iLowerSecondary COMPUTING Year 8 Term: 1 Weeks: 1 to 5 Duration: 5 weeks: 10 lessons

Unit 1: Binary and Online Graphics

About this unit:

Students start this unit by looking at what a vector image is and the properties of a vector image. This is embedded by activities both on the computer and off, to
create vectors from instructions and algorithms. The unit will then lead on to students discovering what bitmaps are and the difference between bitmaps and vectors
in regard to storage and properties. Students will go into more detail about bitmaps and how binary is used to represent images. Students will complete tasks based
on colour depth and how many bits are used to represent each pixel looking at 2 bit colour depth and touching on higher colour depth to give further understanding.
Students will create images from binary words as well as deconstruct the learning by creating their own binary to go with their own binary images.
The unit is tied together with a project: the students are asked to compile all the information they have learnt through the unit into a leaflet for Year 7 to teach them
what the different images are, their properties, and how they are saved and read by a computer.

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Understanding what a vector Creating a vector on a Understanding what a bitmap Creating a leaflet for Year 7 Understanding how binary is
image is and how it is made computer using Scratch is in comparison to a vector, students about binary and used to represent pixels
using co-ordinates including pixels and online graphics, using
(Students at the
resolution desktop publishing software
(Teacher will require a computer)
computer and a way to project (Teacher will require a (Students at the computer)
their screen for the class) computer and a way to
project their screen for the
class)

Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10

Understanding bitmap colour Exploring the properties of Recalling learning about Learning about binary Recalling learning about
depth and binary digital images (how to binary words addition and how to carry binary addition
representation work out pixel dimension,
Adding information to a Completing a leaflet about
the number of pixels in an
(Students at the computer) leaflet for Year 7 binary and online graphics
image and file size)
for Year 7
(Students at the computer)
(Students at the computer)

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 Year 8, Unit 1: Binary and Online Graphics, Lesson 1

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Understanding what a vector Students should know what vector, bitmap, co- SS8.2A Explain features of image types: bitmap, vector.
image is and how it is made digital graphics are ordinate, scale up, scale
using co-ordinates down, geometry, image
Students should be familiar with
quality, algorithm
co-ordinates on a grid
Students should know what an
algorithm is

Teaching Summary

Elicit prior knowledge by showing students the cartoon images provided (Display 1). Ask: What do these images have in common? Students should identify they are
all cartoons, they are all made of shapes, lines and block colours: the key features that make vectors identifiable. Discuss this with students.
Hand out Worksheet 1 and ask students to complete Task 1 individually, to create an image by joining the dots on the worksheet.
Bring the class back together to explain how this is related to the vector image and check students’ understanding through think-pair-share questioning. Use the
notes provided (Display 2) to support the discussion. Ask: How is a dot-to-dot similar to a vector image? (Answer: Lines are used to make images. The image is a
simple shape. Instructions are used to draw the image ‘connect 1 to 2, then connect 2 to 3’.) What would we use in a vector, the same way we have used the
numbers in the dot-to-dot? (Answer: co-ordinates.)
Explain to students that co-ordinates are numbers to identify positions. You can then relate a grid to a screen and explain to the students that there is an x axis and a
y axis. If students are not familiar with co-ordinates, explain that a co-ordinate is where a line intercepts another line. Use the notes provided (Display 3) to support
the discussion.

Main Activity

Refer students back to Worksheet 1, and ask them to complete Task 2, to create their own vector images using a list of co-ordinates. As the students work through
the task the language will change from ‘instructions’ to using the word ‘algorithm’ (a list of instructions).
When students have completed Task 2, they can then begin to make up their own images by completing Task 3: plotting co-ordinates and writing the algorithm (list
of instructions) required to draw the image.
In pairs, students swap their Task 3 results. Students can then rate the vector image. Encourage students to ask and answer questions such as: Is the image made
from lines and shapes? Does the image use co-ordinates to position lines and shapes? Could you create the vector using these instructions? What could be
improved?

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 Core: Students complete the following worksheet tasks:
 Task 1: Create an image using dot-to-dot.
 Task 2: Create a vector image from a list of co-ordinates.
 Task 3: Plot co-ordinates to create a personalised vector image.

Support: Students complete the same three tasks, but you may begin by modelling each one, before students begin work.

Extend: Students complete the same three tasks but may move on to looking at how vectors are scaled using grids and co-ordinates by completing Worksheet 2.

Plenary

Class discussion and evaluation of other student’s vector images from Worksheet 1.

Additional Activity

Students can look at how vectors are scaled using grids and coordinates using Worksheet 2.

