ITGS Syllabus
ITGS
Aims
The aims of the information technology in a global society (ITGS) standard level (SL) programme are to:
- promote an understanding and
appreciation of the social significance of information technology
and networking for individuals, communities and
institutions/organizations;
- analyse and evaluate in a
critical manner the ethical considerations arising from the
widespread use of information technology and
networking;
- appreciate the key elements of
continuity and change in the development of information technology
and networking leading from the past, through the present and into
the future, and to assess their impact;
- develop an ability to explore
and evaluate new advances in information technology;
- demonstrate how information
systems and networks are used to process and exchange information
for control, analysis and communications;
- develop an understanding of the
significance of the convergence of computer and communications
technologies;
- promote the importance of good
design and problem solving;
- develop an understanding of the
need to integrate various disciplines, methods and perspectives to
evaluate and solveproblems;
- develop familiarity with a range
of information tools that will enhance and communicate ideas and
facilitate life-long learning;
- develop an understanding of new
technologies as methods of enhancing and expanding our knowledge
of the world, and of meeting the needs of society.
OVERVIEW SYLLABUS ITGS
THEORY
Topic 1 Introducing Information Technology
1.1 Information Systems
1.2 Individuals and Machines
1.3 Information Economy
1.4 Digital World
1.5 Making the Connections
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Topic 2 Information Technologies: Tools and Impacts
2.1 Hardware
2.2 Input / Output
2.3 Storage
2.4 Software
2.5 Operating Systems / Utilities
2.6 Wordprocessing DTP
2.7 Graphics
2.8 Spreadsheets
2.9 Modelling / Simulations
2.10 Databases
2.11 Sound processing
2.12 Multimedia / Presentations
2.13 Tutorial / Training software
2.14 Robotics / AI / Expert systems
2.15 Virtual Reality
-------------------------------------------------
Topic 3 Converging Information Technologies
3.1 Broadcast Media
3.2 Non-broadcast Media
3.3 Visual and performing Arts
3.4 Personal Communications
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Topic 4 Networks and the Internet
4.1 Networks
4.2 The Internet
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PRACTICAL
PORTFOLIO (Students need to write 4 Essays during the Course)
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PROJECT (Students need to finish one major piece of computer work)
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Course in Detail:
Topic 1 Introducing Information Technology
Introduction
The course may be introduced using any topic that will engage and stimulate students or build on current interest or knowledge.
Nevertheless, students should know why a study of information technology is important. They should have an understanding of its
evolution, social significance and of ethical considerations arising from it.
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1.1 Information Systems (2h)
1.1.1
1
Define information.
1.1.2
1
State five examples of sets of data that may be used in information systems.
Students should discuss specific information systems in businesses, institutions and organizations. Consider the
kinds of data common to various businesses, and how data could vary between two types of businesses such as a
bank and airline company.
1.1.3
1
List four specific items of data that may be contained in any one of the sets of information stated
in 1.1.2.
1.1.4
2
Describe the four components of an information system.
These are input, processing and storage devices, together with processing software. Details of how each transforms
or deals with data are not required.
1.1.5
3
Discuss four processing functions of the software in an information system.
Examples: input with value checking; searching or selecting; analysing and reporting.
1.1.6
3
Compare the meaning of the terms data, information, knowledge and wisdom.
See definitions in Appendix 1: Glossary of ITGS Terms.
1.1.7
3
Compare the terms 'computer abuse' and 'computer crime'.
Students should know several examples of each.
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1.2 Individuals and Machines (2h)
1.2.1
2
Describe two situations where it is more appropriate to use a machine than a person.
1.2.2
2
Describe two situations where it is more appropriate to use a person than a machine.
1.2.3
3
Explain the beneficial attributes of both machines and people for performing particular tasks.
These include stamina, memory, accuracy, speed, the need for breaks, patience, interpretation of results, and
working in dangerous situations. This list is not exhaustive and should be discussed using actual contexts.
Quantitative comparisons are not expected.
1.2.4
3
Discuss the characteristics of computers that assist humans in performing complex tasks including
preparing budgets, creating address books, manipulating images and editing videos.
Technical references to internal components are not required.
1.2.5
3
Discuss three situations involving ethical considerations that can arise from the use of
machines/computers in place of people including the field of medicine.
Teachers are free to choose the other two situations. Other situations involving ethical issues are: education (e.g.
machine as opposed to teacher marking); estimating the skills and/or performance of people (e.g. driving
proficiency); computer-aided manufacturing.
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1.3 An Information Economy (1h)
1.3.1
1
State three examples where information has economic value.
1.3.2
3
Explain how information can be a commodity with economic value.
1.3.3
3
Compare a production economy with an information economy.
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1.4 A Digital World (1h)
1.4.1
1
Define digital data.
1.4.2
1
Define analog data.
1.4.3
3
Discuss two advantages of storing data in digital form compared with analog form.
1.4.4
1
State one disadvantage of storing data in digital form.
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1.5 Making the Connections (1h)
Note: See also sub-topic 4.2.
1.5.1
1
Define network (information system).
1.5.2
3
Explain three advantages of networked information systems.
1.5.3
2
Outline two disadvantages of networked information systems.
1.5.4
3
Discuss three social issues involving ethical considerations that can arise from the use of
networked information systems.
Topic 2 Information Technologies: Tools and Impacts
Introduction
The aim of this topic is to allow students to gain an understanding of how IT tools can be used to solve problems for individuals,
communities, institutions and organizations. Students must be engaged in activities to develop the skills.
The IT tools in this topic, and possibly in topic 4, provide a basis for the students to develop their Project. An integration of several tools
in the Project should be encouraged and appropriate design techniques emphasized. Students must investigate the social significance
and reflect on the ethical considerations that have resulted from the use of IT tools in society.
Sub-topics 2.1 - 2.5
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2.1 Hardware (3h)
2.1.1
1
Define hardware.
2.1.2
2
Describe one general function of each of the hardware components of a computer system: input,
output, processor (central processing unit) and storage. Students should compare personal
computers, palmtop computers, laptops and network computers (NCs)
2.1.3
3
Explain the features commonly used to describe the hardware specifications of a computer system
including speed of the CPU, memory, storage, operating system and monitor.
2.1.4
3
Analyse the information concerning the hardware requirements necessary to run software
packages.
Students should be familiar with the hardware and system specifications printed on the boxes of software packages.
2.1.5
3
Explain 'good practice' including making regular file saves and back-ups, caring for the computer
and diskettes, password protection and general computer security.
Students should be familiar with making generations of back-ups by using a different file name so that, if a recent
version is corrupted, the user can regress to an earlier version.
2.1.6
3
Discuss three ergonomic and/or possible health issues arising from the use of computers for
extended periods of time, including repetitive strain injury (RSI) and radiation.
2.1.7
3
Discuss the social significance of, and ethical considerations arising from, the greater dependence
on computers in institutions/organizations, including loss of jobs, training and retraining.
