Sharing Information

Video Editing

Selection In Physical Computing

Flat-File Databases

Vector Drawing

Selection in Quizzes

Communication

Web Page Creation

Variables in Games

Spreadsheets

3D Modelling

Sensing

Computing

Y5 Computing

Key Stage 2

Year 5

UNIT

In this lesson, we will create record cards and add data to them. We will then attempt to sort the cards and use those cards to answer questions.

Creating a paper-based database

﻿Hello, welcome to lesson one of our Flats-file Databases Unit. I'm Andy and in this lesson, you're going to making a Paper-Based the Database. For the lesson, you'll need some paper, a pen and pencil, and some scissors. Other than that, we just need you, so please clear away any distractions and then we can start. In this lesson. You're going to use a form to record information. You're going to create questions about the same field. You're going to explain how information can be recorded and you're going to sort and order your data cards. So let's think about databases first. Where have you heard the word "database"? What do you think it means? Okay. We'll just split into two and think about the word "data" and "base" and anything we might know about the word "data". I'll give you a moment to think. So a database is a collection of data that stored in a computer and can be easily used and added to. So we're going to make a paper-based database first, and that's just going to help us as we go through the lessons. Your first step is to make a record cards. You need at least eight record cards. And the most important thing is that they are the same size. The cards will need to look something like this when you finished, but you don't have to worry about all the boxes lines for now. Eight cards that are the same size would be great. You might choose to take a sheet of A4 and fold it in half and then half again, that will give you four even sized cards. So if you did that twice, that would give you your eight cards. So it needs to make your cards now, please pause the video. Okay. So now we need to fill the record cards in. So we're going to make our cards have information about animals. So you're going to pick at least eight different animals. So one would go on each card, but you're going to have the same information recorded about each one. So this one has antelope and we can tick the things that are correct about an antelope. And if we'd put, say bear on here, then we could answer the same questions. So every card is going to have the same fields. These are called on it, and you need to put the name of each animal and then tick the boxes that are correct for that animal. Okay. So that's your next task to do. So if you'd like to pause the video and complete your at least eight data cards. Pause the video now. So we're just going to have a little think about our cards for a moment. So each card is what we would call a record and on each card, there are five fields. So the name is a field. Can it fly is a field. How's it got six legs. Does it live in large groups? And is it more than one colour? Okay. So that's our five field up five areas of information. And altogether our cards make a database. So, your next task is you need to shuffle the cards up and then sort them by the animal name A to Z. And then you need to send again, shuffle them up and sort them Z to A. The important thing is you need to time how long it takes. So you need to look at a clock or some kind of of stopwatch, or maybe user something that's got the time on it. And then you can record how it takes to do your sorting. Sorry, pause the video now and sort those records. A to Z and then Z to A, time each one separately. Pause the video now. Okay. So I'm going to have a go at sorting my cards. I've got them in front of me. I've decided to spread them out to help me a little bit. So I've got a timer here, and if I just click start ready? Steady go. Right. A, antelope, B, bat. C I've got a cat. And then what have I got? E-elephant must come next. And then P for penguin, R, rabbit. Snake. Wasp. And said, all sorted, stop. Okay. So that one took me nearly 23 seconds. I'm going to try again now. I show mixed them all up and just put them out on here. Okay. So they're mixed up and I'll start time myself again. So this is going to be the other way around. So I need to reset the clock, ready and go. So last is going to be the wasp and then it's the snake and then it's the rabbit and it's the penguin, and it's the elephant. And then it's the cat. Then it's the bat then it's the antelope. There we go. Sorted, stop. So nearly 22 seconds. Okay. So both ways it's taken me 22, 23 seconds to sort my cards. Okay. So now I'd like you to answer some questions using your record cards. On the worksheet There's a couple of questions for you to look at, and use your cards to answer. And then I'd like you to think of two or three questions of your own that you could answer using the cards. So please look at the questions on the worksheet. Pause the video now. So we'll just have a look at those questions with my cards. So the first question was which animals can't fly. So we've got, can fly here in the corner. And if that was ticked, it means it can. So antelope can't fly, cat no, elephants definitely not, penguins they don't fly. Bat. But can fly, there we go. Snake can't, rabbit can't, wasp can. So I've got two cards here, two creatures, bats and wasps that can fly. So next question was how many have six lakes? So I'm going to put all my cards back together and I'm looking in this corner, now has six legs. So, wasp has six legs? Rabbits doesn't, snake doesn't, penguin doesn't bat doesn't, elephant doesn't, cat doesn't, antelope doesn't. So it was just this one. Wasp. Wasp has six legs. So hopefully you thought of a couple more questions yourself. You might have thought about whether there's a question, whether it does or doesn't live in big groups or whether it is more than one colour or not. You might have also chosen some things that it isn't. So which ones can't fly. You could have looked for the ones without the ticks for can't fly. Okay, great. So in this lesson you created a paper-based database, you sorted and ordered your cards and you use your cards to answer some questions. Please keep hold those cards. You will need to be in less than three. So keep them somewhere safe until less than three. That's it for this lesson. If you'd like to share your work, you need to ask your parents or carers to do that for you. It could be stills off things you've been working on photographs. That kind of thing. If you'd like to share it, please share it on Instagram, Facebook or Twitter, tagging it with @OakNational and #LearnwithOak. See you next time.

In this lesson, we will use a database on a computer. We will sort data to answer questions. Then we will compare using a paper-based database with a computer database.

