Syllabus

=Preliminary Syllabus=

=8 Content: Information Processes and Technology – Preliminary Course=

8.1 Introduction to Information Skills and Systems
An information system has a purpose in that it addresses the need(s) of a group or an individual. It performs the information processes of collecting, organising, analysing, storing/retrieving, processing, transmitting/receiving and displaying. Information processes involve computer and non-computer activities. For the processes to occur, participants (people), data/information and information technologies (hardware and software) are required. The purpose for an information system defines who it is for and what they need. Information systems give rise to ethical issues for people directly and indirectly involved with them. They have a social impact on the environment in which they operate.

Outcomes
A student: P1.1 describes the nature of information processes and information technology P1.2 classifies the functions and operations of information processes and information technology P2.1 identifies and describes the information processes within an information system P2.2 recognises and explains the interdependence between each of the information processes P3.1 identifies and describes social and ethical issues P4.1 describes the historical developments of information systems and relates these to current and emerging technologies.

– in the environment – users of the information system – participants in the information system || – deciding what data is required – how it is sourced – how it is encoded for entry into the system – participants – data/information – information technology – images – audio – video – text – numbers
 * ** Students learn about: ** || ** Students learn to: ** ||
 * information systems in context
 * diagrammatic representation of an information system in context || * diagrammatically represent a given scenario that involves an information system
 * the environment – everything that influences and is influenced by the information system
 * the purpose – a statement identifying who the information system is for and what it needs to achieve
 * who the information system is for includes individuals and organisations
 * the information system – a set of information processes requiring participants, data/information and information technology built to satisfy a purpose
 * information processes – computer based and non-computer based activities
 * information technology – hardware and software used in information processes
 * data – the raw material used by information processes
 * information – the output displayed by an information system
 * user – a person who views or uses the information output from an information system
 * participant – a special class of user who carries out the information processes within an information system ||
 * || * explain how an information system impacts on its environment and how it in turn impacts on the information system
 * describe the environment and purpose of an information system for a given context
 * explain how a given need can be supported by an information system
 * describe an information system in terms of its purpose
 * for a given scenario, identify the people who are:
 * information processes
 * collecting – the process by which data is entered into or captured by a computer system, including:
 * organising – the process by which data is structured into a form appropriate for the use of other information processes such as the format in which data will be represented
 * analysing – the process by which data is interpreted, transforming it into information
 * storing and retrieving – the process by which data and information is saved and accessed later
 * processing – a procedure that manipulates data and information || * distinguish between, and categorise, the activities within an information system in terms of the seven information processes
 * use an existing information system to meet a simple need
 * manually step through a given information system identifying the information process
 * for a given information system, describe how the following relate to the information processes:
 * schematically represent the flow of data and information through a given information system, identifying the information processes
 * transmitting and receiving – the process that sends and receives data and information within and beyond information systems
 * displaying – the process that controls the format of information presented to the participant or user ||
 * the nature of data and information
 * data – the input to an information system
 * data representation – the different types of media, namely:
 * information – the output which has been processed by an information system for human understanding
 * the generation of information from data via the information processes
 * how information from one information system can be data for another information system

reasons for digital data representation – accuracy – timeliness <span style="font-family: 'Times New Roman','serif';">– accessibility <span style="font-family: 'Times New Roman','serif';">– newspapers on the Internet <span style="font-family: 'Times New Roman','serif';">– telephone system <span style="font-family: 'Times New Roman','serif';">– video on DVD <span style="font-family: 'Times New Roman','serif';">– facsimile <span style="font-family: 'Times New Roman','serif';">– media retrieval management || * distinguish between data and information in a given context
 * the need for quality data, including:
 * current data digitising trends, for example:
 * categorise data as image, audio, video, text and/or numbers
 * identify the data and the information into which it is transformed, for a given scenario


 * identify examples of information systems that use information from another information system as data

