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 introduce the concept of a system. We will develop understanding of components working together to make a whole. We will also explore how digital systems might work and the physical and electronic connections that exist.

Systems

﻿Hi, my name's Ben. I'm welcome to this year five, computing systems and networks unit. This unit is all about sharing information. The first lesson is all about systems. You'll need somewhere quiet to work free of distractions, a pen, and a piece of paper will be handy. So when you're ready, let's begin. Let's look at the objectives for this lesson. Overall, you'll explain that computers can be connected together to form systems. In doing that you'll explain that the systems are built using a number of parts. You'll describe a computer system which features inputs, processes, and outputs. And you'll explain that computer systems communicate with other devices. The word system is probably one you're really familiar with, but have you ever really thought to consider what it means? I'd like you to start this lesson by thinking about what the word system means. Note down any ideas you have on a piece of paper, and then towards the end of the lesson, we'll look back at what you wrote down now and see if that's changed as you've gone through the lesson. Now you've had time to consider what you think a system is. Let's have a look at an object, which you might be familiar with in day to day life and see if we can identify some systems on this object. So this bicycle has lots and lots of parts. We'll start by seeing if you can name any of the parts of the bicycle. Don't worry if you don't know too much about bikes, you should be able to name some of the parts. Pause the video while you look for the parts on this bicycle. Here are some of the parts you could have labelled. On the left hand side, going up from the bottom, you have the chain, the sprocket, the spokes, the tyre, the wheel, and the seat. In the middle, we have the frame and the pedals. And on the right hand side, we have the handlebars, the brake lever, brake cable, brake calliper, brake pad, and the fork. Don't worry if you don't know what some of these parts do. we're going to look at how some of these parts conform together to make systems which help this bike work. Let's have a look at a system now. So this is an example of a system on this bicycle. So the handlebars are connected to the fork and together they make the steering system of the bicycle. If you turn the handlebars, then the foot will turn turning the front wheel so you can change direction. So this is a really good example of a system on a day to day object. Can you name any other systems on this bicycle? Pause the video and look for other systems that there might be, and then we'll have a look at some examples. So here's an example of a system on a bicycle. We have the brake lever, the brake cable, the brake calliper, and the brake pad. Which system do you think this might be? There might be a clue in the name of the objects which are highlighted. And of course this is, the braking system. So the brake leavers connect through a brake cable to the brake callipers, and then a brake pad which squeezes onto the wheel, which slows the bicycle down. So that's the braking system. Let's have a look at an example of another system. So now we have the pedal, the chain, the sprocket, and the wheel highlighted. Pause the video and think about which system this might be. This, one's not quite as obvious as that as the last one, but in this system, the pedals move the chain, which in turn rotates the sprocket which is connected to the wheel. So when the pedals are turned, the wheel turns and that drives the bike forward. So this is called the drive system of the bicycle. Having looked at the systems on a bicycle, let's look at a digital system. Most modern washing machines have a digital system within them. The dials and the buttons on the front of the washing machine are the inputs. The computer inside the washing machine follows a programme based on the inputs. This is the process. Finally, the clothes are washed and spun. The display indicates how long the wash is taking. These are outputs. And all digital systems have an input, a process, and an output. So far, we've looked at two systems, the bicycle and the washing machine. I'd like you to think about what you know about systems and especially digital systems to design a talking teddy. What parts would you need to fit inside the teddy? And how would the parts work together as a system? Describe the input process, and output of the system you would need for a talking teddy. Once you've done that, think about how the toy could be updated to do more than one thing. Pause the video to complete your task. Designing a talking teddy. Here are some of the inputs, processes and outputs you might have included in your design for a talking Teddy. So the inputs could be something like a button press, or voice command, or maybe even a shake. The process would detect the input, so detect or sense the input and then send a signal to the output device. And for your talking teddy to make a noise, it could be sound from a hidden speaker. Other outputs could be that you're talking teddy moves using motors or flashes using lights. There's loads of possibilities. I hope you enjoyed designing your talking teddy. This is another example of a digital system. And again, it's one which you may or may not be familiar with. This is an Amazon smart locker. The way it works is that customers place their order online, they are then sent a code, which they can then scan or key into the locker where they can pick up their order. You're going to describe what you think happens after the customer places, their order. To help you on the next slide, we've got images, which sum up each stage of the process. Your task on your handout is to pause the video and describe how you think a smart locker system works. You use the image of each step to help you. Good luck. How does a smart locker system work? Once the order has been placed, the order is sent by computer to the warehouse. Once it gets to the warehouse or warehouse operative, or sometimes even a robot will find the item in a location, which is linked to that object. So the location of every object is within the computer system. So once the object has been found, it's carefully packaged to protect it from damage, and then the workers will know where to send it to because from the original order, the customer will have entered their name and address, and that will be communicated so they know where to send it to. So now we've got the object, we found it, it's been picked and we know where it's going. And it's been packaged as well. So how does the order get from the warehouse to the right smart locker? Again, the computer system will tell it which smart locker it needs to go to. And it will then be transported using a parcel delivery service. At this point or once it's been delivered, the customer will be sent an email or an SMS maybe telling them that their item is ready for collection, and it will also give them the location and the code they need to access their parcel or possibly the code they need to scan. Finally, the company will know that the parcel has been collected because they will be able to tell that the code has been entered on the smart locker. Once they know this, they know the process has been complete. So from the order being placed, the customer has been able to pick up their parcel. So that is end to end how our smart locker system works. Now as you can see, there's a lot of involvement from computer systems within that big system itself. At the beginning of this lesson, I asked you what you thought the system was and gave you a chance to come up with your own definition. I then said, we'd revisit it at the end of the lesson. So here we are. So here's the definition of a system. A number of things, parts, components, or even people that work together to complete or perform a task. In this lesson, we've looked at systems on an everyday items, such as a bicycle. And then we focused on digital systems looking first at a washing machine, and then looking at the whole system of a digital smart locker from an online delivery company. So hopefully now you've got a better understanding of what a system is. I hope you've enjoyed this competing systems and networks lesson with Oak National. We'd love to see some of your work. If you'd like to please ask your parents or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnwithOak. Thank you.

