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Learn how to handle errors in Python. Try practice tasks and learn through text and images. Perfect for students learning GCSE Computer Science in UK schools. Python 12 - Error Handling Errors When an error occurs in Python, you may see a chunk of red text like this. This is very useful when creating programs as it tells us the exact line of the error (10), and its type (NameError). However, a completed program should have code in place for when an unexpected error occurs – we call this exception handling . General Exception In this example, Python will attempt to run the code indented beneath try . If there are no errors then the code will stop just before except . If an error does occur then the Exception code will be run . If we enter a correct value then the program will execute normally: But if an error occurs (such as writing a string when an integer is expected) then the Exception code will run : You can add the else command to your code that will execute only if there are no errors : If a valid number is entered then the else code will be printed: If a code generating an error is entered then the except code will be printed: Practice Task 1 Create a program that asks the user to input their age. Don't forget to use the int command. Use try and except to print a message if a number is not inputted. Example solution: Specific Exceptions The Exception command used in the section above is for any general error that occurs. You can also use specific except commands for a variety of errors. Below is a program with two different specific exception commands for one try statement: If a Value Error occurs, such as when the wrong data type is entered , then related code will be printed: Or if the user tries to divide by zero then a Zero Division Error will be triggered which prints a relevant response: Other types of exception can be found here . Practice Task 2 Create a program that asks the user to input a number and then divides this value by 999. Create a Value Error and Zero Division Error exception and include an appropriate message in both. Example solution for Zero Division: ⬅ 11 - Graphical User Interfac e Extended Task 1 (Pork Pies) ➡

Learn how to spot a phishing email and other ways to stay secure online including choosing strong passwords. Scams & Staying Safe Part 1: Phishing Scams A phishing scam is when an attacker will send you an email pretending to be someone you trust . They are trying to get your username, password or other sensitive information . What does a phishing email look like? Capital letters and exclamation marks may be used to create a sense of urgency. A phishing email might be sent from a long, unrecognisable email address . It may be similar but slightly different to a real email address. An attacker might not know your name , so they will use your email address. A phishing email might contain spelling and grammar mistakes , so look carefully. Check any links carefully , if it looks suspicious, don't click it. Phishing emails try to rush you into making a silly decision. Don't panic and read the email carefully. Part 2: Secure webpages When you are browsing the web , you should stick to websites that you know and trust. Don't click on any links that you don't recognise , especially from strangers . How do i know a web page is secure? HTTP is a protocol (set of rules) for displaying a web page . If the web address at the top of your web browser starts with HTTP then it is not secure . Do not enter any personal information on an insecure web page. HTTPS is a protocol (set of rules) for displaying a secure web page. If you see a padlock in the address bar of your web browser then you know it is safer to enter information . Part 3: Strong passwords Your passwords must be secure so they cannot be broken easily. How to choose a strong password: ********* Passwords should be more than at least 8 characters long. Passwords should use numbers and punctuation marks . Aa Bb Cc Dd Ee Passwords should use uppercase and lowercase letters . You should use a different password for each account that you have. Passwords should not use words found in the dictionary . KS3 Home

Learn about different categories of computer systems that can be used to access information including handheld, fixed and shared devices. Based on the 2016 OCR Cambridge Technicals Level 3 IT specification for Unit 2 (Global Information). 1.3 - Access & Storage Devices Exam Board: OCR Specification: 2016 - Unit 2 Handheld Devices Examples of handheld devices: Handheld devices are small, light and possibly can be worn on the human body. These devices are very portable and easy to transport but their small size restricts the space for a powerful processor or high memory capacity. Handheld devices are becoming more powerful over time with extra features, storage options and network connectivity. Advantages: Light and portable so they can be easily carried on a person or in a pocket . Runs on battery power so do not need to be plugged into a power source (unless to charge) allowing for freedom of movement . Disadvantages: Low processing power due to small size and no cooling system . Relies on battery power which may not last for long. More likely to be lost, damaged or stolen . Generally small memory / storage capacity