Information Processes &
Technology
HSC Seminar
Singleton High School
28th May 2010
Tony Skimmings
Computer Co-ordinator/Network Administrator
IPT Teacher
Dungog High School
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Seminar Outline
Introduction
Course Format
HSC Exam Format
Core Topic 1 – Project Management
Core Topic 2 – Information Systems &
Databases
Core Topic 3 – Communication Systems
Exam Preparation / Resources
IPT Course Format
Core Topics
Project Management (20%)
Information Systems and Databases (20%)
Communication Systems (20%)
Option Strands (40%) TWO of the following options:
Transaction Processing Systems
Decision Support Systems
Automated Manufacturing Systems
Multimedia Systems
Changes to IPT syllabus
The IPT syllabus has changed. 2009 was
the first year that content from the new
syllabus will be examined.
The HSC Exam
Exam Format
Exam Trends
Look at past HSC exam papers for trends.
Try and identify topics which are regularly
examined.
Eg SQL from Core topic 2 has been
examined in every HSC except 2007
Eg Note the trend towards Web 2.0
technologies in the most recent exams
Core Topic 1 – Project Management
System Development Cycle
Understanding the problem
Planning
Designing
Implementing
Testing, Evaluating maintaining
Core Topic 1 – Project Management
Decision Trees & Decision Tables
Conversion Methods – Direct, Phased,
Parallel & Pilot
Core Topic 1 – Project Management
2003
Core Topic 1 – Project Management
2003
Core Topic 1 – Project Management
2004
Core Topic 1 – Project Management
2006
Core Topic 1 – Project Management
2003
Core Topic 1 – Project Management
Sample answer
There are four main methods of implementation.
Parallel conversion requires that both the previous manual system and this new one
run concurrently until the developer and client are satisfied that the new system is
performing as expected. This would normally require two sets of resources which in
itself is a disadvantage, but for this company the approach would not be feasible as it
would mean that customers would receive two orders – one from the business they
rang, and the other as a result of the order being processed by head office and sent
to the nearest branch for delivery.
Pilot implementation means that the complete system is installed in one isolated area
of the business to see if it works well. When the developer and client are satisfied, it
can be installed across the whole company. For Gourmet Bytes, this would mean that
one or two businesses could convert to the new system, with head office handling the
orders for both of these branches, and all other businesses remaining with the
previous manual system. This would be a good approach, as employees and
management still working with the previous system could watch the new system in
operation, and be trained at one of the computerised branches prior to the full
implementation of the new system. The only disadvantage would be due to the fact
that only two branches are computerised, meaning that a customer order could be
relayed to a branch that is not necessarily close to the customer’s location.
Core Topic 1 – Project Management
Phased implementation requires that the system be installed in phases, where the
next stage of the system is installed only when the previous stage has been well
implemented. This approach has the advantage that is a particular stage fails it is
possible to fall back to the previous stage without abandoning the whole system. In
addition, employees are exposed to learning new parts of the system in small stages
only. The approach requires that individual stages can be clearly identified – in the
case of Gourmet Bytes it is difficult to see how the previous system could remain in
use while stages of the new centralised system are introduced. This is because the
two systems are fundamentally different in terms of resources used and the method
of processing, and it would be difficult to integrate the two system.
Direct cutover is the implementation of the new system over a very short time period,
such as overnight or over a weekend. It can be traumatic for users if the system is not
fully tested and it fails, or if the employees have not been well trained in its use. If,
however, the system has been well tested, the employees feel confident in its use
and it has been designed to be human centred and is well documented, then it should
be a relatively smooth implementation to convert from the old manual system to the
new computerised system over this short time period. The advantage of doing this is
that the system benefits would be immediately realised to Gourmet Bytes, and
customers should benefit greatly from the improved service they now can be offered.
This therefore would probably be the best method of implementation to be used by
Gourmet Bytes.
Core Topic 1 – Project Management
Criteria Marks
5 • A response that shows sound understanding of conversion methods.
Answer should include adequate description of four conversion methods,
an appropriate recommendation and relevant justification of the
recommendation
3–4 • A response that shows clear understanding of at least two conversion
methods. A better response should include a recommendation and some
relevant justification of the recommendation
1–2 • A response that shows limited understanding of conversion method(s). At
least one conversion method is named and/or briefly described and/or a
recommendation proposed and/or justified. Simply naming conversion
method(s) will attract a maximum of 1 mark
Most candidates displayed a good understanding of the four conversion methods. Better responses
included an appropriate recommendation and justification suitable for the described scenario.
Poorer responses often confused conversion methods and were not able to provide an appropriate
recommendation.
Core Topic 2 – Information Systems &
Databases
Database basics
Databases contain 4 main components – Tables, Forms,
Queries and Reports
There are two main types of databases:
Flat File – 1 Table
Relational – Multiple Tables linked together
with keys
Relational Databases are defined with a schema
Core Topic 2 – Information Systems &
Databases
Entity (Table)- An entity is a specific “thing” or “topic”
about data that is collected and stored, eg. Entities on
Students in school DB
Attribute (Field)- An attribute is the defined property of
an entity. Attributes are the same as in a flat file
database, eg. Student Surname
Relationship - A relationship is the way in which entities
(tables) are related to one another. eg Student table
linked to Subjects table
Tuple (Record) – A piece of information in a table. Eg. A
Entity
students details
Tuple
Attribute
Core Topic 2 – Information Systems &
Databases
Data Dictionary
A data dictionary provides a comprehensive
description of each attribute (field) in the database
Field Name – Should be selected carefully
Data Type – Eg. Text, numbers, date/time
Field Size – The width of the field
Description – Contents description
Example – Example of data
Core Topic 2 – Information Systems &
Databases
SQL
Structured Query Language (SQL) is the code which
represents queries. SQL queries are designed to search
a database for specific data.
SELECT (Fields is to be displayed)
FROM (Tables to be used)
WHERE (Search criteria)
ORDER BY (Sequence in which the results
are displayed);
Core Topic 2 – Information Systems &
Databases
SQL examples
2008 HSC
SELECT Acid, State, Colour, Odour, MP
FROM Acidtbl
WHERE Odour = “Strong” AND MP > 0;
2006 HSC
SELECT Borrower.Borrower_Name, Loan.Movie_ID
FROM Borrower, Loan
WHERE Borrower.Borrower_ID = Loan.Borrower_ID AND Loan.Movie_ID =
“MP6”;
Core Topic 2 – Information Systems &
Databases
2005
Core Topic 2 – Information Systems &
Databases
2002
Core Topic 2 – Information Systems &
Databases
2002
Core Topic 2 – Information Systems &
Databases
2002
Core Topic 2 – Information Systems &
Databases
2002
Sample Answer
An SQL query requires the field names to be correctly spelt and their
data types to be known. The data types will affect whether a value
used in a search criterion includes the use of quotes (for a text
value) or no quotes (for a numeric value).
eg a typical query that Jill would need to construct could be:
SELECT price, description
FROM wine_lists
WHERE price < 35 AND type = “shiraz” OR colour_code = “2”
Jill would need to know that the attribute colour_code uses an
underscore (and not a full stop for example), and that type and
colour_code attributes are both text, requiring quotes around the
comparison value, whilst price is numeric.
Core Topic 2 – Information Systems &
Databases
2002
Criteria/Marks
3 • Demonstrates a clear understanding of data dictionaries by describing
how a data dictionary would assist Jill in this situation
2 • Demonstrates an understanding of data dictionaries and how they are
used to compose queries, links the use of a data dictionary to the scenario
1 • Demonstrates some knowledge of a data dictionary by identifying its
main features. Does not relate these features to the scenario.
Candidates generally were able to identify characteristics of a data dictionary but were unable to
describe how a copy of the data dictionary would help compose SQL queries. Responses were
often general in their description of data dictionaries without again linking it to the scenario. Some
candidates constructed SQL queries to help support their responses. It was pleasing to see that
many candidates were able to correctly use SQL but this was not an important feature of the
response required.
Core Topic 2 – Information Systems &
Databases
2003
Core Topic 2 – Information Systems &
Databases
2003
Sample Answer
SELECT First_name, Last_name, Home_phone
FROM FRIENDS
WHERE State=“NSW”
ORDER BY Last_name Ascending;
Criteria/Marks
3 • A correct SQL query that contains the required fields, table name,
selection criteria and sort order as outlined in the question. Correct SQL
keywords must be used (Full marks may be awarded to a solution with
minor syntax errors)
1–2 • An incomplete query that displays some understanding of SQL. At a
minimum students must undertake some selection of fields
•The aim of this part was to construct an SQL query. The majority of candidates showed
an understanding of SQL. The better responses demonstrated a good understanding of
the keywords and relevant data required for each. Poor responses only showed a
selection of the required fields and in some instances the criteria required, while others
could only show the keywords of SELECT, FROM, WHERE, ORDER BY, without
being able to apply this syntax to the given data.
Core Topic 2 – Information Systems &
Databases
2008
Core Topic 2 – Information Systems &
Databases
2008
Sample Answer
With reference to the Owner_Telephone_Number field, the text data
type is appropriate because it allows numbers with leading zeros to
be stored without being lost. If this field was set to numerical data
type the leading zero would be lost. The text data type also allows
for entry of other characters such as brackets around area codes or
spaces. Since no calculations are done on telephone numbers, text
is also appropriate.
For the Paid field the Boolean data type is appropriate. It allows for
greater data integrity. If it were set to something like text people
could enter Yes or Y or True or T. When you search on this field it
would not give you all the information, ie Boolean data type
improves data integrity. It also saves space in the database.
Core Topic 2 – Information Systems &
Databases
3 Provides a clear justification for the use of each data type with reference
to the characteristics of each data type
2 Provides clear characteristics and justification for the use of one of the
data types AND limited characteristics and justification for the other
OR
Identifies a characteristic of both data types
1 Identifies a characteristic of one of the data types
Better responses justified the choice of data type for the Owner_Telephone_Number (text) and Paid
(Boolean) fields by providing characteristics as well as a justification for their inclusion. Mid-range
responses provided characteristics of the data types only.
In weaker responses, candidates attempted to resolve an incorrectly identified error in the data
dictionary, stating that number and currency were a better choice of data type, or they restated parts
of the question.
Core Topic 3 – Communication Systems
Network Hardware Devices
Hubs and Switches
Routers
Modems
Bridges and Gateways
Network Interface Cards (NIC)
mobile phones
Cables
wireless access points
Bluetooth devices
Core Topic 3 – Communication Systems
Packet switching demo
Core Topic 3 – Communication Systems
The Postal analogy
Data packets = Postcards
Computer/Device = Houses
Router = Post Office
Switch = Postman
Hub = Junk Mail deliverer
Core Topic 3 – Communication Systems
2004
Core Topic 3 – Communication Systems
2007
Core Topic 3 – Communication Systems
2002
Core Topic 3 – Communication Systems
Core Topic 3 – Communication Systems
Sample Answer
The network that the school is considering uses “client – server”
network architecture. The 40 centrally located PCs are the clients
which are controlled by the network server. The data server
provides storage for user files.
The terminals in the classrooms simply provide a connection to the
centrally located PCs. They do not actually carry out any processing
of data.
When a user logs on at the terminal an IP address is assigned to the
centrally located PC and the user’s credentials are authenticated.
When a user logs off at the terminal the session will be closed. All of
these processes are carried out by the network server.
When a user accesses application software (eg. A word processing
package) the processing is being carried out on the centrally located
PCs with the data being sent to the terminal in the classroom.
Core Topic 3 – Communication Systems
• 2–3 Response clearly indicates the relationship between the client and server(s)
in terms of processing when a user logs on and accesses an application package.
Better responses will do this for both log on and application package access
• 1 Response describes where some processing takes place OR • Response
describes what processing takes place
Candidates needed to clearly show that they understood the nature of
processing in a client/server network. Better responses clearly stated that
processing was away from the client in the classroom, with usernames and
passwords being validated in the server.
Some responses identified the server as the processor of the login details, but
a generic statement of ‘accessing the application software from the centrally
located PCs’ indicated that they were unsure of where the processing was
occurring, as required by the question. Responses needed to indicate where
the processing occurred.
Better responses also indicated unambiguously that the application software
was running on the centrally located PCs, with the clients in the classroom
only acting as an interface to the user.
Weaker responses simply rewrote the information from the stimulus material,
which did not clearly display the candidate’s knowledge.
Exam Preparation / Tips / Resources
“Failing to prepare is preparing to fail”
The exam is based on the entire HSC course.
It is very important to understand that you must be able to apply
your knowledge to a variety of scenarios where you must recognise
that the question involves communication systems or database
information systems. Your answers must relate to the question, the
scenario given and show that you can apply the facts you have
learnt to the given situations.
As well as the content for the course it is essential to understand the
glossary of key words used in all of the HSC examinations. Words
from identify to critically analyse will assist you in determining the
depth that is required in your answer. The glossary of key words is
available online. Relate practical experiences, projects and
assessments from class to questions.
Exam Preparation / Tips / Resources
Use your knowledge the network at your school, your library or
perhaps where you have a part-time job. Look around you,
investigate information systems, ask questions. What is the purpose
of the system? Inquire about the information technology used such
as hardware and software, identify the data and the participants and
the environment of the system.
In the examination:
Read the question carefully
Underline the important aspects of the given scenario
Identify what the key words, such as compare and contrast, are
asking you to do
Relate your answer to the case study, scenario or real-life problem
that is in the question
Use diagrams where possible and relevant.
Exam Preparation / Tips / Resources
Board of Studies – for Past HSCs, Exam
Notes, Multiple Choice questions,
Standards Packages.
HSC Online
Internet resources – SMH study guides,
howstuffworks, webopedia etc ****
Most importantly your Teacher and
classmates.