTER III
LESSON VIII
Idiomatic Expressions [H/I]

Quickly doing things results in a poor ending Slowly but surely 3 homeruns 3 goals 3 wins Slapping of palms for agreement Favorable results Celebration gesture To study for an exam To review To read and refresh Go to bed Go to sleep Take a deep nap Headed for a complete disaster
Haste makes waste
Hat trick
High five
Hit the book
Hit the hay
Hell in a hand basket
Head over heels
Very excited or joyful In love Cheerful and outrageous [extreme] To have something secured To play safe Topless Nude When you always see the same person or when you are always bumping with each other You have the same department
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In the bag
In the buff
Its a small world
_______________________________________________________________ _______________________________________________________________
3.
_______________________________________________________________ _______________________________________________________________
4.
_______________________________________________________________ _______________________________________________________________
5.
_______________________________________________________________ _______________________________________________________________
6.
_______________________________________________________________ _______________________________________________________________
7.
_______________________________________________________________ _______________________________________________________________
8.
_______________________________________________________________ _______________________________________________________________
9. ____________________________________________________ ______________________________________________________ ____________________ 10.

____________________________________________________ ______________________________________________________ ____________________
TEST II: Pick a partner and using the idioms, present a conversation about the teenagers of the new generation [50 points]
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CHAPTER III
LESSON IX
Idiomatic Expressions [JKL]

Crossing the street without using the crosswalk Or Pedestrian lane Tricking me Giving a surprise Planning an attack You should watch him all the time You must observe his motions To remain tough in hard situations To stay healthy To have the presence of mind To die To listen To ask for full attention To talk to someone that must understand you To share a secret that wasnt suppose to be shared
jaywalk
Joshing me
Keep an eye on him
Keep your chin up
Kick the bucket
Lend me your ear
Let the cat out of the bag
Let bygones be bygones
To forget about a disagreement or arguments
Let a sleeping dog lie
To stop a conflict from reoccurring Matured person An old man A man that is s senior citizen
Long in the tooth
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1. ______________________________________________________________ ________________________________________________________________ 2. ______________________________________________________________ ________________________________________________________________ 3. ______________________________________________________________ ________________________________________________________________ 4. ______________________________________________________________ ________________________________________________________________ 5. ______________________________________________________________ ________________________________________________________________ 6. ______________________________________________________________ ________________________________________________________________ 7. ______________________________________________________________ ________________________________________________________________ 8. ______________________________________________________________ ________________________________________________________________ 9. ______________________________________________________________ ________________________________________________________________ Datacom Institute of Computer Technology Page - 1868 -
10. ______________________________________________________________ ________________________________________________________________
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CHAPTER III
LESSON IX
Idiomatic Expressions [MNO]
Mumbo jumbo
Nonsense Meaningless speech Literal speech which is not related to the field To state a fact so there will be no doubt or objections
Make no bones about
Method to my madness
Strange or crazy actions that appear meaningless To keep quiet To say nothing To be scolded but to remain silent Savings for future use Money earned Dont hurt anyone that helps you Do not take advantage of the helps that your friends are offering you A minute that seems to go very quick Fast paced environment No longer have to deal with tough situations Living in a safe place
Mums the world
Nest egg
Never bite the hands that feed you
New York minute
Off the hook
On pins and needles
Nervous, specially in anticipation of others Undecided In doubt Caught between yes and no
On the fence
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_______________________________________________________________ _______________________________________________________________
3.
_______________________________________________________________ _______________________________________________________________
4.
_______________________________________________________________ _______________________________________________________________
5.
_______________________________________________________________ _______________________________________________________________
6.
_______________________________________________________________ _______________________________________________________________
7.
_______________________________________________________________ _______________________________________________________________
8.
_______________________________________________________________ _______________________________________________________________
9. ____________________________________________________ ______________________________________________________ ____________________
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10. ____________________________________________________ ______________________________________________________ ____________________
TEST II Present a drama using the idioms. [50 points]
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CHAPTER III
LESSON X
Idiomatic Expressions [PQRS]