In this lesson, we will consider how larger computer systems work and how devices and processes are connected. We will also reflect on how computer systems can help us.


Computer systems and us

﻿Hi, my name's Ben and welcome to lesson two of this year five computing systems and networks unit all about sharing information. Today we'll be looking at how computer systems and humans interact with each other. You'll need somewhere quiet free of distractions a pen and a piece of people will be useful. So when you're ready let's get started. Here are the objectives for this lesson, so overall in this lesson you will recognise the role of computer systems in our lives. In doing that you'll identify tasks that are managed by computer systems. Will then look at how human elements contribute to a computer system and finally, we'll look at a particular computer system and explain the benefits of it. We'll begin by reminding ourselves of what a system is. This is something we looked at in the previous lesson at both of the beginning and at the end of the lesson. So of course a system is a number of things parts, components, or people that work together to complete or perform a task. And we'll begin today by looking at another system which you might be familiar with. Have a look at the picture on the screen. What do you need to do to safely cross the road here? Pause the video and note down any ideas you have. This is an example of a Puffin pedestrian crossing. On a Puffin pedestrian crossing there's more than just buttons and lights. Have a look at the picture on this slide what do you think it is showing here? Again pause the video and note down any ideas you have. What you have here is a set of sensors. So these sensors on a Puffin pedestrian crossing can detect people by the crossing, detect people on the crossing and also detect cars. And then in the next slide will have a look at how that works. Of course this is an example of a system. This is an example of how the sensors on a Puffin crossing are set up. So if we look at the lights on the right hand side of the picture we can see there are two sensors underneath the top set of lights. The sensor on the left is looking at to see if there's anybody on the crossing so it will pick up and sense if anybody is in this space here and the sense on the right is looking to see if there is anybody waiting to cross so we'll pick up if there's any one standing on the pavement here. On the left hand side there's two similar sensors so we've got one looking for people waiting to cross and another looking for anyone who is on the crossing. Finally, there are two more sensors one on each side and they are looking to see if there is any traffic or cars approaching the crossing. So they're pointing out this piece of road here and slightly hidden this piece of road here behind wherever that sensors looking as well. So there's three sensors on each side of the Puffin crossing. How do you think they make the crossing more effective? Just pause the video and have a think about that for a couple of minutes. On your handout sheet I would like you to complete the sheet which compares the Puffin crossing which has sensors with a more traditional timed crossing which doesn't have those sensors. Pause the video and complete your task. Let's look at the similarities and differences between a timed crossing and a sensor crossing. So starting from the top, both the timed crossing and the sensor crossing will allow pedestrians to stop the traffic to help them cross safely. So they both have a button which you can press as a pedestrian and we'll look at how the timed crossing and the sensor crossing handle that differently as we go through. They both also give pedestrians time to cross the road. So that makes it safer for pedestrians to use as a crossing. And here's where some of the differences start to come in so the third line stops the traffic for no longer than necessary. Well on a timed crossing, the traffic will always be stopped for a fixed interval whereas on a sensor crossing, it will only stop the traffic for as long as is necessary. So once the crossing is clear of pedestrians it will let the traffic flow again. Similarly for the next one adapts to pedestrians walking at different speeds. If somebody is walking across the crossing particularly quickly or slowly the crossing will sense that and either delay the change of the lights back to green for the traffic or advance it slightly quicker. They both indicate when it is safe to cross and when not to through the red and green indicators on the crossing. A sensor crossing is clever in that it will if someone presses the button and then walks away it will not stop the traffic because the sensor which is looking at the footpath will see there is nobody waiting to cross even though the button has been pressed and will not change the lights for the traffic meaning that the traffic can flow more freely. On a timed crossing, if someone presses the button the lights will always eventually change even if they press the button and walk away 'cause there's no senses seeing if they're still there. The final two are both unique to a sensor crossing so on a sensor crossing you need to stand in the right place for the lights to change if you're not in the right place on the footpath it will not sense or detect you so the lights won't change. And finally, when there's a lot of traffic the lights may wait for a few seconds before changing to let traffic pass. That again is a feature of a sensor crossing. So it can pick up if the road is particularly busy and if it would be beneficial to let more traffic through before the lights change. On a timed crossing that interval is fixed so the button is pressed and then after a set number of seconds the lights will change. So there's some of the similarities and differences between a timed crossing and a sensor crossing. So we've looked at an example of a digital system in the Puffin crossing. What I'd like you to do now is have a look around you and see if you can find any other examples of digital systems. That could be in your home or it could be around where you live in shops or other places. So have a think about where else you might find digital systems. Pause the video while you think about that. Here's a couple of examples you may have come up with. So a really interesting digital system it can be found in a library. It manages the books being lend out where they are due back, which books are in the library the location of books all sorts of things are managed by a digital system in a library. In the middle we have an airport departure board. So this shows you where flights are going, what time they're leaving, whether they're leaving on time and which terminal they're leaving from. You may have seen similar departure boards in train stations or bus stations. And finally, on the right hand side one that most people should be familiar with is a supermarket. There are digital systems all throughout supermarkets managing things like stock control, pricing, the tills, the door entry system so there's lots and lots of digital systems in a supermarket. Did you find any of those three digital systems or any others? For the rest of this lesson, we're going to be looking at a particular type of digital system and that's one that you would find in a catalogue store. So by a catalogue store I need something like Argus. So the kind of shop where you choose your items off of a tablet or from a catalogue and place your order and then your order is picked from the warehouse and delivered to you at the counter or the collection point. On your handout you've got a list of steps for each of those three points so the order point, the warehouse and the collection point. I want you to imagine you're running the catalogue store and place the list of steps for each of those in the correct order. So at the moment on your handout, they're in the wrong order and I want you to put them in the right order. So if you could pause the video now and complete that task. Here is the order of the tasks in this process. So starting from the order point, first of all, the customer looks at the items