OCR LEVEL 3 CAMBRIDGE TECHNICAL

OCR LEVEL 3 CAMBRIDGE TECHNICALCERTIFICATE/DIPLOMA IN

IT

SYSTEM DEVELOPMENT REQUIREMENTS AND CONSTRAINTSY/505/4634

LEVEL 3 UNIT 35

GUIDED LEARNING HOURS: 60

UNIT CREDIT VALUE: 10

TECHNICALSCambridge

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SYSTEM DEVELOPMENT REQUIREMENTS AND CONSTRAINTSY/505/4634

LEVEL 3 UNIT 35

AIM AND PURPOSE OF THE UNIT

Before developing a system, careful consideration must be given to the systems software and hardware to be used. There is a significant number of different operating systems and hardware configurations which support system development and the compatibility of these is essential.

The purpose of this unit is to provide learners with detailed knowledge of which systems software and hardware are appropriate when developing different systems including basic, complex and multi-purpose systems. Learners will understand the constraints and compatibility issues that may occur during the system development process and how to resolve these, including the use of diagnostic systems software and tools.

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System development requirements and constraints Level 3 Unit 35

ASSESSMENT AND GRADING CRITERIA

Learning Outcome (LO)

The learner will:

Pass

The assessment criteria are the pass requirements for this unit.

The learner can:

Merit

To achieve a merit the evidence must show that, in addition to the pass criteria, the learner is able to:

Distinction

To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

1 Know hardware methodologies and systems software used to support system development

P1 describe hardware methodologies and systems software used to support development of a basic system

M1 describe hardware methodologies and systems software used to support development of a complex system

D1 evaluate hardware methodologies and systems software used to support development of a complex system.

2 Understand systems software and hardware constraints associated with system development

P2 explain systems software constraints associated with system development

P3 explain hardware constraints associated with system development

3 Understand solutions to systems software and hardware constraints associated with system development

P4 explain how systems software constraints can be resolved

M2 explain why cross-platform software development is beneficial

P5 explain how systems hardware constraints can be resolved

M3 explain how a hardware compatibility list can reduce constraints encountered during system development

Be able to use diagnostic tools to resolve systems software and hardware problems

P6 use a diagnostic tool to resolve systems software and hardware problems

D2 evaluate the effectiveness of a diagnostic tool when resolving systems software and hardware problems

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TEACHING CONTENTThe unit content describes what has to be taught to ensure that learners are able to access the highest grade.

Anything which follows an i.e. details what must be taught as part of that area of content.

Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply relevant examples to their work though these do not need to be the same ones specified in the unit content.

LO1: Know hardware methodologies and systems software used to support system development

Computer types:

• (e.g. supercomputers, mainframes, servers, workstations, desktop computers, laptop computers, games console, tablets, mobile phones, embedded systems)

Hardware methodologies:

• processor family (e.g. Intel, PowerPC, AMD)

• processor performance (e.g. speed, efficiency)

• hard disk capacity

• temporary storage (e.g. RAM)

• motherboard

• input/output devices

• memory cards

• graphics cards

• video cards

• sound cards

• screen (e.g. size, resolution)

• communication devices

Systems software

Computer system types:

• basic systems (e.g. desktop computers, laptop computers)

• complex systems (e.g. tablets)

• multi-purpose platforms (e.g. games console, mobile phones, embedded systems)

Operating system types: (e.g. Graphical User Interface (GUI), , multi-user, multi-processing, multi-threading)

Operating systems for computer systems:

• large computer systems (e.g. Solaris, Unix, z/OS)

• desktop computers and laptops (e.g. Linux, Mac OS X, Windows)

• tablets and phones (e.g. Android, iOS, Windows Phone)

computer languages supported by operating systems: (e.g. C++ - Android, Mac OS X, Linux, Solaris, Windows; Java - Android, Mac OS X, Linux, Solaris, Windows; Python – Android, Mac OS X, Linux, Solaris, Windows; Scratch - Windows, Mac OS X; Visual Basic - Windows)

software development tools:

• Assembler

• Compiler: (e.g. C, C++, C#, Java)

• Interpreter: (e.g. BASIC, LISP, Python, Ruby)

• Integrated Development Tools: (e.g. Microsoft Visual Studio, Xcode, Eclipse, BlueJ, NetBeans)

• Software Development Kits/Software Developer’s Kits (e.g. Window’s Phone SDK, QuickTime Mac OS, Android SDK, iOS SDK for ipad)