<span style="font-family: 'Times New Roman','serif';">– privacy of the individual <span style="font-family: 'Times New Roman','serif';">– security of data and information <span style="font-family: 'Times New Roman','serif';">– accuracy of data and information <span style="font-family: 'Times New Roman','serif';">– data quality <span style="font-family: 'Times New Roman','serif';">– changing nature of work <span style="font-family: 'Times New Roman','serif';">– appropriate information use <span style="font-family: 'Times New Roman','serif';">– health and safety <span style="font-family: 'Times New Roman','serif';">– copyright laws <span style="font-family: 'Times New Roman','serif';">– participants within the information system <span style="font-family: 'Times New Roman','serif';">– users of the information system <span style="font-family: 'Times New Roman','serif';">– those in the environment <span style="font-family: 'Times New Roman','serif';">– where the purpose involves international organisations, or <span style="font-family: 'Times New Roman','serif';">– where the data and processes are distributed across national boundaries || * describe social and ethical issues that relate to: <span style="font-family: 'Times New Roman','serif';">– information system users <span style="font-family: 'Times New Roman','serif';">– participants <span style="font-family: 'Times New Roman','serif';">– advances in technology <span style="font-family: 'Times New Roman','serif';">– suitability of information technology for repetitive tasks ||
 * explain why information technology uses digital data
 * describe advantages and disadvantages for the digital representation of data ||
 * social and ethical issues
 * social and ethical issues arising from the processing of information, including:
 * the people affected by social and ethical issues, including:
 * the ethical and social responsibility of developers
 * current government legislation to protect the individual and organisations
 * the use of information systems in fields such as manufacturing as well as the traditional fields of observation and recording
 * global information systems:
 * ensure that relevant social and ethical issues are addressed
 * identify and explain reasons for the expansion of information systems, including:

8.2 Tools for Information Processes
In order to understand and build information systems, information processes must be understood. This topic examines each of the information processes by focusing on some of the tools used to carry them out. The tools include information technology and non-computer procedures. In this topic, tools are categorised and presented according to a particular information process. In reality, however, one tool may overlap several processes. One tool cannot operate in isolation; therefore, demonstrations of particular tools will involve additional tools and processes. Information processes and tools affect participants within the information system and people beyond it, giving rise to social and ethical issues. Additional tools for specific types of information systems will be examined in the HSC course.

Outcomes
A student:

P1.1 describes the nature of information processes and information technology P1.2 classifies the functions and operations of information processes and information technology P2.1 identifies and describes the information processes within an information system P2.2 recognises and explains the interdependence between each of the information processes P3.1 identifies and describes social and ethical issues P4.1 describes the historical developments of information systems and relates these to current and emerging technologies P5.1 selects and ethically uses computer based and non-computer based resources and tools to process information P6.1 analyses and describes an identified need P6.2 generates ideas, considers alternatives and develops solutions for a defined need P7.1 recognises, applies and explains management and communication techniques used in individual and team-based project work P7.2 uses and justifies technology to support individuals and teams

