sd orientation

8/12/2019 SD Orientation

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Orientation 2013 2014

http://code.org/quotes

Student Name: Form:

VCE Software Development Units 3 & 4 20 41

Everybody in this country shouldlearn how to program a computer because it teaches you how tothink.Steve Jobs, the Lost nterview

Learning to write programsstretches your mind, and helps youthink better, creates a way o!thinking about things that think ishelp!ul in all domains.

"ill #ates$hairman, %icroso!t

Learning to code is use!ul nomatter what your career ambitionsare.

&rianna 'u!!ington

(ounder, )he 'u!!ington *ost

+ids who understand code are at thehighest level o! literacy in the 1stcentury. )his will give all kids the tools tomove !rom consumers to creators,enabling them !or huge success.

-igital Li!estyle E pert / )0 'ost, "$,$ 2'L , *3%ario &rmstrong
http://code.org/quoteshttp://code.org/quotes


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!ttendan"e

Adhere to BHS V ! Attendance po"ic# ma#imum 4 nonV ! Appro$ed a%sences per se&ester.

'hen a%sent see #our teacher a%out the (or) &issed andcatch up ASA*.

S!C $S"%ool !ssessed Coursewor ' (as s ) *0+ of stud, s"ore

Four SA tas)s +2 per unit,. -repare -or SA tas)s thorough"# %# doing a"" c"ass (or) and practice

SA s. no( the wei.%tin. o- SA tas)s. !ttend a"" SA c"asses +un"ess #ou need a V ! appro$ed a%sence,. i$e prior warnin. (hen #ou )no( #ou (i"" %e a%sent -or a SA e.g.

e cursion so &a)e up SA ti&e can %e arranged. *a# c"ose attention to assessment "riteria and &ar)s a""ocated. /alan"e SA ti&e (ise"#. -la.iarism is not a""epta le . o ,our own (or) in c"ass so that it can

%e authenticated. Students caught p"agiarising can %e gi$en an N -or theoutco&e 5 -or unit.

E#am ) ot%er *0+ of stud, s"ore

End of ,ear e#am inc"udes content -ro& ot% 6nits 3 and 4. o&p"ete all pra"ti"e1past e#ams . eep summar, s%eets mind maps and a .lossar,

t%rou.%out t%e ,ear to use -or end o- #ear e a& re$ision.

or %a its for a su""essful ,ear

Be pun"tual and e uipped for "lass : te t%oo) -o"der handouts diar#pen.

Be attentive in c"ass. 6se c"ass ti&e effe"tivel, . No ga&es or (e% %ro(sing. Be an a"tive "earner e.g. note ta)ing (ithout %eing

as)ed getting in$o"$ed in discussion pro%"e&so"$ing.

o&p"ete all wee l, %omewor set #ourse"- a ho&e(or) schedu"e. See) e#tra %elp outside of "lass as needed.

File mana.ement

eep -i"es organi7ed in "ogica" folders 88 5a&e -i"es meanin.full, and as instru"ted .

/a" up -i"es regu"ar"#. 5eep all files unti" the end of t%e ,ear .

6esour"es

4usercode5S-46nit 7

48utcome 14)heory4*rac S&$

48utcome 4)heory4*rogramming4*rac S&$


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9e t %oo) +So-t(are e$e"op&ent ore 9echniques and *rincip"es %#anson,

5e(spaper technica" artic"es e.g. 9he reen uide ;9 9eachers and other students 'e%:

- O--icia" Stud# esign past papershttp://(((.$caa.$ic.edu.au

- ? ! 2013

)e""#."iana.@ edu&ai".$ic.go$.au

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http://www.vcaa.vic.edu.au/http://www.vceit.com/http://ww.webopedia.com/http://www.howstuffworks.com/mailto:[email protected]://www.vcaa.vic.edu.au/http://www.vceit.com/http://ww.webopedia.com/http://www.howstuffworks.com/mailto:[email protected]


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6nit 3: So-t(are e$e"op&ent6nit 3 -ocuses on progra&&ing as a strateg# -or so"$ing pro%"e&s -or speci-icusers in a net(or)ed en$iron&ent. Students de$e"op )no("edge and s)i""s inthe use o- a progra&&ing "anguage. 'hen progra&&ing in 6nit 3 studentsare e pected to ha$e an o$er$ie( o- the pro%"e& so"$ing &ethodo"og# and a

detai"ed understanding o- the stages o- ana"#sis design and de$e"op&ent.

