BTEC Level 2 First Information Technology Assessment Resource Pack Unit 23 Computer Graphics

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1 Unit 23 Computer Graphics Unit overview Credits: 10 Cert / Ex Cert / Dip The aim of this unit is to give learners knowledge of the hardware and software used to generate and manipulate images on a computer. Learners will then acquire the skills to produce computer graphics and use them to enhance documents. Given that command line interfaces have become a thing of the past, it is extremely unlikely that any learner will engage with computer systems that are not graphics driven. As well as web design, graphics are now the cornerstone of the documents and presentations that form the majority of IT workplace activity. Learners will be expected to be familiar with different graphical file formats on entering the workplace. As digital cameras and high quality scanners continue to progress, and fall in price, learners will need to know how to access the images stored on these devices and how to manipulate them for different purposes. This is a very practical unit and learners should pay close attention to the visual aspects of the documents and products that come out of the IT industry. In assignments, ensure that learners keep a focus on the intended audience for their work something that learners may be engaging with for the first time. You can reassure learners that they will not need any artistic ability and that no prior knowledge is required for the unit. In practice, most learners will bring with them some experience of digital cameras, printers and scanners as exposure to these devices is commonplace in schools as well as in the home. Time can be saved in the delivery of the unit if some of the hardware featured here is used in the delivery of Unit 3 Computer Systems. Digital cameras, printers and scanners can be covered as input or output devices under Learning Outcome 1 of Unit 3. It would be advisable to deliver Unit 3 before this unit as it provides the learners with a grounding in hardware and software knowledge that would help them better understand the role that these play in the creation of computer graphics and the editing process. It would be useful to deliver Unit 23 towards the end of the course, not least because it is one of the more enjoyable units and can be used as an incentive for learners. It does make sense to keep the practical and the theoretical elements of this unit separate. You will need to decide whether the practical work is used to help explain the theoretical elements, or if the theoretical needs to be delivered first in order that learners can achieve the required practical work. It is best to strike a happy medium. The theory elements can be evidenced with a small range of simple examples created by learners during the practical stages. Assignments for this unit The following ready-made assignments are available in this pack. Assignment Learning outcomes Assessment and grading criteria A1 Triple I LO1 Know the hardware and software required to work with computer graphics P1, P2, M1, M2, D1 Summary Learners create a series of web videos that are aimed at explaining the process and equipment needed to create and edit images. Evidence: written notes; video presentation 1

2 A2 A3 Assignment Learning outcomes Assessment and grading criteria Vector vs bitmap Promoting the local area LO1 Know the hardware and software required to work with computer graphics LO2 Be able to create computer graphics to meet a user need LO3 Be able to use graphics to enhance a document Summary P3, D2 Learners create one image in two different formats and then reflect on the differences between the image types. Evidence: screenshots; two written reports P4, P5, P6, M3 Learners create a flyer to promote their local area using original and acquired images. Evidence: photographs; annotated screenshots; leaflet Assignment guidance for tutors A1 Triple I P1 P2 M1 M2 D2 In this assignment adopting the role of working for a website called IT Industry Info (Triple I) learners must make a series of short web videos that explain the hardware and software needed to create and edit graphical images. Each criterion should be the subject of a separate video. The videos should cover the contents of Learning Outcome 1 Hardware and Software. Learners will need to know how to create video clips for websites. Facilitate the use of a device which is capable of producing reasonable quality video files with sound and small file sizes. Capture software, such as Camtasia Studio or Adobe Captivate, could be used to follow the activities on screen while the learner talks into a microphone. Some use of mobile phones could be acceptable for this assignment. A camcorder which works with DV tape will cause additional work for learners as they will need to transfer the film to digital files. For P1 learners could talk to the camera directly about hardware and software. For P2 learners could show the functions using screen recording software. To achieve M1 learners could show the devices to the camera while describing them, and M2 could be evidenced using screen recording software. For D1 learners should use a combination of screen recording and talking direct to the camera. Note: As well as submitting each video, learners should provide a copy of the notes that they made in advance of filming the clip and you should complete a separate observation record to confirm which parts of the video meet the relevant criteria. Whilst the creation of video is recommended for this assignment in order to increase learner awareness and enjoyment of this media, a written document, presentation, or an observation record of a question and answer session are also acceptable forms of evidence. Ideas As background for this assignment, learners will need to see examples of short informative videos on websites. There are many examples on YouTube but a context-specific website, like HowStuffWorks (howstuffworks.com), is much better. It is possible for these videos to be produced as a group effort as long as each learner separately prepares content for the video and an observation record is produced for each learner. To assess group work for D1, learners would need to take it in turns demonstrating the different features of the graphics packages and should clearly be heard expressing an informed opinion on the features being demonstrated by the other group members. In practice, it is best to restrict groups to two or three learners. Since much of the knowledge needed for assignment A1 is based on using the graphics packages, you may choose to set assignment A1 after A2 and A3. Especially since D1 requires a greater understanding of how graphics are created and edited, which are covered/assessed by P5 and P6. 2

