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 red
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
Students
will have mastered the material in Chapter One when they can:
l Describe databases and
database management systems
l Design a database to
satisfy a collection of requirements
l Start Access
l Describe the features of
the Access window
l Create a database
l Create a table and add
records
l Close a table
l Close a database and
quit Access
l Open a database
l Print the contents of a
table
l Create and print custom
reports
l Create and use a split
form
l Use the Access Help
system
AC 2: What Is Microsoft Office Access 2007?
LECTURE
NOTES
·
Key
features in Access
o
Data
entry and update
o
Queries
(questions)
o
Forms
o
Reports
o
Web
support
·
New
features in the latest version of Access
o
A
new style of user interface that is more intuitive
o
Navigation
Pane that makes it easier to navigate among various objects
o
Professionally
designed templates that make it easier to create a database
o
More
sorting and filtering options
o
Change
the design of forms and reports while browsing the data with Layout view
o
A
split form that combines both a datasheet and a form as a single unit
o
Attachment
data type allows for file attachments
TEACHER TIPS
Most students have very little experience with a
true database management system. A database management system (DBMS) is
different from file management software such as Professional File or the database feature of Excel or MS Works. In a
typical file management system, each department within an organization has its
own set of files, often designed specifically for particular applications. In a
database management system, many programs and users share the data in a
database. With file management software, data only can be retrieved from one
file. With a DBMS, data can be retrieved by joining tables that have a common
field.
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students if they have
ever used file management software or other DBMS packages. Have students make a
list of all the places they can think of where data about them is stored. What
are the implications of the same data being stored in so many different
databases?
2. Quick Quiz:
1) What is a database? (Answer:
A collection of data organized in a manner that allows access, retrieval, and
use of that data)
2) What is a database
management system? (Answer: A software tool that allows you to use a computer
to create a database; add, change, and delete data in the database; sort the
data in the database; retrieve data in the database; and create forms and
reports using data in the database)
3) What are three new features
of Access 2007? (Answer: Any three of the following — new style of user
interface; Navigation Pane; professionally designed templates; more sorting and
filtering options; Layout view for changing report and form designs; split
form; Attachment data type)
BOXES:
1. Project Planning
Guidelines: Review the guidelines and refer students to Appendix A for details
of the guidelines.
AC
3: Project — Database
Creation
LECTURE
NOTES
·
Describe/review
the JSP Recruiters database
·
Review
the fundamental database concepts of record, field, unique identifier, and primary
key
·
Review
the tasks that will be covered in this chapter
o
Designing
and creating a database
o
Creating
tables and adding records
o
Previewing
and printing the contents of tables
o
Creating
reports and a form
FIGURES
and TABLES: Figures — 1-1a, 1-1b
TEACHER TIPS
Database concepts such as record, field, and
primary key are often difficult for students to grasp. Use examples that
students can relate to, for example, a school database, or a database
maintained by the state department of public safety (driver’s licenses). A
record describes a person, a place, a thing, an event. A field is really an
attribute that contains a specific piece of information within a record. A good
analogy to use is an employment application form. The items that we complete on
the form are fields and the completed application is a record that describes
the individual who completed it.
Students will work with JSP Recruiters in every
chapter. They should become familiar with the database and have an
understanding of the purpose of each field in the database.
You can use the Lecture Success
System for Access in conjunction with the Figures in the Book. To do this,
start Access and open the database from the appropriate folder. Then, start
your slide show containing the figures for the project. You can switch back and
forth between the slide show and Access by using the alt+tab key
combination. You can use the Figures in the Book to show the steps students
should follow. If students need additional reinforcement or ask questions about
the task, you can switch to Access to do a live demonstration.
CLASSROOM ACTIVITIES
1.
Class Discussion: Ask students what other type of data an employment agency
would need to maintain.
2. Assign a Project: Divide the class into small
groups. Ask each group to determine the fields that could be used to describe a
student in one of the following situations. Students should indicate which
field would be the unique identifier (primary key):
(1)
A
database that stores information about students in a student organization
(2)
A
database that stores information about students in a course
(3)
A
database that stores information about students on an athletic team
(4)
A
database that stores information about student health records
LAB
ACTIVITIES
1.
Have students use the Internet to research employment agencies in your local
area that recruit healthcare professionals. You may want students to interview
some of these companies to learn more about why employment agencies use
databases to track clients, recruiters, and job candidates.