they want to buy it on a tablet so searches for them on a tablet, the tablet will show them which items are in stock and available and how much they are so the price. The customer can then choose on the tablet, which items they want to buy. When they've done that they can pay for their items and that now becomes their order and a receipt is printed out showing the customer what they have ordered. And at this point the order then is sent to the warehouse. So that brings us onto the second stage the warehouse. So they receive the order from the shop floor and the computer will show staff where the items are in the warehouse. So that means then the people that work in the warehouse can find those items quickly and pick them from the shelf. They can then on the computer mark off those items as picked so they're no longer in the warehouse because they've been picked for the customer. The computer keeps an up-to-date stock-list based on this information and then the items are taken to the shop floor. From the shop floor to the collection point. And then finally at the collection point the ordered items arrive at the collection point ready for collection. On a screen or a display it will say order ready for collection at the collection point so that the customer knows. A receipt is then printed off showing the items ordered and that's given to the staff. They then take off the items against the customer's receipt, give the items to the customer and then mark them as collected on the computer. So that's the whole process right from the customer looking at what they want to buy at the order point to where they collect it at the collection point. In the catalogue store system, we've identified lots of different parts. Some of those parts are completed by people and some of them are completed by computers. And some of them are a combination of people and computers. What I'd like you to do now is have a look at the ordered steps which we'll look to in the previous slide and say whether you think those steps are completed by people, computers, or both. You can just mark with a P for people or C for computer for each step. So pause the video while you complete that task and then we'll come back and have a look at which steps are completed by people, computers or both. So which tasks are completed by people and which are completed by computers. So again let's start from the order point. So at the order point a tablet is used to look at items to buy so that's both people and the computer. So the people are looking at the tablet the items on the tablet. The tablet shows the what's in stock and shows the price of that's a computer based task. And then the customer chooses what they want to buy on the tablet so again using that's people and the computer involved in that part of the system. The customer pays for the items this is their order so the customer does that themselves that's people but they pay for the items on the tablet so that's the computer. And then the last two stages are both done by the tablets so both computer based. The receipt is printed and the order is sent to the warehouse. So at the warehouse stage, there's quite a lot of computer involvement so first of all, the order is received from the shop floor that's sent from one computer to another the computer shows the stuff where items are in the warehouse, obviously that's computer based. And then the human element comes in where the ordered items are picked from the shelf. I say human element in some really big warehouses that's actually done by robots so that could be computer-based. In this instance, we'll assume it's people based. Then again in the warehouse the items are marked off as picked so that would be the person who's picked the item marking it off as picked on the computer so both people and computer. The warehouse stock-list is kept up-to-date on the computer and finally at that stage the items are taken to the shop floor for collection so that's people. At the collection point finally, we've got ordered items arrive at the collection point ready for collections that's people-based. A message will be displayed at that point saying order ready for collection so the computer will do that. A receipt showing items is given to the staff so the receipt is printed off by the computer but maybe given to the staff by people. The items are ticked off as ready for collection on the customer's receipt so that's done by a person . Handed over at that stage again by a person and then finally marks as collected on the computer so the person working in the store marks them as collected and they do that on the computer so that's people and computer. So that's where people and computers are involved at each stage in this rather complex system. Let's have a look at three situations which might happen in a catalogue store. We're then going to decide whether that would most influence the order point the warehouse or the collection point part of the system. So the first situation here is a customer returns an item that cannot be resold. Have a think about which step that would most influence and then we'll look at the answer. So this would influence the warehouse. The stock level in the warehouse will need to be updated so the item can be resold. Next the price of an item changes does that affect the order point the warehouse or the collection point most? Pause there for a second while you think about that one. And we'll look at the answer now. So that would influence the order point because the price would need to be shown on the tablet at the order point. And finally an item cannot be found in the warehouse does that influence the order point the warehouse or the collection point? Again we'll pause for a second while you think about that one. and here's the answer for that one. So that most affects the collection point because the collection point will need to be informed so the customer can be advised that their item cannot be found. For the final part of this lesson we're going to think about how a system helps us. so early we look to the Puffin crossing. That system includes sensors which help keep pedestrians safe but also helps keep the traffic flowing at a good rate. Now we're going to think about how the catalogue system helps us. So we're dividing that into two parts so how does it help the customers and how does it help the people who work there. On your handout I'd like you to note down any ways in which you think the catalogue store system helps the customers and the people that work there. Pause the video to complete your task and then we'll have a look at some of the ideas you could have come up with in a couple of minutes. Here are some of the ways the system can help the customer and the store workers. So looking first at the customer. So the first thing that is really useful for a customer is the system will show if an item is in stock. There's no point ordering an item that isn't in stock so that's really useful. It shows the price of items so customers know how much they're going to be paying it makes the ordering quick and easy and it provides them with a printed receipt. Those are all really helpful parts of the system for the customer. For the store workers orders are automatically delivered to the warehouse they don't have to find them from the shop floor they come through automatically. The system will show them where things are in the warehouse they don't have to go looking around for ages for them it will take them straight to the right place. It keeps stock lists up to date so they know where they need to order more stocks if they run out of a particular item that can order more. It tells them when orders are ready and also similar to the customer it prints receipts which is really useful for the store workers to keep track of what's been ordered. Did you find any other ways in which the system helps the customer and the store workers? I hope you've enjoyed taking part in this Oak National computing lesson. We'd love you to share some of your work with us. If you'd like to please ask your parents or carer to share your work on Facebook, Instagram or Twitter tagging @OakNational and #LearnwithOak.