and low versatility . Smartphone Small Tablet eReader Smartwatch Portable Devices Examples of portable devices: Portable devices are larger and more powerful than handheld devices and can be carried easily in a bag. Laptops and larger tablets are the main examples of portable devices. Advantages: Light and portable so they can be easily transported in a laptop bag or small rucksack. Runs on battery power so they can work without a power outlet , such as to complete work on a train or in a library. More powerful and versatile than handheld devices. Disadvantages: Lower processing power and smaller memory / storage capacity than fixed devices like desktops. Reliant on their battery power which may only be a few hours. Laptop Large Tablet Fixed Devices Examples of fixed devices: Fixed devices are bulky devices that require a constant power connection . The most common example of a fixed device is a desktop computer which has a higher processing power and storage capacity than handheld and portable devices. Advantages: Desktop computers have the highest processing power of commercially available home / work computers and contain sufficient cooling systems to maintain temperature. Desktops and games consoles have large storage capacities and can be upgraded / expanded to even larger sizes. Desktop computers are very versatile and are powerful enough to be used for thousands of different purposes, from basic word processing and web browsing to server roles and data mining. Disadvantages: Reliant on a power outlet and cannot be transported whilst on. Heavy and difficult to move . May require additional components like a monitor. Typically more expensive than handheld and portable devices. Desktop Games Console Smart TV Shared Devices A shared device allows multiple users to access data at the same time . Cloud storage is the most common example of a shared device and is used by individuals, schools and businesses around the world through services such as Google Drive, Apple's iCloud and Microsoft's One Drive. A data centre is a dedicated building that contains computer systems - Facebook uses data centres across the globe so that their social media service can be available to users every second of the day. Database servers were explained in Unit 1 section 3.1 . Advantages: A ccessible by multiple users at the same time . For example, the database server can be accessed by employees of a bank simultaneously. Data centres allow online services to run all hours of the day and year . For example, Google uses data centres across the world to ensure their services can be accessed all of the time. Cloud storage frees up physical space for users as the storage is located (usually) on third-party servers. Cloud storage devices allow authorised users such as clients or staff members to access information or work remotely (outside of the office). Disadvantages: Shared devices are reliant on stable network connections . If a connection is lost, access to the device will be affected . Setting up shared devices within an organisation requires technical knowledge , especially for companies establishing their own cloud storage or data centre. Examples of shared devices: Cloud Storage Data Centre Database Server Q uesto's Q uestions 1.3 - Access & Storage Devices: 1. Identify the type of device that the following devices fit into: a. Laptop b. Cloud storage c. Desktop computer d. Smartphone [4 ] 2. Describe the advantages and disadvantages of using each of the 4 types of storage devices. a. Handheld devices [6 ] b. Portable devices [6 ] c. Fixed devices [6 ] d. Shared devices [6 ] 3. For the following scenarios explain which specific device (not type) which would be suitable. You must also justify your choice . a. Working on a spreadsheet on a train before work. [4 ] b. Taking a video of a penalty in a football match to upload to Twitter. [4 ] c. Working on a file with team members located across the country. [4 ] d. Playing Civilization VI on highest settings whilst listening to rock climbing podcasts in a separate tab. [4 ] 1.2 - Storage Media Topic List 1.4 - Internet Connections

Navigate between all Unit 1 (Fundamentals of IT) topics in the OCR Cambridge Technicals Level 3 IT 2016 specification. OCR Cambridge Technicals IT Level 3 Unit 1: Fundamentals of IT These pages are based on content from the OCR Cambridge Technicals 2016 Level 3 IT specification . This website is in no way affiliated with OCR . This qualification stopped in July 2025. The pages on the site will remain for at least two years. LO1 (Computer Hardware ) 1.1 - Computer Hardware 1.2 - Computer Components 1.3 - Types of Computer System 1.4 - Connectivity 1.5 - Communication Hardware 1.6 - Hardware Troubleshooting 1.7 - Units of Measurement 1.8 & 1.9 - Number Systems & Conversion LO2 (Computer Software ) 2.1 - Types of Software 2.2 - Applications Software 2.3 - Utility Software 2.4 - Operating Systems 2.5 - Communication Methods 2.6 - Software Troubleshooting 2.7 - Protocols LO3 (Networks & Systems ) 3.1 - Server Types 3.2 - Virtualisation 3.3 - Network Characteristics 3.4 - Connection Methods 3.5 - Business Systems LO4 ( Employability & Communication ) 4.1 - Communication Skills 4.2 - Communication Technology 4.3 - Personal Attributes 4.4 - Ready for Work 4.5 - Job Roles 4.6 & 4.7 - Bodies & Certification LO5 (Issues & Security ) 5.1 - Ethical Issues 5.2 - Operational Issues 5.3 - Threats 5.4 - Physical Security 5.5 - Digital Security 5.6 - Data & System Disposal

