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Computer Concepts
Chapter Three: Computer Software
A Guide to this Instructor’s Manual:
We have designed this Instructor’s Manual to supplement and enhance your teaching
experience through classroom activities and a cohesive chapter summary.
This document is organized chronologically, using the same heading in blue that you see in the
textbook. Under each heading you will find (in order): Lecture Notes that summarize the
section, Figures and Boxes found in the section (if any), Teacher Tips, Classroom Activities, and
Lab Activities. Pay special attention to teaching tips, and activities geared towards quizzing
your students, enhancing their critical thinking skills, and encouraging experimentation within
the software.
In addition to this Instructor’s Manual, our Instructor’s Resources CD also contains PowerPoint
Presentations, Test Banks, and other supplements to aid in your teaching experience.
For your students:
Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your
students up to date with the latest in technology news. Direct your students to
http://coursecasts.course.com, where they can download the most recent CourseCast onto their
mp3 player. Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State
University Computer Science Department where he is responsible for teaching technology
classes to thousands of FSU students each year. Ken is an expert in the latest technology and
sorts through and aggregates the most pertinent news and information for CourseCasts so your
students can spend their time enjoying technology, rather than trying to figure it out. Open or
close your lecture with a discussion based on the latest CourseCast.
Table of Contents
Chapter Objectives
Section A: Software Basics
Section B: Popular Applications
Section C: Buying Software
Section D: Installing Software and Upgrades
Section E: Security Software
Glossary of Key Terms
2
2
4
11
13
16
19
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Chapter Objectives
Students will have mastered the material in Chapter Three when they can:
 Explain the difference between system and application software
 Identify utility software and device drivers
 Can identify the most popular types of application software
 Explain the key features and uses for word processing, desktop publishing, and Web
authoring software
 Describe the major features of spreadsheet software
 Describe the key features of database software
 List the types of software available for graphics, video, music, education and reference,
entertainment, and business
 List guidelines that are important for software shoppers
 Describe the rights granted by copyright law, commercial software licenses, shareware
licenses, freeware licenses, open source licenses, and public domain software
 Explain how to install and uninstall software, whether it is supplied on CDs or as a Web
download
 Differentiate between local, portable, and Web applications
 Describe the purpose of software updates, patches, and service packs
 List and describe the various types of malware mentioned in this chapter
 Explain how antivirus software works
SECTION A: SOFTWARE BASICS
Software Categories
LECTURE NOTES
 The term software was once used to describe all non-hardware components of a computer.
However today there is a differentiation between software, program instructions, and data files.
 Software can be categorized into system software and application software.
 System software is computer-centric and application software is user-centric.
FIGURES
 Figure 3-1
CLASSROOM ACTIVITIES
1. Quick Quiz:
1. Software can be categorized as either _______ or application (Answer: systems)
2. True/False: Systems software is computer-centric. (Answer: True.)
2. Class Discussion: Have students examine their computer and identify as many software packages,
utilities and widgets as possible and classify each as systems or applications.
Application Software
LECTURE NOTES
 Examine the software packages loaded on the student’s home computer or the lab computer and
discuss the types of tasks you can perform with them.
 Ask students to identify packages they have used and to identify the purposes for which they were
used.
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If your school offers discounted software, show the student the site if on-line and discuss the costs
and the functions of the packages.
Create a Yahoo group and have your students subscribe as an example of groupware.
TEACHER TIP
You may also wish to discuss with students the idea that many traditional commercial applications such as
word processing and spreadsheets are available through open source avenues such as Google free of charge?
Discuss the security risks associated with storing sensitive data on sites such as these.
FIGURES
 Figure 3-2
CLASSROOM ACTIVITIES
1. Quick Quiz:
3. ______ software is any type of application software that has the potential to help people do their
work more efficiently. (Answer: Productivity.)
4. ________ is designed to help several people collaborate on a single project using local network
or Internet connections. (Answer: Groupware.)
5. True/False: Running application software is dependent on the operating system. (Answer: True.)
2. Class Discussion: Ask students if they think groupware would be useful in a class such as this and
how it could or should be used.