Computer databases

﻿Hello, and welcome to Lesson Two of our Flat-file Databases unit. I'm Andy, and in this lesson, we're going to start using a flat-file database on a computer. For this lesson you'll need access to the internet to get onto a particular website. And you'll also need a pen and paper. Other than that, please clear away any distractions, then we can start. In this lesson, you're going to compare paper-based databases with a computer-based database. You're going to navigate a flat-file database on a computer and compare different views of information. You're going to be able to explain what a field is, and what a record is. And you're also going to choose a field to sort by, to answer particular questions. So we'll just start by reminding ourselves what we started with last lesson, and that is what a database is. So a database is a collection of data that is stored in a computer that can easily be used and added to. So this is a view of the database you're going to have a look at this week. So it's an online database, and this bit here we're looking at is a record, okay? And it tells us we're on record three. You can use these arrows to turn through the records, and you can see that there's different information about, on this one it's a little bumblebee. And this record has five fields, you can see the arrows pointing to the fields, okay. The fields are, it's what its name is. You can see the picture, how many legs it has, whether it has wings, whether it has a shell, okay. So this one is about a bumblebee. So you can change the view, and the worksheet shows you how to change the view. And in this view, which is a table view, you can see the field names are now here at the top. So what you need to do is answer the questions that are shown, and you should be able to answer those questions by sorting the database. So for example, if I click here, "How many legs," it will sort this column and all the other records with it, by how many legs. So if I click it once, it will show me the most legs, going down to the least. And if I click it again, it will show me the least legs going to the most. So you need to answer the questions, and to answer them, you'll need to pick and choose which column to sort it by. So you're choosing the field, and that field will then sort it lowest to smallest, smallest to highest, and so on. So your first task will be to open the database and navigate it, and answer the questions on the worksheet. So pause the video now. Okay. So let's have a look at those questions together then. So here's the questions, and I need to change to table view, so I click on table view, and now I've got the headings across here. So these headings, these are the fields. Each one of these is a record. So the first question was, "Which mini beast has the most legs?" So I think I've got "How many legs" here, I think I need to choose that one. And if I click on it, it's gone from the lowest to the highest, and if I click it again, it goes from the highest to the lowest. So the first one is the woodlouse. Woodlouse has the most legs. So which has the fewest legs? And we've just seen that if I click on this one again, it re-sorts it, and the fewest legs are the slug and the snail. So there's two there with no legs at all. It's got, "Which mini beast is at the beginning of the alphabet?" So that's by name. If I go and click on the names, I can then see ant comes first. We've got A, B, B, D, so that's alphabetical. Ant is the first one alphabetically. And which one comes last? I could scroll down and look, or I could click on it again and sort it the other way round, so sort it Z to A, and the woodlouse comes last alphabetically. So you're going to have a look at a different database now. This database is about countries, and you're going to try sorting them using the two different views. So in this view, the card or the form view, there is a sort option here, and we can click on that and choose which way to sort it. And on this view, you've already done this, you can sort it by the headings. So either way, that's the field. These are the fields. You can sort the data in either view. In this view, when you sort it, you'll see it all. In this view, when you sort it, you'll still have to turn through the cards. So, you'll need to sort the database to answer the questions that are on the worksheet. So again, on the worksheet is a link to the new database you're going to look at, the countries database. So choose which view to use, and sort the database to answer the questions. So pause the video now. Okay. Hopefully you've got on okay with that. So we'll now look at those questions together. So the first question was, "Which country has the smallest population?" And we've got sort by, this is the form view, the card view. So I can click on that, and I can choose population, and it's sorted at the minute from the most to the least. And if I click on that, it'll go from the least to the most. So the answer from the database is that Mexico has the smallest population. If I go and look in table view, I can do the same thing. So if you look, you can see that the populations are here. It's still sorted in the same way. So the answer to the first one was Mexico. The next one to look at is, "Which country covers the largest land area?" So we've got the area here. I'm going to sort it this time here. So if I click on that, that's going from the least area to the most. And then this is going from the largest area to the least. So Russia contains the, has the largest land area. I'll go back to the form again. And we can just try again. So we've got, "Which currency is last alphabetically?" So, if I sort by currency, then it's going from the last to the first, and it's Japan, which is the yen. And if I click on that, it'll go from the first, which is the Canadian dollar. If I go and click on table view again, you can see it. We've got the currencies here, C comes first alphabetically. And if I click to re-sort it, then we've got yen at the end, so that the Japanese yen is last alphabetically. So your next task now is to go look at the worksheet, and you need to answer some questions about records and fields, okay. We've mentioned several times we've gone through this. So go look at the worksheet, and look at the questions that are on there. Pause the video now. Okay. So we'll just look at those together then. So firstly, we'll look at records. So records in this view, this card view, or form view, and you can just see it kind of shows you behind, it's a stack of records. Each card is a record. And in this view, each of these is a record, and you can see them in a list. You were also asked to look at fields. So in this view, you can see these are all the fields. So it's one record, and all the fields for that record being shown. And in this view, all the fields are shown here. They are the column headings. So in this view, you're seeing all the fields, and several records at the same time. So, in the last lesson you used a paper database, and in this one you've used one on a computer. So I'd like you to spend a little bit of time now thinking about the two, and whether there's any advantages or limitations of one or the other. So pause the video now and look at the worksheet. Okay. So we have the two, or I have a picture of each side by side here. And hopefully you've thought of some advantages, or limitations, of both. So with the paper one, I think you could lay them all out at once. You could perhaps see more, you could pick them up and look at them. With this one, you have different views, and you could click to see the different views. In terms of sorting them, well, to sort these ones, we had to look through and read each thing, and work out where it came alphabetically, or whether it met the criteria. On this one, we could simply click a button and it would sort it for us. Okay. So we have the two, but I think if you think back to sorting, I remember when I was sorting mine, it took 22, 23 seconds. Sorting this one, we just clicked a button, it was sorted. I don't think you could even time it, it was that quick. So in this lesson, you've used the database on a computer to sort information and to answer questions. You learnt about records and fields in a computer database, and thought about the difference between a computer database and a paper database. So that's all for this lesson. If you'd like to share your work with Oak National, please do. Please ask a parent or carer to share it for you. And they can share it on Instagram, Twitter, or Facebook, and tag it with @OakNational and #LearnwithOak. See you next time.

In this lesson, we will search and order a database to answer questions.