AC
5: Plan Ahead
(Critical Thinking): Database
Design Guidelines
LECTURE
NOTES
·
General
guidelines for database design
o
Identify
the tables
o
Determine
the primary keys
o
Determine
the additional fields
o
Determine
relationships among the tables
o
Determine
data types for the fields
o
Identify
and remove any unwanted redundancy
o
Determine
a location for the database
TEACHER TIPS
These guidelines are intended to help students
with their critical thinking skills. Students should understand the principles
of database design. Spend a significant amount of class time reviewing each of
these guidelines and use example databases to which students can relate. Each
of these points is emphasized at appropriate locations in the chapter. Also, In
the Lab 3 and Cases and Places 3, 4, and 5 challenge students to apply these
guidelines to designing a database.
CLASSROOM ACTIVITIES
1.
Assign a Project: Divide the class into small groups. Assign each group a
different database to design using the Plan Ahead guidelines. Example databases
include: University database (students, teachers, courses); Employment database
(Employees, Departments); Bookstore database (Books, Authors, Publishers);
Video Store database (Movies, Directors, Actors, DVDs).
LECTURE
NOTES
·
Discuss
database requirements for JSP Recruiters using Figures 1-2a through 1-2d
·
Review
rules for naming tables and fields
·
Identify
the tables (objects) that must be tracked
·
Determine
which field uniquely identifies each record in a table
·
Decide
which fields describe each object to be tracked
·
Define
Text, Number, and Currency data types
·
Review
the other available data types in Table 1-1
·
Explain
redundancy using Figure 1-3
·
Explain
how to minimize redundancy by placing redundant data in a separate table using Figure
1-4
·
Discuss
the problems with redundancy
FIGURES
and TABLES: Figures — 1-2a, 1-2b, 1-2c, 1-2d, 1-3, 1-4; Tables — 1-1
BOXES:
1.
BTW: Database Design. Have students
read the additional information on the Database Design Web page.
2.
BTW: Naming Fields. Refer students to
additional rules on reserved words. For a complete list of reserved words,
consult Access Help.
3.
BTW: Database Design Language (DBDL).
Mention that DBDL is a shorthand representation for showing the structure of a
relational database.
4.
BTW: Currency Symbols. Discuss ways
to change the currency symbols.
5.
BTW: Postal Codes. Review why postal
codes may need to be in a separate table.
TEACHER TIPS
In the JSP Recruiters database, the one table is
the Recruiter table and the many table is the Client table. Other relationships
types are one-to-one and many-to-many. A good analogy to use for explaining
relationships follows:
One-to-one: Every state has one and only one
capital city.
One-to-many: Every state has many cities.
Many-to-many: Every state has many interstate
highways and one interstate highway goes through many states.
Relationships are determined by the business
rules, that is, a statement that defines or constrains some aspect of the
business. If JSP recruiters had the business rule that multiple recruiters
could work with multiple clients, then the relationships between clients and
recruiters would be many-to-many.
CLASSROOM
ACTIVITIES
1. Quick Quiz:
1) What are three data
types? (Answer: Any three of the following: text, number, date/time, currency,
memo, autonumber, yes/no, OLE object, hyperlink, and attachment)
2) What is the maximum
length of field and table names? (Answer: 64 characters)
3) What is the maximum field
width for a text field? (Answer: 260 characters)
2.
Critical Thinking: Divide the class into
small groups. Have each group make a list of all the different places on campus
that might have records about one of them. In the small group, discuss: What
happens if this student moves to a new address? How many of these records have
to be changed? What if one or more of them is not updated? Is this a problem?
How might this problem be solved on your campus?
AC 9: Plan Ahead (Critical
Thinking); Determining Relationships Among the Tables
·
Determine
relationship among tables
·
Discuss
one-to-many relationship
·
Discuss
the general guidelines: identify the “one” table, identify the “many” table,
and include the primary key from the “one” table as a field in the “many” table
LECTURE
NOTES
·
For
figures that match those in the book, change screen resolution to 1024 x 768
·
Start
Windows Vista and click Microsoft Office Access 2007
·
Use
Figures 1-5 and 1-6 to review the steps to start Access
FIGURES
and TABLES: Figures — 1-5, 1-6
TEACHER TIPS
Review any special log on procedures for your
location at this time.
