NATIONAL CERTIFICATE (VOCATIONAL)

NQF LEVEL 2

INTEGRATED SUMMATIVE ASSESSMENT TASK

PROGRAMME ISAT:

INFORMATION TECHNOLOGY AND COMPUTER SCIENCE

2010 2012

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SECTION 1: INTRODUCTION

1.

Practical purpose and value of the ISAT to the workplace

The purpose of the ISAT is to prepare the students for the information and technology industry by simulating a real-life scenario through which they can gain experience and demonstrate evidence and proof of their skill, creativity, innovation and problem-solving abilities, especially in the area of programming.

The focus of the ISAT is not on whether or not students can successfully perform each specific sub-task, but whether they can integrate and apply their knowledge and skills in performing a world-of-work task. 2. Scope of the ISAT

The following curriculum topics, knowledge and skills will be addressed in the ISAT: Introduction to Information Systems Topic Subject Outcome 1 SO2 , SO4 2 SO2 4 SO2, SO4, SO5 5 SO1, SO2, SO4, SO5, SO6 6 SO1, SO2, SO3 7 SO1, SO2, SO4, SO5, SO6 Introduction to Systems Development Topic Subject Outcome 1 SO1, SO2, SO3, SO4 2 SO2, SO3, SO4, SO5 3 SO1 4 SO1, SO2, SO3, SO4, SO5 5 SO1, SO2 Electronics Topic 4 SO1, SO3 6 SO1, SO2, SO3, SO4

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3.

Task description

The ISAT consists of 2 sections, i.e. Section A and B. Section A must be conducted in a computer laboratory and Section B in a hardware and network laboratory.

The ISAT comprises 6 sub-tasks in total: Section A includes 4 sub-tasks and Section B includes 2 sub-tasks. The tasks can be completed over several sessions.

Each sub-task must be completed before attempting to start the next one. 4. ISAT overview

Tasks

Activity

Time frame/ Time Allocation 6 hours 4 hours 7 hours 3 hours 2 hours

Mark Allocation

Section A: Sub-Task 1 Sub-Task 2 Sub-Task 3 Sub-Task 4 Section B: Sub-Task 5 Sub-Task 6

Research and Analysis Design Coding and implementation Documentation and Evaluation Electronics Electronics TOTAL

40 30 60 50 30 20 230

The tasks in Section A are open-ended, i.e. the student could provide any appropriate solution to the scenario that meets the minimum requirements of the task. The four tasks focus on creating a solution to a real-world problem or scenario that is within the students frame of reference. The programming portion of Section A should be a single programming application based on a topic which has relevance for the student. It should provide an opportunity for the students to showcase the knowledge and skills that they have mastered and acquired in the duration of the programme.

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The tasks in Section B focus on the construction and testing of a circuit, and the use of hand held measuring instruments to measure values at different points on the circuit respectively.

5.

Resource requirements

Section A This section is to be done in a computer laboratory and each student must have access to a computer with the following programs: Programming language such as VB.Net Word processor such as MS Word Access to the Internet and a search engine such as Google, electronic reference material such as Encarta, or any other material/people/resources that will help students to find the necessary information.

Section B This section is to be done in a hardware and network laboratory. See Annexure A for list of resources

6.

Assessment

Assessment will be done after completing each task. The different tasks should be completed under controlled conditions and facilitated and monitored by the lecturer. Certain aspects could be done at home such as sourcing/collecting information or planning. Students should be allowed to reflect on the marks they have obtained and address mistakes they have made before completing the next task, but the marks allocated for the initial evaluation will NOT be revised.

The six tasks each span several weeks and each task has its own separate assessment tool. The assessment sheets must be given to the student at the start of the tasks to provide an indication of exactly what is expected of

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the students. The assessment tools can be used to provide diagnostic feedback to the student as to their relative progress with the ISAT task and would ensure that the final project of high quality.

The following assessment tools are provided in Section 3 for the full conduct of the assessment of the ISAT:

Task 1: Rubric Task 2: Rubric Task 3: Rubric Task 4: Rubric

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SECTION 2: INSTRUCTIONS TO LECTURERS Study the ISAT task described in SECTION 1 Introduction. Instructions to Students must be given to each student and sufficiently in advance for preparation and fulfilment of the ISAT task.

1.

2.

3.

Provide clear instructions on execution of the ISAT, including dates, times, access to resources etc.

4.

Carefully note the requirements of the Assessment Tools provided in SECTION 3 Assessment tools. The assessment sheets

must be given to the students at the start of the tasks to provide an indication of exactly what is expected of the students.

5.

All arrangements around ordering of consumables, preparation of workshops, staff deployment, added facilities and requirements, record sheets, answer sheets, etc. must be attended to well in advance to ensure the successful conduct of the ISAT.

