Mr. Fenwick's Blog

Data are forever?

dfenwick — Sun, 18 Jul 2010 07:38:09 +0000

A popular myth about CDs is that once written, the data will be readable ‘forever’.

CDs do not last forever.

They usually have a much shorter lifespan than you would expect.

US National Media Laboratories has revealed that an average quanlity recordable CD will become unreliable after as little as five years of use.

RAND Corporation: ‘digital data last forever or five years, whichever comes first’

A chemical reaction is used to store the data – no chemical process is perfect – therefore manufactures do not guarantee long lifetimes for data you put on their discs.

Slow chemical changes in the dye layer will eventually make the data unreadable.

Storage conditions can have a major effect on this process.

CD-R damage is made worse by long exposure to light.

Stamped CDs should have a much longer lifespan.
CD Stamping is also known as CD Pressing. These are the Video CDs you purchase from the video shops. If you turn them around you will notice they do not look the same as the CDs you burn yourself. Stamped CDs have no noticeable tracks. They do not use the same blank CDR media. Your blank CDR media cannot be used for stamping. The process of CD stamping or pressing takes less than one second for each CD as the video data is actually stamped, physically pressed, all at once onto the CD, not track by track. You cannot use your PC’s CD Writer nor a CD Duplicator to stamp CDs. You need a CD Replicator. The CD replicating machine is about the size of three wardrobes, costs six figures and can replicate thousands of CDs in a few minutes. CD Replication is only suitable for creation of larger quantities of more than 1000 CDs and not economical for anything less.

Behaviour Management

dfenwick — Sun, 04 Apr 2010 00:01:24 +0000

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Year 8 – Unit of Work

dfenwick — Fri, 13 Nov 2009 05:42:07 +0000

MOAMA ANGLICAN

GRAMMAR SCHOOL

Technology (Mandatory)

Year 8

Area of Study – Information & Communications

Design Specialisation – Digital Media & Communication Systems

Technologies – Graphics, Information, Media

Aim

The aim of the Technology (Mandatory) Years 7–8 Syllabus is to develop students’ ability to design, produce and evaluate quality solutions that respond to identified opportunities and needs. It enables students to justify solutions and to responsibly, safely and creatively use and select materials, tools and techniques.

Objectives

Knowledge, understanding and skills

Students will develop:

1 knowledge, understanding and appreciation of and skills in design processes, design theory and the work of designers

2 knowledge of and skills in researching, experimenting, generating and communicating creative design ideas and solutions

3 knowledge and understanding of and skills in the responsible selection and safe use of materials, tools and techniques

4 knowledge, understanding and appreciation of the impact of innovation and emerging technologies on the individual, society and the environment

5 knowledge of and skills in managing quality solutions to successful completion

6 understanding and appreciation of and skills in evaluating and reflecting on the success of their own and others’ design activities.

Rationale

Technology and an understanding of design
processes enable people to manage, interpret, shape and alter their environment
to improve their quality of life at home, school, in work places and in the
broader community. The rapid rate of technological change in an increasingly
knowledge-based society highlights the need for flexible technological
capability, innovative thinking and effective communication skills.

Technology education integrates both
procedural and conceptual knowledge based on a holistic view of design.
Students identify needs that have personal relevance, apply design theory and
use design processes that encourage flexibility, resourcefulness and
imagination in the development, communication and production of quality
solutions.

Students learn about technologies and use
a range of materials, tools and techniques relevant to the personal, commercial
and global areas of human activity. Technologies assume increased importance
when they are applied to solve real problems and to create ideas and solutions
in response to needs and opportunities for customers, clients or themselves.
They can be used to add functional, aesthetic and environmental value to
products.

Students can further develop a
fascination with, and enjoyment of, innovating and creating through making
decisions and in their production of working solutions. They will experience a
core of design processes and technological experiences. In the broader
community, the application of this process can involve the consideration of
factors relating to organisations, people, environments, sustainability,
appropriateness, materials, machines and equipment, systems, communication infrastructures,
social and ethical solutions.