Avoid responsibility Giving the job to others Passing the chores Be in rush Go for full speed Run very fast To listen very carefully
Pass the buck
Pedal to metal
Pick up your ears
Pipe down
To shut up Destroy Ruin a plan To disappoint someone A very loud and heavy rainstorm Storm To be out of energy To be very tired Someone who takes the blame A person taking responsibility of a bad situation A paranormal sense that allows a person to communicate with dead people A person that sees extraordinary creatures An are that is depressed This is where drug users live A place of crime
Queer the pitch
Raining cats and dogs
Run out of steam
scapegoat
Sixth sense
Skid row
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Give the 10 idiomatic expressions, state the meaning and use each in a sentence: 1. ______________________________________________________________ ________________________________________________________________ 2. ______________________________________________________________ ________________________________________________________________ 3. ______________________________________________________________ ________________________________________________________________ 4. ______________________________________________________________ ________________________________________________________________ 5. ______________________________________________________________ ________________________________________________________________ 6. ______________________________________________________________ ________________________________________________________________ 7. ______________________________________________________________ ________________________________________________________________ 8. ______________________________________________________________ ________________________________________________________________ 9. ______________________________________________________________ ________________________________________________________________ 10. Datacom Institute of Computer Technology Page - 1874 -
______________________________________________________________ ________________________________________________________________
Page - 1875 -
CHAPTER CHAPTER III

LESSON XI
Idiomatic Expressions [TUVW]

The two choices are both good You are choosing between two lucks You must do the right decision or else the crowd will suffer It is your decision this time To be committed To be married Gossips Humor not to be taken seriously Refuse to acknowledge something that you know is real is legitimate Feeling frustrated Feeling ill Feeling sick Going down a course of action that will surely result into a bad thing Think smart Use your head A diversion away from something of greater importance A disturbance The more things you encounter in life the more you get interested and excited
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The best of both words
The ball is in your court
Tie a knot
Tongue and cheek
Turn a blind eye
Under the weather
Up a blind alley
Use your loaf
Wag the dog
Variety is the spice of life
1. ______________________________________________________________ ________________________________________________________________ 2. ______________________________________________________________ ________________________________________________________________ 3. ______________________________________________________________ ________________________________________________________________ 4. ______________________________________________________________ ________________________________________________________________ 5. ______________________________________________________________ ________________________________________________________________ 6. ______________________________________________________________ ________________________________________________________________ 7. ______________________________________________________________ ________________________________________________________________ 8. ______________________________________________________________ ________________________________________________________________
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9. ______________________________________________________________ ________________________________________________________________ 10. ______________________________________________________________ ________________________________________________________________
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CHAPTER III
LESSON XII
Idiomatic Expressions [xyz]
X marks the spot
When a person found something that he is looking for a very long time. In order to stay healthy, you must eat healthy foods You cannot tell the personality of a human by just looking at his physical appearance Enjoy what you have Don be envy for the things you dont have Be contented I have no idea clueless No crime No law breaking Small will be overlooked
You are what you eat
You can judge a book by its cover
You cant take it with you
Your guess is as good as mine
Zero tolerance
Page - 1879 -
1. ______________________________________________________________ ________________________________________________________________ 2. ______________________________________________________________ ________________________________________________________________ 3. ______________________________________________________________ ________________________________________________________________ 4. ______________________________________________________________ ________________________________________________________________ 5. ______________________________________________________________ ________________________________________________________________ 6. ______________________________________________________________ ________________________________________________________________ 7. ______________________________________________________________ ________________________________________________________________ 8. ______________________________________________________________ ________________________________________________________________