BOXES:
1.
Other Ways: Encourage your students to explore other ways of starting Access.
CLASSROOM
ACTIVITIES
1.
Quick Quiz:
1) What is a maximized
window? (Answer: A window that fills the entire screen)
2. Critical Thinking: In
what career paths would knowledge of Access benefit you?
LECTURE
NOTES
·
Review
the steps to create a database using a template
·
Use
Figures 1-7 through 1-14 to review the steps to create a database using the
Blank Database option
·
Introduce
the terms file and file name
TEACHER TIPS
If you are not connected to the Internet, your
opening screen may look different. Cases and Places 5 has students use a
template to create a Students database.
FIGURES
and TABLES: Figures — 1-7, 1-8, 1-9, 1-10, 1-11, 1-12, 1-13, 1-14
BOXES:
1.
BTW: Naming Files. File names can be
a maximum of 260 characters including the file extension .accdb. You can use
uppercase or lowercase letters.
2.
Other Ways: Encourage your students to explore other ways of creating a
database.
If students are going to
save their work in specific folders or on a network drive, discuss it here. If
students are using a USB, you may want to encourage them to label the drive in
case it becomes lost or left in the computer lab. Emphasize the need to back up
your work. To back up a database, click the Manage arrow on the Office Button menu
and then click Back Up Database on the submenu that displays. If you have any
specific naming conventions for files and/or folders that you want students to
use, discuss it here also.
Make sure students
understand that all the tables, reports, and forms created in this project are
stored within the database. They will not appear as separate files on their
disk. Access 2007 uses the file extension, .ACCDB. If students are going to be
using Microsoft Access 2007 at school and Access 2003 at home, they will need
to save the database in 2003 format. To do so, use the Save As command on the
Office Button menu and select the desired format. Some of the features
illustrated in this text, such as multi-valued fields cannot be done in earlier
versions of Access.
CLASSROOM ACTIVITIES
1. Assign a Project:
Have students choose one of the templates in the Template Categories pane and
use it to create a personal database that will contain information of special
interest to them. Have them enter several records into this database.
2. Quick Quiz:
1) What is a file name?
(Answer: The name assigned to a file when it is saved)
2) What is a folder?
(Answer: A specific location on a storage medium)
AC 14: Plan Ahead (Critical
Thinking): Determine Where to Create the Database
·
Review
the pros and cons of each of the storage media offered as locations for a
database
LECTURE
NOTES
·
Use
Figures 1-15 through 1-25 to discuss the Navigation Pane, Access work area,
Ribbon, Mini toolbar, shortcut menus, Quick Access Toolbar, Office Button, and
Key Tips
FIGURES
and TABLES: Figures — 1-15, 1-16a, 1-16b, 1-17, 1-18, 1-19, 1-20, 1-21a, 1-21b,
1-21c, 1-22a, 1-22b, 1-22c, 1-23, 1-24, 1-25
BOXES:
1.
BTW: Minimizing the Ribbon. Review
the techniques for minimizing the Ribbon.
TEACHER TIPS
The Access window in 2007 has a different
appearance than 2003. The Navigation Pane makes it easy to see all the objects
in a database and the tabbed windows provide an easy way to move from one open
object to another.
1. Assign a Project: If
students are familiar with other Windows applications, have them list features
shared with the Access window (e.g., shortcut menus, scroll bars, status bar).
2. Class Discussion:
Susan Kare, creator of the icons used with many software applications, claims
that “the best icons are more like traffic signs than graphic illustrations,”
providing a quick indication of the task they represent. Using Figure 1-16a,
ask students how well the graphic on each of the Ribbon gallery choices
represents the corresponding function. Which graphics are most effective (i.e.,
easiest to understand)? Which graphics are least effective? Why? Challenge
students to make their own sketches for graphics they consider ineffective.
3. Quick Quiz:
1) What is the Navigation
Pane? (Answer: A list of all the objects in the database that allows the user
to open objects)
2) What are the four
top-level tabs on the Ribbon? (Answer: Home, Create, External Data, and
Database Tools)
3) What is a gallery?
