Discovering Computers 2005
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Discovering Computers 2005
Instructor’s Manual
CHAPTER FIVE
INPUT
OBJECTIVES
After completing this chapter, students will be able to:
1. Define input
8.
2. List the characteristics of a keyboard
3. Describe different mouse types and
how they work
9.
4. Summarize how pointing devices work
5. Explain how voice recognition works
10.
6. Describe various input devices for
11.
PDAs, Tablet PCs, and smart phones
7. Explain how a digital camera works
12.
Describe the uses of PC video
cameras, Web cams, and video
conferencing
Discuss various scanners and reading
devices and how they work
Explain the types of terminals
Summarize the various biometric
devices
Identify alternative input devices for
physically challenged users
INSTRUCTOR NOTES
What is input?, 230
LECTURE NOTES
Define input. Of the four activities in the information processing cycle — input, process, output,
and storage — input is the activity to which computer users are most closely linked and on which
each subsequent activity depends. Use Figure 5-1 to identify ways that data can be input into a
computer. Use Figure 5-2 to characterize the two types of input: data and instructions. Define
data. This term was introduced in Chapter 1. Describe instructions. Define program, command,
and user response. Tell how programs are stored and how commands are issued. Typed
commands use keywords — specific words, phrases, or codes — that a program recognizes as
instructions. Keywords are an essential element of command-driven programs, such as DOS. The
problem with keywords is that:

They must be memorized

They must be entered correctly
This makes command-driven programs difficult to use. Menu-driven programs and graphical
user interfaces eliminate the problems of having to memorize keywords and enter them correctly.
DISCUSSION TOPICS
Computers and networks, such as the Internet, are wonderful enabling technologies for many
people, and especially for those with sensory, physical, and intellectual disabilities. Accessing the
Web presents many challenges for people with disabilities. Companies such as Microsoft,
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Chapter 5: Input
Compaq, IBM, Adobe, and others are developing Web browsers specifically for disabled users.
Other companies are developing high-end voice-recognition programs; sophisticated switch
devices controlled by head, mouth, or eye movements; and Braille display touch screens. A major
drawback of all this new technology is its high price. Should software programs and Web pages
be designed to accommodate all users? Should the government assist with support and financial
aid for those who need assistive technology? Should the government assist with support for those
companies developing these products? How can the importance of designing for assistive
technology be related to the developers and designers of software and Web pages?
What are input devices?, 232
LECTURE NOTES
Define input device. Mention popular input devices. Point out that storage devices serve as both
input devices (because they are used to enter data and instructions) and output devices (because
they receive information from the computer). Experts foresee a future that includes new input
devices called “Internet wearables” or “smart clothing.” An Internet technology officer at Hewlett
Packard predicts that “in 10 years, you will be able to wear Internet devices.” Some of these
devices will be used for medical purposes. Hewlett Packard is developing small input devices
that use Internet technology to monitor blood sugar and cholesterol. Researchers at MIT already
have introduced an input device that looks like a broach and, in conjunction with the Internet,
someday will be able to monitor heart rate and body temperature. Other “smart clothing” being
researched includes uniforms with sewn-in sensors that report the location and condition of
wounded soldiers, hearing aids that let business people tap into and receive information from
company intranets, and glasses that allow wearers to access and view pages on the World Wide
Web.
CLASSROOM ACTIVITIES
Ask students to compile a list of input devices they have used.
The keyboard, 232
LECTURE NOTES
Describe the keyboard. Keyboards are used primarily to enter alphanumeric data. Data entered
through the keyboard averages about one error for every 300 characters, while data entered more
directly, such as with a scanning device, averages only one error for every 3 million characters.
Use Figure 5-3 to characterize the keyboard. Not surprisingly, keyboards for oriental languages
are significantly more complex than the keyboard shown in Figure 5-3. Point out the typing area
and the numeric keypad. Note FAQ 5-1: What is the rationale for the arrangement of keys in the
typing area? on page 233. The traditional keyboard sometimes is called the QWERTY keyboard,
after the first six letters in the top row of the typing area. The QWERTY keyboard was devised in
1867 by Christopher Sholes, inventor of the first practical commercial typewriter. The typewriter
was manufactured by Remington, the gunsmith, in 1875. Ironically, Sholes’ intent when
designing the keyboard was to slow typists down; if typists worked too quickly, keys had a
tendency to jam. Many feel the QWERTY keyboard is an anachronism, and its continued use is
counterproductive. A more recent design, called the Dvorak keyboard (named for August
Dvorak, American educator, 1895–1975) places the most frequently used keys in the middle of
the typing area. Studies have shown that trained typists using the Dvorak keyboard are up to 20
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times faster than trained QWERTY typists. Despite this, the Dvorak keyboard rarely is used.
Define function keys. Tell how function keys are identified and used. Although the purpose of
function keys varies, some developers have tried to standardize certain keys (such as using F1 to
access online Help). Point out that function keys often are used in combination with other keys.
In most textbooks, user manuals, and online Help, these combinations are indicated by a plus
sign (+) between the keys (e.g., SHIFT+F2). Discuss Figure 5-4. Define insertion point and
cursor. Discuss Figure 5-5. Define toggle key. Explain how the NUM LOCK key is used. Other
toggle keys on the keyboard are CAPS LOCK (which toggles between standard type and all capital
letters) and INSERT (which toggles between insert mode and overtype mode). Unlike the CAPS
LOCK key on a typewriter, when the CAPS LOCK key on a computer keyboard is pressed the
numbers on the keys in the number row in the typing area, and not the special characters above
the numbers, still are entered when a key is pressed. Mention the status lights included in most
keyboards. Use Figure 5-3 to describe an enhanced keyboard. Explain the purpose of the arrow
keys and additional keys. Similarly to function keys, these keys sometimes are used in
combination with other keys. For example, in Microsoft Office Word 2003 the HOME key moves
the insertion point to the beginning of a line, but CTRL+HOME moves the insertion point to the
beginning of the document. Note the WINDOWS key, APPLICATION key, and additional keys and
ports that can be found on some keyboards. These features are not found on all keyboards, but
some students may have, or be familiar with, keyboards that incorporate them.