Digital Resources

Hardware: Additional resources:

N/A Year 8, Unit 1, Lesson 1, Display 1, Display 2, Display 3
Year 8, Unit 1, Lesson 1, Worksheet 1
Recommended software: Year 8, Unit 1, Lesson 1, Worksheet 2
N/A

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 Year 8 Unit 1: Binary and Online Graphics, Lesson 2

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Creating a vector Students should understand what a vector, scale, quality, SS8.2A Explain features of image types: bitmap, vector
on a computer vector image is and have some image, algorithm
using Scratch experience of creating vectors using co-
ordinates.
Students will be familiar with Scratch
programming.

Teaching Summary

Students will need to log onto computers and open Scratch (online of offline version, as applicable) for this lesson.
Recall what vector images are, using Display 1 for support. Ask the following quiz questions:
1) What is a vector? (Answer: an image using lines shapes and block colours, made using co-ordinates.)
2) What can a vector be used for? (Remind students what all the images in the last lesson had in common – they were all cartoons.)
3) How is a vector stored in a computer? (Answer: lists of co-ordinates.)
4) What are key features of a vector? (Answer: lines, shapes, block colours.)
5) Which one of the images below is the vector? – (Answer: cartoon bird.)

Discuss the advantages of vector images (small file size, scalable without loss of quality).
Remind students of the features of vectors.

Main Activity

Hand out Worksheet 1 and introduce the main activity where students will create vectors using co-ordinates and Scratch programming. Examples of completed
programmes are ‘House Vector Medium.sb’, ‘Owl Vector Challenge.sb’.

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 If necessary, give students a short demonstration of how to use Scratch and where the blocks are that they will need. Scratch is a drag-and-drop block editor that
is colour coded. From the colour of the block on the worksheet you will be able to find them in the block menu. Blocks need to be clicked together for them to work
together. All programs must start with an ‘Event’ block (the yellow-coloured block with a curve at the top).

Core: Students create a vector image using the list of co-ordinates from Worksheet 1. Students will not know what the vector image is until they have finished
programming it. Remind students to check that their code works as they work through the task. Students may need to be shown how to use Scratch (as above).

Support: ‘Blocks you will need’ are displayed on the worksheet. Students may need you to demonstrate the first few blocks. Students may struggle with making
sure they have put the pen down in Scratch to allow them to draw. This can be done with the pen blocks ‘Pen Down’ before using the co-ordinates to move
around the canvas.

Extend: Worksheet 2 provides an alternative algorithm for the higher ability students if they require more challenge.

Plenary

Students complete ‘Before you go…’ on Worksheet 3, listing two things they have enjoyed and one thing that they have learnt from this lesson.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Computers Year 8, Unit 1, Lesson 2, Display 1
Year 8, Unit 1, Lesson 2, Worksheet 1
Recommended software: Year 8, Unit 1, Lesson 2, Worksheet 2
Scratch (online or offline version). Year 8, Unit 1, Lesson 2, Worksheet 3
If using the online version of Scratch a reliable Internet connection. Owl Vector Challenge.sb
House Vector Medium.sb
Write the Algorithm Extra Challenge.sb

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 Year 8, Unit 1: Binary and Online Graphics, Lesson 3

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Understanding what a Students should understand what a bitmap, pixel , DR8.1B Understand how bitmap images are represented in binary
bitmap is in comparison vector image is, what it is used for and resolution, texture,
SS8.2A Explain features of image types: bitmap, vector
to a vector, including the advantages of using a vector. gradient, image
pixels and resolution quality, file size

Teaching Summary

Display 1
Show the class the images on Display 1 and ask students to spot the difference between the two images of strawberries and then between the two images of the
faces. Allow students 2 minutes, working in pairs, to write as many differences as they can.
After 2 minutes lead a class discussion identifying the differences between the images. The key differences to guide the students towards include:
 colours
 details
 realistic look.
The strawberry and face on the left are:
 block colours
 simple shapes
 cartoonish in style
 have a limited number of colours.
These are vectors.

The strawberry and face on the right are:

 photo realistic
 use more shades of colour (even the skin looks like it is one colour, but it is actually lots of different shades to make the rosy cheeks and shadows).
Explain to students that the strawberry and face on the left are vector, which they have learnt about in the previous lessons. The images on the right are bitmap
images, which is what the lesson today will be about.

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 Display 2
Show the class Display 2 and explain to students that bitmaps are images made up of lots of little pixels. Explain that pixel is a shortened word for ‘picture
element’. These pixels are tiny squares of colour that are used to make up an image. You can sometimes see the pixels when you zoom right into an image
(shown, for example, on the butterfly image with a close up of the wing). Ask: Have you also seen this on photos you have zoomed in? (This will help them to
remember that photos use pixels.)

