developing a unit of work€¦ · web viewsoftware tools that can be used to create a solution;...

VCE INFORMATION TECHNOLOGY

Unit title Time allocation Year Level

UNIT 2: IT PATHWAYS SEMESTER 2, 2014. 12 WEEKS (4 classes per week)

YEAR 11

Unit overview

Purpose and focus

This Unit focuses on how individuals and organisations use ICT to meet a range of purposes. Students apply a range of knowledge and skills to create solutions, including those that have been produced using programming or scripting language to meet the users’ needs. In the Unit, students apply all stages of the problem-solving methodology when creating solutions.

Learning context

In the course of this unit the students investigate or consider the following software tools by undertaking 3 major Areas of Study

Area of Study 1: One of more of: A programming language, database software, spreadsheet software, data visualisation software.

Area of Study 2: A programming or scripting language; tool for creating an electronic journal.

Area of Study 3: Software tools that can be used to create a solution; tool for planning a project.

Demonstration of learningStudents will consolidate and demonstrate their learning by completing three compulsory and assessable Outcomes, (see details below). In Area of Study 1 students analyse and manipulate data to create effective visualisations. In Area of Study 2 students develop skills in using programming or scripting software language and investigate careers in ICT. Area of Study 3 involves effective teamwork and applying all stages of problem-solving methodology to create a solution for a client.

(Victorian Curriculum and Assessment Authority, 2010)

EDF4868Assign1SemTwo2014VCEUnitLPlanJSendeckyj25088602

Area of Study 1:Data Analysis and Visualisation

Expectations and outcome


Key knowledge to be acquired


Key skills to be learned

ExpectationsIn this AoS students develop knowledge and skills in using software tools to access and select authentic data from large repositories, and in presenting key aspects of the data in an appropriate visual form; see Key Knowledge and Skills (opposite).Students will be expected to apply problem-solving methodology, introduced in Unit1.

Outcome 1Students will apply the problem solving methodology and use appropriate software tools to create data visualisations that meet the user’s needs.

Key knowledge to be acquired in (AoS 1) includes:o stages of the problem-solving methodology o types of information problems and users’ needs

that can be met through presenting information in visual forms

o problem-solving activities related to analysing information problems

o types of data visualisations o sources of authentic data o data types and data structures relevant to

selected software tools o purposes of data visualisations o suitability of different types of visualisations that

meet users’ needs o design tools for representing data visualisations o needs of users that can influence the type and

presentation of visualisations o criteria and techniques for evaluating

visualisations o characteristics of file formats and their ability to

be converted to other formats o functions of appropriate software tools to select

required data and to manipulate data when developing visualisations

o formats and conventions applied to visualisations in order to improve their effectiveness for intended users.

Key skills to be learned in (AoS 1) include the ability to:

o analyse information problems o select appropriate sources of data and identify

relevant data o determine the suitability of different data types and

structures for creating visualisations o select types of visualisations that are appropriate to

the data o select and apply appropriate tools to represent the

design of the visualisations o apply software functions to locate and acquire data

that will be input and manipulated o use appropriate software tools, and select and apply

a range of suitable functions to efficiently develop different types of effective data visualisations

o select appropriate techniques and apply criteria to determine the extent to which data visualisations meet users’ needs.


Sequence of learning activities Teaching strategies and assessment opportunities Resources


Week 1Discuss problem-solving methodology

Investigate purpose of data visualisation and characteristics that influence type and presentation

Design appropriate data visualisations for different user groups using the same data set

Week 2Investigate sources of data; discuss the data that each provides and its format

Create an effective graphic using data visualisation tools for a specific user

Week 3Experiment with web-based examples and demonstrations of visualising thinking tools and composition of data

Week 4Develop appropriate Design Tools

Select appropriate techniques and apply criteria to determine the extent to which data visualisations meet users’ needs.

