with

Windows 10
feature update

Windows 7 and MS Office 2013

Sangeeta Panchal
Alka Sabharwal

Class
 3
Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade mark of
Oxford University Press in the UK and in certain other countries.

Published in India by
Oxford University Press
YMCA Library Building, 1 Jai Singh Road, New Delhi 110001, India

© Oxford University Press 2012, 2013, 2016

The moral rights of the author/s have been asserted.

First Edition published in 2012

Second Edition published in 2013
Third Edition published in 2016

All rights reserved. No part of this publication may be reproduced, stored in

a retrieval system, or transmitted, in any form or by any means, without the
prior permission in writing of Oxford University Press, or as expressly permitted
by law, by licence, or under terms agreed with the appropriate reprographics
rights organization. Enquiries concerning reproduction outside the scope of the
above should be sent to the Rights Department, Oxford University Press, at the
address above.

You must not circulate this work in any other form

and you must impose this same condition on any acquirer.

ISBN-13: 978-0-19-946111-0
ISBN-10: 0-19-946111-2

Typeset in Adobe Text Pro Regular

by A.V. Computers, Delhi 110095
Printed in India by Multivista Global Ltd., Chennai 600042

Acknowledgements
The publisher would like to thank the following for their kind permission to reproduce the following photographs:
Shutterstock: 8.6; 8.7; 8.8; 8.9; 8.10

Illustrations by Rakesh Kumar and Paramjeet Singh

Preface
Basic computer literacy is essential for success in the world we live in today. It is, therefore, necessary to
familiarize children with the use of computers from a very young age.
This latest edition of Fast Forward, Fast Forward: Windows 7 and MS Office 2013, meant for students of classes
1 to 8, covers the fundamentals of computers and Internet services, as also of the main MS Office 2013 software
comprising Word, PowerPoint, Excel, Publisher and Access. It also introduces the concepts of computer
programming through KTurtle in primary and Scratch in middle school. Further, students are encouraged to
develop their artistic and creative side by learning how to create simple animations using Pivot Animator and
movies using Windows MovieMaker.
In this new edition, the contents of each book have been divided into two distinct terms to facilitate easier course
planning and evaluation. Each chapter in the series starts with an engaging introduction involving a boy, Goggle,
and his special friend, Toggle. The MS Office screenshots are based on MS Office 2013, with the light and user-
friendly Windows 7 (Professional Edition) as the operating system.
Key Features
• What’s in Store? gives the reader a snapshot of the chapter contents. (Classes 3 to 8)
• Action Break within a chapter provides students situational exercises with their solutions to reinforce
conceptual learning.
• Fast Forward highlights the keyboard shortcuts for ribbon commands, to help users save time while
performing routine operations. (Classes 2 to 8)
• Handy Hint gives students useful tips on the options available for different operations. (Classes 2 to 8)
• How About That! conveys interesting information on the topic being covered.
• Computer Manners presents computer etiquette using cartoon strips.
• Geek Speak at the end of a chapter lists the important terms a student comes across in the chapter along with
their definitions.
• At A Glance summarizes the chapter for a quick review of all the topics covered in that chapter. (Classes 2 to 8)
• Exercises in each chapter has a varied question set testing learners on all aspects of conceptual theory covered
in that chapter.
• Application-Based Questions within Exercises enables students to develop their analytical skills. (Classes 3 to 8)
• Work Out! provides situation-based practical questions that are to be tried hands-on, thus encouraging critical
thinking and developing the ability to choose the correct commands and operations.
• For the Teacher suggests creative ways to approach a chapter or topic, and gives information on freely
downloadable software.
• Worksheet provided in primary, and Assessment papers provided in middle school, are recommended for use
as formative assessment tools, while a Term Paper may be used for summative assessment practice.
• Dictionary of Terms brings together at one place all the new terms introduced in the book.
• Appendices contains challenging projects, a set of practice questions for the National Cyber Olympiad, and a list
of keyboard shortcuts for easy lookup. (Classes 3 to 8)
We welcome feedback on this series, and would be happy to incorporate constructive suggestions in future
editions.
Sangeeta Panchal
Alka Sabharwal

3
 Contents

Preface 3
• Field Properties Pane

1. Data Representation 5
• Modifying the Table Design

• Number System 7. Access 2013 – Queries, Forms and Reports 116

• Binary Representation of a Number
• Queries

• Binary Arithmetic
• Reports

• Types of Blocks Assessment 3 134
2. More About Scratch! 21 8. Networking & E-Commerce 136

• Block Categories
• Computer Networking
Assessment 1 41
• Types of Networks

3. Creating Charts In Excel 2013 42

• Need for Networking

• How the Internet Works

• Components of a Chart

• Hardware Requirements for Networking

• Types of Charts

• E-Sites

• Creating a Chart

• E-Commerce

• Sparklines

• Shopping on the Web
4. Windows Live Movie Maker 61
9. More on Pivot Animator 152

• Starting Movie Maker

• Inserting and Selecting Multiple Figures

• Starting a New Project

• Moving Multiple Figures

• Saving a Project

• Rotating and Scaling Multiple Figures
5. Introduction to Access 2013 73

• Joining Figures

• What is a Database?

• Unjoining the Figures

• Database Management System (Dbms)

• Changing the Origin Handle

• Introducing Access 2013

• Sprites

• Creating a Database

• Exporting an Animation

• Setting Data Types

• Editing Animation using Windows Live Movie Maker

• Opening an Existing Database

• Modifying Table Design
Assessment 4 166

• Totaling, Sorting, Filtering and Searching Data Term II Paper 168
Assessment 2 96 Dictionary of Terms 171
Term I Paper 98 Windows 10 174
6. Access 2013 – Design View 100 Appendices

• Creating a Table In the Design View
• Projects 185

• Setting and Removing the Primary Key
• National Cyber Olympiad — Practice Questions 209

• Adding a Lookup Field
• Keyboard Shortcuts 212

4
 1 0 1 0 1010 10101010 01000101 0110101
1 010 001 101 0001010

10101010010101010101010010101
11110101010110010100100010100
1 0 0

00010110110110110101101010111

01010110101010111101011110101
1 1

11010101011010101011101011111
0 1 0 0 0 111
010
1 0 1 1 00101 011010101 101010101 11010101
01010 101101101 110101111 101010100 010101111
1r1010 101010101
1
01101 110101010ha1p0t 1e
0 C0
10101 1010101111 010100101
1 0

Data
1
10110 010101010
0
10101

Representation

Toggle: Hi, Goggle! What’s happening?

Goggle: Hi, Toggle! Binary numbers!
Toggle: Oh! That’s interesting! That’s the form
in which computers understand data!
Goggle: Yes, but looks quite complicated.
Toggle: (smiles) Don’t worry! I’ll simplify it for
you

Information in a computer is stored in the form of

strings of 0s and 1s. The symbols 0 and 1 are together What’s in Store?
called binary digits or bits and form the binary number   Number System
system. The memory of a computer can be thought of as
  Binary Representation of Numbers
a vast group of cells. Each of these cells contains one bit
  Binary Arithmetic
of information, i.e., each cell contains a 0 or a 1.
A combination of bits is used to store information and data in the computer memory. They may
be bytes, nibbles or words, depending on the number of bits they have.
Byte  A combination of 8 bits forms one byte. Each byte represents one character such as A, B,
a, b, 1, 2, etc.
Nibble  A nibble is a group of 4 bits. It can store one decimal digit in its binary form.
Word  A group of bits representing data or instruction that forms the basic information unit of a
computer is called a word. A word may be of 8, 16, 32, or 64 bits. The size of the word depends
on the architecture of the computer. A machine with a 16-bit word is slower than one with a
32-bit word. It is a group of fixed number of bits processed as a unit in a single operation. It
varies from computer to computer but is fixed for each computer.

5
The length of a computer word is called its word size or word length. A computer stores
information in the form of words.
Other units of memory are:
Kilobyte (KB) = 210 bytes or 1024 bytes
Megabyte (MB) = 210 KB or 1024 × 1024 bytes
Gigabyte (GB) = 210 MB or 1024 × 1024 × 1024 bytes
Terabyte (TB) = 210 GB or 1024 × 1024 × 1024 × 1024 bytes
Petabyte (PB) = 210 TB or 1024 × 1024 × 1024 × 1024 × 1024 bytes
Exabyte (EB) = 210 PB or 1024 × 1024 × 1024 × 1024 × 1024 × 1024 bytes
Zettabyte (ZB) = 210 EB or 1024 × 1024 × 1024 × 1024 × 1024 × 1024 × 1024 bytes
Yottabyte (YB) = 210 ZB or 1024 × 1024 × 1024 × 1024 × 1024 × 1024 × 1024 × 1024 bytes

Number System
In digital representation, the common number systems used are the Decimal, the Binary, the
Octal, and the Hexadecimal Number System
The decimal number system is what we most commonly use. It is composed of 10 symbols — 0,
1, 2, 3, 4, 5, 6, 7, 8, and 9. Using these digits you can express any quantity. It is also called the
base 10 system because it makes use of 10 digits. The number base is also called the radix.
The decimal system is a positional value system (also called the positional value system or the
place value notation) in which the value of a digit depends on its position.
For example, consider the whole number 573. The rightmost digit position is the ones position
(100 = 1). The numeral in that position indicates how many ones are present in the number.
The next position to the left is the tens, then the hundreds, the thousands, and so on. Each digit
position has a weight that is ten times the weight of the position to its right.
Consider another example—256. 256 = 2 × 102 + 5 × 101 + 6 × 100
Positional
values (weights)
102 101 100 = 2 × 100 + 5 × 10 + 6 × 1
LSD
MSD 2 5 6 = 200 + 50 + 6

The right most digit has the least positional value (weight), therefore, it is called the least
significant digit (LSD).
The leftmost digit has the maximum positional value (weight), therefore, it is called the most
significant digit (MSD).
In the above example, 6 is the LSD and 2 is the MSD.

6
Now, let us consider the decimal number 49.12. The decimal point separates the whole number
on the left from the decimal digits on the right.
Positional
values (weights)

49.12 = 4 × 101 + 9 × 100 + 1 × 10–1 + 2 × 10–2

101 100 10-1 10-2
4 9 . 1 2 = 4 × 10 + 9 × 1 + 1/10 + 2/100
= 40 + 9 + 0.1 + 0.02
MSD LSD
  

The positions to the right of the decimal point are called the decimal places. The digit at the first
decimal place shows the number of tenths. In our example, it is one tenth. The second decimal
place shows the number of hundredths, and so on. In our example, there are two hundredths.

Binary Number System

The computer system is designed on the binary number system. It has a base of 2. There are
only two digits, 0 and 1. It can represent any number with these two digits.
The binary number system is also a positional numbering system wherein each binary digit has
its own value or weight expressed as a power of 2.
Consider the example, 1011.0101 — a binary number with a fraction.
Positional
values (weights)
23 22 21 20 2-1 2-2 2-3 2-4
MSD 1 0 1 1 . 0 1 0 1 LSD

For a binary number, the binary point separates the whole number part from the fractional
part. The place values of the digits to the right of the binary point are got by raising 2 to
successive negative powers.