Display 3
Show Display 3 to the class and explain to students that bitmaps are made up of thousands of tiny squares called pixels. Explain that each pixel can only be one
colour but when there are thousands of tiny pixels slightly different colours this can make colours have different gradients or appear to be different shades. Point
out the bitmap vs vector images to show how bitmaps can create gradients but vectors are blocks of colour.
Remind students about the strawberry and face images they looked at earlier. The bitmap images had lots of gradients and shades, which made them look
realistic.
Explain to students that on the computer, bitmap images are stored as lists of coloured pixels. The computer will have binary numbers for the colours, but the
students can just imagine the words red and black are stored for now. This will be covered later in this unit of work.
Introduce Worksheet 1, Task 1 to the students. Explain to them that computers will be given a list of colours from a program, the computer then colours the screen
based on the list of pixel colours it has been given. Individually, students are to colour in the pixels using the colour code on each image. When students have
completed Task 1, they can then create their own personal bitmap image using the grids in Task 2. Students will find that doing anything rounded will be difficult
with pixels. This could be a good time to point out that if the pixels are bigger it is harder to add details of curves. This is to reinforce that bitmap images are made
up of squares.

Display 4
Show students the images on Display 4 (this is an interactive PowerPoint presentation). Ask the students what they think each image might be. These images are
heavily pixelated, but when each image is clicked on the pixilation becomes less and less until the image is clear.
When you have clicked on the images to return them to the high-quality versions, ask the students what was wrong with the images before? Why could we not tell
what the images were? Guide the students towards answers such as ‘blurry’, ‘made of squares’, ‘pixels’.

Display 5
Show the class Display 5 and describe resolution. Resolution is the number of pixels in a square inch of an image. The more pixels there are in a square inch the
better quality the image will be as there is more detail. For example, the first image has a small number of pixels per inch, which makes it hard to see. The second
image has more pixels per inch, which gives it more detail and more opportunity for colour, as there are more pixels for different colours to be used. The final

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 image has 300 pixels per inch, which makes the image very detailed as there are more squares to use, so more detail and gradients of colour can be used.

Display 6
Show the class Display 6, discussing the difference between bitmap and vector image quality/resolution.

Main Activity

Core:
Worksheet 1, Task 1: Students work individually to colour by letter to create the images.
Worksheet 1, Task 2: Students work individually to make their own bitmap images using the grid of squares as pixels.

Support: Task 1: give students the option to choose one of the two images. Task 2: remind students that they must colour the full square to make sure they can
see the pixels that are creating the image.

Extend: Students might move on to complete Worksheet 2. For this task, students can independently work out how to change the resolution of the image based
on the information on the sheet. Students copy the heart in the left hand grid, but they have to use a grid with fewer pixels on the right hand side. The heart needs
to be as similar as possible to the example heart. Students will see that the lower resolution makes the heart look misshaped when they have completed copying
it.

Plenary

Show Display 7 and encourage a class discussion about pixels and file size.
Ask:
 Why do more pixels make more detail? (To have more pixels in one area, the pixels would have to be smaller, which means the elements of the image
could be smaller. For example, finer lines can be drawn.)
 Which of the two images takes more space to write out? (The bottom one, because there are many more words.)
 Why does the bottom image take more space to write? (There are more words, which takes more space.)
 Why might a computer need more space to save it? (The more pixels used, the more words needed. This means more space because, just as on a page
of writing, words take up space. They will also take up space on the computer.)

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 Additional Activity

None.

Digital Resources

Hardware: Additional resources:

N/A Year 8, Unit 1, Lesson 3, Displays 1 to 7
Recommended software: Year 8, Unit 1, Lesson 3, Worksheet 1
N/A Year 8, Unit 1, Lesson 3, Worksheet 2
Coloured pens or pencils for colouring activity: (orange, dark yellow,
yellow, black, red)

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 Year 8, Unit 1: Binary and Online Graphics, Lesson 4

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Creating a leaflet for Year Students will have an understanding vector, bitmap, pixel, DR8.1B Understand how bitmap images are represented in binary
7 students about binary of vector and bitmap images, as well resolution, photo
SS8.2A Explain features of image types: bitmap, vector.
and online graphics, using as pixels and resolution. realistic
desktop publishing
Students should have experience of
software
using desktop publishing software or
any software that can be used to add
text boxes and images.

Teaching Summary

This lesson will require students to use software to create a leaflet. This software could be any publishing or word-processing software. If computers are not
available, it is possible to make the main activity paper based instead.
Begin the lesson by explaining to students that they will be creating a leaflet for Year 7 to pass on everything they are learning about binary and online graphics.
They will be adding to their leaflet in later lessons, as they learn more about the overall subject. Today they will concentrate on what they have learned so far
about vector and bitmap images. They will need to explain the difference between a vector and bitmap image, and the reasons for using each.
Hand out Worksheet 1 and give students 3 minutes to write as many facts about bitmaps and vectors as they can recall from the previous lesson. Ask students to
share their facts with the rest of the class and create a class list on the board. The list should include the following information:

 A bitmap image:
o uses pixels; pixels means ‘picture elements’
o is photo realistic
o is stored on the computer as a list of coloured pixels
o uses resolution: the higher the resolution the more pixels are used, giving more detail but a bigger file size
o may be blurred/pixelated when the image is scaled
o can use gradients.

 A vector image:

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 o is made up of lines and shapes
o is plotted on the screen using coordinates
o is redrawn when scaled (does not blur/pixelate)
o uses block colours.
Remind students of some of the features of bitmap and vector images if they did not have them on their recall lists from the start of the lesson. (You may choose
to refer back to Lesson 1, Display 2 and Lesson 3, Display 2 as visual aids for this reminder.)
Bitmap images: Remind students that a bitmap image is made up of pixels. It is photo realistic and can be affected by resolution. A pixel is a square used to
make up a bitmap image. Pixels can be different sizes depending on resolution. The smaller the pixel the more detail a bitmap image will have.
Vector images: Remind students that a vector image is made up of lines and shapes that are plotted using co-ordinates. They use blocks of colour and cannot
have gradients. Vector images are redrawn when they are scaled so they do not lose any quality (they do not get blurry and pixelated as there are no pixels).

Discuss as a class the reasons for using a vector, and the reasons for using bitmaps. Encourage discussion that leads students to conclude:
 You would use a vector for text, any shapes on graphics, graphics that need to be scaled, such as a logos: a logo may be placed onto small objects such
as a pen or a school uniform but the same logo could also be used on a building, such as the entrance to a school, so it is important it can be scaled.
 You would use a bitmap image for any photo or image that needs lots of different colours, shades and gradients. All photos use bitmaps.

Main Activity

Introduce the main activity by explaining to students that they will be creating a leaflet for Year 7 students to pass on everything they have learned so far about
vector and bitmap images. They will need to explain:
 What is a vector?
 What is a bitmap?
 What is the difference between vectors and bitmaps?
 How does a computer display the data on a screen?
Ideally, students should include images from the Internet to identify what bitmap images and vector images are.
Encourage students to spend a short amount of time planning their leaflets considering, for example: who is their target audience, what does the leaflet need to
look like, how many pages, what should go on each page?

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 (NOTE: You may choose whatever leaflet size works best with the available resources, but suggested format is A5. Students will need to leave some pages
blank, as they will be adding to the leaflet in Lessons 8 and 10. Suggest two pages allowed for this lesson, two pages for Lesson 8 and one page for Lesson 10.)
Students begin work on their leaflets for Year 7.

Plenary

Ask students to look at a partner’s work and say two things that went well, and one thing that could be improved/included.
Some criteria to consider:
 The leaflet does/does not have information on scaling images.
 The leaflet has/has no bitmap image information.
 The leaflet does/does not have information on pixels.
 The leaflet does/does not have information on resolution.
 The leaflet does/does not have information on scaling images.
 The leaflet has/has no vector image information.
 The leaflet does/does not have information on co-ordinates.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Computers with Internet connection Year 8, Unit 1, Lesson 4, Worksheet 1
Recommended software:
Publishing software such as Scribus or Lucidpress

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 Year 8, Unit 1: Binary and Online Graphics, Lesson 5

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Understanding how Students should know what a bitmap image, binary, DR8.1B Understand how bitmap images are represented in binary
binary is used to bitmap image is. network, resolution, pixels,
represent pixels code
Students should have experience of
binary.

Teaching Summary

Begin the lesson by asking students how they think a digital image is sent all over the world, even from space. (This is a broad question that does not need to be
explored in depth at this stage but should get students thinking before you explain further.)
Show the class Display 1 and explain to students that everything a computer shows us, from numbers, text, selfies, photos, and even images from space telescopes,
has to be converted to binary.
If binary has not been covered in earlier years explain that binary is made up of 0s and 1s. 0 meaning off and 1 meaning on.