6.

Student performance in the ISAT must conclude with a record of the students performance as provided for in SECTION 4 Record of performance.

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SECTION 3: ASSESSMENT TOOLS

ASSESSMENT TOOL: TASK 1 Name: ID No:

Mark:

Research and Analysis: Criteria

The problem/task and purpose is stated and described. 4 3 2 1 0 Clearly described The description is The description is The description is No and clear but with vague, leaving the so vague that no description unambiguous minor reader unsure of discernable clearly states shortcomings what the purpose purpose can be what the of the system will found problem/task be. entails. Outlines the aspects that should be solved. Clear statement of what the purpose of the system will be Investigation clearly defines/explains key areas pertaining to the topic. 4 3 2 1 0 Comprehensive Less Fair shows some Vague No evidence Shows good comprehensive insight in only one Shows little of insight and minor area understanding of investigation understanding shortcomings any key areas into all key areas Shows some of the topic insight in most of the key areas of the topic List of references included. 3 2 1 0 Comprehensive Less comprehensive minor Major No list In acceptable format shortcomings shortcomings Requirements obtained from investigation. 6-5 4-3 2 1 0 Comprehensive Less Fair List lacks Few or no No list of comprehensive list some key requirements requirements requirements, of requirements requirements Vague and not well defined. minor Shows some clearly defined. Shows good shortcomings insight and Shows little or no insight and Shows some understanding in understanding understanding in insight and only one regarding what the understanding requirement requirements requirements are regarding most of the requirements Evidence of collecting information regarding requirements e.g. questionnaires, sample documents, notes/audio/video on interviews/research, etc.

Problem statement

Research

Requirements

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NC (V) Information Technology and Computer Science Level 2 2010 - 2012

6 5-4 3-2 1 0 Clear and Less Fair Basic The description is No solution comprehensive comprehensive. description is vague. No clear description a Clear overview but given but some solution can be clear overview of minor aspects of the identified in the a possible shortcomings suggested solution description. solution is given. Shows some are vague. Some Shows little or no Clearly indicates insight and aspects of the understanding of what the program understanding of solution are what the program will do. Shows what the program unclear will do good insight and will do understanding of what the program should do and provide. The scope of the suggested solution (software program) is well defined (Features that will be included) The benefits of the system (software program) are clearly described 5 4-3 2 1 0 Clear and Less Fair The description No description comprehensive comprehensive. Basic description is vague. No description a Clear overview but is given but some clear benefit clear overview of minor obvious aspects of can be possible benefits shortcomings the benefits are identified in the are given. Shows Shows some vague. description. good insight and insight and Some benefits are Shows little or understanding of understanding of omitted or are no how the program how the program unclear understanding will benefit the will benefit of how the user admin/students program will benefit admin/students The risks of the system (software program) are clearly described 5 4-3 2 1 0 Clear and Less Fair The description No description comprehensive comprehensive. Basic description is vague. No description a Clear overview but is given but some clear risk can clear overview of minor obvious risks are be identified in possible risks is shortcomings omitted or are the description given. Clearly Shows some vague Shows little or indicates what insight and Some risks are no the risks might understanding of unclear understanding be. Shows good what risks may of what risks insight and exist may exist understanding of what risks may exist Appropriateness of the suggested solution (software program) in the context of the scenario: 3 2 1 Most appropriate Appropriate Not appropriate Good application for scenario Application in scenario not Application in scenario not always convincing convincing Total:

Possible solution

40

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ASSESSMENT TOOL: TASK 2

Name: ID No:

Mark:
Mark Obtained

Design Task: Criteria

Input: Description of input. 3 2 1 0 All input clearly Most of the input The description of Only listed no described in terms described in terms of input is vague or description of of user input and user input and other incomplete. input. other sources of sources of input. input. Format of input (e.g. date format yy/mm/dd) clearly described where required. 2 1 0 Format of all input clearly The description of input Format of input not defined defined where required formats is vague or incomplete. Not always defined. Processing: Indicate where and how processing or manipulation of data will be done to obtain certain required output (e.g. the format of the query or how to calculate the total of the selected components etc.) 4 2 1 0 Short, clear and Description of Description of Processing/ correct description processing/manipula processing/ manipulation of of tion of data manipulation of data data not processing/manipul done/clear in most not clear in most described. ation of data in all instances where instances. Not done instances where required. Good in all instances. applicable. User effort, but can Descriptions vague/ clear on result. improve. Not always incomplete. Not correct or applicable. correct/applicable in most instances. Output: Identification of output 3 2 1 0 Identified all the Identified most of the Identified less than Output not necessary output necessary output 50% of the output identified according to according to according to the requirements requirements requirements Format of output (e.g. currency, tabular, decimal, units of measurement etc) clearly described where required. 2 1 0 Format of output clearly The description of output Format of output not defined in all instances and formats is vague or defined satisfies all the incomplete. requirements Data validation (e.g. component properties, division by 0, etc) 2 1 0 Indicated for all applicable Indicated in some cases Not Indicated input and described in where applicable and/or detail. description of validation vague or incomplete Error messages associated with data validation. 2 1 0 Indicated for all applicable Indicated some error No error message indicated validation checks/errors messages and/or for any data validation or and described/shown in description of error error detail. messages vague