Octal Number System

The octal number system has a base of 8. It has eight digits 0, 1, 2, 3, 4, 5, 6, and 7. Each digit of
an octal number can have any value from 0 to 7.
The octal number system is also a positional numbering system. Each octal digit has its own
positional value or weight expressed as a power of 8.
As an example, consider 1267.12, an octal number with a fraction.
Positional
values (weights)
83 82 81 80 8-1 8-2

MSD 1 2 6 7 . 1 2 LSD

As in the decimal and the binary number systems, the radix point separates the whole number

7
part from the fractional part. The place value of each digit to the left and the right of the radix
point is got by raising 8 to successive positive or negative powers, respectively.

Hexadecimal Number System

The hexadecimal number system has 16 as the base number. It has ten numeric digits 0, 1, 2, 3,
4, 5, 6, 7, 8, 9 and six letters A, B, C, D, E, F where A = 10, B = 11, C = 12, D = 13, E = 14 and F
= 15. The hexadecimal system is also a positional numbering system. The value of a hexadecimal
digit is expressed as the power of 16.
As an example, consider a hexadecimal number with a fraction— A65.C2, and the place values
or positional values of each digit as a power of 16.
Positional
values (weights) 162 161 160 16-1 16-2
MSD A 6 5 . C 2 LSD

Conversion to Decimal Number System

Numbers in the binary, octal, or hexadecimal systems can be converted to decimal numbers.
The steps in general are:
1. Find the positional value of each digit.
2. Multiply the digit with the positional value.
3. Sum up the product calculated in step 2.
4. The total is equivalent to the value in the decimal number system.
Conversion of Binary to Decimal
A binary number can be converted to its equivalent decimal number by adding up the product
of each digit value (0 or 1) with its positional value, as shown below:

1011.01012 = 1 × 23 + 0 × 22 + 1 × 21 + 1 × 20 + 0 × 2–1 + 1 × 2–2 + 0 × 2–3 + 1 × 2–4

= 8 + 0 + 2 + 1 + 0 + 0.25 + 0 + 0.0625
= 11.312510

Conversion of Octal to Decimal

To convert an octal number to its equivalent decimal number, add up the product of each digit
value (0 to 7) with its positional value, as given below:

1267.128 = 1 × 83 + 2 × 82 + 6 × 81 + 7 × 80 + 1 × 8–1 + 2 × 8–2

= 512 + 128 + 48 + 7 + 0.125 + 0.0312
= 695.156210

8
Conversion of Hexadecimal to Decimal
Similarly, to convert a hexadecimal number to its equivalent decimal number by add up the
product of each digit value (0 to 9, A to F) with its positional value, as shown below:

 A65.C216 = A × 162 + 6 × 161 + 5 × 160 + C × 16–1 + 2 × 16–2

= 10 × 256 + 6 × 16 + 5 × 1 + 12/16 + 2/256
= 2560 + 96 + 5 + 0.75 + 0.0078
= 2661.757810

Conversion to Other Number Systems

A decimal number can be an integer, or a mixed number with an integer part and a fractional
part. Two processes are required for converting a decimal number into any other number
system, one for the integer part and the other for the fractional part.

Integer Part
This method involves repeatedly dividing the integer by the new base until the quotient is zero
and recording the remainder after each step of division.
Finally, when no more division can occur, write down the remainders from bottom to top.

Fractional Part
1. Multiply the fractional part by the new base.
2. Record the integer part if there is one, else record 0.
3. Repeat step 1 with the fractional part of the previous multiplication and then repeat step
2 until the fractional part becomes 0. In case of infinite calculations, generally 3 digits are
taken.
Decimal to Binary
For example, to convert 47.59810 to binary number, do the following:
Integer Part  2 47 Fractional Part  0.598
2 23 – 1 × 2
2 12 – 1 1.196
× 2
2 6 – 0
0.392
2 3 – 0
× 2
2 1 – 1
0 .784
2 0 – 1
0.59810 = .1002

4710 = 1100112

Thus, 47.59810 = 110011.1002

9
Decimal to Octal
The conversion method of decimal to octal is the same as that of decimal to binary except that
the base taken is 8 instead of 2.
For example, to convert 765.24510 to the octal equivalent, do the following.
Integer Part  Fractional Part  0.245
8 765
× 8
8 95 – 5
1.960
8 11 – 7
× 8
8 1 – 3
7.680
8 0 – 1 × 8
76510 = 13758 5.440
0.24510 = .1758

765.24510 = 1375.1758

Decimal to Hexadecimal
Here, again, the conversion method is the same as that of decimal to binary except that the base
is 16 instead of 2. Another thing you must remember is that if you get any remainder in the range
10 to 15, then write
A for 10, B for 11, C for 12, D for 13, E for 14 and F for 15.
For example, to convert 956.12310 to hexadecimal, do what follows.
Integer Part  Fractional Part  0.123
16 956
× 16
16 59 – 12
1.968
16 3 – 11
× 16
0 – 3
15.488
95610 = 3BC16 × 16
7.808
0.12310 = .1F716

956.12310 = 3BC. 1F716

Conversion among Binary, Octal, and Hexadecimal

You can do direct conversions among binary, octal, and hexadecimal numbers.

10
Octal to Binary
You can convert numbers from octal to binary and vice versa directly, as each octal digit is
equivalent to three binary digits.
Table 1.1  Conversion table for decimal,
Table 1.1 shows the relationship among decimal, octal, octal, and binary numbers
and binary numbers. Decimal Octal Binary
0 0 000
Note that each octal digit represents a group of three
1 1 001
binary digits.
2 2 010
For example, to convert 562.458 to binary, do what follows:
3 3 011
1. Convert each octal digit to the equivalent 3 digit 4 4 100
binary number (as given in the table). 5 5 101

2. Combine all the resulting groups (of 3 digits each) 6 6 110

into a single binary number. 7 7 111

The converted digits are 101 110 010. 100 101

Thus, the binary number is 101110010.1001012

Binary to Octal
Let us now see how to convert a binary number into an octal number.
For example, to convert 1101011.100111112 to its octal equivalent, do what follows:
1. For the integer part, divide the binary digits into groups of three from right (LSD) to left
(MSD).
2. For the fractional part, make groups of three binary digits each from left (MSD) to right
(LSD).
3. In steps 1 and 2, if a group has less than 3 binary digits, insert the required number of 0s
(shown in red below).
4. Convert each group to the equivalent octal number as shown in the table above.

001 101 011 . 100 111 110

1 5 3 . 4 7 6

The corresponding octal number is 153.4768

Hexadecimal to Binary
You can also convert a hexadecimal number to its binary equivalent and vice versa directly, as
each hexadecimal digit is equivalent to four binary digits.

11
Table 1.2 shows the relationship among Table 1.2  Conversion table for decimal,
hexadecimal, and binary numbers
hexadecimal, decimal, and binary numbers.
Note that each hexadecimal digit represents a Decimal Hexadecimal Binary

group of four binary digits. 0 0 0000

For example, to convert AB12.7816 to binary, do 1 1 0001
what follows: 2 2 0010
1. Convert each hexadecimal digit to the 3 3 0011
equivalent 4 digit binary number (as given in 4 4 0100
Table 1.2). 5 5 0101
2. Combine all the resulting groups (of 4 digits 6 6 0110
each) into a single binary number. 7 7 0111
The converted number is 8 8 1000
1010 1011 0001 0010.  0111 1000 9 9 1001

The binary number is 10 A 1010

11 B 1011
1010101100010010.011110002
12 C 1100
Binary to Hexadecimal 13 D 1101
For example, to convert 1111001.111000112 to 14 E 1110
hexadecimal, do what follows: 15 F 1111
1. For the integer part, divide the binary digits
into groups of four from right (LSD) to left (MSD).

2. For the fractional part, divide the binary digits into groups of four from left (MSD) to right
(LSD).

3. In steps 1 and 2, if a group has less than four binary digits, insert the required number of 0s
(shown in red below).

4. Convert each group to the equivalent hexadecimal number as given in the table above.

0111 1001 . 1110 0011

7 9 . E 3

The hexadecimal number is 79.E316

12
BINARY REPRESENTATION OF A NUMBER
Integers may be represented in three different ways in a computer, namely,
1. Sign and magnitude method
2. One’s complement method
3. Two’s complement method

Sign and Magnitude

In this method, integers are identified by a sign (+ or –) and a string of digits which represents
the magnitude.
To represent the sign of a number, the most significant bit (MSB) is used. It holds the value 0 for
a positive number and the value 1 for a negative number.
For example, if data is stored as a 1 byte word,
+ 23 will be represented as follows:

0 0 0 1 0 1 1 1

–18 will be represented as follows:

1 0 0 1 0 0 1 0

One’s Complement
The one’s complement method represents positive numbers by their binary equivalents (called
true forms) and negative numbers by their one’s complement forms.
Now, let us understand how to find the one’s complement of a binary number.
For this, just replace every 0 with 1 and every 1 with 0.
For example, the one’s complement of 00011100 is 11100011.
Thus in this method, +28 is represented as follows:

0 0 0 1 1 1 0 0

And –28 is represented as follows:

1 1 1 0 0 0 1 1

Two’s Complement
The two’s complement represents positive numbers, as in the one’s complement method, by their
binary equivalents (called true forms) and negative numbers by their two’s complement forms.

13
Now, let us understand how to find the two’s complement of a binary number.
For this, first find the one’s complement of the number and then add 1 to it.
For example, to find the two’s complement of 00011100:
One’s complement —  11100011
Add 1 to it —  11100100
+34 is represented as follows:

0 0 1 0 0 0 1 0

For –34
First find its one’s complement

1 1 0 1 1 1 0 1

Add 1 to it, you will get the number in the two’s complement representation, which is the final
representation of –34 by this method.

1 1 0 1 1 1 1 0

BINARY ARITHMETIC
The computer performs four basic arithmetic operations with binary numbers — addition,
subtraction, multiplication, and division.

Binary Addition
As the binary number system has only two digits, addition of 0 + 0 = 0
binary numbers involves the four operations given 1 + 0 = 1
alongside:
0 + 1 = 1
For example, to add two binary numbers, 1011 + 0110, do what 1 + 1 = 0 plus a carry of
follows:   1 to the next higher digit
1. Both the numbers should have the same number of digits. If
they don’t, add the required number of 0s. 1
2. Add the numbers from right to left. 1 0 1 0
3. First add 0 and 1, which results in 1. + 0 0 1 1
1 1 0 1
4. Then add 1 and 1 which results in 0, and 1 is carried over.

14
5. Then add 0 and 0 with carry 1, which results in 1.
6. Then add 1 and 0, which results in 1.

Binary Subtraction
Binary subtraction consists of the following four operations:

0 – 0 = 0
1 – 0 = 1
1 – 1 = 0
0 – 1 = 1 with a borrow from
the next number on the left

For example, to subtract 1011 from 1101, do what follows:

1. Both the numbers should have the same number of digits. If they don’t, add the required
number of 0s.
2. Subtract the numbers from right to left.
3. First subtract 1 from 1, which results in 0. 0 1
4. Then subtract 1 from 0. 1 is borrowed from the third column (from the left). 1 1 0 1
The third column is now 0. Now the subtraction is 10 – 1 which results in 1. – 1 0 1 1
5. Then subtract 0 from 0, which results in 0. 0 0 1 0
6. Then subtract 1 from 1, which results in 0.
The subtraction by using the borrow concept is easier if we perform it on paper.
However, when we implement the subtraction by digital means, this method is less efficient
than subtraction by addition.
This method is also called subtraction by one’s complement.
To illustrate the procedure, let us consider an example.
Subtract 101112 from 111002 using the one’s complement method.
The steps are: 11100
1. Find the one’s complement of the number you are + 01000 (complement of 10111)
subtracting (subtrahend)
100100
2. Add this number to the number which you are
subtracting from (minuend). 00100
1  (add the carry of 1)
3. In the result if there is a carry of 1, extract this carry
and add it to the result to obtain the final result. If 00101
there is no carry, again complement the sum and Final result = 001012
attach a negative sign to obtain the final result.
15
Let us take another example,:
Subtract 100112 from 010102 using the one’s complement method.