In this lesson, we will introduce the idea that parts of a computer system are not always in the same place or country. Instead, those parts of a system must transfer information using the internet. We will also gain an awareness of IP addresses and the rules (protocols) that computers have for communicating with one another.


Transferring information

﻿Hello, my name's Ben and welcome to lesson three of this year five Oak Academy Computing Systems and Networks unit. This lesson is all about transferring information. You'll need somewhere quiet, free of distractions, a pen and a piece of paper will be handy. So when you're ready, let's begin. In this lesson you will recognise how information is transferred across the internet. You will recognise that data is transferred using agreed methods. You will explain that digital devices have an address and explain that data is transferred over networks in packets. Let's start with a quick recap of the previous two lessons. What word can be used to describe many parts working together successfully? Hopefully you've remembered, the answer is of course system. In the last two lessons, we've looked at various systems, some human-based and some computer-based and some combining the two. In this lesson, we're going to look at a communication system using computers. Before we look at a communication system, let's have a think about how we communicate with someone successfully. Imagine you're in a face-to-face scenario, what helps good communication? Pause the video while you have a think about that and complete your task. Resume the video when you're ready. Here are some of the things you could have thought about for face-to-face communication. So to be able to communicate between two people, you need to have a message, which you're communicating. The message needs to be from someone to someone. Traditionally, you might think of that as a speaker and a listener although communication doesn't always have to be sound-based. It could be using signs or many different ways. To communicate effectively, it's useful to take turns. So one person communicates the other listens, the other communicates, and then the other listens. It's also useful if there is understanding between the two people in the communication process and traditionally that will involve using the same language. So how does that compare with communicating over the computer? It's very similar. For computers to communicate with each other they again, need a message to be communicated between them. It needs to go from someone to someone, It needs to happen in turns, and just like face-to-face communication, a common language needs to be used between the computers. When you send a message, it's important that it gets to the right place. To make that point, Let's have a look at six postcards, which have been addressed in different ways. On your handout, You've got each of these six postcards and what I'd like you to do is put them in order from the least to the most likely to get to the right place. Pause the video while you complete that task and then we'll have a look at the order you might've chosen. The first thing to say here is this is probably the least likely to the most likely order. Not definitely as with many things, some of the order here is open to interpretation. So possibly the least likely to get to its destination is this one. This one is just addressed to J Smith 256 High Street. There are many streets in the country called High Street, so it's very unlikely this would get to its intended recipient. The next one at least has the town on it although the street is misaddressed. It just has 256 High rather than 256 High Street. Although it does have the name of the person that the postcard is addressed to. This next one actually has less information or fewer lines than the previous one, but it does have the postcode. And the postcode may isolate it down to fewer properties than just having 256 High. The next one has the postcode and the town and it has High Street, but this time it doesn't have the house number. This could get to the intended recipient if the person delivering the postcode knows the name of the person that lives in that property. So they could make an assumption that it's for 256, although Smith being quite a common name, this might not be the case. The next one, 256 High Street and then the postcode. So this would or could get to the correct address. However it's not got the name of the person who it's actually intended for on it. So the J Smith is not on this one. That could be a problem, if there are lots of people living in that property, so that may or may not get to its intended recipient. And then finally we have J Smith 256 High Street Bigton and the postcode. This is the only one that would definitely get to its intended recipient. It's got the name of the person, the full address and the postcode. So when you're sending messages between two people, it's important that they are addressed properly. Before we look in detail, at how you send messages between computers, there's a few things we need to understand. There's quite a lot of new information on this slide so don't worry if you can't take it all in now, we will be coming back to these points later on in the lesson. So first of all, you need to understand that a group of connected computers is a network. To be able to send messages over the internet, a computer must be connected to a network. Messages between computers are sent using agreed protocols. This is a word we'll have a look at later in the lesson. Each computer has a unique IP address. Messages are split into small packets when they are sent. They are directed to their destination by routers. And finally within the message, there are instructions to make sure that it goes to the right place and it can be put back together again successfully when it gets to the recipient. Let's have a look at how addressing is dealt with when we are using computers. What we have here is what's known as an IP address. So an IP address is always a sequence of four combinations of numbers up to three digits each separated by dots. So in this case, we would read the IP address as 192.168.1.200 so what do these numbers mean? The first part of an IP address is always the network ID. So that is the identification of the network to which the computer