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Business Computer Information SystemsTeacher’s Guide

1

Teacher’s Guide

Introduction Foreword ..............................................................................3

Scope and Sequence ............................................................5

Course Design ......................................................................7

Problem Types ...................................................................15

BCIS Media CD ...................................................................17

Unit Introductions with Goals and Objectives ................................ 21

Reproducible Alternate LIFEPAC Tests .............................................43

Answer Keys .....................................................................................145

Self Test Answer Keys ......................................................................181

Test Keys ...........................................................................................197

Alternate Test Keys ..........................................................................227

BUSINESS COMPUTER INFORMATION SYSTEMS

UNITS1-10

2

LIFEPAC Business Computer

Information Systems

Production Manager:

Alan Christopherson

Editorial:

Managing Editor:

Alan Christopherson

Copy Editor:

Laura Messner

Art, Layout, and Design:

Layout and Design:

Brian Ring, Melissa Fransen

Illustration:

Brian Ring, Melissa Fransen

Cover Design:

Ryan Egan

Some images that appear in this unit are © 2008 JupiterImages Corporation.

Screen capture(s) created using OpenOffi ce.org 2.4.1 courtesy of Sun Microsystems Inc. Copyright 2000–2008 Sun Microsystems Inc. Scribus 1.3.3.12 screen shots are courtesy of the Scribus Project (www.scribus.net). Microsoft product screen captures were reprinted with permission from Microsoft Corporation.

All trademarks and/or service marks referenced in this material are the property of their respective owners. Glynlyon, Inc. makes no claim of ownership to any trademarks and/or service marks other than its own and its affi liates’, and makes no claim of affi liation to any companies whose trademarks may be listed in this material, other than its own.

LIFEPAC Business Computer and Information Systems – Teacher’s Guide © 2010 Glynlyon, Inc.

804 N. 2nd Ave. E.Rock Rapids, IA 51246-1789

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Foreword

LIFEPAC Business Computer Information Systems is a ten-unit high school elective that explores the

use of technology applications in both business and personal situations. Occupations have transitioned

from those that primarily produced things to those that manipulate and manage information. Whether

it is at home, in a factory, at a school, for a business, or in an offi ce, almost everyone today uses many

forms of technology on a daily basis. This course will explore the software applications and information

technologies that everyone is likely to use in business situations.

In this course the students will learn computer terminology, hardware, software, operating systems

and information systems that relate to the business environment. The units will concentrate on learning

the standard applications of word processing, spreadsheets, database management and graphical

presentation packages. In addition, skills in personal and interpersonal communications and in

communication technologies will be studied.

The course is intended to help students arrive at the following understandings:

• Effective communication skills and productive work habits can increase employees’ success.

• Technology solutions can help employees be more productive and effective.

Keyboarding is a stated prerequisite for this course. While there are some keyboarding reviews in the

course, there is no keyboarding instruction.

LIFEPAC Business Computer Information Systems covers topics from TEKS §120.23 and §120.64.

LIFEPAC Business Computer Information Systems contains the following units:

Unit 1 — Communication Skills

Unit 2 — Business Technology

Unit 3 — Word Processing

Unit 4 — Spreadsheets

Unit 5 — Databases

Unit 6 — Telecommunications Technology

Unit 7 — Desktop Publishing Technology

Unit 8 — Presentation Technology

Unit 9 — Computer Networks

Unit 10 — Computer Operating Systems

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LIFEPAC® BUSINESS COMPUTER INFORMATION SYSTEMS

SCOPE & SEQUENCE

COMMUNICATION SKILLS• Effective communication skills• Desirable workplace skills, habits, and attitudes• Using written information

BUSINESS TECHNOLOGY• Overview of business technology• Business solutions• Emerging technology

WORD PROCESSING• Keyboarding skills• Creating business documents

SPREADSHEETS• Spreadsheet basics• Spreadsheet formulas• Spreadsheet applications

DATABASES• Database basics• Database features• Semester exam

TELECOMMUNICATIONS TECHNOLOGY• Overview of telecommunication• Email and beyond• Evaluating technologies• Ethics and work habits

DESKTOP PUBLISHING TECHNOLOGY• Defi ning desktop publishing• Desktop publishing procedures• Design considerations• Importing text and graphics

PRESENTATION TECHNOLOGY• Introduction to presentation technology• Presentation guidelines• Presentation planning

COMPUTER NETWORKS• Introduction to networking• Networking basics• Designing a network

COMPUTER OPERATING SYSTEMS• Introduction to operating systems• Types of operating systems• Using operating systems• Semester exam

Un

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Un

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nit 4

Un

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Un

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Un

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Course Design

Audience: LIFEPAC Business Computer Information Systems is a high school elective intended as one

way for students to fulfi ll basic high school business education, information systems, and technology

course requirements. The course is adaptable for use in classroom, small group, and home school

settings.

Business Computer Information Systems is thus intended as both an introduction to and a broad

overview of technology and information studies with an emphasis upon practical application for the high

school student soon to enter adult life and the work world. The course acquaints students with standard

methodology and vocabulary of the technology fi eld from a business perspective.

Guidelines: Business Computer Information Systems is designed to meet portions of the Texas Essential

Knowledge and Skills (TEKS) Business Communications Information Systems course requirements.

