CAB Activity 3

Below is a list of what you need to produce for CAB Activity 3...

• Sketch of your banner
• First version of your animated banner
• Second version of your animated banner (after feedback)
• Sketch of your website (E-Newsletter) layout
• Sketch of the different sections of your website
• Events - including your Recommendations
• Charities - including your Digital Advert
• Save the Date - including your Audio Advert (from last year)
• Your completed 4 page website
• Updated Sources Table
• Completed Activity 3 Review

 

Below is an example of how the pages could look...

 

 

 

 

 

 

 

TB2L4 Be Prepared!

BA2 understand the methods and benefits of document sampling and background research as a means of gathering information

STARTER:

‘A stitch in time saves nine’

‘Measure twice, cut once’

‘Look before you leap’

 ‘Fools rush in where angels fear to tread’

What do all these sayings have in common? - They’re all about thinking before acting. 

Why? Because it saves time, money, effort and embarrassment. 

It’s plain common sense, yet, when it comes to Digital Product development, this common sense seems to disappear. All too often, projects start before thought has been put into the project’s purpose, its desired results, and how its success will ultimately be measured.

“If we knew what it was we were doing, it would not be called research, would it!”

Albert Einstein 

Use documents from O:\ICT\GCSE ICT Unit 3\TB2

 

TASK 1:

 

Open TB2L4R3 and complete the User Groups you decided upon for the Hamble Sports College Website. List all of the jobs that the website will need to do and then mark what User Group will use that feature.

 

TASK 2:

 

Research existing Digital Products that are similar to the Hamble Sports College Website and using TB2L4R4, list all the features that you may want to include/exclude from a redesign of the HCSC site.

 

EXT:

Use TB2L4R2 to make notes on Document Sampling and Background Research as you have before

PLENARY:

Begin to think about presenting all the work you have completed so far from this teaching block, ready for marking!

 

NG CiDA - The final push!

BA2 realise your chillout room design in three dimensions...

STARTER:

I will be coming round to you individually throughout the lesson to double check that you have completed your Screensaver review and printed - this is still a PRIORITY!

TASK:

Develop a three dimensional model, using Google Sketchup, of your Chillout room. You should create both of:

• PRIORITY
• The internal layout of the room as you planned it on your floor plan
• Try to add your wallapaper if you can...
• EXTENSION
The external surroundings of your chillout building
• Be as creative as you can be!

Once these are completed, you will again need to screenshot both and review. This is the end of this scheme of work!!

Use this website to download suitable models for your room! http://www.sketchup4architect.com/

On the site: Download > 3D Components. Select model and save to your area.

From Sketchup go to File > Import and bring in your model!

Examples of what you can download from http://www.sketchup4architect.com/

 

 

 

 

SB1 Using a Database

BA2 explain the purpose and target audience for an example database and differentiate between data and information

STARTER:

What type of website is the iTunes Store...? Discuss with your partner

• How is it used?
• What is it used for?
• How is it different to a 'normal' website?

18061954

What does this number mean?

KEY TERMS: Is this number currently DATA or INFORMATION? What would help it change into one or the other...?

TASK 1:

 

‘Flesh out’ this scenario. Who are their customers? What sort of clothes do their customers like? Why do their customers need/want a personal shopper?

 

Decide on an audience profile and fill in the Audience Profile Form.doc (O:\ICT\GCSE ICT Year 10 2013\SB1 FEN\Lesson 1 Using a database).

 

Save this profile in your user area. (Create a new folder called SB1 for this block of work).

TASK 2: Adding

 

Copy & Paste the Database "fashion_V2000" to your own area!

 

Have a go at adding at least 3 new clothes items and 2 new suppliers.

 

Does this work first time? If not, why not? What did you do about it?

Screenshot the records you have added and paste them into a new document, explaining how you went about doing this and also answering the questions above if appropriate.

Save this as Database Theory

TASK 3: Searching

The following people have approached your online personal shopper Clothes4U business and have requested that you find them clothing items:

• Mrs Brown wants an evening dress. Her budget is £500, but she hope to get away with spending less.
• Jon wants to spend his birthday money (£100) on an item of sports gear. 
• Anja needs a list of the email addresses and phone numbers of companies that stock T-shirts.

