Australia • Canada • Denmark • Japan • Mexico • New Zealand • Philippines • Puerto Rico • Singapore • South Africa • Spain • United Kingdom • United States DISCOVERING COMPUTERS & Microsoft ® OFFICE 2010 Gary B. Shelly Misty E. Vermaat Contributing Authors Raymond E. Enger Steven M. Freund Mary Z. Last Philip J. Pratt Jeffrey J. Quasney Susan L. Sebok A Fundamental Combined Approach
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Australia • Canada • Denmark • Japan • Mexico • New Zealand • Philippines • Puerto Rico • Singapore • South Africa • Spain • United Kingdom • United States
DISCOVERING COMPUTERS &Microsoft
®
OFFICE 2010
Gary B. Shelly Misty E. Vermaat
Contributing AuthorsRaymond E. EngerSteven M. Freund
INTRODUCTION TO MICROSOFT OFFICE 2010 . . . . . . . . . . . . OFF 7Microsoft Offi ce 2010 Programs . . . . . . . . . . . . . . . . . . OFF 8Microsoft Offi ce 2010 Suites . . . . . . . . . . . . . . . . . . . . . OFF 8
STARTING AND USING A PROGRAM. . . . . . . . . . . . . . . . . . . . OFF 9Word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . OFF 9To Start a Program Using the Start Menu. . . . . . . . . . OFF 10To Maximize a Window . . . . . . . . . . . . . . . . . . . . . . . . OFF 12The Word Document Window, Ribbon, and
Elements Common to Offi ce Programs . . . . . . . . OFF 12To Display a Different Tab on the Ribbon . . . . . . . . . OFF 16To Minimize, Display, and Restore the Ribbon. . . . . . OFF 17To Display and Use a Shortcut Menu . . . . . . . . . . . . . OFF 18To Customize the Quick Access Toolbar . . . . . . . . . . . OFF 19To Enter Text in a Document . . . . . . . . . . . . . . . . . . . . OFF 20
BROWSING THE WORLD WIDE WEB. . . . . . . . . . . . . . . . . . . . . IE 15To Browse the Web by Entering a Web Address . . . . . . IE 16Stopping the Transfer of a Page . . . . . . . . . . . . . . . . . . . IE 20Refreshing a Web Page . . . . . . . . . . . . . . . . . . . . . . . . . . IE 20To Refresh a Web Page . . . . . . . . . . . . . . . . . . . . . . . . . . IE 21
Finding a Previously Displayed Web Page . . . . . . . . . . . IE 21Finding a Recently Displayed Web Page Using
the Navigation Buttons . . . . . . . . . . . . . . . . . . . . . . . IE 22To Use the Navigation Buttons to Find
Recently Displayed Web Pages . . . . . . . . . . . . . . . . . IE 23To Display a Web Page Using the Recent Pages List . . . IE 25Using the History List to Display Web Pages . . . . . . . . . IE 26To Display a Web Page Using the History List . . . . . . . . IE 27
KEEPING TRACK OF FAVORITE WEB PAGES . . . . . . . . . . . . . . . IE 30To Add a Web Page to the Favorites Center . . . . . . . . . IE 30To Display the Home Page Using the Home Button . . . IE 32To Display a Web Page Using the Favorites Center . . . . IE 33To Remove a Web Page from the Favorites Center . . . . IE 34
SAVING INFORMATION OBTAINED WITH INTERNET EXPLORER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IE 35
To Save a Web Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IE 36To Save a Picture on a Web Page . . . . . . . . . . . . . . . . . . IE 37Copying and Pasting Using the Clipboard . . . . . . . . . . . IE 39To Start WordPad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IE 39To Display the Yellowstone National
Park Web Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IE 41To Copy and Paste Text from a Web Page
into a WordPad Document . . . . . . . . . . . . . . . . . . . . IE 42To Copy and Paste a Picture from a Web Page
into a WordPad Document . . . . . . . . . . . . . . . . . . . . IE 44To Save the WordPad Document and
To Determine the Average of a Range of Numbers Using the Keyboard and Mouse . . . . . EX 84
To Determine the Highest Number in a Range of Numbers Using the Insert Function Box. . . . . . . EX 86
To Determine the Lowest Number in a Range of Numbers Using the Sum Menu . . . . . . . . . . . . . . EX 87
To Copy a Range of Cells Across Columns to an Adjacent Range Using the Fill Handle . . . . . EX 89
VERIFYING FORMULAS USING RANGE FINDER . . . . . . . . . . . EX 91To Verify a Formula Using Range Finder . . . . . . . . . . . EX 91
FORMATTING THE WORKSHEET . . . . . . . . . . . . . . . . . . . . . . . EX 92To Change the Workbook Theme . . . . . . . . . . . . . . . . . EX 94To Change the Background Color and Apply a
Box Border to the Worksheet Title and Subtitle . . EX 96To Format Dates and Center Data in Cells . . . . . . . . . . EX 98Formatting Numbers Using the Ribbon . . . . . . . . . . . EX 100To Apply an Accounting Number Format and
Comma Style Format Using the Ribbon . . . . . . . . EX 100To Apply a Currency Style Format with
a Floating Dollar Sign Using the Format Cells Dialog Box . . . . . . . . . . . . . . . . . . . . . . . . . . . EX 102
To Apply a Percent Style Format and Use the Increase Decimal Button . . . . . . . . . . . . . . . . . . . . EX 103
To Enter an IF Function . . . . . . . . . . . . . . . . . . . . . . . . EX 165To Copy Formulas with Absolute Cell References
Using the Fill Handle . . . . . . . . . . . . . . . . . . . . . . . EX 168Nested Forms of the IF Function . . . . . . . . . . . . . . . . . EX 170
ADDING AND FORMATTING SPARKLINE CHARTS . . . . . . . . EX 170To Add a Sparkline Chart to the Worksheet. . . . . . . . EX 170To Format and Copy the Sparkline Chart . . . . . . . . . . EX 171
FORMATTING THE WORKSHEET . . . . . . . . . . . . . . . . . . . . . . EX 173To Assign Formats to Nonadjacent Ranges . . . . . . . . . EX 174To Format the Worksheet Titles . . . . . . . . . . . . . . . . . EX 176To Copy a Cell’s Format Using the Format
Painter Button . . . . . . . . . . . . . . . . . . . . . . . . . . . . EX 178ADDING A 3-D PIE CHART TO THE WORKBOOK . . . . . . . . . EX 180
To Draw a 3-D Pie Chart on a Separate Chart Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EX 182
To Insert a Chart Title and Data Labels . . . . . . . . . . . . EX 183
To Rotate the 3-D Pie Chart . . . . . . . . . . . . . . . . . . . . . EX 186To Apply a 3-D Format to the Pie Chart . . . . . . . . . . . EX 188To Explode the 3-D Pie Chart and Change
the Color of a Slice . . . . . . . . . . . . . . . . . . . . . . . . . EX 190RENAMING AND REORDERING THE SHEETS
The Shelly Cashman Series® offers the fi nest textbooks in computer education. This book is intended to provide instructors and students with a singular textbook that meets the needs of the combined computer concepts and Microsoft Offi ce 2010 application course.
The early chapters of Discovering Computers & Microsoft Offi ce 2010: A Fundamental Combined Approach present introductory computer subjects in an educationally sound, highly visual, and easy-to-follow pedagogy. The computer concepts chapters are followed by an introduction to Microsoft Offi ce 2010 with the Shelly Cashman’s step-by-step, screen-by-screen, project-oriented approach. This combination of concepts and applica-tions coverage designed by the renowned Shelly Cashman Series author team provides the ultimate solution for the introductory computing course.
Objectives of This TextbookDiscovering Computers & Microsoft Offi ce 2010: A Fundamental Combined Approach is intended for a full-semester, introductory course that includes an introduction to both computer concepts and Microsoft Offi ce 2010. No experience with a computer is assumed, and no mathematics beyond the high school freshman level is required. The objectives of this book are:
• To provide a concise introduction to computers
• To present the most up-to-date technology in an ever-changing discipline
Preface
xvi Preface Discovering Computers & Microsoft Offi ce 2010
• To teach the fundamentals of computers and computer nomenclature, particularly with respect to personal computers, software, and the Web
• To present the material in a visually appealing and exciting manner that motivates students to learn
• To present strategies for purchasing a desktop computer, notebook computer, smart phone, portable media player, and digital camera
• To offer an introduction to the following Microsoft products: Windows 7, Internet Explorer 8, Word 2010, PowerPoint 2010, Excel 2010, and Access 2010
• To expose students to practical examples of the computer as a useful tool
• To acquaint students with the proper procedures to use a computer; interact with the Web; and create documents, presentations, worksheets, and databases suitable for coursework, professional purposes, and personal use
• To help students discover the underlying functionality of Microsoft Offi ce 2010 so that they can become more productive
• To develop an exercise-oriented approach that allows learning by doing
• To offer alternative learning techniques and reinforcement via the Web
• To offer distance-education providers a textbook with a meaningful and exercise-rich MS Offi ce 2010 and Concepts CourseMate solution
The Shelly Cashman ApproachTo date, more than six million students have learned about computers using a Discovering Computers textbook. Our series of Microsoft Offi ce 4.3, Microsoft Offi ce 95, Microsoft Offi ce 97, Microsoft Offi ce 2000, Microsoft Offi ce XP, Microsoft Offi ce 2003, Microsoft Offi ce 2007, and Microsoft Offi ce 2010 textbooks have been the most widely used books in education. Features of this book include:
• A Proven Pedagogy Careful explanations of computer concepts and applications, educationally-sound elements, and reinforcement highlight this proven method of presentation.
