Sharon Yull - BTEC First ICT Practitioners Curriculum Support Pack - Core Units and Selected Specialist Units For The BTEC First Certificate and Diploma For ICT Practitioners-Newnes (2007)

BTEC First ICT Practitioners
Curriculum Support Pack

Core units and selected specialist units for the
BTEC First Certificate and Diploma for ICT Practitioners
This page intentionally left blank
BTEC First ICT Practitioners
Curriculum Support Pack
Core units and selected specialist units for the
BTEC First Certif icate and Diploma for ICT Practitioners
Sharon Yull
AMSTERDAM • BOSTON • HEIDELBERG • LONDON • NEW YORK • OXFORD

PARIS • SAN DIEGO • SAN FRANCISCO • SINGAPORE • SYDNEY • TOKYO
Newnes is an imprint of Elsevier
Newnes is an imprint of Elsevier
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30 Corporate Drive, Burlington, MA 01803
First published 2007
Copyright © 2007, Sharon Yull. Published by Elsevier Ltd. All rights reserved
The right of Sharon Yull to be identified as the author of this work has been
asserted in accordance with the Copyright, Designs and Patents Act 1988
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A catalogue record for this book is available from the British Library
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A catalogue record for this book is available from the Library of Congress
ISBN: 978-0-7506-8325-8
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Contents
Preface ix
1 Using ICT to present information (Unit 1) 1

1.1 Activity one 3
1.2 Activity two 4
1.3 Activity three 5
1.4 Activity four 6
1.5 Activity five 8
1.6 Activity six 9
1.7 Activity seven 12
1.8 Activity eight 13
1.9 Activity nine 15
1.10 Activity ten 16
1.11 Activity eleven 17
1.12 Activity twelve 18
1.13 Activity thirteen 19
1.14 Activity fourteen 20
2 Introduction to computer systems (Unit 2) 25

2.1 Activity one 27
2.2 Activity two 28
2.4 Activity four 30
2.5 Activity five 31
2.6 Activity six 32
3 ICT project (Unit 3) 41

3.1 Activity one 43
3.2 Activity two 44
3.6 Activity six 49
vi Contents

4 Website development (Unit 4) 59

4.1 Activity one 61
4.2 Activity two 62
4.6 Activity six 66
4.14 Activity fourteen 75
4.15 Activity fifteen 76
5 Networking essentials (Unit 6) 77

6.1 Activity one 79
6.2 Activity two 81
6.6 Activity six 87
6 Database software (Unit 9) 93

9.1 Activity one 95
9.2 Activity two 96
9.6 Activity six 101
7 Spreadsheet software (Unit 10) 103

10.1 Activity one 105
10.2 Activity two 107
8 ICT graphics (Unit 18) 113

18.1 Activity one 115
18.2 Activity two 116
18.6 Activity six 120
Contents vii

Preface
The curriculum support pack (CSP) has been designed to provide support to the textbook for the
BTEC Firsts in ICT.
The pack has been designed to complement the individual chapters and provide further tasks, activ-
ities and articles that will hopefully reinforce learning and further understanding of this subject
matter.
The CSP is designed to provide a range of the following support tools:
• Exercises and student tasks

• Case study material
• Group activities
• Research activities
The pack has been designed around a series of activities for each of the individual units. The activities
vary in terms of depth and learner expectation; therefore, some activities may provide an instant
refresher to information previously given in class, or they might require students to go and research
additional information or consolidate existing materials. The activities have all been designed to
enable both the tutor and the students’ access to material that is current, relevant and appropriate to
this level of learning. The activities can be easily photocopied or transferred onto transparencies.
To complement the activities, two accompanying CD-ROMs are included; they

contain all of the figures from the related student textbook: BTEC First ICT
Practitioners ISBN: 978-0-7506-8324-1, and the entire CSP as PDFs (printing
within the purchasing institution is permissible).
Disk 1 contains the book figures of Chapters 1–4, and Disk 2 contains the book figures of Chapters 5–7
as well as the complete CSP as PDFs.
It is hoped that tutors will build upon this curriculum support pack and use the initial activities as
a tool for further resource development.
Unit
1
Using ICT to present information
This chapter will provide students with the knowledge and a range of skills that will enable them
to understand the use and presentation of information in different formats. The presentation of
information can be aided by the use of ICT and applications software. Therefore, this unit will also
address what tools and techniques can provide support for producing a range of documents that
include examples of text, graphics and also presentation material.
Throughout this section, students will be able to demonstrate their ability to produce a range of
different documents that can be used on a formal or informal basis, such as letters, reports and other
business documents.
On completion of this unit, the student should be able to:
1. understand the purpose of different document types.

2. understand the basis for selecting appropriate software to present and communicate information.
3. use commonly available tools and techniques in application packages.
4. review and adjust finished documents.
To be used with pages 1–48 in ‘BTEC First ICT Practitioners’

Unit 1: Using ICT to present information 3
Activity one
Online services
There are a number of online services available to both home and business users. For the following
sets of users, identify three different online services that they could use. When you have identified
the services, complete the following table. You can substitute some of the criteria for your own if
required.
Users:
• Student
• Business that has branches across Europe
• Retired person
Student Business Retired person
Type of service
1
2
3
Benefits of service
1
2
3
Ease of use
1
2
3
Example of service
1
2
3
4 BTEC First ICT Practitioners Curriculum Support Pack
Activity two
Information uses
Organisations use information for a variety of purposes, as discussed. Complete the table by stating
the use of information, and identify a second example for the scenarios listed:
Scenario Information use Another example
A project manager needs to predict Forecasting A company wants to gather

what resources will be needed to information in order to predict
support the project sales over the next 6 months
A small health food store wants to

expand in the future and acquire
new premises
An organisation uses a set of

measurements and calculations to
design a new automated system
New staff member information is

used to identify seating plans in the
new office
Measurements are taken to
determine the capacity of
machinery loads and make
adjustments accordingly
An employer needs to select a

candidate from the six interviewed
for the job
Activity three
Verbal communication
Verbal communication is one method of communication used to transmit information. The trans-
mission of verbal information depends on a range of physical and resource factors that include time,
cost, the sender and recipient of the information, the transmission tool and the environment that the
message is delivered in.
1. Complete the following table by identifying a situation in which you have been, involving that
particular category of verbal communication.
Categories Example of use
Negotiating
Persuading
Debating
Delegating
Challenging
Advising
Arguing
Apologising
Activity four
Creating a curriculum vitae
A curriculum vitae (CV) is an important document as it provides you with a detailed summary of your
qualifications, skills and achievements (work based, academic or social). CVs are used to complement
applications for a job or for entrance into higher education or training.
There are a number of guidelines about what a CV should have in it, its layout and length but, at
the end of the day, a CV should provide facts and information about your abilities. Generally a CV
should be no longer than two A4 sheets, some stipulate only one, but this can be difficult if you are
experienced and qualified in a number of areas.
A CV is personal and should be unique to you. Some people have different CVs promoting different
skill aspects, depending upon the application. One thing to remember is that your CV may end up
in a pile with another hundred – what will make them read yours?
Tasks
1. Based on the template headings provided, produce an up-to-date CV. Try and include information
under each heading (if you have never had a job, include any work experience or placements
that you have done).
2. Write down a list of all of your skills and abilities; identify what you have achieved. You could
produce one academic CV and one work-based CV.
Curriculum Vitae
Name
Address
Contact Details (telephone and e-mail address)
Date of Birth
Education and qualifications:

Further education details Qualifications Dates
To: From:
Secondary school details Qualifications Dates

To: From:
Other certificates and/or qualifications:
Employment/Work experience:
Employer details Responsibilities Dates
To: From:
Professional memberships:
E.g. BCS (British Computer Society)
Skills and abilities:

E.g. Use of applications software, specify some packages, specify any programming languages that
you can use, state whether or not you have developed or designed anything, e.g. databases, web
sites, etc.
Passed driving test, was team captain, did voluntary work, etc.
Hobbies:
Try and put down a range of activities
References:
Put down the details (name, address and contact details of two referees – usually a teacher and an
employer, or somebody who knows you but is not related)
Activity five
Impact of verbal communication
The impact of verbal communication can be very strong, and can, as a result, change your relationship
momentarily or permanently with the person/people you are speaking to.
1. Think of a situation where you have been the receiver of verbal communication recently, and
think about how you felt towards the receiver under the following situations:
(i) Being given instructions to carry out a task
(ii) Being congratulated
(iii) Being advised
(iv) Being confided in
Verbal communication is probably the most important and most used form of communication. As a
result, verbal communication has several benefits over other communication methods.
2. Identify six advantages of using verbal communication over written and visual communication
formats.
3. Identify any limitations of using verbal communication.
Interviews are a good example of testing how well you communicate verbally, because you have to
present yourself professionally and competently. Your skills of trying to persuade and convince the
interviewer that you are the best candidate for the job are required from the moment you step in to
the moment you walk out.
You are attending an interview for a part-time job within the IT department at your local college,
supporting the help desk. The position requires somebody to work as part of a team to help support
students and staff with queries, software installations and some configurations. The job description
also mentions somebody with possible database and web-based experience.
4. Draw up a list of topics that you feel you could discuss at the interview in relation to your own
experiences and skills.
5. What further information might you require at the interview?
Activity six
Producing written documents
The following are samples of documents that are used in organisations. They include:
• Letters
• Memorandums
• Reports
1. Using similar templates, produce each of the documents using applications software (do not use
the wizard function).
2. Once the templates have been set up and saved with the appropriate headings for inserting dates,
addresses, subject headings and closure sections, print out a copy of each.
3. Using the information given, complete the template documents and save the new documents as
different files.
Letter content
A formal letter needs to be sent out to:
Mrs. P. Wright
36 Honeypot Lane
Colney
Norfolk
NR12 4ER
The letter is from:
Norfolk Gardening Society

The Priory
Cheddar Way
Norfolk
NR4 9LO
Date: Monday, October 2, 2006
A suitable introductory heading is required to open the letter
Mrs. Wright has won first prize in the Norfolk Gardening competition. She has won £250 of gardening
vouchers and a plaque that will be presented to her in June at the Society’s annual dinner dance. Invitations
are enclosed, with reply requested ASAP.
J. Pillinger
Chair of the Society
Sample letter
Sender details
Mr. Spencer James
4 Toad Cottage
Armley
NR32 4DD
If there is no letterhead, the address could go to the right-hand margin: ➤
Recipient details
The Royal Aircraft Club

Highbury House
Staunton
Essex
CO31 7JD
Date
29 April 2003
Reference Number: (if applicable)
Salutation: For the attention of the Company Secretary
Introduction: Renewal of club membership
Content:
Closure:
Yours faithfully,
Spencer James
Memorandum content
A memo needs to be sent to Michael Peterson, director of finance, and copied to Paul Graham, Tim
Phillips, Amanda Greene and Jenny Crop (all finance administrators). Dated August 25, 2006. The
memo is regarding the team-building weekend.
Content: Just to remind you all that the finance-team-building weekend is taking place this May Day
Bank Holiday. Can we all arrange to meet outside the foyer at 10:00 AM where the transportation
will be waiting? Walking boots are essential.
Sample memo
Memorandum
To: Jean – Sales Manager
From: Carol – Marketing Manager
CC: Mark – Marketing Director
Date: 22/02/2003
Re: Launch of new marketing campaign
Body of text would be displayed here
Just a reminder that the room for the marketing campaign meeting has changed from 1b to 2d on
the second floor.
Don’t forget the biscuits!