CLASSROOM ACTIVITIES
Despite its drawbacks, the keyboard continues to be the most popular input device. Ask students
why this is true. Keyboards generally have two ways to enter numbers — the numeric keypad and
the row of number keys above the alphabetic keys in the typing area. Ask students when they
think each set of keys would be used. After using Figure 5-4 to show how commands can be
issued using key combinations, menus and commands, and buttons, ask students which method is
easiest to use. Why? Few will say key combinations, but this method probably is quickest for
expert users.
DISCUSSION TOPICS
Discuss Issue 5-1: What Is Happening on Your Computer?
Keyboard connections, 234
LECTURE NOTES
Point out how most keyboards are attached to the system unit. Describe a cordless keyboard.
Discuss Figure 5-6. Use Figure 5-7 to characterize the keyboard on notebook and handheld
computers. Contrast these keyboards with the keyboards for most desktop computers. Notebook
computer keyboards usually do not have a numeric keypad and often have only one CTRL, SHIFT,
and ALT key, instead of the two found on most enhanced desktop computer keyboards.
PROJECTS TO ASSIGN
Manufacturers of notebook computers work hard to reduce the size of their machines. One
problem they face is that, because of the size of the human hand, keyboard keys cannot be made
much smaller or placed much closer together and still be practical. Therefore, many
manufacturers reduce the number of keys. Most desktop computer keyboards have 101 or more
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Chapter 5: Input
keys, but notebook computers often employ fewer keys by making some perform multiple
functions. Have students visit a computer vendor and compare the keyboards of a desktop
computer to the keyboards of two or more notebook computers. How many keys are on each
keyboard? What keys are on the desktop computer keyboard that are not on the other keyboards?
How do the notebook computer keyboards handle the functions of these keys? Try each
keyboard. Is one keyboard easier to use, or more comfortable, than the other? Why? Based on
their comparison of the keyboards, which notebook computer would they be more likely to buy?
Why?
Keyboard ergonomics, 234
LECTURE NOTES
Note the injuries experienced from continued keyboard use. Repetitive stress injury (RSI) afflicts
more than 1.8 million people in the United States. Several concerns have been raised about the
physical effects of prolonged computer use, especially among children. Recent surveys show that
an average American child spends from one to three hours a day working at a computer. Because
RSI symptoms can take more than a decade to appear, one neurologist described this prolonged
use as, “a time bomb waiting to go off.” A study of sixth graders found that already many
complained of sore wrists, shoulders, necks, and backs. A survey of Harvard undergraduates
found that 40 percent reported symptoms of RSI. Some schools, including Harvard, have begun
RSI prevention programs. The programs are successful — Harvard already reports a decline in
the number of students seeking treatment for RSI symptoms — but too many schools (especially
on the pre-collegiate level) still pay too little attention to ergonomic issues. One debilitating type
of repetitive strain injury that plagues some keyboard users is carpal tunnel syndrome. This
painful wrist injury, which usually appears first as a tingling in the fingers, affects sufferers not
only when working at the keyboard, but when performing other tasks as well. Describe an
ergonomic keyboard designed to minimize workplace injuries. Ergonomic keyboards — which
usually are split and designed sloped in the middle — are growing in popularity, although they
still possess only 10 percent of the market. Experts claim they do a better job of ensuring that the
wrists remain in the ideal, neutral position. “Based on our research, there is more of a chance of
being comfortable with a split keyboard,” one expert reports, “but we realize that ‘comfortable’ is
a subjective term, and that you can be perfectly comfortable with a flat keyboard too.” Point out
the wrist rest on the keyboard in Figure 5-3, which is designed to reduce wrist strain. Some
desktop keyboards have small props that can be used to raise the height of the back of the
keyboard. If a user wishes to avoid carpal tunnel syndrome, these props should not be used
because they put additional strain on the wrist. Note the goal of ergonomics. The science of
ergonomics is not limited to the keyboard. The dimensions and placement of the chair, desk, and
monitor in the workplace are other ergonomic issues. Point out FAQ 5-2: What can I do to
reduce the chances of experiencing repetitive stress injuries?
DISCUSSION TOPICS
The Bureau of Labor Statistics reports that work-related musculoskeletal disorders (MSDs)
account for one-third of all occupational injuries and illnesses. These disorders are the largest
job-related injury and illness problem in the United States today. OSHA, the Occupational Safety
and Health Administration, is a U.S. agency established to develop and enforce regulations for
the safety and health of workers engaged in interstate commerce. OSHA has proposed additional
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standards whereby employers must establish programs that prevent workplace injuries with
respect to computer usage. If these standards are approved and initiated, the cost to employers
and society will be millions of dollars. What is your opinion of this proposal? Should it be
implemented? Whose responsibility is safe computer usage — the employee or the employer?
Will the proposed standards have a detrimental affect on small businesses?
Pointing devices, 235
LECTURE NOTES
Define pointing device. Use Figure 5-5 to identify the pointer. Mention shapes the pointer often
takes. Explain the purpose of a pointing device. List common pointing devices.
CLASSROOM ACTIVITIES
If possible, while working with this topic, have students try computers with various pointing
devices. Ask students to rate each device based on ease of use, accuracy, space required, and so
on. Compare and discuss the ratings. Encourage students to bring in unusual pointing devices.
Mouse, 235
LECTURE NOTES
Define mouse and mouse pointer. The mouse was created by Douglas Engelbart (see Technology
Trailblazer on page 267). The mouse invented by Engelbart in 1965 was a one-button, cigarettepack shaped device — far different from the ergonomically designed mouse shown in Figure 5-8.
Many software manufacturers have made the mouse (or a related pointing device) an
indispensable part of their applications. When the screen is cluttered or pointer targets are small,
however, some experienced users still prefer keyboard commands if they are available. The
mouse is the most popular pointing device on desktop computers because it is easy to use. To use
a mouse effectively, however, additional desk space is needed. For this reason, other pointing
devices usually are used with portable computers. In terms of ergonomics, when buying a mouse
users should choose one that is not too big or too small, but that fits snugly under their relaxed
hand. Many people suffer hand or shoulder pain because of a mouse that is an unnatural fit. The
back of your hand should feel the mouse, and the point where the hand turns into the wrist should
be on the table. According to one expert, “It needs to fit well enough so you can easily click and
know the click is successful.”
DISCUSSION TOPICS
The mouse and a GUI have become essential to computer use. Would either have been as popular
without the other? That is, if there were no GUIs, would people still use a mouse? If there was no
mouse, would GUIs be as widely used?