01010
+ 01100 (complement of 10011)
10110
Since there is no carry, complement the sum and attach a
negative sign to it.
Final result = –01001 (complement of 10110)

Binary Multiplication
Binary multiplication involves the following four operations:

0 × 0 = 0 1 0 1 1 Multiplicand
1 × 0 = 0 × 1 0 1 Multiplier
0 × 1 = 0 1 0 1 1 Partial Product
1 × 1 = 1 0 0 0 0 Partial Product
1 0 1 1 Partial Product
For example, let us multiply 10112 and 1012.
1 1 0 1 1 1 Final Product
As in decimal number multiplication, each partial
product is shifted one place to the left from the previous partial product.
The final product is obtained by adding all the partial products according to the binary addition
rules.

Binary Division
Binary division involves the following operations:

0 ÷ 0 = Error, divide by zero

1 ÷ 0 = Error, divide by zero
0 ÷ 1 = 0
1 ÷ 1 = 1

The rules for binary division are the same as for decimal number division:
1. Start from the left of the dividend.
2. Perform a series of subtractions in which the divisor is subtracted from the dividend.

16
3. If subtraction is possible, put a 1 in the quotient and subtract the divisor from the
corresponding digits of the dividend.
4. If subtraction is not possible (divisor greater than remainder), record a 0 in the quotient.
5. Bring down the next digit to add to the remainder digits.
6. Repeat steps 3 to 5 till the division is not possible.

1 1 Quotient
1 1 1 0 0 1
1 1 Subtract from dividend
1 1 Bring down the next digit from the dividend
– 1 1
0 Remainder

Geek speak

Binary digits or bits  The symbols 0 and 1 Word  A group of bits representing data or
Byte  A combination of 8 bits instruction that forms the basic information unit of
a computer
Nibble  A group of 4 bits
Word length  The length of a computer word

At a Glance

ŠŠ Information in the computer is stored in the ŠŠ A direct conversion from binary to

form of strings of 0s and 1s. hexadecimal and vice versa are possible
because each digit of the hexadecimal system
ŠŠ Higher units of memory are KB, MB, GB, TB,
is equivalent to four digits of the binary
PB, EB, ZB and YB.
system.
ŠŠ The most commonly used number systems
ŠŠ You can represent binary numbers in memory
are the decimal, the binary, the octal and the
using three methods — Sign and Magnitude,
hexadecimal.
One’s complement and Two’s complement.
ŠŠ A direct conversion from binary to octal and
ŠŠ The computer performs four basic arithmetic
vice versa are possible because each digit of
operations with binary numbers — addition,
the octal system is equivalent to three digits of
subtraction, multiplication and division.
the binary system.

17
 s
Exercise
Objective Type Questions
A Fill in the blanks with the correct words.
1024  Byte  Words  Nibble  Binary

1. A computer stores information in the form of .

2. Each hexadecimal digit is equivalent to four digits.
3. A is a group of 4 bits.
4. A is a combination of 8 bits.
5. 1 KB is equivalent to bytes.

B Write T for the true statement and F for the false one.
1. In the hexadecimal system, A stands for 15.
2. The 2’s complement of a number is obtained by subtracting 1 from its one’s complement.
3. In the sign and magnitude method, the sign of a number is stored in the LSB position.
4. A hexadecimal number has the base 16.
5. Each digit of the octal system is equivalent to three digits of the binary system.

C Choose the correct option.

1. 1 GB is equivalent to
a. 1024 KB b. 1024 MB
c. 1024 TB d. 1024 PB
2. The one’s complement of binary number 11011 is
a. 00111 b. 11100
c. 00100 d. 11000
3. Which one of the following is not a hexadecimal number?
a. ABGH b. CD23
c. 12AB d. EFCD
4. The sum of binary numbers 1011 and 1001 is
a. 1100 b. 11000
c. 10100 d. 10110
5. The binary equivalent of the decimal number 132 is
a. 10000100 b. 10001000 c. 10010000 d. 10100000

18
Descriptive Type Questions
A Answer the following.
1. What are the different units of computer memory?
2. Mention LSD and MSD in 435.12.
3. List the steps to convert a number in any base to its equivalent base 10 (decimal) number.
4. How will you find out the one’s complement of a binary number?
5. What are the three ways to represent an integer number?
6. What are the rules of binary addition?
7. Explain the one’s complement method of subtraction.
8. Why is it possible to directly convert a binary number to its equivalent octal number and vice
versa?

Application-Based Questions
a. What is the value of x in the following operation involving binary numbers?
x + 1001 = 11011
b. Here are three binary numbers:
1111011  1101100  1011001
i. Add the two smaller numbers.
ii. Add the two larger numbers.
iii. Subtract the smallest number from the largest number.
iv. Add all the three numbers.
c. What will be the next number in the following pattern of binary numbers?
101, 1001, 10001, 100001,
What is its decimal value?

Work OUT!
A Isha had a small class test today. The questions required her to find the sum of binary numbers.
She got some of the answers incorrect. The questions have been reproduced below. Can you
get them all correct?
1. 11 + 11 = _____________
2. 1101 + 111 = _______________
3. 1100 + 1001 = ________________
4. 101 + 100 + 111 = ___________
5. 10110 + 10011 + 100001 = ______________

19
 B Sumit’s teacher has asked him to subtract the following binary numbers and write the results.
However, Sumit has suddenly been taken ill and cannot complete the assignment in time. Can
you do the task for Sumit?
1. 1101 – 0010 = _____________
2. 11011 – 00111 = ____________
3. 11011 – 00110 = ___________
4. 1010 – 0100 = _________
5. 10000 – 1 = _______________

C Anna’s teacher has taught her how to convert from one number system to another and asked
her to do the following conversions:
1. (101011.11011)2 = ( )8
2. (743.56)8 = ( )2
3. (11101011.1100111)2 = ( )16
4. (AB12.CF)16 = ( )2
However, Anna is in a slight confusion now for she has not found the topic all that easy. Can
you help Anna do the task?

D Shami has encountered the following problem while flipping through his computer science
workbook:
Represent the following integer numbers in 8 bits:
1. +98 using sign and magnitude
2. –78 using sign and magnitude
3. –56 using one’s complement
4. –82 using two’s complement
Can you help him solve the question?

FOR THE TEACHER

• Discuss the importance of the binary number system.
• Take various examples to explain binary arithmetic.
• Explain the conversion from one number system to another.

20
 1 0 1 0 1010 10101010 01000101 0110101
1 010 001 101 0001010

10101010010101010101010010101
11110101010110010100100010100
1 0 0

00010110110110110101101010111

01010110101010111101011110101
1 1

11010101011010101011101011111
0 1 0 0 0 111
010
1 0 1 1 00101 011010101 101010101 11010101
01010 101101101 110101111 101010100 010101111
1r1010 101010101
1
01101 110101010ha1p0t 1e
0 C0
10101 1010101111 010100101
1 0
1
10110 010101010
10101
0
More about
Scratch!

Toggle: Hey, Goggle! Do you remember the

programming language you learnt in class 7?
Goggle: Of course, Toggle! It was Scratch.
Toggle: And I guess you liked working in Scratch,
didn’t you?
Goggle: Yes! I had created many programs using
sprites and backdrops. Now I want to learn
about other tools in Scratch.
Toggle: That is what I am here for, Goggle! Let’s
move further with programming in Scratch.

In class 7, we had introduced an interesting software

named Scratch. We had discussed the Scratch window What’s in Store?
and its components, along with how to create, open,   Types of Blocks
and save a project. As you know, a Scratch project is
  Block Categories
made up of objects called sprites. In this chapter, we
are going to learn how to make programs using the various Blocks Drawers, and also how to
animate the sprite. As you would recall, each block drawer is coded with a color and when you
click on it, a list of blocks appears in the Blocks Palette.

TYPES OF BLOCKs
As you know, blocks are used to create programs in Scratch. There are ten categories of color-
coded Blocks Drawers and six block shapes. These six kinds of blocks can be connected together
to form a program. The slot(s) on each block determines the connection point of the block.
Let us now discuss these block types.
Hat block: This block is used to start a script. It has a notch on the
bottom of the shape, but not on the top (Fig. 2.1). So, other blocks
can be placed below it, but not above it. There are a total of 11 Hat Fig. 2.1  A Hat block
blocks.

21
Stack block: This block has a notch both on the top and the bottom
(Fig. 2.2), which means other blocks can be stacked above and below
this block. This is the most common shape that performs the main Fig. 2.2  A Stack block
commands. Stack blocks are 77 in number.
Boolean block: This block represents conditional logic (Fig. 2.3). Its resultant
value is either Yes or No, True or False. Scratch has 13 such hexagonal blocks.
Fig. 2.3 A Reporter block: This block can hold values, which
Boolean block
can be numeric or string, and variables. There are
37 such blocks with rounded edges. You can create such a block even Fig. 2.4  A Reporter block
for each variable in your program (Fig. 2.4).
C block: This block is also called Wrap block and enables the program to
perform branching and/or looping logic (Fig. 2.5). These are C-shaped and
present in the Control category.
Cap block: This block is used to stop scripts. It has a
Fig. 2.5  A C block
notch at the top and a smooth bottom (Fig. 2.6) that
prevents the addition of other blocks after it. The two Cap blocks can be
found in the control category. Fig. 2.6  A Cap block

BLOCK CATEGORIES
Block categories provide a user-friendly way of accessing the desired blocks. Blocks are
categorized based on their functionalities, and blocks within the same category share the same
color. Let us now discuss the various block categories. Later, we will see the blocks that are
available in each category and their functionalities.
Motion: These blocks control the movement of sprites. They relate mainly to the x and y
positions and the direction of the sprite.
Looks: These blocks are used to manage the appearance of sprites and the stage. You can change
a sprite’s costume and apply graphic effects using this block category.
Sound: These blocks are used to add and play sounds in your Scratch project.
Pen: These blocks are used to manage the working of Scratch’s pen. The blocks help to turn the
pen on and off and also to adjust the appearance values of the pen.
Data: These blocks include two sub-categories — Variables and Lists. Both the categories help
to store and access data.
Events: These blocks are used to sense events or to trigger an event based on another event.
Control: These blocks are used to control the execution of a script.

22
Sensing: These blocks are used to detect various digital and analog inputs. They can be used to
detect when one sprite touches another.
Operators: These blocks are used to perform mathematical operations in a script.
More Blocks: These blocks allow you to create your own customized blocks in Scratch.
Let us discuss each block one by one with the help of an example.

Motion
Motion blocks are color-coded blue and used to control the sprite’s movement. Table 2.1 details
some of the Motion Stack blocks.
Table 2.1  Motion Stack blocks

Block Functions
Moves the sprite x steps in the current direction.