is attached. Now I've highlighted it as the first two parts of the IP address. It could be either the first one part, two parts or even three parts, but it's always at the beginning of the IP address. Following on from the network ID, we have the host ID. So this is the address of the individual computer or device you're accessing the network through. So in this example again, it's the last two parts of the IP address, but it could be the last... just the last part, the last two parts or the last three parts. Again it's always at the end, so the network ID is always before the host ID. So let's have a look at what this looks like when you are sending messages between computers. So we've got an example here of a, from IP address, 193.168.1.200 and a to IP address 192.168.1.21 What I want you to think about it now is why we need a from and a to IP address. Pause the video while you consider that. The answer to why we need a from and a to address is really quite simple. It's so that the message can be replied to, if the message only had a to address, the person receiving the message, wouldn't know where the message had come from and wouldn't be able to reply to it. Now we're going to have a look at protocols and packets. Two words which were mentioned in one of the previous slides. So a packet will contain the sender and the receivers address, which packet it is and the contents of the packet. And if you remember, packets are used to break messages down into small chunks. So they're easier to send, the one we see below, the example of the packet below is the first of two packets in this message. So let's go across from the left and see what's in there. So we have a two and a from, and we've used these as kind of shortened IP addresses. So it's from computer 10 to computer eight. It is message one of two in total. And it's the letters, H-E-L-L-O W-O the whole structure of the message is the protocol. So each message on this computer will be in this format. So to and from message X of Y, and then the contents of the message itself. The receiving computer will know to expect the message in this format, and we'll be able to understand the protocol. It's just like if you're talking to one of your friends, you would both expect to be speaking the same language so you can both understand each other. Using this protocol what I'd like you to do is on your handout, complete the second packet, so that the full message reads, hello world. Pause the video now and complete your task. This is what the full message should look like. So we've got the first packet from before from the previous slide. So from computer 10 to number eight message one of two, hello w-o and the second packet, which you should have filled in, again is from computer 10 to computer eight, this time it's message two of two, and it's the remaining letters of world. So R-L-D with the exclamation mark, I've put in underscores to show parts of the packet, where there is no information. If you just left that blank, that's absolutely fine. We mentioned earlier on that routers direct information around the internet. So we're now going to simulate the role of a router to direct a message from one computer to another. So our message is going to go from computer number 10, to computer number seven over here. So I want you to think about now, which routes it could be used for our message to get from number 10 to number seven. And each one of these empty boxes in the middle is a router. So they will direct the message onto the next router. In a minute, I'm going to ask you to pause the video and fill in the route for the message to get from computer number 10, to computer number seven. Pause the video now and complete your task. There are lots of routes you could have chosen. This is just one example. So in this example, we have gone from computer 10 over here, following this route to computer seven. Any route which gets from computer 10 to computer seven is valid. So there are lots of possibilities you could have chosen. Let's see what happens if some of the routes are blocked. So now I've put an X for these three routers in the middle. The message can no longer follow this route. So which route could you follow now to get from computer 10 to computer number seven? Pause the video and do that on your handout now. Let's look at one potential route, you could've chosen with these three routes blocked. So again, it starts off at computer 10 and follows this route, avoiding the block route in the middle, all the way to computer seven and this simulates what would happen in the real world. If certain routers were out of action or a message couldn't follow a particular route. So this is the way information flows around the internet. Earlier on in the lesson, I mentioned that packets have to be put back together again by the computer receiving the message. On your handout there are five packets which make up one message. This message is a bit different to the one you've seen before. It's not texts and messages are not always texts. The message could be a picture or video or audio. Use the message to make an image on the grid provided on your handout. If the square has a one shade it in, if it has a zero leave it blank. What does the message show? Pause the video now, while you complete that task. If you showed it in the message correctly, you should see the number eight in the format shown on the grid. Each square which is shaded had a one in it, each square which has left blank, had a zero in it. If you've managed to get the number eight, you've managed to reassemble a number of packets to form a message. Well done. Thank you for taking part in this computing lesson with Oak National Academy. If you'd like to show your work, please ask your parents or carer to share it on Facebook, Instagram, or Twitter, tagging @OakNational and #LearnwithOak.

In this lesson, we will consider how people can work together when they are not in the same location. We will discuss ways of working and simulate a collaborative online project.

We would advise you to complete this lesson on a desktop device as you need to download and interact with additional files as part of the learning. These can be downloaded from the last slide of the worksheet. You should always ask your parent or carer for permission before downloading files from the internet.