Mouse types, 235
LECTURE NOTES
Describe a mechanical mouse. Discuss Figure 5-8. If possible, open up a mouse to show students
the internal mechanism. Define mouse pad. A wide assortment of mouse pads is available in a
variety of shapes and sizes. Because mouse pads frequently carry promotional messages, often
they are free. Describe an optical mouse. Discuss Figure 5-9. Contrast a mechanical mouse and
an optical mouse. Describe a cordless mouse. If possible, show an example of each mouse type.
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Since its introduction in 1965, the mouse has gone through several transformations. Microsoft’s
“green eye” mouse, an early mouse with two buttons, was released in 1983 and now is a
collector’s item. Other interesting mouse variations include Spectrum’s RingMouse (which uses
infrared to point), Interlink’s wireless mouse (often used for presentations), Interlink’s DuraPoint
PC mouse (an incredibly durable mouse that gained the Pentagon’s interest), and KidzMouse (a
smaller mouse designed for children that comes in three colorful models — CoolBug (a
ladybug), BenjieBee (a bumblebee), and MollyMouse (another insect) — and is squeezed rather
than clicked). A new mouse from Immersion Corporation provides tactile sensations, with an
internal motor that allows users to “feel” the desktop. The mouse — which senses the position of
the insertion point, identifies screen objects, and sends pulses to a motor beneath the surface of
the mouse — lets users feel icons, sense Web links, or bump through menu commands.
DISCUSSION TOPICS
Although input varies, in one way input devices do not; most are encased in a bland, beige,
plastic shell. A California company is changing that by offering keyboards and mice in oak,
cherry, or maple. As a fitting adjunct, another company is selling mouse pads that replicate
traditional Oriental or Persian carpets. Upgrading appearance is not cheap. A wooden keyboard
costs more than $600, a wooden mouse more than $300, and the exotic rodent rug almost $20.
Yet, some people insist these devices make for a more attractive and, in the long run, more
productive work setting. How much money would you spend to upgrade the appearance of your
computer equipment? Why? Would this kind of upgrade increase productivity? Why or why not?
PROJECTS TO ASSIGN
Once a nondescript box perched on a large ball bearing, today the computer mouse comes in a
wide range of shapes with a variety of capabilities. There are cordless mice, ergonomic mice,
whimsically designed mice, ring mice (worn on the finger like a ring), and even tough mice that
can be dropped from a five-story building, plunged under water, or run over by a truck without
damage. Information about different types of mice can be found on the World Wide Web. Have
students visit several Web sites to find out more about the mouse. Which mouse do they think is
the most unusual? Why? Which mouse has the most capabilities? Which mouse is least
expensive? Which is most expensive? How is the difference in price justified? Which mouse
would they most like to own? Why?
Using a mouse, 236
LECTURE NOTES
Use Figure 5-10 to describe moving the pointer. The major advantage of a mouse is that it is easy
to use. The disadvantages are twofold: first, the mouse demands additional desk space, making it
difficult to use in cramped locations; and second, using a mouse requires that a hand be taken
from the keyboard (unlike a pointing stick, which can be used without removing a hand from the
keyboard). Differentiate between the primary and secondary mouse buttons. Point out that the
functions of these buttons can be changed. Other mouse-related options that can be changed in
Windows include double-click speed, pointer scheme (including mouse pointer size), pointer
speed, pointer trails, wheel and wheel button settings, orientation, and ClickLock. Point out
Apply It 5-1: Configuring the Mouse to Suit Your Preferences on page 237. Use Figure 5-11 to
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describe other common mouse operations. Point out FAQ 5-3: What is the purpose of a wheel on
a mouse? and Web Link 5-1: Mouse on page 237.
DISCUSSION TOPICS
Discuss Issue 5-2: A Mouse Did What?
Other pointing devices, 238
LECTURE NOTES
List other pointing devices.
CLASSROOM ACTIVITIES
If possible, provide examples of different pointing devices. Ask students which pointing device
is easiest to use. Which is most difficult to use? Which is most accurate? Which is fastest? Most
computer users consider the mouse to be the easiest, most accurate, and fastest pointing device.
Ask students if they think this opinion is based on characteristics of the mouse, or simply on the
fact that users often are most familiar with the mouse.
Trackball, 238
LECTURE NOTES
Define trackball. Discuss Figure 5-12. Explain how a trackball is used. Note the disadvantage
and advantage of using a trackball. Compare using a mouse to using a trackball. A trackball often
works better than a mouse for people with shoulder pain, because it takes less overall movement
to use.
Touchpad, 238
LECTURE NOTES
Use Figure 5-13 to describe a touchpad (sometimes called a trackpad). Explain how touchpads
are used. Mention that touchpads often are built into notebook computers. Touchpads probably
are the most popular pointing device used with portable computers. Some people feel, however,
that a touchpad is the most difficult pointing device to use. For this reason, many notebook
computer users prefer to attach a mouse. Touchpads can be susceptible to static electricity. Some
manufacturers recommend that touchpads be cleaned periodically with an anti-static cleaning
compound. Point out Web Link 5-2: Touchpad.
Pointing stick, 238
LECTURE NOTES
Define pointing stick. Discuss Figure 5-14. Like touchpads, pointing sticks often are used on
portable computers. Note the advantages of a pointing stick. Point out that, to satisfy divergent
preferences, some notebook computers include both a pointing stick and a touchpad. Point out
Web Link 5-3: Pointing Stick. Although trackballs, touchpads, and pointing sticks require less
space than a mouse (making them prevalent in portable computers), most people find them
harder to use. Because of this, a smaller mouse called Mouse2Go has been developed for use on
a small pad that clips to the side of a portable computer.
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Chapter 5: Input
Joystick and wheel, 239
LECTURE NOTES
Describe a joystick and wheel. Discuss Figure 5-15. Explain how a joystick is used. Point out
the triggers on a joystick. Note the pedals included with most wheels. Tell how a joystick and
wheel typically attach to the system unit. Joystick concepts evolved from actual use in jet fighter
airplanes, where joysticks allowed pilots to control an aircraft’s movement quickly and precisely.
Light pen, 239
LECTURE NOTES
Define light pen. Tell how light pens are used. Discuss Figure 5-16. In addition to the fields
mentioned, light pens often are employed in combination with computer-aided design (CAD)
software.
Touch screen, 240
LECTURE NOTES
Define touch screen. Explain how touch screens work. Although users touch a symbol on the
screen, it is the location where the touch occurred, not the symbol contacted, that is important.