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9. ______________________________________________________________ ________________________________________________________________ 10. ______________________________________________________________ ________________________________________________________________
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COMPETENCY BASED LEARNING MATERIAL IN TYPING II
Page - 1882 -
Typing II
2nd SEMESTER 2nd TRANSITION Computer Secretarial A. Course Description Typing II a continuation of the basic typing which include the number pad and the challenges in terms of typing. B. Course Objective To improve their typing skills using the proper hand key position, and to type without ever having to look at the keyboard. Enhance their typing speed and evaluating their results with its accuracy and by simply comparing it with their regular activities. C. Text/Resources Book resources/Module Activity resources EXAMINATION PRELIMINARY, MIDTERM and FINAL examinations, these are the major exams provided to test the knowledge of the students gained through a specified length of time given. Permits shall be presented before taking up the exam or else you are not allowed to take the examination process. All of the parts included are based on the lessons provided and are being explained. This is one of the primary bases to come up with the grade of the student and failure to take the exam will be marked as Dropped or will be given the grade of 5.00. QUIZZES In taking the QUIZZES out of the subject, the aim is to measure the understanding and the knowledge gained through the lessons covered. These are the short exams provided after every lesson. We also have some basic rules that must be followed and format is provided via explanation on the first day of classes and being reminded before those quizzes. The students allowed to take the exam are only those who are present that time. RECITATION/ ACTIVITIES/PROJECTS
This is where the students are graded through tasks, participation and activities given out of the topic that they had. It is either individually or by group and all have specific instructions or direction. ATTENDANCE It will be graded upon the meetings of the class you have attended and 4-5 consecutive absences without notifying the administrator and instructor will be marked as dropped and will received the grade 5.00. It is very much important for it will be the basic need to fulfill all the needed bases for the completion of your grades. ATTITUDE This includes following the rules given by the instructor and complying out of the rules implemented by the administration. Failures to follow have their own respective values even suspension.
Page - 1884 -
COURSE OUTLINE: TYPING II CHAPTER I Information Sheet Activity Sheet 1 Activity Sheet 2 Activity Sheet 3 Proper Typing Techniques Keyboarding Challenge Blind Fold Challenge Eyes on the copy Challenge CHAPTER II Information Sheet Activity 4 Activity 5 Activity 6 Numeric Keypad Numeric Key Pad Activity Blind Fold Challenge on Num Pad Eyes on the copy Challenge on Num Pad
Page - 1885 -
INFORMATION SHEET 1.1 Proper Typing Techniques
1. Fingers are on the home-row keys.
2. Correct finger reaches are used.
3. Correct return method is used. 4. Eyes are focused on copy or paper. 5. Feet are resting flat on the floor.
6. Body is sitting straight in chair. 7. Keyboard is one hand span away from body. 8. Body is centered in front of the keyboard. 9. Wrists are low, but not touching the keyboard. 10. Elbows are rested gently to your sides.
Page - 1887 -
SELF CHECK 1.1 Proper Typing Techniques
1.
____________________________________________________________________________ ____________________________________________________________________________ __________________________________ ____________________________________________________________________________ ____________________________________________________________________________ __________________________________
2.
3.
____________________________________________________________________________ ____________________________________________________________________________ __________________________________
4.
____________________________________________________________________________ ____________________________________________________________________________ __________________________________ ____________________________________________________________________________ ____________________________________________________________________________ __________________________________ ____________________________________________________________________________ ____________________________________________________________________________ __________________________________ ____________________________________________________________________________ ____________________________________________________________________________ __________________________________ ____________________________________________________________________________ ____________________________________________________________________________ __________________________________
5.
6.
7.
8.
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9.
____________________________________________________________________________ ____________________________________________________________________________ __________________________________ ____________________________________________________________________________ ____________________________________________________________________________ __________________________________
10.
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Page - 1890 -
ACTIVITY SHEET 1.1 KEYBOARDING CHALLENGE NAME: _____________________________________________________ INSTRUCTOR: ____________________________________________ DATE: __________ ROOM: _________
The candidate will type in paragraph with rumbled keys in the keyboard.
Vasilisa The Beautiful