Add these 6 screenshots to your ongoing document

 

MAKE SURE YOU HAVE ALL 3 SAVED!

KEY TERMS:

• Flat File Database and Relational Database - what do they mean?
• Validation - how does it work? what does it do?

TASK 4: Reporting

Create 3 reports that present the results of your queries in a more formal way. Consider:

• Lost data/headings
• Layout - Portrait or Landscape?
• Suitable Title for each - "Report to show..."
• Try to get your reports to fit to one page (width ways at least)

TASK 5: Customising

Find a suitable image from the internet and add this to the header of your Report(s).

When the reports are suitbale to print, print all three.

Complete any outstanding screenshots/annotations in your ongoing document and print this too.

EXT:

Explain in detail how different search criteria works:

• =100
• < or > 100
• <= or => 100
• Between 50 And 100
• Like "*T-Shirt*"

Also explain the significance of searching across a Relational Database

You should have:

1. Audience Profile Form
2. Screenshots (including Adding Data, Errors, Queries) plus annotation
3. Three completed reports
4. Search criteria definitions
5. Homework

HWK:

ShowMyHomework.co.uk - Uses of a Database

 

 

 

2.1.2 Input/Output & Storage

BA2 identify a range of Input and Output devices and analyse their use, especially for people with different needs

STARTER:

What is an Input device? How many can you name? Are there any that 'blur the lines'...?

TASK:

Using software of your choice, make a list of different Input devices making sure you analyse how each one works. Try to get 5.

Once done, do the same for Output devices. Again, try to get 5.

Consider specialist Input devices for people with special or particular needs

Consider specialist Output devices for people with special or particular needs

TASK 2:

Research and provide evidence of Secondary Storage:

• Magnetic Hard Disks
• Optical Disks
• Flash Memory

PLENARY:

Try to explain and list any devices you can think of that are both and Input and an Output device

TB2L3 Big Brother

 

ON ENTRY: Think about when you have ever been observed - what did this mean to you?

TARGET: At the end of this lesson you will be able to:

• Value the methods and benefits of User observation as a means of gathering information  
• Appreciate the methods and benefits of Profiling as a means of gathering information

 

STARTER: Why would the aliens need to observe us before invading??

• Who was being observed?
• Who was doing the observing?
• Did mankind know they were being observed?
• Where did they make their observation from?
• Why were the aliens observing mankind?

TASK:

Use Observations & Profiling in O:\ICT\GCSE ICT Unit 3\TB2 to independently take notes on this lesson's key terms (this will inform your homework for next lesson):

• User Observations
• Profiling

USER OBSERVATIONS:

In pairs, make as many observations about your partner as possible. Using different colours, highlight between Observations and Assumptions (guesses).

You have 5 minutes (2 1/2 minutes each) to complete the Summary section of Observations & Profiling

Observe me... You have 20 seconds to make some Observations and/or Assumptions about me - how did you draw your conclusions?

Using this knowledge consider the Benefits, Method and Reporting of User Observations and complete them on Observations & Profiling - do not be afraid to discuss your answers!!

PROFILING:

Where might you have heard of the term 'Profiling' or 'Profile' before?


Example of Use of Digital Products by Users and Stakeholders

Analyse or 'create User Profiles' for different users of the College website - is it just Students?!


www.hamblecollege.co.uk

EXT 1:

Think about the meaning of 'Stakeholders'. List them in the same way you have just done.

EXT 2:

Choose 1 of your Users you have just suggested. Try to outline the characteristics of the people in that user group.

The example is there to help you, have a go on your own....

OUTCOMES: By the end of the lesson...

• All of you will have an understanding of the usefulness of User Observations and Profiling
• Most of you will be able to compare User Groups to Stakeholders
• Some of you will be able to analyse a users Characteristics

PLENARY:

Define for me your understanding of the terms User Observations, Profiling, Stakeholders and Characteristics

Post your answers as a comment on THIS post. Remember to select Name/URL as your profile and only include your FIRST name on your post

EXT: Consider other's views and comment on their posts...