Working together

﻿- Hello, my name's Ben. And welcome to lesson four of this computing systems and networks unit with Oak Academy. This lesson is all about working together. For certain parts of this lesson, you will need access to a Google account. If you need help with that, please ask your parent or carer now. You will also need somewhere quiet, free of distractions, and a pen and a piece of paper will also be useful. So when you're ready, let's begin. Let's look at the objectives for this lesson. So today you will explain how sharing information online lets people in different places work together. You will recognise that connected digital devices allow us to access shared files stored online. You'll recognise how information can be sent on the internet. And finally, you'll explain that the internet allows different media to be shared. We'll begin with a short recap of the previous lesson. There are three questions on this slide, all of which we covered in the previous lesson. So I'd like you to have a look at the questions and see if you can answer them. The first question is what factors are important for successful communication? The second question, what are small parcels of digital information called? And finally, the third question is why do we use addresses? So pause the video now and complete those sections on your handout. Here are the answers to those questions. So first of all, what factors are important for successful communication? Well, first of all, you need to have a message to share. You need something to communicate. Next, you need to have a speaker and a listener. And the speaker and the listener need to take turns, so you're not both speaking or communicating over each other. Finally, it's useful to use the same language when you're communicating. And in computing terms, we call that a protocol. So the next question, what are small parcels of digital information called? They're called packets. So a large message is split into lots of small packets to make it easier to just tribute around the internet. And finally, why do we use addresses? Well, just like in the real world, when you're sending a letter, you need to send it to the right place. So the address on a computer message is exactly the same as an address on a letter. And when we use addresses in computing, we call them IP addresses. Each computer, every computer on a network has a unique IP address. We're now going to look at a scenario where communication will be really important. Imagine there are two people who live a long way apart, so we've got one person up here in the north somewhere, and another person down here in the south. So two people who live a long way apart want to write a book together. What are the different ways in which they could work together? Pause the video and note down any ideas you have. Here are some of the ways they might work together, or might communicate together. So we have a telephone in the top left. They could talk to each other over the phone. In the middle, we have traditional postal mail so they could write letters to each other, exchanging ideas. Maybe they want to meet in person in which case they could get in the car and drive to each other or meet somewhere in the middle or do something similar on the train. And finally, if they both have computers and they're both on a network connected to the internet, they may want to communicate with each other online. On your handout, write down what you think the pros and cons of these different ways of working together are. So what are the advantages and disadvantages of each type of way of working together that we have here? Pause the video while you complete that task. Let's have a look at the advantages and disadvantages of each way of communicating. So using the telephone first. First, it's the advantages. It's two-way, it offers instant communication, and it's relatively inexperienced, and most people have access to a phone, either a mobile or a landline, or sometimes both. The disadvantages of using the phone is that it's purely voice. So there's no, you can't swap pictures on a landline in particular, pictures or video. Okay, next one, postal service, using letters and postcards and things like that. Again like the phone, it's two-way communication but this time it can include text and images. But the disadvantages are that it's slow. So if you post a letter, it'll take at least 24 hours to get where it needs to go. So then when the recipient reads it, they then want to reply, it's gonna take another 24 hours. So you can see it's quite a slow process. Next, if people meet up in person using a car, it's an easy method of transport for people to use. A lot of people have access to a car. The disadvantages are that it's quite expensive and journeys can take a long time, especially if you are going through cities or areas where there's lots of traffic. Next, computers. So on the internet, that's real time communication and it can involve audio and video and images. The disadvantage is it's not always as personal as meeting someone in person. And finally, similar to the car, if you go by train to meet someone, it's a really fast, comfortable way to travel. Unlike a car, especially if you're the driver, you can work on a train. Usually you can get the table seat with your laptop and plug it into a socket. And most trains have wifi now as well. So you can communicate really well on a train. The disadvantages are it can be very expensive and sometimes the station you go to is not near your final destination. So if you wanted to meet up with someone else in person, once you get to the train station, you will need another method of transport to get to your final destination. For the rest of this lesson, you're going to be you creating your own shared information. You're going to do this by working on a shared slide show using Google slides. This is the point in the lesson where you will need to be logged into a Google account. So if you need help with that, pause the video now, and ask your parent or carers for assistance. You'll be producing a guide to looking after a zoo animal. So we've got a picture of the rather wonderful emperor penguin on the right. That's the animal you are going to be doing a guide about. And you'll need to update the slides based on the comments in the slides. In the template slide show, you'll see that there's some comments added. You can add comments by selecting an object, whether it's a picture or text, right-clicking, and clicking on Add Comment, or just Comment. Anything you type in here will be linked to the object but not appear in the document. So if you printed out the slideshow, or if you presented it, you wouldn't see the comment. So why do we add comments? Pause the video and have a think about why comment might be useful. Have a look at the comment on this slide. How could that help? So comments are a way of suggesting a way a document can be improved when you are working on it with other people. So it can be really useful to add comments and respond to comments when you are working in a document. Another online tool you can use is the explore tool within Google slides. Click on the explore tool, which is on the bottom right-hand side of the screen. You'll see it opens up a side panel where you can search. Search for emperor penguin and you should get web and images results. You can review these results and decide what you will use in your presentation. Use the information you've found using the explore tool to add a description to the slideshow. Remember to include an attribution for any information you use. So that's saying where you got that information from. Pause the video to complete your task. You can also reply to comments in slides. In the template, explain what you've done by replying to my comment. So where you've added some information, leave a comment of your own, explaining where you got it from and what information you've added. Pause the video to complete your task. For the rest of this lesson, you can spend some time completing the remaining pages of the slideshow. Why not add some comments explaining the information or the images you've added? Thank you for taking part in this lesson with Oak National. If you'd like to share some of your work in slides, please ask your parent or carer to share your work on Twitter, Facebook or Instagram, tagging @OakNational or hashtag #LearnwithOak.

In this lesson, we will develop our collaborative work skills by commenting and suggesting in a shared document. We will also learn how to make comments and suggestions constructive and helpful.

