Scheme of work Cambridge International AS & A Level Computing (9691)
v1 2Y05 Cambridge International AS & A Level Computing (9691) 1
Unit 4: Computing project
Recommended prior knowledge Students should have studied Unit 1 and Unit 2 of this scheme of work.
Context Work on the project should begin in parallel with work on Unit 3.
Outline The project is a substantial piece of work requiring analysis and design over an extended period of time, which is organised, evaluated and presented in a report.
Students choose, in conjunction with their teacher, a well-defined user-driven problem which enables them to demonstrate their skills in analysis, design and software development, including programming, testing, installation, documentation and evaluation. Problems should be selected that allow students to demonstrate their programming skills.
Projects should be chosen to demonstrate the integrative aspects of the work and should avoid needless repetition of the demonstration of a given skill. Each student must submit a report on their piece of work, supported by evidence of software development including programming and testing.
The teacher marks the projects using the marking criteria in the Guidance on Marking Projects section of this syllabus, then moderation takes place following Cambridge International Examinations procedures.
Syllabus ref Learning objectives Suggested teaching activities Learning resources Report Content: 4.1.1 Organise the report into sections as given in the syllabus 4.1.2 Word process the report 4.1.3 Documentation of each stage of the development Cambridge International AS and A Level Computing Coursebook page 304 4.1 (a) organise the report Introduce the idea of word-processing their report as the Cambridge International AS and A v1 2Y05 Cambridge International AS & A Level Computing (9691) 2 Syllabus ref Learning objectives Suggested teaching activities Learning resources (b) use word processing features where appropriate including the use of a spellchecker (c) include the evidence specified in 4.2. to 4.6 project develops. Provide an outline of the report structure, perhaps using a template. Stress the use of word-processing features to provide a professional report including the following: 1. Title and contents page 2. clear and logical organisation - set out in sections 3. continuous page numbering 4. information presented in continuous prose 5. good use of grammar, punctuation and spelling 6. use of a clear font style and size e.g. Times New Roman 10 pt or 12 pt 7. use of appropriate techniques e.g. headers and footers, consistent styles for headings, use of tables etc. 8. footers should contain the candidates name and page number 9. inclusion of a bibliography Level Computing Coursebook page 304 Definition, investigation and analysis Content:
4.2.1 Define a problem 4.2.2 Investigate the current system 4.2.3 Record findings 4.2.4 Analyse findings 4.2.5 Identify problems/inefficiencies with current system 4.2.6 Specify requirements: user, hardware, software Cambridge International AS and A Level Computing Coursebook page 309 (a) define the nature of the problem to be solved Give the students a number of prepared problem definitions of varying quality and use these to discuss the characteristics of a good problem definition. The students set out their problem definition and word-process it. These problem definitions need to be checked for suitability by the teacher before the investigation and analysis proceeds. Cambridge International AS and A Level Computing Coursebook page 305 4.2 (b) use appropriate methods to investigate the Review the different methods of fact-finding and why they are Cambridge International AS and A v1 2Y05 Cambridge International AS & A Level Computing (9691) 3 Syllabus ref Learning objectives Suggested teaching activities Learning resources problem and to gather information; these may include questionnaires, observation, meetings and document collection, but must include an interview with the client (c) record information/data and gather sample documents currently used used: questionnaires observation structured interviews also include a document search
Stress the importance of using these with their user rather than the student relying on their own perceptions and ideas. Students should select appropriate methods of fact finding for their project, prepare appropriate documents for recording their findings and employ them with their user. Tell the students that they should be able to justify their choices. Stress the importance of keeping good records at this stage, including sample copies of documents used by the current system, to refer to at a later stage, as necessary. Level Computing Coursebook pages 306307 (d) identify the current processes and current data structures Students should use information to try and identify the data flows, data structures and the processing done by the current system. Cambridge International AS and A Level Computing Coursebook pages 306307 (e) analyse the data and processes: candidates will be expected to use appropriate techniques such as structure diagrams/dataflow diagrams/system flowcharts to illustrate their analysis Review the different methods of system documentation including: structure diagrams dataflow diagrams (level two will include data stores and processes) system flowcharts Cambridge International AS and A Level Computing Coursebook page 308 (f) specify inefficiencies and problems apparent from the information collection Encourage students to pinpoint inefficiencies and problems at this stage. This will help them identify possible needs for the development and maintenance of the system. Cambridge International AS and A Level Computing Coursebook page 308 (g) derive the clients and information requirements of the system (h) specify the required hardware and give reasons for their choice (i) specify the required software and give reasons for their choice Students should establish the data requirements and produce a full conceptual data model from these and document any constraints and assumptions. Identify and document any library elements e.g. general input routines, calculating interest payments etc.
Cambridge International AS and A Level Computing Coursebook page 308 v1 2Y05 Cambridge International AS & A Level Computing (9691) 4 Syllabus ref Learning objectives Suggested teaching activities Learning resources (j) develop and document a clear requirement specification Students should then use this information to set out a reasoned rationale for the system requirements including the following: hardware and reasons for choice software and reasons for choice user requirements broken down into specific and measurable objectives Design Content: 4.3.1 Overview including an agreed set of objectives 4.3.2 Output design 4.3.3 Input design 4.3.4 Data structures/model 4.3.5 Process model 4.3.6 Test plan Cambridge International AS and A Level Computing Coursebook page 314 (a) agree a set of objectives with the client It is important that the user requirements are broken down into specific and measurable objectives. Show students examples of objectives whose success would be difficult to measure (easy to use) and objectives where success could be readily identified (able to access all records). Cambridge International AS and A Level Computing Coursebook page 310 4.3 (b) design and document report layouts, screen displays and/or other forms of output, drawing up detailed models of the proposed interface Detailed models of the proposed interface (discuss these with the third party user before implementation and show any changes made). Include: report layouts screen displays other forms of output (for example, charts, sound, animation) data capture forms (these could be online) screen layouts
Emphasise the importance of uncluttered screens and clear instructions. Cambridge International AS and A Level Computing Coursebook pages 310311 v1 2Y05 Cambridge International AS & A Level Computing (9691) 5 Syllabus ref Learning objectives Suggested teaching activities Learning resources (c) design and document data capture forms and/or screen layouts The design should include details of all aspects of the system; for example, data capture forms. The data capture forms might be paper-based but might also be on-line forms. The form designs should reflect the medium used (no drop- down boxes on a paper-based form). Cambridge International AS and A Level Computing Coursebook pages 310311 (d) design and document, using appropriate techniques (for example, normalisation/E-R models), the data structures necessary to solve the inefficiencies/problems indicated in the requirements specification Data structures that solve the inefficiencies identified in the requirements specification. Discuss: normalisation E-R models
If files are used then decisions have to be made about: file organisation file access methods file structures including key fields Show students how to estimate the size of files required.
Ensure that students address the issue of data validation, if necessary. Cambridge International AS and A Level Computing Coursebook pages 311312 (e) design and document an algorithm/pseudocode/top-down diagram or other form of process model which is/are necessary for the solution of the problem Include a process model and processing tasks, discussing where appropriate: JSP Algorithms Cambridge International AS and A Level Computing Coursebook page 312 (f) design and document a test plan that includes test data and expected outcomes Review testing, the development of a test strategy, and the use of test plans and test data. Provide the students with an outline for a test plan to ensure all elements are fully tested and modifications are recorded.
Encourage students to fully justify the choice of data. Explain clearly the difference between valid and invalid data and demonstrate how extreme data can be either valid or invalid. Relate your discussion to normal, erroneous and extreme data. Test plans are often best set out on tabular form clearly cross Cambridge International AS and A Level Computing Coursebook pages 312313 v1 2Y05 Cambridge International AS & A Level Computing (9691) 6 Syllabus ref Learning objectives Suggested teaching activities Learning resources referenced to annotated output. The following headings might be appropriate for the test plan table: Test No Purpose Data Expected Results Actual results Remedial Action Software development, programming, testing and installation
Content: 4.4.1 Software development 4.4.2 Programming 4.4.3 Testing a software solution 4.4.4 Planning for installation and use 4.4.5 Client and user testing Cambridge International AS and A Level Computing Coursebook page 318 (a) implement the proposed process model using a programming language and possibly the facilities of a software package Remind students that hard copy evidence must be supplied to show that a solution has been produced and that it matches the design. In this case algorithms given in the design must have corresponding code. Also make the students aware that evidence will demonstrate that the language has been used appropriately and that there is sufficient complexity to demonstrate a range of skills including maintainability. Cambridge International AS and A Level Computing Coursebook page 315316 (b) develop the data structures of the design using the appropriate features of a software package and programming language Again there must be hard copy evidence that the data structures have been implemented and match those given in the design. Cambridge International AS and A Level Computing Coursebook page 315316 4.4 (c) develop inputs/outputs appropriate to the design of the solution Detailed models of the proposed interface (discuss these with the third party user before implementation and show any changes made). Include: report layouts screen displays other forms of output (for example, charts, sound, Cambridge International AS and A Level Computing Coursebook page 315316 v1 2Y05 Cambridge International AS & A Level Computing (9691) 7 Syllabus ref Learning objectives Suggested teaching activities Learning resources animation) data capture forms (these could be online) screen layouts
Emphasise the importance of uncluttered screens and clear instructions. (d) illustrate how the software solution evolves Make students aware that making changes to the original design, if done in an appropriate manner, is not a failing on their part. Also if they show that the project has been adapted to changing needs then they will gain credit. Cambridge International AS and A Level Computing Coursebook page 315316 (e) test the software solution (f) produce detailed output from the testing, cross-referencing to the test plan Ensure students are aware of how they should complete the test table produced for the test plan. Also remind them that there should be convincing evidence of the testing carried out. The testing should be comprehensive but is very unlikely to be complete. Cambridge International AS and A Level Computing Coursebook pages 316317 (g) test the software solution with the client and user, providing documented evidence that the solution works, and devise a strategy for its installation Make sure that the students understand that they need to produce evidence of user testing. Their evidence could include: user comments photographs screenshots interview data
Discuss the implementation strategy, looking at the options: parallel phased pilot direct
Emphasise to the students that they must be able to justify their choice of strategy.
Cambridge International AS and A Level Computing Coursebook page 317 v1 2Y05 Cambridge International AS & A Level Computing (9691) 8 Syllabus ref Learning objectives Suggested teaching activities Learning resources Documentation Content: 4.5.1 System Maintenance Manual 4.5.2 User Guide Cambridge International AS and A Level Computing Coursebook page 321 4.5 (a) develop a system maintenance manual Discuss the contents of technical manuals for given solutions. Documentation for both a programmed solution and a package-based solution should be discussed. Some students may be using both bear this in mind during the discussion. Encourage students to develop these alongside the project implementation. The contents should include at a minimum: For a program operating environment (hardware, software) data structures, variables defined by name, type and function clear definition and identification of purpose of subroutines and functions annotated code (try and use features available in the language chosen e.g. naming conventions, good layout and use of commenting) instructions for modification anything else that will help to maintain or update the system
For a package operating environment (hardware, software) algorithm descriptions for each section of the solution purpose and inter-relationship of modules within the system data structures annotated listings of macros annotated design screens showing details of package- generated forms, reports, queries, buttons, cross tabulations etc. Cambridge International AS and A Level Computing Coursebook pages 319320 v1 2Y05 Cambridge International AS & A Level Computing (9691) 9 Syllabus ref Learning objectives Suggested teaching activities Learning resources instructions for modification anything else that will help to maintain or update the system
Technical Manual annotated code/macros and/or annotated design screen views of other elements e.g. tables, forms, reports, QBE grids etc data dictionary (including all elements developed) instructions for modification operating environment (hardware, software)
Remind the students that the technical manual is a stand- alone document. They should think about the purpose of the document when they are writing it, which is to make it easy for someone who does not know the system to maintain and upgrade the system. (b) develop a detailed user guide Discuss the contents of user manuals. Encourage students to develop the manual alongside the project implementation.
Hint: Saving appropriate Input / Output screens (including error messages) to illustrate the user manual as the solution is developed and tested can save a lot of time. The user guide is built up as the program develops. It is a good idea to begin creating the manual at this stage, but students should be prepared to be flexible as the program may change as time develops. The advantages of using a word processor for the task are clear here.
The user manual should be structured as a stand-alone document with contents or index, page numbers etc. and should include at a minimum: step-by-step instructions for operating all aspects of the system including installation (use screen dumps of error messages as appropriate and test the instructions with Cambridge International AS and A Level Computing Coursebook pages 320321 v1 2Y05 Cambridge International AS & A Level Computing (9691) 10 Syllabus ref Learning objectives Suggested teaching activities Learning resources the user to ensure that they are at an appropriate level for the target audience) how to deal with any errors that may occur (use screen dumps of error messages as appropriate) appropriate Help (in small meaningful easy-to-read sections), and messages within the software solution or in the form of a hypertext document (again these should be developed alongside the main solution) backup procedures glossary of terms use 4.6 Evaluation Content: 4.6.1 Evaluate results against the agreed set of objectives 4.6.2 Evaluate the results of client and user testing Cambridge International AS and A Level Computing Coursebook page 323
(a) evaluate the final system against the criteria described in the agreed set of objectives (b) evaluate the clients and users responses to testing the system Provide an outline of the evaluation required and discuss how the students should develop it to match their solution. The outline should include:
1. Comparison between the agreed set of objectives and system developed, each criterion should be considered in the following way: - was it met? - if yes, how was it met? - if not, why not, and what limitations does this bring to the system?
2. Evaluation of user testing with typical data: - feedback from user - changes made as a result of this feedback
3. Use the above to summarise the good and bad points of the system: - identification of limitations Cambridge International AS and A Level Computing Coursebook pages 322323 v1 2Y05 Cambridge International AS & A Level Computing (9691) 11 Syllabus ref Learning objectives Suggested teaching activities Learning resources - extensions needed and how they could be carried out Notes: 1. look at each objective separately 2. emphasise to the students the need for a user-friendly solution 3. it is important that the user is actively involved in the evaluation
Discuss how to obtain feedback from the user. For example, use questionnaires or interviews.