Week1: Class discussion Discuss Case Study in text (Southside Makers):What are their solution requirements? What are their constraints? How should they seek client feedback?

Investigate – note-taking/class discussion• Software tool does Hans Rosling use in presentation?• Does dynamic data enhance the quality of presentation?• What features of Google motion charts are most effective?• How are relationships shown between different data sets?• Rosling uses different means to represent complex data. Describe the formatting features that are most appealing.

Using the Excel Data table: create 3 data visualisations: a text cloud depicting favourite sports chart depicting most popular sport in relation to

student age histogram showing peek and troughs of types

sport played over 12 monthsWeek 2: Groups tasks and feedback to classAccess data from the Australian Bureau of Statistics, World Bank, CIA Fact Book or the ATO and apply processing features to present information in an effective graphic form and what solution you needed by gathering the data. Justify why you chose this graphic form: Comparison of data? Distribution of data? Relationships of data? Did you group find a solution?Week 3:(Think, pair, share). Class presentationsInvestigate visualisation ‘thinking tools’ on these websites. Why would you use these tools?What formats and conventions do these tools use?Research comparative data for three different countries, compare them and graph them appropriately and in an interesting way. Present to class.Week 4Groups. Discuss examples from “junkcharts” website.For data visualisations completed in weeks 1 & 2:

Develop appropriate design tools, layout diagrams, storyboards or flowcharts

Develop an evaluation strategy for efficiency & effectiveness considering useful formats and conventions.

Week1 Text: pp. 180 – 186 Marl Kelly’s noteshttp://vceit.com/p/00-psm2011.htm Text: pp. 187– 196YouTube: Hans Rosling “Myths About the Developing World

http://www.youtube.com/watch?v=PHhdNEKwN50 (Part 1/3)http://www.youtube.com/watch?v=0VVa_YrpMpk (Part 2/3)http://www.youtube.com/watch?v=8pizaZo6nUc (Part 3/3)

Excel Data table: Types of sport activities students participate in (outside of school) over 12 months; weekly hours of sport activity; age of student; class of student; enjoyment rating (1 – 5 most enjoyable)Microsoft Excel Spread Sheets

www.wordle.com

Week 2:www.abs.gov.au. Australian Bureau of Statistics. (Select Statistics, Statistics by Topic, and locate a set of data)www.worldbank.org World Bankwww.cia.gov/library/publications/the-world-factbook/ CIA World Fact Bookwww.sto.gov.au Australian Tax Office

Week 3www.infiview.comwww.visualcomplexity.comwww.readwriteweb.com www.infochimps.orgwww.google.com/publicdata/directoryText: p195

Week 4http://junkcharts.typepad.com/

Text pp 203 – 204Text p 205Text pp 207 - 208


http://junkcharts.typepad.com/

http://www.google.com/publicdata/directory

http://www.readwriteweb.com/

http://www.visualcomplexity.com/

http://www.infiview.com/

http://www.sto.gov.au/

http://www.cia.gov/library/publications/the-world-factbook/

http://www.worldbank.org/

http://www.abs.gov.au/

http://www.wordle.com/

http://www.youtube.com/watch?v=8pizaZo6nUc

http://www.youtube.com/watch?v=0VVa_YrpMpk

http://www.youtube.com/watch?v=PHhdNEKwN50

http://vceit.com/p/00-psm2011.htm

Assessment: Outcome 1Students will select data from data sets, design solutions and use a range of software functions to develop solutions that meet specific purposes.

Area of Study 2:Programming and Pathways

Expectation and outcome





Area of Study 2 (AoS 2)Programming and PathwaysIn this AoS students will develop knowledge and skills in the use of programming and/or scripting language software, see Key Knowledge and Skills (opposite).NB: It is strongly recommended that AoS 1 is taught before AoS 2, and Outcome 1 is completed before students begin Outcome 2.