Vasilisa was heartbroken when her beloved mother died. She missed her terribly, a nd spent manylonely nights crying. When she woke up and remembered that her mother was no longer around, shewould feel worse than ever. She was so sad, that she did not think of the little wooden doll fora long time afterwards. One evening, when she was thinking about her mother, she put her handinto her pocket and sud denly felt the little doll and remembered her mothers words. She took somefood to her room and fed the doll. As soon as the doll began to eat, its eyes began to shine a sif they were human, and it suddenly became alive. Vasilisa was shocked for a mom ent, but the dollsmiled up at her and said "Don't be frightened Vasilisa, and do not b e sad, for the morning iswiser than the evening. Lie down and sleep, and tomorrow you will feel much better."
Test Result Duration : ____________________ Gross Speed: _________________ Accuracy: _____________________ Net Speed: ____________________ Difficult Keys: _______________________ Problematic Keys: ___________________
Page - 1891 -
Ali Baba and the Forty Thieves

The finest man among them, whom Ali Baba took to be their captain, went a little way among somebushes, and said, "Open, Sesame!" so plainly that Ali Baba heard him. A door opened in the rocks,and having made the troop go i n, he followed them, and the door shut again of itself. They stayedsome time inside, and Ali Baba, fearing they might come out and catch him, was forced to sitpatiently in the tree. At last the door opened again, and the Forty Thiev es came out. As theCaptain went in last he came out first, and made them all pass by him; he then closed the door,saying, "Shut, Sesame!" Every man brid led his horse and mounted, the Captain put himself at theirhead, and they re turned as they came.
Page - 1892 -
Eating Good in the Neigborhood Immediately after sitting down in the booth adjacent to the bar, I regretted my earlier decision to give my neighborhood bar and grill another chance. A quick glance around told me the life story of an elderly couple who liked mahjong and had never really learned to cook, an entire family of severely obese visitors from the hotel across the street who thought they were eating healthy, and another couple like my wife and I who were just trying to use up an old gift card. After a thorough study of the menu, I struggled to narrow my choices to less than three, as nearly everything there met my requirements of: 1. Looks good in the picture 2. Comes in grotesquely hefty portions and tastes ok 3. Cheaper than a nice meal, but more expensive than a sleezy fast food place 4. Doesnt require that I do any work After placing an order and excusing myself to the bathroom, I returned to my seat and looked outside at the passing traffic.
Page - 1893 -
An Evening Affair Hannahs lip were burning from the jalapeno residue still on her fingers. A door slammed shut somewhere and she heard feet shuffle through the dining room. As she looked up she felt a sense of hollow anticipation that felt a little like guilt.
Page - 1894 -
Aaaaackk..Haaaaaaaaaaack. What the hell is the problem? Mmmm..hhhhhhhhhhmmmmmm. I think I ate too fast. Damn it Harold! How many times have I told you to think about every bite? Its youre own fault and Im not about to call the ambulance again for this. Here..gurgle with the rest of my milk. You know I cant digest that stuff. Id rather stop breathing than stay up all night bloated and battling floating stools. Suit yourself. Harold contemplated his options for removal and was leaning towards drinking from the shower with the pressure on high.
Page - 1895 -
Page - 1896 -
ACTIVITY SHEET 2.1 Blind Fold Challenge NAME: _____________________________________________________ INSTRUCTOR: ____________________________________________ DATE: __________ ROOM: _________
In this activity you need to have a partner. Your partner will dictate the paragraph below. This will test your typing accuracy. Each candidate must have a blind fold or scurf.
Each One Teach One Adult education is essential for Democracy of India. The number of grown up illiterates is great. All college and senior School students should come forward to visit villages in the summer vacation. Each one will teach one there. This will remove illiteracy and strengthen our democracy.
Page - 1897 -
The Stampede at Wankhade Stadium I happened to see a one day cricket match between Pakistan and Australia at Wankhade Stadium, Mumbai. I went for a fun. But I witnessed a horrible sight. Two thousand ticketless cricket fans gate crashed. There was a stampede. Three persons died and twenty were injured. Administration was responsible for it.
Test Result Duration: ____________________ Gross Speed: _________________ Accuracy: _____________________ Net Speed: ____________________ Difficult Keys: _______________________ Problematic Keys: ___________________
Page - 1898 -
Anti Pollution Drive City Anti-pollution Drive demands certain steps from all the citizens of ABC city. All house-holders should pack the waste in a plastic bag and put the bag in front of their house. The bag will be replaced with an empty bag by the Municipal van every morning. They should maintain the cleanliness of the city. This will make the city pollution free.
