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<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Hi Mark.<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>I agree with what you are saying, but they may be looking for
something along the lines of running the null then type checks first to
allow skipping the others if there is no length or existence to check. The efficiency
angle is all I see.<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Lame, but about the only thing I can think of. (And I have to
dash to a late extra)<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Neil Wallace<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Norwood Secondary College<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
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<p class=MsoNormal><b><span lang=EN-US style='font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=EN-US style='font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> sofdev-bounces@edulists.com.au
[mailto:sofdev-bounces@edulists.com.au] <b>On Behalf Of </b>Mark KELLY<br>
<b>Sent:</b> Wednesday, 17 November 2010 1:11 PM<br>
<b>To:</b> Year 12 Software Development Teachers' Mailing List<br>
<b>Subject:</b> [Year 12 SofDev] SD Exam - Question 4<o:p></o:p></span></p>
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<p class=MsoNormal><o:p> </o:p></p>
<p class=MsoNormal style='margin-bottom:12.0pt'>Hi all. I've started
getting a bee in my bonnet (or a terrier in my trousers) about Section C, Q4.<br>
<br>
<i>Percy is writing the program specification. For the section dealing with
entry of the Medicare number he writes</i><o:p></o:p></p>
<div style='margin-left:30.0pt'>
<p class=MsoNormal><i>If the user makes a mistake entering the Medicare number,
the program has to provide as much information as possible about what is wrong.
Therefore include these validation tests.</i><o:p></o:p></p>
<div style='margin-left:30.0pt'>
<p class=MsoNormal><i>Length - to make sure that the correct number of
characters has been entered</i><br>
<i>Existence - to make sure that the number entered exists on Medicare's
database</i><br>
<i>Null - to make sure something has been entered</i><br>
<i>Type - to make sure that only numeric characters have been entered</i><o:p></o:p></p>
</div>
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<div style='margin-left:30.0pt'>
<p class=MsoNormal><i>Note: These tests must be performed in the most effective
order.</i><o:p></o:p></p>
</div>
<p class=MsoNormal style='margin-bottom:12.0pt'><i><br>
a. Place these validation tests in the most effective order. 1 mark<br>
<br>
Then students have to give 3 reasons why it's the most effective way of doing
those tests. (3 marks)<br>
<br>
</i><br>
Hmm. What is "effective" about the order? It must relate to <b>how
well</b> it does the job of finding invalid numbers.<br>
<br>
But if <b>all 4 tests</b> are going to be conducted, any order of the 4 tests
will yield <b>exactly the same</b> results.<br>
<br>
It might be different if we wanted to find invalid numbers <b>soonest,</b> or
with the <b>minimum number of tests</b>, but they are <b>efficiency</b>
criteria, not effectiveness.<br>
<br>
I'm seriously starting to believe that this is a Bull Mastiff of a question...
All orders must be equally effective.<br>
<br>
I can usually work out what the examiners were <i>probably</i> trying to get
at, but this one has me completely baffled (like multichoice Q3 on the ITA
paper). <br>
I have no idea whatsoever of what knowledge the examiners are hoping I will
show.<br>
<br clear=all>
So, can anyone please tell me:<br>
<br>
1. how one order can be <i>more effective</i> than another.<br>
2. what order is most effective, and why the <i>reverse order</i> would be less
effective!<br>
<br>
Growl.<br>
<br>
Mark<br>
-- <br>
Mark Kelly<br>
Manager Information Systems<br>
Reporting Manager<br>
IT Learning Area Manager<br>
<br>
McKinnon Secondary College<br>
McKinnon Rd McKinnon 3204<br>
Victoria, Australia<br>
Direct line / Voicemail: +613 8520 9085<br>
Fax +613 9578 9253<br>
<a href="mailto:kel@mckinnonsc.vic.edu.au" target="_blank">kel@mckinnonsc.vic.edu.au</a><br>
<br>
VCE IT Lecture Notes: <a href="http://vceit.com" target="_blank">http://vceit.com</a><br>
Moderator: IT Applications Edulist<br>
<br>
My cow died on this day two years ago. I know because I noted it in my
dairy.<br>
<br>
<o:p></o:p></p>
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