Learn how to add a counter to Greenfoot to keep track of the score. Learn how to add and subtract points to the counter. Part 6 of the Greenfoot Tutorial for the Eduqas / WJEC GCSE 2016 specification. 6. The Counter Greenfoot Tutorial 1. Import the Counter The counter class can be imported into your Greenfoot world. Select Edit in the main Greenfoot window then ' Import Class... ' and choose Counter . Watch on YouTube: The Counter class will appear in the Actor classes list . Right-click on the Counter, choose the ' new Counter() ' option and drag it into the world. Now right-click on the background and select 'Save the World' once you have dragged the counter into the world. 2. Increase the Counter by 1 Two lines of code are required to increase the counter . Add this code when your main character is removing the collectible object . This code allows your main character to access the 'add' method from the Counter class . The method 'add ' just increases the value of the counter by the number in the brackets . To decrease the counter , type a negative value in the brackets, such as -1 . < Part 5 - Play Sounds 3. Compile and Run Click the Compile button at the top of the code editor . Then you can go back to the main Greenfoot window and click Run to test if your counter increases . Click on me if you've got an error that you're stuck with. Part 7 - Extension Ideas >

Learn how to use App Inventor 2 to create simple programs. Try to complete task 3 on this page. Perfect for Key Stage 3 students to experiment with block coding, objects and properties. App Inventor Task 3 - Munchin' Pizza This page will teach you how to make a simple app that changes pictures when a button is pressed . You can make the app more complex by adding sounds or additional buttons. Step 1: Set up App Inventor 2 Open App Inventor 2 (use the button on the right) and create a new project. You will need to log in with a Google account. Download the picture images from the zipped folder on the App Inventor 2 Basics page here . Once you have downloaded the pizza pictures you will need to upload them. Find the Media tab on the right side of App Inventor and click 'Upload File...' You will need to upload each picture individually. In the Palette tab on the left side, drag two buttons into the middle screen so they look like this: In the Components tab on the right, click on Button1 and click the Rename button at the bottom to change it to Pizza . Then Rename Button2 to Munch . This will help us when we code later as it will be less confusing. Click on the second button (Munch) that you just dragged into the centre then look in the Properties tab on the right and scroll down to Text . Change 'Text for Munch' to something like 'Munch Pizza' . Now click on the first button in the centre (Pizza) and in the Properties tab, click on Image and select the first image. It should be the full slice of pizza. When you have set the image, you might notice it goes a bit crazy. Still in the Properties tab, change the Height and Width to 'Fill parent...' for both. This will make the image fit within the boundaries of the screen. Finally, change the Text for the Pizza button to be blank. Otherwise it will appear on top of the pizza and look odd. So far you should have a button disguised as a pizza and another button that tells you to munch that lovely cheesy deliciousness. If your program does not look like this, read the instructions above again carefully. Step 2: Code Click on the Blocks button in the top right to start adding code. In the Blocks tab on the left side click on Munch and drag the when Munch Click block into the centre. This block will execute any code inside of it whenever the munch button is clicked. In the Blocks tab on the left side click on Logic and drag an if then block and snap it inside the block you just dragged over. Click on the blue cog button and drag four else if blocks inside the if block at the bottom. The blocks at the top will automatically update when you drag the blocks under the if block underneath. Because we are using different images, we need to check which image is currently being displayed, so we know which picture to change to. Firstly we want to check if the first image is being displayed. Connect an = block from the Logic section. Then add a Pizza Image block from the Pizza section. Lastly grab a " " block from the Text section and write the name of your first image inside (e.g. pizza1.jpg) Don't forget the extension (.jpg). But what does this code actually mean? It is checking to see what the current pizza image is. And if it is pizza1.jpg then it is going to... ...change the picture to pizza2.jpg, as if someone has munched the pizza! Grab a set Pizza Image to block from Pizza and then snap another " " block from Text and add the pizza2.jpg text inside. Now that we have written the code to check the current picture and move it to the next one when pressed, we just need to copy this for the other four pizza pictures. Rather than select all the blocks again, right-clicking on the blocks and selecting 'Duplicate' will copy them. Copy each block and then change the values so that if pizza2.jpg