2015 Notes from the Marking Centre – Information Processes and Technology
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Information Processes and Technology course. It contains comments on candidate responses to the 2015 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:
- the Information Processes and Technology Stage 6 Syllabus
- the 2015 Higher School Certificate Information Processes and Technology examination
- the marking guidelines
- Advice for HSC students about examinations
- other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of Information Processes and Technology in Stage 6.
Section II Question 21
Candidates showed strength in these areas:
- identifying the elements of a context diagram (part a)
- identifying a relevant network topology for the given scenario (part b)
- highlighting a defining feature of a particular network topology (part b)
- identifying positive features of a LAN (part c).
Candidates need to improve in these areas:
- understanding the difference between a data flow diagram and a context diagram (part a)
- justifying why a particular topology is suitable for the given scenario (part b)
- understanding the advantages of using a LAN over using a WAN in the given scenario (part c).
Section II Question 22
Candidates showed strength in these areas:
- identifying the logic required for constructing a decision table (part a)
- recognising that a data flow diagram requires a data store (part b)
- identifying conversion methods (part c).
Candidates need to improve in these areas:
- labelling a decision table and understanding the difference between a decision table and a decision tree (part a)
- understanding that physical actions and decisions are not part of a data flow diagram (part b)
- understanding the phased conversion method (part c)
- relating answers to the scenario (part c).
Section II Question 23
Candidates showed strength in these areas
- understanding one or two information processes (part b).
Candidates need to improve in these areas:
- relating answers to the scenario
- understanding the difference between a user and a participant (part a)
- understanding what is required when asked to analyse an information system (part b).
Section II Question 24
Candidates showed strengths in these areas:
- identifying CRC as an error-checking method (part a)
- understanding what data mining is (part b)
- providing features of both internet and intranet (part c).
Candidates need to improve in these areas:
- outlining how CRC can be used in the given scenario (part a)
- providing reasons for and/or against the use of data mining in the given context (part b)
- describing the use of intranet and extranet technologies in the given scenario (part c).
Section III Question 25
Candidates showed strength in these areas:
- identifying the essential features of a transaction processing system (part a)
- explaining why both on-site storage and off-site storage are necessary when backing up a transaction processing system (part b)
- outling the real-time and batch processing associated with the given scenario (part e (i)).
Candidates need to improve in these areas:
- describing how online transaction processing systems (OLTP) have contributed to the development of transaction processing systems (part c)
- explaining how data integrity and data quality can be maintained in a transaction processing system (part d)
- discussing issues that could arise from the implementation of the system (part e(ii)).
Section III Question 26
Candidates showed strength in these areas:
- identifying the essential features of a decision support system (part a)
- outlining the benefits of using neural network technology in the given scenario (part e(i)).
Candidates need to improve in these areas:
- understanding how geographical information systems (GIS) are used to support decision-making (part b)
- understanding how spreadsheets can assist with the analysis of data (part c)
- understanding the differences between forward and backward chaining (part d)
- supporting answers in relation to scenario-based questions with theoretical underpinning (part e(ii)).
Section III Question 27
Candidates showed strength in:
- identifying the features of an automated manufacturing system (part a)
- understanding the role of barcode readers in inventory tracking in an automated manufacturing environment (part b)
- outlining the types of sensors used in an automated environment (part e(i)).
Candidates need to improve in these areas:
- understanding how a machine-centred system works (part c)
- understanding the differences between underdamping and overdamping (part d)
- providing suitable examples of damping in an automated manufacturing system (part d)
- understanding the role of actuators in an automated manufacturing system (part e(i))
- supporting answers with clear reference to the scenario and theoretical underpinning (part e(ii)).
Section III Question 28
Candidates showed strength in these areas:
- identifying features of a multimedia system (part a)
- identifying advantages of producing an online magazine compared to a printed version (part b)
- understanding the difference between hierarchical and non-linear storyboard layouts (part c)
- outlining the technical issues associated with the given scenario (part e(ii)).
Candidates need to improve in these areas:
- describing how head-up displays and headsets are used in virtual reality applications (part d)
- outlining the skills required of content providers and system designers in relation to the given scenario rather than describing the roles of these personnel (part e(i))
- understanding what constitutes a description as opposed to an outline.
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