Office Solutions Development Lecturer Guide V1.1

LEVEL 4
OFFICE SOLUTIONS DEVELOPMENT
Lecturer Guide
Office Solutions Development Lecturer Guide V2.0

Modification History
Version Date Revision Description

V1.0 June 2011 For Release
V2.0 January 2018 Updated Links
© NCC Education Limited, 2011

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CONTENTS
1. Module Overview and Objectives .............................................................................. 7
2. Learning Outcomes and Assessment Criteria .......................................................... 7
4. Related National Occupational Standards .............................................................. 11
5. Resources ................................................................................................................. 11
6. Pedagogic Approach ................................................................................................ 12
6.1 Lectures...................................................................................................................... 12
6.2 Tutorials ...................................................................................................................... 12
6.3 Laboratory Sessions .................................................................................................. 12
6.4 Private Study .............................................................................................................. 12
7. Assessment .............................................................................................................. 12
8. Further Reading List ................................................................................................. 13
Topic 1: Application Software and Business Processes ...................................................... 15
1.1 Learning Objectives .................................................................................................... 15
1.2 Pedagogic Approach .................................................................................................. 15
1.3 Timings ....................................................................................................................... 15
1.4 Lecture Notes ............................................................................................................. 16
1.4.1 Guidance on the Use of the Slides .................................................................. 16
1.5 Laboratory Sessions ................................................................................................... 19
1.6 Private Study .............................................................................................................. 22
1.7 Tutorial Notes ............................................................................................................. 25
Topic 2: An Introduction to End-User Software Development ............................................. 27
2.3 Timings ....................................................................................................................... 27
2.4 Lecture Notes ............................................................................................................. 28
2.6 Private Study .............................................................................................................. 33
2.7 Tutorial Notes ............................................................................................................. 38
Topic 3: An Introduction to the Advanced Features and Functions of the Microsoft Office
Suite ................................................................................................................................... 41
3.3 Timings ....................................................................................................................... 41
3.4 Lecture Notes ............................................................................................................. 42
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3.6 Private Study .............................................................................................................. 51
3.7 Tutorial Notes ............................................................................................................. 53
Topic 4: Advanced Features and Functions of Microsoft Access, Excel and Word ........... 55
4.3 Timings ....................................................................................................................... 55
4.4 Lecture Notes ............................................................................................................. 56
4.5.1 LOOKUP ......................................................................................................... 59
4.5.2 HLOOKUP ...................................................................................................... 63
4.5.3 PivotTable ....................................................................................................... 63
4.6 Private Study .............................................................................................................. 68
4.7 Tutorial Notes ............................................................................................................. 74
Topic 5: An Introduction to VBA and Macros........................................................................ 75
5.3 Timings ....................................................................................................................... 75
5.4 Lecture Notes ............................................................................................................. 76
5.6 Private Study .............................................................................................................. 83
5.6.1 Record Macro Method ..................................................................................... 83
5.7 Tutorial Notes ............................................................................................................. 86
Topic 6: Using Macros in Microsoft Word ............................................................................. 87
6.3 Timings ....................................................................................................................... 87
6.4 Lecture Notes ............................................................................................................. 88
6.6 Private Study .............................................................................................................. 95
6.7 Tutorial Notes ............................................................................................................. 96
Topic 7: Using Macros in Microsoft Access .......................................................................... 97
7.3 Timings ....................................................................................................................... 97
7.4 Lecture Notes ............................................................................................................. 98
7.5 Laboratory Sessions ................................................................................................. 101
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7.6 Private Study ............................................................................................................ 103
7.7 Tutorial Notes ........................................................................................................... 106
Topic 8: Using Macros in Microsoft Excel – Part 1 ..............................................................107
8.1 Learning Objectives .................................................................................................. 107
8.2 Pedagogic Approach ................................................................................................ 107
8.3 Timings ..................................................................................................................... 107
8.4 Lecture Notes ........................................................................................................... 108
8.4.1 Guidance on the Use of the Slides ................................................................ 108
8.6 Private Study ............................................................................................................ 112
8.7 Tutorial Notes ........................................................................................................... 116
Topic 9: Using Macros in Microsoft Excel – Part 2 ..............................................................119
9.3 Timings ..................................................................................................................... 119
9.4 Lecture Notes ........................................................................................................... 120
9.6 Private Study ............................................................................................................ 124
9.7 Tutorial Notes ........................................................................................................... 125
Topic 10: Testing Software Development ...............................................................................127
10.3 Timings ..................................................................................................................... 127
10.4 Lecture Notes ........................................................................................................... 128
10.6 Private Study ............................................................................................................ 134
10.7 Tutorial Notes ........................................................................................................... 138
Topic 11: Evaluating Software Development .........................................................................139
11.3 Timings ..................................................................................................................... 139
11.4 Lecture Notes ........................................................................................................... 140
11.6 Private Study ............................................................................................................ 146
11.7 Tutorial Notes ........................................................................................................... 148
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Topic 12: Combining End-user Software Development, Testing and Evaluation .............149
12.3 Timings ..................................................................................................................... 149
12.4 Lecture Notes ........................................................................................................... 150
12.6 Private Study ............................................................................................................ 155
12.7 Tutorial Notes ........................................................................................................... 156
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Module Overview
1. Module Overview and Objectives

This unit provides the learner with the skills to develop advanced features of office software, and to
employ and adapt them to support business functions.
2. Learning Outcomes and Assessment Criteria

Learning Outcomes; Assessment Criteria;
The Learner will: The Learner can:
1. Understand how application 1.1 Discuss ways in which application software can
software can support business support business processes
processes 1.2 Justify the use of different application software to
support a given user requirement or business
process
1.3 Discuss the importance of addressing both user
and business requirements
2. Be able to design and implement 2.1 Design a solution to address a business or user
office solutions need
2.2 Use advanced tools and techniques to implement
a solution
2.3 Test a solution against expected results
3. Be able to demonstrate that 3.1 Discuss ways in which end-user engagement has
business processes have been taken place
enhanced/improved 3.2 Provide evidence that business processes have
been enhanced/improved
3.3 Evaluate possible further improvements that could
be made to enhance the system
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3. Syllabus
Syllabus
Topic Title Proportion Content
No
1 Application 1/12 • An introduction to the module
Software and • Types of business processes and functions
Business
Processes
1 hour of • Application software defined
lectures
• Types and range of application software
1 hour of
• How application software supports business
tutorials
processes
3 hours of
seminars • Research examples of commercial software
• Evaluate the role of applications software in
specific business contexts
• Case studies
• Glossary
Learning Outcome: 1
2 An Introduction to 1/12 • End-user defined
End-User • Examine the need to address both user and
Software business requirements
1 hour of
Development
lectures • Interface defined
1 hour of • Identify interface design principles and good
tutorials practice
3 hours of • Microsoft Office interface development
laboratory
sessions • Case studies
• Glossary
Learning Outcome: 1
3 An Introduction to 1/12 • An introduction to the Microsoft Office suite
the Advanced • An overview of advanced features and functions
Features and
Functions of the
1 hour of • How the above improve business performance
lectures
Microsoft Office • Consideration of both user and business
Suite 1 hour of requirements
tutorials
• Are interface design principles applied?
3 hours of
laboratory • Glossary
sessions Learning Outcomes: 1 & 2
4 Advanced 1/12 • An overview of advanced features and functions in
Features and Access
Functions of • An overview of advanced features and functions in
1 hour of
Microsoft Access, Excel
lectures
Excel and Word
1 hour of • An overview of advanced features and functions in
tutorials Word
3 hours of • Glossary
laboratory
sessions Learning Outcome: 2
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5 An Introduction to 1/12 • Define what is meant by a macro
VBA and Macros • Define what is meant by VBA
1 hour of • Explain that there is a range of macros used for
lectures different purposes.
1 hour of • Describe the methods that can be used to develop
tutorials macros
3 hours of • Explain the issues of macros and security
laboratory
sessions • Use the Visual Basic Editor to create macros
• Use the Record Macro feature
• Save macros
• Edit macros
Learning Outcome: 2
6 Using Macros in 1/12 • Develop macros
Microsoft Word • Edit macros
1 hour of • Use the Macro Recorder
lectures
• Assign a macro to the keyboard
1 hour of
• Assign a macro to a button
tutorials
3 hours of • Format text or pictures using macros
laboratory • Customise headers and footers using macros
sessions • Secure documents against malicious macros
Learning Outcome: 2
7 Using Macros in 1/12 • Create a macro in Microsoft Access
Microsoft Access • Understand key macro terms
1 hour of • Explain the sequence of macro production
lectures
• Create Autoexec macros
1 hour of
• Input data using a macro
tutorials
3 hours of • Validate data using a macro
laboratory • Filter and find records using a macro
sessions • Print records using a macro
• Assign a macro to a command button
• Navigate between forms and records using a
macro
• Run a query using a macro
• Secure documents against malicious macros
Learning Outcome: 2
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8 Using Macros in 1/12 • Create a macro in Microsoft Excel
Microsoft Excel - 1 • Format titles, formulas and tables
1 hour of • Input dates and times
lectures
• Input and select data using a macro
1 hour of
• Provide data validation using a macro
tutorials
3 hours of • Design message boxes and feedback
laboratory • Design interactive user forms
sessions Learning Outcome: 2
9 Using Macros in 1/12 • Create a macro that uses absolute cell references
Microsoft Excel - 2 • Create a macro that uses relative cell references
1 hour of • Create an icon to run a macro
lectures
• Print data using a macro
1 hour of
tutorials
3 hours of
laboratory
Learning Outcome: 2
sessions
10 Testing Software 1/12 • The need for testing
Development • Types of testing
1 hour of • The test plan
lectures
• Determine expected test results
1 hour of
• Record actual test results to enable comparison
tutorials
with expected results
3 hours of
laboratory • Analyse actual test results against expected
sessions results to identify discrepancies
• Investigate test discrepancies to identify and rectify
their causes
• Testing Checklist
• Glossary
Learning Outcome: 2
11 Evaluating 1/12 • Types of evaluation
Software • Functionality evaluated
Development
1 hour of • Efficiency evaluated
lectures
• Reliability evaluated
1 hour of
• Usability evaluated
tutorials
3 hours of • Identify successful user interaction
laboratory • Identify enhancements
sessions • Identify potential improvements
• Evaluation Checklist
• Glossary
Learning Outcome: 3
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12 Combining End- 1/12 • Topic Scenario
User Software • Identify business processes
Development,
Testing and
1 hour of • Identify application software
lectures
Evaluation • Identify good practice in software interface design
1 hour of
• Use advanced features and functions in Microsoft
tutorials
Excel and Word
3 hours of
laboratory • Use macros in Microsoft Excel and Word
sessions • Produce a test plan
• Produce an evaluation checklist
Learning Outcomes: 1, 2 & 3
4. Related National Occupational Standards

The UK National Occupational Standards describe the skills that professionals are expected to
demonstrate in their jobs in order to carry them out effectively. They are developed by employers
and this information can be helpful in explaining the practical skills that students have covered in this
module.
Related National Occupational Standards (NOS)

Sector Subject Area: 6.1 ICT Professional Competence
Related NOS: 4.6.A.1 – Contribute to human interaction and interface (HCI) design activities;
4.6.A.2 – Assist, under supervision, with the progress of human interaction and interface (HCI)
design assignments;
4.6.P.1 – Prepare for human interaction and interface (HCI) design activities;
4.6.P.2 – Implement, under supervision, human interaction and interface (HCI) design activities;
4.6.P.3 – Manage the needs of different users of HCI design activities;
4.6.S.1 – Plan human interaction and interface (HCI) design activities;
5.1.A.1 - Carry out system development activities under direction;
5.1.P.1 - Perform systems development activities;
5.1.P.2 - Contribute to the management of systems development;
5.2.P.2 - Perform software development activities;
5.3.A.1 - Carry out IT/Technology solution testing activities under direction;
5.3.P.1 - Carry out IT/Technology solution testing.
5. Resources
Lecturer Guide: This guide contains notes for lecturers on the organisation of each topic and
suggested use of the resources. It also contains all of the suggested
exercises and model answers.
PowerPoint Slides: These are presented for each topic for use in the lectures. They contain
many screenshots to demonstrate the appropriate software usage. These
may need to be enlarged for student viewing during the lecture. You may
also wish to edit the screenshots depending on the software versions you are
using.
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Handout versions of the slides are also available; it is recommended that
these are distributed to students for revision purposes as it is important that
students learn to take their own notes during lectures.
Student Guide: This contains the topic overviews and all of the suggested exercises.
Students will need to bring this guide to every teaching session for the
module.
Please note that there are several versions of Microsoft Office available, along with various
alternatives. This module has been specifically designed to allow you to teach your students the
relevant skills regardless of the software version you are using. You can adapt all material can to the
version being used, and students should not be disadvantaged through the use of any particular
version.
6. Pedagogic Approach
Suggested Learning Hours
Lectures: Tutorial: Seminar: Laboratory: Private Study: Total:
12 12 - 36 90 150
The teacher-led time for this module is comprised of lectures, laboratory sessions and tutorials.
Each topic has a 1 hour lecture, a 1 hour tutorial and 3 hours of laboratory sessions. The breakdown
of the hours is also given at the start of each topic.
6.1 Lectures
Lectures are designed to start each topic and PowerPoint slides are presented for use during these
sessions. Students should also be encouraged to be active during this time and to discuss and/or
practice the concepts covered. Lecturers should encourage active participation wherever possible.
6.2 Tutorials
These are designed to deal with the questions arising from the lectures and private study sessions.
For some topics these will be structured sessions with students engaging in tasks related to the
lecture.
6.3 Laboratory Sessions

During these sessions, students are required to work through practical tutorials and various
exercises. The details of these are provided in this guide and also in the Student Guide.
6.4 Private Study

In addition to the taught portion of the module, students will also be expected to undertake private
study. Exercises are provided in the Student Guide for students to complete during this time.
Teachers will need to set deadlines for the completion of this work. These should ideally be before
the tutorial session for each topic, when Private Study Exercises are usually reviewed.
7. Assessment
This module will be assessed by means of an assignment worth 25% of the total mark and an
examination worth 75% of the total mark. These assessments will be based on the assessment
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criteria given above and students will be expected to demonstrate that they have met the module’s
learning outcomes. Samples assessments are available through the NCC Education Campus
(http://campus.nccedu.com) for your reference.
Assignments for this module will include topics covered up to and including Topic 7. Questions for
the examination will be drawn from the complete syllabus. Please refer to the Academic Handbook
for the programme for further details.
8. Further Reading List

There is no core text for this module. The module content is intended to be sufficiently expansion to
cover all the necessary concepts. Students will also be directed to websites for useful materials,
examples and case studies in their student guide.
A selection of sources of further reading around the content of this module must be available in your
Accredited Partner Centre’s library. The following list provides suggestions of some suitable
sources:
Beynon, D., Turner, P. and Turner, S. (2010). Designing Interactive Systems: A Comprenhensive
Guide to HCI and Interaction Design, 2nd edition. Pearson Addison-Wesley Educational Publishers
Inc.
ISBN-10: 0321435338
ISBN-13: 978-0321435330
Carroll, J. (2003). HCI Models, Theories, and Frameworks: Toward a Multidisciplinary Science.
Morgan Kaufman.
ISBN-10: 1558608087
ISBN-13: 978-1558608085
Chapra, S. (2009). Introduction to VBA for Excel, 2nd edition. Pearson.

ISBN-10: 013239667X
ISBN-13: 978-0132396677
Gonzalez, J., Meister, C., Ozgur, S., Dilworth, B., Troy, A. and Brandt, T. (2006). Office VBA Macros
You Can Use Today: Over 100 Amazing Ways to Automate Word, Excel, PowerPoint, Outlook &
Access. Holy Macro Press.
ISBN-10: 1932802061
ISBN-13: 978-1932802061
Jelen, B. and Syrstad. T. (2004). VBA and Macros for Microsoft Excel. Pearson QUE.
ISBN-10: 0789731290
ISBN-13: 978-0789731296
McFedries, P. (2008). Brilliant VBA for the 2007 Microsoft Office System. Pearson Prentice Hall.
ISBN-10: 0273715747
ISBN-13: 978-0273715740
Sharp, H., Rogers, Y. and Preece, J. (2007). Interaction Design: Beyond Human-Computer
Interaction, 2nd Edition. John Wiley and Sons Ltd.
ISBN-10: 0470018666
ISBN-13: 978-0470018668
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Walkenbach J. (2010). Excel VBA Programming for Dummies. 2nd Revised Edition. John Wiley and
Sons Ltd.
ISBN-10: 0470503696
ISBN-13: 978-0470503690
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Topic 1
Topic 1: Application Software and Business Processes
1.1 Learning Objectives

This topic provides an overview of how a wide range of application software supports various
business processes and functions.
On completion of the topic, students will be able to:
• Identify and discuss types of business processes and functions;

• Broadly define application software;
• List the range of application software available;
• Discuss how application software supports business processes and functions;
• Evaluate the role of applications software in business and describe how it can enhance and/or
improve business processes and functions.
1.2 Pedagogic Approach

Information will be transmitted to the students during the lectures. They will then practise the skills
during the tutorial and laboratory sessions. Private study will be used to reinforce student learning.
1.3 Timings
Lectures: 1 hour
Laboratory Sessions: 3 hours
Private Study: 7.5 hours
Tutorials: 1 hour
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1.4 Lecture Notes
Lecturers’ Notes
The following is an outline of the material to be covered during the lecture time. Please also refer to
the slides.
The structure of this topic is as follows:
• Introduction to the topic