3 A2 Vector vs bitmap P3 D2 For P3 and D2 learners are required to produce an image using either bitmap or vector graphic software packages. This should involve producing an image that does not require any particular artistic ability, such as a new logo, a simple building plan or an outline map. In the assignment Vector vs bitmap learners are required to produce a logo for use on a company s website and in its shop. They should create their images by first using vector graphics and then bitmap graphics. Learners could use a package designed for both graphic types, but it is more appropriate to use separate dedicated software for each type. The vector image should decide what the content should be, as it is easier to copy a raster from a vector. Following the creation of the images, learners should then explain how the different files, compression techniques and other image settings impact on the overall quality. For P3 learners should be assessed on their descriptions of the differences between vector and raster graphics. This description can take any format (video/audio) but an observation record must always be completed. For D2 the evaluation needs to focus on the software and not the differences between the graphical types. Idea This assignment could be tailored to make it more relevant for learners in your centre. For example, learners could produce a new logo for a local trader, such as a builder or a plumber. Alternatively, learners could be asked to produce a map that shows simple directions for customers or the layout of a building that they might be working in. A3 Promoting the local area P4 P5 P6 M3 In this assignment, learners must create a multi-page leaflet to promote their local area as a tourist destination. This request has come from the local council as part of a marketing drive to encourage more visitors to the area. Learners will need to be guided in thinking about your area as a tourist destination regardless of its actual tourist potential. Learners should be guided towards local websites that feature information about leisure activities, areas of natural beauty or anything of scientific or historical interest. Learners may need instruction in the use of digital cameras. A basic point and click that produces JPEG files is all that is required here. To evidence that they have taken the photograph, each learner should include a photograph (taken by someone else) which shows them using a camera on location and an observation record or witness statement should be provided by the adult supervising the learner. To facilitate this, either accompany learners yourself or encourage learners to go out in small groups so that they can take photographs of each other using a camera. The flyer needs to have a photograph something in the area which the learner thinks would attract visitors and an eye-catching heading or logo. The focus is on both acquired images and the use of an original image. There isn t a real need for learners to add much text to the flyer, and some of the text areas can just be filled with dummy or placeholder text (using a lorem ipsum generator) The body text of the leaflet won t be assessed in any way. The focus will be taking a photograph for P4, editing it in a suitable software package for M3, creating a logo or graphical heading for P5, and then putting all these elements together in one document for P6. Idea The evidence that is created for this assignment could also be used for Unit 29 Presenting Information Using IT. Both units require learners to create documents that contain graphics. You could use the document that is created for Unit 23 as one of the documents that is required for P3 of Unit 29, which requires learners to produce documents that meet the needs of defined audiences. This will save a significant amount of time for the learner, but will require a common scenario so that the documents meet the requirements of both units. 3

4 A1 Triple I BTEC Level 2 Information Technology, Unit 23 Computer Graphics Learner name Assessor name Date issued Deadline Scenario You are working for a website company called IT Industry Info or Triple I for short. Your manager has asked you to make a series of short videos to be shown on the website that explains the hardware and software that are needed to create and edit graphical images. This is in response to requests for information from many subscribers to the website who want to learn more about computer graphics. For each task in this assignment, you must create a short video. Each video should be at least 4 minutes long. Prior to filming each video, you should produce a set of notes that set out what you want to say in the video. You will need to submit these notes with your videos. You may create each video as part of a group, but if you do, you must be able to show all of your individual contributions. Your tutor will observe you carrying out this assignment, and these observation records will form part of your evidence. In this assignment you will have the opportunity to provide evidence towards the following criteria: P1 identify the hardware and software required to work with computer graphics P2 state the functions of a defined graphics software package M1 describe the features of different graphical hardware devices M2 describe the features of different graphics software packages D1 evaluate a graphics software package on its ability to create and edit computer graphics. TASK 1 The world of computer graphics P1 In your first video: a) list all the hardware and software that is needed to work with graphics b) explain why each piece of equipment is necessary and explain the purpose of each software program. Guidance Your first video should provide an introduction to the world of computer graphics. It is important that people understand why working with graphics is different to a normal computer application or process. 4