Course Structure

Business Computer Information Systems is a ten-unit course designed around two traditional 18-week

semesters. Units 5 and 10 each include a semester review of the previous fi ve units and a cumulative

semester exam. Every unit in the student materials is a self-contained, separately bound work text that

includes the following major parts:

1. Unit Introduction—surveys concepts to be covered, lists the unit goals, and lists the unit

objectives

2. Unit Sections—contain a series of lessons, reviews, applications, and a self test; the self test

helps students focus on section objectives and provides a way for the teacher to evaluate whether

concepts have been mastered suffi ciently to allow the student to move on to new concepts or the

cumulative unit test; each unit contains 3-4 sections

3. Unit Review—follows the last self test in a unit to provide a review of the concepts learned in

the unit; provides a list of all vocabulary terms covered in the unit; this section helps the student

prepare for the fi nal unit test

4. Unit Test—assesses mastery of all lesson/unit objectives (recommended minimum score

for mastery is 80%); the test, located in the centerfold of the LIFEPAC Business Computer

Information Systems unit, should be removed and put aside before students are given the

workbook for study; alternate tests are included in this Teacher’s Guide

5. Semester Exam—assesses the mastery of lesson and unit objectives for the previous fi ve units

(recommended minimum score for mastery is 80%); the semester exam, located in the centerfold

of LIFEPAC Business Computer Information Systems units 5 and 10, should be removed and put

aside before students are given the workbook for study; alternate semester exams are included in

this Teacher’s Guide

The lessons in each unit section are structured around a balance of reading, review, and practical

application. All lessons follow this plan:

1. Lesson Objectives—connect to previously taught concepts and establish a lesson purpose that

targets the unit goals

2. Vocabulary List—introduces new technical vocabulary words and defi nitions used in the

upcoming lesson discussion; terms appearing for the fi rst time are emphasized in bold font in the

lesson text

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3. Lesson Presentation—consists of instructional text and illustrations covering the principles and

skills necessary for students to meet the objectives of the lesson

4. Multimedia Presentations—consist of video, interactive practice, or tutorial demonstration of the

concepts covered in the lesson

5. Problems—include multiple choice, true/false, multiple select, matching, and essay response

problem types to help students review and refl ect upon the lesson presentation; each problem has

a number (1.1, 1.2, etc.) for easy identifi cation; the number to the left of the decimal corresponds

to the LIFEPAC section while the number to the right is the problem or activity number; the

numbering system also aids in cross-referencing to the answer keys

6. Skill-Building Activities—provide frequent opportunities for students to apply what they are

learning; some of these are found on the multimedia CD

Each lesson, including reading and exercises, is designed to be completed by the average student in

approximately 50 minutes. Reading times were set according to an average reader plus 20 percent to

accommodate slower readers.

Daily Plan

Scope and Sequence: The course structure described above is implemented in a two-semester

program. A thorough study of the scope and sequence before you begin instruction is essential to the

success of the student. Becoming familiar with unit goals and lesson objectives up front will help you

evaluate the degree to which your students attain mastery as they move through the program. The

introductions, goals, and objectives for each unit are provided in this Teacher’s Guide.

Scheduling: Business Computer Information Systems was designed to fi t within two 18-week semesters

but is fl exible enough to adapt to almost any schedule.

Average lesson length requires 50 minutes of work time. Certain projects may require additional time for

completion.

Role of the Teacher

The structure of the student materials allows for a great deal of fl exibility with regard to how the teacher

wishes to teach Business Computer Information Systems. The program is adaptable to both conventional

and individualized instruction, allowing it to fi t within both school and home school settings. For example,

while home-schooled students will likely read the text during class time, traditional classroom students

may be assigned the reading as homework or read the text in class. Some multimedia demonstrations

can be projected to a traditional classroom while students working individually can view them from a

laptop or desktop computer.

The Individualized Classroom: In keeping with the LIFEPAC individualized, mastery-based instructional

system, Business Computer Information Systems units are published as separate workbooks containing

suffi cient text instruction and activities to facilitate the progress of disciplined, motivated students who

work independently through the material. Students are assumed to be at an average reading skill level.

The principal goal of a program so structured is to help teachers focus on their role as facilitator or guide

for the teaching and learning process and to help them focus their efforts on creating a personalized

learning experience for their students. The teacher can use the instructional content as a fl exible learning

base on which to develop, direct, and individualize the classroom-learning environment.

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In this system, since the materials deliver the bulk of lesson instruction, the teacher has more time to

address the individual learning needs of each student. The following are the major areas in which the

teacher of an individualized classroom seeks to be involved:

1. General Course Orientation—Responsibilities would include establishing the importance of

technology studies as an academic subject, helping students understand course goals, setting

schedules, etc.

2. Materials and Classroom Setup (Including Technology)—While most of a student’s work in

Business Computer Information Systems can be completed from within the student text, additional

resources, such as a computer with the needed software and Internet access are tools that are

required to enrich the learning environment. Both seating and lighting should accommodate the

environment that concentrated reading and refl ecting require.

3. Teacher Checkpoints—In an individualized program of instruction, “individualized” does not

equal “isolated.” Business Computer Information Systems provides solid instruction and plenty

of opportunities for review, but it takes an active, involved, knowledgeable teacher to guide the

learning process and to engage, inspire, and motivate a student for success.

