Examination Revision Questions

1.  a)    Define the term Domain Name?

     b)    What makes up an URL address?

2               2.  a)  Define the term MySQL?

    b)  Describe FOUR payments methods that shoppers can use to make payments online.

3. (a)  Define the term CAPTCHA.

   (b)  Describe two uses for CAPTCHA in any online business.

     (c)  Why might CAPTCHA become unpopular among users on a website?

4. (a)  Define Pay-Per-Click Advertising.

    (b)  Name other methods of used in advertising products online

     (c)  What some of the problems/risks that customers may face when doing transactions online.

5.  (a) What is a shopping cart service? 

     (b) State three reasons a shopping cart service is vital for an online business? 

     (c) Describe other business that can benefit from using an online shopping cart.

Sport Technology

                1.    Describe the sports technology/ software in the article in the link below. http://www.topendsports.com/resources/technology.htm

                2.    What is digital scouting? And why is scouting digital more advantageous http://sportsillustrated.cnn.com/mlb/news/20131009/mlb-digital-scouting/

         3.    What are these technologies that have affected sports http://www.sportsnetworker.com/2010/05/12/how-technology-is-affecting-sports/

               4.    Describe some specific areas of future developments in sports based on the article in the link below. http://blog.ted.com/2014/03/07/what-will-sports-look-like-in-the-future-three-ted-experts-discuss/

Green Technology

              1.    Define the term e-waste?

              2.    Explain two reasons why sending e-waste to Africa in an advantage?

              3.    Discuss what the disadvantages there are to the people sending the computers if they   

                   could not send them anymore.

             4.    Read and discuss some of the issues raised in the article below;

http://www.zerowaste.sa.gov.au/e-waste/e-waste-recycling-your-questions-answered

Plan Stage;Green Technology

This stage is after you have finished the designs. The plan for your product will need to have the following items:

  

Introduction A simple paragraph, which aimed to explains the duration available for planning, the sections/tools you will use, and state those who will be helpful to you in the stage(s) coming.

Basic Steps; the basic steps are brief sentences outlining the main steps in the in the plan. The basic steps do not give details about the resources required and duration. Limit the outline of steps to 10.

A Gantt chart can be used after the basic steps.

Production plan /Process Plan (plan for the creation part only)

The process plan is detailed information about process of creation.  The activities descriptions should capture specific techniques that will be applied in each step of product development. The production plan is developed from the steps identified in the basic steps.

Evaluation of the Plan

The evaluation of the plan looks at how realistic, logical, and achievable is your plan.  

Notes: Moderation report Feedback 

·         The plans were essentially well documented and provided a link between the final proposed design and the realization of the final product/solution.

·         Most plans included logical sequential steps and timings.

·         Students should be encouraged not only to list resources but also say how they may be used.

·         The evaluation of the plan is necessary for students to reach the higher-level descriptors. It is required to determine whether the plan is feasible or realistic, could it be followed by others and has undergone any modifications since the design stage. 

Assessment Criteria 

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student produces a plan that contains some details of the steps and/or the resources required.
3-4	The student produces a plan that contains a number of logical steps that include resources and time. The student makes some attempt to evaluate the plan.
5-6	The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

May Technology Examination Revision Information

Important Information on the May Examination

It is important that the investigate research activities posted in this blog for the three units are revisited in readiness for the examination.

The following are some of the Examination Areas to be tested
Sport Technology Unit

• IT technologies used for Sports
• How the technologies work or the way they have been used by stakeholders in past
• The impact of using those technologies
•  Concerns and issues resulting from using the technologies

Business Quest Unit

• Review of some business Information technologies tools in use
• Examine how the technologies work/function in particular sectors of business 
• The impact of using  information technologies in business
• Issues resulting from using the information technologies in business and solutions to some related problems

Going Green Unit

• Review of some of the information technologies used to protect environment.
• Examine how the different technologies function as used in the different situation.
• The impact of using different information technologies in management of environment.
• Issues resulting from using the information technologies and solutions to some of the related problems

  N/B
-There will be three sections in the exam. You will answer only one question from each of three sections
-The Technology exam will be 1 hr 30 mins
-The following command terms will be used in each of the questions
            a) Identify
            b) Describe
            c) Explain
            d) Evaluate

Critical Thinking
When answering question from the different command terms, learn to use the trigger words in Describe,Explain and Evaluate which often signal critical thinking. 
The bold words are the key terms in the various criteria.
Identify / Define- Requires a brief response or just a list.
Describe- shows a technical process step by step, using an example is recommended  
Explanation - Because, as a result of, due to, therefore, consequently, for example
Evaluation - My opinion, overall, although, despite, on balance, on weighing up

Design Stage:Going Green Technology

Design Stage: Going Green Unit

In this stage you will generate several feasible designs for your product that meet the design specifications and then evaluate each design against the design specification.