• Learning outcomes
• Terminology
• A definition of business processes and functions
• Examples of business processes and functions
• A definition of application software
• A range of application software
• Where application software is used
• Types of application software
• Commercial, bespoke and integrated software
• How application software supports business processes and functions
• How application software can enhance/improve business processes and functions
1.4.1 Guidance on the Use of the Slides
Slides 2-3: Aims and learning outcomes for this topic
Slide 4: Inform students that terminology will be explained in the lecture, tutorial and
laboratory session. Request that students use these sessions to ask any questions
they have.
Slide 5: This slide provides a broad definition of business processes and functions. You
might want to try and elicit students’ ideas about this before you reveal the definition
to them.
Slide 6: This slide shows many examples of business processes and functions. It is
suggested that you do not reveal all the examples at once and that you try and elicit
the students’ own ideas before you reveal the examples.
Slide 7: This slide illustrates an example of the main e-commerce business functions. State
that application software plays a part in each stage, from the customer placing the
order and paying for the goods, to the order being processed and the despatched
from the warehouse.
Slide 8: This slide presents a broad definition of application software, but before you reveal
the definition, ask students to suggest their own definitions. Ask students if they
understand the terms ‘system software’, ‘operating system’ and ‘utility programs’.
You can direct students to the glossary of these terms which appears in the private
study exercises in their Student Guide. You can also make reference to FOLDOC,
the free online computing dictionary (website reference on Slide 21).
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Slide 9: The first paragraph of this slide presents a brief overview of the range of application
software. You might want to ask the students if they can give some further
examples. Ask them to write down any correct examples that other students may
suggest. Emphasise that you will be focusing on business application software
throughout the rest of the module.
Slide 10: This slide presents several examples of where application software is used. It is
suggested that you do not reveal all the examples at once and that you try and elicit
the students’ ideas about this before you reveal the examples. Ask students to
write down any correct examples that others might suggest.
Slide 11: This slide presents several examples of types of applications software. Emphasise
to the students that you are describing types here and not brand names (there will
be an exercise on this later). Again try to elicit the students’ ideas about this before
you reveal the examples and encourage them to take notes on any correct
examples suggested by other students, such as games.
Slide 12: This slide provides a brief definition of integrated software. Ask students if they are
familiar with the term ‘interface’ and refer them to their glossaries. Ask them if they
can think of a brand name of such software before you show them the answer.
Slide 13: This slide presents information on the two main ways that application software can
be obtained. You may be asked about freeware and shareware software – refer the
students to their glossaries.
Slide 14: This slide states three brand names of commercial software. Ask students if they
can think of a brand name of such software before you show them the answer.
Slide 15: This slide presents a number of examples of where bespoke application software
can be used. Again, you can elicit the students’ ideas about this before you reveal
the answers. Refer them to the two websites listed on Slide 22 for further examples.
They will need to visit these during the private study time for this topic.
Slide 16: This slide presents some examples of the advantages and disadvantages of
commercial and bespoke application software. You might want to ask the students
if they can think of any further examples and if they can, ask everyone to add the
examples to their notes.
Slide 17: This slide explains that application software containing features that allow users to
undertake tasks required in many business departments and that lists a number of
departments is available.
Slide 18: This slide states how application software can be used to support various tasks in a
human resources department. You should make sure that all students understand
the sort of tasks that are carried out by a human resources department.
marketing department. You should make sure that all students understand the sort
of tasks that are carried out by a marketing department.
logistics department. You should make sure that all students understand the sort of
tasks that are carried out by a logistics department.
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Slides 21-22: These slides present several examples of how application software can enhance
and/or improve businesses processes and functions. It is suggested that you do
not reveal all the examples at once and that you might want to elicit some of these
from students.
Slide 23: References
Slide 24: Ask the students if they have any questions. Remind them that if they come across
information that they are unsure about, that they have opportunity to ask during the
tutorial and laboratory sessions.
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The laboratory time allocation for this topic is 3 hours.
Lecturers’ Notes:
Students have copies of the laboratory exercises in the Student Guide. Answers are not provided in
their guide.
Students should work in small groups of 2 or 3 throughout these laboratory sessions. They will need
access to the Internet or a suitable library to complete the research tasks. For Exercises 2 and 3,
encourage students to complete as much of the task as possible from their existing knowledge and
understanding before researching any additional answers.
You will also need to allow time for feedback on each exercise and encourage students to take
notes of additional correct answers suggested by other groups.
Exercise 1: Use of Application Software
Work with your group and discuss the following questions/tasks:
• List the types of application software (not brand names) that you have used.
• For what sort of tasks did you use it?
• Have you ever used bespoke application software and if so, for what purpose?
Suggested Answers:
Answers will be varied for this task, but are likely to include: database, email, games, graphics,
presentation, spreadsheet and word processing. They may have been used in
school/college/work/pleasure – exercises, assignment work, design, record keeping, letter writing,
reports, etc. They have probably not used bespoke software unless in a workplace, using an
application that has been written for the company, e.g. a booking system, or an ordering system.
Exercise 2: Application Software Brands
Complete the table below inserting brand names for each example. Add as many examples as you
can find for each one.
TYPE OF APPLICATION SOFTWARE BRAND NAMES

Accounting
CAD
CAE
CAL
Database
Data Mining
Decision Making
Desktop Publishing
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Email
Graphics
Presentation
Project Management
Simulation
Spreadsheet
Word Processing
Suggested Answers:
Answers will vary, but possible examples are given below.
TYPE OF APPLICATION SOFTWARE BRAND NAMES

Accounting Quick Books, Sage, KashFlow, Accountz
CAD Autocad, DesignCAD, SolidWorks, TurboCAD
CAE Vero, FlowNet
Database Access, Filemaker Pro, Alpha Five, Paradox,
Lotus Approach
Data Mining SAS Enterprise Miner, SPSS Modeler, STATISTICA
Decision Making Spotfire, Super Decisions, V.I.S.A. Decisions
Desktop Publishing PagePlus, Print Artist, Publisher, PrintMaster
Email Outlook Express, Hotmail, Gmail, Yahoo, Thunderbird,
Pegasus
Graphics Photoshop, Illustrator, CorelDRAW, Paint Shop Pro
Presentation PowerPoint, Open Office Impress, Flash, Apple Keynote
Project Management Project, Onepoint Project, Project-Open
Simulation SIMUL8, Analytica, Clinical Trials Simulator, GoldSim
Spreadsheet Excel, Lotus 1-2-3, Ability Office, PlanMaker
Word Processing Word, WordPerfect, EasyWord, Textmaker, Corel Write
Exercise 3: Accounting Software
List the features and functions that efficient accounting software programs usually provide.
Suggested Answers:
Answers will vary, but these could include the following, among others:
• Analysis
• Billing
• Book Keeping
• Inventory
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• Invoicing
• Payroll
• Profit and loss and balance sheets
• Reporting
• Sales and Purchase Ledgers
• Tax Return
• Timesheet
Exercise 4: Other Types of Application Software
Research the following terms and provide brief explanations and examples for each one:
1. Business Intelligence Software
2. Digital Dashboards
3. Enterprise software (also known as EAS: Enterprise Application Software)
Suggested Answers:
1. Business Intelligence Software is a program that reports, analyses and presents data. This
includes spreadsheets, data mining software and digital dashboards. They usually use data that
has been stored previously; for example, records of customers and the products they have
bought.
2. Digital Dashboards are management information system user interfaces that are similar to car
dashboards and are designed to be easy to read. In business, there are specialised dashboards
that can track business functions, such as sales, human resources, security, etc. They can be
used to measure efficiencies/inefficiencies in a business and are time-efficient when running
more than one report at a time.
3. Enterprise software (also known as EAS: Enterprise Application Software) – programs that
model how all the departments in an organisation work and can carry out business functions,
such as order processing and production scheduling.
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1.6 Private Study
The time allocation for private study in this topic is expected to be 7.5 hours.
Lecturers’ Notes:
Students have copies of the private study exercises in the Student Guide. Answers are not provided
in their guide. Students are also expected to use private study time to revise the content of the topic
and come to the tutorial with any questions or queries.
Exercise 1: Topic 1 Glossary
Complete the Topic 1 glossary by providing examples for each term:
TERM MEANING EXAMPLES

Application Programs that perform specific tasks, unlike
software system software that maintains the hardware,
networks and utility software.
Bespoke Programs that are written and/or modified for

software the exact requirements of companies and
individuals. It is also referred to as custom or
tailored software.
Business Various tasks which are performed regularly
processes by a business.
and
functions
Commercial Software that is already available to buy. Also
software referred to as ‘off-the-shelf’ software.
Data mining Software that is used to find and store data,
software e.g. what people have bought from a
particular website. This can be used to build a
profile on their shopping habits for marketing
purposes.
Freeware Software that is freely available, but
copyrighted, so should not be sold to others.
Integrated Several programs for different applications are
software provided in one ‘package’; they share a
common interface.
Interface In computing, it describes the boundary
between the computer system and the user,
and enables the user to communicate with the
hardware and software.
Logistics In business, this describes the management
of the flow of goods and/or services (also
known as the supply chain).
Operating A set of programs that control the operation of
system the hardware and application software on a
computer system.
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Shareware This software can be ‘tried before you buy’.
Simulation Software that enables the modelling of a real

software task, such as an experiment, without actually
performing the real task.
System A set of programs that control the operation of

software the hardware and application software on a
computer system.
Utility Programs that enable the user to maintain

programs their computer system so that it runs at its
most efficient.
Suggested Answers:

Application Programs that perform specific tasks, unlike Graphics, games, word processing, etc.
software system software that maintains the hardware,
networks and utility software.
Bespoke Programs that are written and/or modified for Booking systems, accounting systems,
software the exact requirements of companies and etc.
individuals. It is also referred to as custom or
tailored software.
Business Various tasks which are performed regularly Marketing, Recruitment, Production,
processes by a business. Sales, etc.
and
functions
Commercial Software that is already available to buy. Microsoft Office, Lotus Suite, Adobe
software Also referred to as ‘off-the-shelf’ software. Photoshop
Data mining Software that is used to find and store data, SAS Enterprise Miner, SPSS Modeler,
software e.g. what people have bought from a STATISTICA
particular website. This can be used to build
a profile on their shopping habits for
marketing purposes.
Freeware Software that is freely available, but Education, games, graphics, office
copyrighted, so should not be sold to others. applications
Integrated Several programs for different applications Microsoft Office, Lotus SmartSuite
software are provided in one ‘package’; they share a
common interface.
Interface In computing, it describes the boundary The screen display of Microsoft Office is
between the computer system and the user, also known as a graphical user interface
and enables the user to communicate with (GUI).
the hardware and software.
Logistics In business, this describes the management It enables the scheduling of despatch of
of the flow of goods and/or services (also goods and the scheduling of the
known as the supply chain). transportation of goods. RoadNet,
NetScheduler.
Operating A set of programs that control the operation Windows, Snow Leopard, Linux
system of the hardware and application software on
a computer system.
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Shareware This software can be ‘tried before you buy’. Word processing, spreadsheet, graphics,
etc.
Simulation Software that enables the modelling of a real Can be used to model business
software task, such as an experiment, without actually outcomes, the results of experiments,
performing the real task. designing equipment, forecasting the
weather, training pilots.
System A set of programs that control the operation Operating system and utility programs.
software of the hardware and application software on
a computer system.
Utility Programs that enable the user to maintain WinUtilities, SystemSuite, Advanced
programs their computer system so that it runs at its System Optimizer
most efficient.
Exercise 2: Bespoke Application Software Case Study
Look at the following website:
• Paul Stanley Software: Bespoke Software:

https://www.pssuk.com/AdvantagesBespokeSoftware.aspx
• Aldex Software Ltd. Why Use Custom Software?
http://www.aldex.co.uk/resources/why-use-custom-software
1. Read through each of the examples shown on the Paul Stanley Software website.
2. Read through the advantages of bespoke software.
3. If you were manager of your own business, would the examples described on the Paul Stanley
website convince you to purchase bespoke software or would you prefer to purchase
commercial application software? Explain your reasons.
Suggested Answer:
There are a number of examples of bespoke development projects referred to; the student should
refer to these and make reference to the advantages and disadvantages of bespoke development,
such as cost, maintainability, etc.
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1.7 Tutorial Notes
The time allowance for tutorials in this topic is 1 hour.
Lecturers’ Notes:
Students have copies of the tutorial activities in the Student Guide. Answers are not provided in their
guide.
Students should be encouraged to share their answers to the private study tasks. You may like them
to do this in small groups before a whole group plenary, depending on the needs and size of your
class. They can then work in groups to complete Exercise 2 below.
Exercise 1: Review of Private Study
Review your solutions to each exercise undertaken during private study and take the opportunity to
discuss any problems you encountered.
Exercise 2: Use of Application Software by Various Organisations
1. Identify the business processes and functions of each of the following organisations:
a. Governments
b. Hospitals
c. Legal firms
d. Mail order companies
List what sort of application software you would expect each of them to use.
Suggested Answers:
Answers will be broadly similar and could include the following (and more):
a. Governments
i. Records of taxation, budget details, producing reports, etc.
ii. Databases, spreadsheets, accounting, presentation software, etc.
b. Hospitals
iii. Booking appointments, training staff, arranging treatments, ordering supplies,

storing records, budgeting, etc.
iv. Databases, spreadsheets, accounting, etc.
c. Legal firms
v. Storing records, costing, producing letters, making appointments, etc
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vi. Databases, spreadsheets, accounting, word processing, etc.
d. Mail order companies
vii. Storing records, data mining, logistics etc.
viii. Databases, data mining etc.
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Topic 2
Topic 2: An Introduction to End-User Software Development

This topic provides an overview of the need to address both user and business requirements, which
includes discussion of the of the end-user’s role in developing application software and important
features of interface design.
• Discuss the need for application software to meet user and business requirements;
• Broadly define ‘end-user’ and ‘end-user development’;
• List the range of software tools available for end-users to use when developing software
solutions;
• Identify the business processes that end-users can develop;
• Identify the benefits and disadvantages of end-user development;
• Discuss the need for analysis, design, testing and documentation;
• Identify end-user development guidelines;
• Discuss the importance of efficient interface design;
• Identify and discuss interface development in Microsoft Office.

2.3 Timings
Lectures: 1 hour
Tutorials: 1 hour
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2.4 Lecture Notes
Lecturers’ Notes
the slides.

• Terminology
• The need for application software to meet user and business requirements
• End-user application software
• Software tools available for end-users to use when developing application software solutions
• Which organisations use EUD?
• Business processes that end-users can develop
• Benefits of EUD
• Disadvantages of EUD
• Analysis, design, testing and documenting requirements
• Human computer interface design
• Software interface design
• Software display design
• EUD guidelines
• Microsoft Office Suite interface development
they have.
Slides 6-7: These slides list the main ways in which software needs to meet the needs of both
users and businesses. You could ask students if they can think of further examples
for each point. These examples, along with others suggested by students
throughout the lecture, would be useful for all students to note.
Slides 8-9: These slides state how application software can be created/modified by an
organisation’s own non-programming or technical staff, which is unlike the
commercial or bespoke software referred to in Topic 1. This modification is
described as end-user development (EUD). The term end-users (EUs) and end-
user applications are referred to.
Slide 10: This slide gives the main software tools available for end-users to use when
developing standard application software advanced functions (in databases,
spreadsheets and word processing), macros and VBA. Explain that the terms
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macros and VBA will be defined and explained in Topic 5 and used throughout
Topics 5 and 6.
Slide 11: This slide lists the main business areas that utilise EUD and the sort of tasks for
which EUD can be used. It also refers to what can lead to EUD.
Slide 12: This slide presents some of the business processes that end-users can develop.
You might want to ask the students if they can think of further examples (drawing
on their knowledge of business processes from Topic 1. Emphasise that end-user
development of web applications will not be undertaken in this module.
Slide 13: This slide presents some of the processes that can be developed by end-users in
accounting and finance. You might want to ask the students if they can think of
further examples (e.g. data entry and data output, navigation between worksheets
in spreadsheets, security such as locking cells in spreadsheets).
administration. You might want to ask the students if they can think of further
examples (e.g. data entry and data output, security such as locking files).
marketing. You might want to ask the students if they can think of further examples
(e.g. data entry and data output, navigation between worksheets in spreadsheets,
security such as locking cells in spreadsheets and fields and records in databases).
Slide 16: This slide presents the main benefits of end-user development.
Slide 17: This slide presents the main disadvantages of end-user development. Emphasise
that the main problem with this method of development is that EUs often lack the
required training and experience needed for such development, and they tend not
to plan their work and take into account requirements, such as testing their
solutions and results.
Slides 18-19: These slides emphasise the importance of planning the development process and
how it is vital that users are aware of what needs to be done as much as they are
aware of how they can do it. The terms analysis, design, testing and documenting
are introduced and explained. Emphasise to the students that when developing
their software solutions, they should follow these recommendations.
Slide 20: This slide introduces the ‘Human Computer Interface’. It explains why it is
necessary and you should emphasise that it is large area of computing, but that
their study will focus on software interface development.
Slide 21: This slide states that the use of text, colour, images and sound needs to be
considered if using any or all of these features when developing software. You
might want to ask the students if they can think of further examples, such as how
colour can be used for emphasis).
Slide 22: This slide presents the main software display design features incorporated into
commercial software packages. As you refer to each term, check that the students
understand what it means.
Slide 23: This slide refers to the EUD guidelines that they should be aware of when
developing application software. Ask students if they are familiar with the
abbreviation ‘ISO’ and refer them to their glossaries.
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Slide 24: We will be looking at the Microsoft Office Suite (2003–2010). The changes in the
interface layout, new- and updated features, and what impact these changes have
on EUD will be discussed. You can emphasise that if students only have access to
one version of Microsoft Office, they will be provided with screenshot examples of
the development.
information that they are unsure about, they have opportunity to ask during the
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Lecturers’ Notes:
their guide.
Students should work in small groups of 2 or 3 throughout these laboratory sessions. They will need
access to the Internet or a suitable library to complete the research tasks. Encourage students to
complete as much of the task as possible from their existing knowledge and understanding before
researching any additional answers.
Exercise 1: Improvements to Application Software Functions
Can you think of any features and/or functions that you have used in an application software
package that you think could be improved, e.g. help features?
In what ways could they be improved?
Suggested Answer:
Answers may be varied for this task and may refer to: help facilities, navigation, security, etc. For
example, students might refer to the help feature of various packages being difficult to understand,
often with too much detail too close together making it difficult to read. The help menus are often
difficult to navigate through. They could suggest that this feature could be helped by improved
navigation, less detail on the screen at one time on the screen, having important details highlighted
and screenshot examples used by way of example.
Exercise 2: Improvements to Business Processes
Which business processes do you think could be made easier and more efficient by end-user
development?
Suggested Answers:
There are many possible answers that could include the following: data entry into a database; data
entry into a spreadsheet; validation of data entry; navigation between spreadsheet worksheets;
security of databases, spreadsheets and word processing; filtering and searching for records in a
database or spreadsheet; printing records in a database, etc.
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Exercise 3: Software Display Design Elements
With reference to two application software packages that you use regularly, describe which of the
software display design elements (see Topic 2 Slide 22) are included in each package, how effective
you think they are, and how you think they could be improved. You may also make reference to the
effectiveness or ineffectiveness of text, colour, image and sound.
Suggested Answer:
The answers will be varied, but whichever elements the students refer to, they should also include
some comments and not just list their findings.
The students should make reference to each of the elements that they have used, i.e. menus, icons,
tools bars, scroll bars, list boxes, etc. They could describe whether or not they think the interface
could be improved in terms of customisation of colour, sound and improved images, such as icons.
They could perhaps be directed to print out some screenshots and mark up any suggested changes
they think should be made.
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2.6 Private Study
Lecturers’ Notes:
Exercise 1: Development of the Microsoft Office Interface and Functions
Using the Microsoft Office 2010 Suite, Version Comparison Guide and any other document(s) to
which you have access, briefly describe the changes that have occurred in the three versions of the
software (2003, 2007 and 2010) in the following areas:
• Analysis of large volumes of data