5 TASK 2 Evaluating graphics software P2, M2, D1 In your second video: a) choose a graphics software package to focus on. Provide information about the functions of your chosen package. You should explain briefly what the purpose of each function is or what it does (P2) b) introduce a similar or rival software package that is used to create or edit graphics. You will need to describe the features of the second package and compare the differences between this package and the package you selected for the first part of the task (M2) c) you now need to evaluate one of the two graphics packages that you have featured in the video. You should make comments about how useful you found the package, and which features you particularly liked or disliked (D1). Guidance The second video should be about a graphics software package (and another rival software package) of your choice. You can split the video into three sections (following parts a, b and c above), making three separate videos, if you think it is going to be too long. For part c you need to really think about how good the package is and how well it enables users to create and edit graphical files TASK 3 Hardware devices for computer graphics D1 Your final video clip should describe the features of different graphical hardware devices. Think about the hardware that is used to capture devices and the different ways that this is achieved. You should cover at least two different devices. Useful sources of information Student Book pages may be useful for Task 1 Student Book pages may be useful for Task 2 Student Book pages may be useful for Task 3 Your tutor will also have a list of sources of information that you can use for this assignment Evidence checklist TASK 1 written notes video presentation observation record TASK 2 written notes video presentation observation record TASK 3 written notes video presentation observation record 5

6 A2 Vector vs bitmap BTEC Level 2 Information Technology, Unit 23 Computer Graphics Learner name Date issued Assessor name Deadline Scenario You are working for EBP, a web design company, in its graphics department. Your company offers a full design service to all its clients. One its newer clients is Arthur s Tiles and Laminates, a local retailer that sells floor and wall tiles. The client has requested a logo that can be used on its website and in its shop. Your manager has asked you to produce an idea for this logo. The logo could simply incorporate the letters of the firm s name or could use other graphical elements the choice is yours. In this assignment you will have the opportunity to provide evidence towards the following criteria: P3 D2 describe the differences between raster (bitmap) and vector graphics explain the impact that file format, compression techniques, image resolution and colour depth have on file size and image quality. TASK 1 Comparing raster and vector graphics P3 a) Create the logo for Arthur s Tiles and Laminates in a graphics package that is designed for raster graphics. b) Then create the image again in a package that is designed for vector graphics. c) Using screenshots of your images being created write a short report that explains the differences between raster (bitmap) and vector graphics. TASK 2 Health and safety issues M3 Your client doesn t fully understand why you have created two versions of the logo. You need to help them understand more about graphics. Expand your report to explain the technical details of graphics packages, including how they can be used to improve image quality. You need to discuss in as much detail as you can: file formats compression techniques resolution colour depth. 6

7 Useful sources of information Student Book pages may be useful for Task 1 Student Book pages and may be useful for Task 2 Your tutor will have a list of sources of information that you can use for this assignment Evidence checklist TASK 1 screenshots TASK 2 short written report extended written report 7

8 A3 Promoting the local area BTEC Level 2 Information Technology, Unit 23 Computer Graphics Learner name Date issued Assessor name Deadline Scenario You have been asked to create a leaflet to promote your local area as a tourist destination. This request has come from your local council. It wants to encourage more visitors to the area. Your leaflet needs to have a photograph of something in your area that you think would attract visitors. Your leaflet also needs an eye-catching heading and logo. Choose somewhere in your area that you would like to photograph. You should pick an attraction that is near your study centre or close to home. You should think about why people would be interested in your area. Is there anything nearby of historical interest? Are there any local areas of natural beauty? In this assignment you will have the opportunity to provide evidence towards the following criteria: P4 P5 P6 M3 use specialist hardware to acquire images for a defined purpose create an original graphic for a defined user need using graphics software use graphics to enhance a document incorporating acquired images and objects use graphics software to edit an image for a given purpose. 8