Year 10 - End of Teaching Block 1

BA2 organise your Teaching Block 1 work and justify the conclusions you have come to

TASKS:

1. Use the Progress Tracker to identify what work (if any) you are missing and print if necessary - this includes homework
2. Put this work in order as per the Progress Tracker OR the top sheet of your folder
   
   SHOW ME!!
3. Once all the work is tagged together, use the Green Pens to self evaluate your work
• mini review what you have done
• complete missing sections
• correct spelling/grammar/bits that don't make sense
4. Using your completed project as a guide, write a review of your work
• highlight what you feel you now know, that you didn't before
• what advise you would give to particular audiences when thinking about purchasing a phone
• where your thinking might take you in the future when thinking about mobile technology...

You have 2 hours to complete EVERYTHING!

 

EXT:

 

If you believe you have finished everything, complete an animation (in software of your choice (or online)) summarising what you have learnt in this unit...

Visualise It! Screensaver

BA2 understand the tools of animation to prepare for the next SPB Activity

STARTER:

The chillout zone will include a large flat panel screen. When not in use it will display a screensaver.

Discuss what might be shown on it...

TASK:

Log on and access DrawPlus X6

Make sure you begin a new KEYFRAME ANIMATION

Follow the tutorials, and begin making an appropriate animation of your choice.

HINT: Animation of this style will be a BIG factor of your upcoming screensaver....

TASK:

• Create a character in a brand new animation
• Construct a story that should last about a minute
• Use advanced techniques that are suggested in the tutorial video (paths, envelopes etc)
• EXT: Make sure you have at least one close up of your character...

TODAY'S CHALLENGE! - BY THE END OF THE LESSON!

The chillout zone will include a large flat panel screen. When not in use it will display a screensaver.

Create the screensaver. It must:

• work on a screen at least 100 mm wide
• consist of a sequence of photos you have edited yourself
• loop continuously
• reflect the theme of the chillout zone.

Construct the Screensaver in the way that you have learnt, REMEMBER to set the right width first!!

By the end of this lesson:

• A completed ANIMATED screensaver
• A screenshot and written review of what you set out to do, why, and how you achieved it. Also, did anything not quite work? How did you overcome these problems?

EXT:

Going on to the work for next week, begin to use Google Sketchup as a means of laying out your Chillout room. REMEMBER it is more useful to see the inside rather than the outside!!

HWK: Complete all the work we have produced so far ready for the Christmas markign deadline! (ShowMyHomeowrk.co.uk)

2.1.2 Binary Logic

BA2 breakdown Binary Code by applying Logic Gates


In a nutshell...

The computer uses electronic circuits to store one of two values using a switch - the switch is either on (1) or off (0)

Please open "Binary Logic" from O:\ICT\GCSE Computing and be prepared to answer the questions!

 

 

TASKS FOR TODAY:

• Truth Tables

 

 

Please open "2.1.2 Binary Logic - Test your knowledge" from O:\ICT\GCSE Computing

• Draw a Truth Table for each of the following Boolean expressions:
• NOT(A OR B)
• NOT(A) OR NOT(B)
• A AND NOT(B)
• A AND NOT(B OR C) 
• Draw the logic circuits for each of the expressions above
• Draw the truth tables for A AND (B OR C) and for  (A AND B) OR (A AND C)
• Calculate 3x(5+^) and 3x5 + 3x6
• What do you notice?
• Complete the Binary Logic activity sheet from the past 3 lessons

EXT:

1. Draw a Logic Circuit for A OR (B AND C) OR D
2. How many rows must the truth table have?
3. Complete the truth table
4. De Morgan's law says NOT(B OR C) is the same as NOT(B) AND NOT(C). Show this is true by completing the truth tables
5. The NAND gate is an important type of gate and is used to create a circuit called a flip-flop. Investigate what is a flip-flop, what does it do and why is it important?

 

 

 



TB2L2 Question Time

BA2 develop interview questions as a means to gather information

STARTER:

User Centred Design is an approach that supports the entire development process with user-centred activities, in order to create Digital Products which are easy to use and are of added value to the intended users.