Utility Software
LECTURE NOTES
 Utility software is designed to help you monitor and configure settings. Ask the students if they
have ever used utility software. If they say no, ask about Adobe Reader.
 Show students widgets like those in Figure 3-5. Ask the students to describe how they are used and
how frequently.
TEACHER TIP
Demonstrate how to use Adobe Reader and discuss the fact that you do not have to have the software that
created a document to view the document if saved in Adobe.
FIGURES
 Figure 3-3, Figure 3-4, Figure 3-5
CLASSROOM ACTIVITIES
1. Assign a Project: Have students look on classroom or home computers for utility software. Have them
make a list of all the utility software they find.
2. Quick Quiz:
1. A(n) ______ is a specialized utility program that appears on a computer’s screen-based desktop,
looks like a control, and might display a snippet of information. (Answer: desktop widget.)
2. ________ is designed to help you monitor and configure settings for your computer system
equipment, the operating system, or application software. (Answer: Utility software.)
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Device Drivers
LECTURE NOTES
 A brief discussion of device drivers reinforces the concept presented in Chapter 2 that when you
install a peripheral device you must often also install software to make it work.
 If you want to give your students a concrete example, use the following: Suppose your computer
uses an ink jet printer, but you decide to purchase a new laser printer and use it instead. After you
connect the printer, you need to make sure the computer sends the appropriate electronic signals, so
you must install software to do this. This software—called a printer driver—is usually supplied with
the printer. Some operating systems, such as Windows, contain pre-installed drivers for many
popular printers. If the operating system contains the driver for your printer, you just need to select
the appropriate printer. If you cannot find the driver, it is often available on the internet. Go to the
internet and find a printer device driver.
TEACHER TIP
If you are teaching in a lab situation or have the students in lab class, you might discuss that it is not
sufficient to have the correct driver. If the printer is networked, you will also need the address of the
printer.
FIGURES
 Figure 3-6
CLASSROOM ACTIVITIES
1. Assign a Project: Have students browse and search the Internet for device drivers. If they have a
printer at home, have them find the appropriate driver. If not have them find the lab printer driver.
2. Quick Quiz:
1. A(n) ______ is software that helps a peripheral device establish communication with a
computer. (Answer: device driver.)
2. True/False: Once installed, a device driver automatically starts when it is needed. (Answer:
True.)
SECTION B: POPULAR APPLICATIONS
Document Production Software
LECTURE NOTES
 Explain that document production software includes a wide variety of packages, from simple wordprocessing software to more complicated packages that enable creation of desktop published
newsletters as well as home pages for Web sites.
 Ask students to identify the kind of software they’ve used, if any and discuss for what they used it.
 Show a document that has been created in word processing software and enhanced in desktop
publishing software. You might also show the same information as a webpage after using web
authoring software.
 Demonstrate how the same data can be transferred from one package to another.
 Have the students try different fonts and formatting options. Have each student format the same
sentence and have the class determine which is the most readable.
 Point out that while the grammar check feature included in many word processing software
packages is helpful it is not always correct. Show an example.
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Type a line with a misspelling which the spell checker will catch. Type another line with a
misspelling the spell checker will not catch. Such as tow and two.
You may want to suggest to your students that they walk away from their work before a final
proofreading, or ask someone else to proofread their documents.
FIGURES
 Figure 3-7, Figure 3-8, Figure 3-9, Figure 3-10, Figure 3-11
TEACHER TIP
Practice using a simple word processor. If all students can access document production software, have them
create a document in Google.
CLASSROOM ACTIVITIES
1. Assign a Project: Have students create a simple document using word processing software and explore
the spelling checker, grammar checker, and thesaurus.
2. Quick Quiz:
1. ______ software has replaced typewriters for producing many types of documents. (Answer:
Word processing.)
2. True/False: Desktop publishing software helps you design Web pages. (Answer: False.)
3. The _____ for a document refers to the way that all the elements of the document are arranged
on the page. (Answer: format.)
LAB ACTIVITY
 Refer students to the New Perspectives Web site for a Student Edition Lab called “Word
Processing.”
