Hi Paula. Thanks for the clarification of the KK. It's good to know what we should be teaching. <br><br>I hope I never insinuated that the Study Design panel deliberately set out to obfuscate matters; it's just that sometimes the <i>intent</i> of the design can be hard to determine.<br>
<br>As always, many thanks for your ongoing support for us.<br><br>Regards<br>Mark<br><br>On 11 March 2011 17:50, Christophersen, Paula P <<a href="mailto:christophersen.paula.p@edumail.vic.gov.au">christophersen.paula.p@edumail.vic.gov.au</a>> wrote:<br>
> Dear colleagues<br>><br>> <br>><br>> I write for two reasons – to discuss the key knowledge point in U3O1<br>> ‘purposes and functions of the physical layer (Layer 1) of the OSI and the<br>> relationship of the physical layer to the TCP/IP model’ and to apologise to<br>
> Andrew Shortell and this community.<br>><br>> <br>><br>> Key knowledge – why layer 1 and its relationship to the TCP/IP model<br>><br>> I certainly appreciate that everyone wants to do the best for their<br>
> students, hence the need for further discussion about this KK. I hope that<br>> the following information helps.<br>><br>> · The physical layer KK needs to be read in the context of the KK<br>> ‘a brief overview of the concept of the OSI model for network protocols’. It<br>
> is important that students have an overview of the entire OSI model and how<br>> this connects to the TCP/IP model.<br>><br>> · The physical layer was selected for a number of reasons including<br>
> the need to restrict the scope of the OSI due to its complexity for teaching<br>
><br>> · As the layers all interact and build upon the functionality of<br>> those below them it is appropriate to begin at the foundation level.<br>><br>> <br>><br>> Below is an example of how a teacher has approached these two KKs – this<br>
> should provide an indication of the depth of treatment.<br>><br>> · Provide a brief overview of all layers, starting at layer 1<br>><br>> · Discuss the link between layer 1 and the TCP/IP by ‘showing’ how<br>
> the TCP/IP model is very similar to the OSI model at the physical layer, and<br>> then discussing the movement from layer 1 to the upper layers<br>><br>> · Discuss network topologies, NICs and hubs and how these devices<br>
> aid the transportation of data.<br>><br>> <br>><br>> I hope that this information contributes to a better understanding of the<br>> two key knowledge points. It is never the intention of the VCAA to write<br>
> cryptic study designs – every effort is made to write robust curriculum<br>> documents. Sometimes, however, it’s not until the study design is bedded<br>> down that points of clarification arise. If this is the case, then the VCAA<br>
> will take appropriate courses of action to clarify these concerns. <br>><br>> <br>><br>> Apology<br>><br>> On a personal note, I wish to apologise to Andrew and other members of the<br>> community who I have offended with my comments. As so eloquently stated by<br>
> Kevork problems can arise because of the disjunct between intention and<br>> interpretation. My intention was never to criticise the community for its<br>> informed and vigorous discussions about the study design – these discussions<br>
> are always encouraged. I sincerely hope that my comments do not stifle<br>> further conversations.<br>><br>> <br>><br>> Please feel free to contact me if you have any further comments or queries.<br>
><br>
> <br>><br>> Regards<br>><br>> Paula <br>><br>> <br>><br>> <br>><br>> Paula Christophersen<br>><br>> ICT Curriculum Manager<br>><br>> VCAA<br>><br>> 41 St Andrews Place<br>
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> Development.<br>><br><br><br>-- <br>Mark Kelly<br>Manager of ICT, Reporting, IT Learning Area<br>McKinnon Secondary College<br>McKinnon Rd McKinnon 3204, Victoria, Australia<br>Direct line / Voicemail: +613 8520 9085, Fax +613 9578 9253<br>
<a href="mailto:kel@mckinnonsc.vic.edu.au">kel@mckinnonsc.vic.edu.au</a><br><br>VCE IT Lecture Notes: <a href="http://vceit.com">http://vceit.com</a><br>Moderator: IT Applications Edulist<br><br>All generalisations are false, except this one.<br>
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