<span style="font-family: 'Times New Roman','serif';">– deciding what data is required <span style="font-family: 'Times New Roman','serif';">– how it is sourced <span style="font-family: 'Times New Roman','serif';">– how it is encoded for entry into the system > **//(See Course Specifications Document)//** > **//(See Course Specifications Document)//** <span style="font-family: 'Times New Roman','serif';">– literature searches <span style="font-family: 'Times New Roman','serif';">– surveys and interviews <span style="font-family: 'Times New Roman','serif';">– form design for data collection <span style="font-family: 'Times New Roman','serif';">– manual recording of events <span style="font-family: 'Times New Roman','serif';">– existing non-computer data <span style="font-family: 'Times New Roman','serif';">– bias in the choice of what and where to collect data <span style="font-family: 'Times New Roman','serif';">– accuracy of the collected data <span style="font-family: 'Times New Roman','serif';">– copyright and acknowledgment of source data when collecting <span style="font-family: 'Times New Roman','serif';">– the rights to privacy of individuals on whom data is collected <span style="font-family: 'Times New Roman','serif';">– ergonomic issues for participants entering large volumes of data into an information system || * for a given scenario, identify alternatives for data collection and choose the most appropriate one <span style="font-family: 'Times New Roman','serif';">– letters of the alphabet represented as images rather than text <span style="font-family: 'Times New Roman','serif';">– numbers represented as text rather than numeric || * choose the most appropriate format for a given set of data and identify and describe the most appropriate software and method to organise it || > **//(See Course Specifications Document)//**
 * ** Students learn about: ** || ** Students learn to: ** ||
 * collecting
 * collecting – the process by which data is captured or entered into a computer system, including:
 * hardware used for collection
 * software used for collection
 * non-computer procedures in collecting
 * social and ethical issues in collecting
 * use a range of hardware collection devices to collect different data types
 * describe the operation of a range of hardware collection devices
 * make predictions about new and emerging trends in data collection based on past practices
 * choose the most appropriate combination of hardware, software and/or non-computer tools to collect data from a given source
 * use the Internet to locate data for a given scenario
 * design forms that allow data to be accurately recorded and easily input into software applications
 * select and use appropriate communication skills to conduct interviews and surveys so that data can be accurately collected
 * identify existing data that can be collected for an information system for a given scenario
 * recognise personal bias and explain its impact on data collection
 * identify the privacy implications of particular situations and propose strategies to ensure they are respected
 * predict errors that might flow from data inaccurately collected
 * predict issues when collecting data that might arise when it is subsequently analysed and processed ||
 * organising
 * organising – the process by which data is structured into a form appropriate for use by other information processes
 * how different methods of organising affect processing, for example:
 * * the way in which the hardware used for collection organises data by digitising images, audio, video, numeric and text
 * software for organisation

<span style="font-family: 'Times New Roman','serif';">– hard copy systems such as phone books, card catalogues and pen and paper forms <span style="font-family: 'Times New Roman','serif';">– pen and paper methods for organising data <span style="font-family: 'Times New Roman','serif';">– current trends in organising data, such as: <span style="font-family: 'Times New Roman','serif';">- the increase in hypermedia as a result of the World Wide Web <span style="font-family: 'Times New Roman','serif';">- the ability of software to access different types of data <span style="font-family: 'Times New Roman','serif';">- a greater variety of ways to organise resulting from advances in display technology <span style="font-family: 'Times New Roman','serif';">– the cost of poorly organised data, such as redundant data in a database used for mail-outs || * describe how different types of data are digitised by the hardware that collects it <span style="font-family: 'Times New Roman','serif';">– large amounts of primary and secondary storage allowing for fast processing <span style="font-family: 'Times New Roman','serif';">– fast processors allowing many rapid calculations <span style="font-family: 'Times New Roman','serif';">– searching/selecting data <span style="font-family: 'Times New Roman','serif';">– sorting <span style="font-family: 'Times New Roman','serif';">– modelling/simulations <span style="font-family: 'Times New Roman','serif';">– what-if scenarios <span style="font-family: 'Times New Roman','serif';">– charts and graphs to identify trends <span style="font-family: 'Times New Roman','serif';">– file comparison <span style="font-family: 'Times New Roman','serif';">– searching manual filing systems <span style="font-family: 'Times New Roman','serif';">– non-computer models and simulations <span style="font-family: 'Times New Roman','serif';">– unauthorised analysis of data <span style="font-family: 'Times New Roman','serif';">– data incorrectly analysed <span style="font-family: 'Times New Roman','serif';">– erosion of privacy from linking databases for analysis || * identify hardware requirements to carry out a particular type of analysis
 * non-computer tools for organising
 * social and ethical issues associated with organising, including:
 * compare and contrast different methods of organising the same set of data using existing software applications
 * use software to combine data organised in different formats
 * use data dictionaries to describe the organisation of data within a given system
 * assess future implications when making decisions about the way data is organised ||
 * analysing
 * analysing – the process by which data can be represented and summarised so that humans can better understand it
 * hardware requirements for analysing, including:
 * software features for analysis, including:
 * non-computer tools, for analysing, including:
 * social and ethical issues associated with analysis, including:
 * describe the best organisation for data for a particular type of analysis