Ask: How does the Hubble Space Telescope get images to Earth when it is so far in space? Gather students’ ideas. Explain to students that the telescope takes
images of planets and sends them back to Earth. The telescope can only send signals, so the image is converted into binary, which is sent to Earth as on and off
signals.
Remind students that bitmap images use pixels, then explain that each pixel is represented as binary.
Show Display 2 and ask students to explain how binary is used in the image. Ask:
How are the 0s being used to represent the image?
How are the 1s being used to represent the image?

Challenge question: What is the resolution of this image? Is it high resolution or low? (Low resolutionm because the pixels are big, which means very little detail.)
Introduce the main activity.

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 Main Activity

Hand out Worksheet 1 for students to complete Task 1: converting images to binary.
Students can then move onto Task 2, creating their own bitmap images and writing the binary code.

Core:
 Task 1: Students write the binary code that would represent the three images on the sheet: 0 for white and 1 for black.
 Task 2: Students colour the pixels to create an image. It has to be a black and white image and the squares need to be fully shaded to represent a black
pixel. When students have created an image, they can write the binary code for the image.

Support:
 Task 1: Model how to write the code for the first image.
 Task 2: Model how to colour the blocks in to make sure students know to colour the whole square.

Answers for Task 1:

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 Plenary

Show Display 3 and ask students to match the binary to the correct image.

Additional Activity

Students give the binary code from the images they created themselves (Worksheet 1, Task 2) to another student for them to create the bitmap image.

Digital Resources

Hardware: Additional resources:

N/A Year 8, Unit 1, Lesson 5, Displays 1, 2 and 3
Recommended software: Year 8, Unit 1, Lesson 5, Worksheet 1
N/A

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 Year 8 Unit 1: Binary and Online Graphics, Lesson 6

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Understanding Students should know what a bitmap bitmap, binary word, DR8.1C Understand and be able to create a binary word to represent a
bitmap colour image is and how binary is used to represent, binary simple bitmap image
depth and binary represent a bitmap.
DR8.1D Understand and be able to create a simple bitmap image that is
representation
Students should have experience of represented by a binary word
using desktop publishing software.
Students should have experience of
using spreadsheets and know how to
change cell colours.

Teaching Summary

Students will need to log on to computers at the beginning of the lesson. Students will need to access the Worksheet 1 spreadsheet file after the teacher
demonstration. This file can be used in Excel, Google Sheets or alternative spreadsheet software.
Begin the lesson by eliciting information with the following questions (you could write or display these questions on the board):
1) What is binary? (0s and 1s to represent on and off signals in a computer.)
2) What is binary used for in a bitmap image? (Each pixel has its own binary value.)
3) What are vectors? (Vectors are images made of shapes and lines. They use block colour and are placed using co-ordinates.)
4) How does resolution affect images? (The smaller the resolution the bigger the pixels, which makes the image of poorer quality because there is less
detail.)
5) What are the characteristics of a written word? (A written word has multiple letters.)
6) What do you think a ‘binary word’ is? (A binary word is multiple 0s and 1s next to each other, e.g. 0010101).

Remind students that 0 and 1 will only represent two colours. Ask: How many images are only black and white? (Not many.) Ask students for ideas about how we
can show all the different colours. This is an open question to see what the students think.
Having gathered ideas from the class, show Display 1 and explain to students that the more possible combinations of 0s and 1s you can have, the more colours
you can have, as each different combination of 0s and 1s will represent a different colour.

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 Show Display 2 and talk about colour depth, explaining that we can use combinations of binary to make more than black and white, but we need more than one bit
for each pixel.
Explain how 24 bits is known as ‘true colour’ and can represent over 16 million colours because that is how many combinations can be made from 24 lots of ‘on,
off’ or ‘1, 0’.
Explain that colour depth depends on the number of bits. (8 bits of colour is usual for VGA (visual graphic array), so in 8 bits we have 16,777,216 possible colours
because that is the amount of 0 and 1 combinations you can have in 00000000.

Main Activity

Introduce the main activity. Students should work individually to complete Worksheet 1. This is a spreadsheet document consisting of three sheets/tabs: 1 bit, 2
bit, Create your own image.
Students should begin with the first sheet/tab: 1 bit and complete Task 1: to translate the image of the panda into binary. The worksheet is set up to change to the
correct colour when students type in the correct binary value. This background formatting works with Google Sheets, however, if the feature does not work for any
reason (automatically changing colour) students can still type the binary value into each square.
When students have completed the first image (panda) they can move on to Task 2. In this task, they will need to fill in the colours, converting from binary to an
image. Students need to use the fill tool only to fill in the squares to create the image.
Students can then move to the next sheet/tab: 2 bit, where they can create greyscale images and binary using 2 bit colour. This is the same as above, but this
time they are using more than black and white. Light grey and dark grey can be used.

