Assessment Task for: Year 11 Information Processes and Technology Student Name: ___________________

Assessment Task No: 3

Date Received: 9th June 2009 Date Due: 6th July 2009

Weighting: 25%

Submission Instructions:     This assessment task is for individual work. You will be given some class time to help you complete this assessment. Your assessment is to be handed into the assessment box (located in the Learning Centre) by 8:50am on the day it is due. 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 date will 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 information technology 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 need

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Task Details
2. Cross Curriculum Links:  KC1 Research skills – use of the Internet to find information  KC2 Communication skills  KC7 Using Technology  CC9 ICT – word processing, research on the Internet  Literacy – presentation writing

3. Context for the task: This task requires students to draw on their learning, in the topic “Tools for Information Processes”. Using research conducted both during class time and after class, students will then use 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:  There are two deliverables for this task o Documentation (word processed hard copy document) o Working Solution (electronic copy)  See Appendix 1 for a detailed description of the task

6. In order to undertake this task you need to:  Start with a clear description of the problem “Understanding the Problem”  Follow the stages of the Project Development Life Cycle (as documented in your textbook) to help you reach a real – world solution  Document every stage of the Project Development Life Cycle  Develop a number of ideas to address the problem  Research real-world solutions to help you arrive at your final solution  Create a solution to the issue  Identify and explain each social and ethical issue that you find

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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 wrote down the entry points for each house on sheets of paper and sent these at intervals during the day to the recorders. Each time the recorders got a batch of entry points, they added them to the total which 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 to lanes by the marshal. These sheets were also sent to the recorders, and the times and names were recorded on the cardboard for each age group. From all of these times, one of the recorders had to work out the 8 fastest times for each event for each age group (12 yrs to 17+ yrs) so that they could be put into a final. Field events didn’t have heats, so only the final results had to be recorded. Finals for all events earned 4 points for 1st, 3 for 2nd, 2 for 3rd and 1 for 4th. All of the points earned for finals also had to go on the sheet, towards house points, and also to individuals 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 scored double points. At the end of the day, the house points had to be added up, to see which house won, and the individual points added up to see who the age champions were. Records needed to be kept of all place 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’t announce 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’t recorded their time properly, or the recorder responsible for working out the finalists missed a fast time. House points sometimes got counted twice because there was no check on which sheets had been added in and which had not. There always seemed to be too many recorders and no one was in charge 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) so the organisation of the relays always seemed to take ages. Students went home disgruntled because they had cheered for their house all day, and still didn’t know who won. When it was announced 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 has approached your firm to work out a solution. She doesn’t want to spend a fortune (carnivals only happen 3 times a year) so has set a budget of $5000 and of course, she wants it for the carnival coming up. The school has no spare hardware for this so that will have to be included in the budget.

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Scenario 2 Fred Bloggs runs a small hardware store. He keeps a card file of all the products he sells, with the latest price and the name, phone number and address of the supplier. He also keeps a card file of all his clients who have an account. On this he has the name, address and phone number of the client. When an account client buys something, Fred puts the sales slip in the client’s folder. At the end of the month, Fred has to go through each client’s folder, add up the amounts each client has spent and prepare an invoice, which he posts out. Each week, when Fred wants to order new stock, he goes round all the shelves to count what he has left of each product, so he can work out what to order. Then he has to go right through the supplier file to find who, for example, supplies his shovels; because the products and suppliers are filed in alphabetical order of the supplier’s name. He has to keep a copy of each order that he rings through, and has to mark the goods off when they arrive. Fred finds the end of the month very stressful. He seems to spend all of his spare time working out invoices, and he always has this feeling that he might have lost some sales slips, and so is not sending bills to customers who have bought things. He has employed extra staff to help with his bookkeeping and this has cut down on his profit margin. It takes him a long time to count his stock, and he sometimes makes mistakes and orders stuff he really didn’t need, or misses something he should have bought. More people seem to want to buy things on account, but he doesn’t think he has the time to take on more account customers. He is worried, however, that if he refuses credit, his clients might go elsewhere. Fred has decided that he needs a computerised system to record products, prices and suppliers, as well as computerising the details of his clients. He wants the program to track sales, adjust stock numbers to make his ordering easier and create monthly invoices which he can then send out. He has employed your firm to come up with a software and hardware solution for these problems. He hasn’t got a computer in the store, so you will have to advise him.