• Navigation
• Database creation and reports
• Interface changes
Suggested Answer:
Ensure that the students make reference to all the above changes. You might want to suggest that
they set out their answers in a table or any format that you think is appropriate. Answers can
include the following information:
Feature Microsoft Office 2003 Microsoft Office 2007 Microsoft Office 2010
Analysis of large Can analyse up to 64,000 Can include up to 1 PowerPivot is an add-in
volumes of data rows and 256 columns of million rows by 16,000 available for download
data columns in size, so users and provides calculations
are able to import and of sets of hundreds of
explore large amounts of millions of rows of data
information from multiple sources
very quickly
Navigation The Thumbnails view A new tri-pane review An improved Navigation
provides small pictures of panel reveals both Pane with integrated Find
each document page for versions of a document tools makes it easier to
easier navigation. with the deleted, inserted navigate to the right place
and moved text clearly in a document, rearrange
marked. headings, and find
information with a new
results list.
Database navigation is
made simpler through
Navigation Forms
Database Built-in templates and Additional templates and Users can create a
Creation and wizards help users start wizards are built into the database quickly. They
Reports working quickly with software and users can can select from common
databases customise them to meet Access components and
their business needs. add groups of frequently
used fields quickly and
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Can create reports easily Users can modify a report easily.
and use improved tools to with real-time visual
filter, sort, group, and feedback and save
Users can add data bars
subtotal data. various views for different
with gradient fills to their
audiences.
forms and reports, and
visually compare one
value with others or
quickly identify trends.
Access Services enables

the creation of Web
databases and makes
them fully accessible
through a Web browser.
This enables businesses
to save time and reduce
development and
maintenance costs.
Interface changes The Ribbon toolbar is a The Ribbon toolbar is now
new feature that makes it part of all Office
easier to find the applications, improving
commands that are searching across the
needed most and to suite. The new Microsoft
reveal new ones. Office Backstage view
provides quick access to
operations, such as
viewing document
information, saving,
printing, and sharing.
Exercise 2: The Microsoft Office Ribbon and the Accessibility Checker
Explain what is meant by the following:
1. The Ribbon in Microsoft Office
2. The Accessibility Checker in Microsoft Office
Suggested Answers:
The answers should include at least the following information:
1. The Ribbon is a different method of displaying the choices that can be selected by a user. A
user can select buttons or icons that are grouped together according to their function under
named tabs (or columns). They could also include pictures or screen shots.
2. The Accessibility Checker checks documents to see if they present problems for people with
disabilities to read and use and it also alerts a user if it identifies any problems in software, such
as Excel and Word. They could also include specific examples of how the software can be
adapted to be more accessible.
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Exercise 3: Glossary
Complete the Topic 2 Glossary by providing examples for each term:

Also known as a tick box; it enables a user to
Check box select one or more options from several
alternatives that are offered.
A combination of a drop down list and a list box.

Combination or It contains a drop-down arrow that a user clicks
‘combo’ box to display a number of choices. It limits the
choices that a user can make.
A rectangular shape that if clicked on by a user,

Command button can be used to confirm a choice, cancel a choice
or start another action.
An end-user is a person who uses a computer

EUs system to undertake various tasks.
End-user development is a process by which

EUD software is developed by end-users and not by
programmers or technical experts.
End-user application (EUA) refers to applications

EUA that are developed by end-users.
Human Computer Interaction describes the ways

HCI in which users can interact with computer
systems.
A graphic image, usually of a simple picture or
Icon an object that is used to represent an action.
Enables a user to select one or more items

List box contained in a box. An item is selected by
clicking on it.
Lines of code (instructions) that have been
Macro written to automate tasks that are performed
regularly. They can be actioned by keyboard
shortcuts, toolbar buttons or icons.
A list of commands, usually displayed by
Menu dropping down the list of choices. A sub menu
often appears when a main menu option is
selected.
A user can select only one of a set of options by
Option or radio clicking on an associated button. When one
button button/option is clicked, all the other
buttons/options are deselected. It limits the
choice that a user can make.
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A horizontal or vertical strip that has arrows at
Scroll bar each end and enables information that does not
fit onto the computer screen to be moved onto
the screen into view.
Small to medium enterprises. In different parts
SMEs of the world, a small sized business can employ
less than 50 employees or less than 100 while a
medium sized business can employ less than
250 or less than 500 employees.
A box that allows a user to enter text that is used
Text Box by the software.
A bar or several bars of icons, menus or buttons

Tool bar that can be displayed vertically and horizontally
and can often be customised by a user.
Visual Basic for Applications is a programming
VBA language that enables an end-user to automate
instructions and functions that are used regularly
in Microsoft Office applications, such as Access,
Excel or Word.
Suggested Answers:

Also known as a tick box; it enables a user to A user selects several subjects
Check box select one or more options from several that he or she has studied at
alternatives that are offered. school.
A combination of a drop down list and a list box. A user selects the Female or
Combination or It contains a drop-down arrow that a user clicks Male option.
‘combo’ box to display a number of choices. It limits the
choices that a user can make.
A rectangular shape that if clicked on by a user, A command button that is

Command button can be used to confirm a choice, cancel a labelled OK.
choice or start another action.
An end-user is a person who uses a computer A person using a spreadsheet.

EUs system to undertake various tasks.
End-user development is a process by which Someone who develops a

EUD software is developed by end-users and not by process to make data entry more
programmers or technical experts. secure.
End-user application (EUA) refers to A process that makes data entry

EUA applications that are developed by end-users. more secure
Human Computer Interaction describes the Screen display design.

HCI ways in which users can interact with computer
systems.
A graphic image, usually of a simple picture or The printer icon, the undo icon.
Icon an object that is used to represent an action.
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Enables a user to select one or more items A user can choose several
List box contained in a box. An item is selected by courses from a list that he or she
clicking on it. would like further information
about.
Lines of code (instructions) that have been A macro to make it easier to

Macro written to automate tasks that are performed move between spreadsheet
regularly. They can be actioned by keyboard worksheets.
shortcuts, toolbar buttons or icons.
A list of commands, usually displayed by The File menu, the Tools menu.
Menu dropping down the list of choices. A sub menu
often appears when a main menu option is
selected.
A user can select only one of a set of options by A user can select one option from
Option or radio clicking on an associated button. When one three:
button button/option is clicked, all the other • By phone
buttons/options are deselected. It limits the
choice that a user can make. • By email
• By post
A horizontal or vertical strip that has arrows at The grey strip down the right-
Scroll bar each end and enables information that does not hand side of the Word interface.
fit onto the computer screen to be moved onto
the screen into view.
Small to medium enterprises. In different parts What is considered a small sized
SMEs of the world, a small sized business can employ business and a medium sized
less than 50 employees or less than 100 while a business in your country?
medium sized business can employ less than
250 or less than 500 employees.
A box that allows a user to enter text that is A user fills in his or her name on
Text Box used by the software. a form.
A bar or several bars of icons, menus or buttons The drawing toolbar at the bottom
Tool bar that can be displayed vertically and horizontally of the screen in Word.
and can often be customised by a user.
Visual Basic for Applications is a programming Instructions that make it faster to
VBA language that enables an end-user to automate produce reports in Access.
instructions and functions that are used
regularly in Microsoft Office applications, such
as Access, Excel or Word.
Exercise 4: Additional Reading
Visit the following websites to extend your understanding of the content covered in this topic. Make
notes on anything you find interesting.
• GNOME: Interface Guidelines

http://developer.gnome.org/hig-book/stable/
• Microsoft: Usability in Software Design

http://msdn.microsoft.com/en-us/library/ms997577.aspx
• Usability First
http://www.usabilityfirst.com/
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2.7 Tutorial Notes
Lecturers’ Notes:
guide.
class. They can then work in groups to complete the tutorial exercise in Section 2.7.2 below.
Exercise 2: Evaluating Effective End-User Development
What criteria (e.g. accuracy) could an end-user refer to when evaluating the effectiveness of his or
her software solution?
Suggested Answer:
Answers should include reference to the following criteria: Does it do what it is meant to do? Does it
produce accurate results? Is it secure? Is it user friendly? Is it maintainable?
Exercise 3: Planning a Software Development Task
Twenty staff members in a company earn different wages, but everyone has been given a £800 rise
and also an increase of 3% of their current wage.
Produce a rough plan that outlines the stages of development in the creation of a spreadsheet that
is required to analyse this data and calculate what each person earns after their wages have been
increased.
Suggested Answer:
The plan should include reference to each of the following stages:
a. A description of exactly what is required
b. A statement of the data that needs to be input
c. A statement of the data that needs to be output
d. A statement of the calculations to be used
e. A design of the layout of the spreadsheet
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f. The creation of the spreadsheet
g. Testing of the spreadsheet
h. Documentation of what the spreadsheet does and how it does it
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Topic 3
Topic 3: An Introduction to the Advanced Features and

Functions of the Microsoft Office Suite
This topic provides an overview of the advanced features and functions of the Microsoft Office Suite.
• Explain what applications are available in the Microsoft Office Suite;

• Describe what advanced features and functions are available in various applications;
• Describe how these features and functions improve business performance;
• Evaluate whether they address both user and business requirements;
• Evaluate whether interface design principles have been applied when using these functions.

3.3 Timings
Lectures: 1 hour
Tutorials: 1 hour
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3.4 Lecture Notes
Lecturers’ Notes
the slides.

• Terminology
• An introduction to the Microsoft Office Suite
• Versions of Microsoft Office
• The 2003 interface
• The 2007 and 2010 ribbon interface
• Advanced features and functions clarified
• How advanced features and functions help improve business performance
• Business processes that can be improved by advanced features and functions
• Features and functions that can improve office automation
• Features and functions that can improve information management and retrieval
• Features and functions that can improve decision support
• Access advanced features and functions
• Excel advanced features and functions
• Word advanced features and functions
they have.
Slide 6: This slide displays the main applications of the Microsoft Office Suite. You might
want to ask the students if they can recall the meaning of the term ’integrated
application software’ and whether they can list the applications before you reveal
them.
Slide 7: This slide explains that there are different versions of Microsoft Office. You can
emphasise that many organisations still use 2003, but that use of 2007 is
increasing. You can also point out that the database application is only available as
part of the Suite in one version of the 2010 release. Most of the features and
functions are the same, but some new ones have been added to 2010. The main
change is the interface.
Slide 8: This slide displays the 2003 Word interface and can be compared to the following
three slides that display the Ribbon and how it looks as part of the Excel and Word
interfaces.
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Slide 9: This slide displays the ribbon and emphasises its tab feature.
Slide 10: This slide displays the ribbon as part of the Excel interface.
Slide 11: This slide displays the ribbon as part of the Word interface.
Slide 12: This slide displays the main features and functions of the 2003, 2007 and 2010
Suites. These are the ones that will be developed during study of the module.
Slide 13: This slide provides a brief explanation of advanced queries. You could explain that
there will be more information on this in Topic 7.
Slide 14: This slide provides a brief explanation of templates. You could explain that there will
be more information on this in Topic 4. You might want to ask the students if they
have used templates at all or to any extent.
Slide 15: This slide provides a brief explanation of functions as used by Excel. You could
explain that there will be more information on this in Topics 8 and 9.
Slide 16: This slide provides a brief explanation of PivotTables and charts. You could explain
that there will be more information on this in Topic 4. You might want to ask the
students what sort of data the tables could be used to analyse. If they can provide
examples in this instance and at other appropriate points in the lecture, ask all
students to add the examples to their notes.
Slide 17: This slide provides a brief explanation of conditional formatting. You could explain
that there will be more information on this in Topic 4. You might want to ask the
students if they can think of further examples of how this function could be applied
(e.g. to pass or fail grades).
Slide 18: This slide provides a brief explanation of validation. You could explain that there will
be more information on this in Topics 6, 7, 8 and 9.
Slide 19: This slide provides a brief explanation of user-level security. You could explain that
there will be more information on this in Topics 6, 7 and 9.
Slide 20: This slide explains how advanced features and functions can help to improve
business performance. You might want to further explain each example. e.g.
automating a routine to ensure the correct data is entered into a spreadsheet or a
database, automating the creation of a graph, automating the production of many
letters to different recipients (mail merge), etc.
Slide 21: This slide displays three business processes that can be made more efficient by the
use of these features and functions. You might want to ask the students if they
understand what each term means.
Slide 22: This slide displays how office automation can be made more efficient by the use of
several advanced features and functions, e.g. if two hundred letters need to be sent
to customers, the mail merge feature in word processing software can enable the
user to do this as quickly and as effortlessly as possible. You can point out to the
students that they will be trying mail merge for themselves.
Slide 23: This slide displays how information management and retrieval can be made more
efficient by the use of several advanced features and functions, e.g. PivotTables
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and PivotCharts enable speedy analysis and display of data using spreadsheet
software.
Slide 24: This slide displays how decision support can be made more efficient by the use of
several advanced features and functions, e.g. queries in database software can be
created to extract data from multiple tables.
Slide 25: This slide states that the advanced features and functions of Access, Excel and
Word will be referred to in more detail in Topics 4-9.
Slide 26: This slide states the main features and functions of Access.
Slide 27: This slide states the main features and functions of Excel.
Slide 28: This slide states the main features and functions of Word.
Slide 29: This slide states that the students will create and use each of the advanced
features and functions of Access, Excel and Word in Topics 4-9.
information that they are unsure about, they will have opportunity to ask further
questions during the tutorial and laboratory sessions.
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Lecturers’ Notes:
their guide.
Students should work in small groups of 2 or 3 throughout these laboratory sessions. Encourage
students to complete as much of Exercise 1 as possible from their existing knowledge and
understanding before researching any additional answers. Exercise 5 below has no suggested
answers as this will very much depend on
Exercise 1: Advanced Features and Functions and Business Processes
List at least two business tasks that could be undertaken by using each of the following:
• PivotTables and charts

• Templates
• Conditional formatting
• Validation
• Logical functions
Suggested Answers:
• PivotTables and charts – budget analysis, wage analysis, etc.

• Templates – letters, reports, worksheets, invoices
• Conditional formatting – identifying and analysing outstanding accounts, etc.
• Validation – data entry, data output
• Logical functions – IF statements for financial forecasting, etc.
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Exercise 2: Date and Time Functions in Excel
Open your spreadsheet package and enter some data as shown below:
A B C D
1 Stationery Orders
2
3 January
4 Item Quantity Price Per Item Total Price
5 Whiteboard Pen 23 £1.10
6 Printer Paper (Box) 30 £10.00
7 File Paper (Pack) 45 £6.42
8 Staples (Box) 22 £2.50
9 Stapler 2 £6.50
10 Pen (Black) 38 £0.82
11 Pen (Red) 16 £0.82
12 Ring Binder 15 £2.50
13
14
15
16 February
17 Item Quantity Price Per Item Total Price
18 Whiteboard Pen 32 £1.20
19 Printer Paper (Box) 34 £10.20
20 File Paper (Pack) 48 £6.50
21 Staples (Box) 32 £2.60
22 Stapler 6 £6.50
23 Pen (Black) 44 £0.90
24 Pen (Red) 28 £0.90
25 Ring Binder 21 £2.65
Using the =Today( ), =Now() and AVERAGE functions
1. Click on cell C1 (the location where the results will be displayed)

3. Click on the Formulas icon
4. Choose the More Functions option from the drop down list
5. Select Today( )
6. Click OK.
7. A dialogue box is displayed, click OK.
8. Today's date should appear in cell C1.
9. When you click on cell C1, the complete function =TODAY( ) appears in the formula bar above
the worksheet.
10. Add the following date and time functions in cell C1: =NOW( )
11. In C27, apply the AVERAGE function to the prices of all items ordered in January and February.
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=TODAY() function has been
entered into cell C1
=NOW() function has been

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=AVERAGE(C5:C25) has been

Exercise 3: Evaluating Interface Design
a. After using the functions in Exercise 2, do you think that their application could be improved by
applying interface design elements, such as text, image, sound or colour?
b. When developing functions such as data entry, how could the above interface design elements
help the user?
Suggested Answer:
a. Various answers (perhaps some innovative suggestions) could include easier to read dialogue
boxes, clearer messages, sound alerts, preview images, etc.
b. Various answers (perhaps some innovative suggestions) could include sound alerts and error
messages, colour coding of sections on entry forms, combo box sound, revolving warning alerts,
etc.
Exercise 4: Data Entry and Validation
One of the most important features that you will be designing as an end user is appropriate help and
data validation checks. It is vital that messages should:
• Prompt the user for their input

• Mention each step clearly in the proper sequence (e.g. do A, then B.)
• Provide feedback to the user
• Provide information or warnings on the consequences of the user’s actions
• Display error messages
• State exactly what the user must do or what the problem is
• Keep your message brief but understandable
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The data validation window in Excel contains three tabs:
Settings: This is where you define what sort of data is expected; any data that does not
match the criteria you specify here is considered invalid.
Input Message: When the user clicks on your validated cell, the title and description you enter
here will appear in a tooltip box. If the user needs to see any special
instructions before entering data, include them here.
Error Alert: This is where you define the error message shown when Excel detects invalid
data. The title and error message entered here will be shown in a pop-up error
dialog; you need to make this message as informative as possible.
1. What sort of information and messages do you think need to be included to facilitate validation
when a user does the following tasks? Give examples of each one.
Feature/Function Settings Input Messages Error Alerts

Enters an amount into a
spreadsheet
Enters text into a
spreadsheet
Enters a name into a
database
Enters a postcode into a
database
Suggested Answer:
Feature/Function Settings Input Messages Error Alerts

Enters an amount into a Set a minimum and The amount you enter • You have entered
spreadsheet maximum limit must be between 1 and an amount that is
20. less than one or
more than twenty.
• You have entered
an invalid amount.
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Enters text into a Set the length You must enter 10 You have entered more
spreadsheet characters only. than 10 characters.
Enters a name into a Set the correct field type You must enter a You have entered too
database combination of integers many characters.
and letters.
You must enter no more