(Answer: A set of choices arranged in a grid or in a list)
4) What does live preview
allow? (Answer: To point to a gallery choice and see its effect in the database
object — without actually selecting the choice)
5) What does the Mini
toolbar contain? (Answer: Commands related to changing the appearance of text
in a database object)
6) When does a shortcut
menu appear? (Answer: When you right-click an object)
7) What does a menu
contain? (Answer: A list of commands)
8) What happens when you
press a Key Tip? (Answer: Additional Key Tips related to the selected command
may appear)
LECTURE
NOTES
·
Point
out the purpose of the ID field (default primary key)
·
Discuss
how to rename columns and change the data type using Figures 1-26 through 1-31
·
Discuss
ways of making changes to the structure in Datasheet view
·
Review
the steps to save a table using Figures 1-32 through 1-34
·
Discuss
the difference between Datasheet view and Design view
·
Using
the steps in Figures 1-35 through 1-38, explain how to delete the default
primary key and assign another field as the primary key
·
Review
the steps for adding records to a table using Figures 1-39 through 1-46
·
Discuss
making changes to the data
·
Define
the AutoCorrect feature
·
Use
Figure 1-47 to review the step to close a table
FIGURES
and TABLES: Figures — 1-26, 1-27, 1-28, 1-29, 1-30, 1-31, 1-32, 1-33, 1-34, 1-35,
1-36, 1-37, 1-38, 1-39, 1-40, 1-41, 1-42, 1-43, 1-44, 1-45, 1-46, 1-47
BOXES:
1.
BTW: Creating a Table: Table Templates.
Review the purpose of table templates.
2.
BTW: Undo and Redo. Mention that you
can undo and redo multiple actions.
3.
BTW: Cut, Copy, and Paste. Mention
that you can use the Cut, Copy, and Paste buttons just as you do in other
Office applications.
4.
BTW: AutoCorrect Options. Explain the
replacement feature of Autocorrect.
5.
Other Ways: Encourage your students to explore other ways of saving a table.
6.
Other Ways: Encourage your students to explore other ways of closing a table.
TEACHER TIPS
In
this section, students create the table in Datasheet view rather than Design
view. They only use Design view for changes, such as changing the primary key. A
problem can occur if a student accidentally enters data for a record when they
are renaming columns. (This could happen by pressing a letter or by pressing
the spacebar
after pressing the Down arrow.) Students must delete this record before they
change the primary key in Design view. There are two Questions and Answers in
this section that discuss this possibility. To check for a record, open the
table in Datasheet view and make sure the only row that appears after the
column names has (NEW) in the ID field. To delete the record, click the record
selector to select the record and then press the delete key.
You may want to mention this several times.
If
students forget to assign a primary key for a table, Access will display a
dialog box with the message: There is no primary key defined. Students should
click the Cancel button in the dialog box, click the Primary Key button to
assign a primary key to the appropriate field, and then Save the table again.
Emphasize
the importance of closing a table and database properly. Tables can become corrupted
if the application is not closed properly.
CLASSROOM
ACTIVITIES
1. Quick Quiz:
1) When does Access save a
record? (Answer: A record is saved as soon as you have entered or modified a
record and moved to the next record.)
2) What are the three types
of corrections that AutoCorrect makes? (Answer: Corrects two initial capital
letters, capitalizes the first letter in the names of the days, replaces
commonly misspelled words with their correct spelling)
LAB ACTIVITIES
1.
AutoCorrect will correct the spelling of hundreds of commonly misspelled words
automatically. Create a sample database with three columns: ID, First Word, and
Second Word. Have students open the sample database and intentionally type
commonly misspelled words to see which of the words are replaced with their
correct spelling. For example, AutoCorrect will change the misspelled word
recieve to receive when the entry is completed. Ask students to find at least
10 misspelled words that are corrected with AutoCorrect.
LECTURE
NOTES
·
Discuss
quitting Access
·
Review
the use of the Yes, No, and Cancel buttons
·
Describe
the step to quit Access
TEACHER TIPS
Remind
students to remove their USB device after they quit Access. Also, if there are
any log off procedures at your location, review them here.
AC 36: Starting
Access and Opening a Database
LECTURE
NOTES
·
Review
the steps to start Access using Figure 1-48
·
Use
Figures 1-49 through 1-51 to discuss opening a database from Access
·
Use
Figures 1-52 through 1-56 to show how to add additional records to a table
·
Review
the options in the Microsoft Office Security Options dialog box
·
Discuss
the purpose of the Navigation buttons in Table 1-2
FIGURES
and TABLES: Figures — 1-48, 1-49, 1-50, 1-51, 1-52, 1-53, 1-54, 1-55, 1-56;
Tables — 1-2
BOXES:
1.
