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Assessment Task for: Year 11Information Processes and TechnologyStudent Name: ___________________

Assessment Task No: 3Date Received: 9

June 2009Date Due: 6

July 2009Weighting: 25%Submission Instructions:

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This assessment task is for individual work.

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You will be given some class time to help you complete this assessment.

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Your assessment is to be handed into the assessment box (located in the LearningCentre) by 8:50am on the day it is due.

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Student’s need to sign the student confirmation when they submit the task.

Student Conformation:

I, ___________________________ have completed this task without plagiarising the work of others. It is all my own work. I am also aware that a non-submission on or before the due datewill incur a penalty of 100% of total marks.Signature:____________________

1. Outcomes being assessed:P1.1

describe the nature of information processes and information technology

P1.2

classifies the functions and operations of information processes and informationtechnology

P2.1

identifies the information processes within an information system

P3.1

identifies social and ethical issues

P6.1

analyses and describes an identified need

P6.2

generates ideas, considers alternatives and develops solutions for a defined needYear 11 – IPT Assessment Task 3 Page 1 of 12Tools for Information Processes

Task Details

2. Cross Curriculum Links:

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KC1

Research skills – use of the Internet to find information

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KC2

Communication skills

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KC7

Using Technology

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CC9 ICT –

word processing, research on the Internet

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Literacy –

presentation writing

3. Context for the task:

This task requires students to draw on their learning, in the topic “Tools for InformationProcesses”. Using research conducted both during class time and after class, students will thenuse their computer skills to create a solution to the problem.

4. Task Description:

Select a scenario from those listed below. Investigate real-world solutions for the scenario.Create a solution that addresses the issue and that demonstrates your knowledge of Information Systems.

5. Task Rubric:

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There are two deliverables for this task

Documentation (word processed hard copy document)

Working Solution (electronic copy)

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See Appendix 1 for a detailed description of the task

6. In order to undertake this task you need to:

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Start with a clear description of the problem “Understanding the Problem”

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Follow the stages of the Project Development Life Cycle (as documented in your textbook) to help you reach a real – world solution

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Document every stage of the Project Development Life Cycle

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Develop a number of ideas to address the problem

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Research real-world solutions to help you arrive at your final solution

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Create a solution to the issue

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Identify and explain each social and ethical issue that you findYear 11 – IPT Assessment Task 3 Page 2 of 12Tools for Information Processes

The Scenarios

Scenario 1

Smallsville High School has their athletics carnival coming up in 6 weeks time. Up till now,Smallsville has always worked out all the results for their carnival on paper. All of the marshals wrotedown the entry points for each house on sheets of paper and sent these at intervals during the dayto the recorders. Each time the recorders got a batch of entry points, they added them to the totalwhich they kept on a big square of cardboard. They then kept the sheets in a box for checking later on.As each event was run, all of the times for each lane of each heat were recorded on sheets of paper with the event number and heat number marked on it. Competitors were previously allocated tolanes by the marshal. These sheets were also sent to the recorders, and the times and names wererecorded on the cardboard for each age group. From all of these times, one of the recorders had towork out the 8 fastest times for each event for each age group (12 yrs to 17+ yrs) so that they couldbe put into a final.Field events didn’t have heats, so only the final results had to be recorded. Finals for all eventsearned 4 points for 1

, 3 for 2

, 2 for 3

and 1 for 4

.All of the points earned for finals also had to go on the sheet, towards house points, and also toindividuals so the school could work out the age champions.Points also had to be entered for the cheer squad competition; and for the relays, which scoreddouble points.At the end of the day, the house points had to be added up, to see which house won, and theindividual points added up to see who the age champions were. Records needed to be kept of allplace getters in the finals so that the school could make up their zone team.The only trouble was, quite often the recorders got so far behind with their calculations they couldn’tannounce the winning house on the day or the age champions.There always seemed to be complaints from kids left out of a final because someone hadn’trecorded their time properly, or the recorder responsible for working out the finalists missed a fasttime.House points sometimes got counted twice because there was no check on which sheets had beenadded in and which had not. There always seemed to be too many recorders and no one was incharge of the overall recording.House captains trying to work out relay teams found it almost impossible to access times for heats(too many bits of paper, some of which sometimes went astray, especially if the day was windy) sothe organisation of the relays always seemed to take ages. Students went home disgruntledbecause they had cheered for their house all day, and still didn’t know who won. When it wasannounced on assembly a week later, it didn’t seem to matter much then.The new principal has been approached by the house captains about these problems at earlier carnivals and has decided to use a computer program of some sort to manage the carnival and hasapproached your firm to work out a solution. She doesn’t want to spend a fortune (carnivals onlyhappen 3 times a year) so has set a budget of $5000 and of course, she wants it for the carnivalcoming up. The school has no spare hardware for this so that will have to be included in the budget.