• Application Development Software: (e.g. iOS Developer, Flex, Adobe Flash Builder, Blend)

Evaluation

• functionality (e.g. does the hardware and software solve identified outcomes of the system, are they efficient, any issues identified)

• compatibility issues (e.g. computer type and hardware methodology, computer system and operating system, computer language and operating system, software development tools and computer system, any issues identified)

• reliability (e.g. are the outcomes of the system accurate)

• usability (e.g. ease of use, user friendliness, help and support available, any issues identified)

• security (e.g. does the hardware and software used ensure no issues with security, any issues identified)

• maintainability (e.g. is the hardware and software easily

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modifiable/upgradable, any issues identified)

LO2: Understand systems software and hardware constraints associated with system development

Systems software constraints

• outdated systems software versions

• incompatibility between software (e.g. operating system and programming language)

• limited memory

• limited storage

• registry issues

• issues with device drivers

• accessibility (e.g. screen resolution)

• lack of technical skills

• cost (e.g. financial, time)

Hardware constraints

• outdated hardware specifications

• incompatibility between hardware and systems software

• proprietary hardware

• hardware restrictions

• accessibility (e.g. screen size)

• interoperability between hardware components

• lack of technical skills

• cost (e.g. financial, time)

LO3 Understand solutions to systems software and hardware constraints associated with system development

Systems Software solutions

Upgrade software

Buy or build:

• off-the-shelf: (e.g. Mac, Windows)

• bespoke: (e.g. device drivers)

• advantages of buying (e.g. quality, effectiveness, availability)

• disadvantages of buying (e.g. cost, incompatibility, interoperability)

• advantages of building (e.g. specific requirements, portability)

• disadvantages of building (e.g. time, inaccuracies)

Download a software patch

• advantages of downloading a software patch (e.g. free)

• disadvantages of downloading a software patch (e.g. can contain errors, can be out-of-date/become out-of-date quickly)

Programming toolkits and environments (e.g. Mozilla Application Framework, GeneXus, Real Studio)

Cross-platform programming (e.g. Java, Python, Ruby)

Backward compatibility (e.g. Windows, Mac)

Diagnostic tools (e.g. Pc-Check®, PC Inspector, QuickTech IA, QuickTech Windows, QuickTech PRO, QuickTech xA, BMC, IBM Tivoli)

• de-compilers

• systemchecking/testing

Hardware solutions

Upgrade hardware (e.g. add additional memory, increase hard disk storage capacity, replace cards)

Hardware compatibility list

• (e.g. Linux, Mac, Windows, Oracle Linux, VMWARE)

Support/references

• manufacturer’s documentation (e.g. printed manuals, on-line manuals)

• manufacturer’s website (FAQ, help guides)

• web pages,

• web forums

• specialist computer magazines

• computer journals

• training materials

• trouble-shooting guides

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LO4 Be able to use diagnostic tools to resolve systems software and hardware problems

Diagnostic tools (e.g. Pc-Check®, PC Inspector, QuickTech IA, QuickTech Windows, QuickTech PRO, QuickTech xA, BMC, IBM Tivoli)

Evaluation

• usability (e.g. ease of use, what help and support does it offer the user)

• functionability (e.g. general maintainance features, management/diagnostics features, repair and recovery features, optimization features, security features)

• acceptability (e.g. what operating system software does it support i.e. is it Windows compatible, Mac compatible, etc.)

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DELIVERY GUIDANCE

Know hardware methodologies and systems software used to support system development

Learners should be taught about the different types of operating systems, the types of computer systems that they support, and the platforms with which they are associated. This could be delivered through lectures, practical exercises and research. Features and limitations of each could be investigated in small groups and findings reported back and explained to the wider group, enabling depth of research. Learners need to be taught about the choice of programming languages available and they should be instructed to investigate the compatibility of various programming languages with operating system software; this could again be done in small groups and findings presented to the wider group. The purpose of software development tools should be researched and this could be done individually. Learners should carry out research on various systems such as basic systems, complex systems and multi-purpose platforms and devices that can be programmed, for example, desktop computers, laptops, tablets and mobile phones. Learners should be instructed to research what types of systems software are needed by these devices and which programming languages they support and small group research and feedback could facilitate this. Learners should be aware of the flexibility of this software against these devices while undertaking this task.

