· Web view2 Word processing (2 weeks) Assessment task: Written/oral presentation—PT1 (10%) 3 Databases (2 weeks) 4 Graphics (2 weeks) Term 2. 5 Prelim Topic 2: Tools of Information

Information Processes and TechnologyTeaching Program

Preliminary Course

Term 11 Prelim Topic 1: Introduction to information skills and systems (4 weeks)2 Word processing (2 weeks)

Assessment task: Written/oral presentation—PT1 (10%) 3 Databases (2 weeks)4 Graphics (2 weeks)

Term 25 Prelim Topic 2: Tools of Information Processes (4 weeks)6 Spreadsheets (3 weeks)

Assessment task: Practical & theory test—PT2 (20%) 7 Prelim Topic 3: Planning, design and implementation (3 weeks)

Assessment task: Written test—PT3 (10%)

Term 38 Multimedia (2 weeks)9 Internet (2 weeks)10 Prelim Topic 4: Personal and group systems and projects—Personal (3 weeks)

Assessment task: Project—PT4 (20%)Assessment task: Yearly exam (40%)

Term 411 Desktop publishing (2 weeks)12 Prelim Topic 4: Personal and group systems and projects—Group (2 weeks)

HSC Course

Term 41 Core topic 2: Information systems and databases (5 weeks)

Assessment task: Practical & theory test—CT2 (12%)

Term 12 Core topic 3: Communication systems (5 weeks)3 Core topic 1: Project work (3 weeks)

Assessment task: Electronic/oral presentation—CT3 (12%)

Term 24 Option topic 1 (5 weeks)5 Option topic 2 (5 weeks)

Assessment task: Written test—OP1, OP2 (24%)

Term 3Assessment task: Project CT1 (12%)Assessment task: Trial HSC (40%)

Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) Sample Teaching Program

Prelim Topic 1: Introduction to information skills and systemsTiming and resourcesTime: 4 weeksSyllabus: pages 14–17 Section 8.1Software/course specifications:Texts: Heinemann IPT Prelim—G. K. Powers (chapter 1)

Syllabus outcomesP1.1 Describes the nature of information processes and

information technologyP1.2 Classifies the functions and operations of information

processes and information technologyP2.1 Identifies the information processes within an information

systemP2.2 Recognises the interdependence between each of the

information processesP3.1 Identifies social and ethical issuesP4.1 Describes the historical developments of information

systems and relates these to current and emerging technologies

Students learn to:1. Introduction

(a) Define an information system and information technology.(b) Explain the impact of information technology.

2. Information systems in context(a) Represent diagrammatically an information system.(b) Describe the environment and purpose of an information system.(c) Describe the information system as a set of information processes requiring participants, data/information and information technology.(d) Describe the information technology in terms of the hardware and software. (e) Define a computer and describe the five basic functions called input, process, control, storage and output.(f) Briefly outline the difference between data and information(g) Identify the participants in an information system.(h) Explain how a given need can be supported by an information system—Case Study: Woolworths.

3. Information processes(a) Distinguish between and categorise the activities in terms of the seven information processes.(b) Describe the nature of the seven information processes:– Collecting as the information-input process that

involves deciding what to collect, locating it and collecting it.

– Organising as the modification of data by arranging, representing, and formatting data.

– Analysing as the interpretation of data, transforming it into information. It involves examining data and giving meaning to it.

– Storing data saves data and information for later use and retrieving data obtains data and information that has been previously saved.

– Processing as the manipulation of data and information.

– Transmitting and receiving as the transfer of data and information within and between information systems.

– Displaying as the output from an information system to meet a purpose.

4. Nature of data and information(a) Explain the nature of data and information.(b) Categorise data as image, audio, video, text and numbers.(c) Identify the data and the information into which it is transformed for a given scenario.

5. Digital representation of data(a) Explain why information technology uses digital data.(b) Outline the advantages and disadvantages of digital data.(c) Describe current data digitising trends.(d) Understand how data is represented digitally—bit, binary system, hexadecimal, ASCII, EBCDIC.

6. Social and ethical issues(a) Describe social and ethical issues that relate to information system users and participants.(b) Identify the social and ethical issue of data security, data accuracy and copyright.

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Word processingTiming and resourcesTime: 2 weeksSyllabus: pages 18–25 Section 8.2Software/course specifications: pages 11–12Texts: Heinemann IPT Prelim—G. K. Powers (chapter 5)


information technologyP5.1 Selects and ethically uses computer based and non-

computer based resources and tools to process informationP6.1 Analyses and describes an identified needP6.2 Generates ideas, considers alternatives and develops

solutions for a defined need

Students learn to:1. Basic features

(a) Define a word processor.(b) Describe the advantages of a word processor.(c) Use a WYSIWYG screen to display text.(d) Understand automatic wordwrap.(e) Scroll through a document to view their writing.(f) Move the cursor around a document using the mouse or the cursor control keys, such as arrow keys, pg dn, pg up, home and end.(g) View the document in different ways, such as normal view, page layout view and outline view.(h) Save and retrieve a document.(i) Print a document and use print options, such as print preview, orientation, print quality and page range.

2. Editing text(a) Define the process of editing text.(b) Select a character or block of text for editing.(c) Use the undo and redo commands to correct mistakes.(d) Add text to a document by inserting and overwriting text.(e) Remove text from a document by deleting text.

(f) Use both the ‘backspace’ key and the ‘delete’ key to remove text.(g) Move a block of text by cut and paste.(h) Copy a block of text by copy and paste.(i) Move or copy text using drag and drop.(j) Find and replace text in a document.(k) Perform a spelling check on a document.(l) Use a thesaurus and grammar checker.

3. Formatting text(a) Define the process of formatting text.(b) Describe a font as a set of characters in one typeface with a particular type size, type style and stroke weight.(c) Explain the difference between serif and sans serif typefaces.(d) Use generally accepted design principles to produce effective documents.(e) Change the character spacing in a number of ways, such as scale, points, position and kerning.(f) Align text using aligned left, aligned right, justified and centred.(g) Change the line spacing of text.(h) Indent text using left/right indents, standard indent, hanging indent and negative indent.(i) Align text using tab stops.(j) Organise text using bullets and numbering.