Activity seven
Report-writing skills
Tasks
1. Carry out research, collecting evidence for one of the following topic areas:
1. The need for good transferable skills within the IT industry.
2. The benefits of using ICT to present information.
3. The benefits of using ICT to communicate.
2. Produce a 1000-word report based on your findings.
3. Produce a short review that evaluates the process of evidence collection and report writing.
Consider the following points:
• How easy or difficult it was to find the information?
• Where the information was found – what resources were used and why?
• Structuring the report.
Report format template

Section layout
1.0 Introduction: the introduction should provide a short summary of the overall focus and content
of the report.
2.0 Procedures: identification of any procedures used to collect, collate, analyse and present
information.
3.0 Main findings: the main findings section is where the bulk of the report content should be
placed. The main findings section should be broken down into task, action or research areas.
Each area of the findings section should put forward arguments or statements supported by
research and analysis. The main findings section can be broken down further into subsections,
for example:
3.1 Marketing resources
3.1.1 Staffing levels
3.1.2 ICT support
3.1.3 Staff training
4.0 Conclusions: the conclusion section should bring together all of the items discussed within the
main findings section and provide a summary of the key areas identified.
5.0 Recommendations: this section is solution based, providing the subjects of the report
with proposals as to how they can move forward with the report objective. For example,
recommendations for staff training could include:
1. Provide residential management training to all supervisors and section managers.
2. Offer in-house ICT training programmes to all data entry clerks within the marketing
department.
3. Set up staff training services on a rotary basis of three employees each week for 8 weeks.
References: this section should identify and give credit for all information sources used, including
books, magazines or journals, other documents or reports, the Internet, etc.
Appendices: this section will provide supporting documentation to give further support to the report
content. Appendices could include lists of facts and figures, leaflets, downloaded information,
photocopied material, etc.
Activity eight
Standard ways of working
To facilitate the correct use of ICT procedures, a checklist similar to the one provided can be used as
a reference. The areas that should be considered when working with ICT are:
1. File management procedures.

2. Personal effectiveness.
3. Quality assurance.
4. Legislation and codes of practice.
5. Safe working.
Categories Criteria Adhered to
Yes No
File Save work regularly

management
Use sensible filenames
Set up directory/folder structures to organise files
Make backups
Choose appropriate file formats
Limit access to confidential or sensitive files
Use effective virus protection
Use ‘read me’ files where appropriate to provide technical

information, e.g. system requirements
Personal Select appropriate ICT tools and techniques

effectiveness
Customise settings
Create and use shortcuts
Use available sources of help
Use a plan to help you organise your work and meet deadlines
Quality Use spell check, grammar check and print preview

assurance
Proofread
Seek views of others
Authenticate work
Acknowledge sources
Respect copyright
Avoid plagiarism
Protect confidentiality
Safe Ensure that hardware, cables, seating, etc., are positioned

working correctly
Ensure that lighting is appropriate
Take regular breaks
Handle and store media correctly

Activity nine
Formal versus informal written communication
Written communication can be divided into two areas, formal and informal. Formal written commu-
nication relates to official documents, which provide guarantees and assurances; these documents
can be legally binding. Informal written communication includes letters to friends, memos, e-mails,
greetings, etc.
1. For each of the given scenarios, identify what type of written document could be used, and state
whether or not it is formal or informal.
(i) A managing director provides information about the performance of the company over the
last quarter at a board meeting.
(ii) A colleague from the sales department needs to send information about the team briefing
to other department members.
(iii) The personnel department informs applicants as to whether or not they have been
successful at the interview.
(iv) Confirmation is provided that your transaction of buying concert tickets is complete.
(v) Information is required about the current status of your bank balance.
(vi) Information is provided on your first day at work about your responsibilities, terms and
conditions of employment.
2. Identify three other formal and three other informal documents (do not specify any given for
task 1).
3. Why is it important to have both formal and informal documents?
Activity ten
Presenting and communicating information
Information can be communicated and presented in a number of different ways, using a variety of
applications and devices. Some of these can be categorised as text based, graphics based, presentation
based or through the use of other technologies.
Task
1. For each of the ways listed below, provide examples of how information can be presented and/or
communicated to a particular audience.
Example How Who
E.g. Letter Somebody writing to apply for a

Text based
job
Graphics based
Presentation based
Other technologies
Activity eleven
Layout of written information
Documents are set out in a particular way, referred to as a standard format. Depending on the formality
of a document, the layout could be quite structured, such as a letter or an agenda, or it could be quite
flexible, where the design is left up to the author.
Document formats can change by adjusting the font/size, adding graphics or colour.
1. Design a suitable document format for the following extracts; try and make them as eye-catching
as possible.
Document 1
A4 poster
Coming to a screen near you, ‘Attack of the Droids’ Previews Thursday 2 May 2002 all seats £3.25
Aurora Cinemas
Document 2
Business card
Contact Sensitive for all of your computing needs. David Hamble, 44 Conway Drive, Haddisham,
Suffolk, IP13 3DD, Telephone 01463 0333330
e-mail: dhamble@contact.co.uk
Document 3
Menu
Fursham’s
Starters: watercress and wild mushroom tart, Scottish salmon terrine with dill and lemon sauce,
roasted vegetable soup with herb croutons
Aperitifs: free-range chicken with apricot sauce, duck with ginger coulis, trout with almonds,
Moroccan lamb, spinach and ricotta pancakes
All served with green beans, shallots and chive and onion mash
Dessert: pecan and honey tart, rich chocolate pudding with chestnut sauce, pistachio and cinnamon
ice cream, kiwi and lemon sorbet, cheese and biscuits
Coffee and mints

Activity twelve
Using charts and graphs
Graphs and charts are used to provide visual support to data and tables providing a clear breakdown
of key data components.
Using the information provided, carry out the following tasks:
1. Using applications software, type in the given data and produce a bar graph clearly labelling the
data components.
2. Produce a pie chart identifying the market share of each car.
3. Produce a line graph to indicate the peaks and troughs of the market share over the period stated.
4. What trends or patterns have emerged from the produced graphs and charts?
Market share for car sales (%)
Engine size January February March April May June
Car A 1.6 35 32 36 30 38 40
Car B 1.8 21 22 23 20 25 21
Car C 2.0 17 15 16 14 18 15
Car D 2.4 12 12 11 10 13 12
Car E 3.0 6 7 8 6 9 7
Activity thirteen
Document storage
Once a document has been created, it is important that it be stored safely for future reference. Infor-
mation storage could simply mean saving a document in a specific area, creating a folder and saving
information to that particular area or transferring the information onto another medium such as a
USB pen or CD.
Tasks
1. Identify three ways in which a file can be saved?
2. Do you feel that it is a good idea to use a portable method of storage, and if so why?
3. Complete the table below by identifying some of the advantages and disadvantages of using a
USB pen.
USB device
Advantages Disadvantages
4
Activity fourteen
Qualitative and quantitative information
Information can be described as being qualitative, which implies that it is detailed, providing descrip-
tions of a situation or event, or as quantitative. Quantitative information is based on figures and
statistics, making the results easy to model and measure.
Look at each of the three questionnaires – Film Poll, Product Ownership Form and Customer Services
Satisfaction Sheet – and complete the following tasks:
1. State which one of the questionnaires is:

(i) qualitative format
(ii) quantitative format
(iii) both (i) and (ii)
2. Which of the three questionnaires do you prefer in terms of structure and questioning?
3. Identify which questionnaires could be used to prepare statistical information using charts and
graphs.
4. Identify two good points and two bad ones for each questionnaire.
5. List four other questions that could be used for each questionnaire, keeping in with the adopted
qualitative or quantitative format.
Questionnaire one – Film Poll
Film Poll
Name:
Age (please tick the appropriate box)
Address:
18 or below ❏ 19–35 ❏ 36–50 ❏
51–64 ❏ 65+ ❏
What types of film do you watch?
Why do you watch them?
How often do you rent a video or DVD? (please tick the appropriate box)
2–3 times a week ❏ once a week ❏ fortnightly ❏ monthly ❏ occasionally ❏
How often do you go to the cinema? (please tick the appropriate box)
What influences your decision to watch a film? (please rate from 1 to 5; 1 = lowest, 5 = highest)
Actors/actresses starring in it
Subject matter
Reviews
Knowledge of the story line
Selected by friends to see
Questionnaire two – Product Ownership Form
Product Ownership Form
Name:
Age (please tick the appropriate box)
Address:
18 or below ❏ 19–35 ❏ 36–50 ❏
51–64 ❏ 65+ ❏
Do you work? ❏ Yes ❏ No What is your salary per year:

(If Yes)
Full-time ❏ Under £10,000 ❏ 15,000–20,000 ❏
Part-time ❏ 10,000–15,000 ❏ 20,000–25,000 ❏
Self-employed ❏ 25,000–30,000 ❏ 30,000+ ❏
Do you own any of the following products?

Please tick
Yes No
• Video ❏ ❏
• DVD player ❏ ❏
• Games console ❏ ❏
• Hi-fi equipment ❏ ❏
• Camera ❏ ❏
• Digital camera ❏ ❏
• PC ❏ ❏
• Digital television ❏ ❏
• Wide-screen television ❏ ❏
• Camcorder ❏ ❏
How much do you spend on audio/electrical equipment each year?

Up to £500 ❏ £500–1,000 ❏ £1,000–3,000 ❏ £3,000–6,000 ❏ £6,000+ ❏
Where do you buy your audio/electrical equipment?

Specialist shop ❏ Electrical retailer ❏ Supermarket ❏ Internet ❏ Mail order ❏
Do you buy extended warranties or guarantees?

