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ICT
for Cambridge IGCSE™
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PRACTICAL SKILLS WORKBOOK
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Evans Chikasa
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ICT
for Cambridge IGCSE™
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PRACTICAL SKILLS WORKBOOK
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Evans Chikasa
University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia
79 Anson Road, #06–04/06, Singapore 079906
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314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India
Cambridge University Press is part of the University of Cambridge.
It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781108901123 © Cambridge University Press 2021
First published 2021
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This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Printed in Malaysia by Vivar Printing
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A catalogue record for this publication is available from the British Library
ISBN 978-1-108-90112-3 Practical Skills Workbook with Digital Access (2 Years) ISBN 978-1-108-82825-3 Digital Practical Skills Workbook (2 Years) Additional resources for this publication at www.cambridge.org/go
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Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.
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Third-party websites and resources referred to in this publication have not been endorsed by Cambridge Assessment International Education.
NOTICE TO TEACHERS IN THE UK It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of Cambridge University Press; (iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions.
Contents
Contents The items in orange are accessible to teachers for free on the supporting resources area of Cambridge GO.
Introduction v vi
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How to use this series How to use this book
vii
Acknowledgements viii 1 File management
Managing files effectively Importing and exporting files using application software Reducing the file size for storage or transmission
2 Images
Inserting images into documents Manipulating images Manipulating images by changing their appearance Grouping and placing images in layers
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2.1 2.2 2.3 2.4
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1.1 1.2 1.3
1 2 4
11 13 17 22
3 Layout 3.1 3.2 3.3
Placing objects into documents Manipulating objects using various editing techniques Insert and manipulate headers and footers
26 33 34
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4 Styles 4.1 4.2 4.3
Understanding the purpose of corporate house styles and applying them to word-processed documents Applying styles consistently to presentations Applying styles consistently to web pages
37 40 42
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5 Proofing 5.1 5.2 5.3
Using software tools to perform proofing Checking for data consistency in spreadsheets Checking for data consistency in databases
48 50 51
6 Graphs and charts 6.1 6.2 6.3
Producing a graph or chart from given data Producing a chart from given data and manipulating it Manipulating a chart according to the specification
55 57 58
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CAMBRIDGE IGCSE™ ICT: PRACTICAL SKILLS WORKBOOK
7 Document production 7.1 7.2 7.3 7.4
Setting the page properties of a document Changing the layout of a document Setting the paragraph properties of a document Using text emphasis, search facility and hyperlinks
65 66 68 70
8 Databases 8.1 8.2 8.3 8.4 8.5 8.6 8.7
9 Presentations 9.1 9.2 9.3 9.4 9.5
Creating and formatting a spreadsheet model Entering data into a spreadsheet model and performing mathematical operations on it Cell referencing and testing spreadsheet models Using spreadsheet functions Using the Xlookup function Using conditional formatting on a spreadsheet Selecting and restricting data in a spreadsheet model
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10.3 10.4 10.5 10.6 10.7
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10.1 10.2
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Creating a presentation and manipulating objects on a slide Inserting objects on a slide Inserting links and setting up a presentation Adding transitions and animations to a presentation Printing a presentation in different layouts
10 Spreadsheets
76 84 86 88 90 92 95
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Importing CSV files correctly into a given database Creating data entry forms Creating calculated fields and sorting data Searching through a database to extract data Presenting data using reports Presenting data using labels Formatting and exporting a report for use in other applications
97 99 104 106 108
110 112 114 116 118 124 125
11 Website authoring
Creating the content layer of a website and adding web page metadata Attaching stylesheets to a web page Creating table structures for a web page Inserting objects in a web page and adding styles Inserting hyperlinks to internal and external pages Creating the presentation layer of a web page and attaching it to a web page Creating HTML classes and setting properties
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11.1 11.2 11.3 11.4 11.5 11.6 11.7
Glossary Coursebook answers Source files
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132 138 139 143 149 150 153
161
Introduction
Introduction
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When I wrote this book, I aimed to provide you with various practical activities to help prepare you for the practical aspect of the Cambridge IGCSE™ Information and Communication Technology syllabus (0417/0983). This way, you will have not only the theoretical knowledge of the topics from the Coursebook, but also enough hands-on skills to help you to practically implement the concepts covered similar to how ICT is used in the real world. Today ICT forms a significant part of how activities in the world are run, ranging from ICT in schools, businesses, sports, farming and government institutions, among others. You must be familiar with using different technologies before you step out into the world for employment or as an entrepreneur.