Spreadsheet Software
LECTURE NOTES
 The best way for students to understand the purpose and features of spreadsheet software is to let
them work directly with popular spreadsheet applications such as Microsoft Excel. If it is not
possible for students to work with spreadsheet software in class, use the figures in this section to
explain how spreadsheet software works or try Google docs.
 Emphasize to your students that a well-organized worksheet should be easily understood by anyone
using it.
 Have your students use discrete categories that are clearly labeled when creating a worksheet.
 Make sure your students enter a simple formula.
 One of the most confusing aspects of spreadsheet operations is the use of relative and absolute cell
references. Be sure to cover relative and absolute cell references thoroughly and until students
understand the differences between them.
TEACHER TIP
For emphasis on the idea of absolute and relative cell references, create a field such as interest rate and have
the student apply it to a list of balances. If you put the interest rate in one column with nothing following
and have them copy the formula, they will quickly see why absolute cell references are needed
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FIGURES
 Figure 3-12, Figure 3-13, Figure 3-14, Figure 3-15
CLASSROOM ACTIVITIES
1. Quick Quiz:
1. The intersection of a row and column on a spreadsheet is a _____. (Answer: cell.)
2. True/False: Microsoft Word is an example of spreadsheet software. (Answer: False.)
3. A(n) _____ reference never changes when you insert rows or copy or move formulas. (Answer:
absolute.)
LAB ACTIVITY
Refer students to the New Perspectives Web site for the Student Edition Labs called “Spreadsheets” and
“Advanced Spreadsheets.”
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“Number Crunching” Software
LECTURE NOTES
 Contrast spreadsheet software with number crunching software. While spreadsheets allow you to
create your own formulas and scenarios, number crunching software can provide the formulas and
opportunities for you.
 Give examples of tasks that you can perform with number crunching software, such as statistical
analysis and mathematical modeling.
 Accounting and finance software, personal finance software, online banking, and small business
accounting software all help users manage their money, from tracking expenses and income, to
making investments, to paying bills. Discuss the difference between this type of numeric software
and spreadsheets.
 On the demonstration computer, show sample files in a personal finance package and in a
spreadsheet package.
FIGURES
 Figure 3-16
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students if they’ve used any “number crunching” software, such as tax
preparation software or personal finance software. What programs and for what uses?
2. Quick Quiz:
1. ______ software helps you analyze large sets of data to discover relationships and patterns.
(Answer: Statistical.)
2. True/False: Taxes are best done on a spreadsheet. (Answer: False.)
Database Software
LECTURE NOTES
 A good way of describing a database is in terms of a filing cabinet. The cabinet is a database, with
each drawer being a table, and each piece of paper being a record.
 Refer to Figure 3-17 and discuss.
 Students should think of databases as electronic filing systems that provide efficient storage,
management, and retrieval of information. Information in a database is organized much like files in
a file cabinet; information is grouped with other, similar information, everything is labeled, there is
a sorting order (alphabetic, numeric, etc.).
 Review the parts of a database. Databases are comprised of records, which are compilations of
information used to describe each object in a database. Records are comprised of fields, which are
groups of cells that contain the same type of information, referenced by the same name.
 Discuss the reasons for using a database program instead of a spreadsheet program. (Easy retrieval of
like data.)
 How do you find information in a database? Queries allow users to ask questions about the
information in the database.
TEACHER TIP
If your school uses on-line registration, relate it to databases. You could also include a listing of classes.
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FIGURES
 Figure 3-17, Figure 3-18, Figure 3-19, Figure 3-20
CLASSROOM ACTIVITIES
1. Class Discussion: Have each student bring an index card with their favorite song, performer and other
predefined information. Use the data from these cards to form a database. If you have access to
Microsoft access, you could use it.
2. Quick Quiz:
1. A(n) ______ is a collection of data that is stored on one or more computers. (Answer: database.)
2. True/False: A record holds data for a single entity—a person, place, thing, or event. (Answer:
True.)
3. True/False: A database can contain any type of data. (Answer: True.)
LAB ACTIVIY
 Refer students to the New Perspectives Web site for a Student Edition Lab called “Databases.”