Specifications

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Possible Mark 3 2 4 3 2 2 2

NC (V) Information Technology and Computer Science Level 2 2010 - 2012

General

Data structures to organise and store data (variable types, collections with set of data and set of operations that can be performed on data e.g. classes and objects where applicable). 4 3-2 1 0 Comprehensive Less Fair some key No description or all key data types comprehensive data types incorrect use of described and key data types described and most data explained described and explained types/structures Shows good insight explained but minor Shows some insight Limited insight and and understanding shortcomings and understanding understanding of of the data Shows insight and of some of the data data types/structures to understanding of types/structures to types/structures to be used the data be used be used types/structures to be used User Interface design: Appropriate input components listed to support accurate/valid input of data. 3 2 1 0 Appropriate Appropriate Appropriate Not done/not components in all components in components in less appropriate instances where most instances than 50% of components in all required. where required. instances where instances. Substantiated Choices not always required. Choices choices where substantiated not substantiated. required User Interface design: Output 3 2 1 0 Appropriate output Appropriate output Appropriate output Not done/ not components components components appropriate output identified in all identified in most identified in less components instances where instances where than 50% of identified in all required required instances where instances required Addresses the requirements specified in task 1 2 1 0 All requirements addressed More than 50% Less than 50% Total:

Design

30

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ASSESSMENT TOOL: TASK 3 NB: Task 3 will only be assessed once tasks 1 and 2 have been completed as tasks 1 and 2 are related to the topic covered in task 3.

Name: ID No:

Mark:

Possible Mark 0 6
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Coding & Implementation Task: Criteria

NOTE: Evaluate the code if the program does not run. This section has to do with programming in VB.Net Data types/structures are used appropriately 5-4 3-2 1 0 Used appropriate Used appropriate and Appropriate and Inappropriate and most effective most effective data most effective use or ineffective 5 data structures in most of data structures in use of data types/structures to instances less than 50% of structures in solve the problem the instances most instances in all instances Variable/data structure names meaningful 2 Selection (choice, e.g. if-statements) 3 2 1 0 Used appropriate Used appropriate and Appropriate and Inappropriate and most effective most effective most effective use or ineffective 3 selection selection structures in of selection use of structures to solve most instances structures in less selection the problem in all than 50% of the structures in instances instances most instances Level of complexity of processing/calculations throughout the program 3 2 1 0 3 Advanced Level 2 Good Level 2 Basic Level 2 No calculations and beyond Data flow and processes 3 2 1 0 Excellent Proficient/adequate Limited No interaction/ /some communication communication communication 3 communication between between between between modules/events with modules/events. modules/ modules/events. small flaws. events. Solution algorithms (does the code work correctly) 6-5 4-3 2-1

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Programming Solution

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NC (V) Information Technology and Computer Science Level 2 2010 - 2012

All solution algorithms used in solving problem are appropriate and effective. No logical errors. All the results of processing are correct. Most of solution algorithms used in solving problems are appropriate and effective. Few minor logical errors. Some of the results are not correct. Less than 50% of solution algorithms used in solving problem are appropriate and effective. Many logical errors. Majority of the results are incorrect/ few of the required results are delivered No solution

Output vs. requirements 3 2 Output meets all Output meets most of the requirements the requirements for for the solution the solution. Structure of the output (coding) 3 2 Output always Output in most of the well-structured, cases well structured, readable with readable with headings and headings and subheadings. subheadings. Headings Headings repeated repeated on on following following page/screen in most page/screen of the cases where where applicable. applicable.

1 Output meets less than 50% of the requirements of the solution

0 No output

1 0 Output not well No code to structured. display output Headings and or subheadings in most of the cases not well formulated or absent. Headings mostly not repeated on following page where applicable. Format of output all values formatted appropriately where applicable, e.g. currency, units of measurement, etc. Calculations are done correctly, e.g. discounts, etc. Program compiles successfully no syntax errors Run time errors 3 2 1 0 No run time errors. Some of the options Only one or two of None of the All the options are produce errors when the options can be options can be executed executed executed executed successfully successfully successfully Input is validated via coding and/or component properties 3 2 1 0 All input that Most of input that Less than 50% of None should be should be validated is input that should be validated is validated validated is validated validated. Appropriate error messages are displayed 3 2 1 0 Appropriate and Appropriate and user Appropriate and No error user friendly error friendly error user friendly error messages messages in all messages in most of messages in very cases where data the cases where data few of the cases validation is validation is applied where data applied validation is applied Program gives correct output/what is expected 3 2 1 0 Program gives Program gives correct Program gives No output/only correct as well as and appropriate correct and incorrect appropriate output output in most cases. appropriate output output. in all cases. in less than 50% of the cases.