These discussions should involve not only economic aspects, but also psychological, ergonomic, political,
cultural aspects, etc.
2.1.8
3
Discuss three environmental concerns associated with computers including energy consumption
and hardware disposal.
Consider the energy required to manufacture, dispose of or recycle computers, as well the energy required to run
them. Other aspects concern raw materials and the use of toxic materials. Many countries have specific laws
regarding the disposal of hardware and computer supplies, such as laser printer toner and inkjet cartridges.
Students should be encouraged to discuss the environmental aspects involved in the packaging and distribution of
hardware and computer components.
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2.2 Input and Output (2h)
2.2.1
2
Outline one function of each of any six input-only devices including mouse, CD-ROMs,
scanners, microphones and digital cameras.
2.2.2
2
Outline one function of each of any six output-only devices including printers, speakers, LCD
panels, plotters and VR goggles.
2.2.3
2
Outline five hardware tools that can act both as input and output devices including hard drives,
tape drives, sound cards and recordable CD-ROMs.
Other examples: diskettes and touch screens.
2.2.4
3
Explain three modifications to IT devices that are made to give physically-impaired people greater
access to them.
Consider modifications to both input and output devices such as microphones, braille keyboards, speakers and
mouth-held wands. Touch devices could also be included. Consider modifications that may not yet have been
invented.
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2.3 Storage (1h)
2.3.1
3
Discuss one advantage and one disadvantage of common storage devices including hard drives,
diskettes, CD-ROMs and magnetic tapes.
Refer to issues such as security, quality, expense, time and appropriateness.
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2.4 Software (5h)
2.4.1
1
Define software.
2.4.2
2
Outline the differences between freeware, public domain, shareware and proprietary/commercial
software.
Students should be familiar with the legal protection and relative cost of each type of software.
2.4.3
2
Describe integrated software.
Students should be able to distinguish between integrated software, dynamic data linking and file transfer from
software to software.
2.4.4
2
Describe the paper documents that are commonly found in software packages: user manual,
registration card, warranty and copyright agreement.
Include the function of each one. Students should be familiar with their functions through looking at the contents
of commercial software packages and comparing the various components.
2.4.5
3
Explain two features of a software user interface that make it user friendly, including the use of
visual metaphors of the real world.
Items such as folders and desktop could be used. Refer to the fact that software also extends the capabilities of
humans so that they can do things they could otherwise not do easily, or at all, by traditional means. There are
many social consequences: GUIs are largely language independent, so they cross boundaries of nationality, age and
literacy, making computers accessible to a very wide range of users, from those with special needs to very small
children.
2.4.6
2
Outline two factors that need to be considered, other than hardware requirements, when installing
software onto a personal computer.
Students must be aware that there are system requirements, there is possible interference from virus checking
software on installation, and that software on some systems requires a RAM allocation. Setup options can usually
be used at a later date to configure the software to make it work with different options (e.g. changing printers;
modifying printer quality).
2.4.7
2
Outline three factors that need to be considered when installing software onto a network including
hardware requirements.
Other examples: password protection of files establishing authorized access to various users; the difference between
multi-user software and single-user software; economic (cost) and legal (licences) considerations.
2.4.8
3
Evaluate two ways in which individuals can be trained to use new software.
Students should discuss self-taught methods such as reading the manuals, using tutorial software, and using help
menus. Other methods include a trainer teaching an individual or a course on site, or a trainee attending a course
off site. With the availability of the Internet on-line courses are also accessible.
2.4.9
1
Define interface.
2.4.10
1
Define computer-human interface.
2.4.11
3
Discuss reasons for the evolution in the design of interfaces, from command-line based to
graphically-based interfaces (GUIs).
2.4.12
2
Describe four features of GUIs including pull-down menus, icons and pointing devices.
Other examples: windows and drag-and-drop.
2.4.13
4
Suggest three features that could be characteristic of future interfaces.
This could include items such as integrated applications, natural language interfaces, intelligent agents and virtual
reality interfaces. No technical details are required. The main point is that students should be able to justify their
responses.
2.4.14
4
Suggest three characteristics of a computer-human interface design for a person who has special
needs.
Groups of people that could be considered include small children, physically or visually impaired individuals, the
elderly and 'gamers'. The point is that designs should be justified.
2.4.15
2
Identify types of software appropriate to specified tasks.
Examples include word processor, database, spreadsheet, multimedia, modelling and CAD/CAM, DTP and
Internet access.
2.4.16
3
Evaluate the use of paper documentation, on-line documentation and integrated-help menus.
2.4.17
1
Define bug.
2.4.18
3
Discuss the ethical considerations involved with software.
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2.5 Operating Systems and Utilities (4h)
Note: System software is used to control the machine, to monitor system activities and to
perform maintenance tasks. System software includes the operating system and utility
software.
2.5.1
2
Outline the functions of an operating system including communication with input and output
devices, concurrent processing and multitasking, program and data management.
Technical details are not required.
2.5.2
2
State at least two different operating systems found in personal computers.
2.5.3
3
Explain why the 'boot-up' system is stored in the memory (ROM) of a computer.
The term 'start-up' is sometimes used instead of 'boot-up'.
2.5.4
2
Outline four types of utility program, including one function of each.
2.5.5
3
Explain why a disk defragmenting utility program should be run frequently.
2.5.6
2
Describe how to make a back-up.
2.5.7
3
Explain two different situations when back-ups should be made frequently.
2.5.8
3
Compare the advantages and disadvantages of three types of peripherals that are used for
back-ups including tape drives and hard disk.
Other examples of peripherals are CD-ROMs and diskettes.
2.5.9
2
Describe the difference between a virus, Trojan horse, worm and logic bomb.
The last three are erroneously called viruses.
2.5.10
2
Describe three ways a virus program can infect a standalone personal computer.
Examples: the execution of a program that is infected; attempting to boot from a diskette (or other bootable media)
that is infected; the execution of a macro that is infected by a 'macro' type virus.
2.5.11
2
Describe two common ways in which a user can be alerted to the presence of a virus.
Examples: annoying the user (by displaying messages or making noises); destruction of data/programs.
2.5.12
2
Outline the purpose of a disk recovery program.
No technical details are expected.
2.5.13
4
Predict the possible economic, political and psychological consequences arising from a
community being infected with computer viruses.
A community can include a small business, a town, or even a country. Only the major consequences need be
considered.
2.5.14
2
Describe three ways in which data can be kept secure.
Examples: password; encryption; limited physical access; back-up.
2.5.15
1
State four features of a good password.
2.5.16
3
Explain two ways in which this password can be kept secure.
2.5.17
2
Describe three security systems that use computer technologies to prevent unauthorized access by
people to a building
Sub-topics 2.6 - 2.10
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2.6 Word Processing and Desktop Publishing (6h)
2.6.1
1
Define word processing.
2.6.2
1
List three font formatting functions that can be carried out by most word processors.
2.6.3
2
Describe one efficient method of changing a word-processed document that is A4 formatted so
that it fits legal-size paper.
