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.

In this unit we will explore typography, the appearance and lay out of text and how it can be used in Adobe Photoshop. Step-by-step instructions are suitable for Photoshop 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 Photoshop • choice of typeface • paragraph type in Photoshop • the use of white space • leading, tracking and kerning • type special effects, filters and masks in Photoshop • typographic hierarchy.

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.

In this unit we investigate: • semiotics and graphics • reaction to sign and symbols: gain attention, convention and culture, response • denotation and connotation • principles of gestalt theory: similarity, continuation, closure, proximity, common fate, figure and ground • the role of Gestalt theory plays in graphics.

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.

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.

Illustrator is a program that that enables you to create and to work with vector graphics. Suitable for Illustrator CS4, CS5, CS6 and CC on either a PC or a Mac. In these step-by-step activities we investigate: • the Illustrator workspace and basic operations • the difference between raster and vector graphics; common file types of each • fill and stroke • drawing lines and shapes; fill and stroke • selection and direct selection • using the pen, pencil, blob brush and paintbrush tools • the shape builder tool • tracing a line drawing and converting it to a vector graphic • Type tools: text, paragraph, path, and special effects • converting text to a vector shape.

Structured Query Language (SQL) is the most widely used database query language in the world. In this investigation we look at: • the basic syntax of SQL • selecting columns and rows from a table • special operators: IN, BETWEEN, LIKE, etc. • updating an SQL database • subqueries and diagramming subqueries • processing of data in queries: arithmetic operators, functions, sorting, grouping • joining tables, including same-table joins • relational algebra terminology. This unit includes six classroom tested activities involving over 100 query questions (with answers) to reinforce the concepts learnt. The three databases used are avaialble as a free download on the title page.

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.

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 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 study has variously been called interaction design, usability engineering, user interfacing, usability design, user-centred interface design, and so on. In this activity we investigate what HCI is including: • the user and the difference between the user model and the program model • the difference between goal and task based user focus • usability and user friendliness • forms of user interface: system and software; allowing for individual differences • design devices in HCI such as metaphor, idiom and affordance • user centric design and the design process • elements of good design; placement, harmony, typefaces and colour. This unit contains 7 classroom-tested activities to reinforce concepts introduced.

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.

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.