[Year 12 SofDev] timeline based on Fitzpatrick, Keane
Kevork Krozian
kevork at edulists.com.au
Wed Jan 24 13:57:58 EST 2007
Hi Rob,
I have started this in moodle. I have transferred the Study Design into
a html page as I have done in past years , and used all the resources I
have to point to learning activities in each key knowledge dot point.
I have only got up to SAC31 and it is attached. I have hyperlinks to the
old Heinemann CD as well as scanned copies of other resources which you
will not be able to get to, but it is a start. I am also enclosing my
timeline for assessment tasks.
I hope it helps. I should have this finished before next Tuesday .
Keep well
Kevork Krozian
Mailing List Administrator
kevork at edulists.com.au
www.edulists.com.au
Tel: 0419 356 034
> Hi all,
> has anyone developed a course timeline based around the Fitzpatrick text
> that they are willing to share?
> I have seen Adrian Janson's timeline offering but we are not using the
> Dawson, Janson text.
>
> Rob Attrill
> Mill Park Secondary College
>
>
> _______________________________________________
> http://www.edulists.com.au
> IT Software Development Mailing List kindly supported by
> http://www.vcaa.vic.edu.au - Victorian Curriculum and Assessment Authority
> and
> http://www.vitta.org.au - VITTA Victorian Information Technology Teachers
> Association Inc
>
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<p align="center"><em><strong><font size="4" color="#800000">Software
Development</font></strong></em><font color="#800000" size="4"><strong><em><br>
Unit 3
Homework/Course Material -- 2007<br>
Text Book : Fitzpatrick , Keane "Software Development"</em></strong></font></p>
<p class="Bodytext" align="left" style="margin-top:0cm;margin-right:0cm;margin-bottom:
6.0pt;margin-left:0cm;text-align:left">
Unit 3 focuses on the
techniques and procedures for determining the ability of networked information
systems to meet organisational needs and on how the development of
purpose-designed software, using a programming language, helps fulfil these
needs. Students explore the roles and functions of networked information
systems, and the types of networks. They apply three phases of the waterfall
model of the systems development life cycle (SDLC): analysis, design and
development. They use this concept as the methodology for making changes to
networked information systems.</p>
<h4>Unit
3 Outcome 1</h4>
<p class="MsoNormal">On completion of this unit the student should be able to
analyse an existing networked information system used in an organisation, and
propose physical design specifications for a new or modified networked
information system.</p>
<div style="border-style: solid; border-width: 1px; padding-left: 4px; padding-right: 4px; padding-top: 1px; padding-bottom: 1px">
<p class="MsoNormal"><b>Assessment </b>: <b><i>Task 1</i></b> - In response
to a given design brief<br>
- a written report (including documentation of analysis and design) (40
marks)<br>
And
<i><b>Task 2</b></i><br>
- a labelled visual representation of a networked information system. (10
marks)</div>
<p class="MsoNormal">In achieving this outcome the student
will draw on knowledge described in <b>Area Of Study 1</b> ( <i><b>Systems
analysis and design </b></i>). To achieve this outcome
the student should demonstrate knowledge of</p>
<h4>Key knowledge</h4>
<ol>
<li>
<p class="MsoNormal">types of information systems and settings in which they
are used;</li>
<li>
<p class="MsoNormal">information system goals and objectives;</li>
<li>
<p class="MsoNormal">types of networks, and strengths and weaknesses of
different network topologies;</li>
<li>
<p class="MsoNormal">purpose and functions of operating systems and network
operating systems;</li>
<li>
<p class="MsoNormal">purpose, functions and capabilities of communications
technology, including network interface cards, transmission media (cables
and wireless), routing devices and protocols;</li>
<li>
<p class="MsoNormal">economic, social and technical factors prompting
organisations to change information systems;</li>
<li>
<p class="MsoNormal">threats to data integrity and security of information,
including deliberate actions, accidental actions and technical failures;</li>
<li>
<p class="MsoNormal">technical underpinnings of actions that threaten the
security of information stored and transmitted, including viruses, trojans,
spyware, hacking and denial of service;</li>
<li>
<p class="MsoNormal">security devices and procedures available to protect
data and information; . </li>
<li>
<p class="MsoNormal">the systems development life cycle (SDLC) and
techniques for managing this, including a detailed study of the waterfall model of the SDLC and an
overview of rapid application development (RAD), prototyping, and Agile
models;</li>
<li>
<p class="MsoNormal">the analysis phase of the SDLC, including
identification of what systems currently do and what new or modified
systems have to do;</li>
<li>
<p class="MsoNormal">tools for representing the logical designs of networked
information systems, including context diagrams, data flow diagrams, data
dictionaries;</li>
<li>
<p class="MsoNormal">methods for collecting data for analysis, including
direct observation, surveys, interviews, reading system program
documentation and logs;</li>
<li>
<p class="MsoNormal">the design phase of the SDLC, including identification
of the components (people, procedures, data and equipment) that will enable
the logical design specifications to be implemented;</li>
<li>
<p class="MsoNormal">tools for representing the physical designs of the new
or modified systems, including system flow charts, structure charts;</li>
<li>
<p class="MsoNormal">functions and characteristics of hardware and software
components, including security devices available to protect data and
information;</li>
<li>
<p class="MsoNormal">physical design specifications for the input,
processing and output requirements that will enable the new or modified
information systems to achieve their goals.</li>
</ol>
<h4>Key Skills</h4><font FACE="Times-Roman" SIZE="3" COLOR="#20231e">
<ol>
<li>
<p ALIGN="LEFT">explain the economic, social or technical factors causing
organisations to change their networked information systems, including
reference to security weaknesses; and/or inefficiencies of data processing;</li>
<li>
<p ALIGN="LEFT">propose a range of methods to collect data for analysis;</li>
<li>
<p ALIGN="LEFT">apply logical design tools and techniques to document
existing systems </li>
<li>
<p ALIGN="LEFT">identify the processes, procedures or equipment that must be
changed in order to fulfil an information system goal or objective;</li>
<li>
<p ALIGN="LEFT">describe the physical specifications of the new or modified system, including the input and output devices, format, size and use of
fi les, software capabilities, control procedures, backup procedures,
security procedures;</li>
<li>
<p ALIGN="LEFT">represent visually the components of proposed networked
information systems and their relationships.</li>
</ol>
</font>
<table border="1" width="91%" height="355" id="table1">
<tr>
<td width="4%" align="left" height="19"><font color="#800080"><strong><em>No</em></strong></font></td>
<td width="54%" align="left" height="19"><p align="center"><font color="#800080"><strong><em>
Homework/Course Description </em></strong></font></td>
<td width="29%" align="left" height="19"><em><strong><font color="#800080">
Area of Study/ Key Knowledge</font></strong></em></td>
<td width="89%" align="left" height="19"><p align="center"><font color="#800080"><strong><em>Resource</em></strong></font></td>
<td width="37%" align="left" height="19"><font color="#800080"><strong><em>Due Date</em></strong></font></td>
</tr>
<tr>
<td width="255%" align="left" height="19" colspan="5">
<p align="center"><b>SAC 31 -- </b></td>
</tr>
<tr>
<td width="4%" align="left" height="19"><b>1</b></td>
<td width="54%" align="left" height="19"><b>
<u><i>
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/infotechsd.pdf">Handout 1</a></i></u> --
Course Outline. <u><i>
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/Handouts/Software_Development-Due-Dates-2007.doc">Handout 3</a></i></u>
-- Due Dates. <br>
Text p 2 - 8 , Activities 1.1 - 1.6 , Q 1,2,4,6-8 p 22. <br>
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/ISTYPES.ppt">
Information System Types slide show</a></b></td>
<td width="29%" align="left" height="19"><b>SAC31 , Key Knowledge 1</b></td>
<td width="89%" align="left" height="19"><b>Text</b></td>
<td width="37%" align="left" height="19"> </td>
</tr>
<tr>
<td width="4%" align="left" height="38"><b>2</b></td>
<td width="54%" align="left" height="38"><b><i><font color="#008000">Handout 2</font></i> -- Information
Systems<br>
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/Types_of_Organisations.doc">
Types of Organisations</a><br>
<u>CD Area of Study 3.3 </u>Worksheet "Components of Information Systems".<br>
Worksheet CD AOS 43, Organisational Goals<br>
Worksheet <u>CD SAC 33</u>,
Achieving Organisational Goals<br>
Worksheet <u>CD SAC 33</u>,
Information System Goals and Objectives.<br>
Worksheet
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/Organisational_goals_system_goals_objectives.doc">
Organisational goals, system goals and objectives </a></b><br>
<b>
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/Case_Study_goals_and_objectives.doc">
Case Study Goals and Objectives</a></b></td>
<td width="29%" align="left" height="38"><b>SAC31 , Key Knowledge 1,2</b></td>
<td width="89%" align="left" height="38"><b>Handout,</b><p><b>CD</b></td>
<td width="37%" align="left" height="38"> </td>
</tr>
<tr>
<td width="4%" align="left" height="19"><b>3</b></td>
<td width="54%" align="left" height="19"><b> Text p 14 -18 , Activities 1.10 Q
3,12,14-16 p 22</b></td>
<td width="29%" align="left" height="19"><b>SAC31 , Key Knowledge 1</b></td>
<td width="89%" align="left" height="19"><b>CD</b></td>
<td width="37%" align="left" height="19"> </td>
</tr>
<tr>
<td width="4%" align="left" height="57"><b>4</b></td>
<td width="54%" align="left" height="57"><b>
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/computer-architecture.doc">
Computer Architecture Worksheet</a>;<i><font color="#008000"> </font></i>
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/Information_Systems_and_Networks_2_HWare.ppt">
Computer architecture slide-show</a><i><font color="#008000"><br>
</font></i>and
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/Questions_on_Computer_Architecture.doc">questions</a> .