Output

2 2 2

Error handling and Testing

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Components used for input/output (implemented as per task 2 OR appropriate changes made from Task 2 feedback) 2 1 All components on all input/output screens Most of the input/output components are appropriate for the application as per are appropriate for the application as Task 2 documentation or corrected from per Task 2 documentation or feedback after evaluation of task 2 corrected from feedback after evaluation of task 2 Labels/prompting with exact formats for input 2 1 Applied constantly throughout the entire Applied in most of the cases where project where required required Output/Reports are informative and easy to read and interpret (appropriate font size, layout, colours) 2 1 For all output Most of the output Type of input/output grouped together (e.g. computer components) Context sensitive help available (tool tip text included) Design considers target user (age, literacy level, visual impairments, appropriateness of images, etc) Code is commented/annotated to explain/describe for easy interpretation throughout the program Sections in the code of the program clearly separated to enhance readability (spacing, indentation, comments) Total:

2 2 1 2 2 1 60

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General

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ASSESSMENT TOOL: TASK 4 Name: ID No:

Mark:

Documentation and Evaluation: Criteria

General Evaluation

Description of data structures used Describe/show relationship between modules/events Description of unusual coding functions, calculations, etc. Specification of test procedures and test results Error recovery and troubleshooting clearly described Examples of sample runs with results Source code available Title sheet Table of contents Background to the project (motivation, etc) Introduction to the project (genre) Project scope and limitations are clearly described Updates clearly described User input requirements/formats Output/reports produced (screen dumps included) Detailed instructions and walk-through 3 2 1 All the steps to be Most of the steps to Only a few of the followed when be followed when steps to be followed using the program using the program when using the clearly indicated clearly indicated program are and supported by and some screen indicated. No screen dumps dumps where screen dumps. where required. required. Not Not well structured. Well structured always well Not formulated well. with a logical flow. structured and not Well formulated always a logical easy to flow. Not always understand. formulated well Hardware required to run program Software requirements listed Installation instructions given User troubleshooting clearly described Future developments/extensions described Data and information clearly described and correct Acknowledgement where required Time Management. 5-4 3-2 1 All deadlines met Met 3 out of 4 Met only two all 4 tasks and all deadlines or deadlines or the required work submitted on time submitted on time was done. but some of the but most of the work work was not done. was not done.

1 2 1 2 2 2 1 1 1 1 1 1 2 1 2 0 Not done

User Guide

Technical Guide

2 1 1 2 2 2 1 0 Always late, work was never done

Ability to explain purpose of working of randomly selected code. 5-4 3-2 1

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Explained all selected code clearly and with confidence Shows excellent insight Explained selected code with minor shortcomings Shows insight Not able to explain most of the selected code appropriately. Lacks insight Unable to explain anything

Real-life application of system 5-4 3-2 The solution is a working The solution is a system that can be system that can be applied in a real situation applied in a real situation with some fine tuning

1 Some parts can be applied in the real situation

Total:

50

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ASSESSMENT TOOL: TASK 5

Name: ID No:

Mark:

Constructing a Digital Integrated Logic Circuit OR gate on a Vero board: Criteria Prepare workspace
Understanding and importance of safety in the work area and the practice of good housekeeping is demonstrated 4 3 2 1 0 Work area Work area kept Work area kept Work area kept Work area kept neat and neat and tidy neat and tidy neat and tidy not kept tidy and and and and neat and demonstrates demonstrates demonstrates demonstrates tidy and no full full understanding some demonstrati understanding understanding of safety in the understanding on or of safety in of safety in the work place of safety in the understandi the work place work place in work place ng of safety in all most situations in the work situations Safety equipment, hand - and power tools are selected and used as per task requirement 4 3 2 1 0 All safety Safety Safety Safety Safety equipment, equipment, equipment, equipment, equipment, hand and hand and hand and hand and hand and power tools power tools are power tools are power tools are power tools are correctly correctly correctly correctly are selected and selected used selected and selected, but incorrectly used as beyond used as not uses as selected and prescribed in expectations prescribed prescribed not used as all situations prescribed Electronic test equipment and tools are selected and used 4 3 2 1 0 All relevant Most of the Equipment and Some Equipment equipment relevant tools selected equipment and and tools and tools equipment and correctly and tools selected selected selected tools selected correct use is correctly and incorrectly correctly and correctly and demonstrated moderate use moderate used as used is use is prescribed demonstrated demonstrate d Electronic components are identified and its functions explained 4 3 2 1 0 All electronic Most of the The electronic Some The components electronic components electronic electronic correctly components correctly components components identified and correctly identified and correctly incorrectly its functions identified and its functions identified and identified correctly its functions correctly some of its and its explained correctly explained functions functions explained correctly incorrectly explained explained