4. Additional tools(a) Create and use styles for text elements such as headings, body text or lists.(b) Hyphenate a section of text.(c) Change the margins of a document.(d) Insert hard page breaks.(e) Insert headers and footers in a document.(f) Create and format tables.(g) Create a document containing columns.(h) Use a range of tools to create a graphic or make a document more interesting, such as drawing tools, word art, shapes and symbols.(i) Highlight a section of text using borders and shading.


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DatabasesTiming and resourcesTime: 2 weeksSyllabus: pages 18–25 Section 8.2Software/course specifications: pages 9–10Texts: Heinemann IPT Prelim—G. K. Powers (chapter 6)






(a) Explain the difference between a database and a database management system.(b) Describe the advantages of electronic databases over manual databases.(c) Create a simple flat file database.(d) Understand and distinguish between the data structures—files, records, fields and characters.(e) Define a database in a data dictionary—field names, data type, field size and description.(f) Explain the purpose of a key, such as single key, composite key, primary key and secondary key.(g) Design a table (list) to enter and display data.(h) Design a form (record) to enter and display data.(i) Understand when it is appropriate to use a table and a form.(j) Open existing data from a storage medium.

2. Modifying a database

(a) Insert data into a field in a table and a form.(b) Delete data from a field in a table and a form.(c) Edit data by using cut, copy and paste commands.(d) Amend the design by adding a field, deleting a field and changing a field name.(e) Change the layout in forms (moving fields, headings, instructions or graphics) and tables (column width, rearranging columns or hiding columns).(f) Alter the format of text in forms and tables using different fonts, styles and colour.

3. Finding information(a) Sort data in a particular order—ascending and descending.(b) Sort data using more than one field or level.(c) Create a filter to view particular records.(d) Search a database using the find or search command.(e) Create a simple query to search a database.(f) Apply a range of relational operators (=, <>, <, >, <=, >=) in a query including the use of wildcards.(g) Combine simple queries using logical operators—AND, OR, NOT.

4. Reporting(a) Organise and present data using a report.(b) Create a report based on a query.(c) Position, format and sort fields in a report.(d) Display data in different report sections, such as the report header, page header, details, page footer and report footer.(e) Format a report using good design principles.(f) Print a report and use the print options.(g) Mail merge data from a database into a document created by a word processor.


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GraphicsTiming and resourcesTime: 2 weeksSyllabus: pages 18–25 Section 8.2Software/course specifications: pages 15–16Texts: Heinemann IPT Prelim—G. K. Powers (chapter 8)






(a) Define a graphic and a computer graphic.(b) Describe the reasons for using a graphic and the purposes of a sign, logo, chart and diagram.(c) Explain the meaning of a pixel and resolution. (d) Import a piece of clip art into a document.(e) Capture a graphic from paper, digital camera, video camera or the Internet.(f) Create a graphic using a paint and a draw program.(g) Outline the advantages of a graphic created in a paint program and a draw program.(h) Describe and use some of the common graphic tools and techniques.

2. Modifying a graphic(a) Select a graphic to be moved or edited:– paint program: select a region using a selection

rectangle or a lasso.– draw program: choose the object by clicking the

interior or border. Select multiple objects.

(b) Move a selected graphic to a particular position—drag and use rulers/grids to position exactly.(c) Crop a graphic so that only part of the graphic is visible.(d) Resize a graphic—smaller and larger.(e) Distort a graphic—stretching, tilting, flipping and rotating a picture.

3. Bit-mapped graphic(a) Define a bit-mapped graphic and describe its uses.(b) Explain the relationship between memory and a bit-mapped graphics resolution—bit mapping.(c) Calculate the size of a graphic given information about its resolution and tones/colours.(d) Create a bit-mapped graphic using a painting program.(e) Edit a bit-mapped graphic using a painting program: aliasing, anti-aliasing.(f) Identify some common bit-mapped file storage formats—BMP, PCX, TIF, JPG, GIF.

4. Vector graphic

(a) Define a vector graphic and describe its uses.

(b) Create a vector graphic using a drawing program.(c) Edit a vector graphic using a drawing program: delete, move and copy objects.(d) Resize, distort, rotate and flip objects.(e) Overlap at least two objects.(f) Align objects with one another(g) Group and ungroup objects together as if they were a single object.(h) Identify some common vector file storage formats.


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Prelim Topic 2: Tools for information processesTiming and resourcesTime: 4 weeksSyllabus: pages 18–25 Section 8.2Texts: Heinemann IPT Prelim—G. K. Powers (chapter 2)







P5.1 Selects and ethically uses computer based and non-computer based resources and tools to process information

P6.1 Analyses and describes an identified needP6.2 Generates ideas, considers alternatives and develops


Students learn to:1. Collecting

(a) Describe and use a range of hardware collection devices—pointing devices, scanners, digital cameras, video cameras, microphones, keyboards and optical character readers.(b) Describe and use software for collection—operating system, data entry into application software and Internet as a collection source.(c) Identify some of the non-computer tools for collection—literature searches, surveys, interviews, form design and manual recording.(d) Describe the social/ethical issues related to collection—bias, accuracy, copyright, privacy and ergonomics.

2. Organising(a) Describe how hardware collection devices organise data by digitising—text, numbers, images and audio.(b) Explain how application software organises data(c) Identify some non-computer tools for organising—hardcopy systems, pen and paper methods.(d) Describe the social/ethical issues related to organising—current trends, poorly organised data, suitable data.

3. Analysing(a) Identify the hardware requirements to carry out analysis—large amounts of storage, fast processing. (b) Describe and use software analysis features for analysis—searching, sorting, modelling and simulations, ‘what-if’ predictions, charts.(c) Identify some non-computer tools for analysing.(d) Compare and contrast computer/non-computer tools.

(e) Describe the social/ethical issues related to analysing—unauthorised analysis, incorrect analysis, privacy.

4. Storing and retrieving(a) Describe and use a range of hardware devices to store and retrieve data—magnetic disk, magnetic tape, optical disk and flash memory.(b) Describe and use the software used in storing and retrieving—hard interface software, file management software, file formats, DBMS, browsers, passwords.(c) Identify non-computer tools for storing and retrieving—paper-based storage systems, microfiche, library.(d) Describe the social/ethical issues related to storing and retrieving—security, unauthorised retrieval of data.

5. Processing(a) Describe the hardware used for processing—system unit, CPU, integrated circuit, motherboard, control unit, ALU, registers, processing speed, memory (RAM, volatile, cache, ROM).(b) Explain the operation of the CPU—fetch-execute cycle, i-time, e-time, pipelining.(c) Identify the different types of processing—centralised, distributed, parallel.(d) Explain how each piece of application software processes data by editing.(e) Identify some non-computer tools for processing—documentation, DFD, system flowcharts.(f) Describe the social/ethical issues related to processing—type of processing, ownership, bias.

6. Transmitting and receiving(a) Explain communication concepts—serial/parallel, asynchronous/synchronous, simplex, half duplex and full duplex, baud rate, bits per second.(b) Describe the hardware used in transmitting and receiving—communication within the computer (bus, expansion cards, port), modem, networks.(c) Describe the software used in transmitting and receiving—communication software.(d) Identify some non-computer tools for transmitting and receiving—mail system, telephone, fax, radio, TV.(e) Describe the social/ethical issues related to transmitting and receiving—accuracy, security, net-etiquette, acknowledgment of source, privacy, nature of work, impact of the Internet on traditional business.

7. Displaying(a) Describe and use a range of hardware devices for display—screens, printers speakers, plotters.(b) Describe software display features—reporting, formatting, spacing, mail merge, tables, charts.(c) Identify some non-computer tools for display—storyboard, traditional methods.(d) Describe the social/ethical issues related to display—communication skills, current trends, visually impaired, offensive material.

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SpreadsheetsTiming and resourcesTime: 3 weeksSyllabus: pages 18–25 Section 8.2Software/course specifications: pages 12–13, 15Texts: Heinemann IPT Prelim—G. K. Powers (chapter 7)






(a) Define a spreadsheet and describe its uses.(b) Describe the advantages of electronic spreadsheets over manual methods.(c) Organise data into rows and columns for entry into a spreadsheet.(d) Explain the meaning of cell, cell reference and selected cell.(e) Understand and distinguish between the three main types of data—label, value and formula.(f) Recognise features of the spreadsheet program—formula bar, status bar, scrolling.(g) Create a spreadsheet by entering labels, values and formulas into a cell.(h) Edit data in a cell by inserting and deleting.(i) Move data from a cell using cut and paste.(j) Copy data from a cell using copy and paste.(k) Move and copy data using drag and drop.(l) Copy the contents of a cell into adjacent cells using the ‘Fill’ command.(m) Search for specific text that is part of a label, value or formula using find and replace.(n) Design a spreadsheet using good design principles with four identifiable areas—instruction, input, calculation and output.(o) Open a completed spreadsheet from a storage medium.

2. Formulas(a) Create formulas that contain numbers, cell references, operators and functions.(b) Explain the meaning of a range of cells.(c) Use a name to replace a cell reference or a range in a formula.

(d) Describe a circular reference.(e) Use arithmetic operators (+, -, *, /, and ^).(f) Use relational operators (=, <>, <, >, <=, >=).(g) Use arithmetic functions (SUM, MAX, MIN, COUNT, ABS, SQRT and INT).(h) Use statistical functions (AVERAGE and STDEV).(i) Use logical functions (IF).(j) Use other functions (LOOKUP).(k) Explain the difference between absolute and relative referencing.(l) Copy formulas using absolute and relative referencing and the ‘Fill’ command.(m) Recalculate a formula if the values in a cell reference are changed.(n) Make ‘what if’ predictions using a spreadsheet.(o) Explain the advantages of a template.(p) Create a template to solve a simple problem.

3. Formatting a spreadsheet(a) Change the row height and column width—drag the border, redefine the default, and the minimum necessary to display the contents of a cell.(b) Insert and delete rows and columns.(c) Format cells with numbers to the following styles—general, fixed, comma, currency, per cent, scientific, date, time, fraction and special.(d) Align the contents of a cell vertically—top, centre and bottom.(e) Align the contents of a cell horizontally—align left, align right, centre, centre across selection, wrap text and shrink to fit.(f) Format text using a range of fonts and styles.(g) Use borders and shading to improve the appearance of the spreadsheet.(h) Run and record a macro for a repetitive task.

4. Charts(a) Explain the advantages of presenting data as a chart.(b) Describe and understand the purpose of each chart type—bar, column, line and pie chart.(c) Create a chart by selecting data and choosing a chart type.(d) Create and edit the features of a chart—chart title, axes, axis title, data labels and legend.(e) Import a chart into a word processing document.


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Prelim Topic 3: Planning, design and implementationTiming and resourcesTime: 3 weeksSyllabus: pages 26–28 Section 8.3Software/course specifications: pages 6–9Texts: Heinemann IPT Prelim—G. K. Powers (chapter 3)










Students learn to:1. Understand the problem

(a) Describe some of the reasons for developing a new information system.(b) Outline the stages of the traditional system development cycle.(c) Understand a problem—clear problem statement.(d) Describe a preliminary investigation:– data collection: compare and contrast methods

of data collection (interviews, surveys, observation, measurement).

– write a requirement report about the needs of the new system.

(e) Carry out a survey and interview to collect data.(f) Describe and construct a project plan—create a Gantt chart.

2. Making decisions(a) Make decisions from the data gathered in the preliminary investigation—constraints on the solution.(b) Describe and write a feasibility study to judge the appropriateness of a solution—economic, technical, schedule and organisational.(c) Explain a detailed analysis—organisational charts, analysis report, design specifications.(d) Identify the stages in the development of a new information system—Case study: A1 Designs.