Always ❏ On more expensive items ❏ On less-expensive items ❏
Occasionally ❏ Never ❏
Questionnaire three – Customer Services Satisfaction Sheet
Customer Services Satisfaction Sheet
Name:
Address:
Customer Number:
Please answer each question in as much detail as possible:
1. In what ways have you been happy with the service you received from the after-sales team?
2. In what ways have you been unhappy with the service you received from the after-sales team?
3. Describe the general attitude of customer service staff members to you?
4. How, if any, could this service be improved?
5. Explain what happened when you returned your faulty product to customer services?
6. What actions were taken as a result of your complaint regarding the faulty product?
7. Would you consider buying other products from us in the future, please state your reasons?
8. Additional comments:
Unit
2
Introduction to computer systems
This unit will enable students to gain an insight into computer systems in terms of the different
types of components, hardware and software that make up a computer. Students will appreciate
the differences between different types of software and their functions, for example applications
software, utility and operating systems software.
Students will be involved in a number of practical elements in this unit and will demonstrate how
various devices can be connected and software configured.
This unit will allow students to make informed choices about computing requirements for different
types of end users, for example business use and home use, and facilitate them in making judgements
about the needs of different users in terms of both hardware and software.
Throughout this unit, they will also be introduced to a range of issues concerning computer security,
health and safety and legislation that protects the rights of computer users.
1. Know the different uses of computers in homes and businesses.

2. Explain the uses of common types of hardware in a personal computer system.
3. Select software for a specified user.
4. Safely connect hardware devices and configure software for a specified user.

Unit 2: Introduction to computer systems 27
Activity one
Definitions of a computer
A computer can be defined as any of the following:
Personal computer
(PC)
Embedded
Server
device
What is a
computer?
Mainframe PDA
Tasks
For each of the systems/devices listed, provide a brief description of each and identify at least three
benefits and/or limitations of each. You should consider the following factors in your findings:
• Cost
• Portability
• Storage capacity
• Ease of use
• Compatibility with other systems/devices
• Functions and features
Activity two
Backing store comparisons
Tasks
Complete the table below to provide valid and accurate comparisons between the different types of
backing stores.
Backing store Storage Price range Benefits Limitations

type capabilities
Floppy disk
CD
DVD
Magnetic tape
USB pen
Activity three
Central processing unit
The central processing unit is made up of different parts:
• The bus is a subsystem that acts as the pathway to transfer data or power between computer
components inside the CPU.
• The input/output unit manages the input and output of data.
• The arithmetic and logic unit (ALU) performs calculations and comparisons.
• The control unit (CU) controls the rest of the computer hardware.
• Registers is the part that acts as a temporary storage area within the processor.
• The cache is a temporary storage area where frequently accessed data can be stored for rapid
access.
CPU block diagram
Tasks
1. Label the parts of the CPU that have a “?”.
?
?
?
ALU
?
Cache
REG
2. Explain why the CPU is so important.

Activity four
Operating systems
There is a wide range of operating systems that are used for different working environments.
Some operating systems are used specifically to support networked environments, and others are
used to support stand-alone systems. Some operating systems can be described as being graphical,
and others are text based.
Tasks
1. Complete the table below, which will provide an overview of different types of operating systems:
Operating systems
Provide two examples of networked operating Provide two examples of stand-alone operating
systems systems
1 1
2 2
Identify the benefits and limitations of graphical Identify the benefits and limitations of text-
operating systems based operating systems
Benefits Benefits
Limitations Limitations
Activity five
Storage
Data and information can be stored in a number of different formats, using a range of internal and
external storage devices.
Task
1. What does the term ‘compression’ mean? Provide an example of when you might be required to
compress a document.
Example:
2. What do the following file formats mean?
• Jpg
• Bmp
• Gif
3. Provide two further examples of file formats.
1.
2.
4. Complete the table by providing an advantage/benefit of using each type of storage media:
Device Advantage/Benefit
Hard disk
USB pen
CD
Zip drive
Activity six
Use of computers
Computers can be classified as palm-top, laptop or desktop devices. Computers can also be identified
as being embedded systems to a whole range of other devices and appliances.
Tasks
1. Carry out research to identify four other devices/appliances that a computer is embedded into.
Provide printouts or photocopies of any research material.
2. Select one of the four devices and produce an A4 poster that discusses how the computer is used,
what it does and the features and functions it provides to the device/appliance.
3. Intelligent fridges use computers for a range of purposes. Carry out research to find out
information about an intelligent fridge and print out a list of its features.
Activity seven
Systems software
Software can be categorised in terms of:
Tasks
1. For each piece of systems software listed, complete the table, providing examples of the software
type and an explanation of what it can do:
Software type Description (what it does)

Activity eight
Peripheral devices
Peripheral devices are quite important to a system. Without them, there would only be a limited
number of ways in which data and information could be input and output from a system.
Tasks
1. Carry out research on the following peripheral devices (collect an A4 information sheet about
each)
• Printer
• Scanner
• Digital camera
• Web cam
2. For each device, compare and contrast three different types in terms of:
• Features
• Price
Activity nine
Systems configuration – practical
Tasks
1. You have been asked to set up/configure a system for a particular end user. You must choose one
of the following options to configure:
(a) Configure the background for an end user
• Wallpaper
• Font style
• Font size
• Colours
(b) Configure the date/time settings
(c) Configure the security settings
• Set up passwords
• Create access permissions
(d) Create desktop shortcuts.
Activity ten
Systems model
Computer systems, like any system, can be very simple or quite complex, depending on the function
of the system, resources that support the system and factors such as costs, systems objective and
systems environment. Systems do not work in isolation; they are dependent on items feeding into it,
activities taking place within it and items being output from it.
A typical systems model is based on a number of components; these include:
• Inputs
• Processes
• Outputs
• Feedback
• Control
The majority of all systems will have a combination of these components, regardless of its simplicity
or complexity.
For example: system for doing your course assignments
Inputs Lecture notes, assignment brief

Process Carry out research; build, design and complete task assignments
Outputs Complete assignment
Feedback Written and/or verbal comments from lecturer
Control The hand-in date for the assignment
Feedback
Lecturer comments
Control
Hand-in date
Process Output
Input
Research to Completed
Assignment tasks complete tasks assignment
1. For the following systems, identify the inputs, processes and outputs
(a) Making a cup of tea
(b) Buying a pair of jeans/shoes
(c) Getting ready to go out
(d) Learning to drive a car or ride a bike
(e) Doing an assignment
2. For two of these systems, identify what feedback and control mechanisms exist.
3. Identify three other systems and list the inputs, processes, outputs, feedback and control
mechanisms that contribute to make the systems complete.
Activity eleven
Cost of storing data
Read the article and answer the questions below:
The Storage Challenge
At Dell, we recognise that businesses are faced with skyrocketing and unpredictable demands for
data storage. With limited resources and budget, the challenge of managing growth can be difficult.
And while information is becoming increasingly critical, keeping it online and available whenever it
is needed is more and more complicated. With all the options available today, how do you effectively
manage, simplify and reduce the cost of your storage information systems?
Dell can help

Dell’s business model provides best-of-breed technology, built-to-order systems and extremely
competitive prices.
Our storage solutions deliver the simplicity, value and power your business demands to effectively
streamline, manage and reduce the cost of your storage infrastructure.
Simplicity · Value · Power
Simplicity through Standards
• Systems built on open standards coupled with intuitive management and an award-winning
service and support organisation to create simple storage solutions
• Value leadership
• Incredible price/performance, relevant feature set and pay-as-you-grow scalability designed to
provide investment protection
• Power through technology
• Reliable storage products with consistent data availability, scalability, performance and capacity
to help provide relevant technology for today and tomorrow
Benefits of Dell storage

Dell’s storage line is a comprehensive portfolio of hardware, software and services designed to
protect your vital information… simply, cost-effectively and powerfully. Our PowerVaultTM and
Dell/EMC storage solutions enable you to harness the power of your information by helping
you to:
• Protect your information from loss or disaster.

• Optimise the availability of your vital information.
• Improve your storage utilisation and accessibility.
• Manage your resources with greater efficiency.

• Reduce your storage costs through simplicity.
Case study tasks

1. Storage is an overhead associated with keeping information up-to-date. Identify two other
overheads.
2. What factors impact the cost of data storage?
3. What are Dell’s solutions to storage problems?
4. What are the benefits of using Dell’s storage solutions?
Unit
3
ICT project
The activities provided to support this unit have been designed to give students an insight into some
of the tools and techniques required to embark on effective project management.
Projects can be quite complex, because they rely on a number of resources being utilised at various
stages; therefore, the pack will introduce you to a range of activities that will help students to:
• Understand the principles of project management.

• Consider what is involved in a project and the resourcing required.
• Be aware of the decision making and problem solving required.
• Plan and review projects.
• Use a range of project tools and templates.
The pack also follows the requirements of the specifications so that learners should feel that they
have the necessary skills to undertake the requirements of project development.
Unit 3: ICT project 43
Activity one
Project considerations
There are a number of things to consider before starting a project.
1. Using the template below, fill in your own requirements in preparation for your first BTEC unit
assignment for ICT Project
Requirement/resource Details To be found/availability
Some of the resources might include:

• Access to books, journals or magazines,
• Access to the Internet,
• Access to the required software (e.g. database or spreadsheet),
• Access to human knowledge,
• Access to end users (if the project is based on a real-life scenario).
2. Once you have completed the template, discuss it with your teacher/tutor to see if there are any
areas that might cause concern or problems; e.g. access to certain software.
Activity two
Problem solving and decision making
Complete the table for the following two tasks and identify:
• Resources required.
• Problems that may be encountered.
• Decisions that need to be taken to overcome these problems.
Task 1 Resources Problems Decisions

Booking
a holiday
Task 2 Resources Problems Decisions

Completing an
assignment
Activity three
Analysing problems
What is a problem? It can be defined as an obstacle, something that you have to overcome or something
that requires the application of a solution. Whatever the definition, problems can occur on a regular
basis, at home, at college or in the workplace.
In order to address a problem, some form of reasoning needs to take place. The application of reason
is based on a rational or logical decision-making process as shown.
Problem solving factors