Aims of this book
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This book allows you to practise the different skills you have read about in our Cambridge IGCSE ICT Coursebook. You will benefit more from studying the practical topics from the coursebook first, then using this book as a supplement to reinforce or test your understanding of the different topics. We have provided various tasks on each chapter which can be worked on independently. At the start of each chapter, we have indicated to which chapter in the Cambridge IGCSE ICT Coursebook it corresponds. Each task is broken down into ‘Getting started’, ‘Practice’ and ‘Challenge’ levels. The idea is for you to create a complete project at the end of each task or chapter rather than just solving a series of questions. For this reason, there will be fictitious business ideas mentioned to give you a scenario around which you can build your projects. We are hopeful you will find this resource helpful for your consolidation of the practical aspect of the Cambridge IGCSE Information and Communication Technology syllabus.
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Evans Chikasa
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CAMBRIDGE IGCSE™ ICT: PRACTICAL SKILLS WORKBOOK
How to use this series
ICT
ICT
COURSEBOOK
The coursebook provides The coursebook provides full coverage of the syllabus. Each chapter clearly explains facts and concepts and uses relevant real-world contexts to bring theory and practical topics to life. There is a focus on skills development, with worked examples providing step-by-step support for developing key ICT skills, as well as practical tasks in both the theory and practical chapters to develop students’ practical applications of ICT. The practical tasks include ‘getting started’, ‘practice’ and ‘challenge’ tasks to ensure support is provided for every student. Questions and exam-style questions in every chapter help learners to consolidate their knowledge and understanding and apply their learning.
Cambridge IGCSE™
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This suite of resources supports learners and teachers following the Cambridge IGCSE™ Information and Communication Technology syllabuses (0417/0983). All of the books in the series work together to help students develop the necessary knowledge and ICT skills required for this subject.
for Cambridge IGCSE™ COURSEBOOK
Victoria Wright, Denise Taylor & David Waller
Completely Cambridge
Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge Teachers and encourage Cambridge Learners worldwide.
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To find out more visit cambridge.org/cambridge-international
Third edition
ICT PRACTICAL SKILLS WORKBOOK Evans Chikasa
Digital Access
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Third edition
The workbook has been carefully constructed to help learners develop the practical skills they need as they progress through their ICT course, providing further practice of the practical topics in the coursebook. A three-tier, scaffolded approach to skills development allows learners to gradually progress through ‘getting started’, ‘practice’ and ‘challenge’ tasks, ensuring that every learner is supported. There are worked examples to help students understand how to approach different types of tasks, as well as tips to help address common misconceptions and provide helpful advice.
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for Cambridge IGCSE™
Digital Access
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The digital teacher’s resource contains detailed guidance for all topics of the syllabus, including background knowledge to identify learners’ prior knowledge, and common misconceptions to predict the areas where learners might need extra support, as well as an engaging bank of lesson ideas for each syllabus topic. Differentiation is emphasised with advice for identification of different learner needs and suggestions of appropriate interventions to support and stretch ICT learners. Teachers are supported and empowered to develop their for Cambridge IGCSE™ teaching skills with the Teaching Skills Focus feature, which embeds pedagogical approaches within the context of each chapter. The digital teacher’s resource also contains scaffolded worksheets for each chapter, as well as exam-style papers. Answers for the coursebook and workbook questions and exercises are accessible to teachers for free on the supporting resources area of the Cambridge GO platform. Digital Teacher’s Resource
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How to use this book
How to use this book Introduction This sets the scene for the tasks in each chapter.
LEARNING INTENTIONS
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Throughout this book, you will notice lots of different features that will help your learning. These are explained below.
KEY WORDS
These set out the learning intentions for each task.
PRACTICAL TASKS Each task is divided into three parts:
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Getting started questions will help build your basic skills.
Practice questions provide more opportunities for practice, pushing your skills further.
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Challenge questions will stretch and challenge you even further. Peer/Self-assessment
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After certain tasks, you will find opportunities to help you assess your own work, or that of your classmates, and consider how you can improve the way you learn.
WORKED EXAMPLES
Worked examples explain key skills by breaking them down step-by-step and showing what a good answer looks like.
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Source files
The practical tasks in this book often require you to use files that we have already created. These are called source files and you can download these from the ‘supporting resources’ area at cambridge.org/go – you just need to search for ‘Cambridge IGCSE ICT’. You can use any suitable software to carry out the tasks in this book, but all of our examples and screenshots use Microsoft tools.
