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Scheme of work – Cambridge International AS & A Level Computing (9691)
Unit 4: Computing project
Recommended prior knowledge
Students should have studied Unit 1 and Unit 2 of this scheme of work.
Context
Work on the project should begin in parallel with work on Unit 3.
Outline
The project is a substantial piece of work requiring analysis and design over an extended period of time, which is organised, evaluated and presented in a report.
Students choose, in conjunction with their teacher, a well-defined user-driven problem which enables them to demonstrate their skills in analysis, design and
software development, including programming, testing, installation, documentation and evaluation. Problems should be selected that allow students to demonstrate
their programming skills.
Projects should be chosen to demonstrate the integrative aspects of the work and should avoid needless repetition of the demonstration of a given skill. Each
student must submit a report on their piece of work, supported by evidence of software development including programming and testing.
The teacher marks the projects using the marking criteria in the Guidance on Marking Projects section of this syllabus, then moderation takes place following
Cambridge International Examinations procedures.
Syllabus ref
Learning objectives
4.1
Report
Suggested teaching activities
Cambridge International AS and A
Level Computing Coursebook –
page 304
Content:
4.1.1 Organise the report into sections as
given in the syllabus
4.1.2 Word process the report
4.1.3 Documentation of each stage of the
development
(a) organise the report
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Learning resources
Introduce the idea of word-processing their report as the
Cambridge International AS & A Level Computing (9691)
Cambridge International AS and A
1
Syllabus ref
4.2
Learning objectives
Suggested teaching activities
Learning resources
(b) use word processing features where
appropriate including the use of a
spellchecker
(c) include the evidence specified in 4.2. to
4.6
project develops. Provide an outline of the report structure,
perhaps using a template. Stress the use of word-processing
features to provide a professional report including the
following:
1. Title and contents page
2. clear and logical organisation - set out in sections
3. continuous page numbering
4. information presented in continuous prose
5. good use of grammar, punctuation and spelling
6. use of a clear font style and size e.g. Times New Roman
10 pt or 12 pt
7. use of appropriate techniques e.g. headers and footers,
consistent styles for headings, use of tables etc.
8. footers should contain the candidate’s name and page
number
9. inclusion of a bibliography
Level Computing Coursebook –
page 304
Definition, investigation and analysis
Cambridge International AS and A
Level Computing Coursebook –
page 309
Content:
4.2.1 Define a problem
4.2.2 Investigate the current system
4.2.3 Record findings
4.2.4 Analyse findings
4.2.5 Identify problems/inefficiencies with
current system
4.2.6 Specify requirements: user, hardware,
software
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(a) define the nature of the problem to be
solved
Give the students a number of prepared problem definitions
of varying quality and use these to discuss the characteristics
of a good problem definition. The students set out their
problem definition and word-process it. These problem
definitions need to be checked for suitability by the teacher
before the investigation and analysis proceeds.
Cambridge International AS and A
Level Computing Coursebook –
page 305
(b) use appropriate methods to investigate the
Review the different methods of fact-finding and why they are
Cambridge International AS and A
Cambridge International AS & A Level Computing (9691)
2
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
problem and to gather information; these may
include questionnaires, observation, meetings
and document collection, but must include an
interview with the client
(c) record information/data and gather sample
documents currently used
used:
• questionnaires
• observation
• structured interviews
• also include a document search
Level Computing Coursebook – pages
306–307
Stress the importance of using these with their user rather
than the student relying on their own perceptions and ideas.
Students should select appropriate methods of fact finding for
their project, prepare appropriate documents for recording
their findings and employ them with their user. Tell the
students that they should be able to justify their choices.
Stress the importance of keeping good records at this stage,
including sample copies of documents used by the current
system, to refer to at a later stage, as necessary.
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(d) identify the current processes and current
data structures
Students should use information to try and identify the data
flows, data structures and the processing done by the current
system.
Cambridge International AS and A
Level Computing Coursebook – pages
306–307
(e) analyse the data and processes:
candidates will be expected to use
appropriate techniques such as structure
diagrams/dataflow diagrams/system
flowcharts to illustrate their analysis
Review the different methods of system documentation
including:
• structure diagrams
• dataflow diagrams (level two will include data stores and
processes)
• system flowcharts
Cambridge International AS and A
Level Computing Coursebook –
page 308
(f) specify inefficiencies and problems
apparent from the information collection
Encourage students to pinpoint inefficiencies and problems at
this stage. This will help them identify possible needs for the
development and maintenance of the system.
Cambridge International AS and A
Level Computing Coursebook –
page 308
(g) derive the client’s and information
requirements of the system
(h) specify the required hardware and give
reasons for their choice
(i) specify the required software and give
reasons for their choice
Students should establish the data requirements and produce
a full conceptual data model from these and document any
constraints and assumptions. Identify and document any
library elements e.g. general input routines, calculating
interest payments etc.
Cambridge International AS and A
Level Computing Coursebook –
page 308
Cambridge International AS & A Level Computing (9691)
3
Syllabus ref
4.3
Learning objectives
Suggested teaching activities
(j) develop and document a clear requirement
specification
Students should then use this information to set out a
reasoned rationale for the system requirements including the
following:
• hardware and reasons for choice
• software and reasons for choice
• user requirements broken down into specific and
measurable objectives
Learning resources
Design
Cambridge International AS and A
Level Computing Coursebook –
page 314
Content:
4.3.1 Overview including an agreed set of
objectives
4.3.2 Output design
4.3.3 Input design
4.3.4 Data structures/model
4.3.5 Process model
4.3.6 Test plan
(a) agree a set of objectives with the client
It is important that the user requirements are broken down
into specific and measurable objectives. Show students
examples of objectives whose success would be difficult to
measure (“easy to use”) and objectives where success could
be readily identified (“able to access all records”).
Cambridge International AS and A
Level Computing Coursebook –
page 310
(b) design and document report layouts,
screen displays and/or other forms of output,
drawing up detailed models of the proposed
interface
Detailed models of the proposed interface (discuss these with
the ‘third party’ user before implementation and show any
changes made). Include:
• report layouts
• screen displays
• other forms of output (for example, charts, sound,
animation)
• data capture forms (these could be online)
• screen layouts
Cambridge International AS and A
Level Computing Coursebook – pages
310–311
Emphasise the importance of uncluttered screens and clear
instructions.
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Cambridge International AS & A Level Computing (9691)
4
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
(c) design and document data capture forms
and/or screen layouts
The design should include details of all aspects of the
system; for example, data capture forms. The data capture
forms might be paper-based but might also be on-line forms.
The form designs should reflect the medium used (no dropdown boxes on a paper-based form).
Cambridge International AS and A
Level Computing Coursebook – pages
310–311
(d) design and document, using appropriate
techniques (for example, normalisation/E-R
models), the data structures necessary to
solve the inefficiencies/problems indicated in
the requirements specification
Data structures that solve the inefficiencies identified in the
requirements specification.
Discuss:
• normalisation
• E-R models
Cambridge International AS and A
Level Computing Coursebook – pages
311–312
If files are used then decisions have to be made about:
• file organisation
• file access methods
• file structures including key fields
Show students how to estimate the size of files required.
Ensure that students address the issue of data validation, if
necessary.
(e) design and document an
algorithm/pseudocode/top-down diagram or
other form of process model which is/are
necessary for the solution of the problem
Include a process model and processing tasks, discussing
where appropriate:
• JSP
• Algorithms
Cambridge International AS and A
Level Computing Coursebook –
page 312
(f) design and document a test plan that
includes test data and expected outcomes
Review testing, the development of a test strategy, and the
use of test plans and test data. Provide the students with an
outline for a test plan to ensure all elements are fully tested
and modifications are recorded.
Cambridge International AS and A
Level Computing Coursebook – pages
312–313
Encourage students to fully justify the choice of data.
Explain clearly the difference between valid and invalid data
and demonstrate how extreme data can be either valid or
invalid. Relate your discussion to normal, erroneous and
extreme data.
Test plans are often best set out on tabular form clearly cross
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Cambridge International AS & A Level Computing (9691)
5
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
referenced to annotated output. The following headings might
be appropriate for the test plan table:
Test No
Purpose
Data
Expected Results
Actual results
Remedial Action
4.4
Software development, programming,
testing and installation
Cambridge International AS and A
Level Computing Coursebook –
page 318
Content:
4.4.1 Software development
4.4.2 Programming
4.4.3 Testing a software solution
4.4.4 Planning for installation and use
4.4.5 Client and user testing
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(a) implement the proposed process model
using a programming language and possibly
the facilities of a software package
Remind students that hard copy evidence must be supplied
to show that a solution has been produced and that it
matches the design. In this case algorithms given in the
design must have corresponding code.
Also make the students aware that evidence will demonstrate
that the language has been used appropriately and that there
is sufficient complexity to demonstrate a range of skills
including maintainability.
Cambridge International AS and A
Level Computing Coursebook –
page 315–316
(b) develop the data structures of the design
using the appropriate features of a software
package and programming language
Again there must be hard copy evidence that the data
structures have been implemented and match those given in
the design.
Cambridge International AS and A
Level Computing Coursebook –
page 315–316
(c) develop inputs/outputs appropriate to the
design of the solution
Detailed models of the proposed interface (discuss these with
the ‘third party’ user before implementation and show any
changes made). Include:
• report layouts
• screen displays
• other forms of output (for example, charts, sound,
Cambridge International AS and A
Level Computing Coursebook –
page 315–316
Cambridge International AS & A Level Computing (9691)
6
Syllabus ref
Learning objectives
Suggested teaching activities
•
•
Learning resources
animation)
data capture forms (these could be online)
screen layouts
Emphasise the importance of uncluttered screens and clear
instructions.
(d) illustrate how the software solution
evolves
Make students aware that making changes to the original
design, if done in an appropriate manner, is not a failing on
their part. Also if they show that the project has been adapted
to changing needs then they will gain credit.
