Ocr computing for gcse student book


 

OCR Computing for GCSE adopts an approach that provides comprehensive coverage of the specification, providing a cohesive and fully contextualised guide . download OCR Computing for GCSE Student's Book by Sean O'Byrne, George Rouse ( ISBN: ) from site's Book Store. Everyday low prices and. download OCR Computer Science for GCSE Student Book UK ed. by George Rouse, Sean O'Byrne (ISBN: ) from site's Book Store. Everyday low .

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Ocr Computing For Gcse Student Book

download OCR Computing for GCSE Student's Book by SeanOByrne (ISBN:) from site's Book Store. Everyday low prices and free delivery on eligible orders. Find many great new & used options and get the best deals for OCR Computing for GCSE Student's Book by Sean O'Byrne, George Rouse (Paperback, ) at . OCR Computing for GCSE adopts an approach that provides comprehensive coverage of the specification, providing a cohesive and fully.

About this title OCR Computing for GCSE adopts an approach that provides comprehensive coverage of the specification, providing a cohesive and fully contextualised guide through the key content and skills demanded by all aspects of the course - Develops students understanding of the theoretical aspects of the course and the skills they need to display in the exam - Provides strategies for teachers and students for tackling the practical elements of the course - Covers the key aspects of planning, developing, testing, and re-evaluating and modifying solutions for the practial investigation - Supports students as they develop the skills to demonstrate programming techniques including designing a coded solution to a problem, creating a coded solution and testing a solution "synopsis" may belong to another edition of this title. Review: A systematic walk through the specification couples good explanation of the theory content with interesting facts that will grab the mind of readers O'Byrne and Rouse have done a good job. They clearly understand that a new specification needs an attention-grabbing text, to help it succeed. A good balance of prose and diagrams is also maintained.

We will be using this in our classes to help students develop their skills in Python. Featured apps that may help students make use of technology outside of the classroom! Websites for every computing need!

Wether it's word processing, image, video or sound editing, creating mind maps or file sharing, there is bound to a site here for you! Watch our videos Computer Science Posters To help students understand some of the concepts of computer science, here are a few posters that you may want to put up on your wall displays.

If you like these, please share and link back to this site. Click here Complete Computing Units Hopefully there will soon be complete computing units to download with lesson plans and levelling sheets for teachers. The level of understanding required here is fairly low. Only 3 types of gate AND, OR and NOT need to be learned, the idea of a truth table and how to produce a truth table from a simple diagram combining two gates e.

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Boolean algebra is not necessary at this level. The Teach-ICT website has a very good logic gates workbook that covers the topic in slightly more detail than is necessary, and once students have completed this they will be very well prepared. The short version simply splits into operating systems what are the main functions , utility programs what are the main examples and applications compare bespoke vs off the shelf and open source vs proprietary.

If you have some spare PCs or an installation of VirtualBox free , the students can install their own Linux operating system Ubuntu is user friendly and works very well, Fedora is more challenging and, frankly, more nerdy. Bits, nibbles, bytes, etc I usually start with binary - denary conversion. There isnt room here to go into the strategies, but there are plenty of websites and videos out there to demonstrate techniques here.

Hexadecimal conversion typically causes more of a challenge as the need for hexadecimal is a little less obvious than the need for binary. Examining colour codes and MAC addresses demonstrates the practical use of hexadecimal and students can also examine and even edit text files using a hex editor to try and understand why it all works rather than simply how. Character sets are pretty straightforward to teach. Looking at an ASCII table, students are quickly able to look up the correct conversion and the only tricky bit is getting students to accept that adding 1 bit to the character set doubles the number of available characters i.

Exploring images can be quite fun. Starting with black and white images, the students can convert a bit pattern to a monochrome image and vice versa.

The idea of using 2 bits to represent 4 colours, 3 bits for 8 colours, etc. There are some very good spreadsheet and web-based tools that will allow students to convert images to binary and vice versa, experimenting with colour depth and different colour sets.

Most image editing applications will also allow students to export GIF images using a variety of colour depths. A key phrase is the density of pixels and comparing a 72dpi image web-standard with dpi print-standard and other resolutions can help. Students should be able to understand what metadata is stored in image files, and looking at the properties of the file can be helpful here.

To investigate how sound is stored, students can open an MP3 file in Audacity and zoom right in to see the value of each sample. Changing the sample rate of an existing song also changes the playback speed, which is not ideal, but by exporting songs from iTunes with different settings you can give students access to the same music file at 44, 16 and 8kHz so that the link between sample rate and sound quality can be investigated.