Graphics Software
LECTURE NOTES
 Distinguish among the different types of graphics software. These are paint, photo-editing, drawing,
3-D graphics, and presentation. Show examples of each, if possible.
 Discuss that graphics can have different formats and each has its own extension such as BMP, GIF,
JPEG, or WMF.
 Have the student create a drawing of some type using paint.
 Have the student open a JPEG document in paint and save it as a bmp. Examine the size of each.
TEACHER TIP
If your students are interested in pursuing computer-related careers, discuss the kinds of jobs that involve
computer graphics.
FIGURES
 Figure 3-21, Figure 3-22, Figure 3-23
CLASSROOM ACTIVITIES
1. Quick Quiz:
1. ______ software provides a set of electronic pens, brushes, and paints for painting images on the
screen. (Answer: Paint.)
2. True/False: You can manipulate graphics using graphics software. (Answer: True.)
3. True/False: Presentation software is a type of graphics software. (Answer: True.)
LAB ACTIVITY
 Refer students to the New Perspectives Web site for a Student Edition Lab called “Presentation
Software.”
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Music Software
LECTURE NOTES
 Explain that today, most operating systems come with music software.
 Discuss that speakers are now considered a necessary part of a computer system.
 Discuss what CD ripper software does as opposed to audio encoding software. If you have it
available download some music and play it. Examine the file. What kind is it? How large is it?
 Have any students used MIDI sequencing software? It’s possible to make very sophisticated music
on a computer.
 Have any students sung or played an instrument in a recording studio? What kind of software was
in use?
FIGURES
 Figure 3-24
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students about their experiences using computers to listen to or create music.
2. Quick Quiz:
1. ______ software pulls a track off an audio CD and stores it in raw digital format on your
computer’s hard disk. (Answer: CD ripper.)
2. True/False: Only musicians or composers have a need for music software. (Answer: False.)
3. True/False: Music can be stored in a variety of digital formats. (Answer: True.)
Video Editing and DVD Authoring Software
LECTURE NOTES
 Video editing software for nonprofessionals is increasing in popularity. Both Windows and Mac
operating systems include accessories that allow users to transfer video footage from a camcorder to
a computer and then edit the video.
 More sophisticated packages such as Adobe Premiere let you add special visual effects and a sound
track.
 Refer to Figure 3-25 to illustrate how video editing software works.
TEACHER TIP
Sophisticated packages allow students to become independent filmmakers, and distribute their video via
DVD. Have students discuss the impact this type of software has on web sites such as You Tube and the
effect of You Tube on the software.
FIGURES
 Figure 3-25
CLASSROOM ACTIVITIES
1. Class Discussion: Once too advanced for novice users, video editing software is now popular on home
computers. Do students have experience using video editing or DVD authoring software? How can
people use these types of applications at home?
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Educational and Reference Software
LECTURE NOTES
 Education software helps students learn. Have the students discuss how this type of software can
enhance their learning experience.
 Have the student discuss what changes could be made to the current course to better utilize
educational and reference software.
 Demonstrate reference software. Show an online encyclopedia, dictionary, or atlas. What
advantages do they offer? What might a user miss if he or she relies on reference software instead of
printed reference works?
 Products are available that help you learn a language, work with software, or prepare for a
standardized test.
 Debate the merits of educational software—is it better than traditional instruction? When is it
appropriate? When is it not appropriate?
Entertainment Software
LECTURE NOTES
 Some of the most striking breakthroughs in software development have come from entertainment
software—you might ask your students to identify which techniques software in other categories
have borrowed from entertainment software.
 Use the chart in Figure 3-26 to discuss the various kinds of games.
 Discuss massive multiplayer games. Have any students played games like EverQuest? Ask them to
describe their experience.
FIGURES
 Figure 3-26
CLASSROOM ACTIVITIES
1. Class Assignment: Ask the students to write a one page paper on their favorite game or entertainment
software.
Business Software
LECTURE NOTES
 Business software can be categorized as either vertical or horizontal market software.
 Explain that vertical market software is specialized software for a specific types of business, such as
scheduling and billing software for medical offices, sales and inventory tracking software for retail
stores, and student record management software for schools.