Performance appraisal is a teacher role central to the program. To that end, Business Computer

Information Systems features “Teacher check” areas intended to help the teacher regularly

evaluate student progress. Lessons contain teacher checks, which follow after problems and/or

skill-building activities. Teacher checks are found at the end of the self tests. All teacher checks

provide logical intervention points for the teacher to assess 1) quality of understanding (tested

with a short oral quiz and/or discussion), 2) thoroughness and accuracy of answers (answer keys

are provided), 3) neatness and thoroughness of work, and 4) successful completion of projects

and other activities (offering guidance as necessary). Teacher checks provide space for teacher

initials, date, and when relevant, score (self tests and tests only).

4. Timely Evaluation of All Required Activities/Projects—Because Business Computer

Information Systems is a skills-based course designed in a developmental sequence, careful,

thoughtful evaluation of completed student activities/projects becomes a critical responsibility of

the teacher. The level of performance on these assignments is an important factor in determining

whether a student has mastered the skills necessary to move to increasingly challenging

assignments.

5. Test Evaluation—Evaluation of self tests, unit tests, and semester exams is another critical part

of assessing the level of student mastery.

The Conventional Classroom: In addition to attending to the fi ve responsibilities described above,

teachers can use the resources and instruction in the student LIFEPAC to prepare lesson plans for whole

group instruction.

The Home School Classroom: The product features and fl exibility and the responsibilities and strategies

enumerated above for the individualized classroom are well suited for the home school setting as well.

Both the home school student and teacher can greatly benefi t from Business Computer Information

Systems even if the teacher has no formal experience in teaching technology and information studies as

a discipline.

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Assessment

LIFEPAC Business Computer Information Systems is a mastery-learning program. Lessons for each

of the ten units contain instruction and activities designed to target unit learning-goals and prepare the

student for a cumulative unit mastery test that should be passed at 80% profi ciency.

Knowing the appropriateness, or correctness, of performance on learning activities is essential to the

effectiveness of the LIFEPAC learning sequence. Given enough feedback and guidance, students will

have the information they need to “correct” their learning “path” as they work toward specifi c learning

“targets” (goals). These feedback loops provide ongoing evaluations of learning and come from two

sources: student and teacher evaluations. In the LIFEPAC study, students evaluate their work at two

major checkpoints in the learning sequence: (1) after completing a set of problems/activities and (2) after

completing a self test.

Lesson Activities/Projects: In Business Computer Information Systems, most students will be able

to evaluate their own performance on question-answer activities using answer keys and in discussing

responses with both you and/or their peers; however, certain activities and projects in Business Computer

Information Systems require formal evaluation by an instructor.

Each set of activities should be corrected before students begin the next section of text. This frequent

evaluation of learning is critical to initial success in LIFEPAC study. Frequent checks point out content

areas that have not been mastered and direct students to appropriate review before they continue on in

the course.

Self Tests: Self tests also serve as assessments of learning progress. Each self test targets the learning

objectives covered in the lessons within a unit section. As with lesson activities, self tests can function as

self-assessment instruments for students to use in preparing for the unit test; self tests also work well as

teacher-checked quizzes.

The intent of checkpoints and self tests is to ensure learning progress by providing frequent opportunities

for the teacher and students to interact and to evaluate performance. If the unit and lesson objectives

were not being mastered, adjustments in the learning experiences would then be the most appropriate

action to take (extra time on assignments, additional instruction and review, additional learning activities,

etc.).

Used in this way, the activities and self tests serve as a means for students to work toward greater quality

in learning and ultimate success in Business Computer Information Systems. Simply completing then

grading these activities without appropriate follow-up review and correction reduces the instructional

value of self tests. Corrective study measures should always be instituted when activities are not

completed correctly.

Unit Reviews: The review lesson is designed to be an overview of the important course concepts

covered in the unit in preparation for the unit test. It is not intended to substitute for a thorough review of

the information and assignments covered in the unit.

Unit Tests: The learning sequence within the unit—instruction, problems, activities, self tests, unit

review—is designed to help students master the unit objectives in Business Computer Information

Systems. Unit tests act as a criterion measure of students’ levels of performance in relation to objectives

covering the following areas:

1. Formal knowledge of vocabulary

2. Knowledge of technology facts, strategies, and processes

For the areas listed above, mastery level is reached if students complete the test at a set performance

criterion (80 percent accuracy is recommended). In the LIFEPAC mastery learning system, if students

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do not demonstrate such a level of performance, the teacher conducts a diagnostic analysis of the test

results. Since test items are directly related to objectives, the teacher can prescribe a program of review

and reinforcement focusing in on objectives that were not fully mastered. Repeating the study, partial

review, focus teaching, and additional learning experiences all may serve as part of the prescriptive

restudy plan. Alternate tests, available in this Teacher’s Guide, can also be used to recheck mastery.

Semester Reviews: Each semester review is intended to be an overview of the important concepts

covered in the previous fi ve units of Business Computers and Information Systems. They are not

designed to be a substitute for a thorough review of the information and assignments throughout the

course.

Semester Exams: After the student has adequately reviewed the units, the semester test acts as a

criterion measure of students’ levels of performance in relation to objectives covering the following areas:

1. Formal knowledge of vocabulary

2. Knowledge of technology facts, strategies, and processes

Alternate semester exams are also available in this Teacher’s Guide if restudy and retesting is necessary

to recheck mastery of the material covered during a semester.

