unit 4 programming assignment 1 distinction example

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Information Technology - Programming Assignment A

Subject: Computing

Age range: 16+

Resource type: Other

Last updated

1 July 2019

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Example of Assignment A - for Unit 4 (Programming) for the BTEC Extended Diploma in Information Technology Level 3 - Distinction Grade.

This assignment can be useful to show students as an example of what is expected / required for a distinction grade.

The assignment scenario was to create a Wiki page discussing computational thinking skills and its use within programming. The assignment also had to include software design principles and the different programming languages used to create applications.

As per all BTEC assignments to achieve distinction level, the assignment must include:

• Explanation - Pass criteria
• Analysis - Merit criteria
• Evaluation - Distinction criteria.

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NEW ARRIVAL! A Complete Scheme of Work Resource for the

Level 3 BTEC IT Unit 2 Exam Parts A and B

"an excellent 'out of the box' resource."

Mr. Joe McCarthy-Holland, Head of Physics and Computer Science, Godalming College, Surrey

The BTEC Unit 5 Programming Unit is a mandatory unit for all certification levels from the Foundation Diploma upwards. Here is a complete 40 Lesson scheme of work for the Unit 4 Specification. The Scheme of Work includes over 170 exercises and activities covering Learning Aims A, B and C . Also included is a brand new scenario that students can use to practice the coursework for Learning Aims B and C before attempting the actual Assignment, as well as detailed programs with source code for your students to Analyse. The Scheme of Work is available in Python, C# and VB.NET The resources include:

Learning Aim A - lessons covering all specification content and theory including: • Computational Thinking And Skills. • Uses of Software Applications. • Features and Characteristics of Programming Languages. • Constructs and Techniques and Their Implementation in Different Languages. • Principles of Logic Applied to Program Design. • Quality of Software Applications. • 80+ differentiated programming activities with answers in code and pseudocode. • Class tasks covering logic principles, computational thinking and features of programming languages. • Examples of programming constructs are given in C#, Python and VB.NET for each language. • Each resource includes two different 900+ line programs with explanatory notes, for students to analyse for Learning Aim A M&D criteria. • The C# resource has an Inventory Manager written in C# and an Adaptive Maths Quiz program written in Python. • The Python resource has an Adaptive Maths Quiz program written in Python and an Inventory Manager program written in C#. • The VB.NET resource has a Student Grade Tracking program written in VB.NET and Adaptive Maths Quiz Program written in Python. Learning Aim B - lessons covering all specification and theory content of: • The Software Development Life Cycle. • Problem Definition Statements. • Software Features. • Program testing. All of these are based around a​ new scenario for students where they can identify  the problem definition statements and key software features including: • How to identify alternate solutions with design documentation suggested Answers. • How to get design feedback and improve design documentation. • How to design algorithms in pseudocode and flowcharts. • Creating a test plan from a given scenario. • Student Worksheets for all class tasks. Learning Aim C - lessons cover all specification and theory content including: • A code solution for the sample scenario. • Answers for carrying out a test plan. • How to optimise a program from testing, feedback and documentation. • Examples of optimised code. • How to carry out a code review and evaluation.

Each lesson includes: • A teacher presentation with learning objectives, lesson content and end of lesson review. • A range of class tasks, from worked examples to discussion activities. • Student Worksheets for all class tasks. • Suggested answers for the class tasks to encourage and promote discussion and further learning. • Resource links to relevant websites and videos that can be used in lesson.​

Also included is a full outline Scheme of Work for all suggested 40 lessons, which includes: • Learning objectives. • Lesson overview. • Assessment opportunities. • EDI considerations. • Homework suggestions. • A format that can be used for SLT inspections.

TheComputingTutor is pleased to announce the release of a full worked model Answer for the BTEC IT Unit 4 Programming Assignment 2. This is a full worked answer for "The Event Booking System" Pearson AAB, including Procedures and Functions, If Else statements, While loops, Single and 2 Dimensional arrays, local and global variables and validation functions.  The solution is available in Python, C# and VB.NET languages  as a basic console application and has been fully commented to aid understanding. The C# and VB.NET solutions also include some limited Object Orientated Programming. There is also a full Windows Forms GUI Event Driven solution written in VB.NET. This can be ported to C# and Tkinter if there is sufficient interest. In addition there is a Teacher Guide showing how the program is put together, that includes a flowchart as well as any design decision and assumptions. You will have full access to the sheet and the source code  so you can see how it works and then use this to help guide your students.

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Mr. Matthew McDermott, Teacher of ICT, City of Portsmouth College, Hampshire

The Unit 04 Assignments are relatively straightforward, except that there is a lot of content to cover which could get missed. As part of the RQF BTEC assessment procedures, assessors are not allowed to give students a list of tasks to cover to achieve a grade once the assignment is running. This means that learners can often forget to include key pieces of evidence, or to not provide evidence in the right format. TheComputingTutor is pleased to announce the release of a full set of Assignment Resources for the Edexel BTEC IT UNIT 4 - Programming. The resources are: • A full set of Student Guide Assignment Resources for Learning Aims A, B and C. • A Teacher presentation showing your students how to approach each of the Learning Aims. • A Teacher resource document, with suggested hints and ideas for Unit delivery and how to structure the assignment content as well as group ideas for software programs. • An editable PowerPoint and a printable PDF for each Student Guide. • Separate Student Guides for Pass, Merit and Distinction criteria. • A tracking sheet for your students to monitor their own progress based on COMPLETE, IN PROGRESS and NOT STARTED for all tasks

Please note: this is not a theory resource; this resource focuses entirely on how to answer all the Assignment tasks. Theory content is covered in the associated Scheme of Work.

​Each Student Guide covers all the marking requirements for Pass criteria for Learning Aims A, B and C as well as showing extensive opportunities for where to include Merit and Distinction criteria evidence. The Student Guides are ideal for weaker candidates, or students struggling to organise their work, as it gives a simple, easy to follow checklist of all required Assignment criteria. Each guide has references on every page to where the required content is covered in the 2016 Authorised Pearson textbook as well as continual assessment opportunities so students can identify the areas they are struggling with so you can support them where allowed. You can use these Assignment resources for individual students who are finding the Assignment procedure challenging, or you can give the Guides to your entire group before they start each Assignment - the choice is yours.  The Student Guides only contain the required Assignment content headings, the actual theory content taught is entirely down to you. You have full control of each PowerPoint, so you can edit the slides and move them around to suit your teaching and the needs of your classroom. These resources will help your learners to know exactly what they have to do to independently achieve their grades.

The thoroughly organised and consistent Scheme of Work including teaching resources was a godsend. "

Mr. Alan Sinclair-Brown, Computing and Business Lecturer, Brooklands College, Surrey

Documents included in the teaching resource sample download include: • 3x Teaching presentations, 1 each for Learning Aims A, B and C. • 3x Students Guides, 1 each for Learning Aims A, B and C as an editable PowerPoint. • 3x Students Guides, 1 each for Learning Aims A, B and C as a read only PDF. • 2x Student Checklists for Learning Aim A and Learning Aim B&C. • 1x Student Tracking Document. • 1x Teacher Notes with ideas and information about Unit Delivery. Documents in the code sample include: • 1x Technical Information about the Code Solution. • 1x Code Solution with screenshots and sample code. Documents in the scheme of work include: • 8x Teaching presentations, 6 for learning aim A, 1 for Learning Aim B and 1 for Learning Aim C. • 8x Student Worksheets. • 8x Suggested answers. • A sample of the 2 programs and their technical documentation for Learning Aim A. • A sample of the example program used to prepare for Learning Aims B and C. To view a free sample of all files available for the following resources click on the links below.

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Unit 4 Programming Checklist LAA

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Unit 4 Programming – Learning Aim A CHECKLIST

Make sure throughout the assignment to reference all section A1 through A6 ( A5 is mainly covered in the elements of A4 so don’t worry to much about this one ).

You MUST include examples and evidence that relates to the 4 programs I have given you and make use of related software examples where you feel these are relevant. Include visual representations and extract of code to help with your explanation. Remember the criteria and the requirements as listed below.

Assessment criteria In more detail P1 Explain how computational thinking skills are applied in finding solutions that can be interpreted into software applications.

Explain the computational thinking skills of: decomposition, pattern recognition, abstraction, and algorithmic design. Explain how these computational thinking skills are used to find solutions to problems and can be applied to writing software applications in areas such as: gaming and entertainment, productivity, information storage and management, repetitive tasks/dangerous tasks, social media, and search engines. P2 Explain how principles of computer programming are applied in different languages to produce software applications.

Explain the range of programming languages that are available (that is: procedural, e. C, Perl®, PythonTM; object-orientated, e. C++, C#®, Java®; event-driven, e. Visual Basic®; machine, e. Assembler; mark-up, e. HTML). Explain how each language differs (in terms of constructs, techniques use and requirements) which could be any of: commands, variables, data types, logic, subroutines, functions, string handling, arrays, file handling, data structures, and event handling. P3 Explain how the principles of software design are used to produce high-quality software applications that meet the needs of users.

You must choose one example program that has been created to solve a particular problem/meet a specific need and provide descriptions of how programming constructs and the principles of software design have been applied to develop a solution to meet the required needs of users. Also consider how computational thinking skills may have been applied when exploring the principles of software design. Explain how different software design methods (for example: iteration, mathematical logic, propositional dynamic logic (PDL)*, use of sets) can be used to produce effective applications (use examples). *Note PDL is university level theory so unless you are going for a distinction, don’t worry about covering this. M1 Analyse how computational thinking skills can impact software design and the quality of the software applications produced.

Analyse how computational thinking skills can impact software design, highlighting features of decomposition, pattern recognition and pattern generalisation and abstraction. Show a clear understanding of how different programming languages are implemented to solve problems. Provide a balanced and reasoned analysis of the strengths and weaknesses of the identified code in solving the problems and the quality of the implementations. Analyse the strengths and weaknesses of the identified languages and how they affect the requirements of the user and the development of a program to meet defined needs. The evidence will be technically accurate and demonstrate good-quality written or oral communication. D1 Evaluate how computational thinking skills can

Provide an evaluation of how computational thinking skills are used to find solutions to problems and how this can impact software design and the applications developed. You will

impact software design and the quality of the software applications produced.

provide a clear and balanced evaluation of the use of different programming languages (in identified programs) to solve different, specific problems. You will provide a detailed analysis of the programming principles used in the identified programmes. You will evaluate the success of their implementation in terms of the quality of code produced, and in a wider context where applicable. Quality will be considered in terms of the degree to which user requirements are met, the robustness of the code, its maintainability, efficiency, portability and ease of use. You will provide an evaluation of the identified programming languages. You will consider the principles they have analysed and explain why specific programming languages are used and what advantages they may offer to the programmer and the end user. You must articulate your arguments and views fluently and concisely, providing an evaluation that makes reasoned and valid judgements. The evidence will demonstrate high-quality written/ oral communication through the use of accurate and fluent technical vocabulary to support a well-structured and considered response that clearly connects chains of reasoning.

If you are still unsure of the topic areas to explain, look at the list below. Make sure you have evidence of the topics highlighted in Green , and associated sub sections , remember to check and use the PowerPoints we worked through, but also to expand on this work through independent study.

You should talk about :

• How pieces of software are conceived from initial problem and how they are broken down (computational thinking )
• Why we use software languages? and different types.
• How the programming languages are chosen and why? Features and Characteristics.
• The constructs and techniques used in the identified examples of software languages.
• The quality and design of the software applications.

This is NOT a definitive list this is just a starting point for you to help.

A1 Computational thinking skills

Application of computational thinking skills involved in analysing problems and processes, in order to identify solutions that can be developed into software applications.

Decomposition:

 identifying and describing problems and processes  breaking down problems and processes into distinct steps  describing problems and processes as a set of structured steps  communicating the key features of problems and processes to others as relevant.

Pattern recognition:

 identifying common elements or features in problems or systems  identifying and interpreting common differences between processes or problems  identifying individual elements within problems  describing patterns that have been identified  making predictions based on identified patterns.

 subroutines, functions and procedures  string handling, including examining single characters and substrings  arrays – two-dimensional and three-dimensional, splitting and joining  file handling – open, read, write, close, database  data structures  event handling.

Documentation of code.

A5 Principles of logic applied to program design

Principles, including:

 iteration – repetition of a computational procedure applied to the result of a previous  application  mathematical logic – inference, consistency, completeness, verification by truth tables  propositional dynamic logic to demonstrate the function of algorithms  use of sets, e. properties and interrelationships of sets of data, search/filter sets of data.

A6 Quality of software applications

How the design and implementation of a software application affects quality, including:

 efficiency/performance, e. the system resources consumed by the program, CPU cycles, processor time, memory space, accessing storage media  maintainability, e. ease with which a program can be modified by its present or future developer in order to carry out corrective, perfective or adaptive maintenance  portability, e. range of computer hardware, operating systems and platforms on which the source code can be run/compiled/interpreted  reliability, e. accuracy and the consistency of its outputs  robustness, e. quality of coding and testing to ensure that extreme and erroneous data can be processed without causing the program to crash  usability, e. ease with which an end user can use the program.

• Multiple Choice

Module : Digital Technology

University : city college norwich.

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