Learners should be taught about the hardware methodologies required for various types of computer systems, basic, complex and multi-purpose platforms, e.g. desktop computers, laptops, tablets and mobile phones. They should examine the specification of various hardware components referred to in the teaching content. They should also investigate the compatibility of hardware with systems software and programming languages and fully understand the range and scope of these methodologies. This could be delivered through lectures, practical exercises and small group research and feedback. Learners should carry out research on various devices that can be programmed, for example, desktop computers, laptops, tablets and mobile phones. Learners should familiarise themselves with hardware specifications and the requirements that are needed by these devices in order to develop computer systems and this could be facilitated through individual research. It may be beneficial for learners to identify compatibility for potential cross-platform development.

Learners should then be able to evaluate the hardware methodologies and systems software that can be used to support development of a complex system. They should be able to evaluate aspects such as functionaility, for example, does the hardware and software solve identified outcomes of the system, are they efficient and whether any issues have been identified. They need to evaluate compatibility issues, such as computer type and hardware methodology, computer system and operating system, computer language and operating system, software development tools and and computer system and make reference to any issues that they identify. Evaluation should be made of the reliability of the hardware methodology and systems software, for example, determine whether or not the outcomes of the complex system are accurate. They need to evaluate usability, such as ease of use, user friendliness, help and support available to the user and refer to any issues identified. Security also needs to be evaluated and it should be determind whether or not the hadware and software used ensure that there are no concerns with security and any concerns identified should be stated. Maintainability should be evaluated and whether or not the hardware and software is modifiable/upgradable easily needs determining and any issues identified. Learners should be provided with by the tutor a complex system to investigate in detail and evaluate.

Understand systems software and hardware constraints associated with system development

Learners should be taught about the types of systems software constraints that are associated with the development of computer programs on various devices. This may come through group discussion, specific examples and learners’ own research. In addition to discussing these potential problems, it would be advantageous if some of the examples of some of the potential problems associated with the systems software on a range of devices could be demonstrated by the teacher, to enable learners to develop their understanding of this issue. Learners could research these problems further, carrying out practical exercises and recording their findings. They could then investigate other potential constraints associated with a wider range of computer systems than those already experienced and present their findings to the group.

Following on from software, learners should also be aware of the types of hardware constraints that are associated with the development of computer programs on various devices. In addition to discussing these potential problems, it would be advantageous if examples of some of the potential problems

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associated with the hardware on a range of devices could be demonstrated by the teacher, to enable learners to develop their understanding of this issue. Learners could research these problems further and investigate other potential constraints associated with a range of computer systems. Learners should ensure that hardware and software are not considered in complete isolation, as the two are clearly interlinked and can impact one on the other.

Understand solutions to systems software and hardware constraints associated with system development

Learners should be instructed to source information on how to deal with the systems software and hardware constraints associated with computer program development. Teachers should direct learners to source information from websites, manufacturers, etc. but not offer specific web addresses or other locations.

The solutions to systems software constraints should be discussed and examples of these solutions should be demonstrated by the teacher to enable learners to develop their understanding of this issue. Learners should research these solutions further, carrying out practical exercises and recording their findings; they could then investigate other solutions. The purpose of cross-platform software development should be taught and its advantages considered, with learners researching cross-platform software development further. This further research will identify a range of constraints that the learner may or may not have already encountered.

The solutions to hardware constraints should be discussed and if possible, examples of these solutions could be demonstrated by the teacher, to enable learners to develop their understanding of this issue. Learners should research these solutions further and use appropriate software to identify systems software and hardware problems. The purpose of hardware compatibility lists should be taught and their advantages discussed. Learners should research hardware compatibility lists further.

Be able to use diagnostic tools to resolve system software and hardware problems

The use of diagnostic tools to determine and resolve systems software and hardware issues should be explained and demonstrated by the teacher. Learners should use a diagnostic tool, to resolve problems before going on to evaluate it. Learners should evaluate such aspects as

usability, for example, ease of use and support offered to the user; functionality, such as general maintenance features, management/diagnostic features, repair and recovery features, optimization features and security features and acceptability, that is, what operating system does it support, for example, is it Windows/Mac compatible? As with Learning Outcome 3, software and hardware should not be taught in complete isolation due to the interdependencies and the impact of one on the other.

