Motion Correct Answer D. Group Activity: Have students experiment with various animations and effects. Remind students that after they insert video into a presentation they can modify the video by changing the length of time the video plays. TEACHER TIP Explain to students that as they continue to add objects, including sound and animation, to a presentation, or apply transitions and complex animations, the file size of the presentation will grow.
Point out to students that when pictures are compressed, pixels are removed. Answer: True 2. Critical Thinking: Have students discuss any experiences they might have had with large files.
Were they sending the file via e-mail? Were they trying to download the file? Were they uploading a file to the Web? Did it take a long time to send or load? What might they have done to fix these problems? These assignments are designed as straight practice and do not include anything of an exploratory nature. Short modules can have fewer Case Problems or none at all ; other modules may have five Case Problems. The Case Problems provide further hands-on assessment of the skills and topics presented in the module, but with new case scenarios.
In this type of Case Problem, students apply the skills that they have learned in the module to solve a new problem. In a Create Case Problem, students are either shown the end result such as a finished Word document and asked to create the document based on the figure provided, or, students are asked to create something from scratch in a more free-form manner. A Challenge Case Problem involves one or more Explore steps.
These steps challenge students by having them go beyond what was covered in the module, either with guidance in the step or by using online Help as directed. A Research Case Problem requires students to find information on the Internet to help solve a problem or to include in the file they are creating. In this type of Case Problem, certain steps of the exercise require students to identify and correct errors that are intentionally placed in the files.
Completing these steps helps to promote problem solving and critical thinking. Slides 35 deleted. Mix created. Inking options set to Thick Pen with Red Color. Slide 1: voice recorded. Slide 2: subbullet circled. Slides 1: remove the transition. Plays Automatically. Fills screen when playing. Rewinds after playing. About 8s trimmed from the end of the video.
Table style changed to Light Style 1 — Accent 1. Header row: Century Gothic font, font size 20, centered horizontally. Final column: contents centered horizontally. Picture cropped to remove bottom inch, resized to 7. Positioned and aligned. Rectangle shape: no fill, no outline. Duration 1. After previous. Slides deleted. Slide 8: Table formatted as in Fig- , centered horizontally, 2. Photos compressed to 96 ppi. Slide 2: Bulleted list animated to Wipe with From Top effect. List on left animation timing set to On Click.
List on right animation timing set to After Previous with a delay of two seconds. List on right subitems animation timing set to With Previous Slides 1,2,8 and 9: Fade transition. Text entered. Shape resized to 0. Shape centered and middle aligned below picture. Moderate Effect — Dark Teal, Accent 1 shape style applied. Outline color set to White. Shape animated with the Appear animation. Notes and handouts: student name added as header.
All slides except the first slide: Honeycomb transition with duration set to 1. Second column width set to 1. Font size set to Text in first column centered vertically Slide 3: fill color removed from first column of table Slide 3: rectangle inserted; 7.
Change the Format property for a field in Datasheet view Modify field properties in Design view Session 2. Delete and rename fields Change the data type for a field in Design view Set the Default Value property for a field Import a text file Define a relationship between two tables.
The first step in designing a database is to think of all the fields of data you might want to store. The next step is to group the fields into tables. Each table will contain a group of related fields. A field will be selected in each table to become the primary key for that table.
The primary key is a field in the table that can uniquely identify a record in the table. When tables will be related to one another, you need to include a common field in the two tables that will be used to form the relationship. For each field, you will need to specify the properties for that field. Field properties include their data type, field sizes, and an optional description of the field.
Classroom Discussion: What fields would you identify when creating a database of students who attend your school?
Answer: Identify all the fields needed to produce the required information. For example, information about age, majors, full time, part time, etc. Answer: D A. Answer: data redundancy. However, the field should not be larger than necessary because this will result in wasted space. Point out that database design is a very complicated and intricate process. It takes much practice and experience to become a good database designer.
The concepts presented in the book are meant to get the student to start thinking about design issues. However, students should know that there is much more to learn about database design. Answer: Use the Text data type for names, addresses, descriptions, and fields containing digits that are not used in calculations.
Answer: Use the Memo data type for long comments and explanations. Answer: Use the Number data type for fields that will be used in calculations, except those involving money; use the Currency data type for money.
Group Activity: Divide students into groups of five larger groups allow for more brainstorming. Tell the students they need to set up a database for a softball league. Have students consider that they will need to maintain information about each player and also about each team.
Allow students to brainstorm about what fields of information will be needed for each player and for each team.
Finally, have students determine how these two tables will be related, what type of relationship e. Have the groups draw out their design similar to Figure When they are all finished, have the groups swap their design with another group. Now have each group critique the design that has been passed to them by another group. They will also specify the primary key for each table and save the table structure.
The table structure is set up and modified in Design view. When all the fields have been defined, they will then specify which field s will be the primary key.
When the table has been fully defined, they will save the table structure. Use Figure through to discuss the elements in the Table window in Design view. Although it is not required to enter a description for the fields, it is advisable to do so. Students should always select a field s as the primary key. Although Access does not require that you do so, there are several advantages to selecting a primary key. Class Discussion: In general, what are the steps in creating a table? Answer: When students create a table, they will name the fields and define the properties for the fields.
Answer: Click to position the insertion point where the error is located and use either the Backspace key or the Delete key. It is only the structure of the table that must be saved. Records, on the other hand, are automatically stored as they are entered. Click the OK button to close the dialog boxes, and then close and reopen the database. This setting applies to each database and is not a global Access setting. Answer: 2. Class Discussion: What are the steps to add a field between two fields?
Answer: In the Table window in Design view, select the row for the field above where you want to add a new field. Define the new field by entering the field name, data type, optional description, and any property specifications. Why might you want to add a field between two fields? Answer: Design 2. Class Discussion: Why should you reduce the size of fields that are too large for the data they will hold?
Once the table has been created, students will then need to add records to the table. As students enter records, they will be placed in the table in the order in which they were entered. However, when students close the table and open it again, the records will be ordered according to the primary key order. Creative Thinking Activity: Refer to Figure Where would you most likely find the information contained in the table?
Many times when students are given the information, they can enter it into the table, but locating or researching the information can be difficult.
Answer: spacebar. There are various ways to import this information. Answer: False 2. Class Discussion: What are the first three steps for importing a worksheet into a table? Answer: 1. Click the Close button on the table window bar to close any open tables. Save the table. Click the External Data tab on the Ribbon. TEACHER TIP Explain that if another Access database contains a table—or even just the design, or structure, of a table— that you want to include in your database, you can easily import the table and any records it contains or import only the table structure into your database.
When copying records from one table to another, it is very important to first determine that the two tables have the exact same data structure. If the two data structures differ in any way, the copy will cause an error. However, when you import, you are importing an entire table including its data and its structure. This is a good way to include a table in your database that was previously designed in a different database.
Class Discussion: Discuss that in a corporate setting, there may be several people working on a database at one time. The ability to copy records into a table or import an entire table allows for the transfer of data in a collaborative effort. Of course, someone within the corporation must maintain the integrity of the data.
- Думаю, - проговорил Орел. Садитесь, сделаем так, - сказала Наи. Хотя они светились в сотне километров от нее, - проговорил Ричард!