Using a database

﻿Hello, and welcome to lesson three in our flat-file databases unit. I'm Andy, and in this lesson, we're going to be finding information by searching a database. For this lesson, you'll need the cards that you made in the first lesson. You'll also need to be able to access a website, and you could do with a pen and paper to jot some things down on. Other than that, please clear away any distractions, and then we can start. In this lesson, you'll see how grouping then sorting data allows us to answer questions. You'll be able to explain how information can be grouped. You'll group information to answer questions. And you'll also combine grouping and sorting to answer more specific questions. We're just going to think for a moment as to why do we use computer databases. See if you can think of good reasons why we use them and how they help us. I'll give you a moment to think. Okay. There's lots and lots of reasons. It might be because they're fast. We did some sorting last lesson, and it sorted things really quickly. We can easily add information to it. We can easily share it. The ones you've been looking at that on the internet, anybody anywhere in the world could see them. Okay? There's a whole host of reasons why we might use them. And those are just a few. I'm sure show you thought of others. So we need to go back to the record cards that you made in lesson one. And what I'd like you to do is carefully cut off the corners. So on everywhere there isn't a tick, okay, so only where there isn't a tick, you'll need to carefully cut the corners off. Okay? Leaving only the corns with ticks on them. It means that once we have just those corners left, we can use that to group our data. And I'll show you how that works now. Okay, so I'll just do one of these cards. So here's my card. I need to cut off this corner and this corner. So I've got my scissors here. And if I've very carefully cut, I can remove that corner. And I just need to turn this a little bit, and remove this corner. That's it. That's gone. I don't need those. And there, you can see my cards. And here's all the rest of my cards. All I'm left with is the ticks. So if I put my cards together, okay? You can see... I can see the corners, some have been cut off and some haven't, and it means that I can sort my information quite quickly. I can group it. So for example, we've got, "Has it got six legs?" If I get that corner, just the very, very corner, and I shake it, okay? I'm left with one. There's only one that's got six legs in my pile, and it's the wasp. So I can put these back together. And we can just try a different one. So we've got, "Can it fly?" So if I grab that "Can it fly corner?" corner, and I just grab the very, very corner there. And if I shake it, I get left with the two that can fly, the wasp and the bat. Okay? So that's going to be your task. So you need to very carefully cut off the corners that don't have ticks, and then try asking yourself some of the questions and hold the corners, shake them out, and see how many you get left with. So pause the video now. Okay, so I'll just try answering those questions with my database. Your answers might be different from mine, because you used different creatures. You picked the creatures yourself. So here's my cards. And the first one is, "How many half six legs?" So I need to carefully choose the six legs corner. And if I shake it out, that's it. I've just got one, and it's the wasp. Okay, so the next one is, "Which ones can fly?" So how many can fly? Put them back together. And if I grab this corner, the "Can fly" corner. Make sure they're all together. Grab that corner, shake them out, and there we are. We've got the bat and the wasps can fly. And these are the missing corners, can't fly. And how many are more than one colour? So let's just stack all those together again. And "Is more than one colour" is here. So if I grab that corner, and shake it out, okay? So there's the ones that aren't, and these ones all have this corner. There we are. There's one, two, three, four, five, six of my eight are more than one colour. Okay, I hope you managed to make that work with your database. Okay, so let's just think about what we've just done. We've got a few questions to ponder. So the first question is, how reliable do you think that method is? Okay? It seemed to work fairly well. I had to be very careful just to get the very corners. I think if I grabbed a little bit too much, I might've got more cards than I should have done, held onto. How did it compare with grouping in lesson one? Okay, grouping your lesson one, you looked through each card. So I think it was quicker. I think it was quite a bit quicker, because we could just get the right corner, and that would do it for us. Okay? Which do you think is better? Well, I think on balance, grabbing the corners is probably the quicker method, so it's probably the better method. We just have to be careful we've made our cards properly, carefully. So what about if we had lots of records. So what happens if we had 2000 records? That'd be 2000 cards. Do you think that method would still work? Okay. I don't. I don't think we could even pick them up with one hand, let alone shake them out, and reliably end up with the ones that we wanted. So what we're going to do now, is we're actually going to search the computer database. Okay? And one of our first things we're going to try, is we're going to use a database of different countries, and we want to find out which countries in the database are German speaking. So this is what it will look like. And you can see it's got language, German. So it's picked out three. It's picked out Germany, Austria, and Switzerland. Okay, so here's the database we're going to be using. There's a link in the worksheet for you, so you can find that shortly. And our question was, which countries are German speaking? So what we need to do, you can see here, these are all our record cards, or we can see in table view. It doesn't matter which one we choose. And it says search here. I need to click on this little magnifying glass. And then I can make some choices. And I'm going to choose language equals, and I can choose the language, which is German. And there we go. I can see I've got one, two, three results. Okay? So we click on the magnifying glass, and then we choose what we want to search by. And then we need to search what we're searching for. Okay, so in the worksheet, there's a link to the countries database, and you need to open that, and try searching to answer the questions. So pause the video now. Okay, so let's look at those questions together then. So the first one is, which countries in a database use the Euro as currency? So in the search, I need to go to currency, and the value should be the Euro. And it tells me there's seven. And the seven are France, Spain, Germany, Italy, Greece, Austria, and Belgium. The next question is, which two countries are Chinese-speaking? I can just change the search, or I can clear it first. It's okay either way. So that clears it. And I want the language, is, and the language should be, and it tells me two, so already I know it's two, but which two are they? And it's China and the territory of Hong Kong. So that's the two Chinese speaking areas. The next one is, which country has a population of 8,800,000? So I can go and choose population, and the population should be, I need to look down this list quite carefully. And there it is. And it tells me it's Austria. Okay? And the last question is, which countries have a population of over 100 million? So I just cleared the search. We'll do this one from scratch. So population, and it needs to be, rather than equal to, it needs to be more than 100 million. So this is the greater than sign. And in value, there's actually a big, long list, and it's quite hard to pick the right one. I can actually type in here, so if I type in the 100 million, and then search, okay, it turns up the populations of Russia, United States, China, Brazil, India, and Japan, all have populations of over 100 million people. Okay, so if we want to find out things in a slightly more refined way, we can actually combine the tools. So we can group and then sort data. So if I want to find out the German speaking country with the smallest population, I can do that. First of all, I need to search the database, and you can see it's been searched for the language as German, so that's German speaking. And then can you see how the results have been sorted? If you look carefully, the population has been sorted from smallest to biggest. So the smallest German speaking country is Switzerland. So let's have a look at that in the database itself. Okay, so let's just work through that. So we want a German speaking country with the smallest population. So I need to go to search, and I need to search for language, and the language needs to be German. So that then just pulls out the three that we need. So that's a bit like shaking the cards, when we grabbed the corner. What we can then do, is we can click on any of these headings, and we can sort it from smallest to biggest, or biggest to smallest, and so on. So that's already sorted there. Smallest to largest, and you can say Switzerland is the smallest German speaking country in the database. So your task now is to do that with some questions on the worksheet. You need to group and then sort data to answer the questions that have been given. So please pause the video now. Okay, so let's work through the questions on the worksheet together. Let's see how you did. So the first question was, which German speaking country has the largest population? So I need to search for German speaking. Language is German. And it's the largest population. So I could sort it either way, but if I sort it from biggest to smallest, the largest population, German speaking, not surprisingly, is Germany. The next question is, which Chinese speaking country has the smallest population? So I need to go back to language, and I need to search for the language as Chinese. And it's the smallest population. I've only got two. If I wanted to sort it, I could. The smallest at the top, and it's Hong Kong. Next question is, which country using the Euro currency has the smallest area? So again, I'm going to clear the search, and I need to do currency, and it's Euro, and I need to know the smallest area. So that's the land area. So if I click on that, we're going from smallest to largest. And Belgium is the country with the smallest land area that uses the Euro in this database. So that one was Belgium. And it says, which one has the smallest population? So it's the same currency question, uses the Euro currency, has the smallest population. So click on population instead. And there we have it. Austria has the smallest population of countries that use the Euro in this database. And then the last one, out of all of the countries with the population over 100 million, which has the largest area? This one needs a bit more thinking about. So we need to pick out population greater than 100 million. So if you remember, we keyed that in before. So that's our search, population of over 100 million, and which is the largest area? So if we go and click on area, and you can see smallest to largest, largest to smallest, Russia is the largest country and land area with a population of over a hundred million, and it's land area's 17 over 17 million square kilometres. Okay, just before we finish, we're just going to think about data accuracy, how precise, how right is the data? Actually in the database itself, there is an error, there is a problem. If we look in the populations, it shows Mexico, and Mexico is quite a big country in terms of the area it has, but it says its population is 56,000 people, and countries with much smaller areas have much bigger populations. While that can be true, this data's actually wrong, and we can check it by looking at encyclopaedias or checking online. Why do you think that might have happened? Why do you think there could be an error? I'll give you a moment to think. Okay. There's a few possible reasons, but the most likely is somebody actually typed in wrongly. The most common error is actually people putting the data in wrong in the first place. So somebody's probably pressed the wrong key, or they haven't put some zeros on the end that should be there. So in this lesson, you've grouped records in a paper database, and also in a computer database, you've combined search and order to answer questions. So that's it for this lesson. If you'd like to share your work, please ask a parent or carer to share your work for you. It can be shared on Instagram, Facebook, or Twitter, tagging it with @OakNational, and #LearnWithOak. See you next time.