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Electrical material and components are identified and its use explained: Resistor Transistor Integrated circuit (IC) Diode Switch Leads 4 3 2 1 0 All electrical Most of the Electrical Some of the Electrical material and electrical material and electrical material and components material and components material and components correctly components correctly components incorrectly identified and correctly identified and correctly identified its use identified and its use correctly identified and and its use correctly its use correctly explained its use correctly incorrectly explained explained explained in explained part Check values on components: 2 0 Transistor Value correct Value incorrect Resistor Value correct Value incorrect Diode Value correct Value incorrect Switch Value correct Value incorrect Planning and arrangement of soldering components 4 3 2 1 0 All Most Components Some Components components components well planned, components are unplanned, are well are planned, arranged and are partially not arranged planned, arranged and correctly planned, and poorly arranged and soldered soldered arranged and soldered soldered soldered An understanding of the different types of circuits namely DC and AC circuits, is demonstrated 4 3 2 1 0 Full Full Understanding Partial No understanding understanding of DC and AC understandin understanding of DC and AC of DC and AC circuits is g of DC and of DC and AC circuits is circuits is demonstrated AC circuits is circuits is demonstrated demonstrated demonstrate demonstrated to maximum d expectations Impression of completed task: Circuit board 4 2 0 Circuit board cleaned up Circuit board partially Circuit board not cleaned cleaned up up Soldering 4 2 0 Soldering cleaned up / Soldering partially Soldering not cleaned up / refined cleaned up / refined refined Placing of components (spacing) 2 1 0 Good placing (spacing) Average placing (spacing) Components not placed of components of components (spaced) well satisfactory Overall impression of completed task: 4 3 2 1 0 Excellent Good Satisfactory Average No workmanship workmanship workmanship workmanship workmanship Total:

2 2 2 2

4 50

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ASSESSMENT TOOL: TASK 6

Name: ID No:

Mark:

Constructing a Digital Integrated Logic Circuit OR gate on a Vero board: Criteria Testbank
Switch conditions: LED 3 ON Oral answer Switch 1 A - on Switch 2 A - on Real test results 4 Successful

A - off A - off

B - on B - on 0 Unsuccessful

B - off B - off

Switch conditions: LED 3 OFF Oral answer Switch 1 A - on A - off B - on B - off Switch 2 A - on A - off B - on B - off Real test results 4 0 Successful Unsuccessful Measuring: results 6 0 0 Expected results Below expectation Above expectation Switch conditions: Output voltage LOW Input SW1 B B A A IC1 Pin1 Voltage Binary SW2 D C D C IC1 Pin2 Voltage Binary Output IC1 Pin3 Voltage Binary

Switch conditions: Output voltage HIGH Input SW1 B B A A IC1 Pin1 Voltage Binary SW2 D C D C IC1 Pin2 Voltage Binary Output IC1 Pin3 Voltage Binary 4

Total:

30

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SECTION 4: RECORD OF PERFORMANCE

INTEGRATED SUMMATIVE ASSESSMENT TASK INFORMATION TECHNOLOGY AND COMPUTER SCIENCE LEVEL 2

College: Campus: Students Surname and First Name/s: Students ID Number: Lecturers Surname and Initials: Date of conclusion of assessment: TASKS

FALSE BAY COLLEGE FISH HOEK CAMPUS

SIYO, MAGWAZA, TAHO, VAN DER SCHOLTZ

Task 1: Research and Analysis Task 2: Design Task 3: Coding and Implementation Task 4: Documentation and Evaluation Task 5: Electronics Task 6: Electronics TOTAL ISAT MARK AS A PERCENTAGE

ASSESSMENT GRID MARK ALLOCATION 40 30 60 50 30 20 230 %

STUDENTS MARK

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COMPETENCE LEVEL INDICATORS

5-Point Achievement Rating Scale 5 (80-100%) 4 (70-79%) 3 (50-69%) 2 (40-49%) 1 (0-39%)

Rating Code 5 4 3 2 1

Competency Level Indicators Rating Outstanding Highly Competent Competent Not Yet Competent Not Achieved

Marks % 80 100 % 70 79 % 50 69 % 40 49 % 0 39%

Students competence level: Students signature: Lecturers signature: Date:

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NATIONAL CERTIFICATE (VOCATIONAL)

NQF LEVEL 2

INSTRUCTIONS TO STUDENTS

INTEGRATED SUMMATIVE ASSESSMENT TASK

PROGRAMME ISAT:

INFORMATION TECHNOLOGY AND COMPUTER SCIENCE

2010 2012

This document consists of 16 pages.