 Explain that horizontal market software is software designed for any type of business. This type of
software is designed to accomplish tasks that are common to most, if not all, businesses such as
payroll, accounting, and project management software.
CLASSROOM ACTIVITIES
1. Quick Quiz:
1. Software that is designed to automate specialized tasks in a specific market or business is known
as _____________ software. (Answer: vertical market.)
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2. True/False: Horizontal market software is generic software that just about any kind of business
can use. (Answer: True.)
2. Class Discussion: Ask the students to discuss any software they have used either horizontal or
vertical market. Was it easy to use? Why or why not.
SECTION C: BUYING SOFTWARE
Consumer Basics
LECTURE NOTES
 Note the most essential applications and utilities for any computer. Ask the students to discuss
which of these they have on their own computer or on the lab computer.
 Discuss the table in Figure 3-27 and see how many of these the student has used. If there are any
that are not commonly used, discuss or demonstrate how they are used.
 Review how to interpret the system requirements.
 Discuss the advantages and disadvantages of a software suite. You could have the student find the
costs of packages separately and bundled. Discuss if there are any they would not use. Is it more
cost effective to purchase separately or bundled.
 Ask students if they have ever purchased software and where.
 Show students the system requirements printed on a software package or on a Web site, or refer
them to Figure 3-29.
 Explain how to determine whether you can successfully install the software on your computer.
 This is a good time to relate the system requirements to the hardware discussed in Chapter 2.
 Discuss the role of software in making hardware decisions. If possible run a resource intensive
application on two machines. One with a minimum amount of RAM and one with lots of RAM.
Compare the two.
FIGURES
 Figure 3-27, Figure 3-28, Figure 3-29
CLASSROOM ACTIVITIES
1. Assign a Project: Ask each student to identify their favorite software suite, game, or software package.
Have them find the price of their selection and identify the system requirements. In addition, have
them determine if their computer or the lab computer can run it.
2. Quick Quiz:
1. _____________ specify the operating system and minimum hardware capacities necessary for a
software product to work correctly. (Answer: System requirements.)
2. True/False: You can purchase software by downloading it. (Answer: True.)
3. A(n) _________ is a collection of software applications sold as a single package. (software suite.)
Software Copyrights and Licenses
LECTURE NOTES
 If your school has a software use policy, you might want to provide your students with a copy in
conjunction with this section.
 Make sure your students understand what it means for software to be copyrighted. Under U.S.
copyright law, rights granted to the copyright holder include the right to copy, distribute, or sell the
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software, and to modify the software. Rights granted to the user of copyrighted materials include
use of the software on the user’s computer (including installing the software on the hard drive and
making a back-up copy), to copy entered data without restriction, and to copy or modify the
software under certain circumstances.
Make sure your students understand that just because they purchase software they do not
necessarily own the software, just the right to use it. This is often a difficult concept to understand.
Explain often they are purchasing a right to use (similar to a never ending lease) as opposed to
outright ownership.
Students have difficulty distinguishing among software copyright, copy protection, and write
protection. To check your students' understanding, you might hold up a disc and ask, "Is this disc
copyrighted, copy protected, or write protected?" The software on the disc is probably copyrighted,
but the disc itself is not. It is unlikely that the disc is copy protected—this form of protection has
fallen out of favor with software publishers.
Discuss different licensing agreements. Use software licensed by the school as an example. For
example, you might have a Microsoft site license. What can and can’t you do with that. You might
belong to the Microsoft academic alliance. How does that work? Other examples would help.
Emphasize the concept of shrink-wrap licenses and installation agreements. What are buyers
agreeing to? Review the license in Figure 3.32 to see if students understand the legalese.
Explain freeware and discuss the inherent security issues. By giving software away, the publisher
may be giving viruses away.
FIGURES
 Figure 3-30, Figure 3-31, Figure 3-32, Figure 3-33
CLASSROOM ACTIVITIES
1. Assign a Project: Have a license agreement from different types of software such as freeware,
demoware, commercial and open source and have the student identify the difference in the agreements.
Ask the students if they have ever used or purchased pirated software and did they realize it was illegal.