is the current image, then it sets it to pizza3.jpg and so on. Make sure that pizza5.jpg sets the image to pizza1.jpg so that it goes round in a loop. Program 3 Complete! Step 3: Run The easiest way to run an app that you have created at home using App Inventor 2 is to download the free MIT AI2 Companion App on your smartphone from the Google Play Store . At the top of the App inventor program on your computer , click on Connect and AI Companion . This will generate a six-digit code you can type into your phone. If your school has the emulator installed, you can also use this to test your app. Extra Step: Challenges 1. Create your own images and upload them . You can easily create your own set of pictures and link them together. Why not try: Eating a different type of food (e.g. cookie or doughnut). A simple scene that changes from night to day. A simple character that changes appearance (like Pikachu powering up a thunder strike with each button press). 2. Add a sound effect whenever a button is pressed . In the video at the top of the page, you'll see I have a 'munch' sound whenever the button is pressed. You could record this sound yourself or use a sound effect site. Once you have got your sound file (it should be short and .mp3) you need to upload it, just like you uploaded your images. In the Designer layout click 'Upload file...' in the Media tab on the right. Then look in the Palette tab on the left side, open the Media section and drag a Sound block into the centre. It will appear underneath the phone screen in a section called 'non-visible components' which is fine. Now click on Properties on the right side and choose the sound file you just uploaded in the Source box. Click on the Blocks button in the top right to start adding the code! In the Blocks tab on the left side, click on Sound1 and drag the call Sound1 Play block directly underneath when Munch click . This will play the sound everytime the button is pressed. 3. Add more buttons . You could add a second clickable button which reverses the pattern and a third button that resets the order back to the first image. Adding new buttons is easy - drag them from the Palette tab in the Designer layout. Change the button text in the Properties tab and the name of the button in the Components tab. To add code, click on Blocks in the top right then you can duplicate the code for Munch by right-clicking and choosing Duplicate. Now just change the values to what you want. If you are making a reset button, you don't need an if then statement, just set the image to your first image when the button is clicked. Keep messing around with the program and have fun! KS3 Home Tasks 4, 5 & 6

Learn about the advantages and disadvantages to individuals and organisations when using the internet. Based on the 2016 OCR Cambridge Technicals Level 3 IT specification for Unit 2 (Global Information). 1.7 & 1.8 - Internet Pros & Cons Exam Board: OCR Specification: 2016 - Unit 2 The internet has become easier and cheaper to access since the mid 1990s and today it is almost taken for granted. The rise of the internet, and the services it provides, has lead to advantages and disadvantages for both individuals and organisations . Advantages for Individuals Increased speed of personal communication Allows for instant messaging, emails and video chats across the world. Easy access to information The internet has free resources such as CSNewbs and Wikipedia, plus academic journals for research & study. 24/7 access to services Shopping, browsing and banking can be completed when convenient for the user. Social interaction with others Social media, discussion forums and online games provide entertainment and social interaction. Disadvantages for Individuals Potential for identity theft Uploading personal data and storing sensitive information risks hackers obtaining and utilising it. Cost of connection & services Internet service providers (ISPs) charge a monthly fee and equipment like a router needs installation. Cyberbullying & trolling The abuse of others on social media is possible. Anonymisation makes it harder to catch offenders. Spreading misinformation 'Fake news' or biased information can be easily spread on social media and lead to incorrect assumptions. Source of distraction Staff and students may neglect their work and study for entertainment or social media. Advantages for Organisations Share data quickly globally Files and information can be sent instantly to locations across the world. Cloud storage can store data. Online services always available E-commerce businesses can operate 24/7 globally, permit users to browse and accept payments. Easy internal communication Staff can use emails, video calls or instant messages to communicate. Open up the workplace Staff can work from home, on the commute to/from work and outside of the office. Disadvantages for Organisations Malicious attacks & threats Websites can be hacked / taken offline with DDoS attacks. Data can be stolen or corrupted. Cost of maintaining services Most companies require an IT department to oversee device installation and maintenance. Reputation and controversies Companies that leak data will damage their reputations. Social media posts could backfire. Q uesto's Q uestions 1.7 - Internet Pros & Cons: 1. List 5 points for the following categories (you may need to include researched / your own points for some): a. Advantages of the internet for individuals [5 ] b. Disadvantages of the internet for individuals [5 ] c. Advantages of the internet for organisations [5 ] d. Disadvantages of the internet for organisations [5 ] 1.6 - Information Formats Topic List 2.1 - Information Styles