Thinking skills are developed
experientially through the Technology (Mandatory) course as students design and
make. The use of reflective, flexible and creative thinking skills are
encouraged to build understanding of underlying principles that can be
transferred to different project settings and applications. Study in technology
develops skills in enterprise and initiative. Through practical experience it
leads students to develop, select and apply technological skills involved in
designing and producing. This includes processes of analysing, planning,
producing, evaluating and maintaining the material and information needs of our
society. Technology (Mandatory) builds on Science and Technology K–6 and is the
foundation course in Secondary education that provides broad experience in a
range of contexts that can be further explored in Technology elective courses
7–10 and Stage 6.

The development of knowledge, skills and
understanding gained through study of Technology (Mandatory) will enable
students to contribute positively to Australia’s future. They will be given
opportunities to learn how to function safely in a working environment and in a
society driven by rapid technological change, communication and in a global
society with increasingly competitive knowledge-driven economies.

The capacity to solve problems and
generate ideas through the use of new conceptual approaches, models, drawings
and information and communication technologies, and the ability to develop,
produce and implement quality solutions are keys to technological competence.
These know-why and know-how capabilities often distinguish leading companies,
innovators and regions from their competitors.

Students will be prepared for lifelong
learning and career opportunities in the study of design and related fields.
They will be given further opportunity to develop an inspired interest in
developing innovative solutions, an appreciation of, and satisfaction in
producing products and projects of enduring functional quality. Students will
learn to meet the requirements of an identified need through a design brief.

Prior Knowledge

Students will have studied the Design Process in other Mandatory Technology classes.

Students will have studied Year 7 IT so they will be familiar with email and home folders.

Information and Communications

The focus of this area is on various
types of data and information – text, images, audio, video and numbers for the
purposes of conveying a message. Information and communications systems are
fundamental to human activity. Communication involves the accessing, processing
and transferring of information and ideas through a range of media including
written, oral, graphical and electronic. The principles of audio and visual communications
design are important in the study of this strand. When designing Information
and Communications solutions it is important to consider the aesthetic,
socio-cultural, ethical, and functional aspects of the development.

This area may include the following design specialisations:

·
Communication Systems Design – design projects
may result in radio broadcasting, signage, video production, event design,
multi-media design

·
Information Systems Design – design projects may
result in design of databases, information management systems, information
kiosks

·
Promotional Design – design projects may result
in videos, websites, packaging, presentations, brochures, advertisements,
branding

·
Software Design – design projects may result in
simple games programs, data management and analysis systems

·
Digital Media Design – design projects may
result in websites, on-screen presentations for purposes such as entertainment,
education.

Projects will integrate a variety of ICT applications
including:

·
word processing to assist planning, data
collection and recording, and specifically the presentation of design folios

·
graphics in the form of existing and created
images in design development and presentation

·
electronic communication in the researching of
information

·
software management in the efficient storage of
electronic information.

Outcomes:

Focus: 4.3.1, 4.3.2, 4.4.1, 4.5.1, 4.6.1

Contributing: 4.1.1,
4.1.2, 4.1.3, 4.2.1, 4.2.2,
4.5.2, 4.6.2

Area of Study: Information
and Communications

Design
Specialisation: Promotional

Technologies: Information

Outcome

A student:

Students learn
about:

Students learn to:

4.3.1 applies a
broad range of contemporary and appropriate tools, materials and techniques
with competence in the development of design projects

Materials

·
range, suitability and use of data types
including hypertext

·
the internet as a source of information

·
select and use appropriate data types for
particular purposes

·
select and justify the use of correct file
formats in a design project

Tools

·
software including presentation, draw and
paint, word processing, databases and spreadsheets

·
the function, selection and correct use of a
range input and output tools including

-
printer

-
scanner

-
storage devices

·
select and use software for specific purposes
in a design project

·
select and correctly use the appropriate tools
of information technology for a design project

Techniques

·
information processes

-
collecting

-
organising

-
analysing

-
storage and retrieval

-
processing

-
displaying

·
select and use techniques appropriate for the
purposes of a design project

Stage 4 – Technology (Mandatory)

Students at Stage 4 are able to
independently initiate design projects and investigations that reflect an
understanding of needs and opportunities. They demonstrate the ability to
research and extract information from a variety of sources and a willingness to
use experiments and tests to enhance the development of a design project. They
describe factors that influence design.