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SUGGESTED ASSESSMENT SCENARIOS AND TASK PLUS GUIDANCE ON ASSESSING THE SUGGESTED TASKS

Assessment Criteria P1, M1, D1

For P1 learners must describe the hardware methodologies and systems software used to support development of a basic system. This should clearly identify the basic system for which they are selecting the systems software. Learners should consider a wide range of methodologies and the considerations for each, for an identified system. They could present their evidence in a report, presentation or computer magazine article.

For merit assessment criterion M1 learners must describe the hardware methodologies and systems software used to support development of a complex system. The description should clearly identify the complex system for which they are selecting the systems software. They should consider a wide range of methodologies and the considerations for each, for an identified system. The evidence presented for this may be an extension to the original documentation.

For distinction criterion D1 learners must evaluate the hardware methodologies and systems software used to support the development of a complex system. The evaluation should clearly identify the complex system referred to. It should explain how appropriate, compatible and effective the hardware and systems software are for supporting a complex system. They should consider at least two different complex systems. The evidence presented for this may be an extension to the original documentation.

Assessment Criterion P2, P3,

For P2 learners must explain systems software constraints associated with system development. A wide range of constraints should be explained, and the implications of these constraints on the system development. Evidence could be presented in a report, presentation or computer magazine article.

For P3 learners must explain hardware constraints associated with system development. There should be a wide range of constraints explained, and the implications of these constraints on the system development. They could present their evidence in report, presentation or computer magazine article.

Assessment Criteria P4, M2

For P4 learners must explain how systems software constraints can be resolved and should include examples. They could present their evidence in a report, presentation, computer magazine article.

For merit criterion M2 learners must explain why cross-platform software development is beneficial and should include consideration of the constraints identified, and whether the resolutions would work cross-platform. This may be an extension to the Pass criteria.

Assessment Criteria P5, M3

For P5 learners must explain how systems hardware constraints can be resolved and should include examples. They could present their evidence in report, presentation, computer magazine article.

For merit assessment criterion M3 learners must explain how a hardware compatibility list can reduce constraints during system development. The explanation should include the stages at which the list should be considered and potentially extended. The evidence presented for this may be an extension to the original documentation.

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Assessment Criteria P6, D2,

For P6 learners must resolve systems software and hardware problems by using a diagnostic tool. There must be evidence of the learner resolving problems using a diagnostic tool. Their evidence should include which tool they are using and what hardware and software issues have been determined and resolved. This could take the format of a video, photographs with accompanying report or an observation statement.

For distinction criterion D2 learners must evaluate the effectiveness of a diagnostic tool that they have used to resolve systems software and hardware problems. They should explain how effective the diagnostic tool is in determining and resolving systems software and hardware problems The evaluation should include reference to the effectiveness of repair and recovery, ease of use and help and support

Suggested scenarios

Learners could produce a user guide for people who want to learn how to develop a computer system in their own time and who need to be made aware of the systems software and hardware requirements, the potential systems software and hardware constraints they may encounter and how they could solve systems software and hardware constraints encountered.

Learners could produce information for a small business/charity that wants to engage with an external organisation to undertake the development, and needs to have core awareness of requirements.

Learners could take on the role of journalists for computer magazines who have been instructed to produce a magazine article (s) and a pull-out user guide.

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RESOURCES

Learners will need access to the Internet for carrying out research.

Learners will need to use diagnostic systems software – some are free and can be downloaded from the Internet.

Learners will need to use diagnostic tools, some are available free of charge from the Internet, e.g. PC-Cleaner.

Publications such as Computer Active, PC Advisor and Computer Weekly would be useful.

Case studies could be made available.

MAPPING WITHIN THE QUALIFICATION TO THE OTHER UNITS

Unit 3 Computer systems

Unit 8 IT technical support

Unit 11 Maintaining computer systems

Unit 13 Installing and upgrading software

Unit 22 IT systems troubleshooting and repair

LINKS TO NOS

4.1 Systems Architecture

4.8 IT/Technology Infrastructure Design and Planning

5.1 Systems Development

5.2 Software Development

5.3 IT/Technology Solution Testing

5.4 Systems Integration

5.5 IT/Technology Systems Installation, Implementation and Handover

7.3 IT/Technology Problem Management

7.8 Change and Release Management

7.10 IT/Technology Asset and Configuration Management

CONTACT USStaff at the OCR Customer Contact Centre are available to take your call between 8am and 5.30pm, Monday to Friday. We’re always delighted to answer questions and give advice.

Telephone 02476 851509Email [email protected]

OCR LEVEL 3 CAMBRIDGE TECHNICAL

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