QAT s

Quality Assessment Tasks

UNIT 3 OUTCOME 2
VCE IT Applications

SCHOOL-ASSESSED COURSEWORK Introduction

Outcome 2 Design, and develop using a relational database management system, a solution to an information problem, and discuss why and how data is acquired via websites. Task 1 Software solution Task 2 Test The two tasks will be marked out of 50. Task 1: 40 marks and Task 2: 10 marks They will contribute 100% of the marks allocated for this outcome. The tasks have been designed to allow achievement up to and including the highest level in the Performance Descriptors. You have 350 minutes for Task 1, over a number of class sessions, and 30 minutes for Task 2. You cannot access resources such as texts, notes, cheat sheets etc during the outcome. Specific conditions apply to different sections of the tasks. Your teacher will advise you of any variation to these conditions. The tasks cover a broad range of key knowledge and key skills.

NAME:

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Task
Task 1: Creation of website prototype Read the following information and complete the series of activities that follow. A CLASS ACT Sam Sophocles, a retired teacher, is keen to earn some extra money by setting up an online school for secondary students who need extra help with their learning. Classwork will be created electronically. Classes will be supplemented by one-on-one and small group tutor audiovisual sessions using Skype. He will set up a website where: students can enrol, check their status, see their grades, collect and hand in work, and send/receive message with teachers; students can evaluate courses and teachers at the end of each course; teachers can check their class lists, leave work for students, return corrected work, and enter task grades; parents can see their childs progress and send/receive messages with teachers; Sam can monitor class enrolments and student performance; Sam can follow evaluations of courses and teachers to decide whether courses or teachers need to change; Sam can post promotional material to attract new enrolments. He has signed up five other retired teachers to run the online classes and he has advertised online and attracted quite a lot of interest from students. He needs to keep track of enrolments and has asked you to create a database to help him achieve this. He has provided you with the following data: - a list of the teachers names; - a list of subjects to be offered by the school. There are only a few subjects on offer so far, based on subjects requested by prospective students and their parents. If the school prospers, more teachers and subjects will be added over time.

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Task
Subject name English 7 Description Year 7 English focuses on sentence structure. Environmental science, biology and chemistry Volcanoes and floods Tenses and vocabulary Number of lessons 15 Course Cost $75

Science 8

20

$100

Geography 7 French 8

5 10

$25 $50

For each subject there could be multiple classes run by different teachers. Student enrolments will be managed by an online database. First, students must register at the school. They need to enter their name, address, date of birth, sex, phone number, username and email address. Usernames must be unique. Once registered, students are shown a list of available classes into which they can enrol. The list might look like this: Class Subject Teacher Num lessons Year 7 English focuses on sentence structure. Year 7 English focuses on sentence structure. 15 Enrolments 8 Max class size 20 Action

E7A

English 7

Mr Max Syndow

ENROL

E7B

English 7

Mrs A Habib

15

20

20

Full

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Task
S8A Science 8 Mr A Einstoon Mr A Einstoon Mr A Einstoon Mrs B Bourke Mr A. Mifsud Volcanoes and floods 20 13 22 ENROL

S8B

Science 8

20

22

ENROL

S8C

Science 8

20

19

22

ENROL

G7A

Geography 7

13

15

ENROL

F8B

French 8

Tenses and 10 vocabulary

15

15

Full

If a class is already filled to maximum, no further enrolments are allowed into that class. Otherwise when a student clicks the ENROL button they are added to the class and the class size is adjusted. Students can enrol in more than one class. After enrolling, students are emailed a confirmation which spells out the courses in which they enrolled and an invoice for the cost of the classes. Teachers can also log in to the database. They have privileges to enter the teacher area of the database, which students do not. In this area they can see lists of the students in their classes. Sam Sophocles also wants to be able to produce: - a list of registered students; - a list of teachers and their classes; - a list of classes and their teachers; - a list of subjects on offer; - separate lists of boys and girls; - a summary of income from enrolments per class and over all classes; - a list of staff showing how much money each one has generated for the school. All lists must be appropriately sorted.

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Task
1. Design (15 marks): 100 minutes (approx) Use appropriate design tools to thoroughly represent: a. The structure of the database (tables, relationships, records, fields, validation rules). b. The logic behind calculated fields. c. Queries, reports, forms (finds, layouts). d. The appearance of screen & printed output. e. Scripts or macros. 2. Development (20 marks): 200 minutes (approx) a. Use a relational DBMS to develop a database to satisfy the needs of Mr Sophocles. b. Carry out the queries/finds and produce the output requested by Mr Sophocles. What to hand in after development time expires Printed entity relationship diagram of tables and relationships Printed table definitions showing fields in each table Printouts showing the formulas behind calculated fields Printed macro/script definitions Printouts of the data in each table, appropriately sorted Screen shots of each report/form/layout showing buttons, controls etc. A printed confirmation/invoice email sent to a student after enrolment Screenshot evidence that active controls (e.g. pull down menus) work The lists and totals requested by Sam Sophocles. All printouts should be labelled so its clear what they represent. 3. Testing (5 marks): 50 minutes a. Provide evidence that all functional parts of the database, including validation, are working effectively. Evidence may include: manual calculations confirming the databases results; screenshots showing the databases behaviour; a testing table listing the items that were tested, how they were tested, the expected result, the actual result (if different to the expected result) and how unexpected results were fixed.

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Task
Task 2: Test

NAME: _______________________________

This task will be marked out of 10. You have 30 minutes. You may refer to the outcome case study, but cannot access other resources such as texts, notes, cheat sheets etc. Answer in space provided. Question 1 In the case study of Class Act, describe three needs that different groups of people (Sam, teachers, students or parents) have that would be satisfied by acquiring data from Sams website. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ (3 marks)

Question 2 Describe three needs that Sam has that would be satisfied by supplying data from his website. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
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Task
_____________________________________________________________________________ _____________________________________________________________________________ Question 3 (3 marks)

Briefly describe four appropriate techniques to acquire data from websites (not just Sams site).

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Question 4 (2 marks)

Describe two techniques that Sam would want to user to protect the rights of people providing

data to his website.

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ (2 marks)

Total: 10 marks
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Teacher Advice
Collect all design, printouts, etc at the end of each class. Students are not to work on the outcome out of class time without your permission. The task timings and marking breakdowns provided are only recommendations. As long as the students get a reasonable amount of time to show their abilities, and the total number of marks for each task corresponds with the study design, you are free to adjust timings and mark allocations to suit your class and local conditions. The following table indicates the relationship between the highest level of the Performance Descriptor and the questions in this QAT. Task 1 Aspect of Highest Performance Descriptor An accurate interpretation of the provided analysis is evident in the design of a feasible solution. All selected design tools are appropriate, and correct techniques have been applied to thoroughly and accurately describe data types and structures and how the solution will function. All validation techniques efficiently and effectively check the reasonableness of data. Highly developed skills in the use of relational database management software are applied to efficiently and effectively manipulate data and construct queries that retrieve required information. Comprehensive testing confirms that all aspects of the solution operate as intended. Section 1

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Teacher Advice
Task 2 Aspect of Highest Performance Descriptor Reasons why data is acquired and supplied via websites are sound and defensible in terms of meeting all of the specific needs of individuals and organisations. Techniques for acquiring data via websites are technically feasible and appropriate for their purpose and for the types of data being acquired. Logical and technically correct techniques for protecting the rights of data providers are proposed, acknowledging all legal obligations and responsibilities of the organisation. Question/s 1,2

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Solution Pathway Teacher Advice

Below are suggested responses. Teachers should consider the merits of alternative responses. Task 1 1. Design (15 marks) a. You should be expecting: i. An Entity Relationship diagram (ERD) to describe the relationships between tables and the key fields in them. For full marks, it should identify every table in the database and what key fields are used for the relationships. Ideally, the ends of the relationship lines should be marked with appropriate 1 and many symbols. (3) A workable solution is: ii.

iii. A data dictionary is best to summarise the fields in each table. It should contain: field names; data types; field lengths (if needed); indication of which are key fields. Be careful that phone numbers are not stored as number types. ID fields may be numeric or text, as long as their values are unique. (3) iv. Sensible validation rules should be shown. Key fields, in particular, should be made unique and must exist. Validation should not be overly-strict (e.g. making a phone number mandatory.) (1) b. A properly-formatted IPO chart would be the most suitable tool for describing algorithms. Flowcharts or NS charts would also be appropriate. Pseudocode is also acceptable if the intention of the calculation is clear. Dont reward fuzzy statements. All of the calculation in the database must be represented. (2) c. Students should provide a comprehensive list of queries/finds which clearly shows what they are finding. There should also be a complete list of reports, input forms (layouts, in Filemaker) showing what is being reported on. (1) d. All screen and printed output should be mocked up with indications of object positioning, relative sizing, typefaces, font sizes, colours, borders etc. (3) e. Scripts/macros can be represented in exact macro language or pseudocode. At least one script or macro is necessary. (2)

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Solution Pathway
2. Development (20 marks) The following should be in evidence: Entity relationship diagram give full marks if all tables and relationships are correct and effective. (2) Printed table definitions showing fields full marks if fields have been chosen well and their types are appropriate. Show calculated fields formulas here too. (2) Printed macros/scripts give marks for scripts that do something useful and non-trivial. Bonus marks for using advanced functions. (1) Printouts of the data in each table, appropriately sorted all data should be visible. (2) Screen shots of each report/form/layout showing data, buttons, controls etc. Look for appealing layout, good use of space, logical hierarchy of object sizes and positioning, neat alignment of objects. (3) A printed confirmation email with invoice full marks if its well laid out and contains all relevant data (e.g. company name, the words Tax Invoice, date etc). (2) Lists of : o students o teachers and their classes o classes and their teachers o subjects o list of boys o list of girls (6) A summary of income from enrolments per class and over all classes. (1) List of staff showing how much money each one has generated for the school. (1) 3. Testing (5 marks) All functional parts of the database need to be tested. A desk check of calculations would be good evidence. A testing table should be comprehensive and include buttons, scripts, the right fields appearing in the right places etc. The screenshots of active controls (e.g. pull down menus) working, and visual evidence that the insufficient stock warning works need to be provided. Task 2 Question 1 Note that this is about acquiring data, not providing it. Any three of the following will suffice. Students: see their marks, get work, see messages from teachers. Parents: see students progress, get messages from teachers. Teachers: see class lists, get messages from students. Sam: see enrolments, class/teacher evaluations.
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Solution Pathway
Question 2 Note that this question is about Sam only, and how he is providing data. Any three of the following: Provides promotional material to generate more enrolments and income. Provides information to parents about their students. Give students information about their progress. Gives teachers their class lists. Sends invoices to bring in income. Question 3 A brief description of any four of the following appropriate techniques to acquire data from websites (not just Sams site): Participating in a web forum. Using online chat. Filling in a web form to request information from the site operator or other person (eg. further information about an item on sale at an auction site.) Downloading a PDF file. Reading a webpage, blog etc to get information. Use FTP to download a file from a site. Use a media player to play a video from a site. Use an RSS feed to get data pushed to you. Accessing an online database. Accessing an intranet or extranet. Question 4 A brief description of any two of the following techniques that Sam would want to user to protect the rights of people providing data to his website: Password-protected login for students, staff and parents. SSL or TLS to encrypt web traffic. Using Captcha to deter robotic logins. Published policies on information privacy, warranty terms, returns.

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Solution Pathway
A contacts link for people to use in case their rights may not have been protected. Automatic timeout of idle connections. Requiring strong passwords. Using secret questions to back up passwords. Only allowing password changes by sending an email to a users registered email address. Showing date/time of last login, and the IP address it was made from.

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Marking Grid
Student: _____________________ Teacher: __________________ SECTION Task 1: Database 1. 2. Design ERD Data dictionary Validation IPO Chart Queries Screen and printed output Script/macro /3 /3 /1 /2 /1 /3 /2 /2 /2 /1 /2 /3 /2 /6 /2 /5 /10 Total General comments: /50 Mark Comment

Development Entity relationship diagram Table definitions and formulas Macro/script definitions Data in each table Screen shots Confirmation/invoice email Screenshot evidence that active controls (e.g. pull down menus) work Lists and totals 3. Testing Task 2: Test

Teacher: __________________________
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