 * use software analysis features in a range of software applications to analyse image, audio, video, text and numeric data

<span style="font-family: 'Times New Roman','serif';">– other processing to take place <span style="font-family: 'Times New Roman','serif';">– a temporary halt in the system <span style="font-family: 'Times New Roman','serif';">– backup and recovery <span style="font-family: 'Times New Roman','serif';">– the transfer of data or information <span style="font-family: 'Times New Roman','serif';">– hardware devices (See Course Specifications Document) <span style="font-family: 'Times New Roman','serif';">– the characteristics of hardware, including: <span style="font-family: 'Times New Roman','serif';">- random or sequential access <span style="font-family: 'Times New Roman','serif';">- volatile or non-volatile <span style="font-family: 'Times New Roman','serif';">- permanent or non-permanent <span style="font-family: 'Times New Roman','serif';">– file management software <span style="font-family: 'Times New Roman','serif';">– database management systems <span style="font-family: 'Times New Roman','serif';">– file formats for different data types <span style="font-family: 'Times New Roman','serif';">– Internet browser <span style="font-family: 'Times New Roman','serif';">- used to access a machine-independent data store <span style="font-family: 'Times New Roman','serif';">- using search engines to access data <span style="font-family: 'Times New Roman','serif';">– encryption/password protection <span style="font-family: 'Times New Roman','serif';">– security of stored data whether stored centrally or distributed
 * compare and contrast computer and non-computer tools for analysis on the basis of speed, volume of data that can be analysed, and cost
 * analyse data on individuals for the purpose it was collected ||
 * storing and retrieving
 * storing and retrieving – the two-step process by which data or information can be saved and reloaded to allow for:
 * hardware for storing and retrieving
 * the trend to faster and greater storage capacity over time || * document the storage and retrieval process in an information system
 * describe the characteristics and operation of hardware devices used for storage and retrieval
 * use a range of hardware devices and associated software to store and retrieve information and data
 * store and retrieve data using a network
 * software for storing and retrieving ||
 * <span style="font-family: 'Times New Roman','serif';">– hardware interface software

<span style="font-family: 'Times New Roman','serif';">– paper based storage systems <span style="font-family: 'Times New Roman','serif';">– microfiche <span style="font-family: 'Times New Roman','serif';">– libraries <span style="font-family: 'Times New Roman','serif';">– the security of stored data <span style="font-family: 'Times New Roman','serif';">– unauthorised retrieval of data <span style="font-family: 'Times New Roman','serif';">– advances in storage and retrieval technologies and new uses such as data matching || * compare different file formats for storing the same data, explaining the features and benefits of each
 * non-computer tools, including:
 * social and ethical issues, including:
 * use software features to secure stored data and information

<span style="font-family: 'Times New Roman','serif';">– hardware with fast processors, a lot of RAM and large storage capacity for image, video and audio processing <span style="font-family: 'Times New Roman','serif';">– increased processing speed, by: <span style="font-family: 'Times New Roman','serif';">- increased clock speeds <span style="font-family: 'Times New Roman','serif';">- increased bus capacity <span style="font-family: 'Times New Roman','serif';">– historical and current trends in CPU development <span style="font-family: 'Times New Roman','serif';">– documenting procedures to be followed when processing <span style="font-family: 'Times New Roman','serif';">– ownership of processed data <span style="font-family: 'Times New Roman','serif';">– bias in the way participants in the system process data || * select appropriate hardware configurations for a specified type of processing <span style="font-family: 'Times New Roman','serif';">– communications within a computer between peripheral devices and the CPU via buses <span style="font-family: 'Times New Roman','serif';">– the role of modems, including modulation and demodulation <span style="font-family: 'Times New Roman','serif';">– local area networks and wide area networks <span style="font-family: 'Times New Roman','serif';">– communications packages <span style="font-family: 'Times New Roman','serif';">– transmitting and receiving text, numeric, image, audio and video <span style="font-family: 'Times New Roman','serif';">– electronic mail and its operation || * identify examples of potential human bias in data processing
 * retrieve and use data in an ethical way ||
 * processing
 * processing – a method by which data can be manipulated in different ways to produce a new value or result (eg calculating a total, filtering an email, changing the contrast of an image, changing the volume of a wave file)
 * hardware in processing
 * software for processing text, numeric, image, video and audio data
 * non-computer tools and processing
 * social and ethical issues associated with processing
 * edit text data using word processors, desktop publishing, hypertext and database management systems
 * edit numeric data using spreadsheets and database management systems
 * edit image data using paint, draw and animation packages
 * edit video data using animation packages
 * edit audio data using mixing software
 * diagrammatically represent data processing ||
 * transmitting and receiving
 * transmitting and receiving – the process that transfers information and data within and between information systems
 * hardware for transmitting and receiving
 * software for transmitting and receiving