Assignment Scoring and Grading—For answers requiring written responses, answer keys and test

keys give examples of correct answers, conveying the idea but not necessarily exact wording, unless

specifi cally called for. Each answer should be scored based on whether or not the main idea written by

the student matches the model example.

Most self tests, LIFEPAC tests, and semester exams in Business Computer Information Systems are

scored at one per answer with essay and paragraph answers being scored at fi ve to ten points; further,

the total number of test points will vary per test, not always equaling 100 points. They may be 78, 85,

100, 105, etc.

A score blank is located at the end of each self test and on the front of each LIFEPAC test and semester

exam. The teacher or parent must determine the total number of points on each self test, test, or exam.

Your student will need to receive an 80% or passing grade (the recommended criterion for mastery).

To establish the exact percentage that a student has achieved, fi nd the total points of his or her correct

answers and divide it by the total points. A student who receives a score below 80% should review the

LIFEPAC and retest using the appropriate alternate test found in the Teacher’s Guide.

Each Answer = 1 point; Essay and Paragraph Questions = 5 - 10 Points

Student Name: ___________________________

Date: ___________________________

Score: ___________________________

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The following is a guideline to assign letter grades for completed units in Business Computer Information

Systems based on a maximum total score of 100 points.

LIFEPAC Test = 25% of the total score (average percent of unit tests)

Self Test = 25% of the total score (average percent of self tests)

Lessons/Activities/Projects = 50% of the total score based on 100% completion (10% per unit)

Example:

Lesson Completion = 100% 100 x .50 = 50 points

Self Test Average = 90% 90 x .25 = 23 points

LIFEPAC Test Score = 95% 95 x .25 = 24 points

_________________________________________________________________

TOTAL POINTS = 97 points

Grade Scale based on point system: 100 – 94 = A

93 – 86 = B

85 – 77 = C

76 – 70 = D

Below 70 = F

Teacher Hints and Studying Techniques

The problems and activities in LIFEPAC Business Computer Information Systems are written to check

students’ levels of understanding of the preceding text. Students may look back to the text as necessary

to complete these problems and activities; however, students should never attempt to do these without

fi rst reading (studying) the text. Also, self tests, LIFEPAC tests, and semester exams are never open

book tests.

Writing complete answers (paragraphs) to some questions is an integral part of the LIFEPAC curriculum

in all subjects. This strategy builds communication and organization skills, increases understanding and

retention of ideas, and helps enforce good penmanship. Complete sentences should be encouraged for

this type of activity. And obviously, if multiple lines are given for a response, single words or phrases do

not meet the intent of the activity.

Additionally, review is essential to student success. The time invested in review will save you time in

correcting errors later.

Self tests, unlike section problems and activities, are closed book. Because of this, teachers may more

easily identify student weaknesses before these weaknesses become too great for students to overcome

in their unit tests. Effective preparation for each unit test must include review of all lessons, sections, and

self tests for that unit.

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The following procedure checklist (adapted specially for Business Computer Information Systems) has

been found to be successful in developing good study habits in the LIFEPAC curriculum. The procedures

in the checklist describe how a student might complete work in a unit and are presented in the order in

which students should complete them.

o Read the Table of Contents and the unit introduction.

o Read the goals and objectives for the unit.

o Each unit is divided into three or four sections, each containing two or more lessons. For each

section:

o Read the section introduction and study the objectives in each lesson.

o Recite and study the vocabulary for each lesson.

o Complete each lesson in a section:

o Read the entire lesson.

o Complete the multimedia activities and/or technology practices.

o Reread or review the lesson as needed; then complete the problems and/or

activities; have the teacher check work where appropriate.

o Return to the beginning of the lesson and memorize each vocabulary word and

defi nition.

o Complete each lesson in a section, using the steps above until the section is

complete.

o Read the section self test but do not answer the questions.

o Go to the beginning of the section and reread (and/or review) the text and answers for all

lessons in that section.

o Answer the questions to the self test without looking back at the section material.

o Have the self test checked by the teacher.

o Correct the self test and have the teacher check the corrections.

o Repeat the steps above for each section.

o Use the SQ3R* method to prepare for the LIFEPAC test.

o Take the LIFEPAC test as a closed-book test.

o LIFEPAC tests are administered and scored under direct teacher supervision. Students who

receive scores below 80% should review the LIFEPAC using the SQ3R* study method; they

should also take the alternate test that can be reproduced/photocopied from the back of the

Teacher’s Guide. The fi nal test grade may be the grade on the alternate test or an average of the

grades from the original LIFEPAC test and the alternate test.

*The SQ3R study method is as follows:

S: Scan the whole LIFEPAC unit.

Q: Question oneself on the objectives.

3R: Read the whole LIFEPAC again.

Recite through an oral examination.

Review weak areas.

14

Open Source Software

The lessons in these units are intended to provide general information about using the technology

resources that are available. There are many different technology applications that perform similar

functions. Many people have personal favorites and preferences about these applications.

The developers of this course have chosen to use open source software for most of the technologies

that are discussed. These can be obtained and installed for the students to use or other available

applications can be used. The students will benefi t greatly from seeing how the various applications

are similar and will gain a better understanding of the advantages of one over the other by seeing their

differences.

