Multimedia Content NCV Level 3 — Memo

November 2020 — NCV Level 3 — Multimedia Content

NCV Level 3 2020 NCV IT

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Q1— Section header —

1.1.10

1.2.1alse

1.2.2alse

1.2.3rue

1.2.4rue

1.2.5alse

1.2.6rue

1.2.7alse

1.2.8alse

1.2.9rue

1.2.10rue

1.2.11alse

1.2.12rue

1.2.13rue

1.2.14alse

1.2.15

1.3.10

1.4.1Tweening

1.4.2Morphing hape tweening

1.4.3Spacing

1.4.4Contour

1.4.5Motion guide

1.4.6Distortion

1.4.7Raw footage

1.4.8Titles

1.4.9Indent

1.4.10Interactivity

1.4.11Information list

1.4.12Navigate

1.4.13Finishing ublishing

1.4.14Graphic artist omputer graphic artist

1.4.1550

Q2— Section header —

2.1The shapes on the mask layer become openings or holes through which the linked layer could be seen It allows the animator to show or hide elements on the underlying layer. The under lying layer is called the mask

2.2.1can be registered as a symbol. The symbol will then appe ar in the library and can be re used which will save time. (3\

2.2.2are used for non moving graphics Button symbols are used for four frame button animation (up, down, hit and over\. Movie clip symbols are used to save multi

2.3.1MP4 is he only file extension. It is a digital multimedia container format that stores audio and video. It is suitable for streaming over the internet, internet sharing and videos on websites.

2.3.2and is part of Windows Media. It was originally designed for internet streaming applications, is now also suitable for physical delivery formats such as DVDs and blu ray discs (4\

2.4.1should constantly move in the same direction [25]25

Q3— Section header —

3.1Cut, mix, dissolve, fade in/ fade out, wipe (Any 3 (3\

3.2in a format that can be accessed, retrieved and interpreted by a computer or another digital device s uch as a tablet or smartphone. a graphics card a video card and sound card and sufficient storage.

3.5Image, name of magazine, date barcode, edition, cover line, heading (Any 4 (4\

3.6e.g. w and i are different in size. The typographer could make use of kerning to reduce/increase space between individual letters. (3\ [25]25

Q4— Section header —

4.1

4.2The contents page (table of contents\ i s a crucial aspect in any book. It may seem like a small aspect of the book, but it s a necessary one. is found in the front of the book, along with the dedication and the epigraph.

Q5— Section header —

5.1.1/she determines what actions must take place and who will carry out these actions. Setting of a time schedule that shows when these actions will take and when will it be completed/duty

5.1.3/she edits all the text no grammar errors and that the text is structurally and logically correct. or program authoring specialist. /she integrates all graphics, text, audio, music, video, photos

Topics Identified

Business Plan

Mark Allocation

Sections50 + 25 + 25 + 25 + 25 = 150 marks

Paper information

TitleMemo

SubjectMultimedia Content

LevelNCV Level 3

Document typeNCV IT

Year2020

MonthNovember

Pages6

Downloads3

Examination context

Decade2020s

Years ago6y

SeasonSpring (SH)

Start daySunday

Exam periodNovember 2020

Days since exam2,170

About Multimedia Content examination preparation

This TVET examination resource can be used as part of a structured revision programme. Past papers are most useful when learners attempt questions independently, work within a realistic time limit, and review their answers afterwards.

How to use this resource for revision

A TVET past examination paper is most useful when it is treated as an active revision exercise. Try the questions yourself before checking the corresponding memorandum. Where you make an error, identify the reason — was it a knowledge gap, a calculation mistake, an interpretation issue, or an examination technique problem?

For stronger examination practice, complete the paper without unnecessary interruptions and keep track of the questions that take the most time. Afterwards, review the memorandum and separate knowledge gaps from mistakes caused by interpretation, calculation, structure, or examination technique.

understanding question requirements

applying subject knowledge

working under time constraints

checking answers

identifying revision priorities

A practical revision approach

Start by completing the resource without looking at the memorandum. Review incorrect and incomplete answers afterwards and make a short revision list based on the areas that caused difficulty.

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