Year 10 ICT Functional Skills Exam – May 2012

Exam Instructions

You have 2 hours to complete this exam

You are advised to spend 15 minutes on Section A and 1 hour and 45 minutes on Section B

You can use the internet for the first 15 minutes only

All the files you need for the exam can be found in: Shared:\Pupils\Senior Pupils\ICT\Functional Skills Level 2\June 2012 Exam Files

Save your work in your documents

Please make sure that you include your name and your science set (S1, S2, S3 or D1) on every print out.

You do not need to add your centre number or candidate number

Hand in your printouts at the end in question order.  You do not need a cover sheet, to hole punch your printouts or attach them together with a treasury tag.

10D1 Period 4 Monday 11th June 2012

Working with numbers and charts – Functional Skills Module 5 – Lesson 11

In this lesson students are learning how to:

• display numerical data in graphical form

STARTER 

Look at the image L11-1-Bar-Chart-no-info.

What is it?  What does it tell you?  What is missing?

Look at the bar chart below.  What makes this chart more meaningful?  What is still missing?  For example: Sales – of what?

TASK 1 – Which type of chart should you use? 

Bar charts 

Column and bar charts are useful if you want to compare different values, such as sales each month or different answers to a survey question.  The graph above is a bar chart showing income from sales for the four quarters of the year.  The sales value for a quarter can be found by ‘reading’ the height of the bar off the y-axis (Sales).  The line shows that sales in the autumn quarter were about £57,000.

Pie charts

Pie charts are good for showing proportions or percentages, but they do not work well if there are too many items.  Here is the same information shown now in a pie chart.  A pie chart is used when you want to show each data value as a percentage of the total.  This chart shows that the autumn quarter sales were £56,800 and that the quarter’s sales are 28% of the total.

Line graphs 

Line graphs are used to show values that are always changing.  For example, you could use a line graph to show the temperature over a year.  There is a graph of petrol costs for car journeys of different distances below. This is known as a ‘straight line graph’.  The two red lines that have been added show that a journey of 200 miles costs about £31.  Approximately how much would a journey of 120 miles cost?

What other charts and graphs do you know or have you seen?

TASK 2 – Creating a Bar Chart 

When creating a chart, you need to ask yourself the following questions:

• Is the type of chart suitable?
• Is the scale sensible?
• Is it easy to read the values from the chart?
• Are the headings and labels clear?  Do they give enough information to the reader?
• Are the colours clear?

Meaningful title 

The title is the most important item.  It should clearly say what the chart shows or what questions the chart answers.

Sensible axis labels 

Make sure you label what each axis shows.  Labels help the audience to understand the chart.

Gridlines and values 

You should be able to read off the exact values of each part of the chart.  You can insert gridlines and values to make this easier.

Legend and data labels 

Your chart will include the row and column headings from your spreadsheet.  These may be too long to use as horizontal data labels.  Sometimes you can change the angle.  Alternatively, you can use a legend.

Complete the Skills Builder (5.7) exercise.

Here are the results of a survey of 335 people who were asked about their favourite type of film.

Favourite type of film	Number of responses
Comedy	92
Action	63
Romance	48
Drama	50
Horror	37
Foreign	27
Sci-fi	29

• Plot this information as a vertical bar chart and set the titles as follows:
• • Chart title – ‘Favourite film categories’
  • X-axis title – ‘Film category’
  • Y-axis title – ‘Percentage’
• Make sure the x-axis labels are all shown.  You may need to set them at an angle.
• Do NOT show a chart legend.
• Plot the same data as a pie chart.
• Make sure a chart legend is shown that clearly identifies each ‘slice’ of the pie.
• Show the percentage value with two decimal places against each slice.
• Explain why this data is NOT suitable for plotting as a line graph. TASK 3 – Creating a Line Graph  Open SB5.8.1 – Weather Records.  What features add meaning to this spreadsheet?   e.g. two titles, tab with meaningful name rather than Sheet1 or 2.  Can you describe the layout of the spreadsheet?  Is the block of numerical data where you expected it?  Key points  Structured data – e.g. records, fieldnames, appropriate formatting (text wrap in row 6), and Finding and selecting informationYou need to acknowledge your sources and so it is useful to paste addresses of sources into a document.
  1. If you knew that you had to use AutoFilter, would you use a layout such as this for digital asset SB5.8.1?  If not – why not?
  2. Do you think you can use AutoFilter with digital asset SB5.8.1?