Students select and use a broad range of
media and method and appropriate language and structures to accurately
communicate design ideas to a diverse audience. This may include recounting the
process of designing, producing and evaluating used when developing design
projects. Students are aware of the skills and processes involved in designing
and are able to generate and communicate design ideas and solutions. They
develop knowledge and understanding of a range of design processes, roles of
designers and associated work opportunities. They can identify what makes good design and are
able to creatively develop quality design projects.

Students responsibly, safely, confidently
and accurately apply a range of contemporary and appropriate tools, materials
and techniques and understand the implications and applications of these in the
wider community. Students demonstrate competence when using a range of ICTs and
have the ability to select and use them appropriately in developing design
projects.

Students recognise the importance of
safety, quality and management in the design and production of design projects.
They learn to manage their own time by sequencing processes of designing,
producing and evaluating to plan ahead. They work collaboratively and learn to
work safely with others in technological environments.

Throughout the design process students
reflect on and evaluate their design projects. They consider the impact of
innovation and emerging technology on society and the environment and identify
and explain ethical, social, sustainability and environmental considerations
related to design projects.

Materials and Resources

Hardware: Computers capable of running Adobe CS4

Software: Fireworks CS4, Internet Explorer 8 (or Firefox 3, Google Chrome)

Google Apps

Posterous

Email – Outlook Web Access 2003

Outline

http://tr.im/magsy8outline

Single, Tuesday 6th October 2009.

Interview someone over 50 years of age about the changes in technology they have seen in their lifetime.
Choose from one of these areas:
- communication
- shopping
- music
- film and tv
- workplace
- travel
- road systems
- public transport

Ask them if they believe the changes in the selected technology have made life better.

Logo Design with Fireworks CS4:

Unit overview

To produce quality images for the web, students need to understand how digital images are created and then learn and apply essential graphic design principles. Adobe Fireworks CS4 is an image-editing program designed to create images, effects, and optimisation especially for web pages. This unit is project-based, so students plan and evaluate the images they produce. In the unit, students learn to create, modify, and optimise a variety of digital images. They compare image file size and quality during phases of production. The unit balances instruction of specific techniques with encouraging students to research technical aspects of the program on their own. Students are introduced to project evaluation and reflection to incorporate solutions into subsequent projects.

Lesson 7:

Project Introduction:

Hand out Rubric.

Identify and distinguish between GIF, JPEG, and PNG formats.

A company LOGO is very important as it is a symbol of success. Successful companies such as Microsoft, Nike, Reebok and many others rely on a logo to put over an image of achievement to the general public. If you log on to almost any website you will see a logo of some form representing the person or company responsible for the site. It is more than likely that in the past you have designed a logo or a badge to represent yourself and the type of person you are. Below are some famous logos representing well known companies from around the world.

	Unfortunately there are no awards for recognising this logo – possibly the most famous in the world. The logo states clearly what it represents, a drink (the bottle) and the company that makes it (CocaCola). The message is clear and simple. The drawing may be simple but there is still detail. The logo looks ‘cool’ as there appears to be ice droplets forming on the outside of the logo. The logo is inviting you to buy the product and have a cold , refreshing drink.

	“Heinz means beans”, says the old slogan presented by Heinz to sell beans. The logo itself tells us very little about the product but to the older generation brought up knowing the quality beans produced by Heinz, immediately recognise the name – and assume quality. The original logo was developed many years ago but people still associate good quality products with it. The company Heinz have been very careful not to alter a famous logo although they have altered the taste of existing products and introduced new ones. Heinz are a respected and trusted company and consequently the company name stands out on the logo.