• A Visually Appealing Book that Maintains Student Interest The latest technology, pictures, drawings, and text are combined artfully to produce a visually appealing and easy-to-understand book. Many of the fi gures include a step-by-step presentation, which simplifi es the more complex computer concepts and application techniques.
• Extensive End-of-Chapter Student Assignments A notable strength of this book is the extensive student assignments and activities at the end of each chapter. Well-structured student assignments can make the difference between students merely participating in a class and students retaining the information they learn.
DISTINGUISHING FEATURES OF DISCOVERING COMPUTERS—SELECTED CHAPTERS FROM
FUNDAMENTALS, 2012 EDITION
• Innovative Computing Innovative Computing boxes engage students with examples of how particular technologies are used in creative ways, and Computer Usage @ Work boxes describe how computers are utilized in fi ve different professional industries.
• At the Movies videos CNET At the Movies videos highlight current technology events of interest to students, involving them in the constant evolution of the computing world.
• Learn It Online The Learn It Online end-of-chapter exercises, which include online videos, practice tests, interactive labs, learning games, and Web-based activities, offer a wealth of online reinforcement.
• Problem Solving The Problem Solving and Collaboration end-of-chapter exercises tackle everyday computer problems and put the information presented in each chapter to practical use.
DISTINGUISHING FEATURES OF MICROSOFT OFFICE 2010
• Project Orientation Each chapter in the book presents a project with a practical problem and complete solution using an easy-to-understand approach.
• Step-by-Step, Screen-by-Screen Instructions Each of the tasks required to complete a project is clearly identifi ed throughout the chapter. Now, the step-by-step instruc-tions provide a context beyond point-and-click. Each step explains why students are performing a task, or the result of performing a certain action. Found on the screens accompanying each step, call-outs give students the information they need to know when they need to know it. We have used color to distinguish the content in the call-outs. The Explanatory call-outs (in black) summarize what is happening on the screen, and the Navigational call-outs (in red) show students where to click.
• Learn It Online Every chapter features a Learn It Online section that is comprised of six exercises. These exercises include True/False, Multiple Choice, and Short Answer; Flash Cards; Practice Test; Who Wants To Be a Computer Genius?; Wheel of Terms; and Crossword Puzzle Challenge.
• Make It Right This exercise requires students to analyze a document, identify errors and issues, and correct those errors and issues using skills learned in the chapter.
• In the Lab Three in-depth assignments per chapter require students to utilize the chapter concepts and techniques to solve problems on a computer.
• NEW! Expanded Offi ce 2010 Coverage This edition includes additional coverage of Word 2010, PowerPoint 2010, and Excel 2010—an extra chapter for each of these three applications.
NEW! MS Offi ce 2010 and Concepts CourseMateThe content in the MS Offi ce 2010 and Concepts CourseMate Web site for Discovering Computers & Microsoft Offi ce 2010 is integrated into each page of the text. It gives students easy access to current information on important topics, reinforcement activities, and alternative learning techniques. Integrating this digital solution into the classroom keeps today’s students engaged and involved in the learning experience. For each computer concepts chapter in the text, students can access a variety of interactive Quizzes and Learning Games, Exercises, Web Links, Videos, and other features that specifi cally reinforce and build on the concepts presented in the chapter. For each Microsoft Offi ce chapter, students can practice the skills they have learned with the Learn It Online exercises, including chapter reinforcement, practice tests, fl ash cards, learning games, and more. Additionally, students can view 380 Microsoft Offi ce 2010 videos that dynamically illustrate the step-by-step instructions found in the text. The interactive e-book and hands-on activities encourage students to take learning into their own hands and explore related content in which they are especially interested. With all of these resources, the MS Offi ce 2010 and Concepts CourseMate enables students to get more comfortable using technology and applications. For instructors, it allows easy assessment of students’ knowledge through Engagement Tracker reports.
Discovering Computers & Microsoft Offi ce 2010 Preface xvii
Instructor ResourcesThe Instructor Resources include both teaching and testing aids and can be accessed via CD-ROM or at login.cengage.com.
INSTRUCTOR’S MANUAL Includes lecture notes summarizing the chapter sections, fi gures and boxed elements found in every chapter, teacher tips, classroom activities, lab activities, and quick quizzes in Microsoft Word fi les.
LECTURE SUCCESS SYSTEM Includes intermediate fi les that correspond to certain fi gures in the book, which allow you to step through the creation of a project in a chapter during a lecture without entering large amounts of data.
SYLLABUS Contains easily customizable sample syllabi that cover policies, assignments, exams, and other course information.
FIGURE FILES Illustrations for every fi gure in the textbook are available in electronic form. Figures are provided both with and without callouts.
POWERPOINT PRESENTATIONS A one-click-per-slide presentation system provides PowerPoint slides for every subject in each chapter. Several computer-related video clips are available for optional presentation. Presentations are based on chapter objectives.
SOLUTIONS TO EXERCISES Includes solutions for all end-of-chapter exercises. Also includes Tip Sheets, which are suggested starting points for the Problem Solving exercises in the concepts chapters, and chapter reinforcement solutions for the Microsoft Offi ce 2010 chapters.
RUBRICS AND ANNOTATED SOLUTION FILES Grading rubrics provide a customizable framework for assigning point values to the laboratory exercises. Annotated solution fi les correspond to the grading rubrics to make it easy for you to compare students’ results with the correct solutions whether you receive their homework as hard copy or via e-mail.
TEST BANK AND TEST ENGINE Test Banks include 112 questions for every chapter, featuring objective-based and critical-thinking question types, and include page number references and fi gure references, when appropriate. Also included is the test engine, ExamView, the ultimate tool for your objective-based testing needs.
PRINTED TEST BANK A Rich Text Format (.rtf) version of the test bank you can print.
LAB TESTS/TEST OUT Parallel to the Microsoft Offi ce 2010 In the Lab assignments, these can be used for testing students in the laboratory on the chapter material or for testing students out of the course.
DATA FILES FOR STUDENTS Includes all the fi les that are required by students to complete the exercises.
ADDITIONAL ACTIVITIES FOR STUDENTS Consists of Chapter Reinforcement Exercises for the Microsoft Offi ce 2010 chapters, which are true/false, multiple-choice, and short answer questions that help students gain confi dence in the material learned.
Content for Online Learning Course Technology has partnered with the leading distance learning solution providers and class-management platforms today. To access this material, instructors will visit our password-protected instructor resources available at login.cengage.com. Instructor resources include the following: additional case projects, sample syllabi, PowerPoint presentations per chapter, and more. For additional information or for an instructor user name and password, please contact your sales representative. For students to access this material, they must have purchased a WebTutor PIN-code specifi c to this title and your campus platform. The resources for students may include (based on instructor preferences), but are not limited to: topic review, review questions, and practice tests.
xviii Preface Discovering Computers & Microsoft Offi ce 2010
SAM: Skills Assessment Manager SAM 2010 is designed to help bring students from the classroom to the real world. It allows students to train on and test important computer skills in an active, hands-on environment.
SAM’s easy-to-use system includes powerful interactive exams, training, and projects on the most commonly used Microsoft Offi ce applications. SAM simulates the Microsoft Offi ce 2010
application environment, allowing students to demonstrate their knowledge and think through the skills by performing real-world tasks such as bolding word text or setting up slide transitions. Add in live-in-the-application projects, and students are on their way to truly learning and applying skills to business-centric documents.
Designed to be used with the Shelly Cashman Series, SAM includes handy page references so that students can print helpful study guides that match the Shelly Cashman textbooks used in class. For instructors, SAM also includes robust scheduling and reporting features.