Key vocabulary is highlighted in the text when it is first introduced, and definitions are given in boxes near the vocabulary. You will also find definitions of these words in the Glossary at the back of this book.
TIPS The information in these boxes will help you complete the questions, and give you support in areas that you might find difficult.
REFLECTION These activities ask you to think about the approach that you take to your work, and how you might improve this in the future.
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Acknowledgements The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting.
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Microsoft product screenshots are used with permission from Microsoft. Microsoft is a registered trademark of Microsoft Corporation Adobe product screenshot(s) reprinted with permission from Adobe Cover image xu bing/Getty Images
Photos: chapter 1 Epoxydude/GI, chapter 3 Rana Faure/Corbis/VCG/GI Figures 2.1–2.5 have been provided by the author and depict his son
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Key: GI= Getty Images
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Source files Vladimir Godnik/GI; Thomas Barwick/GI; Westend61/GI; Bill Oxford/GI; AlexSava/GI; Bronek Kaminski/GI; Eclipse_images/GI; SDI Productions/GI; Elliott Kaufman/GI; PeopleImages/GI; ImagesBazaar/GI; Bronek Kaminski/GI
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Chapter 1
File management File management is the process of managing data files on a computer system. These files can be individual user files or system files. Each file is identified by an extension, which is a short name at the end of the file name. The extension tells the computer the format of the file and which program can be used to open that file.
This chapter should be studied together with Chapter 11 of our Cambridge IGCSE ICT Coursebook.
Practical Task 1.1 IN THIS TASK YOU WILL:
file name: a unique identification for a file stored on a storage medium
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In real life, you will be required to save, export or convert documents from one file format to another. You will also identify suitable software packages to manage whatever file extensions you are working with.
KEY WORDS
locate, open and import files of different types
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save files in a planned hierarchical directory/folder structure
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identify different file types and their use(s)
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save files using appropriate file names.
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file extensions: a way to identify the type of file by the three letters after the dot in the file name
MANAGING FILES EFFECTIVELY Getting started
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You will often be required to open, modify or save documents as you work on them. You must be familiar with browsing through different locations or folders on your computer to search for specific files. Using a suitable software package, open the file Evidence.rtf from the chapter source files folder.
b
Make sure your name appears on every page of this document when printed.
c
Save the file in your work area as a word-processed document with the file name Evidence_ followed by your name. For example, Evidence_Chikasa_Evans.
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You will use this file as an evidence document to place screenshots in from the tasks to follow.
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CAMBRIDGE IGCSE™ ICT: PRACTICAL SKILLS WORKBOOK
CONTINUED
KEY WORD
Practice
file directory: sometimes called a folder, a place on a storage medium where files can be stored and organised
In this activity, you will practise how to create directories and copy files from one directory to the other. In your work area, create a folder called Chapter 1 Activities. Inside this folder, create a sub folder called File_Extensions. Copy the Evidence_ saved in the Practical Task 1.1, Getting started activity into this new folder.
e
Copy the file Extensions.csv from the chapter source file folder into this new folder.
f
Open the file Extensions.csv from this location and examine the contents. Add your name to the footer of this file. Save this file as a spreadsheet in the folder File_Extensions with a new file name Extensions_Examined.
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Take a screenshot to show that the file has been saved in this folder and place it in the evidence document. Make sure there is evidence of the file type and file name.
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Challenge
Using a suitable software package, open the file Extensions_Examined saved in the Practice task.
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In column B, write down the appropriate description or meaning of each file extension indicated.
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In column C, write down an example of an application which can be used to handle each of the extentions.
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Save the file in your work area as a spreadsheet with the file name Extensions_Explained.
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Take a screenshot to show that the file has been saved in this folder and place it in the evidence document. Make sure there is evidence of the file type and file name.
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The first extensions have been done for you. You may use the internet or otherwise to help you carry out a research about different file extensions.
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Practical Task 1.2 IN THIS TASK YOU WILL:
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learn what generic file formats are and why they are important
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import and export files using spreadsheet, presentation and database software.
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When you take screenshots, make sure all the data, labels/field names and other properties required are fully visible.
1 File management
IMPORTING AND EXPORTING FILES USING APPLICATION SOFTWARE
KEY WORD
Getting started
generic file: a file type that can be opened in different applications on different platforms, e.g. PCs and MACs
You are going to create a presentation describing what generic file formats are and why they are important. Open the file Generic.pptx using a suitable presentation software. On the Title slide, add your name after the text ‘Presented by:’.
b
On the second slide, write a short descrition of what a generic file format is and state its importance.
c
On the third slide, list five examples of generic file formats. The first one has been done for you.
d
Open the file Generic.htm in a suitable text editor. Take a screenshot of the html code in this file and paste it on the fourth slide in your presentation.
e
Save your presentation with the file name Generic File Format.
f
Export the presentation as a pdf with the file name Generic_Files.