This could provide an opportunity for an ethics discussion.
2. Quick Quiz:
1. A(n) _____________ is a form of legal protection that grants the author of an original work an
exclusive right to copy, distribute (sell), and modify that work, except under special
circumstances described by the laws. (Answer: copyright.)
2. True/False: A software license is a legal contract. (Answer: True.)
3. Copyrighted software which is marketed under a “try before you buy” policy is known as
a. Freeware
b. Shareware
c. Open source
d. Public Domain
(Answer: B.)
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LAB ACTIVITY
 Have students browse and search the Internet for public domain software. Have them view the
system requirements and relate their needs to your existing PC system. Will the software run on
their systems?
SECTION D: INSTALLING SOFTWARE AND UPGRADES
Installation Basics
LECTURE NOTES
 What is a typical software package? Review Figure 3-34 or display a folder from your program files
folder and discuss the various files and their purpose.
 Why is it necessary to install most software?
 Discuss what an executable file is and how it works. Discuss the difference between local
applications, web applications, and portable applications.
TEACHER TIP
Software requires many files. If possible, show students where the files are stored for a particular
application to illustrate this point. Emphasize that students should not move or delete any of those files.
FIGURES
 Figure 3-34, Figure 3-35
CLASSROOM ACTIVITIES
1. Class Discussion: Do any students have experience installing software? Was the process easy or
complex? Have them describe their experiences.
2. Quick Quiz:
1. A(n) _____________ is designed to be started by users or automatically launched by the
operating system. (Answer: executable file.)
2. True/False: Today’s software is usually only composed of a few files. (Answer: False.)
LAB ACTIVITY
 Refer students to the New Perspectives Web site for a Student Edition Lab called “Installing and
Uninstalling Software.”
Installing Local Applications
LECTURE NOTES
 Demonstrate an installation from distribution media. Perform an installation similar to the one
illustrated in Figure 3-37.
 Consider demonstrating a standard and a customized installation.
 Be sure to explain to students how to change customized options, and how to add or remove
program features at a later date.
 The Registry plays an important role in the boot process, providing technical information about the
configuration of your computer. It contains a myriad of information about your computer and your
software.
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Explain to students that when they change configuration information using the Control Panel or
various settings dialog boxes in applications programs, that they are making changes to the
Windows Registry.
Demonstrate an installation from the Web.
Caution students that viruses are often disguised as self-installing files, so they should download and
install software only from reliable sources.
Demonstrate how to work with zip files and to run a setup program to complete the installation. A
perfect demonstration would be the installation of an update to virus software. Have students go to
the Web site and walk them through the file selection to download.
Show how to uninstall an application. Explain it is not just a matter of deleting files and the
desktop icon.
Demonstrate unzipping a file and where the results are placed.
If you use SAM, you could use the entering the product key as an example of product activation.
FIGURES
 Figure 3-36, Figure 3-37, Figure 3-38, Figure 3-39
CLASSROOM ACTIVITIES
1. Class Activity: Have the students install a piece of software and then uninstall it.
Installing Portable Software and Web Apps
LECTURE NOTES
 Portable software is designed to run on and from removable storage. Discuss if any of the student’s
removable storage has any software and how does it work. Demonstrate how it works and discuss
that the software is stored on the device. Using Windows Explorer or a similar utility show where
the files are located.
 Is everything that runs on the web a Web application?
 Discuss the concept that in some cases, Google Earth, some of the files reside on the local computer
and some on the web.
 What are the advantages of using Web apps over using software that is installed locally?
FIGURES
 Figure 3-40, Figure 3-41
CLASSROOM ACTIVITIES
1. Assign a Project: Have students visit OpenOffice.org and view the available portable software.
2. Quick Quiz:
1. _____________ is designed to run from removable storage, such as a CD or USB flash drive.
(Answer: Portable software.)
2. True/False: A Web application is software that is accessed with a Web browser. (Answer: True.)
3. True/False: All Web applications require installation. (Answer: False.)
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Software Updates
LECTURE NOTES
 Explain why students should update software.
 Discuss the difference between a software patch and a service pack.
 Discuss what happens to the old version when an update is installed.
