ISAT L2

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NATIONAL CERTIFICATE (VOCATIONAL)

NQF LEVEL 2

PROGRAMME ISAT:

INFORMATION TECHNOLOGY AND COMPUTER SCIENCE

2010 – 2012

This document consists of 20 pages.

INTEGRATED SUMMATIVE ASSESSMENT TASK

NC (V) Information Technology and Computer Science Level 2 2010 - 2012

Copyright reserved Please turn over 2

SECTION 1: INTRODUCTION

1. Practical purpose and value of the ISAT to the workplace

The purpose of the ISAT is to prepare the students for the information and

technology industry by simulating a real-life scenario through which they

can gain experience and demonstrate evidence and proof of their skill,

creativity, innovation and problem-solving abilities, especially in the area of

programming.

The focus of the ISAT is not on whether or not students can successfully

perform each specific sub-task, but whether they can integrate and apply

their knowledge and skills in performing a world-of-work task.

2. Scope of the ISAT

The following curriculum topics, knowledge and skills will be addressed in

the ISAT:

Introduction to Information Systems

Topic Subject Outcome

1 SO2 , SO4

2 SO2

4 SO2, SO4, SO5

5 SO1, SO2, SO4, SO5, SO6

6 SO1, SO2, SO3


Introduction to Systems Development

Topic Subject Outcome

1 SO1, SO2, SO3, SO4


3 SO1


5 SO1, SO2

Electronics

Topic

4 SO1, SO3




3. Task description

The ISAT consists of 2 sections, i.e. Section A and B. Section A must be

conducted in a computer laboratory and Section B in a hardware and

network laboratory.

The ISAT comprises 6 sub-tasks in total: Section A includes 4 sub-tasks

and Section B includes 2 sub-tasks. The tasks can be completed over

several sessions.

Each sub-task must be completed before attempting to start the next one.

4. ISAT overview

Tasks

Activity Time frame/ Time

Allocation

Mark Allocation

Section A:

Sub-Task 1 Research and Analysis 6 hours 40

Sub-Task 2 Design 4 hours 30 Sub-Task 3 Coding and implementation 7 hours 60

Sub-Task 4 Documentation and Evaluation 3 hours 50 Section B:

Sub-Task 5 Electronics 2 hours 30 Sub-Task 6 Electronics 20

TOTAL 230

The tasks in Section A are open-ended, i.e. the student could provide any

appropriate solution to the scenario that meets the minimum requirements

of the task. The four tasks focus on creating a solution to a real-world

problem or scenario that is within the student’s frame of reference. The

programming portion of Section A should be a single programming

application based on a topic which has relevance for the student. It

should provide an opportunity for the students to showcase the

knowledge and skills that they have mastered and acquired in the

duration of the programme.



The tasks in Section B focus on the construction and testing of a circuit,

and the use of hand held measuring instruments to measure values at

different points on the circuit respectively.

5. Resource requirements

Section A

This section is to be done in a computer laboratory and each student must

have access to a computer with the following programs:

Programming language such as VB.Net

Word processor such as MS Word

Access to the Internet and a search engine such as Google,

electronic reference material such as Encarta, or any other

material/people/resources that will help students to find the

necessary information.

Section B

This section is to be done in a hardware and network laboratory.

See Annexure A for list of resources

6. Assessment

Assessment will be done after completing each task. The different tasks

should be completed under controlled conditions and facilitated and

monitored by the lecturer. Certain aspects could be done at home such as

sourcing/collecting information or planning. Students should be allowed to

reflect on the marks they have obtained and address mistakes they have

made before completing the next task, but the marks allocated for the initial

evaluation will NOT be revised.

The six tasks each span several weeks and each task has its own separate

assessment tool. The assessment sheets must be given to the student at

the start of the tasks to provide an indication of exactly what is expected of



the students. The assessment tools can be used to provide diagnostic

feedback to the student as to their relative progress with the ISAT task and

would ensure that the final project of high quality.

The following assessment tools are provided in Section 3 for the full conduct

of the assessment of the ISAT:

Task 1: Rubric

Task 2: Rubric

Task 3: Rubric

Task 4: Rubric



SECTION 2: INSTRUCTIONS TO LECTURERS

1.

2.

3.

4.

5.

6.

Study the ISAT task described in SECTION 1 – Introduction.

“Instructions to Students” must be given to each student and

sufficiently in advance for preparation and fulfilment of the ISAT

task.

Provide clear instructions on execution of the ISAT, including

dates, times, access to resources etc.

Carefully note the requirements of the Assessment Tools provided

in SECTION 3 – Assessment tools. The assessment sheets

must be given to the students at the start of the tasks to provide an

indication of exactly what is expected of the students.

All arrangements around ordering of consumables, preparation of

workshops, staff deployment, added facilities and requirements,

record sheets, answer sheets, etc. must be attended to well in

advance to ensure the successful conduct of the ISAT.

Student performance in the ISAT must conclude with a record of

the student’s performance as provided for in SECTION 4 –

Record of performance.



SECTION 3: ASSESSMENT TOOLS

ASSESSMENT TOOL: TASK 1

Name: ID No:

Mark:

Research and Analysis: Criteria

Po

ssib

le

Mark

Mark

Ob

tain

ed

Pro

ble

m s

tate

men

t

The problem/task and purpose is stated and described.

4

4 3 2 1 0

Clearly described and unambiguous – clearly states what the problem/task entails. Outlines the aspects that should be solved. Clear statement of what the purpose of the system will be

The description is clear but with minor shortcomings

The description is vague, leaving the reader unsure of what the purpose of the system will be.

The description is so vague that no discernable purpose can be found

No description

Researc

h

Investigation clearly defines/explains key areas pertaining to the topic.

4

4 3 2 1 0

Comprehensive Shows good insight and understanding into all key areas of the topic

Less comprehensive – minor shortcomings Shows some insight in most of the key areas of the topic

Fair – shows some insight in only one area

Vague Shows little understanding of any key areas

No evidence of investigation

List of references included.

3 3 2 1 0

Comprehensive In acceptable format

Less comprehensive – minor shortcomings

Major shortcomings

No list

Req

uir

em

en

ts

Requirements obtained from investigation.

6

6-5 4-3 2 1 0

Comprehensive list of requirements, well defined. Shows good insight and understanding in what the requirements are

Less comprehensive list of requirements – minor shortcomings Shows some insight and understanding regarding most of the requirements

Fair – List lacks some key requirements Shows some insight and understanding in only one requirement

Few or no requirements Vague and not clearly defined. Shows little or no understanding regarding requirements

No requirements

Evidence of collecting information regarding requirements e.g. questionnaires, sample documents, notes/audio/video on interviews/research, etc.

2



Po

ssib

le s

olu

tio

n

6

6 5-4 3-2 1 0

Clear and comprehensive description – a clear overview of a possible solution is given. Clearly indicates what the program will do. Shows good insight and understanding of what the program should do and provide.

Less comprehensive. Clear overview but minor shortcomings Shows some insight and understanding of what the program will do

Fair Basic description is given but some aspects of the suggested solution are vague. Some aspects of the solution are unclear

The description is vague. No clear solution can be identified in the description. Shows little or no understanding of what the program will do

No solution

The scope of the suggested solution (software program) is well defined (Features that will be included)

2

The benefits of the system (software program) are clearly described

5

5 4-3 2 1 0

Clear and comprehensive description – a clear overview of possible benefits are given. Shows good insight and understanding of how the program will benefit the user

Less comprehensive. Clear overview but minor shortcomings Shows some insight and understanding of how the program will benefit admin/students

Fair Basic description is given but some obvious aspects of the benefits are vague. Some benefits are omitted or are unclear

The description is vague. No clear benefit can be identified in the description. Shows little or no understanding of how the program will benefit admin/students

No description

The risks of the system (software program) are clearly described

5

5 4-3 2 1 0

Clear and comprehensive description – a clear overview of possible risks is given. Clearly indicates what the risks might be. Shows good insight and understanding of what risks may exist

Less comprehensive. Clear overview but minor shortcomings Shows some insight and understanding of what risks may exist

Fair Basic description is given but some obvious risks are omitted or are vague Some risks are unclear

The description is vague. No clear risk can be identified in the description Shows little or no understanding of what risks may exist

No description

Appropriateness of the suggested solution (software program) in the context of the scenario:

3 3 2 1

Most appropriate Good application for scenario

Appropriate Application in scenario not always convincing

Not appropriate Application in scenario not convincing

Total: 40




Name: ID No:

Mark:

Design Task: Criteria

Po

ssib

le

Mark

Mark

Ob

tain

ed

Sp

ecif

icati

on

s

Input: Description of input.

3

3 2 1 0

All input clearly described in terms of user input and other sources of input.

Most of the input described in terms of user input and other sources of input.

The description of input is vague or incomplete.

Only listed – no description of input.

Format of input (e.g. date format yy/mm/dd) clearly described where required.

2

2 1 0

Format of all input clearly defined where required

The description of input formats is vague or incomplete. Not always defined.

Format of input not defined

Processing: Indicate where and how processing or manipulation of data will be done to obtain certain required output (e.g. the format of the query or how to calculate the total of the selected components etc.)

4

4 2 1 0

Short, clear and correct description of processing/manipulation of data in all instances where applicable. User clear on result.

Description of processing/manipulation of data done/clear in most instances where required. Good effort, but can improve. Not always correct or applicable.

Description of processing/ manipulation of data not clear in most instances. Not done in all instances. Descriptions vague/ incomplete. Not correct/applicable in most instances.

Processing/ manipulation of data not described.

Output: Identification of output

3

3 2 1 0

Identified all the necessary output according to requirements

Identified most of the necessary output according to requirements

Identified less than 50% of the output according to the requirements

Output not identified

Format of output (e.g. currency, tabular, decimal, units of measurement etc) clearly described where required.

2 2 1 0

Format of output clearly defined in all instances and satisfies all the requirements

The description of output formats is vague or incomplete.

Format of output not defined

Data validation (e.g. component properties, division by 0, etc)

2

2 1 0

Indicated for all applicable input and described in detail.

Indicated in some cases where applicable and/or description of validation vague or incomplete

Not Indicated

Error messages associated with data validation.

2

2 1 0

Indicated for all applicable validation checks/errors and described/shown in detail.

Indicated some error messages and/or description of error messages vague

No error message indicated for any data validation or error



Desig

n

Data structures to organise and store data (variable types, collections with set of data and set of operations that can be performed on data e.g. classes and objects where applicable).

4

4 3-2 1 0

Comprehensive – all key data types described and explained Shows good insight and understanding of the data types/structures to be used

Less comprehensive – key data types described and explained but minor shortcomings Shows insight and understanding of the data types/structures to be used

Fair – some key data types described and explained Shows some insight and understanding of some of the data types/structures to be used

No description or incorrect use of most data types/structures Limited insight and understanding of data types/structures to be used

User Interface design: Appropriate input components listed to support accurate/valid input of data.

3

3 2 1 0

Appropriate components in all instances where required. Substantiated choices where required

Appropriate components in most instances where required. Choices not always substantiated

Appropriate components in less than 50% of instances where required. Choices not substantiated.

Not done/not appropriate components in all instances.

User Interface design: Output

3

3 2 1 0

Appropriate output components identified in all instances where required

Appropriate output components identified in most instances where required

Appropriate output components identified in less than 50% of instances where required

Not done/ not appropriate output components identified in all instances

Gen

era

l Addresses the requirements specified in task 1

2 2 1 0

All requirements addressed More than 50% Less than 50%

Total: 30




NB: Task 3 will only be assessed once tasks 1 and 2 have been completed as tasks 1 and 2 are related to the topic covered in task 3.

Name: ID No:

Mark:

Coding & Implementation Task: Criteria

Po

ssib

le

Mark

Mark

O

bta

ined

Pro

gra

mm

ing

So

luti

on

NOTE: Evaluate the code if the program does not run. This section has to do with programming in VB.Net

Data types/structures are used appropriately

5

5-4 3-2 1 0

Used appropriate and most effective data types/structures to solve the problem in all instances

Used appropriate and most effective data structures in most instances

Appropriate and most effective use of data structures in less than 50% of the instances

Inappropriate or ineffective use of data structures in most instances

Variable/data structure names meaningful 2

Selection (choice, e.g. if-statements)

3

3 2 1 0

Used appropriate and most effective selection structures to solve the problem in all instances

Used appropriate and most effective selection structures in most instances

Appropriate and most effective use of selection structures in less than 50% of the instances

Inappropriate or ineffective use of selection structures in most instances

Level of complexity of processing/calculations throughout the program

3 3 2 1 0

Advanced Level 2 and beyond

Good Level 2 Basic Level 2 No calculations

Data flow and processes

3

3 2 1 0

Excellent interaction/ communication between modules/events.

Proficient/adequate /some communication between modules/events with small flaws.

Limited communication between modules/events.

No communication between modules/ events.

Solution algorithms – (does the code work correctly) 6

6-5 4-3 2-1 0



All solution algorithms used in solving problem are appropriate and effective. No logical errors. All the results of processing are correct.

Most of solution algorithms used in solving problems are appropriate and effective. Few minor logical errors. Some of the results are not correct.

Less than 50% of solution algorithms used in solving problem are appropriate and effective. Many logical errors. Majority of the results are incorrect/ few of the required results are delivered

No solution

Ou

tpu

t

Output vs. requirements

3

3 2 1 0

Output meets all the requirements for the solution

Output meets most of the requirements for the solution.

Output meets less than 50% of the requirements of the solution

No output

Structure of the output (coding)

3

3 2 1 0

Output always well-structured, readable with headings and subheadings. Headings repeated on following page/screen where applicable.

Output in most of the cases well structured, readable with headings and subheadings. Headings repeated on following page/screen in most of the cases where applicable.

Output not well structured. Headings and or subheadings in most of the cases not well formulated or absent. Headings mostly not repeated on following page where applicable.

No code to display output

Format of output – all values formatted appropriately where applicable, e.g. currency, units of measurement, etc.

2

Calculations are done correctly, e.g. discounts, etc. 2

Err

or

han

dlin

g a

nd

Testi

ng

Program compiles successfully – no syntax errors 2

Run time errors

3

3 2 1 0

No run time errors. All the options are executed successfully

Some of the options produce errors when executed

Only one or two of the options can be executed successfully

None of the options can be executed successfully

Input is validated via coding and/or component properties

3

3 2 1 0

All input that should be validated is validated

Most of input that should be validated is validated

Less than 50% of input that should be validated is validated.

None

Appropriate error messages are displayed

3

3 2 1 0

Appropriate and user friendly error messages in all cases where data validation is applied

Appropriate and user friendly error messages in most of the cases where data validation is applied

Appropriate and user friendly error messages in very few of the cases where data validation is applied

No error messages

Program gives correct output/what is expected

3

3 2 1 0

Program gives correct as well as appropriate output in all cases.

Program gives correct and appropriate output in most cases.

Program gives correct and appropriate output in less than 50% of the cases.

No output/only incorrect output.



Components used for input/output (implemented as per task 2 OR appropriate changes made from Task 2 feedback)

2

2 1

All components on all input/output screens are appropriate for the application as per Task 2 documentation or corrected from feedback after evaluation of task 2

Most of the input/output components are appropriate for the application as per Task 2 documentation or corrected from feedback after evaluation of task 2

Labels/prompting with exact formats for input

2 2 1

Applied constantly throughout the entire project where required

Applied in most of the cases where required

Output/Reports are informative and easy to read and interpret (appropriate font size, layout, colours)

2 2 1

For all output Most of the output

Type of input/output grouped together (e.g. computer components) 2

Context sensitive help available (tool tip text included) 1

Design considers target user (age, literacy level, visual impairments, appropriateness of images, etc)

2

Gen

era

l Code is commented/annotated to explain/describe for easy interpretation throughout the program

2

Sections in the code of the program clearly separated to enhance readability (spacing, indentation, comments)

1

Total:

60




Name: ID No:

Mark:

Documentation and Evaluation: Criteria

Po

ssib

le

Mark

Mark

O

bta

ined

Tech

nic

al

Gu

ide

Description of data structures used 1

Describe/show relationship between modules/events 2

Description of unusual coding – functions, calculations, etc. 1

Specification of test procedures and test results 2

Error recovery and troubleshooting clearly described 2

Examples of sample runs with results 2

Source code available 1

User

Gu

ide

Title sheet 1

Table of contents 1

Background to the project (motivation, etc) 1

Introduction to the project (genre) 1

Project scope and limitations are clearly described 1

Updates clearly described 2

User input requirements/formats 1

Output/reports produced (screen dumps included) 2

Detailed instructions and walk-through

3

3 2 1 0

All the steps to be followed when using the program clearly indicated and supported by screen dumps where required. Well structured with a logical flow. Well formulated – easy to understand.

Most of the steps to be followed when using the program clearly indicated and some screen dumps where required. Not always well structured and not always a logical flow. Not always formulated well

Only a few of the steps to be followed when using the program are indicated. No screen dumps. Not well structured. Not formulated well.

Not done

Hardware required to run program 2

Software requirements listed 1

Installation instructions given 1

User troubleshooting clearly described 2

Future developments/extensions described 2

Data and information clearly described and correct 2

Acknowledgement where required 1

Gen

era

l E

valu

ati

on

Time Management.

5

5-4 3-2 1 0

All deadlines met – all 4 tasks and all the required work was done.

Met 3 out of 4 deadlines or submitted on time but some of the work was not done.

Met only two deadlines or submitted on time but most of the work was not done.

Always late, work was never done

Ability to explain purpose of working of randomly selected code. 5

5-4 3-2 1 0



Explained all selected code clearly and with confidence Shows excellent insight

Explained selected code with minor shortcomings Shows insight

Not able to explain most of the selected code appropriately. Lacks insight

Unable to explain anything

Real-life application of system

5

5-4 3-2 1

The solution is a working system that can be applied in a real situation

The solution is a system that can be applied in a real situation with some fine tuning

Some parts can be applied in the real situation

Total: 50




Name: ID No:

Mark:

Constructing a Digital Integrated Logic Circuit OR gate on a Vero board: Criteria Prepare workspace P

os

sib

le

Mark

Mark

Ob

tain

ed

Understanding and importance of safety in the work area and the practice of good housekeeping is demonstrated

4

4 3 2 1 0

Work area kept neat and tidy and demonstrates full understanding of safety in the work place in all situations

Work area kept neat and tidy and demonstrates full understanding of safety in the work place in most situations

Work area kept neat and tidy and demonstrates understanding of safety in the work place

Work area kept neat and tidy and demonstrates some understanding of safety in the work place

Work area not kept neat and tidy and no demonstration or understanding of safety in the work

Safety equipment, hand - and power tools are selected and used as per task requirement

4

4 3 2 1 0

All safety equipment, hand and power tools are correctly selected and used as prescribed in all situations

Safety equipment, hand and power tools are correctly selected used beyond expectations

Safety equipment, hand and power tools are correctly selected and used as prescribed

Safety equipment, hand and power tools are correctly selected, but not uses as prescribed

Safety equipment, hand and power tools are incorrectly selected and not used as prescribed

Electronic test equipment and tools are selected and used

4

4 3 2 1 0

All relevant equipment and tools selected correctly and used as prescribed

Most of the relevant equipment and tools selected correctly and used

Equipment and tools selected correctly and correct use is demonstrated

Some equipment and tools selected correctly and moderate use is demonstrated

Equipment and tools selected incorrectly moderate use is demonstrated

Electronic components are identified and its functions explained

4

4 3 2 1 0

All electronic components correctly identified and its functions correctly explained

Most of the electronic components correctly identified and its functions correctly explained

The electronic components correctly identified and its functions correctly explained

Some electronic components correctly identified and some of its functions correctly explained

The electronic components incorrectly identified and its functions incorrectly explained



Electrical material and components are identified and its use explained:

Resistor

Transistor

Integrated circuit (IC)

Diode

Switch

Leads 4

4 3 2 1 0

All electrical material and components correctly identified and its use correctly explained

Most of the electrical material and components correctly identified and its use correctly explained

Electrical material and components correctly identified and its use correctly explained

Some of the electrical material and components correctly identified and its use correctly explained in part

Electrical material and components incorrectly identified and its use incorrectly explained

Check values on components:

2 0

Transistor Value correct Value incorrect 2

Resistor Value correct Value incorrect 2

Diode Value correct Value incorrect 2

Switch Value correct Value incorrect 2

Planning and arrangement of soldering components

4 3 2 1 0

All components are well planned, arranged and soldered

Most components are planned, arranged and soldered

Components well planned, arranged and correctly soldered

Some components are partially planned, arranged and soldered

Components are unplanned, not arranged and poorly soldered

4

An understanding of the different types of circuits namely DC and AC circuits, is demonstrated

4 3 2 1 0

Full understanding of DC and AC circuits is demonstrated to maximum expectations

Full understanding of DC and AC circuits is demonstrated

Understanding of DC and AC circuits is demonstrated

Partial understanding of DC and AC circuits is demonstrated

No understanding of DC and AC circuits is demonstrated

4

Impression of completed task:

Circuit board

4 2 0

Circuit board cleaned up Circuit board partially cleaned up

Circuit board not cleaned up

4

Soldering

4 2 0

Soldering cleaned up / refined

Soldering partially cleaned up / refined

Soldering not cleaned up / refined

4

Placing of components (spacing)

2 1 0

Good placing (spacing) of components

Average placing (spacing) of components satisfactory

Components not placed (spaced) well 2

Overall impression of completed task:

4 3 2 1 0

Excellent workmanship

Good workmanship

Satisfactory workmanship

Average workmanship

No workmanship

4

Total: 50




Name: ID No:

Mark:

Constructing a Digital Integrated Logic Circuit OR gate on a Vero board: Criteria – Testbank

Po

ssib

le

Mark

Mark

Ob

tain

ed

Switch conditions: LED 3 ON

Oral answer

Switch 1

A - on A - off B - on B - off 4

Switch 2

A - on A - off B - on B - off

Real test results

4 0 4

Successful Unsuccessful

Switch conditions: LED 3 OFF

Oral answer

Switch 1

A - on A - off B - on B - off 4

Switch 2

A - on A - off B - on B - off

Real test results

4 0 4

Successful Unsuccessful

Measuring: results

6 0 0 6

Expected results Below expectation Above expectation

Switch conditions: Output voltage LOW

Input

Output

4

SW1 IC1 Pin1 SW2 IC1 Pin2 IC1 Pin3

Voltage Binary Voltage Binary Voltage Binary

B D

B C

A D

A C

Switch conditions: Output voltage HIGH

Input

Output

4

SW1 IC1 Pin1 SW2 IC1 Pin2 IC1 Pin3


B D

B C

A D

A C

Total: 30



SECTION 4: RECORD OF PERFORMANCE


INFORMATION TECHNOLOGY AND COMPUTER SCIENCE LEVEL 2

College:

Campus:

Student’s Surname and First

Name/s:

Student’s ID Number:

Lecturer’s Surname and Initials:

Date of conclusion of

assessment:

ASSESSMENT GRID

TASKS MARK ALLOCATION

STUDENT’S MARK

Task 1: Research and Analysis

40

Task 2: Design

30

Task 3: Coding and Implementation

60

Task 4: Documentation and Evaluation

50

Task 5: Electronics

30

Task 6: Electronics

20

TOTAL 230

ISAT MARK AS A PERCENTAGE %

smhakure

Typewritten Text

FALSE BAY COLLEGE

smhakure

Typewritten Text

smhakure

Typewritten Text

FISH HOEK CAMPUS

smhakure

Typewritten Text

SIYO, MAGWAZA, TAHO, VAN DER SCHOLTZ



COMPETENCE LEVEL INDICATORS

5-Point Achievement Rating Scale

5 (80-100%)

4 (70-79%)

3 (50-69%)

2 (40-49%)

1 (0-39%)

Competency Level Indicators

Rating Code Rating Marks %

5 Outstanding 80 – 100 %

4 Highly Competent 70 –79 %

3 Competent 50 – 69 %

2 Not Yet Competent 40 – 49 %

1 Not Achieved 0 – 39%

Student’s competence

level:

Student’s signature:

Lecturer’s signature:

Date:

Copyright reserved Please turn over

NATIONAL CERTIFICATE (VOCATIONAL)

NQF LEVEL 2


PROGRAMME ISAT:

INFORMATION TECHNOLOGY AND COMPUTER SCIENCE

2010 – 2012

This document consists of 16 pages.

INSTRUCTIONS TO STUDENTS



INSTRUCTIONS TO STUDENTS

This is a practical application task that tests your ability to apply the

knowledge and skills acquired in the core subjects of the programme you are

studying/ optional subject that you have chosen in the NC (V) programme.

The work required of you in this Integrated Summative Assessment Task

(ISAT) is an important and compulsory component of your studies.

1. You are required to:

1.1

1.2

1.3

1.4

1.5

1.6

Study the task carefully.

Note the time allocations per task.

Note the submission dates.

Pay careful attention to the mark allocated per section and for the

total.

Study carefully the resources required.

IMPORTANT: Note the elements of the Assessment Tool that will

be used to evaluate your performance in each sub-task. This is to

ensure that you prepare sufficiently for the conduct of the ISAT.

2. Description of the task

SCENARIO:

The IT students of ES College need funds to upgrade the IT lab. They decide

to assemble computers from used components and sell it to the public, in

order to raise funds.

Students must do research about the viability of the idea of selling used

computers, and gather information about how to build a computer, the

different computer components and software, compatibility of hardware and

software, its specifications and prices of used parts.



Students must then design a software program in VB.Net that has a friendly

user interface and is inteded to be used as a point-of-sales program for the

selling of used computers.

Users must be able to enter their name and password on a separate log-in

form to log-on to the system.

The next screen must enable the user to compile his own used, personal

computer that he intends to buy, by making a selection of available

computer components (see screenshot of suggested interface).

The programmer must determine a basic start-off price for the basic

components e.g. mouse, keyboard etc., which will then be added to the

amount of the selections made.

The program should calculate the amount, VAT and Total amount.

The program must be tested with test-data.

Students must implement methods of quality assurance and the program

must be accompanied by a technical manual and user guide.

3. Instructions for the task

SUB-TASK 1

RESEARCH AND ANALYSIS

In completing this task you need to find some background information on the

scenario and determine what the program/system should do and provide.

Study the assessment tool for Task 1 to make sure that your project meets

the requirements of the task.

1. Problem statement

Ensure that you understand what the problem entails as set out in the

scenario, and explain it in your own words.



2. Research / Investigation

Investigate the viability of the idea of selling customised, used computers.

Find out who will be interested to buy (demographics e.g. age, gender,

occupation etc), what are the requirements of the systems they need, how

much they are prepared to pay, what they need it for etc, making use of

any applicable research method e.g. questionnaires/interviews/notes etc.

Information such as the date and time that questionnaire/interview was

conducted, as well as contact details of participants must be included for

verification purposes.

Gather information about computer hardware and software – its

specifications and used prices, by visiting local computer shops, using

newspapers, pamphlets, advertisements, internet, etc. List components

under input, processing and output. Software packages to include

operating systems, Adobe, CAD, MS Office and any anti-virus program.

Make a list of specifications and requirements for building up a Pentium 2,

3 and 4 and determine what it will cost according to the information you

gathered. Indicate which of the above-mentioned computers the most

viable option is and explain why. Refer to hardware/software compatibility.

For each computer mentioned above, make a list of hardware, peripherals,

storage devices and graphics cards compatible with it and explain why.

Indicate for each computer which of the software named above (versions)

is compatible with it, according to the specifications of the software.

3. Determine the requirements for the program

Referring to the problem-statement mentioned above, conduct discussions

with end-users to determine what is needed and draw conclusions from

this information.

Determine the requirements of the system and make a list of the input,

processing and output requirements.



4. Possible solution

Using your research, write a brief, possible/intended solution for the

problem in your own words. Give a description of what the program will do

and provide.

Compile a list of features that the intended solution will provide to users.

5. Benefits/Risks of the system

Describe the role that this system will play in the college, how the IT

students will benefit from it and the possible risks of using this system e.g.

what updates need to be done and how often.

6. Planning document

Submit a planning document than contains all the research and findings of

your investigation.

Include a list of references that you used in your research.

Include all the evidence e.g. questionnaires, notes, research, brochures,

pricelists etc.

SUB-TASK 2

DESIGN

In completing this task you need to determine the specifications for the

program/system and how the program/system will accomplish the goals set

during analysis. Study the assessment tool for Task 2 and 3 to make sure

that your project meets the requirements of the task.

1. Convert the requirements/features into specifications

Plan the program that you are going to design (refer to TASK 3) by making

use of an IPO table and either ONE of the following: pseudo-code or flow-

chart. Clearly specify the solution in terms of input, processing and output

(e.g. display converted amounts, currency etc.). The IPO table and



pseudo-code can be done with pen and paper or it can be typed; the flow-

chart must be done on a computer.

Explain how you are going to make use of defensive programming

techniques such as data validation (indicate where and how it should be

applied) and error messages.

Compile a list of data structures required by the solution –

o Primitive types – single value, e.g. integer, real/double

o Structured data types – collections of data e.g. combo boxes, lists

etc.

Make a drawing of the graphical user interface to show:

o the design and layout of components

o the flow of events (from one screen to another)

o the flow of data between units/modules/events e.g. amounts

entered by the user must be used by the event to calculate the total

etc.

o indicate the type, name and main properties of each control e.g.

Control Name Property Property value

Textbox txtAmount Borderstyle Fixed3D

Text (blank)

TextAlign Center

AutoSize False

WordWrap True

Justify the use of input and output components e.g. why did you use a

combo box instead of a text field? Etc.

2. Submit a design-document for the solution with all the program

specifications as listed above, and include the following:

The IPO table, pseudo code/flow-chart that indicates the input, processing

and output requirements.

Notes and descriptions of specifications, error checking and validation

procedures.



A list of data structures required

Drawing/sketch of design and layout of the GUI

SUB-TASK 3

CODING AND IMPLEMENTATION

In completing this task you will have to code the solution including the GUI as planned

in the previous tasks, create the data structures, debug and test the program. Study

the assessment tool for Task 3 to make sure that your project meets the requirements

of the task.

You are required to design an appropriate graphical user interface in VB.Net and

compile the code according to requirements and specifications (input, processing and

output) compiled in previous tasks. The program should comply with the following

minimum requirements:

Users must be able to select components to customise the computer system e.g.

they must have a choice between at least 2 types of processors, 2 types of

motherboards etc. and they must enter the price of each component selected. Use

your research done in Sub-Task 1 on different components and software, and its

prices.

The selections that the user makes must show each item and its price.

Error handling: Ensure that input are validated where required.

The program should grant a 0%, 5% or 10% discount, depending on the total

amount.

Make use of good programming principles such as variable names, indentation,

comments etc.

The user interface must be user-friendly and graphically enhanced.

The following screenshot is a suggestion of what the graphical user interface could

look like and gives an indication of the minimum requirements.



Testing / Debugging: Ensure that the program runs correctly and is error free, by

applying a test strategy to ensure that the program/system does what it should by

using different ranges of data including extreme/erroneous test data. Keep track of

this data, as it will be needed for your documentation.

SUB-TASK 4

DOCUMENTATION AND EVALUATION

The development of these documents started with task 1 and documents are

continuously updated through the process (task 1, 2 and 3).

In completing this task, you will have to finalise the documentation (started in

task 1 and updated through tasks 2 and 3) pertaining to the solution. Study the

assessment tool for Task 4 to make sure that your project meets the

requirements of the task.



1. Technical Documentation

Compile a technical manual for the program that includes the following:

A general description of the problem and broad solution as compiled in Sub-

Task 1.

A short explanation of why we use the VB.Net programming language and

which version.

A printout of the source code of all modules.

Specifications of test procedures and test results. Include screenshots of the

results showing the use of typical, extreme and erroneous data.

2. User Guide

Compile a user guide that includes the following:

Title sheet

Contents page

Description of the project and why it was developed.

Benefits/features of the system, risks etc.

Scope and limitations of the program

Recommended minimum system requirements –

o hardware and software requirements

o computer equipment

o operating system

o disk space requirements

o compatibility requirements

Installation and setting up instructions.

How to activate the program.

How to use the software.

Troubleshooting for potential problems

Information on future developments/upgrades.

Contact information where potential buyers can enquire about the program or

purchase the program, and current users can ask questions



3. Hand in:

Electronic copy of program and all applicable files.

Technical manual

User guide

4. Demonstrate the program for evaluation and debriefing

The lecturer will schedule dates and times for demonstrations – about 15

min. per project.

Hand in all documentation at least one week in advance.

All demonstrations to be done electronically on the computer.

You will be required to execute your program and explain all its features to

the lecturer.

You will be required to perform some/all the test data you provided in the

technical manual, and/or additional test procedures provided by the lecturer

to ensure that the program works correctly.

The lecturer will identify random pieces of programming code in the project

and ask you to explain it.

5. Final general evaluation

Time management - Were all deadlines met?

Utility value – Is the solution appropriate in the context of the given scenario?

Do the different tasks of development correlate and lead to the final solution

as a continuous process?

SUB-TASK 5

Construct a Digital Integrated Logic Circuit OR gate on a Vero board by referring to the

circuit and schematic diagrams below. The constructed circuit must be tested for

conformity against the operation of an OR gate from inputs to output and be recorded in a

Truth Table. Perform the task by following the attached outline of the task starting from 1

– 16 in ANNEXURE B.



SUB-TASK 6

Apply your practical knowledge of using the hand held measuring instruments to give the

measured values of the quantities at various points on the completed and tested circuit of

the Digital Integrated Logic Circuit OR gate by re-connecting it to the power supply.

o Step 1. Starting with input Switch 1: Move the switch to the indicated position

and record whether LED 1 is ON or OFF. Do the same with Switch 2 by

switching it to the indicated position and record LED 2 (ON/OFF). Also record

whether LED 3 is ON or OFF with the input switches in their respective positions

as indicated.

o Repeat procedure for Step 2 to Step 4.

Table 1

INPUT OUTPUT

STEP Position SWITCH 1

LED 1 SWITCH 2 Position

LED 2 LED 3

On/Off ON/Off On/Off

1 B D

2 B C

3 A D

4 A C

1. Under what switch conditions will LED 3 be OFF? Refer to Table 1.

…………………………………………………………………………………………………… ……………………………………………………………………………………………………. ……………………………………………………………………………………………………. 2. Under what switch conditions will LED 3 be ON? Refer to Table 1.

…………………………………………………………………………………………………… ……………………………………………………………………………………………………. ……………………………………………………………………………………………….[ 10 ]



Measure the voltages on pins 1; 2 and 3 of IC 1 with the switches at the positions as

indicated in Table 2. Record the voltages. Indicate the results as a binary number 0 or 1

(Low voltage = 0 or high voltage = 1).

Table 2

INPUT OUTPUT

SW 1 Position

IC1 Pin 1 SW 2 Position

IC1 Pin 2 IC1 Pin3


B D

B C

A D

A C

1. Under what switch conditions will the output voltage of IC 1 be LOW? Refer to Table 2.

……………………………………………………………………………………………………….. ………………………………………………………………………………………………………… …………………………………………………………………………………………………………

2. Under what switch conditions will the output voltage of IC 1 be HIGH? Refer to Table 2.

………………………………………………………………………………………………………… …………………………………………………………………………………………………………. …………………………………………………………………………………………………[ 10 ]



ANNEXURE A MATERIAL CHECKLIST 1 item per candidate

MATERIAL DESCRIPTION VALUE QUANTITY

COMPONENTS:

Resistor ½ watt; Fixed 270 ohms 3

Resistor ½ watt; Fixed 10 kilo-ohms

1

Transistor NPN BC182 1

Integrated circuit Quad 2-input OR gate SN7432 1

Diode Light emitting diode Red 2

Diode Light emitting diode Yellow 1

Switch SPDT switch 2

Leads Insulated tip-jacks 2

TEST EQUIPMENT:

Multi-meter Digital 1

Power supply Variable 0 volt – 50 volts

1

TOOLS:

Pliers Long nose and side cutters 1 each

Stanley Knife

Soldering iron 1

Suction pump 1

Magnifying glass

Paint brush

CONSUMABLES:

Solder wire 1 meter length

Acetone or alcohol 100 ml.

Mutton cloth 1 piece

Vero board



ANNEXURE B TASK DURATION SHEET 1.

2.

3.

4.

5.

6.

7.

8.

9.

Prepare the work space and work station according to worksite

procedures.

Identify and select appropriate hand tools to meet requirements

for the job.

Select and check if the applicable test instrument is in a workable

condition in accordance with the requirements of the test

procedures.

Identify and select components according to specified

requirements as given on the circuit diagram.

Visually check the circuit diagram to ensure correct components

layout on the circuit board.

Lay-in the components in their respective slots and solder them

into the circuit board according to the specified soldering

procedure.

Visually inspect the circuit board on the component side and track

side for incorrect polarities and solder-shorts with the help of a

magnifying glass.

Perform the continuity test to check for broken tracks, dry joints

and shorts.

Connect the power supply to the AC socket and the circuit to the

power supply with power OFF, in accordance with operating

procedures.

5 min 5 min 5 min 15 min 5 min 15 min 5 min 10 min 5 min



10.

11.

12.

13.

14.

15.

16.

Switch AC mains on, followed by the power supply in accordance

with the specified switching procedures.

Measure input and output voltages in the IC with the switches

opened and closed by connecting the relevant test instrument

and recording them in the given table.

Identify faults that are detected during diagnostic procedures and

immediately repair them in accordance with specified repair

procedures.

Reconnect the circuit to the power supply after the faults have

been repaired and repeat the test according to the specified test

procedures.

Terminate the test according to the specified requirements and

procedures.

Clean and store the test instrument and equipment in their rightful

places, ready to be used for the next task.

Clean the work station and throw all waste material in the waste

bins, in accordance to the required procedures.

TOTAL: 120 min

5 min 10 min 5 min 10 min 5 min 5 min 5 min

ISAT L2

Documents

Transcript of ISAT L2