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2013 Notes from the Marking Centre – Software Design and Development

Introduction

This document has been produced for the teachers and candidates of the Stage 6 Software Design and Development course. It contains comments on candidate responses to the 2013 Higher School Certificate examination, highlighting their strengths in particular parts of the examination and indicating where candidates need to improve.

This document should be read along with:

Section II

Candidates showed strength in these areas:

  • describing how to achieve particular interface elements, for example describing how a drop-down list could help to achieve minimal keystrokes and data validation (Q.21)
  • describing the features of two issues listed and the way in which they related to the scenario (Q.22a)
  • providing a comprehensive data flow diagram that separates the scenario into several appropriate processes, such as ‘analyse data’, ‘alert patient’ and ‘doctor access’ (Q.22b)
  • delineating clearly between elements of the diagram (Q.22b)
  • describing ways in which networks can help to support software development (Q.23)
  • using a table to show the inputs from the scenario (Q.24)
  • drawing a storyboard that showed the intended operation of the app, linking navigational elements to the required screen (Q.24b)
  • providing specific references to the features of each development approach (Q.25)
  • identifying a variety of criteria for determining quality of a system, describing each and how they relate to the scenario (Q.25b)
  • linking the features of their chosen implementation method with characteristics of the scenario, for example suggesting a pilot approach and then observing that the initial group of users can assist with the training of other users (Q.26)
  • identifying that a loop and an incrementing variable were required (Q.27a)
  • identifying that the algorithm was shuffling the numbers from the num array into the newnum array (Q.27b)
  • displaying a desk check in table format having a column for each variable showing change(s) in the value of the variables (Q.28a)
  • demonstrating an understanding of the sort method (Q.28b)
  • identifying the possible modules in which errors could have occurred and then identifying error checking techniques that could be used to locate the error such as flags, drivers, stubs, line-by-line stepping and break points (Q.29a)
  • including at least two new modules and including appropriate parameters (Q.29b)
  • identifying the logic error (Q.30a)
  • understanding the type of questions that a programmer would ask (Q.30b).

Candidates need to improve in these areas:

  • addressing all aspects of the question (Q.21)
  • ensuring that the identified issues were discussed in relation to the scenario (Q.22a)
  • using and labelling DFD symbols correctly (Q.22b)
  • using verbs in processes in a data flow diagram (Q.22b)
  • providing a complete list of inputs (Q.24)
  • clearly linking the strengths and weaknesses of the approaches to the system (Q.25)
  • correctly assigning a value to an array (Q.27a)
  • describing how the provided algorithm fulfils its purpose (Q.27b)
  • writing the correct algorithm in pseudocode (Q.30a)
  • showing understanding of how array elements are accessed and referenced using indices (Q.31a)
  • writing an algorithm that outputs all positions where the maximum value occurs in the array provided (Q.31b).

Section III

Question 32 – Programming Paradigms

Candidates showed strength in these areas:

  • identifying an attribute for the FICTION sub-class (part ai)
  • recognising the need to create a sub-class (part aii)
  • describing encapsulation and its implementation in the scenario (part aiii)
  • identifying two limitations of the imperative paradigm (part bi)
  • outlining the role of an inference engine in the logic paradigm (part bii)
  • understanding both the OOP and logic paradigms (part c).

Candidates need to improve in these areas:

  • identifying a method for the FICTION sub-class (part ai)
  • including the required attribute (part aii)
  • not confusing the concepts of inheritance and encapsulation (part aiii)
  • referring to the stimulus/scenario provided (part aiii)
  • referring to the given scenario (part bii)
  • writing code using the syntax for the paradigm (part biii)
  • applying their discussion of the paradigm to the scenario (part c).

Question 33 – The Interrelationship between Software and Hardware

Candidates showed strength in these areas:

  • identifying the differences between ASCII and Unicode (part a)
  • performing binary multiplication (part bi)
  • agreeing with the student’s statement and justifying it by successfully converting the binary floating point number to -1 (part bii)
  • completing the circuit appropriately (part ci)
  • simplifying the Boolean statement before starting the truth table (part cii)
  • providing correct diagrams for individual logic gates (part ciii)
  • using correct circuit components (part ciii)
  • showing an understanding of the direction of movement and obstacles (part dii).

Candidates need to improve in these areas:

  • explaining the need for shifting (part bi)
  • understanding all the components of the 32 bits provided and their purpose (part bii)
  • ensuring that the identified issues were discussed in relation to the scenario (Q.22a)
  • using appropriate gates in a circuit (part ci)
  • labelling columns appropriately (part cii)
  • combining components appropriately (part ciii)
  • allowing for the distance actually travelled (part di)
  • determining the distances covered (part dii).
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