Learn about key computing laws including the Data Protection Act (2018), Computer Misuse Act (1990), Copyright, Designs and Patents Act (1988) and software licences. Based on the J277 OCR GCSE Computer Science specification (first taught from 2020 onwards). Exam Board: OCR 6.1b: Legislation Specification: J277 Watch on YouTube : Data Protection Act Computer Misuse Act Copyright, Designs & Patents Act Open Source Licence Proprietary Licence Data Protection Act (2018) In 2018 the European Union introduced GDPR (General Data Protection Regulation ) to protect the privacy of data for people in the EU. The UK matched this by updating the Data Protection Act introduced in 1998 to become the Data Protection Act (2018) . This act protects the data of individuals that is stored on computers and processed by organisations. How the Data Protection Act works: Each person who has their data stored is known as a data subject . An employee within an organisation must be appointed as a data controller and it is they who are responsible for registering with the Information Commissioner . The Information Commissioner is the person in the UK who is responsible for managing several laws , most significantly the Data Protection Act. When registering with the Information Commissioner, the organisation's data controller must be clear on exactly: What information they are collecting, Why it is being collected, What the data will be used for . The six principles of the Data Protection Act state that data must be: 1. Collected lawfully and processed fairly. 4. Data must be accurate and up-to-date. 2. Only used for the reasons specified. Principles of the Data Protection Act (2018) 5. Data must not be stored for longer than necessary, 3. Data must be relevant and not excessive. 6. Data must be stored and processed securely. Computer Misuse Act (1990) This act was introduced as computers became cheaper and more common at home and work . The act attempts to stop and punish those who use computers inappropriately . Breaking any of the three principles could result in fines and a jail sentence but only if it can be proved it was done on purpose and not by accident. The Computer Misuse Act (1990 ) includes three main principles : 1. No unauthorised access to data. Example: Hacking a computer system. 2. No unauthorised access to data that could be used for further illegal activities. Example: Accessing personal data to use as blackmail or identity theft. 3. No unauthorised modification of data. Example: Spreading a virus to change data. Copyright, Designs & Patents Act (1988) This act makes it a criminal offence to copy work that is not your own without the permission of the creator or the copyright holder. This can refer to text, images, music, videos or software. Owning the copyright of an image might not prevent others from copying and using it but this act means that the owner can bring legal proceedings in court to those who have stolen their work . However, it is difficult to trace who has stolen work once it has been uploaded to the internet and copies can easily spread, especially television shows and movies. This act specifically prohibits the following actions: Making copies of copyrighted material to sell to others . Importing and downloading illegally copied material (except for personal use). Distributing enough copyrighted material to have a noticeable effect on the copyright holder . Possessing equipment used to copy copyrighted material , as part of a business. Software Licences A software licence refers to how a user can legally use the software , there are two main types: Open Source Licence Source code is the software code written by programmers . If the software is open source it means that users can view and modify the source code . Linux, Python and Firefox are examples of open source software. Benefits Drawbacks Because the source code is available to edit , it can be customised to the organisation's needs . Often shared in the public domain so users can work together to modify, debug and improve a product. Unwanted features can be removed to make the software run faster . There are security risks - some editors may add malicious code to the program. Open source software is often low in price and sometimes free. It may be difficult to receive support as development is often distributed between people in different locations. The code may be prone to errors as it may not have been tested fully. It requires technical skills to be able to adapt source code efficiently and to maintain the code . Proprietary Licence Another term for a proprietary licence is closed source because the code is restricted - users are prevented from being able to view or modify the source code . You buy the right to use the software but you don't actually own it. Microsoft Office, Fortnite and Spotify are examples of closed source software. Benefits Drawbacks The code is well tested and has been professionally developed. Updates will generally be