The various open source softwares chosen by the developers of this course are clearly identifi ed

in the units where they are being used. Demonstrations found in those units are based on the features

found in the software that has been used. If your students are using software from other providers then

some additional instruction might be needed to aquaint them with the needed features.

If this course is being used in a classroom setting, then ideally each student will have their own

computer. This is not essential and with proper planning and scheduling 2-3 students should be able to

share a single computer. It also should be possible to work around situations where not every computer

has all of the software applications installed. Some desktop publishing software is very expensive and it

should be possible for several students to share if they plan their time properly.

Electronic Submission of Projects

There are several projects in BCIS that should be submitted electronically. Each teacher or parent

will have to establish a system that will allow them to access the fi les created by the students. Files can

be sent as email attachments, saved to a specifi c location on a hard drive, or copied to a location on a

shared network drive. Each situation will be a little different and will vary by what technology options are

available. Files sharing sites are even available on the Internet.

The students should be keeping all of the fi les that they create and they should be saved at least

until after the entire course has been completed. This will provide a porfolio of student work that can be

referenced for future projects. It is very common for an existing document to serve as a “template” for a

new project. Students who are catching on quickly can be asked to enhance their documents using tools

and techniques that they have discovered beyond what is being taught in the material.

15

Problem Types

Several problem types are used in BCIS. To follow are representative examples of each problem type.

The students need to pay close attention to the problem type since this will alert them how to correctly

answer the problem. Following each problem are instructions for how the student is to answer the

problem type. Instructions are also given to guide the teacher in grading each problem type on a self test,

test, or semester exam.

1.013 Match the term with the appropriate defi nition.

_____1. netiquette A. exchange of information

_____2. audience B. anything that interferes with clear communication

_____3. purpose C. the reason for the communication, such as to inform or to persuade

_____4. communication D. guidelines for courteous electronic communication

_____5. sender E. the person who creates/composes the message

_____6. barrier F. the person/people who will read your message

In matching questions, there are two columns of related information; for example, terms in one column

and defi nitions in the other. One column has empty blanks in front of each item, the other column has

letters. The student is to write the letter of an item on the blank next to the corresponding item.

Grading for self tests and tests: Each answer blank counts as one point. (This example = 6 points)

Matching

2.01 Select all steps in the list below that should be completed when using the problem-solving process discussed in this chapter. _______________________

A. Understand the task or need B. Consider solutions and list ideas C. Ask a coworker for help D. Take action E. Complete the task F. Take a break G. Evaluate

Multiple select questions offer a number of choices per question. The student is to write each answer

he/she believes to be correct on the blank. All answers that apply should be written on the blank. The

question will sometimes tell how many correct choices there are.

Grading for self tests and tests: Every available choice for a Multiple Select question counts one point.

A question with six choices counts as six points. This is to discourage the student from guessing by

writing down “extra” answers. (This example = 7 points)

Multiple Select

16

1.09 True/False Netiquette guidelines can help you prepare an effective electronic message.

True and False questions are a way of verifying that a student has grasped the factual concepts present

in the material. The student is to circle or underline their answer choice.

Grading for self tests and tests: Each True/False question counts as one point. (This example = 1

point)

True or False

1.014 Respond to the following in 3–5 sentences. What is the purpose of netiquette guidelines?

The student is provided with answer lines, and the expectation is that they answer the question in

sentence format. We recommend to teachers that they grade these questions with a close eye on syntax

and grammar. Some paragraph and essay are to be submitted electronically.

Grading for self tests and tests: Each Paragraph or Essay question counts three to fi ve points. (This

example = 4 points)

Paragraph Essay

1.01 Which of the following can increase the clarity of a message? ______

A. using all capital letters to draw attention to your message.

B. using long words and sentences to impress your reader.

C. summarizing the message.

D. organizing the message around one clear main idea.

Multiple choice questions offer three to fi ve choices per question. The letter for the correct choice is to be

written on the blank. Occasionally there will be more than one blank. The student must read the question

or instructions carefully.

Grading for self tests and tests: Each answer blank counts as one point. (This example = 1 point)

Multiple Choice

17

BCIS Multimedia CD

An essential component of this

course is the Multimedia CD. The

fi les on the CD include the needed

multimedia presentations that are

called for in the course material. This

CD can be used across all browsers

and platforms that have a recent

Adobe Flash Player and the Adobe

PDF Plug-In installed.

NOTE:

ActiveX controls must be enabled for

some browsers.

Using the Multimedia CD

1. Insert the disc into the CD/DVD drive on your computer.

2. On some computers the CD will auto launch and display the fi le directory.

3. Double-click on the BCIS_Unit_List.html fi le to launch your default browser and open the BCIS unit

list page.

If the CD does not auto-launch then navigate to the CD/DVD drive on your computer to display

the fi le directory.

Another option is to open your preferred browser. With File/Open... (Ctrl+O) browse to the CD and

open the BCIS_Unit_List.html fi le from your browser.

These steps will display the BCIS_Unit_List.html page in the browser.

18

Multimedia References in the LIFEPAC

As the students work through the BCIS LIFEPACs they will encounter references to the Multimedia CD.

When these appear the students are to play the needed multimedia item and are to complete any tasks

given in the instructions.

Students will be directed to the media CD by

placeholders like the one pictured here. The

name of the media is indicated by underlined

text. When a student comes to a media

reference in the LIFEPAC they should follow

these steps.