!rea of stud, : !nal,sin. information pro lems

Area o- Stud# 1 -ocuses on the ana"#sis stage o- the pro%"e& so"$ing&ethodo"og#. 9#pica""# as a precursor to the ana"#sis stage pro@ect p"ansare created and students e a&ine the )e# tas)s associated (ith pro@ectp"anning +students are not required to use pro@ect &anage&ent so-t(are,.'hen ana"#sing students deter&ine the require&ents the constraints andthe scope o- the so"utions. 9he net(or)ed en$iron&ent and securit# are )e#considerations (hen deter&ining the require&ents o- so"utions. As a &eanso- understanding the net(or)ed en$iron&ent students e a&ine the OpenS#ste&s ;nterconnections +OS;, &ode" (ith an e&phasis on ?a#er 1.Students docu&ent the -indings o- the ana"#sis in the -or& o- so-t(arerequire&ents speci-ications +S S,.

7ut"ome On co&p"etion o- this unit the student shou"d %e a%"e to ana"#se anin-or&ation pro%"e& in order to produce so-t(are require&ents speci-ications-or a so"ution that operates (ithin a net(or)ed en$iron&ent.

!rea of stud, 2: Desi.n and development;n this area o- stud# students de$e"op )no("edge and s)i""s re"ated to thedesign and de$e"op&ent stages o- the pro%"e& so"$ing &ethodo"og#. 'hendesigning students de$e"op )no("edge and s)i""s in descri%ing data t#pes anddata structures. 9he# e press so-t(are designs using data dictionaries anddata structure diagra&s o%@ect descriptions and pseudo code. ;n additionstudents propose criteria to e$a"uate the e--icienc# and e--ecti$eness o- theso"utions the# de$e"op %ased on their designs.

9he de$e"op&ent stage in$o"$es trans-or&ing design speci-ications intoso"utions %# underta)ing the pro%"e& so"$ing acti$ities o- coding testing anddocu&enting. Students de$e"op )no("edge and s)i""s in the use o- anappro$ed progra&&ing "anguage (hich is used to de$e"op protot#peso"utions to s&a"" in-or&ation pro%"e&s. 9he so"utions can -ocus on "i&ited-eatures o- the progra&&ing "anguage. 9he -ocus o- a protot#pe so"utiona""o(s testing the "ogic o- processes in readiness -or a "arger so-t(are [email protected] do not ha$e to design and de$e"op a co&p"ete so-t(are so"ution asthe -ocus in this area o- stud# is on progra& "ogic. 9here is no e&phasis onuser inter-ace design or $a"idation in this area o- stud#. 9esting techniquesare app"ied to ensure so"utions operate as intended and students de$e"op

)no("edge and s)i""s in (riting interna" docu&entation into their code.Students de$e"op so"utions in response to gi$en so-t(are require&entsspeci-ications and do not ha$e to underta)e the ana"#sis stage.

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7ut"ome 2

On co&p"etion o- this unit the student shou"d %e a%"e to represent a so-t(aredesign and app"# a range o- -unctions and techniques using a progra&&ing"anguage to de$e"op a protot#pe so"ution to &eet a speci-ic need.

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6nit 4: So-t(are de$e"op&ent9his unit -ocuses on ho( the in-or&ation needs o- indi$idua"s organisationsand societ# are and can %e &et through the creation o- purpose designedso"utions in a net(or)ed en$iron&ent. Students continue to stud# theprogra&&ing "anguage se"ected in 6nit 3. ;n this unit students are required to

engage in the design de$e"op&ent and e$a"uation stages o- the pro%"e&so"$ing &ethodo"og#.

!rea of stud, : -urpose8desi.ned solutions

Area o- Stud# 1 -ocuses on the design and de$e"op&ent stages o- thepro%"e& so"$ing &ethodo"og# (hen so"$ing pro%"e&s suita%"e -or use (ith&o%i"e de$ices.