Because they are so user-friendly, even people unfamiliar with computers are comfortable with
touch screens. Students may be acquainted with touch screens employed in some fast-food
restaurants and information kiosks. Discuss Figure 5-17. Note Web Link 5-4: Touch Screen.
CLASSROOM ACTIVITIES
Ask students where, and how, they have used touch screens. Ambassador, a card vending
machine, allows people to design personalized greeting cards using a touch screen. Ask students
how touch screens could be used at school, perhaps in class registration.
Stylus, digital pen, and cursor, 240
LECTURE NOTES
Define stylus and digital pen. “Pen” is something of a misnomer because no real ink is involved.
Although “stylus” is more accurate, the word pen is widely accepted. Students may be familiar
with the pen input devices used by delivery services to capture signatures digitally. Apple’s
Newton and U.S. Robotics’ Pilot 1000 are examples of pen-based PDAs (personal digital
assistants). Tell how pen input devices are used. Some pen input devices employ gestures, which
are special symbols used to issue commands (such as  for select or  for delete). Pen input
devices also may allow users to create their own gestures for frequently used commands. Define
graphics tablet and explain how graphics tablets are used. Discuss Figures 5-18a and 5-18b.
Graphics tablets also are used frequently by engineers. Define digitizer and cursor. Pen input
devices such as the PenWare 100 signature pad are used by traveling professionals to record
signatures on the road. PenOp offers a plug-in for Netscape that allows people to sign documents
on the World Wide Web. Use Figure 5-19 to describe ways in which touch screens are used with
a pen or stylus. Describe handwriting recognition software. Point out Web Link 5-5: Stylus and
Pen, as well as Looking Ahead 5-1: Wireless Pens Revolutionize Input Devices, both on page
241.
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CLASSROOM ACTIVITIES
To help students better appreciate the advantages of using a graphics tablet to create or modify
graphics, have them try to write their signatures with a mouse or trackball and graphics software
such as Windows Paint. Ask students if any have signed for a UPS or Federal Express delivery
using a stylus. How was it done? For what other uses are pen input devices well-suited?
QUICK QUIZZES
As a quick review, have students visit the Discovering Computer 2005 Quiz Yourself Web page
(scsite.com/dc2005/quiz) and click Objectives 1 – 4 below Chapter 5.
Voice input, 242
LECTURE NOTES
Define voice input and voice recognition (or speech recognition). Discuss Figure 5-20. Some
experts believe voice input eventually will be the most common way to operate a computer.
Speech recognition is an important component of the Microsoft Office 2003 software suite. With
a microphone and Office Speech Recognition software installed, users can speak the names of
toolbar buttons, menus, menu commands, list items, alerts, and dialog box controls to perform
tasks. They also can dictate text, such as words and sentences. Speech recognition is particularly
welcome to people with certain disabilities. Point out Web Link 5-6: Voice Input. Differentiate
between speaker-dependent software and speaker-independent software. Tell how discrete
speech is different from continuous speech. Mention applications in which speech recognition
systems are used. Although speech recognition continues to improve, developers admit that
advertisements touting high accuracy rates generally assume a standard vocabulary. Specialized
words, regional accents, and local dialects reduce accuracy. In addition, even a 95 percent
accuracy rate, meaning that on average 1 out of every 20 words is wrong, may not inspire
confidence. (Imagine if, in conversation, every 20th word spoken was misinterpreted.)
Nevertheless, voice recognition systems are gaining in popularity. Point out FAQ 5-4: Which
type of microphone is best? on page 243.
CLASSROOM ACTIVITIES
Ask if any students are familiar with telephone directory assistance or other services that use
voice input. How did the services work? The built-in word patterns used in speaker-independent
software sometimes are called voice templates. Ask students what regional accents, or local
dialects, would be best used for the built-in word patterns. What famous personality, or
personalities, would be the best speaker for developing the word patterns?
DISCUSSION TOPICS
Experts agree that speech recognition capability represents the future of software. Experts do not
agree, however, that the future is now. The best speech recognition programs are 90 to 95 percent
accurate. Yet, advocates admit this assessment is for expected speech and vocabulary. When
confronted with unusual dialogue, accuracy drops; one speech recognition program translated the
line, “I’ll make him an offer he can’t refuse” (from The Godfather) into “I held make them that
off or he can refuse.” Even a 90 percent accuracy rate means one out of ten words will be wrong.
How accurate must speech recognition software be before it can be used effectively? When
would speech recognition be an advantage? Might it ever be a disadvantage? Why?
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QUICK QUIZZES
How is speaker-dependent software different from speaker-independent software? (Answer: With
speaker-dependent software, the computer must be trained and make a profile of your voice; with
speaker-independent software, the computer has a built-in set of word patterns.)
How is discrete speech different from continuous speech? (Answer: Discrete speech requires
each word to be spoken slowly and separated from other words with a short pause; continuous
speech allows words to be spoken in a flowing, conversational tone.)
Audio input, 243
LECTURE NOTES
Define audio input. Tell how sound is input into a computer. List ways in which users input
sound. Discuss Figure 5-21. Describe MIDI (musical instrument digital interface). With sound
editing, computers and music are merging. The term “techno” has come to describe a music
genre made on computers and electrical devices. Students may be aware of some popular
musicians who use sound editing software.
CLASSROOM ACTIVITIES
Ask students how the computer has impacted the music industry. How might music be different
in the future because of computers?
Input for PDAs, Tablet PCs, and smart phones, 244
LECTURE NOTES
Note the value of mobile devices for mobile users.
PDAs, 244
LECTURE NOTES
Use Figure 5-22 to tell how users input data into a PDA. Point out how a stylus is used with a
PDA. Note the availability of built-in keyboards, mini-keyboards, and voice input for PDAs.
Mention how digital cameras and telephone kits are used with a PDA. Describe a portable
keyboard. Discuss Figure 5-23. Additional information about PDAs is available in the PDA
feature that follows this chapter.
CLASSROOM ACTIVITIES
Encourage students who have worked with PDAs or other mobile devices to tell how they were
used. Was input easy? Why? How accurate was input?