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/Computer_Architecture.ppt">Slide Show
</a> ( complete
missing parts of slide show using <a href="http://www.pcwebopaedia.com">
www.pcwebopaedia.com</a> )</b></td>
<td width="29%" align="left" height="57"><b>SAC31 , Key Knowledge 4 </b></td>
<td width="89%" align="left" height="57"><b>Online</b></td>
<td width="37%" align="left" height="57"> </td>
</tr>
<tr>
<td width="4%" align="left" height="38"><b>5</b></td>
<td width="54%" align="left" height="38"><b>SOHO network design ( 4
stations, printer/scanner, internet, wireless, security, performance, share files, login, share
games etc )</b></td>
<td width="29%" align="left" height="38"><b>SAC Key Knowledge 3 - 5</b></td>
<td width="89%" align="left" height="38"><b>Class exercise</b></td>
<td width="37%" align="left" height="38"> </td>
</tr>
<tr>
<td width="4%" align="left" height="57"><b>6</b></td>
<td width="54%" align="left" height="57"><b> Text p 24 - 41 ,</b> <b>
Activities 2.1 -2.6 Q 1 -27 p 52<br>
<u>CD SAC 42</u> Network and Data Communications worksheet; Network Topologies
Worksheet. <i><font color="#008000">Handout 4</font></i></b></td>
<td width="29%" align="left" height="57"><b>SAC31 , Key Knowledge 3 -
5</b></td>
<td width="89%" align="left" height="57"><b>Text, CD</b></td>
<td width="37%" align="left" height="57"> </td>
</tr>
<tr>
<td width="4%" align="left" height="38"><b>7</b></td>
<td width="54%" align="left" height="38"><b> <u>CD
SAC 42</u>, Network Operating Systems, Architecture and components worksheet.
Slide show on
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/Networks_and_Concepts.ppt">Networks and concepts.</a></b></td>
<td width="29%" align="left" height="38"><b>SAC31 Key Knowledge point 4</b></td>
<td width="89%" align="left" height="38"><b>CD</b></td>
<td width="37%" align="left" height="38"> </td>
</tr>
<tr>
<td width="4%" align="left" height="38"><b>8</b></td>
<td width="54%" align="left" height="38"><b>Complete 10 quizzes on</b>
<a href="http://home.fhc.vic.edu.au/cnap/vitta_net_cd/index.html">VITTA CD
</a></td>
<td width="29%" align="left" height="38"><b>SAC31 Key Knowledge 1 - 5 </b></td>
<td width="89%" align="left" height="38"> </td>
<td width="37%" align="left" height="38"> </td>
</tr>
<tr>
<td width="4%" align="left" height="57"><b>9</b></td>
<td width="54%" align="left" height="57"> <b>
<i><font color="#008000">Handout 5, 6 </font></i></b>; <b>
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/Information_Systems_impetus_for_change.ppt">
Slide show impetus for change</a></b><br>
<span style="FONT-WEIGHT: 700">CD Area of Study 42, Impetus for Change
worksheet.</span></td>
<td width="29%" align="left" height="57"><b>SAC31 Key Knowledge point 6</b></td>
<td width="89%" align="left" height="57"><b>Handout,<br>
Online</b></td>
<td width="37%" align="left" height="57"> </td>
</tr>
<tr>
<td width="4%" align="left" height="57"><b>10</b></td>
<td width="54%" align="left" height="57"><b>
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/Information_System_Security.doc">
Information Security</a>;
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/Data_and_Information_Security.ppt">
Slide Show information security</a> .<br>
Text p 42 - 47 ,</b> <b>Activities 2.7; Q 28 - 30 p 52.<br>
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/Backup_Questions.doc">
Backup Worksheet</a>, <i><font color="#008000">Handout 7</font></i></b><br>
<span style="FONT-WEIGHT: 700">CD Area of Study 32,"Data and information
security" and "Security measures" worksheet</span></td>
<td width="29%" align="left" height="57"><b>SAC31 Key Knowledge point 7 - 9</b></td>
<td width="89%" align="left" height="57"><b>Text,<br>
Online</b></td>
<td width="37%" align="left" height="57"> </td>
</tr>
<tr>
<td width="4%" align="left" height="57"><b>11</b></td>
<td width="54%" align="left" height="57"><b>Text p 8 -13 , Activities 1.7
-1.9 Q 5, 9, 10, 11, 13 p 22.<br>
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/System_Development_Life_Cycle_-_review.ppt">
Slide show SDLC</a></b><br>
<span style="FONT-WEIGHT: 700">CD Area of Study 42, Systems Development Life
Cycle worksheet.<br>
RAD and Agile Models Text p 101 - 102 Q 8 p 119 </span></td>