2.6.4
1
Define white space.
2.6.5
1
Define ASCII.
2.6.6
1
Define text format.
2.6.7
1
State how the number of bytes equates to the number of characters.
2.6.8
1
State how the number of bits equates to the number of bytes.
Students should understand the relationship between bit, byte, kilobyte, megabyte, gigabyte, terabyte and other
current terminology.
2.6.9
2
Outline two errors in a text that would be corrected by a spelling checker.
2.6.10
3
Explain two errors in a text that would not be corrected or detected by a spelling checker.
2.6.11
1
State two examples of text that, although correct, would be 'flagged' as errors by a spelling
checker.
2.6.12
3
Explain the function of a thesaurus.
2.6.13
3
Discuss at least two ethical considerations that can arise from the use of spelling checkers and
grammar checkers.
2.6.14
2
Outline how OCR software can 'input' a text document into a word processor.
2.6.15
3
Discuss the requirements necessary before a paperless society could exist.
2.6.16
3
Suggest the ways in which a computer could be modified so that a person with no arms could use
a word processor.
2.6.17
2
Describe two pieces of additional hardware, beyond what is normally required for a word
processor, necessary to support DTP.
Examples: large high resolution screen; high quality printer; scanner.
2.6.18
3
Explain the importance of high resolution printers for DTP.
2.6.19
3
Compare a total of three advantages and/or disadvantages of a word processor with those of a
DTP package.
2.6.20
3
Compare three advantages and/or disadvantages of using DTP to publish (print) a given
document with using the services of a commercial printer.
2.6.21
4
Design a publication using DTP.
Students should be able to design a simple publication that consists of at least three pages, that should include
text and graphics, and should meet the requirements of a design brief.
2.6.22
2
Describe the historical development of DTP.
DTP emerged with the introduction of word processors capable of including graphics and DTP programs, and
accelerated with the availability of laser printers. (See also 3.2.1.)
2.6.23
1
Define intellectual property.
2.6.24
1
Define copyright.
2.6.25
4
Suggest possible legal and economic consequences arising from copying intellectual property by
scanning, and from extracting information from printed materials.
Reference should be made to copyright notices inside books and magazines and to the use of information from the
Internet. Students must be made aware of an acceptable bibliographic form for citing sources of information. (See
also 2.12.12 and 2.12.13.)
2.6.26
3
Discuss the ethical considerations arising from the copying of intellectual property.
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2.7 Graphics (3h)
2.7.1
1
Define pixel.
2.7.2
3
Explain how 8 bits per pixel can produce 256 shades of grey or colour.
2.7.3
1
List five formats for storing a graphical image including BMP, GIF and JPG (JPEG).
Other formats include TIF or TIFF, WPG, PIC and PIX. The full names are not required, nor the technical details
of how images are compressed and stored.
2.7.4
2
Outline the difference between bitmapped and object-oriented graphics with respect to the
appearance, editing, storage and transmission of images.
Bitmapped graphics represent an image by a series of bits which may appear with jagged edges. Object-oriented
graphics represent an image by a series of lines or vectors and have smooth edges. Bitmapped graphics cannot be
enlarged or condensed without loss of image quality. There can be a difference in the storage size of bitmap and
object-oriented images which results in a difference in transmission times. Technical details of software are not
required.
2.7.5
3
Evaluate the implications of the appearance, and of the storage of images, with different degrees
of colour.
2.7.6
3
Compare the quality of graphics necessary for output to a monitor and to a laser printer.
2.7.7
2
Describe an efficient method of getting a coloured picture from a book into a computer system.
2.7.8
3
Discuss three methods that could be used to take a photograph and input the image into a
computer, including the use of a digital camera and a photograph on a CD-ROM.
Others include scanning a photograph or inputting a still from a video camera.
2.7.9
1
Define computer-aided design (CAD).
2.7.10
2
Outline two advantages and two disadvantages of using CAD instead of traditional drawing
methods such as freehand.
Consider the skills required, storage, complexity and styles of the drawings; interfacing with other aspects of IT;
time and cost.
2.7.11
2
Describe two examples of design situations that employ IT.
2.7.12
3
Discuss the ethical issues involved in storing art work in electronic form.
(See also 2.12.12 and 2.12.13.)
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2.8 Spreadsheets (3h)
2.8.1
1
Define spreadsheet.
2.8.2
2
Outline the components of a spreadsheet including rows, columns, formulas, formatting and
macros.
2.8.3
2
Outline the major developments of spreadsheets from VisiCalc to modern spreadsheet software.
2.8.4
3
Apply equations in spreadsheets to solve common problems including the processes of addition,
subtraction, multiplication, division and the calculation of totals, means and character
manipulation.
Students should be familiar with formulas that can be defined both as a calculation and using predefined functions.
For example, the sum of cells A1 to A5 could be defined as =A1+A2+A3+A4+A5 or as =SUM(A1..A5)
Questions requiring students to write formulas will define the syntax. Students should be made aware that
generally the syntax used by all spreadsheets performs similar functions.
2.8.5
4
Predict the outcomes of changing the contents of cells in spreadsheets and the results obtained if
given a simple spreadsheet formula.
Only simple arithmetic manipulations will be expected.
2.8.6
4
Suggest two possible future developments in spreadsheet software.
2.8.7
3
Discuss one situation where spreadsheets have been used to solve problems for each of the
following: individuals, communities, and institutions/organizations.
The list of such applications is extensive. Examples could be selected from a variety of sources such as financial
models, statistical calculations, scientific measurements, etc.
2.8.8
4
Design a spreadsheet to solve a simple problem.
Students may be asked to solve a simple problem by suggesting numbers of rows and columns, titles and
information to be entered in various cells of a spreadsheet. Answers could involve labels, numbers, formulas for
numerical calculation, character manipulation.
2.8.9
3
Discuss the possible ethical considerations arising from a total dependence on spreadsheets.
Students need to be aware that they must have a way of 'testing' if results in the cells of a spreadsheet are correct.
They need to examine spreadsheet results by the 'does it make sense' rule, and sample cells checked by calculator
or against known results.
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2.9 Modelling and Simulations (2h)
2.9.1
1
Define modelling.
2.9.2
1
Define simulation.
2.9.3
2
Outline two different ways of doing modelling, including the use of special purpose software.
Other ways include spreadsheets.
2.9.4
2
Describe four situations that use simulation software including flight simulators, and modelling
ecological and financial systems.
Other situations include structural engineering and designing.
2.9.5
3
Discuss three benefits and two limitations of models.
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2.10 Databases (5h)
2.10.1
1
Define database.
2.10.2
1
Define file.
2.10.3
1
Define record.
2.10.4
1
Define field.
2.10.5
2
Describe the structure of a database.
Include the features and functions of file, record and field.
2.10.6
2
Outline one application where it is most appropriate to use each of the following types of
database: flat-file, relational and programmable.
Technical details of their structure are not required.