;n this area o- stud# students app"# a range o- too"s and techniques toproduce purpose designed so"utions suita%"e -or use on &o%i"e co&putingde$ices. Suita%"e &o%i"e de$ices inc"ude persona" digita" assistants +* As,&o%i"e phones "aptops and ga&ing conso"es. Students do not need to %ea%"e to ph#sica""# i&p"e&ent the so"ution on a &o%i"e de$iceC ho(e$er the#&ust %e a%"e to test the -unctions o- the so-t(are in a con$enient en$iron&entin order to de&onstrate that the so"ution require&ents ha$e %een &et. 'ithinthis area o- stud# students so"$e pro%"e&s %# app"#ing the design andde$e"op&ent stages o- the pro%"e& so"$ing &ethodo"og#C (ith greatere&phasis gi$en to de$e"op&ent. Students e pand their range o-progra&&ing s)i""s and de$e"op )no("edge and s)i""s re"ated to -i"e&anage&ent in order to i&pro$e processing e--icienc#. As part o- this stage

students de$e"op )no("edge and s)i""s in preparing user docu&entation usingappropriate so-t(are and consider strategies -or pre$enting securit# $io"ationso- stored and co&&unicated in-or&ation. Students e a&ine their "ega"o%"igations as progra&&ers.

7ut"ome

On co&p"etion o- this unit the student shou"d %e a%"e to app"# stages o- thepro%"e& so"$ing &ethodo"og# to produce a so"ution -or use on a &o%i"ede$ice (hich ta)es into account technica" and "ega" require&ents.

!rea of Stud, 2: Evaluatin. purpose8desi.nedsolutions

;n this area o- stud# students -ocus on the -ina" stage o- the pro%"e& so"$ing&ethodo"og# e$a"uation (hich entai"s -or&u"ating strategies -or &easuring%oth the qua"it# o- so"utions and the net(or)ed en$iron&ents (ithin (hichthe# operate. !$a"uation o- so"utions t#pica""# ta)es p"ace a-ter the so"utionsha$e %een operating -or a short ti&e. 9his e$a"uation in$o"$es app"#ingcriteria to &easure the e--icienc# and e--ecti$eness o- so"utions anddeter&ining the techniques -or acquiring the e$a"uation data. !$a"uation o-

net(or)ed en$iron&ents in$o"$es se"ecting criteria and techniques -or&easuring "e$e"s o- securit# and user acceptance the suita%i"it# o- trainingand s#ste& support docu&entation -or users the i&pact o- con-"icts %et(eensta)eho"ders and the suita%i"it# o- actions -or reso"$ing ethica" di"e&&as.

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7ut"ome 2

On co&p"etion o- this unit the student shou"d %e a%"e to reco&&end and @usti-# strategies -or e$a"uating the e--ecti$eness and e--icienc# o- so"utionsthat operate in a net(or)ed en$iron&ent.


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*0 "%ara"teristi"s of a .reat software developer

9 -assionate C "o$es co&puters and progra&&ing ta)es an interest andthin)s a%out things e$en outside (or)ing hours.29 Curious C (ants to understand ne( things researches un-a&i"iar ter&s.39 um le C recogni7es that other peop"e are s&art and ha$e great ideas and)no("edge respects re"ationships &ore than techno"og#.49 Creative C sees (a#s to do things that others don=t see co&es up (ith%etter (a#s o- doing things goes %e#ond.*9 Friendl, C eas# to get a"ong (ith does not sa%otage or %ring do(n tea&&ora"e.;9 Fast learner C can quic)"# research understand and use un-a&i"iar so-t(aretechno"ogies too"s and "anguages.9 (%irst for nowled.e C acti$e"# se"- educates reads and researches

(i""ing to "earn -ro& others a"(a#s %e"ie$es there is a"(a#s &uch &ore to"earn.209 E#pert nowled.e C has super% )no("edge o- and has thorough"#researched the pri&ar# progra&&ing "anguages +t#pica""# 3 or -e(er, o%@ect&ode"s and -ra&e(or)s that the# do &ost o- their da# to da# progra&&ing