We would advise you to complete this lesson on a desktop device as you need to download and interact with additional files as part of the learning. These can be downloaded from the last slide of the worksheet. You should always ask your parent or carer for permission before downloading files from the internet.



Online collaboration

﻿Welcome to lesson five of this Computing Systems and Networks Unit with Oak Academy. This lesson is all about online collaboration. For this lesson, you will need to be signed into a Google account. So if you need help with that, please ask your parent or carer to assist you. You will need somewhere quiet, free of distraction, and a pen and a piece of paper will also be useful. When you're ready, let's begin. Here are the objectives for this lesson. You will recognise strategies for successful online collaboration. You will suggest strategies to ensure successful group work. You will then make some thoughtful suggestions on another person's work. And finally, you will compare working online with working offline. I'm now going to show you a demonstration of two people working in the same document at the same time. So first of all, I'm just going to draw your attention to this little section up here. So at the moment, we can see that there's me in this document, shown by the B. We also have somebody else called A in this document. And then we have another user in this document here. And for this demonstration, it's going to be this user here, so the green, it's actually a rabbit, it's a bit difficult to see but it's a rabbit. So the green rabbit and me that will be doing the editing. So I'm going to play the video now and just talk through the various steps that happen. So first of all, we're going to scroll down to section one, and now you will see that there is my cursor and there is Anonymous Rabbit. So Anonymous Rabbit is updating the document, and I am updating it at the same time. So we've got two different people typing in the same document at the same time. So we're going to go down to section two now. I'm going to highlight a section, and I'm going to add a comment for that section. So my comment is, I think this will be better at the end of this section. Now I've posted that comment, and the other user will see that, and is now going to action that by moving that section of text. So you'll see that now. Flip to the bottom, there we go. And there's a little pause now whilst the other user is replying to my comment. So we'll just hang on a sec while that will appear. There we go, so they've commented move, how's this look? I think that's fine, so I'm going to accept and resolve that comment. And then next we're going to go down to the third section of the document and this is where we're going to have a look at suggesting. So I'm going to go into suggesting mode instead of editing. And the anonymous rabbit is going to suggest changing aggressive to docile and I'm going to suggest adding giant before panda. So one section being replaced, one section being added and I'm going to accept both suggestions. So both those suggestions have been accepted in the document. In the previous lesson, you used existing comments and the explore tool to collaborate. In this lesson, we will move this on. So you will be adding your own thoughtful comments. You will also add suggestions to documents. You will then respond to comments, and finally, you will resolve comments and suggestions. Let's look at how we can add a thoughtful comment to a document. For this activity, you will need access to the template project, which means you'll need to be signed in to a Google account. So if you need help with that, ask your parent or carer now. Once you're in the template project, have a look at section four, which is titled habitat, and you'll see compared to the other sections, there's not much information in there. I'd like you to make a comment explaining what's good about that section already and suggesting how it could be improved further. Here are three rules that will help you add a thoughtful comment. First of all, make sure you are kind, secondly, be positive in your comment. And thirdly, it's often useful to ask a question in a comment, that way, you can start the dialogue with the person who's written the document. Let's have a look at some useful sentence starters when you're adding comments. So you could start with sentences such as I like, or well done, or have you thought about, which is a nice way of getting a question in and then to make it even better, which is a nice way of suggesting how it could be improved further. Pause the video to complete your task. Now you've had a chance to add your own comments to a document, on your handout, write down how you think thoughtful comments can contribute to online collaboration. Pause the video to complete your task. Comments can be used to make general suggestions about what you like about a document or how it can be improved. You can now add some suggestions to the document. To do that, you follow the same process you saw in the video earlier. So click on the suggestions icon on the right of the toolbar at the top and from the menu for this icon, choose suggesting instead of editing. Try now editing the document and see what happens. Pause the video to complete your task. Now you've tried using suggestions, how do you think suggestions improve online collaboration? Once again, pause the video to complete your task. Fill in the box on your handout for suggestions. Suggestions are useful for improving a specific part of a document, including adding or removing words or phrases or changing the wording of a sentence. Now you can have a go at responding to comments. Click on a comment which is already in the document. Complete the action which the comment is prompting. So for example here, we've got, please can you check the date? I'm not sure it's correct. So you'll find that in the document. So check the date and then reply to the comment saying whether the data is correct or not. Pause the video to complete your task and then resume when you're finished. So now you've had a chance to respond to comments, how do you think that helps with online collaboration? As with the previous two sections, fill it in the section on your handout saying how you think that helps online collaboration. Pause the video to complete your task. By responding to a comment you're showing that you have seen it and offering some feedback to the original writer of the comment. Your final task in this lesson is to resolve some comments and suggestions. So choose a comment which has been actioned and click on the tick in the right-hand corner of the comment. What happens when you do that? Once you try that, try clicking on a cross in a suggestion and see what happens then. As before, pause the video to complete your task and resume once you're finished. So how does resolving comments help with online collaboration? So for the last time in this lesson, on your handout, fill in the box about resolving comments. Pause the video to complete your task, and then resume when you're finished. Resolving comments keeps the document tidy and stops it being too cluttered. Comments should be resolved before a document is shared or published. Thank you for taking part in this computing lesson with Oak National. We'd love to see some of the work you've made in this lesson. If you'd like to, please ask your parents or carer share your work on Instagram, Facebook or Twitter, tagging @OakNational or #learnwithOak.