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Practice
In this activity, you will practise how to export spreadsheet files in a suitable generic file format. Using a spreadsheet package, open the file Employee_Data.xlsx.
h
In column H (cells H2:H17), calculate the weekly salary for each employee. The salary is calculated by multiplying the hours worked by the hourly rate of $9.50. Format the salary column as currency with the $ symbol to two decimal places.
i
Export this file in a suitable text format that can be used in a database package. Make sure you name the exported file as Emp_Data.
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Challenge
Using a database package, import the file Emp_Data saved in the Practical Task 1.2, Practice activity as a table and set appropriate data types for all the fields.
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Add the following data as a new record to the table:
Staff_Code : BR019
Employment_Date : 30/11/2019
Last_Name : Kung
Full_Time : Yes
First_Name : Alex
Hours_Worked : 14
Department_Code: LAN
Weekly_Salary : $133
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CAMBRIDGE IGCSE™ ICT: PRACTICAL SKILLS WORKBOOK
CONTINUED l
Save your table.
m Export the table in a pdf format with the file name Emp_Data_Updated. Self-assessment
Practical Task 1.3 IN THIS TASK YOU WILL:
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How did you ensure that the data types are appropriate for all the fields in the Emp_Data table in the Practical Task 1.2, Challenge activity?
learn the importance of reducing file size for both storage and transmission purposes
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reduce the size of a file using resizing and compression.
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REDUCING THE FILE SIZE FOR STORAGE OR TRANSMISSION Getting started
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You are going to create a presentation to present to the class outlining the effects of not reducing the file size on storage or transmission. In your presentation, you should also describe some methods that can be used to reduce the size of a file. See Worked example 1.1 for a demonstration of this. Import the file FileSize.rtf as a presentation with three slides.
b
Change the layout of the first slide to Title Slide. Add your name to the Title Slide after the text ‘Presented by:’.
c
On the second slide, outline the ‘effects of not reducing the file size on storage and transmission’.
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On the third slide, describe methods that can be used to reduce the file size.
e
Print the presentation with three slides to a page.
f
Save the presentation with the file name FileSize_Updated.
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1 File management
CONTINUED Practice In this activity, you will demonstrate how to reduce the file size of an image using image resizing technique. Using a suitable image editing software, open the image Aishi_Lake_2.jpg.
h
Create a folder in your work area with the name Images. Make a copy of the image Aishi_Lake_2.jpg and save it into this folder.
i
Resize the image to a width of 75 cm with the aspect ratio maintained. Save a copy of this image in your work area with the file name Aishi_Lake_3.
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Change the dimensions of the image to 500 px wide by 400 px high. Save a copy of the image in your work area with the file name Aishi_Lake_4.
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Open the presentation saved in the Practical Task 1.3, Getting started activity.
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Take a screenshot of your work area to show that the images have been saved and place it on the last slide in the presentation. Make sure there is evidence of the file names, file sizes and dimensions.
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KEY WORD
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aspect ratio: refers to the ratio of an image‘s dimensions, i.e. is the ratio of the width to the height
m Save the presentation with the same file name.
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Challenge
The file formats .png and .jpg are common image file formats. JPG is considered as a file format that uses lossy compression while PNG is considered as a file format that uses lossless compression. Open the file JKFZ.png in suitable image editing software and examine its file size.
o
Export the file as a JPG image to the same folder with the file name JKFZ_1.jpg.
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Compare the file size of the two images.
q
Create a folder called Chapter_1_Compressed.
REFLECTION
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Copy the contents of Chapter 1 folder and place them in the Chapter_1_Compressed folder.
What did you find easy working through this chapter and why was that so? Are there other strategies you could use to overcome some challenges you encountered in this chapter, if any?
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Determine the size of the folder Chapter_1_Compressed before compression.
t
Using a suitable compression utility software, compress (zip) the Chapter_1_Compressed folder.
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Determine the size of the compressed folder and compare it to the uncompressed folder.
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CAMBRIDGE IGCSE™ ICT: PRACTICAL SKILLS WORKBOOK
WORKED EXAMPLE 1.1 In this example, you will focus on how to reduce the file size of an image by resizing it. Open the file Aishi_Lake.jpg in a suitable image editing software.