Outcome 2← On completion of this unit the student should be able to design, and develop using a programming or scripting language, limited solutions, record the learning progress electronically, and explain possible career pathways that require the use of programming or scripting skills. To achieve this outcome the student will draw on key knowledge and key skills outlined in AoS2.

Key knowledge to be acquired in (AoS 2) includes:o stages of the problem-solving methodology o data types and methods of representing

and storing text, sound and images o methods of representing solution designs o techniques for manipulating data and

information o naming conventions for files and objects o testing and debugging techniques,

including construction of test data o characteristics of logically constructed

electronic journals o roles and responsibilities of people who

develop and support ICT solutions within organisations

o ICT career opportunities and pathways.

Key skills to be learned in (AoS 2) include the ability to: o represent design specifications using

appropriate methods o apply techniques for manipulating data and information using

a programming or scripting language o apply testing techniques using test data o record in an electronic journal the new knowledge and skills

applicable to each programming or scripting task, and evaluate how well they were applied

o investigate ICT careers and pathways that require the use of programming or scripting languages.


Sequence of learning activities Teaching strategies and assessment opportunities Resources


Week 1 Development of Programming

Learning Journal Introduction to programming and

algorithms and begin developing skills to design a solution for a programming need.

Week 2 Write a program that allows users to

enter a range of data types and validates entered data

Consider data types and methods of representing and storing text, sound and images

Week 3 Discuss and document the naming

convention to be used in all programming activities

Write a program that allows users to enter a range of data types and validates entered data (Cont. from Wk2)

Week 4 Develop an appropriate testing table

for programming problems provided identify and define key terms used when programming.

Write a simple program that performs calculations given all variables

Use the Internet to investigate careers advertised in the area of programming

Week 1Develop a logical and orderly Programming Learning Journal for reference in completing Outcome 2

Chapter tasks and & Questions Evaluation of What I’ve Learned Final Task

Follow training videos and consult text PDF’s for Chapters 1, 2 & 3 and build programs: 1)Simple Snap and 2) Simple Stopwatch.

Week 2Follow steps in training videos and consult text PDF’s for Chapters 4, 5 & 6. Students and build programs: 1) The Maths Machine and Maths Machine title screen2) Image browser (with zoom)3) Graphics presentation and Sketch program

Week 3Nelson Text Ch 6: - discuss: • methods of representing solution designs• techniques for manipulating data and information• naming conventions for files and objects; provide examples of control structures using pseudocode

Follow steps in training videos and consult text PDF’s for Chapters 7, 8 & 9. Students and build programs:1) Cats and dogs and 2) Currency converter

Week 4Nelson Text Ch 6: - discuss: • testing and debugging techniques, including construction of test data. Develop testing tables and define key terms used when programming‘Simple Snap Extension: Shuffle’Students program an extension to the ‘Snap’ game they have previously programmed by adding code and variables to allow a random card ‘shuffle’ (see Appendix 3)Other Extension activities as required.

Investigate, research (worksheets)1.Students research ‘Youth Central’ Website and complete Worksheet (see Appendix 1)2. Students watch video ‘Roles and Responsibilities in IT’ and complete worksheet (see Appendix 2)

Week 1Programming Learning Journal (see example in Appendix 3)Salesian College Visual Basic Training MP4 videos: NB: Training videos developed by IT teachers for students to access for homework, i.e. not all done in class.U202_01_Intro_And_Setup_Folders.mp4 to U202_06_Chapter_03b.mp4 (x 6 videos. Time approx. 105min )Text PDF VBfE_ Express_EditionCH1.pdf. IntroductionCH2.pdf. Getting StartedCH3.pdf. Images, timers &simple decisionsWeek 2Salesian College Training videos: U202_07_Chapter_04a.mp4; to U202_12_Chapter_06b.mp4 (x 6 videos. Time approx. 95min)Text PDF VBfE_ Express_EditionCH4.pdf. Declaring variables. Using multiple formsCH5.pdf. Dialogue boxes, loading images and scroll barsCH6.pdf. Graphics and loopsWeek 3Text: Nelson Information Technology VCE Units 1 & 2 (5th Edn.). CH 6Salesian College Training videos: U202_13_Chapter_07a.mp4; to U202_17_Chapter_09a.mp4; (x 5 videos. Time approx. 80min)Text PDF VBfE_ Express_EditionCH7.pdf. Different forms of input & outputCH8.pdf. Selecting from a listCH9.pdf. Animation and making games