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Scenario 3 Patterson’s Real Estate Agency is a bit behind the times. All of their buyer details are kept on cards, filed alphabetically by last name. Details of clients selling houses and the details of the houses etc. for sale are kept in another file, along with the selling price. They also keep a set of photos of each house for sale in the folder. These details are stored alphabetically by suburb and house type (e.g. 2 or 3 bedroom, apartment, bedsitter). When a new client comes in, they fill out a new client card, record details such as name, address, phone number and details about what sort of house they are looking for and the price range. If a client comes in to sell a house, the same personal details are recorded along with the asking price. A photographer is then sent out to take photos. These are then processed and printed at the local photo shop and put in the file. After taking a buyers details, the agency looks through all the cards in the file, pulling out possible houses in the suburbs that the clients may be interested in. Many of these are unsuitable because of their prices or other details, so all of those go back into the file. This takes some time to do. The ones that are left are looked at by the client and if they are interested, the agency takes them out to the house or apartment to look at it. Finding a suitable house is always a hassle. It is no problem finding a 3 bedroom house in, say, Mt Colah, but the other details like price, garages are only evident when the cards are removed from the file. Also, if the agency wants to contact a seller, they have to find their house first, to get their personal details from it. Pattersons have decided there must be a better way. They have approached your firm to design and implement a computerised filing system for buyers and sellers, which will allow them to search the seller file more easily. They want to be able to put in several search specifications, such as number of bedrooms, price and whether the house has a garage or carport. It is also costing them a fortune for photo processing, so they want to be able to show their buyers photos electronically, so they don’t have to pay for processing. They don’t have any computers and they want the system up and running in one month. You will need to design a database that can incorporate photos. You will need to suggest what sort of hardware they will need to do this and also to take the photos. They haven’t specified a maximum cost, but it is only a small firm, so you want to keep costs down if possible.

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Scenario 4 Tasman Travel Agency seems to spend a lot of their time on the phone. When customers come in and ask them about holidays, they get out the brochures, go through them and when the customer wants details of prices, they ring up the suppliers to get these details. Client details such as name, address, phone number, destinations and travel times are recorded on cards. These are filed alphabetically by last name. If a client decides to go ahead with a holiday, an itinerary is typed up, an account worked out and the client is given a copy of this and a copy is put in the client file. Giving clients details of trips, prices times and transport takes a great deal of time because they don’t bother to file all the details, because it is too difficult to look them up later. It doesn’t matter how they file the details, the customer always seems to want a detail that is hard to find. That’s why they have stuck to the brochures. They would like to contact more people about their business, and have clients contact them without necessarily coming into the office because parking is difficult near their office and this puts some people off coming to see them. Tasman would like to have some sort of presence on the World Wide Web. They would like to give people some details about their business, and they want people to be able to give them details electronically about the places they want to go, as well as personal details so they can contact them. This seems a good idea to them because not only will they have a bigger audience, they won’t be restricted to office hours for their customers to send in details. Tasman have contacted your firm to make a proposal that will computerise all their customer details as well as creating a catalogue of destinations. They also want a web site designed that will let customers send them information. They have a couple of computers and a printer that they use to create itineraries and invoices, but they are not connected to the internet. You will have to design their web page as well as their database. Scenario 5 Year 6 of Westmead Educational Precinct Primary School have been working on a Social Studies project. They observed that due to the current global financial crisis, many people have reduced their financial contributions to charities; consequently, they have developed a project whereby people can contribute their time rather than money for charitable purposes. Their main goal is to raise public awareness of ways that people can help others. The students’ concept divides ways people can help into five categories: the elderly, the environment, the sick, education, and general community. So far the students have created a range of posters that address what people can do to help. You have been approached to contribute your own time by creating a website to support their cause. They require you to design a website that publishes their initiative. The website should cover all five categories and be designed with the intention that students will be able to update the content easily. The school has both Macs and PCs with access to Adobe Dreamweaver as well as the Internet; but students will also need to be provided with support documentation which guides them through how to update their website.

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Appendix 1
The project will involve 5 phases: • understanding the problem • planning • designing solutions • implementing • testing, evaluating and maintaining. Possible Scenarios Your company has been asked to set up an information system for one of the following: School athletics carnival A small retail business A real estate agency A travel agent All of these scenarios are based on the premise that the existing system is a paper based system, and your system will be an electronic one to replace it. The chosen information system should be either: • A database information system • A multimedia system • A spreadsheet information system Phase 1 - Understanding the Problem. This will involve:  Carrying out a preliminary investigation or requirement definition This involves data collection to understand the problem. Each of the information processes in the present system is examined and any weaknesses in the existing system are to be recorded. You can get the information for this from the scenario you choose.  Writing a requirement report This is a statement about the need for a new system. It outlines the aims and objectives of the new system and how it will help the organisation. It must match the goals of the organisation to ensure that management is satisfied with the solution. It should also provide an overview of the new system in terms of the data/information, information processes and information technology to be used.  Developing a prototype This is a first working model of the new information system. It will have screens but little or no processing. Screen shots with explanations may be used. The prototype may be refined at later stages to produce the finished system. This will be done by means of showing the prototype to me and discussing it with me. I may make suggestions about changes you could make. This process could be repeated during the project cycle.

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Phase 2 - Planning. This will involve:  Carrying out a feasibility study This is a short report that examines the available options, estimates costs, and identifies any constraints (economic, technical, schedule or organisational) to be considered. It judges whether a potential solution can actually be implemented. The report should include an evaluation of known constraints and make a recommendation.  Writing a project Plan: This must provide an overall schedule, details of subprojects, a schedule for each subproject as well as identify the people, information technology and data / information required by the system. You are to use a Gantt chart to show the schedule of your plan diagrammatically. Phase 3 - Designing Solutions. Designing a solution is the transformation of the specifications into appropriate hardware, software and information processes. It involves purchasing hardware, writing or purchasing software, and specifying information processes to make the system operational. This will involve: Producing a logical design You will illustrate by means of design tools, HOW the system will operate. To do this you will have to use at least • a context diagram and • a dataflow diagram • It is at this stage that any data dictionaries for database tables must be designed. Producing a detailed Design The following need to be covered in hardcopy: • What are the actual outputs on the screen? • What are the actual outputs that are printed out? Will pre-printed forms be used? • What are the input requirements? What data is required? What is the best way to input the data? eg. scanner, hand scanner, disk, bar code reader, or keyboard • What storage may be needed which is determined by the amount of input? • What are the Backup Procedures / Storage? • What is the cost of the hardware / software? (arrange quotes from vendors) • How will the new system be delivered? • Will new furniture, cabling, space and power points be required? • How will backups be carried out? Phase 4 - Implementing. The implementation stage delivers the new system to the participants. It involves using the solution to solve the problem. You must:  show how the participants will be trained.  indicate how the data is going to be transferred from the old system to the new system.  explain which conversion method will be used and why.  develop test data to test that the software functions correctly.