CourseNotes
Course Technology’s CourseNotes are six-panel quick reference cards that reinforce the most important and widely used features of a software application in a visual and user-friendly format. CourseNotes serve as a great reference tool during and after the student completes the course. CourseNotes are available for software applications such as Microsoft Offi ce 2010, Word 2010, Excel 2010, Access 2010, PowerPoint 2010, and Windows 7. Topic-based CourseNotes are available for Best Practices in Social Networking, Hot Topics in Technology, and Web 2.0. Visit www.cengagebrain.comto learn more!
A Guided TourAdd excitement and interactivity to your classroom with “A Guided Tour” product line. Play one of the brief mini-movies to spice up your lecture and spark classroom discussion. Or, assign a movie for homework and ask students to complete the correlated assignment that accompanies each topic. “A Guided Tour” product line takes the prep work out of providing your students with information about new technologies and applications and helps keep students engaged with content relevant to their lives—all in under an hour!
Discovering Computers & Microsoft Offi ce 2010 Preface xix
About Our CoversThe Shelly Cashman Series is continually updating our approach and content to refl ect the way today’s students learn and experience new technology. This focus on student success is refl ected on our covers, which feature real students from Bryant University using the Shelly Cashman Series in their courses, and refl ect the varied ages and backgrounds of the students learning with our books. When you use the Shelly Cashman Series, you can be assured that you are learning computer skills using the most effective courseware available.
24 Chapter 1 Introduction to Computers
EducationEducation is the process of acquiring know ledge. In
the traditional model, people learn from other people such as parents, teachers, and employers. Many forms of printed mat erial such as books and manuals are used as learning tools. Today, educators also are turning to computers to assist with education (Figure 1-31).
Many schools and companies equip labs and class-rooms with computers. Some schools require students to have a mobile computer or mobile device to access the school’s network or Internet wirelessly.
Students use software to assist with learning or to complete assignments. To promote education by computer, many vendors offer substantial student discounts on software.
Enterprise users work with word processing, spreadsheet, database, and presentation software. They also may use calendar programs to post their schedules on the network. And, they might use smart phones or other mobile devices to maintain contact information. E-mail programs and Web browsers enable communications among employees, vendors, and customers.
Many employees of enterprises today telecommute. Telecommuting is a work arrangement in which employees work away from a company’s standard workplace and often communicate with the office through the computer. Employees who telecommute have flexible work schedules so that they can combine work and personal responsibilities, such as child care.
Computer Applications in Society
The computer has changed society today as much as the industrial revolution changed society in the eighteenth and nineteenth centuries.
People interact directly with computers in fields such as education, finance, government, health care, science, publishing, travel, and manufacturing. In addition, they can reap the benefits from breakthroughs and advances in these fields. The following pages describe how computers have made a difference in people’s interactions with these disciplines. Read Looking Ahead 1-1 for a look at how embedded computers may improve the quality of life.
Figure 1-31 In some schools, students have mobile computers on their desks during classroom lectures.
Embedded Computers May Improve Quality of LifeThe weather forecast may be as close as your fingertips if plans to integrate embedded computers in everyday objects become a reality. Researchers are envisioning an umbrella with an embedded cell phone
in the handle that will dial and then download the local forecast. The handle will glow green for good weather and flash red for imminent storms.
Dancers can pin a small flower with an embedded motion-detecting computer to their clothes. When they move, the embedded computer senses action and then synchronizes the tempo of music to this movement. Other embedded computers woven into clothing can monitor heart and breathing rates.
Wearing hidden embedded computers can help the elderly and people recovering from accidents and surgeries monitor their walking stride and pace. When their steps
are uneven, the embedded computer can sound a warning and perhaps prevent a fall. Other embedded computers can give subtle feedback on the quality of physical activity.
For more information, visit the Microsoft Office and Concepts CourseMate Web site at www.cengagebrain.com,navigate to the Chapter 1 Looking Ahead resource for this book, and then click Embedded Computers.
LOOKING AHEAD 1-1
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Enterprise ComputingFor more information, visit the Microsoft Office and Concepts CourseMate Web site at www.cengagebrain.com, navigate to the Chapter 1 Web Link resource for this book, and then click Enterprise Computing.
0538473932_DCF_CH01_REV2.indd 24 12/22/10 8:22:04 AM
14 Chapter 1 Introduction to Computers
Categories of Computers
Industry experts typically classify computers in seven categories: personal computers (desktop), mobile computers and mobile devices, game consoles, servers, mainframes, supercomputers, and embedded computers. A computer’s size, speed, processing power, and price determine the category it best fits. Due to rapidly changing technology, however, the distinction among categories is not always clear-cut. This trend of computers and devices with technologies that overlap, called convergence, leads to computer manufacturers continually releasing newer models that include similar functionality and features. For example, newer cell phones often include media player, camera, and Web browsing capa-bilities. As devices converge, users need fewer devices for the functionality that they require. When consumers replace outdated computers and devices, they should dispose of them properly (read Ethics & Issues 1-2 for a related discussion).
Figure 1-12 summarizes the seven categories of computers. The following pages discuss computers and devices that fall in each category.
Instructions: Find the true statement below. Then, rewrite the remaining false statements so that they are true.
1. A resource is a collection of computers and devices connected together via communications devices and transmission media.
2. Installing is the process of setting up software to work with the computer, printer, and other hardware.
3. Popular system software includes Web browsers, word processing software, spreadsheet software, database software, and presentation software.
4. The Internet is one of the more popular services on the Web.
5. Two types of application software are the operating system and utility programs.
Quiz Yourself Online: To further check your knowledge of pages 8 through 13, visit the Microsoft Office and Concepts CourseMate Web site at www.cengagebrain.com, navigate to the Chapter 1 Quiz Yourself resource for this book, and then click Objectives 4 – 5.
QUIZ YOURSELF 1-2
ETHICS & ISSUES 1-2
Experts estimate that about one billion computers have been dis-carded to date. The discarded items often are known as e-waste. As tech nology advances and prices fall, many people think of computers, cell phones, and portable media players as disposable items. These items often contain several toxic elements, including lead, mercury, and barium. Computers and mobile devices thrown into landfills or burned in incinerators can pol-lute the ground and the air. A vast amount of e-waste ends up pol-luting third world countries. One solution is to recycle old electronic equipment, but the recycling effort has made little progress especially when compared to recycling pro-grams for paper, glass, and plastic.
Some lawmakers prefer an aggressive approach, such as setting up a recycling program that would be paid for by add-ing a $10 fee to the purchase price of computers and computer equipment, or forcing computer manufacturers to be responsible for collecting and recycling their products. California already requires a recycling fee for any products sold that include certain electronic equipment. Manufacturers have taken steps, such as offering to recycle old computers and using energy efficient and environmentally friendly manufacturing techniques, but some claim that consumers should bear the responsibility of disposing of their old computer parts. While some companies have
set up recycling programs, many claim that forcing them to bear the cost of recycling programs puts the company at a competitive disad-vantage when compared to foreign companies that may not be forced to maintain a recycling program.
Why is electronics recycling not as popular as other types of recycling? How can companies make it easier to recycle electronics while being compensated fairly for the cost of recycling? Should the govern-ment, manufacturers, or users be responsible for recycling of obso-lete equipment? Why? Should the government mandate a recycling program for electronics? Why or why not?
Should Recycling of Electronics Be Made Easier?
0538473932_DCF_CH01_REV2.indd 14 12/22/10 8:21:58 AM
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26 Chapter 1 Introduction to Computers
• Computers and computerized devices assist doctors, nurses, and technicians with medical tests (Figure 1-34).
• Computers monitor patients’ vital signs in hospital rooms and at home.
• Surgeons implant computerized devices, such as pacemakers, that allow patients to live longer.
• Surgeons use computer-controlled devices to provide them with greater precision during operations, such as for laser eye surgery and robot-assisted heart surgery.
Two forms of long-distance health care are telemedicine and telesurgery. Through telemedicine, health-care professionals in separate locations conduct live conferences on the computer. For example, a doctor at one location can have a conference with a doctor at another location to discuss a bone X-ray. Live images of each doctor, along with the X-ray, are displayed on each doctor’s computer.
With telesurgery, a surgeon performs an operation on a patient who is not located in the same physical room as the surgeon. Telesurgery enables surgeons to direct robots to perform an operation via computers connected to a high-speed network.
ScienceAll branches of science, from biology to astronomy to meteorology, use computers to assist them
with collecting, analyzing, and modeling data. Scientists also use the Internet to communicate with colleagues around the world.
Breakthroughs in surgery, medicine, and treatments often result from scientists’ use of computers. Tiny computers now imitate functions of the central nervous system, retina of the eye, and cochlea of the ear. A cochlear implant allows a deaf person to listen. Electrodes implanted in the brain stop tremors associated with Parkinson’s disease. Cameras small enough to swallow — sometimes called a camera pill — take pictures inside your body to detect polyps, cancer, and other abnormalities (Figure 1-35).
Figure 1-34 Doctors, nurses, technicians, and other medical staff use computers and computerized devices to assist with medical tests.
Step 1A patient swallows a tiny capsule that contains a miniature disposable camera, lights, a transmitter, and batteries. Thecamera is positioned at the clear end of the capsule.
Step 2As the capsule moves through the inside of thepatient’s body, the camera snaps about 50,000 pictures, which are transmitted to a recording device worn as a belt on the patient’s waist.
Step 3The doctor transfers the data on the recording device to a computer so that it can be processed and analyzed.
How a Camera Pill Works
Figure 1-35 This figure shows how a camera pill works.
0538473932_DCF_CH01_REV2.indd 26 12/22/10 8:22:07 AM
1414 Chapter 1 Ch 1 Introduction to ComputersI d i C
Instructions: Find the true statement below. Then, rewrite the remaining fals
1. A resource is a collection of computers and devices connected togeth
QUIZ YOURSEQUIZ YOURSELF 1-2LF 1-2
18 Chapter 1 Introduction to Computers
Portable media players usually include a set of earbuds, which are small speakers that rest inside each ear canal. Some portable media players have a touch screen; others have a touch-sensitive pad that you operate with a thumb or finger, to navigate through digital media, adjust volume, and customize settings.
Digital Cameras A digital camera is a device that allows users to take pictures and store the photographed images digitally, instead of on traditional film (Figure 1-20). Although digital cam-eras usually have some amount of internal storage to hold images, most users store images on small storage media such as memory cards. Digital cameras typically allow users to review, and sometimes modify, images while they are in the camera.
Often users prefer to download images from the digital camera to the computer. Or, you can remove the storage media such as a memory card from the digital camera and insert it in a card reader in or attached to the computer.
Game Consoles
A game console is a mobile computing device designed for single-player or multiplayer video games (Figure 1-21). Standard game consoles use a handheld controller(s) as an input device(s); a television screen as an output device; and hard disks, optical discs, and/or memory cards for storage. The compact size and light weight of game consoles make them easy to use at home, in the car, in a hotel, or any location that has an electrical outlet. Three popular models are Microsoft’s Xbox 360, Nintendo’s Wii (pronounced wee), and Sony’s PlayStation 3. Read Innovative Computing 1-1 for a look at how Nintendo Wii applications are being used in the medical field.
A handheld game console is small enough to fit in one hand. With the handheld game console, the controls, screen, and speakers are built into the device. Some models use cartridges to store games; others use a memory card or a miniature optical disc. Many handheld game consoles can communicate wire-lessly with other similar consoles for multiplayer gaming. Two popular models are Nintendo DS Lite and Sony’s PlayStation Portable (PSP).
In addition to gaming, many game console mod-els allow users to listen to music, watch movies, keep fit, and connect to the Internet.
Digital CamerasFor more information, visit the Microsoft Office and Concepts CourseMate Web site at www.cengagebrain.com, navigate to the Chapter 1 Web Link resource for this book, and then click Digital Cameras.
Wii a Welcome Medical Skill BuilderA patient awaiting laparoscopic procedures may be less tense knowing that the surgeons have honed their dexterity and coordination using a Nintendo Wii. Preliminary studies have found that doctors can improve their fine
motor control by playing video games that emphasize sub-tle hand movements used in minimally invasive surgeries. Researchers are developing Wii surgery simulators
that will allow doctors to practice their skills at home or in break rooms at hospitals.
The Wii game system is finding a medical home in other nontraditional places. Physical therapists urge arthritic patients to use Wiihabilitation to build endurance and increase their range of motion. Therapeutic recreation with the Wii’s sports games may help patients recovering from strokes, fractures, and combat injuries.
Researchers in a testing lab in California are experimenting with using the Wii’s motion- activated controls in non-gaming applications, such as allowing doctors to explain X-ray images to patients.
For more information, visit the Microsoft Office and Concepts CourseMate Web site at www.cengagebrain.com, navigate to the Chapter 1 Innovative Computing resource for this book, and then click Medical Wii.
INNOVATIVE COMPUTING 1-1
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Figure 1-21 Game consoles provide hours of video game entertainment.
handheld game console
game console
Figure 1-20 With a digital camera, users can view photographed images immediately through a small screen on the camera to see if the picture is worth keeping.
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Textbook Walk-ThroughDiscovering Computers—Selected Chapters from Fundamentals, 2012 Edition
Step Figures present the more complex computer concepts using a step-by-step pedagogy.
Looking Ahead boxes offer a glimpse of the latest advances in computer technology that will be available, usually within fi ve years.
Interactive e-Book Activity Icon Several elements in each chapter are interactive learning activities in the e-book and are identifi ed by this icon.
Web Links provide current information and a different perspective about key terms and concepts by visiting the Web Links found in the margins throughout the book.
Innovative Computing boxes present different and innovative ways of using various technologies and help students learn how computing is applied creatively to solve problems.
CourseMate Icon Visit the MS Offi ce 2010 and Concepts CourseMate Web site for access to many of the interactive chapter elements.
Ethics & Issues boxes raise controversial, computer-related topics of the day, challenging readers to consider closely general concerns of computers in society.
Quiz Yourself boxes help ensure retention by reinforcing sections of the chapter material, rather than waiting for the end of chapter to test. Use the Quiz Yourself boxes for a quick check of the answers, and access additional Quiz Yourself quizzes via the Microsoft Offi ce and Concepts CourseMate Web site.
Introduction to Computers Chapter 1 29
Companies on the Cutting Edge
Online shoppers can find practically any product they desire on Amazon.com. Billing itself as the “Earth’s most customer-centric company,” it offers books, mov-ies, electronics, clothing, toys, and many other items.
Jeff Bezos founded Amazon in 1995 knowing that book lovers would gravitate toward a Web site offering the convenience of browsing through mil-lions of book titles in one sitting. He fulfilled orders for customers in every U.S. state and 45 additional
countries during the first 30 days of business, all shipped from his Seattle-area garage.
The company has grown to permit third parties to sell products on its Web site. Its Kindle portable reader wirelessly downloads more than 450,000 books along with blogs, magazines, and newspapers to a high- resolution electronic paper display. Recently, it launched Kindle Singles, which are Kindle books with up to 30,000 words, the equivalent of two chapters of a typical book.
Apple recently sold a record 5.2 million of its latest iPhone models in one quarter, establishing the com-pany’s appeal to both consumer and corporate cell phone users. Apple is noted for introducing innovative products, starting with the Apple II, which was the first mass- marketed personal computer, in 1977 and the Macintosh, which featured a graphical user interface, in 1984.
Steve Jobs and Steve Wozniak founded Apple in 1976 when they marketed the Apple I, a circuit board they
had developed in Jobs’s garage. Under Jobs’s direction as CEO, Apple developed the OS X operating system; iLife for working with photos, music, videos, and Web sites; and iWork, a collection of business programs. Apple also is leading the digital media revolution with its iPod portable media players, iPad tablet computer, and iTunes online store, which is the most popular Web site selling music. More than 10 million downloads occur each day from Apple’s App Store, for a total download count exceeding 7 billion.
APPLE Innovative Industry Products
AMAZON Retailer Focused on Consumers
For more information, visit the Microsoft Office and Concepts CourseMate Web site at www.cengagebrain.com and then navigate to the Chapter 1 Companies on the Cutting Edge resource for this book.
Technology Trailblazers
When Bill Gates stepped down from his day-to-day activities at Microsoft in 2008, his action marked the end of an era that shaped the computer world. He remains the company’s chairman and advisor, but he now devotes much of his time directing the Bill & Melinda Gates Foundation, a philanthropic organization work-ing to help people worldwide lead healthy, productive lives. His foundation currently is awarding $3 billion in grants to improve education and graduation rates via technology, with an emphasis on online learning.
Gates learned to program computers when he was 13 years old. Early in his career, he developed the BASIC programming language for the MITS Altair, one of the first microcomputers. He founded Microsoft in 1975 with Paul Allen, and five years later they licensed the first operating system, called PC-DOS, to IBM for $80,000. This decision to license, rather than sell, the software is considered one of the wisest business decisions Gates ever made. Today, Microsoft’s Windows and Office products dominate the software market.
BILL GATES Microsoft Founder
Having more than 11 million friends is all in a day’s work for Tom Anderson, the current president and one of the founders of MySpace, one of the world’s largest online social networks. Every MySpace account includes Anderson as a default first friend who is invited to view each personal network.