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Resize this image to a dimension of 1080 px wide with the aspect ratio maintained.
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Save the image in your work area with the file name Lake_Resized.jpg.
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Take a screenshot of your work area to show that the file has been saved and place it in your evidence document. Make sure there is evidence of the file name, file size and dimensions.
Solution Step 1
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There are several image editing software packages available today. In this example, you will use Adobe Photoshop to manipulate our image.
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Open the file Aishi_Lake.jpg (Figure 1.1).
Figure 1.1: Image file opened in Photoshop
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Step 2
To resize the image to a dimension of 1080 px wide with aspect ratio maintained, follow these steps.
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1 File management
CONTINUED
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First go to Image on the menu and select Image Size as shown in Figure 1.2.
Figure 1.2: Opening image resizing window
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After the Image Size window opens (Figure 1.3), notice the current size of the image and the dimensions. Change the units of measurements to pixels from inches (Figure 1.4, on next page).
Figure 1.3: Image size property window
TIP You need to pay careful attention to the units of measurement before changing any value for the dimension.
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CAMBRIDGE IGCSE™ ICT: PRACTICAL SKILLS WORKBOOK
Figure 1.4: Change measurements to pixels
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CONTINUED
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Now make sure the aspect ratio is maintained. When you lock or maintain aspect ratio, the image dimensions are resized in proportion to one another. This prevents the image from being distorted after being resized. You can experiment to see how this works. In many software packages, the aspect ratio is shown as a small ‘lock’ while in others like Photoshop it is shown as a chain (Figure 1.5). Clicking on it toggles between locking and unlocking aspect ratio.
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After changing the image dimensions, you will notice that the image size also reduces. If we had increased the values of the dimensions, the file size would have equally increased. Therefore, we can conclude that changing the dimensions of an image has an effect on the image file size.
Figure 1.5: Resize the image to 1080 px wide with aspect ratio maintained
Step 3
Save the file with the file name Lake_Resized.
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1 File management
CONTINUED Step 4
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Now take a screenshot to show that your file has been saved. In this case, go to the folder where you saved the file (Figure 1.6 on next page). You have the file name and file size but you don’t have the dimensions field. You will need to enable it using these simple steps.
KEY WORD
Right click on any of the field names and select more from the pop up menu.
field name: also called a label or column heading, is the name for a column by which it can be identified. E.g. Name, Date Modified, Type, Size, etc.
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Figure 1.6: Opening the folder containing the file you have saved
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Figure 1.7: Adding more field properties to the folder
On the windows that opens (Figure 1.7), scroll down and find dimensions on the list and check the box. Click on OK to apply. Now go back to the folder containing the files and take a screenshot once again.
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CAMBRIDGE IGCSE™ ICT: PRACTICAL SKILLS WORKBOOK
CONTINUED
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The final screenshot should look like Figure 1.8. Also, you need to make sure all the required fields are fully visible. You can clearly see that reducing the dimensions of a file ultimately reduces the file size.
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Figure 1.8: Image stored in folder with file name, file size and dimensions clearly visible
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Chapter 2
Images
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This chapter focuses on how you can use various software tools to edit and place images in documents with accuracy. Images are an essential part of our lives; we have them on our phones, tablets, computers, and other electronic gadgets. We see images on television, the internet, advertisement billboards, posters, and flyers, among other places. It is important that you edit these images to a professional standard to make them suitable for the audience. At school or at work, you may be required to place objects into documents such as reports, presentations or web pages to meet the needs of the audience. You will resize images, rotate them, crop, reflect, and adjust colour depth, brightness, contrast or sharpness of the images. This chapter should be studied together with Chapter 12 of the Cambridge IGCSE ICT Coursebook.
IN THIS TASK YOU WILL:
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Practical Task 2.1
place an image with precision
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resize an image as specified to maintain or adjust the aspect ratio of an image.
resize: change the width and/or height of an image to fit its intended purpose rotate: turn an image through an angle relative to its original position
reflect: produce a mirror image of the original image
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KEY WORD
INSERTING IMAGES INTO DOCUMENTS Getting started
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You will be required to use various software tools at school or at work to place images into documents. Regardless of what software tool you are using the concept of editing and placing images accurately into documents is the same. Some software tools, however, may require you to learn some typical or professional editing techniques to enhance your images further.