2.10.7
3
Compare the structure and functions of spreadsheets and databases.
Students frequently confuse these two applications.
2.10.8
1
Define database management system (DBMS).
2.10.9
2
Outline the functions of a database management system including queries, sorts, reports and
maintenance.
2.10.10
3
Design a database with at least six fields.
Students should be able to design a simple database using text, and numerical and date fields. For example,
students often confuse entering a telephone number in a text field with entering it in a numerical field because a
telephone number contains digits.
2.10.11
3
Compare three advantages and three disadvantages of paper files with electronic files.
2.10.12
3
Explain how databases can be used to solve two problems, including one involving a mail merge.
2.10.13
2
Outline two characteristics of four special-purpose database software applications, including
personal information managers, encyclopedias and library systems.
2.10.14
3
Explain how the Boolean operators AND, OR and NOT can be used to search databases for
specific information.
2.10.15
2
Outline how data can be transferred between a word processor, database and spreadsheet.
2.10.16
3
Discuss one situation where database management systems have been used in each of the
following situations: school; business organization; leisure activity.
The list of applications is extensive. Examples could be selected from a variety of sources such as school grading
systems, hospital records, banking, airline reservations systems, etc.
2.10.17
1
Define data redundancy.
Define data integrity.
2.10.19
3
Discuss ethical issues of privacy and security that arise from the widespread use of databases,
including the inappropriate collection and use of data, and the rights of the individual with respect
to the storage of personal data.
Include effects of legislation in your own country regarding access to, and use of, information. Students should
reflect on the positive and negative outcomes that could result from all the world's databases containing
information about them or their families.
Sub-topics 2.11 - 2.15
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2.11 Sound Processing (1h)
2.11.1
1
List three ways in which sound can be inputted into a computer including microphone, MIDI
interface and files from the Internet.
Another way is via a CD.
2.11.2
4
Suggest possible political and cultural consequences arising from copying intellectual property by
copying voice patterns and music from a variety of sources and reproducing them in digital form.
This could involve: bugging politicians; using re-digitized voices for blackmail; entrance to 'sensitive' areas;
creating 'new music' electronically by modifying or combining earlier works of music. (See also 2.12.12.)
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2.12 Multimedia and Presentations (4h)
2.12.1
1
Define hypertext.
2.12.2
1
Define multimedia.
Students should be able to distinguish between hypermedia and multimedia.
2.12.3
1
List five media elements included in a typical multimedia program including text, images, sound
and video.
2.12.4
2
Describe the hardware needed to create multimedia.
2.12.5
2
Describe presentation software.
2.12.6
2
Describe two advantages and two disadvantages of using presentation software as opposed to
traditional lecture methods.
2.12.7
3
Discuss principles of good design for multimedia programs including consistency of screen
layout, clear navigating tools, image map, and attention to text clarity.
Students should understand general guidelines about the use of fonts, graphics, white space, sound, animation and
video. They could examine commercial multimedia products and discuss elements that contribute towards a good
multimedia product compared with one of poor quality. This assessment statement can also relate to Web page
design.
2.12.8
1
Define storyboard.
2.12.9
3
Explain why file compression is so important for the storage of music/sound, images and video.
2.12.10
3
Discuss the benefits and limitations of using printed documents as opposed to multimedia.
Limit discussion to a total of six features (advantages/disadvantages).
2.12.11
3
Discuss one benefit and one drawback that the use of multimedia encyclopedias and information
sources have on each of the following groups: individuals, communities and
institutions/organizations.
Students need to reflect on the consequences of relying only on one type of information source. The use of
CD-ROM information sources should also be compared with accessing information on the Internet.
2.12.12
4
Suggest possible environmental, economic and psychological consequences arising from copying
intellectual property by duplicating images and video from a variety of sources and reproducing
them in digital form.
The following consequences are included to contrast with those of 2.11.2. Effects involving health, environment
and psychological well-being can be studied. Students should discuss what constitutes 'intellectual property' and
the ownership rights of the originator. Discuss which computer crimes can be related to the copying and
modifying of text, images, sound and video. Examples may include entrance to 'sensitive areas' and altering
electronically stored art work. (See also 2.6.25 and 2.7.12.)
2.12.13
3
Explain circumstances when it is acceptable for an individual to duplicate and incorporate the
intellectual property of another person.
This includes copying text, images, sound and video as well as downloading images from the Internet. Students
should be familiar with the fair use policy statement that, for the reproduction of all printed materials, where the
use is non-profitable, the source must be documented and the author notified. (See also 2.6.25 and 2.7.12.)
A.S.
Obj
2.13 Tutorial and Training Software (2h)
2.13.1
1
Define tutorial software.
2.13.2
1
Define training software.
2.13.3
3
Explain the principles involved in the way wizards accomplish various tasks, including drawing
charts using spreadsheet software, producing reports using database management systems and
setting a mail merge.
2.13.4
3
Discuss how the various applications of tutorial and training software can help both developed
and developing countries in the areas of business, industrial training and classroom teaching.
Consider both distance learning and on-site computer-aided learning (CAL).
2.13.5
3
Discuss the possible consequences of the widespread use of training software in the classroom.
Consider the number of teachers, their skills and styles of teaching as well as hardware, software and network
needs, and the design of buildings.
2.13.6
3
Compare traditional teaching methods with training software in three specific situations including
flight training and learning a word processor package.
A.S.
Obj
2.14 Robotics, Artificial Intelligence and Expert Systems (3h)
2.14.1
1
State Asimov's three 'laws' of robotics.
2.14.2
3
Explain which 'law' of robotics would apply in any appropriate situation.
'Law' in this situation should not be equated with a scientific law. Students should be able to analyse given
situations and suggest hypothetical laws of their own.
2.14.3
3
Discuss the appropriateness of using robots to accomplish various tasks.
Students should be able to analyse given situations and specify ones of their own. (See also 1.2.1-1.2.3.)
2.14.4
3
Discuss situations involving ethical considerations that can arise from the use of robots in place
of people with respect to economic, cultural and psychological effects.
(See also 1.2.5.)
2.14.5
1
Define Turing test.
2.14.6
3
Discuss various definitions of artificial intelligence (AI).
Students should compare definitions from various IT dictionaries and other sources, and also try to develop a
definition themselves. They should also discuss which kinds of software use AI and which do not (e.g. word
processors and chess-playing programs).
2.14.7
3
Explain the importance of the Turing test to the debate about whether machines can think.
Turing tests can be simulated (and adapted); they can be obtained from the Web (ELISA).
2.14.8
3
Discuss the issues related to the concept of whether machines can learn.
2.14.9
3
Evaluate the use of AI in at least one situation.
A typical situation would be the way in which chess-playing software could use AI to defeat a human opponent.
2.14.10
1
Define expert system.
2.14.11
3
Explain the concept of 'fuzzy logic/rules' and its dependence on knowledge bases.
This requires some element of dynamic learning.