Week 4Text: Nelson Information Technology VCE Units 1 & 2 (5th Edn.). CH 6

Programming Extension worksheet for ‘Simple Snap Extension: Shuffle’ (see Appendix 4)

1. Careers Website:http://www.youthcentral.vic.gov.au/search/site/Jobs%20Careers%20Industry%20profiles%20Information%20communications%20technologyWorksheet (see Appendix 1)2. Click View Video: ‘Roles and Responsibilities in IT’ (see Appendix 2)


http://www.youthcentral.vic.gov.au/search/site/Jobs%20Careers%20

Assessment: Outcome 2Students will use their Programming Journal as a basis for a programming solution to be done in class under exam conditions.

Area of Study 3:Tools, Techniques and Procedures

Expectation and outcome





Area of Study 3 (AoS 3)Tools, Techniques and ProceduresFor this AoS students will apply all stages of the problem-solving methodology to create solutions to information problems; see Key Knowledge and Skills as outlined (opposite).

Outcome 3← On completion of this unit the student should be able to work collaboratively and apply the problem- solving methodology to create an ICT solution, taking into account client feedback.

Key knowledge to be acquired in (AoS 3) includes: role of clients in shaping how ICT is used to

create solutions and strategies for acquiring feedback from clients

functions of key hardware and software components of information systems used to solve problems

stages of the problem-solving methodology problem-solving activities related to analysing

information problems, in particular the identification of constraints on solutions

design elements that influence the functionality and appearance of solutions

design tools for representing solutions criteria for evaluating the efficiency and

effectiveness of solutions formats and conventions applied to the

presentation of information in order to improve effectiveness for intended clients

techniques for manipulating data and information, and testing solutionsprocedures and techniques for effectively managing the naming and classification of files, folders and directories, and the security of backups and file transfersstrategies for evaluating whether solutions meet their purposestrategies (tools and techniques) for coordinating the tasks, people, resources and time required to create solutions.

Key skills to be learned in (AoS 3) include the ability to: analyse information problems prepare and follow plans that coordinate the tasks, people,

resources and time required to develop solutions select and apply appropriate tools and techniques to design

solutions liaise with the clients in order to obtain feedback on the

preferred designs, and make adjustments, where necessary select and apply suitable equipment, tools, functions, formats

and conventions to create solutions apply techniques and procedures to securely and effectively

handle files devise and implement an evaluation strategy.


Sequence of learning activities Teaching strategies andAssessment opportunities

Resources


Outcome 3← On completion of this unit the student should be able to work collaboratively and apply the problem- solving methodology to create an ICT solution, taking into account client feedback.

NB: See lesson plans. Students worked through the Problem-solving methodology to complete all taks s and activities necessary to successfully complete SAC U203 (Unit 2 Outcome 3) SAC sheet is attached

Week 1Stage 1: Analysis

Week 2Stage 2: Design

Week 3Stage 3: Development

Week 4Stage 4: Evaluation

Lesson Plans

See separate lesson documents:Stage1 ANALYSIS – 2 lessons

Stage2 DESIGN– 2 lessons

Stage3 DEVELOPMENT – 1 lesson

Stage4 EVALUATION – 2 lessons

NB: All resources developed for these lessons are also contained in zip file, ie Power Point presentations, worksheets, Glossary, Task sheets (student names withheld), design tool s(e.g. Gantt chart )