  Create a line graph – use HIGHEST and LOWEST temperatures, ready for printing out.  REMEMBER layout matters – a good layout for a spreadsheet is as important as meaningful labelling to a chart.  If you know that you need to print your spreadsheet, make sure your layout fits well onto standard sheets of paper (normally A4, portrait or landscape).  Identify your work by entering your name in the footer (especially useful if others on a network are working on the same task as you).

  EXTENSION – Create a line graph – use AVERAGE DAILY MAXIMUM and LOWEST temperatures. 

  

  NOTE: Temperatures below 0 will appear below the x-axis.

  TEST YOURSELF 

  You should be able to:

  • select and create appropriate charts and graphs
  • label graphs / charts to aid understanding
  • produce print-outs to meet requirements

  Skills Checker  Make sure you know how to:

  • enter formulas
  • use the SUM and AVERAGE functions
  • use an IF function
  • use ‘search’ and ‘replace’
  • use absolute cell references
  • use conditional formatting
  • display and print a spreadsheet showing the data
  • display and print a spreadsheet showing the formulas
  • set the print area
  • insert your name and other information in a footer
  • adjust column width and row heights
  • use colours, borders and shading
  • insert comments
  • select data in adjacent columns
  • select data in non-adjacent columns
  • choose a suitable chart or graph to display the data
  • add a suitable title and axis labels
  • add and remove a legend
  • save a chart

Click HERE to watch teaching videos about CHARTS, the SUM, AVERAGE and IF Functions, Absolute Cell Referencing and Conditional Formatting.

EXTENSION WORK 

• Produce three more fully annotated charts based on SB5.8.1, two for printing out on A4 portrait, one on A4 landscape.  Place each chart as a new sheet (not as an object with the data)  Use Print Preview to check that the charts are fully labelled and that additional information is formatted and placed appropriately on the page, e.g. header/footer with own name, name given to the spreadsheet and Tab with chart, date, etc.

• Write a statement saying which type of chart is most appropriate and why.

10S2 Period 3 Monday 11th June 2012

Working with numbers and charts – Functional Skills Module 5 – Lesson 11

In this lesson students are learning how to:

• display numerical data in graphical form

STARTER 

Look at the image L11-1-Bar-Chart-no-info.

What is it?  What does it tell you?  What is missing?

Look at the bar chart below.  What makes this chart more meaningful?  What is still missing?  For example: Sales – of what?

TASK 1 – Which type of chart should you use? 

Bar charts 

Column and bar charts are useful if you want to compare different values, such as sales each month or different answers to a survey question.  The graph above is a bar chart showing income from sales for the four quarters of the year.  The sales value for a quarter can be found by ‘reading’ the height of the bar off the y-axis (Sales).  The line shows that sales in the autumn quarter were about £57,000.

Pie charts

Pie charts are good for showing proportions or percentages, but they do not work well if there are too many items.  Here is the same information shown now in a pie chart.  A pie chart is used when you want to show each data value as a percentage of the total.  This chart shows that the autumn quarter sales were £56,800 and that the quarter’s sales are 28% of the total.

Line graphs 

Line graphs are used to show values that are always changing.  For example, you could use a line graph to show the temperature over a year.  There is a graph of petrol costs for car journeys of different distances below. This is known as a ‘straight line graph’.  The two red lines that have been added show that a journey of 200 miles costs about £31.  Approximately how much would a journey of 120 miles cost?

What other charts and graphs do you know or have you seen?

TASK 2 – Creating a Bar Chart 

When creating a chart, you need to ask yourself the following questions:

• Is the type of chart suitable?
• Is the scale sensible?
• Is it easy to read the values from the chart?
• Are the headings and labels clear?  Do they give enough information to the reader?
• Are the colours clear?