Set the length
than 8 characters.
Enters a postcode into a Set the length You must enter 10 You have entered more
database characters only than 10 characters.
Exercise 5: Evaluation of Elements of the Microsoft Office Interface
Think about when you have used various features and functions of Microsoft Word and have
encountered the human computer interface elements as shown below. If you have not used an
element, you can leave that section blank.
a. Explain what you have used each element for.
b. How effective did you found it? Was it easy to use and helpful?
Human Computer Interface Element Comment
Ribbon
Command buttons
Text boxes
List boxes
Combination boxes
Check boxes
Option or radio buttons
Online help
Wizards
Commands
Icons
Tabs
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3.6 Private Study
Lecturers’ Notes:
Exercise 1: Advanced Features and Functions Glossary
Create your own glossary of the terms used in Topic 4 in the format shown below. You can refer to
the Microsoft website (http://office.microsoft.com) if you need further information, but try and explain
each term in your own words:
TERM MEANING EXAMPLE OF USE
Advanced Queries
Conditional Formatting
Date and Time Functions
Financial Functions
Fluent User Interface
Logical Functions
Lookup Functions
PivotTable
Statistical Functions
Text Functions
User-Level Security
Validation
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Suggested Answer:
All terms are broadly defined in the lecture notes, but it is hoped that the students will add to these
definitions and provide various examples. Some might also provide screenshot examples of where
some functions have been applied.
TERM Slide Reference

Advanced Queries Slide 13
Conditional Formatting Slide 17
Date and Time Functions Slide 15
Financial Functions Slide 15
Fluent User Interface Slide 7
Logical Functions Slide 15
Lookup Functions Slide 15
PivotTable Slide 16
Statistical Functions Slide 15
Text Functions Slide 15
User-Level Security Slide 19
Validation Slide 18
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3.7 Tutorial Notes
Lecturers’ Notes:
guide.
Students should be encouraged to share their answers to the Private Study tasks. You may like
them to do this in small groups before a whole group plenary, depending on the needs and size of
your class. They can then work in groups to complete the additional exercise below.
Exercise 2: User and Business Needs and Requirements
Which features and functions could help ensure that the following user and business needs and
requirements are met?
1. Accuracy
2. Ease of use
3. Reliability
4. Security
Suggested Answer:
1. Accuracy – forms for input, combo boxes, check boxes, error messages, alerts, etc.
2. Ease of use – input forms, combo boxes, check boxes, various functions, macros, conditional
formatting, PivotTables, templates, etc.
3. Reliability - input forms, combo boxes, check boxes, various functions, etc.
4. Security – applying access rights, macros, etc.
Exercise 3:
1. On Slide 22, you were presented with six types of features and functions that are used to
improve office automation. Provide one specific example where each one could be used.
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2. On Slide 23, you are presented with six types of features and functions that are used to improve
information management and retrieval. Provide one specific example where each one could be
used.
3. On Slide 24, you are presented with six types of features and functions that are used to improve
decision support. Provide one specific example where each one could be used.
Suggested Answer:
1. Business cards, letters, data entry, alerting users to errors, applying passwords, formatting, etc.
2. Searching through data, analysing data, identifying specific records, fast and accurate data
entry, maintaining data confidentiality, faster searching, etc.
3. Searching through data, analysing data, identifying specific records, fast and accurate data
entry, etc.
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Topic 4
Topic 4: Advanced Features and Functions of Microsoft

Access, Excel and Word

This topic provides an overview of some of the advanced features and functions of Microsoft
Access, Excel and Word.
• Recognise and use some of the advanced features and functions in Access;
• Recognise and use some of the advanced features and functions in Excel;
• Recognise and use some of the advanced features and functions in Word.

during the tutorial and laboratory sessions.
4.3 Timings
Lectures: 1 hour
Tutorials: 1 hour
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4.4 Lecture Notes
Lecturers’ Notes
the slides. Many of these slides explain the steps required to complete certain tasks. You should
demonstrate with worked examples wherever possible.
• Uses of advanced features and functions

• Access, Excel and Word features and functions
• Access data entry
• Access reports
• Access queries
• Example of parameter query dialogue box
• Excel conditional formatting
• Example of conditional formatting
• Excel LOOKUP function
• VLOOKUP
• HLOOKUP
• Excel PivotTable
• PivotTable example
• Word templates
• Example of Word templates
• Word mail merge
• Mail merge sample documents
• Mail merge stages of development
Slides 2-3: Aims and learning outcomes for this topic.
they have.
Slide 5: This slide presents some of the uses of advanced features and functions.
Slide 6: This slide states that Access, Excel and Word are being focused upon, because
they contain dynamic and efficient advanced features and functions. You might
point out here that the students will be trying out some advanced features and
functions of Excel and Word only in this topic and those of Access will be
undertaken in Topic 7.
Slide 7: This slide explains how data entry forms can be used in Access. You need to point
out that forms can also contain macro instructions, but that this will be discussed
further in Topic 7.
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Slide 8: This slide states how reports can be customised in Access. You could ask the
students what sort of reports they think could be produced in Access (e.g. sales
data, order data, customer date, etc.). They should include any other relevant
examples in their notes.
Slide 9: This slide presents four advanced query types and examples of how each can be
used. You could ask the students to explain instances of when they have used
these queries.
Slide 10: This slide presents an explanation of the use of conditional formatting as used in a
spreadsheet to highlight examination grades that are less than 50. You can ask the
students if they can think of examples where conditional formatting might be applied
and ask them to write down any relevant examples in their notes.
Slide 11: Following on from Slide 10, this slide displays an example of conditional formatting.
It shows how the formatting has been applied and the result (all marks under 50 are
highlighted on the worksheet in red). You might like to point out that the students
will develop this feature following the lecture.
Slide 12: This slide explains what the LOOKUP function can be used for and that there are
two main types: VLOOKUP and HLOOKUP. You could point out that the students
will develop this function following the lecture.
Slide 13: This slide illustrates how VLOOKUP can be applied. You can ask the students if
they can think of any further examples where VLOOKUP can be used and ask them
to write down relevant examples in their notes.
Slide 14: This slide illustrates how HLOOKUP can be applied. You can ask the students if
they can think of any further examples where HLOOKUP can be used and ask them
to write down relevant examples in their notes.
Slide 15: This slide explains how PivotTables can be used. You could point out that the
students will develop this function following the lecture.
Slide 16: This slide displays how a PivotTable has been developed to find and display the
sum of sales to date in each region and the overall total of sales. You can ask the
students if they can think of other uses for PivotTables and ask them to write down
any relevant examples in their notes.
Slide 17: This slide explains how the use of templates in Word can improve efficiency and
time spent on tasks. You could point out that the students will develop this feature
following the lecture.
Slide 18: This slide displays examples of some Word templates. You can point out that there
are others, but these are the main ones.
Slide 19: This slide explains how mail merge can be used to improve administration tasks.
You could point out that the students will develop this feature following the lecture.
Slide 20: Following on from Slide 19, this slide illustrates sample mail merge documents that
can be used.
Slide 21-22: Following on from Slide 20, these slides present the stages of development of a
mail merge.
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Slide 24: Ask the students if they have any questions. Remind them that the tutorial and
laboratory sessions can also be used to ask questions and discuss the content of
this topic.
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Lecturers’ Notes:
their guide.
You will need to allow time for feedback on each exercise and to encourage students to take notes
of additional correct answers suggested by other groups.
4.5.1 LOOKUP
On Slides 12-14 of the Topic 4 lecture, we saw that the VLOOKUP function is used to return
information based on data stored in a lookup table. It attempts to match a value to values in the first
column (VLOOKUP) of first row (HLOOKUP) of the lookup table. If it finds the match, it returns the
value.
The VLOOKUP function is structured as follows:
=VLOOKUP(lookup_value,table_array,col_index_num,range_lookup,FALSE)
Let’s consider each of the terms in turn:
VLOOKUP the value that you want to match in the table
table_array the cell reference for the lookup table
col_index_num the number of the column or row relative to the table that contains the values
you want to be returned
range_lookup informs Excel what to do if it cannot match the lookup_value.
FALSE informs Excel to return an error value #N/A if the data cannot be matched.
It is good practice to sort the first column of the lookup table in ascending order for the VLOOKUP to
work successfully.
Example:
A VLOOKUP table, based on the data in the following spreadsheet is required to match customer
number 3711 with a product ID.
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If the formula =VLOOKUP(B1,A5:F30,5,FALSE) is entered into cell C2, the Product ID for customer
3711 is returned.
This function is very useful if there are several hundred records to search through.
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Exercise 1: Customer Number and Quantity
1. Open a new spreadsheet and enter the data as shown.
2. Enter your name, student number and date in the footer and save your spreadsheet with the
name Sales Data.
3. In Cell C2, use the VLOOKUP formula to match customer number 2884 with the quantity of
items that they have ordered.
Suggested Answer: =VLOOKUP(B1,A5:F30,6,FALSE)
Exercise 2: Customer Number and Product ID
Using the same spreadsheet as in Exercise 1 above, use customer number 2614 and match it with a
product ID.
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Suggested Answer:
An error value should be returned in cell C2 because the customer number 2614 does not exist and
in a real scenario, it could have been entered incorrectly.
Exercise 3: Customer Number and Sales to Date
Using the same spreadsheet, enter the customer number 2113 and match it with the cost of their
sales to date.
Suggested Answer:
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4.5.2 HLOOKUP
The HLOOKUP formula is very similar to the VLOOKUP formula, the difference being that data is
matched to that in a row not a column. It is structured as follows:
=HLOOKUP(lookup_value,table_array,row_index_num,range_lookup,FALSE)
Row_index_num is used
instead of col_index
4.5.3 PivotTable
As stated in the lecture, a PivotTable enables a user to analyse large amounts of data, which can be
sorted, counted and totalled.
Look at the following spreadsheet example, as illustrated on Topic 4 Slide 16:
The following is a PivotTable produced from the above spreadsheet that displays the total sales for
each region and the overall total of sales to date:
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A PivotTable can be produced as follows:
1. The range of cells that contain data that need to be used are selected.
2. Select the Data option.
3. Select the PivotTable and PivotChart Report from the Data option.
4. The PivotTable and PivotChart Report Wizard is then displayed.
5. Select the PivotTable option.
6. Confirm the data range.
7. Select the location of the PivotTable.
8. Select the Finish option.
9. The following is displayed:
10. To produce the PivotTable, drag the columns from the PivotTable Field List on the right side
of the screen and drop them into one of the regions on the PivotTable. Excel updates the
PivotTable as you add, rearrange or remove columns.
11. The main regions of a PivotTable are the Data Items and the Column Fields. The Data Items
region refers to the fields that you want to subtotal and the numeric information is used to
build averages and totals.
12. The Column Fields create groups and one column is added for each group, according to
which field is chosen.
13. In this example, the two fields, Sales to Date and Region are ready to be placed on a
PivotTable.
14. Drag Region and drop into the Drop Row Fields here in cell A4.
15. Drag the Sales to Date into cell A3.
Exercise 4: PivotTable
Produce the above PivotTable using the spreadsheet that you produced in Exercise 1.
Exercise 5: Product ID and Quantity
Using the same spreadsheet, produce a PivotTable that displays the Product ID and the Quantity.
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Suggested Answer:
Exercise 6: Customer Number and Sum of Sales to Date
Using the same spreadsheet, produce a PivotTable that displays the sales for each customer and
an overall sales total.
Suggested Answer:
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Exercise 7: Mail Merge
Slides 19-22 of the lecture presented information on the mail merge feature. Follow the steps below
to produce your own mail merge letters.
1. Open a new blank Word document and enter the following text:
Dear
As a valued customer, I would like to thank you for regularly buying our products. We value your support of
our business.
We would also like to inform you that we are locating to a larger warehouse, which will enable us to be able to
increase the products that we sell.
We will be moving at the end of October and our new postal address will be:
Honey For Sale

Beeside Lane
Beeston
UK
BE4 0BE
Our website and our email address will remain the same. I hope that you will continue to buy our high quality
products.
Yours sincerely,
The Manager
2. Save your letter.

3. Choose the Mailings options from the Ribbon as shown below:
4. Select Start Mail Merge

5. Select Letters
6. Select Step by Step Mail Merge Wizard
7. Follow the instructions provided by the Mail Merge wizard
8. At the bottom of the task pane, Step 1 of 6 is displayed – select Next: Starting document
9. Select the Use the current document option and select Next: Select recipients.
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10. Now you need to state from where the date for the mail merge should be taken - You can
use a list of records that you have already created or create a new one.
11. If you want to create a new list, you should select Type a new list and then select the Create
option.
12. A New Address List screen will be displayed on which you can enter details into a new list.
You can customise this list if you want to, adding, deleting or renaming fields.
13. Enter the details of one person, select New Entry to clear the form and make a further nine
entries.
14. When you have completed the last entry, click on the Close button.
15. You will then be asked to save the data file.
16. The Mail Merge Recipients screen will be displayed - this is a list of all the names and
addresses that will appear on your letter. If you do not want a person’s details to be
displayed, click on a tick next to that person’s details and their details will not be displayed.
17. Click on OK
18. You will then need to position the cursor in your letter where you want to insert a merge field,
such as an address.
19. Select one of the three items, such as address.
20. Preview your letter.
21. Complete the mail merge (accept the preview of how the merge will look) and at this point
you are ready to print one or however many of your letters that need to be printed.
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4.6 Private Study
Lecturers’ Notes:
Exercise 1: VLOOKUP: Finding a student grade
Enter the following records into a blank spreadsheet.
1. Insert your name, student ID and the date in the footer and save your spreadsheet.
2. Produce a VLOOKUP to find the grade that Student C321 was awarded in Computing
Science.
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Suggested Answer: =VLOOKUP(B1,B6:C34,2,FALSE)
Exercise 2: Conditional Formatting
Using the same spreadsheet, apply conditional formatting that identifies three conditions:
• highlights all grades that are greater than 60

• highlights all grades between between 40 and 59
• highlights all grades less than 39
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Suggested Answer:
Exercise 3: Conditional formatting
Apply conditional formatting to column D to highlight all students who have to resit their exams.
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Suggested Answer:
Exercise 4:
Using the Grades spreadsheet, produce a PivotTable that displays how many students have to resit
their exams and how many do not.
Suggested Answer:
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Exercise 5: Conditional Formatting the Sales Data Spreadsheet
Open your Sales Data spreadsheet
Apply conditional formatting that highlights all costs over £5,500.
Suggested Answer:
Exercise 6: PivotChart
Using your Sales Data spreadsheet, produce a PivotChart that displays the total of sales in each
region.
Suggested Answer:
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4.7 Tutorial Notes
Lecturers’ Notes:
guide.
class.
Please note that the exercise below requires computer access. If this is not available during tutorial
time, the exercise could instead be covered during the laboratory sessions.
Exercise 2: Mail Merge Envelopes
Produce a set of mail merge envelopes. You do not need to print them; you can simply display one
in print preview. Extract the addresses that they are to be sent to from the data file that you created
in Exercise 4 of the laboratory session.
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Topic 5
Topic 5: An Introduction to VBA and Macros

This topic provides an overview of macros – what they can be used for, how they can be created
and the role that VBA plays in their development.
• Define what is meant by a macro;

• Define what is meant by VBA;
• Explain that there is a range of macros used for different purposes;
• Describe the methods that can be used to develop macros;
• Explain the issues of macros and security;
• Use the Visual Basic Editor to create macros;
• Use the Record Macro feature;
• Save macros;
• Edit macros.