Core:
1 bit sheet:
 Task 1: Students convert the image of the panda in to binary by typing either a 0 or a 1 into the squares (pixels) on the right. The pattern has been started.
The squares/cells should change colour automatically, however – depending on software – the image may stay yellow. As long as it is clear to see that
students have identified correctly which pixels are either a 1 or a 0 this does not matter.
 Task 2: Students need to use the fill tool to fill each pixel (cell) on the spreadsheet. They do not need to do any other formatting.

2 bit sheet:
 Task 1: Students complete the task, filling in the cells with 00, 01, 10 or 11 depending on the colour of the pixel. The key is given to show the binary that
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 represents each colour.
 Task 2: Students complete the task by using the fill tool to change the colour of each pixel, just as they will have done on the previous sheet. This time,
however, they are working with 00, 01, 10 and 11 to represent different shades of grey.
 Students complete the Create your own image sheet, to make their own images and binary code to match. Students use the fill tool to first create an
image, then fill in the images using the correct binary codes for each pixel.

Plenary

Show Display 3 and ask students to match the bitmap images to the correct binary code. Use this as an opportunity to discuss any outstanding misconceptions.

Additional Activity

In pairs, students can rate each other’s binary images from the Create your own image sheet. Students could assess the binary image using the following criteria:
 Is 11 used for all black pixels?
 Is 00 used for all the white pixels?
 Is 01 used for all the light grey pixels?
 Is 10 used for all the dark grey pixels?
 Could you make the image from the binary code written? Explain why.

Digital Resources

Hardware: Additional resources:

Computers Year 8, Unit 1, Lesson 6, Displays 1, 2 and 3
Year 8, Unit 1, Lesson 6, Worksheet 1 (spreadsheet)
Recommended software:
Microsoft Excel or spreadsheet software such as Google Sheets.

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 Year 8, Unit 1: Binary and Online Graphics, Lesson 7

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Exploring the properties Students will have an file size, pixel SS8.2A Explain features of image types: bitmap, vector
of digital images (how to understanding of bitmap images, dimension, image,
work out pixel dimension, colour depth and pixels. colour depth, resolution
the number of pixels in an
image and file size)

Teaching Summary

Display 1
Start the lesson by showing Display 1 and working through the matching activity as a class, matching the image properties to the correct definitions. Encourage
students to recall what they have learnt so far about bitmap and vector images and, if necessary, ask prompt questions such as: What is the difference between a
bitmap and vector image? How are bitmap images created? What is a bit? By process of elimination and reasoning, the class should be able to match all the
properties. Pixels will be dealt with in more detail in the rest of this lesson.
Answers:
 pixel – a small square area of colour
 pixel dimension – the height and width of an image in number of pixels
 resolution – the number of pixels in a space (usually in a square inch)
 colour depth – the number of bits per pixel
 bitmap – an image created with a collection of pixels
 vector – an image made up of shapes, lines and co-ordinates.

Display 2
Show Display 2 and explain pixel dimension: the number of pixels running along the height and width of the image and explain how you can work out how many
pixels are in an image by multiplying the height by the width.
Main activity – Worksheet 1, Task 1

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 Main Activity

Worksheet 1, Task 1: Students start to complete Task 1: working out the pixel dimension of the images provided by counting the pixels along the top and the side
of the image grid.
As a class, discuss the answers to the pixel dimension and number of pixels in the image. Ask students to volunteer their answers and explain their reasoning.
(NOTE: Students only need to complete pixel dimension and pixels in image at this stage. They do not need to work out the file size yet.)
Remind students that now they have found out how many pixels are in each image they can now work out the file size by multiplying by the colour depth. After a
reminder of how to work out the file size based on colour depth and pixel dimension, students should then calculate the size of the file and fill this in for each
image on the worksheet.
Ask students to now complete the rest of Task 1, by working out the file size in bits of each image. (NOTE: students may require a calculator for this task.)

Answers:
Image 2:
 colour depth = 2
 pixel dimension = 15 × 16
 pixels in image = 260
 file size in bits = 520

Image 3:
 colour depth = 2
 pixel dimension = 19 × 17
 pixels in image = 323
 file size in bits = 646

Image 4:
 colour depth = 1
 pixel dimension = 8 × 11

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  pixels in image = 88
 file size in bits = 88

Image 5:
 colour depth = 3
 pixel dimension = 11 x 8
 pixels in image = 88
 file size in bits = 263

Plenary

Give students a few minutes to complete Worksheet 2, True or False? then gather answers as a class to conclude which statements are true and which are false.
This may be a good opportunity to deal with any misconceptions about pixel dimensions, colour depth, bits and file sizes.