“If we knew what it was we were doing, it would not be called research, would it!”

Albert Einstein (German born American Physicist (1879-1955))

MAIN TASK:

 

Complete TB2 L2 R2 from O:\ICT\GCSE ICT Unit 3\TB2 listing a Summary, Benefits, Method and Reporting of:

• Interview
• Forums
• Questionnaires

You may work in pairs but complete your own document

TASK 1: INTERVIEW

In pairs, come up with 10 interview questions covering all things you need to know to help you develop the design for your Digital Product.

Post these as a comment on THIS post. Remember to select Name/URL as your profile and only include your FIRST names on your posts


TASK 2: FORUM

Online? Meeting Room? Face2Face?

TASK 3: QUESTIONNAIRES

Complete this survey: https://www.surveymonkey.com/s/9V7Q68K

How can I analyse this?

PLENARY:

Complete TB2 L2 R2 with all of your research

HWK:

ShowMyHomework.co.uk

Create your own Survey using http://www.surveymonkey.com/ invite others to complete this Survey and be prepared to analyse your data next lesson.....

 

Practise for Activity 3!

BA2 understand the tools of animation to prepare for the next CA Activity

STARTER:

Textbooks - there importance to you!

• Keeping them safe/in good condition.
• Returning them and Prom/Signing off...

If you have time owing you should finish off Activity 2 as an after school activity. You should ALL come to ICT after school in the near future to polish up your Controlled Assessment.

TASK:

Log on with your NORMAL account and access DrawPlus X6

Make sure you begin a new KEYFRAME ANIMATION

Follow the tutorials, and begin making an appropriate animation of your choice.

HINT: Animation of this style will be a BIG factor of CA Activity 3 beginning next week....


PLENARY:

After school working Tuesday, Wednesday, Thursday.

Reaction after first marking...

Letters sent home.....

HWK:

Task 3 is due in today! Merits for those who have completed....

2.1.2 Memory

BA2 distinguish between different forms of memory and identify when the use of each is appropriate

STARTER:

You should be able to idwentify how the CPU uses memory by now...

Use the link below to test your own memory. Consider how a computer would order and then recall a process like this.

Memory Test

TASK:

Using a method of your choice, you need to explain and give examples of the following points:

• RAM (Random Access Memory)
• Cache Memory
• ROM (Read Only Memory)
• Virtual Memory
• Flash Memory

EXT:

Within the same document you have created, explain the following:

1. Describe the difference between RAM and ROM
2. How does installing more RAM affect the use of virtual memory and how does this affect the performance of the computer?
3. Investigate the sizes of flash memory drives available and their cost per GB of capacity
4. Investigate new developments in memory technology and describe their benefits over existing RAM technologies
5. Find out how much memory a typical computer had between 1970 and now and plot this on a graph. Write some comments on the results. Define 'Moore's Law'.

Year 9 - Print and Check

BA2 collect and assess your own work ready for marking!

You need to have ALL of the following printed, in order and in your folders by the end of this lesson ready for assessment

• Proposal (Word document)
• Printed Completed Floor Plan (2D Design)
• Printed Completed Wall Elevation (2D Design)
• Printed Cartoon Character (InkScape) 
• Printed Completed Tiling Wallpaper (InkScape)

PLEASE SEE ME BEFORE PRINTING FROM 2D DESIGN!

EXT:

Use the green pens to self evaluate your own work before it is marked by me!

If this is completed an I have checked it, continue with your Wallpaper design.

2.1.2 Computing Hardware - Test your knowledge

BA2 appreciate the importance of Hardware by assessing your base understanding

You have 1 hour to complete this task.

Consider this as an 'open book' test, meaning you can research answers from the Internet if needs be.

Use this document for your answers: 2.1.2 Computing Hardware - Test your knowledge found in O:\ICT\GCSE Computing

COPY + PASTE is pointess - I would rather you got a low mark at this stage with your own knowledge than copy and pasting answers you don't understand!