5.3 Timings
Lectures: 1 hour
Tutorials: 1 hour
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5.4 Lecture Notes
Lecturers’ Notes
• What is a macro?
• What are macros used for?
• How can macros be developed?
• What is VBA?
• Macros and security
• The Visual Basic environment – the VB Editor
• The VB Editor Windows
• Writing a macro
• Running a macro
• Macro comments
• Saving a macro
• Editing a macro
they have.
Slide 6: This slide provides a definition of a macro. You might want to ask the students if
they know any further information about macros; students could make a note of any
extra information.
Slide 7: This slide lists some of the tasks that macros can be used for.
Slide 8: This slide explains the two methods that can be used to develop macros – using the
Record Macro method and the VBA code writing method. The lecture notes will
focus on the development of macros in VBA and that the Record Macro method will
be discussed in the tutorial (there will also be information provided and exercises
for use in Private Study time).
Slide 9: This slide presents a definition of VBA and where it can be developed.
Slide 10: This slide states that macros often pose a security threat to users by having viruses
hidden in their code. Students are advised to apply appropriate security levels. The
Microsoft Office website has some useful tips for dealing with this and the URL is
provided.
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Slide 11: This slide illustrates how to access the security setting options from the Microsoft
Office Ribbon.
Slide 12: This slide illustrates the four security setting choices and the differences between
them. You can point out that the recommended second option has been chosen.
Slide 13: The Visual Basic (VB) environment is referenced in this slide and you can inform
the students that they will be using this to write some of their macros.
Slide 14: This slide states how the VB Editor can be accessed either via the Ribbon or by
pressing the ALT and F11 keys. You can explain that once in the VB Editor
window, the user can return to their spreadsheet at any time by pressing ALT and
F11 and use these keys to toggle between their worksheet and the VB Editor.
Slide 15: The VB Editor screen is displayed on this slide and has two windows open. You
can explain that these windows can be closed, leaving a blank VB Editor screen.
You can explain that you will start with a blank screen in order to describe in turn,
each of the three VB Editor windows that need to be opened.
Slide 16: This screen displays the VB Editor screen and states that three windows need to be
opened in order to be able to work efficiently.
Slide 17: This slide illustrates the three VB Editor windows and states that each one will be
looked at in turn.
Slide 18: This slide illustrates how to set up the Project Window (also referred to as the
Project Explorer Window).
Slide 19: This slide illustrates the Project Window and its purpose.
Slide 20: This slide illustrates how to set up the Properties Window.
Slide 21: This slide illustrates the Properties Window and its purpose.
Slide 22: This slide illustrates how to set up the Code Window.
Slide 23: This slide illustrates the Code Window and information on font style and colour, text
and numerical display, comments, reserved words and message displays.
Slide 24: This slide describes how a simple macro will be written to add two values and
display their total.
Slide 25: This slide presents the six lines of code that the macro is composed of.
Slide 26: This slide displays the option that needs to be selected in order to run or execute
the macro.
Slide 27: This slide displays the result of the macro in Excel.
Slide 28: This slide presents the options that can be followed to run the macro from the menu
bar.
Slide 29: This slide displays the menu options that are selected when running the macro from
the menu bar.
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Slide 30: This slide displays the result of the macro in Excel when run from the menu bar.
Slide 31: This slide describes the purpose of using comments in VBA and why it is good
practice to use them when possible.
Slide 32: This slide outlines how to save a macro.
Slide 33: This slide outlines where a VBA macro can be edited.
Slides 34-35: References
information that they are unsure about, they will have opportunity to ask further
questions during the tutorial and laboratory sessions.
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Lecturers’ Notes:
their guide.
There are no suggested answers for Exercises 8-11 below as it should be evident whether students
have created the macros as specified.
Exercise 1: Hello Macro
1. Open the Visual Basic Editor in Excel
2. Insert the following in the Code Window:
Sub hellomacro()
'Place the word Hello into cell A1’
Range("A1").Value = "Hello"
End Sub
3. Run the macro
Suggested Answer:
Exercise 2: Running the Hello Macro from the Menu Bar
Run the Hello macro from the menu bar. This should produce the same ‘hello’ message as in
Exercise 1.
Exercise 3: Adding Your Name to Your Worksheet
Create a macro that displays your name in cell A1 by entering the following code:
Sub MyNameMacro()
‘This command will enter my name on the worksheet’
Range(“A1”).Value = “MyName”
End Sub
Suggested Answer:
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Exercise 4: A Macro that Displays Your Name and Subtracts Two Numbers
In Excel, create a macro that displays your name in cell A1 and also subtracts 56 from 84 with the
answer in cell A4.
Suggested Answer:
Sub NameandSubtractMacro()
‘This command will enter my name on the worksheet and subtract two numbers and display
the answer’
Range(“A1”).Value = “MyName”
Range(“A2”).Value = “84”
Range(“A4”).Formula = “=A2-A3”
Range(“A2”).Select
End Sub
Exercise 5: Date Macro
In Excel, create a macro that displays today’s date in cell A1.
You might need to format A1 to display the date in an appropriate format.
Suggested Answer:
Sub DateMacro()
‘This command will enter today’s date on your worksheet’
Range(“A1”).Value = Date
End Sub
Exercise 6: Dates and Times
In Excel, create a macro using the following code:
Sub DatesTimesMacro()
MsgBox Now
MsgBox Date
MsgBox Time
MsgBox Day(Now)
MsgBox Month(Now)
MsgBox Hour(Now)
MsgBox Minute(Now)
End Sub
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Run the macro and click each message box.
Exercise 7: Hello, Name, Multiplication and Date Macro
In Excel, create a macro that displays the message ‘Hello’ from <your name>, multiplies 5 by 10 and
displays today’s date.
Suggested Answer:
Sub MacroComplete()
Range(“A1”).Value = “Hello from Me”
Range(“A2”).Value =”5”
Range(“A4”).Formula = “=A2*A3”
Range(“A2”).Select
Range(“A5”).Value = Date
End Sub
Exercise 8: Interactive Message Box
In Excel, create the following macro:
Sub GetInput()
MyInput = InputBox("Enter your name")
MsgBox ("Hello ") & MyInput
End Sub
Run the macro and enter your name when prompted.
Exercise 9: Inserting Rows into a Spreadsheet
Create the macro below to display an input box that asks the user to define the number of rows
required. The macro uses the range technique where a range is first selected and then subsequent
rows are inserted.
Sub InsertRow()
Dim Rng
Rng = InputBox("Enter number of rows required.")
Range(ActiveCell.Offset(0, 0), ActiveCell.Offset(Rng - 1, 0)).Select
Selection.EntireRow.Insert
End Sub
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Title Here
Exercise 10: More Practice with a Message Box
Enter the following VBA code into the VB Editor:
Sub MyMessage()
MsgBox "This macro is created by me"
MsgBox "I am learning how to create macros", vbInformation
MsgBox "I am mastering the technique!", vbExclamation, "My Notes"
End Sub
You might want to add more text to this macro.
Exercise 11: Offering the User Three Different Options
Enter the following code into the VB Editor and run it:
Option Explicit
'Message Box Syntax
'MsgBox(prompt[, buttons] [, title] [, helpfile, context])
Sub MsgBox_Static_Title_Msg()
'Move to very top of Module To make it available to all Procedures within'
'Use as Public Const strTitle As String = "Ozgrid.com" ‘
‘ ‘At the very top of any Public Module to make all Public and Private Procedures
Const strTitle As String = "Ozgrid.com"
Const strMsg As String = "How are you feeling Today?"
'Run by placing cursor within Procedure & push F5

MsgBox strMsg, vbOKOnly, strTitle
End Sub
Sub MsgBox_Mix_Look()
'We can join looks and buttons by use of +
MsgBox "Hello Subscribers", vbInformation + vbOKOnly
End Sub
Sub Msgbox_Capure_Reply()
Dim lReply As Long

lReply = MsgBox("Do you wish to continue.", vbYesNoCancel + vbQuestion)
Select Case lReply

Case vbYes
MsgBox "You chose Yes"
Case vbNo
MsgBox "You chose No"
Case vbCancel
MsgBox "You chose Cancel"
End Select
End Sub
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Title Here
5.6 Private Study
Lecturers’ Notes:
in their guide.
Students are expected to use private study time to revise the content of the topic and to come to the
tutorial with any questions or queries.
5.6.1 Record Macro Method
So far you have learned how to write simple macros. Another way to create macros is to use the
Record Macro method.
Exercise 1: Format days of the week using the Record Macro method
1. Open a new worksheet in Excel and work through the following:

2. Click on cell A1.
3. Select: View > Macro > Record Macro
4. The Record Macro Dialogue box appears. In the Record Macro dialogue box:
• Enter Macro Name = DaysoftheWeek
• Enter Short cut = Ctrl + d
• Store Macro In = Personal Macro Book
• Click OK
5. Click the Relative Reference button on the Record Macro toolbar.
6. Enter Monday in A1.
7. Use the fill handle to drag across 6 cells.
8. Select: Format > Cells
9. Select the Alignment tab.
• Horizontal & Vertical alignment = Center
• Orientation = 90 degrees
10. Select the Font tab. Font = Bold, 12
11. Select the Border tabs.
• Click between each Text block to place vertical lines between cells.
• Click OK
12. In cell A2 then press Ctrl+d
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Title Here
Suggested Answer:
Exercise 2: Months of the Year
Using the Record Macro Method in Excel, format the months of the year using alignment, shading,
font and one other format of your choice.
Exercise 3: Use a Macro to Change Font Style and Size in Word
1. Open an existing word document.

2. Highlight some text
3. Select View > Macro > Record Macro
4. Select Record Macro
5. There are four sections in the Record Macro dialogue box:
• Macro Name
• Assign macro to
• Store macro in
• Description
6. Enter the macro name as ChangeFontDetails.
7. We will assign Word macros to the toolbar and the keyboard in Topic 6.
8. Your macro will now be recording.
9. Select Format
10. Select Font
11. Select Arial
12. Select Italic
13. Select size 11
14. Click OK
15. You are returned to the page.
16. Stop the Macro Recorder.
17. To use the new macro, do the following:

18. Open another file and highlight some text.
19. Select: View > Macro > View Macros
20. Select the macro from the Macros dialogue box.
21. Select Run
22. The text will be updated.
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Title Here
Exercise 4: Record a Macro in Word using Three Formatting Features
Open an existing Word document and record a macro that includes three formatting features.
Suggested Answers:
The students should include any of the following features: font style, colour, effects, headers and
footers, date and time, backgrounds.
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Title Here
5.7 Tutorial Notes
Lecturers’ Notes:
guide.
class. They can then work in groups to discuss the addition exercises below.
Exercise 2: Macro Recording and Macro Writing
You have used the Macro Recorder and you have also written macros in the VB Editor. Which
method did you find the easiest and why? What do you think could help you familiarise yourself with
these methods?
Suggested Answer:
Each answer will differ, but it is important that the students describe what they found difficult. They
should be able to explain how they will need to practice the two methods and access the resources
suggested for further reference.
Exercise 3: Macros and Security
Why is it so important that you are aware of the issues of macros and security?
Suggested Answer:
Student answers should refer to the fact that viruses can cause serious problems and are frequently
hidden within the code of macros downloaded from the Internet and/or sent in documents attached
to emails.
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Topic 6
Topic 6: Using Macros in Microsoft Word

This topic provides an overview of what macros can be used for in Microsoft Word and how to
create and execute them.
• Create a macro in Microsoft Word;

• Assign a macro to the keyboard;
• Assign a macro to a button;
• Format text or pictures using a macro;
• Customise headers and footers using a macro;
• Secure their documents against malicious macros.

6.3 Timings
Lectures: 1 hour
Tutorials: 1 hour
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6.4 Lecture Notes
Lecturers’ Notes
• Uses of macros in Microsoft Word

• Creating a macro in Word
• Overview of recording a macro
• Turning on the Macro Recorder
• Naming a macro
• Saving a macro in Word
• Starting to record a macro in Word
• Recording a macro
• Running a macro
• Assigning a macro to the keyboard
• Assigning a macro to a button
• Formatting text
• Customising headers and footers
• Security and macros
they have.
Slide 5: This slide presents some of the tasks that macros can be used for in Microsoft
Word. You might want to ask the students if they can think of further examples, e.g.
inserting the date, inserting a specific word or text or converting an upper/lower
case text, before you reveal the answers to them. You can ask the students to add
relevant examples to their notes. You could point out that following the lecture, the
students will develop macros that enable several of these tasks to be carried out.
Slide 6: This slide explains the importance of planning when creating a macro and reminds
the students that planning was discussed in Topic 2 (in reference to end-user
software development). The slide also makes reference to how macros can be
assigned to the keyboard and to buttons. You might want to check that the
students understand the term ‘assigned’. Please emphasise to the students that
the macro recorder method will be used and not VBA due to VBA’s complexity.
However, students can explore how VBA could be used to create such macros in
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their own time. They will have the opportunity to create macros in VBA again in
Topics 8 and 9.
Slide 7: This slide lists the five main steps to be followed when developing a macro. You
can point out that it is optional whether they assign their macros to short cut keys or
to buttons, and also whether they describe their macro in the dialogue box (it is in
their best interest to do so though, so that there is no confusion with what macro
does what as they develop more macros)
Slide 8: This slide explains how to turn on the Macro Recorder and illustrates the Record
Macro dialogue box.
Slide 9: This slide explains how to give a macro its name. You can emphasise that the
name should be meaningful and make some reference to the macro that has been
created.
Slide 10: This slide explains how to save a macro in Word. You can explain that there are
two main locations to store macros to be used in Word, either just in the document
that the macro was created in or, if the macro is to be made available to all Word
documents, in the All Documents option.
Slide 11: This slide illustrates the Record Macro dialogue box and shows how a macro can
be saved in the document in which it was created.
Slide 12: This slide illustrates the Record Macro dialogue box and shows how a macro can
be saved so that it is available to all documents..
Slide 13: This slide states what needs to be done when beginning to record a macro and
illustrates the Macro Recorder button and how it needs to be switched off when
recording has finished.
Slide 14: This slide explains how to run a macro and explains how the macro can be run from
the Macro option on the Ribbon, from a button or by using a combination of short
cut keys.
Slide 15: This slide explains how a macro can be assigned to a combination of short cut
keys. You can ask the students why they think this would be a good way to
develop a macro, e.g. it can improve speed and efficiency.
Slide 16: This slide presents the steps that should be followed when assigning a macro to the
keyboard and displays the Customize Keyboard dialogue box.
Slide 17: This slide presents the remaining steps to be followed when assigning a macro to
the keyboard.
Slide 18: This slide explains the steps to be followed when assigning a macro to a button.
You can explain that this automation also aims to improve efficiency and
productivity.
Slide 19: This slide displays the Modify button from which a user can select an icon to be
assigned to a macro they have created.
Slide 20: This slide displays the icon that has been selected having been placed on the Quick
Access Toolbar. You can inform the students that they will be developing macros
like this after the lecture.
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Slide 21: This slide lists the steps to be followed when developing a macro that formats text
so that it becomes bold and the font size increases. You can ask the students if
they can think of what other formatting tasks could be undertaken by macro and ask
them to write down relevant answers in their notes.
Slide 22: This slide presents the remaining steps to be followed when developing a macro to
format text.
Slides 23-25: These slides list the steps to be followed when developing a macro to customise
headers and footers (this example focuses on customising a footer). You can point
out to the students that they will be doing this as one of their laboratory exercises.
Slide 26: This slide states the importance of setting adequate security levels. You could ask
the students if they have ever had encountered a computer virus that has been the
result of an infected macro. You should refer them to the Microsoft articles on the
issues of macros and security, such as those on http://office.microsoft.com.
Students could read the topics listed on macros and security – there are general
overviews and also overviews on specific versions of Microsoft Office (they can
select the ones that are relevant to the versions that they are using); see page 95,
section 6.6 Private Study for more information. You can inform the students that
they will learn how to add digital signatures to their documents in Topic 9.
information that they are unsure about, that they have an opportunity to ask during
the tutorial and laboratory sessions.
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Lecturers’ Notes:
their guide.
There are no suggested answers for the exercises below as it should be evident whether students’
macros etc are working as specified. If they do not work, encourage students to try to find the
problem by going through the steps they used to create the macro(s). Provide assistance as
necessary.
Exercise 1
1. Open a new document in Microsoft Word and enter the following text (using font Times New
Roman size 12):
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2. Save your file.
3. Use the Macro Recorder to create the macros for the following exercises.
Exercise 2: Formatting Text
a. Select the first paragraph and create a macro that can be used in this document only, to change
the font style to Arial, size 12.
b. Test that the macro works by running it and then using it to change the font style and size in the
rest of the document
Exercise 3: Formatting Text 2
a. Select the last sentence and create a macro that can be used in this document only, to format
the text so that it is highlighted.
b. Test that the macro works by running it and then selecting another question and running the
macro.
Exercise 4: Upper-case and Lower-case Text
Select two sentences and create a macro that can be used in this document only to change all
lower-case text to upper-case text and apply it to the keyboard. Test that it works.
Exercise 5: Bulleted List
Select all the questions and create a macro that can be used in this document only to make a
bulleted list in the format of your choice. Assign this macro to the toolbar and test that it works.
Exercise 6: Customising Footers and Assigning a Macro to the Keyboard
Create a macro that can be used in all Word documents to customise the footers of each document
with your name, student number and date, and assign the macro to the keyboard. Test that it works.
Exercise 7: Applying a Macro to the Toolbar
Create a macro that can be used in all Word documents to underline titles. Apply it to the toolbar
and test that it works.
Exercise 8: Printing a Document
Create a macro that can print this document. Test that it works.
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Exercise 9: Using Macros to Improve a Document
a. Read through the extract below and identify where macros could be used to make the
production of features of the document/future documents more efficient (there are at least six
examples).
b. Produce each of the macros that you have identified in part (a). You should word process the
extract and use it to test that each of your macros work.
c. Print a copy of the VBA code of each one of your macros. Ensure that your name and student
number is entered on your work.
Digital Graphics Course
Bitmap/Raster Graphics and Vector Graphics and File Formats
A bitmap/raster image is a digital image which consists of dots or pixels. The range of colours
available for each pixel in the image varies depending on the image and can be adjusted to
determine the look of the image. The dimensions or number of dots in an image can also determine
the quality of the image. Common raster file formats include windows Bitmap (.bmp), Graphic
Interchange Format (.gif), Joint Photographic Experts Group (.jpg), Tagged Image File Format (.tif)
and Portable Network Graphic (.png). Some common raster graphic editing applications include
Photoshop, Fireworks, Corel Paint Shop.
A vector image is made up of geometric objects such as lines, curves and polygons. Many vector
image formats are specific to certain vector image editing applications such as Illustrator (.ai) and
Corel Draw (.cdr). Some applications, such as Flash, also rely heavily on vector graphics.
The following table summarises some of the differences between raster and vector graphics:
Raster Graphics Vector Graphics

• Good for complex artwork and realistic • Good for simpler artwork such as diagrams
images such as photos and logos
• Large file sizes since information is stored • Smaller file sizes as only information about
about thousands of pixels several shapes is being stored
• More complex to edit • Can be simpler to edit
• Quality can decrease with resizing and • Quality not affected by resizing and editing
editing
• Common on the web • Common on the web in Flash animation
Some raster image editing applications, such as Photoshop, also allow for limited vector editing.
However, for anything more than just basic vector editing, it is better to use a more suitable
application, such as Illustrator.
Page 1 of 3
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Suggested Answer Part A:
The main title

Text in italics
Table formatting – the shading and bullets
Page numbering
Spell check
Word count
Page 94 of 156
6.6 Private Study
Lecturers’ Notes:
in their guide.
Students are also expected to use private study time to revise the content of the topic and come to
the tutorial with any questions or queries.
Exercise 1: Macros and Microsoft Word
Access http://office.microsoft.com and enter the following into the search bar: ‘macros and Word
2003’ (if you are using Microsoft Office 2003) or ‘macros and Word 2007’ (if you are using Microsoft
Office 2007) or ‘macros and Word 2010’ (if you are using Microsoft Office 2010). Read the following
articles and try the tasks described:
Troubleshoot recording and running macros:
• About macros
• Macros demystified: What they are and why to use them
• Delete macros
• Get to know macros: A guide
• Macro security levels
• Rename macros
• Troubleshoot macro security and warnings
• Copy macros to another document or template
• Modify the list of trusted publishers for macros
• About macros in South Asian documents
• Automate your form
• Edit a macro
Read over the following on macros and security:
• http://www.msoffice-tutorial.com/macro-security.php
• http://searchsecurity.techtarget.com/definition/digital-signature
Ensure that you understand the following terms as you will be asked to explain them in the tutorial:
a. Malicious macro
b. Digital signatures
c. Digital signing
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6.7 Tutorial Notes
Lecturers’ Notes:
guide.
Explain the terms:
• Malicious macro
• Digital signature
• Digital signing
Suggested Answers:
Brief suggested answers are given below. Students should be able to provide more detail following
their research during their private study time.
Malicious macro:
A macro that contains a virus that can be hidden from the user. It can be introduced to a
computer system by simply opening or closing a document. It can sometimes replace a normal
macro with a virus and then spread between users and computer systems.
Digital signature:
A valid digital signature assures a recipient that a message/document has been created by a
known sender and that it has not altered through being sent the recipient.
Digital signing:
A user ensures that they have attached a digital signature to an email/document.
Page 96 of 156
Topic 7
Topic 7: Using Macros in Microsoft Access

This topic provides an overview of how macros can be used in Microsoft Access and how to create
and execute them.
• Create a macro in Microsoft Access;

• Understand key macro terms;
• Explain the sequence of macro production;
• Create Autoexec macros;
• Input data using a macro;
• Validate data using a macro;
• Filter and find fields and records using a macro;
• Print records using a macro;
• Assign a macro to a command button;
• Navigate between forms and records using a macro;
• Run a query using a macro;
• Secure documents against malicious macros.