Define and understand the problem
➤ When were you first aware that the problem existed?
➤ Do you understand the complexities of the problem?
➤ What factors impact upon the problem?
➤ Are there any clear solutions to overcoming the problem?
➤ How easy will it be to implement these solutions?
Towards solving the problem
➤ Are you in possession of all the facts and information?
➤ Have you generated a number of solutions?
➤ Have you rationalised each solution?
➤ Can each solution be justified fully?
➤ What are the implications of applying a solution? Will further problems be generated?
Applying a solution to the problem
➤ How will the solution address the problem?
➤ Will the solution affect other people? If so, how?
➤ Is the solution resource dependent, and do you need access?
➤ How long will it take for the problem to be rectified after applying the solution?
➤ Is this a long-term solution?
Reflecting on the problem
➤ Did the solution overcome the problem?
➤ How effective was the solution?
➤ Was this the right solution?
➤ Are there any repercussions from the application of the solution?
➤ Has the problem gone?
Tasks
1. Think of three problems that you have had to resolve in the past, one of these may be ongoing.
2. Look at the various ‘problem-solving factors’ that have been identified, and try to apply each of
the sections to your own problem:
• Defining and understanding the problem.
• Towards solving the problem.
• Applying a solution to the problem.
• Reflecting on the problem.
Activity four
Planning and reviewing
Gantt charts show the sequence and timing of events for a particular task-based project. It identifies
and predicts when activities will start and end and also examines the ordering of particular tasks.
January February March
Week no. 1 2 3 4 5 6 7 8 9 10
Activity:
Carry out investigation ➤
Collect all the evidence together ➤
Analyse the results ➤
Write up results ➤
Provide some recommendations ➤
Present findings ➤
Gather feedback ➤
Review the process ➤
Tasks
The Gantt chart above provides a 10-week overview on how an activity can be planned and delivered.
1. Look at the Gantt chart provided and identify whether:

• Too much or too little time has been allocated to a task.
• The sequence of activities are set out in a logical way.
• Any activities have been missed out (based on your own experiences of planning an activity).
2. Produce a revised Gantt chart based on your analysis of task 1.
3. For a given BTEC First assessment, produce a Gantt chart that illustrates the planning process
you will undertake for completing the work.
Activity five
SWOT analysis
A SWOT analysis:
• Strengths
• Weaknesses
• Opportunities
• Threats
is modelled on four key elements that together provide a holistic view of the particular proposal or
project. For example:
‘Should the stock control system be upgraded in the warehouse department?’
Stock control SWOT analysis
Strengths Weaknesses
• Would reduce the amount of paperwork • Initial financial outlay
• Allow automatic stock ordering • Training of all warehousing personnel
• Provide automatic tracking of the stock
distribution in the warehouse
• Information can be accessed by all stock
personnel
• Would reduce overheads by 5%
Opportunities Threats
• Stock system can be integrated into other • Incompatibility with other existing
department systems systems in the store
• Access to stock information for all store
personnel
• Links to supplier systems
In order to assess whether or not the proposal would be viable, the strengths should outweigh the
weaknesses and the opportunities should exceed the threats.
Tasks
1. What is your opinion on the use of SWOT analysis as a tool for planning and decision making?
2. In your opinion, what measures could be taken if the weaknesses did outweigh the strengths and
the threats exceeded the opportunities in the given example?
3. Produce a SWOT analysis based on your decision to do and complete the AGA qualification.
Activity six
Project development
There are a number of stages involved with projects, each being dependent on the next in many cases.
For example, you cannot provide an evaluation until the project has been fully implemented.
1. Using the model below, draw up a plan that provides coverage of the stages involved in your
project.
Design it
Develop it Do it
Harvey Maylor 1999
Stages What to do
Design
Do
Develop
Activity seven
Investigating the problem domain
Before a project starts, you must have a good understanding of what it is that you are hoping to achieve
and how you are going to achieve it. To do this, you must have a comprehensive understanding of
the problem domain; e.g. what problems exist and how these can be overcome. This information can
be captured in the problem definition form as shown:
Basic problem definition template
Date: 21 February 03 Functional department: Finance End user: Chris Henders
Problems identified within the department: Prioritised 1–5 (1 = highest

and 5 = lowest)
(a) Preparation of accounting documents is time consuming
(b) Errors in manual calculations
(c) Information that is sent from other departments

is sometimes late and out-of-date
(d) Lack of communication between departments
(e) Manual system in place for preparing customer accounts
Suggested target times:

(a) 2–3 days
(b) Within 24 h
Solutions
1. Install a computerised accounting system that can automatically perform calculations
and save time.
2. Electronic information sends by other departments via a network system.
3. Automatic updated sends by other departments.
1. For your own project, identify what problems exist and provide feasible solutions as to how they
can be overcome (either draw up a list that prioritises the problems or use a template like the
one shown).
2. Provide a summary of your suggested solutions, and fully justify your choices.
Activity eight
Fact finding
There are a number of established investigative techniques that aid data collection. These are
sometimes referred to as fact-finding techniques. These techniques include:
• Questionnaires
• Interviews
• Observation
• Examination of documentation
1. For each of the following scenarios, state which techniques would be most applicable:
End user Environment Techniques Why?
Waiter/waitress who takes orders Busy restaurant

all day
Five ICT administrators Small IT department
Sales manager with limited time Sales and marketing department
Administrator who is paperwork Human resources department

dependent
Despatch driver Mail order company
2. Draw up a list of advantages and disadvantages for each fact-finding technique.

3. Identify which investigative techniques you will be using (if applicable) for you own project.
Fully justify your selection.
Activity nine
Designing data capture forms
It is easier to work from a set of standard documents when carrying out research for a project. One
document that can be used to collect information from a range of users is a questionnaire.
1. Look at the shopping survey template given and produce your own survey/questionnaire to meet
one of the following criteria:
• A poll about music and music formats; e.g. vinyl record, MP3, DVD, CD, tape.
• A survey into what recreational pastimes people engage in during their leisure time and how
much time they spend doing it.
• An opinion poll about branded and designer label products.
2. Give the questionnaire to at least ten people.
3. Collate all the information together and present some of the results in a visual format.
Shopping survey
Name: Age (please tick the appropriate box)
Address: 18 or below ❏ 19–35 ❏ 36–50 ❏
51–64 ❏ 65 + ❏
What type of shops do you buy your clothes from?
Why do you use these shops?
How often do you go into these shops? (please tick the appropriate box)
What influences your decision to use these shops (please rate from 1 to 5)
(1 = lowest; 5 = highest)
Friendly staff
Prices
Good product range
Good quality
Easily accessible
Activity ten
Cost benefit analysis
A cost benefit analysis provides an overview of the costs involved with a certain project and maps
these against the attributed benefits.
1. Complete the cost benefit analysis table based on the proposals put forward in worksheet seven.
Proposals Tangible £ Intangible £ Benefits

costs costs
Activity eleven
Documentation
Documentation forms a critical part of any project, as shown below in the table.
Documents Use
• Interview question sheet Gather information on the task-related

• Questionnaire problem
• User catalogue Recording the wants and needs of users with

• Requirements catalogue respect to the new system
• Draft plans Demonstrating project development and the

• Designs generation of ideas and proposals
• Screenshots
• Implementation plans To check that the system meets the users

• Test logs requirements and works to agreed standards
• User guide Support end users by providing help and

• Training booklet advice
Tasks
1. List in order the documents that should be provided at each stage within a project.
• Beginning
• Middle
• End
Activity twelve
Project management and effective ICT teams
There are a number of factors to consider when taking on a project and working within a project
environment. Depending on the scope and nature of the project, a number of people may be involved,
and the project tasks may be subdivided and allocated to teams rather than individuals.
All projects follow a life cycle that extends from the initial investigation through to the final
evaluation. A traditional project life cycle model can be seen below:
Project life cycle model
Initial project planning
Feasibility
Analysis
Design
Implementation
Testing and review
Project review
Teams
The structure of a team can be broken down into three basic categories that can be analysed in
conjunction with the project life-cycle phases as shown in the table. These categories are creative,
tactical and problem resolution.
Team structure requirements
Category Life-cycle phase Characteristics of team
Creative Designing High degree of autonomy is required in order to

explore a range of options and possibilities. The team
would require independent thinkers and self-starters
Tactical Doing Very structured team that can plan, set and clarify
objectives for individual team members. Motivated
team that can work together
Problem solving Doing/developing Team that can focus on the final resolution, overcom-
ing problems as a team when they occur
The size and composition of the team will be dependent on a number of factors, including:
• Budget of the project.

• Time constraints.
• Complexity and level of project.
• Resources available.
Projects are often broken up and subdivided into smaller tasks and activities that are delegated out
to individuals working within a project team. By disseminating the tasks within the project, it can
ensure that the most qualified and appropriate individuals are working on the areas that they are
considered to be experienced or trained in.
The characteristics of a good team include:
• Leadership (strong)
• Appropriate allocation of tasks
• Complying to standards
• Monitoring costs
• Controlling resources, activities and team members
A team has to have some sort of coherence in order to function effectively. In order to maintain a
certain level of formality, a team needs to be directed by a team leader/project manager. It would
be the role of this person to delegate tasks, manage the activities of the project, encourage team
interaction and be accountable for the dynamics of the group.
When allocating tasks, a team leader should look to the strengths of individuals. For example, if you
are aware that a team member is good at designing websites, then that person may be assigned tasks
involving the setting up and maintaining of a website.
Ensuring that the team complies with standards is crucial to ensure that the project is carried out at
the right level and within the agreed quality and procedural boundaries.
Cost is an essential part of any project and the cause of many project failures. Ensuring that the
project team members are all working to schedule with the agreed resources will ensure that costs
do not escalate.
Quite a few projects within organisations involve the input of numerous team members, all working
on different aspects of the project. The control and monitoring of resources, activities and individuals
will ensure that deadlines are met and that the project is completed with minimal disruption or clash
of team personalities or personal agendas.
Tasks
1. What are the stages of the project life cycle, and how does this relate to team structure
requirements?
2. Identify four factors that can impact upon the size and composition of a team.
3. Why is it important to have a good balance of team roles when working together on a project?
4. What skills should exist in order for a team to be effective?
Unit
4
Website development
This unit will provide students with an understanding of why websites are developed, the purpose
of design and the technologies used.
In addition, this unit will explore the growing potential of websites in terms of how they have
emerged in this new technological era, their purpose and the unlimited boundaries in terms of
accessing, developing and using them as information portals, marketing and promotional sources
and as selling tools.
Website design has become a growing business at all levels, with many skills being developed
at school and in further education. With a range of software available to support the design of
pages, many teenagers have already experimented with, and in some cases have designed, their
own personal web page within a matter of weeks.
The use of text, graphics, sound, moving images and links has turned website design into a very
profitable and affordable source of branding for organisations across the world, from small corner
shops to multinational corporations.
1. Understand purposes of websites and the laws and guidelines that concern their development.
2. Understand the principles of multiple-page website design.
3. Create a multiple-page website.