1. Describe the purpose of the CPU [3 marks]
2. What is meant by 2.2 GHz? [2 marks]
3. What is a Dual-Core processor? [2 marks]
4. Describe how cache memory is used by the CPU [3 marks]
5. What are the key factors that govern the performance of the CPU in a computer? [3 marks]
6. Annotate and explain the functions of all aspects of the below photo of a motherboard

Motherboard

Print this test when complete

2.1.1 Fundamentals of Computer Systems - Test your knowledge

BA2 appreciate the importance of Computer Systems by assessing your base understanding

You have 1 hour to complete this task.

Consider this as an 'open book' test, meaning you can research answers from the Internet if needs be.

Use this document for your answers: 2.1.1 Fundamentals of Computer Systems - Test your knowledge found in O:\ICT\GCSE Computing

COPY + PASTE is pointess - I would rather you got a low mark at this stage with your own knowledge than copy and pasting answers you don't understand!

 

1. Define a System [3 marks]
2. Explain the diffference between proprietary standards and open standards [2 marks]
3. Explain how de facto standards have helped the development of easy to use computer systems [3 marks]
4. Define the term 'embedded system' [2 marks]
5. Explain what the kernel of an operating system is [3 marks]
6. State two reasons why new IT systems can fail to deliver what was intended [2 marks]

Print this test when completed

TB2L1 Getting the go ahead!

BA2 understand the purpose and content of a product brief

STARTER:

Appreciate where TB2 lays in the scheme of the course: Teaching Blocks > Skills Building > Controlled Assessment

Create a short document detailing the definitions of a BRIEF and a PROPOSAL and how they work together

TASK:

1. Audience & Purpose
2. Outline of how it will work
3. Outline of user interface
4. Testing

In your groups, mindmap your section of a Proposal, think about the following points:

• How this will inform design decisions 
• What activities need to be carried out 
• What resources will be needed
• How long they think it will take 
• Identify what else they need to know
• How will they gather the information

TASK 2:

Digital Product: iPad app for the hard of hearing

In your new groups, consider the detail and reason of what kind of information is required, where that information would be acquired from and how it would be acquired. To do this, open up TB2 L1R2 A- D from O:\ICT\GCSE ICT Unit 3\TB2 and complete your section for your new group.

When complete, you will need to print your document once for everyone in your group - everyone should end up with all four sections.

Clip together and place in folders.

HWK:

Showmyhomework - Drafting a Proposal

 

Examples of Proposal MindMaps!

Paper IT! Pattern Design

BA2 demonstrate skills in Inkscape by creating a repeating pattern

 

What to do:

 

Design an original pattern for your wallpaper. It must:

• be created using only digital tools
• be an accurate scaled design
• work on standard wallpaper width (530 mm)
• work as a repeat pattern both horizontally and vertically (you can do this on-screen or by printing it)
• reflect the theme of the zone

TASK/EVIDENCE:

 

Create an image showing that the design works both horizontally and vertically. It must use four repeats of your pattern design (2 x 2).

 

Set a new Inkscape file up as follows: (YOU MUST SET TO 530MM WIDE)

 

File > Document Properties (Shift + Ctrl + D)

 

You may also want to set a GRID and SNAP TO to help you design your pattern and uses the ruler guides to line everything up!

 

 

Examples of Tiling Wallpaper

Here is a tutorial on how to do it professionally in Inkscape to really push yourself!

EXT:

To perform above and beyond, make sure that you create a pattern that uses images that you have created (as the examples above).

BY THE END OF THIS LESSON (PLUS HOMEWORK IF NEEDED):

• Completed Tiling Wallpaper design (InkScape)
• Printed out 4 times and cut to size
• Photograph of 4 sheets in Word/PowerPoint and explanation of what you have done
• Finished Wallaper applied to Wall Elevation (bring both images into PhotoPlus)
• Annotated final image of wallpapered wall
• Everything printed and in folder!

PHOTOS FOUND IN: O:\ICT\NG CiDA\9b1 Photos

Paper IT! Task

BA2 demonstrate skills in Inkscape by creating a repeating pattern

Today you have a choice of task:

Either:

Complete your Inkscape animal design(s)

 

 

OR

 

Begin to make your repeating patter using the guide to setup found here

 

 

OR

 

 

Draw a version of your chillout room using Google Sketchup - remember to think about what you said it would look like in your proposal!