7.3 Timings
Lectures: 1 hour
Tutorials: 1 hour
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7.4 Lecture Notes
Lecturers’ Notes
• Uses of macros in Microsoft Access

• Objects, Actions, Events, Arguments and Conditions
• Macro sequence of production and execution
• Macro actions
• Creating a macro in Access
• Uses of Data Macros
• Macro Groups
• Autoexec macros
• Data entry and validation using a macro
• Filtering and finding fields and records using a macro
• Printing records using a macro
• Adding a macro to a command button
• Navigating between forms and records using a macro
• Running a query using a macro
• Securing documents against malicious macros
they have.
Slide 5: This slide presents a number of the tasks that macros can be used for in Microsoft
Access. You might want to ask the students if they can think of examples before
you reveal the answers to them and ask them to add relevant examples to their
notes. You could point out that following the lecture, the students will develop
macros that enable several of these tasks to be carried out.
Slides 6-7: These slides introduce five key terms that refer to the process of producing a
macro: objects, actions, events, arguments and conditions. You can emphasise the
importance of understanding each term as once each is understood, the method of
producing an Access macro is easier.
Slide 8: This slide displays a diagram that illustrates the sequence of macro production and
execution and refers to the key terms. You can ask the students if they can point
out where the term ‘condition’ should appear (with Action and Argument). You
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could also ask if they can think of other examples, e.g. opening a form, printing a
report and deleting a record. Ask them to add relevant examples to their notes.
Slides 9-10: These slides provide further information on macro actions and explain how they can
be accessed. You could mention further examples, such as: DeleteRecord,
ApplyFilter, MessageBox, etc.
Slide 11: This slide emphasises the importance of planning a macro – you can link this to the
information already presented making reference to the need for selection of actions
and arguments. It should be pointed out that the macro recorder that does exist in
Access.
Slide 12: This slide explains recent developments in the interface provided for macro creation
in Access. You can point out that the Macro Designer has made the process easier
and more efficient. You can also inform the students that macros can also be
written in VBA in the VB Editor should an end-user want to do so.
Slide 13: This slide provides examples of a new feature introduced to Access 2010 – the
Data Macro – and the examples show the range of macros that can be produced.
Slides 14-15: These slides present the instructions for utilising the Macro Designer in Access
2010 if this software is being used – if Access 2007 is being used, this can be
ignored and you can point out that the 2007 interface will be referred to in the
laboratory session.
Slide 16: This slide introduces the term Macro Groups and provides an example of how they
can be used. You can point out that it is a feature that they would use once they
have created a number of similar macros – in the later stages of macro
development.
Slide 17: This slide states that the Autoexec macro that can be used when the database is
being opened. You can ask the students if they can think of further examples in
addition to the ones shown of how Autoexec could be used, e.g. opening a report.
Ask them to add relevant examples to their notes.
Slide 18: This slide states how macros can be created that automate data entry. You can
ask the students if they can name some examples of dialogue boxes (e.g. combo,
list, etc.) When referring to validation, you can ask them if they can provide
examples of typical validation messages, e.g. ‘you have entered invalid data’, etc.
and ask them to add relevant examples to their notes.
Slide 19: This slide states how macros can be created that filter and find fields and records.
Ask the students if they can explain the term filter by means of example, e.g.
arranging customer names into alphabetical order. You could ask students if they
can explain the difference between filtering and finding.
Slide 20: This slide states that macros can be created to print records and reports, and that
this process can be made easier by assigning the macro to a command button. It
also points out that the same process can be applied when wanting to print several
reports at the same time.
Slide 21: This slide states how a macro can be assigned to a command button and recalls
the term ‘events’. You can ask the students if they think of other events that could
be initiated by using a command button (e.g. sending an email or running a query).
Ask students to add relevant examples to their notes.
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Slide 22: This slide states that macros can be created to enable navigation between forms
and records, and also to enable control of records or pages in a form, for example,
displaying error messages when necessary.
Slide 23: This slide states how macros can be created to enable queries to run that test
whether conditions are true or false. You can ask the students whether they can
think of further examples (e.g. is the stock level below a certain number).
Slide 24: This slide states the importance of setting appropriate security levels when working
with Access macros. An online reference is provided that students can use to obtain
further information on this topic.
Page 100 of 156

Lecturers’ Notes:
their guide.
notes of additional correct answers. There are no suggested answers for Exercises 3-7 below as it
should be evident whether students’ macros etc are working as specified. If they do not work,
encourage students to try to find the problem by going through the steps they used to create the
macro(s). Provide assistance as necessary.
Exercise 1: The Macro Designer Interface
Familiarise yourself with the Macro Designer interface by looking at each section.
• List eight actions

• List four objects
• List two user interface actions
• List two data entry operation actions
Suggested Answers:
Eight Actions: data entry; data import and export; database objects; filter/query/search;
macro commands; system commands; user interface commands; user
management.
Four Objects: table; query; form; report.
Two User Interface Actions: MessageBox; NavigateTo.
Two Data Entry Operation Actions: DeleteRecord; SaveRecord
Exercise 2: Planning a Macro
Write down the stages in creating a data entry macro.
Suggested Answer:
The following should be included as a minimum:
• Define what data is to be entered

• Define the object
• Define what actions to apply to it
• Define if and what arguments and conditions will be applied
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• Define what the event will be that executes the macro
• Define what the end result should be
Exercise 3: Enabling Data Entry
Using a database that you have already created, develop a macro that can be used to enable data
entry and validate the data entry. Test it and ensure that it works.
Exercise 4: Message Box
Create a message box that can be displayed when a user is entering data. Test it and ensure that it
works
Exercise 5: Printing Records
Using a database that you have already created, develop a macro that can be used to print records.
Test it and ensure that it works.
Exercise 6: Running a Query
Using a database that you have already created, develop a macro that can be used to run a query.
Test it and ensure that it works.
Exercise 7: Developing Macros in a Music Database
Create a database that contains details of your favourite music. You need to enter a minimum of
twenty records/tracks and the following fields must be completed for each one:
• Name of the Performer

• Title
• Duration
• Year of Release
• Genre
Create macros that automate the following tasks in your database:
a. Order the artist titles alphabetically
b. Validate data entry
c. Generate a query that finds details of rock music released before 2010.
d. Generate a report of the above query
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7.6 Private Study
Lecturers’ Notes:
in their guide.
Exercise 1: Autoexec Macro
Using a database that you have already created, develop an Autoexec macro.
Suggested Answer:
The student should develop an Autoexec macro and test that it works. Each student needs to
demonstrate to you that their macro enables a file to be opened when they enter the database. If it
does not, they need to show you how they have tried to create the macro.
Exercise 2: Assigning Macros to a Command Button
Assign one of the macros that you have created previously to a command button. Test it and ensure
that it works.
Suggested Answer:
Students should demonstrate that their macros work.
Read the following information by Microsoft on developing macros in Office Access 2007 and take
notes any important points:
• Microsoft (2011). Introduction to Macros. [Available Online] http://office.microsoft.com/en-

us/access-help/introduction-to-macros-HA001214202.aspx?CTT=3
• Microsoft (2011). Create a Macro. [Available Online] http://office.microsoft.com/en-

us/access-help/create-a-macro-HA010030811.aspx
You may wish to read a different version of these articles, depending on which software version you
are using.
Read the following information by Microsoft on changes in Office Access 2010:
• Microsoft (2011). Changes in Access 2010. [Available Online]

http://technet.microsoft.com/en-us/library/cc179181.aspx
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Read the following information on Microsoft Access:
• Accessible Data Solutions (2011). Macro Designer for 2011. [Available Online]
http://www.accessibledatasolutions.com/articles10/macrovba.htm
Exercise 5: Glossary
Complete the Topic 7 glossary by providing the meanings of the terms and give examples of each:
TERM MEANING EXAMPLE

Action
Argument
Autoexec Macro
Condition
Event
Event Property
Filter
Find
Macro Data
Macro Designer
Macro Group
Object
Query
Suggested Answer:
TERM MEANING EXAMPLE
Action A command applied to an object that OpenForm

informs Access what the macro should
do
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Argument Provides information to the action about If the OpenForm Action is used, it
what must be done instructs the Action which form to
open.
Autoexec Macro A macro that is run when the database is A message is displayed to the user.
opened
Condition Can be applied to an action that tests if Have records been updated today?
conditions are true or false and so Yes or no
determines how the action will run
Event An action that is associated with an The clicking of a command button
Object
Event Property An action that is associated with an The clicking of a command button
event
Filter To arrange data in alphabetical or Surnames

numerical order, ascending or
descending.
Find To search for data Which customers have paid?
Macro Data A macro that can be used to assess An email is sent if the customer
outcomes and generate a response needs to pay for their purchase
Macro Designer The interface in Access that enables 2007, 2010

creation and editing of macros
A group of related macros Macros relating to customer

Macro Group
payments
Object An item in a database A form, a report
Query A search for data Which customers have not paid?
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7.7 Tutorial Notes
Lecturers’ Notes:
guide.
class.
At this stage of the module, you should also introduce the assessed assignment to students.
Assignments for the relevant assessment cycle are available from the NCC Education Campus
(http://campus.nccedu.com). You will need to ensure that each student has a copy of the
assignment and understands the requirements. Assignments would normally be submitted for
marking during Topic 9 or 10, depending on how much time you feel you need for marking.
Exercise 2: Securing an Access Database
Provide screenshot evidence that you have secured your Access database against malicious
macros.
Suggested Answer:
Students should provide screenshot evidence of having selected the appropriate macro security
level for the database. If they have chosen a level that is not recommended (too low) inform them
that they must set it to a higher level as if they do not, they run the risk of malicious macros entering
their files.
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Topic 8
Topic 8: Using Macros in Microsoft Excel – Part 1

This topic provides an overview of how macros can be used in Microsoft Excel and how to create
and execute them.
• Create a macro in Microsoft Excel;

• Format titles, formulas and tables;
• Input dates and times;
• Input and select data using a macro;
• Provide data validation using a macro;
• Design message boxes and feedback;
• Design interactive user forms.

8.3 Timings
Lectures: 1 hour
Tutorials: 1 hour
Page 107 of 156

8.4 Lecture Notes
Lecturers’ Notes
• Uses of macros in Microsoft Excel

• Planning and creating a macro in Excel
• Saving a macro in Excel
• Recording a macro in Excel
• Running a macro
• Formatting titles, formulas and tables
• Inputting dates and times
• Inputting and selecting data using a macro
• Providing data validation using a macro
• Designing interactive user forms
they have.
Slide 5: This slide lists the uses of macros in Microsoft Excel. You could ask the students if
they think can of tasks that could be automated using a macro before you reveal
the answers to them. Ask them to add relevant examples to their notes.
Slide 6: Emphasise that the steps taken to develop a macro need to be planned carefully.
Slide 7: This slide provides an overview of the stages of recording a macro using the Macro
Recorder.
Slide 8: This slide illustrates how to turn on the Macro recorder. You can make reference to
each of the four categories, pointing out that assigning the macro to short cut keys
and providing a description are optional, although a description helps to identify
what a macro does, which is especially useful when a large number of them have
been created.
Slide 9: This slide states the rules of naming a macro. You could point out that the name
should relate to the macro being produced.
Slide 10: This slide states how to save a macro and the three locations in which it can be
saved. Point out that they have to decide whether or not they want the macro that
they are designing to run in one spreadsheet or in others.
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Slide 11: This slide states how to record a macro and how to stop the recording.
Slide 12: This slide states how to run a macro, depending on whether or not it has been
assigned to shortcut keys.
Slide 13: This slide states that macros can be created to format titles and formulas and that
these can then be saved as templates. You can ask the students if they can think
of other examples of how macros could be used for formatting, e.g. customising
headers and footers. Ask them to add relevant examples to their notes.
Slides 14-16: These slides illustrate step-by-step how the macro can be created that formats the
titles and formulas.
Slide 17: This slide states how to create a macro that formats a table. You can ask the
students if they can think of any other formatting styles that could be applied to the
table, e.g. shading, and ask them to add relevant examples to their notes.
Slides 18-19: These slides provide a step-by-step guide of how to create a macro that displays
the date and time. On Slide 19, instructions are provided to ensure that the macro
displays a static date if required.
Slides 20-21: These slides illustrate how a macro can be created for a user to enter their name
via a dialogue box. You could point out that this type of macro can also allow input
of numerical data, such as prices, grades, etc.
Slides 22-27: These slides illustrate how message boxes and feedback to users can be
developed. You can inform the students that VBA code will be written to enable
this. The code is presented on Slide 23 and explained on Slide 24. Message Box
Buttons are illustrated on Slide 25 and further explanation is provided on Slide 26.
The values that are assigned to message buttons are displayed on slide 27.
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Lecturers’ Notes:
their guide.
notes of additional correct answers. There are no suggested answers below as it should be evident
whether students’ macros etc are working as specified. If they do not work, encourage students to
try to find the problem by going through the steps they used to create the macro(s). Provide
assistance as necessary.
Exercise 1: Formatting Titles and Formulas
Develop a macro to format titles and formulas, as shown on slides 14-16, and enter the data as
shown on Slide 15 into a spreadsheet before you develop the macro.
Exercise 2: Formatting a Table
Open a spreadsheet that contains a table. Develop a macro that formats the colour, font and border
style of the table. Assign it to short cut keys and save it in your Personal Macro Book. Test to check
that it works on another table in another spreadsheet.
Exercise 3: Displaying the Date on any Open Spreadsheet
Open a new spreadsheet and create a macro that displays the current date in this or any other
spreadsheet that you open. Test it to ensure that it works.
Exercise 4: Data Entry
Create a macro that displays a dialogue book that asks the user to input their age. Test it to ensure
that it works.
Exercise 5: Message Boxes and Feedback
Develop a macro that that displays a message box similar to the one illustrated on Slide 22 and
using code similar to that displayed on Slide 23.
Exercise 6: Using Macros to Improve a Spreadsheet
a. Look at the following spreadsheet and identify where macros could be used to make the
production of features of the spreadsheet/future spreadsheets more efficient (there are at least
six examples).
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b. Produce each of the macros that you have identified in Question (a). You should produce the
spreadsheet and use it to test that each of your macros work.
c. Print a copy of the VBA code of each one of your macros. Ensure that your name and student
number appear on your work.
Formatting the titles

Formatting the columns
Autosum/addition formula for the totals
Setting the date
Navigation between worksheets
User message, e.g. prompting the user to enter sales data
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8.6 Private Study
Lecturers’ Notes:
guide.
Exercise 1: User Form Notes
We have allowed users to enter simple text strings so far. The User Form allows much more
complex user interfaces to be built which are similar to those presented by the Microsoft tools. The
following example displays a list of options to the user (using a List Box) and adds Cancel and OK
buttons so that the user can exit the form.
1. Open the VB Editor

2. Select Insert > UserForm. The following will be displayed:
Design
Window
Toolbox
3. If you move the mouse pointer around the toolbox, a description will appear when the mouse
pointer is paused over an icon.
4. Locate the CommandButton control. Drag and drop it onto the Design window
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Command
Button
5. Enter OK in the left button and Cancel in the right one.

6. Select a List Box from the toolbox. Drag and drop it onto the Design window.
7. In order to display options to the user via the list box, code has to be written and so the code
window needs to be opened. Select the Cancel button, open the Code window and enter the
following code:
Private Sub CommandButton1_Click()
End
End Sub
8. Test by pressing the F5 key. The user form should be displayed along with the two buttons.
If Cancel is clicked, you will exit.
9. Options now need to be added to the List Box. The AddItem command is used for this. In the
Two drop down lists are available at the top of the Code window. Select UserForm from the
left one:
10. Next select Activate Event:
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11. Type the following code into the View window:
Private Sub UserForm_Activate()
ListBox1.AddItem ("Small font")
ListBox1.AddItem ("Medium font")
ListBox1.AddItem ("Large font")
End Sub
12. Press the F5 key and the following should be displayed:
13. Code must now be written that enables a response when the user selects an option in the list
box and clicks the OK button. The code should make the font of the current cell small,
medium or large, depending on the user’s choice.
14. This code is written for the OK Button and checks to see which option has been clicked and
changes the font size
15. The following code is entered:
Private Sub CommandButton2_Click()

If ListBox1.ListIndex = 0 Then Selection.Font.Size = 10
End
End Sub
16. This can be tested by pressing the F5 key and testing each of the options.
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Exercise 2: User Forms with a List Box
Create a user form with a list box that offers a user five font size options to choose from and
displays three command buttons that when clicked on, work.
Suggested Answer:
Students should create a working user form with a list box as specified. If it does not work, you
should encourage them to find the problem and assist them as necessary.
Exercise 3: User Forms with a Combo Box
Create a user form with a combo box that offers a user five font size options to choose from and
displays three command buttons that when clicked on, work.
Suggested Answer:
Students should create a working user form with a combo box as specified. If it does not work, you
should encourage them to find the problem and assist them as necessary.
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8.7 Tutorial Notes
Lecturers’ Notes:
guide.
class. They can then work in groups to complete the additional exercise below.
You should also allow time during the tutorial to check that students are working on their
assignments and answer any general questions on the expected scope of the work. You may also
wish to remind them of the submission deadline and documentation requirements.
Exercise 2: Macro Development
List the macros that you think that could be developed to enable efficient use of the following
spreadsheet:
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Suggested Answer:
Students could provide a variety of examples including:
• Formatting of titles
• Formatting of cells
• User forms
• Date and time
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THIS IS A BLANK PAGE
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Topic 9
Topic 9: Using Macros in Microsoft Excel – Part 2

This topic continues the overview of how macros can be used in Microsoft Excel and how to create
and execute them.
• Create a macro that uses absolute cell references;

• Create a macro that uses relative cell references;
• Create an icon to run a macro;
• Print data using a macro;
• Secure documents against malicious macros.

