A step-by-step, fully illustrated guide to using Microsoft Word (part 3 of 3 - advanced). The activities include: application and adaption of styles and style sets; outline view; creating a tables of contents; bookmarking, page numbering, cross referencing and hyperlinks; indexing a document; comparing and combining documents; recording and using macros; data entry forms; and document protection. All files required for the activities are available as a free download through a link at the bottom of the title page.

A step by step guide to using Adobe Flash CS6. Students learn about the Flash interface, the toolbar and panels, using layers, animating armature motion, frame by frame animation, incorporating sound, motion tweens, using symbols, 3D animation and motion paths, movie clips, ActionScript, interactive buttons, shape tweening, and masking. All files required for the activities are available as a free download through a link at the bottom of the title page.

In this unit we will explore typography, the appearance and lay out of text and how it can be used in Adobe Illustrator. Step-by-step instructions are suitable for Illustrator CS4, CS5, CS6 and CC, and on a PC or Mac. To do this we will investigate: • typography terminology • categories of typefaces – serif, san serif, decorative, other • type style and type size • alignment and direction • type tools in Illustrator • choice of typeface • the use of white space • leading, tracking and kerning • typographic hierarchy.

This unit looks at aspects of the design process and includes assessment items leading up to a major project. To do this we investigate: • the design-process model of discover, define, develop and deliver • research and information gathering • the creative process from ideas and drafting through to prototype • conduct a mini project • persuasive visual statements – visual communication, aspects of image communication and typographic hierarchy • implement a major project utilising the design-process model.

In this unit we explore composition and balance in images. To do this we investigate: • what is good composition in an image • the techniques used to achieve effective composition • visual weight • forms of balance: symmetric, asymmetrical, radial and mosaic • forms of symmetry: reflective, rotational, and translational • photographic balance: color, tonal and conceptual balance • the rule of thirds • improving balance using cropping in Photoshop. The concepts introduced will be for photographs, but they apply equally to any other visual medium – from painting to web pages.

Object-role modelling is a proven, teachable, method of developing database tables in optimal normal form. In this investigation we will look at: • problems with flat-file databases: redundancy, inefficiency, update anomalies and data loss • optimal normal form and object role modelling • universe of discourse and UoD experts • elementary sentences: entities, reference mode, labels and roles • developing conceptual schema diagrams • arity and ternary relationships • surplus and derived entities • uniqueness constraints: many:1, 1:1 and many:many • the normalisation process • constraints: mandatory, entity, frequency, equality, exclusion, external, and subset. This unit of work contains 10 classroom-tested activities to reinforce the concepts developed, as well as a fully worked exemplar of the CSDP (conceptual schema design process).

In this investigation we will look at how we can use algorithms to solve problems, including: • problem solving methods: trial and error, analytical, reverse engineering, intuition, and evaluation • the types of problems that are suitable for computer solution • how an algorithm is different to heuristics • properties of an algorithm: unambiguous, finite, and general • using pseudocode to represent algorithms • the elements of an algorithm: assignment, call, and skip • debugging • the types of error that can occur in a computer program: syntax, runtime, logic, and intent • challenge questions • pseudocode syntax. This unit of work contains 4 classroom-tested activities to reinforce the concepts developed.

An investigation into artificial neural networks (ANNS) that looks at: • what a neuron is and how the brain uses neurons to learn and to process information • how artificial neurons work and how they can mimic natural neurons • building a simple brain from neurons • how to train an artificial neural network • calculations involved with artificial neurons • programming and training an ANN simulator, then using it to determine new output • the role and applications of ANNs. This unit contains 6 classroom-tested activities to reinforce concepts, including the use of an ANN simulator.

This investigation looks at: • what a 3GL computer program is; compiled and interpreted programs • the basic constructs needed to make a program • pseudocode, flowcharts, Nassi Shneiderman Diagrams, and structured development charts • the role of sequence in programming • using variables to store values; types of variables; declaring variables; naming conventions • constants and comments • selection: conditions and logical operators • nested selection and case statements • iteration: definite and indefinite, pre-tested and post tested • subroutines: procedures and functions • passing parameters by reference or value • scope: local, module/unit, and global • recursion. This unit contains 8 classroom-tested activities to reinforce concepts, including the development of programs from algorithms.

In this investigation we will look at the fundamentals of information systems including: • the data-information-knowledge-wisdom hierarchy • what information is and how, by itself, information does not provide knowledge or wisdom • what an information system is • the different ways information systems can be viewed: external, physical, conceptual and logical • some of the different forms of information systems: hierarchical, networked, relational, object oriented, etc. • basic terms and concepts of relational databases: tables, fields and records, cell instances, nulls, tuples, key fields and related tables. This unit of work contains 4 classroom-tested activities to reinforce the concepts developed.

This unit looks at a formal way of going about structuring a solution to complex programming tasks using the Software Development Cycle. It also investigates some of the more useful ways of handling data in a 3GL such a C++, Java, Pascal or VB, by looking at: • using pseudocode • arrays • sorting • records • string handling • file handling • the software development cycle • structured programming • module testing • programming projects.

An understanding of colour theory is basic in design work. It is important to know which colours work well with others and how colour influences the mood of a design by appealing to emotions, evoking feelings, or stirring memories. In this unit we review the basics of colour. To do this we investigate: • how colour is perceived by the eye • reflective and emitted light • making a colour wheel in Illustrator • primary, secondary and tertiary colours • additive and subtractive colour and their relation to RGB and CYMK colours • colour temperature • tone, shade and tint • colour combination schemes: complementary, analogous, triad, split-complementary, tetratic and square • colour moods.

Activities include: templates in Publisher; the use of frames to position page elements; insert, resize, rotate and crop images; WordArt; grouping and ungrouping elements; shapes; using and linking text frames; columns; wrapping text around images; and drop caps. DTP theory is covered including typography, typefaces and style, layout and layout grids, element placement and positioning, and the use of color in documents. All files required for the activities are available as a free download through a link at the bottom of the title page.