3. Designing solutions

(a) Interpret and construct design tools to describe the information processes:– context diagram: process, data flow, external

entity.– data flow diagram (DFD): process, data flow,

data store, external entity.– system flowchart: standard flowcharting

systems.(b) Describe the methods of system design using the feasibility study and the analysis report:– external and internal specifications.– information technology: software packages,

custom software.– technical specifications.– text data and beta test.– documentation: user documentation.

4. Implementing(a) Describe the implementation of a new information system.(b) Describe and compare different methods of the conversion from an old system to a new system:– direct conversion.– parallel conversion.– phased conversion.– pilot conversion.(c) Understand the importance of training participants to use the new system—training specialists, technical support staff.

5. Testing, evaluating and maintaining(a) Describe the role of maintaining an information system—computer operators.(b) Explain the importance of testing a solution.(c) Explain the importance of evaluating a solution.(d) Identify the stages in the development of a new information system—Case study: A1 Designs.

6. Social and ethical issues(a) Explain the difference between machine-centred systems and human-centred systems.(b) Describe the social and ethical issues related to the work environment:– ergonomics: RSI, CTS.– furniture design: desk, chair.– information technology: screen, keyboard,

mouse, software design.– environmental factors: lighting, climate, noise.(c) Describe the social and ethical issues related to the impact of systems on work:– job design, work pressure, information overload.– use of skills: multiskilling, deskilling.– meaningful work.– nature of the workplace.– social relationships


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MultimediaTiming and resourcesTime: 2 weeksSyllabus: pages 18–25 Section 8.2Software/course specifications: pages 11, 13–14Texts: Heinemann IPT Prelim—G. K. Powers (chapter 10)






(a) Define multimedia and a multimedia production.(b) Understand that interactivity is a key feature of multimedia—hypertext.(c) Describe some of the uses of multimedia—education and training, entertainment, information.(d) Plan a multimedia product—clear purpose, identify an audience, gather and organise ideas.(e) Organise a multimedia product– use a script to outline the interactivity of a

product.– use a storyboard: linear, hierarchical, non-linear,

combination.(f) Explain how large multimedia files are stored and retrieved—compression, compression ratio, lossy compression, lossless compression.(g) Create a multimedia product using authoring software.

2. Presentation software(a) Define presentation software.(b) Describe and use some of the features of presentation software—on-screen presentations, audience handouts, overhead transparencies, speaker’s notes.

(c) Create a slide—template, colour scheme, frames.(d) View the presentation in different ways—slide view, outline view, slide sorter view, notes page view, slide show.(e) Insert different types of objects into the presentation—text, graphics, animation, sounds, video.(f) Edit objects—positioning, resizing, cropping, alignment, distorting, overlapping.(g) Reorder slides in a presentation.(h) Create a continuous presentation.(i) Print presentations in multiple formats—single slides for overheads, multiple slides per page, notes.

3. Types of media(a) Describe and use animation in a multimedia product:– cell-based animation.– path-based animation: tweening.– morphing and warping.(b) Describe and use audio in a multimedia product—sampling, sampling rate, bit resolution, stereo, mono.(c) Calculate the size of an audio file given the sample rate, the sample size, time and number of channels.(d) Describe and use video in a multimedia product—frames per second (FPS), video compression algorithm.

4. Multimedia design(a) Understand and use basic design principles—consistency, navigation, simple.(b) Describe and use design considerations for different types of media:– text and colour: body text, headings, layout,

formatting, colour style.– graphics and animation: position, icons.– audio and video.(c) Identify some common file formats used for multimedia—WAV, RealAudio, MIDI, MPG, MP3, Quicktime, animated GIF.


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InternetTiming and resourcesTime: 2 weeksSyllabus: pages 18–25 Section 8.2Software/course specifications: pages 14–15Texts: Heinemann IPT Prelim—G. K. Powers (chapter 11)






(a) Define the Internet and describe its historical development.(b) Describe the tools needed to make a connection to the Internet—computer, modem, phone line, ISP, protocols, TCP/IP.(c) Explain the difference between the Internet and the World Wide Web.(d) Describe and use the Web—Web site, Web site, hyperlinks.(e) Describe and access newsgroups—Usenet, rules regarding appropriate behaviour.(f) Chat on the Internet—IRC, chat rooms, rules regarding appropriate behaviour.(g) Download files—data compression, WinZip, Stuffit.

2. Web browsers(a) Access the Web using a Web browser—bookmarks, favourites.(b) Describe and use the basic tools and techniques of the Web browser—back, forward, refresh, home, stop, print.(c) Interpret and use Internet addresses:

– IP address: four 8-bit segments, eight 16-bit segments.

– domain name: www, name of specific computer, organisational domain, geographical domain.

– uniform resource locator (URL): protocol, domain name, file path.

(d) Find information using a search engine—keyword, combining keywords.

3. Electronic mail(a) Explain the advantages of electronic mail over other methods of sending messages.(b) Interpret and use email addresses—username, domain name.(c) Send and receive email messages -Email address, subject, carbon copy, blind carbon copy, main body.(d) Use features of email—reply to received mail, address book, mailing list, quoting, forwarding, signature.(e) Send and receive attachments.(f) Create email using informal rules regarding readability, clarity and netiquette.

4. Internet publishing(a) Explain the advantages in Web publishing.(b) Create a Web page by planning, designing, implementing, publishing, testing and evaluating.(c) Plan a Web page using appropriate conventions—less than one A4 page, main elements on the first screen, quick to load, consistent navigation and style.(d) Design Web page using six design elements—text, colour, graphics, multimedia, navigation and layout.(e) Implement the Web page design and save in HTML format.(f) Publish the Web page—advertise the Web page using a search engine, newsgroup.(g) Test and evaluate the Web page—validation services.


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Prelim Topic 4: Personal and group systems and projectsTiming and resourcesTime: 5 weeks (3 weeks for personal, 2 weeks for group)Syllabus: pages 29–31 Section 8.4Software/course specifications:Texts: Heinemann IPT Prelim—G. K. Powers (chapter 4)









solutions for a defined needP7.1 Recognises and applies management and communication

techniques to project workP7.2 Uses technology to support group work

Students learn to:1. Guidelines to projects

(a) Implement the five stages of the traditional system development cycle:– understand basic strategies for developing a

solution.– understand the nature of the problem.– examine existing solutions.– plan the overall stages of the project and the

tasks that have to be completed: project management.

– develop and implement procedures for file management: back up.

– design a solution using non-computer tools.– change the initial solution if necessary.(b) Understand the requirements of a written report:– contents: cover page, contents, stages in

developing systems, social and ethical issues, journal and bibliography.

– main section: a checklist for each stage of the system development cycle: required documentation.

– good design principles: edited and formatted appropriately.

– header/footer: author, project name, class, filename, date and page number.

– bibliography: source material.

2. Personal information systems(a) Identify the stages in the development of a personal information system: Case study—Katja Olsen.(b) Develop a personal information system to solve an information problem:– one participant whose purpose is to meet the

needs of that individual.– use more than one software tool and a

combination of data types.(c) Apply the five stages of the traditional system development cycle.(d) Apply project management tools to the development of the system.(e) Produce a written report:– document the five stages of the traditional

system development cycle.– represent the system diagrammatically.

3. Group information systems(a) Identify the stages in the development of a group information system: Case study—JANDZ Pty Ltd.(b) Develop a group information system to solve an information problem:– participants are a small group working together

to meet a need.– use more than one software tool and a

combination of data types.(c) Implement rules for group work:– each student must contribute to all sections of

the project.– all students must be involve in writing the

journal.– each student is given a specific role in the

project. They contribute to all sections of the project but have specific responsibilities depending on their strengths and weaknesses.

(d) Apply the five stages of the traditional system development cycle.(e) Apply project management tools to the development of the system.(f) Produce a written report (group report):– document the five stages of the traditional

system development cycle.– represent the system diagrammatically.


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Desktop publishingTiming and resourcesTime: 2 weeksSyllabus: pages 18–25 Section 8.2Software/course specifications: pages 11–12, 15–16Texts: Heinemann IPT Prelim—G. K. Powers (chapter 9)






(a) Define a desktop publishing and describe its uses.(b) Describe the advantages of desktop publishing over other methods of publishing.(c) Explain the difference between using a word processor and a desktop publishing program.(d) Describe the steps taken to publish a document.(e) Create a publication from design elements, such as text and a graphic.(f) Define on object by creating a frame.(g) Connect text frames using text flow.(h) Produce effective publications with good design by having clear purpose, identifying an audience and gathering ideas.(i) View the publication in different ways—full page view, actual size view, zoom in, zoom out.

2. Design elements(a) Describe and use text as a design element:– characteristics of a font: baseline, font height, x

height, cap height, ascender, descender, leading.

– typefaces: serif and sans serif typefaces.– body text: widow, orphan, good design

principles.– headings: good design principles.– columns: good design principles.

– format text: alignment, line spacing, indenting, hyphenation, character spacing, kerning.

(b) Describe and use a graphic as a design element:– use clip art, photograph, illustration or chart in a

publication.– modify a graphic: move, resize, crop.– use good design principles: size, number and

placement of a graphic.– create a watermark.(c) Describe and use colour as a design element:– understand the effect of colour on the style of a

publication.– use white space to add readability and

proportion to a page.

3. Page layout(a) Define page layout and investigate the desktop publishing templates.(b) Understand and use the basic principles of page layout—primary optical area, reading gravity, basic guidelines (keep it simple, consistency, contrast).(c) Create publications using the common page layout tools:– layouts: portrait, landscape, special folds,

special sizes, labels.– rulers and guides.– snap to feature: frame nudging.– template and master pages.

4. Printing a publication(a) Print a publication—resolution, dpi:– print a draft copy to experiment with the design

or proofread text.– print a final copy at the printer’s highest

resolution.– Commercial printing services: Postscript.(b) Create a publication using additional design elements:– drop cap.– use text effects: text on a slant, rotating text,

wrapping text along an arc.– use a border to highlight a piece of text.– callout.– wrap text around a graphic.– headers and footers.


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Core topic 1: Project workTiming and resourcesTime: 3 weeksSyllabus: pages 32–34 Section 9.1Software/course specifications: pages 6–9Texts: Heinemann IPT HSC—G. K. Powers (chapter 1)

Note: some of the outcomes specified will be carried out when students complete their personal/group projects.

Syllabus outcomesH1.1 Applies an understanding of the nature and function of

information technologies to a specific practical situationH1.2 Explains and justifies the way in which information systems

relate to information processes in a specific contextH2.1 Analyses and describes a system in terms of the

information processes involvedH2.2 Develops solutions for an identified need which address all

of the information processesH3.1 Evaluates the effect of information systems on the

individual, society and the environmentH3.2 Demonstrates ethical practice in the use of information

systems, technologies and processesH4.1 Proposes ways in which information systems will meet

emerging needsH5.1 Justifies the selection and use of appropriate resources and

tools to effectively develop and manage projectsH5.2 Assesses the ethical implications of selecting and using

specific resources and toolsH6.1 Analyses situations, identifies a need and develops

solutionsH6.2 Selects and applies a methodical approach to planning,

designing or implementing a solutionH7.1 Implements effective management techniquesH7.2 Uses methods to thoroughly document the development of

individual and/or group projects

Students learn to:1. Project management

(a) Outline the stages of the traditional system development cycle.(b) Describe a project plan.(c) Draw a Gantt chart.(d) Appreciate good communication skills—active listening, conflict resolution, negotiation skills, interview techniques, team building.(e) Describe information system personnel—systems analyst, programmers, project leader.

2. Social and ethical design(a) Explain the difference between machine-centred and human-centred systems.(b) Identify issues related to the work environment—health and safety, nature of work.(c) Identify issues related to systems and ethics—environment, equity.

3. Understanding the problem(a) Understand a problem—clear problem statement.(b) Describe a preliminary investigation—requirement report.(c) Describe and create a prototype—advantages and disadvantages.

4. Making decisions

(a) Make decisions from the data gathered in the preliminary investigation.(b) Describe and conduct a feasibility study of proposed solutions—economic, technical, schedule, organisational.(c) Describe an analysis report—design specifications.(d) Develop a project plan—subprojects, identify participants, information technology and data/information.

5. Designing solutions(a) Design a solution by transforming the specifications into information technology/information processes.(b) Describe solutions developed using participant development—changes to the system development cycle, advantages and disadvantages.(c) Interpret, construct and use the following design tools to better understand a system—context diagrams, data flow diagrams (DFD), decision trees, decision tables, data dictionaries, system flowcharts.

6. Implementing(a) Describe the implementation of a new information system—implementation plan.(b) Describe personnel and methods of participant training—training specialists, technical support staff.(c) Describe and compare different methods of conversion—direct, parallel, phrased, pilot.(d) Explain the importance of testing the system—information technology and information processes.

7. Testing, evaluating and maintaining(a) Describe testing and evaluating a solution.(b) Describe the role of maintaining an information system.(c) Understand the purpose of an operation manual.



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Core topic 2: Information systems and databasesTiming and resourcesTime: 5 weeksSyllabus: pages 35–38 Section 9.2Software/course specifications: pages 9–10Texts: Heinemann IPT HSC—G. K. Powers (chapter 2)








emerging needsH5.2 Assesses the ethical implications of selecting and using

specific resources and tools

Students learn to:1. Information systems

(a) Describe the characteristics of information systems—organisation of data into information, analysis of information to give knowledge.(b) Identify and describe the types and purposes of information systems—TPS, DSS, MIS, OAS.(c) Example of database information systems—identify and describe the relationships between participants, data/information and information technology. Case Study: MovieTime Video.

2. Organisational methods(a) Describe the advantages and disadvantages of non-computer and computer-based methods of organisation—appropriateness of a database.(b) Describe and create a flat file database—file, record, field, character.(c) Understand the purpose of a key—single key, composite key, primary key, secondary key.(d) Describe and create a relational database—schema, attribute, relationship, foreign key.(e) Describe the similarities and differences between flat-file and relational databases.

(f) Create a table to enter and display data.(g) Create a form to enter and display data.(h) Describe data modelling tools for organising data.(i) Create a data dictionary—field name, data type, field size, description, metadata.(j) Create a schematic diagram to show the relationships between entities.

(k) Describe normalisation—1NF, DKNF.(l) Describe hypermedia—hypertext, link, node, URL.(m) Compare and contrast hypermedia and databases for organising data.(n) Construct a hypertext document from a storyboard—HTML editors.

3. Storage and retrieval(a) Describe a DBMS—role and tasks performed by a DBMS.(b) Explain the different methods of accessing data—sequential access, direct access, index.(c) Describe a distributed database—two-phase commit.(d) Describe storage media—online storage, offline storage, hard disk, optical disc, removable cartridge, magnetic tape.(e) Understand encryption and decryption—asymmetric and symmetric encryption.(f) Describe procedures for backup and security—data security, firewalls.(g) Sort a database—ascending, descending, more than one level.(h) Search a database by querying the data—QBE, relational operators, logical operators, wildcards.(i) Construct an SQL query to select data—select, from, where, order by.(j) Describe the principles of the operation of a search engine.(k) Use search engines to locate data on the WWW—keywords, directories, search robot.

4. Other information processes(a) Design and generate reports from a database—report header, page header, details, page footer, report footer.(b) Create a report based on a query.(c) Position, format and sort fields in a report.(d) Construct different views of a database using a form.(e) Format a report and form using good design principles.(f) Example of database information systems—identify the relationships between participants, data / information and information technology. Case Study: RTA.

5. Issues related to information systems and databases(a) Acknowledge data sources—copyright.(b) Identify the issue of data accuracy—data validation, range check, list check, type check, check digit, data integrity.(c) Identify the issue of privacy and access to data—ownership.(d) Identify new trends—data warehousing, data mining.

RegistrationComment on topic: ______________________________________________________________________________________________________________________________________________________________________________________________Other resources used: _____________________________________________________________________________________Date completed_________________________ Time taken_____________________ Teacher’s signature: _________________


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Core topic 3: Communication systemsTiming and resourcesTime: 5 weeksSyllabus: pages 39–43 Section 9.3Software/course specifications: page 14Text: Heinemann IPT HSC—G. K. Powers (chapter 3)










Students learn to:1. Characteristics of communication systems

(a) Describe a communication system in terms of five basic components—data source, transmitter, transmission medium, receiver, destination.(b) Identify and describe a communication protocol.(c) Explain the process of handshaking.(d) Describe the speed of transmission—bandwidth, bps, baud rate.(e) Describe methods of error checking—parity checking, checksum, CRC.(f) Identify and apply communication settings—bps, data bits, parity, stop/start bits, flow control.

2. Examples of communication systems(a) Describe teleconferencing—audio conference, video conference. Advantages and disadvantages. (b) Identify the participants, data/information and information technology of teleconferencing.(c) Describe messaging systems:– traditional systems: telephone, fax.– voice mail.– electronic mail: email address, subject, carbon

copy, blind carbon copy, reply, quoting, forwarding, address book, mailing list, signature.

(d) Identify the participants, data/information and information technology, need and purpose for messaging systems.

(e) Describe electronic commerce—EFTPOS, electronic banking.(f) Identify the participants, data/information and information technology, need and purpose for electronic banking.

3. Transmitting and receiving(a) Describe communication concepts—parallel transmission, serial transmission, asynchronous, synchronous, simplex, half-duplex, full-duplex, protocols, handshaking, network, terminals, workstations, LAN, WAN, private leased line, PSTN, packet switching.(b) Diagrammatically represent and describe network topologies—star topology, ring topology, bus topology.(c) Explain network access methods—ethernet, token ring.(d) Identify and describe network hardware—NIC, file server, print server, mail server, Web server, routers, switches, bridges, gateways, hubs.(e) Describe transmission media—twisted-pair cable, coaxial cable, fibre-optic cable, microwave, satellite, wireless LANs, mobile phones.(f) Describe network software—network administrator, NOS, network administration tasks, logon, logoff.(g) Explain the difference between intranet and Internet—firewalls, extranet.