(ith.2 9 Deep nowled.e C has an in depth understanding and e perience in so&es&a"" nu&%er +t#pica""# -e(er than 10, progra&&ing "anguages and re"atedtechno"ogies.229 /road nowled.e C has passing -a&i"iarit# (ith a $er# (ide range o-progra&&ing "anguages and re"ated co&puter techno"ogies.239 ! ilit, to write C can string (ords together to co&&unicate. "ient e&ai"sco (or)er e&ai"s docu&entation e&ai"s proposa"s %"og posts t(eets.249 5nowled.e of "omputer s"ien"e fundamentals C o%@ect orientedprogra&&ing design patterns a"gorith&s and data structures ho(co&puters (or) at a "o( "e$e" hard(are operating s#ste&s net(or)ing

=


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data%ases G &uch &ore stu--.2*9 Ver al "ommuni"ation C a%"e to e p"ain their o(n thought process cane p"ain co&p"e concepts can participate in discussions (ith tea& &e&%erscan co&&unicate (ith custo&ers/users and other non technica" peop"e.2;9 User oriented C can e&pathise (ith users understands (here the usersare co&ing -ro& and (hat is &ost i&portant to the&.29 Cares a out maintaina ilit, .409 Uses sour"e "ontrol .4 9 !ppre"iates peer review C does not -ee" threatened or insu"ted %# peer

-eed%ac).429 ro s C is a%"e to read source code and "earn (hat it is doing.439 Understands performan"e C a%"e to opti&ise and (rite -ast code (henappropriate )no(s ho( to a$oid co&&on per-or&ance pro%"e&s.449 rites "lean "ode C reada%"e (e"" -or&atted appropriate"# co&&entedcode.4*9 Understands re uirements spe"ifi"ations C a%"e to &a)e sense o-so-t(are require&ents )no(s ho( to reso"$e questions and a&%iguitiesunderstands the re"ationship %et(een require&ents and testing.4;9 Follows "odin. standards C (here there is such an e pectation.4


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4=9 Stron. resear"% s ills C good at -erreting out in-or&ation: digging throughdocu&entation searching the (e% reading re-erence guides re"ease notesdiscussion -oru&s &ai"ing "ists. no(s ho( to -ind ans(ers.4>9 (%is slot reserved for su..estions 8 an,t%in. @ ve missed*09 oto 4> .http://(((.supercoders.co&.au/%"og/ 0characteristicso-agreatso-t(arede$e"oper.sht&"

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http://www.supercoders.com.au/blog/50characteristicsofagreatsoftwaredeveloper.shtmlhttp://www.supercoders.com.au/blog/50characteristicsofagreatsoftwaredeveloper.shtml


11/14

http://(((.-inancet(itter.co&/2012/02/highest sa"aries g"o%a""# (here shou"d#ou (or).ht&"

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http://www.financetwitter.com/2012/02/highest-salaries-globally-where-should-you-work.htmlhttp://www.financetwitter.com/2012/02/highest-salaries-globally-where-should-you-work.htmlhttp://www.financetwitter.com/2012/02/highest-salaries-globally-where-should-you-work.htmlhttp://www.financetwitter.com/2012/02/highest-salaries-globally-where-should-you-work.html


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-67/?EB S7?V@N BE( 7D7?7 GA s#ste&atic (a# o- so"$ing in-or&ation pro%"e&s. 9his &ethodo"og# is usedthroughout this stud#.

Source: V AA Stud# esign

Analysis involves:

I Determinin. t%e solution re uirements . 'hat in-or&ation does theso"ution ha$e to pro$ideJ 'hat data is needed to produce the in-or&ationJ'hat -unctions does the so"ution ha$e to pro$ideJ 9hese require&ents can %ec"assi-ied as %eing -unctiona" na&e"# (hat the so"ution is required to do andnon -unctiona" (hich descri%es the attri%utes the so"ution shou"d possesssuch as user-riend"iness re"ia%i"it# porta%i"it# ro%ustness &aintaina%i"it#.9oo"s to assist in deter&ining the so"ution require&ents inc"ude conte tdiagra&s data -"o( diagra&s and use cases.