9.3 Timings
Lectures: 1 hour
Tutorials: 1 hour
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9.4 Lecture Notes
Lecturers’ Notes
• Use a macro with absolute and relative cell references

• Create an icon to run a macro
• Print data using a macro
they have.
Slide 5: This slide informs the students that if they want to look at the code generated by a
macro they have created’ they can do so in the VB Editor.
Slides 6-7: These two slides display the data in a spreadsheet which has used a macro to
format a cell to display the contents in currency format. They also list the steps in
the creation of the macro.
Slides 8-9: Slide 8 states where the code for the previous macro can be viewed and Slide 9
displays the code.
Slides 10-11: These slides refer to absolute cell referencing and how to create a macro that uses
absolute cell referencing. You can ask the students if they can think of further
examples when absolute cell referencing can be used, e.g. entering a spreadsheet
title, etc. Ask them to include any relevant examples in their notes.
Slide 12: This slide refers to relative cell referencing and how to create a macro that uses
relative cell referencing. You can ask the students if they can think of further
examples when relative cell referencing can be used, e.g. when creating a macro
that can be used for filtering data in any column that the user chooses to filter.
Slides 13-16: These slides illustrate the steps involved in assigning an icon that can be used to
run a macro and place the icon on the Quick Access Toolbar.
Slide 17: This slide lists the steps to printing data using a macro.
Slides 18: This slide explains why a user should add a digital signature to any macro that they
produce, which is especially important if they will be sending documents that
contain their macros to other users.
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Slide 19: This slide states the steps to be followed when adding a digital signature.
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Lecturers’ Notes:
their guide.
You will also need to allow time for feedback on each exercise. There are no suggested answers
below as it should be evident whether students’ macros etc are working as specified. If they do not
work, encourage students to try to find the problem by going through the steps they used to create
the macro(s). Provide assistance as necessary.
Exercise 1: Formatting Cells to Display Currency
The data that was displayed on Slide 6 of the lecture is displayed below. Insert the data into a blank
spreadsheet. Create a macro that formats the cells so data in them is displayed in currency format.
Exercise 2: Macros that Use Absolute Cell Reference
Open a spreadsheet that you have created and develop a macro that enables data in a specific
column to be filtered in alphabetical order.
Exercise 3: Macros that Use Relative Cell References
In the same spreadsheet as above, create a macro that uses relative cell references to enable any
column that contains non-numeric data to be displayed in alphabetical order when the macro is
executed.
Exercise 4: Printing a Spreadsheet
Create a macro that will print any of your spreadsheets when it is executed.
Exercise 5: Digital Signatures
Add digital signatures to each of the macros that you have created.
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Exercise 6: Automating Efficient Data Entry and Validation
a. Look at the following timesheet that has been produced in Excel and identify where efficient
data entry and validation needs to be applied.
b. Produce appropriate validation (e.g. interactive data entry forms etc.) to ensure that the correct
data is always entered into the timesheet. In some instances, you may need to set values. You
should ensure that you include information and warnings for the user.
c. Create two macros that allow you to use two of your validations in another spreadsheet. Assign
each one to a different icon and test each one in another spreadsheet of your choice.
d. Print screenshots of all the work that you have produced and the VBA code of each one of your
Macros. Ensure that your name and student number appear on your work.
Employee ID
Dates
Times
Totals
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9.6 Private Study
Lecturers’ Notes:
in their guide.
the tutorial with any questions or queries. There are no suggested answers below as it should be
evident whether students’ macros etc are working as specified. If they do not work, encourage
students to try to find the problem by going through the steps they used to create the macro(s).
Provide assistance as necessary.
Exercise 1: Assign Icons to Macros
a. Assign an icon to each of the four macros that you created in the laboratory session.
b. Place each icon on the Quick Access Toolbar.
c. Test that each one works.
Exercise 2: Documentation and Testing.
Document the stages of how you worked through in Exercise 1 above and provide screenshots
where necessary.
a. Read the following for further information on digital signatures and take notes on any important
points.
• Microsoft (2011). Microsoft Office: Digital Signatures and Certificates. [Available Online]
http://office.microsoft.com/en-gb/powerpoint-help/digital-signatures-and-certificates-
HA010354667.aspx?CTT=1
You may wish to read a different version of this article, depending on which software version
you are using.
b. Add a digital signature to one of the macros that you have created and screenshot the
evidence.
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9.7 Tutorial Notes
Lecturers’ Notes:
guide.
Exercise 2
In the spreadsheet below:
a. When would it be more appropriate to use a macro that uses an absolute cell reference?
b. When would it be more appropriate to use a macro that uses relative cell references?
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Suggested Answer:
Customer Number and Product ID could need absolute cell references while any of the other data
could use relative cell references:
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Topic 10
Topic 10: Testing Software Development

This topic provides an overview of testing software development and explains the need for testing,
the different types of tests and the production of test plans and reports.
• Explain why testing is needed;

• Discuss the different types of testing;
• Explain why a test plan is required;
• Produce a test plan;
• Determine expected test results;
• Record test results to enable comparison with expected results;
• Analyse test results against expected results to identify discrepancies;
• Investigate test discrepancies to identify and rectify their causes;
• Produce a testing checklist.

10.3 Timings
Lectures: 1 hour
Tutorials: 1 hour
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10.4 Lecture Notes
Lecturers’ Notes
the slides.
• Why testing is needed

• Different types of testing
• Why a test plan is required
• Producing a test plan
• Expected test results
• Actual test results
• Actual test results compared with expected results
• Identifying discrepancies between actual and expected results
• Rectifying discrepancies
• Producing a testing checklist
Slides 2-4: Aims and learning outcomes for this topic.
they have.
Slides 6-7: These slides explain why software testing is needed. You might want to ask the
students for their ideas on why software testing is needed before you reveal the
answers to them. If they can provide reasons in this instance and at other
appropriate points in the lecture, ask the students to add the examples to their
notes. When explaining that lack of testing or inefficient testing can cost
businesses money, time and reputation, you could ask the students what they think
this means – it could refer to errors resulting in lost orders, orders being sent to the
wrong address, etc.
Slide 8: This slide displays the various stages involved in software testing – you can explain
that there is a finite time for testing to be undertaken but when scheduling tests, it is
advisable to overestimate slightly the time to be taken due to re-testing that may
have to be undertaken.
Slide 9: This slide defines ‘quality’ which is an IT industry standard – you may want to
suggest to students that they have a look at the Standard Glossary of Software
Engineering Terminology as it may be useful for their other modules.
Slide 10: This slide lists the different types of testing. You can point out that there are more,
but these five are the ones that you will focus on as they involve end-users taking
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part in the testing process. The students will be asked to provide a definition for a
few more in their glossary during their private study session.
Slide 11: This slide explains what is meant by acceptance testing. You might want to
emphasise the important role that the end-user plays in this testing method.
Slide 12: This slide explains what is meant by black box testing. You should emphasise that
it does not involve testing how the program works, it tests the software to see that
what it is required to do works correctly. You should also point out to the students
that they will come across the term ‘functional testing’ constantly when developing,
testing and evaluating software.
Slide 13: This slide explains what is meant by GUI testing. You might ask the students if they
can name aspects of GUIs, such as icons and menus. Emphasise that this sort of
testing can be subjective and you might want to check that all the students
understand what is meant by the term ‘subjective’.
Slide 14: This slide describes the criteria that can be used to check if the software is usable
or not; for example, is it easy to navigate? Are the instructions clear?
Slides 15-16: This slide displays the structure of a typical test plan. You can explain that in
industry they are generally more detailed, as students will see this in their extra
reading during private study time, but that this format will suffice for their exercises
and should be used as provided. The link for the extra reading is presented on
Slide 21.
Slide 17: This slide explains the need for the expected test results to be included in the test
plan, as they need to be measured against the actual results.
Slide 18: This slide explains what needs to be done when the actual test results are
compared with the expected results. You should check that all of the students
understand what is meant by the term ‘discrepancy’.
Slide 19: This slide presents what information needs to be included in a test report. Again
you can explain that in industry they are generally more detailed, as the students
will see in their extra reading, but that this format will suffice for their exercises and
needs to be used as provided. The link for the extra reading is presented on the
next slide.
Slide 20: This slide provides a link to additional reading that presents the types of test plans
and test reports that are used in industry as you have previously mentioned.
Slide 21: This slide explains that the students should refer to a testing checklist to ensure that
they have undertaken all aspects of their testing as requested.
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Lecturers’ Notes:
their guide.
notes of additional correct answers.
Exercise 1: ATM Withdrawal Testing Exercise
A customer needs to withdraw cash from a bank’s ATM machine. Produce a test plan in the format
of the one shown below that lists each procedure of withdrawing cash that can be tested. Do not
enter data in the Actual Result, Test Passed and Action Taken columns.
Test Description of Expected Result Actual Test Action Test

No. Test Result Passed Taken Passed
(Date) (Date)
1
Suggested Answer:
The following tests should be included:
Test No. Description of Test Expected Result Actual Result

1 The user inputs their card ATM accepts the card
OR
Rejects the card and displays a
message informing the user that their
card is invalid
2 The ATM accepts the card A message is displayed that requests
the user to enter a pin number
3 The user inputs a correct pin One of the following three messages
number is displayed:
Informs the user that there are

problems with the online service and
that they should try again later
OR
Informs the user that they should
contact their bank
OR
Requests the user to select from
several options
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4 The user inputs an incorrect pin A message is displayed informing the
number user that they have entered an
incorrect pin number and requests
them to re-enter their pin number
5 The user selects the ‘Withdraw A message is displayed that asks the
cash’ option user to select an amount of cash
from several options or to select
‘other’ amount
6 The user selects a specific amount A message is displayed that asks
of cash from one of the options them to take their cash and the cash
is dispensed and a message is
displayed that asks them if they want
a receipt
OR
Or a message is displayed that
informs them that they have
insufficient funds in their account
7 The user selects ‘Other’ amount A message is displayed that asks
them to enter an amount
8 The user enters an amount of cash A message is displayed that asks
them to take their cash and the cash
is dispensed and a message is
displayed that asks them if they want
a receipt
OR
Or a message is displayed that
informs them that they have
insufficient funds in their account
9 User selects ‘Yes’ for a receipt A receipt is issued and a message is
displayed asking the user if they
want any other service
10 User selects ‘No’ for a receipt A message is displayed asking the
user if they want any other service
11 The user selects ‘Yes’ for another A message is displayed that lists
service several options for them to choose
from
12 The user selects ‘No’ for another A message is displayed that informs
service them to take their card and their card
is dispensed
Exercise 2: Spreadsheet Test Plan
Using a test plan in the same format as the one in Exercise 1, list the tests that could be undertaken
when testing the design of the following spreadsheet. You should also list the possible actual
results.
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Suggested Answer:
The following are some of the tests that can be applied and possible results. Students may produce
additional suggestions.
Test No. Description of Test Expected Result Actual Result

1 Enter a company name in The company name is The company name is
Column A displayed in column A displayed in column A
2 Enter a company type in The company type is The company type is
Column B displayed in column B displayed in column B
3 Enter an order number in The order number is The order number is
Column C displayed in Column C displayed
OR
The order number is
incorrectly displayed in
currency format
4 Enter a cost in Column D The cost is displayed in The cost is displayed
Column D OR
The data entered is displayed
in non-currency format
5 Enter a date in the format 20 The date is displayed in the The date is displayed
October 2011 in Column E format 20 October 2011 in
column E
Exercise 3: Microsoft Word Interface
Open the interface of Microsoft Word and produce a test plan that tests at least 4 icons, 4 main
menu options and 4 sub-menu options from one main menu option. Run each test and include the
actual results in your test plan.
Suggested Answer:
Students’ answers for this exercise will vary depending on which options they choose. You should
ensure that they have thoroughly tested each of their chosen icons and options and written up both
the plan and results in the correct format.
Exercise 4: Macros
Create two macros, one in Microsoft Excel and one in Microsoft Word. Produce a test plan that
includes the following headings and test each macro.

(Date) (Date)
Suggested Answer:
Again students’ answers for this exercise will vary depending on the macros. You should ensure that
they have thoroughly tested each one and written up both the plan and results in the correct format.
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Exercise 5: Testing a Macro that Protects a Spreadsheet
1. Open a new spreadsheet.
2. Enter the following VBA macro code into VB Editor. The macros below will protect/unprotect the
spreadsheet that you are currently using with a password:
Sub ProtectSheet()
Dim Password 'This line of code is optional
Password = "1234"
ActiveSheet.Protect Password, True, True, True
End Sub
Sub UnProtectSheet()
Password = "1234"
ActiveSheet.Unprotect Password
End Sub
3. Run the macro
4. Name, save and close the spreadsheet.
5. Test that the macro works.
6. Document all stages of your testing in a test plan.
Suggested Answer:

(Date) (Date)
1 Select the macro The macro option is
option selected
2 Open the VB The VB Editor
Editor window window opens
3 Open the Code The Code window
window opens
4 Enter the VBA The spreadsheet is
code exactly as it opened
is shown and run
the macro
5 Name, save and The spreadsheet
close the closes
spreadsheet
6 Open the The user is prompted
spreadsheet to enable the macro
7 The user enables The user is prompted
the macro to enter the password
1234
8 The user enters The user is permitted
the password to open the
1234 spreadsheet
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10.6 Private Study
Lecturers’ Notes:
in their guide.
Exercise 1:
Read the following document for further information on producing a full test plan.
• Systeme Evolutif Limited (undated). Test Plan Outline.[Available Online]

http://online.gerrardconsulting.com/iseb/otherdocs/ieee829mtp.pdf
Briefly explain the following in your own words:
• What is meant by the term IEEE829?

• What features should a good test plan include?
Suggested Answer:
The term IEEE829 refers to a standard for software test documentation set by the Institute of
Electrical and Electronics Engineers. It details the structure of the documents used in each of the
eight stages of software testing.
A good test plan should include the following features:
• Clear descriptions of each test

• Clear timings of each test
• Who is responsible for undertaking each test
• All tests should be clearly recorded.
Exercise 2: Case Studies
Read the following to see how testing has been applied to various company systems. Take notes on
any interesting points.
• Quality Softpro (2011). Software Testing Case Studies. [Available Online]

http://www.qualitysoftpro.com/casestudy-list.php
Exercise 3: Quality Assurance and Testing
Read the following article and use the information to help you to produce your glossary in Exercise 6
below. Remember that you should try to explain each term in your own words.
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• AskNumbers.com (2001). Quality Assurance and Software Testing. [Available Online]
http://www.asknumbers.com/QualityAssuranceandTesting.aspx
Exercise 4: GUI Testing Checklist
Read the following article and try out some of the tasks on the GUI Testing Checklist website:
• Bazman (1999). GUI Testing Checklist. [Available Online]

http://bazman.tripod.com/checklist.html#Section1
Exercise 5: General Information on Testing Software
The following websites contains useful information on software testing. Choose a couple of articles
which look interesting from each one, read them and prepare brief notes to report back to other
students during the tutorial for this topic.
• http://www.testinggeek.com/
• http://www.buzzle.com/articles/software-testing/
Complete the Topic 10 Glossary below. Remember to use your own words to note the meaning of
each term.

Acceptance
Testing
Alpha
Testing
Black Box
Testing
Beta
Testing
Bug
Debugging
Discrepancies
Error
Failure
Fault
Functional
Testing
Grey Box
Testing
GUI Testing
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Quality
Assurance
Rectify
Regression
Testing
Security
Testing
System Testing
Testing
Test Plan
UAT Testing
Usability
Testing
Validation
Verification
White Box
Testing
Suggested Answers:

Acceptance Testing that a user or customer undertakes to help Testing spreadsheet software
Testing them decide whether to accept the software
Alpha Testing Alpha testing is undertaken by the software Testing new or updated
developers before the software is released to other application software
users
Black Box Testing that is undertaken on the features and Testing if data can be input
Testing operations of the software, that is, it is based what
the software is supposed to do and not on how it
works – technical knowledge is not required – it is
also referred to as ‘Functional Testing’.
Beta Testing Testing of software by a user or customer Testing spreadsheet software
Bug A fault in software that causes it to perform in an A virus may have entered the file.
unintended or unanticipated way
Debugging Finding and removing the causes of bugs Discovering why a file does not
open on command and providing
a solution.
Discrepancies A difference between things that ought to be the A discrepancy between expected
same. results and actual results.
Error A mistake in the software usually, but not always, A user form does not work as
as a result of something done incorrectly by the intended.
developer.
Failure The software does not operate as expected. A file will not open
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Fault An imperfection, similar to a bug A virus may have entered the file.
Functional Testing that is undertaken on the features and Testing a macro

Testing operations of the software, that is, it is based what
the software is supposed to do and not on how it
works – technical knowledge is not required – it is
also referred to as black box testing.
Grey Box A combination of black box and white box testing Testing whether a file will print
Testing that tests software features and operations and
requires knowledge of how the software works.
GUI Testing Graphical User Interface testing – refers to testing Testing if each of the instructions
of all or aspects of graphical user interfaces. displayed to the user are easy to
understand
Quality Tasks that are necessary to provide confidence Various tests, such as usability
Assurance that software meets the quality needed and tests, can be undertaken
expected by the customer.
Rectify To correct a problem in the software A macro that does not work can
be re-written/re-recorded.
Regression Retesting previously tested software that has been A macro that does not work can
Testing modified to ensure that there are no further errors be re-written/re-recorded and
as a result of the modifications that have been tested once to check that it works
made. correctly.
Security Testing that ensures that the software does not If cells have been locked in a
Testing allow access to unauthorised users and that spreadsheet, this can be tested.
authorised users are able to access the functions
available to their allocated security level.
System Testing Testing that finds problems in any part of the Scanning for viruses
computer system, not just in the software.
Testing Enables software to be checked to see that it Testing that each feature, e.g.
satisfies requirements and to detect any errors. printing, works as intended.
Test Plan A document that describes the type of tests and Students could present their own
how and when they will be applied. or refer to the one shown in the
lecture.
UAT Testing User Acceptance Testing - testing that a user or Usability testing
customer undertakes to help them decide whether
to accept the software.
Usability Testing how easy it is for users to learn and use Testing if the software is easy to
Testing the software. use, easy to navigate and the
instructions are easy to
understand
Validation Evaluating software at the end of the software Functional testing
development process to ensure that it meets the
necessary requirements and works as intended. It
takes place after verification of the software.
Verification Evaluating whether the software is being Testing the usability of the
developed correctly and is satisfying the purpose software
of why it is being developed.
White Box Testing that is based on how the software works, Testing VBA code or system
Testing such as how it is coded. It requires technical software code.
knowledge.
Page 137 of 156

10.7 Tutorial Notes
Lecturers’ Notes:
guide.
Students should be encouraged to share their answers to the private study tasks. This will likely take
most of the tutorial time as students need to exchange details on the various articles they have read.
You might like them to present their ideas in small groups and then feedback a short summary of the
group’s research to the whole class. They can then work in groups to complete the additional
exercise below.
Exercise 2
Explain the differences between:
• Bug
• Error
• Failure
• Fault
Suggested Answer:
• Bug – another name for a fault in the code

• Error – a mistake usually made by a software developer
• Failure – the software does not operate as expected
• Fault – an imperfection, a bug
Page 138 of 156

Topic 11
Topic 11: Evaluating Software Development

This topic provides an overview of the need to evaluate software development and discusses the
different types of evaluation techniques, software functionality, efficiency, reliability and usability. It
also discusses successful user interaction and the identification of enhancements and potential
improvements to software.
• Explain the need for evaluation of software development;

• Identify the types of evaluation techniques;
• Explain how functionality can be evaluated;
• Explain how efficiency can be evaluated;
• Explain how reliability can be evaluated;
• Explain how usability can be evaluated;
• Discuss how successful user interaction can be identified;
• Discuss how software enhancements can be identified;
• Discuss how potential improvements can be identified;
• Produce an evaluation checklist.

11.3 Timings
Lectures: 1 hour
Tutorials: 1 hour
Page 139 of 156

11.4 Lecture Notes
Lecturers’ Notes
the slides.
• Evaluation of software development

• Types of evaluation techniques
• How functionality can be evaluated
• How efficiency can be evaluated
• How reliability can be evaluated
• How usability can be evaluated
• How successful user interaction can be identified
• How software enhancements can be identified
• How potential improvements can be identified
• Produce an evaluation checklist
they have.
Slide 6: This slide explains why software evaluation is required and emphasises the need to
check functionality, efficiency, reliability and usability. You might want to ask the
students their views on why software needs to be evaluated before you reveal the
answer.
Slide 7: This slide presents three main types of evaluation techniques. You might want to
ask the students if they have suggestions how software can be evaluated before
you discuss the answers. You can explain that users may prefer one technique
over another and at this point you could ask the students which technique they
would prefer to use when evaluating software and whether it would make a
difference which technique if they were working in a very busy office with a lot of
other work to complete. You should emphasise the important role that the end-user
can play in evaluation.
Slide 8: This slide states the criteria that need to be included when checking for
functionality, efficiency, reliability and usability. You can ask the students if they are
confident that they understand the terms, ‘information’, ‘interaction’ and ‘technical’
in this context.
Slide 9: This slide explains how functionality can be evaluated. You might want to ask the
students if they can think of examples of what sort of functionality could be tested.
Page 140 of 156

Slide 10: This slide explains how efficiency can be evaluated. You might want to ask the
students if they can think of the sort of questions that can be asked if testing
efficiency, before you discuss this with them.
Slides 11-12: These slides explain how reliability can be evaluated. You might want to ask the
reliability, before you discuss this with them.
Slides 13-14: These slides explain how usability can be evaluated. You might want to ask the
usability, before you discuss this with them.
Slide 15: This slide discusses how successful user interaction can be identified, but you
should point out that this is not always easy to identify as users can differ in their
reactions to software.
Slide 16: This slide discussed how software enhancements and improvements can be
identified. You might want to ask the students if they can explain the difference
between the term ‘enhancements’ and ‘improvements’ before you discuss the
answer with them.
Slide 17: This slide presents some general questions that can be asked when evaluating
application software. You can ask the students if they can think of other questions
to add to the list and to write down any valid suggestions that are offered.
Slide 18: This slide presents a list of the main categories of questioning that need to be
included in an evaluation of software. Point out that users can also be asked their
views on whether they think that the software has strengths and/or weaknesses.
Page 141 of 156

Lecturers’ Notes:
their guide.
There are no suggested answers provided as evaluation is always somewhat subjective. They
should be followed by a class discussion where students feedback their responses and the
reasoning behind them.
Exercise 1: Evaluate the ‘Help’ feature in Microsoft Excel
Use the following evaluation checklist to evaluate the Help feature in Microsoft Excel:
Evaluation Criteria Always Never Sometimes Comments

Is it easy to find the feature?
Is the information needed easy to find?
Is the information found easy to
understand?
Is the information found informative?
Is the language used easy to
understand?
Is the layout of the information clear and
logical?
Can the required information be
accessed directly?
Does a structured search have to be
used to find the required information?
It is easy to interact with the feature?
Are responses to invalid commands
displayed clearly?
Is it easy to exit the feature?
Is it easy to navigate through the
feature?
If pictures are included are they relevant
and do they aid understanding?
Does the feature achieve its purpose?
Page 142 of 156

Exercise 2: Evaluation of Application Packages
Choose four application packages (e.g. one or two Microsoft Office programs, one or two Adobe
programs etc.). Evaluate each one by using the following criteria. You should add your comments
on each area, particularly for the last four questions.
PROGRAM ONE NAME: ________________________

Is it easy to open the program?
understand?
logical?
accessed directly?
It is easy to interact with the program?
Are responses to errors displayed
clearly?
Is it easy to exit the program?
program?
Is the Help feature easy to use?
Does the program achieve its purpose?
Is it well designed?
Is it a good quality program?
Would you recommend the program to
someone who had not used it before?
PROGRAM TWO NAME: ________________________

understand?
logical?
accessed directly?
Page 143 of 156

clearly?
program?
PROGRAM THREE NAME: ________________________

understand?
logical?
accessed directly?
clearly?
program?
Page 144 of 156

PROGRAM FOUR NAME: ________________________

understand?
logical?
accessed directly?
clearly?
program?
Page 145 of 156

11.6 Private Study
Lecturers’ Notes:
in their guide.
Exercise 1: Usability Net
1. Access the following website: http://www.usabilitynet.org/home.htm
2. On the Usability Net homepage, select ‘methods table’ under the heading ‘Tools and Methods’.
3. Select the three sections listed below and read the information provided. You should make
notes on any important points.
• Design Guidelines
• Diagnostic Evaluation
• Performance Testing
Exercise 2: SUMI Questionnaire for the Evaluation of Software
1. Now return to the Usability Net homepage and select ‘reference materials’ under the heading
‘Tools and Methods.’
2. Select the section on questionnaires.
3. Select the section on SUMI questionnaires. Read through the following three sections and make
notes on any important points.
• What is SUMI?
• SUMI analysis example
• Sumi.ucc.ie/en
Complete the Topic 11 glossary by providing the meaning and examples for each term. Remember
to use your own words.

Evaluation
Efficiency
Enhancements
Page 146 of 156

Functionality
Improvements
Reliability
Usability
Suggested Answers:

Evaluation Assessing and judging software Assessing how easy it is to use
new software
Efficiency A check to see how well/quickly the software works Are some functions automated?
Enhancements Something that makes good software even better Screen layout
Functionality A check that can be made to see if the software When executed, does the
works as it is supposed to do macro command add
formatting?
Improvements The software needs to be developed further to Adding clearer help messages
make it better
Reliability A check that can be made to see if the software It does not ‘crash’ (stop
can be trusted to function properly working)
Usability A check that can be made to see whether the Are the instructions easy to
software is easy to use and learn understand?
In Topic 2, you visited the following websites during your private study time. Return to them now and
search for any additional information about the content of this topic. Make notes on anything you find
interesting.
• GNOME: Interface Guidelines

http://developer.gnome.org/hig-book/stable/
• Microsoft: Usability in Software Design

http://msdn.microsoft.com/en-us/library/ms997577.aspx
Page 147 of 156

11.7 Tutorial Notes
Lecturers’ Notes:
guide.
class. Students can then work in small groups to complete the additional exercise below.
You may also wish to allow time in this tutorial for students to attempt the part of the sample
examination paper which can be found on the NCC Education Campus (http://campus.nccedu.com)
Exercise 2
What is meant by ‘good design’ and good quality?
Suggested Answer:
• The software is understandable – users have no problem interpreting what they are supposed to
do
• The software is easily modifiable if upgrades are required.
• The software is maintainable – changes can be made easily if required.
• The software works correctly.
• The way the software works (its functionality) meets the user (and system) requirements.
Page 148 of 156

Topic 12
Topic 12: Combining End-user Software Development, Testing

and Evaluation

This topic provides an overview of how end-user software development, testing and evaluation can
be combined for successful project completion.
• Identify business processes;

• Identify application software;
• Identify good practice in software interface design;
• Use advanced features and functions in Microsoft Excel and Word;
• Use macros in Microsoft Excel and Word;
• Produce a test plan;
• Produce an evaluation checklist.

12.3 Timings
Lectures: 1 hour
Tutorials: 1 hour
Page 149 of 156

12.4 Lecture Notes
Lecturers’ Notes
the slides.
• Scenario
• Identifying business processes
• Identifying application software
• Identifying good practice in interface design
• Choosing advanced features and functions in Microsoft Excel
• Choosing advanced features and functions in Microsoft Word
• Macros in Microsoft Excel
• Macros in Microsoft Word
• Producing a test plan
• Producing an evaluation checklist
they have.
Slide 5: This slide presents the scenario that is used as the background to the lecture – the
‘Gifts For Everyone!’ company. It is explained that that the company wants to
purchase new application software and develop aspects of software that it already
uses. You can emphasise that this topic brings together all aspects of office
software development.
Slide 6: This slide asks the students to list the business processes that they think are
undertaken by the company. You can give the students a few minutes to write
down their thoughts and ask them for their answers before revealing the answers
on the following slide.
Slide 7: This slide identifies the business processes that the company could undertake. You
can ask the students to add additional valid processes suggested by their
colleagues to their notes. You could ask if they can recall the sort of tasks that are
undertaken for these processes.
Slide 8: This slide asks the students to suggest at least two types of application software
that they think could be used to perform the tasks required by each of the business
processes. You can give the students a few minutes to write down their thoughts
and ask them for their answers before revealing the answers on the following slide.
Page 150 of 156

Slide 9: This slide identifies the application software that the company could use. You can
ask the students to add additional valid software suggested by their colleagues to
their notes. You could ask if they can recall the sort of tasks that each program
suggested could be used for.
Slide 10: This slide asks the students to list some of the features of good software interface
design. You can give the students a few minutes to write down their thoughts and
ask them for their answers before revealing the answers on the following slide.
Slide 11: This slide identifies the main features of good interface design. You can ask the
students to add additional valid features suggested by their colleagues to their
notes. You could ask if they can provide relevant examples for each feature, e.g.
easy to navigate between worksheets.
Slide 12: This slide asks the students to list advanced features and functions of Microsoft
Excel. You can give the students a few minutes to write down their thoughts and
Slide 13: This slide identifies advanced features and functions of Microsoft Excel. You can
ask the students to add additional valid features and functions suggested by their
colleagues to their notes. You could ask if they can provide examples for each
function and feature, e.g. the use of conditional formatting.
Slide 14: This slide asks the students to list tasks that macros can be used for in Microsoft
Excel. You can give the students a few minutes to write down their thoughts and
Slide 15: This slide identifies what macros can be used for in Microsoft Excel. You can ask
the students to add additional macros suggested by their colleagues to their notes.
Slide 16: This slide asks the students to list advanced features and functions of Microsoft
Word. You can give the students a few minutes to write down their thoughts and
Slide 17: This slide identifies advanced features and functions of Microsoft Word. You can
ask the students to add additional valid features and functions suggested by their
colleagues to their notes. You could ask if they can provide examples for each
function and feature, e.g. the use of mail merge.
Slide 18: This slide asks the students to list tasks that macros can be used for in Microsoft
Word. You can give the students a few minutes to write down their thoughts and
Slide 19: This slide identifies what macros can be used for in Microsoft Word. You can ask
the students to add additional macros suggested by their colleagues to their notes.
Slide 20: This slide asks the students to list what criteria they need to include in a test plan.
You can give the students a few minutes to write down their thoughts and ask them
for their answers before revealing the answers on the following slide.
Slide 21: This slide identifies what criteria needs to be included in their test plan. You can ask
the students to add additional valid criteria suggested by their colleagues to their
notes.
Page 151 of 156

Slide 22: This slide asks the students to list what criteria they need to include in an evaluation
checklist. You can give the students a few minutes to write down their thoughts and
Slide 23: This two slide identifies what criteria needs to be included in their evaluation
checklist. You can ask the students to add additional valid criteria suggested by
their colleagues to their notes.
Page 152 of 156

Lecturers’ Notes:
their guide.
notes of additional correct answers. There are no suggested answers for Exercises 4-6 below as it
should be evident whether students’ macros etc are working as specified. If they do not work,
encourage students to try to find the problem by going through the steps they used to create the
macro(s). Provide assistance as necessary.
Exercise 1: Business Processes at Your Centre
List the business processes required by your college (centre).
Suggested Answer:
This could include management, marketing, human resources, etc. You should encourage the
students to think of as many processes as possible given their knowledge of your college.
Exercise 2: Application Software for Business Processes
1. List the application software that can be used for each of the above business processes (name
the type rather than brand name).
2. Describe the reason for each of your chosen software.
Suggested Answer:
1. This could include word processing, database, spreadsheet, desktop publishing, payroll,
accounts, management information systems, decision making, etc.
2. This could include record keeping, staff payroll, budgeting, marketing, etc.
Again, encourage the students to think of as many examples as possible given their knowledge of
your college.
Exercise 3: Examples of Good Interface Design
For each of your chosen programs, provide one example per program that you consider to be a
good example of interface design.
Suggested Answer:
This can include: ease of interaction and navigation; all commands and error messages are easy to
understand; text and sound can be adjusted to suit the user (accessible), etc.
Page 153 of 156

Exercise 4: Macros in Microsoft Word
1. Develop a macro that can be used to enable custom headers and footers to be added to a word
processed document.
2. Document the development of the macro.
Exercise 5: Macros in Excel
1. Develop a macro that can be used to enable data entry into an excel spreadsheet and that
validates the data entry.
Exercise 6
1. Develop a macro that can be used to navigate between worksheets in an excel spreadsheet.
Exercise 7: Test Plan
Produce a test plan that includes tests and expected and actual results for each of the three macros
that you have produced in Exercises 1, 2 and 3.
Suggested Answer:
Each step of macro creation and execution should be listed with its corresponding expected result
and actual result. This should begin with ‘start the macro recorder’, ‘the macro dialogue box should
be displayed’, etc. It should end with the execution of the macro, e.g. ‘press the icon to execute the
macro, the document template opens/does not open’.
You should also check that students are using the correct format for their test plans.
Test No. Description Expected Actual Test Passed Action Test Passed
Results Results (Date) Taken (Date)
(Date)
1 Select the The macro The macro Yes
macro recorder recorder 24/06/2011
recorder dialogue box dialogue box
should open opens
Page 154 of 156

12.6 Private Study
Lecturers’ Notes:
in their guide.
Exercise 1: Securing Documents
Think back to the Gifts for Everyone! case study from the lecture. Write a brief document to explain
to users at the company how they can secure their documents against malicious macros.
Suggested Answer:
The students need to provide an explanation of how to set the appropriate macro security levels to
their documents. i.e. select the macro security option and set the level of security to at least
medium.
Exercise 2: Recording Order and Sales Data
During the lecture, you looked at a case study involving the company Gifts for Everyone! Identify
and explain what function could be used to enable data on customer orders to be found quickly in an
excel spreadsheet that is used by the company to record their order and sales data.
Suggested Answer:
A VLOOKUP table would be useful here.
Exercise 3: Revision
Review the lecture material from the whole module and ensure that you are comfortable with all of
the topics. If there are areas where you need further clarification from your lecturer, make a note of
them so they can be discussed during the tutorial. This exercise is designed to help you with your
examination revision.
Page 155 of 156

12.7 Tutorial Notes
Lecturers’ Notes:
guide.
You should allow time during this session for students to raise any last questions they may have
about the module. You may also wish to use some of the time here to discuss the examination and
suitable revision techniques with students
Exercise 2
List the criteria for an evaluation checklist that could be used to evaluate the use of macro solutions
in Microsoft Excel and Word.
Suggested Answer:
The students could list the following criteria amongst others:
• Is the software fully functional?

• Is it reliable?
• Is it efficient?
• Is it user friendly?
Page 156 of 156


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LEVEL 4

OFFICE SOLUTIONS DEVELOPMENT

Office Solutions Development Lecturer Guide V2.0

Version Date Revision Description

© NCC Education Limited, 2011

1. Module Overview and Objectives

2. Learning Outcomes and Assessment Criteria

4. Related National Occupational Standards

Related National Occupational Standards (NOS)

6.3 Laboratory Sessions

6.4 Private Study

8. Further Reading List

Chapra, S. (2009). Introduction to VBA for Excel, 2nd edition. Pearson.

Topic 1: Application Software and Business Processes

1.1 Learning Objectives

On completion of the topic, students will be able to:

• Identify and discuss types of business processes and functions;

1.2 Pedagogic Approach

Laboratory Sessions: 3 hours

Private Study: 7.5 hours

The structure of this topic is as follows:

• Introduction to the topic

1.4.1 Guidance on the Use of the Slides

Slides 2-3: Aims and learning outcomes for this topic

Slide 23: References

Exercise 1: Use of Application Software

Work with your group and discuss the following questions/tasks:

Exercise 2: Application Software Brands

TYPE OF APPLICATION SOFTWARE BRAND NAMES

Answers will vary, but possible examples are given below.

TYPE OF APPLICATION SOFTWARE BRAND NAMES

Exercise 3: Accounting Software

Exercise 4: Other Types of Application Software

1. Business Intelligence Software

3. Enterprise software (also known as EAS: Enterprise Application Software)

Exercise 1: Topic 1 Glossary

Complete the Topic 1 glossary by providing examples for each term:

TERM MEANING EXAMPLES

Bespoke Programs that are written and/or modified for

Simulation Software that enables the modelling of a real

System A set of programs that control the operation of

Utility Programs that enable the user to maintain

TERM MEANING EXAMPLES

Exercise 2: Bespoke Application Software Case Study

Look at the following website:

• Paul Stanley Software: Bespoke Software:

Exercise 1: Review of Private Study

Exercise 2: Use of Application Software by Various Organisations

d. Mail order companies

i. Records of taxation, budget details, producing reports, etc.

ii. Databases, spreadsheets, accounting, presentation software, etc.

iii. Booking appointments, training staff, arranging treatments, ordering supplies,

iv. Databases, spreadsheets, accounting, etc.

v. Storing records, costing, producing letters, making appointments, etc

d. Mail order companies

vii. Storing records, data mining, logistics etc.

viii. Databases, data mining etc.

Topic 2: An Introduction to End-User Software Development

2.1 Learning Objectives

On completion of the topic, students will be able to:

2.2 Pedagogic Approach

Laboratory Sessions: 3 hours

Private Study: 7.5 hours

The structure of this topic is as follows: