Information Processing and Technology (2010) Sample work program October 2010

Information Processing and
Technology (2010)
Sample work program
October 2010
Information Processing and Technology
(2010)
Sample work program
Compiled by the Queensland Studies Authority
October 2010
A work program is the school’s plan of how the course will be delivered and assessed, based on
the school’s interpretation of the syllabus. The school’s work program must meet syllabus
requirements, and indicate that there will be sufficient scope and depth of student learning to
reflect the general objectives and meet the exit criteria and standards.
This sample demonstrates one approach, and should be used as a guide only to help teachers
plan and develop school work programs.
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Information Processing and Technology (2010) Sample work program
1.0 Course Organisation and Assessment Plan
Syllabus Topics
Unit Title
SEMESTER 1
Software
Programming for
Computer
Games
Length of
Study
Algorithms
27.5 hours
Software Programming
Core 23
Social and Ethical
Issues
Add 4.5
Assessment
Technique/Item
Item 1 SWA
Short Response
Topics
Conditions
Dimen
-sions
Assessed
A
 Formative
SP
 90 minutes
KA
AS
EC
 Theory and practical components
Item 2 ERA
Report
A
 Formative
SEI
 600 - 1000 words
KA
AS
EC
 Four weeks
 To include survey on Social and Ethical Issues
applied to computer gaming
 Group work for survey development and
summarising survey data
Computer Game
Design and
Development
Algorithms
27.5 hours
Software Programming
Core 20
Human Computer
Interaction
Add 7.5
Item 3 PA
Major Project
A
 Formative
SP
 Seven weeks
HCI
 Written explanation: 800 – 1000 words
KA
AS
EC
 Individual completion of full Software
Development Life Cycle
SEMESTER 2
Information
Systems Design
Relational Information
Systems
Structured Query
Language
27.5 hours
Core 23
Add 4.5
Item 4 SWA
RIS
 Formative
Short Response
SQL
 90 minutes
SEI
 Theory and practical components
KA
AS
EC
Social and Ethical Issues
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Syllabus Topics
Unit Title
SEMESTER 2
(continued)
Information
Systems
Development
Relational Information
Systems
Structured Query
Language
Length of
study
Assessment
Technique/Item
Conditions
Assessed
Item 5 PA
RIS
 Formative
Minor Project
SQL
 Minor Project
27.5 hours
Core 20
Topics
 Five weeks
Add 7.5
Dimen
-sions
KA
AS
EC
 Use of information system development cycle
 Identification and conceptualisation of task
provided
 Individual completion of formalisation and
implementation, testing and evaluation
 Opportunities for collaboration in the testing and
evaluation stages
SEMESTER 3
Web Design and
Accessibility
Software Programming
27.5 hours
Social and Ethical
Issues
All core
Item 6 SWA
SP
 120 minutes
Short Response
Human Computer
Interaction
 Summative
Item 7 ERA
HCI
 Summative
Report
SEI
 Four weeks
 800 – 1200 words
KA
AS
EC
KA
AS
EC
 Integrating HCI and SEI concepts applied to web
design and accessibility.
Programming
Websites with
Dynamic
Content
Software Programming
27.5 hours
Structured Query
Language
Core 20
Item 8 SWA
Short Response
Add 7.5
SQL
 Summative
SP
 120 minutes, response to unseen question
 Practical programming
 Open Book
 One page of code comments allowed (not
containing verbatim code)
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Information Processing and Technology (2010) Sample work program
KA
AS
EC
Syllabus Topics
Unit Title
SEMESTER 4
Designing a
Client Web Site
Length of
study
Assessment
Technique/Item
Algorithms
27.5 hours
Item 9 PA
Relational information
systems
Core 17.5
Major Project
Add 10
Topics
Assessed
A
 Summative
SP
 Eight weeks Individual website development
SQL
Software Programming
RIS
Structured Query
Language
HCI
project using SDLC
Dimensions
KA
AS
EC
 Websites will implement a dynamic
component that incorporates a MYSQL and
PHP solution
 Opportunities exist for collaboration using
peers to conduct usability testing and provide
feedback
Human Computer
Interaction
Securing the
Net
Conditions
Computer Systems
27.5 hours
Item 10 ERA
Software Programming
Core 20
Social and Ethical
Issues
Add 7.5
Online Written
Response
CS
SP
 Summative
SEI
 Week 1 – Students will use discussion forum
 Two weeks
KA
AS
EC
to post responses to seen scenario.
 Week 2 – Students will post responses to
critically reflect on another student’s post.
Time allocations:
Core
KEY:
171 hours
SWA – Supervised written assessment
Additional
ERA – Extended response assessment
49 hours
PA
– Product assessment
Total
220 hours
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2.0 Outline of Intended Student Learning
2.1 Programming websites with dynamic content
Core: Software Programming
Additional:
Structured Query Language
Structured Query Language
Unit description:
This unit focuses on Web Site Programming for Dynamic Content, introducing students to serverside scripting, dynamic web pages and integrating those pages into a web site with static content.
Students will query and construct elements of an online and/or networked relational database
system using a RDBMS like MySQL and server-side a scripting language like PHP to construct
and display dynamic content.
Time: 27.5 hrs
Dimensions of the general objectives:
Knowledge and application; Analysis and synthesis; Evaluation and communication
Structured Query Language
Core material:
 terminology such as retrieval, insertion, deletion, update and modification
 data definition concepts, including:
 table and column names
 column data types
 defining tables
 populating a table with data
 data manipulation using SQL, including:
 analysing requests for information in order to recognise one or more types of query required
 retrieval from one or more columns in one table
 retrieval from one or more columns based on some selection criteria
 sorting data based on one or more columns
 inserting, updating and deleting of queries
Additional material:
 use of scripting languages to extract and display data
 creation of online database solutions
 updating of selected records
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Information Processing and Technology (2010) Sample work program
Software Programming
Core material:
 procedural design and implementation
 use of a 3rd generation programming language (3GL)
 implementation of sequence, selection and iteration (both definite and indefinite) in a 3GL
 implementation of modularity in a 3GL (procedures and functions) and passing of values to and
from modules
 metrics and protocols of testing, e.g. alpha- and beta- testing
 common data types and data structures including
 data types to represent real and integer numbers,
 single and multiple character strings, and data
 structures including variables, arrays and text files
 variable scope
Learning experiences:
 solving a variety of problems using 3GL
 observing, analysing, modifying, testing, evaluating and/or documenting existing solutions
 using a server-side scripting language
 investigating client vs. server side scripting
 developing partial or complete solutions to problems
 the use for dynamic content
 developing dynamic content using web development tools like Dreamweaver
 structure of online databases and naming conventions
 coding structures for dynamic content using a language like PHP
 inserting, selecting retrieving and deleting data from online databases using server like MYSQL
 troubleshooting strategies for server side scripting
Assessment:
Item 8: Supervised Written Assessment – Short Response
 Summative
 210 min
 Supervised
 A practical exercise in response to a problem and that requires students to develop a website
with dynamic pages
 Open book and one page of Code Comments allowed
 Students will be limited to a set of notes on PHP that provide help. These notes will be “code
comments” and not verbatim code
 Unseen scenario – for example students will be assessed on making a dynamic website using
PHP that will record a Travel Blog
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2.2 Web Design and Accessibility
Core:
Social and Ethical Issues
Additional:
Software Programming
Human Computer Interaction
Unit description:
This unit will focus on developing knowledge and understanding of Web Design and its familiar
application. Students will investigate the principles of good design. They will apply their skills to
analyse and evaluate web page design using formal procedures. Students will participate in an
individual and peer review process to review and develop new redesigns for web pages. Students
will examine the rules that govern accessibility and develop technical documents that will guide
web designers.
Time: 27.5 hrs
Dimensions of the general objectives:
Knowledge and application; Analysis and synthesis; Evaluation and communication
Software Programming
Additional material:
 use of other types of programming paradigms
 development of software using a non-procedural methodology
 creating reusable web designs and templates
Social and Ethical Issues
Core material:
 equity and accessibility
 information technology for people with a disability
 role of voice recognition and speech synthesis
 application of standards in the manufacture, operation and management of computer systems
 the digital “haves” and “have nots”
Human Computer Interaction
Core material:
 role of affordances and metaphors in the design of interfaces
 different types of interfaces and fundamental terms used in the description of human–computer
interaction
 that interfaces stand as layers (or “abstraction barriers”) to assist in the interaction between
people and computers
 value of good interface design in effective human and computer interaction
 fundamental importance of user-centred design for building new interfaces
 importance of sensitivity to other cultural contexts (e.g. indigenous) for good interface design
 dealing with uncertainty, ambiguity and errors
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Information Processing and Technology (2010) Sample work program
 user interfaces that:
 provide barriers that hide distracting computational complexity

induce mental models (images) that help in visualising internal data operations and states
 embody the external schema of information systems
 classification of various input–output devices and associated techniques for interaction
 types of interfaces for everyday devices and for computational systems
 principles of user-centred design:
 design errors such as clutter, embellishment and interference
 assessment of the fitness of an interface with user-centred criteria
 usability
 accessibility i.e. accommodating for special needs including legal aspects and standards,
verification of standards
Learning experiences:
 web site design issues including navigation and ease of use issues
 quality assurance of websites and testing methodologies
 review different web sites from a accessibility, usability and functionality view points
 file management including web site definitions
 principles of reusable design including:
 developing CSS styles
 current trends in web design
 webpage templates and layout including tables vs. div tags
 analyse, synthesise and evaluate the ideas and arguments of others
 suggest methods of minimising problems expected in particular circumstances
 distinguish fact from opinion
 recognise rational and irrational arguments
 select and sequence material to defend a point of view
 express ideas logically in oral and written forms
 make informed judgments about the effects of the use of computers in our society
 categorise various physical and computational interfaces
 judge and explain the fitness of computational interfaces from a user’s viewpoint
 design prototype interfaces that conform to given guidelines and standards
 develop interfaces for information and computational systems that implement external schema
features
 conduct usability tests for interfaces that are given or that they construct, for example:
 identifying clients and the tasks they perform
 planning interface testing with test clients
 implementing iterative and informed interface development
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 assessing the impact of user interfaces on behaviour
 explore emergent approaches and technologies
Assessment
Item 6
Item 7
Supervised Written Assessment – Short
Response
Extended Response Assessment – Report
 Summative
 4 weeks
 120 minutes
 Summative
 A report integrating HCI and SEI concepts
applied to web design and accessibility.
 800 – 1200 words
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Information Processing and Technology (2010) Sample work program
3.0 Student Profile
Item
Assessment
Technique/Item
Topics
1
SWA – Short
Response Exam
A, SP
2
ERA – Report
A, SEI
3
PA – Major Project
A, SP
HCI
Unit
F/S
Software Programming
for Computer Games
F
K&A
A&S
E&C
F
Computer Game
Design and
Development
F
4
SWA – Short
Response Exam
RIS, SQL,
SEI
Information Systems
Design
F
5
PA – Minor Project
RIS, SQL
Information Systems
Development
F
Web Design and
Accessibility
S
Monitoring
Interim level of achievement – Monitoring
6
SWA – Short
Response Exam
HCI
7
ERA – Report
SEI
8
SWA – Short
Response Exam
SQL
PA – Major Project
A, SP
9
SP
SP
SQL, RIS
S
Programming
websites with
dynamic content
S
Designing a client
web site
S
HCI
Verification
Proposed level of achievement – Verification
10
ERA – Online written CS
response
SP
Securing the Net
S
SEI
Exit
Exit level of achievement
KEY: F– Formative; S –Summative; K&A – Knowledge and application; A&S - Analysis and synthesis; E&C – Evaluation and communication
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Queensland Studies Authority
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PO Box 307 Spring Hill
QLD 4004 Australia
T +61 7 3864 0299
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www.qsa.qld.edu.au