Other Ways: Encourage your students to explore the other ways to open a
database from Access.
2.
Other Ways: Encourage your students to explore other ways of adding a new
record.
TEACHER TIPS
If you open your database and receive a compact
error message, you may not be able to view all the objects in your database.
You also may not see your tables in tabbed windows. To redisplay all the
objects in your database, click the Navigation Pane arrow to display the
Navigation Pane menu.
Make sure that Tables and Related Views is
selected. To make sure that objects appear in tabbed windows, click the
Microsoft Office button, click the Access Options button, click Current
Database, and make sure the Tabbed Documents option button is selected in the
Application Options category.
CLASSROOM
ACTIVITIES
1.
Quick Quiz:
1) When a table is open,
what are the five Navigation buttons found near the lower left of the screen
that permit you to go to the different records in your database? (Answer: First
record, Previous record, Next record, Last record, and New (blank) record)
AC 40: Previewing
and Printing the Contents of a Table
LECTURE
NOTES
·
Introduce
the terms portrait orientation and landscape orientation using Figure 1-57
·
Use
Figures 1-58 through 1-62 to illustrate the steps to preview the contents of a
table
·
Explain
how to make multiple copies of a document
·
Use
Figures 1-63 through 1-67 to review the steps to create an additional table
using the Table button on the Ribbon
·
Review
the steps to modify the primary key in Design view using Figures 1-68 through
1-73
·
Discuss
field properties
·
Discuss
the different field sizes in Table 1-3
·
Use
Figures 1-74 and 1-75 to review the steps to add records to an additional table
FIGURES
and TABLES: Figures — 1-57, 1-58, 1-59, 1-60, 1-61, 1-62, 1-63, 1-64, 1-65,
1-66, 1-67, 1-68, 1-69, 1-70, 1-71, 1-72, 1-73, 1-74, 1-75; Tables — 1-3
BOXES:
1.
Other Ways: Encourage your students to explore other ways of printing a table.
TEACHER TIPS
If there are any special printing requirements
at your institution, review them here. Students should get into the habit of
previewing documents before printing to confirm that the document will print
correctly.
CLASSROOM ACTIVITIES
1. Quick Quiz:
1) What does portrait
orientation mean? (Answer: The printout is across the width of the page)
2) What does landscape
orientation mean? (Answer: The printout is across the length (height) of the
page)
2. Critical Thinking:
Why is it important to select the proper field size for a field whose data type
is Number? What would happen if you had a field that contained only decimal
values and you assigned a field size of integer or long integer?
LAB ACTIVITIES
1. Ask students to open
a sample database that has a Number data type. Then, try field sizes for the
field and view the result.
LECTURE
NOTES
·
Discuss
the purpose of a report using Figures 1-76a through 1-76d
·
Use
Figures 1-77 through 1-86 to illustrate the steps to create a report using the
Report Wizard
·
Using
the step, discuss the importance of printing reports
·
Review
the steps to create additional reports
FIGURES
and TABLES: Figures — 1-76a, 1-76b, 1-76c, 1-76d, 1-77, 1-78, 1-79, 1-80, 1-81,
1-82, 1-83, 1-84, 1-85, 1-86
TEACHER TIPS
When
you use the Report Wizard to create a report, Access aligns columns containing
numbers to the right and columns containing text to the left. In some cases,
this will truncate column headings. In some of the exercises at the end of the
chapter, students are asked to create reports where headings may be truncated.
BOXES:
1.
BTW: Quick Reference. Point out the
location of the Quick Reference Summary and the Access 2007 Quick Reference Web
page.
CLASSROOM
ACTIVITIES
1. Critical Thinking: Figures 1-76a through 1-76d illustrate four reports for JSP Recruiters. What other types of reports might JSP require?
LAB ACTIVITIES
1. Have students
create additional reports that use the same data but a different style (bold,
casual, compact, and so on). Which style do they prefer, and why?
AC 57: Using
a Form to View Data
LECTURE
NOTES
·
Explain
the reasons for using a form
·
Define
split form
·
Using
Figures 1-87 through 1-90, illustrate how to create a split form
·
Use
Figures 1-91 and 1-92 to discuss how to use a split form
FIGURES
and TABLES: Figures — 1-87, 1-88, 1-89, 1-90, 1-91, 1-92
CLASSROOM
ACTIVITIES
1. Critical Thinking: What other types of forms might JSP require? How do forms and reports differ?
LAB
ACTIVITIES
1.
Have students create a split form, a multiple form, and a simple form for the
Recruiter table.
Which one do they prefer, and why?
AC 60: Changing
Document Properties
LECTURE
NOTES
·
Introduce
document properties (metadata)
·
Contrast
standard properties and automatically updated properties
·
Using
Figure 1-93 through 1-95, illustrate how to change database properties
FIGURES
and TABLES: Figures — 1-93, 1-94, 1-95
TEACHER TIPS
Requiring
students to change database properties is one way to check to see if students
have cheated on an assignment.
BOXES:
1.
BTW: Certification. For more
information on the MCAS program see Appendix F or visit the Access 2007
Certification Web page.
LECTURE
NOTES
·
Introduce
Access Help
·
Illustrate
the steps to search for Access Help using Figures 1-96 through 1-98
·
Review
the step to quit Access
FIGURES:
1-96, 1-97, 1-98
BOXES:
1.
Other Ways: Encourage your students to explore other ways of obtaining help.
§ Learn It Online is a
series of online student exercises that test your knowledge of chapter content
and key terms.
§ Apply Your Knowledge is
a student assignment that helps you to reinforce the skills and apply the
concepts you learned in this chapter.
§ Extend Your Knowledge is
a student assignment that challenges you to extend the skills you learned in
this chapter and to experiment with new skills. You may need to use Help to
complete the assignment.
§ Make It Right is a
student assignment that requires you to analyze a presentation and correct all
errors and/or improve the design.
§ In the Lab (Lab): In the
Lab is a series of student assignments that ask you to design and/or create a
presentation using the guidelines, concepts, and skills presented in this
chapter. The assignments are listed in order of increasing difficulty.
§ Cases and Places is a
series of student assignments where you apply your creative thinking and
problem solving skills to design and implement a solution.
·
Access
Help (AC 61)
·
Access
work area (AC 18)
·
active
tab (AC 19)
·
AutoCorrect
(AC 34)
·
automatically
updated properties (AC 60)
·
contextual
tabs (AC 20)
·
Currency
(data type) (AC 9)
·
data
type (AC 9)
·
database
(AC 2)
·
database
properties (AC 60)
·
datasheet
(AC 30)
·
Datasheet
view (AC 30)
·
Dialog
Box Launcher (AC 20)
·
Enhanced
ScreenTip (AC 20)
·
field
(AC 4)
·
file
(AC 13)
·
file
name (AC 13)
·
folder
(AC 15)
·
Form
view (AC 57)
·
gallery
(AC 20)
·
Home
tab (AC 19)
·
horizontal
scroll bar (AC 19)
·
insertion
point (AC 18)
·
Key
Tip (AC 23)
·
Key
Tip badge (AC 23)
·
keywords
(AC 60)
·
landscape
orientation (AC 41)
·
live
preview (AC 20)
·
menu
(AC 22)
·
metadata
(AC 60)
·
Microsoft
Office Access 2007 (AC 2)
·
Mini
toolbar (AC 21)
·
mouse
pointer (AC 18)
·
Navigation
buttons (AC 38)
·
Number
(data type) (AC 9)
·
object
tabs (AC 18)
·
Office
Button (AC 22)
·
one-to-many
relationship (AC 9)
·
portrait
orientation (AC 40)
·
primary
key (AC 4)
·
Quick
Access Toolbar (AC 22)
·
records
(AC 4)
·
Ribbon
(AC 19)
·
row
selector (AC 28)
·
scroll
arrow (AC 19)
·
scroll
bar (AC 19)
·
scroll
box (AC 19)
·
shortcut
menu (AC 21)
·
split
form (AC 57)
·
standard
properties (AC 60)
·
status
bar (AC 19)
·
submenu
(AC 22)
·
tab
(AC 19)
·
task
pane (AC 20)
·
Text
(data type) (AC 9)
·
unique
identifier (AC 4)
·
vertical
scroll bar (AC 19)