PRINT any evidence you produce today and add this to your folder

 

Paper It! Getting to know Inkscape

BA2 identify key components of Inkscape by completing some of the available tutorials and the producing an original piece of artwork

STARTER:

Locate the program: INKSCAPE from the Start menu

TASK:

Following the link Basic Tutorials work through the taks as best you can to understand the shortcuts and techniques required when using this program

Once you have an understanding, work through some of the available tutorials in Inkscape > Help > Tutorials

Produce an original piece of artwork using all of the skills you have developed this lesson

Make sure you use:

• Shapes
• Rotation
• Grouping
• Fill & Stroke
• Duplication
• Layers

EXT:

Introduce more advanced techniques to your artwork... Gradient fills, for example...?

PLENARY:

Where have you seen graphcs of this nature before?

HOMEWORK:

Bitmap v Vector graphics on ShowMyHomework - due in 21/10/13

TASK 2:

Create a cartoon character of your own choice in the same style as mine below

Frog!

The only rule is that you MUST use the circle tool as much a spossible and then learn how to 'squish' it to create different shapes...

Draw a Circle



Select the Edit Paths tool

Select the Convert Selected Objects to Path tool

Begin manipulating the points by moving the 'handles'

EXT:

Design a scene including more characters and backgrounds. Think about the size of your canvas and whetehr or not you need to make everything in 'the same' file

TB1L7 How good is IT?

BA2 identify key criteria involved in evaluating a Digital Product by applying a suitable evaluation tool

The problem is that the perception of how ‘good’ or ‘bad’ a Digital Product may be is skewed by our personal background, who we think it is for etc.

 

What is needed is an objective tool for measurement and analysis that helps you provide fact-based recommendations.

METHOD:

• Remove your personal preferences 
• Provide a common understanding of a Digital Product 
• Ground rules for comparisons of Digital Products 
• Provide a fact-based, visual representation of the strengths and weaknesses of a Digital Product

TASK: Hot Potato!

1. Think back over what we have considered in the last few weeks and write down one thing you can think of that would be good to measure
2. Pass your paper on to somebody else, read what is on the paper, add your point. Points cannot be repeated
3. Repeat the exercise, each time reading the statements that are written and adding your own

On your own sheet, group all you points into the following four groups:

1. Usability
2. Functionality
3. Accessibility
4. Content

In your teams, develop at least 4 statements from the points generated on your papers that can be used to measure a Digital Product (one for each point above)

1. Choose a familiar Digital Product
2. Mark the Digital Product against the criteria on a scale of 1 - 25
• The total points score is 100
3. Create a Spider chart to visually represent the analysis 
• Consider using Spreadsheet software, lay the data out in a table and create a chart
4. Consider which areas would benefit from improvement and what would you recommend



Example Spider Diagram

EXT:

 

Repeat agin (within the same spreadsheet) for a different product

 

PLENARY:

 

Follow the 'How to print a Spreasheet acurately' guide and print your work

 

Save into your Unit 3 foler as Product Analysis

 

HWK:

 

ShowMyHomework - Target Audience/Accessability

 

TB1L6 Do IT with Style

BA2 describe the impact of functionality, usability and accessibility in the design of Digital Products

STARTER:

Circle Map:

Using the guide below and the template provided, write about what we have covered in this unit so far...

• In the small circle write "What I have learnt this unit"
• In the larger circle write about what you have learnt in this unit
• In the rectangle, tell me how you have learnt this new information

Circle Map

 

"Moving from being a ‘savvy’ user and utilising that knowledge to designing a Digital Product…in other words becoming a ‘savvy designer’ you will start to come across various topics and terminology that might not mean a great deal to you right at this moment, but give it time and you will be speaking with a whole new vocabulary"

TASK:

Pushing the Senses

• Usability refers to the quality of the Digital Product and the process of designing the Digital Product
• Functionality is any aspect of what a Digital Product can do for a user
• Accessibility is the word used to describe whether a product can be used by people of all abilities and disabilities

The Law & Standards

If a Digital Product such as a website or an application is unusable by people with disabilities you are discriminating against them. In the UK this is actual law.

• W3C Web Accessibility Initiative
• Disability Discrimination Act

In groups of 5, open up the Guidelines Grid from O:\ICT\GCSE ICT Unit 3 and TB1 L6 R4

Split the following list up so that you are all completing 1 disability each within your group:

1. For People who can’t see very well
2. For People who are blind
3. For People who can’t hear very well
4. For People who find traditional input devices (mouse, keyboard) hard to use
5. For People with reading/writing language difficulties

Each group must then find an example of a Digital Product, such as a website, to demonstrate compliance to some of their guidelines

Each group to present back to the class on their Guidelines

 

There are 14 guidelines developed by W3C that developers follow when designing to make sure their product is accessable (not all points will be covered for all products)

 

Priority 1 - A Digital Product content developer must satisfy this checkpoint

Priority 2 - A Digital Product content developer should satisfy this checkpoint

Priority 3 - A Digital Product content developer may address this checkpoint

 

 

W3C Guideline Scale

"A" - all Priority 1 checkpoints are satisfied
"Double-A" - all Priority 1 and 2 checkpoints are satisfied
"Triple-A" - all Priority 1, 2, and 3 checkpoints are satisfied

 

 

TASK 2/PLENARY:

 

Try to find a website that is using the W3C logos somewhere on it's page...

 

Update your Circle Map to include what we have done this lesson!

 

TB1L5 What does IT do?

BA2 identify key design features of Digital Products

STARTER:

Design Principles

Consider the rules needed when building a house...

TASK:

What design features should be investigated when thinking about Digital Products?

• Brainstorm Ideas
• How much help I need
• Layout
• Size
• Different Media
• Purpose
• Links
• Colours
• Accessability
• Advertising
• Membership

Complete the document O:\ICT\GCSE ICT Unit 3\TB1 L5 R2 using the list above to review a Digital Product from the list found here: O:\ICT\GCSE ICT Unit 3\TB1 L5 R3

EXT:

Complete a second Product, this time of your choice

 

The 8 Golden Rules of Design

Strive for consistency
Enable frequent users to use shortcuts
Offer informative feedback
Design dialog to yield closure
Offer simple error handling
Permit easy reversal of actions

Support internal locus of control
Reduce short-term memory load

These principles are obviously not the only ones, but they do help designers make decisions during a design process. 

The core of these principles is ‘always keep users in mind’.

PLENARY:

Develope your own principles to use as guidelines for developing a Digital Product, remember our list from before.

Post a new comment to this post, remember to use Name/Website and only use your first name

 

EXT:

 

Complete O:\ICT\GCSE ICT Unit 3\TB1 L5 HW1 to complete TB1 L5 HW2

• Choose three personas form the examples provided on TB1 L5 HW1
• Decide on a Digital Product to investigate and review for each one.
• On TB1 L5 HW2 identify the name of the persona and the name of the Digital Product
• Using the design principles we have reviewed last lesson, identify strengths and weaknesses in each Digital Product and explain how this links to the target audience - benefits the target audience/hinders the target audience

 



2.1.2 Computing Hardware

BA2 distinguish between different Computer Hardware by defining a range of examples

STARTER:

Create a new folder inside your GCSE COMPUTING folder called 2.1.2 Computing Hardware - this is the start of a new topic...

TASK:

Create a guide to the following components of a computer. You should choose YOU as your own Target Audience. These can be made in any way that you like!

• The Central Processing Unit
• Binary Logic
• Memory
• Input/Output devices
• Secondary Storage

 

It is your job to make sure that you can remember these terms and their association with Computing Hardware, so illustrate these terms in any way you deem necessary...

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BA2 outline the basics of a CPU and it's purpose using the LittleMan Computer Simulator

STARTER:

 

Fetch/Decode/Execute

TASK:

Use the Fetch Decode Execute model found here: O:\ICT\GCSE Computing to build your individual understanding of the CPU's function

The aim is to visually show the interaction between the different parts of the CPU and the movement along buses.

 

KEYWORDS: Fetch, Decode, Execute, CPU, Buses (Teach ICT)

The Little Man Computer (LMC) was created by Dr. Stuart Madnick. The LMC models a simple von Neumann architecture computer, so it has all of the basic features of a modern computer. The LMC can be programmed in machine or assembly code, and the following simulator will allow you to run your programs.

DEFINITIONS:

Machine code or machine language is a set of instructions executed directly by a computer's central processing unit (CPU). Each instruction performs a very specific task, such as a load, a jump, or an ALU operation on a unit of data in a CPU register or memory. Every program directly executed by a CPU is made up of a series of such instructions.

 

An assembly language is a low-level programming language for a computer, or other programmable device, in which there is a very strong (generally one-to-one) correspondence between the language and the architecture's machine code instructions.

Use the Little Man Computer Simulator and work through the set tasks 1-6.

EXT:

In pairs or small groups, work as part of a team to produce your own useful program in this simulator. Use the resources above. You may want to sketch out before you begin!!

EVIDENCE:

Once you have devised your simple program, evidence it approporately, explaining:

• What it should do
• What it does do
• How you could go about fixing it

Include screenshots and a definition of what the CPU does

TB1L4 Feeling Good

BA2 describe what is meant by 'User Experience' by sampling Multi Sensory Digital Products

STARTER:

Recap the meanings of 'Target Audience' and 'User Centred Design' from last lesson

Discuss these with your partner and prepare to feedback.

 

Whilst watching, consider multi sensory digital products and your experience of them

 

TASK 1:

 

Save the following file into your Unit 3 area: O:\ICT\GCSE ICT Unit 3\TB1 L4 R2 Sensory Products 

 

Complete this document in pairs, but make sure you complete your own copy.

Consider the combination of senses (audio, visual, tactile) being used with each Digital Product you list and how the combination of various elements effect the experience of using the Digital Product…User Experience...

TASK 2:

"User experience is about how a person feels about using a Digital Product. It’s not uncommon to confuse ‘user experience’ with ‘user interface’ i.e. how you access the Digital Product, but the ‘user interface’ is just one piece of the puzzle...."

User Honeycomb - What's important?

Measurable Outcomes

Begin thinking about your Homework... Developing a Persona

What is a Persona?

HWK:

Showmyhomework.com - Create 2 Personas based upon 2 of your 5 chosen Multi Sensory Digital Devices

NG CIDA - Draw It! 2

BA2 describe the concept of scale drawing by accurately designing your floor plan and wall elevation

STARTER:

Follow the steps below to setup up 2D Design correctly

1. From the Start menu, click on All Programs > TechSoft Design Tools and open 2D Design 
2. Click on Setup > Drawing > Layout and select A4 as your paper size. Click Ok.
   
   

   

   Fig 1

   

   Fig 2

3. Click on Setup > Drawing > Scale and write 25mm in the World (actual) box. Click Ok.

   

   Fig 3

4. Double click on the Dim Lines tool
   
   

   

   Fig 4

5. Change Units to Manual. Click the Units button.
   

   

   Fig 5

6. In the Units menu, select Metres and tick Display Units. Click Ok.
   
   

   

   Fig 6



7. You may also want to turn on Grid Lock to help your measurements
      

   

   Fig 7

    
8. You need to make sure you have completed these steps BEFORE you begin!

TASK:

Have a look at the basic floor plan design below.



Floor Plan Example

 

This is at the top end of what you are expected to create.

Design your floor plan to show everything you said in your Proposal, remember you need 1 door and 1 window at the least .

Tip: Where possible, use the Rectangle tool to draw with, not the line tool.

Use the Dim Lines tool to add measurements

Save this in your Evidence folder as Floor Plan


EXT:

In a brand new file, using the same setup, complete a design for your rooms wall.

PLENARY:

You have been working at a 1:25 scale, what does this mean?

TO COMPLETE:

Simple floor plan and elevation

By the end of this lesson you wil have completed:

• Scale drawing of your floor plan
• Scale drawing of your elevation
• Screenshots and annotations in PowerPoint/Word about what you have done (how & why)

YOU HAVE 60 MINUTES!