All designs must be of the best quality. You will need to justify the chosen design and evaluates it fully and critically against the design specification.

Remember the moderation feedback on design stage;

·       The comparatively good students produced very clear and well-annotated design proposals. However, overall students did not show a wide range of ideas, which is necessary to reach the higher band levels. Again, ideas were mostly pencil drawings and may have been improved by including samples from various sources that could be used as part of their product/solution.

·        3 designs was not considered to be a range of feasible designs

·        At the design stage, students are encouraged to develop their initial drawings with clips or screen shots from sources that may visually enhance their ideas/solutions.. 

Assessment criteria

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student generates one design, and makes some attempt to justify this against the design specification.
3-4	The student generates a few designs, justifying the choice of one design and fully evaluating this against the design specification.
5-6	The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

Green Technology Unit: Investigate Summative

Summative Assessment

Students will produce an appropriate product that can address any specific environmental themes: transport, Safety, control, reservations, simulation, environmental related solutions etc. They can create a game, design a website, develop a video or documentary, create a commercial, create a tutorial, or produce music video, animation, interactive online publication, etc

Challenge:
There are many environment problems currently being addressed using different means. This unit will examine, apply and use of information technology solutions in addressing some these environment concerns. Your task is to identify a problem that can be solved using an IT solution. The problem should be clearly described and the client's current way of caring for the environment described. The problem description should include the current limitations the client is facing and detailed explanation of why you think an IT solution will be the best.

Example:
-The SRC is concerned with the way students are littering the school premises; what could be better IT solution to this?

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.descriptors given below
1-2	The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.
3-4	The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analyzing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.
5-6	The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Feedback

Please share your feedback in the just concluded Unit by clicking the link below.

https://www.surveymonkey.com/s/Student-teacher-survey-2014

Going Green Unit

Background

The environment we live in is in most cases not well taken care of by those entrusted. The environment is that space which surrounds wherever you are. How then can information technology be used to make our environment safe to us now and for others in the future? Are there technology solutions that can be used to create awareness, or remind people of their responsibilities to the environment? This unit allows the students to explore the different environmental problems and develop information technology solutions.

Questions for students to ponder: Which environment concern bothers you a lot? What technology solutions can be used to address that concern? Why do you think technology is the best way to go?

The Unit is designed to take 13 weeks of three 50 minutes lesson a week.

This unit is aimed at investigating and understanding the digital technologies used for environmental protection, their impacts and solutions to any problems arising from their use. Below are the details of the unit

Unit Details

Unit Title: Green Technology
AOI Environment: Students will develop digital products that can be used to address environmental issues.
Significant Concept: Technology when used effectively can reach many and help in changing perception.
AK Focus
Ethics: How ethical are our actions to the environment?
Unit Question: To what extent has technology been used address the environmental concerns?

Green Technology class Activity

Complete the following tasks and write notes

1.   Explain the term green technology and give some examples of how it is applied.

Models and Simulations

2.      Define the terms:

• Computer models
• Computer simulations

3. List down 5 examples of computer models and simulations
4. Explain the difference between computer modeling and simulation
5. Discuss the advantages and disadvantages of models & simulations

Resource

http://www.teach-ict.com/gcse_new/spreadsheets/modelling_simulation/miniweb/pg8.htm

http://www.teach-ict.com/as_a2_ict_new/ocr/AS_G061/314_spreadsheet_concepts/models/miniweb_object/pg10.htm

Electronic waste

http://doyourpart.com/green-living/terris-top-5-sources-of-e-waste/

http://www.electronicstakeback.com/wp-content/uploads/Facts_and_Figures_on_EWaste_and_Recycling.pdf

6. What is e-waste? Explain.

7. What constitutes e-waste? List the different items that can be classified as e-waste.

8. Explain 4 causes of e-waste. Identify specific examples of hazardous electronic parts/components in your explanation.

E.g computer system casings are made of plastic which is non bio-biodegradable and these can pollute ground water which in turn may cause health problems for people and animals

9. Discuss the main impacts that result from e-waste.

Suggest FIVE practical solutions to the e-waste problem.

Describe the features of the following technologies.

• Smart homes
• Smart cars
• What is Green IT?
• What are some of the technology changes that have contributed to Green IT
• Describe the role of the following in relations to green IT

a) Cloud computing

b) Blogs and web 2.0 resources

c) Computer games

d) Telecommuting 

e) Green networking services
f) Green security services
g) Green storage services
h) Green systems services