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D2- Discuss the impact that file format, compression techniques, image resolution and colour depth have on file size and image quality
For D2, learners need to use different file formats, different compression techniques, different image resolutions and different colour depths, and for each show the final file sizes and the differences between them. Some will, of course, be more significant than others. Learners can receive guidance in selecting each attribute type but thereafter must produce the files and the comparison independently. It makes sense for learners to reflect on what they have used in creating the three associate...
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- Essay
- • 6 pages •
For D2, learners need to use different file formats, different compression techniques, different image resolutions and different colour depths, and for each show the final file sizes and the differences between them. Some will, of course, be more significant than others. Learners can receive guidance in selecting each attribute type but thereafter must produce the files and the comparison independently. It makes sense for learners to reflect on what they have used in creating the three associate...
P3- Demonstrate the use of editing tools to edit and manipulate images
For P3, learners could capture images using a digital camera, or use a pre-existing image to edit. Tutors should supply learners with a user need. Learners must manipulate images to achieve a pre-defined effect which should be related to a defined user need, for example to be more eye catching, or to draw the attention to a specific element.
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- Essay
- • 5 pages •
For P3, learners could capture images using a digital camera, or use a pre-existing image to edit. Tutors should supply learners with a user need. Learners must manipulate images to achieve a pre-defined effect which should be related to a defined user need, for example to be more eye catching, or to draw the attention to a specific element.
P2- Explain how different types of graphic images relate to file formats
For P2, learners should explain the features and limitations of different file formats, drawing conclusions regarding which formats lend themselves to particular graphical products.
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- Essay
- • 2 pages •
For P2, learners should explain the features and limitations of different file formats, drawing conclusions regarding which formats lend themselves to particular graphical products.
P5- Modify images as a result of user feedback Banner
For P5, learners must be given feedback from ‘users’, which in this case may be the tutors’ or other learners’ responses to the company stand. They should then modify designs based on this feedback and be able to explain the desired effect of these alterations.
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- Essay
- • 1 pages •
For P5, learners must be given feedback from ‘users’, which in this case may be the tutors’ or other learners’ responses to the company stand. They should then modify designs based on this feedback and be able to explain the desired effect of these alterations.
P1- Describe the hardware and software used to create and edit graphic images
For P1, learners should describe the role of the components of a given computer system in the production and manipulation of graphics. Learners could produce a series of information leaflets to cover at least one item from each of the groupings in the unit content.
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- Essay
- • 10 pages •
For P1, learners should describe the role of the components of a given computer system in the production and manipulation of graphics. Learners could produce a series of information leaflets to cover at least one item from each of the groupings in the unit content.
D1- Design a control system that uses different types of sensors
For D1, learners need to design a control system that uses different types of sensors. ‘Different’ in this case should be taken to mean the most diverse set possible, less is definitely not more in this case. Evidence could include plans, designs, sketches, presentations, user feedback and written reports.
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- Essay
- • 7 pages •
For D1, learners need to design a control system that uses different types of sensors. ‘Different’ in this case should be taken to mean the most diverse set possible, less is definitely not more in this case. Evidence could include plans, designs, sketches, presentations, user feedback and written reports.
D2- Evaluate the design and performance of a control system
For D2, learners must evaluate the design and performance of a control system, not necessarily their own. A written report might be most appropriate but alternatives are possible. Whatever the method of evidence chosen, the learner must show they have comprehended control systems to the point where they are capable of making a lucid and well-argued evaluation of the control system.
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- Essay
- • 3 pages •
For D2, learners must evaluate the design and performance of a control system, not necessarily their own. A written report might be most appropriate but alternatives are possible. Whatever the method of evidence chosen, the learner must show they have comprehended control systems to the point where they are capable of making a lucid and well-argued evaluation of the control system.
M1- Compare analogue and digital signals
For M1, as an extension of P2, learners must compare analogue and digital signals. The comparison should contain clear understanding of both types of signal, and relate analogue and digital clearly.
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- Essay
- • 2 pages •
For M1, as an extension of P2, learners must compare analogue and digital signals. The comparison should contain clear understanding of both types of signal, and relate analogue and digital clearly.
M4- Suggest potential improvements to a control system
For M4, learners must suggest improvements to their control system following testing.
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- Essay
- • 2 pages •
For M4, learners must suggest improvements to their control system following testing.
P7- implement a control system Test Plane
For P6 and P7, learners must design and implement a control system. This should be a full working model that demonstrates what the learner has and has not understood from the unit. Logbooks, photos and plans can all be useful evidence, supplemented by test records and witness statements or observation records. The design should include all the elements outlined in the unit content. Testing should include performance testing,ie does it meet its objective efficiently and effectively
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- Essay
- • 2 pages •
For P6 and P7, learners must design and implement a control system. This should be a full working model that demonstrates what the learner has and has not understood from the unit. Logbooks, photos and plans can all be useful evidence, supplemented by test records and witness statements or observation records. The design should include all the elements outlined in the unit content. Testing should include performance testing,ie does it meet its objective efficiently and effectively
P2- Explain how two contrasting businesses are influenced by stakeholders
P2- Explain how two contrasting businesses are influenced by stakeholders
P1- Explain the features of two contrasting businesses
P1- Explain the features of two contrasting businesses
P1- Explain the features of two contrasting businesses