In this lesson, we will introduce another approach to online working; reusing and modifying work done by someone else.

We would advise you to complete this lesson on a desktop device as you need to download and interact with additional files as part of the learning. These can be downloaded from the last slide of the worksheet. You should always ask your parent or carer for permission before downloading files from the internet.



Shared working

﻿Hello, and welcome to the final lesson of this computing systems and network unit with Oak National. In this lesson, we're going to be exploring shared working. For this lesson, you'll need access to a Google account, and you'll also need access to a Scratch account. If you need help with either of those, please ask your parents or carer for assistance. You'll need somewhere quiet, free of distractions, and a pen and a piece of paper will also be useful. So when you're ready, let's begin. In this lesson, you will evaluate different ways of working together online. In doing that, you will identify ways of working together online, you'll recognise that working together on the Internet can be public or private, and finally, you will explain how the Internet enables effective collaboration. In the previous two lessons, you have explored shared working. You've seen how people can work together online. Based on what you've seen and what you've done, what are your top tips for working online collaboratively? On the handout, there's some images that might help you. Pause the video to complete your task and then resume when you're finished. Here are the top tips we looked at in the previous lesson. So first of all, it's really important to be kind when we're working online. If you're kind to other people, they are much more likely to be kind to you and you're more likely to work together more effectively. Be positive. Tell people what they've done well and encourage them to do things even better next time. And finally, asking questions is always a really good idea. When you ask a question, that encourages the other person to reply. And that dialogue, that conversation between two people, is a really good way of working together online. You're now going to get the opportunity to contribute to a shared drawing online. So the drawing has been started by someone else, but you're going to add to it and develop it. And you can see the drawing you're going to add to on the right-hand side of this slide. Once you've done something, you could then pass it on to someone else for them to develop it further. After lots of people have worked on it, who does the drawing belong to? If you are new to Google Draw, here's a very quick demonstration of how you can use it. And it's really, really simple. We'll start by looking at how we can add some shapes. So just click on these shape icon and then onto shapes. And you can see you've got lots of different default choices, let's just choose a rectangle. And I'm going to choose a rectangle to draw a chimney on my house. And I'm going to send that behind the triangle, so just right-click and change the order. So I'm going to send it to the back. There we go. So adding a chimney to the house, if you want to change the colour, so I can change the fill colour of the roof to red and I could add lines as well. So we've got line tool here, so I could add a line along the bottom like that. And once again, I'm going to put that behind the house, just like that. Oder and send to back. And you may have spotted that I accidentally added a second line there, which I don't want, so we can easily select and delete anything we don't want. So just using the line and the shape tools, you can make lots and lots of changes to your drawing and have lots of fun changing the appearance of it. There's other tools such as text boxes, which you can use as well. So if you want to explore beyond just lines and shapes, feel free, but that will be enough to get you started. So that's a very quick overview of Google Draw. Now that you have the task and you've seen a demonstration of Google Draw, now is your opportunity to contribute to a shared drawing. So add your own changes to the shared drawing. And pause the video to complete your task and then resume again once you're finished. If you reuse somebody else's work, like you did in the drawing activity, it's important that you give them an attribution. And that means that you say thank you effectively for using their work and acknowledge that you've used somebody else's work. You can see a couple of examples of this actually on this slide. So we have some screenshots from scratch.mit.edu on this slide, so one here and one here. And for both of them underneath, we have the credit for scratch.mit.edu. So that's acknowledging that that content isn't something we've made; it's something we've picked up from another website. For this activity, you're going to use Scratch. So like you did in the drawing activity, you can reuse someone else's work in Scratch. Use the see Inside Button in Scratch to see the blocks of a project. You can change the blocks, but the original project won't change if you use the See Inside button. You can find the project at ncce.io/c56-2, that's ncce.io/c56-2. Pause the video to complete your task. In Scratch, you can also remix projects. So for this, you'll need to go back to the project page. And instead of clicking on See Inside, click on Remix. This creates a new version of the original project, which you can use as your own. When you do this in Scratch, you do not have to credit the original creator, but it's good manners to do so. So that's slightly different from when you change the drawing, where you would need to credit the original creator of the drawing. In Scratch, you don't need to do that. You will need to be locked into a Scratch account to complete this activity. If you need help with that, ask your parents or carer for assistance. Can you think of other examples of people's work being used? Is it always okay to use someone else's work? Complete the table on the handout and then we'll look at some examples where people's work is shared. Here are three examples of where other people's work can be used by other people. So, first of all, in music. It's very common in music for other people's work to be sampled or for songs to be covered by other artists. When that happens, they always have to ask for permission from the original artist, and often, they have to give them royalties or money in exchange for using their song or their words or their music. In film, music is often used in the background to films. Again, if a film wants to use someone's music, they would need to ask for permission from the original artist. And finally, pictures. So if you go on any news website or look at any newspaper or magazine, you'll see there's lots of pictures on the website or in the magazine. All of those pictures have been taken by someone and belong to someone. So for the website or the newspaper or the magazine to use those pictures, they need to get permission from the photographer or the owner of the photograph. Can you think of any other examples? Thank you for taking part in this lesson and this unit with Oak National. I hope you've enjoyed completing the tasks in this lesson. If you'd like to share some of your Scratch projects or Google Drawings, please ask your parent or carer to share them on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnwithOak.

Unit Overview: Sharing Information

Lessons: