CSC 100 Computer Applications and Programming Spring Semester, 2007

CSC 100 – Computer Applications and Programming Spring Semester, 2007

CSC 100 (MWF)

Computer Applications and Programming

PaineCollege

Augusta, Georgia

Spring Semester, 2007

Professor: Barbara J. Combs Office: MusicBuilding Studio Office 4

Phone: (706) 821-8383 Computer Lab: Mary Helm 206

Email: Office Hours: MW 3:00 – 5:00;TTh 3:10 – 5:10*

Other hours by appointment

Required Text:

Title: Exploring Microsoft Office 2003 Enhanced Edition, 1/e

Authors: Robert T. Grauer and Maryann Barber

Copyright: 2006

Publisher: Prentice Hall

ISBN: 0-13-218701-9

Required Communication and Supplies: An email account, e.g., hotmail, yahoo, aol, Comcast, knology, bellsouth, gmail, etc. Two (2) 3½ high density diskettes, two (2) cd-roms, or two (2) USB portable drives, e.g., stick, flash or jump (preferred). No Zip disks, please.

Class Pages:

CSC 100 Section 1 - 1:00 MWF

CSC 100 Section 3 - 2:00 MWF

Course Description: Introduction to computer hardware and software; the internet and the World Wide Web; word processing; presentation software, spreadsheets; and databases. Each semester. 3 hours.

Division Statement: “Reflective Teaching” is a process through which teacher candidates become career students of learning. They do so by engaging in teaching and learning curriculum theories which cause them to consider insight and wisdom as it relates to teaching practices. Further, reflective teaching consists of continuous cycles: planning, teaching, testing, and reflecting, which leads to action and ultimately refines teaching and building professional competence.

Explanation of Conceptual Framework: The conceptual framework is based upon the fundamental belief that teaching and learning are related to: guiding principles; theoretical concepts; organizing themes of teacher education programs; program outcomes and evaluation processes. It supports the foundation, theory, and experiences that preservice teachers develop as reflective practitioners and continuous learners. The theme, “The Reflective Practitioner” reflects the beliefs, attitudes, and values that are demonstrated in a repertoire of teaching practices. There is a correlation between the objectives of the College, Division, and outcomes for candidates in each program. As stated in the standards and demonstrated in the Conceptual Framework, preservice teacher candidates are expected to integrate general knowledge, philosophical belief systems and pedagogical skills to create meaningful experience.

Outcomes of ConceptualFramework:

1. Reflective Practitioners are well grounded in discipline content for the purpose of

being able to improve the instructional process through explication and

clarification. Students are actively participating in activities and experiences that

involve active monitoring and personal attitude toward learning and attention to

introspection and practices.

2.Reflective Practitioners are able to plan, implement and assess instructions necessary for improving the achievement levels of learners with diverse levels of ability and learning styles. Students are involved in critical and creative thinking. Both are used to test, refine, and evaluate assertions of ideas. Students are active learners, busily engaged in the process of bringing new knowledge and new ways of comprehending a wide range of information to a diverse group of students.

3.Reflective Practitioners utilize diversified field experiences to develop a clear insight into practical applications that allow opportunities for growth and development as it relates to the pedagogical theories. Diversified field experiences allow the students to act in deliberate and intentional ways, to devise new ways of teaching, and to interpret new experiences from a teacher's perspective. Students are involved in curriculum planning, organization of effective teaching, integration of technology strategies and assessment.

4.Reflective Practitioners are able to modify, adapt and revise previously used instructional plans to improve teaching and learning. Reflective teaching provides teachers with the willingness and ability to reflect on the origins and consequences of their actions and decisions, as well as on situations and constraints embedded within the instructional, curricular, school, and social context in which they work.

5.Reflective Practitioners engage in ethical and moral practices and behaviors consistent with the expectations of professional educators to allow for the establishing of loyalty patterns and modest behavior acceptable to all concerned, students will participate in activities that are grounded in self-preservation.

6. Reflective Practitioners are able to plan and implement instruction for a diverse

population of students. Preservice students become educated in multicultural thinking and employ special strategies to accommodate the different cultures of diverse students. Reflective Practitioners participate in effective communications skills (both verbal and non-verbal) and with an understanding of characteristics, methods, and traditions involved in students' education.

Course Objectives

Reference toAfter completing this course, each student will:

Conceptual

FrameworkKnow Essential Computing Concepts

OutcomesThestudent will be able todescribe the components of a computer system;

define the terms used to measure the capacity and speed of a microprocessor,

(1, 2, and 3)memory; and auxiliary storage. Distinguish between system software and

application software; describe the evolution of Microsoft windows; List the major applications in Microsoft Office. Describe how to safeguard a system through acquisition of an antivirus program and through systematic backup. Describe the contributions of IBM, Microsoft, and Intel in the evolution of the PC; discuss several considerations in the purchase of a computer system. Define a local area network; Distinguish between a server and a workstation.

Be capable of editing and formatting a Microsoft Word document.

The student will be able to create, save, retrieve, edit, and print a simple document. Describe the elements on the Microsoft Word screen. Differentiate between the Save and Save As commands: Distinguish between the insert and overtype modes. Define word wrap; Move and copy text within a document: Use the format paragraph command to change line spacing, alignment, tabs, and indents. Enter and edit text in columns. Use the Page Setup command to change the margins and or orientation. Use the Find, Replace, and Go To commands to substitute one character string for another.

Be capable of enhancing a document by using outlines, tables, and styles.

The student will be able to use the drawing toolbar to create and modify lines and objects. Use WordArt to insert decorative text into a document. Insert a hyperlink into a word document; save a word document as a web page. Describe object linking and embedding and explain how it is used to create a compound document. Describe the Outline view; explain how this view facilitates moving text within a document. Create an index and a table of contents. Create a bulleted or numbered List; create an outline using a multilevel list. Describe the tables feature; create a table and insert it into a document. Create a header and a footer; Use the AutoFormat command to apply styles to selected elements of a document.

Be able to construct, format, and modify a Microsoft Excel spreadsheet.

The student will open an Excel workbook; insert and delete rows and columns of a worksheet; save and print the modified worksheet. Distinguish between a formula and a constant: explain the use of a predefined function within a formula; explain how the rows and columns of a spreadsheet are identified, and how its cells are labeled; Format a worksheet to include boldface, italics, shading, and borders; Change the font and/or alignment of a selected entry. Define a cell range; select and deselect ranges within a worksheet. Copy and move cells within a worksheet. Insert a hyperlink into an Excel workbook; save a workbook as a web page.

Course Objectives - continued

Be able to utilize spreadsheets in decision-making.

The student will be able to construct and use graphs and charts in decision-making; Describe the use of spreadsheets in decision-making; Use the Average, Max, Min, and Count functions in a worksheet. Explain how freezing panes may help in the development of a large worksheet. Distinguish between the different types of charts, stating the advantages and disadvantages of each. Use the chart wizard to create and modify a chart. Use the Drawing toolbar to enhance a chart by creating lines, objects, and 3-D shapes. Create a compound document consisting of a word processing memo, a worksheet, and a chart.

Be able to create a Microsoft Access database.

Topics will include tables and forms, design, properties, views and wizards.The student will be able to define the terms field, record, table, and database. Add, edit, and delete records within a table; Describe a relational database and the record selector. Describe how to design a table: discuss three guidelines you can use in the design process. Describe the data types and properties available within Access and the purpose of each; set the primary key for a table.

Be able to extract information from the database.

Topics will include reports and queries. The student will be able to describe thevarious types of reports available through the Report Wizard; List the sections that may be present in a report and explain the purpose of each; Describe the similarities between forms and reports with respect to bound and unbound, and calculated controls; The student will use the design grid to create and modify a select Query and Create a crosstab query.

Be able to create and present a PowerPoint slide show.

The student will be able to start PowerPoint; open, modify, and view an existing presentation. Describe the different ways to print a presentation. Add a new slide to a presentation; explain how to change the layout of the objects on an existing slide. Describe the common user interface; give several examples of how PowerPoint follows the same conventions as other Office applications. Use the Outline view to create and edit a presentation display and hide text within the Outline view. Use the Microsoft Clip Gallery to add and change the clip art on a slide. Apply a design template to a new presentation; change the template in an existing presentation. Add transition effects to the slides in a presentation; apply build effects to the bullets and graphical objects in a specific slide.

Be able to use the Internet, World Wide Web and Search Engines to conduct research and know how to design a web page.

The student will know how to use Internet Explorer to access the World Wide Web. Describe the Internet and its history; explain how to access the Internet in examples; describe how to enter a web address in Internet Explorer. Explain how to save the address of a favorite Web site and return to it later. Define a hyperlink; explain why hyperlinks within the same document appear in different colors. Name three different search engines; explain why it is often necessary to use multiple search engines with a single query.

Course Requirements and Policies:

Class Attendance - It will be to the student's advantage to attend class regularly and to arrive on time. Maximum benefit will be obtained from the course not by completing the assigned course material only, but also by observing and participating in the dynamics created as a result of class discussion.

Students should note the following regarding attendance and withdrawals:

• The instructor will strictly observe the attendance regulations outlined in the college catalog.

• All students will be required to sign in electronically (instructions will be provided) and in writing. Arrival times will be recorded.

• Questions regarding items covered prior to late arrival will not be answered in class. It will be the student’s responsibility to acquire that information after class.

• Excessive absences will result in withdrawal from the course. Grades will be assigned according to the following schedule:

• March 15 - Last day to withdraw or to be withdrawn without academic penalty.

Grade: W

• April 27 - Last day to withdraw or to be withdrawn with academic penalty.

Grade WP or WF

Meetings with the Professor – Each student will be required to meet with the professor at least twice during the semester – once during the first half of the semester and once during the second half – to discuss his progress in the course. Sign-up sheets will be circulated.

Assignment Submissions – All assignments must be submitted for grading on the dates indicated in the “Tentative Outline of Course Content” section of the syllabus. Submitted assignments must be on one of the following:

• computer-readable media listed in the Required Supplies section of the syllabus (page 1);

• in laser-quality computer output or typed on 8½” by 11” white paper; or

on line.

The appropriate form will be determined by the nature of the assignment and will be indicated with each assignment.

Policy on Make-up work and Work Turned in Late

Late submissions will be accepted and make-up exams will be provided only under documented emergency circumstances. Excuses for absences on exam or assignment submission dates must be obtained from Student Affairs and provided to the professor on the first day that the student returns to class. Regardless of the reasons for absences, students should remember the following:

• Circumstances will be evaluated on a case-by-case basis;

• The student is responsible for completing all work; therefore, the processes for making late submissions of required work and for making up missed exams must be initiated by the student. The professor will not ask you if you would like to complete missed assignments or exams;

• All make-up work must be completed within forty-eight (48) hours of returning to class. At the end of the forty-eight (48) hours, a grade of zero (0) will be assigned for the missed assignment or exam. All due dates and exam dates are indicated at least twice in the syllabus.

Course Work Integrity

Unless otherwise instructed to do so, all course work and exams are to be completed solely by the student submitting the work for grading. Any evidence to the contrary, including any form of plagiarism, will be grounds for an immediate assignment of a grade of “F” for the course. If a student is uncertain about the meaning of the term “plagiarism”, early enrollment in a Tutorial Center workshop that covers the subject is strongly recommended.

Classroom and Computer Lab Usage and Decorum

• Neither food nor drink may be taken into the Electronic Classroom (Learning Resources Center 225) or any computer lab under any circumstances. Any breach of this rule will result in the loss of lab privileges.This means that you may not be allowed to enter the room where class meets!

• Due to the professor’s allergies, students must refrain from wearing fragrances during class time and to the professor’s office. This includes lotions, soaps, powders, and smoke-filled clothing in addition to perfumes and colognes. Other items may be added to this list during the semester. Failure to adhere to this requirement may result in a request for the student to leave the classroom.

• Cell phones must be turned off or placed in silent mode prior to entering class.They must be put away – out of sight – during class.

If phones are placed in silent mode,

• calls may not be answered in the classroom,

• students may not leave the classroom to answer calls.

• students may not receive or send text messages or any other type of communication via cell phones or electronic transmission devices during class.

• Other electronic devices, e.g., IPODs, PDAs, Blackberries, Radios, Portable CD/DVD Players, headphones, and earbuds, etc., must be turned off and/or removed prior to entering the classroom.

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Penalties for Cell Phone and Electronic Transmission Device Use:If there are audible rings by any student’s phone, or if there is obvious cell phone or other device handling or manipulation by any student,e.g. text messaging or checking for messages, class activities will be immediately interrupted for the administration of a quiz to ALL students in the class. These quizzes, if any, will count in the calculation of grades for the course.

• During open lab hours, instructions of the LRC personnel and lab monitors/ work-study students, if any, are to be followed. The lab monitors will answer general software and hardware questions and will provide assistance if there is difficulty using either; however, they will not assist in completing assignments.

Attire

By enrolling in college, students declare their desires to become professionals. To the extent possible, students should dress as though they have already realized their aspirations; therefore, appropriate attire should be worn to class. At the very least, head rags, hats, caps, and sunglasses should not be worn to class. Included in the “MUST NOT” list also are Daisy Dukes/hot pants, cutoffs, midriffs, halter tops, low-riding (about to fall off) baggy pants, and undershirts as shirts. Others may be added to this list. “MUSTS” include shirts and shoes. Others may be added to this list, too.

Assignments:

All assignments will be posted to the class page on the Quia website.

Reading Assignment: Textbooks - Reading assignments are delineated in the "Tentative Outline of Course Content" section of the syllabus. Students should be prepared to discuss on Mondays all of the readings assigned for the week.

Reading Assignments: Periodicals - Each student must select at least one (1) periodical from the following list.

Computer ShopperMaximum PCPC World

Information WeekUS Black EngineerPC Magazine

Other periodicals may be chosen with the consent of the instructor.

The purpose of reading this material is to provide students with an opportunity to complement the material read in the text. Because it is very likely – particularly in some computing disciplines – that textbook material is already outdated by the time it is printed, it is essential that students utilize current media to remain up-to-date. Students will select one article and prepare a PowerPoint presentation based on it. They must be prepared to answer questions and to provide definitions for any terms or words – computer-related or not – that are used in or on the article – regardless of whether or not they are used in the presentations.Because students will be called at random to make reports, the articles must be submitted to the instructor by Friday, January 26th. Reports will begin on Monday, February 12thand will continue throughout the entire semester; therefore, students should be prepared at all times! Refer to the separate “PowerPoint Presentation” document posted to the class page for detailed requirements.