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INSTRUCTIONS TO STUDENTS

This is a practical application task that tests your ability to apply the knowledge and skills acquired in the core subjects of the programme you are studying/ optional subject that you have chosen in the NC (V) programme. The work required of you in this Integrated Summative Assessment Task (ISAT) is an important and compulsory component of your studies. 1. You are required to:

1.1 1.2 1.3 1.4 1.5 1.6

Study the task carefully. Note the time allocations per task. Note the submission dates. Pay careful attention to the mark allocated per section and for the total. Study carefully the resources required. IMPORTANT: Note the elements of the Assessment Tool that will be used to evaluate your performance in each sub-task. This is to ensure that you prepare sufficiently for the conduct of the ISAT.

2. Description of the task

SCENARIO:

The IT students of ES College need funds to upgrade the IT lab. They decide to assemble computers from used components and sell it to the public, in order to raise funds.

Students must do research about the viability of the idea of selling used computers, and gather information about how to build a computer, the different computer components and software, compatibility of hardware and software, its specifications and prices of used parts.

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Students must then design a software program in VB.Net that has a friendly user interface and is inteded to be used as a point-of-sales program for the selling of used computers. Users must be able to enter their name and password on a separate log-in form to log-on to the system. The next screen must enable the user to compile his own used, personal computer that he intends to buy, by making a selection of available computer components (see screenshot of suggested interface). The programmer must determine a basic start-off price for the basic components e.g. mouse, keyboard etc., which will then be added to the amount of the selections made. The program should calculate the amount, VAT and Total amount.

The program must be tested with test-data.

Students must implement methods of quality assurance and the program must be accompanied by a technical manual and user guide.

3. Instructions for the task

SUB-TASK 1

RESEARCH AND ANALYSIS

In completing this task you need to find some background information on the scenario and determine what the program/system should do and provide. Study the assessment tool for Task 1 to make sure that your project meets the requirements of the task.

1. Problem statement Ensure that you understand what the problem entails as set out in the scenario, and explain it in your own words.

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2. Research / Investigation Investigate the viability of the idea of selling customised, used computers. Find out who will be interested to buy (demographics e.g. age, gender, occupation etc), what are the requirements of the systems they need, how much they are prepared to pay, what they need it for etc, making use of any applicable research method e.g. questionnaires/interviews/notes etc. Information such as the date and time that questionnaire/interview was conducted, as well as contact details of participants must be included for verification purposes. Gather information about computer hardware and software its specifications and used prices, by visiting local computer shops, using newspapers, pamphlets, advertisements, internet, etc. List components under input, processing and output. Software packages to include operating systems, Adobe, CAD, MS Office and any anti-virus program. Make a list of specifications and requirements for building up a Pentium 2, 3 and 4 and determine what it will cost according to the information you gathered. Indicate which of the above-mentioned computers the most viable option is and explain why. Refer to hardware/software compatibility. For each computer mentioned above, make a list of hardware, peripherals, storage devices and graphics cards compatible with it and explain why. Indicate for each computer which of the software named above (versions) is compatible with it, according to the specifications of the software.

3. Determine the requirements for the program Referring to the problem-statement mentioned above, conduct discussions with end-users to determine what is needed and draw conclusions from this information. Determine the requirements of the system and make a list of the input, processing and output requirements.

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4. Possible solution Using your research, write a brief, possible/intended solution for the problem in your own words. Give a description of what the program will do and provide. Compile a list of features that the intended solution will provide to users.

5. Benefits/Risks of the system Describe the role that this system will play in the college, how the IT students will benefit from it and the possible risks of using this system e.g. what updates need to be done and how often.

6. Planning document Submit a planning document than contains all the research and findings of your investigation. Include a list of references that you used in your research. Include all the evidence e.g. questionnaires, notes, research, brochures, pricelists etc.

SUB-TASK 2

DESIGN

In completing this task you need to determine the specifications for the program/system and how the program/system will accomplish the goals set during analysis. Study the assessment tool for Task 2 and 3 to make sure that your project meets the requirements of the task.