2.14.12
3
Describe how expert systems can be used in each of the following situations: financial
transactions, games and writing plays.
Very often there are 'intelligent' prompts based on responses or inputs by the user. Game development is an
obvious example. Play writing often has a number of options that can be incorporated when developing a plot or
the character of an individual.
A.S.
Obj
2.15 Virtual Reality and Games (2h)
2.15.1
1
Define virtual reality (VR).
2.15.2
2
Outline three applications of VR.
2.15.3
3
Explain how computer games can incorporate aspects of VR, with reference to two examples.
2.15.4
2
Describe the developments and trends that have occurred in computer games including high
resolution graphics, quicktime video, game levels and networked games.
2.15.5
3
Discuss the possible social consequences for individuals, communities and
institutions/organizations arising from the widespread use of computer games.
2.15.6
3
Discuss situations involving ethical considerations that can arise from the use of computer games
with respect to economic, cultural and psychological effects
Topic 3 Converging Information Technologies
Introduction
This topic includes discussion of the convergence of computer and communications technology. Students should develop an
understanding of the diversity of IT media and resources.
A.S.
Obj
3.1 Broadcast Media (2h)
3.1.1
2
Outline how radio and computer technologies have converged with reference to the ability of
computers to receive radio signals, and with reference to computer-controlled radio libraries and
recording studios.
3.1.2
1
Define teletext.
3.1.3
2
Describe the hardware and software components required for video-on-demand.
3.1.4
2
Outline three examples where television and computer technologies have converged, including
access to radio and television broadcasts over the Internet.
3.1.5
3
Discuss situations involving ethical considerations that arise from the convergence of computing
and broadcasting technologies.
Terms such as 'push' and 'pull', with reference to information or broadcasts that people receive, may be used in this
context. 'Push' is defined loosely as 'unrequested' information.
A.S.
Obj
3.2 Non-broadcast Media (1h)
3.2.1
3
Discuss the impact that the developments and trends in DTP software and hardware have had on
the publishing industry.
3.2.2
2
Describe three examples of the ways in which the publishing industry uses computer technology
to provide information in a paperless medium including encyclopedias on CD-ROM and Internet
versions of reading material.
Other examples are audio books and interactive CDs.
A.S.
Obj
3.3 Visual and Performing Arts (1h)
3.3.1
3
Discuss two ways IT is used in each of the following areas: film, music, art, theatre and dance.
Include: special effects, colourizing black and white film, midi technology in music, theatre set design, graphics and
photographic manipulation in art, modelling and simulation in dance.
3.3.2
4
Suggest the possible social significance of digital TV with respect to the effect on people's leisure
time, including attendance at live theatrical and musical events.
A.S.
Obj
3.4 Personal Communications (3h)
3.4.1
2
Describe how telephone technology and IT have converged including digital switching, cellular
digital telephones, call id, call forward and storage of frequently dialled numbers.
3.4.2
3
Compare the benefits and limitations of communicating via fax, e-mail, voice telephone and
traditional postal services.
(See also 4.1.10.)
3.4.3
3
Explain two ways in which each of the following devices can improve personal productivity:
voicemail, pagers and personal digital assistants.
3.4.4
2
Outline the requirements concerning rates of data transmission to enable realistic tele-conferencing
and video-conferencing.
3.4.5
3
Discuss the social significance of the increasing use of portable communications devices including
the environmental impact of relay stations, the consequences of using up communication
wavelengths, and psychological and cultural effects.
3.4.6
3
Discuss the impact that tele-conferencing and video-conferencing have had on business, and can
have on education, including the significance of economic and organizational factors.
Examples: the number of people that can attend; moving people from different countries; no physical space required
to accommodate people; increased productivity. Worth mentioning: social impact on geographically or physically
isolated individuals such as the disabled or hospitalized. (See also 3.4.3 and 4.1.15.)
3.4.7
3
Evaluate the possible ethical considerations that could arise from the disparity between IT-rich and
IT-poor nations with respect to the availability of tele-conferencing and video-conferencing.
3.4.8
4
Suggest possible psychological and cultural consequences arising from the use of
tele-conferencing and video-conferencing with respect to personal communications including
voice, tone, inflections, timing and body language.
3.4.9
3
Discuss the environmental effects that have resulted from the proliferation of satellite-based
communications.
Topic 4 Networks and the Internet
Introduction
The aim of this topic is allow students to gain an understanding of both how networks function and how they make an impact on
individuals, communities and institutions/organizations. Students must be engaged in activities to develop the skills.
A.S.
Obj
4.1 Networks (5h)
4.1.1
1
Define local area network (LAN).
4.1.2
1
Define wide area network (WAN).
4.1.3
1
Define server.
4.1.4
1
Define client.
4.1.5
2
Outline the basic anatomy of a network with reference to basic topology and the ISO concept of
layers.
For topology outline the arrangements bus (sometimes called 'linear'), star and ring. Although ISO refers to seven
layers for network functions, only three are basic. Bottom (local network): the hardware and software for
transmission, such as Ethernet. Middle (protocols): the software for protocols such as TCP/IP. Top (applications):
programs that get the work done, such as e-mail.
4.1.6
3
Discuss the hardware and software requirements of a LAN.
Limit discussion to the names of components and their function as related to the LAN.
4.1.7
3
Discuss the advantages and disadvantages of a network with a standalone, single-user system,
referring to hardware, software and the people involved.
4.1.8
3
Compare the requirements, benefits and limitations of LANs with WANs.
4.1.9
1
Define electronic mail (e-mail).
4.1.10
3
Compare the advantages and disadvantages of e-mail with other forms of communication (post,
telephone and fax) including speed, dependence on location, and the ability to facilitate individual
and group communication.
4.1.11
2
Describe a client/server network system in reference to the concept of distributed or enterprise
computing.
The following indicates the limitations to the depth of description expected. Structured host-terminal (mainframe)
networks have tended to give way to client-server networks (and associated mixes of systems, applications and
databases) each with different protocols. Whereas client/server LANs link desktops in different areas with different
needs, enterprise client/server computing links the LANs into an overall architecture, usually via groupware. An
intranet uses Internet technology to take distributed, enterprise computing one step further by substituting an
internal web for the groupware. (See also 4.2.18-20.) The advantages are better sharing, easier publishing and JIT
access to information. This is a change from centralized information management to distributed resource
environments that are both local and global.
4.1.12
4
Suggest an etiquette (set of rules) for the use of e-mail, including the length of messages, tone,
the use of the quote feature in replies and ethical considerations in regard to privacy.
Reference should be made to 'spamming'.
4.1.13
1
Define groupware.
4.1.14
2
Describe one example of how groupware can be applied to the workplace.
Examples: multi-user appointment books; project management; database management systems.
4.1.15
3
Discuss three ways in which networks have affected redesign of the workplace environment,
including collaborative team ventures and greater access to information for decision making.
A.S.
Obj
4.2 The Internet (7h)
4.2.1
1
Define the Internet.