In this lesson, we will use database search tools. We will search for results using 'AND' 'OR' criteria.

Using search tools

﻿Hello and welcome to lesson four in our Flat-file databases unit. I'm Andy, and in this lesson, we're going to be using search tools in a Flat-file database. For this lesson, you'll need a computer and access to the internet. You'll also need something to write on and something to write with. Other than that, please clear away any distractions. And then we can start. In this lesson you'll be able to explain that tools can be used to select specific data. You'll choose fields and values to answer given questions. You'll be able to outline how AND and OR can be used to refine data selection. And you'll also choose multiple criteria to answer given questions. So let's just think back to record cards we've been using. We made some in the first lesson and used them again in the last lesson. And we've also used them online in the database we've been using. So this is a record card. Can you see the fields on that record card? I'll give you a moment to remind yourself. And for each of the fields we have values. All those values are data and they can be different types of data. So what data types can you see? And there's a hint and the hint is that 'Text' is a data type. So you can see some text. So these are the fields, Country Name, Area, Population and so on. And these are the values in each of those fields. So we're just going to think now about what type of data that is. Okay. So that is text. It's text data. This next one is numbers is numeric data. So this one, that's also numbers. That's numeric data. This one is text. The next one is slightly more unusual. That's an image. Our data is an image. And then the last one the Currency, that's text. So in our record card we have text data, number numeric data and we have images as data. So we're going to think about meeting given criteria. So listen carefully to the statements I read out. And if a statement applies to you, put your thumb up and when I stop after it, before the next one, put your thumb down and listen again. Okay. So the first statement, thumb up if you're a boy. Okay. Thumbs down. The next one, thumb up if your hair is tied back. Okay. Hands down. Thumb up if you have brown eyes. Okay. Hands down. And the last one, thumb up if you ate toast for breakfast. Okay, thumbs down. So we're now going to search a database and do a similar thing. We are going to look for things that apply. So what we're going to search for is how many 16 year olds were on the Titanic. Okay. So here's our database and we want to search and we're searching for 16 year old people onboard the Titanic. So I can click search here and I need to go and choose age. And the value is 16. Okay, 16 year olds and straight off it's told me there's 22. I can see the age down here, 16 and I can turn through them and see. I can also just go to the table view and actually see now I have a list of people who were 16 years old, who were on board the Titanic. Okay. So you can do your own searching now. And so you're searching to meet given criteria and you need to find out how many people were in Third class, on board the Titanic. And sadly the Titanic was a passenger ship that sank. And you need to look for how many people survived after it sank. So, two things to look for, how many people were in Third class? How many people survived? Okay, so that's your task. The link is in the worksheet. Pause the video now. Okay. So let's look at those together then. So the first question was, how many people were in third class on board? So we need to go to the search tool and we choose class and we need to go and set the value. And it even tells us their look, Third class 709 but just choose it. We can also see it's here. So 709 third class passengers. How many people survived? So I'm going to clear my search and I'm going to do a new search and it's got survivor or victim. So I'm going to choose this one. And there's only two choices and we've got V for victim, S for survivor. And again the answer is shown, but I'll select that. And we can see it was 484 people survived the sinking of the Titanic. Okay. So we're going to do another thumbs up. So if these things apply to you, put your thumb up and you need to listen carefully because both parts of the statements apply to you and you put your hands down in between. So the first one is, thumbs up if you're a girl and you have brown hair. Okay, hands down. The next one is thumbs up if you have brown eyes and you ate toast for breakfast. Can these be both? Next one. Thumb up if your hair is tied back and you have a jumper on. Okay, hands down. And the last one is thumbs up if you have laces on your shoes and blue eyes. So I can do that one. Okay. Hands down. So that was two different criteria. And you had to meet both of them to put your thumb up. And we can do that with the database. So now we're actually going to search for, here's an example, 16 year olds who got onto the Titanic at Southampton. Okay, so there's two things there it's they were 16 and they got on at Southampton. Okay. So let's have a look at that then. So we're looking for how many 16 year olds got on the Titanic at Southampton. So we need to search for the 16 year olds first, that's age. And I'm just going to key in the value, rather than pick it from a list. So 22, 16 year olds on the Titanic, and then something we've not used before is this box. And you can choose AND. So we can add another criteria and we need to add Boarded, and I'm going to choose from here Southampton. So it's come up with 12. So it's showing us 16 year olds who got on the Titanic at Southampton and there's 12 of them. So there's two criteria. And this has pulled out the people that met both of those. So it's 12 people who were 16 years old and got onto the Titanic at Southampton. Okay. So your next task is to go and try some AND searches. So there's some questions on the worksheet. It's still the Titanic database and you're all looking for two criteria. Okay. So using the AND option to put those two criteria and pause the video now. Okay. So let's go through those together then. So the first one was, how many males were in First class? So I used just clearly searches and then I need to go and choose gender. And we're looking for male and we are looking for the class and it was First class. So 118. So of the First class passengers, 180 were male. I will just clear that search. The next one is how many females