	Kellogg’s is another famous and well respected food company. When you buy a product from this company you expect quality and taste. The logo simply represents the name of the company, it is easy to spot and read. the logo has changed little for many years.


	Would you buy a Jaguar car ? I would if I could afford one. Again, the logo is simple and easy to understand. Jaguar is a very well known make of sporty cars and the logo expresses this by the addition of a ‘jaguar’ leaping across the company name. The leaping jaguar represents power and strength.

	The McDonald’s logo is one of the most easily recognised in the world. The large ‘M’ is displayed outside every McDonald’s and on almost all their packaging. If you see this sign outside a café/restaurant you know what can be purchased inside. McDonald’s have associated the large ‘M’ successfully with the product they sell.

	‘Vodafone’ are one of the top telecommunications companies in the world. They specialise in mobile phones. Their logo is very clever as it is clear and easy to understand. The logo is a simple quotation mark inside a circle. A quotation mark is used to start and finish a quotation in writing. The colour is read and white – is this why Vodafone sponsor the most profitable soccer club in the world (Manchester United)?

BASIC RULES FOR A SUCCESSFUL LOGO

1. A successful logo is usually very simple in design. 2. The logo is easy to understand, even at a distance. 3. One or two colours are normally used. 4. Any writing is presented in a simple way and is easy to read. 5. A simple drawing or symbol is sometimes used.

1. Draw three well known logos and explain the words, shapes and colours that are used. 2. Complete this tutorial to learn more about Fireworks: http://tr.im/mags_nameplate 3. Using Fireworks CS4, Design a logo that best represents you. You may include your favourite colours, your initials and a simple shape/symbol. Refer to the Elements and Principles of design and use at least one of each in your design.

Identify and distinguish between GIF, JPEG and PNG file formats.

Introduce the file types available for graphics: GIF, JPEG, and PNG. Discuss how the file types differ and when it is appropriate to use each type of file. You could also distinguish between a Fireworks native PNG and a PNG image.

Ask students to search the Internet to find and save at least one sample of each type of graphic: GIF, JPEG, and PNG. Ask students to consider whether they would need to seek permission should they choose to use the graphic in any work they create.

Ask students to save all their work in two ways: as a set of individual graphic files (for later use) and in a text document that includes notes about the graphics.

Conduct a search (perhaps on www.google.com) using the following keywords: image, image type, GIF images, JPEG images, or PNG images.

Use the google search modifier – filetype:.png/jpg/gif

See http://tr.im/mags_imagesrubric

Optimising graphics for the web

https://docs.google.com/fileview?id=0B9lDsn2TnaSFMmY1M2IxNzYtY2ExMC00ZjFjLWFhNmMtNjZjYjYxNzRhNzE2&hl=en

Objectives

• Optimise images as GIF and JPEG files.

• Create the smallest possible image file size while maintaining desired image quality.

• Save and export image files.

Materials

• Adobe Fireworks CS4 installed on student and instructor workstations

• Projection system for instructor workstation or overhead slides with screenshots

• Worksheet: Fireworks Optimize panel

• Guide: Fireworks Optimize panel

• Guide: How to optimize GIF images

• Guide: How to optimize JPEG images

http://docs.google.com/fileview?id=0B9lDsn2TnaSFODUzZGMxYmQtNGIxYi00YmFmLWIxMWQtOTNiYzVhNjRhNTNi&hl=en

http://docs.google.com/fileview?id=0B9lDsn2TnaSFMmU5OWVmOWMtNWZhYS00MWI1LWI4NmUtOTY4ODA5M2Y4ZmVh&hl=en

http://docs.google.com/fileview?id=0B9lDsn2TnaSFNjhlMmI0NTItZGMwNy00NTMwLWE1MDctNTNmNDA1NmNhNzk5&hl=en

http://docs.google.com/fileview?id=0B9lDsn2TnaSFOTk3NDU3MDktOGFjOS00NzhiLTk2OWUtYzUzMjM4YWEzMjY4&hl=en

1. To test the difference in download times, ask students to visit sites with GIF and JPEG images to see examples of large and small files. Discuss the differences between the images in each category.

2. Using large GIF and JPEG sample images, introduce the Optimize panel in Fireworks.

3. Demonstrate to students the methods available for optimising an image. Worksheet: Fireworks Optimize panel Guide: Fireworks Optimize panel

4. As an experiment, divide the class into small groups and assign half of the groups to optimise one of the JPEGs they scanned previously; assign the other half of the groups to optimise a GIF they scanned previously. All JPEG groups should have the same image, and all GIF groups should have the same image. Guide: How to optimize GIF images Guide: How to optimize JPEG images

5. Groups should optimise and save their graphics in two ways: Make the graphic file size as small as possible. Make the graphic file as small as possible while keeping as much image quality as possible.

6. At the end of the experiment, have each group show their two images and report the mechanisms they used to optimise the images.

7. Use each sample image to discuss the benefits of optimisation and the balance that must be reached to

preserve quality.

8. Ask students to optimise their images from Activity 1.2 and Activity 1.3 to prepare for creating a nameplate, logo, or page banner.

Extras

Extra 1 – Scratch Project

Students can continue a Scratch project that they started earlier in the course or create a new project. They can select from http://scratch.mit.edu

Extra 2 – Google Search

Go to: http://www.googleguide.com/

Open and Read the Cheat Sheet. Save the cheat sheet to your H: drive and send it as an attachment to your posterous site. (You may try this as a word document, html, txt, PDF – find out which one works best.)

Complete this exercise as a Google Document and share it with me (dfenwick@moamagrammar.nsw.edu.au):
http://www.googleguide.com/exercises_teens.html

Read the Novices and Experts section on Googleguide – see if you can get some tips for your Google Site and using other Google Apps.

HSC IPT Task1

dfenwick — Wed, 11 Nov 2009 10:50:18 +0000

1. Research Task (10%) Due: Thursday 26^th *November***

Social Media is changing the World? How? Why?

Your task is to research social media and write a 2 page report about how it is changing the world (1500 words – 2 A4 pages at 12point Times New Roman) A bibliography must also be added. Issues that you should consider as you carry out your research and write your report include:

- how the technology works

- the future of the technology

- social and ethical issues such as affordability, safety concerns, as well as other issues studied in class

- the impact of the technology on our lives

Many sources on the internet contain information about social media technology. As a starting point you might like to look at this page on Mashable.com. (http://mashable.com/2009/05/12/social-media-change-the-world/)

Marking Criteria

Mark	Criteria
8-10	§ Report contains evidence of thorough research § Report is of a high standard and thoroughly discusses the four listed requirements and many other issues § Report contains a thorough bibliography
4-7	§ Report contains evidence of some research § Report is of an acceptable standard and contains some discussion of the four listed requirements and some reference to other issues § Report contains a brief bibliography
0-3	§ Report contains little evidence of research § Report is of a poor standard and contains little discussion of the four listed requirements and no reference to other issues § Report does not contain a bibliography

Resources

dfenwick — Tue, 03 Nov 2009 23:25:17 +0000

http://posterous.com/main/account

http://tinyurl.com/googlemags1

http://tinyurl.com/googletec7m

http://tinyurl.com/googletec8z

http://tinyurl.com/googlemsist

MSIST 2009 End of Year Exam

dfenwick — Tue, 03 Nov 2009 23:20:23 +0000

Topic: “Inverse Kinematics”

You have 1 hour.

You may use any resources you can find.

Create a human character that does a muscle-flex pose on the left side of the screen and then walks to the right side of the screen and picks up a ball (basketball and throws it)(football and kicks it) through the goals.

You should create a simple background first in Photoshop and import that background into FLASH.

You should add sound – music and/or sound effects.

The goals will be created as symbols within FLASH.

The character animation can be done by following the U5_Student flash tutorial – u5_18_howto_character_a4.pdf

Hello world!

dfenwick — Thu, 17 Sep 2009 03:14:14 +0000

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