OCR Computing for GCSE Student's Book

The issue of colour depth in images is analogous to the issue of bit depth in audio files. Where a 16 bit-per-pixel image will have less accuracy than a 24 bit-per-pixel image, the same is true of a 16 bit-per-sample vs 32 bit-per-sample audio file. The existing software programs tend to only offer option from 16 bits upwards, making it hard to show what a low bit-depth audio file will sound like, but the concept is not too difficult for students to grasp. For both audio and images, the issue of compression is mentioned in the specification.

While it is worth briefly looking at the difference between a raw bitmap or sound file and a compressed jpg or mp3 file I tend to leave the detailed work on compression until the section on websites. The final part of this unit is looking at how instructions are stored. This is another case where the Little Man Computer can be a useful illustration. Here we can see how instructions are converted to binary code and stored for later retrieval, decoding and execution fetch-decodeexecute cycle.

I find that practical work helps the students to grasp the content and context of the topic and so, while there is no practical assessment, I do generally resort to using Access amongst other tools to present the learning. While students are expected to learn about records, tables, fields, validation and simple queries, there is a greater emphasis on how databases actually work.

The explicit reference to a DBMS Database Management System as separate from the data in this case an MDB file is different to an ICT specification and students are explicitly expected to understand how and why related tables are used and how to use primary and foreign keys to accomplish this. A simple 2 or 3 table structure with 1-to-many relationships is quite sufficient and I get students to enter various redundant data before discussing how we could improve efficiency by having all of the person details in one table and reference to it in the second table be it subject grades, downloads, records of criminal convictions, etc.

I tend to skip the countries database and move on to the Nobel Prizes tasks. If students do not have access to the command line then there are various websites which will allow students to run WHOIS and Traceroute type activities. The topic of Client-Server vs Peer-Peer arises and this is a more technical topic than some teachers may be used to, but between Google, Wikipedia and Youtube there are plenty of resources out there to explain it in simple-to-understand terms.

As with databases, the students can contextualise this best through practical activities, and the use of Mozilla Thimble can be very helpful as a text-based coding environment for web page creation.

IP makes a return, along with DNS this time, and it is useful for students to understand how a packet gets from source to destination. Again, there are plenty of YouTube videos to support this. Compression also returns, having appeared previously in the binary representation section of the specification, and students often struggle to comprehend lossy vs lossless compression. By tracking the file size savings and comparing the quality of the image once reconstituted e. The issue of translators assemblers, compilers and interpreters is not one that is obvious unless you have programmed in a number of languages.

Given that students are unlikely to have had the time to experience this for themselves it must be learned in a more abstract setting.

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Again, though, this is where the Little Man Computer might come in handy. Finally, students should know the difference between syntax and logic errors as well as understanding why and how to test properly.

On a personal note, Ive really enjoyed having the opportunity to teach like a proper teacher with theory lessons, exercise books, notes and all the things that our colleagues in History, Science, English, et al probably find frustrating. A - Practical Investigation The Practical Investigation controlled assessment is intended to take 20 hours and should be carried out under controlled conditions.

OCR have a range of possible tasks, available via Interchange. Without going into details here, there are some options which tie in nicely with aspects of the theoretical understanding. I like these options as they add to the narrative for the students.

There are some options that are wholly separate from the specification, and I like these because they allow the students to learn about something totally different and new.

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Either way, you must use one of the set tasks. OCR recommends that students spend : Around 2 hours introducing the topic and the way in which students will tackle the tasks how to document their work, where they can go for research, what kinds of evidence to produce, etc. This is classed as informal supervision and while you have to keep an eye out for plagiarism, there are no special requirements and group work is allowed.

Around 6 hours researching this is classed as limited supervision. This work can be carried out away from lessons, and so it is not necessary to prevent access to the Internet, nor to stop students from talking to each other - in fact group work may well be encouraged. Around 12 hours completing the task.

This is classed as formal supervision. Work should be collected in between sessions we use dedicated accounts that are only active during lessons and candidates should be monitored at all times to make sure that work is their own. In practise, the guidelines above are only that. The work can be done in any order and you dont need to document the timings or sessions involved. It is useful to keep a separate register so that you can make sure students have had sufficient time to get the work done, but allowing a student 21 hours is not a problem.

Many of the tasks available are essentially programming tasks, with some research required to explain the context. Lets take as an example, a task that involves a simple SQL database largely because there is currently no such task! I think that once you have the topics taught by a teacher this book is good at being able help clarify the facts however by itself is harder to use.

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