4.2.2
2
Outline the main services found on the Internet including e-mail, listservs, newsgroups, FTP and
the World Wide Web.
4.2.3
3
Explain the relationship of the World Wide Web to the Internet.
4.2.4
3
Explain the importance of protocols to such networks.
4.2.5
1
Define bandwidth.
4.2.6
1
Define ISDN.
4.2.7
3
Compare the feasibility of a dial-up connection, requiring a modem, with the use of a leased line
or ISDN.
4.2.8
3
Explain the importance of the transmission speed of modems in reference to baud rate and bits per
second (bps).
4.2.9
1
Define URL.
4.2.10
1
Define HTML.
4.2.11
1
Define HTTP.
4.2.12
3
Discuss the features of a Web browser including hyperlinks, GUIs, and integration of other
Internet services.
4.2.13
1
Define search engine.
4.2.14
3
Suggest two strategies for limiting a key word search in a search engine.
For example, follow suggestions for finding information in the engine Help section.
4.2.15
2
Annotate addresses such as http://www.ibo.org to show the meaning of each part.
4.2.16
4
Suggest an etiquette (set of rules) for controlling access to Web sites that contain information
considered immoral or unethical.
Issues such as pornography, promotion of illicit drug use, incitement to violence or hate, religious intolerance or
other materials you and/or the students consider inappropriate.
4.2.17
3
Discuss the means involved in blocking access to 'objectionable' material on the Internet.
Filtering products are currently available to both block and monitor Internet access. In some cases, blocking access
to 'questionable' sites also involves limiting the amount of time a person can devote to 'surfing'. This is usually
the case with an issue associated with censorship. The balance between 'appropriate use policies' as opposed to
filters can be discussed here. (See also 4.2.16.)
4.2.18
1
Define intranet.
4.2.19
3
Discuss four advantages of using an intranet in a school or business including cost effectiveness,
open standards and user creation of content.
Other examples: distributed publishing; efficient transfer of information; a simple universal interface.
4.2.20
3
Compare the economic, legal and political significance of the Internet with an intranet.
Limit to the benefits of an intranet as compared with the Internet.
4.2.21
3
Evaluate possible ethical considerations that could arise from the disparity between IT-rich and
IT-poor nations with respect to the degree of access to the Internet and the reliability of this
access.
4.2.22
3
Discuss the increased risk of computer crime and infection by worms arising from the widespread
use of networks.
4.2.23
3
Compare the just-in-case (JIC) model of information delivery with the just-in-time (JIT) model
with respect to institutions/organizations.
4.2.24
4
Suggest the possible social significance of, and ethical considerations arising from, new
developments in Internet technology, including network computers (NCs), Web crawlers and
Java.
Students should consider the types of information that can be presented and collected on Web pages. Although
robots are commonly associated with hardware automation, they can be software tools as well. See definitions in
Appendix 1: Glossary of ITGS Terms.
4.2.25
1
Define cryptography.
4.2.26
3
Discuss the ethical considerations involved in the use of encryption on the Internet.
ASSESSMENT DETAILS
The ITGS assessment model is designed to measure the performance of examination candidates against the four ITGS objectives.
Assessment is carried out by a combination of external examinations, conducted at the end of the programme of study, and internal
assessment, carried out by teachers. These two key assessment structures, the external and internal assessment, are weighted equally.
External Assessment
The external examination consists of two written papers which, by means of a variety of techniques, aim to assess candidates'
achievements against all the objectives 1, 2, 3 and 4.
Paper 1
1.Paper 1 is a one hour paper consisting of 40 multiple-choice questions testing each candidate's overall knowledge of the
syllabus content.
2.The questions test mainly objectives 1 and 2, and emphasize the aspect of tools and applications.
3.One mark is awarded for each question; no marks will be deducted for incorrect responses.
Paper 2
1.Paper 2 is a two hour paper consisting of two sections. Candidates are required to answer three questions: the compulsory
section A question, and two questions chosen from four questions in section B.
2.This paper tests the syllabus content in greater depth, with most marks being awarded for performance in objectives 3 and 4.
3.Considerable emphasis is placed on the aspect of social significance and ethical considerations.
4.Section A
This section consists of one compulsory data-based, or critical review, question. Although the data or text may relate to
any topic, not necessarily specified in the ITGS syllabus, candidates willnotbe expected to recall knowledge that is
outside the syllabus.
Candidates will be required to analyse, manipulate, transform and/or draw inferences from, a given set of data and/or a
passage of text. There will then be short-answer questions that relate mainly to the data and/or text, although some
application of knowledge will be expected.
5.Section B
Section B consists of two extended response questions to be chosen from four questions. Each question involves writing
an essay, which requires the demonstration of knowledge of more than one syllabus topic, and carrying out a
substantial piece of analysis, evaluation and exploration.
The maximum mark for each question is 20 with 18 marks available for content and 2 marks for the quality of
construction of the essay.
The criteria for the award of the quality of construction are:
2 marks
Consistently expresses relevant ideas with clarity and consistently links ideas (relevant or irrelevant) to form a
logical sequence.
1 mark
Achieves both the aspects above, partially (i.e. sometimes)
or
achieves one aspect completely (i.e. consistently)
or
achieves one aspect completely and one partially.
0 mark
Achieves only one of the above aspects partially
or
achieves neither of the aspects at all.
Calculators
The use of calculators will not be permitted in any examination paper but, in paper 1 and paper 2 section A, candidates may
be expected to carry out simple mental arithmetic.
Internal Assessment
Introduction
The course work for each student comprises two distinct parts: Portfolio and Project.
Teachers are expected to provide a varied internal assessment scheme that gives candidates opportunity to explore and discuss
the ethical considerations and social significance of IT and, for the Project, to give experience of a variety of IT hardware and
software.
Teachers judge their students' performance by using level descriptors against the relevant sets of criteria which are related to
the objectives. The assessment is moderated externally.
Two sets of assessment criteria are provided, one for the Portfolio and one for the Project. (SeeAssessment Details.)
The Portfolio
1.Introduction
The emphasis is on the 'social significance of, and ethical considerations arising from, the widespread use of
information technology in society'. Clarification of some of the philosophical ideas will be helped by reading:
Objectives: Ideas and Concepts at the Heart of ITGS
Appendix 4: Ethical Decision Making
The pieces of work (papers) in the Portfolio are not intended to be 'mini-extended essays' but should be regarded as
small assignments. They should be produced as the result of research and discussion. Work for the Portfolio could be
initiated in class and completed for homework.
2.Requirements
The Portfolio must consist of four pieces of written work. Each should be 700-1000 words in length. Some students may
complete more than four pieces throughout their studies; teachers can then select for each candidate the four most
representative of the candidate's performance.
Each piece of written work in the Portfolio should focus mainly on a different area classified into the following
categories:
ASC Abuse/Security/Crime
GS The Global Society
WP The Work Place
PR Privacy
LHT Leisure, Home and Travel
ED Education
NC Networks/Communications
This does not mean that issues covering more than one area cannot be included. The main point is that students
should appreciate the widespread social impact of IT and its attendant consequences, and should not concentrate all
their pieces of work on one specific category of social issue (e.g. networks/communications or privacy).