Unit 4: Website development 61
Activity one
Website functions
Tasks
1. Listed are some of the functions of a website for a particular user type. Select two of the
organisations listed, and select three further functions that a website could be used for
➤ Provide information on courses and the institute
Education ➤ Allow students to make online enquiries

➤ Allow online applications and course enrolments
➤ Allow online transactions for shopping
Supermarket ➤ Information – store directions, opening times, etc.

➤ Check loyalty card details – balance, etc.
➤ View and bid for items
Auction site ➤ Set up an online shop with direct links

➤ Place items for sale
➤ Information – product range, mortgages, etc.
Bank ➤ Online banking and transactions

➤ Arrange online appointments
➤ Provide online quotations

Insurance
➤ Access product and service information
company
➤ View and update policy details
Activity two
Website design features
There are a number of important features to consider when designing a website.
Tasks
1. Look at the table below, and provide, for each of the features listed, a statement as to why you
think these are important to website design.
Feature Statement
Layout
Use of colour
Links
Use of different fonts
Different font sizes

Activity three
Research activity
Carry out research on three websites, one from each of the following end users:
• Education
• Finance
• Retail
Draw up a table that compares and contrasts a range of features as identified in activity two.
Feature Education site Finance site Retail site
Layout
Use of colour
Links
Use of different fonts
Different font sizes

Activity four
Analysing websites
Tasks
1. Look at the website below and analyse it in terms of the following features:
http://www.train-ed.co.uk
• Use of colour
• Graphics
• Information provided
• Menu
• Links
2. What improvements do you think could be made to the site?

Activity five
Web page design
1. Design a single-page website that could be used to meet one of the following establishments’
purposes:
• A local film club.
• A football or others sports society/club.
• A role-playing-game (RPG) society.
• A holiday destinations newsgroup.
2. The page should be set up in the style of a home page and should include at least one graphic.
3. Within the page, try and incorporate a range of colours and fonts.
4. Ensure that you have adopted a professional layout.
Activity six
Multiple-page design
Tasks
1. Following your single home page design in activity five, you have been asked if you can extend
the site to include a further four pages.
2. The pages should include the following:
(i) A page that details the content of the site – what it is about, how it is set up, its purpose, etc.
(ii) A page that details the history of the club/society/newsgroup, and general information
about the subject matter.
(iii) A page containing the contact information.
(iv) A page of links to other relevant sites and other useful information.
Activity seven
Using web design functions and tools
You have received some very positive feedback about the website that you designed in activity six.
The end user is very impressed with the information that you have included on each of the pages;
however, they have requested a more user-friendly navigation map that will take users through
the site effortlessly. To accommodate this request, you have decided to go back and include some
additional features.
Tasks
1. Include a menu on the home page that will link to other areas of the site.
2. Include hyperlinks on certain words/phrases that will take users directly to a specific area of the
site, or to other sites.
3. Include a working contact e-mail address so that users can e-mail questions, updates and general
information.
Activity eight
Website evaluation – ‘fit for purpose’
Following the successful completion of activities 5–7, you should now look back and check that it
is ‘fit for purpose’.
Tasks
1. Complete the table by adding comments for each of the areas listed:
Feature Comment
Use of colour
Font size and style
Use of bullets or numbers
Use of links and menu features
Graphics
General layout
Activity nine
Analysing websites – part II
Websites are designed for a number of different purposes, to suit a range of end-user needs. To this
end, the way that a website is set up – its layout, functions and features – will reflect this purpose.
Tasks
1. Look at a range of websites from the following categories and identify what you think is the
purpose of the site and whether or not the design meets this purpose?
• Children’s website
• Travel website
• Entertainment site (cinema, what’s on, theatre, etc.)
• Education website
• Employment recruitment website
2. Discuss your findings with other members of your group
3. If the design is not functional for the site, what suggestions could you make to address this?
Activity ten
Website navigation
Tasks
1. Look at the Elsevier website: http://www.elsevier.com, shown below:
2. There are a number of navigation features available on this website. Identify three ways that
information can be found.
3. How easy do you think it is to find information using the navigational facilities of this site?
Activity eleven
Using HTML titles
In HTML, every command is surrounded by ‘<’ and ‘>’; for most commands, you also need to tell
the browser when the command ends. This can be achieved by including a back slash (/) in front of
the ending command, as shown above.
HTML tags are not case sensitive; therefore, <title> is the same as <TITLE>, which is the same as
<tITLe>.
Task
HTML has six levels of headings, numbered 1 through 6, with 1 as the largest and 6 as the smallest.
Headings are displayed in larger or smaller fonts, and are usually bolded.
1. Using HTML, demonstrate how you can change at least six different titles using a range of the
title sizes.
Example using h1
<h1>Using HTML Titles</h1>
Using HTML Titles

Activity twelve
Using HTML paragraphs and breaks
Within HTML, paragraphs can be added by using the following syntax:
This is my sample web page. I will be developing it over the next few weeks. The evidence can be
used as part of my assessment.
Resulting in:
This is my sample web page. I will be developing it over the next few weeks. The evidence can be
used as part of my assessment.
Line breaks – there may be instances where you want to end typing on one line, and start on the next.
This can be done by using syntax, and it is one of the few commands that you don’t have to
put an ending command ‘/’ on. An example of this can be seen with:
Welcome to my website, What do you think? Please leave feedback My e-mail

address is .....
Resulting in:
Welcome to my website,
What do you think?
Please leave feedback
My e-mail address is .....
Task
1. Using HTML, demonstrate how you can create paragraphs and insert line breaks.
Activity thirteen
Using HTML – bullets and numbering
There are two types of lists that you can make in HTML – bulleted and numbered. To make a bulleted
list of: motherboard, hard disk, keyboard, memory, monitor, case and mouse, you would type:
<UL>
<LI> motherboard
<LI> hard disk
<LI> keyboard
<LI> memory
<LI> monitor
<LI> case
<LI> mouse
</UL>
Resulting in:
• motherboard
• hard disk
• keyboard
• memory
• monitor
• case
• mouse
To make a numbered list, you would type:
<OL>
<LI> motherboard
<LI> hard disk
<LI> keyboard
<LI> memory
<LI> monitor
<LI> case
<LI> mouse
</OL>
Resulting in:
1. motherboard
2. hard disk
3. keyboard
4. memory
5. monitor
6. case
7. mouse
Task
Using HTML, create at least one numbered list and one bulleted list, with ten items for each.
Activity fourteen
Using HTML – character formatting
At some stage, you may want to change the format of your text using a range of ‘text styles’. There
are a number of styles that can be used to include:
, for italic

, for bold
, for underlined
<strike>, </strike> for strikeout
, for superscript
, for subscript
<tt>, </tt> for teletype
<blink>, </blink> for blinking text
Task
1. Using HTML, generate a paragraph of text (approximately 250 words). Within the paragraph, use
at least four types of character formatting.
Activity fifteen
Using HTML – links
Links can be identified by coloured text or graphics that takes you to another location when you click
on them. A link can take you to another area of the same page or to another website.
If, for example, you wanted to make a link from your web page to ‘The Training and Education
Company’, the URL being:
http://www.train-ed.co.uk
you would enter:
<A HREF="http://www.train-ed.co.uk">Whatever text that you want to be coloured would be

placed here</A>
Resulting in:
Whatever text that you want to be coloured would be placed here
Some people have a link on their web page that will automatically send an e-mail to a certain address.
To do this, if you wanted people to recognise that you have support e-mail facility and your e-mail
address was abc@123.co.uk, you could type:
<A HREF="mailto:abc@123.co.uk">Support</a>
The result being:
Support
Task
1. Using HTML, create at least two different types of links within a paragraph of text.
Unit
6
Networking essentials
This unit will enable students to gain an insight into the uses, roles and applications of networks in
organisations. Networks can bring a range of benefits to the way in which users communicate and
share information. In conjunction, there are a number of issues that surround the use of networks,
including security and data protection. This unit will address a range of these concerns.
This section will allow students to gain a good understanding of network functions and the types
of networks that are used in organisations. In addition, students will also be able to understand the
features and services of both local and wide area network technologies. Finally, students will be
provided with information on hardware and software, and how they are connected and configured
to support any practical tasks that may be required as part of the unit assessment.
1. Understand the use of computer networks.

2. Understand the features and services of local and wide area network technologies.
3. Understand network hardware and software components and how they are connected and
configured.
4. Set up and use a simple local area network.

Unit 6: Networking essentials 79
Activity one
Backup strategies
There are a number of backup options available to an organisation. These include:
• Simple backup
• Stack backup
• Advanced stack backup
• Incremental backup
• Grandfather, father, son backup
Tasks
1. Provide a brief overview of each of these backup options.
Organisations have the option to use specialist storage and backup technology; one of these is
redundant array of independent disks (RAID).
RAID functions
RAID technology provides the following functions:
• Immediate availability of data and, depending on the RAID level, recovery of lost data
• Redundancy of data at a chosen level
Depending on the level of RAID that you are using, this method of data storage provides the data
redundancy needed for a highly secure system, with the additional benefit of faster retrieval of data
through multiple-channel access. If one or a few disk drives fail, they can normally be exchanged
without interruption of normal system operation. Thus, disk arrays can ensure that no data is lost if
one disk drive in the array fails. The array includes drives, controllers, enclosure, power supplies,
fans, cables, etc., as well as software. Each array is addressed by the host computer as one drive.
There are several types of RAID configurations, called levels, which control the ways of organising
data on the drives and organising the flow of data to and from the host computer.
RAID levels
Level Key facts
• Provides NO redundancy, since the data are written across multiple drives
RAID-0 (so-called striping). If one drive fails, all the data in the array will be lost.
• Provides higher data flow rates, since all drives are accessed in parallel.
• Data mirroring. High reliability. The same data is written or read on two (or more)
drives.
• Faster reading, since the first drive to respond to a request will provide data, thus
RAID-1
reducing latency.
• The cost at least doubles for a given storage capacity.
• * MTBF ∼ 2M + M2 /R
• One extra drive is added to store the parity data (error correction data). If one drive
fails, the data can be recovered, and the other drives will keep working till the failed
one is replaced (of course, performance will suffer).
RAID-3 • High reliability (cheaper than mirroring in RAID-1).
• Very high data rates. Data writing and reading occurs in parallel.
• For a given capacity, fewer drives are needed than for RAID-1.
• Controller may be more complex and expensive.
• Data and parity information striping across all drives.