Additional Activity

Students may move on to Task 2 of Worksheet 1. (NOTE: students will require a calculator for this task.)
Answers:
Task 2
Image 1:
 colour depth = 24
 pixel dimension = 1,024 × 500
 pixels in image = 512,000
 file size in bits = 12,288,000

Image 2:
 colour depth = 8

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  pixel dimension = 650 × 400
 pixels in image = 260,000
 file size in bits = 2,080,000

Digital Resources

Hardware: Additional resources:

NA Year 8, Unit 1, Lesson 7, Displays 1 and 2
Recommended software: Year 8, Unit 1, Lesson 7, Worksheet 1
NA Year 8, Unit 1, Lesson 7, Worksheet 2
Calculators

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 Year 8, Unit 1: Binary and Online Graphics, Lesson 8

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Recalling learning Students should have an understanding of binary, colour DR8.1B Understand how bitmap images are represented in binary
about binary words binary words and colour depth. depth, bits
SS8.2A Explain features of image types: bitmap, vector
Adding information Students should know what a bit is and be
DR8.1C Understand and be able to create a binary word to represent
to a leaflet for Year 7 able to answer questions about bits in
a simple bitmap image
relation to colour in digital images.
DR8.1D Understand and be able to create a simple bitmap image
that is represented by a binary word

Teaching Summary

Start the lesson by reminding students of the leaflet they began to create for Year 7 (in Lesson 4). Explain that today they will be adding to the leaflet by including
all that they have learnt about binary representation and bitmap colours.

Write these questions on the board and ask students to recall prior learning in order to answer:
• What is a binary word? (Multiple 0s and 1s together to make a word.)
• What is colour depth? (The number of bits of binary that are used to represent each colour, which makes the number of colours available in the image.)
• How many bits are represented by 11? (2 bits)
• What is the 2 bit binary number for white? (00)
• How many colour combinations are there in 2 bits? (4 – different shades of grey)

You could show displays as reminders from previous lessons, or provide these as handouts, as follows: Lesson 5, Display 2; Lesson 6, Displays 1 and 2, and
Lesson 7, Display 2.
Introduce the Main Activity: adding information to their leaflets for Year 7. Remind students they have one more lesson to add to their leaflet, so they will need to
leave one page blank.

Main Activity
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 Core: Students add information from Lessons 5, 6 and 7 to their leaflet for Year 7s, using displays or handouts (see above), as necessary for support.
Support: Students complete the activity above, but with headings to work from, for example:
• What is binary?
• How binary is used with pixels.
• What is colour depth?
• How to work out bitmap file size.
• Why images are represented in binary.

Plenary

Ask students to look at a partner’s work and say two things that went well, and one thing that could be improved/added.

Some criteria to consider:

 The leaflet does/does not have information on resolution.
 The leaflet has/has no bitmap image information.
 The leaflet does/does not have information on pixel dimension.
 The leaflet does/does not have information on file size.
 The leaflet does/does not have information on binary.
 The leaflet has/has no information on binary words.

Additional Activity

None.

Digital Resources
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 Hardware: Additional resources:
Computers Year 8, Unit 1, Lesson 5, Display 2
Internet connection Year 8, Unit 1, Lesson 6, Displays 1 and 2
Year 8, Unit 1, Lesson 7, Display 2
Recommended software:
Publishing software, such as Scribus or Lucidpress.
Internet browser to add images.

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 Year 8, Unit 1: Binary and Online Graphics, Lesson 9

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Learning about binary Students should understand how binary binary, denary, column DR8.1A Understand how to perform simple binary arithmetic
addition and how to is used to represent pixels. addition, HEX, magenta, (addition)
carry cyan, spectrum
Students should understand that colour
depth increases the amount of binary for
each pixel.

Teaching Summary

Display 1
Write this equation on the board and ask students how 1 + 1 = 10. This will promote discussion about how numbers can be added when all that is available is
0 and 1 (i.e. we cannot use ‘2’).
Show Display 1 and explain to students that binary is added together by carrying numbers over, and work through the equation to show how 1 + 1 in binary
makes 10 (2 bits of binary).
Use the column additions (denary) to remind students how column addition in maths is carried out.
Next, use the column additions (denary vs binary) to show students how addition is similar in binary, however 1 + 1 means the number needs to be carried.
Ensure that students are grasping the concept of binary addition by asking questions to draw out any misconceptions. Then introduce the main activity. Hand
out Worksheet 1 and ask students to complete Task 1: Binary addition. Remind students that they can only use 0s and 1s so any 1+1 needs to carry one
forward. On Question 4 there will be a point where three 1s need to be added because 1 has been carried forward. This means that the answer will be 1, carry
1 (10011 + 00011 = 10110).