Each piece of written work in the Portfolio must be in chronological order and dated.
Candidates may share the same stimulus material for individual pieces of work, but collaborative work is forbidden.
Each piece of written work must address all the assessment criteria A-E, and each criterion should be clearly
identifiable.
3.Guidelines
Guidelines concerning the management of the Portfolio, together with some suggested issue titles, classified according
to the categories above, are provided in Appendix 2: Teacher Resources, The Portfolio and Project.
The Project
1.Introduction
The emphasis is on 'the solving of a problem, set firmly in a context where people are affected either directly or
indirectly using the integration of several IT tools'.
This part of the internal assessment provides the student with the opportunity to demonstrate an ability to integrate IT
tools to solve a real problem. The student can apply the skills learned throughout the course to an IT task, planned and
implemented using various tools available to the student.
2.Requirements
A Project consists of three parts:
Product
The 'end product', developed through the integration of IT tools, which is assessed by the teacher.
Report
A document 2000-2500 words in length summarizing the process involved in the implementation of the
Project, which is assessed by the teacher.
Log Book
An informal, written chronological record of the development of the Product. The Log Book is not assessed,
but keeping it is mandatory.
The Project must involve the integration of at least three IT tools, other than computer operating system, computer,
keyboard, mouse and monitor.
IT tools are defined as the hardware and software associated with the computer, communication and network
technologies, as outlined in the syllabus content.
The Report must address all the assessment criteria S-W, but need not necessarily be written in the order the criteria are
listed. However, each criterion should be clearly identifiable and points relevant to the criteria must appear in the
Report and not only be recorded in the Log Book.
The same piece of work cannot be submitted both for an ITGS extended essay and either the Portfolio or the Project
Report, although the issue or problem under consideration could be the same.
3.Collaboration
A collaborative Project is one where more than one person is involved in producing the same Product. Collaborative
work is not prohibited, but should be undertaken with caution.
Where group work is undertaken, the individual contribution of each student to the final Product must be clearly
distinguishable; each student's chosen problem must form a clearly identifiable and discrete part.
Reference to any work of a collaborative nature must be clearly stated.
Where the complete Product is shared, that part produced by an individual student, together with the student's Report,
will be assessed independently.
Each student must keep a personal Log Book and produce an individual Report. No Report or Log Book, in whole or
in part, may be shared.
4.Report Guidelines
The Report is the student's individual word-processed document.
The Report may include supplementary graphics, charts, screen dumps, photographs, etc. which may appear in the
body of the Report or as appendices if they amplify or illustrate particular aspects or points raised.
Guidelines concerning the management of the Project, together with some suggested titles, are provided inAppendix
2: Teacher Resources, The Portfolio and the Project, pp100-102.
5.Log Book Guidelines
The Log Book is a student's personal record of the development of the Project. It will contain references for
information, sketch ideas, evaluative comments, crossings out, subjective statements, etc. It will give a flavour of the
student's thoughts and actions throughout the development period.
It is intended primarily as a means of improving skills of organization and as an aid to problem solving for the student.
The Log Book may take any form, but it should follow the structure of the assessment criteria. The entries should be in
chronological order and, therefore, may not necessarily be in a logical sequence.
Schools will not be required to submit Log Books unless requested to do so by IBCA.
Use of Assessment Criteria and Descriptors
The method of assessment used by the IBO is criterion-referenced and not norm-referenced. That is to say, the method of assessing the
ITGS Portfolio and Project judges each candidate in relation to identified assessment criteria and not in relation to the rest of the
candidates.
There are five Assessment Criteria (A-E) for the Portfolio and six Assessment Criteria (S-X) for the Project. For each assessment
criterion, achievement level descriptors are defined which concentrate on positive achievement, although for the lower levels
(1 = the lowest level of achievement) failure to achieve may be included in the description.
The aim is to find, for each criterion, the descriptor which conveys most adequately the achievement level attained by the
candidate.
Having scrutinized the work to be assessed, read the descriptors for each criterion, starting with level 1, until you reach
one which describes a level of achievement that the work being assessed has not reached. The work is therefore best
described by the preceding achievement level descriptor and you should record this level.
If, however, a piece of work seems to fall between two descriptors, only partially fulfilling the requirements of the higher
descriptor, then you should re-read both of the descriptors in question and choose the one which more appropriately
describes the candidate's work. Use only whole numbers, not partial marks such as fractions and decimals. If a
candidate does not achieve a standard described by any of the descriptors then 0, zero, should be recorded.
The highest descriptors do not imply faultless performance and teachers should not hesitate to use the extremes, including zero,
if they are appropriate descriptions of the work being assessed.
Descriptors should not be considered as marks or percentages, although the descriptor levels are ultimately added together to
obtain a score out of 20 (for the Portfolio) and 30 (for the Project). It should not be assumed that there are other arithmetical
relationships; for example, a level 4 performance is not necessarily twice as good as a level 2 performance.
Concentrate on identifying the appropriate descriptor for each assessment criterion, rather than comparing the work to the IBO
1-7 grade or in terms of pass/fail.
A candidate who attains a high level of achievement in relation to one criterion will not necessarily attain high levels of
achievement in relation to the others. A candidate who attains a low level of achievement in relation to one criterion will not
necessarily attain only low levels of achievement in relation to other criteria. Do not assume that the overall assessment of the
candidates will produce any particular distribution of scores.
Objectives and Action Verbs
Action verbs, as defined in Syllabus Details, are used in the ITGS descriptors. The definitions are repeated here for the convenience of
the teachers.
Objective 1
Define
Give the precise meaning of a word or phrase as concisely as possible.
State
Give a specific name or other brief answer. No supporting argument or calculation is necessary.
List
Give a sequence of names or other brief answers with no elaboration. Each one should be clearly distinguished from
the others. The number required may be specified.
Draw
Represent by means of pencil lines. Add labels unless told not to do so. (Sometimes objective 2.)
Objective 2
Outline
Give a brief account or summary, including essential information only.
Describe
Give a detailed account, including all the relevant information.
Identify
Find an answer from a number of possibilities. (Sometimes objective 3.)
Apply
Use an idea, equation, principle, theory, or law in a new situation.
Annotate
Add brief notes to a statement, diagram, drawing or graph.
Objective 3
Discuss
Give an account including, where possible, a range of arguments, assessments of the relative importance of various
factors or comparison of alternative hypotheses or ideas.
Compare
Give an account of similarities and differences between two (or more) items, referring to both (all) of them throughout.
Comparisons can be given using a table.
Explain
Give a clear account including causes, reasons or mechanisms.
Evaluate
Assess the implications and limitations.
Analyse
Interpret information to reach conclusions.
Objective 4
Suggest
Propose a hypothesis, solution or other possible answer.