secure . Users must rely on the company to provide updates and fix issues. This might be infrequent or stop completely. The company can be held to account if it does not perform as listed in the terms and conditions upon purchase. Often not free and may be expensive. Most developers will provide some form of help/support . Users cannot modify, debug or improve the code for their own benefit. Q uesto's Q uestions 6.1b - Legislation: 1a. State the 6 principles of the Data Protection Act (2018) . [ 6 ] 1b. Explain how the Data Protection Act works . In your answer, you should include definitions of a data subject , the data controller and the Data Commissioner . [ 6 ] 2. Describe the 3 principles of the Computer Misuse Act (1990) . [3 ] 3a. What is the purpose of the Copyright, Designs & Patents Act (1988) ? [ 2 ] 3b. Describe 3 actions that CDPA (1988) prohibits . [ 3 ] 4a. Describe the difference between an open source and a proprietary licence . [ 2 ] 4b. State two benefits and two drawbacks of using software with a: Open source licence [ 4 ] Proprietary licence [ 4 ] 6.1a - Impacts of Technology Theory Topics

Learn about methods of physically protecting data such as biometric devices, RFID and tokens, privacy screens and shredding. Based on the 2016 OCR Cambridge Technicals Level 3 IT specification. 5.4 - Physical Security Exam Board: OCR Specification: 2016 - Unit 1 RFID & Tokens Radio-frequency identification (RFID) uses electromagnetic fields to attach tags to physical objects . RFID tags can be embedded within 'dumb' objects such as clothing, packages and even animals. RFID is used with security tokens (such as an ID keycard ) to permit the access of authorised people to certain areas. RFID can be used by IT companies to track equipment and manage access . Shredding This is the cutting up of documents (paper or CDs ) into small pieces so that they cannot be reassembled and read. Sensitive data on paper or optical disc should be shredded when no longer required. Locks A lock can be used to prevent access to server rooms or sensitive data stores . Only authorised personnel with the right key will have access. Physical Security Measures Biometrics Biometric devices require the input of a human characteristic (such a fingerprint , iris or voice scan ). The biometric data is checked against previously inputted data in a database . A match will allow access to the user. See more in section 1.1 . Privacy Screens These plastic screens are placed over a monitor to obscure the screen to anyone except the person sitting directly in front of them. This prevents shoulder surfing and prevents data from being read by unauthorised people nearby. Q uesto's Q uestions 5.4 - Physical Security: 1. Explain how locks can be used as a physical security method within an organisation. [2 ] 2. Explain what RFID is and how it can be used with tokens as a physical security method. [3 ] 3. Explain how biometric devices can be used as a physical security method. [3 ] 4. Explain how privacy screens are used to protect data. [2 ] 5. What is the purpose of shredding ? [2 ] 5.3 - Threats Topic List 5.5 - Digital Security

A simple Little Man Computer (LMC) editor. Perfect for students learning A-Level Computer Science in UK schools. Little Man Computer (LMC) Editor You can use this simple Little Man Computer ( LMC ) editor below to check any LMC code you have written to ensure it outputs correctly . Use the reminders on the right for the 11 commands needed in the OCR A-Level specification . LMC is a simplified form of assembly language . This page is under active development. INP is used without a label to input a number . The number is temporarily stored in the accumulator. Example: INP OUT will output the current value of the accumulator. Example: OUT STA stores the value that is currently in the accumulator into a named memory location. Example: STA num1 ADD is used to add the value of a named memory location to the value currently stored in the accumulator. Example: ADD num1 SUB takes away the value of a named memory location from the value currently stored in the accumulator. Example: SUB num1 LDA is used to load the value of a stored variable into the accumulator. Example: LDA num1 BRZ is used to branch to a labelled line of code if the value in the accumulator is exactly 0 . Example: BRZ ifzero BRP is used to branch if the value in the accumulator is currently positive (including 0). Example: BRP repeat BRA is used to branch regardless of the accumulator's current value . Example: BRA loop HLT will stop the program. Example: HLT DAT defines and stores data in memory. It creates a variable or memory location that can hold a specific value. It is written after the final HLT command. Example: fifty DAT 50

The fifth part of a quick guide to the basics of Python aimed at Key Stage 3 students. Learn about how selection works and how to use if statements. Python - #5 - Selection 1. Using if Statements Using if enables your program to make a choice . There are a few things you need to remember : if is lowercase - it should turn orange. You must use double equals == You need a colon : at the end of your if line. The line below your if line must be indented . Task 1 - Create a new Python program and save the file as 5-Selection.py Use the picture to help you ask what your favourite food is . Run the program and test it works. To indent a line press the tab key on your keyboard. Indentation is important as it tells Python what is within the if statement and what isn't. 2. Using elif elif stands for 'else if '. It is used to respond in a different way depending on the input. elif works exactly the same as an if line so if you make a mistake look up at task 1 to help you. Task 2 - Write an elif line that responds differently to your favourite food question from task 1. e.g. "Yum!" if someone enters "pasta". 3. Using else It is impractical to have hundreds of elif lines to respond to different inputs. else is used to respond to anything else that has been entered in a general way. The else line works a bit differently, so look carefully at the picture . Task 3 - Write an else line that responds to anything else the user enters for your favourite food question. 4. Multiple elifs Despite what you did in task 3, programs can be expanded with more than one elif line. Underneath your first elif line but before your else line, add at least two more elif sections that respond differently depending on what is entered. Use the elif line from the task 2 picture to help you. Task 4 - Read the description above and use task 2 to help you. Challenge Programs Use everything that you have learned on this page to help you create these programs... Challenge Task 1 - Spanish Translation Create a new Python program. Save it as ' 5-Translator.py ' Add a comment at the top with your name and the date. Create a program that asks for a number between 1 and 4. Use if and elif statements to see what the user has entered and print a statement that displays the chosen number in Spanish - use the image to help you understand. BONUS : Add an else line for any numbers higher than 4. When you run it, it could look something like this: Challenge Task 2 - Able to Vote Create a new Python program. Save it as ' 5-Vote.py ' Add a comment at the top with your name and the date. Create a program that asks for their age. Use an if statement to see if the age is more than 17 (use > instead of ==). If the age is over 17, then print "You are old enough to vote!" Use an else statement to print a different message for everyone else. When you run it, it could look something like this: Challenge Task 3 - Totals Create a new Python program. Save it as ' 5-Totals.py ' Add a comment at the top with your name and the date. Use an int input line to ask the user for number 1. Use an int input line to a sk the user for number 2. Multiply the two numbers together and save it into a variable called total. If the total is over 9000, then print "It's over 9,000!!!" Use an else statement to print the total if it is less than 9000. When you run it, it could look something like this: <<< #4 Calculations #6 Turtle >>>

Learn about visual design elements of human-computer interfaces such as colours, interaction, location hierarchy, messages (help, error) and typography (style, size). Based on Unit F160 (Fundamentals of Application Development) for the OCR Cambridge Advanced National in Computing (H029 / H129) (AAQ - Alternative Academic Qualification). Qualification: Cambridge Advanced National in Computing (AAQ) Unit: F160: Fundamentals of Application Development Certificate: Computing: Application Development (H029 / H129) 5.2 - Human Computer Interface Visual Design Considerations Watch on YouTube : Visual design considerations When creating a human-computer interface , there are several visual design considerations that the development team must take into account, such as the use of colour and the style of typography . You need to know how each visual design consideration is used when designing human-computer interfaces and how these interfaces can be improved to be more effective . As with most topics, it is also vital to consider how client requirements may impact changes related to visual design , for example, using larger text for users with visual impairments . Visual Design Considerations Visual Design Considerations Colours are used to define the visual appearance of the interface . This includes background colours , button colours , icons and text . Interaction refers to how users control or respond to the system through input methods like clicking , tapping , swiping , typing or speaking . Location hierarchy is about the placement and organisation of interface elements based on importance . Messages are displayed to provide feedback , guidance or explanations - such as confirming actions , explaining errors or offering help . Typography includes the choice of font types and the size , spacing , weight (boldness) and alignment of text . Q uesto's Q uestions 5.2 - Human-Computer Interface Visual Design Considerations: 1. Explain how colours can be used effectively in human-computer interfaces . [4 ] 2. Describe what is meant by location hierarchy and why it is important to consider . [4 ] 3. Suggest specific visual design considerations an application developer should consider when making software for a primary school in Dubai . [ 5 ] Approximately 1 in 12 men and 1 in 200 women are colour-blind , meaning good designers should include text or icons rather than relying on just colour to convey meaning . D id Y ou K now? 5.1.2 - Types of Devices Topic List 5.3 - HCI Designs & Diagrams