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Assignment Set-1


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ëÊ 

 ‘ mputer carry ut the j
s in micr sec nd r less time .The human
eings
cann t think  d ing the j
s in such speed. Few lakh calculati ns can d in a sec nd.
ëÊ
 Œhile d ing a j
human
eing may c mmit mistakes where as i the data given t
the c mputer is c rrect then the c mputer d es the j
with ut any mistakes.
ëÊ 
›nlike the human
eings eiciency is very high in c mputers as it is a machine it
d es n t get tired r
red  d ing a j
. It can d the same j
repeatedly any num
er  times
with ut any mistakes and with the same am unt  time the j
is repeated with same kind 
result. F r example letters t parents  all the students are t
e printed then it will d the j

m n t n usly.
ëÊ 
 ‘ mputer has mem ry in which the data can
e st red  r uture use. F r Example the
Details O the students, cust mers, suppliers etc. can
e st red in the c mputers t
e used
whenever it is required. A letter typed can
e st red s that the same letter can
e used in the
later date retyping  that letter need n t
e d ne unlike in the case  typewriters. Any num
er
 c pies  that can als
e pr duced.
ÊÊÊÊÊÊÊÊ
ÊÊÊÊÊÊÊÊ
 Ê

ëÊ ‘ mputers cann t think
y themselves and they require human directi n t per rm speciic
tasks.
ëÊ I the data given is wr ng then it gives the wr ng result. F r example i y u want t add tw
num
ers say 900 and 760, (here 900 and 760 are data) instead  typing 900 and 760 i y u give
the data as 900 and 780 then the result what y u get will
e wr ng.
ëÊ Instructi ns given als sh uld
e c rrect that is instead  additi n i y u ask it t multiply it will
multiply.
ëÊ It will n t w rk with ut electricity.
ëÊ Investment and maintenance in this equipment is als required.
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Ê Ê Œ rds, sentences, paragraphs. This
k,  r example, c nsists  text. p
  

reers t the a
ility t manipulate w rds, lines, and pages. Typically, the term 
 reers t text
st red as AS‘II c des (that is, with ut any  rmatting). O
jects that are
 text include
graphics, num
ers (i they¶re n t st red as AS‘II characters), and pr gram c de.

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|

 


 


 

 



 


 The
gr wth in use  multimedia within the educati n sect r has accelerated in recent years, and
l ks set  r c ntinued expansi n in the uture. The elements used in multimedia have all existed

e re. Multimedia simply c m
ines these elements int a p werul new t l, especially in the
hands  teachers and students. Interactive multimedia weaves ive
asic types  media int the
learning envir nment: text, vide , s und, graphics and animati n. Since the m de  learning is
interactive and n t linear, a student r teacher can ch se what t investigate next. Œhen is
s und m re meaningul than a picture? H w much text is t much? D es the graphic
verwhelm the screen? F r a student, this all ws them t test all  their skills gained in every
su
ject area. Interactive multimedia learning m de is m re like c nstructing a spider¶s we
, with
ne idea linked t an ther, all wing ch ices in the learner¶s path.Ê

F ur types  elements are as  ll wing:

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Ê

Ê Ê

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Ê

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Ê
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Out  all  the elements, 
 has the m st impact n the quality  the multimedia interacti n.
Generally, text pr vides the imp rtant in rmati n. Text acts as the keyst ne tying all  the
ther media elements t gether.

 

S und is used t pr vide emphasis r highlight a transiti n r m ne page t an ther. S und

synchr nized t screen display, ena
les teachers t present l ts  in rmati n at nce. S und
used creatively,
ec mes a stimulus t the imaginati n; used inappr priately it
ec mes a
hindrance r an ann yance.

"


The representati n  in rmati n
y using the visualizati n capa
ilities  vide can
e
immediate and p werul. Œhile this is n t in d u
t, it is the a
ility t ch se h w we view, and
 interact, with the c ntent  digital vide that pr vides new and exciting p ssi
ilities  r the use
 digital vide in educati n. Vide can stimulate interest i it is relevant t the rest  the
in rmati n n the page, and is n t µ verd ne¶. One  the m st c mpelling justiicati ns  r
vide may
e its dramatic a
ility t elicit an em ti nal resp nse r m an individual.



Animati n is used t sh w changes in state ver time, r t present in rmati n sl wly t
students s they have time t assimilate it in smaller chunks. Animati ns, when c m
ined with
user input, ena
le students t view dierent versi ns  change ver time depending n dierent
varia
les. Animati ns are primarily used t dem nstrate an idea r illustrate a c ncept. Vide is
usually taken r m lie, whereas animati ns are
ased n drawings.



Graphic pr vide the m st creative p ssi
ilities  r a learning sessi n. They can
e ph t graphs,
drawings, graphs r m a spreadsheet, pictures r m ‘D-ROM, r s mething pulled r m the
Internet. Œith a scanner, hand-drawn w rk can
e included. Standing c mmented that, ³the
capacity  rec gniti n mem ry  r pictures is alm st limitless´. The reas n  r this is that
images make use  a massive range  c rtical skills: c l r,  rm, line, dimensi n, texture,
visual rhythm, and especially imaginati n.

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÷avigati n is
th the system(s) that a visit r can use t m ve ar und a we
site (gl
al
navigati n, 0
 0 trails, related links, paginati n (previ us/next page),  ter navigati n,
etc.) and the visual maniestati n  such systems (
$
 text, ta
s,
utt ns, etc.).

Œe
site navigati n has tw main uncti ns:

ëÊ t tell the user where they are

ëÊ t ena
le the user t g s mewhere else

In the case  text-
ased hyperlinks, navigati n may als in rm the user  u   
 

. Depending n the 

c nventi ns used, links that have
een  ll wed may
e
assigned a dierent visual treatment than an unvisited link. F r example, n the M tive we
site,
unvisited links are red, and visited links are grey.

I the user is amiliar with the n ti n  unvisited and visited link states, they may revise their

r wsing
ehavi ur, e.g. ³I¶ve
een t that page already and didn¶t ind what I was l king  r²
s I¶ll try that (unvisited) page instead.´
÷avigati n is ten reerred t when discussing we
site structure and
 


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 This is s tware, which acts as an interace
etween the user and the Internet. This is
used t navigate thr ugh the we
site. Œhen y u click n t a hyper link it will etch y u the
in rmati n present in the linked page.

Br wsers have numer us eatures, which make the navigati n  we
site easier. It has the
eatures like g ing t the previ us page, g ing t the next page r g ing directly t the h me
page  the site. Pages can als
e saved n t the disk r printed. Many pti ns are als
availa
le t c ntr l the screen lay ut and user preerences.

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Br ad
and is a term that is used c nsistently with dierent types  internet c nnecti ns.
Br ad
and in telec mmunicati ns means a wide range  requencies that are availa
le t
transmit in rmati n. This ultimately means that the wider the range  requencies availa
le,
the high the am unt  in rmati n that can
e sent at ne given time. F r an easy way t
picture a
r ad
and internet c nnecti n c mpared t a narr w
and internet c nnecti n, think
 a highway. Œith a ne lane highway (narr w
and), nly ne car at a time can travel,
h wever with
r ad
and, y u can have a highway with 6 r 8 lanes, all wing m re traic t
pass at ne speciic time.

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÷arr w
and is usually reerred t dial up internet c nnecti n and it usually varies r m
speeds  a
ut 50 characters per sec nd t a
ut 60 K
ps. Br ad
and is usually regarded as
any internet c nnecti n that can deliver speeds aster than 60 k
ps.
 
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There are a ew types 
r ad
and c nnecti ns availa
le, s me are aster than thers and
s me are m re expensive than thers t use. Depending n y ur needs,
udget and
availa
ility will usually determine which type 
r ad
and internet c nnecti n is right  r
y u. They are:

a)Ê ADSL (Asymmetric Digital Su
scri
er Line)

)Ê SDSL Symmetric Digital Su
scri
er Line
c)Ê ‘a
le
d)Ê Œireless
e)Ê Satellite
)Ê Leased Line
g)Ê Leased Lines

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%#

It is a mathematical uncti n used t add the numeric value in a range  cells.
The  rmat  the sum uncti n is:
&%



#

F r example i y u want t add the c ntents  cells ‘7,‘8, ‘9 and ‘10 and st re the result in
cell ‘11,  ll w the steps given
el w.
1) Take the m use p inter t cell addressed as ‘11
2) ‘lick the let m use
utt n (This is h w y u select a cell).
3) ÷ w type = S›M (‘7:‘10) and press enter.

F ll wing igure sh ws the way in which y u sh uld enter the  rmula.

  
 ü sh ws the result  usage  sum () uncti n


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%#

This uncti n calculates and returns the average (arithmetic mean)  the numeric values in the
given range  cells. It is a statistical uncti n.
F r example t calculate the average  the c ntents in cell ‘7 thr ugh ‘10:

= AVERAGE (‘7: ‘10) ± Average  values in the range ‘7 thr ugh ‘10.

Steps menti ned t use the S›M () uncti n can
e  ll wed t use the AVERAGE () uncti n.
Instead  S›M () use AVERAGE () and use the appr priate cell range.
‘ nsidering the Fig. ÷ . 30, i this uncti n is entered in the cell address ‘12 and y u will get
the result as 88.5 in cell address ‘12. It is the average  values 85, 95, 88 and 86.

%#

This uncti n returns the largest value in the given range  cells. F r example t calculate the
maximum value am ng the c ntents in cells ‘7 thr ugh ‘10.
= MAX (‘7: ‘10) ± Highest value in the range ‘7 t ‘10.
Steps menti ned t use the S›M () uncti n can
e  ll wed t use the AVERAGE () uncti n.
Instead  S›M () use MAX () and use the appr priate cell range.
‘ nsidering the Fig. ÷ . 3, i this uncti n is entered in the cell address ‘13 and y u will get the
result as 95 in cell address ‘13. It is the maximum  values 85, 95, 88 and 86.



%#
This uncti n returns the l west value in the given range  cells. F r example t calculate the
minimum value am ng the c ntents in cells ‘7 thr ugh ‘10.
= MI÷ (‘7: ‘10) ± l west value in the range ‘7 t ‘10
Steps menti ned t use the S›M () uncti n can
e  ll wed t use the MI÷ () uncti n. Instead
 S›M () use MI÷ () and use the appr priate cell range.
‘ nsidering the Fig. ÷ . 31, i this uncti n is entered in the cell address ‘14 and y u will get
the result as 86 in cell address ‘14. It is the minimum  values 85, 95, 88 and 86.

 %#

This uncti n is used t c unt the num
er  cell addresses c ntaining the data. It is statistical
uncti n.
= ‘O›÷T (range)
Steps menti ned t use the S›M () uncti n can
e  ll wed t use the ‘O›÷T () uncti n.
Instead  S›M () use ‘O›÷T () and use the appr priate cell range.
E.g.:
= ‘O›÷T (‘7: ‘15) ÷umeric cells in the range ‘7 t ‘15.
‘ nsidering the Fig. ÷ . 31, i this uncti n is entered in the cell address ‘16 and y u will get t
he result as 8 in cell address ‘15. It is the num
er  cells in which y u have numeric
values. ‘ nsider the  ll wing Fig. ÷ . 31 in which in cell address ‘15 y u have A+ which is
n t a numeral.
  

›pper (): This uncti n is used t c nvert the text in a cell address t capital letters.

= ›PPER (‘ell address)

F r example t c nvert ÷ame t ÷AME in the a
ve sh wn example and t make appear this
÷AME in cell address D4  ll w steps menti ned
el w.

1.Ê M ve the m use p inter t cell address where y u want t get the c nverted text say in D4 r m
‘4
2.Ê ‘lick the let m use
utt n
3.Ê Type the uncti n as given
el w

= ›PPER (‘4)

4.Ê Press Enter key

As sh wn in the
el w Fig. ÷ . 31(A) the text µ÷ame¶ is c nverted and sh wn as ÷AME
  *

!
%#

This uncti n is used t c nvert the text in a cell address t l wer case letters.

=LOŒER (‘ell address)

F r example t c nvert µ÷AME¶ t µname¶ in the a
ve sh wn example and t make appear this
µname¶ in cell address E5  ll w steps menti ned
el w.

1.Ê M ve the m use p inter t cell address where y u want t get the c nverted text say in E4 r m
D4
2.Ê ‘lick the let m use
utt n
3.Ê Type the uncti n as given
el w

= LOŒER (E4)

4.Ê Press Enter key

 %#‘ unts the num
er  cells that are n t empty in the speciied range.

Syntax:

= ‘O›÷TA (Range)

In this case, a value is any type  in rmati n, including empty text (´ ³)
ut n t including empty
cells.

F r example in  *sh wn a
ve i we have uncti n =‘O›÷TA (‘3:‘16) in cell ‘17 we

will get the value as 13.
 ‘ unt
lank ():

‘ unts empty cells in a speciied range  cells. ‘ells with Zer values are n t c unted.

Syntax:

=‘O›÷TBLA÷K (range)

F r example in   * () sh wn a
ve i we have uncti n =‘O›÷TBLA÷K (‘3:‘16) in cell

‘17 we will get the value as 1.