<span style="font-family: 'Times New Roman','serif';">– accuracy of data received from the Internet <span style="font-family: 'Times New Roman','serif';">– security of data being transferred <span style="font-family: 'Times New Roman','serif';">– net-etiquette <span style="font-family: 'Times New Roman','serif';">– acknowledgment of data source <span style="font-family: 'Times New Roman','serif';">– global network issues, time zones, date fields, exchange rates <span style="font-family: 'Times New Roman','serif';">– changing nature of work for participants, such as work from home and telecommuting <span style="font-family: 'Times New Roman','serif';">– current developments and future trends in digital communications, radio and television <span style="font-family: 'Times New Roman','serif';">– the impact of the Internet on traditional business || * demonstrate sending and receiving mail, with attachments, over an e-mail system (See Course Specifications Document) <span style="font-family: 'Times New Roman','serif';">– interfaces for hardware display devices <span style="font-family: 'Times New Roman','serif';">– display features in applications packages, including: <span style="font-family: 'Times New Roman','serif';">- reporting <span style="font-family: 'Times New Roman','serif';">- formatting <span style="font-family: 'Times New Roman','serif';">- spacing <span style="font-family: 'Times New Roman','serif';">- merging <span style="font-family: 'Times New Roman','serif';">- tables <span style="font-family: 'Times New Roman','serif';">- charts <span style="font-family: 'Times New Roman','serif';">– traditional methods for displaying the different types of data || * choose and justify the most appropriate method for displaying information given a particular set of circumstances <span style="font-family: 'Times New Roman','serif';">– past, present and emerging trends in displays <span style="font-family: 'Times New Roman','serif';">– appropriate displays for a wide range of audiences, including: <span style="font-family: 'Times New Roman','serif';">- standards for display for the visually impaired <span style="font-family: 'Times New Roman','serif';">- displays suitable for young children || * design a display for a wide variety of users ||
 * differentiate between the requirements for a local area network and a wide area network
 * transfer numeric, text, image, audio and video data and discuss the time to transfer and required bandwidth
 * describe concepts of downloading, uploading and streaming ||
 * * non-computer tools for transmitting and receiving, such as mail, phone, fax and radio and television (transmit only)
 * social and ethical issues associated with transmitting and receiving
 * select a relevant technology for a given situation to allow computers to transmit and receive data or information
 * compare and contrast computer and non-computer based communication systems
 * describe and employ net-etiquette when using the Internet
 * predict and discuss possible future trends in communications and the impact they are likely to have on the transmitting and receiving of data/information ||
 * displaying
 * displaying – the method by which information is output from the system to meet a purpose
 * hardware for displaying
 * software for display
 * non-computer tools:
 * describe the operation of display hardware
 * use a range of hardware and software combinations to display different types of information
 * format a text document with appropriate use of fonts, spacing and layout for printed and screen displays
 * design and develop a simple web page
 * generate reports for display within a database
 * mail-merge information from a database into another application for display
 * create audio, image and video displays with presentation software
 * compare and contrast displays created without a computer to those created with a computer
 * identify, discuss and appreciate the widespread use of non-computer methods of displaying information
 * social and ethical issues associated with displaying ||
 * <span style="font-family: 'Times New Roman','serif';">– communication skills of those presenting displays
 * integration of processes
 * the interrelationships between the processes in a given system
 * one tool (such as software to develop a multimedia presentation) may involve several processes || * recognise that processes can overlap, be concurrent or independent or not significant in a specific system ||