9 TASK 1 Capturing a local landmark or attraction P4 a) Using a digital camera, take some photographs of the attraction that you have chosen. Ask a classmate to take a photograph of you taking your photographs (you can return the favour). Set the camera to the highest quality setting available and then transfer the images onto a computer. b) Put your images in a document (such as a Microsoft Word file), along with the photograph of you taking the photographs. Guidance If your tutor or another member of staff saw you taking the photos, you need to obtain an observation record or witness statement which should state that you took the photographs. TASK 2 Manipulating your image M3 a) Using graphics software that is able to manipulate photographs, load the best photograph that you took for Task 1 and make the following changes: crop the image to make it look neater convert the image to monochrome adjust the brightness to make the image more eye-catching. b) Take screenshots of each stage of this process and submit them after you have finished editing the photograph. c) Print out the screenshots and attach some notes to indicate what you did at each stage of the process. TASK 3 Creating a logo or heading P5 a) Using graphics software, create an original logo or heading for your leaflet. b) Take screenshots of the logo or heading being made and annotate them to show the tools which you used. c) When you have finished hand in your annotated screenshots. Guidance The logo you create should be easy to read and eye catching. It should also contain the name of the area and attraction. TASK 4 Producing the finished flyer P6 Combine your photo and your heading or logo into one document, add some text, and make it into a leaflet. Guidance Your leaflet needs to be at least two pages long. Don t forget to include details about where the area is, what it does and the hours that it operates. Hand in your completed leaflet as evidence. 9

10 Useful sources of information Student Book pages may be useful for Task 2 Your tutor will have a list of sources of information that you can use for this assignment Evidence checklist TASK 1 photographs saved to computer witness statement TASK 2 TASK 3 TASK 4 annotated screenshots showing image manipulation annotated screenshots showing creation of logo/heading completed leaflet 10

11 Sample learner work and assessor comments Sample learner work and assessor comments follow for the assignment A3 Promoting the local area (P4, P5, P6, M3). In addition, to show the level and depth needed for distinction work, a learner response for Task 2 of assignment A2 Vector vs bitmap (P3, D2) is also included (see page 24). The A3 assignment can be used as a platform to encourage local pride. The charm of the assignment brief lies in its ability to make learners look at their local area with fresh eyes celebrating the local area is an activity that the learners may not have done since primary school. It is a very specific and direct scenario that focuses on a user need but still allows learners to choose their own direction. Openended scenarios for graphic design units can often result in very impressive work, but more often they can leave learners stressed about their choices and can result in late submissions. This assignment has been delivered in a secondary school in Greater Manchester. Unit 23 Computer Graphics is delivered after the two core units and prior to Unit 26 Developing Computer Games. The delivery of the unit was a great success with learners engaging with Adobe Photoshop and Adobe Illustrator to work with raster and vector graphics respectively. Some learners struggled with some of the more complicated tools in Photoshop, but this did not restrict their ability to achieve merit criteria due to the specific requirements of the task. This is permissible because the criterion demands image editing to meet a specific user need rather than complete familiarity with a image manipulation software package. For the assignment, the school took both groups on a trip around the local area to find landmarks and attractions to photograph. This was an enjoyable day and was reasonably easy to arrange as it mostly involved walking although learners did start to complain by the end of the day. The learner work that follows for the A3 assignment is of merit level. All targeted assessment and grading criteria for the assignment have been met (P4, P5, P6, M3). The learner work for Task 2 of A2 assignment is of distinction level as, again, all targeted assessment and grading criteria have been met (P3, D2). Note: all assignments for this unit would need to be completed in full before an overall unit grade can be awarded. The work was created by Ursula Smith, a 15-year-old student who is taking a BTEC Level 2 Extended Certificate in IT alongside her GCSEs. Ursula is a very capable student for whom high grades have been predicted on all her courses. Ursula achieved an overall distinction for the unit. While she admits to not being very artistic, her attention to detail is very high and she put a lot of effort into the unit. Meeting local needs If assignment A3 Promoting the local area needed to be modified to suit local needs, this could be achieved by adapting the scenario, the type of specialist hardware used for Task 1 and/or the type of document required for Task 4. The scenario is quite open, but if your centre is in an area where it does not seem appropriate, for whatever reason, then the focus could be changed to something else, such as celebrating nature, sport or even technology. It is important that any change to the scenario should not restrict learners too much; they need to be able to acquire images and a scenario that is too far removed from their daily existence will make this difficult. If you decide to modify Task 1 because it is difficult to access digital cameras, then the specialist hardware could be a scanner or mobile phone. Learners could scan in a photograph and edit it in a similar way, or they could use the software to enhance a low quality photo taken on a mobile phone. While many learners do have advanced mobile phones, it is not really appropriate to make this assumption in an assignment brief as this might draw attention to learners who do not have the latest hardware and may feel at a disadvantage to their peers. It is a simple change to require a different type of document for Task 4. The document could be anything from a website or a rich content advert. As long as the document contains the acquired image and the original image, anything that fits the scenario will suffice. 11

12 Sample learner work for A3 Promoting the local area Assignment A3: Promoting the local area By Ursula Smith Task 1: Capturing a local landmark or attraction Assessor s comment: You took more than one photo on the day Ursula. It would have been helpful to show a few of the pictures you took and perhaps to have said why you chose the one you did. The criteria asks for images plural, but you were witnessed taking more than one picture so you can still achieve P4. Assessor s comment: Very good Ursula, nice camera too! You have used specialist hardware to acquire images for a defined purpose. P4 achieved. 12

13 Sample learner work for A3 Promoting the local area Task 2 Manipulating your image Crop the image to make it look neater I used the cropping tool to ajust the scale of my image I clicked and dragged over the area of the image I wanted to use I pressed return to fi nish off the cropping effect 13

14 Sample learner work for A3 Promoting the local area Convert the image to monochrome I selected the adjustments panel The adjustments pannel appeared here I selected Channel Mixer Presets and clicked Black & White Infrared (RGB) I then chose the Output Chanel as Grey 14

15 Sample learner work for A3 Promoting the local area Adjust the brightness to make the image more eye catching On the adjustments panel I chose Curves to adjust the colour levels of greyscale image I clicked and dragged the curves to make the image look softer Assessor s comment: Good work Ursula, you have shown that you can use the software to edit a photo for a defined user need. M3 achieved. 15

16 Sample learner work for A3 Promoting the local area Task 3 Stage one: I took a photograph of the front of the tower and put it on a layer in the Adobe Illustrator software. I used Illustrator because it makes vectar based images and so can be resized without the image getting distorted which is good because the logo may be used in many formates and so may need resizing. Assessor s comment: Watch your spelling here Ursula. Stage two: I then set the layer to overlay and reduced the transparency to about 46%. 16

17 Sample learner work for A3 Promoting the local area Traced the outline of the tower using the pen tool Stage three: I created a new layer on top of this one so that I could then trace the outline of the tower. Two layers created, the bottom layer set to transparrent overlay so I could trace on the top layer Assessor s comment: Good technique Stage four: I deleted the overlay layer so that I was left with the outline of the tower. 17

18 Sample learner work for A3 Promoting the local area Text tool Stage five: I added the name of the tower setting the font to Myriad Pro using the Text Tool. I left it black to match the trace theme I made using the pen tool. Stage six: I then hit return to get the letters to go vertical but left the word Tower horizzontal. I then played around with the size and position of the text until I was happy with it. 18

19 Sample learner work for A3 Promoting the local area Duplicate text New layer added Stage seven: I created a new layer and duplicated the text to make sure the duplicated text was on the knew layer. Assessor s comment: This is great Ursula, I can see your thought processes. It s always worth using new layers when adding anything new. Watch your spelling, e.g. new layer not knew. Colour options Stage eight: I lightened the colour of the text using the colour palette and moved it into position. This new position was just to the right and just below the original position of the text. 19

20 Sample learner work for A3 Promoting the local area Stage ten: I saved the image as a Jpeg as well as an.ai fi le. This way the image can be used in other applications but I can also go back to the original and make changes if i need to if necessary. Stage nine: Finally I moved the new duplicated text layer so that its positioned behind the original text layer making it look like a drop shadow affect. Assessor s comment: You could have mentioned what package uses.ai files for those who don t know. However, this is a good original image. Well done Ursula. P5 achieved. 20

21 Sample learner work for A3 Promoting the local area Task 4 Here is my fi nal fl yer. Assessor s comment: This is very good Ursula, you have combined your images and objects to produce a very good overall document. P6 achieved. 21

22 Witness statement Learner name Qualification Unit number and title Assignment title Ursula Smith Edexcel BTEC Level 2 Diploma in IT Unit 23 Computer Graphics A3 Promoting the local area Description of activity undertaken (please be as specific as possible) The learner has used a digital camera to take photographs of a local landmark for the purpose of creating a flyer. The photographs will be transferred from the camera to a PC for editing. Assessment and grading criteria P4 use specialist hardware to acquire images for a defined purpose How the activity meets the requirements of the assessment and grading criteria, including how and where the activity took place The learner was witnessed taking multiple photos of the hills near the college. The learner used a digital still camera which recorded the images as JPEG files. Witness name Carla Stretham Job role Teaching Assistant Witness signature Carla Stretham Date Assessor name Phillip Speed Assessor signature P Speed Date

23 Assessor s comments Qualification Edexcel BTEC Level 2 Diploma in IT Assessor name Phillip Speed Unit number and title Unit 23 Computer Graphics Learner name Ursula Smith Assignment title A3 Promoting the local area Criteria To achieve the criteria the evidence must show that the learner is able to: Achieved? P4 use specialist hardware to acquire images for a defined purpose Y M3 use graphics software to edit an image for a given purpose Y P5 create an original graphic for a defined user need using graphics software Y P6 create a document which includes original and acquired objects Y Learner feedback I really enjoyed this unit and I m really pleased that I got all of the criteria. I also really enjoyed going out with the rest of the class and taking pictures. Assessor feedback Ursula, you have done very well with this unit. You have shown a real flair with graphics software despite having never used it before. You should make sure that you put all of the evidence that you have in your work in future or at least ask if you are not sure, only putting one photo in could have cost you a pass for the unit if it wasn t for the witness statement. Action plan In future ask the tutor if you are not sure about evidence. You should take note of plurals in assessment criteria. Assessor signature P Speed Date Learner signature Michael Seymour Date

24 Sample learner work for A2 Vector vs bitmap Assignment A2: Vector vs bitmap By Ursula Smith Task 2: How to improve image quality Below is the image that I have created for Arthur s Tile and Laminate Warehouse. This logo was created in Adobe Photoshop. It is two rectangles which have been coloured yellow and red and then they have had an artistic fi lter apply. After this I created two text layers which gave the name of the company which the logo was meant for. Note: Ursula created this logo for Task 1 of this assignment. This work isn t shown in this pack. Adobe Photoshop uses a fi le format called PSD which is made to be used for editing fi les. A PSD fi le keeps all of the different layers in the image separated so that graphic designer could make more changes, or undo the changes that they have already made. When the designer is happy with the image they will usually fl atten it which lays all of the layers on top of each other and merges them alltogether into one single image. At this stage the image can not be edited but it is lots smaller which means it can be sent to people or then printed. PSD fi les are one of the largest types of image fi le. Another large type of image fi le is a RAW fi le. A RAW fi le is created by professional digital cameras and it is an image fi le that has all of the data that the camera records when the photo is taken, so if you take a picture in black and white a RAW fi le would still have all of the information about the colour of the image. Most designers would not want their clients to have access to the PSD or the RAW fi les because it would mean that they couldn not charge them for extra copies or more manipulating. They are also diffi cult to send because of their size. There are a few different fi le formats which are used for fl attened images which don t have any layers. The largest of these is the TIFF file format. This is an image fi le which contains the least amount of compression. Image compression is a process that software packages and digital cameras use to make the fi le size of the image smaller but they are still keeping the quality of the image. As soon as an image is compressed it will loose some quality, but it depends on what use the images is going to be put to as to how much this is a big problem. Really a TIFF fi le can have no compression at all. It depends on what it is going to be used for. TIFF fi les are used by designers and photography needing high quality images which are going to be printed or shown in a large format, like a bus stop poster or even an advert on the side of a building. As the image quality is high this means the fi le size is very large. TIFF files are not that popular these days as people tend to like using a JPG image better. JPG or jpeg is an image fi le format which is probably most popular for digital photographs but is also popular for graphics fi le. A JPG is a raster image type and they can be compressed down in too very small images, but they can also keep hold of a lot of their detail and information and be used for large images. A designer will use compression techniques when they are creating their JPG images and the main two types of compression are lossless compression and lossy compression. Lossless means that all of the data in the original image fi le is kept in the smaller fi le. Lossy means what it sounds like -some of the data is lost the image becomes smaller but it will have some missing details. This could mean that a picture of a cloud just becomes a white cloud rather than having more shading in but it could also mean that someone s face is distorted or left in a shadow. 24