<td width="29%" align="left" height="57"><b>SAC31 Key Knowledge 10</b></td>
<td width="89%" align="left" height="57"><b>Text</b></td>
<td width="37%" align="left" height="57"> </td>
</tr>
<tr>
<td width="4%" align="left" height="38"><b>12</b></td>
<td width="54%" align="left" height="38"><b>
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/Data.doc">Data
and information</a><br>
Text p 55 - 80,</b> <b>Activities 3.1 - 3.2; Q 1 - 32 p 81 -82<br>
CD SAC 32 -Value and Suitability of Information Worksheet<br>
Case Study p 82 - 83</b></td>
<td width="29%" align="left" height="38"><b>SAC31 Key Knowledge 11-13</b></td>
<td width="89%" align="left" height="38"><b>Text Handouts</b></td>
<td width="37%" align="left" height="38"> </td>
</tr>
<tr>
<td width="4%" align="left" height="38"><b>13</b></td>
<td width="54%" align="left" height="38"> <b>
<font color="#008000"> <i>Handout 8 </i></font>(Context Diagrams) ; <i><font color="#008000">Handout
9</font></i> (Data Flow Diagrams)</b><br>
<b>
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/Hierarchy_System_Flow_Charts.ppt">
Hierarchy/Structure Charts and System Flow Charts</a></b><br>
<b>
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/Data_Dictionary.doc">
Data Dictionary,</a>
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/System_Flow_Charts.doc">
System Flow Charts</a>,
<a href="http://moodle.fhc.vic.edu.au/file.php?file=/88/SAC31/Hierarchy_Charts.doc">
Hierarchy/Structure Charts</a></b></td>
<td width="29%" align="left" height="38"><b>SAC31 Key Knowledge 12,17</b></td>
<td width="89%" align="left" height="38"><b>Handout</b></td>
<td width="37%" align="left" height="38"> </td>
</tr>
<tr>
<td width="4%" align="left" height="38"><b>14</b></td>
<td width="54%" align="left" height="38"><b>Text p 83 -88</b> <b>; Q 1
- 11 p 89 ; <br>
Case Study p 89 -90</b></td>
<td width="29%" align="left" height="38"><b>SAC31 Key Knowledge 14 -17</b></td>
<td width="89%" align="left" height="38"><b>Text</b></td>
<td width="37%" align="left" height="38"> </td>
</tr>
<tr>
<td width="4%" align="left" height="38"><b>13</b></td>
<td width="54%" align="left" height="38"><b>Test your knowledge p 19 -22
Text<br>
Case Study p 23 Text<br>
Test your knowledge p 47 -51
Text<br>
Case Study p 53 -54 Text</b></td>
<td width="29%" align="left" height="38"><b>SAC31 Key Knowledge 1 - 17</b></td>
<td width="89%" align="left" height="38"><b>Text</b></td>
<td width="37%" align="left" height="38"> </td>
</tr>
</table>
<p class="MsoNormal"> </p>
<h4>Unit 3 Outcome 2</h4>
<p class="MsoNormal">On completion of this unit the student should be able to
produce a software module suitable for implementation on a portable computing
device, in response to a design specification, verify its performance against
this specification and explain how the program has taken into account an ethical
dilemma or a legal obligation.</p>
<div style="border-style: solid; border-width: 1px; padding-left: 4px; padding-right: 4px; padding-top: 1px; padding-bottom: 1px">
<p class="MsoNormal"><b>Assessment </b>: <b><i>Task 1</i></b> - In response
to a given design brief<br>
- A software module, in response to a design specification. (40 marks)<br>
And
<i><b>Task 2 </b></i> One of the following: (10 marks)<br>
- a written report or<br>
- a test.</div>
<p class="MsoNormal">In achieving this outcome the student will draw on
knowledge described in <b>Area Of Study 2</b> ( <i><b>Software Development </b>
</i>). To achieve this outcome
the student should demonstrate knowledge of</p>
<h4>Key knowledge</h4>
<ol>
<li>
<p class="MsoNormal">stages of software development, including design,
development and testing;</li>
<li>
<p class="MsoNormal">procedures and techniques for handling and managing
files, including security, archiving, backing up and disposing of files;</li>
<li>
<p class="MsoNormal">data types, data structures and data representation
methods;</li>
<li>
<p class="MsoNormal">data validation strategies;</li>
<li>
<p class="MsoNormal">types and specifications of portable (mobile) computing
devices, including personal digital assistants (PDAs), mobile phones,
laptops, gaming consoles;</li>
<li>
<p class="MsoNormal">methods of expressing software design using data tables