Cambridge International AS and A
Level Computing Coursebook –
page 315–316
(e) test the software solution
(f) produce detailed output from the testing,
cross-referencing to the test plan
Ensure students are aware of how they should complete the
test table produced for the test plan. Also remind them that
there should be convincing evidence of the testing carried
out. The testing should be comprehensive but is very unlikely
to be complete.
Cambridge International AS and A
Level Computing Coursebook – pages
316–317
(g) test the software solution with the client
and user, providing documented evidence
that the solution works, and devise a strategy
for its installation
Make sure that the students understand that they need to
produce evidence of user testing. Their evidence could
include:
• user comments
• photographs
• screenshots
• interview data
Cambridge International AS and A
Level Computing Coursebook –
page 317
Discuss the implementation strategy, looking at the options:
• parallel
• phased
• pilot
• direct
Emphasise to the students that they must be able to justify
their choice of strategy.
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Cambridge International AS & A Level Computing (9691)
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Syllabus ref
Learning objectives
4.5
Documentation
Suggested teaching activities
Content:
4.5.1 System Maintenance Manual
4.5.2 User Guide
Learning resources
Cambridge International AS and A
Level Computing Coursebook –
page 321
(a) develop a system maintenance manual
Discuss the contents of technical manuals for given solutions.
Documentation for both a programmed solution and a
package-based solution should be discussed. Some students
may be using both – bear this in mind during the discussion.
Encourage students to develop these alongside the project
implementation.
The contents should include at a minimum:
For a program
• operating environment (hardware, software)
• data structures, variables defined by name, type and
function
• clear definition and identification of purpose of
subroutines and functions
• annotated code (try and use features available in the
language chosen e.g. naming conventions, good layout
and use of commenting)
• instructions for modification
• anything else that will help to maintain or update the
system
Cambridge International AS and A
Level Computing Coursebook – pages
319–320
For a package
• operating environment (hardware, software)
• algorithm descriptions for each section of the solution
• purpose and inter-relationship of modules within the
system
• data structures
• annotated listings of macros
• annotated design screens showing details of packagegenerated forms, reports, queries, buttons, cross
tabulations etc.
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Cambridge International AS & A Level Computing (9691)
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Syllabus ref
Learning objectives
Suggested teaching activities
•
•
Learning resources
instructions for modification
anything else that will help to maintain or update the
system
Technical Manual
• annotated code/macros and/or annotated design screen
views of other elements e.g. tables, forms, reports, QBE grids
etc
• data dictionary (including all elements developed)
• instructions for modification
• operating environment (hardware, software)
Remind the students that the technical manual is a standalone document. They should think about the purpose of the
document when they are writing it, which is to make it easy
for someone who does not know the system to maintain and
upgrade the system.
(b) develop a detailed user guide
Discuss the contents of user manuals. Encourage students to
develop the manual alongside the project implementation.
Cambridge International AS and A
Level Computing Coursebook – pages
320–321
Hint:
Saving appropriate Input / Output screens (including error
messages) to illustrate the user manual as the solution is
developed and tested can save a lot of time.
The user guide is built up as the program develops. It is a
good idea to begin creating the manual at this stage, but
students should be prepared to be flexible as the program
may change as time develops. The advantages of using a
word processor for the task are clear here.
The user manual should be structured as a stand-alone
document with contents or index, page numbers etc. and
should include at a minimum:
• step-by-step instructions for operating all aspects of the
system including installation (use screen dumps of error
messages as appropriate and test the instructions with
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Cambridge International AS & A Level Computing (9691)
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Syllabus ref
Learning objectives
Suggested teaching activities
•
•
•
•
4.6
Learning resources
the user to ensure that they are at an appropriate level
for the target audience)
how to deal with any errors that may occur (use screen
dumps of error messages as appropriate)
appropriate Help (in small meaningful easy-to-read
sections), and messages within the software solution or
in the form of a hypertext document (again these should
be developed alongside the main solution)
backup procedures
glossary of terms use
Evaluation
Cambridge International AS and A
Level Computing Coursebook –
page 323
Content:
4.6.1 Evaluate results against the agreed set
of objectives
4.6.2 Evaluate the results of client and user
testing
(a) evaluate the final system against the
criteria described in the agreed set of
objectives
(b) evaluate the client’s and user’s responses
to testing the system
Provide an outline of the evaluation required and discuss how
the students should develop it to match their solution. The
outline should include:
Cambridge International AS and A
Level Computing Coursebook – pages
322–323
1. Comparison between the agreed set of objectives and
system developed, each criterion should be considered in the
following way:
- was it met?
- if yes, how was it met?
- if not, why not, and what limitations does this bring to the
system?
2. Evaluation of user testing with typical data:
- feedback from user
- changes made as a result of this feedback
3. Use the above to summarise the good and bad points of
the system:
- identification of limitations
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
- extensions needed and how they could be carried out
Notes:
1. look at each objective separately
2. emphasise to the students the need for a user-friendly
solution
3. it is important that the user is actively involved in the
evaluation
Discuss how to obtain feedback from the user. For example,
use questionnaires or interviews.
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