I @dentif,in. t%e "onstraints on t%e solution . 'hat conditions need to %econsidered (hen designing a so"utionJ 9#pica" constraints inc"ude costspeed o- processing require&ents o- users "ega" require&ents securit#co&pati%i"it# "e$e" o- e pertise capacit# a$ai"a%i"it# o- equip&ent.

I Determinin. t%e s"ope of t%e solution . 'hat can the so"ution doJ 'hatcan=t the so"ution doJ 'hat are the %ene-its o- the so"ution to the userJ 9hescope states the %oundaries or para&eters o- the so"ution. Bene-its can %estated in ter&s o- their e--icienc# and e--ecti$eness. Ana"#sis t#pica""#ans(ers the K(hat questions= (hat (i"" so"$e a pro%"e& gi$en particu"ar

circu&stancesJ 'hat %ene-its (i"" the so"ution %ring to the userJ

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Design involves:

I -lannin. %ow t%e solution will fun"tion and t%e appearan"e of t%eresultin. information . 9he so"ution design t#pica""# in$o"$es identi-#ing (hatspeci-ic data is required and ho( the data (i"" %e na&ed structured $a"idatedand &anipu"ated. 9#pica" design too"s -or this purpose inc"ude data

dictionaries and data structure diagra&s input process output +;*O, charts-"o(charts pseudocode o%@ect descriptions. So"ution design a"so in$o"$es (here appropriate sho(ing ho( the $arious co&ponents o- a so"ution re"ateto one another -or e a&p"e (e% pages st#"e sheets scriptsC queries -or&sreportsC &odu"es procedures -unctions. 9#pica" design too"s used to sho(re"ationships inc"ude stor#%oards site &aps entit# re"ationship diagra&sdata -"o( diagra&s structure charts hierarch# charts conte t diagra&s usecases. *"anning the so"ution a"so in$o"$es deter&ining the appearance o-in-or&ation generated -ro& a so"ution. 9his t#pica""# in$o"$es identi-#ing theposition o- te t i&ages and graphics -ont si7es co"ours and te tenhance&ents. esign too"s used -or this purpose inc"ude "a#out diagra&sannotated diagra&s/&oc)s up.

I Determinin. t%e evaluation "riteria . 'hat &easures (i"" %e used to @udge (hether or not the so"ution require&ents ha$e %een &etJ 9hese criteriashou"d re"ate to the so"ution require&ents identi-ied in the ana"#sis stage.

Development involves:

I !"ectronica""# manipulatin. +or coding, data to K%ui"d= or create the so"ution-o""o(ing initia" designs. 'here appropriate interna" docu&entation is a"so

(ritten (hich docu&ents the -unctioning o- the so"ution.

I Validation to chec) -or the reasona%"eness o- data %eing input. Va"idationcan %e %oth &anua" and e"ectronic. *roo-reading is a &anua" technique and itoccurs (hen data is entered direct"# into the so"ution and re&ains -i ed suchas in a (e% page. 'hen the $a"idation process has %een %ui"t into the so"ution+e"ectronic technique, then its e--ecti$eness is deter&ined through the testingacti$it#.

I (estin. (hether the so"ution does (hat it (as intended to do. 9his acti$it#t#pica""# in$o"$es:

L esta%"ishing (hat tests (i"" %e conductedL deter&ining (hat test data i- an# (i"" %e usedL deter&ining e pected resu"tsL conducting the testL recording the actua" resu"tsL correcting an# identi-ied errors.

I ritin. do"umentation to support the use o- the so"ution.

Evaluation involves:

I eter&ining a strate., -or -inding out the e tent to (hich the so"ution &eetsthe required needs. 9#pica""# this (ou"d inc"ude speci-#ing a ti&e"ine out"ining (hat data (i"" %e co""ected and %# (hat &ethods and techniques and ho( thedata re"ates to the criteria (hich (ere de$e"oped in the designing stage.

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I 6eportin. on the e tent to (hich the so"ution &eets the require&ents o- theuser. ;t usua""# ta)es p"ace a-ter the so"ution has %een used %# the user/c"ientand is %ased on the criteria de$e"oped in the designing stage.

C EC5?@S(

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haracteristics o- a great SVideo*S

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