isat l2
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NATIONAL CERTIFICATE (VOCATIONAL)
NQF LEVEL 2
PROGRAMME ISAT:
INFORMATION TECHNOLOGY AND COMPUTER SCIENCE
2010 – 2012
This document consists of 20 pages.
INTEGRATED SUMMATIVE ASSESSMENT TASK
NC (V) Information Technology and Computer Science Level 2 2010 - 2012
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SECTION 1: INTRODUCTION
1. Practical purpose and value of the ISAT to the workplace
The purpose of the ISAT is to prepare the students for the information and
technology industry by simulating a real-life scenario through which they
can gain experience and demonstrate evidence and proof of their skill,
creativity, innovation and problem-solving abilities, especially in the area of
programming.
The focus of the ISAT is not on whether or not students can successfully
perform each specific sub-task, but whether they can integrate and apply
their knowledge and skills in performing a world-of-work task.
2. Scope of the ISAT
The following curriculum topics, knowledge and skills will be addressed in
the ISAT:
Introduction to Information Systems
Topic Subject Outcome
1 SO2 , SO4
2 SO2
4 SO2, SO4, SO5
5 SO1, SO2, SO4, SO5, SO6
6 SO1, SO2, SO3
7 SO1, SO2, SO4, SO5, SO6
Introduction to Systems Development
Topic Subject Outcome
1 SO1, SO2, SO3, SO4
2 SO2, SO3, SO4, SO5
3 SO1
4 SO1, SO2, SO3, SO4, SO5
5 SO1, SO2
Electronics
Topic
4 SO1, SO3
6 SO1, SO2, SO3, SO4
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3. Task description
The ISAT consists of 2 sections, i.e. Section A and B. Section A must be
conducted in a computer laboratory and Section B in a hardware and
network laboratory.
The ISAT comprises 6 sub-tasks in total: Section A includes 4 sub-tasks
and Section B includes 2 sub-tasks. The tasks can be completed over
several sessions.
Each sub-task must be completed before attempting to start the next one.
4. ISAT overview
Tasks
Activity Time frame/ Time
Allocation
Mark Allocation
Section A:
Sub-Task 1 Research and Analysis 6 hours 40
Sub-Task 2 Design 4 hours 30 Sub-Task 3 Coding and implementation 7 hours 60
Sub-Task 4 Documentation and Evaluation 3 hours 50 Section B:
Sub-Task 5 Electronics 2 hours 30 Sub-Task 6 Electronics 20
TOTAL 230
The tasks in Section A are open-ended, i.e. the student could provide any
appropriate solution to the scenario that meets the minimum requirements
of the task. The four tasks focus on creating a solution to a real-world
problem or scenario that is within the student’s frame of reference. The
programming portion of Section A should be a single programming
application based on a topic which has relevance for the student. It
should provide an opportunity for the students to showcase the
knowledge and skills that they have mastered and acquired in the
duration of the programme.
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The tasks in Section B focus on the construction and testing of a circuit,
and the use of hand held measuring instruments to measure values at
different points on the circuit respectively.
5. Resource requirements
Section A
This section is to be done in a computer laboratory and each student must
have access to a computer with the following programs:
Programming language such as VB.Net
Word processor such as MS Word
Access to the Internet and a search engine such as Google,
electronic reference material such as Encarta, or any other
material/people/resources that will help students to find the
necessary information.
Section B
This section is to be done in a hardware and network laboratory.
See Annexure A for list of resources
6. Assessment
Assessment will be done after completing each task. The different tasks
should be completed under controlled conditions and facilitated and
monitored by the lecturer. Certain aspects could be done at home such as
sourcing/collecting information or planning. Students should be allowed to
reflect on the marks they have obtained and address mistakes they have
made before completing the next task, but the marks allocated for the initial
evaluation will NOT be revised.
The six tasks each span several weeks and each task has its own separate
assessment tool. The assessment sheets must be given to the student at
the start of the tasks to provide an indication of exactly what is expected of
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the students. The assessment tools can be used to provide diagnostic
feedback to the student as to their relative progress with the ISAT task and
would ensure that the final project of high quality.
The following assessment tools are provided in Section 3 for the full conduct
of the assessment of the ISAT:
Task 1: Rubric
Task 2: Rubric
Task 3: Rubric
Task 4: Rubric
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SECTION 2: INSTRUCTIONS TO LECTURERS
1.
2.
3.
4.
5.
6.
Study the ISAT task described in SECTION 1 – Introduction.
“Instructions to Students” must be given to each student and
sufficiently in advance for preparation and fulfilment of the ISAT
task.
Provide clear instructions on execution of the ISAT, including
dates, times, access to resources etc.
Carefully note the requirements of the Assessment Tools provided
in SECTION 3 – Assessment tools. The assessment sheets
must be given to the students at the start of the tasks to provide an
indication of exactly what is expected of the students.
All arrangements around ordering of consumables, preparation of
workshops, staff deployment, added facilities and requirements,
record sheets, answer sheets, etc. must be attended to well in
advance to ensure the successful conduct of the ISAT.
Student performance in the ISAT must conclude with a record of
the student’s performance as provided for in SECTION 4 –
Record of performance.
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SECTION 3: ASSESSMENT TOOLS
ASSESSMENT TOOL: TASK 1
Name: ID No:
Mark:
Research and Analysis: Criteria
Po
ssib
le
Mark
Mark
Ob
tain
ed
Pro
ble
m s
tate
men
t
The problem/task and purpose is stated and described.
4
4 3 2 1 0
Clearly described and unambiguous – clearly states what the problem/task entails. Outlines the aspects that should be solved. Clear statement of what the purpose of the system will be
The description is clear but with minor shortcomings
The description is vague, leaving the reader unsure of what the purpose of the system will be.
The description is so vague that no discernable purpose can be found
No description
Researc
h
Investigation clearly defines/explains key areas pertaining to the topic.
4
4 3 2 1 0
Comprehensive Shows good insight and understanding into all key areas of the topic
Less comprehensive – minor shortcomings Shows some insight in most of the key areas of the topic
Fair – shows some insight in only one area
Vague Shows little understanding of any key areas
No evidence of investigation
List of references included.
3 3 2 1 0
Comprehensive In acceptable format
Less comprehensive – minor shortcomings
Major shortcomings
No list
Req
uir
em
en
ts
Requirements obtained from investigation.
6
6-5 4-3 2 1 0
Comprehensive list of requirements, well defined. Shows good insight and understanding in what the requirements are
Less comprehensive list of requirements – minor shortcomings Shows some insight and understanding regarding most of the requirements
Fair – List lacks some key requirements Shows some insight and understanding in only one requirement
Few or no requirements Vague and not clearly defined. Shows little or no understanding regarding requirements
No requirements
Evidence of collecting information regarding requirements e.g. questionnaires, sample documents, notes/audio/video on interviews/research, etc.
2
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Po
ssib
le s
olu
tio
n
6
6 5-4 3-2 1 0
Clear and comprehensive description – a clear overview of a possible solution is given. Clearly indicates what the program will do. Shows good insight and understanding of what the program should do and provide.
Less comprehensive. Clear overview but minor shortcomings Shows some insight and understanding of what the program will do
Fair Basic description is given but some aspects of the suggested solution are vague. Some aspects of the solution are unclear
The description is vague. No clear solution can be identified in the description. Shows little or no understanding of what the program will do
No solution
The scope of the suggested solution (software program) is well defined (Features that will be included)
2
The benefits of the system (software program) are clearly described
5
5 4-3 2 1 0
Clear and comprehensive description – a clear overview of possible benefits are given. Shows good insight and understanding of how the program will benefit the user
Less comprehensive. Clear overview but minor shortcomings Shows some insight and understanding of how the program will benefit admin/students
Fair Basic description is given but some obvious aspects of the benefits are vague. Some benefits are omitted or are unclear
The description is vague. No clear benefit can be identified in the description. Shows little or no understanding of how the program will benefit admin/students
No description
The risks of the system (software program) are clearly described
5
5 4-3 2 1 0
Clear and comprehensive description – a clear overview of possible risks is given. Clearly indicates what the risks might be. Shows good insight and understanding of what risks may exist
Less comprehensive. Clear overview but minor shortcomings Shows some insight and understanding of what risks may exist
Fair Basic description is given but some obvious risks are omitted or are vague Some risks are unclear
The description is vague. No clear risk can be identified in the description Shows little or no understanding of what risks may exist
No description
Appropriateness of the suggested solution (software program) in the context of the scenario:
3 3 2 1
Most appropriate Good application for scenario
Appropriate Application in scenario not always convincing
Not appropriate Application in scenario not convincing
Total: 40
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ASSESSMENT TOOL: TASK 2
Name: ID No:
Mark:
Design Task: Criteria
Po
ssib
le
Mark
Mark
Ob
tain
ed
Sp
ecif
icati
on
s
Input: Description of input.
3
3 2 1 0
All input clearly described in terms of user input and other sources of input.
Most of the input described in terms of user input and other sources of input.
The description of input is vague or incomplete.
Only listed – no description of input.
Format of input (e.g. date format yy/mm/dd) clearly described where required.
2
2 1 0
Format of all input clearly defined where required
The description of input formats is vague or incomplete. Not always defined.
Format of input not defined
Processing: Indicate where and how processing or manipulation of data will be done to obtain certain required output (e.g. the format of the query or how to calculate the total of the selected components etc.)
4
4 2 1 0
Short, clear and correct description of processing/manipulation of data in all instances where applicable. User clear on result.
Description of processing/manipulation of data done/clear in most instances where required. Good effort, but can improve. Not always correct or applicable.
Description of processing/ manipulation of data not clear in most instances. Not done in all instances. Descriptions vague/ incomplete. Not correct/applicable in most instances.
Processing/ manipulation of data not described.