1. Check the Unit number and

Unit title of the unit that is

being worked on.

2. Open the BCIS_Unit_List.

html fi le from the media

CD to display a table

of contents page in the

browser: This page lists the

10 Unit titles for the BCIS

course.

3. Click-on the needed Unit

title.

Please refer to the media CD to listen to the Voice Messages in this example.

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4. Clicking on the Unit title will open a table of

contents that lists the Section titles and Lesson

titles for the unit.

5. Check the Section number and the Lesson title

for the lesson that you are working on in the

LIFEPAC.

6. Click on the appropriate Lesson title to display

the page of multimedia for the lesson.

7. Find the multimedia with the correct name on

the page.

8. Follow the instructions given on the page to

play the multimedia.

9. Use the Back button on the browser to return

to the previous pages and access other units

or lessons.

10. All multimedia items can be replayed as many

times as is desired for review or additional

study.

21

LIFEPAC® BUSINESS COMPUTER INFORMATION SYSTEMS

UNIT INTRODUCTIONS

23

Success in the workplace requires habits and skills you must develop to be an effective and valuable employee. A foundational job skill is the ability to be a good communicator. This unit explores effective communication skills and considers how these translate into and shape desirable workplace skills, habits, and attitudes. Finally, you will focus on written communication skills.

• Understand and apply effective communication skills.

• Demonstrate productive work habits and attitudes—for example, dependability and punctuality.

• Demonstrate active listening through oral and written feedback.

• Locate and interpret written information.

• Incorporate supplementary resources and references.

• Organize ideas logically and sequentially.

Section One provides an overview of effective communication skills. Communication is important in human relationships. We want to be able to send and receive messages clearly and effectively. How we communicate—the words and tone of voice we use—may differ depending on who we are communicating with and where the communication occurs. For example, when you go to the movies with friends, you probably use a different communication style than if you attend dinner with your grandparents.

When communicating on the job, it is particularly important to use an appropriate tone and style, whether communicating orally or in writing. Employers value employees who know how to use the right communication on the job and can communicate with customers, coworkers, and supervisors appropriately.

This section is focused on helping you think about effective communication for the workplace. In it, you will consider oral communication (such as telephone communication) as well as written communication (such as e-mail).

Your goals for the unit include the following:

Unit 1: Communication SkillsIntroduction

24

Section Two focuses on desirable workplace skills, habits, and attitudes. Carl and Tyrone both work at Buddy’s Burgers as cashiers. Carl has been working at Buddy’s for two-and-a-half years, and because of this, he sometimes thinks the rules do not apply to him. He shows up to work late once or twice a week, and he often visits with his friends who come into the restaurant instead of helping with the drive-thru window, where Tyrone works. On the other hand, Tyrone has shown up to work on time for every scheduled shift since he started at Buddy’s eight months ago. When it isn’t busy, Tyrone helps with cleaning the dining area and restrooms. He is always smiling and positive at work. When Buddy was ready to promote an employee to a supervisor position, he chose to promote Tyrone even though he hadn’t worked there as long as Carl. Why? Because Tyrone demonstrated the habits and attitudes that make him a very valuable employee to Buddy.

During this section, you will begin to develop some skills, habits, and attitudes that will make you a more valuable and effective employee—like Tyrone.

Section Three focuses on skills for using written information. Often at work and at school, you will be called upon to do research and use the information you fi nd in a meaningful way. Doing this requires that you can identify quality information and can organize it meaningfully.

• Identify characteristics of effective and ineffective communication.

• Evaluate your own communication skills and create an action plan for improving your communication skills.

• Write and revise professional email messages following common netiquette guidelines.

• Identify productive work habits and attitudes.

• Employ active listening techniques.

• Give and accept constructive feedback.

• Determine the suitability and reliability of Internet resources.

• Paraphrase and summarize written information.

• Organize information logically and sequentially.

The objectives for this unit include the following:

45

Unit 1 Alternate Test: Communication Skills

1. Felicia has sent a memo to her employee, Ben, to schedule Ben’s performance review. Which choice best describes Felicia in this communication scenario? ______

A. the sender of the message B. the receiver of the message C. a barrier to the message D. a paraphraser of the message

2. Patrick was asked to write a letter to customers at the bank where he works, informing them of a new money market checking account that is now available to them. Informing the customers of a new checking account available describes what function in this communication scenario?______

A. purpose B. audience C. netiquette D. workplace communication

3. Which of the following is an example of synchronous communication?______

A. e-mail B. voicemail C. telephone conversation D. text message

4. Jim is expecting a very busy weekend at his store, so he sent the following e-mail to his employees: ALL EMPLOYEES MUST WORK THIS WEEKEND. NO TIME OFF WILL BE GRANTED. NO EXCEPTIONS!!!!!! What is the most likely reason why this communication is not effective?______

A. The use of capital letters and exclamation marks may make the employees feel like Jim is yelling at them. B. Some store employees may not want to work this weekend. C. Some store employees may not have access to an e-mail account. D. The e-mail does not explain the reasons why Jim needs the employees to work this weekend.

Multiple Choice

Each Answer = 1 point; Essay and Paragraph Questions = 5 - 10 Points

Student Name: ___________________________

Date: ___________________________

Score: ___________________________

46

5. Why might you want to avoid the use of acronyms and emoticons in business communication?______

A. It might take the receiver of the message too long to read the message. B. This might show the sender of the message is running short on time. C. Some receivers of the message might not know what they mean. D. The use of business lingo in the communication might not be appropriate.

6. Which of the following can increase the clarity of a message? ______

A. using all bold print and capital letters to draw attention to your message. B. organizing the message around one clear main idea. C. using long words and lots of appropriate business lingo to show you understand the topic. D. summarizing the message to only include the most important key points.

7. Kelli’s boss commented that she does a great job assisting co-workers when they are busy and awarded her the Employee of the Month award. Which workplace skill did Kelli’s boss compliment?______

A. interpersonal skills. B. personal hygiene and grooming. C. self-confi dence. D. motivation.

8. Before her shift as a cashier at the grocery store, Carla pulls her hair back into a ponytail and makes sure her fi ngernails are neatly trimmed. What habit does Carla demonstrate with these preparations?______

A. motivation B. punctuality C. personal hygiene and grooming D. interpersonal skills

9. After getting directions from his supervisor about the tasks he needed to complete during his shift, Chris repeated what the supervisor said in his own words. Why was this a good idea?______

A. This can reduce the chances of a miscommunication between Chris and his supervisor. B. This shows that Chris cares about what his supervisor said. C. This demonstrated to the supervisor that Chris wants to be a good employee. D. This lets Chris have a chance to talk instead of only listening to the supervisor.

Multiple Choice

47

10. Samantha tries to use active listening skills at her job. Samantha would use each of the following behaviors except one when she uses active listening. Which one would she not do?______

A. restate what she heard in her own words. B. agree with what the other person has said. C. ask clarifying questions. D. listen for the emotions the other person has expressed.

11. Which of the following is not a benefi t of active listening?______

A. People who are upset or angry can be calmed down if they feel they are being listened to. B. The sender of the message can feel confi dent you have understood the message. C. It can reduce misunderstandings or confl ict. D. It lets you express your own emotions or opinions.

12. Mark’s boss told him that he has been doing a great job of responding to all customer phone messages within twenty-four hours. What component of effective feedback did his boss demonstrate by telling Mark what he is doing right instead of just praising his performance?______

A. objective B. specifi c C. timely D. sincere

13. Bob made an error during his shift this afternoon. His boss explained the proper procedure before Bob clocked out. What component of effective feedback did his boss demonstrate by working with Bob before he went home? ______

A. objective B. specifi c C. timely D. sincere

14. While reviewing a Web site about a medical condition your aunt was just diagnosed with, you decide to check on the writer of the site. You verify that the writer is a well-known doctor and is a frequent television expert on this medical condition. What characteristic of an effective Web site does this show?______

A. reputable author B. relevant C. verifi ed D. unbiased

Multiple Choice

48

18. Match the term with the appropriate defi nition.

_____1. paraphrase A. a restatement of information using other words

_____2. summarize B. a statement of only the main points of something that that has been said or written

_____3. active listening C. a two-way exchange of information

_____4. communication D. a strategy for showing you are interested and that you understand

Matching

15. What is going to be the shortest, most concise restatement of information?______

A. the original source of information B. quotations from the original source of information C. a paraphrase D. a summary

16. Which of the following is not a function of a thesis statement?______

A. give the purpose of writing B. state the main idea of the writing C. provide information about the writing’s organization D. engage the audience by offering a funny anecdote

17. What is one purpose of an essay’s introduction paragraph?______

A. to engage the reader by telling a personal story or sharing a startling statistic B. to elaborate fully on one of the essay’s main ideas C. to restate your main ideas and make a lasting impression on your reader D. to provide a list of transitional words that will help your reader make sense of the writing

Multiple Choice

49

19. Match the term with the appropriate defi nition.

_____1. integrity A. the ability to be self-directed and complete tasks without direct supervision

_____2. initiative B. the habit of being on time

_____3. punctuality C. the characteristic of being dependable and consistent

_____4. reliability D. doing the right thing even when no one is watching

20. True/False Active listening eliminates barriers to communication

21. True/False An effective communicator always identifi es and eliminates all barriers to communication

22. True/False The telephone can be a barrier to communication

23. True/False Effective feedback can motivate someone to perform as desired

24. Respond to the following in 3–5 sentences. Describe the method you would use to determine whether Internet resources are suitable and reliable sources of information.

True or False

Matching

Paragraph

50

25. Respond to the following in 3–5 sentences. Select one of the effective communication strategies discussed in this unit. Defi ne and describe it, give an example of its use, and explain why it’s effective.

Paragraph

147

BCIS Answer Key Unit One

Section One

1.1 A

1.2 C

1.3 A

1.4 True

1.5 False

1.6 True

1.7 True

1.8 True

1.9 B

1.10 C

1.11 E. 1. purpose

D. 2. audience

B. 3. synchronous

communication

C. 4. asynchronous

communication

A. 5. netiquette

1.12 Answers will vary but should

demonstrate knowledge of

netiquette.

1.13 Answers will vary but should refl ect

an understanding of the concept.

Examples: E-mail B meets the

netiquette standard relating to

appropriate language, vocabulary,

and tone. E-mail A fails to achieve

this standard, since it is highly

informal, pushy, and also uses

ALL CAPS, giving the impression

that the sender is shouting at the

receiver. E-mail B communicates

reasonable professional courtesy

while A communicates disrespect.

Project: Revising Emails

1.14 Answers will vary but should follow

e-mail netiquette rules and be free

of grammar and punctuation errors.

1.15 Answers will vary but should follow

e-mail netiquette rules and be free

of grammar and punctuation errors.


Section Two

2.1 D

2.2 B

2.3 A

2.4 C

2.5 C. 1.

E. 2.

A. 3

D. 4.

B. 5.


demonstrate a clear understanding

of the meaning of work ethic.

2.7 D

2.8 B

2.9 A

2.10 C

2.11 Answers will vary, but they should

refl ect the fact that the student has

grasped the basic concept.

2.12 C

2.13 B

2.14 A


incorporate several of the

techniques described in this lesson.

148


incorporate several of the

techniques described in this lesson.

Project: Employment Plan

2.17 Answers will vary

2.18 Answers will vary


Section Three

3.1 B

3.2 D

3.3 C

3.4 A

3.5 Answers will vary but should include

the points that these are open to

editing; the information can be

changed; that no one is tasked with

determining the accuracy.


include the characteristics that

would make them reliable sources,

e.g., reputable author, unbiased

information.

3.7 B

3.8 A

3.9 D

3.10 False

3.11 False

3.12 Answers will vary but should point

out the similarities and differences

between the two.


incorporate the main points, e.g.,

Full-time employees are entitled

to twelve vacation days yearly.

Employees must submit a vacation

request to their supervisors at least

three business days in advance.

If no request is submitted, the

vacation time may be denied.

3.14 A

3.15 D

3.16 D

3.17 B

3.18 D

3.19 A


the steps discussed in the lesson.

Examples: Write an introduction,

include a thesis statement, present

your ideas in the body, use

transition words, emphasize your

ideas in your concluding paragraph.

Project: Report Business Skills

3.21 Use the guidelines presented to

evaluate the students’ responses.

Answers will vary. If desired, instruct

the student how to submit the

completed essay electronically.


Section Four Review

4.1 C

4.2 A

4.3 D

4.4 B

4.5 A

4.6 C

4.7 B

4.8 A

4.9 B

4.10 A

183

BCIS Self Test Key Unit One

Self Test 1

1.01 D

1.02 B

1.03 A

1.04 C

1.05 C

1.06 A

1.07 B

1.08 D

1.09 True

1.010 False

1.011 False

1.012 True

1.013 D. 1. netiquette

F. 2. audience

C. 3. purpose

A. 4. communication

E. 5. sender

B. 6. barrier



of netiquette guidelines. Example

answer: Netiquette guidelines

help make e-mails professional

and polished. They create

polite and courteous electronic

communication.

1.015. Answers will vary but should


of the topic. Example answer:

Communication is a valuable

workplace skill because business

goals and timelines often depend on

clear communication.


Self Test 2

2.01 A

2.02 C

2.03 D

2.04 B

2.05 B

2.06 A

2.07 A

2.08 False

2.09 False

2.010 True

2.011 True

2.012 False

2.013 C. 1.

E. 2.

F. 3.

D. 4.

B. 5.

A. 6.


incorporate some of the principles

discussed. Examples of steps: Stop

whatever you are doing and give

the other person your full attention.

Look at the person. Be interested

in what the person has to say. Ask

questions to clarify their message.

Pay attention not only to the words

that are being said but also to the

emotions being expressed. Be

aware of how your own emotions or

opinions might infl uence what you

are hearing. Do not interrupt except

to show you are listening or to ask

questions.

184

2.015 Answers will vary, but student

should select an attribute that

was discussed and give a clear

explanation of why he or she feels

that attribute is the most important.

Examples of attributes: A strong

work ethic, an active listener, gives

constructive feedback.


Self Test 3

3.01 B

3.02 B

3.03 D

3.04 C

3.05 C

3.06 D

3.07 B

3.08 C

3.09 True

3.010 False

3.011 False

3.012 A. 1.

C. 2.

B. 3.

D. 4.

E. 5.

F. 6.

3.013 Answers will vary but should discuss

what makes an Internet site a

reliable research source. Some

examples: a reputable author, timely

information, lack of bias.


the steps discussed in the lesson.

Examples: Write an introduction,

include a thesis statement, present

your ideas in the body, use transition

words, emphasize your ideas in your

concluding paragraph.


incorporate the main points, e.g.,

Full-time employees are entitled

to twelve vacation days yearly.

Employees must submit a vacation

request to their supervisors at least

three business days in advance. If

no request is submitted, the vacation

time may be denied.

199

BCIS Test Key Unit One

1. A

2. C

3. B

4. B

5. B

6. C

7. B

8. D

9. B

10. B

11. C

12. B

13. A

14. C

15. C

16. D

17. B

18. D. 1.

A. 2.

B. 3.

C. 4.

19. D. 1.

B. 2.

A. 3.

C. 4.

20. True

21. False

22. True

23. False

229

BCIS Alternate Test Key Unit One

1. A

2. A

3 C

4. A

5. C

6. B

7. A

8. C

9. A

10. B

11. D

12. B

13. C

14. A

15. D

16. D

17. A

18. A. 1.

B. 2.

D. 3.

C. 4.

19. D. 1.

A. 2.

B. 3.

C. 4.

20. False

21. False

22. True

23. True

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