8.3 Developing Information Systems
New information systems are created when existing systems do not adequately meet the needs of users of the information system, or when there is a need that could be met by an information system. The success of a new system depends upon how well the problem is understood, how the system is designed, how it is tested, evaluated and maintained over time. This topic introduces students to the traditional method for developing systems. Students must engage in project work, both individually and in teams, which supports this understanding by planning, designing and implementing a series of discrete information systems. Alternatives to this model are presented in the HSC course.

Students may begin their project work at any time during the Preliminary course.

Project work requirements are described in the Course Structure on page 9.

Outcomes
A student:

P1.1 describes the nature of information processes and information technology P1.2 classifies the functions and operations of information processes and information technology P2.1 identifies and describes the information processes within an information system P2.2 recognises and explains the interdependence between each of the information processes P3.1 identifies and describes social and ethical issues P4.1 describes the historical developments of information systems and relates these to current and emerging technologies P5.1 selects and ethically uses computer based and non-computer based resources and tools to process information P6.1 analyses and describes an identified need P6.2 generates ideas, considers alternatives and develops solutions for a defined need P7.1 recognises, applies and explains management and communication techniques used in individual and team-based project work P7.2 uses and justifies technology to support individuals and teams

<span style="font-family: 'Times New Roman','serif';">– the needs of the users of the information system <span style="font-family: 'Times New Roman','serif';">– who the participants are <span style="font-family: 'Times New Roman','serif';">– the data/information to be used <span style="font-family: 'Times New Roman','serif';">– required information technology <span style="font-family: 'Times New Roman','serif';">– information processes <span style="font-family: 'Times New Roman','serif';">– communication <span style="font-family: 'Times New Roman','serif';">– interpersonal <span style="font-family: 'Times New Roman','serif';">– technical <span style="font-family: 'Times New Roman','serif';">– organisational || * recognise different roles of people and how they communicate throughout different stages of the project <span style="font-family: 'Times New Roman','serif';">– opportunities to use their skills <span style="font-family: 'Times New Roman','serif';">– meaningful work <span style="font-family: 'Times New Roman','serif';">– need for change <span style="font-family: 'Times New Roman','serif';">– opportunities for involvement and commitment || * implement systems that pay as much attention to the needs of participants as they do to information technology ||
 * ** Students learn about: ** || ** Students learn to: ** ||
 * traditional stages in developing a system
 * understanding the problem
 * planning
 * designing
 * implementing
 * testing, evaluating and maintaining || * recognise and apply appropriate stages in their project work
 * read and interpret the requirements for a new system in terms of:
 * use a variety of design tools to help plan the structure of an information system
 * use an information system to generate information ||
 * complexity of systems
 * systems for individuals
 * systems for organisations
 * systems developed by individuals
 * systems developed by teams || * read a set of specifications
 * understand the need for a time schedule
 * interpret Gantt charts
 * understand the need for journals and diaries
 * recognise the resources that are relevant, available and required for use in developing the system
 * modify or extend an existing system according to specifications
 * test and evaluate an existing system to see if it meets requirements and specifications ||
 * roles of people involved in systems development
 * different roles played by individuals in the team and communication between them
 * strengths and weaknesses of individual team members
 * produce a report stating the need, and how an information system will meet it
 * diagrammatically represent the information system in context
 * document the relationship between the new system, user of the information system and their need(s)
 * analyse and customise user interfaces and other tasks in applications software forming part of the solution
 * identify the training needs of users of the information system
 * document the procedures to be followed by participants ||
 * social and ethical issues
 * machine-centred systems simplify what computers do at the expense of participants
 * human-centred systems as those that make participants’ work as effective and satisfying as possible
 * how the relationships between participants change as a result of the new system
 * ensuring the new system provides participants with a safe work environment
 * awareness of the impact the system may have on the participants, including: