Assessment — Unit 7: Using Database Software
This unit is externally assessed. Working under supervision, you will be required to design, implement a test a relational database system to meet a given set of functional requirements. Some of the data to be stored in the database will be supplied to you as a comma separated values (csv) file. You will have 10 hours in which to complete this work. During the production of your database system, you should actively seek and respond to feedback from others. However, the final database solution must be entirely your own work. Only fully functional relational database software capable of supporting one-to-many relationships should be usedfor this unit. An up-to-date lis of acceptable software will be maintained on the Edexcel website. At the end of the designated examination period, you will transfer your work to a location specified by your teacher. Your work must be submit in one of the formats specified on the front of the examination paper. |
Unit 7: Using Database Software (Compulsory Unit)
7.1 Explore other database applications in areas such as commerce, education and manufacturing. You should pay particular attentionto design issues such as: • the database structure • the user interface • measures used to protect the quality of the data • types and forms of output • the methods used to extract information. 7.2 Functional specification. 7.3 Database development. Analyse the data requirements of the system and produce a data model. The next step is to translate the data model into a physical database structure using your chosen database software. Data entry and validation functions. Queries. Reports. Menus. 7.4 Data modelling. Asentity-relationship modelling. Entity-relationship models (ER models). Normalisation. 7.5 Creating a relational database structure 7.6 Validation techniques. Presence check. Range check. File lookup check. List check. Format (picture) check. Length of data check. 7.7 The user interface. Input masks. Drop-down lists. Option buttons. Command buttons. 7.8 Testing. 7.9 ICT skills: • constructing tables torepresent entities • defining the fields in each table to represent attributes • defining appropriate data types and formats • defining primary keys • creating relationships between tables • defining searches and sorts (single and multiple fields and tables) • using relational logic in searches • importing data from and exporting data to other databases and applications • using macros to automate common tasks • using wizards effectively • creating screen data-entry forms that − enable the entry of data into single and multiple tables − have appropriate entry-form field lengths − provide clear labelling of entry-form fields − provide instruction fields where necessary − include validation checks on field entries as appropriate − enable the selection and entry of data from built-in lists (constructed from other tables) − include calculation (formula) fields − make use of automated numberfields (counter fields) − use date and time fields • creating database reports that − have suitable headers and footers − have an appropriate format and layout − have sorted data grouping − include calculations and total fields − include specified queries. 7.10 Standard ways of working. |
Unit 8: Managing ICT Projects
What you need to learn 8.1 Examples of projects As you know from your own experience, a project is not a never-ending process. It runs for a pre-determined period of time, involves a number of people and is intended to achieve a specific goal. A number of factors contribute to the success of a project including detailed planning, efficient use of resources and effective communication. You will find it useful to begin your work for this unit by studying some realworld examples of projects, both large and small. In particular, you should try to identify: • the characteristics they have in common • critical success factors • reasons why some projects fail. 8.2 Stakeholders In the course of your research, you will discover that even small projects have a surprisingly large number of people associated with them. These are known collectively as stakeholders. A stakeholder is an individual or organisation actively involved in the project or whose interests may be affected by it. You must understand the roles and responsibilities of the following stakeholders: • senior management • customer/client • user • project manager • team member • peer reviewer • supplier. 8.3 Project proposal The starting point for any project is either a problem that needs solving or a bright idea! Someone identifies a need or an opportunity that may be worth pursuing. You will learn how to carry out a thorough investigation of an initial project idea and produce a project proposal detailing: • what the project is about • what it will deliver • what benefits it will bring and any potential risks • impact on personnel and practices • the functional requirements • who will use the product(s)/service(s) that are produced • how long it will it take • when it must be finished • what resources will be needed • who else will be involved • ways of tackling the project including recommendations. UA015271 – Specification – Edexcel AS/A GCE in Applied ICT (Single and Double Awards) – Issue 1 – February 2005 125 Getting senior management approval isnot a foregone conclusion. Project managers need to be good communicators, able to mpart complex information in a jargon-free way, willing to compromise if necessary but also confident and determined enough to hold out for what they really believe is important. A project proposal can be presented on paper, electronically or verbally or any combination of these. You will learn how to conduct yourself appropriately in formal meetings and communicate complex technical information to a non-specialist audience. 8.4 Definition of scope Once a project is given approval to proceed, it is important that everyone involved knows exactly what it is meant to achieve, by when and how. In other words, it must be formally defined and signed off. Whereas the project proposal consists of initial ideas, the project definition sets out the details (scope) of the project and provides a yardstick against which to judge the performance of the project. You will learn how to produce a project definition that includes: • the reason for undertaking the project • the expected benefits to the organisation • the objectives of the project • key success criteria • the constraints • areas of risk • the project roadmap ie a rough estimate of what will be delivered when • resource requirements ie people, materials, equipment and time • the project’s stakeholders • interim review points. Clear objectives are crucial, since a project's success will be judged by how closely it meets them. You will learn how to define specific, measurable objectives, covering: • the project deliverables, ie the product(s)/service(s) to be produced • the quality criteria that the deliverables must meet • the target completion date. 8.5 Project organisation Since a project will involve other people, it is essential that the ground rules for communication and reporting are established at the outset. You will learn how to set upand use procedures for: • storing documents relating to a project (project folder) • protecting information from accidental damage • communicating with stakeholders • reporting on progress • holding reviews. UA015271 – Specification – Edexcel AS/A GCE in Applied ICT (Single and Double Awards) – Issue 1 – February 2005 126 8.6 Phases of a project Detailed planning is critical to the success of any project. A project manager needs to be able to analyse the requirements and to draw up a project plan. You are already familiar with the sequence of activities involved in designing and producing software products such as relational databases and complex spreadsheet models.You will draw on this knowledge to help you divide up projects into phases, such as: • analysis • initial design • prototyping and formative testing • summative testing • documentation • hand-over to customer. You will learn how to break down eachphase into a number of activities, estimate how much time will be needed for each and identify any dependencies between activities. 8.7 Project planning A good plan should be easy to read and maintain. You will use project management software to help you produce detailed project plans, showing: • the phases of the project • the activities to be carried out in each phase • start date and end date of each activity • dependencies • resources required for each activity • dates of key milestones • potential risks, their affect on the plan and how their impact can be minimised. You will use charting facilities provided by the software to produce graphical representations of plans, such as: • Gantt charts • PERT charts. Far from being fixed in time, the project plan is a dynamic document. It is likely to change many times during the course of a project. You will learn the importance of checking progress against your plan at regular intervals and of modifying and updating the plan so that it is always current and gives an accurate picture of what work has been completed, what still needs to be done and what problems or potential problems — if any — need to be addressed. The plan provides a snapshot of the project at a particular point in time. Anyone looking at it should see at a glance the current state of the project. A complete project history can be built up overtime by capturing and storing copies of the plan at key points in the project (known as base lining). You will learn the importance of baselining project plans at regular intervals to create a detailed project history. UA015271 – Specification – Edexcel AS/A GCE in Applied ICT (Single and Double Awards) – Issue 1 – February 2005 127 8.8 Project execution Once the initial plan has been drawn up and approved, the execution of the project in accordance with the plan can get underway. You will learn how to use techniques for measuring progress against plan and spotting potential problems. Even the best made plans can go awry! You need to be aware of what can go wrong in a project, such as a change to user requirements, a missing piece of equipment, illness or simply that the project is too ambitious. A delay in completing one part of the plan is likely to have knock-on effects elsewhere. You will learn how to assess the impact of a hold-up and take appropriate corrective action — if possible – to get the project back on target. You must decide how much deviation from the plan is acceptable before you inform senior management that there is a problem. 8.9 Deliverables The output of a project is a set ofdeliverables, not all of which are necessarily delivered at the end. You will need to be able to identify project deliverables, such as: • software products • documentation • user training and produce a schedule for what will be delivered when and to whom. 8.10 Reviews One way of checking that a project is oncourse and likely to succeed is to get someone who has no day-to-day involvement with it to carry out an independent review. Reviewers feed back to the project manager and to senior management. You will learn how to identify suitable people and persuade them to act as reviewers for your projects and to make full use of their knowledge and expertise. Formal management reviews also take place from time to time throughout the lifecycle of a project. Dates for these are usually agreed at the outset and listed in the project definition. You should never forget that senior management have the power to order work on a project to cease or change direction at any time. You will learn to prepare and present information at a formal management review. 8.11 Close down and end of project review Sometimes projects simply refuse to come to an end. This is usually down to poor planning. The plan should specify dates for formal close down and endof-project review, giving all those involved the opportunity to air their views about the strengths and weaknesses of the project and to formulate a list of lessons learnt. The project definition should be used as a yardstick to measure achievement. You will learn how to set up and run an end-of-project review meeting, encourage attendees to voice their opinions, take accurate notes of the discussion and produce a written summary of the main points. You should use this opportunity to gather information about your own performance and identify further development needs. UA015271 – Specification – Edexcel AS/A GCE in Applied ICT (Single and Double Awards) – Issue 1 – February 2005 128 8.12 ICT skills In order to manage projects efficiently you should be able to use ICT to: • produce and maintain a project plan • create and manage a shared work area • present information to stakeholders. 8.13 Standard ways of working Whilst working on this unit, you will be expected to use ICT efficiently, legally and safely. You must adhere to standard ways of working, including: • file management − saving work regularly − using sensible filenames − setting up directory/folder structures to organise files − making backups − choosing appropriate file formats − limiting access to confidential or sensitive files − using effective virus protection − using ‘readme’ files where appropriate to provide technical information, eg system requirements • personal effectiveness − selecting appropriate ICT tools and techniques − customising settings − creating and using shortcuts − using available sources of help − using a plan to help you organiseyour work and meet deadlines • quality assurance − using spell check, grammar check and print preview − proofreading − seeking views of others − authenticating work • legislation and codes of practice − acknowledging sources − respecting copyright − avoiding plagiarism − protecting confidentiality • safe working − ensuring that hardware, cables, seating etc are positioned correctly − ensuring that lighting is appropriate − taking regular breaks − handling and storing media correctly UA015271 – Specification – Edexcel AS/A GCE in Applied ICT (Single and Double Awards) – Issue 1 – February 2005 129 • eportfolio − creating an appropriate structure for an eportfolio − collecting together all the requiredinformation, converting files to an appropriate format if necessary − authenticating your work − providing a table of contents, using hyperlinks to locate information easily − testing for size, compatibility and ease of use, making sure that the eportfolio conforms to the technical specification. |
Assessment evidence
For this unit you will: • research and produce a proposal for a new software product, present your proposal to senior managementand draw up a project definition that defines the scope of the project once this has been agreed (Assessment evidence a) • produce a detailed project plan and use it to monitor and communicate progress throughout the project (Assessment evidence b) • keep detailed records showing how you managed the project (Assessment evidence c) • design and produce the software product and other deliverables specified in the project definition in accordance with the project plan (Assessment evidence d) • evaluate the project and your own performance, incorporating feedback from the end-of-project review (Assessment evidence e). Your eportfolio for this unit should include: (a) A project proposal, with evidence of how you presented it to senior management, and a project definition document that has been approved by senior management. (b) A project plan covering all the key phases of the project. Plus evidence of your use of the plan to monitor and communicate progress throughout the project. (c) Evidence of your performance as a project manager, showing how you communicated with stake holders, acted upon feedback, provided accurate information and ran meetings. (d) The software product — plus any other specified deliverables – that you produce as outcomes of the project. Plus evidence showing how the production of the product correlated with the schedule specified in the plan. (e) An evaluation — using feedback from the end-of-project review — assessing the success of the project,the effectiveness of the project management methods you used and your own performance. |
Unit 11: Assessment evidence
For this unit you will: • design, produce, test and evaluate a solution to a complex problem involving the use of spreadsheet software. Your eportfolio for this unit should include: (a) A functional specification that describes the problem and explains what the spreadsheet is required to do. (b) An initial design that: − satisfies the functional requirements − describes the data to be entered and the processing that is required − includes some measures to structure and validate data − uses functions and formulae to analyse complex data − considers screen layout and presentation, the user interface and presentation of results. Plus evidence of your use of prototyping to improve and refine the design. (c) A fully working spreadsheet solution that meets all the functional requirements, with supporting user and technical documentation. (d) Evidence of formative and summative testing. (e) An evaluation assessing: − the spreadsheet solution − your own performance and current skill level. |
Unit 11: Using Spreadsheet Software
What you need to learn 11.1 Spreadsheet applications As you discovered in Unit 3, spreadsheets are used in all sorts of contexts for tasks involving the analysis and interpretation of complex numerical data, such as: • modelling • statistical analysis • cost-benefit analysis • simulation • forecasting • budgeting • planning. You will find it useful to begin your work for this unit by looking at and — if at all possible — getting hands-onexperience of some real-world applications of spreadsheets. Whilst doing so, you should make a note of any good or less good design features you encounter and try to identify: • the inputs into the system and the methods used to validate it • the processing that takes place • how information is presented. 11.2 Functional specification You are very unlikely to produce a spreadsheet that completely fulfils all its objectives unless you are absolutely clear what these are. You will learn the value of a functional specification, both in terms of explaining to others what it is you are aiming to achieve and helping to ensure that you never lose sight of yourgoals. You must be able to produce a functional specification at the outset, specifying: • the context • the nature of the problem • the task(s) you want the spreadsheet to perform • how you will judge the effectiveness of your solution. The functional specification is not a static document. It is quite possible that once you begin work on a spreadsheet your understanding of what is required alters or becomes clearer. You will learn the value of a functional specification, both in terms of explaining to others what it is you are aiming to achieve and helping to ensure that you never lose sight of your goals. UA015271 – Specification – Edexcel AS/A GCE in Applied ICT (Single and Double Awards) – Issue 1 – February 2005 175 11.3 Spreadsheet design Once you have a clear understanding of what it is you want to do, it is very tempting to rush to the computer immediately and start setting up the spreadsheet, without first spending time working on an initial design specification. This would be a mistake! Technically complex spreadsheets need to be planned carefully if they are to function correctly. Designing a solution involves making decisions about: • processing • the structure of the spreadsheet • data entry and validation • layout and presentation • output • future proofing • testing. There is almost certainly more than one way of meeting the requirements. You will need to experiment with alternative designs before finally deciding which one to choose. The more expert you get at building spreadsheets the better you will be at producing detailed designs up front. However, at this stage you will probably find it easier to use an iterative approach to software development. You will be familiar with this approach if you have studied Unit 5: Web Development. It involves producing a series of prototypes. Each prototype brings you that much closer to a final fully functional solution and helps clarify in your mind what it is you really want the product to do. In this context, a prototype is a working, but incomplete, spreadsheet which can be used to: • refine your initial design and try out alternatives • test that the formulae are working properly and that the underpinning logic is correct • check for ease of use • test for robustness. Prototyping enables you to interweave design, implementation and testing, rather than each of these being a distinct one-off stage of development. 11.4 Processing When working on the design of your spreadsheet, you will need to consider what processing needs to happen and how this is to be achieved. There is a tendency to assume that the only processing a spreadsheet does involves calculations on data. This is not the case. You must learn that — in the context of spreadsheets — processing includes activities, such as: • calculating • merging data from different sources • making comparisons • sorting, grouping, filtering and pivoting data • importing and exporting data. UA015271 – Specification – Edexcel AS/A GCE in Applied ICT (Single and Double Awards) – Issue 1 – February 2005 176 11.5 Layout and presentation A spreadsheet designed to handle complex data runs the risk of being very difficult to understand — even for the person who set it up. You must learn to make your spreadsheets as user-friendly as possible by structuring the content appropriately and making effective use of available presentation and formatting features, such as: • font size and style • colours, borders and shading • conditional formatting • headers and footers • graphics. 11.6 Data entry and validation The output from a spreadsheet is only as good as the data that is entered. You must learn how to incorporate techniques for validating data input and trapping errors, such as: • restricting data input to acceptable data values • protecting cells by hiding and locking them • using forms controls such as list boxes and drop-down menus to select data for entry • automated data transfer from another sheet or application. Ease of use is a key requirement for a spreadsheet, especially if other people besides you will be using it. You will learn how to design and create effective ways of entering data, including: • using forms • limiting the parts of a spreadsheet the user can change • adding prompts or messages to remind users what needs entering where • using buttons to initiate certain procedures. 11.7 Future proofing It takes a long time to produce a fullyfunctioning, complex spreadsheet. In order to get a reasonable return on the time and effort you have invested, you should aim to make your spreadsheets as ‘future proof’as possible, so that they can easily be modified, extended or adapted to meet changing needs. You must learn future proofing techniques, such as: • allocating a specific area of the spreadsheet to store values which change frequently, eg the currency exchange rate, so that they can easily be updated without havingto alter any of the formulae • creating templates for frequently-used standard spreadsheet layouts • documenting your spreadsheets by adding comments to explain their logic and any assumptions you have made • locking and password protecting cells to prevent formulae being tampered with. UA015271 – Specification – Edexcel AS/A GCE in Applied ICT (Single and Double Awards) – Issue 1 – February 2005 177 11.8 Presentation of results The information outputted from a spreadsheet can be presented in a number of different ways on-screen, onpaper, or exported to another application. You will learn how to present results in an appropriate, easyto-read form by making use of presentation and formatting features, such as: • page layout • charts and graphs. • graphics • animation • colours, borders and shading. 11.9 Testing Imagine the possible consequences if the spreadsheet used by a doctor to calculate the correct dosage of a drug has an undiscovered flaw in its logic! Even in situations less life threatening than this, if the output of a spreadsheet is going to be used as the basis for decision making it must be accurate and reliable. One of the advantages of prototyping is that you can carry out formative testing as you develop your spreadsheets. However, you should also undertake summative testing when you think you have finished. Summative testing involves asking questions, such as: • does the solution meet all the requirements listed in the functional specification • is the underlying logic of the spreadsheet correct • do all the functions and formulae work correctly • does the built-in validation prevent unacceptable data values from being entered • can the spreadsheet cope with normal, extreme and abnormal data • is the spreadsheet robust or can it be made to fail • if appropriate, can other people use the spreadsheet without help. It is essential to involve others in this process. You should also make use of any auditing tools available in the software you are using. Typically, such tools can identify errors in formulae and suggest corrections. UA015271 – Specification – Edexcel AS/A GCE in Applied ICT (Single and Double Awards) – Issue 1 – February 2005 178 11.10 Documentation You may not be the only person who uses a spreadsheet you have produced. You will learn to create documentation for other end users providing information, such as: • instructions on how to use the application • examples of menus and data-entry forms • the meaning of error messages that might appear • troubleshooting strategies to try when things go wrong. Your aim will be to provide enough information to enable other people to use the spreadsheet without assistance. You will also learn how to produce technical documentation — such as formulae and functions used and test results — that is sufficiently detailed to enable another competent professional to fully understand how the spreadsheet works and be able to maintain and enhance it should you no longer be willing or able to do so. 11.11 Evaluation The starting point for an evaluation of any software development project is the functional specification which lists what the software has to do. The key question to answer is how well the spreadsheet solution meets the requirements. Being able to assess your own performance on a project critically is also important. You must learn how to judge your performance in terms of what you did well and what you could have done better in order to determine your current level of competence, identify areas for improvement and further training needs. 11.11 ICT skills You must be able to use a range of spreadsheet tools and techniques for tasks, including: • combining complex information and linking to other applications, eg exporting and importing data, linked objects • organising data, eg linkedsheets, look-up tables • entering and editing data, eg absolute and relative cell referencing, inserting data into multiple cells simultaneously, using multiple worksheets • formatting, eg conditional formatting, cell formats that match the data format • using functions and formulae to solve complex problems, eg lookups, arguments, arrays, selection • validating and checking data, eg using formulae to determine valid entries for cells • analysing and interpreting data, egpivot tables, data maps, adding messages to data • presenting information, eg views, pivot table reports, different types of graphs and charts • limiting access, eg hide and protect cells • customising and automating, eg templates, macros, forms, menus. UA015271 – Specification – Edexcel AS/A GCE in Applied ICT (Single and Double Awards) – Issue 1 – February 2005 179 11.12 Standard ways of working Whilst working on this unit, you will be expected to use ICT efficiently, legally and safely. You must adhere to standard ways of working, including: • file management − saving work regularly − using sensible filenames − setting up directory/folder structures to organise files − making backups − choosing appropriate file formats − limiting access to confidential or sensitive files − using effective virus protection − using ‘readme’ files where appropriate to provide technical information, eg system requirements • personal effectiveness − selecting appropriate ICT tools and techniques − customising settings − creating and using shortcuts − using available sources of help − using a plan to help you organiseyour work and meet deadlines • quality assurance − using spell check, grammar check and print preview − proofreading − seeking views of others − authenticating work • legislation and codes of practice − acknowledging sources − respecting copyright − avoiding plagiarism − protecting confidentiality • safe working − ensuring that hardware, cables, seating etc are positioned correctly − ensuring that lighting is appropriate − taking regular breaks − handling and storing media correctly UA015271 – Specification – Edexcel AS/A GCE in Applied ICT (Single and Double Awards) – Issue 1 – February 2005 180 • eportfolio − creating an appropriate structure for an eportfolio − collecting together all the requiredinformation, converting files to an appropriate format if necessary − authenticating your work − providing a table of contents, using hyperlinks to locate information easily − testing for size, compatibility and ease of use, making sure that the eportfolio conforms to the technical specification. |