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TCS University is preparing a presentation to all employees about the importance of exercise. You are going to help them add images to their presentation. a
Using a suitable software package, open the file Exercise.pptx.
b
Insert the picture Exercise1.jpg onto slide 3.
c
Resize the image to a height of 8 cm with aspect ratio maintained.
d
Align the image at the centre of the slide.
e
Save the presentation with the file name Exercise_Importance.
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CAMBRIDGE IGCSE™ ICT: PRACTICAL SKILLS WORKBOOK
CONTINUED Practice When you place images into documents, you must know the specific point to place the image and align it accordingly. This makes your documents look very professional.
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You are now going to insert another image into one of TCS University’s documents about work patterns. Using a suitable word processor, open the file Work_patterns.docx.
g
Insert the image JobSharing.png at the start of the paragraph beginning, ‘Job sharing refers to two part-time workers doing the same job…’
h
Resize the image to a width of 5 cm with aspect ratio maintained.
i
Wrap the text around the image.
j
Make sure that the image is aligned to the top of the paragraph and left margin.
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Save the file as a word-processed document with the file name JobSharingEdited.
Challenge
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f
The university now wants to put up an enrolment sheet for each student which shows all the courses a student has chosen and the price for each course. Using a spreadsheet software package, open the Enrolment_Charge.csv.
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m Insert three new rows above row 1. Merge the cells A1:C3.
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Insert the image banner.jpg into the merged cells.
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Resize the image to a width of 7.6 cm with aspect ratio maintained. Make sure that the image fits well into the merged cells.
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Save the file as a spreadsheet with the file name ChargeSheet.
Peer assessment
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Compare your solutions to activities in Practical Task 2.1 to that of your friends. Is there a difference between your friends’ solutions and yours? If so, why?
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2 Images
Practical Task 2.2 IN THIS TASK YOU WILL: crop an image
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rotate an image
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reflect an image (flip an image horizontally or vertically).
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MANIPULATING IMAGES Getting started
You can change various things about the images when you edit them. Building multiple image editing skills is essential. Another task that TCS University would like you to do is to update their article about job sharing, which will involve cropping, rotating and reflecting images. They have supplied you with the necessary files for this task. Using a suitable software package, open the word document file Jobs.docx.
b
Rotate the image on the paragraph dealing with job sharing 90 degrees left.
c
Crop the image so that the text ‘Advertisement’ together with its container at the bottom of the image is not displayed.
d
Reflect the image so that the text ‘Job Sharing’ at the centre of the image is readable.
e
Save the file as a word document with the file name JobsUpdated.
Practice
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KEY WORD crop: removing unnecessary pixels or parts from the edges or outside borders of an image
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Regardless of what application package you are using, the concept of rotating, cropping and placing images into documents is relatively the same.
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TCS University would like to insert and manipulate an image into a spreadsheet document about volunteers of the TCS Foundation, a charity arm of the university. The foundation is made up of people from different professions, each declaring to the foundation how much they earn. f
Using a suitable software package, open the file Charity.csv and examine the contents.
g
Insert five new rows above row 1.
h
Merge the cells A1:H5.
i
In cell A1 insert the image TCSFoundation.jpg and rotate the image 180 degrees.
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CAMBRIDGE IGCSE™ ICT: PRACTICAL SKILLS WORKBOOK
CONTINUED Crop the word ‘School’ from the image.
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Crop off the extra space on the top and bottom of the image and resize the image so that it fits the space A1:H5.
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Save the file as a spreadsheet with the file name CharityEdited.
Challenge
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Now you will challenge yourself to insert images accurately, resize or crop them to fit specific places in your document.
TCS University has more images that need to be inserted into files and manipulated. They have supplied you with new files to help with this project. m Using a suitable software package, open the file Department.csv. Delete the ‘Department_Code’ column.
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Insert five new rows above row 1.
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Merge the cells A1:E5.
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In cell A1 insert the image Selfless.jpg.
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Crop off the extra spaces on the left and right side of the image to allow the image to fit in the merged cells.
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Save the file as a spreadsheet with the file name DepartmentEdited.
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WORKED EXAMPLE 2.1
In this example, you will look at how to adjust the colour depth of an image. You will also set the brightness and contrast of an image as well as adjusting the image resolution. Using a suitable software package, load the image file Child_Playing.jpg.
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Increase the colour depth of the image to 16 bits.
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Increase the brightness to 25 and contrast of the image to 35.
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Reduce the resolution of the image to 55 dpi (dots per inch)
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Save the image in your work area as Child_Playing1.jpg.
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Solution Step 1
In this example, you will use Adobe Photoshop to adjust the colour depth of our image. Open the image Child_Playing.jpg using Photoshop (Figure 2.1 on the next page).