4. Other information processes(a) Describe collecting data for a communication system—telephone for voice mail, EFTPOS for electronic banking.(b) Describe processing in a communication system—encoding, decoding, analog data, digital data.(c) Understand encoding and decoding possibilities in transmission—analog data to analog signal, digital data to analog signal, digital data to digital signal, analog data to digital signal.(d) Send attachments with email.(e) Describe client-server architecture.(f) Describe displaying data for a communication system—telephone for voice mail, EFTPOS for electronic banking.

5. Issues related to communication systems(a) Describe and discuss issues related to messaging systems—social context, misinterpretation, power relationships, privacy, electronic junk mail, information overload.(b) Describe and discuss issues related to the Internet—Internet trading, censorship, Internet banking, radio and video.(c) Describe working from home using communication systems—advantages and disadvantages.


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Option topic 1: Transaction processing systemsTiming and resourcesTime: 5 weeksSyllabus: pages 44–47 Section 9.4.1Software/course specifications:Text: Heinemann IPT HSC—G. K. Powers (chapter 4)










Students learn to:1. Characteristics of transaction processing systems

(a) Describe a TPS as information systems that collect, store, modify and retrieve transactions of an organisation.(b) Outline characteristics of a TPS—rapid response, reliability, inflexibility, controlled processing.(c) Identify, describe and use batch transaction processing—advantages and disadvantages.(d) Identify, describe and use real-time transaction processing—concurrency, atomicity, advantages and disadvantages.(e) Compare and contrast batch and real-time transaction processing.(f) Understand the significance of data validation—transaction initiation, field checking.(g) Describe the historical significance of transaction processing systems.(h) Assesses the work routine of a manual transaction system.

2. Examples of transaction processing systems(a) Describe the components of a transaction processing system—users, participants, people.(b) Describe real-time transaction processing systems in terms of participants, data/information and information technology:– reservation systems.– POS terminals.– library loan system.(c) Describe batch transaction processing systems in terms of participants, data/information and information technology:– cheque clearance.– bill generation.– credit card sales transactions.

3. Storing and retrieving(a) Describe the storage of data into databases and files—hierarchical database, network database, relational database, master file, transaction file, report file, work file, programs file.(b) Understand a data warehouse—data that is consolidated, subject-oriented, historical, read-only.(c) Select and apply backup procedures—recovery, journal, checkpoint, backward recovery, forward recovery, magnetic tape, grandfather-father-son, partial backup.(d) Update in batch—sequential access, information technology.(e) Update in real time—direct access, information technology.

4. Other information processes(a) Describe collecting data for a TPS—MICR, ATM, barcode readers, paper forms, on-screen forms, Web forms.(b) Design and justify paper forms to collect data for batch processing.(c) Design user-friendly screens for on-line data collection.(d) Describe analysing data for a TPS—decision support systems, data mining, management information systems.

5. Issues related to transaction processing systems(a) Identify the issue of nature of work—automation of jobs, people as participants.(b) Understand the need for non-computer procedures to deal with transactions when the computer is not available.(c) Identify the issue of bias.(d) Describe the importance of data in transaction processing—data security, data accuracy, data integrity.(e) Describe control in transaction processing.


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Option topic 2: Decision support systemsTiming and resourcesTime: 5 weeksSyllabus: pages 48–51 Section 9.4.2Software/course specifications: pages 12–14Text: Heinemann IPT HSC—G. K. Powers (chapter 5)










Students learn to:1. Characteristics of decision support systems

(a) Describe a DSS as information systems that assist users to make a decision by providing information, models and analysis tools.(b) Outline the nature of DSS—interactivity, data management, model management, dialogue management.(c) Classify situations—structured, semi-structured, unstructured recognised.

2. Examples of decision support systems(a) Describe semi structured situations in terms of participants, data/information and information technology—banking, fingerprint matching.(b) Describe unstructured situations in terms of participants, data/information and information technology—predicting stock prices, managing disaster relief.(c) Outline types of DDS—spreadsheets, databases, expert systems, neural networks.(d) Analyse trends using a spreadsheet—‘what-if’, range, label, value, formula, editing data, workbook, template, macro, charts.(e) Extract data from a database—query, data warehouse, data mart.

3. Organising and decision support systems(a) Design a spreadsheet—pen and paper, template, data sources, user interface, instruction area, input area, calculation area, output area.

(b) Develop formulas for a spreadsheet—cell references, name, operators, functions, circular reference, absolute referencing, relative referencing, mixed cell reference.(c) Construct a knowledge base—if-then rules, expert system shells, MYCIN.

4. Processing and decision support systems(a) Describe the structure of expert systems—knowledge base, database of facts, inference engine, explanation mechanism.(b) Enter rules and facts into an expert system shell.(c) Explain types of inference engines—forward chaining, backward chaining.(d) Describe situations better suited to forward chaining and those better suited to backward chaining.(e) Describe fuzzy logic—certainty values.(f) Create a simple macro in a spreadsheet.

5. Analysing and decision support systems(a) Describe data mining—intelligent agents, results obtained from data mining.(b) Extract summary data from a spreadsheet—filtering, report, pivot table.(c) Make predictions based on the analysis of a spreadsheet—‘what-if’ models, statistical analysis, bar chart, column chart, line chart, pie chart.(d) Compare and contrast data matching in a database, a neural network and an expert system.

6. Other information processes(a) Identify data for DSS—primary sources, secondary sources, structured data, unstructured data, data range.(b) Describe the role of the expert—heuristic.(c) Describe the role of the knowledge engineer.(d) Describe the operation of intelligent agents—search engines for the Internet.

7. Issues related to decision support systems(a) Describe intelligent systems—artificial intelligence.(b) Outline the reasons for intelligent systems—preserving expert’s knowledge, improving performance and consistency, making rapid decisions, analysing unstructured situations.(c) Describe the responsibilities of those performing data mining—erroneous inferences, privacy.(d) Identify the emerging trend of group decision support systems—presentation material, brainstorming, voting, evaluation.(e) Identify individual(s) who are responsible for decisions.