RAID-5
• High reliability, high performance.
USbyte.com
2. Identify three organisations that provide RAID technology, and provide an overview of the level
and cost of this service.
Activity two
Security
Tasks
1. For each of the following security breaches, describe the measures that can be used to overcome
them:
(i) Threat of hackers (external)
(ii) Unauthorised user access (internal)
(iii) Viruses
(iv) Vandalism or sabotage
2. What legislation can be enforced to combat potential security breaches?
3. The article ‘Shielding yourself from hackers’ (given below) discusses various approaches to
protecting systems.
(a) What preventative measures are discussed, and how effective are these?
(b) Why is a security policy important?
Shielding yourself from hackers (Filed: 07/01/2004)

Wendy Grossman looks into the shadowy world of viruses, worms
and trojan horses
Why, you may wonder, would anyone want to attack your computer system? The simple answer:
because it’s there.
This is especially true if the business has broadband or another

type of permanent Internet connection. With all the benefits such
connections bring, they also bring increased risks, especially as
e-mail becomes a more and more important business tool.
Generally speaking, there are two types of attackers to guard

against: human (hackers) and software (viruses, worms, trojans).
Each business will need to make its own security assessment as
to which of these risks is most significant to it.
Protection against them is with technology such as anti-virus

software and firewalls, which may be hardware or software or
a combination of both, and with good business practices such as a well-thought-out security policy
and careful human resource management.
To begin with hackers, media coverage of this type of issue tends to focus on the anti-social teenager,
but the most likely source of intrusion into any company’s computer system is former, perhaps
disgruntled, employees. They have inside knowledge and, often, continuing access through their old
accounts.
For this group, the best preventive is ensuring that accounts on the company computer network are
either issued with new passwords or deleted when the employee leaves. The details of how this is
done should be covered in the company’s security policy, which also should cover such issues as
physical access to the company’s network and so on.
The security policy is also important in deterring external hackers, as it should be used to educate
users about good security practice. A clever hacker may be able to get all the information he or she
needs to gain access to the company network simply by asking for it. Users need to be taught not to
hand out company names or passwords without checking.
Firewalls also help deter hackers, partly by blocking certain types of malicious traffic if they are
configured to do so, and partly by making it possible to limit external access to the network. Software
communicates across the net via numbered ‘doors’ known as ports. When security experts talk about
‘back doors’ into your system being left open by or for hackers, this is one of the possibilities they
mean: an open port that can be exploited by someone with the right software.
Without a firewall, a type of virus known as a trojan can open ports in your system without your
knowledge; firewalls specify which ports may be opened and used, blocking this type of danger.
Software intruders are usually classed as viruses, worms or trojans. These are all types of what could
more generally be termed ‘malware’, a contraction of malicious software. All three can cause havoc
with a computer system, whether it is a stand-alone machine or a network.
Viruses are programs that replicate themselves. They may or may not include a destructive payload,
that is to say functions that delete files or do other malicious damage to your system. Formerly, the
most common way for machines to pick up viruses was via infected floppy disks. These days, the
most common method is via e-mail, though it is also possible to download an infected file directly.
The best solution in most circumstances is to run anti-virus software. This is not a one-time instal-
lation; you must keep anti-virus software up-to-date because new viruses are released all the time.
Most good anti-virus software includes an automatic updating facility, and if you have a broadband
connection these updates should be unnoticeable to users. It is false economy to install anti-virus
software and not pay for the updates.
Anti-virus software is, however, only one element in the battle to protect your system. It is also
important to educate users about the risks of attached files, and not to open files they weren’t expect-
ing, even if those files appear to come from trusted sources. Virus writers have become sophisticated
at constructing messages that appear to be genuine and safe. You should ensure that users’ e-mail
software is configured not to decode and run attachments automatically.
http://www.telegraph.co.uk
Activity three
Networks and Internet infrastructure
Networks vary in size, structure and complexity; some of these include:
• Local area networks: these consist of computers that are located physically close to each other –
within the same department or branch.
• Metropolitan area networks: the range of a MAN is also greater than a LAN, allowing business to
expand around a country.
• Wide area networks (long-haulage networks): these are networks that extend over a larger geo-
graphical distance from city to city within the same country or across countries and even
continents.
Tasks
1. For each of the given network types listed above, provide two examples of how they could be
used.
2. Apart from the geographical range, identify other features that are comparable from each of the
network structures.
3. Describe and give three examples of a network ‘topology’.
4. Describe the infrastructure of the Internet in terms of:
• Access point (AP)
• Routers
• Servers
5. What is the function of a server?
Activity four
Uses of computer networks
Networks are used to enhance and improve communications, both internally and externally, between
end users.
Tasks
1. Look at the diagram below and provide one example where a networked system could be used
to improve communications:
Students studying on
a BTEC First course
Functional departments Customers shopping

within an organisation online
Doctors working A company ordering

in a surgery stock from a supplier
Checking the status of a library
book
Activity five
Network advantages and disadvantages
There are a number of advantages and disadvantages in having a networked system.
Complete the table below, providing a set of advantages and disadvantages of having a networked
environment.
Network advantages and disadvantages

Activity six
Network types
Networks vary in size and complexity, some are used in a single department or office, and others
extend across local, national or international branches. Networks vary in structure, to accommodate
the need to exchange information across short or wide geographical areas. These structures include:
• Local area networks (LAN)

• Metropolitan area network (MAN)
• Wide area networks (WAN) – long-haulage networks (LHN)
• Value added networks (VAN)
Tasks
1. Provide a paragraph of information on each of the networks listed above.
2. Produce a table that compares and contrasts each of the networks listed above.
3. Choose one of the networks listed above and produce a one-page information leaflet with
examples of the types of environments that it can be used in.
Activity seven
Client/server systems
A client/server approach is based around a client that is responsible for processing requests for data
and a server that executes the request and returns its results, as shown below:
Server
Interface between
client and server
PC
PC
Client
PC
PC
The server is a more powerful computer that stores the application and the data that is shared by
users. It effectively circulates the information around the network and, together with the network
operating system, performs a number of functions.
Tasks
1. Identify three possible servers?
2. Describe the function of each of the servers identified.
3. Identity the common benefits of having a server.
Activity eight
Network security
Although networks can bring many benefits to an organisation, there are also some drawbacks to
having a networked environment. One of the major drawbacks is caused by the ‘shared’ element of
using a network and the increased security risks.
The security risks can be categorised into:
• Unauthorised access by internal users and external threats

• Vandalism, theft and sabotage
Keeping data secure on a network can be quite difficult because of the environment in which users
work and the levels of user and access requirements to the data.
Tasks
1. At each level of an organisation, a number of security measures can be put in place.
For each of the levels listed below, identify a security measure that could be put in place
Corporate level
Department level
User level
2. Making employees aware of security issues is very important, especially in a networked envi-
ronment. What suggestions could you make to an employer about keeping their staff up-to-date
with security issues?
Activity nine
Threats to network security
There are a number of threats to networked systems. These can include threats to:
(i) Physical security

(ii) Document security
(iii) Personnel security
(iv) Hardware security
(v) Communication security
(vi) Software security
1. Complete the table below by giving one example of a potential threat to each security area, and
one way to combat the threat.
Area of threat Example of threat Way to combat threat
1 Physical security
2 Document security
3 Personnel security
4 Hardware security
5 Communication security
6 Software security
2. Which threat to security do you think is the most difficult to take preventative measures against?
3. Do you think that a networked system can be made 100% secure? Justify your answer.
4. There are a number of recognised strategies aimed at reducing the risk to networked systems.
What are they, and how effective do you think they are?
Activity ten
Network topologies
There are a number of different network topologies, each with their own benefits and limitations.
Tasks
1. For each of the topologies listed, provide a diagram and a short explanation as to how it works,
its benefits and any limitations.
Star topology
Bus topology
Ring topology
Unit
9
Database software
Database software is quite a common piece of applications software, as it is used for a wide range of
purposes in industry for data storage, manipulation and analysis purposes.
This section will provide students with an overview of databases in terms of how they evolved, the
principles of database design and offer support in terms of students creating their own databases.
1. Understand the structure and principles of databases.

2. Create a simple database to meet user needs.
3. Create database queries.
4. Document a database.

Unit 9: Database software 95
Activity one
Database research
Task
1. Using a range of research resources, identify at least two organisations that use database software,
and complete the table below:
Organisation one Organisation two
Database function – what is it used for?
How large is the database in terms of record capacity?
Who are the main users/departments of the database?

Activity two
Database design issues
You have been asked by the owner of a small DVD and games shop to design an automated system
to help with day-to-day operations and to replace the existing manual one. The system design could
be for one of the following areas:
Stock control.
Accounts.
Storage of existing members’ details and new memberships.
Tasks
1. What information would you need to help with the design?
2. What types of input and output screens could you design?
3. How would you implement the new system, taking into consideration that a manual system
already exists? Fully justify your reasoning.
Activity three
Using systems software – creating a database
A variety of systems software are used in organisations. Some of these can be categorised as being
general, while others are more specific. General systems software is based on the use of applica-
tions software such as databases and spreadsheets to provide storage, modelling and prediction
facilities. Specific systems software can include strategic-level systems, management-level systems,
knowledge-level systems and operational-level systems.
Task
1. Using database software, design a small system to meet the following user requirements:
Design a DVD rental booking system that can store information about customer details, DVD titles
in stock and rental information. The system should include at least three tables and a form (relating
tables is an option).
Suggested screens could include:

(i) Customer details (customer membership number, name, address, contact details, etc.).
(ii) DVD titles (e.g. title code, name, category – comedy, family, cartoon, etc., and classification –
PG, 15, etc.).
(iii) Rental information (date of rental, period of rental, etc.).
Activity four
Database design and editing
You have been asked to set up a database for your local surgery. The surgery has several functions
that need to be computerised using suitable database software. These areas include:
• Doctors and locums – name, registration number, surgery appointment times, specialist areas and
patient list.
• Appointments – dates, doctors, patients, description/nature of the appointment (migraine, aches,
pains, etc.).
• Patients – hospital number, name, address, telephone number and date of birth.
• Personnel – surgery staff (name, address, telephone number, date of birth, employee number,
hourly pay rate, date of employment, etc.).
The surgery staff consists of Jan Greene, who is the surgery manager, and three full-time administra-
tion staff, who schedule the appointments. There is one nurse and five doctors and also locums in
practice at the surgery.
Brief
You have been asked to perform a number of tasks to include an overall design of the proposed
database system, the development of a fully working design, reports, updating and editing of the
data. You must include a range of suitable data (e.g. patient information) where required, sample
size of ten records minimum.
Tasks
1. Develop a database and perform the following tasks:
(a) Calculate the return date of the books that are loaned.
(b) Produce a report of all patients who are seeing a particular doctor on a day.
(c) Calculate how many patients see the nurse in any one day.
2. Edit the database to incorporate the following tasks:
(a) Include a new doctor – Dr. Mark Herring.
(b) Correct the entry for Jan Greene to read Mrs. Janette Greene, and change her title to ‘practice
manager’.
(c) Create a new table that identifies the medication and advice given to patients who have been
seen by the doctor (this information should not be linked to the patient as consultations are
confidential, but it can be linked to the doctor).
Activity five
Case study – The Organics Food Company
You work as a consultant for The Organic Food Company, which sells a range of products across
East Anglia. Your role is quite diverse, as you are employed to look at a range of processes extending
across sales, marketing, operations, distribution and finance.
John Peters, the owner of the company, has asked you to look at the ‘sales ordering system’, which
includes the stock control and distribution systems, to see if they can all be integrated and centralised
using a database system. To help with the design of the database, John has provided you with the
following information:
Current system – sales ordering
The company accepts sales order requests from individual household customers, shops and
restaurants. Orders can be taken by phone, fax or post (there is no online provision currently).
When a customer rings in, the following details are taken:
• Customer number.
• Contact details (name, address, telephone number).
• Order details (product description, quantity, price).
• Delivery details (to be picked up or delivered and when).
• Payment options (on account, credit card, payment on receipt of order).
If the details are taken by phone, the information is recorded on a sales order sheet (template
provided). If, however, the customer sends in a postal or fax request, the details are taken from
this source. Confirmation of the order – items in stock, prices delivery, etc. – is carried out within
the hour, as there is no electronic system of linking orders to stock and delivery.
Current system – stock control and delivery
When a sales order is received, the information is passed onto personnel within the stock and delivery
department. They check to see if the stock items are readily available on the premises and when these
items can be delivered. This involves looking at the delivery schedule on the wall to see how many
customers have been booked in over the course of the week and for which specific postcode areas.
If the items are available, the customer will be contacted and the delivery date and time confirmed.
If the items are out of stock, a supplier will be contacted to confirm delivery of the items to the
company. The customer will then be contacted and informed of stock status and estimated delivery.
Supplier details:
The company is supplied by two organic distributors:
• ‘Jackson’s’ supplies all the fresh organic dairy, meat, fruit and vegetables.
• ‘Howe’s’ supplies the processed and packaged organic food and drinks.
Deliveries from Jackson’s are on a daily basis; Howe’s deliver items twice a week. Both suppliers are
located within a 20-mile radius of the company.
Task
1. Design a database to incorporate the functions of the sales ordering system.
Activity six
Building a relational database
This activity can help students to develop a relational database as part of an assessment.
Students will need to use suitable database software such as Microsoft Access. It is expected that,
through independent learning, students should be capable of using wizard features to create basic
tables, forms and reports. With additional tutor support, students should be capable of fulfilling the
following criteria:
• Generate a fully relational database with at least 20 records.

• Use a variety of input screens.
• Customise input screens to suit a range of user needs.
• Incorporate look-up tables, validation procedures, macros, menu systems, search and sort criteria,
etc.
• Build at least six working relationships.
• Introduce security mechanisms such as passwords, multiuser screen levels, etc.
Each stage of the database design should be fully documented. A user guide could be incorporated
into the assessment, which students could give to another group member to test the suitability of the
database.
To complete these activities, a test log should also be produced, documenting any faults or problems
encountered with the database design.
Unit
10
Spreadsheet software
Spreadsheets can be used for a range of modelling purposes to support users in a range of
environments to include finance, sales, production and general administration roles.
This section will support students in the design and development of spreadsheets. They will be able
to create spreadsheets that use a range of formulae, functions and features and through doing so, be
able to interpret and analyse given data sets.
1. Understand what spreadsheets are and how they can be used.

2. Create complex spreadsheets that use a range of formulae, functions and features.
3. Use spreadsheets to present, analyse and interpret data.
4. Check and document a spreadsheet solution.

Unit 10: Spreadsheet software 105
Activity one
Using modelling tools and techniques
Scenario
You work in a large stationary shop. Your role is to help the supervisor with the stocktaking and
re-ordering of stationary supplies. Although you are just a trainee at present, it is expected that you
will be promoted to the supervisor role within 6 months.
Part of the supervisor’s responsibilities is to try and identify what supplies will be in demand over a
4-week period. At certain times of the year, it is quite easy to do this – for example, between August
and September, the demand for ‘back-to-school’ stationary is very high; this is also the case in January
when students return to school and college after the Christmas break.
In order to assist you in your decision-making process about what stock items should be ordered, the
manager of the shop has started to design a spreadsheet, based on a budget of £250. The items and
their associated costs are listed below:
Stationary items Unit price (£)
Ring binder 0.79
A4 pad 1.25
A5 pad 1.05
Pack 10 clear wallets 2.15
Pack 5 cardboard folders 1.79
Pack 4 pens 0.99
Stationary set 3.75
Pack 3 ruled pads 2.00
Pack 3 storage boxes 3.45

Tasks
1. Look at the sample spreadsheet that has been created and complete the model using various
combinations of stationary item quantities.
C4*D4
Formulas need to be
added for the cost
column
A total column needs

to be added to check
that the cost falls
within the £250
budget
2. The spreadsheet that has been set up by the manager is incomplete; formulas should be included
to total up each stationary item and a total cost needs to be included to check that the items
ordered falls within the £250 parameter.
3. Once the spreadsheet has been set up, project the information visually in a graph of your choice.
4. Identify other modelling techniques that can be used with this spreadsheet.
Activity two
Designing spreadsheets
SCENARIO
A toy company requires a spreadsheet that can easily provide the following information.
Tasks
1. The spreadsheet needs to display a breakdown of the sales for each toy over a 6-month period
(monetary and quantity based).
2. Average sales need to be calculated for each month.
3. Trends in sales need to be identified over the period.
4. If a new toy were introduced onto the market, you would be able to forecast a selling price for
the next 6-month period, based on the average selling price for the month plus 10%.
When you have designed your own models, you need to ensure that they are working correctly and
that they meet the original design requirements.
Activity three
Using spreadsheets as a forecasting tool
Task
1. Using spreadsheet software, design a sales forecast system that will automatically calculate:
(a) Profit and loss for the sales of the following computer items.
(b) Which computer item is the most profitable at the end of this period.
(c) Which computer item is the least profitable at the end of this period.
(d) If the number of items sold increased by 20% per month (based on April’s figures) each
month, how long it would take for the items that are making a loss to break even.
Computer Item Fixed Cost of production (per item) Selling price (per item)
costs
Scanner £2,650 £28.50 £98.50
Printer Type A £1,450 £15.00 £62.00
Type B £1,450 £18.00 £71.00
Type C £2,450 £18.50 £76.00
External modem £3,400 £22.00 £87.50
Webcam £1,850 £15.50 £46.00
Sales orders for the next three months are:
Months Computer item Sales
January Scanner 10
Printer Type A 12
Printer Type B 21
Printer Type C 15
External Modem 24
Webcam 8
February Scanner 5
Printer Type A 8
Printer Type B 3
Printer Type C 9
External Modem 12
Webcam 7
March Scanner 8
Printer Type A 10
Printer Type B 1
Printer Type C 11
External Modem 21
Webcam 3
April Scanner 7
Printer Type A 22
Printer Type B 1
Printer Type C 14
External Modem 10
Webcam 4
Activity four
Using spreadsheet tools and techniques
Tasks
1. Design a spreadsheet for one of the following purposes:
• Employee salary spreadsheet.
• Monthly expenditure spreadsheet for a business.
• Stock spreadsheet for a retail outlet.
2. Within the spreadsheet, use a range of the following functions/features:
• Calculations to include (addition, multiplication and subtraction).
• Evidence of copying formula.
3. Produce two copies of your spreadsheet – one displaying the formula and one displaying the
numbers.
Activity five
Evaluating spreadsheet models
To evaluate whether a spreadsheet model meets an end-user’s needs, you would have to base the
decision on whether or not the specified requirements have been met.
Using the example of the toy model company in activity two – if the information is displayed accord-
ingly, techniques have been applied to calculate average sales’ different trends and a predicted sale
of a new toy on the market, then yes, the model is a success.
When evaluating a spreadsheet model, you should also consider the following questions:
• How well has the model performed?

• To what extent has the model helped you in making the right decision?
• What else you would like the model to do?
• Does the model need extending, and if so, how?
To support a spreadsheet model evaluation, a checklist can be produced that addresses each of these
considerations.
Using the toy company scenario in activity two as an example, you can see how a checklist can be
produced.
Tasks
1. How effective do you think using a spreadsheet model evaluation checklist is?
2. Design a similar checklist for a spreadsheet that you have designed.
Toy Company Spreadsheet Evaluation Checklist
Met
Requirements Yes No
The spreadsheet can display a breakdown of the sales for each

toy over a 6-month period (monetary and quantity based)
Average sales can be calculated for each month
Trends in sales can be identified over the period
If a new toy was introduced onto the market, you would be able
to forecast a selling price for the next 6-month period based on
the average selling price for the month plus 10%
The spreadsheet can display a breakdown of the sales for each

toy over a 6-month period (monetary and quantity based)
Functionality and appearance:
1. Is the spreadsheet easy to use?