Page - 1899 -
A Slum Area after the Rainy Season My visit to a slum area after the rainy season was a sad affair. The pits were still full of rain water. There was mud all around. The polluted water had caused various diseases. There was no home without a sick person. Small children suffered from stomach troubles. The government should immediately rush to the help of the sufferers in the slum area.
Page - 1900 -
Catching a Thief My visit to a slum area after the rainy season was a sad affair. The pits were still full of rain water. There was mud all around. The polluted water had caused various diseases. There was no home without a sick person. Small children suffered from stomach troubles. The government should immediately rush to the help of the sufferers in the slum area.
Page - 1901 -
Page - 1902 -
ACTIVITY SHEET 3.1 Eyes on the Copy Challenge NAME: _____________________________________________________ INSTRUCTOR: ____________________________________________ DATE: __________ ROOM: _________
In this activity, the candidate will only look at their copy (Module). You can place your copy on your lap, or beside your keyboard.
Memories of Childhood
Memories of childhood are unforgettable. I was four years old when my grandfather died. I clearly remember how everybody in the house was weeping. Once my mother loved me very much when I had a bad dream. I broke my leg and was in plaster for two months. These and other memories still come on the inner screen of my mind very often.
Page - 1903 -
A Drowning Tragedy A tragedy took place yesterday when a Matador fell into a canal. The driver of the Matador tried to save an auto-rickshaw and lost control on the vehicle. About fifty students were travelling in it. The people from the nearby villages saved twenty-seven students. The dead bodies of the drowned were recovered. It was a very painful sight.
Page - 1904 -
Joys of City Life City life is full of fun. There are parks and picnic spots to visit. We have cinema halls to see movies. We have electricity which runs our factories, light and cools our home and helps us in seeing T.V. There are all type of amenities like water, health check up and transport. Sometimes circus shows and magic shows entertain the city people.
Page - 1905 -
Bomb Blast in a Train I was lucky to escape death by a few seconds.' A bomb blasted in the compartment of Nilanchal Express. The overcrowded compartment made me to get down. Anyhow the loss was great. About ten people died and many got injured. It was the job of a terrorist. The government should intensify searching operations in trains.
Page - 1906 -
Railway Cleanliness Drive Indian railways have started Cleanliness Drive with great zeal. The Railway Minister was the first to hold the broom. Others followed. The aim was to clean platforms, clean waiting rooms and clean toilets. Dustbins have been placed at different spots. The passengers are encouraged to use these dustbins more and more. The cleanliness drive will surely leave its mark on the people.
Page - 1907 -
Page - 1908 -
INFORMATION SHEET 2.1 Numeric Keypad (NumPad)
Numeric Keypad
-
The part of a computer keyboard which is a programmable set of numbered keys. Your pointer finger is responsible for the following keys: 1, 4, 7, Num Lock Your middle finger is responsible for the following keys: 0, 2, 5, 8,
Your ring finger is responsible for the following keys: 3, 6, 9, * Your little finger is responsible for the following keys: Enter, plus (+), minus (-) Your thumb is responsible for zero (0). - Numeric keypads usually operate in two modes: when Num Lock is off, keys 8, 6, 2, 4 act like arrow keys and 7, 9, 3, 1 act like Home, PgUp, PgDn and End. - To type digits, make sure that the Num Lock is turned on.
Page - 1909 -
ACTIVITY SHEET 4.1 Numeric Keypad NAME: _____________________________________________________ INSTRUCTOR: __________________________________________ DATE: __________ ROOM: _________
474785 474785 859699 859699 968596 698596 857644 857644 9655766 9655766 8975449 8975449 8877456 8877456 767698 767698 749655 49655 499554 99554 7745589 45589 6985599 985599 8484557 484557 6698448 698448 9697478 9697478 779 885779
Test Result: Duration: ______________________________ Difficult Keys: _________________________ Gross Speed: __________________________ Problematic Keys: ____________________ Accuracy: _____________________________ Net Speed: ____________________________
Page - 1910 -
ACTIVITY SHEET 4.2 Numeric Keypad NAME: _______________________________________________________ INSTRUCTOR: ___________________________________________ DATE: __________ ROOM: _________
45+75 48*3 48/3 12.*14 125/25 74+25 1.36+1479.00 147+365 753 314-58 142.0 235*864 8341*1232 587-51 56-622.0 658/01 1323.10-4813 1423+1453 3589-2145 1233789.00448 1486 1015.414 73219.048 146-750 123/14 1426+510 124*145 1254+59 1247*42 549-401 26*14 137-1432
Page - 1911 -
ACTIVITY SHEET 4.3 Numeric Keypad NAME: _______________________________________________________ INSTRUCTOR: ____________________________________________ DATE: __________ ROOM: _________
