[Year 12 SofDev] Software development key knowledge

Sun Mar 13 13:22:17 EST 2011

Hi Heath,

Looks like a great plan to me. I have already covered this with my  class, but I will be going back in Unit 4 and touching on this again as I feel this is one area that students have had limited if any exposure to prior to coming into this course... and it will simply go in one ear and out the other at this time of year. I also plan to review how I did it this year as I covered all the networking stuff first (it was easy to do while I got my head around everything else).

Thanks for the teaching and learning strategies and resources.. I think I may need to spend a day sorting out my 'favourites' .. way too many links to all sorts of things now... but all very helpful.

Regards
Claudia

*********************************************************************
Claudia Graham
VCE Coordinator
Overnewton College
9334 0049 (direct)

From: sofdev-bounces at edulists.com.au [mailto:sofdev-bounces at edulists.com.au] On Behalf Of Matheson, Heath A
Sent: Sunday, 13 March 2011 1:09 PM
To: Year 12 Software Development Teachers' Mailing List
Subject: Re: [Year 12 SofDev] Software development key knowledge

Dear Colleagues,

After last week's discussions and clarification, I just wanted to share my plan and seek some feedback for what needs to be covered for the networking components of the unit:

I think I'll approach it like this:

1.       Describe models and why we have them (production line analogy, expertise in an area/layer, easier to innovate and improve a layer when you don't have to worry about the other layers).

2.       Mention two different networking models are OSI and TCP/IP. They are essentially building the same thing, a network, but the people on the production line don't have exactly the same jobs.

The models represent everything that has to happen for two computers to communicate with each other, whether you are sending e-mail, downloading a torrent, printing to the library, updating facebook, shutting down your mates computer across the room with a batch file.

3.       Go through the OSI layers,
Give an example, I like: http://www.tcpipguide.com/free/t_UnderstandingTheOSIReferenceModelAnAnalogy.htm
Like Mark's PowerPoint, to me it seems easier teaching layer 7 to layer 1 rather than layer 1 upwards, but if anyone has a good reason to go the other way around I'm certainly listening.

4.       Go through example again with TCP/IP model  explaining how it fits with OSI. if I understand correctly TCP/IP has four layers that kind of match up to layers 2-7 of the OSI model. The relationship to the physical layer is that layers 2-7 of the OSI and 1-4 of TCP/IP relate to the physical layer in the same way. Sound correct??? This leads me to the question of why doesn't TCP/IP have an additional physical layer at the bottom??

5.       Finally focus on the physical layer including:
Network topologies, network hardware, cabling, wireless communication etc. similar to the previous study design?

Question: Is it possible to classify switches hubs and NICs into the physical layer because they are hardware and the cables plug into them, while the data travelling through these devices is on an upper level? Or is a NIC always on the data layer and switches somewhere between data and network layers?

Sound OK?

Secondly, Kevork, you truly are a master at mediation, interpretation and reconciliation, a big thanks must also go out to you for all your efforts.

Cheers all,

Heath Matheson
Mt Beauty

From: sofdev-bounces at edulists.com.au [mailto:sofdev-bounces at edulists.com.au] On Behalf Of Christophersen, Paula P
Sent: Friday, 11 March 2011 5:51 PM
To: Year 12 Software Development Teachers' Mailing List
Subject: [Year 12 SofDev] Software development key knowledge

Dear colleagues

I write for two reasons - to discuss the key knowledge point in U3O1 'purposes and functions of the physical layer (Layer 1) of the OSI and the relationship of the physical layer to the TCP/IP model' and to apologise to Andrew Shortell and this community.

Key knowledge - why layer 1 and its relationship to the TCP/IP model
I certainly appreciate that everyone wants to do the best for their students, hence the need for further discussion about this KK. I hope that the following information helps.
*         The physical layer KK needs to be read in the context of the KK 'a brief overview of the concept of the OSI model for network protocols'. It is important that students have an overview of the entire OSI model and how this connects to the TCP/IP model.
*         The physical layer was selected for a number of reasons including the need to restrict the scope of the OSI due to its complexity for teaching
*         As the layers all interact and build upon the functionality of those below them it is appropriate to begin at the foundation level.

Below is an example of how a teacher has approached these two KKs - this should provide an indication of the depth of treatment.
*         Provide a brief overview of all layers, starting at layer 1
*         Discuss the link between layer 1 and the TCP/IP by 'showing' how the TCP/IP model is very similar to the OSI model at the physical layer, and then discussing the movement from layer 1 to the upper layers
*         Discuss network topologies, NICs and hubs and how these devices aid the transportation of data.

I hope that this information contributes to a better understanding of the two key knowledge points. It is never the intention of the VCAA to write cryptic study designs - every effort is made to write robust curriculum documents. Sometimes, however, it's not until the study design is bedded down that points of clarification arise. If this is the case, then the VCAA will take appropriate courses of action to clarify these concerns.

Apology
On a personal note, I wish to apologise to Andrew and other members of the community who I have offended with my comments. As so eloquently stated by Kevork problems can arise because of the disjunct between intention and interpretation. My intention was never to criticise the community for its informed and vigorous discussions about the study design - these discussions are always encouraged. I sincerely hope that my comments do not stifle further conversations.

Please feel free to contact me if you have any further comments or queries.

Regards
Paula

Paula Christophersen
ICT Curriculum Manager
VCAA
41 St Andrews Place
EAST MELBOURNE 3002
(03) 9651 4378

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