TEACHER TIP
As a demonstration of updating software, consider upgrading the Windows operating system by
downloading a service pack from Microsoft’s Web site.
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students to differentiate between updates, patches, and service packs.
2. Quick Quiz:
1. A(n) _____________ is a small section of program code that replaces part of the software you
currently have installed. (Answer: software patch.)
2. True/False: Software publishers regularly update their software to add new features. (Answer:
True.)
3. True/False: It is rarely a good idea to install patches and service packs when they become
available. (Answer: False.)
Uninstalling Software
LECTURE NOTES
 Explain that in Windows and Mac OS, you generally cannot remove a software application by
simply deleting its files. Instead, you must run an uninstall routine to remove the software. The
uninstall routine finds and removes the files the setup program copied to various folders and then
restores any settings the setup program changed in the Windows Registry.
 Demonstrate how to uninstall. Uninstall one of the applications you installed earlier using an
uninstall tool provided by the application.
FIGURES
 Figure 3-42, Figure 3-43
LAB ACTIVITY
 The New Perspectives Lab “Installing and Uninstalling Software” deals with issues that relate to
this section of the textbook. You might want to go through the lab during class time if you have
a computer with a projection device. Or, assign this lab for students to do on their own.
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SECTION E: SECURITY SOFTWARE
Security Software Basics
LECTURE NOTES
 Malware is a term used to describe any computer program designed to cause harm to your
computer, gain unauthorized access to your files, or disrupt normal operations.
 Discuss the different types of malware and how they are different.
 Discuss how free software may contain malware and how the student should only download or
receive software from a reliable source.
 How can you detect Trojan horses on your computer and how do they differ from a virus? What
measures should be taken to protect your computer from this type of threat?
 How do worms spread via e-mail? Discuss the importance of keeping your computer current with
the latest updates and antivirus tools.
 Also discuss the basic rules that should be adhered to when surfing the Web, downloading files, and
opening attachments.
 Any software that can automate a task or autonomously execute a task when commanded to do so is
called an intelligent agent. Because an intelligent agent behaves somewhat like a robot, it is often
called a bot.
 Looking toward the future, experts predict an increase of blended threats that combine worm-like
distribution with virus and bot payloads. What steps should be taken by the software industry to
protect consumers?
 Virus hoaxes can be as destructive as an actual virus. Review virus hoaxes and the proper responses.
 Direct students to Web sites that debunk virus hoaxes, such as www.snopes.com. Remind them that
antivirus software manufacturers’ home pages often contain articles about virus hoaxes, too.
FIGURES
 Figure 3-44, Figure 3-45, Figure 3-46, Figure 3-47
CLASSROOM ACTIVITIES
1. Assign a Project: Have students search the Internet for news of recent viruses. How much
information is available? Did they learn of any new threats they need to protect themselves against?
2. Quick Quiz:
1. ______ is designed to protect computers from various forms of destructive software. (Answer:
Security software.)
2. True/False: A Trojan horse is a self-replicating program. (Answer: False.)
3. A(n) ______ is any software that can automate a task or autonomously execute a task when
commanded to do so.
a. malware program
b. bot
c. Trojan horse
d. spyware program
(Answer: B.)
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Security Suites
LECTURE NOTES
 Review security suites.
 Because so many different types of security suites exist, from so many different vendors, it is
important to evaluate the strengths and weaknesses of each product.
 If possible, visit a consumer Web site in class and discuss some of the reviews of both open source
and commercial security software products.
FIGURES
 Figure 3-48, Figure 3-49
CLASSROOM ACTIVITIES
1. Assign a Project: Have students search the Internet for security suites. Which one seems most
appropriate for their use?
2. Quick Quiz:
1. A(n) ______ integrates several security modules. (Answer: security suite.)
2. True/False: Open source security software is dangerous and should not be used. (Answer: False.)
Antivirus Modules
LECTURE NOTES
 While many students may be familiar with the concept of antivirus software, many will not be
aware of the recommendations for software updates.
 Discuss virus signatures and how antivirus software relies on updates of the virus signatures to be
effective.
 Emphasize that in order for virus software to remain current it must be updated frequently.