When Anderson’s own rock group failed, he needed a place to post his songs. He started MySpace in 2003 with his friend, Chris DeWolfe, as a free tool to help
musicians promote their songs and allow music lovers to create their own Web pages devoted to sharing their favorite music with like-minded admirers. Two years later they sold the business to Rupert Murdoch’s News Corporation for $580 million. Anderson graduated from the University of California – Los Angeles in 2001 with a master’s degree in film and from the University of California – Berkeley in 1998 with a bachelor’s degree in English and rhetoric.
For more information, visit the Microsoft Office and Concepts CourseMate Web site at www.cengagebrain.com and then navigate to the Chapter 1 Technology Trailblazers resource for this book.
TOM ANDERSON MySpace Cofounder and President
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Companies on the Cutting Edge and Technology Trailblazers at the end of every chapter present the key computer-related companies and the more famous leaders of the computer industry.
Introduction to Computers Chapter 1 33
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@ Home 1. Incorrect Grade Report Your grade report came in the mail today. On the grade report, your grade point average
(GPA) is not what you expect. After computing it manually, you discover that the GPA on your grade report is incorrect. What might be causing the error?
2. Suspicious Charges Your credit card company called to inform you that your account has a suspicious charge. Upon further investigation, you realize the charge does not belong to you. What steps will you take to correct the problem?
3. Problematic Player After charging your portable media player overnight, you turn it on only to find that it is reporting a low battery. Seconds later, it shuts off automatically. What might be wrong?
4. Inaccessible Media You insert an optical disc with digital photos from your most recent family vacation and discover that your computer will not read the optical disc. What might be wrong?
@ Work5. Insufficient Disk Space Recently, you purchased a USB flash drive that you plan to use to store work-related files. When
you attempt to store a file on the USB flash drive, the computer displays an error message indicating that the file will not fit. How could a brand new USB flash drive not have enough room to store the first file you attempted to store on it?
6. Power Outage The power in your office has been out for the last two hours and has just come back on. When you attempt to start your computer by pressing the power button, nothing happens. What is your next step before calling technical support?
7. Incorrect Login Credentials Upon returning to the office from a well-deserved two-week vacation, you turn on your computer. Upon entering your user name and password, an error message appears stating that your password is incorrect. What are your next steps?
8. Software Installation You are attempting to install a program on your office computer. After inserting the installation disc and specifying that you would like to begin the installation, your computer appears to begin installing the software. Halfway through the installation process, an error message appears stating that you must have administrative privileges to perform the installation. Why were you not informed immediately upon beginning the installation? What are your next steps?
Collaboration 9. Computers in Transportation Your project team has been accepted to present a business proposal to a group of
potential investors. Because the presentation will take place in San Francisco, CA, you will need to transport people and ship some materials to that location. Form a team of three people and determine how to use technology to ship materials and how to make travel arrangements. One team member should research the steps required to use a Web site to make flight reservations, one team member should determine the steps necessary to print a UPS shipping label from their computer and track the package while it is en route, and another team member should find directions from San Francisco International Airport to a nearby hotel.
The Problem Solving exercises extend your knowledge of the chapter concepts by seeking solutions to practical computer problems that you may encounter at home, school, or work. The Collaboration exercise should be completed with a team.
Problem Solving
In the real world, practical problems often can be solved in multiple ways. Provide one solution to each of the following problems using available resources, such as articles on the Web or in print, blogs, podcasts, videos, television, user guides, other individuals, and electronics and computer stores. You may need to use multiple resources to obtain an answer. Present your solutions in the form requested by your instructor (brief report, presentation, discussion, or other means).
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36 Chapter 1 Introduction to Computers
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Web Research
1 Search Sleuth Use one of the search engines listed in Figure 2-8 in Chapter 2 on page 53 or your own favorite search engine to find the answers to the following questions. Copy and paste the Web address from the Web page where you found the answer. Some questions may have more than one answer. If required, submit your answers to your instructor. (1) What company was the first to sell a USB flash drive? (2) What is the significance of the Universal symbol on Apple’s Mac application programs? (3) Which retailers offer to dispose of old comput-ers and other electronic products properly to help protect the environment? (4) What are three Illustrative Grant Commitments the Bill & Melinda Gates Foundation has made? (5) According to Fortune, at what com-pany do MBA students most want to work when they graduate? (6) Who created the first set of icons for the Macintosh computer? What sound does her Clarus the Dogcow make? (7) What company manufactured the first notebook computer, the UltraLite, in 1989?
2 Green Computing Computer usage requires electricity, whether to power the system unit and monitor, recharge batteries, or print. In addition, the computer manufacturing process depletes natu-ral resources and often uses toxic chemicals. As you learned in this chapter, many environ-mentally conscious people practice green computing by attempting to reduce electricity and environmental waste. Examine your computing practices, and determine 10 ways that you can use less power on your computing equipment at home, work, and school. Consider how often you use the printer and the types of documents you print. Examine your monitor, system unit, and printer. Do you see any notation indicating they are environmentally sound? Do they hibernate or go into a power save mode when not being used? Write a 50-word summary of the green computing practices in your life.
3 Social Networking One of the more popular social networking Web sites is Facebook. This quickly growing service differentiates itself from other online social networks by having widespread privacy controls. In addition, its development platform, called f8, allows developers to create programs (called applications) that users can add to a Web page. Hostels, for example, lets world travelers research and rate hostels and includes photos and descriptions. Visit the Facebook site (facebook.com), click the About link at the bottom of the page, and then read about Facebook’s features. What are three of Facebook’s top features? What information is given in the recent Facebook blog posts? Visit the AppRate Web site (apprate.com) and then summarize three Facebook application reviews and ratings.
4 Blogs Blogs profiling the music industry discuss new technologies, legal issues, podcasts, and business news. Visit the CNET blog (blogs.cnet.com) and then read and summarize at least three of the articles in the Most Recent Posts section. Locate the Crave, Gaming and Culture, and Green Tech features and then read and summarize at least one story from each blog. Then visit the iLounge (ilounge.com) Web site and read reviews of at least three new products for the iPhone. Would you purchase any of the products discussed? What books and buyer’s guides are available to download from the Library? Which iPod cases and speakers received favorable reviews? Read and summarize at least three stories and associated comments in the News section.
5 Ethics in Action The Internet has increased the ease with which students can plagiarize material for research paper assignments. Teachers are using online services, such as Turnitin and PlagiarismDetect.com, to help detect plagiarized papers and to help students understand how to cite sources correctly. Visit the Turnitin Web site (turnitin.com) and then write a summary of how this service is used. How does this service attempt to prevent plagiarism through the Turnitin Write Cycle? How prevalent is plagiarism on your campus? What is your school’s official policy on disciplining students who submit plagiarized papers? Does your school have an honor code? If required, submit your summary to your instructor.
The Web Research exercises broaden your understanding of the chapter concepts by presenting questions that require you to search the Web for answers.
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Problem Solving and Collaborationexercises tackle everyday computer problems and put the information presented in each chapter to practical use. Students work as a team to solve the Collaboration exercise.
Web Research exercises require follow-up research on the Web and suggest writing a short article or presenting the fi ndings of the research to the class.
Learn It Online exercises, which include At the Movies online CNET videos, practice test, interactive labs, learning games, and Web-based activities, offer a wealth of online reinforcement.
Computer Usage @ Work boxesexplain how computers are used in fi ve different professional industries, including transportation, entertainment, construction, education, and national and local security.
Learn How To end-of-chapter activities allow students to apply the concepts in the chapter to everyday life with hands-on activities. Learn how the Learn How To activities fi t into your life with relevant scenarios, visual demonstrations, and practice questions via the Microsoft Offi ce and Concepts CourseMate Web site.
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34 Chapter 1 Introduction to Computers
The Learn How To activities step you through fundamental technology skills when using a computer. The Learn How To exercises enable you to become more proficient with these skills.
Premium Activity: To relate this Learn How To activity to your everyday life, see a visual demonstration of the activity, and complete a short assessment, visit the Microsoft Office and Concepts CourseMate Web site at www.cengagebrain.com and then navigate to the Chapter 1 Learn How To resource for this book.
Learn How To
Learn How To 1: Create and Use Your Own BlogA blog can contain any information you wish to place in it. Originally, blogs consisted of Web addresses, so that an individual or group with a specific interest could direct others to useful places on the Web. Today, blogs contain addresses, thoughts, diaries, and anything else a person or group wants to share.