DISCUSSION TOPICS
Getting ready to study for an exam can take longer than studying. By the time notes written on
scraps of paper, food wrappers, book covers, and so on have been collected and arranged, there
may be little study time left. Fortunately, a PDA called CrossPad can assist less-than-organized
scholars. The portable digital notepad allows students to jot notes with a digital pen (storing up to
one hundred pages), download the notes to a PC, and then organize the information by date or a
keyword. How would a portable digital notepad change your study habits? If every student had a
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portable digital notepad, how might it change the way teachers teach? In what occupations could
people benefit from a portable digital notepad? Why?
Tablet PCs, 245
LECTURE NOTES
Explain how a Tablet PC is used. Define docking station. Discuss Figure 5-24. Microsoft cofounder Bill Gates believes that the Tablet PC will become an essential part of the way we learn
and educate. He points out that the Tablet PC allows students to jot notes, pull up relevant Web
sites, communicate with other students, and even receive messages from parents about how
classroom material relates to their work and family experiences. Gates feels that the Tablet PC
will change tomorrow’s schools. “It’s for collaboration, communication, [and]
creativity…There’s connected learning, where it’s parents, students, and teachers, not isolated
from each other the way we are today.”
DISCUSSION TOPICS
Discuss Issue 5-3: Can I Borrow Your Notes? on page 246.
Smart phones, 246
LECTURE NOTES
Note the traditional input method for a smart phone. Describe SMS (short message service), also
called text messaging. Point out how abbreviations and emoticons are used with SMS.
Characterize MMS (multimedia message service), or multimedia messaging. Discuss Figure 525. Point out FAQ 5-5: Can a mobile computer or device get a virus? To date, smart phones have
sold more slowly than was projected. Industry analysts suggest that most smart phones take too
long to connect to the Web, have a too-small display space, use a too-clumsy keypad, and are too
expensive. The technology is developing, however, and sales are expected to improve.
DISCUSSION TOPICS
One California school banned smart phones after students were caught using SMS to cheat on a
test. It seems while taking the test, the students used SMS to send test questions to friends
outside the classroom. The friends looked up the answers to the questions and then sent the
answers back to their test-taking companions. Should smart phones be banned from classrooms?
Why or why not? How can instructors, especially in large classes, handle the possibility of
students using SMS to cheat?
Digital cameras, 247
LECTURE NOTES
Describe a digital camera. Discuss Figure 5-26. Tell how digital cameras are used. Explain how
digital camera images are stored, reviewed, and edited. Define download. Tell how digital
cameras transfer images to a computer. Use Figure 5-27 to explain how a digital camera works.
Differentiate among the three basic types of digital cameras: studio camera, field camera, and
point-and-shoot camera. List features available with point-and-shoot cameras. Point out Apply It
5-2: Share Digital Photos with Friends and Family on page 249. Mention the Digital Imaging and
Video Technology feature that follows Chapter 6.
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Chapter 5: Input
QUICK QUIZZES
How are a studio camera, field camera, and point-and-shoot camera different? (Answer: A studio
camera is an expensive, high-quality stationary camera used for professional studio work; a field
camera is a portable camera with many lenses and other attachments that is used by
photojournalist; a point-and-shoot camera is a more affordable, lightweight camera that provides
acceptable quality photographs for home or small business users.)
Digital camera quality, 249
LECTURE NOTES
Define resolution and pixel. Discuss Figure 5-28. Note the relationship between the number of
pixels and the quality of an image. Mention the range of digital cameral resolutions in million
pixels (MP). Define pixels per inch (ppi). Mention the resolution of most point-and-shoot
cameras. Define optical resolution and enhanced resolution. Tell how optical resolution is
different from enhanced resolution. Explain how the number of bits per dot is used to measure a
digital camera’s quality. If possible, bring in an example of a digital camera. Point out FAQ 5-6:
What is dpi? on page 250.
CLASSROOM ACTIVITIES
With the features available in digital cameras and the price of digital cameras dropping, ask
students if the era of film-based cameras soon will come to an end. Why or why not?
Video input, 250
LECTURE NOTES
Define video input. Like music, computers are assuming an increasing role in movie making.
Point out that many video devices use analog signals, while computers use digital signals. If
necessary, remind students that an analog signal consists of continuous signals that vary in
strength and quality; a digital signal, on the other hand, consists of only two states: on and off.
(This concept was introduced in Chapter 4.) Explain what is needed to convert video from analog
devices into a digital signal. Define video capture card. Describe a digital video (DV) camera.
Explain how DV camera images are transferred to a storage medium. Point out that after being
saved, video can be edited. Because video data requires a tremendous amount of storage space,
video editing on computers was not practical before the advent of large-capacity storage media.
Discuss Figure 5-29.
CLASSROOM ACTIVITIES
Video input is used in a variety of ways, from developing training films to creating presentation
enhancements. Video input also has been used in the workplace. Ask students how they feel
about video input used to record (perhaps secretly) office or assembly-line workers in an effort to
find possible quality or efficiency problems. Is secret recording ethical? Why or why not?
PC video cameras, 250
LECTURE NOTES
Define PC video camera, or PC camera. Describe a video telephone call. Discuss Figure 5-30.
Tell how a PC camera connects to a computer. The versatile Creative Web Cam Go (which
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retails for less than $150) can not only take still pictures, but also can be folded, set on top of a
monitor, and serve as a Web cam. Point out Web Link 5-7: PC Video Cameras on page 251.
DISCUSSION TOPICS
Many of the computers you purchase today include a PC video camera, which allows you to
make video telephone calls or take snapshots. But how valuable is this? Is it really worth the
extra money or the hidden cost built into the price of the computer? Some people argue that once
you use this technology it will become a part of your repertoire and you will discover many uses.
Do you think this is true? For instance, you could use the camera to monitor the babysitter or
housekeeper. Do you agree with this? Why would the home user need, or even want, a PC video
camera? Can you list some other ways that you would use this technology?
Web cams, 251
LECTURE NOTES
Define Web cam and streaming cam. Estimates suggest that more than 9,000 Web sites use Web
cams. Observers believe that the incorporation of Web cam images in Web sites is a natural
outgrowth for a society enamored with reality-based television. Web cams are used to put
everything from college dorm rooms to taxi cabs on the Web. The first personal Web page to use
a Web cam showed the daily life of a college co-ed. The site started in 1996 as a project for a
computer class and still receives more than 4.5 million hits a day. Web cams also have more
practical uses. Recently, some day-care centers have installed Web cams so parents can use the
center’s Web page to check on their children. This use of Web cams, however, has not been
without controversy. Due to the usually slower speeds of Web cam videos, it can be difficult for
parents to tell the difference between a day care worker’s loving pat on the head and a rap on the
noggin.