 Review Figure 3-50 and discuss the settings. Have the students look at their own anti-virus
software and compare to the table. Ask them to report back with any changes they made as a result
of the comparison.
 Review current virus threats. Visit the Web site of an antivirus developer to learn about the latest
viruses.
FIGURES
 Figure 3-50, Figure 3-51
CLASSROOM ACTIVITIES
1. Assign a Project: Have students browse and search the Internet for five viruses listed in this section.
Have them create a table listing the virus type, what it does, and how it can be repaired or removed.
2. Quick Quiz:
1. A(n)_____ is a section of program code that can be used to identify a known malicious program.
(Answer: virus signature.)
2. True/False: Antivirus software should be updated once a month at most. (Answer: False.)
3. A computer under the control of a bad bot is sometimes referred to as a _______.
a. multi-partite virus
b. zombie
New Perspectives on Computer Concepts 2010 Instructor’s Manual
c. stealth virus
d. Trojan horse
(Answer: B.)
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New Perspectives on Computer Concepts 2010 Instructor’s Manual
Glossary of Key Terms
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3-D graphics software (137)
absolute reference (132)
accounting software (142)
antivirus software (167)
audio editing software (139)
audio encoding software (139)
automatic recalculation (132)
blended threat (162)
bot (164)
botnet (164)
BSD license (150)
CAD software (computer-aided design
software) (138)
CD ripper software (139)
cell (130)
cell references (131)
clip art (129)
commercial software (149)
computer-aided music software (139)
computer virus (163)
computer worm (163)
concurrent-use license (147)
copyright (146)
copyright notice (147)
database (134)
database software (134)
demoware (149)
desktop publishing software (125)
desktop widget (123)
device driver (124)
distribution media (146)
document production software (125)
drawing software (137)
DVD authoring software (140)
ear training software (139)
educational software (140)
EULA (end-user license agreement) (148)
executable file (152)
field (134)
font (127)
footer (128)
format (127)
formula (131)
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frames (129)
freeware (150)
fully justified (128)
function (131)
GPL (General Public License) (151)
grammar checker (127)
graphics (137)
graphics software (137)
groupware (121)
hash value (157)
header (128)
horizontal market software (142)
keylogger (163)
label (130)
leading (128)
line spacing (128)
local application (154)
mail merge (129)
malicious software (162)
malware (162)
mass-mailing worm (163)
mathematical modeling software (133)
mathematical operators (131)
MIDI sequencing software (139)
money management software (133)
multiple-user license (147)
natural language query (136)
non-executing zip file (157)
notation software (139)
open source software (150)
page layout (128)
paint software (137)
paragraph alignment (128)
paragraph style (128)
payroll software (142)
personal finance software (133)
photo editing software (137)
point size (127)
portable software (158)
presentation software (138)
product activation (157)
productivity software (121)
project management software (142)
proprietary software (149)
public domain software (149)
quarantined file (169)
New Perspectives on Computer Concepts 2010 Instructor’s Manual
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query (136)
query by example (136)
query language (136)
readability formula (127)
record (134)
reference software (141)
relative reference (132)
Remote Access Trojan (RAT) (163)
rootkit (165)
Search and Replace (127)
security software (162)
self-executing zip file (157)
self-installing executable file (157)
service pack (159)
security suite (166)
setup program (154)
shareware (149)
shrink-wrap license (147)
single-user license (147)
site license (147)
software installation (153)
software license (147)
software patch (159)
software suite (144)
spelling checker (126)
spelling dictionary (126)
spreadsheet (130)
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spreadsheet software (130)
spyware (164)
statistical software (133)
style (128)
system requirements (145)
table (129)
tax preparation software (133)
thesaurus (127)
Trojan horse (163)
Uninstall routine (160)
unzipped (156)
utility software (122)
value (130)
vertical market software (142)
video editing software (140)
virus definitions (168)
virus hoax (166)
virus signature (167)
Web application (Web app) (158)
Web authoring software (125)
what-if analysis (130)
Windows Registry (154)
word processing software (125)
worksheet (130)
zipped (156)
zombie (164)
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