Deduce
Reach a conclusion from the information given.
Predict
Give an expected result.
Design
Produce a plan, object, simulation or model.
Determine
Find the only possible answer. (Sometimes objective 2.)
Portfolio Assessment Criteria and Descriptors
These criteria and their descriptors must be used by the teacher to assess each one of the four pieces of work (papers) contributing to the
candidate's Portfolio, and to produce the final mark awarded. Refer to the definitions of the action verbs in Objectives and Action Verbs.
Criterion A : Describing the Issue Obj 2
Achievement
Level
0
The candidate has not reached a standard described by any of the descriptors below.
1
The candidate outlines correctly the underlying issue but makes no reference to a social context.
2
The candidate describes correctly the underlying issue but makes no reference to a social context.
3
The candidate outlines correctly the underlying issue with some reference to a social context.
4
The candidate describes correctly the underlying issue with an extended reference to a social context.
Criterion B : IT Background of the Issue Obj 1, 2, 3
Achievement
Level
0
The candidate has not reached a standard described by any of the descriptors below.
1
The candidate states some of the IT background (IT terminology, concepts, developments and trends) relevant to
the issue.
2
The candidate outlines some of the IT background (IT terminology, concepts, developments and trends) relevant
to the issue.
3
The candidate describes some of the IT background (IT terminology, concepts, developments and trends)
relevant to the issue.
4
The candidate explains the IT background (IT terminology, concepts, developments and trends) relevant to the
issue.
Criterion C : Analysing the Impact of the Issue Obj 2, 3
Achievement
Level
0
The candidate has not reached a standard described by any of the descriptors below
1
The candidate only outlines the impact on society.
2
The candidate only describes the impact on society.
3
The candidate analyses the impact on society.
4
The candidate analyses and evaluates the impact on society.
Criterion D : Solutions to Problems Arising from the Issue Obj 1, 2, 3
Achievement
Level
0
The candidate has not reached a standard described by any of the descriptors below.
1
The candidate states one solution, with no evaluation of its likely effectiveness.
2
The candidate describes one solution, with no evaluation of its likely effectiveness.
3
The candidate explains one solution, with no evaluation of its likely effectiveness.
4
The candidate explains one solution and evaluates its likely effectiveness.
5
The candidate explains two solutions and evaluates their likely effectiveness, with no comparison.
6
The candidate explains two solutions, evaluates their likely effectiveness and compares them both.
Criterion E : Selecting and Using Sources Obj 1, 3
Achievement
Level
0
The candidate has not reached a standard described by any of the descriptors below.
1
The candidate lists a few appropriate sources in an acceptable manner.
2
The candidate cites and refers to a few appropriate sources in an acceptable manner.
Project Assessment Criteria and Descriptors
These criteria and their descriptors must be used by the teacher to assess the candidate's Project. Refer to the definitions of the action
verbs in Objectives and Action Verbs.
Criteria S-W inclusive must be assessed only by evidence present in the Report.
Criterion X must be assessed by evidence provided by the 'end product'. Criterion X is provided in the form of a matrix.
Criterion S : Identifying the Need Obj 2, 3
Note: If the need is not set in a social context the maximum possible mark is 2.
Achievement
Level
0
The candidate has not reached a standard described by any of the descriptors below.
1
The candidate outlines the need but it is not set in a social context.
2
The candidate describes the need but it is not set in a social context
Or
the candidate outlines the need and a social context is mentioned.
3
The candidate describes the need and it is set in a social context.
4
The candidate explains the need and it is set in a social context.
Criterion T : Addressing the Need Obj 2, 3, 4
Note: Each approach must fall into a different category as defined by the syllabus topics 2, 3 or 4. One approach, or two
approaches, that are clearly within the same syllabus topic will be awarded 0.
Achievement
Level
0
The candidate has not reached a standard described by any of the descriptors below.
1
The candidate states two alternative approaches that address the need.
2
The candidate describes two alternative approaches that address the need.
3
The candidate explains two alternative approaches that address the need.
4
The candidate explains two alternative approaches that address the need and compares the feasibility of
these two approaches.
Criterion U : Planning an IT solution Obj 1, 2, 3
Notes: The solution planned must be one of the approaches addressed in criterion T, otherwise 0 will be awarded.
Achievement
Level
0
The candidate has not reached a standard described by any of the descriptors below.
1
The candidate only lists some IT tools (hardware, software, communication technologies and network
technologies).
2
The candidate lists some IT tools (hardware, software, communication technologies and network
technologies) and outlines a plan.
3
The candidate describes the use of particular IT tools (hardware, software, communication technologies
and network technologies) and outlines a plan
4
The candidate discusses the use of particular IT tools (hardware, software, communication technologies
and network technologies) and describes a plan.
5
The candidate discusses the use of particular IT tools (hardware, software, communication technologies
and network technologies) and evaluates a plan.
Criterion V : Testing and Refinement of the Solution Obj 2, 3
Note: If no external evaluation was used, then the maximum possible mark is 3.
Achievement
Level
0
The candidate has not reached a standard described by any of the descriptors below.
1
The candidate describes how the solution was tested once.
2
The candidate describes how the solution was tested and then refined once.
3
The candidate explains how the solution was tested, refined once, and then retested but with no
evaluation by another user.
4
The candidate explains how the solution was tested, refined once, and then retested but with some
evaluation by another user.
5
The candidate explains how the solution was tested, refined more than once, and then retested but with
some evaluation by another user.
6
The candidate explains both how the solution was tested, refined more than once and then retested, and
discusses the evaluation by another user/other users.
Criterion W : The Social Significance of the Project Obj 1, 2, 3
Note: The social contexts are stated in the Nature of the Subject.
Achievement
Level
0
The candidate has not reached a standard described by any of the descriptors below.
1
The candidate states at least one aspect of the Project that has social significance.
2
The candidate outlines at least one aspect of the Project that has social significance.
3
The candidate explains at least one aspect of the Project that has social significance.
4
The candidate explains at least two aspects of the Project that have social significance.
5
The candidate compares at least two aspects of the Project that have social significance.
Criterion X : Complexity of Task & Implementation of Solution Obj 4
The performance of a candidate for this criterion is judged by the teacher (not by an external examiner or moderator) and assessed by
means of the matrix below.
Criterion X is based on the degree of complexity of the task facing each individual candidate and the extent to which the
Product is implemented.
The organization of the matrix places a greater emphasis on the complexity of the problem. A candidate embarking on a
Project regarded as simple can score no higher than 2.
The achievement level is in the range 0-6.
PROJECT: CRITERION X MATRIX
COMPLEX
The student
overcame many
obstacles
MODERATE
The student overcame
several obstacles
SIMPLE
The student
overcame few
obstacles
COMPLEXITY
IMPLEMENTATION
6
5
2
It is highly effective and fully
functional
5
4
1
Most of it works well
3-4
2-3
1
Parts of it work well
0-2
0-1
0
It does not work
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