Consistency of teacher judgmentsSelect the strategies to promote consistency of teacher judgments.

shared understandings of the learning outcomes collaborative planning common assessment tasks

statements of anticipated evidence / criteria sheets moderation processessamples of typical responses


Gathering and recording evidence of demonstrations of learning outcomes [See Table 1 below & on page 19, QSCC Position Paper and guidelines on assessment and reporting]

Assessment techniques Determine the assessment techniques to be

used to gather evidence. observation consultation focussed analysis self- and peer- assessment

Sources of evidence and assessment strategies Identify possible sources of evidence and an appropriate

range of assessment strategies.

Recording instruments Select recording instruments so that evidence is easily

accessible for decision-making purposes.

How and when will judgments be made about the students’ demonstrations of the learning outcomes?

How and when will reporting of student progress occur?

Identify when gathered evidence will be reviewed and judgments made about the demonstration of learning outcomes

Identify school-based and external moderation processes.

Identify school based requirements for reporting to students, parents and others

Unit Analysis and Teaching Critique

NOTES

Lesson plans were written for two VCE Year 11 IT classes (INF02A & B), however, as the content for two classes was very similar, only lesson plans for one class have been submitted to adhere to assessment file size constraints. This Unit Analysis and Teaching Critique does however comment on both classes individually.

(after teaching the lessons) include a discussion/ critical analysis/ evaluative reflections of the unit in which the

pedagogy, teacher centered, students centered? Lecture? Activities? problems, see individual lessons potential advantages, and other issues

Plan for teacher evaluation of the unit. Consider:

EDF4868Assign1SemTwo2014VCEUnitLessonsJSendeckyj25088602

How effectively did the unit develop the valued attributes of the lifelong learner? How effectively did the unit incorporate the cross-curricular priorities? Were school priorities addressed? Was the unit context relevant to and appropriate for the demonstration of the learning outcomes? Were there sufficient assessment opportunities for students to demonstrate their learning? Were the criteria appropriate for making judgments about students’ demonstration of the learning outcomes? Were the resources appropriate and effective for the learning context? What information can assist teachers and students to plan subsequent learning episodes/units of work?


APPENDIX 1

Unit 2: IT Pathways: ICT Careers

WORKSHEET 1

Go to - http://www.youthcentral.vic.gov.au/search/site/Jobs%20Careers%20Industry%20profiles%20Information%20communications%20technology

and answer the following:1. Watch the YouTube clip on the page and answer the following:

a. What were the jobs of the three people profiled?b. What were the benefits of working in IT

2. How many people are there employed in the ICT industry in Australia today?3. How much gross annual revenue does IT generate?4. What is significant about Victoria with IT jobs in Australia?5. Use Look at Technology Careers section look at all the profiles in the different categories and pick on that you think appeals to you most (e.g. Be Creative)

a. What is your category?b. Why does this one appeal to you? (write a paragraph)

6. Look at the Studying ICT section and find a course you may be interested if you studied ICT, detail the following points:a. Name of courseb. Institute/Locationc. Duration (full time)d. Pre-requisites/ATAR(Enter)e. Core subjects

7. Go to http://mycareer.com.au find an IT job that you think sounds interesting and detail:a. Name of jobb. Company/Organisationc. Why you chose this jobd. Dutiese. Selection criteriaf. Salary


http://www.youthcentral.vic.gov.au/search/site/Jobs%20Careers%20Industry%20profiles%20Information%20communications%20technology

http://www.youthcentral.vic.gov.au/search/site/Jobs%20Careers%20Industry%20profiles%20Information%20communications%20technology

APPENDIX 2

WORKSHEET 2

Roles & Responsibilities in IT

Suggested Activities While Viewing

Introduction

1. List the four main areas that the IT industry can be divided into:

2. What is the main focus that a modern corporation takes in its business approach?

3. Describe how the product lifecycle works in with the four main areas identified in Question 1.


4. What are the two main types of communication that occur between the areas identified in Question 1? Identify a major advantage of each communication method.

Product Development:

1. List the types of jobs available in the area of Product Development:

2. What does an Enterprise Application Integration Consultant do? What sort of qualifications might you require?

3. Identify the sort of tasks undertaken by an EAI consultant.

4. Describe one method that a company such as IBM uses to formalise its support and information sharing within the organisation:


5. Identify the personal qualities required to work effectively as an EAI consultant.

Sales and Marketing:

1. What is the main purpose of product sales and marketing?

2. Identify the types of positions available within product sales and marketing within the IT field:

3. Describe a typical day for a Sales Representative within IBM:

4. Describe the importance of networking and relationships for someone in sales.

5. List the main employment areas available in a large IT company such as IBM:


Support and Review:

1. Identify the range of roles available in the Support and Review area:

2. What is the main purpose of the Support and Review area?

3. Describe typical responsibilities of an Onsite Support Representative:

4. What personal skills are required for a support person?

System Development, Maintenance and Support:

1. What is the main purpose of the system development, maintenance and support area?

2. What sort of qualifications do you need to work in the area of system development, maintenance and support?


3. Why is the capacity to work in a team important in this area?

4. How does the system development, maintenance and support area fit in with the other main IT areas?


APPENDIX 3Programming Learning Journale.g. Today I learned how to open VB.NET and how to create a simple program that would execute. I learned what an algorithm is and how a NS Diagram can be used to detail the contents of an algorithm.


NS Diagram

VB.NET user interface

This play button runs the program

Coding is contained in this file

This is what the program will look like.

APPENDIX 4

Unit 2: IT Pathways: Programming Solution

WORKSHEET 3

Simple Snap ExtensionShuffleNow you need to make it so that the snap game has different cards come up every time you play. You can achieve this by using Randomize and a Select case statement.You will need to declare 6 different variables in the forms variable declaration area.

Then Create a Separate Sub called Shuffle() before the End Class at the end of the program

The code above is unfinished, it allows for 4 separate cases. Build your solution to allow for 5 separate casesYou will need to call this Shuffle sub from within the form Load procedure (double click on the form to get into the form load procedure and add the name of the shuffle procedure e.g. “Shuffle()”)and the Reset button.Then you will need to update the code in each of the buttons


TimerNext you would like to make it so as soon as the player clicks on a card button a timer is started and after about 3 seconds if they do not find a “Snap” the cards will turn back over.First you will need to add a timer to your formRemember that each button should be disabled after clicking on and re-enabled in the Reset procedure.The reset procedure should also reset the variable LastSelection back to empty “”Then you will need to add the code to each card button that Enables the timer.Then you will need to declare a variable to keep track of the timer count Then in the tick event of the timer (double click on the timer in your form to get into this) you will need to increment the clock counter and then set up an If statement that if the ClockCount is greater than a certain amount (do some testing to decide on this) then all the cards will reset to be invisible and the clock counter is set back to 0 and the clock will be set back to enabled – false.Finally use what you learnt in Simple Stopwatch to put a timer on the screen that shows the countdown. The countdown should go from 10 – 0. Hint Use -1 in your If statement


ScoreNow you want to create variables that keep track of player score and number of games played. When a player gets a “Snap” one is added to games played, and whatever is left on the timer is added to the Score. Also on the screen you would like an indication of average score (score / number of games played).


References

Potts, C., Lawson, J., Fitzpatrick, M., Keane, T., Lawson, M., & Caridi, A. (2011). Nelson Information Technology VCE Units 1 & 2 (5th Edn.). South Melbourne, Cengage Learning.

Author, ?, year ?. Visual Basic.NET. VBfe Express Edition. Place, Publisher

Victorian Curriculum and Assessment Authority, 2013. Information technology: Victorian Certificate of Education Study Design. East Melbourne, VCAA.


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