Rotates the sprite’s direction by x degrees clockwise

Rotates the sprite’s direction by x degrees anticlockwise

Positions the sprite to x, y co-ordinates

Instructs the sprite to follow the mouse pointer or another sprite

Moves the sprite smoothly to the given x, y co-ordinates

The sprite will bounce at an angle if it is touching the side, top,

or bottom of the stage.

Example 1
Let us try to move a ghost from one position to another using the glide block.
1. Start a new project. By default, the Cat sprite is at the center.
2. Delete the Cat sprite.
3. Add a new sprite — Ghost, from the Scratch Library.
Change the size of ghost by clicking the Grow button and then the Ghost sprite [Fig. 2.1(a)].
Add a code in the Scripts Area [Fig. 2.1(b)]. You can change the values in the text boxes of
the Glide blocks by double-clicking them and typing the new values.
4. Click the Green Flag to start executing the script.
5. The ghost moves smoothly from one position to another.

23
 Fig. 2.1(b)  Programming code
Fig. 2.1(a)  Changing the size
of Ghost on the Stage
6. Click the Stop button.
Note:
• Try giving some other co-ordinates and see the changes.
• Try replacing the command glide with go to and see the changes.

Looks
Looks blocks are color-coded purple, and used to control the sprite’s appearance.
Table 2.2 details some of the Looks Stack blocks:
Table 2.2  Looks Stack block

Block Function
A time-limited speech balloon appears above the selected sprite.

A persistent speech balloon appears above the selected sprite.

A time-limited thought balloon appears above the selected sprite.

A persistent thought balloon appears above the selected sprite.

It displays the sprite.

It hides the sprite.

It changes the costume of the sprite.

It transits the sprite from its current costume to the next one in the
sprite’s list.

24
 It changes the backdrop of the sprite.

It changes the current value of the sprite’s graphical effect by a

percentage: the effects are color, fisheye, whirl, pixelate, mosaic,
brightness, and ghost.
It sets the sprite’s effect to a percentage.

Restore all the graphical effects of the sprite to their default zero value.

It changes the sprite’s default size (100) to a larger or smaller value.

It sets the sprite’s size to the given magnification value.

Example 2
Let us try changing the color of the sprite by pressing the Spacebar key.
1. Start a new project. By default, the Cat sprite is in the center.
2. Delete the Cat sprite.
3. Add a new sprite –Butterfly, from the Scratch Library on the
Stage [Fig. 2.2(a)].
4. Change the size of the
sprite using the Grow
Fig. 2.2(a) Butterfly
button. sprite on the Stage
5. Add a code in the Scripts Area [Fig. 2.2(b)].

Fig. 2.2(b)  Programming code 6. Press the Spacebar to change colors [Figs. 2.2(c,d)].

Fig. 2.2(c)  New color effects Fig. 2.2(d)  New color effects

7. To clear the change color effect, click the Stop button.

Note:
• Try to change the keyboard key.
• Try to change the effect by 50. 25
Control
Control blocks are color-coded gold, and are used to control scripts. The control block contains
two main program logic structures:
Conditional block: There are two conditional blocks, if and if-else. In the if block, if the
condition is true, the code is executed, otherwise the program control gets out of the block.
In the if-else block, if the condition is true, the script under if is executed, otherwise the
script under else is executed.
Looping block: There are two looping blocks, repeat and forever. The repeat block repeats
an action a specified number of times whereas the forever block repeats an action infinitely.
The following table details some of the Control blocks (Table 2.3):
Table 2.3  Control blocks

Block Function
The current script is paused for the designated time interval.

The enclosed actions are repeated x times.

The enclosed actions are repeated until the program is stopped.

The enclosed script is executed if the expression evaluates to true.

The script under if is executed if the expression evaluates to true otherwise the
script under else is executed.

The script gets paused until the condition evaluates to true.

The enclosed scripts is repeated until the condition evaluates to true.

The current script stops.

26
Example 3
Let us make a boy walk repeatedly by changing his costume.
1. Start a new project. By default, the Cat sprite is in the center.
2. Delete the Cat sprite.
3. Add a new sprite –walking boy, from the Scratch Library.
4. This sprite has five
costumes. Also add a
suitable backdrop [Fig.
2.3(a)].
5. Change the size of the sprite
using the Grow button.
6. Add a code in the Scripts
Area [Fig. 2.3(b)]. Fig. 2.3(a)  Backdrop and the walking Fig. 2.3(b) Programming
7. To run the script, click the boy sprite on the Stage code
Green Flag button.

Fig. 2.3(c)   Walking movement Fig. 2.3(d)  Walking movement after
change in costume

8. The code is repeated 25 times. You can see the change in costume in Figures 2.3 (c & d).
Note: Try replacing the repeat block with the forever block.

Sound
Sound blocks are color-coded bright purple, and are used to control sound functions. In class 7,
you have already learnt the following three ways to add sound to a Scratch project:
ŠŠ Choose sound from library
ŠŠ Record new sound
ŠŠ Upload sound from a file

27
When you add a sound file, it gets added in the drop-down menu of the Play Sound block.
Table 2.4 details some of the Stack programming blocks of sound:
Table 2.4  Sound Stack blocks

Block Function
The specified sound is played.

The sound is played until the end of the execution of the script.

All sounds in the script stop playing.

A drum sound is played for a specified number of beats.

The audio is paused for a specified number of beats.

A note from an instrument is played for a specified number of beats.

The type of instrument the sprite uses is set.

The volume of the instrument gets changed.

The volume of the instrument is set — 0 is silent and 100 is the loudest.

Example 4
Let us make the Cat sprite play drum.
1. Start a new project. By default, the Cat sprite is in the center.
2. In a Paint Editor, add two sticks to the Cat sprite.
3. Add a Drum sprite from the Scratch Library [Fig. 2.4(a)].
4. Add a code in the Scripts Area [Fig. 2.4(b)].
Fig. 2.4(a)  Cat and Drum
5. Click the Green Flag to start the project. Sprites on the Stage

6. It will play the meow sound and then repeat the drum
sound 20 times.
7. Click the Stop button.
Note: Try to change the number after drum and the number
of beats.
Fig. 2.4(b)  Programming code

28
Pen
Pen blocks are color-coded dark-green, and are used to control the pen of the Scratch program.
Table 2.5 details some of the Pen programming Stack blocks:
Table 2.5  Pen Stack blocks

Block Function
The pen marking from the Stage gets removed.

It activates the pen.

It de-activates the pen.

It sets the pen color by using the Eyedropper tool of the Paint Editor.

It changes the pen color by a specified value.

It sets the pen color. The color value ranges from 0 to 199. Red (value 0) is
the default pen color.

It changes the pen shade by a specified value.

It sets the pen shade to a specified value. It ranges from 0 to 100.

It changes the width of the pen by a specified value.

It sets the width of the pen to a specified value.

Example 5
Let us make the Cat sprite draw a square
using the Pen blocks.
1. Start a new project. By default, the Cat
sprite is at the center.
2. Add a code in the Scripts Area [Fig. 2.5(a)].
3. Click the Green Flag to start the
project.
4. The Cat draws a square of 150 steps
[Fig. 2.5(b)].
Fig. 2.5(a)  Programming Fig. 2.5(b)  Square drawn
5. Click the Stop button. by Cat on the Stage
code
29
Events
Events blocks are color-coded brown and used to sense events, which trigger scripts to
run. Table 2.6 details some of the Events programming blocks:
Table 2.6  Event blocks

Block Function
It means that the script executes when the Green
Flag is clicked.

The script executes when a keyboard key is

pressed.

The script executes when the attached sprite is

clicked.

The script executes when the background switches

to a particular backdrop.

The script executes when a specific broadcast is

received.

It sends a broadcast and continues the script

execution.
It sends a broadcast and halts script execution.

Example 6
Let us make the Cat and the Mouse sprites talk to each other using the broadcast block.
1. Start a new project. By default, the Cat sprite is in the center.
2. Add a new sprite –Mouse, from the Scratch Library.
3. Add a backdrop from the Backdrops Library.
4. Add a code to the Cat sprite in the Scripts Area [Fig. 2.6(a)].
5. Add a code to the Mouse sprite in the Scripts Area [Fig. 2.6(b)].

Fig. 2.6(a)  Programming code for the Cat sprite Fig. 2.6(b)  Programming code for the Mouse sprite

30
6. Click the Green Flag to start executing the script.
The cat starts the conversation by broadcasting a message for two seconds. Then the mouse
starts the conversation by broadcasting a message for two seconds. Then again the cat starts
the conversation.
The Stage looks as shown below [Fig. 2.6(c–e)]:

Fig. 2.6(c) Fig. 2.6(d) Fig. 2.6(e)
Fig. 2.6 Conversation of a cat and a mouse

7. Click the Stop button.

ACtion BreaK
The computer science teacher has asked the students to create a project showing the Dinosaur sprite move
in the direction of the mouse pointer. Can you also create this project?

SOLUTION
1 Start a new project. By default, the Cat sprite is at the center of the Stage.
2 Click the Delete button and then click the Cat sprite to delete it from the Stage.
3 Add a new sprite — Dinosaur from the Scratch Library (Fig. 2a).
4 Add the code in the Scripts Area (Fig. 2b).

Fig. 2a  Dinosaur sprite on the Stage Fig. 2b  Programming code

31
 5 Click the Green Flag to start the project.
6 Move the mouse pointer on the Stage. The Dinosaur moves
in the direction of the mouse pointer. It will look as shown
alongside (Fig. 2c).
7 Click the Stop button.

Fig. 2c  A dinosaur moving in the

direction of the mouse pointer

Sensing
Sensing blocks are color-coded light-blue, and are used to detect different factors in a project.
Table 2.7 details some of the Sensing programming blocks:
Table 2.7  Sensing blocks

Block Function
It asks a question from the user.

It evaluates to true if the sprite is touching another

sprite, the Stage edge, or the mouse pointer.

It evaluates to true if the sprite is touching a

specified color.

It evaluates to true if a sample of the first color is

touching a sample of the second color.

It evaluates to true if the specified key is pressed

by the user.

Note: To get a color in the color block in the table, click in the box to select it. Now carefully click the
mouse on the border of the sprite. The box will take the color.
You may have to try a few times before you get it if the border is only one pixel thick.

Example 7
Let us try to make the sprite Ghost2 display ‘Ouch!’ when it touches another sprite Gobo.
1. Start a new project. By default, the Cat sprite is at the center.
2. Delete the Cat sprite.

32
3. Add two new sprites –Ghost2 and Gobo from
the Scratch Library.
4. Using the Paint Editor, change the color of
Ghost2 to blue [Fig. 2.7(a)].
5. Add the code in the Scripts Area [Fig. 2.7(b)].
6. Click the Spacebar to move the sprite Ghost2. Fig. 2.7(a)  Ghost2 and Gobo sprites on Stage
7. When it touches the sprite Gobo, it displays
Ouch! for 2 seconds and then moves to the x, y co-ordinates –169, –59 [Fig. 2.7(c)].

Fig. 2.7(b)  Programming code Fig. 2.7(c)  Sprites touch each other

Operators
This block handles math calculations and string handling. They are color-coded light-green.
Table 2.8 details some of its programming blocks:
Table 2.8  Operators blocks

Block Function
It performs addition.

It performs subtraction.

It performs multiplication.

It performs division.

It chooses a number within a specified range.

It tests for the less than condition.

It tests for the equal to condition.

It tests for the greater than condition.

