DA201 CiDA Web Exam Help

Exam Advice

How to Guide

How to Videos


 


EdExcel Documentation

Click here to read the DA201 Unit Specification 

Website Evaluation

Inserting Videos And Movies In Dreamweaver CS5

Learn how to insert movie and video files in Dreamweaver

Inserting movies in Dreamweaver is similar to the process of adding sound files to your webpages by using the plugin from the media option.

Step 1 : In Dreamweaver select from menu:

Insert > Media > Plugin

Step 2 : With your html document open (save it first), place your cursor in the location of wehere you wish to place your video and select'Insert > Media > Plugin.





Step 3 : In the 'Select File' dialog box that appears browse to the location of your movie file and click o'kay. Your movies can either be Shockwave, a file named that ends in .swf or a Quicktime movie that ends in .mov

The general format of video files are .mpg and .avi.

Your page will now display a plugin icon like the one shown below.





Step 5 : In the 'Properties' panel click on the 'Parameters' button.





Step 6 : In the 'Parameters' dialog box click on the '+' sign to add a parameter.






The main parameter should be:

Autoplay - When you have this added it tells the browser to either to play the video immediately after the page has loaded or wait until the user requests to play it. Set the Value for Autoplay at 'FALSE' if you do not want to play the video immediately. If you want the video to play immediately on load, type 'TRUE'.

Once you have added your parameters click 'OK'.

Be sure to upload all your video files to your remote server and preview it in a browser.

Creating Pop Art Using Adobe Photoshop CS5

1. Download one of the celebrity photos
2. Watch the video tutorial 
3. Turn your celebrity image into a piece of pop art using Photoshop

How To Restore Old Photos - Photoshop CS5

1. Watch the video
2. Download the images below
3. Use the techniques shown in the video to repair the images

Ice Cream Scoop (Sample Space)

Probability

Probability is the mathematics of chance and luck. It has multiple real-world applications from engineering to medicine and beyond. Calculate and understand probabilities in a variety of situations.

Revision Video

Click Here for Revision topics on Probability

Mode, median, mean, range

Mode, median, mean, range - Read

Print

Introduction

Mode, median and mean are three different types of average. The range is the difference between the biggest and the smallest number.

This section includes:

• Mode, median and mean
• Median
• Mean
• Range

http://www.bbc.co.uk/bitesize/ks2/maths/data/mode_median_mean_range/read/1/

Day after tomorrow DDD YR 8

OUTBREAK

Activity 1

Lab 01 – Infection detection

Option 1, 2 or 3 – varying levels of difficulty. 1 is the easiest, 3 is the hardest. You can either get students to work through them 1, 2 and 3 or start at 3.

Using a coordinate grid, students are to place a ‘scout’ on the grid. Along the bottom, students will be given a clue with how far away they are from the infected. Markers are to then be placed to help identify possible areas for the infected to be. Place another scout, remove markers that would no longer work and then repeat with the final scout. Students will hopefully be able to find the coordinate of the infected person and go on to find the other three infected people.

Activity 2

Lab 02 – Super antidote

Option 1, 2 or 3 – varying levels of difficulty. 1 is the easiest, 3 is the hardest. You can either get students to work through them 1, 2 and 3 or start at 3.

Using the four clues, students are to identify how much they need of each ingredient for each of the infected. Repeat to cure the other two patients.

Activity 3

Lab 03 – Strategic planning

Option 1, 2 or 3 – varying levels of difficulty. 1 is the easiest, 3 is the hardest. They will only have time to do one option here so start the on the correct level, depending on how well they have been doing so far.

They will need to download a spreadsheet each time. Examples are given with each download. They must read the instructions on the first tab, then they fill it all in in the second tab, the third tab is the example spreadsheet.

Plenty of good discussions to be had about who to give the higher antidote to from SLT to the cleaners for example.

Expectations

SQL Live

Have a go at writing SQL Live here

Year 7 KODU Lesson 1

Kodu Introduction Video
Kodu Quick Guide - Creating a World
Kodu Quick Guide - Adding Objects
Kodu Quick Guide - Programming Objects
Kodu Quick Guide - Adding Game Play 

1. Look at videos and guides above
2. open kodu from ICT & Business (It might try to update say no and try again?)
3. Use this lesson to get an understanding 

Changing Worlds Web Links

DA204SPB Changing Worlds

Candidate Name: Mr M Knight Candidate Number: XXXX

Centre Name: Wildern School Centre Number: 58243

Game Overview

Click here for game overview

Assets Table

Click here for assets table

Moodboard

Click here for my moodboard

Design It

Click here for my rules logs

Click here for my storyboard

Click here for navigation diagram

Build It - Development

Click here to see my final game

Build It - Instructions

Click here to see my instructions manual

Promote It

Click here to see my promotional product

Review It

Click here to see my review

A really useful Computer Science Link

https://bournetocode.com/projects/GCSE_Computing_Fundamentals/

AQA Computer Science Exam Top Tips Revision

Computer Science Last 6 Lessons

Computer Science Controlled Assessment - Scoring Marks

Even if your code or evidence document is incomplete, it is still possible to score marks in each section of the controlled assessment.

Use the checklist below to see if your evidence document is making the most of the marks available.

Try and have at least one piece of evidence for each section below.

1. Design of Solution (9 Marks)
1. What the Problem Involves
2. Overview of the Problem
3. Flowcharts

2. Solution Development (9 Marks)
1. User Needs
2. Code Screenshots
3. Code Listing

3. Programming Techniques (36 Marks)
1. Programming Techniques Tables
2. How Each Part Works Together
3. Working Code
4. Efficient Coding
5. Data Structures Tables
6. Robust Code

4. Testing and Evaluation (9 Marks)
1. Test Plan
2. Screenshots of Tests
3. Evaluation

ECDL Videos

How will my Controlled Assessment be marked

Click here for the marking grid for the CS Controlled Assesement

Input, Output and Storage Test

Input and Output Refresher

Input and Output Quiz

Input, Output and Storage Test

Python Programming Techniques

Tagxedo

Copy all the code from Controlled Assesment project into a Tagxedo to make a Front Cover

Programming Techniques

Use this template if you wish for your CAU

Copy it into your google doc


and show where you have used these?

Use of variables

Use of inputs

Use of outputs

Use of assigning values

Use of sequences (pretty much any block of code)

Use of condition (IF, broadcast and receiving broadcast)

Use of loops (Forever/repeated loop)

Use of conditional loops (IF)

Use of Boolean operators (and, or etc...)

Use of strings (text)

Use of integer (number)

Data structures (Rule)

Input validation & error Handling (IF then else)

Thunks

Computational Thinking Resources

A series of short clips on BBC Bitesize to support pupils in understanding the fundamentals of Computational thinking.  Featured clips are on Abstraction, Algorithms, Decomposition, Evaluating Solutions, Pattern Recognition, Searching Algorithms and Sorting Algorithms. Suitable for use at key stage 3 or 4.  Click here

Organising your google drive

Some coding to try after your Yr 7 exam

Hour of Code 1 Play Lab

Hour of Code 2 Infinity Play Lab

Hour of Code 3 Starwars

Hour of Code 4 Minecraft

Hour of Code 5 Flappy Birds

Diamond Hunt Year 7 Lesson one Flowcharts

DEVELOPMENT:
Task 1

Students are introduced to the ‘Diamond Hunt’ tasks and told what they will need to do. Show class game and read out the task requirements. Using the ‘Diamond Hunt booklet’ class are asked to write a list of the program requirements in their evidence document.

Task 2

Class are shown flowchart symbols and are asked to use the ‘drag and drop’ flowchart activities.

Flowchart symbols

Drag and Drop Activity Symbols

Drag and Drop Activity Alarm

Task 3

Class can practice creating flowcharts as a class, in pairs or groups. Students can make flowcharts for making a cup of tea for example or any other activity.

Web Exam Top Tips

Click here for top tips

Website Exam Evaluation

The magic formula for passing the web exam was the web exam evaluation? 

Might be overkill, but it's 6 marks you could easily be getting! 

Click here for help

Where are the marks feedback from exams taken in 2015?

Although in the main students made a valid justification for their choice of colour scheme, once again, only a minority of students made valid justifications for a range of design decisions. Students need to be encouraged to evaluate the effectiveness of the final product and justify their design decisions in relation to the intended audience and purpose. 

Students should also suggest possible improvements to their website and explain how these enhancements would improve the outcome. Too often, students were still describing what they had done in the exam and listing the client’s requirements that they had not met as future improvements. 

In general, very few students included references to audience and purpose in their evaluations and it is clear that students require considerably more support and guidance if they are going to be able to meet the Level 3 assessment criteria for this assessment strand.