DISCUSSION TOPICS
Consider going around the world in 80 clicks. It is possible. Take an online tour of the world at
your leisure. Thousands of Web sites show live images through Web cams. These sites feature
real-time (often 24-hour) views from every country in the world, and from places such as
beaches, buildings, classrooms, dorm rooms, baby bassinets, fish tanks, taxicab dashboards, and
even inside a refrigerator. Or, how about a camera mounted on a bike, transmitting images
through a cellular telephone? Some people may question the entertainment value and the appeal
of the Web cam, especially because many of the sites are rather boring. With the drop in price
and the increased ease of installation and use, more people are using Web cams to share the view
from their part of the world. What motivates someone to do this? Why would someone want to
see a stranger’s home movies? In what type of Web cam Web site would you be interested?
Why?
Video conferencing, 251
LECTURE NOTES
Define video conference. Discuss Figure 5-31. List the peripherals that must be mounted on the
computer to join in a video conference. Define whiteboard. Explain why video conferencing has
become increasingly popular.
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Chapter 5: Input
CLASSROOM ACTIVITIES
Have students suggest other areas in which video conferencing could be used.
QUICK QUIZZES
As a quick review, have students visit the Discovering Computer 2005 Quiz Yourself Web page
(scsite.com/dc2005/quiz) and click Objectives 5 – 8 below Chapter 5.
Scanners and reading devices, 252
LECTURE NOTES
Tell how some devices make the input process more efficient. Define source document. List
examples of source documents. Mention devices that capture data directly from source
documents.
Two accepted axioms of accurate input are:

Enter data as close to the data source as possible

Process, store, and output data but never re-enter data
In general, scanners and reading devices increase input accuracy and efficiency by reducing the
role of the weak link in the input process — the human operator.
Optical scanner, 252
LECTURE NOTES
Define optical scanner, or scanner. Use Figure 5-32 to illustrate the four types of scanners.
Describe a flatbed scanner. Use Figure 5-33 to explain how a flatbed scanner works. Mention
the bit and optical resolution ranges of today’s scanners. Describe OCR (optical character
recognition) software. Explain how OCR software is used with scanners to produce editable
documents. Note the success rate of current OCR software. Define image processing. Tell how
an image processing system is used. Mention Web Link 5-8: Scanners and FAQ 5-7: How can I
improve the quality of scanned documents? on page 254.
CLASSROOM ACTIVITIES
Have students consider the advantages, and disadvantages, of converting paper documents to
electronic files.
Optical readers, 254
LECTURE NOTES
Define optical reader. Mention the two technologies used by optical readers. Optical readers are
highly specialized. Devices that read one set of codes, marks, or characters may not be able to
read another.
Optical character recognition, 254
LECTURE NOTES
Describe optical character recognition (OCR) and OCR devices. Use Figure 5-34 to illustrate
the OCR-A font. Define turnaround documents. Discuss Figure 5-35. Many federal tax forms
are read using OCR devices.
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CLASSROOM ACTIVITIES
Ask students who have received turnaround documents to bring them in to show the class (after
suppressing confidential information).
Optical mark recognition, 255
LECTURE NOTES
Describe optical mark recognition (OMR) devices. Explain how OMR devices are used. Tell
how an OMR device works with a test. An optical mark reader identifies the position, not the
shape, of a mark. Students may be familiar with optical marks from tests in which they used a
pencil to fill in ovals or rectangles that represented the answers. Many schools use Scranton
graders. Contact a local representative for brochures and sample forms.
Bar code reader, 255
LECTURE NOTES
Define bar code reader, or bar code scanner, and bar code. Discuss Figure 5-36. Mention items
on which bar codes are used. Bar codes were introduced in 1972 on a Banquet frozen dinner.
Instead of being rectangular, however, the first bar code was circular in shape with tightly spaced
rings. Define UPC (Universal Product Code). Use Figure 5-37 to describe a UPC code. The item
number on the UPC code can be entered if the scanner fails. This number is not the item’s cost
— prices are obtained from a database when the item is scanned. The UPC codes on everything
that a manufacturer makes begin with the same manufacturer identification number, which is
assigned by the Uniform Code Council. The five-digit item number is given by the manufacturer.
The check digit, which verifies the accuracy of the scanner, is the result of a formula used with
the other numbers. The check digit can be determined by adding the odd-spaced digits; that is,
the 1st, 3rd, 5th, 7th, 9th, and 11th digits, multiplying the sum by 3, and then adding the product to
the sum of the even-spaced digits, except for the check digit. The check digit is how much must
be added to reach the next multiple of ten. Use Figure 5-38 to illustrate widely used types of bar
codes. Students will find a bar code indicating the ISBN number on the back of their textbook.
Bar codes also are found on railway freight cars.
CLASSROOM ACTIVITIES
Bar codes minimize input errors, keep inventories up to date, help to track sales trends, and
eliminate the need to price individual items. Yet, some consumer groups claim price databases
not always are accurate, and that the absence of individual item pricing makes comparing costs
difficult. Have students consider the advantages and disadvantages of bar codes versus item
pricing. What could be done to address consumers’ concerns?
DISCUSSION TOPICS
Discuss Issue 5-4: What Is the Price of That Item? on page 256.
PROJECTS TO ASSIGN
Optical codes are used by retail stores, supermarkets, and libraries. Some people mistakenly
believe that the optical code contains the name of a product or its price, but actually optical codes
are only a link to a database in which this information, and more, is stored. Have students visit an
organization that uses optical codes to find out how the codes are used. How are the codes read?
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Chapter 5: Input
How can the optical code data be input if the reader fails? What information is obtained when the
optical code is scanned? What type of information is recorded? How is the information used? In
what way does the information benefit the organization or its clientele? What are the advantages
of using optical codes? What are the disadvantages?
MICR reader, 257
LECTURE NOTES
Describe MICR (magnetic-ink character recognition) and an MICR reader. Discuss Figure 539. Explain how MICR is used. The MICR font, adopted by the American Banking Association
in the 1950s, is standard throughout the banking industry. The special shapes of MICR characters
make them easier for a machine to read. MICR readers can interpret magnetic characters even if
someone has written over them. If the magnetic ink on a check is damaged, however, the data
must be typed into the system. The importance of MICR readers to the banking industry is
staggering — half of the U.S. population would be needed to process checks if it were done
manually.