1. Convert the requirements/features into specifications Plan the program that you are going to design (refer to TASK 3) by making use of an IPO table and either ONE of the following: pseudo-code or flowchart. Clearly specify the solution in terms of input, processing and output (e.g. display converted amounts, currency etc.). The IPO table and

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pseudo-code can be done with pen and paper or it can be typed; the flowchart must be done on a computer. Explain how you are going to make use of defensive programming techniques such as data validation (indicate where and how it should be applied) and error messages. Compile a list of data structures required by the solution o Primitive types single value, e.g. integer, real/double o Structured data types collections of data e.g. combo boxes, lists etc. Make a drawing of the graphical user interface to show: o the design and layout of components o the flow of events (from one screen to another) o the flow of data between units/modules/events e.g. amounts entered by the user must be used by the event to calculate the total etc. o indicate the type, name and main properties of each control e.g.

Control Textbox

Name txtAmount

Property Borderstyle Text TextAlign AutoSize WordWrap

Property value Fixed3D (blank) Center False True

Justify the use of input and output components e.g. why did you use a combo box instead of a text field? Etc.

2. Submit a design-document for the solution with all the program specifications as listed above, and include the following: The IPO table, pseudo code/flow-chart that indicates the input, processing and output requirements. Notes and descriptions of specifications, error checking and validation procedures.

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NC (V) Information Technology and Computer Science Level 2 2010 - 2012

A list of data structures required Drawing/sketch of design and layout of the GUI

SUB-TASK 3

CODING AND IMPLEMENTATION

In completing this task you will have to code the solution including the GUI as planned

in the previous tasks, create the data structures, debug and test the program. Study the assessment tool for Task 3 to make sure that your project meets the requirements of the task. You are required to design an appropriate graphical user interface in VB.Net and compile the code according to requirements and specifications (input, processing and output) compiled in previous tasks. The program should comply with the following minimum requirements: Users must be able to select components to customise the computer system e.g. they must have a choice between at least 2 types of processors, 2 types of motherboards etc. and they must enter the price of each component selected. Use your research done in Sub-Task 1 on different components and software, and its prices. The selections that the user makes must show each item and its price. Error handling: Ensure that input are validated where required. The program should grant a 0%, 5% or 10% discount, depending on the total amount. Make use of good programming principles such as variable names, indentation, comments etc. The user interface must be user-friendly and graphically enhanced. The following screenshot is a suggestion of what the graphical user interface could look like and gives an indication of the minimum requirements.

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NC (V) Information Technology and Computer Science Level 2 2010 - 2012

Testing / Debugging: Ensure that the program runs correctly and is error free, by applying a test strategy to ensure that the program/system does what it should by using different ranges of data including extreme/erroneous test data. Keep track of this data, as it will be needed for your documentation. SUB-TASK 4

DOCUMENTATION AND EVALUATION

The development of these documents started with task 1 and documents are continuously updated through the process (task 1, 2 and 3).

In completing this task, you will have to finalise the documentation (started in task 1 and updated through tasks 2 and 3) pertaining to the solution. Study the assessment tool for Task 4 to make sure that your project meets the requirements of the task.
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NC (V) Information Technology and Computer Science Level 2 2010 - 2012

1. Technical Documentation Compile a technical manual for the program that includes the following: A general description of the problem and broad solution as compiled in SubTask 1. A short explanation of why we use the VB.Net programming language and which version. A printout of the source code of all modules. Specifications of test procedures and test results. Include screenshots of the results showing the use of typical, extreme and erroneous data.

2. User Guide Compile a user guide that includes the following: Title sheet Contents page Description of the project and why it was developed. Benefits/features of the system, risks etc. Scope and limitations of the program Recommended minimum system requirements o hardware and software requirements o computer equipment o operating system o disk space requirements o compatibility requirements Installation and setting up instructions. How to activate the program. How to use the software. Troubleshooting for potential problems Information on future developments/upgrades. Contact information where potential buyers can enquire about the program or purchase the program, and current users can ask questions

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NC (V) Information Technology and Computer Science Level 2 2010 - 2012

3. Hand in: Electronic copy of program and all applicable files. Technical manual User guide

4. Demonstrate the program for evaluation and debriefing The lecturer will schedule dates and times for demonstrations about 15 min. per project. Hand in all documentation at least one week in advance. All demonstrations to be done electronically on the computer. You will be required to execute your program and explain all its features to the lecturer. You will be required to perform some/all the test data you provided in the technical manual, and/or additional test procedures provided by the lecturer to ensure that the program works correctly. The lecturer will identify random pieces of programming code in the project and ask you to explain it.

5. Final general evaluation Time management - Were all deadlines met? Utility value Is the solution appropriate in the context of the given scenario? Do the different tasks of development correlate and lead to the final solution as a continuous process?

SUB-TASK 5

Construct a Digital Integrated Logic Circuit OR gate on a Vero board by referring to the circuit and schematic diagrams below. The constructed circuit must be tested for conformity against the operation of an OR gate from inputs to output and be recorded in a Truth Table. Perform the task by following the attached outline of the task starting from 1 16 in ANNEXURE B.

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NC (V) Information Technology and Computer Science Level 2 2010 - 2012

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NC (V) Information Technology and Computer Science Level 2 2010 - 2012

SUB-TASK 6

Apply your practical knowledge of using the hand held measuring instruments to give the measured values of the quantities at various points on the completed and tested circuit of the Digital Integrated Logic Circuit OR gate by re-connecting it to the power supply. o Step 1. Starting with input Switch 1: Move the switch to the indicated position and record whether LED 1 is ON or OFF. Do the same with Switch 2 by switching it to the indicated position and record LED 2 (ON/OFF). Also record whether LED 3 is ON or OFF with the input switches in their respective positions as indicated. o Repeat procedure for Step 2 to Step 4. Table 1 STEP 1 2 3 4 Position SWITCH 1 B B A A INPUT LED 1 SWITCH 2 Position On/Off D C D C LED 2 ON/Off OUTPUT LED 3 On/Off

1.

Under what switch conditions will LED 3 be OFF? Refer to Table 1.

. . 2. Under what switch conditions will LED 3 be ON? Refer to Table 1.

. .[ 10 ]

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NC (V) Information Technology and Computer Science Level 2 2010 - 2012

Measure the voltages on pins 1; 2 and 3 of IC 1 with the switches at the positions as indicated in Table 2. Record the voltages. Indicate the results as a binary number 0 or 1 (Low voltage = 0 or high voltage = 1). Table 2 INPUT SW 1 Position B B A A IC1 Pin 1 Voltage Binary SW 2 Position D C D C IC1 Pin 2 Voltage Binary OUTPUT IC1 Pin3 Voltage Binary

1. Under what switch conditions will the output voltage of IC 1 be LOW? Refer to Table 2. ..

2. Under what switch conditions will the output voltage of IC 1 be HIGH? Refer to Table 2. . [ 10 ]

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NC (V) Information Technology and Computer Science Level 2 2010 - 2012

ANNEXURE A MATERIAL CHECKLIST 1 item per candidate

MATERIAL COMPONENTS: Resistor Resistor Transistor Integrated circuit Diode Diode Switch Leads DESCRIPTION watt; Fixed watt; Fixed NPN Quad 2-input OR gate Light emitting diode Light emitting diode SPDT switch Insulated tip-jacks VALUE 270 ohms 10 kiloohms BC182 SN7432 Red Yellow QUANTITY 3 1 1 1 2 1 2 2

TEST EQUIPMENT: Multi-meter Digital Power supply Variable

0 volt 50 volts

1 1

TOOLS: Pliers Stanley Knife Soldering iron Suction pump Magnifying glass Paint brush CONSUMABLES: Solder wire Acetone or alcohol Mutton cloth Vero board

Long nose and side cutters

1 each 1 1

1 meter length 100 ml. 1 piece

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NC (V) Information Technology and Computer Science Level 2 2010 - 2012

ANNEXURE B TASK DURATION SHEET

1. Prepare the work space and work station according to worksite procedures. 5 min

2.

Identify and select appropriate hand tools to meet requirements for the job. 5 min

3.

Select and check if the applicable test instrument is in a workable condition in accordance with the requirements of the test procedures. 5 min

4.

Identify

and

select

components

according

to

specified 15 min

requirements as given on the circuit diagram.

5.

Visually check the circuit diagram to ensure correct components layout on the circuit board. 5 min

6.

Lay-in the components in their respective slots and solder them into the circuit board according to the specified soldering procedure. 15 min

7.

Visually inspect the circuit board on the component side and track side for incorrect polarities and solder-shorts with the help of a magnifying glass. 5 min

8.

Perform the continuity test to check for broken tracks, dry joints and shorts. 10 min

9.

Connect the power supply to the AC socket and the circuit to the power supply with power OFF, in accordance with operating procedures. 5 min

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NC (V) Information Technology and Computer Science Level 2 2010 - 2012

10.

Switch AC mains on, followed by the power supply in accordance with the specified switching procedures. 5 min

11.

Measure input and output voltages in the IC with the switches opened and closed by connecting the relevant test instrument and recording them in the given table. 10 min

12.

Identify faults that are detected during diagnostic procedures and immediately repair them in accordance with specified repair procedures. 5 min

13.

Reconnect the circuit to the power supply after the faults have been repaired and repeat the test according to the specified test procedures. 10 min

14.

Terminate the test according to the specified requirements and procedures. 5 min

15.

Clean and store the test instrument and equipment in their rightful places, ready to be used for the next task. 5 min

16.

Clean the work station and throw all waste material in the waste bins, in accordance to the required procedures. 5 min TOTAL: 120 min

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