Once you have created a blog, you can update it. A variety of services available on the Web can help you create and maintain your blog. One widely used service is called Blogger. To create a blog using Blogger, complete the following steps: 1. Start your Web browser, type blogger.com in the Address bar, and then
press the enter key to display the Blogger home page (Figure 1-39). 2. Click the CREATE A BLOG button on the Blogger home page. 3. Enter the data required on the ‘Create Blogger Account’ page. Your
e-mail address and password will allow you to change and manage your blog. Your Display name is the name that will be shown on the blog as the author of the material on the blog. Many people use their own names, but others use pseudonyms as their “pen names” so that they are not readily identifiable.
4. Click the Continue arrow and then enter your Blog title and Blog address. These are the names and addresses everyone will use to view your blog.
5. Click the Continue arrow to display the ‘Choose a template’ screen. 6. Choose a template for your blog and then click the Continue arrow. 7. Your blog will be created for you. When you see the ‘Your blog has been created!’ screen, click the START BLOGGING
arrow. 8. From the screen that is displayed, you can post items for your blog, specify settings, change the layout, and view
your blog. 9. When you have posted all your information, click the Sign out link at the top right of the screen. You will be logged out. 10. To edit your blog and add or change information on it, visit the Blogger home page and sign in by entering your
user name and password. You will be able to post to your blog. 11. Others can view your blog by entering its address in the browser’s Address bar and then pressing the enter key.
Exercises 1. Start your Web browser and visit blogger.com. Click the ‘Take a quick tour’ link and go through all the screens that explain about a
blog. What did you learn that you did not know? What type of blog do you find most compelling — a group or an individual blog? Why? Submit your answers to your instructor.
2. Optional: Create your own blog. Carefully name it and begin your posts at this time. What is your blog name and address? What is its primary purpose? Is it an individual or group blog? Write a paragraph containing the answers to these questions and any other information you feel is pertinent. Submit this paragraph to your instructor.
Learn How To 2: Use the Microsoft Office and Concepts CourseMate Web Site for Discovering Computers and Microsoft Office 2010The Microsoft Office and Concepts CourseMate Web site for Discovering Computers and Microsoft Office 2010 provides a variety of activities, exercises, and other resources. To use the site, you first establish a user name and password for your student account and then register this book. Perform the following steps to create a student account and register this book: 1. Start the Web browser. 2. Type www.cengagebrain.com in the Address bar of the Web browser and then press the enter key to display the
CengageBrain home page.
Figure 1-39
CREATE A BLOG button
Take a quick tour link
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28 Chapter 1 Introduction to Computers
Chapter Summary
Chapter 1 introduced you to basic computer concepts. You learned about the components of a computer. Next, the chapter discussed networks, the Internet, and computer software. The many different categories of computers, computer users, and com puter applications in society also were presented.
This chapter is an overview. Many of the terms and concepts introduced will be discussed further in later chapters. For information about digital products in our lives, read the Living Digitally feature that follows this chapter.
Instructions: Find the true statement below. Then, rewrite the remaining false statements so that they are true.
1. A desktop computer is a portable, personal computer designed to fit on your lap.
2. A personal computer contains a processor, memory, and one or more input, output, and storage devices.
3. Each enterprise user spends time on the computer for different reasons that include personal financial management, Web access, communications, and entertainment.
4. A home user requires the capabilities of a workstation or other powerful computer.
5. Mainframes are the fastest, most powerful computers — and the most expensive.
6. With embedded computers, users access account balances, pay bills, and copy monthly transactions from the bank’s computer right into their personal computers.
Quiz Yourself Online: To further check your knowledge of pages 14 through 27, visit the Microsoft Office and Concepts CourseMate Web site at www.cengagebrain.com, navigate to the Chapter 1 Quiz Yourself resource for this book, and then click Objectives 6 – 8.
QUIZ YOURSELF 1-3
What is transportation like without computers? Delivery drivers use clipboards to hold their records. Human nav-igators use paper maps to track routes for pilots. Ship captains rely solely on experience to navigate through shallow waters. Today, the transportation industry relies heavily on computer usage.
As presented in this chapter, many vehicles include onboard navigation systems to help you navigate from one location to another. These systems also usually pro-vide other services such as dispatching roadside assis-tance, unlocking the driver’s side door if you lock the keys in your vehicle, and tracking the vehicle if it is stolen.
The shipping and travel industries identify items dur-ing transport using bar codes, which are identification codes that consist of lines and spaces of different lengths. When you ship a package, the shipping company, such as UPS or FedEx, places a bar code on the package to indicate its destination to a computer. Because a package might travel to its destination by way of several trucks, trains, and airplanes, computers automatically route the package as efficiently as possible.
When you travel by airplane, baggage handling sys-tems ensure that your luggage reaches its destination on time. When you check in your baggage at the airport, a bar code identifies the airplane on which the bags should be placed. If you change planes, automated baggage
handling systems route your bags to connecting flights with very little, if any, human intervention. When the bags reach their destination, they are routed automatically to the baggage carousel in the airport’s terminal building.
Pilots of high-technology commercial, military, and space aircraft today work in a glass cockpit, which features computerized instrumentation, navigation, communication, weather reports, and an autopilot. The electronic flight information shown on high-resolution displays is designed to reduce pilot workload, decrease fatigue, and enable pilots to concentrate on flying safely.
Boats and ships also are equipped with computers that include detailed electronic maps, help the captain navigate, as well as calculate the water depth and provide a layout of the underwater surface so that the captain can avoid obstructions.
As you travel the roadways, airways, and waterways, bear in mind that computers often are responsible for helping you to reach your destination as quickly and safely as possible.
For more information, visit the Microsoft Office and Concepts CourseMate Web site at www.cengagebrain.com, navigate to the Chapter 1 Computer Usage @ Work resource for this book, and then click Transportation.
Transportation
Computer Usage @ Work
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Introduction to Computers Chapter 1 35
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3. If you do not have an account, follow the on-screen instructions to sign up for a new student account. If you already have an account, log in with your user name and password.
4. Register this book by entering its Access Code in the appropriate text box and then clicking the corresponding button. 5. To open the resources for this book, click the button corresponding to Microsoft Office and Concepts CourseMate Web
site for Discovering Computers.
Exercise 1a. After creating a student account and registering this book as described in the steps above, start your Web browser, type
www.cengagebrain.com in the Address bar of the browser, and then press the ENTER key to display the CengageBrain home page.
1b. Log in to your student account with your user name and password.
1c. Open the resources for this book by clicking the button corresponding to Microsoft Office and Concepts CourseMate Web site for Discovering Computers.
1d. Select Chapter 1 and then click each resource listed below the chapter title to display the content associated with the selected resource.
1e. Write a report that describes the use of each of the Chapter 1 resources for this book. Which resources do you think will prove the most valuable to you when using the book and the Web site? Why? Submit your report to your instructor.
1 At the Movies — Computer History in a BarnWatch a movie to tour the Digibarn Computer Museum and then answer questions about the movie.
2 Student Edition Labs — Using Input Devices and Using WindowsEnhance your understanding and knowledge about input devices and the Windows operating system by completing the Using Input Devices and Using Windows Labs.
3 Practice TestTake a multiple choice test that checks your knowledge of the chapter concepts and review the resulting study guide.
4 Who Wants To Be a Computer Genius2?Play the Shelly Cashman Series version of this popular game by answering questions to find out if you are a computer genius. Panic buttons are available to provide assistance during game play.
5 Crossword Puzzle ChallengeComplete an interactive crossword puzzle to reinforce concepts presented in this chapter.
6 Windows ExercisesStep through the Windows 7 exercises to learn how to use help, improve mouse skills, and identify computer information.
7 Exploring Computer CareersRead about a career as a computer salesperson, search for relevant employment advertisements, and then answer related questions.
8 Web Apps — Google MapsLearn how to locate businesses in your area, view a location’s surroundings via satellite, and find directions from one location to another using Google Maps.
Learn It Online The Learn It Online exercises are interactive Web exercises designed to reinforce and expand your understanding of the chapter concepts. The descriptions below briefly summarize each exercise.
To complete the Learn It Online exercises, visit the Microsoft Office and Concepts CourseMate Web site at www.cengagebrain.com, navigate to the Chapter 1 resources for this book, click the link for the exercise you want to complete, and then read the instructions.
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Creating, Formatting, and Editing a Word Document with Pictures Word Chapter 1 WD 31
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Find the appropriate graphical image. To use a graphical image, also called a graphic, in a Word document, the image must be stored digitally in a fi le. Files containing graphical images are available from a variety of sources:
Word includes a collection of predefi ned graphical images that you can insert in a document.•
Microsoft has free digital images on the Web for use in a document. Other Web sites also • have images available, some of which are free, while others require a fee.
You can take a picture with a digital camera or camera phone and • download it, which is the process of copying the digital picture from the camera or phone to your computer.