Meaningful title 

The title is the most important item.  It should clearly say what the chart shows or what questions the chart answers.

Sensible axis labels 

Make sure you label what each axis shows.  Labels help the audience to understand the chart.

Gridlines and values 

You should be able to read off the exact values of each part of the chart.  You can insert gridlines and values to make this easier.

Legend and data labels 

Your chart will include the row and column headings from your spreadsheet.  These may be too long to use as horizontal data labels.  Sometimes you can change the angle.  Alternatively, you can use a legend.

Complete the Skills Builder (5.7) exercise.

Here are the results of a survey of 335 people who were asked about their favourite type of film.

Favourite type of film	Number of responses
Comedy	92
Action	63
Romance	48
Drama	50
Horror	37
Foreign	27
Sci-fi	29

• Plot this information as a vertical bar chart and set the titles as follows:
• • Chart title – ‘Favourite film categories’
  • X-axis title – ‘Film category’
  • Y-axis title – ‘Percentage’
• Make sure the x-axis labels are all shown.  You may need to set them at an angle.
• Do NOT show a chart legend.
• Plot the same data as a pie chart.
• Make sure a chart legend is shown that clearly identifies each ‘slice’ of the pie.
• Show the percentage value with two decimal places against each slice.
• Explain why this data is NOT suitable for plotting as a line graph. TASK 3 – Creating a Line Graph  Open SB5.8.1 – Weather Records.  What features add meaning to this spreadsheet?   e.g. two titles, tab with meaningful name rather than Sheet1 or 2.  Can you describe the layout of the spreadsheet?  Is the block of numerical data where you expected it?  Key points  Structured data – e.g. records, fieldnames, appropriate formatting (text wrap in row 6), and Finding and selecting informationYou need to acknowledge your sources and so it is useful to paste addresses of sources into a document.
  1. If you knew that you had to use AutoFilter, would you use a layout such as this for digital asset SB5.8.1?  If not – why not?
  2. Do you think you can use AutoFilter with digital asset SB5.8.1?

  Create a line graph – use HIGHEST and LOWEST temperatures, ready for printing out.  REMEMBER layout matters – a good layout for a spreadsheet is as important as meaningful labelling to a chart.  If you know that you need to print your spreadsheet, make sure your layout fits well onto standard sheets of paper (normally A4, portrait or landscape).  Identify your work by entering your name in the footer (especially useful if others on a network are working on the same task as you).

  EXTENSION – Create a line graph – use AVERAGE DAILY MAXIMUM and LOWEST temperatures. 

  

  NOTE: Temperatures below 0 will appear below the x-axis.

  TEST YOURSELF 

  You should be able to:

  • select and create appropriate charts and graphs
  • label graphs / charts to aid understanding
  • produce print-outs to meet requirements

  Skills Checker  Make sure you know how to:

  • enter formulas
  • use the SUM and AVERAGE functions
  • use an IF function
  • use ‘search’ and ‘replace’
  • use absolute cell references
  • use conditional formatting
  • display and print a spreadsheet showing the data
  • display and print a spreadsheet showing the formulas
  • set the print area
  • insert your name and other information in a footer
  • adjust column width and row heights
  • use colours, borders and shading
  • insert comments
  • select data in adjacent columns
  • select data in non-adjacent columns
  • choose a suitable chart or graph to display the data
  • add a suitable title and axis labels
  • add and remove a legend
  • save a chart

Click HERE to watch teaching videos about CHARTS, the SUM, AVERAGE and IF Functions, Absolute Cell Referencing and Conditional Formatting.

EXTENSION WORK 

• Produce three more fully annotated charts based on SB5.8.1, two for printing out on A4 portrait, one on A4 landscape.  Place each chart as a new sheet (not as an object with the data)  Use Print Preview to check that the charts are fully labelled and that additional information is formatted and placed appropriately on the page, e.g. header/footer with own name, name given to the spreadsheet and Tab with chart, date, etc.

• Write a statement saying which type of chart is most appropriate and why.