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Phase 5 - Testing, Evaluating and Maintaining. This will involve:  creating a pre-designed evaluation form for evaluating the new system. The evaluation form should enable participants to compare the results of the new system to the initial aims and objectives set out in the requirement report  Creating a pre-designed maintenance form. This will enable participants to make suggestions for improvements to the new system Producing an electronic copy of the information system and logbook or diary: Electronic copy of information system • is the program user friendly? • application software used to create the new system • does it meet the needs of the users? Logbook or diary Your logbook or diary should document all the phases you went through to produce your project. You should record all the problems you encountered and what you had to do to solve them. You should record any discussions you had with your teacher. Throughout the course of the project, students are invited to approach the teacher with their draft sections to receive advice on how they may improve their responses or end product.

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Marking Criteria
Reports - Understanding the problem (8 Marks)

Outcome Assessed: All as listed on page 1 Criteria Mark 7–8 5–6 3–4 1-2

Creates a comprehensive report that includes a specific set of user needs and a recommendation to match. Creates an adequate report that includes a list of user needs and a suitable recommendation. Creates a basic report that includes some user needs and a recommendation. Creates a poor report that does not address the user needs or is not based on well-founded research. Reports – Planning (8 Marks)

Creates a comprehensive study that clearly identifies a range of solutions with thoughtful discussion about the appropriateness of each. The selected solution is sound. A Gantt chart is correctly applied and included as documentation. Creates an adequate study that identifies a range of solutions with discussion about the appropriateness of each. The selected solution is sound. A Gantt chart is included as documentation. Creates a basic study that identifies some solutions with discussion about the appropriateness of several. A solution is selected. Creates a poor study that identifies few solutions. A solution is selected without clear reasoning. Reports – Designing Solutions (8 Marks)

Mark 7–8

5–6 3–4 1-2 Mark 7–8 5–6 3–4 1-2 Mark 7–8 5–6 3–4 1-2 Mark 7–8 5–6 3–4 1-2

Creates a comprehensive report that includes at least 2 accurate system diagrams. Creates an adequate report that includes at least 2 system diagrams. Creates a basic report that includes 1 system diagram. Creates a poor report that includes 1 system diagram which is inaccurate. Reports – Implementing Solutions (8 Marks)

Creates a comprehensive report that refers to implementation, training and data conversion. Creates an adequate report that refers to implementation and data conversion. Creates a basic report that displays a plan. Creates a poor report that displays a plan. Reports – Testing, Evaluating and Maintaining (8 Marks)

Creates a comprehensive report that displays an in-depth level of awareness of the design process and the work produced. Creates an adequate report that displays a level of awareness of the design process and the work produced. Creates a basic report that displays a level of awareness of the work produced. Creates a poor report that displays no level of awareness of the work produced.

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Deliverables (20 Marks)

Outcome Assessed: P6.2 Criteria Mark 18 - 20 12 – 17 6 – 11 1-5

Creates a comprehensive system that meets all of the needs of the user. Creates an adequate system that meets most of the needs of the user. Creates a basic system that meets some of the needs of the user. Creates a poor system that may or may not meet the needs of the user.

Process Diary (10 Marks)

Outcome Assessed: P1.1, P3.1

Creates a comprehensive diary that logs all work and decisions made over a period of time. Creates an adequate diary that logs most work and decisions made over a period of time. Creates a basic diary that logs the some work and decisions made over a period of time. Creates a poor diary that logs some work over a period of time.

Mark 9 – 10 6–8 3–5 1–2

TOTAL MARKS: Teacher Comments:


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Student Evaluation Circle a number (1 = strongly agree to 5 = strongly disagree) This is my best work I was organised I understood the task I took notice of marking guidelines 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 2 3 4 5

I checked the meaning of key words in the Glossary of Terms 1

The outcomes I feel I have demonstrated best was outcome number________ The outcome I found most challenging was outcome number________ This assessment took me 0-1 Next time I will: At the time of review of the task: I could improve the following skills bySkill Method of Improvement 2-3 4-5 6-7 8+ hours to complete

I would like to seek further clarification or assistance with:

Please complete the following section following the return of the task: Student Name : Student Signature: Parent Signature: Parent Comment (optional):

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