25 Sample learner work for A2 Vector vs bitmap JPG fi les use lossy compression but one of the reasons that they are so popular is because they allow the user to decide how much detail is lost the price that you have to pay for not losing very much detail is larger fi le sizes as shown in this photo here of a dog. If the designer decides to make the image smaller, they will loss detail but the fi le could be ed or even go on a website, web images must be smaller otherwise they would take too long to load the webpage that they were part of. One problem with JPG fi les is that they can getting artefacts which are bad pixels in the image if the data has been reduced too much and white spots start to show. A GIF is another image fi le format which are mainly used for vector images. GIF images work well if the image is made up of lines and colours, if the image contains too much detail or information then the GIF fi le format will not be avle to cope. This dog photo has been saved as a GIF fi le here and you can clearly see that the quality of the image has been effects. The colours in the background have all lost their detail and the image looks quiet grainy. This is a problem when using the GIF fi le format for photographic images but a simple logo like the one I have made works fairly well as a GIF. A lot of people use GIFs because they are the only image fi le format which allows for animation. PNG is starting to replace GIF images as it works in a similar way the fi le sizes are still small but it has higher quality images. PNG also allows images to be transparent in places which is an appeal for web designers and people using logos. The last fi le format I am going to look at it BMP. This is the Windows bitmap fi le and it is used for raster graphics. This is a very old fi le format and BMP fi les are usually large even though they don t contain as much data about the image. BMP fi les are uncompressed and they don t display as many colours as other fi le formats. Windows is now moving away from using BMP fi les as the new Windows 7 Paint program uses PNG as a default. 25

26 Sample learner work for A2 Vector vs bitmap Image resolution is an important think to be thinking about what you need to do with your images. The higher the resolution of an image the more pixels that is contained in the image. The computer screen is made up of pixels which can display one colour the more pixels that are used the more colours and different shades can be shown in an image. High resolution images are more detailed and much better quality. The following images are here to show this. This is a low resolution image which is using a resolution of 15 pixels per inch. This has had a negative effect on the text because all of the curves have been lost in the lettering. This is because there are not enough pixels to show the letters as they should be. This version of the logo uses 1500 pixels per inch. There are many more pixels used to demonstrate the curves of the text and you can clearly see the artist effects that I used on the text as well as the red and yellow shapes. Another factor that can affect the quality of an image is the colour depth that is used. Colour depth is how much of computer memory that is used to store information about colours in each pixel. The more memory that is given for the colour memory or colour depth the better the colour and the higher quality the image will be. Better colour can be seen when there are more shades to pick from, if there are only 2 shades of green then a picture of a tree would not look very real, but where there are 200 shades of green it will look like it should do outside. Here is an example of how memory affects colours: 1-bit of memory gives the image 2 colours which is black and white 2-bit of memory gives the image 4 colours. 4-bit of memory gives the image 16 colours. 8-bit of memory gives the image 256 colours. 16-bit of memory gives the image 65,536 colours. 24-bit of memory gives the image 16,777,216 colours. Most images are 8 bit upwards. Photos should be 24 bit but this makes the fi le sizes larger. My logo is okay here as an 8 bit colour image. In conclusion my image could be improved by using the JPG fi le format but compressing it so that it can be used on simple fl yers as well as on websites. If the image did not have the artistic effects I would keep it as a GIF or a PNG image so that it was the smallest possible fi le size. The image does not use a large range of colours so I am not concerned about colour depth. Assessor s comment: Well done, Ursula! D2 achieved. 26

27 Assessor s comments Qualification Edexcel BTEC Level 2 Diploma in IT Assessor name Phillip Speed Unit number and title Unit 23 Computer Graphics Learner name Ursula Smith Assignment title A2 Vector vs bitmap Criteria To achieve the criteria the evidence must show that the learner is able to: Achieved? P3 describe the difference between raster (bitmap) and vector graphics Y D2 Learner feedback explain the impact that file format, compression techniques, image resolution and colour depth have on image depth and quality I found this assignment quite hard. It was difficult to think of an idea for the logo and I didn t know how much to write for the second task. Assessor feedback Ursula, you have demonstrated a clear knowledge of the different file formats and I am pleased that you have extended what we discussed in class and included RAW files and PNG files. Be careful with how your order your work, you do jump from one topic to another here but as you have covered the whole criteria it hasn t affected your grading. Y Action plan N/A Assessor signature P Speed Date Learner signature Ursula Smith Date