10GCSE – Period 1: Tuesday 22nd May

Starter: With a partner, please see if you can find the answers to these questions;

1. What is the difference between a solid state drive (or disk) and a hard disk drive?
2. Can you find 3 advantages and 1 disadvantage of using a SSD instead of a HDD?
3. What devices make use of a SSD?
4. Can you find out the price difference of upgrading a laptop to a SSD instead of a HDD?

Controlled Assessment

If you think you have finished your model today then you need to make sure you have done the following (see last lesson’s post for more detail);

1. Tested your model
2. Completed your review
3. Updated your sources (either on the spreadsheet or in your sources table)

If you finish….

Let me know so I can stop your clock.  You can then get on with some revision.

10S1 Period 3 Wednesday 20th June 2012

Working with text and images – Functional Skills Module 6 – Lesson 14

 

In this lesson students are learning how to: 

• format and integrate images to meet requirements

 

STARTER 

Look at the image L14.1-Picture-4-versions.

Which one is the original photo?

What changes were made to the original to get the other three? 

 

Look at the image L14.2-Picture-version4.

This version was created using the Transparency tool.  You will use it and other tools to customise the photo for inclusion in a publication. 

 

TASK 1 – Which software should I use? 

This Study Module is called Working with text and images.  Look at the image L14.3-Text-Images. 

What kind of publications match the three scenarios above? 

What application software would you select to produce type of publication? 

1. balance of text and images
2. mainly text with some supporting images
3. mainly images with some supporting text

Today you will work in scenario Text > images. Look at the image L14.4-Which-software, Remember that the graphs and charts you created in a previous lesson are also images.  In this lesson you will use presentation software to format a photo so that it can be used in a text document.

You need to save images you create. 

 

TASK 2 – Formatting a Picture 

Look the Format menu. 

This menu controls what you can do to a picture in MS Word. 

 

1.      To insert a picture, choose Picture from the Insert menu and navigate to find your saved image. 

 

2.      Colour – Choose Colour from the Adjust menu and choose the Variation you want. 

 

3.      Contrast – Choose Correction from the Adjust menu and choose the amount of contrast you want. 

 

4.      Brightness – Choose Correction from the Adjust menu and choose the amount of brightness you want.

 

5.      Crop – This removes unwanted parts at the edges of a picture.  Choose Crop from the Size menu and grab the handles on the picture to “cut off” the portions you do not want. 

6.      Rotate – Choose Rotate from the Arrange menu and choose the rotation or flip you want. 

 

7.      Line Style – Choose Picture Border from the Picture Styles menu.  Then pick the line Weight and Style you require. 

 

8.      Compressed Pictures – Choose Compress Pictures from the Adjust menu.  This applies a basic compression and deletes crop areas from pictures on saving. 

9.      Text Wrapping – This changes the way text wraps around the image.  Choose Text Wrapping from the Arrange menu.  Then pick the type of wrapping you want to apply. 

 

10.  Format Picture – Right click on the image and choose Format Picture.  This allows you to recolour and change the brightness and contrast. 

 

11.  Set Transparent Colour – Choose Colour from the Adjust menu.  Then pick Set Transparent Colour. 

 

12.  Reset Picture – Choose Reset Picture from the Adjust menu. 

 

Look at the image L3.5-Storage-compressed.  Remember – Size matters – with files (Lesson 3) and with images. 

 

TASK 3 RESIZING

Do you know how to resize a picture? 

Resizing an image allows you to make it bigger or smaller.  Be careful to keep the proportions correct or you will end up with a squashed or stretched image that is not fit for purpose. 

Use the corner handles and keep the Shift key pressed to avoid distortion. 

 

 TASK 4 Compressing a File

Complete Skill Builder 6.7 exercise.

Open a new text document. 

Insert image SB6.7.1 (Golden Gate Bridge). 

Save the file under the name GG-Bridge1. 

Click on the picture and reduce it to at least half its size. 

Click on the Compression tool. 

Open the ‘Compression’ dialogue box. 

Select these settings and click ‘OK’. 

Save the file under the name GG-Bridge2. 

Compare the size of the two files.  