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KEY WORDS colour depth: the number of bits used to represent a pixel resolution: refers to the number of pixels per inch for an image; the higher the number, the higher the resolution
2 Images
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Figure 2.1: Opening the image with Photoshop
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Step 2
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Some software packages do not support changing the colour depth of an image. You must know the limitations of your software.
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Increase the colour depth of the image to 16 bits (Figure 2.2). If you are adjusting the colour depth of images, you are changing the number of bits representing each pixel. Increasing the colour depth gives you a wider range of colours you can use to represent pixels. However, higher colour depth increases the file size of the image. File size is an essential part of data transmission as relatively large files take a long time to be downloaded or uploaded.
Figure 2.2: Adjusting the colour depth of the image
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CAMBRIDGE IGCSE™ ICT: PRACTICAL SKILLS WORKBOOK
CONTINUED Step 3
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Now let us adjust the brightness and contrast of the image. Go to Image, select Adjustments and Brightness/Contrast as shown in Figure 2.3.
Figure 2.3: Selecting the brightness and contrast feature in Photoshop
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Now set the brightness to 25 and the contrast to 35, as shown in Figure 2.4.
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Figure 2.4: Adjusting the brightness and contrast of the image
Step 4
The last thing you need to do is to adjust the resolution of the image. Resolution refers to the number of dots that can be represented per inch. The higher the resolution, the more the number of dots or pixels represented and, consequently, the larger the file size. In the image you are adjusting the resolution of will be used in a website, for example, you should consider the effect of file size on download speeds.
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2 Images
CONTINUED
Figure 2.5: Adjusting the image resolution
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Go to Image and select Image Size as shown in Figure 2.5
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Notice the file size before and after reducing the image resolution. You can conclude that reducing the resolution of an image reduces the file size and consequently improves the data transfer speeds of such images. Step 5
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Now save the image with the file name Child_Playing1.jpg.
Practical Task 2.3 IN THIS TASK YOU WILL:
adjust the colour depth of an image
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adjust the brightness of an image
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adjust the contrast of an image
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reduce the resolution of an image to reduce the file size.
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MANIPULATING IMAGES BY CHANGING THEIR APPEARANCE Getting started
TCS University wants to carry out some experiments on image manipulation. They would like to change the colour depth of some images, but they are not so sure the effect of changing the colour depth will have on an image. They have asked you to help determine what happens to the file size when you change an image colour depth and have since supplied you with some files you can use to carry out this experiment.
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CAMBRIDGE IGCSE™ ICT: PRACTICAL SKILLS WORKBOOK
TIP
a
Using a suitable software package, open the image Apartments1.jpg.
b
Change the colour depth of the image to 16 bits.
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Save the image with the file name Apartment2.jpg.
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Compare the file sizes of the two images and make a reasonable conclusion about the effect reducing the colour depth on an image in terms of file size.
You must be familiar with methods of improving data transfer speeds when sending files over the internet. The larger the size of a file, the longer it would take to transfer the file and vice versa.
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CONTINUED
Practice
TCS University has learnt that increasing the colour depth increases the number of bits that can be used to represent pixels. It now wants to determine the effect of reducing the image resolution and increasing the colour depth. They have asked you to help with analysing the impact of doing this in more detail. Using a suitable software package, load the image file AishiLake.jpg.
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Increase the colour depth of the image to 16 bits.
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Increase the brightness to 50 and contrast of the image to 60.
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Save the image in your work area as AishiLake2.tif.
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Reduce the resolution of the image to 50 dpi (dots per inch).
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Save the image in your work area as AishiLake3.tif.
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Comment on the file sizes of the three images.
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Challenge
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TCS University would like to know how a particular image containing people can be affected by increasing the colour depth while increasing the image resolution. They have asked you to help with this experiment and have supplied you with the required file. l
Using a suitable software package, load the image file Exercise1.jpg.
m Crop off 25% of the bottom of the image. Increase the colour depth of the image to 16 bits.
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Increase the brightness to 50 and the contrast to 20.
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Save the image in your work area as Exercise2.tif.
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Increase the resolution of the image to 80 dpi (dots per inch).
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Save the image as in your work area as Exercise3.tif.
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Comment on the file sizes of the three images.
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2 Images
WORKED EXAMPLE 2.2 In this example, you are going to group various images to form one image. You will arrange the images into multiple layers, one on top of the other.
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Photo1.png
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Photo2.png
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Photo3.png
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Photo4.png.