With a scanner, you can convert a printed picture, drawing, or diagram to a digital fi le.•
If you receive a picture from a source other than yourself, do not use the fi le until you are cer-tain it does not contain a virus. A virus is a computer program that can damage fi les and programs on your computer. Use an antivirus program to verify that any fi les you use are virus free.
Plan Ahead
Establish where to position and how to format the graphical image. The content, size, shape, position, and format of a graphic should capture the interest of passersby, enticing them to stop and read the fl yer. Often, the graphic is the center of attrac-tion and visually the largest element on a fl yer. If you use colors in the graphical image, be sure they are part of the document’s color scheme.
Plan Ahead
To Insert a Picture
The next step in creating the fl yer is to insert one of the digital pictures of the dog so that it is centered on the blank line below the headline. The picture, which was taken with a camera phone, is available on the Data Files for Students. See the inside back cover of this book for instructions on downloading the Data Files for Students, or contact your instructor for information about accessing the required fi les.
The following steps insert a centered picture, which, in this example, is located in the Chapter 01 folder in the Word folder in the Data Files for Students folder on a USB fl ash drive.
1
2
Position the insertion • point on the blank line below the headline, which is the location where you want to insert the picture.
Click the Center • button (Home tab | Paragraph group) to center the paragraph that will contain the picture.
Click Insert on the • Ribbon to display the Insert tab (Figure 1– 44).
With your USB fl ash drive connected to one of the computer’s USB ports, click the Insert Picture from File button (Insert tab | • Illustrations group) (shown in Figure 1-44) to display the Insert Picture dialog box (shown in Figure 1-45 on the next page).
Figure 1–44
picture will be inserted on this blank line
groups on Ribbon change to show commands related to inserting, because Insert tab now is active tab
insertion point and paragraph centered
Insert tab
Insert Picture from File button
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Creating, Formatting, and Editing a Word Document with Pictures Word Chapter 1 WD 15
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Formatting Single versus Multiple Paragraphs and Characters
As shown on the previous pages, to format a single paragraph, simply move the insertion point in the paragraph, to make it the current paragraph, and then format the paragraph. Similarly, to format a single word, position the insertion point in the word, to make it the current word, and then format the word.
To format multiple paragraphs or words, however, you fi rst must select the paragraphs or words you want to format and then format the selection. If your screen normally displays dark letters on a light background, which is the default setting in Word, then selected text displays light letters on a dark background.
To Select a Line
The default font size of 11 point is too small for a headline in a fl yer. To increase the font size of the characters in the headline, you fi rst must select the line of text containing the headline. The following steps select a line.
Move the mouse pointer to the left • of the line to be selected (in this case, the headline) until the mouse pointer changes to a right-pointing block arrow (Figure 1–14).
While the mouse pointer is a • right-pointing block arrow, click the mouse to select the entire line to the right of the mouse pointer (Figure 1–15).
1
2 Figure 1–14
Figure 1–15
1. Drag mouse throughline
2. With insertion point at beginning of desired line, press SHIFT+DOWN ARROW
Other Ways
paragraph containing signature line centered horizontally on page
line to be formatted is selected
Center button selected
insertion point in signature line
mouse pointer changes to a right-pointing block arrow when positioned to the left of a paragraph
transparent Mini toolbar appears whenever you select text
Selecting Nonadjacent ItemsIn Word, you can select nonadjacent items, that is, items not next to each other. This is helpful when you are applying the same formatting to multiple items. To select nonadjacent items (text or graphics), select the fi rst item, such as a word or paragraph, as usual; then, press and hold down the CTRL key. While holding down the CTRL key, select additional items.
BTW
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WD 16 Word Chapter 1 Creating, Formatting, and Editing a Word Document with Pictures
To Change the Font Size of Selected Text
The next step is to increase the font size of the characters in the selected headline. You would like the headline to be as large as possible and still fi t on a single line, which in this case is 72 point. The following steps increase the font size of the headline from 11 to 72 point.
1
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3
With the text selected, click the • Font Size box arrow (Home tab | Font group) to display the Font Size gallery (Figure 1–16).
Why are the font sizes in my Font Size gallery different from those in Figure 1–16?
Font sizes may vary depending on the current font and your printer driver.
What happened to the Mini toolbar?
The Mini toolbar disappears if you do not use it. These steps use the Font Size box arrow on the Home tab instead of the Font Size box arrow on the Mini toolbar.
Point to 72 in the Font Size gallery • to display a live preview of the selected text at the selected point size (Figure 1–17).
I Experiment
Point to various font sizes in the • Font Size gallery and watch the font size of the selected text change in the document window.
Click 72 in the Font Size gallery to • increase the font size of the selected text.
Figure 1–16
Figure 1–17
Q&
AQ
&A
Home tab default font size is 11
Font group
1. Click Font Size box arrow on Mini toolbar, click desired font size in Font Size gallery
2. Right-click selected text, click Font on shortcut menu, click Font tab (Font
dialog box), select desired font size in Size list, click OK button
3. Click Font Dialog Box Launcher, click Font tab (Font dialog box), select
desired font size in Size list, click OK button
4. Press CTRL+D, click Font tab (Font dialog box), select desired font size in Size list, click OK button
Other Ways
font size of selected text changes to 72 point, showing a live preview of font size to which you are pointing in gallery
selection on text disappears temporarily while you use live preview
text to be formatted is selected
current font size selected
list of available font sizes are displayed in Font Size gallery
Font Size box arrow
mouse pointer on 72 point
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Creating, Formatting, and Editing a Word Document with Pictures Word Chapter 1 WD 19
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To Apply a Text Effect to Selected Text
You would like the text in the headline to be even more noticeable. Word provides many text effects to add interest and variety to text. The following steps apply a text effect to the headline.
1With the text selected, click the Text • Effects button (Home tab | Font group) to display the Text Effects gallery (Figure 1–22).
Figure 1–22
Home tab
Font group
text to be formatted is selected
commands to defi ne unique text effects
predefi ned text effects
Text Effects gallery
Text Effects button
2
3
4
Point to Fill – White, Gradient • Outline – Accent 1 (fi rst text effect in third row) to display a live preview of the selected text in the selected text effect (Figure 1–23).
I Experiment
Point to various text effects • in the Text Effects gallery and watch the text effects of the selected text change in the document window.
Click Fill – White, Gradient Outline – • Accent 1 to change the text effect of the selected text.
Click anywhere in the document • window to remove the selection from the selected text.
Figure 1–23
selected text shows live preview of text effect to which you are pointing in gallery
selection on text disappears temporarily while you use live preview
1. Right-click selected text, click Font on shortcut menu, click Font tab (Font dialog box), click Text Effects button, select desired text effects
(Format Text Effects dialog box), click Close button, click OK button
2. Click Font Dialog Box Launcher (Home tab | Font group), click Font
tab (Font dialog box), click Text Effects button, select desired text effects (Format Text Effects dialog box), click Close button, click OK button
Other Ways
mouse pointer on Fill - White, Gradient Outline - Accent 1 text effect
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Step-by-step instructions now provide a context beyond the point-and-click. Each step provides information on why students are performing each task or what will occur as a result.
Navigational callouts in red show students where to click.
Explanatory callouts in black summarize what is happening on screen.
Plan Ahead boxes prepare students to create successful projects by encouraging them to think strategically about what they are trying to accomplish before they begin working.
Q&A boxes offer questions students may have when working through the steps and provide additional information about what they are doing right where they need it.
Experiment steps within our step-by-step instructions encourage students to explore, experiment, and take advantage of the features of the Offi ce 2010 user interface. These steps are not necessary to complete the projects but are designed to increase confi dence with the software and build problem solving skills.
Textbook Walk-ThroughMicrosoft Offi ce 2010
WD 30 Word Chapter 1 Creating, Formatting, and Editing a Word Document with Pictures
Selecting TextIn many of the previous steps, you have selected text. Table 1–3 summarizes the
techniques used to select various items.
Table 1–3 Techniques for Selecting Text
Item to Select Mouse Keyboard (where applicable)
Block of text Click at beginning of selection, scroll to end of selection, position mouse pointer at end of selection, hold down SHIFT key and then click; or drag through the text.
Character(s) Drag through character(s). SHIFT+RIGHT ARROW or SHIFT+LEFT ARROW
Document Move mouse to left of text until mouse pointer changes to a right-pointing block arrow and then triple-click.
CTRL+A
Graphic Click the graphic.
Line Move mouse to left of line until mouse pointer changes to a right-pointing block arrow and then click.
HOME, then SHIFT+END or END, then SHIFT+HOME
Lines Move mouse to left of fi rst line until mouse pointer changes to a right-pointing block arrow and then drag up or down.