Output: Identification of output
3
3 2 1 0
Identified all the necessary output according to requirements
Identified most of the necessary output according to requirements
Identified less than 50% of the output according to the requirements
Output not identified
Format of output (e.g. currency, tabular, decimal, units of measurement etc) clearly described where required.
2 2 1 0
Format of output clearly defined in all instances and satisfies all the requirements
The description of output formats is vague or incomplete.
Format of output not defined
Data validation (e.g. component properties, division by 0, etc)
2
2 1 0
Indicated for all applicable input and described in detail.
Indicated in some cases where applicable and/or description of validation vague or incomplete
Not Indicated
Error messages associated with data validation.
2
2 1 0
Indicated for all applicable validation checks/errors and described/shown in detail.
Indicated some error messages and/or description of error messages vague
No error message indicated for any data validation or error
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Desig
n
Data structures to organise and store data (variable types, collections with set of data and set of operations that can be performed on data e.g. classes and objects where applicable).
4
4 3-2 1 0
Comprehensive – all key data types described and explained Shows good insight and understanding of the data types/structures to be used
Less comprehensive – key data types described and explained but minor shortcomings Shows insight and understanding of the data types/structures to be used
Fair – some key data types described and explained Shows some insight and understanding of some of the data types/structures to be used
No description or incorrect use of most data types/structures Limited insight and understanding of data types/structures to be used
User Interface design: Appropriate input components listed to support accurate/valid input of data.
3
3 2 1 0
Appropriate components in all instances where required. Substantiated choices where required
Appropriate components in most instances where required. Choices not always substantiated
Appropriate components in less than 50% of instances where required. Choices not substantiated.
Not done/not appropriate components in all instances.
User Interface design: Output
3
3 2 1 0
Appropriate output components identified in all instances where required
Appropriate output components identified in most instances where required
Appropriate output components identified in less than 50% of instances where required
Not done/ not appropriate output components identified in all instances
Gen
era
l Addresses the requirements specified in task 1
2 2 1 0
All requirements addressed More than 50% Less than 50%
Total: 30
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ASSESSMENT TOOL: TASK 3
NB: Task 3 will only be assessed once tasks 1 and 2 have been completed as tasks 1 and 2 are related to the topic covered in task 3.
Name: ID No:
Mark:
Coding & Implementation Task: Criteria
Po
ssib
le
Mark
Mark
O
bta
ined
Pro
gra
mm
ing
So
luti
on
NOTE: Evaluate the code if the program does not run. This section has to do with programming in VB.Net
Data types/structures are used appropriately
5
5-4 3-2 1 0
Used appropriate and most effective data types/structures to solve the problem in all instances
Used appropriate and most effective data structures in most instances
Appropriate and most effective use of data structures in less than 50% of the instances
Inappropriate or ineffective use of data structures in most instances
Variable/data structure names meaningful 2
Selection (choice, e.g. if-statements)
3
3 2 1 0
Used appropriate and most effective selection structures to solve the problem in all instances
Used appropriate and most effective selection structures in most instances
Appropriate and most effective use of selection structures in less than 50% of the instances
Inappropriate or ineffective use of selection structures in most instances
Level of complexity of processing/calculations throughout the program
3 3 2 1 0
Advanced Level 2 and beyond
Good Level 2 Basic Level 2 No calculations
Data flow and processes
3
3 2 1 0
Excellent interaction/ communication between modules/events.
Proficient/adequate /some communication between modules/events with small flaws.
Limited communication between modules/events.
No communication between modules/ events.
Solution algorithms – (does the code work correctly) 6
6-5 4-3 2-1 0
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All solution algorithms used in solving problem are appropriate and effective. No logical errors. All the results of processing are correct.
Most of solution algorithms used in solving problems are appropriate and effective. Few minor logical errors. Some of the results are not correct.
Less than 50% of solution algorithms used in solving problem are appropriate and effective. Many logical errors. Majority of the results are incorrect/ few of the required results are delivered
No solution
Ou
tpu
t
Output vs. requirements
3
3 2 1 0
Output meets all the requirements for the solution
Output meets most of the requirements for the solution.
Output meets less than 50% of the requirements of the solution
No output
Structure of the output (coding)
3
3 2 1 0
Output always well-structured, readable with headings and subheadings. Headings repeated on following page/screen where applicable.
Output in most of the cases well structured, readable with headings and subheadings. Headings repeated on following page/screen in most of the cases where applicable.
Output not well structured. Headings and or subheadings in most of the cases not well formulated or absent. Headings mostly not repeated on following page where applicable.
No code to display output
Format of output – all values formatted appropriately where applicable, e.g. currency, units of measurement, etc.
2
Calculations are done correctly, e.g. discounts, etc. 2
Err
or
han
dlin
g a
nd
Testi
ng
Program compiles successfully – no syntax errors 2
Run time errors
3
3 2 1 0
No run time errors. All the options are executed successfully
Some of the options produce errors when executed
Only one or two of the options can be executed successfully
None of the options can be executed successfully
Input is validated via coding and/or component properties
3
3 2 1 0
All input that should be validated is validated
Most of input that should be validated is validated
Less than 50% of input that should be validated is validated.
None
Appropriate error messages are displayed
3
3 2 1 0
Appropriate and user friendly error messages in all cases where data validation is applied
Appropriate and user friendly error messages in most of the cases where data validation is applied
Appropriate and user friendly error messages in very few of the cases where data validation is applied
No error messages
Program gives correct output/what is expected
3
3 2 1 0
Program gives correct as well as appropriate output in all cases.
Program gives correct and appropriate output in most cases.
Program gives correct and appropriate output in less than 50% of the cases.
No output/only incorrect output.
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Components used for input/output (implemented as per task 2 OR appropriate changes made from Task 2 feedback)
2
2 1
All components on all input/output screens are appropriate for the application as per Task 2 documentation or corrected from feedback after evaluation of task 2
Most of the input/output components are appropriate for the application as per Task 2 documentation or corrected from feedback after evaluation of task 2
Labels/prompting with exact formats for input
2 2 1
Applied constantly throughout the entire project where required
Applied in most of the cases where required
Output/Reports are informative and easy to read and interpret (appropriate font size, layout, colours)
2 2 1
For all output Most of the output
Type of input/output grouped together (e.g. computer components) 2
Context sensitive help available (tool tip text included) 1
Design considers target user (age, literacy level, visual impairments, appropriateness of images, etc)
2
Gen
era
l Code is commented/annotated to explain/describe for easy interpretation throughout the program
2
Sections in the code of the program clearly separated to enhance readability (spacing, indentation, comments)
1
Total:
60
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ASSESSMENT TOOL: TASK 4
Name: ID No:
Mark:
Documentation and Evaluation: Criteria
Po
ssib
le
Mark
Mark
O
bta
ined
Tech
nic
al
Gu
ide
Description of data structures used 1
Describe/show relationship between modules/events 2
Description of unusual coding – functions, calculations, etc. 1
Specification of test procedures and test results 2
Error recovery and troubleshooting clearly described 2
Examples of sample runs with results 2
Source code available 1
User
Gu
ide
Title sheet 1
Table of contents 1
Background to the project (motivation, etc) 1
Introduction to the project (genre) 1
Project scope and limitations are clearly described 1
Updates clearly described 2
User input requirements/formats 1
Output/reports produced (screen dumps included) 2
Detailed instructions and walk-through
3
3 2 1 0
All the steps to be followed when using the program clearly indicated and supported by screen dumps where required. Well structured with a logical flow. Well formulated – easy to understand.
Most of the steps to be followed when using the program clearly indicated and some screen dumps where required. Not always well structured and not always a logical flow. Not always formulated well
Only a few of the steps to be followed when using the program are indicated. No screen dumps. Not well structured. Not formulated well.
Not done
Hardware required to run program 2
Software requirements listed 1
Installation instructions given 1
User troubleshooting clearly described 2
Future developments/extensions described 2
Data and information clearly described and correct 2
Acknowledgement where required 1
Gen
era
l E
valu
ati
on
Time Management.
5
5-4 3-2 1 0
All deadlines met – all 4 tasks and all the required work was done.
Met 3 out of 4 deadlines or submitted on time but some of the work was not done.
Met only two deadlines or submitted on time but most of the work was not done.
Always late, work was never done
Ability to explain purpose of working of randomly selected code. 5
5-4 3-2 1 0
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Explained all selected code clearly and with confidence Shows excellent insight
Explained selected code with minor shortcomings Shows insight
Not able to explain most of the selected code appropriately. Lacks insight
Unable to explain anything
Real-life application of system
5
5-4 3-2 1
The solution is a working system that can be applied in a real situation
The solution is a system that can be applied in a real situation with some fine tuning
Some parts can be applied in the real situation
Total: 50
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ASSESSMENT TOOL: TASK 5
Name: ID No:
Mark:
Constructing a Digital Integrated Logic Circuit OR gate on a Vero board: Criteria Prepare workspace P
os
sib
le
Mark
Mark
Ob
tain
ed
Understanding and importance of safety in the work area and the practice of good housekeeping is demonstrated
4
4 3 2 1 0
Work area kept neat and tidy and demonstrates full understanding of safety in the work place in all situations
Work area kept neat and tidy and demonstrates full understanding of safety in the work place in most situations
Work area kept neat and tidy and demonstrates understanding of safety in the work place
Work area kept neat and tidy and demonstrates some understanding of safety in the work place
Work area not kept neat and tidy and no demonstration or understanding of safety in the work
Safety equipment, hand - and power tools are selected and used as per task requirement
4
4 3 2 1 0
All safety equipment, hand and power tools are correctly selected and used as prescribed in all situations
Safety equipment, hand and power tools are correctly selected used beyond expectations
Safety equipment, hand and power tools are correctly selected and used as prescribed
Safety equipment, hand and power tools are correctly selected, but not uses as prescribed
Safety equipment, hand and power tools are incorrectly selected and not used as prescribed
Electronic test equipment and tools are selected and used
4
4 3 2 1 0
All relevant equipment and tools selected correctly and used as prescribed
Most of the relevant equipment and tools selected correctly and used
Equipment and tools selected correctly and correct use is demonstrated
Some equipment and tools selected correctly and moderate use is demonstrated
Equipment and tools selected incorrectly moderate use is demonstrated
Electronic components are identified and its functions explained
4
4 3 2 1 0
All electronic components correctly identified and its functions correctly explained
Most of the electronic components correctly identified and its functions correctly explained
The electronic components correctly identified and its functions correctly explained
Some electronic components correctly identified and some of its functions correctly explained
The electronic components incorrectly identified and its functions incorrectly explained
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Electrical material and components are identified and its use explained:
Resistor
Transistor
Integrated circuit (IC)
Diode
Switch
Leads 4
4 3 2 1 0
All electrical material and components correctly identified and its use correctly explained
Most of the electrical material and components correctly identified and its use correctly explained
Electrical material and components correctly identified and its use correctly explained
Some of the electrical material and components correctly identified and its use correctly explained in part
Electrical material and components incorrectly identified and its use incorrectly explained
Check values on components:
2 0
Transistor Value correct Value incorrect 2
Resistor Value correct Value incorrect 2
Diode Value correct Value incorrect 2
Switch Value correct Value incorrect 2
Planning and arrangement of soldering components
4 3 2 1 0
All components are well planned, arranged and soldered
Most components are planned, arranged and soldered
Components well planned, arranged and correctly soldered
Some components are partially planned, arranged and soldered
Components are unplanned, not arranged and poorly soldered
4
An understanding of the different types of circuits namely DC and AC circuits, is demonstrated
4 3 2 1 0
Full understanding of DC and AC circuits is demonstrated to maximum expectations
Full understanding of DC and AC circuits is demonstrated
Understanding of DC and AC circuits is demonstrated
Partial understanding of DC and AC circuits is demonstrated
No understanding of DC and AC circuits is demonstrated
4
Impression of completed task:
Circuit board
4 2 0
Circuit board cleaned up Circuit board partially cleaned up
Circuit board not cleaned up
4
Soldering
4 2 0
Soldering cleaned up / refined
Soldering partially cleaned up / refined
Soldering not cleaned up / refined
4
Placing of components (spacing)
2 1 0
Good placing (spacing) of components
Average placing (spacing) of components satisfactory
Components not placed (spaced) well 2
Overall impression of completed task:
4 3 2 1 0
Excellent workmanship
Good workmanship
Satisfactory workmanship
Average workmanship
No workmanship
4
Total: 50
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ASSESSMENT TOOL: TASK 6
Name: ID No:
Mark:
Constructing a Digital Integrated Logic Circuit OR gate on a Vero board: Criteria – Testbank
Po
ssib
le
Mark
Mark
Ob
tain
ed
Switch conditions: LED 3 ON
Oral answer
Switch 1
A - on A - off B - on B - off 4
Switch 2
A - on A - off B - on B - off
Real test results
4 0 4
Successful Unsuccessful
Switch conditions: LED 3 OFF
Oral answer
Switch 1
A - on A - off B - on B - off 4
Switch 2
A - on A - off B - on B - off
Real test results
4 0 4
Successful Unsuccessful
Measuring: results
6 0 0 6
Expected results Below expectation Above expectation
Switch conditions: Output voltage LOW
Input
Output
4
SW1 IC1 Pin1 SW2 IC1 Pin2 IC1 Pin3
Voltage Binary Voltage Binary Voltage Binary
B D
B C
A D
A C
Switch conditions: Output voltage HIGH
Input
Output
4
SW1 IC1 Pin1 SW2 IC1 Pin2 IC1 Pin3
Voltage Binary Voltage Binary Voltage Binary
B D
B C
A D
A C
Total: 30
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SECTION 4: RECORD OF PERFORMANCE
INTEGRATED SUMMATIVE ASSESSMENT TASK
INFORMATION TECHNOLOGY AND COMPUTER SCIENCE LEVEL 2
College:
Campus:
Student’s Surname and First
Name/s:
Student’s ID Number:
Lecturer’s Surname and Initials:
Date of conclusion of
assessment:
ASSESSMENT GRID
TASKS MARK ALLOCATION
STUDENT’S MARK
Task 1: Research and Analysis
40
Task 2: Design
30
Task 3: Coding and Implementation
60
Task 4: Documentation and Evaluation
50
Task 5: Electronics
30
Task 6: Electronics
20
TOTAL 230
ISAT MARK AS A PERCENTAGE %
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COMPETENCE LEVEL INDICATORS
5-Point Achievement Rating Scale
5 (80-100%)
4 (70-79%)
3 (50-69%)
2 (40-49%)
1 (0-39%)
Competency Level Indicators
Rating Code Rating Marks %
5 Outstanding 80 – 100 %
4 Highly Competent 70 –79 %
3 Competent 50 – 69 %
2 Not Yet Competent 40 – 49 %
1 Not Achieved 0 – 39%
Student’s competence
level:
Student’s signature:
Lecturer’s signature:
Date:
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NATIONAL CERTIFICATE (VOCATIONAL)
NQF LEVEL 2
INTEGRATED SUMMATIVE ASSESSMENT TASK
PROGRAMME ISAT:
INFORMATION TECHNOLOGY AND COMPUTER SCIENCE
2010 – 2012
This document consists of 16 pages.
INSTRUCTIONS TO STUDENTS
NC (V) Information Technology and Computer Science Level 2 2010 - 2012
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INSTRUCTIONS TO STUDENTS
This is a practical application task that tests your ability to apply the
knowledge and skills acquired in the core subjects of the programme you are
studying/ optional subject that you have chosen in the NC (V) programme.
The work required of you in this Integrated Summative Assessment Task
(ISAT) is an important and compulsory component of your studies.
1. You are required to:
1.1
1.2
1.3
1.4
1.5
1.6
Study the task carefully.
Note the time allocations per task.
Note the submission dates.
Pay careful attention to the mark allocated per section and for the
total.
Study carefully the resources required.
IMPORTANT: Note the elements of the Assessment Tool that will
be used to evaluate your performance in each sub-task. This is to
ensure that you prepare sufficiently for the conduct of the ISAT.
2. Description of the task
SCENARIO:
The IT students of ES College need funds to upgrade the IT lab. They decide
to assemble computers from used components and sell it to the public, in
order to raise funds.
Students must do research about the viability of the idea of selling used
computers, and gather information about how to build a computer, the
different computer components and software, compatibility of hardware and
software, its specifications and prices of used parts.
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Students must then design a software program in VB.Net that has a friendly
user interface and is inteded to be used as a point-of-sales program for the
selling of used computers.
Users must be able to enter their name and password on a separate log-in
form to log-on to the system.
The next screen must enable the user to compile his own used, personal
computer that he intends to buy, by making a selection of available
computer components (see screenshot of suggested interface).
The programmer must determine a basic start-off price for the basic
components e.g. mouse, keyboard etc., which will then be added to the
amount of the selections made.
The program should calculate the amount, VAT and Total amount.
The program must be tested with test-data.
Students must implement methods of quality assurance and the program
must be accompanied by a technical manual and user guide.
3. Instructions for the task
SUB-TASK 1
RESEARCH AND ANALYSIS
In completing this task you need to find some background information on the
scenario and determine what the program/system should do and provide.
Study the assessment tool for Task 1 to make sure that your project meets
the requirements of the task.
1. Problem statement
Ensure that you understand what the problem entails as set out in the
scenario, and explain it in your own words.
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2. Research / Investigation
Investigate the viability of the idea of selling customised, used computers.
Find out who will be interested to buy (demographics e.g. age, gender,
occupation etc), what are the requirements of the systems they need, how
much they are prepared to pay, what they need it for etc, making use of
any applicable research method e.g. questionnaires/interviews/notes etc.
Information such as the date and time that questionnaire/interview was
conducted, as well as contact details of participants must be included for
verification purposes.
Gather information about computer hardware and software – its
specifications and used prices, by visiting local computer shops, using
newspapers, pamphlets, advertisements, internet, etc. List components
under input, processing and output. Software packages to include
operating systems, Adobe, CAD, MS Office and any anti-virus program.
Make a list of specifications and requirements for building up a Pentium 2,
3 and 4 and determine what it will cost according to the information you
gathered. Indicate which of the above-mentioned computers the most
viable option is and explain why. Refer to hardware/software compatibility.
For each computer mentioned above, make a list of hardware, peripherals,
storage devices and graphics cards compatible with it and explain why.
Indicate for each computer which of the software named above (versions)
is compatible with it, according to the specifications of the software.
3. Determine the requirements for the program
Referring to the problem-statement mentioned above, conduct discussions
with end-users to determine what is needed and draw conclusions from
this information.
Determine the requirements of the system and make a list of the input,
processing and output requirements.
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4. Possible solution
Using your research, write a brief, possible/intended solution for the
problem in your own words. Give a description of what the program will do
and provide.
Compile a list of features that the intended solution will provide to users.
5. Benefits/Risks of the system
Describe the role that this system will play in the college, how the IT
students will benefit from it and the possible risks of using this system e.g.
what updates need to be done and how often.
6. Planning document
Submit a planning document than contains all the research and findings of
your investigation.
Include a list of references that you used in your research.
Include all the evidence e.g. questionnaires, notes, research, brochures,
pricelists etc.
SUB-TASK 2
DESIGN
In completing this task you need to determine the specifications for the
program/system and how the program/system will accomplish the goals set
during analysis. Study the assessment tool for Task 2 and 3 to make sure
that your project meets the requirements of the task.
1. Convert the requirements/features into specifications
Plan the program that you are going to design (refer to TASK 3) by making
use of an IPO table and either ONE of the following: pseudo-code or flow-
chart. Clearly specify the solution in terms of input, processing and output
(e.g. display converted amounts, currency etc.). The IPO table and
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pseudo-code can be done with pen and paper or it can be typed; the flow-
chart must be done on a computer.
Explain how you are going to make use of defensive programming
techniques such as data validation (indicate where and how it should be
applied) and error messages.
Compile a list of data structures required by the solution –
o Primitive types – single value, e.g. integer, real/double
o Structured data types – collections of data e.g. combo boxes, lists
etc.
Make a drawing of the graphical user interface to show:
o the design and layout of components
o the flow of events (from one screen to another)
o the flow of data between units/modules/events e.g. amounts
entered by the user must be used by the event to calculate the total
etc.
o indicate the type, name and main properties of each control e.g.
Control Name Property Property value
Textbox txtAmount Borderstyle Fixed3D
Text (blank)
TextAlign Center
AutoSize False
WordWrap True
Justify the use of input and output components e.g. why did you use a
combo box instead of a text field? Etc.
2. Submit a design-document for the solution with all the program
specifications as listed above, and include the following:
The IPO table, pseudo code/flow-chart that indicates the input, processing
and output requirements.
Notes and descriptions of specifications, error checking and validation
procedures.
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A list of data structures required
Drawing/sketch of design and layout of the GUI
SUB-TASK 3
CODING AND IMPLEMENTATION
In completing this task you will have to code the solution including the GUI as planned
in the previous tasks, create the data structures, debug and test the program. Study
the assessment tool for Task 3 to make sure that your project meets the requirements
of the task.
You are required to design an appropriate graphical user interface in VB.Net and
compile the code according to requirements and specifications (input, processing and
output) compiled in previous tasks. The program should comply with the following
minimum requirements:
Users must be able to select components to customise the computer system e.g.
they must have a choice between at least 2 types of processors, 2 types of
motherboards etc. and they must enter the price of each component selected. Use
your research done in Sub-Task 1 on different components and software, and its
prices.
The selections that the user makes must show each item and its price.
Error handling: Ensure that input are validated where required.
The program should grant a 0%, 5% or 10% discount, depending on the total
amount.
Make use of good programming principles such as variable names, indentation,
comments etc.
The user interface must be user-friendly and graphically enhanced.
The following screenshot is a suggestion of what the graphical user interface could
look like and gives an indication of the minimum requirements.
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Testing / Debugging: Ensure that the program runs correctly and is error free, by
applying a test strategy to ensure that the program/system does what it should by
using different ranges of data including extreme/erroneous test data. Keep track of
this data, as it will be needed for your documentation.
SUB-TASK 4
DOCUMENTATION AND EVALUATION
The development of these documents started with task 1 and documents are
continuously updated through the process (task 1, 2 and 3).
In completing this task, you will have to finalise the documentation (started in
task 1 and updated through tasks 2 and 3) pertaining to the solution. Study the
assessment tool for Task 4 to make sure that your project meets the
requirements of the task.
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1. Technical Documentation
Compile a technical manual for the program that includes the following:
A general description of the problem and broad solution as compiled in Sub-
Task 1.
A short explanation of why we use the VB.Net programming language and
which version.
A printout of the source code of all modules.
Specifications of test procedures and test results. Include screenshots of the
results showing the use of typical, extreme and erroneous data.
2. User Guide
Compile a user guide that includes the following:
Title sheet
Contents page
Description of the project and why it was developed.
Benefits/features of the system, risks etc.
Scope and limitations of the program
Recommended minimum system requirements –
o hardware and software requirements
o computer equipment
o operating system
o disk space requirements
o compatibility requirements
Installation and setting up instructions.
How to activate the program.
How to use the software.
Troubleshooting for potential problems
Information on future developments/upgrades.
Contact information where potential buyers can enquire about the program or
purchase the program, and current users can ask questions
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3. Hand in:
Electronic copy of program and all applicable files.
Technical manual
User guide
4. Demonstrate the program for evaluation and debriefing
The lecturer will schedule dates and times for demonstrations – about 15
min. per project.
Hand in all documentation at least one week in advance.
All demonstrations to be done electronically on the computer.
You will be required to execute your program and explain all its features to
the lecturer.
You will be required to perform some/all the test data you provided in the
technical manual, and/or additional test procedures provided by the lecturer
to ensure that the program works correctly.
The lecturer will identify random pieces of programming code in the project
and ask you to explain it.
5. Final general evaluation
Time management - Were all deadlines met?
Utility value – Is the solution appropriate in the context of the given scenario?
Do the different tasks of development correlate and lead to the final solution
as a continuous process?
SUB-TASK 5
Construct a Digital Integrated Logic Circuit OR gate on a Vero board by referring to the
circuit and schematic diagrams below. The constructed circuit must be tested for
conformity against the operation of an OR gate from inputs to output and be recorded in a
Truth Table. Perform the task by following the attached outline of the task starting from 1
– 16 in ANNEXURE B.
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SUB-TASK 6
Apply your practical knowledge of using the hand held measuring instruments to give the
measured values of the quantities at various points on the completed and tested circuit of
the Digital Integrated Logic Circuit OR gate by re-connecting it to the power supply.
o Step 1. Starting with input Switch 1: Move the switch to the indicated position
and record whether LED 1 is ON or OFF. Do the same with Switch 2 by
switching it to the indicated position and record LED 2 (ON/OFF). Also record
whether LED 3 is ON or OFF with the input switches in their respective positions
as indicated.
o Repeat procedure for Step 2 to Step 4.
Table 1
INPUT OUTPUT
STEP Position SWITCH 1
LED 1 SWITCH 2 Position
LED 2 LED 3
On/Off ON/Off On/Off
1 B D
2 B C
3 A D
4 A C
1. Under what switch conditions will LED 3 be OFF? Refer to Table 1.
…………………………………………………………………………………………………… ……………………………………………………………………………………………………. ……………………………………………………………………………………………………. 2. Under what switch conditions will LED 3 be ON? Refer to Table 1.
…………………………………………………………………………………………………… ……………………………………………………………………………………………………. ……………………………………………………………………………………………….[ 10 ]
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Measure the voltages on pins 1; 2 and 3 of IC 1 with the switches at the positions as
indicated in Table 2. Record the voltages. Indicate the results as a binary number 0 or 1
(Low voltage = 0 or high voltage = 1).
Table 2
INPUT OUTPUT
SW 1 Position
IC1 Pin 1 SW 2 Position
IC1 Pin 2 IC1 Pin3
Voltage Binary Voltage Binary Voltage Binary
B D
B C
A D
A C
1. Under what switch conditions will the output voltage of IC 1 be LOW? Refer to Table 2.
……………………………………………………………………………………………………….. ………………………………………………………………………………………………………… …………………………………………………………………………………………………………
2. Under what switch conditions will the output voltage of IC 1 be HIGH? Refer to Table 2.
………………………………………………………………………………………………………… …………………………………………………………………………………………………………. …………………………………………………………………………………………………[ 10 ]
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ANNEXURE A MATERIAL CHECKLIST 1 item per candidate
MATERIAL DESCRIPTION VALUE QUANTITY
COMPONENTS:
Resistor ½ watt; Fixed 270 ohms 3
Resistor ½ watt; Fixed 10 kilo-ohms
1
Transistor NPN BC182 1
Integrated circuit Quad 2-input OR gate SN7432 1
Diode Light emitting diode Red 2
Diode Light emitting diode Yellow 1
Switch SPDT switch 2
Leads Insulated tip-jacks 2
TEST EQUIPMENT:
Multi-meter Digital 1
Power supply Variable 0 volt – 50 volts
1
TOOLS:
Pliers Long nose and side cutters 1 each
Stanley Knife
Soldering iron 1
Suction pump 1
Magnifying glass
Paint brush
CONSUMABLES:
Solder wire 1 meter length
Acetone or alcohol 100 ml.
Mutton cloth 1 piece
Vero board
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ANNEXURE B TASK DURATION SHEET 1.
2.
3.
4.
5.
6.
7.
8.
9.
Prepare the work space and work station according to worksite
procedures.
Identify and select appropriate hand tools to meet requirements
for the job.
Select and check if the applicable test instrument is in a workable
condition in accordance with the requirements of the test
procedures.
Identify and select components according to specified
requirements as given on the circuit diagram.
Visually check the circuit diagram to ensure correct components
layout on the circuit board.
Lay-in the components in their respective slots and solder them
into the circuit board according to the specified soldering
procedure.
Visually inspect the circuit board on the component side and track
side for incorrect polarities and solder-shorts with the help of a
magnifying glass.
Perform the continuity test to check for broken tracks, dry joints
and shorts.
Connect the power supply to the AC socket and the circuit to the
power supply with power OFF, in accordance with operating
procedures.
5 min 5 min 5 min 15 min 5 min 15 min 5 min 10 min 5 min
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10.
11.
12.
13.
14.
15.
16.
Switch AC mains on, followed by the power supply in accordance
with the specified switching procedures.
Measure input and output voltages in the IC with the switches
opened and closed by connecting the relevant test instrument
and recording them in the given table.
Identify faults that are detected during diagnostic procedures and
immediately repair them in accordance with specified repair
procedures.
Reconnect the circuit to the power supply after the faults have
been repaired and repeat the test according to the specified test
procedures.
Terminate the test according to the specified requirements and
procedures.
Clean and store the test instrument and equipment in their rightful
places, ready to be used for the next task.
Clean the work station and throw all waste material in the waste
bins, in accordance to the required procedures.
TOTAL: 120 min
5 min 10 min 5 min 10 min 5 min 5 min 5 min