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Using a suitable photo editing software, open the following image files:
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Group the images to form a single photo. The single finished image should look like Figure 2.6.
Figure 2.6: Grouped image with multiple layers
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Almost all software with the ability to handle images can be used to perform grouping and ungrouping of images as well as image layers (sending back and bringing to front). Solution Step 1
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Microsoft Office packages such as Word, Excel spreadsheet or PowerPoint can perform image groupings and layers. In this example, you will use PowerPoint but you can use other photo editing software provided in your school. Open the four images using PowerPoint. Notice that the images are horizontal (Figure 2.7), whereas in Figure 2.6, some images are vertical. So you will need to rotate the blue images by 90 degrees left or right. To do this, select the image you want to rotate and go to the Format tab. Under the arrange ribbon, select Rotate as shown in Figure 2.8.
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CAMBRIDGE IGCSE™ ICT: PRACTICAL SKILLS WORKBOOK
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Figure 2.7: Opening all the image files
Figure 2.8: Rotating the images by 90 degrees
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2 Images
CONTINUED Step 2
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Once you rotate the images, you can arrange them to form the shape shown in Figure 2.6. You now need to put them in layers, so they are on top of one another. To do this, select the appropriate image, right click on it and send it to back or bring it to front (Figure 2.9).
Figure 2.9: Placing images in layers by sending them to back or bringing them to front
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The last thing to do is to group these images so that they are a single photo. To do this, select all the images, right click on them and select Group (Figure 2.10). Similarly, to ungroup the images, select the grouped images, go to Group and finally Ungroup.
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CAMBRIDGE IGCSE™ ICT: PRACTICAL SKILLS WORKBOOK
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Figure 2.10: Grouping images
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REFLECTION
Practical Task 2.4 IN THIS TASK YOU WILL:
group and ungroup images
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place images in layers, moving to the front or back.
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GROUPING AND PLACING IMAGES IN LAYERS Getting started
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TCS University wants to create some picture designs to be used as sketches for Computer-Aided Design (CAD). The printed, finished 3D objects will be donated to children in orphanages, such as the TCS Foundation, as play toys. The company has asked you to help with grouping images and placing them in layers so that they can be sent to 3D designers. You have been provided with the following image files: •
Arm1.gif
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Arm2.gif
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Are there any challenges you have faced working with images? How have you overcome these challenges?
2 Images
CONTINUED Head.gif
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Chest.gif.
a
Open the above image files using a suitable photo editing software package.
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Rotate, flip horizontal or vertical and place the images in layers to form the object shown in Figure 2.11.
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Figure 2.11: Happy face grouped images
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Group the images to create a single image and save it with the file name HappyFace.gif.
Practice
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TCS University also want to create a photo album to hold pictures of children doing some activities. They have asked you to help with designing a sample layout as shown in Figure 2.12. Using a suitable image editing software, open the following image files: •
Img1.png
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Img2.png
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Img3.png
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Img4.png
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d
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CAMBRIDGE IGCSE™ ICT: PRACTICAL SKILLS WORKBOOK
CONTINUED Set Img2.png as the background image of your canvas. Resize the image to a width of 50 cm with aspect ratio maintained.
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Place Img3 on top of Img2. Resize this image to a width of 18 cm with aspect ratio maintained.
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Place Img1 on top of Img2 and Img3. Resize this image to a width of 16 cm with aspect ratio maintained.
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Place Img4 on top of Img2, Img3 and Img1. Resize this image to a width of 14 cm with aspect ratio maintained.
The images on your canvas should look like Figure 2.12.
IMG1
IMG4
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IMG3
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IMG2
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Figure 2.12: Image layout after grouping
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Group the images into a single picture with the file name Album. Save it as a jpg image.
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Challenge
TCS University now wants to create a stairway toy as shown in Figure 2.13 over the page. They think children would find it fun getting up and down the coloured stairway. They have asked you to help with a sketch of this. j
Using a suitable image editing software, open the image files: Red.jpg
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Green.jpg
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Brown.jpg
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Blue.jpg
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Black.jpg
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Yellow.jpg
2 Images
CONTINUED •
Grey.jpg
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Purple.jpg
Use these images to create the object for TCS University shown in Figure 2.13.
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Group the object into a single picture and save the picture with the file name Stairway.jpg
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Figure 2.13: Grouping for stairway toy
TCS University thinks the stairway would look interesting for the children if two stairs are removed.
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m Ungroup the images and delete the purple and yellow images. Now group the pictures again and save them as a single picture with the name NewStairway.jpg.
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