2. Is the spreadsheet clear and easy to read?
3. Are the colours and font styles acceptable?
4. Do the formulas all work?
5. Are more formulas needed?
Comments:
Within Within Within

6 months a year 1–3 years
Does the spreadsheet model need extending?
Comment on the way in which the model will need extending:
Final comments:
Unit
18
ICT graphics
Graphics are now an essential part of communication. They bring colour, a different level of under-
standing, clarity, structure and dynamics to a wide range of documents, displays, materials and
presentations.
The use of graphics in ICT has become more popular due to the wide range of software applications
available to produce, download and import images. In conjunction, the hardware devices required
to support the production of a graphic, such as digital cameras, colour printers, scanners and high
capacity storage devices, have fallen in price, which means that a range of users can now have access
to these as opposed professionals such as graphic designers, production teams, media personnel and
engineers.
This section will provide an overview of graphics in terms of how they can be produced and the
hardware and software needed to produce them. In addition, techniques to facilitate the design, file
format and handling and graphic enhancements will also be explored.
1. Understand the hardware and software required to work with graphic images
2. Create and modify graphic images to meet a user’s needs
3. Select, acquire and import appropriate images to enhance a document

Unit 18: ICT graphics 115
Activity one
Hardware required
There are a wide range of hardware devices that are required to support the design transfer and
storage of graphics as shown here:
INTERNAL INPUT AND

OUTPUT DEVICES
Graphics card, RAM,
processor, etc. Graphics tablet,
mouse, digital
camera, scanner,
printer, monitor,
plotter, etc.
FILE STORAGE
CD-ROM, DVD,
hard drive,
USB storage
devices, etc.
Tasks
1. For each of the hardware devices identified above, provide a brief definition of what they can do.
2. Look at the input and output devices listed and produce an A4 information sheet on why the
device is important to creating, inputting or displaying graphics.
Activity two
Graphics devices
A digital camera stores images digitally, as opposed to recording them on a film. Once a picture has
been taken, it can be stored and viewed instantly, downloaded onto a computer, modified using
graphics software and then saved or printed.
A graphics tablet, also referred to as digitiser, touch tablet or just tablet, is an input device that
enables a user to enter drawings and sketches into a computer. The tablet consists of an electronic
tablet and a pen.
Digital compact camera Trust TB-4200 wireless scroll tablet
Tasks
1. Carry out research to compare and contrast the functions, features and prices of at least three
digital cameras and three graphics tablets.
Practical
2. Try and get access to a digital camera and have a look at the features available on it. See if you
can take a couple of pictures that can be used in activity three.
Activity three
Using a digital camera – practical
In activity two, you were asked to take two pictures using a digital camera. This activity requires you
to take these pictures and download them onto a computer and save them in a file in your area.
Tasks
1. Set up a folder on your computer titled ‘ICT Graphics’.
2. Take the two pictures that you have taken and transfer them/download them into this folder on
your computer.
Activity four
Manipulating graphics
This activity builds upon the pictures that have been saved in activity three.
Tasks
1. Open the two pictures in a suitable graphics package.
2. With the first picture, try and incorporate it into a piece of text, explaining what the picture is
about and why you took it.
3. With the second picture, try and use a variety of graphical manipulation features such as:
• Changing the size of the picture
• Rotating the picture
• Cutting and pasting parts of the picture
• Changing the colour of part of the picture
4. Once you have finished working with the two pictures, save the work that you have done as
version 2.
Activity five
Graphics software
There is a wide range of software available to support the creation of graphics. This range of software
can be divided into the following classifications:
• Vector graphics software – e.g. CorelDRAW and Visio etc.

• Bitmap software – e.g. Paint Shop Pro and Paint
• Manipulation software – e.g. Photoshop and Photoshop Elements
• Embedded software – e.g. image viewers, drawing tools, photo galleries, etc.
Task
1. Complete the table below by identifying the features of each type of graphics software.
Graphics software type Features
Vector
Bitmap
Manipulation
Embedded
Activity six
File formats
Graphics can be saved in a number of formats and, in some cases, require conversion from one format
to another to enable the image to be displayed, edited or stored.
There is a range of different file formats, some of which are software package specific, while others
are more generic, as shown in the following.
Format Format name Format description

abbreviation
.bmp Bitmap Windows or OS/2 bitmap file; mono

with colour options of 4-bit, 8-bit and
24-bit
.gif CompuServe graphics Uses a palette of up to 256 colours,

interchange format popular with website graphics
JPEG Joint photographer’s Used for web-based distribution

exchange graphic (JPEG) and display of photographic quality
is a compressed raster images
image format file
TIFF Tagged image file format Mainly used for exchanging

documents between different
applications and different computer
platforms
Tasks
1. Using a range of graphics software examples, identify whether or not certain software uses a
specific file format.
2. Identify a range of other file formats that can be used when saving or transferring graphics.
Activity seven
Graphics and file management
As part of good file management procedures, it is sensible to check that any data, information or
graphics have been stored securely, in a place that can be easily identified and accessed.
Task
1. Produce a checklist, similar to the one provided, that could support you in adopting good file
management procedures.
Category Criteria Adhered to
Yes No
File management Save work regularly
Use sensible filenames
Set up directory/folder structures to organise files
Make backups
Choose appropriate file formats
Limit access to confidential or sensitive files
Use effective virus protection
Use ‘read me’ files where appropriate to provide

technical information; e.g. system requirements
Activity eight
Graphical formats
Graphics can take on a number of different formats to incorporate a range of drawings, pictures,
graphs, charts, etc. as shown.
Maps
Drawings
Draft designs
Pictures Graphs
Photos Charts
Moving images
Tasks
1. For each of the listed graphical formats, provide an example of the format.
e.g. Maps – London Underground
2. Identify which category each of the following would be in:
• Cartoon
• Film
• Organisation structure
Activity nine
Bitmap and vector graphics
Graphics can be divided into two main types:
• Bitmap
• Vector
Bitmap graphics, are also referred to as ‘raster images’, are based on a grid of small squares that are
referred to as pixels. Bitmap graphics represent subtle gradations of scales and colour, as shown.
Bitmap and enlarged bitmap
Vector graphics are made up of mathematical definitions. Each individual line is made up of a
number of points that are all connected, or a few control points that are connected using so-called
Bezier curves.
Vector images are very smooth and, unlike bitmap images, do not distort as the shape changes; an
example of a vector image is shown.
Task
1. Complete the table by drawing up a list of features and uses of each graphic type. This list could
also include benefits and drawbacks of each graphic type.
Bitmap features Bitmap Vector features Vector

benefits/drawbacks benefits/drawbacks
Activity ten
Downloading graphics from the Internet
Using images from the Internet in a document is very simple – right-clicking on the image will bring
up a drop-down menu that gives you the option to ‘save picture as’, as shown here.
Another way of taking images from the Internet or any other software package is to do what is known
as a ‘screen dump’. Pressing ‘Ctrl’ and ‘PrtSc’ together on a particular page will automatically capture
a screenshot of that page.
Tasks
1. Practice downloading images from the Internet using the two different methods.
2. Which method do you find to be the easiest?
Activity eleven
Using graphics to enhance documents
Graphics can be used to enhance certain documents, for example logos on business cards or
letterheads, pictures on menus or newsletters and charts and graphs in organisations.
Example one – graphics used to enhance a menu
Menu
Starters
French onion soup
with croutons
Melon with fruit coulis
Main
Poached salmon with a herb sauce
Roast beef
Mushroom risotto
Dessert
Chocolate torte
Fresh fruit salad
Coffee and mints

Example two – graphics used in an organisation
Organisation Chart for Gubbins Hardware
John Gubbins
Managing Director
Harry Jacobs Jenny Cornish Pat Green

Sales Director IT Manager Operations Manager
Mike Downy Pete Kershaw Mary Harrow

Assistant IT Manager Promotions Clerk Operations Supervisor
Jan Howard
Customer services clerk
IT Team Leader
IT Technician Hardware support
Tasks
1. Produce two documents – one business and one recreational/leisure that include graphics.
2. The graphics used should enhance the document in some way and serve a clear purpose.
Activity twelve
Editing acquired images
When using images, the process of transferring them from one source to another may be relatively
straightforward; however, in order to use the graphic to enhance a document, some editing may have
to take place to ensure that it fits the purpose for which it is intended.
There are a number of editing features that can be used to manipulate a graphic; some of these include:
• Resizing, flipping, rotating

• Colour correction
• Text wrapping
• Positioning
Tasks
1. Produce a checklist that can be used to evidence the use of editing features with a particular
graphic.
2. Demonstrate that you can use each of the editing features listed, and tick off when you have
successfully completed one.
Activity thirteen
Copyright issues
There is certain legislation that offers protection to original authors and designers that have their
work in the public domain (in books, magazines, journals, on the Internet, etc.). This legislation is
referred to as the Copyright, Designs and Patents Act (1988).
Copyright, Designs and Patents Act (1988)
The Copyright, Designs and Patents Act provides protection to software developers and organi-
sations against unauthorised copying of their software, designs, printed material and any other
product. Under this legislation, an organisation or developer can ensure that its Intellectual Property
Rights (IPR) have been safeguarded against third parties who wish to exploit and make gains from
the originators research and development.
Tasks
1. In small groups, discuss what the full Copyright, Designs and Patents (1988) means for
developers, authors and organisations.
2. Discuss within your group what is meant by the term ‘Intellectual Property Rights’.

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BTEC First ICT Practitioners

Curriculum Support Pack

AMSTERDAM • BOSTON • HEIDELBERG • LONDON • NEW YORK • OXFORD

First published 2007

No part of this publication may be reproduced in any material form (including

British Library Cataloguing in Publication Data

Library of Congress Cataloguing in Publication Data

For information on all Newnes publications

Printed and bound in Great Britain

1 Using ICT to present information (Unit 1) 1

2 Introduction to computer systems (Unit 2) 25

3 ICT project (Unit 3) 41

3.9 Activity nine 52

4 Website development (Unit 4) 59

5 Networking essentials (Unit 6) 77

6 Database software (Unit 9) 93

7 Spreadsheet software (Unit 10) 103

8 ICT graphics (Unit 18) 113

18.7 Activity seven 121

The CSP is designed to provide a range of the following support tools:

• Exercises and student tasks

To complement the activities, two accompanying CD-ROMs are included; they

On completion of this unit, the student should be able to:

1. understand the purpose of different document types.

To be used with pages 1–48 in ‘BTEC First ICT Practitioners’

Student Business Retired person

Scenario Information use Another example

A project manager needs to predict Forecasting A company wants to gather

A small health food store wants to

An organisation uses a set of

New staff member information is

An employer needs to select a

Categories Example of use

Education and qualifications:

Secondary school details Qualifications Dates

Other certificates and/or qualifications:

Skills and abilities:

The letter is from:

Norfolk Gardening Society

Date: Monday, October 2, 2006

A suitable introductory heading is required to open the letter

If there is no letterhead, the address could go to the right-hand margin: ➤

The Royal Aircraft Club

Reference Number: (if applicable)

Salutation: For the attention of the Company Secretary

Introduction: Renewal of club membership

From: Carol – Marketing Manager

CC: Mark – Marketing Director

Re: Launch of new marketing campaign

Body of text would be displayed here

Don’t forget the biscuits!

Report format template

1. File management procedures.

Categories Criteria Adhered to

File Save work regularly

Set up directory/folder structures to organise files

Choose appropriate file formats

Limit access to confidential or sensitive files

Use effective virus protection

Use ‘read me’ files where appropriate to provide technical

Personal Select appropriate ICT tools and techniques

Create and use shortcuts