Display 2
Show Display 2 and explain to students that colour is represented in binary. 1111 1111 0000 0000 0000 0000 is red etc. As shown, we are using a simplified
version: changing 24 bits to 6 bits, to make our additions easier. The simplification has been done by simply getting rid of unnecessary data where four ones
have been used this is simplified to two 1s and similar for the 0s. (NOTE: This is not conventional computer science, this is just something to help the
students, as adding 24 bit binary would be very time consuming and not relevant for Year 8. Also, the information about HEX on this display is additional and
does not need to be covered in depth at this stage. Students will learn more about this when programming in HTML.)

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 Main Activity

Refer to the light colour spectrum on Worksheet 1 and explain that when different coloured light is added together it makes other colours. For example, blue
added to red make magenta.
When we know the binary numbers for the different colours, we can add them together to make the binary code to represent the colour they make. For
example, the binary for blue is 00 00 11, the binary for red is 11 00 00 when added together they make 110011, which is the binary code for magenta.
Ask students to complete Task 2 of the worksheet: calculating the binary codes for the different colours.
Go through the answers to each task, asking students to volunteer their answers for discussion.

Answers
Binary addition
1) 00101 + 10010 = 10111
2) 01000 + 01111 = 10111
3) 00111 + 01010 = 10001
4) 10011 + 00011 = 10110
5) 00101 + 01001 = 01110
6) 00110101 + 01010011 = 10001000
7) 01110101 + 00010010 = 10000111
8) 00000101 + 01010111 = 01011100

Colouring with binary

 Red + Blue = Magenta
11 00 00 + 00 00 11 = 11 00 11
 Green + Blue = Cyan
00 11 00 + 00 00 11 = 00 11 11
 Green + Red = Yellow
00 11 00 + 11 00 00 = 11 11 00

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  Red + Green + Blue = White
11 00 00 + 11 11 00 + 00 00 11 = 11 11 11

Core:
Students individually complete Worksheet 1: simple binary addition (Task 1) followed by adding binary values to make different colours (Task 2).
Support:
Students could work in pairs to complete Worksheet 1. Remind students to write out the column additions and model the first question if necessary.

Plenary

Students draw and complete a plenary triangle about their learning from today’s lesson.
The triangle is in three sections:
 bottom: three key words to describe the learning
 middle: two things they are pleased about from the lesson
 top: one thing to think about/still to work on.

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 Additional Activity

Students complete Worksheet 2: Colouring with binary. Students will need to add the binary numbers to discover which colour to fill in each square.

Digital Resources

Hardware: Additional resources:

N/A Year 8, Unit 1, Lesson 9, Displays 1 and 2
Year 8, Unit 1, Lesson 9, Worksheet 1
Recommended software: Year 8, Unit 1, Lesson 9, Worksheet 2
N/A Coloured pens or pencils for Worksheet 2 colouring activity (red,
magenta /pink, yellow, green, cyan/light blue, blue, black

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 Year 8, Unit 1: Binary and Online Graphics, Lesson 10

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Recalling learning about binary Students should understand binary binary, column addition DR8.1A Understand how to perform simple binary
addition addition. arithmetic (addition)
Completing a leaflet about binary
and online graphics for Year 7

Teaching Summary

Start the lesson with some binary addition to remind students of what they learnt in the previous lesson. Draw the additions on the board as column addition and
ask for volunteers to complete them, taking suggestions from the rest of the class.
• 001 + 011 = 100
• 010 + 011 = 101
• 0010 + 0001 = 0011
• 0110 + 0010 = 1000
• 001101 + 011100 = 011001
• 000101 + 000111 = 01100

Introduce the Main Activity: to complete the leaflets for Year 7. Today students will need to include all they have learnt about binary addition and the effect this has
on colour.

Main Activity

Students add information to their leaflets about binary addition and its effect on colour. Students could be given the following notes/headings:
 What is binary addition?
 How is binary added together?
 How do you add two 1s in binary?
 What is a binary word?
 What effect does adding binary have on colour?

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 Plenary

Ask students to look at a partner’s finished leaflet and say two things that went well, and one thing that could be improved/included.
Some criteria to consider:
 The leaflet does/does not have information on binary addition.
 The leaflet has/has no examples of how to work out binary addition.
 The leaflet does/does not explain how to do 1 + 1 in binary.
 The leaflet does/does not show how to carry a number forward.

Additional Activity

None.

Digital Resources

Hardware:
Computers
Printer (if students want to print leaflets)

Recommended software:
Publishing software, such as Scribus or Lucidpress.

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