33
Data
A variable is an element whose value can vary or change. To create a
variable in the Data block drawer, click the Make a Variable button
(Fig. 2.8).
The New Variable dialog box appears (Fig. 2.9).
Type the variable name and click
OK. Here, a variable is declared
for all sprites.
Fig. 2.8  Data block and
Once the variable is defined, the Make a Variable button

five variables blocks of the Data blocks are filled with the new
Fig. 2.9  New Variable dialog box variables as shown in Table 2.9.
Table 2.9  Variables blocks in the Data block

Block Function
It signifies the current value of a variable.

It assigns a discrete value to the variable.

It changes the data that is assigned to the

variable.

It explicitly shows the value of the variable on the

Stage.

It explicitly hides the value of the variable on the

Stage.

Example 8
Let us try to make a math addition problem quiz. It should have ten addition problems that
appear on the screen. A program should choose two numbers randomly in the range of 1 to 50.
The two numbers should appear on the upper-left corner. The score should be increased by 1 for
every correct answer.
The steps to create this project are:
1. Start a new project. By default, the Cat sprite is at the center.
2. Add three variables — Score, First Number, and Second Number. The steps are:
a. Click the Data block drawer.
b. Click the Make a Variable button. The Make Variable dialog box appears.
c. Enter the variable name and click OK.

34
 d. Repeat steps 2 and 3 thrice.
e. The Blocks Palette will look as shown in Figure 2.10(a)]:
3. Add the code in the Scripts Area [Fig. 2.10(b)].
4. Click the Green Flag to start the project.
5. You will get ten sum problems. The Stage will look as shown in
Figure 2.10(c).
6. Enter the sum in a text box and click the Enter key or the
check mark.
Fig. 2.10(a)  Blocks Palette
7. Finally click the Stop button. after adding three variables

Fig. 2.10(b)  Programming code Fig. 2.10(c)  The Stage

ACtion BreaK
The computer science teacher has asked the students to create a
project, which has a backdrop of underwater with six sprites – Fish1,
Fish2, Fish3, Octopus, Shark, and Starfish. The Octopus broadcasts
a message Move round and round and other sprites follow the
message. Complete these tasks.

SOLUTION
1 Start a new project. By default, the Cat sprite is at the center.
Click the Delete button and then click the Cat sprite to delete
it from the Stage.
2 Add six new sprites from the Scratch Library and a backdrop
from the Backdrop Library.
3 The Stage will look as shown alongside (Fig. 2d): Fig. 2d  The Stage after adding
sprites and backdrop

35
 4 Click the Octopus sprite in the Sprites List. Select the Scripts tab. Add the programming code to the
Octopus sprite in the Scripts Area (Fig. 2e).
5 Similarly, add the programming code to the Fish1 sprite in the Scripts Area (Fig. 2f).
6 To copy the above programming code to other sprites, just drag the code from the Scripts Area to the
sprites in the Sprites List.

Fig. 2e  Programming code of Octopus sprite Fig. 2f  Programming code of Fish1

7 Click the Green Flag to start the project.

8 The Octopus sprite broadcasts a message — Move round
and round, and other sprites follow it.
9 The Stage will look as shown alongside (Fig. 2g):
10 Click the Stop button.

Fig. 2g  Octopus broadcasts a

message and other sprites follow it

s
Computer Manner
After you have finished working on your computer, you should not forget to shut it down before
leaving your room. This will help you make a useful contribution to saving electricity.

✗ ✓

36
 Geek speak

Hat block  It is used to start a script. It has a notch Reporter block  It can hold character or numeric
at the bottom so that other blocks can be placed data
below it C block  It is also called Wrap block. It can perform
Stack block  It has a notch at the top and the a branching and/or looping logic
bottom so that other blocks can be stacked above Cap block  It is used to stop scripts. It has a notch
and below this block at the top so that other blocks can be placed
Boolean block  It represents a conditional above this block
logic which results in either Yes or No, True or Variable  It is an element whose value can vary or
False change

At a Glance

ŠŠ There are six block types — Hat block, Stack ŠŠ Sound blocks are used to add and play sounds
block, Boolean block, Reporter block, C in your Scratch project.
block, and Cap block. ŠŠ Pen blocks are used to manage the working of
ŠŠ Block categories provide a user-friendly way Scratch’s pen.
of accessing the desired blocks. Blocks are ŠŠ Data blocks help to store and access data.
categorized based on their functionalities,
ŠŠ Event blocks are used to sense events or to
and blocks within the same category share the
trigger an event based on another event.
same color.
ŠŠ Control blocks are used to control the
ŠŠ There are ten categories of blocks – Motion,
execution of the project
Looks, Sound, Pen, Data, Events, Control,
ŠŠ Sensing blocks are used to detect various
Sensing, Operators, and More Blocks
digital and analog inputs.
ŠŠ Motion blocks control the movement of
ŠŠ Operator blocks are used to perform
sprites.
mathematical operations in a Scratch program
ŠŠ Looks blocks are used to manage the
ŠŠ More Blocks allows you to create your own
appearance of the sprites and the Stage
custom blocks in Scratch.

s
Exercise
Objective Type Questions
A Fill in the blanks with the correct words.
Boolean  Bottom  Motion  Reporter  Wrap

1. The Hat block is used to start a script. It has a notch on the .

37
 2. The block results in either True or False.
3. The block holds character or numeric data.
4. The C block is also called the block.
5. The blocks are blue in color.

B Write T for the true statement and F for the false one.
1. Once the sprite is on the Stage, you cannot hide it.

2. The Broadcast command is received by only one sprite on the Stage.

3. You can switch to any costume or backdrop.

4. You can give a different look to the sprite using the Paint Editor.

5. Scratch has commands to check whether a sprite touches an edge or another sprite.

C Choose the correct option.

1. Which of the following describes an animation?
a. Using a single sprite with multiple costumes
b. Using multiple sprites with a single costume
c. Using multiple sprites with a single backdrop
d. None of the above
2. Which of the following blocks will make the screen change on the Stage?
a. switch costume to b. switch backdrop to
c. next costume d. None of these
3. Which of the following moves the sprite down?
a. change x by 10 b. change x by -10
c. change y by 10 d. change y by -10
4. Which of the following blocks can be used to trigger a code when the user presses a particular
key from the keyboard?
a. b.

c. d.

5. Which of the following is true about a variable?

a. It is used for switching an instrument. b. It is used for switching costumes.
c. It is used for switching a backdrop. d. It is a place to temporarily store data.

38
Descriptive Type Questions
A Answer the following.

1. Name all the Blocks Drawers available in Scratch 2.0.

2. What are the six block types?

3. What is the difference between sprite and costumes?

4. What is the difference between the blocks – go to and glide?

    
5. Explain the two main program logic structures of the Control block.

6. What is the difference between the following two blocks?

  
7. How will you copy the programming code of one sprite to another sprite?

8. What is the use of the Green Flag and the Stop button (on the upper-right corner of
the Stage)?

Application-Based Questions
a. Simran has made a project in which the sprite is placed at the center of the Stage screen.
Which block must have she used?
b. Which of the following blocks should Nayan use so
that a group of commands is executed 20 times?
c. Deepak has to make a project in which the
execution should halt for 5 seconds. Which block
should he use for this task?

Work OUT!
A Vishnu, the class monitor, has been asked by his mathematics teacher to create a project on
multiplication problems. The user will get 10 questions that consist of two numbers in the
range 1 to 10. Then the user needs to input the product of these two numbers. If the answer is
correct, the score variable is increased by 5. If all the answers are correct, the final score will be
50. Can you do the tasks?

39
 B Sakshi has learnt some interesting features of Scratch. She now wants to create a project on
the conversation between her brother and father as follows:
Son: Good mrning, papa
Father: Good morning, Son
Father: Today, you have a computer science exam
Father: All the best, son
Son: Thanks, papa.
She needs some help with the steps. Can you help her in this task?

C Samarth has been asked by his computer science teacher to create his term project using
Scratch. He has chosen to create a project in which a ball is moved using the arrow keys —
left, right, up, and down. Also, when the ball touches the edge, it bounces back. Can you
create a similar project?

D Vidhi wants to teach her sister about triangles. She has decided to create a project with a
sprite that draws a red color triangle on the screen with a pen width of 10. However, she
doesn’t seem to recall exactly what was taught in the class. Can you help her create this
project?

FOR THE TEACHER

• Demonstrate a few projects available on the server.
• Demonstrate how the students can upload their projects on the server.
• The students should be given enough practice on Scratch 2.0.

40
 s e s s m e n t1
A s
  Chapters 1 and 2 M. Marks: 20
A Differentiate between one’s complement and two’s complement. Find out one’s and two’s
complements of 00010110 to explain the difference. (3)
B Do the following conversions: (2)
1. (101011)2 = ( )10 2. (AB1)16 = ( )10
C Some of the Scratch commands and their functions are given below. Write each of these
commands against its function. (10)

1. It keeps the sprite from moving off the stage.

2. It switches to the next costume of the sprite.
3. It plays a sound.
4. It sends the message to all the sprite.
5. It hides the sprite.
6. It moves the sprite forward
7. It moves the sprite up or down
8. It changes the sprite’s pen to the specified color.
9. It moves the sprite to the specified x and y co-ordinates.
10. The sprite will bounce at an angle if it touches the edge.

D Practical (5)
Create a project in Scratch to make a sprite dance on being clicked. Play a sound when the sprite
starts dancing. Take a suitable background screen.

41
 0 0 0 0
11010 1101101101 101001000 101010101 100110
01010 101011010 101011010 101000101 010101

11110101010110010100100010100
00010110110110110101101010111

01010110101010111101011110101
11010101011010101011101011111

1010101001010101010101001010
1 1 0
10101 110101010 010111010 011111010 101010
01001 11 1 1
r 01010 110101111 111101010 011010
Chapte 10101 0 10
01001 101010101 100010
01010 0
10101 011010
01010
Creating Charts 10

in Excel 2013
Goggle: Toggle, our teacher told us that we
can draw graphs in Excel. But I can’t
find the command on the ribbon.
Toggle: You will find them in a separate
group called Charts on the INSERT
tab.
Goggle: Found it! But I still need your help,
Toggle. There are so many different
types of them to deal with.
Toggle: At your service, as always!

A chart is a pictorial representation of data. Charts make it

easier for us to understand large quantities of data. They What’s in Store?
help us see the relationship between different parts of the   Components of a Chart
data.
  Types of Charts
Excel supports various types of charts. You enter data   Creating a Chart
in a tabular form and use it to create a chart. A chart in
 Sparklines
Excel is linked to the data in the worksheet. If the data is
modified, the chart, too, will change automatically.

COMPONENTS OF A CHART
Before we move on to discuss the types of charts available in Excel, let us understand the
various components of a chart as shown in Figure 3.1. The figure shows a column chart,
explained later in the chapter. The components described in this section are fairly common to
other types of charts also. Most of these components are customizable and hence you can make
desired changes to their settings and enhance the quality of your charts.

42
 Chart Title
Y-axis

Gridline

Axis Title

Data Label (Value)

Data Table

x- axis

Legend

Fig. 3.1  A sample column chart

Data Table  It refers to the set of data values from which a chart is derived.
X-axis  It is the horizontal axis of a chart. It is also known as the category axis.
Y-axis  It is the vertical axis of a chart. It is also known as the
Handy Hint
value axis. The value of each data point is plotted on this
axis. When you move the mouse
pointer over a chart object,
Chart Title  It is usually placed at the top of a chart and Excel displays a screen tip with
the component name.
helps one to understand what the chart represents.
Axis Title  It is the title given to an axis. A 2-D graph has two axes (x and y) and a 3-D has three
(x, y, and z).
Chart Area  It refers to the area within which all chart components are placed. Often, it is
surrounded by a border.
Plot Area  It is the rectangular area bounded by the two axes. The x-axis and the y-axis define
the two sides of the rectangular plot area.
Legend  It identifies the data series. A unique color or pattern is assigned to each data series to
make it easier to distinguish them visually.
Gridlines  Lines that run across the plot area from each category on the x-axis and from each
value on the y-axis. You can choose whether to display them or not. They make it easier to
identify the value of each data point on the chart.
Data Label  A label that provides additional information about a data point on a chart.

43
Charts in 3-D have a base area (the xy plane)
known as the floor, and vertical areas (the yz Wall
and xz planes) known as the walls (Fig. 3.2).
Therefore, the two walls and the floor make
the plot area in a 3-D chart.
In Excel 2013, there is no limit on the
number of data points in a data series. Floor

However, this does not mean that you

can have infinite data points. The number
Fig. 3.2  Walls and floor of a 3-D chart
depends upon the memory of the computer.

TYPES OF CHARTS
You can create a chart from the data entered in a worksheet. We
will use the data in Figure 3.3 to create charts of different types. It
shows the sales of different toys in the years Year 1 and Year 2.

Fig. 3.3  Sales of different toys

Line Chart
A line chart (Fig. 3.4) compares trends in data
at equal intervals. Line charts are useful for
depicting the change in a value over a period
of time. They are a good choice when you have
many points to plot or when data trends are
important. Line charts are usually used to
show production or sales trends over a period
Fig. 3.4  Line chart of time.

Column Chart
While explaining the components of a chart, we
had mentioned the column chart (Fig. 3.1). Let us
now discuss it in detail. A column chart
(Fig. 3.5) shows changes in data over a period of
time, or it illustrates comparisons among items.

Fig. 3.5  Column chart

44
Categories are organized horizontally and values vertically. In a column chart, each data point in
a series is represented by a column that rises from the x-axis.
Column charts are useful when the height of individual points is more important than the trend
in a series.

3-D Stacked Column Chart

A 3-D stacked column chart shows the relationship between parts and the whole (Fig. 3.6).

Bar Chart
A bar chart also illustrates comparisons among individual items. Categories are organized
vertically and values horizontally (Fig. 3.7). A bar chart can be described as a column chart
drawn sideways.

Fig. 3.6  3-D stacked column chart Fig. 3.7  Bar chart

Scatter Chart
A scatter chart plots each data point with
a marker (Fig. 3.8). Unlike a line chart, the
x-axis of a scatter chart has numbers and
not text labels.
So, the x-axis tick marks are spaced
according to their values and not just evenly
spaced along the axis. Scatter charts are
useful while plotting relationships between
linked sets of numbers, for example, Fig. 3.8  Scatter chart
height/weight and price/sales. The points
on a scatter chart can be connected with lines, but it is often used without the connecting lines.
You might use a scatter chart when your chart has many data points but there is no particular
trend in their rise and fall.

45
Pie Chart
A pie chart is used to plot data having a single data series. The pie chart shown in Figure 3.9
represents the sales of toys in the year Y1. Each data point is represented by one ‘slice’ of the
circular pie chart. The size of each slice is proportional to the value it represents; so all the data
points taken together make a complete circle.

Doughnut Chart
A doughnut chart shows the relationship of parts to the whole.
Unlike a pie chart, it can contain more than one data series. Each ring of a doughnut chart
represents one data series. In the chart shown in Figure 3.10, the inner ring is for Year 1 and the
outer one is for Year 2.

Fig. 3.9  Pie chart Fig. 3.10  Doughnut chart

Area Chart
An area chart (Fig. 3.11) is similar to a line
chart but the data point markers are not
displayed and the area beneath the lines is
filled with color. You can also plot series one
on top of another, producing a total.
An area chart emphasizes the magnitude of
change in data over time. It is mainly used for
representing sales and production figures.
Fig. 3.11  Area chart
Radar Chart
A radar chart (Fig. 3.12) plots data in concentric circles. Each data series is plotted along
a separate axis from the centre point to the outer ring. Lines connect values from the same
series.

46
3-D Surface Chart
A 3-D surface chart (Fig. 3.13) creates a three dimensional view of data. A topographic map is an
example of this type of a chart.

Fig. 3.12  Radar chart Fig. 3.13  3-D surface chart

CREATING A CHART
Now that we are familiar with chart types and chart components, let us create a chart.
1. We first need to enter data in a worksheet. In this
example, we will use the data from Figure 3.14.
Enter the data of sales of four salespeople in two
years and select the range A2:C6 from which we
will create the chart.
2. Click the INSERT tab. In the Charts group, click
the Column drop-down menu arrow (Fig. 3.15).
3. Click Clustered Column in the drop-down list Fig. 3.14  Data in the worksheet
(Fig. 3.16).
It is the first from the left in the 2-D Column section.

Column drop-down menu arrow Click Clustered

Column

Fig. 3.15  Charts group on the INSERT tab Fig. 3.16  Column dropdown menu

47
4. Excel graphs the data in a 2-D column chart and places the chart in a box at the center of the
worksheet (Fig. 3.17).
You will see that two new CHART TOOLS tabs have appeared on the ribbon: DESIGN and
FORMAT. In Figure 3.17, the DESIGN tab is selected.
ŠŠ You can change the size of the chart by dragging its corners.
ŠŠ You can also move it to a different place on the worksheet by dragging the white
background.
If you are not sure which type of chart to create, click the Recommended Charts command on
the INSERT tab (Fig. 3.15). It will open the Insert Chart dialog box with suggestions for several
different charts based on the data (Fig. 3.18).

Chart Formatting
buttons

 
Fig. 3.17  Column chart in the center of the worksheet
  Fig. 3.18  Insert Chart dialog box

Select a chart in the left pane and click OK. It will be inserted in the worksheet.
The DESIGN tab gives you different choices on layouts and styles for your chart. You can also
move your chart to a new location:
1. Click Move Chart in the Location group. The Move Chart dialog box appears (Fig. 3.19).

Fig. 3.19  Move Chart dialog box

48
2. Click New sheet and type a name for the new sheet. Let Handy Hint
us name the new sheet Chart 1. The chart is moved to a
new sheet in the workbook, named Chart 1 (the name You see the CHART TOOLS
tabs — DESIGN and FORMAT
you typed). — only when a chart is
selected. If you don’t see
The chart is automatically scaled to fill the entire page in
them, it means no chart has
the landscape orientation. been selected. Click your chart
to select it and the additional
Working with Chart Elements tabs will appear.

You can add or change many chart components such as

Axis Titles, Chart Title, Data Labels, Data Table, Gridlines, and Legend using the Add Chart
Element option. Click Add Chart Element in the Chart Layouts group on the DESIGN tab and
select the required options.

Chart Title
The Chart Title options are None, Above Chart, and Centered Overlay (Fig. 3.20). Click Above
Chart and the Chart Title text box will be added to the chart (Fig. 3.21). To edit the chart title,
double-click the placeholder and type the text.

Fig. 3.20  Chart title options Fig. 3.21  Chart title above the chart

Axis Title
Axis Title allows you to add titles along the x-axis and the y-axis.
ŠŠ To add an x-axis title, click Axis Title  Primary Horizontal (Fig. 3.22). The x-axis title text
box will appear. Double-click it and change the title to Name of the Salesperson.

49
ŠŠ To add a y-axis title, click Axis Title   Primary Vertical (Fig. 3.22). The y-axis title text box
will appear. Double-click it and change the title to Sales. The chart will now look as shown in
Figure 3.23.

Fig. 3.22  Primary Horizontal/Vertical option Fig. 3.23  Column chart with Chart Title
and Axes Titles

Legend
Legend displays a drop-down list with many options.
You can hide the legend by clicking Legend   None (Fig. 3.24). Click Legend   Left. The
legend will be placed to the left of the chart (Fig. 3.25).

Fig. 3.24  Legend options Fig. 3.25  Chart with the legend on the left

Data Labels
You can display the value of each column on the chart. Click Data Labels and choose the label
location. The chart will look as shown in Figure 3.26.

50
 Fig. 3.26  Chart with Outside End data labels Fig. 3.27  Data table with legend keys

Data Table
The Data Table option adds a table to the chart, containing relevant data. Click Data Table  
With Legend Keys. The chart will look as shown in Figure 3.27.

Gridlines
Gridlines in the Axes group allows you to specify how gridlines should be displayed on the
chart. Major Gridlines are gridlines at large intervals. Minor gridlines are arranged at smaller
intervals. For both horizontal and vertical gridlines, the options available are Primary Major
Horizontal, Primary Major Vertical, Primary Minor Horizontal, and Primary Minor Vertical
(Fig. 3.28).

Fig. 3.28  Column chart with minor horizontal and vertical lines

51
Chart Layout
If you want to quickly add chart elements, click the Quick Layout
button in the Chart Layouts group.
Click, say, Layout 9 (Fig. 3.29). This layout adds the title to the top
(center) of the chart, axis titles, and moves the legend to the right
(center).

Chart Styles
You can format Excel chart components to make a chart look more
attractive. Excel also provides ready-made chart styles. To see them
all, click the More arrow at the bottom-right corner of the Chart
Styles group. You can try different chart styles and choose the one
that you like (Fig. 3.30). For example, Figure 3.31 shows what your
Fig. 3.29  Quick Layout
chart will look like in Style 9. gallery

Fig. 3.30  Options of the Chart Styles group Fig. 3.31  Chart style 9

Handy Hint
You can use the Chart Formatting buttons (Fig. 3.17) to quickly add chart elements, change the
chart style, and filter chart data.

Chart Elements: The first button is used to add chart elements. Click the corresponding
check boxes.

Chart Styles: The second button is used to add a chart style and a color scheme to the
chart. Click the required chart style.

Chart Filters: The third button is used to edit data points and select the series and
categories you want to display in the chart.

52
Change Chart Type
Click the Change Chart Type button in the
Type group. The Change Chart Type dialog box
appears. Select a new chart type and the desired
layout. Click OK. The selected chart will appear
(Fig. 3.32).

Switch Row and Column Data

Click the Switch Row/Column
button in the Data group
(Fig. 3.33). The rows and
Fig. 3.33  Switch columns will be switched.
Row/Column
button in the FORMAT tab Fig. 3.32  Change Chart Type dialog box
Data group
The commands for formatting text and numbers in a chart are available on
the FORMAT tab (Fig. 3.34).

Fig. 3.34  FORMAT tab options

Click on the chart title to select it. Click

the Text Fill drop-down menu arrow in the
WordArt Styles group and select a color
from the drop-down color palette (Fig.
3.35). Similarly, you can change the color
of the axis titles.

Select the chart as a whole by clicking it.

Click the Shape Fill drop-down menu
arrow in the Shape Styles group and select
a color from the drop-down color palette
(Fig. 3.36). Fig. 3.35  Text Fill Fig. 3.36  Shape Fill

53
 ACtion BreaK
Vaman’s father owns a bakery shop. He wants to draw a chart that will
indicate the revenue generated from the sales of different cookies.
Help him create a pie chart for the data.
Also format the chart and highlight the cookie with the maximum
revenue.

SOLUTION
1 Enter the data shown in the worksheet.
2 Select the cell range A2:B6.
3 Click the Pie Chart button in the Charts group on the INSERT tab.
4 A drop-down menu appears. Click the first option in the 3-D Pie section. A pie chart appears on the
worksheet.
5 Click the DESIGN tab. In the Chart Layouts group, click the Quick Layout button and select Layout 6.
Note: If the tabs do not appear on the ribbon, it means the chart is not selected. Click on the chart to
select it.
6 Now, click the legend to select it. Click the Shape Outline drop-down menu arrow in the Shape Styles
group on the FORMAT tab and choose blue color from the palette. This adds a thin, blue border around
the legend.
7 Click Format Selection in the Current Selection group. The Format Legend pane appears to the right.
Click the Fill & Line button, then click the Fill option, and select Pattern fill. A list of patterns appears.
Select the desired option.
8 Double-click the chart title text. The context menu appears. Change the font to Times New Roman, font
size to 14, and font color to red.
9 Double-click the border of the Chart Title text box. The Format Chart Title pane appears to the right with
the FILL option selected. Click Solid fill. Click the Color button and select a color from the color palette.
10 Click the slice with the highest percentage and drag it out.
11 The chart will now look as shown below.

54
SPARKLINES
A sparkline is a miniature chart embedded in a single worksheet cell. It provides a visual
representation of data. There are three types of sparklines: line, column, and win/loss. Line and
column sparklines are compact versions of standard
line and column charts. The win/loss sparklines
indicate whether a cell value is positive (a win),
negative (a loss), or zero (a tie).
To create a sparkline, follow these steps:
1. Select the data (without the column headings)
of a single row or if you are creating multiple
sparklines, select all the data, i.e., B3:E6
Fig. 3.37  Selected data
(Fig. 3.37).
2. Click the INSERT tab. In the Sparklines group, click one of the
three sparkline types—Line, Column or Win/Loss (Fig. 3.38).
Here, we will choose Line type.
3. The Create Sparklines dialog box appears (Fig. 3.39).
4. Specify Location Range as F3:F6 either by typing or selecting Fig. 3.38  Sparklines
the required cell range. Click OK. group on the INSERT tab

5. Excel creates the Sparklines graphics of the type you specified (Fig. 3.40).

Fig. 3.39  Create Sparklines dialog box Fig. 3.40  Sparklines graphics

Notice the DESIGN tab that appears under SPARKLINE TOOLS (Fig. 3.41).
Sparkline Color arrow Marker Color arrow

Fig. 3.41  DESIGN tab of SPARKLINE TOOLS

55
6. You can change the color of the sparklines by clicking the
Handy Hint
Sparkline Color dropdown menu arrow. A list of colors
appears. Select a color, say, red. You can change the To delete sparklines, do the
following:
Marker Color also to, say, blue. The graph will appear as
1. Select the sparklines.
shown in Figure 3.42. 2. Under SPARKLINES TOOLS,
7. Now, click Columns in the Type group on the DESIGN click the DESIGN tab.
3. In the Group group, click the
tab (Fig. 3.41). The Sparklines appear as shown in
arrow next to Clear.
Figure 3.43. 4. Click Clear Selected
Sparklines.

Fig. 3.42  Sparklines after changing line and Fig. 3.43  Sparklines in the Column style
marker color

Handy Hint
The Quick Analysis button can also help you draw charts and sparklines. Select the B3:E6 data range in
the table below. The Quick Analysis button appears at the bottom-right corner of the selection. Click
CHARTS or SPARKLINES, to insert chart or sparklines as you prefer.

Quick Analysis
button

56
 s
Computer Manner
Always install an antivirus software on your computer and update it regularly. Doing this will help your
computer remain virus-free. Updating an antivirus software is important for guarding the computer
against new viruses.

✗ ✓

Geek speak

Chart  A pictorial representation of data Y-axis  The vertical axis of a chart, usually the value
axis
Data Table  It refers to the set of data values from
which a chart is derived Chart Area  The area within which all chart
components are drawn
X-axis  The horizontal axis of a chart, usually the
category axis Data Label  A label that provides additional
information about a data marker

At a Glance

ŠŠ We can create various kinds of charts in Excel ŠŠ Bar charts are similar to column charts except
2013, such as line charts, column charts, bar that the category axis is vertical. Each column
charts, doughnut charts, area charts, radar or bar represents a single data value from the
charts, scatter charts, pie charts, and 3-D data table.
surface charts.
ŠŠ A doughnut chart shows the relationship of
ŠŠ Column and bar charts compare values across parts to a whole in a manner similar to a pie
categories. In a column chart, the category chart.
axis is horizontal and the value axis is vertical.
ŠŠ A line chart shows change over time intervals.

57
 ŠŠ A scatter chart shows the relationships among ŠŠ You can move a chart to a different location
numeric values, or plots points between x and on the worksheet by dragging the white
y values. background.
ŠŠ A chart has the following components: x-axis, ŠŠ On the DESIGN tab, you can move a chart,
y-axis, chart title, axis titles, chart area, plot add chart elements to it, change the chart
area, legend, gridlines, and data label. layout, and the chart style.
ŠŠ When a chart is selected, two new CHART ŠŠ On the FORMAT tab, tools are available for
TOOLS tabs—DESIGN and FORMAT—appear formatting a chart.
on the ribbon. ŠŠ A sparkline is a miniature chart embedded in a
ŠŠ You can change the size of a chart by dragging single cell.
its corners.

s
Exercise
Objective Type Questions
A Fill in the blanks with the correct words.
Category  Pie  Two  Chart  Scatter

1. A is a pictorial representation of data.

2. A chart plots each data points with a marker.
3. A chart is used to plot data for a single data series.
4. The x-axis is also known as the axis.
5. A 2-D graph has axes.

B Write T for the true statement and F for the false one.
1. Excel supports only two types of charts.
2 The two walls and the floor make up the plot area in a 3-D chart.
3. The Charts group is available on the INSERT tab.
4 You cannot change the size of a chart.
5. The commands for formatting text and numbers in a chart are available on the FORMAT tab.

C Choose the correct option.

1. Which of the following chart types compares trends in data at equal intervals?
a. Line chart b. Column chart c. Pie chart d. None of these

58
 2. Which of the following chart shows the relationship of parts to the whole?
a. Pie b. Doughnut c. Column d. None of these
3. The vertical y-axis is also known as the axis.
a. Category b. Data c. Value d. None of these
4. A identifies the data series.
a. Legend b. Axis title c. Gridlines d. None of these
5. In a 3-D chart, the xy plane is known as the
a. Wall b. Axis c. Floor d. None of these

Descriptive Type Questions

A Answer the following.
1. What is the importance of charts in Excel?
2. Name the tabs that appear when a chart is selected.
3. What is a sparkline?
4. What is the use of Quick Analysis button?
5. How will you move a chart to a new worksheet?
6. Name any five components of a chart. Explain any two.
7. What is the use of the Recommended Chart option on the INSERT tab?
8. What is a quick way to add chart elements?

Application-Based Questions
a. Observe the figure on the right and answer the
questions below:
i. Identify the type of chart shown in the
figure.
ii. How will you change the chart type?
b. Identify the components of the following chart.

a.     

c.     

d.     
b.     

c. Latika’s teacher has created a chart embedded in a worksheet.

i. What is the name given to this type of chart?
ii. Name the tab that appears when you select this type of chart.

59
 Work OUT!
A The table alongside shows top silver producing
countries and their production in millions of ounces.
Make a line chart for this data. The chart should
have appropriate data labels.

B The table alongside shows average

precipitation in different cities. Make a
column chart showing precipitation in the
month of January.

C Nikita’s and Yogita’s marks are given alongside. Make a

doughnut chart showing both sets of marks.

D The students of Class VIII were asked to note down the

maximum and minimum temperatures during the last
week of September and represent their observations
using a scatter chart. A sample data is given alongside.
Can you draw the chart for this data?

FOR THE TEACHER

• Discuss how pictorial representation of data is helpful and why charts are important.
• Explain the different types of charts and help the students get a good idea of what chart type is suitable for a given type of
data.
• Demonstrate how to draw a chart and show its various components.
• Give students time to practise charts and explore the various chart options on their own.

60
 1 0 1 0 1010 10101010 01000101 0110101
1 010 001 101 0001010

10101010010101010101010010101
11110101010110010100100010100
1 0 0

00010110110110110101101010111

01010110101010111101011110101
1 1

11010101011010101011101011111
0 1 0 0 0 111
010
1 0 1 1 00101 011010101 101010101 11010101
01010 101101101 110101111 101010100 010101111
1r1010 101010101
1
01101 110101010ha1p0t 1e
0 C0
10101 1010101111 010100101
1 0
1
10110 010101010
10101
0
Windows Live
Movie Maker

Toggle: Aha, Goggle! I can see that you are getting

your photo album created.
Goggle: Yes, Toggle. I like to preserve memories and
these albums seem the best way to do that.
Toggle: Do you know Goggle that you can create such
an album on your own computer?
Goggle: (excited) You mean a digital album? Is it
possible?
Toggle: (smiling) You need Windows Live Movie Maker
for this. I can teach you more about this.
Goggle: Thanks, Toggle! I will then show the album to all
my friends and teachers too!

Windows Live Movie Maker is a simple and easy to use

video-editing software. It provides a quick and easy What’s in Store?
way to make movies using your photos and video clips.   Starting Movie Maker
If Windows Live Movie Maker is not yet installed on   Starting a New Project
your computer, you could download it free from the
  Saving a Project
Microsoft website.

STARTING MOVIE MAKER

To start Windows Live Movie Maker, click Start   All Programs   Windows Live Movie
Maker.
The screen shown on the next page appears (Fig. 4.1). The main elements of the screen are
discussed below:
Quick Access toolbar: It is present at the left end of the title bar and has buttons for Save,
Undo, Redo, and other commonly used commands.
Ribbon: The ribbon is divided into several tabs. Each tab has a group of commands.

61
 Quick Acess Toolbar

Movie
Maker
button Preview window Ribbon

Storyboard

Slider

Playback controls Zoom line scale

Fig. 4.1  Components of Windows Live Movie Maker window

Preview Pane: You can see a preview of the project in the Preview pane.
Storyboard: The storyboard is used to add photos, videos, titles, etc.
Movie Maker button: This tab has commands for creating a new project, opening an existing
one, saving a project, importing objects from a device, etc.

STARTING A NEW PROJECT Movie Maker Button

Fast Forward The steps to start a new project are as

follows:
Start a new project   CTRL + N
1. Click the Movie Maker button.
2. In the menu that opens, select the New project option (Fig. 4.2).

Adding Photos and Videos

To add photos and videos to your project do the following:
1. Click the HOME tab.
Fig. 4.2  New
2. In the Add group, click Add videos and photos (Fig. 4.3). project option
Or
Handy Hint
You can click the
label, Click here If you have digital photos and
videos in your digital camera,
to browse for
you will have to first import
videos and photos them to your computer. You
in the storyboard can then add them to Movie
Maker.
Fig. 4.3  Add videos and photos option area (Fig. 4.1).

62
 The Add Videos and Photos dialog box appears (Fig. 4.4).
3. Browse and search for the videos or photos you want to add and then click Open.
4. The selected videos and photos will be added to the Movie Maker collection (Fig. 4.5).
5. To reorder the clips on the storyboard, click and drag the clips to the desired positions.

Fig. 4.4  Add Videos and Photos dialog box Fig. 4.5  Photos added to the collection

Trimming a Video in Movie Maker

If you want to show only a part of a movie, you can trim the unwanted portion of the video. The
steps for doing this are as follows:
1. Click the video in the storyboard area.
2. Under the Video Tools tab that appears, click the Edit tab.
3. In the Editing group, you can do the following (Fig. 4.6):
a. To set a new start point for the video, drag the slider to the point where you want the
video to start. Then click Set start point.
b. To set a new end point for the video, click and drag the slider to the point where you
want the video to end. Then click Set end point.

Fig. 4.6  Setting the start and end points of the movie

63
Adding Music
The steps to add a music file to your movie are as follows:
1. Click the Home tab.
2. In the Add group, click on Add music (Fig. 4.7).
The Add Music dialog box appears (Fig. 4.8).

Fig. 4.7  Add music option Fig. 4.8  Add Music dialog box

4. Browse and select the music file of your choice. Then click Open to close the dialog box. The
selected music gets added to the Audio bar in the Storyboard area (Fig. 4.9).
5. You can now click the Play button to play the audio/video alongwith music.

Audio bar

Fig. 4.9  Music added to the movie

6. If at any point in the movie, you want to see the video without the music, do the following:
a. Bring the slider at the desired point on the Audio bar.
b. Click the Options tab under Music Tools. In the Editing group, click the Split option
(Fig. 4.10).
c. Drag the second part of the music at the point where you want to hear the music again

64
 (Fig. 4.11).

Fig. 4.10  Split option of the Editing group Fig. 4.11  Moving the video

7. If you want the music to fade out at the end:

a. Click the Options tab under Music Tools.
b. In the Audio group, click the drop-down menu arrow of the Fade out option and choose
the desired speed (Fig. 4.12).
8. If the music is too loud, you can set the volume by clicking the Music volume option
(Fig. 4.13).

Handy Hint
Quickly add videos and photos
to Movie Maker by dragging
them from Windows Explorer
to Movie Maker.

Fig. 4.12  Fade out options Fig. 4.13  Music Volume option

Adding Title, Caption, and Credits

While watching a movie, you must have observed titles, captions, and closing credits on the
screen. You can add all these to the movie you have created using Windows Live Movie Maker.
Let us look at the steps for adding these.

65
Adding Title
To add a title to your movie, follow the steps given below:
1. Select the photo or the video clip.
2. Click the Home tab.
3. In the Add group, click on Title. The Title Slide appears (Fig. 4.14).

Fig. 4.14  Adding a title to a clip

4. Type the text you want.

5. Notice that the Format tab under Text Tools appears. You can do the following by using this
tab:
a. In the Font group, choose the font, font size, and font color. Also, choose the font style—
bold, italic, to format the text.
b. In the Adjust group, change the background color and set the text duration.
c. If you want to edit the text, click Edit text.
d. In the Effect group, choose how you want the text to appear.
e. Then, preview the animation.

Adding Caption
To add a caption to the photo or the video clip, the steps are as follows:
1. Click the Home tab.
2. In the Add group, click the Caption option to get a text box on the clip.
3. Type the text, and using the options under the Format tab, format the text and apply
different effects.

Adding Credits
You can also add credits at the end of the movie. For this follow the steps given below:
1. Click the last clip.

66
2. Click the Home tab.
3. Click Credits.
4. Type the names (Fig. 4.15).

Fig. 4.15  Adding credits

You can, as usual, format the text and apply effects, using the options under the Format tab.

Adding Visual Effects

Once you have added videos and photos in Movie Maker, you can add visual effects to these
videos or photos. Visual effects are added to enhance the viewing experience of the audience.
The steps for doing this are as follows:
1. Click the clip.
2. Click the Visual Effects tab.
3. Click the visual effect you would like to add (Fig. 4.16).

Fig. 4.16  Visual Effects tab

4. Watch the preview.

Adding Animations
In Windows Live Movie Maker, animations are used to specify the transition from one clip to
another. You can specify how your video should play from clip to clip.
To add transition (the way in which one clip follows the other on the screen) between two
clips:

67
1. Click on the clip.
2. Click the Animations tab (Fig. 4.17).
3. In the Transitions group, click on any option to select it. If you want to apply this transition
to all clips, click the Apply to all option.

Fig. 4.17 Animations tab

SAVING A PROJECT
After you are finished creating your project, you can save it by following the steps given below:
1. Click the Movie Maker button.
2. In the menu that opens, click the Save Project option (Fig. 4.18). The Save Project dialog
box appears (Fig. 4.19).

Fig. 4.18  Save Project option Fig. 4.19  Save Project dialog box

4. Select the drive and the folder where you want to save the file. Type the filename in the File
name text box.
5. Click the Save button. The project is saved with the extension .wlmp (Windows Live Movie
Maker Project).

Handy Hint
The steps to open an already saved project are:
Click the Movie Maker button   Open project. When the Open Project dialog box appears, select
the file and click Open or press CTRL + O.

68
 ACtion BreaK
Karan has learnt to make movies using Movie Maker. His teacher now wants him to create a project and try the
following:
• Add clips of landscapes, flowers, a sea beach, snowfall, and a video on wildlife, to the project.
• To the flowers clip, add the Fade in from white effect.
• To the sea beach clip, add multiple effects—3D ripple and Wrap.
• Add music.
• Add a title at the beginning of the movie.
• Change the font, font size, color, etc., of the text in the project.
• Add visual effects to the clips and also add transitions between the clips.
Give Karan a hand with these tasks.

SOLUTION
1 The steps to add videos and photos are as follows:
a. Click the Home tab.
b. In the Add group, click on Add videos and photos.
Or
You can click Click here to browse for videos and photos in the Storyboard area.
The Add Videos and Photos dialog box appears.
c. Browse and search for the videos or photos you want to add and click Open. The selected videos and
photos will be added to the Movie Maker collection.
2 The steps to add visual effects to the clip(s) are as follows:
a. Select the clip.
b. Click the Visual Effects tab.
c. Select the visual effect you would like to add. Watch the preview.
3 The steps to add multiple effects to the clip are as follows:
a. Click the sea clip.
b. Click the Visual Effects tab.
c. In the Effects group, click the More button, and select the Multiple effects option. The Add or
Remove Effects dialog box appears.
d. Select an effect, say, 3D ripple, and click the Add button.
e. Then select Wrap effect and again click the Add button.
f. Then click the Apply button.
4 The steps to add music to the movie are as follows:
a. Click the Home tab.
b. In the Add group, click on Add music. The Add Music dialog box appears.
c. Browse and select the music file of your choice.
d. Then click on Open to close the dialog box. The music gets added to the Audio bar in the
Storyboard area.
e. You can click the Play button to play the audio/video.

69
 5 The steps to add a title at the beginning of the movie are as follows:
a. Select the first clip.
b. Click the Home tab.
c. In the Add group, click on Title. The Title Slide appears.
d. Type the text.
e. Notice the Format tab under Text Tools, in which you can do the following:
i. In the Font group, choose the font, font size, and font color. Also, choose the font style—bold,
italic.
ii. In the Adjust group, change the background color and set the text duration.
iii. If you want to edit the text, click Edit text.
iv. In the Effect group, choose how you want the text to appear.
v. Preview the animation.
6 The steps to add transitions between the clips are as follows:
a. Select the clip.
b. Click the Animations tab.
c. Select the transition you want and watch the preview before you confirm.

Geek speak

Storyboard  It is used to add photos, videos, from one clip to another

titles, etc Transition  It refers to the way in which one clip
Animations  They are used to specify transition will follow the other on the screen

At a Glance

ŠŠ Windows Live Movie Maker provides a fast ŠŠ If you want to show only a part of the movie,
and easy way to edit videos and make movies you can trim the unwanted portion of the
using your photos and video clips. movie.
ŠŠ To start Windows Live Movie Maker, click Start ŠŠ To add music, click the Home tab. Then, in the
  All Programs   Windows Live Movie Add group, click the Add music option.
Maker. ŠŠ You can add title, caption, and credits to your
ŠŠ To add videos and photos, click the Home tab. movie.
Then, in the Add group, click Add videos and ŠŠ To start, open, or save a project, click the
photos. Movie Maker button.

70
 s
Exercise
Objective Type Questions
A Fill in the blanks with the correct words.
Movie Maker  Format  .wlmp  Edit  Home

1. To add a photo, click the tab.

2. The Open project option is available on the tab.
3. When you select a video, the tab appears under Video Tools.
4. On selecting the text, the tab under Text Tools appears.
5. A project in Movie Maker is saved with the extension .

B Write T for the true statement and F for the false one.
1. You cannot use pictures of your digital camera in Movie Maker.
2. You can trim a part of your video in Movie Maker.
3. The Add group is available on the Home tab.
4. You cannot cause the music to fade out at the end.
5. Titles can only be added at the beginning of the first slide.

C Choose the correct option.

1. This part of the Movie Maker window is used to add photos, videos, and titles.
a. Ribbon b. Storyboard
c. Preview pane d. None of these
2. Which of the following tabs has the commands to create, open, and save a project?
a. Home b.
Movie Maker
c. Animation d. None of these
3. To start a new project, press
a. Ctrl + N b. Ctrl + S c. Ctrl + O d. None of these
4. The Add Music option is available on the_________ tab.
a. Home b.
Animations c.
Project d. None of these
5. Which of the following options is available on the Home tab?
a. Credits b. Title c. Caption d None of these

71
Descriptive Type Questions
A Answer the following.
1. How can you add music to a project?
2. Write the steps to add a title at the beginning of a movie.
3. Write the keyboard shortcut to open and save a project.
4. How can you add transitions between clips?
5. Name the tab that has the option to add photos and videos.
6. Write down the steps to add a caption to a photo or a video clip.
7. How can you quickly add photos to the Storyboard?
8. Which tab has the option to split the music into two parts?

Application-Based Questions
a. Pawan has created a movie in Movie Maker. Can he add credits at the end of the movie? How?
b. Omi has inserted a video in a Movie Maker project. But he wants to show only a part of the
video. How can he do this task?
c. Utkrisht has a collection of videos and photos saved in his hard disk. How can he quickly add
these to Movie Maker?

Work OUT!
A Zara recently visited Shimla. She has a collection of videos and photos of this trip in her digital
camera. Imagining yourself to be Zara, import these photos and videos in Movie Maker. Then
make a movie by adding video effects and transitions. Also add captions, titles, and credits to
the movie.
B The students of class VIII have learnt about different types of forests, in their social science
class. The teacher has asked them to make a movie on “Types of Forests”. Can you help them
complete the task?
C Choose a popular place of your interest and make a movie presenting its food styles, dance
forms, places of tourism, etc. Add suitable video effects, titles, and captions to make the movie
interesting.
D Ketan is interested in historical monuments. He has collected pictures and videos of different
historical monuments in Delhi. Help him make an interesting movie on the topic “Historical
Monuments of Delhi”.

FOR THE TEACHER

• Windows Live Movie Maker can be downloaded from https://support.microsoft.com/en-us/help/17779/download-
windows-essentials. On this webpage, click on Download now. Download and run/save the setup file, and choose
Custom Installation when prompted, and select Windows Movie Maker and Photo Gallery only. You need an Internet
connection for installing both.
• Demonstrate to the students how to make proper use of visual effects, music, titles, etc., to make a great looking movie.

72