HOME, then SHIFT+DOWN ARROW or END, then SHIFT+UP AROW
Paragraph Triple-click paragraph; or move mouse to left of paragraph until mouse pointer changes to a right-pointing block arrow and then double-click.
CTRL+SHIFT+DOWN ARROW or CTRL+SHIFT+UP ARROW
Paragraphs Move mouse to left of paragraph until mouse pointer changes to a right-pointing block arrow, double-click, and then drag up or down.
CTRL+SHIFT+DOWN ARROW or CTRL+SHIFT+UP ARROW repeatedly
Sentence Press and hold down CTRL key and then click sentence.
Word Double-click the word. CTRL+SHIFT+RIGHT ARROW or CTRL+SHIFT+LEFT ARROW
Words Drag through words. CTRL+SHIFT+RIGHT ARROW or CTRL+SHIFT+LEFT ARROW repeatedly
To Save an Existing Document with the Same File Name
You have made several modifi cations to the document since you last saved it. Thus, you should save it again. The following step saves the document again. For an example ofthe step listed below, refer to the Offi ce 2010 and Windows 7 chapter in this book.
1 Click the Save button on the Quick Access Toolbar to overwrite the previously saved fi le.
Inserting and Formatting Pictures in a Word DocumentWith the text formatted in the fl yer, the next step is to insert digital pictures in the fl yer and format the pictures. Flyers usually contain graphical images, such as a picture, to attract the attention of passersby. In the following pages, you will perform these tasks:
1. Insert the fi rst digital picture into the fl yer and then reduce its size.2. Insert the second digital picture into the fl yer and then reduce its size.3. Change the look of the fi rst picture and then the second picture.
Break Point: If you wish to take a break, this is a good place to do so. You can quit Word now (refer to page WD 44 for instructions). To resume at a later time, start Word (refer to pages WD 4 and WD 5 for instructions), open the fi le called Found Dog Flyer (refer to page WD 45 for instructions), and continue following the steps from this location forward.
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WD 56 Word Chapter 1 Creating, Formatting, and Editing a Word Document with Pictures
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Extend Your Knowledge
Extend the skills you learned in this chapter and experiment with new skills. You may need to use Help to complete the assignment.
Modifying Text and Picture Formats and Adding Page BordersNote: To complete this assignment, you will be required to use the Data Files for Students. See the inside back cover of this book for instructions on downloading the Data Files for Students, or contact your instructor for information about accessing the required fi les.
Instructions: Start Word. Open the document, Extend 1-1 TVC Cruises Flyer, from the Data Files for Students. You will enhance the look of the fl yer shown in Figure 1–76. Hint: Remember, if you make a mistake while formatting the picture, you can reset it by clicking the Reset Picture button or Reset Picture button arrow (Picture Tools Format tab | Adjust group).
Perform the following tasks: 1. Use Help to learn about the following formats: remove bullets, grow font, shrink font, art page
borders, decorative underline(s), picture bullets, picture border shading, shadow picture effects, and color saturation and tone.
2. Remove the bullet from the paragraph below the picture.
3. Select the text, 10 percent, and use the Grow Font button to increase its font size.
4. Add an art page border to the fl yer. If the border is not in color, add color to it.
5. Change the solid underline below the word, cruises, to a decorative underline. Change the color of the underline.
6. Change the style of the bullets to picture bullet(s).
7. Change the color of the picture border. Add a shadow picture effect to the picture.
8. Change the color saturation and color tone of the picture.
9. Change the document properties, including keywords, as specifi ed by your instructor. Save the revised document with a new fi le name and then submit it in the format specifi ed by your instructor.
Figure 1–76
change border color and add shadow effect; change color saturation and color tone
use Grow Font button to increase font size
remove bullet
change to picture bullets
change underline style and color
add art page border
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Creating, Formatting, and Editing a Word Document with Pictures Word Chapter 1 WD 57
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Make It Right
Analyze a document and correct all errors and/or improve the design.
Correcting Spelling and Grammar ErrorsNote: To complete this assignment, you will be required to use the Data Files for Students. See the inside back cover of this book for instructions on downloading the Data Files for Students, or contact your instructor for information about accessing the required fi les.
Instructions: Start Word. Open the document, Make It Right 1-1 Karate Academy Flyer Unchecked, from the Data Files for Students. The document is a fl yer that contains spelling and grammar errors, as shown in Figure 1–77. You are to correct each spelling (red wavy underline) and grammar error (green and blue wavy underlines) by right-clicking the fl agged text and then clicking the appropriate correc-tion on the shortcut menu.
If your screen does not display the wavy underlines, click File on the Ribbon and then click Options in the Backstage view. When the Word Options dialog box is displayed, click Proofi ng in the left pane, be sure the ‘Hide spelling errors in this document only’ and ‘Hide grammar errors in this document only’ check boxes do not contain check marks, and then click the OK button. If your screen still does not display the wavy underlines, redisplay the Word Options dialog box, click Proofi ng, and then click the Recheck Document button.
Change the document properties, including keywords, as specifi ed by your instructor. Save the revised document with the name, Make It Right 1-1 Karate Academy Flyer, and then submit it in the format specifi ed by your instructor.
Figure 1–77
spelling and grammar errors fl agged in document with wavy underlines
shortcut menu appears when you right-click fl agged text
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Creating, Formatting, and Editing a Word Document with Pictures Word Chapter 1 WD 63
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Note: To complete this assignment, you will be required to use the Data Files for Students. See the inside back cover of this book for instructions on downloading the Data Files for Students, or contact your instructor for information about accessing the required fi les.
Instructions: Start Word. Enter the text in the fl yer, checking spelling as you type, and then format it as shown in Figure 1–80. The pictures to be inserted are called Train and Scenery and are available on the Data Files for Students. Adjust spacing before and after paragraphs and resize pictures as necessary so that the fl yer fi ts on a single page.
Change the document properties, including keywords, as specifi ed by your instructor. Save the document using the fi le name, Lab 1-3 Train Ride Flyer. Submit the document, shown in Figure 1–80, in the format specifi ed by your instructor.
Cases and Places
Apply your creative thinking and problem solving skills to design and implement a solution.
Note: To complete these assignments, you may be required to use the Data Files for Students. See the inside back cover of this book for instructions on downloading the Data Files for Students, or contact your instructor for information about accessing the required fi les.
1: Design and Create a Spring Break Flyer
AcademicAs secretary of your school’s Student Government Association, you are responsible for creating and distributing fl yers for spring break group outings. This year, you have planned a trip to Settlers Resort. The fl yer should contain two digital pictures appropriately resized; the Data Files for Students contains two pictures called Cabin 1 and Cabin 2, or you can use your own digital pictures if they are appropri-ate for the topic of the fl yer. The fl yer should contain the headline, Feeling Adventurous?, and this signature line: Call Lyn at 555-9901 to sign up. The body copy consists of the following, in any order: Spring Break – Blast to the Past. Settlers Resort is like a page right out of a history textbook! Spend fi ve days living in the 1800s. The bulleted list in the body copy is as follows: One-room cabins with potbelly stoves, Campfi re dining with authentic meals, and Horseback riding and much more.
Use the concepts and techniques presented in this chapter to create and format this fl yer. Be sure to check spelling and grammar. Submit your assignment in the format specifi ed by your instructor.
2: Design and Create a Yard Sale Flyer
PersonalYou are planning a yard sale and would like to create and post fl yers around town advertising the upcoming sale. The fl yer should contain two digital pictures appropriately resized; the Data Files for Students contains two pictures called Yard Sale 1 and Yard Sale 2, or you can use your own digital pictures if they are appropriate for the topic of the fl yer. The fl yer should contain the headline, Yard Sale!, and this signature line: Questions? Call 555-9820. The body copy consists of the following, in any order: Hundreds of items for sale. After 20 years, we are moving to a smaller house and are selling anything that won’t fi t. Everything for sale must go! The bulleted list in the body copy is as follows: When: August 7, 8, 9 from 9:00 a.m. to 7:00 p.m.; Where: 139 Ravel Boulevard; and What: something for everyone – from clothing to collectibles.
Use the concepts and techniques presented in this chapter to create and format this fl yer. Be sure to check spelling and grammar. Submit your assignment in the format specifi ed by your instructor.
Continued >
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Cases & Places exercises call on students to create open-ended projects that refl ect academic, personal, and business settings.
Break Points identify logical breaks in the chapter if students need to stop before completing the project.
Extend Your Knowledgeprojects at the end of each chapter allow students to extend and expand on the skills learned within the chapter. Students use critical thinking to experiment with new skills in order to complete each project.
Make It Right projects call on students to analyze a fi le, discover errors in it, and fi x them using the skills they learned in the chapter.
Discovering Computers—Selected Chapters from Fundamentals, 2012 Edition