and algorithms, including an overview of flow charts, pseudocode,
Nassi-Shneiderman diagrams, object descriptions and a detailed understanding
of one of them;</li>
<li>
<p class="MsoNormal">purpose and characteristics of internal documentation;</li>
<li>
<p class="MsoNormal">naming conventions for program elements;</li>
<li>
<p class="MsoNormal">legal obligations of programmers and ethical
considerations regarding the development of programming solutions;</li>
<li>
<p class="MsoNormal">characteristics of high-quality user interface;</li>
<li>
<p class="MsoNormal">criteria for evaluating software, including
effectiveness, efficiency, stability, reliability, usability,
maintainability;</li>
<li>
<p class="MsoNormal">a programming language as a method for developing
software;</li>
<li>
<p class="MsoNormal">techniques for checking that coded programs meet design
specifications, including construction of test data;</li>
<li>
<p class="MsoNormal">principles of hardware operation essential to the
development of software modules.</li>
</ol>
<h4> </h4>
<h4>Key Skills</h4>
<ol>
<font FACE="Times-Roman" SIZE="3" COLOR="#20231e">
<li>
<p ALIGN="LEFT">interpret the design specifications by representing
processes in the form of algorithms and data structures in the form of a
data table;</li>
<li>
<p ALIGN="LEFT">use a programming language from the list published annually
by the Victorian Curriculum and Assessment Authority;</li>
<li>
<p ALIGN="LEFT">apply appropriate naming conventions and formatting;</li>
<li>
<p ALIGN="LEFT">apply data validation techniques;</li>
<li>
<p ALIGN="LEFT">document the code;</li>
<li>
<p ALIGN="LEFT">apply relevant constructs of the programming language to
produce a working module within the constraints of the chosen portable
computing device;</li>
<li>
<p ALIGN="LEFT">develop and apply a testing strategy to compare the intended
with the actual module capabilities;</li>
<li>
<p ALIGN="LEFT">explain how the program has taken into account an ethical
dilemma or a legal obligation.</p>
</font>
<p class="MsoNormal"> </li>
</ol>
<table border="1" width="91%" height="355" id="table2">
<tr>
<td width="4%" align="left" height="19"><font color="#800080"><strong><em>No</em></strong></font></td>
<td width="62%" align="left" height="19"><p align="center"><font color="#800080"><strong><em>
Homework/Course Description </em></strong></font></td>
<td width="63%" align="left" height="19"><em><strong><font color="#800080">
Area of Study/ Key Knowledge</font></strong></em></td>
<td width="89%" align="left" height="19"><p align="center"><font color="#800080"><strong><em>Resource</em></strong></font></td>
<td width="37%" align="left" height="19"><font color="#800080"><strong><em>Due Date</em></strong></font></td>
</tr>
<tr>
<td width="255%" align="left" height="19" colspan="5">
<p align="center"><b>SAC 32 -- </b></td>
</tr>
<tr>
<td width="4%" align="left" height="19"><b>1</b></td>
<td width="62%" align="left" height="19"> </td>
<td width="63%" align="left" height="19"> </td>
<td width="89%" align="left" height="19"><b>Text</b></td>
<td width="37%" align="left" height="19"> </td>
</tr>
<tr>
<td width="4%" align="left" height="38"><b>2</b></td>
<td width="62%" align="left" height="38"> </td>
<td width="63%" align="left" height="38"> </td>
<td width="89%" align="left" height="38"><b>Handout</b></td>
<td width="37%" align="left" height="38"> </td>
</tr>
<tr>
<td width="4%" align="left" height="19"><b>3</b></td>
<td width="62%" align="left" height="19"> </td>
<td width="63%" align="left" height="19"> </td>
<td width="89%" align="left" height="19"><b>CD</b></td>
<td width="37%" align="left" height="19"> </td>
</tr>
<tr>
<td width="4%" align="left" height="57"><b>4</b></td>
<td width="62%" align="left" height="57"> </td>
<td width="63%" align="left" height="57"> </td>
<td width="89%" align="left" height="57"><b>Text</b></td>
<td width="37%" align="left" height="57"> </td>
</tr>
<tr>
<td width="4%" align="left" height="60"><b>5</b></td>
<td width="62%" align="left" height="60"> </td>
<td width="63%" align="left" height="60"> </td>
<td width="89%" align="left" height="60"><b>Text</b></td>
<td width="37%" align="left" height="60"> </td>
</tr>
<tr>
<td width="4%" align="left" height="38"><b>6</b></td>