 

Now using the resized photo of the Golden Gate Bridge (GG-Bridge2) – explore the Picture Tools above.

 

TEST YOURSELF 

At the end of the lesson you should be able to: 

• select appropriate formatting tools to edit images 
• add features to images 
• combine text and images to produce print-outs that meet requirements

 

SKILLS CHECK 

• select text 
• ormat text 
• adjust line spacing 
• use bullets and numbered lists 
• create and format tables 
• use borders and shading in tables 
• crop and resize images 

 

EXTENSION WORK 

Complete the Skills Builder 6.6 exercise. 

Open a new text document. 

Insert the image SB6.6.1 (Man and Computer). 

 

Crop this image from the right and from the bottom so that the computer screen, desk and keyboard are hidden. 

 

Create and save 4 different versions of SB6.6.1 (Man and Computer) using the Picture tools.  Arrange the original plus your three versions, in the same size, on a single A4 page (portrait); add your NAME and today’s date into the header and page numbers into footer, and save under a new file name.  E.g. 4 versions Man and Computer YOUR NAME – 4 versions Man and Computer Mrs Munro. 

Original

Version 1 – recolour, contrast -40%, brightness -40%. 

Version 2 – crop (height 3cm, width 4.88cm), flip vertical. 

Version 3 – border weight 6 points, computer screen transparent. 

CHECK YOU WORK

PRINT to the KC2COLOUR PRINTER. 

 

Bring to the next lesson one printed publication, e.g. a magazine, ‘junk-mail’, advertisement, flyer, etc. 

MORE EXTENSION WORK

Here are some podcast to help you to develop images using ADOBE photoshop

http://www.screencast.com/t/Y7gTGDxn2lv

http://www.screencast.com/t/y6×8P5QgdKB

http://www.screencast.com/t/VMe5Aa0bEA

Using a copy of the image SB 6.6.1.Man and Computer try to recreate these effects in each of the podcasts.

 

 

10GCSE – Period 2: Friday 17th May

Starter: Input/Output/Storage

Controlled Assessment

Your model will be marked out of 12 – here is the criteria for the 9-12 mark range;

The student has selected relevant data, developed a complex spreadsheet model that generates sufficient reliable and meaningful information to fully inform the decision-making process. Effective testing has been carried out. (9-12 marks)

How do you get these marks?

• Make sure you have commented on the relevance and reliability of the data you have selected – sources table and review
• Make sure your model works and fulfils its purpose – check the CAB
• In your review explain how you have tested your model to make sure the results are reliable.

Completing your review

Here are some of the design decisions that you should discuss in your review;

• How many different sheets do you have?  Why?  What is on each sheet? Why?
• What colours, font styles, font sizes have you used and why?  Have you included any images – if yes, why?
• What tools have you used – =vlookup, =if, conditional formatting, spinners, sliders, validation etc. why have you used them?

Feedback

Make sure you have recorded at least 5 bits of feedbck from me or your buddy.  Also make sure you have explained what you did as a result of the feedback.  Adding a date and maybe even a time to your feedback is a good idea.

Selecting data;

You will have used the internet to find data which you have used in your model.  Why did you decide to use this data?  Was it relevant, reliable, up-to-date?  How do you know?

Testing;

How do you know that your BMI calculation is correct? What could you do to test it?  Are there any other calculations that would be useful to test.

Sources table;

Make sure you have recorded your sources somewhere (in your sources table or in your spreadsheet).  Make sure that you have;

• included comments about copyright
• explained where and how you will use the information
• explained why you think the information is reliable
• included some sources of information you didn’t use and explain why you didn’t use them

 

10GCSE – Period 5: Wednesday 16th May

Starter: Media Players (e.g. iPod)

1. Do you own a media player? Answer these questions – use the internet to help you if you are not sure;
   • What type of interface does it have? Touch screen or buttons?
   • Does it have a screen, if so what resolution is the screen?
   • How much memory does it have?
   • How can it connect with other devices?
2. using a whiteboard in groups of 5, write down all the things you can do with a media player.