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Option topic 3: Automated manufacturing systemsTiming and resourcesTime: 5 weeksSyllabus: pages 52–55 Section 9.4.3Software/course specifications: page 15Text: Heinemann IPT HSC—G. K. Powers (chapter 6)










Students learn to:1. Characteristics of automated manufacturing systems

(a) Explain concepts of automation and manufacturing.(b) Describe an automated manufacturing system as an information system involved in production by inventory tracking, record-keeping, production scheduling and actual production.(c) Identify and describe the features of an automated manufacturing system—sensor, controller, actuator.(d) Describe direct users of an automated manufacturing system—supervisors, people whose task is dependent on the system for information.(e) Evaluate and refine a block diagram—external input, system, external output, external output/input.

2. Examples of automated manufacturing systems(a) Describe an assembly line production in terms of participants, data/information and information technology—programmable logic controllers.(b) Describe automated warehouses in terms of participants, data/information and information technology.(c) Describe CAD/CAM in terms of participants, data/information and information technology—numerical control.

(d) Describe mail sorting in terms of participants, data/information and information technology—EV-40, NP-8000.(e) Outline the reasons for automation—repetitive tasks, faster decision making, safety, cost reduction, quality control, productivity gains, design gains through simulating and modelling.

3. Collecting in automated manufacturing systems(a) Discuss the relationship between CAD and CAM in manufacturing systems—CIM.(b) Use a CAD software package to reproduce a given design.(c) Describe the physical operation and scientific principles of sensors—temperature sensors, resistance thermometers, thermocouples, thermistor, pressure sensors, diaphragm, motion sensors, flow sensors, light sensors, photodiode.(d) Describe the operation of barcode readers and inventory tracking—barcode, checksum, EAN-13.(e) Explain analog to digital conversion—ADC.(f) Describe damping—overdamping, underdamping, critical damping.

4. Other information processes(a) Describe the trend towards mass production—inflexibility.(b) Outline types of production—continuous system, batch system, discrete system.(c) Categorise and justify systems as either continuous, discrete or batch.(d) Describe actuators as a display device that performs a mechanical action under the control of a signal from a controller—solenoid, electric motor, stepper motor, relay, hydraulic pump.(e) Explain digital to analog conversion—DAC.(f) Identify noise as unwanted data or interference that reduces the quality of the signal—shielding, filters, methods of error detection.

5. Issues related to automated manufacturing systems(a) Identify and discuss the changing nature of work resulting from automation in manufacturing technology—job design, deskilling, multiskilling.(b) Describe the advantages of semi-automation—flexibility, common sense, ingenuity.(c) Classify and justify systems as either human-centred systems or machine-centred systems.(d) Identify reliability and quality as issues with automated manufacturing systems.(e) Describe the improved safety as a result of automated manufacturing.


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Option topic 4: Multimedia systemsTiming and resourcesTime: 5 weeksSyllabus: pages 56–59 Section 9.4.4Software/course specifications: pages 11–12, 13–14, 15Text: Heinemann IPT HSC—G. K. Powers (chapter 7)










Students learn to:1. Characteristics of multimedia systems

(a) Describe multimedia system as an information system that combines different types of media.(b) Describe text, hypertext and number as types of media—hyperlink.(c) Describe audio, image, animation and video as types of media—MP3, pixel, bit-mapped graphic, aliasing, vector graphic, cell.(d) Explain the differences between print and multimedia—mode of display, interactivity.(e) Outline image storage demands—frame buffer, bit mapping, bit depth, colour graphics.(f) Outline audio storage demands—sampling rate, sample size, mono, stereo.(g) Outline video processing demands—video capture card, frame rate.(h) Outline animation processing demands—cell-based animation, path-based animation, tweening, morphing, warping.(i) Describe the role and skills of people in multimedia systems—content providers, system designer, project manager, technical staff.

2. Examples of multimedia systems(a) Describe multimedia in education and training in terms of participants, data/information and information technology—CBT.(b) Describe multimedia in leisure and entertainment in terms of participants, data/information and information technology—computer games.(c) Describe multimedia use for information in terms of participants, data/information and information technology—multimedia encyclopaedia, information kiosks.(d) Describe multimedia use for virtual reality and simulations in terms of participants, data/information and information technology—flight simulators.(e) Outline the advances in technology influencing multimedia development—WWW, CD-ROM speed, DVD.(f) Evaluate well-designed multimedia systems—consistent layout and format, easy navigation, simple design elements, good design principles for each media type.

3. Displaying in multimedia systems(a) Describe hardware devices used to display multimedia—screens, CRT, raster scan, refreshing, vector display systems, LCD, projection devices, speakers, head-up displays.(b) Describe software for creating and displaying multimedia—presentation software, application software, authoring software, animation software, Web browsers, HTML editors.(c) Use available hardware and software to display multimedia.(d) Create samples of different media types.

4. Other information processes(a) Describe collection methods and devices for digitising—scanners, digital cameras, video cameras, VCR, frame grabber, microphones, sound card.(b) Describe organising presentations—script, storyboard.(c) Plan a multimedia presentation using a storyboard.(d) Describe processing data for a multimedia system—integration of data, compression and decompression, CODEC, hypermedia.(e) Describe storing and retrieving of information for a multimedia product—compression techniques, lossy compression, lossless compression, file formats.(f) Design and create a multimedia presentation.

5. Issues related to multimedia systems(a) Identify and discuss copyright—acknowledgment of source data.(b) Identify and discuss appropriate use of the Internet.(c) Describe merging technologies—radio, television, Internet, digital television.(d) Identify and discuss data integrity of source data.


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Sample Teaching Program22




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Documents

· Web view2 Word processing (2 weeks) Assessment task: Written/oral presentation—PT1 (10%) 3 Databases (2 weeks) 4 Graphics (2 weeks) Term 2. 5 Prelim Topic 2: Tools of Information