4.155 14.26 148.15 421.04 179.14 7531.0146 0145.31548 1248.4874 1246.4874 1248.154 15443.54 4154.1547 142.1548 12144.15 12483.1 1214.18 417.148 7983.188 768.145896 1487.14548 184.1874 144.487 415478.4185 1248.49874 124.478 1873.48 7931.4 1547.48 78413.1485 1873.15 75398.78 71.474
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Page - 1913 -
ACTIVITY SHEET 5.1 Blind Fold Challenge on Num Pad NAME: _________________________________________________________ INSTRUCTOR: ____________________________________________ DATE: __________ ROOM: _________
474785 474785 859699 859699 968596 698596 857644 857644 9655766 9655766 8975449 8975449 8877456 8877456 767698 767698 749655 49655 499554 99554 7745589 45589 6985599 985599 8484557 484557 6698448 698448 9697478 9697478 779 885779
In this activity you need to have a partner. Your partner will dictate the paragraph below. This will test your typing accuracy. Each candidate must have a blind fold or scurf. Test Result: Duration: ______________________________ Difficult Keys: _________________________ Gross Speed: __________________________ Problematic Keys: ____________________ Accuracy: _____________________________ Net Speed: ____________________________
Page - 1914 -
ACTIVITY SHEET 5.2 Blind Fold Challenge on Num Pad NAME: _________________________________________________________ INSTRUCTOR: ___________________________________________ DATE: __________ ROOM: _________
45+75 48*3 48/3 12.*14 125/25 74+25 1.36+1479.00 147+365 753 314-58 142.0 235*864 8341*1232 587-51 56-622.0 658/01 1323.10-4813 1423+1453 3589-2145 1233789.00448 1486 1015.414 73219.048 146-750 123/14 1426+510 124*145 1254+59 1247*42 549-401 26*14 137-1432
Page - 1915 -
ACTIVITY SHEET 5.3 Blind Fold Challenge on Num Pad NAME: __________________________________________________________ INSTRUCTOR: ____________________________________________ DATE: __________ ROOM: _________
4.155 14.26 148.15 421.04 179.14 7531.0146 0145.31548 1248.4874 1246.4874 1248.154 15443.54 4154.1547 142.1548 12144.15 12483.1 1214.18 417.148 7983.188 768.145896 1487.14548 184.1874 144.487 415478.4185 1248.49874 124.478 1873.48 7931.4 1547.48 78413.1485 1873.15 75398.78 71.474
Page - 1916 -
Page - 1917 -
ACTIVITY SHEET 6.1 Eyes on the Copy Challenge on Num Pad NAME: ________________________________________________________ INSTRUCTOR: __________________________________________ DATE: __________ ROOM: _________
474785 474785 859699 859699 968596 698596 857644 857644 9655766 9655766 8975449 8975449 8877456 8877456 767698 767698 749655 49655 499554 99554 7745589 45589 6985599 985599 8484557 484557 6698448 698448 9697478 9697478 779 885779
Page - 1918 -
ACTIVITY SHEET 6.2 Blind Fold Challenge on Num Pad NAME: ________________________________________________________ INSTRUCTOR: ____________________________________________ DATE: __________ ROOM: _________
45+75 48*3 48/3 12.*14 125/25 74+25 1.36+1479.00 147+365 753 314-58 142.0 235*864 8341*1232 587-51 56-622.0 658/01 1323.10-4813 1423+1453 3589-2145 1233789.00448 1486 1015.414 73219.048 146-750 123/14 1426+510 124*145 1254+59 1247*42 549-401 26*14 137-1432
Page - 1919 -
ACTIVITY SHEET 6.3 Blind Fold Challenge on Num Pad NAME: ________________________________________________________ INSTRUCTOR: __________________________________________ DATE: __________ ROOM: _________
4.155 14.26 148.15 421.04 179.14 7531.0146 0145.31548 1248.4874 1246.4874 1248.154 15443.54 4154.1547 142.1548 12144.15 12483.1 1214.18 417.148 7983.188 768.145896 1487.14548 184.1874 144.487 415478.4185 1248.49874 124.478 1873.48 7931.4 1547.48 78413.1485 1873.15 75398.78 71.474
Page - 1920 -

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DATACOM INSTITUTE OF COMPUTER TECHNOLOGY

FIRST SEMESTER FIRST TRANSITION

COMPETENCY BASED LEARNING MATERIAL IN COMMUNICATION ARTS

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Datacom Institute of Computer Technology

The diagram below shows the communication process:

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crossroads = aircraft = editor in chief = lady in waiting = runner up

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INFORMATION SHEET 6: PARTS OF SPEECH (VERB)

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Past Progressive Tense

Future Progressive Tense

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Datacom Institute of Computer Technology

Datacom Institute of Computer Technology

Datacom Institute of Computer Technology

Datacom Institute of Computer Technology

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You mean everything to me. Subject = You Verb = mean

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Patience is a virtue I dont possess. Subject = patience Verb = is

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Datacom Institute of Computer Technology

Datacom Institute of Computer Technology

Datacom Institute of Computer Technology

DATACOM INSTITUTE OF COMPUTER TECHNOLOGY

COMPETENCY BASED LEARNING MATERIAL IN FUNDAMENTAL OF COMPUTER

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