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
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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.
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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.
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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
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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
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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.
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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.
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LIFEPAC® BUSINESS COMPUTER INFORMATION SYSTEMS
UNIT INTRODUCTIONS
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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.
BCIS Answer Key Unit One
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.
2.6 Answers will vary but should
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
2.15 Answers will vary but should
incorporate several of the
techniques described in this lesson.
148
2.16 Answers will vary but should
incorporate several of the
techniques described in this lesson.
Project: Employment Plan
2.17 Answers will vary
2.18 Answers will vary
BCIS Answer Key Unit One
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.
3.6 Answers will vary but should
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.
3.13 Answers will vary but should
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
3.20 Answers will vary but should include
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.
BCIS Answer Key Unit One
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
1.014 Answers will vary but should
demonstrate a clear understanding
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
demonstrate a clear understanding
of the topic. Example answer:
Communication is a valuable
workplace skill because business
goals and timelines often depend on
clear communication.
BCIS Self Test Key Unit One
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.
2.014 Answers will vary but should
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.
BCIS Self Test Key Unit One
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.
3.014 Answers will vary but should include
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.
3.015 Answers will vary but should
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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