<td width="62%" align="left" height="38"> </td>
<td width="63%" align="left" height="38"> </td>
<td width="89%" align="left" height="38"><b>Class exercise</b></td>
<td width="37%" align="left" height="38"> </td>
</tr>
<tr>
<td width="4%" align="left" height="38"><b>7</b></td>
<td width="62%" align="left" height="38"> </td>
<td width="63%" align="left" height="38"> </td>
<td width="89%" align="left" height="38"><b>Text/CD</b></td>
<td width="37%" align="left" height="38"> </td>
</tr>
<tr>
<td width="4%" align="left" height="38"><b>8</b></td>
<td width="62%" align="left" height="38"> </td>
<td width="63%" align="left" height="38"> </td>
<td width="89%" align="left" height="38"><b>CD</b></td>
<td width="37%" align="left" height="38"> </td>
</tr>
<tr>
<td width="4%" align="left" height="38"><b>9</b></td>
<td width="62%" align="left" height="38"> </td>
<td width="63%" align="left" height="38"> </td>
<td width="89%" align="left" height="38"> </td>
<td width="37%" align="left" height="38"> </td>
</tr>
</table>
<h1 align="center"><br>
<font color="#800000" size="4"><strong><em>Unit 4 - Software Development<br>
Text Book : Fitzpatrick , Keane "Software Development"</em></strong></font></h1>
<p class="Bodytext" align="left" style="margin-top:0cm;margin-right:0cm;margin-bottom:
6.0pt;margin-left:0cm;text-align:left">
This unit focuses on
techniques, procedures and strategies to develop, implement and evaluate
proposed networked information systems. Students explore the technical, human,
procedural, economic and management factors that need to be considered when
undertaking these phases of the systems development life cycle (SDLC). The
development phase is realised through the creation of software solutions using
the programming language studied in Unit 3.</p>
<h4>Unit
4 Outcome 1</h4>
<p class="MsoNormal">On completion of this unit the student should be able to
apply the stages of software development to produce purpose-designed software
that takes into account a networked information system objective and the needs
of end-users.</p>
<div style="border-style: solid; border-width: 1px; padding-left: 4px; padding-right: 4px; padding-top: 1px; padding-bottom: 1px">
<p class="MsoNormal"><b>Assessment </b>: <b><i><br>
Task 1</i></b> - Information technology solution (including internal
documentation) in response to a design brief. (35 marks)<br>
And <br>
<i><b>Task 2</b></i><br>
User documentation and an explanation of how purpose-designed software may
cause conflict between program developers and end-users in one of the
following modes: (15 marks)<br>
- a written report or<br>
- a test.</div>
<br>
In achieving this outcome the student
will draw on knowledge described in <b>Area Of Study 1</b> ( <i><b>Systems
analysis and design </b></i>). To achieve this outcome
the student should demonstrate knowledge of<p><b><font size="2">Key knowledge</font></b></p>
<ol>
<li>
<p class="MsoNormal">types of information system goals and objectives;</li>
<li>
<p class="MsoNormal">stages of software development: analysis, design,
development, testing, documentation,</li>
<li>
<p class="MsoNormal">implementation and evaluation;</li>
<li>
<p class="MsoNormal">methods of organising files to suit particular software
needs, including serial, sequential and random access;</li>
<li>
<p class="MsoNormal">factors affecting access of data, including file size,
storage medium, organisation of files;</li>
<li>
<p class="MsoNormal">naming conventions for program elements;</li>
<li>
<p class="MsoNormal">the syntax of a programming language;</li>
<li>
<p class="MsoNormal">factors affecting software design, including user
interface, end-user needs, processing efficiency, development time;</li>
<li>
<p class="MsoNormal">forms and uses of data structures to organise and
manipulate data;</li>
<li>
<p class="MsoNormal">methods and techniques of representing an algorithm;</li>
<li>
<p class="MsoNormal">data validation and testing strategies;</li>
<li>
<p class="MsoNormal">forms of user documentation, including printed, CD,
online Internet site, and types of user documentation, including quick start
guide, tutorial, content sensitive help and manual;</li>
<li>
<p class="MsoNormal">applications and purposes of utilities in a programming
environment;</li>
<li>
<p class="MsoNormal">the relationship between the developers of
purpose-designed software and end-users.</li>
</ol>
<h4>Key Skills</h4><font FACE="Times-Roman" SIZE="3" COLOR="#20231e">
<ol>
<li>
<p ALIGN="LEFT">identify factors affecting the design and implementation of
software solutions, taking into account the information system objectives;</li>
<li>
<p ALIGN="LEFT">define the requirements of the software solutions;</li>
<li>
<p ALIGN="LEFT">represent specifications in the form of algorithms and data
tables;</li>
<li>
<p ALIGN="LEFT">develop and apply data validation techniques and security
procedures;</li>
<li>
<p ALIGN="LEFT">develop and apply testing strategies;</li>
<li>
<p ALIGN="LEFT">write programs and internal documentation;</li>
<li>
<p ALIGN="LEFT">write appropriate user documentation;</li>
<li>
<p ALIGN="LEFT">run and debug programs so that they produce output that is
well organised and readable and that meets user needs;</li>
<li>
<p ALIGN="LEFT">propose evaluation strategies to determine the extent to
which the programs fulfil the information system objectives;</li>
<li>
<p ALIGN="LEFT">explain how purpose-designed software may cause possible
conflict between the individuals or organisations responsible for
developing it and end-users.</li>
</ol>
</font>
<p class="MsoNormal"> </p>
<table border="1" width="91%" height="355" id="table3">
<tr>
<td width="4%" align="left" height="19"><font color="#800080"><strong><em>No</em></strong></font></td>
<td width="62%" align="left" height="19"><p align="center"><font color="#800080"><strong><em>
Homework/Course Description </em></strong></font></td>
<td width="63%" align="left" height="19"><em><strong><font color="#800080">
Area of Study/ Key Knowledge</font></strong></em></td>
<td width="89%" align="left" height="19"><p align="center"><font color="#800080"><strong><em>Resource</em></strong></font></td>
<td width="37%" align="left" height="19"><font color="#800080"><strong><em>Due Date</em></strong></font></td>
</tr>
<tr>
<td width="255%" align="left" height="19" colspan="5">
<p align="center"><b>SAC 41 -- </b></td>
</tr>
<tr>
<td width="4%" align="left" height="19"><b>1</b></td>
<td width="62%" align="left" height="19"> </td>
<td width="63%" align="left" height="19"> </td>
<td width="89%" align="left" height="19"><b>Text</b></td>
<td width="37%" align="left" height="19"> </td>
</tr>
<tr>
<td width="4%" align="left" height="38"><b>2</b></td>
<td width="62%" align="left" height="38"> </td>
<td width="63%" align="left" height="38"> </td>
<td width="89%" align="left" height="38"><b>Handout</b></td>
<td width="37%" align="left" height="38"> </td>
</tr>
<tr>
<td width="4%" align="left" height="19"><b>3</b></td>
<td width="62%" align="left" height="19"> </td>
<td width="63%" align="left" height="19"> </td>
<td width="89%" align="left" height="19"><b>CD</b></td>
<td width="37%" align="left" height="19"> </td>
</tr>
<tr>
<td width="4%" align="left" height="57"><b>4</b></td>
<td width="62%" align="left" height="57"> </td>
<td width="63%" align="left" height="57"> </td>
<td width="89%" align="left" height="57"><b>Text</b></td>
<td width="37%" align="left" height="57"> </td>
</tr>
<tr>
<td width="4%" align="left" height="60"><b>5</b></td>
<td width="62%" align="left" height="60"> </td>
<td width="63%" align="left" height="60"> </td>
<td width="89%" align="left" height="60"><b>Text</b></td>
<td width="37%" align="left" height="60"> </td>
</tr>
<tr>
<td width="4%" align="left" height="38"><b>6</b></td>
<td width="62%" align="left" height="38"> </td>
<td width="63%" align="left" height="38"> </td>
<td width="89%" align="left" height="38"><b>Class exercise</b></td>
<td width="37%" align="left" height="38"> </td>
</tr>
<tr>
<td width="4%" align="left" height="38"><b>7</b></td>
<td width="62%" align="left" height="38"> </td>
<td width="63%" align="left" height="38"> </td>
<td width="89%" align="left" height="38"><b>Text/CD</b></td>
<td width="37%" align="left" height="38"> </td>
</tr>
<tr>
<td width="4%" align="left" height="38"><b>8</b></td>
<td width="62%" align="left" height="38"> </td>
<td width="63%" align="left" height="38"> </td>
<td width="89%" align="left" height="38"><b>CD</b></td>
<td width="37%" align="left" height="38"> </td>
</tr>
</table>
<h4><br>
Unit Outcome 2</h4>
<p class="MsoNormal">On completion of this unit the student should be able to
propose and justify strategies for managing, developing, implementing and
evaluating the introduction to an organisation of a networked information system
that will operate in a global environment.</p>
<div style="border-style: solid; border-width: 1px; padding-left: 4px; padding-right: 4px; padding-top: 1px; padding-bottom: 1px">
<p class="MsoNormal"><b>Assessment </b>: One of the following: (50 marks)<p class="MsoNormal">
- a written report
or</p>
<p class="MsoNormal">- a test</p>
</div>
<p class="MsoNormal">In achieving this outcome the student will draw on
knowledge described in <b>Area Of Study 2</b> ( <i><b>Systems engineering:
Development, implementation and evaluation </b></i>). To achieve this outcome
the student should demonstrate knowledge of</p>
<h4>Key knowledge</h4>
<ol>
<li>
<p class="MsoNormal">purposes for organisations using information systems in a
global environment;</p></li>
<li>
<p class="MsoNormal">advantages and disadvantages for organisations and
society in using information systems in a global environment;</p></li>
<li>
<p class="MsoNormal">the development phase of the systems development life
cycle (SDLC), including the realisation of the physical design specifications
with respect to acquiring the identified hardware requirements, acquiring and/or
developing software, identifying required personnel and their knowledge and
skills, and assembling and testing the new information systems;</p></li>
<li>
<p class="MsoNormal">project management tools and techniques to schedule and
monitor tasks, assign resources, identify milestones and determine contingency
plans;</p></li>
<li>
<p class="MsoNormal">technical, human, procedural, economic and management
factors influencing the acquisition of specific hardware and software components
to fulfil design specifications;</p></li>
<li>
<p class="MsoNormal">testing techniques to ensure that the components operate
as intended and to gain acceptance of the networked system;</p></li>
<li>
<p class="MsoNormal">the implementation phase of the SDLC, including
preparation of user documentation, designing and conducting training programs,
preparation of disaster recovery plans and the changeover to new systems;</p>
</li>
<li>
<p class="MsoNormal">types of system support documentation to assist end-users
with the implementation of the proposed information systems;</p></li>
<li>
<p class="MsoNormal">training requirements for the users of the proposed
information system, including location of training and nature of training;</p>
</li>
<li>
<p class="MsoNormal">methods for implementing the proposed information
systems, including direct, phased, pilot and parallel conversions;</p></li>
<li>
<p class="MsoNormal">procedures to protect and secure stored and communicated
data and information; . the evaluation phase of the SDLC, including determining
if the information system is fulfilling its design specifications;</p></li>
<li>
<p class="MsoNormal">criteria and strategies for evaluating the performance of
the proposed information systems.</p></li>
</ol>
<h4>Key Skills</h4><font FACE="Times-Roman" SIZE="3" COLOR="#20231e">
<ol>
<li>
<p ALIGN="LEFT">prepare project management plans for coordinating the
development, implementation and evaluation of the proposed systems;</li>
<li>
<p ALIGN="LEFT">explain what factors influenced the acquisition of specific hardware and software components and personnel to fulfil the specifications;</li>
<li>
<p ALIGN="LEFT">devise appropriate testing strategies;</li>
<li>
<p ALIGN="LEFT">propose implementation strategies that include a description
of the changeover method, types of documentation, training and procedural
requirements and key disaster recovery actions;</li>
<li>
<p ALIGN="LEFT">formulate strategies to evaluate the performance of the
proposed information systems;</li>
<li>
<p ALIGN="LEFT">explain one way in which organisations and their end-users
will be affected by the implementation of the proposed information systems.</li>
</ol>
</font>
<p class="MsoNormal"> </p>
</body>
</html>
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