This syllabus document provides information about the Cambridge International A & AS Level Computing syllabus. It outlines the course content, assessment objectives, and structure. The syllabus is divided into four sections: Computer Systems, Communications and Software; Practical Programming Techniques; Systems Software Mechanisms, Machine Architecture, Database Theory, Programming Paradigms and Integrated Information Systems; and Computing Project. Candidates can take either individual papers corresponding to each section for an AS Level, or all papers for the full A Level qualification. The document provides detailed information on the topics covered and learning outcomes for each syllabus section.
The document outlines the syllabus for the Diploma in Computer Engineering course for the 2015-2016 academic year in Tamil Nadu. It details the 3-year full time course structure which consists of 6 semesters. The third semester curriculum outline is provided which lists the subjects, credit hours, and type of instruction (theory, tutorial, or practical).
The document outlines regulations and syllabus for the first semester of the M.Com program under the credit semester system implemented at the University of Calicut for affiliated colleges and centers from 2010 admissions onwards. It details the program structure including duration, subjects, credits, attendance policy, examination scheme, and elective options. Key aspects such as project work, internal assessment, and choice of specialization are also summarized.
The document outlines the revised syllabus for the MBA examination from 2007-2008 onwards at Rashtrasant Tukdoji Maharaj Nagpur University. It details the scheme of examination including duration of the course, eligibility criteria, examination fees, subjects covered in each semester, grading system, specializations offered, and guidelines for conducting internal examinations and project work. The MBA is a 2-year program with 4 semesters, covering subjects related to business management, research, specializations, and a final project. Exams for semesters 1,3 are conducted internally while 2,4 are university exams. Students must meet minimum marks criteria to be promoted to subsequent semesters.
The document outlines the course structure and regulations for the Bachelor of Computer Applications (BCA) program offered by Vinoba Bhave University, Hazaribag, Jharkhand, India. It details the 6 semester program with core and elective papers in each semester totaling 150 credits. The courses cover topics like programming, databases, operating systems, computer graphics, algorithms, and management subjects. Academic performance is evaluated using a 10 point grading scale and grade point average system. Practical training and a final project in the 6th semester are also part of the program.
This document provides guidance for teachers on implementing the revised environmental studies curriculum for the fourth semester of diploma engineering programs. It discusses the approach and philosophy used in revising the curriculum, including adopting a systems approach. Key changes to the curriculum are outlined, such as dividing basic science subjects into separate parts and renaming the life skills subject. The document provides objectives for the curriculum and describes the desired skills that students should gain, including both life skills and technological skills. It also gives details on lesson planning, assessments, assignments and conduct of practicals to support uniform implementation of the revised curriculum.
The document outlines revisions made to the computer engineering program curriculum at the University of Mumbai, including adopting an outcomes-based education approach. Key changes include defining program educational objectives and outcomes for each course, increasing emphasis on laboratory courses, and implementing a credit-based semester and grading system. The revised second year curriculum structure is presented, covering topics like complex variables, Laplace transforms, and data structures across courses in semesters 3 and 4. Course objectives and outcomes are now included to support the shift to outcome-based education.
The document provides information about the Bachelor of Business Administration (BBA) program offered by Bharati Vidyapeeth University. The 3-year BBA program aims to develop students to work in business systems and identify business opportunities. Students must have a 10+2 qualification with minimum 45% aggregate to be eligible. The program is divided into 6 semesters with courses covering topics like business mathematics, economics, accounting, marketing, human resources, and more. Assessment includes internal and semester-end exams.
This document outlines the Cambridge ICT Starters Syllabus, which provides a framework for developing ICT competence and practical skills. It operates at three levels - Initial Steps, Next Steps, and On Track. Each level contains two stages with equal numbers of modules. The syllabus aims to develop students' abilities to communicate, handle information, model, and measure and control using ICT. Assessment involves completion of module-based tasks to demonstrate learning objectives. Students are graded at Pass or Merit level for each module and overall certification.
The document outlines the syllabus for the Diploma in Computer Engineering course for the 2015-2016 academic year in Tamil Nadu. It details the 3-year full time course structure which consists of 6 semesters. The third semester curriculum outline is provided which lists the subjects, credit hours, and type of instruction (theory, tutorial, or practical).
The document outlines regulations and syllabus for the first semester of the M.Com program under the credit semester system implemented at the University of Calicut for affiliated colleges and centers from 2010 admissions onwards. It details the program structure including duration, subjects, credits, attendance policy, examination scheme, and elective options. Key aspects such as project work, internal assessment, and choice of specialization are also summarized.
The document outlines the revised syllabus for the MBA examination from 2007-2008 onwards at Rashtrasant Tukdoji Maharaj Nagpur University. It details the scheme of examination including duration of the course, eligibility criteria, examination fees, subjects covered in each semester, grading system, specializations offered, and guidelines for conducting internal examinations and project work. The MBA is a 2-year program with 4 semesters, covering subjects related to business management, research, specializations, and a final project. Exams for semesters 1,3 are conducted internally while 2,4 are university exams. Students must meet minimum marks criteria to be promoted to subsequent semesters.
The document outlines the course structure and regulations for the Bachelor of Computer Applications (BCA) program offered by Vinoba Bhave University, Hazaribag, Jharkhand, India. It details the 6 semester program with core and elective papers in each semester totaling 150 credits. The courses cover topics like programming, databases, operating systems, computer graphics, algorithms, and management subjects. Academic performance is evaluated using a 10 point grading scale and grade point average system. Practical training and a final project in the 6th semester are also part of the program.
This document provides guidance for teachers on implementing the revised environmental studies curriculum for the fourth semester of diploma engineering programs. It discusses the approach and philosophy used in revising the curriculum, including adopting a systems approach. Key changes to the curriculum are outlined, such as dividing basic science subjects into separate parts and renaming the life skills subject. The document provides objectives for the curriculum and describes the desired skills that students should gain, including both life skills and technological skills. It also gives details on lesson planning, assessments, assignments and conduct of practicals to support uniform implementation of the revised curriculum.
The document outlines revisions made to the computer engineering program curriculum at the University of Mumbai, including adopting an outcomes-based education approach. Key changes include defining program educational objectives and outcomes for each course, increasing emphasis on laboratory courses, and implementing a credit-based semester and grading system. The revised second year curriculum structure is presented, covering topics like complex variables, Laplace transforms, and data structures across courses in semesters 3 and 4. Course objectives and outcomes are now included to support the shift to outcome-based education.
The document provides information about the Bachelor of Business Administration (BBA) program offered by Bharati Vidyapeeth University. The 3-year BBA program aims to develop students to work in business systems and identify business opportunities. Students must have a 10+2 qualification with minimum 45% aggregate to be eligible. The program is divided into 6 semesters with courses covering topics like business mathematics, economics, accounting, marketing, human resources, and more. Assessment includes internal and semester-end exams.
This document outlines the Cambridge ICT Starters Syllabus, which provides a framework for developing ICT competence and practical skills. It operates at three levels - Initial Steps, Next Steps, and On Track. Each level contains two stages with equal numbers of modules. The syllabus aims to develop students' abilities to communicate, handle information, model, and measure and control using ICT. Assessment involves completion of module-based tasks to demonstrate learning objectives. Students are graded at Pass or Merit level for each module and overall certification.
This document provides an overview of the Cambridge ICT Starters syllabus, which aims to introduce students aged 5-15 to key ICT applications and skills. It consists of three levels - Initial Steps, Next Steps, and On Track. Each level contains two stages with an equal number of modules. Students are assessed through tasks at the end of each module to demonstrate their achievement of the learning objectives. Assessment is by a pass or merit grade for each module. The syllabus is designed to allow students to develop ICT competence and practical skills in a way that is appropriate for their age.
NBA preparation for Tier-II Institute according to revised SAR sushantvwaghmare
The document provides information about the National Board of Accreditation (NBA) accreditation process, including:
1. It describes the criteria and scoring system used for NBA accreditation, including program-level criteria worth 780 points and institute-level criteria worth 220 points for a total of 1000 points.
2. It lists various data and documents that need to be compiled for the Self Assessment Report (SAR), including faculty lists, student lists, budgets, course outcomes, and mapping of criteria.
3. It provides examples of course outcomes and how they should be measurable and map to program outcomes, as well as how assessment tools can be mapped to course outcomes.
B.arch. 2011 regulations curriculum and syllabusctlachu
This document outlines the regulations for the B.Arch curriculum and syllabus for students admitted from the 2011-2012 academic year at SRM University. It details the admission requirements, program structure, course requirements, registration process, attendance policies, and assessment procedures for the B.Arch degree program. The program is designed to last 10 semesters and awards 220 credits upon completion, with courses in various subject areas including design studios, building materials, structures, and professional training. Students must maintain a minimum attendance of 75% in each course and earn a specified minimum number of credits each year to be eligible to continue in the program.
This document provides an instructional design plan for integrating a learning module from the Challenger Learning Center into an online course. The plan includes an executive summary, problem statement, goals, learner analysis, task analysis, objectives, course map, and assessment plan. The goal is to make the ISO-3 (Isolation Three) learning module available online by May 15th. The target audience is high school and undergraduate students. The plan provides details on how students will complete the module activities online, including operating virtual joysticks, communicating with partners, calculating radiation levels, and participating in discussions. Student comprehension will be assessed through quizzes, assignments, discussions and a final reflection paper.
The document outlines the course structure and syllabus for a Master of Architecture in Digital Architecture program. It provides 10 rules that govern the course structure, including eligibility criteria, assessment schemes, requirements to pass each year, and grading. It then lists the subjects, teaching schemes, and examination schemes for each semester of the 2-year program. The focus is on introducing concepts of digital design, fabrication, software, and theories, as well as design studios applying parametric and digital principles.
This document provides information about the revised fourth version of the DOEACC 'O' Level syllabus, effective January 2010. It outlines the structure and requirements of the DOEACC 'O' Level course. The course consists of four theory modules, one practical, and one project. It aims to produce junior programmers and EDP assistants equipped with the latest IT skills. Exam details like duration, passing marks, and grading system are also provided. Requirements for registration, eligibility, and validity periods are defined.
This document outlines the regulations for the B.Com (CBCS) Degree Semester Scheme offered by Bangalore University's Department of Commerce for the 2014-2015 academic year. It details the objectives of developing various business skills, the eligibility requirements for admission, duration of the course, medium of instruction, class sizes, attendance policies, examination schemes, grading systems, elective subjects, and other administrative guidelines for the program. The course is a 4-year program divided into 8 semesters, with the option to receive a Diploma or B.Com after 2-3 years of study respectively.
This document provides guidelines for BBA students at Sikkim Manipal University regarding their final year project, which is divided into two phases. Phase 1 involves submitting a project synopsis for approval, which must be no more than 500 words and include the project title, objectives, literature review, and research methodology. It must be approved by the student's project guide. Phase 2 is the project work, which involves conducting research and writing a project report following specified sections and formatting. The report will be evaluated and students must complete a project viva voce presentation. Project topics can be selected from the provided sample list or related to the student's specialization.
This document outlines the syllabus for the BBA (CBCS) program at Osmania University for the years 2019-2020. It includes details of the courses offered across 6 semesters of the 3-year program.
In the 1st year, students will take core courses in principles of management, marketing, business economics, organizational behavior, statistics, and accounting. The 2nd year includes courses in HR management, IT, finance, business law and ethics, research methods. Specialization courses are offered in the 3rd year in areas like finance, marketing and HR.
The program follows a credit-based system with courses ranging from 2-5 credits. English language, environmental science and computer skills courses are
This document provides information about the Bachelor of Technology (Mechanical and Automation Engineering) program offered by Amity University Haryana. It includes:
- An overview of the program structure which is spread over 4 years and includes core and elective courses arranged semester-wise along with their credit values based on contact hours.
- Details of the curriculum and scheme of examination for each course covering objectives, contents, examination components and their weightages.
- The objectives of the program aimed at imparting both theoretical knowledge and practical skills to enable students to excel in their careers.
- Expected student outcomes related to various technical and professional skills upon completion of the program.
- An introduction to the detailed
This document discusses the processes used to assess attainment of course and program outcomes at an engineering program. It describes how course outcomes are defined and mapped to program outcomes. Assessment tools like assignments, exams, and projects are mapped to outcomes. Attainment is calculated based on student performance and surveys. First year courses contribute to early outcome assessment. Actions are taken like improving questions and tutorials if outcomes are not fully attained.
The document outlines the scheme and syllabus for the MBA (Full Time/Part Time) program at the University of Kerala from 2009 onwards.
Key details include:
1) The 2-year program consists of 4 semesters with 16 instructional weeks per semester.
2) Eligibility requires a minimum 50% aggregate in bachelor's degree for full-time and 2 years work experience for part-time.
3) Assessment includes internal exams (40%) and end-of-semester exams (60%). Students must maintain 75% attendance to sit for exams.
4) In the 4th semester, students undertake a project and comprehensive viva voce exam worth 100 and
1. The document outlines the regulations for the BBA (CBCS) degree program offered by Bangalore University's Department of Commerce.
2. It details 14 sections on various aspects of the program including its objectives, eligibility, duration, medium of instruction, attendance requirements, course structure, teaching and evaluation guidelines, examination scheme and classification of results.
3. The regulations aim to develop ethical managers and entrepreneurs with interdisciplinary knowledge through a 4-year degree program divided into 8 semesters of academic instruction and evaluation.
This document provides a summary of the Academic Performance Indicator (API) scoring system used to evaluate faculty positions with academic grade pay. It outlines the criteria across three categories: (1) teaching, learning, and evaluation activities; (2) co-curricular, extension, and professional development activities; and (3) research and publications. For each category, the document lists the items, maximum scores, and the applicant's self-assessed and verified scores. The API aims to provide a standardized and transparent method for evaluating faculty based on verifiable performance metrics.
This document outlines the Cambridge O Level Computer Science syllabus for examination in 2017-2019. It includes:
1. An introduction describing the benefits and goals of the Cambridge program and O Level qualifications.
2. Details of the syllabus content, which is divided into theory of computer science and practical problem-solving/programming.
3. An assessment overview including details of the two exam papers and their weightings.
4. The aims and objectives of the assessment and how they relate to the exam components. Grade descriptions are also provided.
5. A breakdown of the syllabus content covering topics such as data representation, hardware/software, problem-solving and programming.
This document summarizes a programme specification for a BSc Honours in Computing, Graphics, and Games at Middlesex University. The 3 year program aims to provide students with expertise in computer science, software engineering, and specializations in computer graphics and game development. Students take core computing modules in the first two years before focusing on graphics and game programming in their third year. The program aims to prepare students for careers in the growing graphics and games industry or other areas of computing.
The document provides guidelines for MBA students at Sikkim Manipal University for submitting a project synopsis and completing their final project report. It outlines a two-phase process that involves first submitting a project synopsis for approval, then conducting the project work. Key parts of the synopsis include the title, introduction/objectives, literature review and methodology. The project report should include these sections as well as data analysis, results, recommendations and conclusions. Students must work with an approved project guide and adhere to formatting guidelines when submitting their synopsis and final report.
This document provides an owner's manual for a Ford Escort vehicle. It includes sections on safety restraints such as seat belts, starting and operating the vehicle, instrument and control panels, vehicle features, electronic sound systems, driving instructions, roadside emergencies, customer assistance, vehicle servicing, and a quick index and general index for the manual contents. The introduction discusses Ford's commitment to quality and customer focus.
1. South Korea transitioned from an authoritarian regime to a democratic government over several decades. It began as a dictatorship under Syngman Rhee from 1948-1960, followed by Park Chung-hee's rule from 1961-1979 which saw rapid economic growth but also oppression.
2. The 1980s brought the Gwangju Uprising and calls for democratization. Civilian rule was established in 1987 under Roh Tae-woo. However, regional and political divisions remained an issue as different areas and political factions vied for power.
3. South Korea has since developed into a stable democracy with competitive elections and freedom of speech, though challenges around reunification with North Korea and tensions with neighboring countries
This document provides an overview and instructions for various features in a Ford Bronco owner's manual. It includes a table of contents listing the manual's chapters. The introduction provides Ford's commitment to quality and excellence. It also notes some things to know about using the guide, such as available equipment may vary by vehicle. The document outlines safety restraint information, including how to properly wear lap and shoulder belts. It describes dual locking retractors and locking cinch tongues used in some belts.
This document provides an overview of the Cambridge ICT Starters syllabus, which aims to introduce students aged 5-15 to key ICT applications and skills. It consists of three levels - Initial Steps, Next Steps, and On Track. Each level contains two stages with an equal number of modules. Students are assessed through tasks at the end of each module to demonstrate their achievement of the learning objectives. Assessment is by a pass or merit grade for each module. The syllabus is designed to allow students to develop ICT competence and practical skills in a way that is appropriate for their age.
NBA preparation for Tier-II Institute according to revised SAR sushantvwaghmare
The document provides information about the National Board of Accreditation (NBA) accreditation process, including:
1. It describes the criteria and scoring system used for NBA accreditation, including program-level criteria worth 780 points and institute-level criteria worth 220 points for a total of 1000 points.
2. It lists various data and documents that need to be compiled for the Self Assessment Report (SAR), including faculty lists, student lists, budgets, course outcomes, and mapping of criteria.
3. It provides examples of course outcomes and how they should be measurable and map to program outcomes, as well as how assessment tools can be mapped to course outcomes.
B.arch. 2011 regulations curriculum and syllabusctlachu
This document outlines the regulations for the B.Arch curriculum and syllabus for students admitted from the 2011-2012 academic year at SRM University. It details the admission requirements, program structure, course requirements, registration process, attendance policies, and assessment procedures for the B.Arch degree program. The program is designed to last 10 semesters and awards 220 credits upon completion, with courses in various subject areas including design studios, building materials, structures, and professional training. Students must maintain a minimum attendance of 75% in each course and earn a specified minimum number of credits each year to be eligible to continue in the program.
This document provides an instructional design plan for integrating a learning module from the Challenger Learning Center into an online course. The plan includes an executive summary, problem statement, goals, learner analysis, task analysis, objectives, course map, and assessment plan. The goal is to make the ISO-3 (Isolation Three) learning module available online by May 15th. The target audience is high school and undergraduate students. The plan provides details on how students will complete the module activities online, including operating virtual joysticks, communicating with partners, calculating radiation levels, and participating in discussions. Student comprehension will be assessed through quizzes, assignments, discussions and a final reflection paper.
The document outlines the course structure and syllabus for a Master of Architecture in Digital Architecture program. It provides 10 rules that govern the course structure, including eligibility criteria, assessment schemes, requirements to pass each year, and grading. It then lists the subjects, teaching schemes, and examination schemes for each semester of the 2-year program. The focus is on introducing concepts of digital design, fabrication, software, and theories, as well as design studios applying parametric and digital principles.
This document provides information about the revised fourth version of the DOEACC 'O' Level syllabus, effective January 2010. It outlines the structure and requirements of the DOEACC 'O' Level course. The course consists of four theory modules, one practical, and one project. It aims to produce junior programmers and EDP assistants equipped with the latest IT skills. Exam details like duration, passing marks, and grading system are also provided. Requirements for registration, eligibility, and validity periods are defined.
This document outlines the regulations for the B.Com (CBCS) Degree Semester Scheme offered by Bangalore University's Department of Commerce for the 2014-2015 academic year. It details the objectives of developing various business skills, the eligibility requirements for admission, duration of the course, medium of instruction, class sizes, attendance policies, examination schemes, grading systems, elective subjects, and other administrative guidelines for the program. The course is a 4-year program divided into 8 semesters, with the option to receive a Diploma or B.Com after 2-3 years of study respectively.
This document provides guidelines for BBA students at Sikkim Manipal University regarding their final year project, which is divided into two phases. Phase 1 involves submitting a project synopsis for approval, which must be no more than 500 words and include the project title, objectives, literature review, and research methodology. It must be approved by the student's project guide. Phase 2 is the project work, which involves conducting research and writing a project report following specified sections and formatting. The report will be evaluated and students must complete a project viva voce presentation. Project topics can be selected from the provided sample list or related to the student's specialization.
This document outlines the syllabus for the BBA (CBCS) program at Osmania University for the years 2019-2020. It includes details of the courses offered across 6 semesters of the 3-year program.
In the 1st year, students will take core courses in principles of management, marketing, business economics, organizational behavior, statistics, and accounting. The 2nd year includes courses in HR management, IT, finance, business law and ethics, research methods. Specialization courses are offered in the 3rd year in areas like finance, marketing and HR.
The program follows a credit-based system with courses ranging from 2-5 credits. English language, environmental science and computer skills courses are
This document provides information about the Bachelor of Technology (Mechanical and Automation Engineering) program offered by Amity University Haryana. It includes:
- An overview of the program structure which is spread over 4 years and includes core and elective courses arranged semester-wise along with their credit values based on contact hours.
- Details of the curriculum and scheme of examination for each course covering objectives, contents, examination components and their weightages.
- The objectives of the program aimed at imparting both theoretical knowledge and practical skills to enable students to excel in their careers.
- Expected student outcomes related to various technical and professional skills upon completion of the program.
- An introduction to the detailed
This document discusses the processes used to assess attainment of course and program outcomes at an engineering program. It describes how course outcomes are defined and mapped to program outcomes. Assessment tools like assignments, exams, and projects are mapped to outcomes. Attainment is calculated based on student performance and surveys. First year courses contribute to early outcome assessment. Actions are taken like improving questions and tutorials if outcomes are not fully attained.
The document outlines the scheme and syllabus for the MBA (Full Time/Part Time) program at the University of Kerala from 2009 onwards.
Key details include:
1) The 2-year program consists of 4 semesters with 16 instructional weeks per semester.
2) Eligibility requires a minimum 50% aggregate in bachelor's degree for full-time and 2 years work experience for part-time.
3) Assessment includes internal exams (40%) and end-of-semester exams (60%). Students must maintain 75% attendance to sit for exams.
4) In the 4th semester, students undertake a project and comprehensive viva voce exam worth 100 and
1. The document outlines the regulations for the BBA (CBCS) degree program offered by Bangalore University's Department of Commerce.
2. It details 14 sections on various aspects of the program including its objectives, eligibility, duration, medium of instruction, attendance requirements, course structure, teaching and evaluation guidelines, examination scheme and classification of results.
3. The regulations aim to develop ethical managers and entrepreneurs with interdisciplinary knowledge through a 4-year degree program divided into 8 semesters of academic instruction and evaluation.
This document provides a summary of the Academic Performance Indicator (API) scoring system used to evaluate faculty positions with academic grade pay. It outlines the criteria across three categories: (1) teaching, learning, and evaluation activities; (2) co-curricular, extension, and professional development activities; and (3) research and publications. For each category, the document lists the items, maximum scores, and the applicant's self-assessed and verified scores. The API aims to provide a standardized and transparent method for evaluating faculty based on verifiable performance metrics.
This document outlines the Cambridge O Level Computer Science syllabus for examination in 2017-2019. It includes:
1. An introduction describing the benefits and goals of the Cambridge program and O Level qualifications.
2. Details of the syllabus content, which is divided into theory of computer science and practical problem-solving/programming.
3. An assessment overview including details of the two exam papers and their weightings.
4. The aims and objectives of the assessment and how they relate to the exam components. Grade descriptions are also provided.
5. A breakdown of the syllabus content covering topics such as data representation, hardware/software, problem-solving and programming.
This document summarizes a programme specification for a BSc Honours in Computing, Graphics, and Games at Middlesex University. The 3 year program aims to provide students with expertise in computer science, software engineering, and specializations in computer graphics and game development. Students take core computing modules in the first two years before focusing on graphics and game programming in their third year. The program aims to prepare students for careers in the growing graphics and games industry or other areas of computing.
The document provides guidelines for MBA students at Sikkim Manipal University for submitting a project synopsis and completing their final project report. It outlines a two-phase process that involves first submitting a project synopsis for approval, then conducting the project work. Key parts of the synopsis include the title, introduction/objectives, literature review and methodology. The project report should include these sections as well as data analysis, results, recommendations and conclusions. Students must work with an approved project guide and adhere to formatting guidelines when submitting their synopsis and final report.
This document provides an owner's manual for a Ford Escort vehicle. It includes sections on safety restraints such as seat belts, starting and operating the vehicle, instrument and control panels, vehicle features, electronic sound systems, driving instructions, roadside emergencies, customer assistance, vehicle servicing, and a quick index and general index for the manual contents. The introduction discusses Ford's commitment to quality and customer focus.
1. South Korea transitioned from an authoritarian regime to a democratic government over several decades. It began as a dictatorship under Syngman Rhee from 1948-1960, followed by Park Chung-hee's rule from 1961-1979 which saw rapid economic growth but also oppression.
2. The 1980s brought the Gwangju Uprising and calls for democratization. Civilian rule was established in 1987 under Roh Tae-woo. However, regional and political divisions remained an issue as different areas and political factions vied for power.
3. South Korea has since developed into a stable democracy with competitive elections and freedom of speech, though challenges around reunification with North Korea and tensions with neighboring countries
This document provides an overview and instructions for various features in a Ford Bronco owner's manual. It includes a table of contents listing the manual's chapters. The introduction provides Ford's commitment to quality and excellence. It also notes some things to know about using the guide, such as available equipment may vary by vehicle. The document outlines safety restraint information, including how to properly wear lap and shoulder belts. It describes dual locking retractors and locking cinch tongues used in some belts.
This document provides an overview of safety restraints and instructions for properly using safety belts in a Ford Windstar vehicle. It describes how safety belts should fit snugly across the hips and chest when worn correctly to provide optimal restraint in a collision. The document warns that safety belts must be used properly by all passengers, including pregnant women, to avoid greatly increasing the risk of injury.
O documento discute os desafios enfrentados pelos assistentes sociais no trabalho com famílias. A pesquisa mostrou que as ações dos assistentes sociais carecem de clareza metodológica e são influenciadas por concepções arcaicas. Há também uma falta de articulação entre teoria e prática. Superar essas limitações é essencial para consolidar o projeto ético-político da profissão.
The document proposes a game to encourage students to share travel experiences and learn about places in Taiwan from friends. Players would add pins to locations on a map and write brief introductions. By joining other players' pins and collecting local products, players could level up, gaining access to more map tools. The game aims to combine sharing and gaming to teach students about recommended places through gameplay and sharing with friends.
This document is a syllabus for Cambridge International A & AS Level Biology. It outlines the aims, objectives, content, and assessment of the course. The aims are to provide students with an understanding of biology, scientific skills, and interests in further study. Students can take AS exams after 1 year or complete the full A Level after 2 years. Assessment includes multiple choice, structured questions, practical exams, and essays. The content covers core biological principles and applications.
This document outlines the Cambridge ICT Starters Syllabus, which provides a framework for developing ICT competence and skills. It consists of three levels - Initial Steps, Next Steps, and On Track - with each level containing two stages and multiple modules. Students are assessed on their ability to communicate, handle information, model, and measure/control using ICT. The syllabus is designed to facilitate progression of skills as students move through each level and stage.
This document provides information about the NCC Education Level 2 Award in Computing qualification, including its structure, assessments, and syllabus. The qualification comprises one mandatory unit on fundamentals of computing and digital literacy. Candidates are assessed through a 70% examination consisting of multiple-choice, written, and practical questions, and a 30% controlled assignment requiring completion of a practical programming task under supervision. The syllabus covers computer hardware, computational thinking, online collaboration, security/privacy, data structures, and programming concepts.
This document provides an overview of the Cambridge ICT Starters syllabus, which aims to introduce students aged 5-15 to key ICT applications and skills. It consists of three levels - Initial Steps, Next Steps, and On Track. Each level contains two stages with an equal number of modules. Students are assessed through tasks at the end of each module to demonstrate their achievement of the learning objectives. Assessments are marked and moderated externally. The syllabus is designed to allow students to develop ICT competence and practical skills in a way that is appropriate for their age.
O'levels Computer Science 2210 Syllaybus 2015Tabsheer Hasan
This document outlines the changes made to the Cambridge O Level Computer Science syllabus for 2015, including:
1) The syllabus name has been changed to "Computer Science" to reflect the progression to AS/AL levels and bring the content up to date.
2) The syllabus code has changed to 2210.
3) The assessment structure has been updated, with Paper 1 now being 1 hour 45 minutes and worth 60% and a new Paper 2 problem-solving exam worth 40%. Coursework has been removed.
4) The content has been revised, with new topics in arrays, computer ethics, and hexadecimal numbers, and one topic removed on systems life cycles.
This document is a syllabus for Cambridge International A & AS Level Biology. It outlines the aims, assessment objectives, content, and assessment details of the course. The aims are to provide students with an educational experience in biology, develop relevant skills and attitudes, and stimulate interest in biology. The course is assessed through multiple choice, structured, and practical exam papers that test knowledge, handling information, and experimental skills. The syllabus content is divided into core topics and applications.
The document outlines the structure and guidelines of diploma programs offered by the Department of Collegiate and Technical Education. It discusses the organization of technical education institutions, various diploma programs offered including civil engineering, computer science, electronics, and mechanical engineering. It describes the curriculum structure, evaluation process, attendance and promotion criteria for diploma programs. The document aims to provide a comprehensive overview of diploma programs for students.
Presentation on mechanical engineering for students interested in mechanical engineering. From the University of Brighton June open day at Moulsecoomb campus.
This document outlines the specification for AQA's GCSE Design and Technology course. It includes:
1. An introduction to the course and support available from AQA.
2. An overview of the course content covering core technical principles, specialist technical principles, and designing and making principles.
3. Details of the assessments, including a written exam and non-exam assessment (NEA) practical project.
The document provides concise yet comprehensive information on the structure and content of AQA's GCSE Design and Technology course.
This document provides an overview of the Cambridge International AS and A Level Business Studies syllabus. It outlines the aims and objectives of the syllabus, which are to develop students' understanding of business concepts and their application to real-world situations. It also provides an assessment overview and outlines the core and extension curriculum content covered in the course, including topics like business and its environment, people in organizations, marketing, operations, finance, and strategic management. The document is intended to inform teachers and students about the structure and goals of the Cambridge International AS and A Level Business Studies qualification.
IRJET- Teaching Learning Practices for Metrology & Quality Control Subject in...IRJET Journal
1. The document discusses teaching and learning practices for the Metrology and Quality Control subject in an outcome-based education system.
2. It outlines the program educational objectives, program outcomes, and course outcomes for the subject and describes how they are mapped and assessed.
3. Internal evaluations of students including unit tests, assignments, and exams are used to measure course outcome attainment, with lower attainment found for two course outcomes, leading to corrective actions being taken like industrial visits and expert lectures.
Nicholas Peng How Chan earned a first class honours Bachelor of Science in Applied Computing from Northumbria University. He completed his full-time degree program between January 2014 and February 2015, passing all required modules with grades between 60-74%. His degree demonstrates knowledge and skills in areas like software development, project management, and social and ethical issues in computing.
OS lab manual1234512345123451234512345.pdfSuperBoy40
This document contains information about an Operating Systems laboratory manual, including the course objectives, outcomes, experiments, and assessment details. The key points are:
1) The laboratory manual is for the Operating Systems course and contains 10 experiments covering processes, CPU scheduling, synchronization, memory management, file systems, and disk scheduling.
2) The course aims to demonstrate operating system concepts and teach techniques for resource management.
3) Assessment includes continuous internal evaluation worth 50% through tests and lab reports, and a semester end exam worth 50% over both theory and practical components.
4) Students must score a minimum of 40% on both the theory and practical internal evaluations and 35% overall to pass.
This 3-sentence summary provides the high-level and essential information from the document:
This document outlines a course on scripting for design at Durham College, including prerequisites, course description, learning outcomes, evaluation methods, and policies. Students will learn JavaScript programming and how to use it to enhance web page design and interactivity. Evaluation will include in-class coding reviews, assignments, tests, and individual coding projects assessed based on function, documentation, and style. Course policies address attendance, communication, and academic honesty.
This 3-sentence summary provides the high-level and essential information from the document:
This document outlines a course on scripting for design at Durham College, including prerequisites, course description, learning outcomes, evaluation methods, and policies. Students will learn JavaScript programming and how to use it to enhance web page design and interactivity. Evaluation will include in-class coding reviews, assignments, tests, and individual coding projects assessed based on function, documentation, and style. Course policies address attendance, communication, and academic honesty.
This document provides an overview and guide for new students beginning the Bachelor's Degree in Techniques for Software Development. It outlines the key information about the program, including its presentation, language requirements, enrollment calendar, program of study, teaching methods and assessment, enrollment planning recommendations, and specifications for internship and final project courses. The appendix notes that under a new royal decree, the program will no longer accept new students after 2024 but will continue teaching current students through 2030.
This document provides information about changes to the Cambridge IGCSE Design and Technology syllabus for 2015, including:
- Candidates will no longer take Paper 1 and the optional paper together in a 2 hour and 15 minute session.
- There are minor revisions to the syllabus aims, assessment objectives, and project assessment criteria for clarity.
- The syllabus content has been updated to reflect changes in technology and teaching methods.
- Advice is included on the drawing equipment allowed for Paper 2 and encouraging the use of CAD/CAM where facilities exist for Paper 5.
The document outlines the assessment structure for Cambridge IGCSE Design and Technology, which includes a compulsory Paper 1 on product design, one optional written paper focusing on graphic products, resistant materials, or systems and control, and a compulsory individual project centered on the candidate's chosen option. Candidates are assessed on their design thinking, problem solving, communication skills, and application of knowledge and understanding to the design and making of products.
The document outlines the criteria and information required for National Board of Accreditation (NBA) evaluation of engineering programs. It includes 10 criteria covering areas like vision and mission, curriculum, outcomes, faculty, facilities, governance and more. Institutions must provide details on these criteria in 3 parts - institutional information, departmental information, and program-specific information. They must also declare that the information provided is correct. The NBA will evaluate programs based on these criteria to determine accreditation.
This document contains a password and instructions stating that the password provided is the one typed during installation. It repeats the password and instructions twice with additional numbers that do not provide further context.
This document appears to be a lab sheet containing measurements of an unknown quantity (QU) taken multiple times. The document lists measurements of the unknown quantity taken at intervals, with the numbers increasing from 2 to 11 for each successive measurement.
This very short document contains a series of numbers and letters with no other context. It lists the characters "QU" followed by the numbers 1 through 9. No other meaning or purpose is evident from the limited information provided.
No document was provided to summarize. A summary requires source text to extract the key points and essential information from. Without a document, it is not possible to generate an accurate 3 sentence summary.
Emotional intelligence was first defined scientifically in 1990 by Mayer and Salovey, building on prior concepts. Goleman later proposed it involves five traits that determine one's EQ. Emotional intelligence involves self and social awareness and management. It is debated whether EQ can be accurately measured, though tests do exist to assess specific skills or provide an overall assessment. While EQ may help predict some life outcomes, it does not determine success on its own, and high IQ individuals like Einstein had low EQ without hindrance. EQ is significant for social and workplace interactions but is not a sole predictor of life outcomes and has limitations as a concept.
This document discusses databases and the evolution from flat files to relational databases. It covers:
1) The limitations of flat files including data duplication, separation of data across files, fixed queries, and proliferation of application programs.
2) The introduction of hierarchical and network databases to try to overcome limitations but these still led to inconsistent and redundant data.
3) An introduction to relational databases which overcome limitations by allowing each record to be of fixed length and each field to contain a single data item. This addresses issues with variable length records in previous approaches.
The document discusses the functions and purposes of translators in computing. It describes:
1) Interpreters and compilers translate programs from high-level languages to machine code. Compilers translate the entire program at once, while interpreters translate instructions one at a time as the program runs.
2) Translation from high-level languages to machine code involves multiple stages including lexical analysis, syntax analysis, code generation, and optimization.
3) Linkers and loaders are used to combine separately compiled modules into a complete executable program by resolving addresses and linking the modules together.
This document discusses common network environments, connectivity, and security issues. It describes how LANs and WANs are organized using different topologies and transmission mediums. It then explains key network components like switches, routers, bridges, and modems - how they connect different types of networks and segments. Finally, it discusses common network environments like the Internet, intranets, and extranets as well as technologies that enable them such as hypertext links, URLs, domain names, and HTML.
The operating system must manage hardware resources, provide an interface between users/software and hardware, and provide services like data security. It schedules programs to make best use of the processor when programs are performing input/output tasks. It uses interrupts to change the normal order of program execution in response to events like I/O device signals. Scheduling aims to maximize system usage, be fair to all programs, and prioritize more important programs when needed.
The document discusses computer architecture and the fetch-execute cycle. It describes the Von Neumann architecture, which uses a single processor that follows a linear sequence of fetching, decoding, and executing instructions. It then explains the fetch-execute cycle in more detail with the steps involved. Finally, it discusses parallel processor systems that can split up the fetching, decoding, and executing stages to improve efficiency.
The document discusses techniques for developing computer systems, including structured systems analysis and design method (SSADM) and data flow diagrams (DFDs). It provides details on the stages of SSADM and the symbols and steps used to develop DFDs. An example of a hotel reservation and payment system is presented as a DFD to illustrate the technique. Project management is also discussed, with an example of building a bungalow broken down into tasks, durations, and dependencies shown in a graph.
The document discusses different ways of representing numerical data in computing systems, including:
1) Binary representation, which converts decimal numbers to binary by repeatedly dividing by column headings and tracking the remainders as 1s and 0s.
2) Negative numbers can be represented using sign-and-magnitude or two's complement methods.
3) Other number systems like octal and hexadecimal are also discussed which use different column headings but the same representation principles.
4) Floating point representation separates a real number into a mantissa and exponent to store fractional numbers more efficiently in binary.
The document discusses how data and databases are valuable to organizations. It provides examples of how stock control systems and sales data can be used to automatically reorder stock. Banks also find customer data valuable for assessing loan risks. Modern communication allows sharing of data worldwide through value added network services and databases. Standards are needed for sharing data accurately between different systems. Computers now aid various forms of communication like voice mail, e-commerce, and video conferencing. The internet allows global communication and advertising. IT training must be continually updated as technology changes, which is altering many work patterns and jobs.
This document discusses different programming paradigms including procedural, object-oriented, and declarative paradigms. It provides examples of code using these paradigms. Specifically, it shows an assembly language program that adds two numbers, a C++ program that calculates the area of a rectangle, and Prolog queries to retrieve information from a database about people's genders and family relationships. It also discusses how parameters are used to pass values to functions in Visual Basic.
This document discusses real-time systems and simulation. It defines a real-time system as one that can react quickly enough to input data to affect the real world. Real-time applications include airline booking systems and nuclear reactor controls. Sensors measure physical quantities and transmit data to processors, while actuators accept signals from processors and initiate physical movements. Simulations allow computers to model real-world systems and scenarios through calculations, enabling testing without real-world risks or costs. Simulations have limitations in predicting truly random or complex human events. Parallel processing is needed for simulations involving vast data, complex relationships, and immense calculations.
This document is an exam for an Advanced Subsidiary Level computing exam. It contains 9 questions testing knowledge of topics like memory addressing, data structures, networks, and software development processes. The exam is 2 hours and contains multiple choice, short answer, and longer explanatory questions.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. Note for Exams Officers: Before making Final Entries, please check availability of the codes for the
components and options in the E3 booklet (titled “Procedures for the Submission of Entries”) relevant to the
exam session. Please note that component and option codes are subject to change.
4. 1. Introduction
1.1 Why choose Cambridge?
University of Cambridge International Examinations (CIE) is the world’s largest provider of international
qualifications. Around 1.5 million students from 150 countries enter Cambridge examinations every year.
What makes educators around the world choose Cambridge?
Recognition
A Cambridge International A or AS Level is recognised around the world by schools, universities and
employers. The qualifications are accepted as proof of academic ability for entry to universities worldwide.
Cambridge International A Levels typically take two years to complete and offer a flexible course of study
that gives students the freedom to select subjects that are right for them. Cambridge International
AS Levels often represent the first half of an A Level course but may also be taken as a freestanding
qualification. They are accepted in all UK universities and carry half the weighting of an A Level. University
course credit and advanced standing is often available for Cambridge International A/AS Levels in countries
such as the USA and Canada. Learn more at www.cie.org.uk/recognition.
Support
CIE provides a world-class support service for teachers and exams officers. We offer a wide range of
teacher materials to Centres, plus teacher training (online and face-to-face) and student support materials.
Exams officers can trust in reliable, efficient administration of exams entry and excellent, personal support
from CIE Customer Services. Learn more at www.cie.org.uk/teachers.
Excellence in education
Cambridge qualifications develop successful students. They not only build understanding and knowledge
required for progression, but also learning and thinking skills that help students become independent
learners and equip them for life.
Not-for-profit, part of the University of Cambridge
CIE is part of Cambridge Assessment, a not-for-profit organisation and part of the University of Cambridge.
The needs of teachers and learners are at the core of what we do. CIE invests constantly in improving its
qualifications and services. We draw upon education research in developing our qualifications.
Cambridge International A & AS Level Computing 9691. Examination in June and November 2011.
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5. 1. Introduction
1.2 Why choose Cambridge International A & AS
Level Computing?
Cambridge International A Level & AS Level Computing are accepted by universities and employers as proof
of essential knowledge and ability.
This syllabus is designed to give greater flexibility both to teachers and to candidates. It is envisaged that
candidates will use the skills and knowledge of computing acquired through this course in one of three
ways:
• to provide a general understanding and perspective of the use of computer technology and systems,
which will inform their decisions and support their participation in an increasingly technologically
dependent society
• to provide the necessary skills and knowledge to seek employment in areas that utilise computing
• to develop their knowledge and understanding of computing through entry to higher education, where
this qualification will provide a useful foundation for further study of computing or more specialist
aspects of computing.
1.3 How can I find out more?
If you are already a Cambridge Centre
You can make entries for this qualification through your usual channels, e.g. CIE Direct. If you have any
queries, please contact us at international@cie.org.uk.
If you are not a Cambridge Centre
You can find out how your organisation can become a Cambridge Centre. Email us at
international@cie.org.uk. Learn more about the benefits of becoming a Cambridge Centre at
www.cie.org.uk.
Cambridge International A & AS Level Computing 9691. Examination in June and November 2011.
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6. 2. Assessment at a glance
Cambridge International A & AS Level Computing
Syllabus code 9691
Centres and candidates may choose:
• to take components 1, 2, 3 and 4 in the same examination session, leading to the full A Level
• to follow a staged assessment route by taking papers 1 and 2 (for the AS qualification) in one session,
then papers 3 and 4 (for the full A Level) at a later session
• to take papers 1 and 2 only (for the AS qualification).
Weighting (%)
Paper Marks
AS A2 A
Paper 1 1½ hours
75 50 - 25
Written paper on Section 1 of syllabus
Paper 2 2 hours
75 50 - 25
Practical programming techniques
Paper 3 2 hours
Written paper on Section 3 of syllabus, 90 - 60 30
also assuming knowledge from Section 1
Paper 4
60 - 40 20
Computing project
Advanced Subsidiary (AS) forms 50% of the assessment weighting of the full Advanced Level.
Cambridge International A & AS Level Computing 9691. Examination in June and November 2011.
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7. 3. Syllabus aims and assessment
3.1 Aims
The aims of a course based on this syllabus, whether leading to an AS or A Level qualification are:
• to develop an understanding of the main principles of solving problems using computers
• to develop an understanding of the range of applications of computers and the effects of their use
• to develop an understanding of the organisation of computer systems including software, data,
hardware, communications and people
• to acquire the skills necessary to apply this understanding to developing computer-based solutions to
problems
An additional aim for a course leading to the full A Level qualification is:
• to develop an understanding of the main principles of systems analysis and design, methods of problem
formulation and planning of solutions using computers, and systematic methods of implementation,
testing and documentation.
3.2 Assessment objectives
The assessment objectives below are for both the AS and A2 qualifications.
A. Knowledge with understanding
Candidates should be able to:
• describe and explain the impact of computing in a range of applications, and show an understanding of
the characteristics of computer systems (hardware, software and communication) which allow effective
solutions to be achieved
• describe and explain the need for and the use of various forms of data organisation and processing to
support the information requirements of a particular application
• describe and explain the systematic development of high quality solutions to problems and the
techniques appropriate for implementing such solutions
• comment critically on the social, legal, ethical and other consequences of the use of computers.
B. Skills
Candidates should be able to:
• analyse a problem and identify the parts which are appropriate for a computer-based solution
• select, justify and apply appropriate techniques and principles to develop data structures and algorithms
for the solution of problems
• design, implement and document an effective solution using appropriate hardware, software and
programming languages.
Cambridge International A & AS Level Computing 9691. Examination in June and November 2011.
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8. 3. Syllabus aims and assessment
3.3 Weighting of assessment objectives
Percentage of Advanced Level
Paper
Knowledge with understanding Skills Weighting (%)
1 20 ± 2 5±2 25
2 8±2 17 ± 2 25
3 15 ± 2 15 ± 2 30
4 5±2 15 ± 2 20
3.4 Exam combinations
Candidates may combine this syllabus in an exam session with any other CIE syllabus except:
• 9754 Computing (Singapore)
Cambridge International A & AS Level Computing 9691. Examination in June and November 2011.
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9. 4. Description of components
4.1 Paper 1
This paper will consist of a variable number of compulsory questions of variable mark value. Candidates will
answer on lined paper.
This paper will be set according to the content of Section 1 of the syllabus.
4.2 Paper 2
This is an externally examined component.
The paper will consist of a number (between 3 and 5) of compulsory questions, each of which will be based
around a scenario and which will develop a theme through a number of graded parts to the question. The
emphasis will be based around the need to demonstrate skills in using techniques that have been learned
through study of the syllabus. There will be some examining of knowledge and understanding but the bulk
of the credit will be for using those techniques and that knowledge to solve problems.
Candidates will be expected to be able to program in a language to be chosen by the Centre but the advice
is that the language chosen should be procedural. In all cases the logic will be of more importance than the
syntax.
The question content will be based on Section 2 of the syllabus. This will mean that a certain understanding
of the content of Section 1 will be expected, but there will be no questions which are aimed specifically at
testing Section 1.
Paper 2 replaces the teacher assessed work with an examination which will be externally marked. This in
no way implies that the assessment is no longer based on the practical skills of the candidate. Indeed,
Centres should be aware that as the assessment will now be unseen a greater range of ability may be
expected from the candidates. It is also necessary that candidates are taught the content of this module in
a largely practical way in order to prepare them for the requirements of the project in module 4. Centres are
reminded that the content of the examination will involve the assessment of the skills and techniques rather
than any major problem solution.
Cambridge International A & AS Level Computing 9691. Examination in June and November 2011.
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10. 4. Description of components
4.3 Paper 3
This paper will consist of a variable number of compulsory questions of variable mark value. Candidates will
answer on lined paper.
This paper will be set according to the content of Section 3 of the syllabus, but will also assume knowledge
learned in Section 1.
4.4 Paper 4
Further details of the Computing Project can be found in Section 6: Coursework.
Cambridge International A & AS Level Computing 9691. Examination in June and November 2011.
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11. 5. Syllabus content
This syllabus is set out in the form of teaching sections. Each teaching section is assessed by its associated
paper. The Advanced Subsidiary syllabus consists of teaching Sections 1 and 2 only, and the Advanced Level
syllabus consists of all four teaching sections.
The subject content for each section is shown below.
Syllabus Paper Section title
section
1 1 Computer systems, communications and software
2 2 Practical programming techniques
Systems software mechanisms, machine architecture, database
3 3
theory, programming paradigms and integrated information systems
4 4 Computing Project
Each section is presented as a set of sub-sections, each with details of content and associated learning
outcomes. An indication of recommended prior knowledge is given for each section, together with details
of any links to other sections.
Section 1: Computer systems, communications and software
Section 1 is the foundation for all subsequent sections. It provides candidates with an understanding of the
core aspects of computer systems, which is developed and enhanced in subsequent sections.
Section 2: Practical programming techniques
Section 2 requires candidates to familiarise themselves with the techniques necessary to solve problems
using a computer and specifically using programming to implement algorithmic solutions. To that end the
topics covered will be:
• the need to design a solution before attempting to implement it
• procedural programming techniques which include the basic constructs of repetition, selection and
iteration; the importance and use of data types and data structures
• common syntax and key instructions of procedural languages
• the application of these techniques in program writing and the testing and running of these solutions.
Cambridge International A & AS Level Computing 9691. Examination in June and November 2011.
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12. 5. Syllabus content
Section 3: Systems software mechanisms, machine architecture,
database theory, programming paradigms and integrated
information systems
Section 3 provides candidates with further opportunity to extend the skills, knowledge and understanding of
computing concepts gained in Section 1, to a range of applications in which computer systems are used.
Section 4: Computing Project
Section 4 requires candidates to identify a well-defined user-driven problem, involving a third-party user, and
to generate a solution.
As for Section 2, this is done using software tools chosen by the candidate and may include a programming
language, an appropriate applications package or other software. Work on the project should begin in
parallel with work on Section 3.
Cambridge International A & AS Level Computing 9691. Examination in June and November 2011.
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13. 5. Syllabus content
Section 1: Computer systems, communications and software
This section provides candidates with an understanding of the following core aspects of computer systems:
• components of a computer system and modes of use
• system software
• data: their representation, structure and management
• hardware
• data transmission and networking.
The systems development life cycle is studied with reference to particular applications, so candidates are
expected to look at a range of different types of application areas. Although candidates are not expected to
have specific knowledge of every one of these, they should be able to make use of relevant examples for
the purpose of illustration.
This section also provides candidates with understanding of the following aspects of computer systems:
• systems development life cycle
• choosing applications software for application areas
• handling of data in information systems
• implications of computer use.
1.1 Components of a computer system and modes of use
Content
1.1.1 Types of hardware
1.1.2 Types of software
Learning outcomes
Candidates should be able to:
(a) define the terms hardware, software, input device, storage device and output device
(b) describe the purpose of input devices, storage devices and output devices
(c) define the different types of software: operating system and generic/common applications software
Cambridge International A & AS Level Computing 9691. Examination in June and November 2011.
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14. 5. Syllabus content
1.2 System software
Content
1.2.1 Operating systems
1.2.2 User interfaces
1.2.3 Utility software
Learning outcomes
Candidates should be able to:
(a) describe the purpose of operating systems
(b) describe the characteristics of different types of operating systems and their uses: batch, real-time,
single-user, multi-user, multi-tasking and network systems
(c) identify a range of applications requiring batch processing and a range of applications in which a real
time response is required
(d) describe different types of user interface: forms, menus, GUI, natural language and command line,
suggesting the characteristics of user interfaces which make them appropriate for use by different
types of user
(e) describe the purpose of a range of utility software e.g. disk formatting, file handling, hardware drivers,
file compression and virus checkers
1.3 Data: its representation, structure and management
Content
1.3.1 Data types
1.3.2 Data structures
1.3.3 Data management
Learning outcomes
Candidates should be able to:
(a) explain the use of codes to represent a character set (e.g. ASCII and Unicode)
(b) explain the representation of different data types: integer, Boolean, date/time, currency and character
(c) express positive integers in binary form
(d) understand the structure of arrays (one and two dimensional), including initialising arrays, reading data
into arrays and performing a simple serial search on an array
(e) describe the LIFO and FIFO features of stacks and queues
(f) explain how data is stored in files in the form of fixed length records comprising items in fields
Cambridge International A & AS Level Computing 9691. Examination in June and November 2011.
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15. 5. Syllabus content
(g) define and explain the difference between serial, sequential, indexed sequential and random access
to data, using examples and stating their comparative advantages and disadvantages
(h) describe how serial, sequential and random organisation of files may be implemented using indexes
and hashing as appropriate
(i) select appropriate data types/data structures for a given problem and explain the advantages and
disadvantages of alternative choices
(j) explain the procedures involved in backing up data and archiving, including the difference between
data that is backed up and data that is archived
1.4 Hardware
Content
1.4.1 Processor components
1.4.2 Primary and secondary storage
1.4.3 Peripheral devices
Learning outcomes
Candidates should be able to:
(a) describe the function and purpose of the control unit, memory unit and arithmetic logic unit (ALU) as
individual parts of a processor
(b) explain the difference between types of primary memory and their uses (RAM, ROM)
(c) describe the basic features, advantages, disadvantages and use of secondary storage media
e.g. magnetic, optical and solid state
(d) describe use of buffers and interrupts in the transfer of data between peripheral devices and primary
memory
(e) describe a range of common peripheral devices in terms of their features, advantages, disadvantages
and uses
(f) relate the choice of peripheral device to a given application, justifying the choices made
(g) understand the potential problem of speed mismatch between peripheral and processor
Cambridge International A & AS Level Computing 9691. Examination in June and November 2011.
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16. 5. Syllabus content
1.5 Data transmission and networking
Content
1.5.1 Data transmission
1.5.2 Circuit switching and packet switching
1.5.3 Protocols
1.5.4 Networking
Learning outcomes
Candidates should be able to:
(a) describe the characteristics of a local area network (LAN) and a wide area network (WAN)
(b) show an understanding of the hardware and software needed for a local area network (LAN) and for
accessing a wide area network (WAN)
(c) describe the different types of data transmission: serial and parallel; and simplex, full duplex, half
duplex and duplex modes
(d) explain the relationship between bit rates and the time sensitivity of the data
(e) recognise that errors can occur in data transmission; explain the use of parity checks, echoing and
check sums in detecting and correcting these errors, and the use of parity blocks to aid self checking
(f) explain the difference between packet switching and circuit switching
(g) define the term protocol
(h) describe the need for communication between devices, and between computers, and explain the
need for protocols to establish communication links (candidates will not be expected to have detailed
knowledge of specific protocols)
(i) explain the need for both physical and logical protocols and the need for layering in an interface (detail
regarding layers is not required)
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1.6 Systems development life cycle
Content
1.6.1 Identification of problem
1.6.2 Feasibility study
1.6.3 Information collection
1.6.4 Analysis of a problem, based upon information collected, including producing a requirements
specification
1.6.5 Design of system to fit requirements
1.6.6 Development and testing of system
1.6.7 Installation of system
1.6.8 Maintenance of system
1.6.9 Obsolescence
Learning outcomes
Candidates should, with reference to particular applications, be able to:
(a) explain the importance of defining a problem accurately
(b) describe the function and purpose of a feasibility study
(c) explain the importance of determining the information requirements of a system and describe
different methods of fact finding, highlighting the advantages and disadvantages of each method
(d) describe what is involved when analysing the requirements of a system, explaining the nature of the
requirements specification and its content, identifying inefficiencies/problems, user requirements and
hardware and software requirements
(e) design the data structures, inputs, outputs and processing using diagrammatic representations where
appropriate (including the use of DFDs and system flowcharts)
(f) explain the importance of evaluating the system against initial specifications
(g) explain the content and importance of documentation in the system life cycle, including the
requirements specification, design specification, program specification and documentation
(h) explain the importance of testing and installation planning, including the method of installation
(i) explain the reasons for maintaining the system
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1.7 Choosing appropriate applications software
Content
1.7.1 Custom written software versus off-the-shelf software packages
1.7.2 Applications software
Learning outcomes
Candidates should, within context, be able to:
(a) distinguish between custom-written software and off-the-shelf software packages, and discuss the
advantages and disadvantages of each in given situations
(b) identify the features of common applications found in business, commercial and industrial
applications, e.g. stock control, payroll, process control, point of sale systems
(c) identify suitable common generic applications software for particular application areas, e.g. word
processing, spreadsheets, desktop publishers (DTP), presentation software, drawing packages, and
justify the choices
(d) identify application areas for which generic applications software is not appropriate
(e) describe the purpose and impact of different types of generic applications software, e.g. word
processing, spreadsheets, desktop publishers (DTP), presentation software, drawing packages
1.8 Handling of data in information systems
Content
1.8.1 Data capture, preparation and data input
1.8.2 Validation and verification of data
1.8.3 Outputs from a system
1.8.4 Knowledge based systems
Learning outcomes
Candidates should, within a context, be able to:
(a) describe manual and automatic methods of capturing and inputting data into a system, including form
design, keyboard entry, barcodes, OMR, magnetic stripe cards, OCR, sensors and data logging, touch
screens, chip and pin
(b) describe image capture by use of a scanner, video capture card and digital camera/camcorder
(c) explain the techniques of validation and verification, and describe validation tests which can be carried
out on data
(d) describe possible output formats such as graphs, reports, interactive presentations, sound, video,
images and animations stating the advantages and disadvantages of each format
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(e) discuss the need for a variety of output formats according to the target audience
(f) describe knowledge based (expert) systems
(g) explain the use of knowledge based (expert) systems as a diagnostic tool
1.9 Designing the user interface
Content
1.9.1 Interface design
Learning outcomes
Candidates should be able to:
(a) discuss the importance of good interface design
(b) discuss human computer interaction (HCI) design issues such as the use of colour, layout, and
content
(c) identify the required characteristics of a user interface with respect to information, type of user,
physical location and current technology
1.10 Logic gates
Content
1.10.1 Uses of logic gates to translate Boolean concepts into physical uses
Learning outcomes
Candidates should, within a context, be able to:
(a) understand the effects of logic gates AND, OR, NOT on binary signals in a processor
(b) calculate the outcome from a set of logic gates given the input
(c) understand how logic gates can be used within the processor as a form of refreshable memory and
as an accumulator
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20. 5. Syllabus content
Section 2: Practical programming techniques
This section provides candidates with an understanding of the techniques required for programming through
a study of the following topics:
• designing solutions to problems
• the structure of procedural programs
• data types and data structures
• common facilities of procedural programs
• writing maintainable programs
• testing and running a solution.
2.1 Designing solutions to problems
Content
2.1.1 Design of the input, output and interface
2.1.2 Use of structure diagrams to describe the modular nature of a solution
2.1.3 Use of program flowcharts and pseudocode to describe the steps of an algorithm
Learning outcomes
Candidates should be able to:
(a) discuss the importance of good interface design
(b) design and document data capture forms, screen layouts, report layouts or other forms of input and
output (e.g. sound) for a given problem
(c) explain the advantages of designing a solution to a problem by splitting it up into smaller problems
(top-down/modular design)
(d) produce and describe top-down/modular designs using appropriate techniques, including structure
diagrams, showing stepwise refinement
(e) produce algorithms to solve problems using both a program flowchart and using pseudocode
(f) understand algorithms presented in the form of program flowcharts and pseudocode
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2.2 The structure of procedural programs
Content
2.2.1 Basic programming constructs/control structures
2.2.2 Use of subprograms/subroutines, including procedures and functions
2.2.3 Recursion
Learning outcomes
Candidates should be able to:
(a) define and correctly use the following terms as they apply to procedural programming: statement,
subroutine, procedure, function, parameter, loop
(b) identify the three basic programming constructs used to control the flow of execution: sequence,
selection and iteration
(c) understand and use selection in pseudocode and a procedural programming language, including the
use of IF statements and CASE/SELECT statements
(d) understand and use iteration in pseudocode and a procedural programming language, including the
use of count-controlled loops (FOR-NEXT loops) and condition-controlled loops (WHILE-ENDWHILE
and REPEAT_UNTIL loops)
(e) understand and use nested selection and nested iteration statements
(f) understand, create and use subroutines (procedures and functions), including the passing of
parameters and the appropriate use of the return value of functions
(g) use subroutines to modularise the solution to a problem
(h) identify and use recursion to solve problems; show an understanding of the structure of a recursive
subroutine, including the necessity of a stopping condition
(i) trace the execution of a recursive subroutine
(j) discuss the relative merits of iterative and recursive solutions to the same problem
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2.3 Data types and data structures
Content
2.3.1 Data types: integer, real, Boolean, character, string
2.3.2 Data structures: arrays (one and two dimensional), records
2.3.3 Storing, retrieving and searching for data in files
Learning outcomes
Candidates should, when writing a program in a procedural language, be able to:
(a) define and use different data types e.g. integer, real, Boolean, character and string
(b) define and use arrays (one and two dimensional) for solving simple problems (this should include
initialising arrays, reading data into arrays and performing a simple serial search on a one dimensional
array)
(c) design and implement a record format
(d) estimate the size of a file from its structure and the number of records
(e) store, retrieve and search for data in files
(f) use the facilities of a procedural language to perform file operations (opening, reading, writing,
updating, inserting, appending and closing) on sequential files
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2.4 Common facilities of procedural languages
Content
2.4.1 Assignment statements
2.4.2 Arithmetic, relational and Boolean operations
2.4.3 String manipulation
2.4.4 Input and output facilities
Learning outcomes
Using an appropriate procedural programming language, candidates should be able to:
(a) understand and use assignment statements
(b) understand arithmetic operators including operators for integer division (+, –, *, /, MOD and DIV) and
use these to construct expressions
(c) understand a range of relational operators, e.g. =, <, <=, >, >= and <> and use these to construct
expressions
(d) understand the Boolean operators AND, OR, and NOT and use these to construct expressions
(e) understand the effects of the precedence of standard operators and the use of parentheses to alter
the order of evaluation
(f) evaluate expressions containing arithmetic, relational and Boolean operators and parentheses
(g) understand and use a range of operators and built-in functions for string manipulation, including
location (LOCATE), extraction (LEFT, MID, RIGHT), comparison, concatenation, determining the length
of a string (LENGTH) and converting between characters and their ASCII code (ASCII and CHAR)
(h) understand that relational operations on alphanumeric strings depend on binary codes of the
characters
(i) input and validate data
(j) output data onto screen/file/printer, formatting the data for output as necessary
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2.5 Writing maintainable programs
Content
2.5.1 Declaring and using variables and constants
2.5.2 Self-documented code, including identifiers, annotation and formatting
Learning outcomes
Using an appropriate procedural programming language, candidates should be able to:
(a) define, understand and use the following terms correctly as they apply to programming: variable,
constant, identifier, reserved word/keyword
(b) declare variables and constants, understanding the effect of scope and issues concerning the choice
of identifier (including the need to avoid reserved words/keywords)
(c) select and use meaningful identifier names
(d) initialise variables appropriately, before using them
(e) annotate the code with comments so that the logic of the solution can be followed
(f) use indentation and formatting to show clearly the control structures within the code
2.6 Testing and running a solution
Content
2.6.1 Types of programming errors
2.6.2 Testing strategies and test data
2.6.3 Debugging
2.6.4 Installation and execution
Learning outcomes
When developing software to solve a problem, candidates should be able to:
(a) describe types of errors in programs (syntax, logic and run-time errors) and understand how and when
these may be detected
(b) describe testing strategies including white box testing, black box testing, alpha testing, beta testing
and acceptance testing
(c) select suitable test data for a given problem, including normal, borderline and invalid data
(d) perform a dry run on a given algorithm, using a trace table
(e) describe the use of a range of debugging tools and facilities available in procedural programming
languages including translator diagnostics, break points, stepping, and variable check/watch
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25. 5. Syllabus content
Section 3: Systems software mechanisms, machine architecture,
database theory, programming paradigms and integrated
information systems
The content includes:
• the functions of operating systems
• the functions and purposes of translators
• computer architectures and the fetch-execute cycle
• data representation, data structures and data manipulation
• programming paradigms
• databases
• simulation and real-time processing
• common network environments, connectivity and security issues
Recommended prior knowledge
Candidates should have studied Section 1.
3.1 The functions of operating systems
Content
3.1.1 Features of operating systems
3.1.2 Scheduling
3.1.3 Interrupt handling
3.1.4 Job queues and priorities
3.1.5 Memory management
3.1.6 Spooling
3.1.7 Modern personal computer operating systems
Learning outcomes
Candidates should be able to:
(a) describe the main features of operating systems, including memory management and scheduling
algorithms
(b) explain how interrupts are used to obtain processor time and how processing of interrupted jobs
may later be resumed (typical sources of interrupts should be identified and any algorithms and data
structures should be described)
(c) define and explain the purpose of scheduling, job queues, priorities and how they are used to manage
job throughput
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(d) explain how memory is managed in a typical modern computer system (virtual memory, paging and
segmentation should be described)
(e) describe spooling, explaining why it is used
(f) describe the main components of a typical PC operating system, including the FAT and boot file
3.2 The functions and purposes of translators
Content
3.2.1 Types of translators
3.2.2 Lexical analysis
3.2.3 Syntax analysis
3.2.4 Code generation
3.2.5 Linkers and loaders
Learning outcomes
Candidates should be able to:
(a) understand the relationship between assembly language and machine code
(b) describe how an assembler produces machine code from assembly language
(c) describe the difference between interpretation and compilation
(d) describe what happens during lexical analysis
(e) describe what happens during syntax analysis
(f) explain the code generation phase, and understand the need for optimisation
(g) explain the purpose of linkers and loaders, and describe the use of library routines
(h) explain how errors are recognised and handled during compilation
3.3 Computer architectures and the fetch-execute cycle
Content
3.3.1 Von Neumann architecture
3.3.2 Registers: purpose and use
3.3.3 Fetch-execute cycle
3.3.4 Parallel processors
Learning outcomes
Candidates should be able to:
(a) describe basic Von Neumann architecture, identifying the need for and the uses of special registers in
the functioning of a processor
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27. 5. Syllabus content
(b) describe in simple terms the fetch/decode/execute cycle and the effects of the stages of the cycle
on specific registers (Program Counter, Memory Address Register, Memory Data Register, Current
Instruction Register, Index Register and Accumulator)
(c) explain the need for and the use of buses to convey data (Data, Address and Control Buses)
(d) discuss parallel processing systems (co-processor, parallel processor and array processor), their uses,
their advantages and their disadvantages
3.4 Data representation, data structures and data manipulation
Content
3.4.1 Number systems
3.4.2 Floating point binary
3.4.3 Normalisation of floating point binary numbers
3.4.4 Implementation of data structures, including linked lists, stacks, queues and trees
3.4.5 Searching and sorting
Learning outcomes
Candidates should be able to:
(a) express numbers in binary coded decimal (BCD) and hexadecimal
(b) describe and use two’s complement and sign and magnitude to represent positive and negative
integers
(c) perform integer binary addition
(d) demonstrate an understanding of binary floating point representation of a real number
(e) normalise the floating point representation of a number
(f) discuss the trade-off between accuracy and range when representing numbers in floating point form
(g) describe algorithms for the insertion, retrieval and deletion of data items stored in linked-list, binary
tree, stack and queue structures
(h) explain the difference between static and dynamic implementation of data structures, highlighting the
advantages and disadvantages of each
(i) explain the difference between binary searching and serial searching, highlighting the advantages and
disadvantages of each
(j) describe algorithms for implementing insertion sort and quick sort methods, and be able to explain
the difference between them (detailed algorithmic solutions will not be expected, only descriptions of
how a solution to a sort problem would be carried out)
(k) describe the use of a binary tree to sort data
(l) describe how data files are merged
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3.5 Programming paradigms
Content
3.5.1 Types of languages and typical applications
3.5.2 Features of different types of language
3.5.3 Methods for defining syntax
Learning outcomes
Candidates should be able to:
(a) describe the characteristics of a variety of programming paradigms (low level, object-orientated,
declarative and procedural)
(b) explain, with examples, the terms object-oriented, declarative and procedural as applied to high-level
languages
(c) explain how functions, procedures and their related variables may be used to develop a program in a
structured way, using stepwise refinement
(d) describe the use of parameters, local and global variables as standard programming techniques
(e) explain how a stack is used to handle procedure calling and parameter passing
(f) discuss the concepts and, using examples, show an understanding of data encapsulation, classes and
inheritance when referring to object-oriented languages
(g) interpret and create class and object diagrams
(h) discuss the concepts and interpret examples, showing an understanding of backtracking, instantiation
and satisfying goals when referring to declarative languages
(i) explain the concepts of direct, indirect, indexed and relative addressing of memory when referring to
low level languages
(j) explain the need for, and be able to apply, BNF (Backus-Naur form) and syntax diagrams
(k) explain the need for reverse Polish notation
(l) convert between reverse Polish notation and the infix form of algebraic expressions using trees and
stacks
Note: Candidates will not be expected to use any particular form to present algorithms, but should be
able to write procedural algorithms in some form.
Candidates will not be expected to write code in the examination.
A detailed knowledge of the syntax of programming languages is not required.
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3.6 Databases
Content
3.6.1 Database design
3.6.2 Normalisation and data modelling
3.6.3 Methods and tools for analysing and implementing database design
3.6.4 Control of access to relational database elements
Learning outcomes
Candidates should be able to:
(a) describe flat files and relational databases
(b) design a simple relational database to the third normal form (3NF)
(c) draw and interpret entity-relationship (E-R) diagrams
(d) explain the advantages that using a relational database gives over flat files
(e) define and explain the purpose of primary, secondary and foreign keys
(f) explain the importance of varying the access allowed to database elements at different times and for
different categories of user
(g) describe the structure of a database management system (DBMS), including the function and purpose
of the data dictionary, data description language (DDL) and data manipulation language (DML)
3.7 Simulation and real-time processing
Content
3.7.1 Applications of real-time computing
3.7.2 The feedback loop; input and output; sensors and actuators
3.7.3 The use of robots
3.7.4 Uses of simulation
3.7.5 Variation of parameters and conditions; time steps
Learning outcomes
Candidates should be able to:
(a) describe real-time applications
(b) explain the use of sensors and actuators for visible, tactile, audible and other physical signals
(c) demonstrate an understanding of the use of robots in a variety of situations such as the manufacturing
process or hazardous environments
(d) explain the reasons for simulation, such as to change time-scales and/or save costs and/or avoid
danger
(e) discuss the advantages of simulation in testing the feasibility of a design
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3.8 Networking
Content
3.8.1 Data transmission
3.8.2 Network components
3.8.3 Common network environments
3.8.4 Issues of confidentiality
3.8.5 Encryption and authentication techniques
Learning outcomes
Candidates should be able to:
(a) demonstrate awareness of different media for transmitting data and their carrying capabilities
(b) explain the different purposes of network components, including switches, routers, bridges and
modems
(c) discuss common network environments, such as intranets, the Internet and other open networks,
their facilities, structure and ability to exchange information using appropriate software and techniques
(d) discuss the problem of maintaining confidentiality of data on an open network and how to address
this problem
(e) explain the need for encryption, authorisation and authentication techniques (candidates will not be
expected to know any specific method in detail)
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31. 5. Syllabus content
Section 4: Computing project
The project is a substantial piece of work requiring analysis and design over an extended period of time,
which is organised, evaluated and presented in a report.
Candidates choose, in conjunction with their teacher, a well-defined user-driven problem which enables
them to demonstrate their skills in analysis, design and software development, including programming,
testing, installation, documentation and evaluation. Problems should be selected that allow candidates to
demonstrate their programming skills.
Projects should be chosen to demonstrate the integrative aspects of the work and should avoid needless
repetition of the demonstration of a given skill. Each candidate must submit a report on their piece of work,
supported by evidence of software development including programming and testing.
The teacher marks the projects using the marking criteria in the Guidance on Marking Projects section of this
syllabus, then moderation takes place following CIE procedures.
4.1 Report (3 marks)
A report presenting the Coursework as specified in 4.2 to 4.6.
Content
4.1.1 Organise the report into sections as given in the syllabus
4.1.2 Word process the report
4.1.3 Documentation of each stage of the development
Learning outcomes
Candidates should be able to:
(a) organise the report
(b) use word-processing features where appropriate including the use of a spellchecker
(c) include the evidence specified in 4.2 to 4.6
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32. 5. Syllabus content
4.2 Definition, investigation and analysis (11 marks)
Explanation of the problem to be solved, the user’s requirements and how they were obtained.
There should be a clear statement of requirements, agreed with the prospective client.
Content
4.2.1 Define a problem
4.2.2 Investigate the current system
4.2.3 Record findings
4.2.4 Analyse findings
4.2.5 Identify problems/inefficiencies with current system
4.2.6 Specify requirements: user, hardware, software
Learning outcomes
Candidates should be able to:
(a) define the nature of the problem to be solved
(b) use appropriate methods to investigate the problem and to gather information; these may include
questionnaires, observation, meetings and document collection, but must include an interview with
the client
(c) record information/data and gather sample documents currently used
(d) identify the current processes and current data structures
(e) analyse the data and processes: candidates will be expected to use appropriate techniques such as
structure diagrams/dataflow diagrams/system flowcharts to illustrate their analysis
(f) specify inefficiencies and problems apparent from the information collection
(g) derive the client’s and information requirements of the system
(h) specify the required hardware and give reasons for their choice
(i) specify the required software and give reasons for their choice
(j) develop and document a clear requirement specification
4.3 Design (12 marks)
Detailed system design including data structures, input-output format and processes involved, and testing
required. There should be a clear design specification.
Content
4.3.1 Overview including an agreed set of objectives
4.3.2 Output design
4.3.3 Input design
4.3.4 Data structures/model
4.3.5 Process model
4.3.6 Test plan
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Learning outcomes
Candidates should be able to:
(a) agree a set of objectives with the client
(b) design and document report layouts, screen displays and/or other forms of output, drawing up
detailed models of the proposed interface
(c) design and document data capture forms and/or screen layouts
(d) design and document using appropriate techniques (for example, normalisation/E-R models) the data
structures necessary to solve the inefficiencies/problems indicated in the requirements specification
(e) design and document an algorithm/pseudocode/top-down diagram or other form of process model
which is/are necessary for the solution of the problem
(f) design and document a test plan that includes test data and expected outcomes
4.4 Software development, programming, testing and implementation (18 marks)
A software solution that includes some programming code using a stand alone programming language or
programme embedded within application software (e.g. VBA used as the front end of a database solution
written by the candidate). A comprehensive test plan is developed from the design, which should show
that the system works to the satisfaction of the client by providing comprehensive functional testing,
both alpha and beta, of the solution. The test plan should be clearly cross-referenced to the agreed set of
objectives to provide evidence that the system has been tested during development and by the client.
Content
4.4.1 Software development
4.4.2 Programming
4.4.3 Testing a software solution
4.4.4 Planning for installation and use
4.4.5 Client and user testing
Learning outcomes
Candidates should be able to:
(a) implement the proposed process model using a programming language and possibly the facilities of
a software package
(b) develop the data structures of the design using the appropriate features of a software package and
programming language
(c) develop inputs/outputs appropriate to the design of the solution
(d) illustrate how the software solution evolves
(e) test the software solution
(f) produce detailed output from the testing, cross referencing to the test plan
(g) test the software solution with the client and user, providing documented evidence that the solution
works, and devise a strategy for its installation
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34. 5. Syllabus content
4.5 Documentation (10 marks)
The Systems Maintenance Manual should include an explanation of the structure of the solution. All
the necessary information about the system that would allow someone else to maintain and develop it
should be included, for example, back up procedures/cycles, annotated code/modules, data structures
used, and must include an element of adaptive maintenance in order to provide some future proofing of
the solution.
The User Manual should include step by step instructions for operating all aspects of the system,
including a means of dealing with any errors that may occur. As well as a guide, User Documentation
should include appropriate “Help” and messages within the software solution, and be present in the form
of a hypertext document.
Content
4.5.1 System Maintenance Manual
4.5.2 User guide
Learning outcomes
Candidates should be able to:
(a) develop systems maintenance
(b) develop a detailed user manual
4.6 Evaluation (6 marks)
Discussion of the degree of success in meeting the original objectives as specified in the requirements
specification, ease of the use of the package, acceptability to the client (including where possible a letter
of acceptance from the client and reference to client and user testing results).
Content
4.6.1 Evaluate results against the agreed set of objectives
4.6.2 Evaluate the results of client and user testing
Learning outcomes
Candidates should be able to:
(a) evaluate the final system against the criteria described in the agreed set of objectives
(b) evaluate the client’s and user’s responses to testing the system
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35. 6. Coursework
Section 4: Computing project (60 marks)
This unit assesses candidates’ ability to develop a computer-based solution to a real life problem requiring
the skills of analysis, design, development, testing, implementation and evaluation.
Candidates should formulate the task in negotiation with their teacher. If Centres are uncertain about the
appropriateness of a problem they should seek advice from CIE.
Assessment and moderation
All coursework is marked by the teacher and internally standardised by the Centre. Coursework is then
submitted to CIE by the specified date.
The purpose of moderation is to ensure that the standard for the award of marks in coursework is the same
for each Centre, and that each teacher has applied the same standards appropriately across the range of
candidates within the Centre.
Minimum coursework requirements
If a candidate submits no work for a coursework unit, then the candidate should be indicated as being
absent from that unit on the coursework mark sheets submitted to CIE.
If a candidate completes any work for the coursework unit, then the work should be assessed according to
the criteria and marking instructions, and the appropriate mark awarded (which may be zero).
Authentication
As with all coursework, the teacher must be able to verify that the work submitted for assessment is the
candidate’s own work. Sufficient work must be carried out under direct supervision to allow the teacher to
authenticate the coursework marks with confidence.
CIE is happy to rely on the professionalism of teachers to ensure fairness with this work.
Differentiation
In the question papers, differentiation is achieved by setting questions which are designed to assess
candidates at their appropriate levels of ability, and which are intended to allow all candidates to demonstrate
what they know, understand and can do.
In coursework, candidates should choose their project problem so that the work enables them to display
positive achievement and to demonstrate their full range of abilities.
Please copy the Coursework Assessment Summary Form at the back of this syllabus document and
submit with the Computing Project. The Candidate Record Card for the Computing Project should be
attached to each candidate’s submission.
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36. 7 Appendix
.
7 Guidance on selecting the Computing Project
.1
The selection of the problem for which a computerised system is to be designed and implemented is
extremely important. It should be chosen by the candidate in consultation with the teacher, and should
always involve a client, who requires the solution to the problem, and a user(s), the person who is going
to use the computerised system. The client and the user may be the same person e.g. if a sole-trader’s
business requires a computerised system.
It is important to stress that the candidate should endeavour to produce a system which will solve a given
problem sensibly, within the constraints of resources available to the candidate.
Since the computing project seeks to assess the systems analysis section of the specification in a practical
manner, candidates should not produce a system from their own limited knowledge of the requirements of
the system. The client has to be someone who is willing to be involved in the project:
• in the analysis of the problem, where the client’s requirements are obtained; this may take the form of
recorded interviews with the candidate
• at the software development, testing and implementation stages, where the client and/or user is
involved in ‘prototyping’
• at the evaluation stage, where the client is involved in checking that the system is completed as
specified and, leading on from this, is then willing to write a letter of acceptance of the system, including
any criticisms of it.
In this way, candidates can be encouraged to look beyond school or college life into the businesses and
companies in the community of the surrounding area. The emphasis is on analysing an existing system, and
producing a computer-based solution to fit the needs of a client.
At the end of the project, candidates should submit a concisely written and well laid out report, which should
be word-processed.
The solution must be implemented using a programming language and any of the following that are
appropriate; pre-written modules or toolkits, applications software and programmable packages. Very brief
descriptions of any programming languages or software packages used, together with reasons for their
selection, should be included in the report.
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37. 7 Appendix
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For the programming the candidate should:
• annotate listings
• explain each section of the program with appropriate algorithm descriptions, which should be language
independent
• define variables by name, type and function where appropriate
• define clearly and identify the purpose of subroutines and procedures.
Where part of the solution has been produced with a software package that has not involved programming,
the candidate should:
• explain each section of the solution with appropriate algorithm descriptions
• define the purpose and inter-relationship of modules within the system
• clearly annotate the results produced.
The projects should be documented in a report that contains the title, a contents list, and is set out in the
sub-sections identified in the ‘Guidance on Marking the Computing Project’.
Appropriate evidence of development, testing and demonstration of a working system, such as screen
dumps or photographs of screen layouts and printouts, paper based user documentation and a letter from
the client to say that the system has been developed satisfactorily, must be included in the report.
Candidates should not submit magnetic, optical or solid state media as supporting evidence.
The computing project must involve programming and may involve the tailoring of generic software
packages and may also involve the choosing and installing of hardware. It is not intended that any method
of solution is better than another merely that the solution must be one that suits the problem that is being
solved.
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38. 7 Appendix
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7 Guidance on marking the Computing Project
.2
Computing Projects are assessed as follows:
Quality of report 3 marks
Definition, investigation and analysis 11 marks
Design 12 marks
Software development, programming, testing and installation 18 marks
Documentation 10 marks
Evaluation 6 marks
Total 60 marks
(a) Quality of report [Total 3 marks]
A candidate should produce a well ordered report that covers all the information from the sections
set out below.
Evidence for most sections is included; there may be errors of spelling, punctuation 1 mark
and grammar.
Evidence for all sections is included, the report is well ordered and there are few 2 marks
errors of spelling, punctuation and grammar.
The report is complete, well organised with good use of illustrations, and there may 3 marks
be a few minor errors of spelling, punctuation and grammar.
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(b) Definition, investigation and analysis [Total: 11 marks]
(i) Definition – nature of the problem [3 marks]
A candidate should not expect the examiners to be familiar with the theory and practice in the
area of the chosen system. There should be a brief description of the organisation (for example,
firm or business) involved and the current methods used in the chosen areas that may form the
basis of the project. A clear statement of the origins and form of data should be given. At this
stage the exact scope of the project may not be known and it may lead to the arranging of an
interview with the client.
Description of the organisation. 1 mark
Description of the organisation and the methods currently used in the area of the 2 marks
chosen project.
Full description of the organisation and methods currently in use in the area of 3 marks
the chosen project, with a description of the origin of the data to be used and
some indication of the form that data takes.
(ii) Investigation and analysis [8 marks]
This section is the ‘systems analysis’. The candidate should describe how the client
requirements were ascertained (possibly by long discussions with the users: question and
answer sessions should be recorded and outcomes agreed). A clear requirements specification
should be defined. Alternative outline solutions should be discussed and evaluated against one
another.
Some elements have been discussed but little or no client involvement. 1–2 marks
Some evidence that an attempt has been made to interview the client and 3–4 marks
some recording of it has been made. An attempt has been made to develop a
requirement specification based on the information collected.
Good client involvement and recording of the interview(s). Most of the 5–6 marks
necessary items have been covered including a detailed discussion of alternative
approaches. A requirements specification based on the information collected is
present but with some omissions.
Excellent client and user involvement with detailed recording of the client’s 7–8 marks
requirements. Alternative approaches have been discussed in depth. The
report demonstrates a thorough analysis of the system to be computerised. A
detailed requirements specification based on the information collected has been
produced.
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(c) Design [Total: 12 marks]
(i) Nature of the solution [8 marks]
A detailed systems design (including diagrams as appropriate) should be produced and agreed
with the client. Proposed record, file and data structures should be described and design
limitations should be included. Design of data capture forms, input formats (with examples of
screen layouts) and output formats should be included here where relevant. Process designs
and a test plan for the system should also be included. The test plan should contain test data
and the expected results for that data. An agreed set of objectives should also be included.
These items are the design specifications, which should be agreed with the client.
Some vague discussion of what the system will do with a brief diagrammatic 1–2 marks
representation of the new system.
The major objectives of the new system have been adequately summarised, but 3–4 marks
omissions have been made. There is a brief outline of a design specification,
including mock ups of inputs and outputs, process model described (including a
diagram: structure diagram, data flow diagram or system flowchart). However,
there is a lack of completeness with omissions from the process model, inputs
and outputs. Data structures have been identified but there may be inadequate
detail. The test plan may be incomplete.
A clear set of objectives has been defined and a full design specification is 5–6 marks
included, but there may be some errors or logical inconsistencies, for example
validation specified may be inadequate or field lengths incorrect. There is clear
evidence that a response to the design has been obtained from the client, and
any comments have been acted upon.
A clear set of objectives with a detailed and complete design specification, which 7–8 marks
is logically correct. There are also detailed written descriptions of any processes/
modules and a clear, complete definition of any data structures. The specification
is sufficient for someone to pick up, develop and test an end result using the
software and hardware specified in the requirements specification.
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(ii) Intended benefits [2 marks]
There should be some discussion of the relative merits of the intended system and of the
previous mode of operation. This may include any degree of generality beyond the original scope
of the system.
One valid benefit of the new system has been identified and explained. 1 mark
The benefits of the new system have been comprehensively described. 2 marks
(iii) Limits of the scope of the solution [2 marks]
This may include volume (sizing limitations) and limitations of the facilities used. For full marks
there must be some estimate of the size of the files required for the implemented system.
A discussion of what the system limitations are. 1 mark
A detailed description of the system limitations has been given, including the 2 marks
estimate of the size of the files required for the implemented system.
(d) Software development, programming, testing and installation
[Total: 18 marks]
(i) Development [4 marks]
A technical description of how the solution relates to the design specification produced and
agreed with the user should be included.
Program listings or evidence of tailoring of a software package is provided in the 1 mark
form of printouts. The developed solution does not fulfil the design specification.
A teacher may award 1 mark if they have been shown the system working
satisfactorily and there is no hard evidence in the project report.
Program listings or evidence of tailored software packages are provided in the 2–3 marks
form of printouts. Data structures are illustrated as part of the listings where
appropriate, detailing their purpose. There is some annotation evident to
illustrate how the package was tailored for a particular purpose or to indicate the
purpose of sections of code in a program listing. The developed solution has
logical flaws and does not fulfil the design specification.
Program listings or evidence of tailored software packages are provided in the 4 marks
form of printouts. Data structures are illustrated as part of the listings where
appropriate, detailing their purpose. There is a full set of printouts showing input
and output as well as data structures. The developed solution does fulfil the
design specification.
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(ii) Programming [5 marks]
There should be clearly set out program listings that demonstrate the technical competence of
the candidate. Candidates should make good use of the facilities of a procedural programming
language as part of their solution.
A program listing showing code written by the candidate is included. 1–2 marks
Some technical competence in programming shown by a program listing that 3–4 marks
makes use of meaningful identifier names, indentation and formatting to show the
control structures used. The code should be annotated with some comments so
that the logic of the solution can be followed.
Good technical competence in programming shown by a self-documented 5 marks
program listing that makes good use of meaningful identifier names, indentation
and formatting to show the control structures used. The code should be
annotated with comments so that the logic of the solution can be easily
followed.
(iii) Testing [5 marks]
An attempt should be made to show that all parts of the system have been tested, including
those sections dealing with unexpected or invalid data as well as extreme cases. Showing that
many other cases of test data are likely to work – by including the outputs that they produce –
is another important feature. Evidence of testing is essential. Comments by teachers and
others are of value, but the test plan must be supported by evidence in the report of a properly
designed testing process. The examiner must be left in no doubt the system actually works to
the satisfaction of the client. This evidence may be in the form of hardcopy output and screen
dumps.
A collection of hardcopy test run outputs with no test plan, or a test plan with 1 mark
no hardcopy evidence may also be present. A teacher may award 1 mark if they
have been shown the system working satisfactorily and there is no hard evidence
in the project report.
There is little evidence of testing with a badly developed test plan with clear 2 marks
omissions. There is no description of the relationship between the structure of
the development work and the testing in evidence.
There should be hardcopy evidence from at least eight different test runs cross- 3–4 marks
referenced to the test plan. However, not all cases have been tested.
Evidence of each test run cross-referenced to the test plan is present in the 5 marks
report. Testing should include as many different paths through the system as is
feasible, including valid, invalid and extreme cases. Marks may be lost for lack of
evidence of a particular test run.
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43. 7 Appendix
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(iv) Installation [4 marks]
It is recognised that the client may not fully install and use the system, although this is the
ultimate aim. However, to score any marks in this section, there must be some evidence that
the client has seen the system in operation. This can be done in a number of ways: such as by
inviting the client to see the product and allowing the candidate to demonstrate the system, or
by taking the system to the client involved. There should be an installation plan written, including
details of system changeover, training required and details of user testing.
Details of system changeover have been documented. Some evidence of client 1 mark
and/or user testing is given, usually by questionnaire or written comments by
fellow students or others who were not directly involved in the development of
the system.
An implementation plan with details of systems changeover and training 2–3 marks
required. There is written evidence available from the client indicating that they
have seen the system in operation.
A clear and detailed implementation plan, including planned systems changeover, 4 marks
training required and detailed stages of user testing. There is written evidence
available from the client and/or user that they have tested the system and agree
with the strategy for implementation.
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44. 7 Appendix
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(e) Documentation [Total: 10 marks]
(i) Systems maintenance documentation [4 marks]
Much of the documentation will have been produced as a by-product of design and development
work and also as part of writing up the report to date. The contents of the guide should, where
relevant, include the following: record, file and data structures used; data dictionary; data flow (or
navigation paths); annotated program listings; detailed flowcharts; details of the algorithms used
and adaptive maintenance to provide for some future proofing.
All parts of the guide should be fully annotated, since this is important for subsequent
maintenance of the system. The specifications of the hardware and software on which the
system can be implemented should be included.
Some items are present with some annotation attempted. 1–2 marks
One or two omissions, but the rest is present and annotation is used sensibly. 3–4 marks
(ii) User documentation [6 marks]
Clear guidance, as friendly as possible, should be given to the user for all operations that they
would be required to perform. These would include input format with screens displays, print
options, back-ups (file integrity routines), security of access to data and a guide to common
errors that may occur. (Note: the candidate would not be required to copy out large volumes of
any underlying software’s user guide, but to produce a non-technical and easy to follow guide
for someone with little computer knowledge.) Some mention here of the relationship between
items of software and the data they deal with may be relevant.
The user guide should be well presented with an index and, where necessary, a glossary of the
terms used. Alternatively, an electronic guide could be based around hypertext links (screen
dumps will be required).
An incomplete guide, perhaps with no screen displays. Some options briefly 1–2 marks
described, but difficult for the user to follow.
All but one or two options fully described (for example, back-up routines not 3–4 marks
mentioned). Mostly, the options are easy for the user to follow with screen
displays.
A full user guide with all options described well presented (possibly as booklet), 5–6 marks
with an index and a glossary. No omission of any of the options available
(including back-up routines, guide to common errors). Marks may be lost for
inadequate descriptions of some options. For full marks, good on-screen help
should exist where this is a sensible option, and be present in the form of a
hypertext document.
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45. 7 Appendix
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(f) Evaluation [Total: 6 marks]
(i) Discussion of the degree of success in meeting the original objectives [3 marks]
This discussion should demonstrate the candidate’s ability to evaluate the effectiveness of the
completed system. The agreed set of objectives should be matched to the achievements, taking
into account the limitations. Client and user evaluation is also essential, and should arise from a
questionnaire or, preferably, direct evaluation. For full marks it is important that the user provides
sets of data as they are likely to occur in practice, and that the results arising from such data be
taken into account. This data is typical data rather than test data, and it may show up faults or
problems that the candidate’s own test data failed to find.
Some discussion about the success, or otherwise, of the work, but with no 1 mark
reference to the specification set out in (c)(i).
Some discussion about a number of the objectives set out in (c)(i), but some 2 marks
omissions or inadequate explanation of success or failure.
A full discussion, taking each objective mentioned in (c)(i) and explaining the 3 marks
degree of success in meeting them, indicating where in the project evidence can
be found to support this, or giving reasons why they were not met.
(ii) Evaluate the client’s and user’s response to the system [3 marks]
It is important that neither the client nor the user is assumed to be an expert in computer jargon,
so some effort must be made to ensure that the system is user-friendly. It will be assumed
that the client will have considerable knowledge of the underlying theory of the business being
computerised. Clarity of menus, clear on-screen help and easy methods of inputting data are
all examples of how the system can be made user-friendly. Here, marks are awarded for the
degree of satisfaction that the client indicates in the acceptance procedure. Could the system
or its results be used? Was the system specification achieved? Do any system faults still exist?
The candidate should evaluate the client’s response to the final version of the system.
It is important that the client and the user become active participants in this section, and that
their responses are reported and evaluated by the candidate.
Some effort has been made to make the system user-friendly, but the user still 1 mark
has difficulty using the system.
The system is mostly user-friendly, but there is room for improvement (e.g. no 2 marks
on-screen help has been provided). The client indicates that the system could be
used, but there are some faults which need to be rectified.
A fully user-friendly system has been produced. The client indicates that the 3 marks
system fully meets the specification given in section (b), and there are no known
faults in the system.
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47. v
7 Appendix
.
COMPUTING
Advanced Level
Unit 9691/04: Computing Project
Candidate Record Card
Please read the instructions printed overleaf before completing this form. One of these cover sheets,
suitably completed, should be attached to the assessed work of each candidate in the moderation sample.
Examination session June/November* *please delete as necessary Year 2 0 1
Centre name
Centre number
Candidate name Candidate number
Assessment criterion Mark
Quality of report (max. 3)
Definition, investigation and analysis (max. 11)
Design (max. 12)
Software development, programming, testing and installation (max. 18)
Documentation (max. 10)
Evaluation (max. 6)
Total (max. 60)
Authentication by the teacher
I declare that, to the best of my knowledge, the work submitted is that of the candidate concerned. I have
attached details of any assistance given beyond that which is acceptable under the scheme of assessment.
Signature Date
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48. 7 Appendix
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Instructions for completion of this form
1. One form should be used for each candidate.
2. Ensure that the appropriate boxes at the top of the form are completed.
3. Enter the mark awarded for each assessment criterion in the appropriate box.
4. Add together the marks for all the assessment criteria, to give a total out of 60, then enter this total in
the relevant box.
5. Sign and date the form.
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49. COMPUTING 9691/04
Coursework Assessment Summary Form
5. Syllabus content
A/AS Level
Centre number Centre name
Candidate Candidate name Teaching Total Internally moderated
number group/set mark mark
(max. 60) (max. 60)
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Name of teacher completing this form Signature Date
Name of internal moderator
50. Paper 4: Marking grid (attach to Project)
Computing Project marking details
Total Project [___/60 marks]
mark
Candidate name: Candidate number:
Centre name: Centre number:
(a) Quality of report [___/3 marks]
Mark Comments
1 Evidence for most sections is included; there may be errors of spelling,
punctuation and grammar.
2 Evidence for all sections is included, the report is well ordered, and there
are few errors of spelling, punctuation and grammar.
3 The report is complete, well organised with good use of illustrations, and
there may be a few minor errors of spelling, punctuation and grammar.
(b) Definition, investigation and analysis [___/11 marks]
(i) Definition – nature of the problem [__/3 marks]
Mark Comments
1 Description of the organisation.
2 Description of the organisation and the methods currently used in the area
of the chosen project.
3 Full description of the organisation and methods currently in use in the
area of the chosen project, with a description of the origin of the data to
be used and some indication of the form that data takes.
(ii) Investigation and analysis [__/8 marks]
Mark Comments
1–2 Some elements have been discussed but little or no user involvement.
3–4 Some evidence that an attempt has been made to interview the user
and some recording of it has been made. An attempt has been made to
develop a requirement specification based on the information collected.
5–6 Good user involvement and recording of the interview(s). Most of the
necessary items have been covered including a detailed discussion
of alternative approaches. A requirements specification based on the
information collected is present but with some omissions.
7–8 Excellent user involvement with detailed recording of the user’s
requirements. Alternative approaches have been discussed in depth.
The report demonstrates a thorough analysis of the system to be
computerised. A detailed requirements specification based on the
information collected has been produced.
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51. (c) Design [___/12 marks]
(i) Nature of the solution [__/8 marks]
Mark Comments
1–2 Some vague discussion of what the system will do with a brief
diagrammatic representation of the new system.
3–4 The major objectives of the new system have been adequately
summarised, but omissions have been made. There is a brief outline of
a design specification, including mock ups of inputs and outputs, process
model described (including a diagram: structure diagram, dataflow diagram
or system flowchart). However there is a lack of completeness with
omissions from the process model, inputs and outputs. Data structures
have been identified but there may be inadequate detail.
5–6 A clear set of objectives have been defined and a full design specification
is included but there may be some errors or logical inconsistencies, for
example validation specified may be inadequate or field lengths incorrect.
There is clear evidence that a response to the design has been obtained
from the end-user, and any comments have been acted upon.
7–8 A clear set of agreed objectives with a detailed and complete design
specification, which is logically correct. There are also detailed written
descriptions of any processes/modules and a clear, complete definition of
any data structures. The specification is sufficient for someone to pick up,
develop and test an end result using the software and hardware specified
in the requirements specification.
(ii) Intended benefits [__/2 marks]
Mark Comments
1 One valid benefit of the new system has been identified and explained.
2 The benefits of the new system have been comprehensively described.
(iii) Limits of the scope of the solution [___/2 marks]
Mark Comments
1 A discussion of what the system limitations are.
2 A detailed description of the system limitations has been given, including
the estimate of the size of the files required for the implemented system
(d) Software development, programming, testing and installation [___/18 marks]
(i) Development [__/4 marks]
Mark Comments
1 Program listings or evidence of tailoring of a software package is provided
in the form of printouts. The developed solution does not fulfil the design
specification. A teacher may award 1 mark if they have been shown the
system working satisfactorily and there is no hard evidence in the project
report.
2–3 Program listings or evidence of tailored software packages are provided in
the form of printouts. Data structures are illustrated as part of the listings
where appropriate, detailing their purpose. There is some annotation
evident to illustrate how the package was tailored for a particular purpose
or to indicate the purpose of sections of code in a program listing. The
developed solution has logical flaws and does not fulfil the design
specification.
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