CLASSROOM ACTIVITIES
Ask students when, in balancing a checkbook, they might compare the amount for which a check
was written with the MICR characters at the bottom of the check.
Data collection devices, 257
LECTURE NOTES
Define data collection device. Discuss Figure 5-40. List types of data collection devices and the
locations in which they are used. Note the increasing number of people who use these devices
send data wirelessly to central office computers.
PROJECTS TO ASSIGN
Inaccurate input can cost a company or organization thousands, even millions, of dollars. Have
students visit a company or organization that uses computers. Talk with a person involved with
computer operations to find out what types of input devices are used. For what purpose is each
device used? What devices are most likely to result in accurate input? With what devices are the
most errors made when entering data? Have any problems ever been experienced as a result of
inaccurate data being entered into a computer? If so, what kinds of problems? What measures
were taken to insure that the problems did not happen again.
Terminals, 258
LECTURE NOTES
Define terminal. Terminals also sometimes are called display terminals or video display
terminals (VDTs). Differentiate between a dumb terminal and a smart terminal. Historically,
terminals have been dumb and dependent on a mainframe, to which they were connected by a
cable called an “umbilical cord” for any processing. The advent of inexpensive microprocessors
gave rise to terminals with independent processing capabilities. Personal computers that function
as smart terminals are connected to switch boxes that allow them to operate as PCs or to access a
mainframe. Although they are smart terminals, some workstations are designed without disk
drives so restricted data cannot be downloaded or copied. Describe special-purpose terminals.
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Some terminals, such as credit card authorization devices in department stores, look very little
like normal computers.
CLASSROOM ACTIVITIES
Ask students what the advantages are, from a management perspective, of having PCs function
as terminals.
QUICK QUIZZES
How is a dumb terminal different from a smart terminal? (Answer: A dumb terminal has no
processing power and cannot function as an independent device; a smart terminal has a
processor, giving it the capability of performing some functions independent of the host
computer.)
Point-of-sale terminals, 258
LECTURE NOTES
Define point of sale (POS) and POS terminal. Explain how a POS terminal is used in a grocery
store. Students probably have seen POS terminals in their own shopping experiences. POS (point
of sale) terminal printers are special-purpose printers used at supermarket checkouts. These lowgrade dot-matrix printers have seven or nine pins. List the information collected from POS
terminals. Point out that many POS terminals hand credit or debit card payments. Define card
reader. Describe a self-service POS terminal. Discuss Figure 5-41.
CLASSROOM ACTIVITIES
Ask students how management might use the information collected from POS terminals. What
other types of information might a retailer like to have? Why? Could a POS terminal be used to
obtain this information?
Automated teller machines, 259
LECTURE NOTES
Define automated teller machine (ATM). Discuss Figure 5-42. Tell how an ATM is used.
Define personal identification number (PIN). The ATM was invented by Don Wetzel, one of the
Technology Trailblazers described on page 267.
CLASSROOM ACTIVITIES
Encourage students who have used ATMs to describe their experiences. If time permits, consider
having groups of students develop step-by-step instruction sheets for using an ATM.
Smart displays, 259
LECTURE NOTES
Define smart display. Discuss Figure 5-43. Explain how smart displays are used. Compare a
smart display to a Tablet PC.
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Chapter 5: Input
Biometric input, 260
LECTURE NOTES
Define biometrics, biometric identifier, and biometric device. One consultant forecasted that the
biometric industry will grow to more than $2 billion in 2005. (Because this prediction was made
before the September 11 tragedy, the estimate probably should be revised upward.) Describe a
fingerprint scanner. Discuss Figure 5-44. Tell how a fingerprint scanner someday may be used
in e-commerce transactions. In schools where fingerprint scanners have become part of the
school lunch line, instead of paying at the lunch counter a student touches a fingerprint scanner,
and the money is deducted from an established account. The system is faster than cash, uses
something children cannot lose, prevents children on free-lunch programs from feeling
embarrassed, allows parents to specify what their children can eat (or receive a printout of what
their children are eating), and even stops the playground extortion performed by lunch-money
bullies. Characterize a face recognition system and a hand geometry system. Discuss Figure 5-45.
Visionics Corporation manufactures a face recognition system that analyzes faces from security
camera video clips, computing up to 60 characteristics such as the distance between the eyes or
cheekbone height. The measurements are converted into a mathematical formula and checked
against a database of known criminals. The system is being tested in some Florida nightclubs. At
a recent Super Bowl, a face-recognition system from Graphco Technologies was used, gathering
images and then comparing them against a database of known criminals and terrorists. Many
people have expressed concern about the invasion-of-privacy issues systems such as this bring to
light. ADP — Automatic Data Processing is a leading distributor of hand geometry systems. The
systems are used widely in place of time cards in both industry and government. Because they
eliminate the need to carry time cards, hand geometry systems are particularly effective when
employees are timed for their work at different jobs in different locations. The systems also
guarantee that employees are present — one employee cannot “punch in” for another employee.
Describe a voice verification system, a signature verification system, and an iris recognition
system.. According to the International Biometric Group, an industry association, fingerprint
readers accounted for almost half of biometric device sales, followed by facial scanners with 15
percent and retinal scanners with 6 percent. Define smart card. Discuss Figures 5-46 and 5-47.
Point out Web Link 5-9: Biometric Input on page 261.
CLASSROOM ACTIVITIES
Biometric devices are gaining in popularity. The executive director of the International Biometric
Industry, a trade group, believes that biometric sales, currently about $150 million per year, will
grow to $2.5 billion by the end of the decade. What are the disadvantages of biometric devices?
A representative of the American Civil Liberties Union (ACLU) has expressed concerns about
mixing practices once restricted to law enforcement (i.e., fingerprinting) with everyday activities.
Does this present a potential “Big Brother is watching” scenario.
DISCUSSION TOPICS
Discuss Issue 5-5: Have You Seen This Face Before? on page 261.
Putting it all together, 262
LECTURE NOTES
Mention factors that influence the type of input devices a user chooses. Discuss Figure 5-48.
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DISCUSSION TOPICS
After one week of work at a fast-food restaurant, an Arizona teenager was thrilled to receive a
check for $16,834. Her dreams of a new car were dashed, however, when it was discovered that
her hourly pay rate had been input incorrectly in the restaurant’s computer. Reliable output
requires reliable input, a truism expressed by the acronym GIGO (garbage in, garbage out). Data
entered with some input devices is more likely to be accurate than data entered with others. What
two input devices are most likely to produce accurate data? Why? What two input devices are
most likely to produce inaccurate data? Why? What factors have the most effect on input
accuracy?
PROJECTS TO ASSIGN
Have students visit a computer vendor and select a personal computer system displayed in the
store in which they might be interested. Make a list of input devices that can be used with that
personal computer system. These may be devices available in that store or devices that can be
ordered from the system’s manufacturer or another manufacturer. If possible, obtain a price for
each input device. If they were to purchase that personal computer, which input device or devices
would they want to purchase right away? Why? Which input devices do they think they might
purchase at a later date? Why? Are there any available input devices that they think they would
never purchase? Why or why not?
Input devices for physically challenged users, 263
LECTURE NOTES
Describe the Americans with Disabilities Act (ADA). Adaptive technology helps people with
special needs. Some input devices for physically challenged people are relatively simple, while
others are much more sophisticated. Use Figure 5-49 to describe a keyguard. Mention other
keyboard adaptations, such as keyboards with oversized keys and an on-screen keyboard. Discuss
Figure 5-50. Describe pointing devices available for people with motor disabilities. Use Figure 551 to characterize a head-mounted pointer. Chin-operated joysticks also are available. Another
input system, called Eyegaze or ERICA (Eyegaze Response Interface Computer Aid), was
developed by Thomas Hutchinson of the University of Virginia, who as a boy was paralyzed
temporarily by an accident. With a camera mounted on the computer and directed at a user’s eye,
the Eyegaze system can determine to within ¼ inch where on the screen a user is looking. By
staring at the spot for about ¼ second, a user can activate a choice. Describe gesture recognition.
Note the use of computerized implant devices. Point out Looking Ahead 5-2: Brain Implants
Help Physically Challenged on page 264. Adaptive technology has given many people their best
opportunity to communicate, work, and play. As a six-year-old victim of cerebral palsy said in
her first message, “It’s about time.”
DISCUSSION TOPICS
In addition to data, programs, commands, and user responses, researchers are experimenting with
a fifth type of input — human emotions. A development called affective computing uses input
devices such as video cameras and skin sensors with software similar to speech recognition
programs to allow a computer to “read” a user’s emotions. For example, a furrowed brow and
sweaty palms might indicate frustration. Emotional input could be invaluable in conjunction with
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Chapter 5: Input
computer-aided instruction, letting a computer know whether to speed up or slow down tutorials.
Some people, however, see affective computing as an invasion of privacy. How do you feel? In
what areas might affective computing be useful? Why? Would you be comfortable with a
computer knowing how you feel? Why or why not?
QUICK QUIZZES
As a quick review, have students visit the Discovering Computer 2005 Quiz Yourself Web page
(scsite.com/dc2005/quiz) and click Objectives 9 – 12 below Chapter 5.
Chapter summary, 264
Briefly summarize the material presented in this chapter. Point out Career Corner: Data Entry
Clerk.
High-Tech Talk, 265
Have students read Input without Wires. Consider ways in which wireless technologies are
used. Discuss Figure 5-52. Describe infrared (IR) technology and radio frequency (RF)
technology. Tell how to connect wireless devices to a computer. Define transmitter and receiver.
Explain how wireless input is transmitted. Remind students that wireless devices require
batteries. Explain how students can use the Discovering Computers 2005 High-Tech Talk Web
page (scsite.com/dc2005/tech) to learn more about wireless input.
Companies on the Cutting Edge, 266
Have students read Logitech and Nokia. Students can visit the Discovering Computers 2005
Companies Web page (scsite.com/dc2005/companies) to learn more about Logitech and Nokia.
Technology Trailblazers, 267
Have students read Douglas Engelbart and Don Wetzel. Students can visit the Discovering
Computers 2005 People Web page (scsite.com/dc2005/people) to learn more about Douglas
Engelbart and Don Wetzel.
Chapter Review, 268
This section provides a general survey of the material in the chapter. Students can use these
pages to reinforce their achievement of the chapter objectives. Students can use the Web address
scsite.com/dc2005/ch5/review to display this page from the Web.
Key Terms, 270
Students can use these terms to prepare for tests and quizzes. Students should know each Primary
Term (shown in bold-black characters in the chapter) and be familiar with each Secondary Term
(shown in italic characters in the chapter). Primary Terms include terms commonly used in the
computer industry and in advertisements, or terms that identify a major category. Secondary
Terms include terms primarily used by IT professionals and other technical people, terms that
identify subcategories, or terms that are discussed in more depth in a later chapter. Students can
use the Web address scsite.com/dc2005/ch5/terms to display this page from the Web.
In the Test Bank that accompanies this Instructor’s Manual, the answers to questions pertaining
to Primary Terms are labeled (P), and the answers to questions pertaining to Secondary Terms
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are labeled (S). If you are using the ExamView test generator, you can use the Primary or
Secondary difficulty designations to choose questions that involve only Primary Terms, only
Secondary Terms, or both Primary and Secondary Terms.
Checkpoint, 271
These exercises review key terms and concepts presented in the chapter. Have students complete
the Label the Figure, True/False, Multiple Choice, Matching, Short Answer, and Working
Together exercises. Students can use the Web address scsite.com/dc2005/ch5/check to display
this page from the Web. To experience the animation and interactivity, Shockwave Player and
Flash Player must be installed.
Learn It Online, 274
These exercises ask students to visit Web pages that offer additional information, resources, and
activities related to topics presented in the chapter. Students can use the Web address
scsite.com/dc2005/ch5/learn to display this page from the Web.
Lab Exercises, 276
These exercises help students learn more about using a computer and working with Windows
XP. Students can use the Web address scsite.com/dc2005/ch5/lab to display this page from the
Web. Have students complete selected exercises.
Web Research, 277
In these exercises, students use various Web resources to find out more features related to this
chapter. Encourage students to use their browsers and the link in each exercise or a search engine
to complete selected exercises.
PDAs, 278
This feature describes PDAs. Students can use the Web address scsite.com/dc2005/ch5/websites
to display this feature from the Web. Each picture in the feature is a link to a Web site or movie.