Controlled Assessment

Please make sure that you are getting feedback (at least once a lesson) and that you are completing your reviews.  If you think you have finished, have a look at some of the ideas to make your model more useful – the ideas are on the last page of your help sheets.

Homework

Revision

10S3 Period 4 Monday 18th June 2012

Working with text and images – Functional Skills Module 6 – Lesson 13

 

At the end of the lesson students will be able to: 

• ·         create a table in a text document 
• ·         format it to aid understanding 
• ·         produce print-outs to meet requirements 

 

STARTER 

Work in your groups.  Grab a white board, pen and cloth.  What key words spring to mind when you hear the word: “table” – a data table, not a piece of furniture! 

Look at the image L13.1-Tables-previous.

Think about structured data (Lesson 6) and working with numbers and charts (Lesson 9). 

 

TASK 1 – Table Menu 

Look at the image L13.2-Table-menu.   

Some options are greyed out (Convert Text to Table…), why?  Investigate all the menu options. 

Draw a simple table like the one below: 

Look at Sort and Formula on the Layout menu… – what might they offer you? 

Is A>Z in alphabetical sort order ascending or descending? 

 

TASK 2 Table Properties 

Investigate the Design menu

and the Layout menu. 

TASK 3 – Explore a Table 

Complete the Skills Builder (6.4) exercise. 

Open a new document in your word processor and create an empty table with three columns and four rows. 

Enter this text into the first cell in the table:  ‘GCSE ICT 2010 – events schedule’. 

Note what happens when the text exceeds the cell width. 

Click in the last cell in the table.  Now press the Tab key and note what happens. 

Click in any cell in the table, apart from the last one.  Now press the Tab key and note what happens. 

Click in the text in the first cell in the table.  Now press the keys Ctrl and Tab together, and note what happens. 

 

TASK 4 – Creating a Table 

Complete the Skills Builder (6.5) exercise. 

Open SB6.5.1 – Outdoor Activities available in August 

In the table, delete the fifth column (Average per hour). 

Merge the cells in the first row so that the heading stretches across the whole table. 

Shade the header row. 

Use the ‘Layout menu to set the height of all the rows in the table to 1.5cm. 

Right click on the mouse and change the alignment of text in every cell of the table to centre . 

Add an additional row before ‘snowboarding’.  Insert the information about tobogganing (Location: Ski slope; Age: 14 and over; Max per hour: 16). 

The lake has dried up.  Remove the row containing information about canoeing. 

Switch gridlines off. 

 

TEST YOURSELF

You should be able to: 

• ·         create a table in a text document 
• ·         format it to aid understanding 
• ·         produce print-outs to meet requirements 

 

Extension work 

1. open a new text document (portrait orientation) 
2. present the information below in a table 
3. format it appropriately 
4. use a formula within the table to add-up the expenditure 
5. put a suitable title in the header, and their name, date and filename in the footer.

 

Information

Title: San Francisco, diary summary 

Sunday: City, cable cars & trams, $64.00, great fun! 

Monday: China Town, guided walking tour with lunch, $45, strange food 

Tuesday: Golden Gate Bridge, bicycle, $32, fantastic 

Wednesday: Museums, buses, $50 , impressive  

Thursday: Golden Gate Bridge, walking, free, don’t remind me! 

Friday: Piers and Alcatrez, boat tour, $36, shocking 

Saturday: airport, BART, $10, sorry to be leaving 

 

 

10GCSE – Period 5: Friday 11th May

Starter: Head to Head Acronyms

Revision List

Here are some of the topics you might want to revise before your exam;

• Online shopping
• Internet privacy
• Optical Media (CD, DVD, Blu-ray)
• Streaming and Downloading music and video
• Social Networks
• Sat Navs

Test Feedback

Controlled Assessment

Please continue with your controlled assessment

Homework

None set due to DofE

10GCSE – Period 1: Tuesday 8th May

Starter: Streaming vs Downloading Worksheet

Controlled Assessment

Please continue with your models.  Remember;

1. get regular feedback
2. open your Activity 2 review and complete it when possible
3. record the sources of your information that you use

Homework – Revision

Please revise GPS and Downloading vs Streaming for a short test on Thursday.