[Year 12 SofDev] Depth of coverage challenge

Wed Sep 19 08:55:35 EST 2007

Hi Frank,

I wanted to give you my take on the theory issues you raised - firstly
because I wrote the exam in question and also because I wrote the original
reply to you early this year when you first raised this issue.

Data Structures:
The data structures theory that we spoke about late last year is tricky -
simply because, as you have pointed out, there are no 'mandated' data
structures.  I did put a question on queues in my exam and in another that I
wrote for VITTA, I think I mentioned stacks.  The study design does not
require us to go into a great deal of depth in terms of data structures -
and I covered: 1D and 2D arrays, records, databases (all in a lot of detail
- and students programmed with these as well) and I also 'touched on'
queues, stacks and linked lists.  In the previous study design, I used to
demonstrate the algorithms for each of these and have students code stack,
queue and linked list simulations (possibly a bit over the top).  

This year - I discussed the concepts of queues, stacks and linked lists -
but did not do so in a large amount of detail.  In many ways, these data
structures are used in other ways that came up in the theory for me anyway -
stacks in programming (procedure calls), queues in terms of printer or task
queues and linked lists in relation to sorts.

Technically, what we discussed late last year still stands - the only reason
that I mentioned queues in the practice exam is that I had already mentioned
stacks and queues and their function - which I don't think is unreasonable.
In many ways I have trouble discussing a range of data structures without at
least mentioning queues and stacks.

Wireless standards:
In my teaching of networks - I covered the wireless standards.  Again, the
study design does not mandate particular elements of this, but I would think
that the wireless standards are well and truly 'in'.  The networking theory
presentation that I created and posted to the list - would probably be a
good measuring stick in terms of what content is covered in this topic
(excluding mesh network topologies - which are definitely not in the study
design).

Cheers,
Adrian

Adrian Janson, 
VITTA President
Director of ICT, 
Melbourne High School, 
Forrest Hill, South Yarra 3141 Australia.
Phone: 03 9826 0711 International: +61 3 9826 0711
Fax: 03 9826 8767 International: +61 3 9826 8767
E-mail: janson.adrian.a at edumail.vic.gov.au
Website: http://www.mhs.vic.edu.au

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-----Original Message-----
From: sofdev-bounces at edulists.com.au [mailto:sofdev-bounces at edulists.com.au]
On Behalf Of Frank Van Den Boom
Sent: Monday, 17 September 2007 8:26 AM
To: Year 12 Software Development Teachers' Mailing List
Subject: RE: [Year 12 SofDev] Depth of coverage challenge

Discrimation works well enough on the stuff I have covered adequately
with the whole group because of different levels of ability and work
effort. However, I would like to think that my best students have the
same chance of doing well as the best students at your school because we
both know what has to  be covered. Discrimination should not occur
because you were better at guessing/judging the depth to which something
should be covered based on a vague/general descriptor in a study design.

-----Original Message-----
From: sofdev-bounces at edulists.com.au
[mailto:sofdev-bounces at edulists.com.au] On Behalf Of Mark Kelly
Sent: Monday, 17 September 2007 8:17 AM
To: Year 12 Software Development Teachers' Mailing List
Subject: Re: [Year 12 SofDev] Depth of coverage challenge

2c worth...

There should be discriminator questions occasionally to separate the A
students from the A+ students.  Perhaps the questions you mentioned are
of that variety.

Frank Van Den Boom wrote:
> I was looking through the first sample VITTA paper just now and 
> noticed a couple of questions on FIFO/queues.
> See below for clarification I got late last year on what depth we need

> to go to on data structures.
>  
> There is another sec A question requiring knowledge of 802.11b AND 
> 802.11g standards. This is another area where I think it is impossible

> to tell from the SD the depth of coverage required. In this area, I 
> simply don't go down to this level.
>  
> While I appreciate that putting the SD together is a challenge, it 
> puzzles me why some key knowledge points are quite detailed and 
> specific and others very general, for example:
> U4O1 Pg 43: "forms of user documentation including printed, CD, online

> Internet, and types of user documentation, including quick start 
> guide, tutorial, content sensitive help and manual"
> compared to
> U4O1 Pg 43: "forms and uses of data structures to organise and 
> manipulate data".
>  
> Frank
> 
> ----------------------------------------------------------------------
> --
> *From:* is-bounces at edulists.com.au [mailto:is-bounces at edulists.com.au]
> *On Behalf Of *Adrian Janson
> *Sent:* Friday, 24 November 2006 8:57 AM
> *To:* 'Year 12 Information Technology Systems Teachers' Mailing List'
> *Subject:* [Year 12 Its] Minimum data structures...
> 
> Hi everyone,
> 
>  
> 
> Following up from a conversation that was going on pre-conference 
> concerning data structures and the like....
> 
>  
> 
> Specifically, the Key Knowledge point in question is this: 'Forms and 
> uses of data structures to organise and manipulate data'.
> 
>  
> 
> Many of you are wondering what data structures are mandated (ie. Might

> appear on the end of year exam?).  Although I felt I had a pretty good

> idea about the meaning of this, I wanted to touch base with Paula 
> before posting a reply.  In terms of this KK point, the previous exams

> are a good guide.  1-D arrays are essential, but multi-dimensional are
not.
> You do not have to teach linked lists, stacks or queues (however, as 
> you will want to make students aware of different data structures, you

> might like to talk about them and demo them - which is what I will be
doing).
>  I would also expect students to understand what a record is.  
> Students should also be familiar with the way that data can be sorted 
> within an array - however, I don't believe it is necessary for them to

> be familiar with the different sorting types.  I will demonstrate the 
> sorts to my class just to give them an idea of what is possible.
> 
>  
> 
> Hope this helps clarify any concerns,
> 
> Cheers,
> 
> Adrian Janson
> 

--
Mark Kelly
Manager - Information Systems
McKinnon Secondary College
McKinnon Rd McKinnon 3204, Victoria, Australia Direct line / Voicemail:
8520 9085 School Phone +613 8520 9000 School Fax +613 95789253 kel AT
mckinnonsc.vic.edu.au

Webmaster - http://www.mckinnonsc.vic.edu.au IT Lecture notes:
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Important - This email and any attachments may be confidential. If received in error, please contact us and delete all copies. Before opening or using attachments check them for viruses and defects. Regardless of any loss, damage or consequence, whether caused by the negligence of the sender or not, resulting directly or indirectly from the use of any attached files our liability is limited to resupplying any affected attachments. Any representations or opinions expressed are those of the individual sender, and not necessarily those of the Department of Education and Early Childhood Development.