died. So I need to go and click on that, choose gender. And we were looking for females and then we need to come onto this and choose AND. And we're looking for victim or survivor well sadly there were victims. They died as the ship sank. And there we have it, 143 of the people who died were women. The next one is how many women, how many females boarded in Belfast? So we're clear those. So I'm going for gender and we're looking for female and boarded in Belfast. So I'm just going to choose AND. Let me click on this Boarded. I'm looking for Belfast. Okay. So gender is female boarded in Belfast, none. Okay. So no women got onto the Titanic at Belfast. I want to just clear that one. And it says how many males under 10 were on board? So we're looking for gender and we're looking for male and we look at the age. So I need to go AND. Age is 10. So there's a big long list here. Or we can just type in so I'm going to type in because it's quicker. Three, so there were three 10-year-old boys on board. Okay. So we've got some more thumbs up statements. And this time we're using a different phrase, this is OR. So we've been using AND. So both parts had to be true. And now we're using OR, which means either parts can be true. So of these statements, if either piece that is true, put your thumb up. So the first one, thumb up if you're a girl or you have brown hair. Well, my hair is colour brown so that's a thumbs up from me. The next one we've got is thumb up if you have brown eyes or you had toast for breakfast. Okay. Neither of those are me, hands down. The next one is thumb up if your hair is tied back or you have a jumper on. Okay. Neither of those for me. Hand down. And then the last one is if you got laces in your shoes or blue eyes. Well, I've got blue eyes, so that's me. Okay. Hands down. So each of these it's either parts can be true. And again when we were using the database, there is an OR tool which lets us search. And so we're going to look for examples, how many people were in First or Second class? Okay. So before we search, do you think the answer is going to be more or less than the people in First class only? Can I give you a way to think about that? So if we search for first or second, will that give us a bigger number than if we search for first? Okay. And if you've decided what you think, think why. Why do you think that? Okay. So all look and see. Okay. So let's try that out. So our question is, how many people were in First or Second? So we go into our search and we were looking for Class and the value is First class. Okay. So that's 324 and we need to add our second criteria. And it's OR. Okay. We've been using AND. This is OR. So First class or Second class 608. So it's more, okay. Because it's two criteria and it could be either of them. So it's likely to bring up more results. So First or Second class, 608 passengers. Okay. So your task now is to go and do some OR searches off the Titanic database. Okay. The questions are on the worksheet. Pause the video now. Okay. So let's look at each of those together. So the first question is, how many people boarded at Belfast or Queenstown? So these are both boarded. So it's boarded at Belfast OR Boarded again. at Queenstown. Okay. So boarded at Belfast or boarded at Queenstown. It's 133. So I'll clear my search. Clear those. How many passengers were under 18 or over 70? Looks quite slightly tricky that one. So the age I'm looking for, under 18. So this is less than, I need to key this in. It's quicker. Less than 18 OR over 70. So another age one and it's the greater than symbol. And we key in 70. Okay. So under 18 or over 70, 188 people. We can just check it's right because if we look down the list, you can see that the people over 70 or under 18. Okay. I clear that one. Who was the oldest person in First or Second class? So I need to pull out the people of the class. So it needs to be first and we need to add another one or Class is Second. Okay. So this is the First or Second class passengers. And I need to know who was the oldest person. So what I can do now is I can actually sort, if I click on age, as you've done before. This is the youngest click again. And we've got the oldest person who boarded, so the oldest person who's first or second class is a 70 year old, 71 year old. In fact, there's three 71 year olds. We'll just clear that one. And then who is the oldest person out of the people who boarded out Southampton or Cherbourg. So we need to get where they got on. And that was Southampton. Let me just check or Cherbourg. So boarded at Southampton or boarded at Cherbourg. And actually mine is still sorted. Who's the oldest. So the youngest click again. The oldest person that boarded at Southampton or Cherbourg is 74 year old Mr. Johan Svensson. There we go. So we've been using OR searches and then we've even been sorting out data afterwards to find out something more specific. Okay. So before we finish, let's just have a think about AND and OR in real life. So think about a TV-streaming service where you can pick and choose programmes you want to watch. What kind of fields might the company use to organise all of their Fitbit TV programmes, their data by. I'll give you a moment to think. Okay. They might organise it by how long it is, what it's called, who it's suitable for. Okay. So it might have an age range. My other type. Is it comedy or is it music? So have a think now about how you might search that database using AND, we'll go with AND first. So try and think of, we've got down here, we've got name, length, type, age range. Try to think of an AND search that you might be able to use on that TV streaming database. I'll give you a moment to think. Okay. So it might be, we are searching for something which is 30 minutes long or up to 30 minutes long and it's comedy. So try and think of an OR search. I'll give you a moment to think. So it might be something suitable for children under five or it's music. It might be that it is a particular name. So say it's Batman or it's and it might be Spiderman. We might have two names that we search for. Okay. So in this lesson that you've used database tools to help you search and you used AND and OR within your searching. You also chose the correct search tools to help you answer questions about data. So if you'd like to share your work with Oak, please do, you can ask your parent or carer to share your work and they can share on Instagram, Facebook, or Twitter and tag it with @OakNational and #LearnwithOak. See you next time.

In this lesson, we will create charts using our previously compiled databases.  Then we will compare different ways of viewing information.

Comparing data visually

﻿Hello and welcome to lesson five in our flat file databases unit. I'm Andy. And in this lesson we'll be looking at comparing data visually. For this lesson, you'll need a computer with access to the internet and something to write on and to write with. Other than that, please clear away any distractions then we can start. In this lesson you'll be able to explain that computer programmes can be used to compare data visually. You'll select an appropriate chart to visually compare data. You'll refine a chart using a particular filter and your best to explain the benefits of using a computer to create charts. So, first question, why do we use graphs? I'll give you a moment to think. Okay. Graphs are a visual representation of data, of information. So sometimes it's a much quicker way to find something out. It's easy to see the most or the least or to see how things change. So often we use graphs because it's quicker and easier to see. So let's look at this one. What does this graph tell us? I'll give you a moment to look at it. Okay, we have a title and it says how many legs do minibeasts have? And it has the name of the minibeast. And it has a bar showing how many legs it has. So this graph tells us how many legs four different minibeasts have. So what's about this graph. What does this graph tell us? I'll give you a moment to look at it. Okay. So we've got countries across here and it says population brackets, millions coming up here. So that's 20 million, 40, 60, 80 million. So I think it's telling us the population of different countries in millions. So France has a population of over 60 million and Italy has a population of just about 60 million and so on. So it doesn't have a title and it really should have a title. What title could we give it? Okay, perhaps it's something as simple as population of different countries. They will have to be in Europe. It could be population of European countries but there's something about population and countries in the title. So what about this graph? What does this tell us? I'll give you a moment to look Okay. So we have lots of bars that all the same heights we have account and it's got decimal places a maximum of one and they're all one and it has lots different countries down here. So I don't think it tells us anything really. Other than lots of countries have one. It could be how many names does a country have? It has one name. Okay, so it doesn't have a title. It doesn't have enough information to know what it's telling us. So you've got a task now and on the worksheet, there are some different charts and you need to look at these charts and graphs and decide which one is the best one for answering the question that's on there. So pause the video now. Okay, so let's have a look at those together. So the first question was which country has the largest area and we had two charts chart one and chart two and this is a bar chart and this is a pie chart. And if we look at the two, we can see this one, biggest area is Russia. It's quite clear it's a bigger bar. On this one, that one looks the biggest it is Russia. But if you want to know more than that, it's quite hard to tell difference between these. So I think this is the better chart for that question. Okay. So the next question is which minibeasts have wings? And this has got, does it have wings, true false? And it just says how many? So it doesn't really tell us that much. This tells us some many beasts and if they have wings or not. So I think this is the more useful chart in this case. So what questions could this graph answer? Okay, I'll give you a moment to look at it. Okay, it's from the Titanic database and it says it's gender and survivor or victim equals S so it's the survivors. So it's telling us that over 300 women females survived and just under 200 men. So more women than men survived the sinking of the Titanic. Okay, so here's the database and we'll have a go at making a chart. So if I click on the chart tab then I can search for something, so I might click and search for let's search for first class passengers. So 324 first class passengers and I'm going to have this sideways bar chart and I'm going to say gender. Here we go. And as you pointed it, it shows you so 144 female, 118 male. So we could actually change this. There's our graph. It says gender first-class. If I click on that, I could switch it to second and you can see the chart redraws itself. So quite quickly we can get different charts or we can even try different views. Okay. So you're going to have a go yourself. Okay, so your task is to use the chart tool to answer the questions on the worksheet. So pause the video now. Okay, so let's have a look at those different questions then. So we were to find the answer and to note down the chart type that we chose, which axis we used what the fields were and why we thought that was the best chart for the job. So the first question is, were there more males or females on board the Titanic? So I need to go to the chart and I'm just going to try if I click on this and do gender straight off I've got a chart and it tells me there's more males than females. So I think that answers it. That's pretty good. That's pretty quick. Let's try this one. Pie chart works pretty well. That's a nice one, we can clearly see there's more of this than that one Or the bar. So I think any of these would be fine. And it's whichever one you think was the clearest to see and that shows us they are more males than females on the Titanic. The second question is how many second class passengers boarded at Belfast? So I'm going to search for this one. I'm going to search for where they boarded. And that was Belfast. And it wants to how many second-class. So if I click on that and choose class, it shows me first and second, it shows there's more seconds, but it's not as clear unless I hover and white, I think this might be better. I can read quite clearly, six, second class passengers. So I think that's probably the clearest. Maybe this one, that's fine as well. So one of those two works for that. How many males were in first class? So if I go and choose class and I put first, so that's first class and that's class it's changed this one and we're going to do gender. And that shows us males and females, and it's over 175 its 180 if we point. Let's just try the others. There's less markings on this,so that's not as easy to see. And we've seen this one before. It shows us through proportion, but not the number. So I think this was the best option and it was gender. So the last one was how many people boarded at Belfast or Queens town. So I could clear this and I could just choose board it and see if that tells me. Okay, so I've got each of the, the boardings there, Belfast or Queenstown I can see them. There's this one. I think this might be a little bit clearer. So we've got the Belfast people who boarded and we have the Queenstown people who boarded. But could also try searching. Let's add that as well and see what we get. So if we search for boarded at, and it was Belfast or Queenstown, so I had to go or boarded at Queens town. Okay. And actually if I graph boarding, I can see how many from each. I could also get it to show me, say the gender. So I can see that male or female balance of those who boarded at Belfast or Queenstown. So all the people on either of those, that's how many men or women there were. So I think there was different ones that would show that quite clearly. And you could have used gender there. You could have used boarded. We could search. You didn't necessarily have to. Okay, so hopefully you might have worked through those. If you want to go back and look at them, of course you can do that. Okay, so that's almost it for this lesson. So in this lesson you thought about which kinds of graphs and charts were most appropriate for the answers you were trying to show and you created charts and graphs to answer questions. As always, if you'd like to share your work please ask your parents or care to share it for you. And they can share it on Instagram, Facebook, or Twitter tagging it at Oak national and #LearnwithOak, see you next time.

In this lesson, we will use an online database to search and filter real data.

Databases in Real Life

﻿Hello, and welcome to lesson six in our flat-file databases unit. I'm Andy, and in this lesson, we're going to be looking at databases in real life. In this lesson, you'll need a computer with access to the internet. Other than that, you'll need something to write on and something to write with. So please clear away any distractions, then we can start. In this lesson, you're going to use your knowledge of databases to ask and answer real-world questions. You're going to ask questions that will need more than one field to answer them. You're going to refine your search in a real-world context. And you're going to review the information that you find. So we've been looking at flat-file databases. And a flat-file database uses a data set stored in a single file. And these are things that a flat-file database is or does. So a flat-file database is a collection of organised data. It can be used to search and sort a data set. It's stored on a computer, and it can be used to present data in different ways. So now we're going to look at databases in real life. Okay, there's lots of databases used in real life, and we're going to look at a flight finder database. So this is something on the internet, and it's what people might use to book trips and holidays, and so on. So, if we want to find a holiday, then we might use one of these flight finder databases. So what kind of information do you think these databases would store? And what fields might these records contain? I'll give you a moment to think. Okay, these databases pull information from lots of different places. And here's an example from one. So this is a record which has come back from a search, and you can see some of the fields. So we have fields such as departure time, because you need to know when to get to the airport to get the flight. You need to know what time it will arrive for other arrangements. You might want this one, which is know how long the flight is. The price is obviously quite important. The airport you're going from, you obviously need to fly from somewhere you can get to. And obviously, your destination wants to be where you want to go. So we have some fields shown on here. I'll just give a moment to look at any other record, any of the fields you might find in this record. Okay, there's lots of other information in there, and it might be things like the airline. Okay. It has information about whether your bags cost more to check in. Okay, you can take so many bags with you. Do extra bags cost more? It has the distance of the flight. So all of those are fields because they're different for each flight. So, you're going to use a flight finder to actually find a flight that meets these criteria. So I'm going to work through this example and show you first, and then you're going to have your own one to work through. So, we're looking for a flight from Edinburgh in Scotland to Madrid in Spain. And it needs to go on the 12th of October, and it returns on the 19th. We're also going to look at how we can sort these results by price and time, okay. So let's have a look at that now. Okay, so this is the flight database we're going to try out. This is Expedia. There are all sorts of different ones. We're going to try this one. So it's got up on this page and I don't want to stay, we don't need the hotel. We just want the flights. So I'm choosing flights, and we're looking for a flight from Edinburgh to Madrid on the 12th of October. So leaving from, and I need to type in where we're leaving from. If I just start typing the word, it comes up with a list. I can choose Edinburgh and we're going to, we're going to Madrid. I can just start typing Madrid. And now we can see all Madrid airports 'cause there's a few. We are leaving on the 12th of October, so I can go and choose October 12th. And I want a return date on the 19th. Done. Okay, so we've got from Edinburgh to Madrid, 12th of October, coming back on the 19th and it's a return. Okay. Up here, it says travellers. So it could choose how many people are going. I might just go with one. So we go with one traveller at the minute. If I click on search, then it goes off and it searches the database. And it comes back with flights that meet our criteria or should meet our criteria. I'm just going to close this information here, and then we can have a look. So, we have various bits of information. We have, this is the airline down here, Iberia. We have how long the flight is. We have when it leaves, when it gets in. Okay. And it has the price, and it has other information. So there's quite a lot of information there. Most of those appear to be with Iberia. I can see as I go down, there's British Airways and KLM, and other ones. Okay, so that's our search done. If we look over here, there is some sort options. So I can sort from the highest-priced one to the lowest price one. Okay, so lowest price one is 138 pounds. And there's also some other options in here about duration. So we could look for the shortest flights and so on. So there's things there. There's also which one arrives earliest, which one arrives latest. So in the sort, there are a number of different things we can choose, and it will sort what it's found by these things. We've also got some further options down here. This is called filtering. And on the filtering, we can choose whether there's one stop, no stops. So the no stop is listed as direct flight. So this one, we only have the option of a one stop. So, that actually stops somewhere else. Some of them even stop at two places. Let's look at that one, and you can see it goes from EDI, which is Edinburgh to LHR, which I know is London Heathrow, then to Madrid, okay. So that, you have to change at a different airport. Sometimes there's an option here saying direct flights, which is no changes at all. I can also pick departure times, so I can decide that actually I want to get going, and I want to leave in the morning, so I can click on that and it'll re-sort my flights. So the information here is morning departures only. Okay, I can also switch that off again, and I might go and choose evening, or I might choose, maybe I want to arrive in the afternoon for some reason. So I could choose that. And it will find the arrival times, which is the second time. That's the time at the airport you're going to, okay. So up and down here, there's all sorts of options. So we can choose whether the flight stops or it doesn't. We can choose which particular airlines. These numbers in brackets tell us how many results there are for each of those. And then we can choose departure times and arrival times. So there's all sorts of options there. And remember, we can sort it as well using the sort option at the top. So in a moment, you're going to have a go at this yourselves. Okay, so this is an example from my search, and just to show you that's the option if you want direct flights. So those flights don't stop anywhere as opposed to ones which stop elsewhere. Okay, so your task is to use the flight finder to find a flight which meets the conditions on the worksheet. So please pause the video now. Okay, I hope you might actually get on with that. So we'll have a look at those together then. So the first one was a flight from Manchester to New York on the 1st of December. So I need to change my search 'cause I've still got the one I was using. So we're going from Manchester, MAN, and we're going to New York. Okay, and I've got all New York airports. There's three international airports there in New York. And the date was the 1st of December. So I'm going to click through, and 1st December, coming back on the 15th. Search. So it goes away and it looks, and then we can look at the further options. Okay. It's still having a bit of a look through the database. There's quite a lot of information from different places it's checking. So once we've got that, we need to find out is it possible to find a direct flight that goes from Manchester in the morning. Okay, and it says we need to use stops and departure filters. So, it says there's four direct flights. So I need to choose that. And then I need to come down here and look, can I get a flight in the morning? Okay, so if I choose that, there we are. It says, no, there are no flights which are direct and leave in the morning. So if I clear that, I can go back and see what options there are. Okay, so it says there are four direct flights, and these are the times that they leave at, okay, 4:15. So what's the flight cost if you want to arrive in the morning? So we can try that arrival time in the morning, choose that. Again, there's no flights. So we can't do that one. That flight actually isn't available. And then the last one to try out is what about in the evening? And then, so the afternoon flights that leave Manchester arrive in the evening. Okay, so different flights will leave at different times on different days. They aren't always set as these afternoon and morning arrivals. But in the ones we were looking for, if we were asked to find those things out, some of those flights just don't exist on that date. Okay, so your next task now is to, you're going to do some further searching, some further refining to see if you can find flights that meet the criteria that you're given. Okay, so pause the video now. Okay, so let's have a look at those then. So I've still got Manchester departure, New York arrival, 1st of December to the 15th, that's all correct. The first one was a direct flight. There's four direct flights from Manchester, and they all go at 4:15. And it tells me that they're on, there are several different airlines here. So I should have noted down the prices, which is there, the airline departure time, and the flight's duration, direct flight, seven hours and 50 minutes. I'm going to change that now to the two-stop because that was to search for. So here we are, this is start location, end location. And one, two stops with Air Canada. Tells me when it's leaving, when it arrives, and that's nearly 14 hours flying time, including stops. Okay, and then the last one, if I untick that, is the flight that arrives earliest in the morning. So I've got arrival times, but this is just going to pull out the flights that arrive. So it needs to be earliest in the morning. And if I look at those, I've actually only ever got afternoons. So earliest in the morning, if I choose that, we've got arrival earliest, let's have a look and see what we come up with. And it arrives at 12:55. So it's just into the afternoon. So there isn't an earliest in the morning, but that is the earliest flight of the day. Okay, so again, it shows us the flying time and that one has one stop. Okay, so what you're going to do now is you've got another further task, which is you need to imagine that you're a travel agent and you're arranging flights for somebody else. And then the worksheet to tells you what they want the flights to be. And what you need to do is you need to find three flights that fit the scenarios. You need to pick out what you think is the best option, and note down why you think that's the best option. It might be because it's cheapest, or it's the shortest flying time, or it's a combination of the two. And what you should do is you should grab screenshots and you can type, and you can put that information together into a word process document, or into slides. So you can choose how to put it together. But imagine that you are finding information for somebody else, and put it together in a way that you could explain to them these are the flights, these are the times, this appears to be the best option because... Okay, so that's your task. Please pause the video now. Okay, I hope you managed that. Here's mine. I was being Sky Travel Limited. The flight options were London to Singapore, leaving on the 11th of May, returning on the 19th. The lowest cost direct flight was with British Airways, that was direct. And the journey time was 13 hours, 10 minutes, and it cost 389 pounds. So it left on the 11th and arrived on the 12th. So it was an overnight flight. And actually, that was the recommended option I would recommend to the customer because it was the shortest flying time, and it was almost the cheapest. So the second option the customer asked for was with one stop. And actually it was a few pounds less, but it was a little bit longer in terms of journey time. That was with KLM Airlines. And that changed at Amsterdam. The last option was to get the earliest in the morning. That was very expensive. It was a way, almost a thousand pounds more than the other flights. It was with China Airlines. And actually, it was 20 hours journey time. And it actually meant it arrived, it took two nights. So there was two overnights. So although it arrived earliest in the morning, the other two flights arrived the day before. So I'd recommend to the customer that they had this option for their flight. Okay, in this lesson, you used a real-life database to find solutions to a flight finding challenge. You also presented your findings in a document. So that's it for this lesson. If you'd like to share your work, please ask your parents or carer to share it for you, and they can do so on Twitter, Facebook, or Instagram. And it needs to be tagged @OakNational and #LearnwithOak. That's it for this lesson and for this unit.

Unit Overview: Flat-File Databases

Lessons: