INTERNATIONAL ADVANCED LEVEL - Pearson … · 2018-08-06 · Pearson Edexcel International Advanced Level in Applied ICT ... Edexcel, BTEC and LCCI qualifications are awarded by Pearson,

INTERNATIONAL ADVANCED LEVELApplied ICT

SAMPLE ASSESSMENT MATERIALSPearson Edexcel International Advanced Subsidiary in Applied ICT (XIT01)

Pearson Edexcel International Advanced Level in Applied ICT (YIT01)

For first teaching in September 2016First examination June 2017

Issue 2

Edexcel, BTEC and LCCI qualifications

Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus

About Pearson

Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com

References to third party material made in this sample assessment materials are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this document is correct at time of publication.

ISBN 978 1 4469 5135 4

All the material in this publication is copyright© Pearson Education Limited 2017

Summary of International Advanced Subsidiary/Advanced Level Applied ICT SAMs Issue 2 changes

Summary of changes made between previous issue and this current issue

Page number

Question papers and mark schemes for Units 3 and 4 have been replaced

This document is Issue 2. We will inform centres of any changes to this issue. The latest issue can be found on the Pearson website: qualifications.pearson.com

Edexcel, BTEC and LCCI qualifications

Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus

About Pearson

Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com

References to third party material made in this sample assessment materials are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this document is correct at time of publication.

ISBN 978 1 4469 5135 4

All the material in this publication is copyright© Pearson Education Limited 2017

Summary of International Advanced Subsidiary/Advanced Level Applied ICT SAMs Issue 2 changes

Summary of changes made between previous issue and this current issue

Page number

Question papers and mark schemes for Units 3 and 4 have been replaced

This document is Issue 2. We will inform centres of any changes to this issue. The latest issue can be found on the Pearson website: qualifications.pearson.com

5–62

Contents

Introduction 1

General marking guidance 3

Unit 3 Cover sheet 5

Unit 3 Question paper 9

Unit 3 Mark scheme 21

Unit 4 Cover sheet 29

Unit 4 Question paper 33

Unit 4 Mark scheme 49

Introduction

The Pearson Edexcel International Advanced Subsidiary in Applied ICT and the Pearson Edexcel International Advanced Level in Applied ICT are part of a suite of International Advanced Level qualifications offered by Pearson. These sample assessment materials have been developed to support these qualifications and will be used as the benchmark to develop the assessment students will take.

1Pearson Edexcel International Advanced Subsidiary/Advanced Level in Applied ICTSample Assessment Materials – Issue 2 – November 2017 © Pearson Education Limited 2017

2 Pearson Edexcel International Advanced Subsidiary/Advanced Level in Applied ICT Sample Assessment Materials – Issue 2 – November 2017 © Pearson Education Limited 2017

General marking guidance

All candidates must receive the same treatment. Examiners must mark the last candidate in exactly the same way as they mark the first.

Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than be penalised for omissions.

Examiners should mark according to the mark scheme – not according to their perception of where the grade boundaries may lie.

All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s response is not worthy of credit according to the mark scheme.

Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification/indicative content will not be exhaustive. However different examples of responses will be provided at standardisation.

When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, a senior examiner must be consulted before a mark is given.

Crossed-out work should be marked unless the candidate has replaced it with an alternative response.


Centre Number Candidate Number

Write your name here

Surname Other names

Total Marks

Paper Reference

*S59836A0104*Turn over

Instructions

• Use black ink or ball-point pen.

• Fill in the boxes at the top of this page with your name, centre number and candidate number.

• Punch a hole in the top left corner of each printout.

• Ensure your printouts are in the correct order and attach them to page 2 of this cover sheet using a treasury tag.

You do not need any other materials.

WIT03/01Sample assessment materials for first teachingSeptember 2016

Applied ICTInternational Advanced Subsidiary/Advanced LevelUnit 3: The Knowledge Worker

COVER SHEET

Pearson Edexcel InternationalAdvanced Level

S59836A©2018 Pearson Education Ltd.

1/1/1




Surname Other names

Total Marks

Paper Reference


Instructions






WIT03/01Sample assessment materials for first teachingSeptember 2016

Applied ICTInternational Advanced Subsidiary/Advanced LevelUnit 3: The Knowledge Worker

COVER SHEET



1/1/1


*S59836A0204*2

Activity 1Activity 1

Arrange your pages in this order, face up.

Activity 1Activity 2Activity 3Activity 4Activity 5

Put a ‘treasury tag’ through allyour pages

*S59836A0304*3

FOR EXAMINER’S USE ONLY

1

2

1

2

1

2

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7(c) 1

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1 2 1

2 3 2

3 4 3

4 1 4

5 2 5

6 1 6

7 2 7

8 3 1

9 4 2

10 5 3

1 6 4

2 1 5

3 2 1

1 3 2

2 4 3

Activity 2

(b)

Activity 4

MB1

MB2

MB3

A4

SWW

(d)

Total

Total

SWW

Total

A1

A3

A2

Total Total

Activity 1

Total

(b)

(c)

(a)

(c)

(i)

(a)

(d)

(e)

(f )

Activity 3(a)

(b)

(g)

(h)


*S59836A0204*2





*S59836A0304*3

FOR EXAMINER’S USE ONLY

1

2

1

2

1

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6

7(c) 1

2

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5

1

2

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5 16 27 3

1 4

1 2 1

2 3 2

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4 1 4

5 2 5

6 1 6

7 2 7

8 3 1

9 4 2

10 5 3

1 6 4

2 1 5

3 2 1

1 3 2

2 4 3

Activity 2

(b)

Activity 4

MB1

MB2

MB3

A4

SWW

(d)

Total

Total

SWW

Total

A1

A3

A2

Total Total

Activity 1

Total

(b)

(c)

(a)

(c)

(i)

(a)

(d)

(e)

(f )

Activity 3(a)

(b)

(g)

(h)


*S59836A0404*4

BLANK PAGE

*S59836A*Turn over

Paper Reference

Instructions

• Complete your candidate details on the cover sheet provided.• All printouts must contain your name, candidate number, centre number and

activity number.• At the end of the examination:

– all printouts should be placed in the correct order – use a treasury tag to attach your printouts (as shown) to page 2 of the cover

sheet.

Information

• The total mark for this paper is 90. There are four activities in this examination totalling 88 marks. 2 further marks are allocated to Standard Ways of Working.• The marks for each question, within an activity, are shown in brackets – use this as a guide as to how much time to spend on each question.• Questions labelled with an asterisk (*) are ones where the quality of your written communication will be assessed

• – you should take particular care on these questions with your spelling, punctuation and grammar, as well as the clarity of expression.

Advice

• Read through the Scenario carefully.• Work through the activities in order.• Attempt ALL activities.• Label your printouts clearly as instructed.• Printing must be undertaken within the examination time.

You must have: Short treasury tag, cover sheet, GemPowder_exam.txt, PixiePlates_exam.xlsx

WIT03/01Sample assessment materials for first teachingSeptember 2016Time: 2 hours 30 minutes

Applied ICT International Advanced Subsidiary/Advanced LevelUnit 3: The Knowledge Worker

Pearson Edexcel International Advanced Level


1/1/1


*S59836A0404*4

BLANK PAGE

*S59836A*Turn over

Paper Reference

Instructions

• Complete your candidate details on the cover sheet provided.• All printouts must contain your name, candidate number, centre number and

activity number.• At the end of the examination:

– all printouts should be placed in the correct order – use a treasury tag to attach your printouts (as shown) to page 2 of the cover

sheet.

Information

• The total mark for this paper is 90. There are four activities in this examination totalling 88 marks. 2 further marks are allocated to Standard Ways of Working.• The marks for each question, within an activity, are shown in brackets – use this as a guide as to how much time to spend on each question.• Questions labelled with an asterisk (*) are ones where the quality of your written communication will be assessed

• – you should take particular care on these questions with your spelling, punctuation and grammar, as well as the clarity of expression.

Advice


You must have: Short treasury tag, cover sheet, GemPowder_exam.txt, PixiePlates_exam.xlsx

WIT03/01Sample assessment materials for first teachingSeptember 2016Time: 2 hours 30 minutes

Applied ICT International Advanced Subsidiary/Advanced LevelUnit 3: The Knowledge Worker



1/1/1


2S59836A

Scenario

Pixie Plates

Pixie Plates were the idea of Amanda Lemmons, a fine arts student at Leeds Metropolitan University. On her course Amanda studied a unit on computer graphics. She became fascinated with the pixilation that occurs when a bitmap graphic is expanded too much. She experimented with 10 by 10 grids and came up with an idea for a physical manifestation of pixilation. She used 1 mm square wire mesh to create a 10 by 10 grid and inserted small semi-precious gems into each section of the grid to form a pattern or design. A simple fastener was attached to the wire mesh, which clipped onto special chains to form necklaces and bracelets. She paid her way through university selling this homemade jewellery on market stalls in and around the Leeds area.

On leaving university she sold the idea to LFG plc, a large jewellery manufacturer with retail shops throughout the country. This gave her enough money to follow her profession as an artist without having to worry about how to pay for food and shelter.

LFG made a few minor modifications to the idea. It developed a method of producing artificial stones by compressing the powder produced when gems were shaped for other jewellery. This means that LFG can make money from the waste product of the manufacturing processes.

The artificial stones are identically sized and shaped to fit into the wire mesh. The weight of the stones is measured in carats, each carat being 0.2 of a gram. The weight of a stone produced by compressing the powder is half a carat.

LFG also produces display cases for Pixie Plates and has designed clip and pin-and-butterfly fixings to which single Pixie Plates can be attached, making earrings.

Demand for Pixie Plates took off when Rebecca Rose, the celebrated actress, wore a necklace of Pixie Plates when she received an award for best actress for her role in ‘La Feuille Nouvelle’.

The popularity of Pixie Plates is helped by the current trend in jewellery collection. Pixie Plate collectors are always on the lookout for new designs to add to their collections. Demand for the new designs can be predicted. LFG has developed a formula to do this based on their retail price.

Each month LFG produces three new designs for Pixie Plates. To appeal to all potential customers it sets the designer the target of producing one to retail at between £50 and £100, one in the range £500 to £750 and one which would be between £1,000 and £2,000.

As the amount and type of gem powder available each month varies, depending on other jewellery LFG has produced, the designer is asked to design the new Pixie Plates to use up what is available. For example, one month it has a lot of citrine so the designs would be mostly orange.

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The previous designer started to work on a spreadsheet model to help her with the design process. It was not only to help her with what the designs would look like but also to calculate how many of each design would be needed and whether she had enough raw material to produce the predicted number of Pixie Plates. Unfortunately for LFG, she got a new job as a designer of crystal for a famous glass producer in Ireland. She left the unfinished model with notes for the next Pixie Plate designer.

Worksheet Description

Designs

This is the worksheet I was going to use to put together the actual designs. As well as three areas to try out different designs, there is a corresponding area for each design that will calculate how many stones of each kind are used and how much a Pixie Plate will cost to produce. There will also be a totals area to keep track of the total number of stones required for this month’s orders and the amount of raw material remaining.

Stones This worksheet will contain the amount of gem powder I have available for this month’s designs.

Stock Control This worksheet will keep track of the amount of gem powder I have used for each design and also the amount remaining.

Some cells in the model are password protected. Should you wish to experiment with the model, the password is edexcel. Be aware that if you change the contents of any protected cell the model may not work.


2S59836A

Scenario

Pixie Plates

Pixie Plates were the idea of Amanda Lemmons, a fine arts student at Leeds Metropolitan University. On her course Amanda studied a unit on computer graphics. She became fascinated with the pixilation that occurs when a bitmap graphic is expanded too much. She experimented with 10 by 10 grids and came up with an idea for a physical manifestation of pixilation. She used 1 mm square wire mesh to create a 10 by 10 grid and inserted small semi-precious gems into each section of the grid to form a pattern or design. A simple fastener was attached to the wire mesh, which clipped onto special chains to form necklaces and bracelets. She paid her way through university selling this homemade jewellery on market stalls in and around the Leeds area.

On leaving university she sold the idea to LFG plc, a large jewellery manufacturer with retail shops throughout the country. This gave her enough money to follow her profession as an artist without having to worry about how to pay for food and shelter.

LFG made a few minor modifications to the idea. It developed a method of producing artificial stones by compressing the powder produced when gems were shaped for other jewellery. This means that LFG can make money from the waste product of the manufacturing processes.

The artificial stones are identically sized and shaped to fit into the wire mesh. The weight of the stones is measured in carats, each carat being 0.2 of a gram. The weight of a stone produced by compressing the powder is half a carat.

LFG also produces display cases for Pixie Plates and has designed clip and pin-and-butterfly fixings to which single Pixie Plates can be attached, making earrings.

Demand for Pixie Plates took off when Rebecca Rose, the celebrated actress, wore a necklace of Pixie Plates when she received an award for best actress for her role in ‘La Feuille Nouvelle’.

The popularity of Pixie Plates is helped by the current trend in jewellery collection. Pixie Plate collectors are always on the lookout for new designs to add to their collections. Demand for the new designs can be predicted. LFG has developed a formula to do this based on their retail price.

Each month LFG produces three new designs for Pixie Plates. To appeal to all potential customers it sets the designer the target of producing one to retail at between £50 and £100, one in the range £500 to £750 and one which would be between £1,000 and £2,000.

As the amount and type of gem powder available each month varies, depending on other jewellery LFG has produced, the designer is asked to design the new Pixie Plates to use up what is available. For example, one month it has a lot of citrine so the designs would be mostly orange.

3

Turn over S59836A

The previous designer started to work on a spreadsheet model to help her with the design process. It was not only to help her with what the designs would look like but also to calculate how many of each design would be needed and whether she had enough raw material to produce the predicted number of Pixie Plates. Unfortunately for LFG, she got a new job as a designer of crystal for a famous glass producer in Ireland. She left the unfinished model with notes for the next Pixie Plate designer.

Worksheet Description

Designs

This is the worksheet I was going to use to put together the actual designs. As well as three areas to try out different designs, there is a corresponding area for each design that will calculate how many stones of each kind are used and how much a Pixie Plate will cost to produce. There will also be a totals area to keep track of the total number of stones required for this month’s orders and the amount of raw material remaining.

Stones This worksheet will contain the amount of gem powder I have available for this month’s designs.

Stock Control This worksheet will keep track of the amount of gem powder I have used for each design and also the amount remaining.

Some cells in the model are password protected. Should you wish to experiment with the model, the password is edexcel. Be aware that if you change the contents of any protected cell the model may not work.


4S59836A

Your Task

You have been employed by LFG as the new Pixie Plate designer. When LFG employed you it was as interested in your IT skills as your artistic talent as it wanted someone to complete the spreadsheet model. Your task is to complete the spreadsheet model and produce this month’s three Pixie Plate designs.

Note: For this examination you will not receive marks for the artistic merit of your Pixie Plates. You should concentrate on whether there is enough of a particular gem powder to fill the order and whether you produce designs in the specified price range.

The Data

The data file GemPowder_exam.txt contains the amount (in grams) of each powder you have available for your designs. It also contains the cost per carat for each stone. The selling price is set at the total value of all the stones used in the design.

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Instructions to Candidates

All printouts must have a header and a footer. The header must contain the activity number. The footer must contain your name, candidate number and centre number.

Minimum font size of 10 must be used throughout.

All spreadsheet printouts should show gridlines and row and column headers.

For some of your spreadsheet printouts you may need to adjust column widths. To do this you will need to unprotect the worksheets. The password is edexcel.

Activity 1 – Understanding the situation (suggested time 15 minutes)

LFG has appointed you not only as a Pixie Plate designer but also as an IT specialist. It wishes you to complete the model.

Note: Bullet pointed answers or numbered lists must be used for parts (a) and (b).

On one sheet of A4:

(a) List 10 points from the scenario you consider relevant to creating the model.(10)

(b) What constraints, with regards to price, have the management of LFG given you for creating the Pixie Plates?

(3)

(c) Describe one other constraint (other than the price) you have to take into account when you are creating your designs.

(2)

Save and print your work.

(Total for Activity 1 = 15 marks)


4S59836A

Your Task

You have been employed by LFG as the new Pixie Plate designer. When LFG employed you it was as interested in your IT skills as your artistic talent as it wanted someone to complete the spreadsheet model. Your task is to complete the spreadsheet model and produce this month’s three Pixie Plate designs.

Note: For this examination you will not receive marks for the artistic merit of your Pixie Plates. You should concentrate on whether there is enough of a particular gem powder to fill the order and whether you produce designs in the specified price range.

The Data

The data file GemPowder_exam.txt contains the amount (in grams) of each powder you have available for your designs. It also contains the cost per carat for each stone. The selling price is set at the total value of all the stones used in the design.

5

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All printouts must have a header and a footer. The header must contain the activity number. The footer must contain your name, candidate number and centre number.


All spreadsheet printouts should show gridlines and row and column headers.

For some of your spreadsheet printouts you may need to adjust column widths. To do this you will need to unprotect the worksheets. The password is edexcel.


LFG has appointed you not only as a Pixie Plate designer but also as an IT specialist. It wishes you to complete the model.

Note: Bullet pointed answers or numbered lists must be used for parts (a) and (b).

On one sheet of A4:

(a) List 10 points from the scenario you consider relevant to creating the model.(10)

(b) What constraints, with regards to price, have the management of LFG given you for creating the Pixie Plates?

(3)

(c) Describe one other constraint (other than the price) you have to take into account when you are creating your designs.

(2)




6S59836A

Activity 2 – Computer modelling (suggested time 1 hour)

You should ensure that each printout is on one sheet of A4 only.

The model is stored as PixiePlates_exam.xlsx

Open the spreadsheet model and familiarise yourself with it.

(a) Stones

Import the data contained in the file GemPowder_exam.txt into cells F7:G14 of the ‘Stones’ worksheet.

Hint: You may have to unprotect the worksheet to do this.(1)

Enter a formula into cell H8 of the ‘Stones’ worksheet that will convert the weight of citrine powder available in grams to carats. Replicate this formula down to cell H14.

(1)

Print off columns B–H and rows 7–14 of the ‘Stones’ worksheet showing formulae.

(b) Designs – Part 1

The ‘Designs’ worksheet contains three areas in which to create your designs C7:L16, O7:X16 and AA7:AJ16.

Each design has a calculation area D18:L24, P18:X24 and AB18:AJ24 respectively. Cells in each of the calculation areas are merged in the same way so that the formulae in D18:L24 can be copied/replicated into the other two areas. You must not unmerge these cells.

When you build formulae in D18:L24 you will need to be careful to set the absolute addressing so that the formulae will refer to the correct ranges and cells in the design grid above.

Cell D18 is a merged cell that will count the number of citrine stones in the left-hand design. Enter a formula into cell D18 that will count the number of times the value “C” appears in the range C7:L16.

Hint: Remember this formula has to be replicated down as well as copied into cells P18 and AB18 to count the citrine stones in your other two designs.

Replicate this formula down to D24.

Enter a formula into the merged cell F18 to read the cost per carat for citrine from the ‘Stones’ worksheet.

Replicate this formula down to F24.

Enter a formula into the merged cell I18 to calculate the cost of citrine stones in the left-hand design.

Remember: each stone in the design weighs half a carat.

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Replicate this formula down to cell I24.(7)

Print off columns B–L and rows 17–25 of the ‘Designs’ worksheet showing formulae.

(c) Designs – Part 2

The calculation area for the middle design P18:X24 has merged cells in the same format as the calculation area of the left-hand design. This means that the formulae could be copied from the left-hand area to the middle.

Enter formulae into the area P18:X24 to do the same calculations for the middle design as the formulae in cells D18:L24 did for the left-hand design.

(5)

Print off columns N–X and rows 17–25 of the ‘Designs’ worksheet showing formulae.

(d) Designs – Part 3

The calculation area for the right-hand design AB18:AJ24 has merged cells in the same format as the calculation area of the left-hand design. This again means that the formulae could be copied from the left-hand area to the right-hand area.

Enter formulae into the area AB18:AJ24 to do the same calculations for the right-hand design as the formulae in cells D18:L24 did for the left-hand design.

(2)

Print off columns Z–AJ and rows 17–25 of the ‘Designs’ worksheet showing formulae.

Reset the ‘Designs’ worksheet to data view and set the width of columns B–AK to 2.


6S59836A

Activity 2 – Computer modelling (suggested time 1 hour)

You should ensure that each printout is on one sheet of A4 only.

The model is stored as PixiePlates_exam.xlsx

Open the spreadsheet model and familiarise yourself with it.

(a) Stones

Import the data contained in the file GemPowder_exam.txt into cells F7:G14 of the ‘Stones’ worksheet.

Hint: You may have to unprotect the worksheet to do this.(1)

Enter a formula into cell H8 of the ‘Stones’ worksheet that will convert the weight of citrine powder available in grams to carats. Replicate this formula down to cell H14.

(1)

Print off columns B–H and rows 7–14 of the ‘Stones’ worksheet showing formulae.

(b) Designs – Part 1

The ‘Designs’ worksheet contains three areas in which to create your designs C7:L16, O7:X16 and AA7:AJ16.

Each design has a calculation area D18:L24, P18:X24 and AB18:AJ24 respectively. Cells in each of the calculation areas are merged in the same way so that the formulae in D18:L24 can be copied/replicated into the other two areas. You must not unmerge these cells.

When you build formulae in D18:L24 you will need to be careful to set the absolute addressing so that the formulae will refer to the correct ranges and cells in the design grid above.

Cell D18 is a merged cell that will count the number of citrine stones in the left-hand design. Enter a formula into cell D18 that will count the number of times the value “C” appears in the range C7:L16.

Hint: Remember this formula has to be replicated down as well as copied into cells P18 and AB18 to count the citrine stones in your other two designs.

Replicate this formula down to D24.

Enter a formula into the merged cell F18 to read the cost per carat for citrine from the ‘Stones’ worksheet.

Replicate this formula down to F24.

Enter a formula into the merged cell I18 to calculate the cost of citrine stones in the left-hand design.

Remember: each stone in the design weighs half a carat.

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Replicate this formula down to cell I24.(7)

Print off columns B–L and rows 17–25 of the ‘Designs’ worksheet showing formulae.

(c) Designs – Part 2

The calculation area for the middle design P18:X24 has merged cells in the same format as the calculation area of the left-hand design. This means that the formulae could be copied from the left-hand area to the middle.

Enter formulae into the area P18:X24 to do the same calculations for the middle design as the formulae in cells D18:L24 did for the left-hand design.

(5)

Print off columns N–X and rows 17–25 of the ‘Designs’ worksheet showing formulae.

(d) Designs – Part 3

The calculation area for the right-hand design AB18:AJ24 has merged cells in the same format as the calculation area of the left-hand design. This again means that the formulae could be copied from the left-hand area to the right-hand area.

Enter formulae into the area AB18:AJ24 to do the same calculations for the right-hand design as the formulae in cells D18:L24 did for the left-hand design.

(2)

Print off columns Z–AJ and rows 17–25 of the ‘Designs’ worksheet showing formulae.

Reset the ‘Designs’ worksheet to data view and set the width of columns B–AK to 2.


8S59836A

(e) Stock Control – Part 1

Enter formulae into cells D7, E7 and F7 of the ‘Stock Control’ worksheet to read the total cost of each of your designs from the ‘Designs’ worksheet.

The formula to calculate the number of a particular Pixie Plate LFG expects to sell is:

50 000 000/(cost of Pixie Plate)2

(Fifty million divided by the square of the cost of the Pixie Plate)

Enter a formula into cell D8 of the ‘Stock Control’ worksheet, which if the cost of the Pixie Plate design is greater than zero will calculate the number of that design LFG expects to sell. Otherwise display zero.

Replicate this formula across to cell F8.

In cell D9 of the ‘Stock Control’ worksheet enter a formula to calculate the total number of citrine stones expected to be used for all the left-hand designs LFG expects to sell.

Replicate this formula down to cell D15.

In cell E9 of the ‘Stock Control’ worksheet enter a formula to calculate the total number of citrine stones expected to be used for all the middle designs LFG expects to sell.

Replicate this formula down to cell E15.

In cell F9 of the ‘Stock Control’ worksheet enter a formula to calculate the total number of citrine stones expected to be used for all the right-hand designs LFG expects to sell.

Replicate this formula down to cell F15.(7)

Print off columns A–F and rows 6–15 of the ‘Stock Control’ worksheet showing formulae.

(f ) Stock Control – Part 2

Enter a formula into cell G9 of the ‘Stock Control’ worksheet to calculate the total number of citrine stones LFG expects to need for all three designs.

Replicate this down to cell G15.

Enter a formula into cell H9 of the ‘Stock Control’ worksheet to calculate the total weight in carats of citrine stones LFG expects to need for all three designs.

Remember: 1 stone = half a carat

Replicate this formula down to cell H15.

Enter a formula into cell I9 of the ‘Stock Control’ worksheet to calculate the total weight in grams of citrine stones LFG expects to need for all three designs.

Replicate this formula down to cell I15.

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Enter a formula into cell J9 of the ‘Stock Control’ worksheet to calculate the weight in grams of citrine powder that is left of the original amount held on the ‘Stones’ worksheet.

Replicate this formula down to cell J15.(4)

Print off columns A–B and G–J and rows 7–15 of the ‘Stock Control’ worksheet showing formulae.

(g) Designs – Part 4

Enter a formula into the merged cell AN18 of the ‘Designs’ worksheet to read the number of citrine stones used from the ‘Stock Control’ worksheet.

Replicate this formula down to AN24.

Enter a formula into the merged cell AP18 of the ‘Designs’ worksheet to read the weight in grams of citrine powder remaining from the ‘Stock Control’ worksheet.

Replicate this formula down to AP24.(2)

Print off columns AL–AS and rows 17–24 of the ‘Designs’ worksheet showing formulae.

(h) Use the Model

Designs are created by entering the first letter of the stone you require in the grid. All cells in a grid must have a stone in them for it to be a valid design.

Remember: You are not going to be assessed on the artistic merit of your designs, simply that your designs conform to the constraints detailed in the scenario.

Create three designs conforming to the constraints detailed in the scenario.(6)

Print off columns B–AS and rows 7–25 of the ‘Designs’ worksheet showing data.

(i) Printouts

Collect your printouts together, ensure you have printed them correctly and that they are in the order you have been asked to print them.

(4)

Make sure you save your spreadsheet.



8S59836A

(e) Stock Control – Part 1

Enter formulae into cells D7, E7 and F7 of the ‘Stock Control’ worksheet to read the total cost of each of your designs from the ‘Designs’ worksheet.

The formula to calculate the number of a particular Pixie Plate LFG expects to sell is:

50 000 000/(cost of Pixie Plate)2

(Fifty million divided by the square of the cost of the Pixie Plate)

Enter a formula into cell D8 of the ‘Stock Control’ worksheet, which if the cost of the Pixie Plate design is greater than zero will calculate the number of that design LFG expects to sell. Otherwise display zero.

Replicate this formula across to cell F8.

In cell D9 of the ‘Stock Control’ worksheet enter a formula to calculate the total number of citrine stones expected to be used for all the left-hand designs LFG expects to sell.

Replicate this formula down to cell D15.

In cell E9 of the ‘Stock Control’ worksheet enter a formula to calculate the total number of citrine stones expected to be used for all the middle designs LFG expects to sell.

Replicate this formula down to cell E15.

In cell F9 of the ‘Stock Control’ worksheet enter a formula to calculate the total number of citrine stones expected to be used for all the right-hand designs LFG expects to sell.

Replicate this formula down to cell F15.(7)

Print off columns A–F and rows 6–15 of the ‘Stock Control’ worksheet showing formulae.

(f ) Stock Control – Part 2

Enter a formula into cell G9 of the ‘Stock Control’ worksheet to calculate the total number of citrine stones LFG expects to need for all three designs.

Replicate this down to cell G15.

Enter a formula into cell H9 of the ‘Stock Control’ worksheet to calculate the total weight in carats of citrine stones LFG expects to need for all three designs.

Remember: 1 stone = half a carat

Replicate this formula down to cell H15.

Enter a formula into cell I9 of the ‘Stock Control’ worksheet to calculate the total weight in grams of citrine stones LFG expects to need for all three designs.

Replicate this formula down to cell I15.

9

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Enter a formula into cell J9 of the ‘Stock Control’ worksheet to calculate the weight in grams of citrine powder that is left of the original amount held on the ‘Stones’ worksheet.

Replicate this formula down to cell J15.(4)

Print off columns A–B and G–J and rows 7–15 of the ‘Stock Control’ worksheet showing formulae.

(g) Designs – Part 4

Enter a formula into the merged cell AN18 of the ‘Designs’ worksheet to read the number of citrine stones used from the ‘Stock Control’ worksheet.

Replicate this formula down to AN24.

Enter a formula into the merged cell AP18 of the ‘Designs’ worksheet to read the weight in grams of citrine powder remaining from the ‘Stock Control’ worksheet.

Replicate this formula down to AP24.(2)

Print off columns AL–AS and rows 17–24 of the ‘Designs’ worksheet showing formulae.

(h) Use the Model


Remember: You are not going to be assessed on the artistic merit of your designs, simply that your designs conform to the constraints detailed in the scenario.

Create three designs conforming to the constraints detailed in the scenario.(6)

Print off columns B–AS and rows 7–25 of the ‘Designs’ worksheet showing data.

(i) Printouts


(4)

Make sure you save your spreadsheet.



10S59836A

Activity 3 – Wall Mount (suggested time 30 minutes)

One of the directors of LFG wants to see if there is a market for a 4 cm x 4 cm wall-mounted Pixie Plate. His idea is that it should be made up of 1 carat stones in a 20 by 20 wire mesh. The production manager has said that the compression machine can be set up to produce 1 carat stones. You have been asked to produce a design for a limited edition wall mount. LFG will produce 200 of whatever design you come up with, regardless of the cost. The ‘Wall Mount’ worksheet needs to be set up to design a wall mount using stones made with the gem powder you have left over after the previous designs.

(a) Wall Mount – Part 1

In the merged cell AA8 of the ‘Wall Mount’ worksheet enter a formula that will count the number of citrine stones in your design.

Replicate this formula down to AA14.

In the merged cell AC8 of the ‘Wall Mount’ worksheet enter a formula that will read the cost per carat of citrine from the ‘Stones’ worksheet.

Replicate this formula down to AC14.

In the merged cell AF8 of the ‘Wall Mount’ worksheet enter a formula that will calculate the cost of the citrine stones used in your design.

Replicate this formula down to AF14.(4)

Print off columns Y–AI and rows 7–15 of the ‘Wall Mount’ worksheet showing formulae.

(b) Wall Mount – Part 2

In the merged cell AA21 of the ‘Wall Mount’ worksheet enter a formula that will calculate the number of citrine stones that will be used in the manufacture of the proposed number of wall mounts.


In the merged cell AC21 of the ‘Wall Mount’ worksheet enter a formula that will calculate the weight in carats of citrine stones that will be used in the manufacture of the wall mounts.


In the merged cell AE21 of the ‘Wall Mount’ worksheet enter a formula that will calculate the weight in grams of citrine powder that will be used in the manufacture of the wall mounts.

Replicate this formula down to AE27.

In the merged cell AG21 of the ‘Wall Mount’ worksheet enter a formula that will calculate the weight in grams of citrine powder that will be left after the manufacture of the wall mounts.

11

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Replicate this formula down to AG27.(7)


(c) Use the Model


Remember: You are not going to be assessed on the artistic merit of your designs, simply that your designs conform to the constraints detailed in this activity.

Create a design conforming to the constraints detailed in this activity.(5)

Print off columns C–V and rows 7–26 of the ‘Wall Mount’ worksheet showing data.

Print off columns Y–AI and rows 7–27 of the ‘Wall Mount’ worksheet showing data.

(d) Printouts


(3)



10S59836A

Activity 3 – Wall Mount (suggested time 30 minutes)

One of the directors of LFG wants to see if there is a market for a 4 cm x 4 cm wall-mounted Pixie Plate. His idea is that it should be made up of 1 carat stones in a 20 by 20 wire mesh. The production manager has said that the compression machine can be set up to produce 1 carat stones. You have been asked to produce a design for a limited edition wall mount. LFG will produce 200 of whatever design you come up with, regardless of the cost. The ‘Wall Mount’ worksheet needs to be set up to design a wall mount using stones made with the gem powder you have left over after the previous designs.

(a) Wall Mount – Part 1

In the merged cell AA8 of the ‘Wall Mount’ worksheet enter a formula that will count the number of citrine stones in your design.


In the merged cell AC8 of the ‘Wall Mount’ worksheet enter a formula that will read the cost per carat of citrine from the ‘Stones’ worksheet.


In the merged cell AF8 of the ‘Wall Mount’ worksheet enter a formula that will calculate the cost of the citrine stones used in your design.

Replicate this formula down to AF14.(4)


(b) Wall Mount – Part 2

In the merged cell AA21 of the ‘Wall Mount’ worksheet enter a formula that will calculate the number of citrine stones that will be used in the manufacture of the proposed number of wall mounts.


In the merged cell AC21 of the ‘Wall Mount’ worksheet enter a formula that will calculate the weight in carats of citrine stones that will be used in the manufacture of the wall mounts.


In the merged cell AE21 of the ‘Wall Mount’ worksheet enter a formula that will calculate the weight in grams of citrine powder that will be used in the manufacture of the wall mounts.

Replicate this formula down to AE27.

In the merged cell AG21 of the ‘Wall Mount’ worksheet enter a formula that will calculate the weight in grams of citrine powder that will be left after the manufacture of the wall mounts.

11

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Replicate this formula down to AG27.(7)


(c) Use the Model


Remember: You are not going to be assessed on the artistic merit of your designs, simply that your designs conform to the constraints detailed in this activity.

Create a design conforming to the constraints detailed in this activity.(5)

Print off columns C–V and rows 7–26 of the ‘Wall Mount’ worksheet showing data.

Print off columns Y–AI and rows 7–27 of the ‘Wall Mount’ worksheet showing data.

(d) Printouts


(3)



12S59836A

Activity 4 – User Guide (suggested time 35 minutes)

LFG is pleased with your design work and has decided to promote you to chief designer of costume jewellery. LFG has employed a new designer to take over your role with the Pixie Plates. It has asked you to produce a brief user guide so that the new designer will know how to use the system.

Note: the model is now complete and you will not have to explain how to enter any formulae.

The user guide should contain:

a suitable title

the data that the new designer will need to enter each month and the source of this data

a description of how to use the design worksheets, how to enter a design, and how to ensure the constraints are met

an evaluation of how well the spreadsheet model enables the designer to handle the objectives and constraints of the design process

any tips on how to make the model easier to use, which you think will help the new designer.

Proof read your user guide.

Marks will be awarded for the Quality of your Written Communication (QWC).



Standard Ways of Working

All printouts must contain the activity number, your name, candidate number and centre number.

Pages must be securely fastened to the cover sheet and in the correct order.

Minimum font size of 10 should be used for all word processed documents.

(Standard Ways of Working = 2 marks)

TOTAL FOR PAPER = 90 MARKS

*

Activity 1 Understanding the Situation Any 10 of

A1 10x10 grid 1 A2 1mm square (1mm by 1mm) (wire mesh) 1 A3 Size/weight of stones measured in carats 1

A4 1 carat = 0.2 gram; 1 carat = 1/5 gram (accept

correct equivalent answers e.g. 5 carats = 1 gram) 1

A5 Stone for grid ½ (0.5) carat 1 A6 Demand can be predicted 1 A7 By using a formula (A6 must have been awarded) 1 A8 Based on price (A6 must have been awarded) 1 A9 Each month 3 designs to be produced 1 A10 Model to keep track of amount of each gem used 1 A11 And amount remaining (stock) 1 A12 Gems / stones made from waste products 1 A13 Therefore no cost (A12 must have been awarded) 1

A14 Each month the amount of each gem powder available must be input / imported to the model 1

A15 Pixie plate is 1cm by 1 cm 1 Max 10 10

B1 £50 to £100 Must have a currency symbol Limits to range must be as given Accept £50-£100

1 B2 £500 to £750 1 B3 £1000 to £2000 1

3 The expansion mark cannot be awarded without the statement. However the statement may be implicit in the expansion.

C1 The amount of gem powder used in creating the Pixie Plates (not designs)

Should not exceed the amount available that month.

1,1 C2 100 gems must be used

in each design Otherwise wire mesh will show / plate is not complete 1,1

2

Total Marks for Activity 1 15

Mark schemeUnit 3: The Knowledge Worker


12S59836A

Activity 4 – User Guide (suggested time 35 minutes)

LFG is pleased with your design work and has decided to promote you to chief designer of costume jewellery. LFG has employed a new designer to take over your role with the Pixie Plates. It has asked you to produce a brief user guide so that the new designer will know how to use the system.

Note: the model is now complete and you will not have to explain how to enter any formulae.

The user guide should contain:

a suitable title

the data that the new designer will need to enter each month and the source of this data

a description of how to use the design worksheets, how to enter a design, and how to ensure the constraints are met

an evaluation of how well the spreadsheet model enables the designer to handle the objectives and constraints of the design process

any tips on how to make the model easier to use, which you think will help the new designer.

Proof read your user guide.

Marks will be awarded for the Quality of your Written Communication (QWC).



Standard Ways of Working



Minimum font size of 10 should be used for all word processed documents.



*

Activity 1 Understanding the Situation Any 10 of

A1 10x10 grid 1 A2 1mm square (1mm by 1mm) (wire mesh) 1 A3 Size/weight of stones measured in carats 1

A4 1 carat = 0.2 gram; 1 carat = 1/5 gram (accept

correct equivalent answers e.g. 5 carats = 1 gram) 1

A5 Stone for grid ½ (0.5) carat 1 A6 Demand can be predicted 1 A7 By using a formula (A6 must have been awarded) 1 A8 Based on price (A6 must have been awarded) 1 A9 Each month 3 designs to be produced 1 A10 Model to keep track of amount of each gem used 1 A11 And amount remaining (stock) 1 A12 Gems / stones made from waste products 1 A13 Therefore no cost (A12 must have been awarded) 1

A14 Each month the amount of each gem powder available must be input / imported to the model 1

A15 Pixie plate is 1cm by 1 cm 1 Max 10 10

B1 £50 to £100 Must have a currency symbol Limits to range must be as given Accept £50-£100

1 B2 £500 to £750 1 B3 £1000 to £2000 1

3 The expansion mark cannot be awarded without the statement. However the statement may be implicit in the expansion.

C1 The amount of gem powder used in creating the Pixie Plates (not designs)

Should not exceed the amount available that month.

1,1 C2 100 gems must be used

in each design Otherwise wire mesh will show / plate is not complete 1,1

2


Mark schemeUnit 3: The Knowledge Worker


Activity 2 Computer Modelling Stones Print: columns B-H; rows 7-14

A1 Weights and Costs imported correctly 1 A2 Cells H8 to H14 contain correct formulae (=F8/0.2,

=F8*5) 1 2

Designs – 1 Print: columns B-L; rows 17-25 B1 Working formula in D18

=COUNTIF(C7:L16,B18) 1 B2 Working formula in D24

=COUNTIF(C7:L16,B24) 1 B3 Absolute addressing used on COUNTIF range

C$7:L$16 or $C$7:$L$16 Formula must be replicatable down 1

B4 Correct formula in cell F18 =Stones!G8 1


B6 Correct formula in cell I18 =D18*F18/2 1

B7 Correct formula in cell I24 =D24*F24/2) 1

7 Designs – 2 Print Columns N-X; rows 17-25 Warning: Be careful of the VLOOKUP option. As it is unnecessary there are a lot of ways it can be correct. The FALSE is not needed as the gems are in alphabetical order. The gem code can be picked up from a large number of places and can even be a literal.

C1 Correct formulae in all three cells for Row 18 (Ignore absolute addressing) =COUNTIF(O7:X16,N18) =Stones!G8 =P18*R18/2 1

C2 Correct formulae in all three cells for Row 24 (Ignore absolute addressing) =COUNTIF(O7:X16,N24,) =Stones!G14 =P24*R24/2 1

C3 Correct absolute addressing for Column P/Q =COUNTIF(O$7:X$16,N18) Must be fully replicatable 1

C4 Correct absolute addressing for Column R/S =Stones!$G8 1

C5 Correct, fully replicatable formula for U/V/W =P18*R18/2 (no absolute addressing needed) 1

5

Designs – 3 Print: columns Z-AJ; rows 17-25 D1 Correct formulae and relative addressing in all three

cells for Row 18 =COUNTIF(AA$7:AJ$16,Z18) (May not be Z18 could be any cell containing C) =Stones!$G8 =AB18*AD18/2 1

D2 Correct formulae and relative addressing in all three cells for Row 24 =COUNTIF(AA$7:AJ$16,Z24) (May not be Z24 could be any cell containing T) =Stones!$G14 =AB24*AD24/2 1

2 Stock Control – 1 Print: columns A-F, rows 6-15 E1 Correct formulae in cells D7, E7, F7

=Designs!I25, =Designs!U25, =Designs!AG25 1

=IF(D7>0, (50000000/D7^2),0) E2 In cell D8 Condition statement and False statement

correct (D7>0, 0) 1 E3 In Cell D8 True statement correct

(50000000/D7^2) Allow (50000000/(D7*D7)) Or (50000000/D7/D7) 1

E4 Bonus for fully correct formula =IF(D7>0, (50000000/D7^2),0) Must use indices 1

E5 D9 correct and replicated (watch for absolute addressing row or column and row) =Designs!D18*'Stock Control'!D$8 1

E6 E9 correct and replicated (watch for absolute addressing row or column and row) =Designs!P18*'Stock Control'!E$8 1

E7 F9 correct and replicated (watch for absolute addressing row or column and row) =Designs!AB18*'Stock Control'!F$8 1

7


Activity 2 Computer Modelling Stones Print: columns B-H; rows 7-14

A1 Weights and Costs imported correctly 1 A2 Cells H8 to H14 contain correct formulae (=F8/0.2,

=F8*5) 1 2

Designs – 1 Print: columns B-L; rows 17-25 B1 Working formula in D18

=COUNTIF(C7:L16,B18) 1 B2 Working formula in D24

=COUNTIF(C7:L16,B24) 1 B3 Absolute addressing used on COUNTIF range

C$7:L$16 or $C$7:$L$16 Formula must be replicatable down 1



B6 Correct formula in cell I18 =D18*F18/2 1

B7 Correct formula in cell I24 =D24*F24/2) 1

7 Designs – 2 Print Columns N-X; rows 17-25 Warning: Be careful of the VLOOKUP option. As it is unnecessary there are a lot of ways it can be correct. The FALSE is not needed as the gems are in alphabetical order. The gem code can be picked up from a large number of places and can even be a literal.

C1 Correct formulae in all three cells for Row 18 (Ignore absolute addressing) =COUNTIF(O7:X16,N18) =Stones!G8 =P18*R18/2 1

C2 Correct formulae in all three cells for Row 24 (Ignore absolute addressing) =COUNTIF(O7:X16,N24,) =Stones!G14 =P24*R24/2 1

C3 Correct absolute addressing for Column P/Q =COUNTIF(O$7:X$16,N18) Must be fully replicatable 1

C4 Correct absolute addressing for Column R/S =Stones!$G8 1

C5 Correct, fully replicatable formula for U/V/W =P18*R18/2 (no absolute addressing needed) 1

5

Designs – 3 Print: columns Z-AJ; rows 17-25 D1 Correct formulae and relative addressing in all three

cells for Row 18 =COUNTIF(AA$7:AJ$16,Z18) (May not be Z18 could be any cell containing C) =Stones!$G8 =AB18*AD18/2 1

D2 Correct formulae and relative addressing in all three cells for Row 24 =COUNTIF(AA$7:AJ$16,Z24) (May not be Z24 could be any cell containing T) =Stones!$G14 =AB24*AD24/2 1

2 Stock Control – 1 Print: columns A-F, rows 6-15 E1 Correct formulae in cells D7, E7, F7

=Designs!I25, =Designs!U25, =Designs!AG25 1

=IF(D7>0, (50000000/D7^2),0) E2 In cell D8 Condition statement and False statement

correct (D7>0, 0) 1 E3 In Cell D8 True statement correct

(50000000/D7^2) Allow (50000000/(D7*D7)) Or (50000000/D7/D7) 1

E4 Bonus for fully correct formula =IF(D7>0, (50000000/D7^2),0) Must use indices 1

E5 D9 correct and replicated (watch for absolute addressing row or column and row) =Designs!D18*'Stock Control'!D$8 1

E6 E9 correct and replicated (watch for absolute addressing row or column and row) =Designs!P18*'Stock Control'!E$8 1

E7 F9 correct and replicated (watch for absolute addressing row or column and row) =Designs!AB18*'Stock Control'!F$8 1

7


Stock Control – 2 Print: columns A-B, G-J, rows 7-15 F1 Correct formulae in cell G9

=SUM(D9:F9) allow D9+E9+F9 replicated down to G15 1

F2 Correct formulae in cell H9 =G9/2 or =G9*0.5 replicated down to H15 1

F3 Correct formulae in cell I9 =H9*0.2 or =H9/5 replicated down to I15 1

F4 Correct formulae in cell J9 =Stones!F8-'Stock Control'!I9 replicated down to J15 1

4 Designs – 4 Print: columns AL-AS, rows 17-24

G1 Correct formulae in cell AN18 and replicated (='Stock Control'!G9) 1

G2 Correct formulae in cell AP18 and replicated (='Stock Control'!J9) 1

2 Using the model Print: columns B:AS; rows 7-25

H1 Column width in worksheet has been reset to 2 for all designs 1

H2 All designs 100 stones (no red) 1 H3-H6 are only awardable if there are correct formulae in ‘Stock Control’ D8:F15

H3 Have only used available stones (no red) 1 A design must use 100 stones. If any stone has run out then no designs using that stone can marked.

H4 1 design between £50 and £100 1 H5 1 design between £500 and £750 1 H6 1 design between £1000 and £2000 1

6 Printouts (8 printouts)

I1 All printouts, and no more, in right order. 1 I2 Row and column headings and gridlines (on at least

4 worksheets) 1 I3 Correct header & footer (at least 4 worksheets) 1 I4 Correct rows and columns printed (at least 4

worksheets) 1 4


Activity 3 Wall Mount Print: columns Y-AI; rows 7-15 Wall Mount 1

A1 Working formula in AA8 (=COUNTIF(C7:V26,Y8) 1 A2 Working formula in AC8 (=Stones!G8) 1 A3 Working formula in AF8 (=AA8*AC8) 1 A4 All formulae replicated with suitable absolute

addressing (works with or without column formatting on COUNTIF) (=COUNTIF($C$7:$V$26,Y8), =Stones!G8, =AA8*AC8) 1

4 Wall Mount 2 Print: columns Y-AI; rows 17-27

B1 Working formula in AA21 (=AA8*AC18, =AA8*200) 1 B2 Working formula in AC21 (=AA21, =AA21) 1 B3 Working formula in AE21 (=AC21*0.2, =AC21/5) 1 B4 All 3 formulae replicated with suitable absolute

addressing =AA8*$AC$18, =AA21, =AC21*0.2 Candidate is expected to realise that the model is reusable and the number of wall mounts produced may be different from 200. 1

B5 Formula in AG takes away AE21 from either 'Stock Control'!J9 OR Stones!F8 OR Designs!AP18 1

B6 Bonus for using 'Stock Control'!J9 1 B7 Replicated – must be fully correct formulae 1

7 Reuse the Model Print: columns C-V; rows 7-26 and columns Y-AI; rows 7-27 All formulae must be working for these marks to be awarded

C1 Design corresponds to data 1 C2 Design 400 stones (no red) 1 C3 Have only used available stones (No red) 1

A design must use 400 stones. If any Gem has run out then the design cannot be marked.

C4 At least 3 types of stone used 1 C5 At least 4 types of stone used 1

5 Printouts (4) All printouts, and no more, in right order are required to access D1, D2 and D3.

D1 Row and column headings and gridlines (All worksheets) 1

D2 Correct header & footer (All worksheets) 1 D3 Correct rows and columns printed (All worksheets) 1

3 Total Marks for Activity 3 19


Stock Control – 2 Print: columns A-B, G-J, rows 7-15 F1 Correct formulae in cell G9

=SUM(D9:F9) allow D9+E9+F9 replicated down to G15 1

F2 Correct formulae in cell H9 =G9/2 or =G9*0.5 replicated down to H15 1

F3 Correct formulae in cell I9 =H9*0.2 or =H9/5 replicated down to I15 1

F4 Correct formulae in cell J9 =Stones!F8-'Stock Control'!I9 replicated down to J15 1

4 Designs – 4 Print: columns AL-AS, rows 17-24

G1 Correct formulae in cell AN18 and replicated (='Stock Control'!G9) 1

G2 Correct formulae in cell AP18 and replicated (='Stock Control'!J9) 1

2 Using the model Print: columns B:AS; rows 7-25

H1 Column width in worksheet has been reset to 2 for all designs 1

H2 All designs 100 stones (no red) 1 H3-H6 are only awardable if there are correct formulae in ‘Stock Control’ D8:F15

H3 Have only used available stones (no red) 1 A design must use 100 stones. If any stone has run out then no designs using that stone can marked.

H4 1 design between £50 and £100 1 H5 1 design between £500 and £750 1 H6 1 design between £1000 and £2000 1

6 Printouts (8 printouts)

I1 All printouts, and no more, in right order. 1 I2 Row and column headings and gridlines (on at least

4 worksheets) 1 I3 Correct header & footer (at least 4 worksheets) 1 I4 Correct rows and columns printed (at least 4

worksheets) 1 4


Activity 3 Wall Mount Print: columns Y-AI; rows 7-15 Wall Mount 1

A1 Working formula in AA8 (=COUNTIF(C7:V26,Y8) 1 A2 Working formula in AC8 (=Stones!G8) 1 A3 Working formula in AF8 (=AA8*AC8) 1 A4 All formulae replicated with suitable absolute

addressing (works with or without column formatting on COUNTIF) (=COUNTIF($C$7:$V$26,Y8), =Stones!G8, =AA8*AC8) 1

4 Wall Mount 2 Print: columns Y-AI; rows 17-27

B1 Working formula in AA21 (=AA8*AC18, =AA8*200) 1 B2 Working formula in AC21 (=AA21, =AA21) 1 B3 Working formula in AE21 (=AC21*0.2, =AC21/5) 1 B4 All 3 formulae replicated with suitable absolute

addressing =AA8*$AC$18, =AA21, =AC21*0.2 Candidate is expected to realise that the model is reusable and the number of wall mounts produced may be different from 200. 1

B5 Formula in AG takes away AE21 from either 'Stock Control'!J9 OR Stones!F8 OR Designs!AP18 1

B6 Bonus for using 'Stock Control'!J9 1 B7 Replicated – must be fully correct formulae 1

7 Reuse the Model Print: columns C-V; rows 7-26 and columns Y-AI; rows 7-27 All formulae must be working for these marks to be awarded

C1 Design corresponds to data 1 C2 Design 400 stones (no red) 1 C3 Have only used available stones (No red) 1

A design must use 400 stones. If any Gem has run out then the design cannot be marked.

C4 At least 3 types of stone used 1 C5 At least 4 types of stone used 1

5 Printouts (4) All printouts, and no more, in right order are required to access D1, D2 and D3.

D1 Row and column headings and gridlines (All worksheets) 1

D2 Correct header & footer (All worksheets) 1 D3 Correct rows and columns printed (All worksheets) 1

3 Total Marks for Activity 3 19


Activity 4 User guide - Indicative content Title e.g. Using the Pixie Plates Design System.

System helps you design the Pixie Plates while helping keep an eyeon stock. The new designer is to produce 3 designs per month pluspossibly a wall mount and the must be in the stated ranges as far asprice goes. The number sold will be predicted and therefore theamount of a gem left, there must be enough gem powder to fulfil theorder.

Each month the price of each type of gem will need to be input, thesource of this could be the company as the scenario indicates or itcould be a site on the internet. The amount of gem powder mustalso be input, the data source for this should be manufacturing.

Codes for stones, entry into design, where the price is displayed,have we got enough gem powder, number of stones used in design.

Tip: For cheapest design fill with Tourmaline using replication to provide a basis for start.

Evaluation of the model with respect to ease of use and constraints. (i.e. it would be better if… )

Model allows you to see visually how things are being used up, itdoesn’t help you create a design using your own methods ofdesigning.

It would be better if there was formatting to show when you exceedkey values.

It would be good if the model predicted if you lacked enough gems tofill the background once it detected what colour you were using.

Can’t copy or rotate/move designs as you build them. More difficult to reset the designs. Could improve the UI experience by adding buttons and macros.

Diagrams (if included) : Relevant Used in explanations Fit for purpose (embedded in report)

Level Marks Descriptor 0 No rewardable content

1 1-5 There should be a description of what the model does but the price ranges and constraints may not be present. The key data and data sources will not all be identified though there may be extra ones such as how many are sold for a particular price. There will be a simple description about putting the codes into the design but this may not be illustrated and may not include where information about price etc is. Possibly not how to use tips.

Spelling, punctuation and the rules of grammar are used with limited accuracy.

2 6-10 The user guide will be titled and one of the data inputs identified (or both and an extra). Data sources may be vague. The instructions will use screen shots to illustrate instructions and some of the indicators will be pointed out but may not be explained fully. There will be some evaluative comments about the effectiveness of the model. Some tips may be included.

Spelling, punctuation and the rules of grammar are used with some accuracy.

3 11-15 The report will be titled and both of the data inputs identified (no unrelated extras). Data sources will be well described. The instructions will probably use screen shots to illustrate instructions and all of the indicators will be pointed out and explained fully. There will be developed evaluation, looking at the models’ effectiveness. Evaluation may identify several issues with the model and suggest improvements. Tips will be included.

Spelling, punctuation and the rules of grammar used with considerable accuracy.

Total Marks for Activity 4

S1 Authenticating Work (All WP pages have task number, Name, centre number).

S2 Appropriate Structure (Pages in correct order & Folder assembled correctly) SWW 2

Total Marks for Paper = 90


Activity 4 User guide - Indicative content Title e.g. Using the Pixie Plates Design System.

System helps you design the Pixie Plates while helping keep an eyeon stock. The new designer is to produce 3 designs per month pluspossibly a wall mount and the must be in the stated ranges as far asprice goes. The number sold will be predicted and therefore theamount of a gem left, there must be enough gem powder to fulfil theorder.

Each month the price of each type of gem will need to be input, thesource of this could be the company as the scenario indicates or itcould be a site on the internet. The amount of gem powder mustalso be input, the data source for this should be manufacturing.

Codes for stones, entry into design, where the price is displayed,have we got enough gem powder, number of stones used in design.

Tip: For cheapest design fill with Tourmaline using replication to provide a basis for start.

Evaluation of the model with respect to ease of use and constraints. (i.e. it would be better if… )

Model allows you to see visually how things are being used up, itdoesn’t help you create a design using your own methods ofdesigning.

It would be better if there was formatting to show when you exceedkey values.

It would be good if the model predicted if you lacked enough gems tofill the background once it detected what colour you were using.

Can’t copy or rotate/move designs as you build them. More difficult to reset the designs. Could improve the UI experience by adding buttons and macros.

Diagrams (if included) : Relevant Used in explanations Fit for purpose (embedded in report)

Level Marks Descriptor 0 No rewardable content

1 1-5 There should be a description of what the model does but the price ranges and constraints may not be present. The key data and data sources will not all be identified though there may be extra ones such as how many are sold for a particular price. There will be a simple description about putting the codes into the design but this may not be illustrated and may not include where information about price etc is. Possibly not how to use tips.

Spelling, punctuation and the rules of grammar are used with limited accuracy.

2 6-10 The user guide will be titled and one of the data inputs identified (or both and an extra). Data sources may be vague. The instructions will use screen shots to illustrate instructions and some of the indicators will be pointed out but may not be explained fully. There will be some evaluative comments about the effectiveness of the model. Some tips may be included.

Spelling, punctuation and the rules of grammar are used with some accuracy.

3 11-15 The report will be titled and both of the data inputs identified (no unrelated extras). Data sources will be well described. The instructions will probably use screen shots to illustrate instructions and all of the indicators will be pointed out and explained fully. There will be developed evaluation, looking at the models’ effectiveness. Evaluation may identify several issues with the model and suggest improvements. Tips will be included.

Spelling, punctuation and the rules of grammar used with considerable accuracy.

Total Marks for Activity 4

S1 Authenticating Work (All WP pages have task number, Name, centre number).

S2 Appropriate Structure (Pages in correct order & Folder assembled correctly) SWW 2

Total Marks for Paper = 90




Surname Other names

Total Marks

Paper Reference


Instructions






WIT04/01Sample assessment material for first teaching September 2016

Applied ICTInternational Advanced LevelUnit 4: Using Database Software

COVER SHEET



1/1/1/1




Surname Other names

Total Marks

Paper Reference


Instructions






WIT04/01Sample assessment material for first teaching September 2016


COVER SHEET



1/1/1/1


*S59837A0204*2





*S59837A0304*3

FOR EXAMINERS’ USE ONLY

(a) 1 (a) 1 (a) 1 1

2 2 2 2

3 3 (b) 1 Total

4 4 2

(b) 1 (b) 1 3

2 2 4 A1

3 5

(c) 1 6 A2

2 (c) 1

3 2 A3

4 3

5 A4

(a) 1 6

2 7 A5

3 8

4 9 (a) 1 A6

5 10 2

6 11 (b) 1 SWW

7 12 2

8 13 3 Total

9 14 4

10 15 5

11 (d) 1 6

12 2 7

(b) 1 3 (c) 1

2

3

(c) 1

2 MB1

3

(d) 1

2

3 MB2

4

5

6

MB3

Total

Total

Total

Activity 2

Activity 6

Activity 5

Total

Total

FOR EXAMINER'S USE ONLY

Total

SWWActivity 3 Activity 4Activity 1


*S59837A0204*2





*S59837A0304*3

FOR EXAMINERS’ USE ONLY

(a) 1 (a) 1 (a) 1 1

2 2 2 2

3 3 (b) 1 Total

4 4 2

(b) 1 (b) 1 3

2 2 4 A1

3 5

(c) 1 6 A2

2 (c) 1

3 2 A3

4 3

5 A4

(a) 1 6

2 7 A5

3 8

4 9 (a) 1 A6

5 10 2

6 11 (b) 1 SWW

7 12 2

8 13 3 Total

9 14 4

10 15 5

11 (d) 1 6

12 2 7

(b) 1 3 (c) 1

2

3

(c) 1

2 MB1

3

(d) 1

2

3 MB2

4

5

6

MB3

Total

Total

Total

Activity 2

Activity 6

Activity 5

Total

Total

FOR EXAMINER'S USE ONLY

Total

SWWActivity 3 Activity 4Activity 1


*S59837A0404*4

BLANK PAGE

*S59837A*Turn over

Instructions

• Complete your candidate details on the cover sheet provided.

• All printouts must contain your name, candidate number, centre number and activity number.

• At the end of the examination: – all printouts should be placed in the correct order – use a treasury tag to attach your printouts (as shown) to page 2 of the cover

sheet.

Information

• The total mark for this paper is 90. There are six activities in this examination totalling 88 marks. 2 further marks are allocated to Standard Ways of Working.• The marks for each question, within an activity, are shown in brackets – use this as a guide as to how much time to spend on each question.• Use relational database software to carry out the database activities in this examination.• Questions labelled with an asterisk (*) are ones where the quality of your written communication will be assessed – you should take particular care on these questions with your spelling, punctuation

and grammar, as well as the clarity of expression.

Advice


You must have:Cover sheet, short treasury tag, Student_exam.txt, Characters_exam.txt, AssignedCharacters_exam.txt, AssignedJobs_exam.txt

WIT04/01Paper ReferenceSample assessment material for first teaching

September 2016Assessment Window: 3 weeksTime: 10 hours




1/1/1/1


*S59837A0404*4

BLANK PAGE

*S59837A*Turn over

Instructions

• Complete your candidate details on the cover sheet provided.

• All printouts must contain your name, candidate number, centre number and activity number.

• At the end of the examination: – all printouts should be placed in the correct order – use a treasury tag to attach your printouts (as shown) to page 2 of the cover

sheet.

Information

• The total mark for this paper is 90. There are six activities in this examination totalling 88 marks. 2 further marks are allocated to Standard Ways of Working.• The marks for each question, within an activity, are shown in brackets – use this as a guide as to how much time to spend on each question.• Use relational database software to carry out the database activities in this examination.• Questions labelled with an asterisk (*) are ones where the quality of your written communication will be assessed – you should take particular care on these questions with your spelling, punctuation

and grammar, as well as the clarity of expression.

Advice


You must have:Cover sheet, short treasury tag, Student_exam.txt, Characters_exam.txt, AssignedCharacters_exam.txt, AssignedJobs_exam.txt

WIT04/01Paper ReferenceSample assessment material for first teaching

September 2016Assessment Window: 3 weeksTime: 10 hours




1/1/1/1


2S59837A

Scenario

Wallsherpool Sixth Form College – Theatre Company

Wallsherpool Sixth Form College is located in the North East of England. Vicky Wilkinson is the performing arts teacher. She produces performances at various times during the year. Some of the performances are used to generate evidence for students studying A-level performing arts, others are purely for fun. The next production will be The Wizard of Oz and it is a performance for fun. It will be performed for the general public over a number of dates.

Every performance needs students to take a range of production jobs, for example sound crew, directing crew and actors. Students specify the production job they would like to have. They keep the same job on all productions they are involved in.

Each production has characters, which only actors can be assigned to play. For example, in The Wizard of Oz there is a character called Dorothy. Only one actor is assigned to a title role, such as Dorothy. Up to ten actors can be required for a bit part character, such as winged monkeys.

Currently Vicky keeps handwritten records of students and productions. She is finding this stressful as it is hard to make sure production jobs have been filled and all characters have actors assigned to them. Vicky knows you are studying ICT and thinks you could develop a more efficient IT-based solution to register students and manage the productions. In the first instance it has been agreed that you will design and build a prototype relational database system that will focus on three tasks.

1 Registering students, which involves:

• ensuring their name, gender and preferred production job are present

• generating a unique student number

• storing the student details if all requirements are met

• providing a suitable message for Vicky, so that she knows what is happening.

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2 Assigning students to characters and other jobs for The Wizard of Oz, using one form only, which involves:

• selecting the production

• indicating what type of production job the student is to be assigned to

• if it is an actor then:

• selecting the character

• displaying details for this character

• calculating the number of actors still needed

• ensuring only a suitable actor can be assigned to that character

• storing the character assignment if all requirements are met

• updating any records as necessary.

• if it is another production job:

• allowing the job to be selected

• allowing only a suitable student to be assigned to that job

• storing the job assignment if all requirements are met.

3 Printing characters needing actors – A report that shows the characters that still need actors for the current performance.


2S59837A

Scenario

Wallsherpool Sixth Form College – Theatre Company

Wallsherpool Sixth Form College is located in the North East of England. Vicky Wilkinson is the performing arts teacher. She produces performances at various times during the year. Some of the performances are used to generate evidence for students studying A-level performing arts, others are purely for fun. The next production will be The Wizard of Oz and it is a performance for fun. It will be performed for the general public over a number of dates.

Every performance needs students to take a range of production jobs, for example sound crew, directing crew and actors. Students specify the production job they would like to have. They keep the same job on all productions they are involved in.

Each production has characters, which only actors can be assigned to play. For example, in The Wizard of Oz there is a character called Dorothy. Only one actor is assigned to a title role, such as Dorothy. Up to ten actors can be required for a bit part character, such as winged monkeys.

Currently Vicky keeps handwritten records of students and productions. She is finding this stressful as it is hard to make sure production jobs have been filled and all characters have actors assigned to them. Vicky knows you are studying ICT and thinks you could develop a more efficient IT-based solution to register students and manage the productions. In the first instance it has been agreed that you will design and build a prototype relational database system that will focus on three tasks.

1 Registering students, which involves:

• ensuring their name, gender and preferred production job are present

• generating a unique student number

• storing the student details if all requirements are met

• providing a suitable message for Vicky, so that she knows what is happening.

3

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2 Assigning students to characters and other jobs for The Wizard of Oz, using one form only, which involves:

• selecting the production

• indicating what type of production job the student is to be assigned to

• if it is an actor then:

• selecting the character

• displaying details for this character

• calculating the number of actors still needed

• ensuring only a suitable actor can be assigned to that character

• storing the character assignment if all requirements are met

• updating any records as necessary.

• if it is another production job:

• allowing the job to be selected

• allowing only a suitable student to be assigned to that job

• storing the job assignment if all requirements are met.

3 Printing characters needing actors – A report that shows the characters that still need actors for the current performance.


4S59837A


All word processed documents MUST have a header and a footer. The header must contain the activity number. The footer must contain your name, candidate number and centre number.


Screen prints must be large enough to be easily read.

All database reports must have the activity number, your name, candidate number and centre number in the page header.


(a) Use a word processor to create a copy of this table, which lists actions in the tasks identified in the scenario.

Actions Input Generated Output Validation

Ensuring name, gender, and production job preference are present

Selecting the production

Providing a suitable message for Vicky, so that she knows what is happening

Calculating the number of actors still needed

Updating any records as necessary

For each action, identify whether it is an input to the system, something that is automatically generated, an output from the system or validation that will be required.

(4)

(b) Use word processing software to answer this question.

Identify two reasons why it is important to keep referring back to the functional specification as the system is designed, built and tested.

(2)

Evidence to be submitted for Activity 1

On one side of A4:

Your completed table for part (a).

Your answer for part (b).


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Activity 2 – Structure (suggested time 2 hours)

You will need to use the data files Student_exam.txt, Characters_exam.txt, AssignedCharacters_exam.txt and AssignedJobs_exam.txt

These are provided in your examination area.

Study the data files.

You will also need to study this data.

ProductionID ProductionTitle

WIZ0001 The Wizard Of Oz

WWC0002 Willy Wonka And The Chocolate Factory

(a) Create an efficient database structure that minimises data duplication. Ensure you use all and only the fields provided.

Screenprint the relationships in your database, making sure that the table names, field names and relationships can be clearly seen.

(12)

(b) Use the correct data types and key fields for your database.

Produce screen prints in DESIGN view of each of your tables showing only the field names, data types and primary keys.

(3)

(c) An efficient database must include suitable validation.

Note: you can use the same field more than once if appropriate. You MUST name the type of validation used.

(i) Screenprint in DESIGN view ONE example of a Range Check on an appropriate field. Ensure you can clearly see the field it is applied to and the range specified.

(1)

(ii) Screenprint in DESIGN view ONE example of a Presence Check on an appropriate field. Ensure you can clearly see the field it is applied to.

(1)

(iii) Screenprint in DESIGN view ONE example of a List Check or Table Lookup on an appropriate field. Ensure you can clearly see the field it is applied to and the list items or row source.

(1)


4S59837A


All word processed documents MUST have a header and a footer. The header must contain the activity number. The footer must contain your name, candidate number and centre number.


Screen prints must be large enough to be easily read.

All database reports must have the activity number, your name, candidate number and centre number in the page header.


(a) Use a word processor to create a copy of this table, which lists actions in the tasks identified in the scenario.

Actions Input Generated Output Validation

Ensuring name, gender, and production job preference are present

Selecting the production

Providing a suitable message for Vicky, so that she knows what is happening

Calculating the number of actors still needed

Updating any records as necessary

For each action, identify whether it is an input to the system, something that is automatically generated, an output from the system or validation that will be required.

(4)

(b) Use word processing software to answer this question.

Identify two reasons why it is important to keep referring back to the functional specification as the system is designed, built and tested.

(2)


On one side of A4:

Your completed table for part (a).

Your answer for part (b).


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Activity 2 – Structure (suggested time 2 hours)

You will need to use the data files Student_exam.txt, Characters_exam.txt, AssignedCharacters_exam.txt and AssignedJobs_exam.txt

These are provided in your examination area.

Study the data files.

You will also need to study this data.

ProductionID ProductionTitle

WIZ0001 The Wizard Of Oz

WWC0002 Willy Wonka And The Chocolate Factory

(a) Create an efficient database structure that minimises data duplication. Ensure you use all and only the fields provided.

Screenprint the relationships in your database, making sure that the table names, field names and relationships can be clearly seen.

(12)

(b) Use the correct data types and key fields for your database.

Produce screen prints in DESIGN view of each of your tables showing only the field names, data types and primary keys.

(3)

(c) An efficient database must include suitable validation.

Note: you can use the same field more than once if appropriate. You MUST name the type of validation used.

(i) Screenprint in DESIGN view ONE example of a Range Check on an appropriate field. Ensure you can clearly see the field it is applied to and the range specified.

(1)

(ii) Screenprint in DESIGN view ONE example of a Presence Check on an appropriate field. Ensure you can clearly see the field it is applied to.

(1)

(iii) Screenprint in DESIGN view ONE example of a List Check or Table Lookup on an appropriate field. Ensure you can clearly see the field it is applied to and the list items or row source.

(1)


6S59837A

(d) Import the data from the text files and enter the additional data provided at the beginning of this activity into the tables you have created.

Screenprint each table showing at least five records, or all records if there are fewer than five, and the full record count. (If the fields are too wide to fit on one page, truncated data is allowed.)

(6)

You must assemble your screen prints in the order you were asked to complete them.


Activity 3 – Dealing with registering students and assigning students to characters and other jobs (suggested time 4 hours)

(a) A form is required that will allow Vicky to add the details of students who wish to take part in productions.

(i) Create a data entry form for Vicky to use.

For each student the form should collect their:

• name

• level of study

• date of birth

• gender

• address

• preferred production job. (1)

(ii) A StudentNumber consists of 1314 followed by a sequential four digit number one higher than the last number currently used. Generate the StudentNumber.

Screenprint the form in DESIGN view.

It does not need any annotations.

Ensure you show how the StudentNumber is generated.(1)

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(iii) Customise the form to make it easier to use.

Screenprint the form in FORM view.

On the screen print, identify one of the features you have used to customise the form. Explain how this feature makes the form easier to use.

(2)

(b) An automated method of saving a new student record is required.

Create an automated method of saving a student’s details.

The automated method of saving should:

• ensure the student’s name is present

• ensure their level of study is present

• ensure their gender is present

• ensure their preferred production job is present

• include a message to indicate the record has been saved.

Screenprint in DESIGN view any macros, code and/or queries you have used.

Ensure the detail can be seen in full.(3)


6S59837A

(d) Import the data from the text files and enter the additional data provided at the beginning of this activity into the tables you have created.

Screenprint each table showing at least five records, or all records if there are fewer than five, and the full record count. (If the fields are too wide to fit on one page, truncated data is allowed.)

(6)

You must assemble your screen prints in the order you were asked to complete them.


Activity 3 – Dealing with registering students and assigning students to characters and other jobs (suggested time 4 hours)

(a) A form is required that will allow Vicky to add the details of students who wish to take part in productions.

(i) Create a data entry form for Vicky to use.

For each student the form should collect their:

• name

• level of study

• date of birth

• gender

• address

• preferred production job. (1)

(ii) A StudentNumber consists of 1314 followed by a sequential four digit number one higher than the last number currently used. Generate the StudentNumber.

Screenprint the form in DESIGN view.

It does not need any annotations.

Ensure you show how the StudentNumber is generated.(1)

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(iii) Customise the form to make it easier to use.


On the screen print, identify one of the features you have used to customise the form. Explain how this feature makes the form easier to use.

(2)

(b) An automated method of saving a new student record is required.

Create an automated method of saving a student’s details.

The automated method of saving should:

• ensure the student’s name is present

• ensure their level of study is present

• ensure their gender is present

• ensure their preferred production job is present

• include a message to indicate the record has been saved.

Screenprint in DESIGN view any macros, code and/or queries you have used.

Ensure the detail can be seen in full.(3)


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(c) A single form is required that will allow Vicky to assign production jobs or characters for a production.

(i) Create this form:

Put a suitable title here

Select the Production

Select the Production Job

Actor

ActorOther

Select the Character

Gender Required

Number Assigned

Select the Actor

Select the Student

Select the Job RoleOther

Number Needed Still Needed

Save


It does not need any annotations.(1)

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(ii) The production combo box must contain details of the productions.

Screenprint the combo box source.


(iii) The ‘Actor’ section of the form needs to be developed.

• Create a query that will find characters still needing actors when a production is selected in the production combo box. Assign this query to the character combo box.

• When a character is selected display:

• the gender required

• the number of actors needed

• the number of actors already assigned.

• Calculate and display the number of actors still needed for a character.

• Create a query to find suitable actors when a character is selected. Assign this query to the actor combo box.

(8)

(iv) The ‘Other’ section of the form needs developing.

• Create a query that finds all non-actor production jobs. Assign this query to the production job combo box.

• Create a query that will find suitable students when a production job is selected. Assign this query to the student combo box.

(3)

(v) The ‘Actor’ options must only be available for use if Vicky has selected ‘Actor’ from the production job choices. The ‘Other’ options must only be available if ‘Other’ has been selected.

(2)


8S59837A

(c) A single form is required that will allow Vicky to assign production jobs or characters for a production.

(i) Create this form:

Put a suitable title here

Select the Production

Select the Production Job

Actor

ActorOther

Select the Character

Gender Required

Number Assigned

Select the Actor

Select the Student

Select the Job RoleOther

Number Needed Still Needed

Save



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(ii) The production combo box must contain details of the productions.

Screenprint the combo box source.


(iii) The ‘Actor’ section of the form needs to be developed.

• Create a query that will find characters still needing actors when a production is selected in the production combo box. Assign this query to the character combo box.

• When a character is selected display:

• the gender required

• the number of actors needed

• the number of actors already assigned.

• Calculate and display the number of actors still needed for a character.

• Create a query to find suitable actors when a character is selected. Assign this query to the actor combo box.

(8)

(iv) The ‘Other’ section of the form needs developing.

• Create a query that finds all non-actor production jobs. Assign this query to the production job combo box.

• Create a query that will find suitable students when a production job is selected. Assign this query to the student combo box.

(3)

(v) The ‘Actor’ options must only be available for use if Vicky has selected ‘Actor’ from the production job choices. The ‘Other’ options must only be available if ‘Other’ has been selected.

(2)


10S59837A

(d) Create an automated method of saving an assignment.

The automated method of saving should include:

• ensuring relevant data is selected

• storing the record in the relevant table

• carrying out any relevant updates.(3)

Screenprint in DESIGN view all macros, code and queries you have used.

Ensure that the detail can be seen in full.


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Activity 4 – Testing (suggested time 1 hour)

(a) Enter the details of this student on the relevant form.

StudentSurname: Little StudentForename: Ian StudentDateOfBirth: 01/05/1997 StudentGender: Male StudentStreet: 10 Chard Hill StudentTown: Billingham StudentPostCode: TS3 9LR StudentLevel: AS ProductionJobID: Act

Produce a screen print of:

• the completed form in FORM view

• the relevant table showing the new student details.(2)

(b) Use the form you created in Activity 3 to assign an actor to a character.

(i) Select ‘WIZ0001 – The Wizard of Oz’ from the production combo box and select ‘Actor’ from the production job choices. Screenprint the form in FORM view.

(1)

(ii) Produce a screen print showing the list of characters needed in the character combo box.

(1)

(iii) Select the character ‘24 – Dorothy’ and produce a screen print of the form to show the gender required, number needed, number assigned and the generated field showing the number of actors still needed.

(1)

(iv) Produce a screen print showing the list of actors available in the actor combo box.(1)

(v) Select the actor ‘13140066 – Sophie Alice Bentham’. Save the record and produce a screen print of the relevant table showing the new character assignment record.

(1)

(vi) Produce a screen print of the relevant table(s) showing any updates that have taken place.

(1)


10S59837A

(d) Create an automated method of saving an assignment.

The automated method of saving should include:

• ensuring relevant data is selected

• storing the record in the relevant table

• carrying out any relevant updates.(3)

Screenprint in DESIGN view all macros, code and queries you have used.

Ensure that the detail can be seen in full.


11

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Activity 4 – Testing (suggested time 1 hour)

(a) Enter the details of this student on the relevant form.

StudentSurname: Little StudentForename: Ian StudentDateOfBirth: 01/05/1997 StudentGender: Male StudentStreet: 10 Chard Hill StudentTown: Billingham StudentPostCode: TS3 9LR StudentLevel: AS ProductionJobID: Act

Produce a screen print of:

• the completed form in FORM view

• the relevant table showing the new student details.(2)

(b) Use the form you created in Activity 3 to assign an actor to a character.

(i) Select ‘WIZ0001 – The Wizard of Oz’ from the production combo box and select ‘Actor’ from the production job choices. Screenprint the form in FORM view.

(1)

(ii) Produce a screen print showing the list of characters needed in the character combo box.

(1)

(iii) Select the character ‘24 – Dorothy’ and produce a screen print of the form to show the gender required, number needed, number assigned and the generated field showing the number of actors still needed.

(1)

(iv) Produce a screen print showing the list of actors available in the actor combo box.(1)

(v) Select the actor ‘13140066 – Sophie Alice Bentham’. Save the record and produce a screen print of the relevant table showing the new character assignment record.

(1)

(vi) Produce a screen print of the relevant table(s) showing any updates that have taken place.

(1)


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(c) Use the form you created in Activity 3 to assign a student to a production job.

(i) Select ‘WIZ0001 – The Wizard of Oz’ from the production combo box and select ‘other’ from the production job choices. Select ‘Cos - Costume Crew’ from the job role combo box. Produce a screen print of the list of students available for this job.

(1)

(ii) Select the student ‘12130050 – Lewis John Bate’. Save the record and produce a screen print of the relevant table showing the new production job assignment.

(1)

(iii) Produce a screen print of the relevant table(s) showing any updates that have taken place.

(1)


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Activity 5 – Printing characters that still need actors (suggested time 1 hour)

Note: this activity requires you to produce a database report. The activity number, your name, candidate number and centre number should be in the page header for the report. (You need to modify your report in DESIGN view to do this.)

Vicky would like to be able to print a report that shows the characters that still need actors.

(a) Create a query that will find characters that still need actors for the current production.

For each character type, the query should:

• display the character type, character name, character gender, number needed and number assigned

• generate the number of actors still needed naming the field ‘NumberLeft’.

Screenprint the query in DESIGN view. Ensure that the criteria can be seen in full. (2)

(b) Create a database report based on the query.

(i) Group the report appropriately and add a suitable title that will appear on every page.

(2)

(ii) Ensure that the group header shows:

These fields:

• CharacterType

These labels:

• CharacterName

• CharacterGender

• NumberNeeded

• NumberAssigned

• NumberLeft (2)


12S59837A

(c) Use the form you created in Activity 3 to assign a student to a production job.

(i) Select ‘WIZ0001 – The Wizard of Oz’ from the production combo box and select ‘other’ from the production job choices. Select ‘Cos - Costume Crew’ from the job role combo box. Produce a screen print of the list of students available for this job.

(1)

(ii) Select the student ‘12130050 – Lewis John Bate’. Save the record and produce a screen print of the relevant table showing the new production job assignment.

(1)

(iii) Produce a screen print of the relevant table(s) showing any updates that have taken place.

(1)


13

Turn over S59837A

Activity 5 – Printing characters that still need actors (suggested time 1 hour)

Note: this activity requires you to produce a database report. The activity number, your name, candidate number and centre number should be in the page header for the report. (You need to modify your report in DESIGN view to do this.)

Vicky would like to be able to print a report that shows the characters that still need actors.

(a) Create a query that will find characters that still need actors for the current production.

For each character type, the query should:

• display the character type, character name, character gender, number needed and number assigned

• generate the number of actors still needed naming the field ‘NumberLeft’.

Screenprint the query in DESIGN view. Ensure that the criteria can be seen in full. (2)

(b) Create a database report based on the query.

(i) Group the report appropriately and add a suitable title that will appear on every page.

(2)

(ii) Ensure that the group header shows:

These fields:

• CharacterType

These labels:

• CharacterName

• CharacterGender

• NumberNeeded

• NumberAssigned

• NumberLeft (2)


14S59837A

(iii) Ensure the detail section shows these fields:

• CharacterName

• CharacterGender

• NumberNeeded

• NumberAssigned

• NumberLeft (1)

(iv) Ensure the group footer section shows the overall total number of actors still needed for the particular character type.

(1)

(v) Ensure the report footer shows a grand total of the number of actors needed overall.

(1)

(c) Format the report. (1)

Screenprint the report in DESIGN view.

Print the database report.


A screen print of the query in DESIGN view.

A screen print of the database report in DESIGN view.

The printed database report.


15S59837A

Activity 6 – Evaluation (suggested time 1 hour)

You need to evaluate these aspects of the prototype you have produced.

The student registration form.

• How well it meets the criteria identified in the scenario.

The form for Vicky to use to assign production jobs and characters.

• How well the form design you were given in Activity 3(c) met Vicky’s needs.

• How this design helped you, as the database programmer, to create the form.

• The improvements that you would make to the design of the form.

How the level of study could be used more effectively in assigning roles.

Produce an evaluation report.

The Quality of your Written Communication (QWC) will be assessed in this question.


Standard Ways of Working.



A minimum font size of 10 should be used for all word processed documents.



*


14S59837A

(iii) Ensure the detail section shows these fields:

• CharacterName

• CharacterGender

• NumberNeeded

• NumberAssigned

• NumberLeft (1)

(iv) Ensure the group footer section shows the overall total number of actors still needed for the particular character type.

(1)

(v) Ensure the report footer shows a grand total of the number of actors needed overall.

(1)

(c) Format the report. (1)

Screenprint the report in DESIGN view.

Print the database report.


A screen print of the query in DESIGN view.

A screen print of the database report in DESIGN view.

The printed database report.


15S59837A

Activity 6 – Evaluation (suggested time 1 hour)

You need to evaluate these aspects of the prototype you have produced.

The student registration form.

• How well it meets the criteria identified in the scenario.

The form for Vicky to use to assign production jobs and characters.

• How well the form design you were given in Activity 3(c) met Vicky’s needs.

• How this design helped you, as the database programmer, to create the form.

• The improvements that you would make to the design of the form.

How the level of study could be used more effectively in assigning roles.

Produce an evaluation report.

The Quality of your Written Communication (QWC) will be assessed in this question.


Standard Ways of Working.



A minimum font size of 10 should be used for all word processed documents.



*


16S59837A

BLANK PAGE

ANSWER POSS. MARK MAX

Activity 1

Understanding the problem

a) Actions Input Generated Output Validation

A1 Ensuring name, gender, and production job preference is present

X

A2 Selecting the production

X

A3 Providing a suitable message for Vicky, so that she knows what is happening

X

A4 Calculate the number of actors still needed

X

Must have

both for the mark Updating

any records as necessary

X

(cannot have more than one X per row)

(4)

Mark schemeUnit 4: Working with Database Software


16S59837A

BLANK PAGE

ANSWER POSS. MARK MAX

Activity 1

Understanding the problem

a) Actions Input Generated Output Validation

A1 Ensuring name, gender, and production job preference is present

X

A2 Selecting the production

X

A3 Providing a suitable message for Vicky, so that she knows what is happening

X

A4 Calculate the number of actors still needed

X

Must have

both for the mark Updating

any records as necessary

X

(cannot have more than one X per row)

(4)

Mark schemeUnit 4: Working with Database Software


b)

B1 Able to measure progress to see what has been done, what is left to do 1

B2 Helps to make sure user requirements are being included in the design / implementation of the system 1

B3 Helps (plan) testing 1

Max (2)

Total for Activity 1 6

Activity 2 Structure

a) A1 Production Job (table) 1

A2 Student (table) 1

A3 Production (table) 1

A4 Character (table) 1

A5 Assigned (Production)Jobs (table) 1

A6 Assigned Characters (table) 1

A7 1:M Production Job-Student) (A1-A2) 1

A8 1:M Production-Character (A3-A4) 1

A9 1:M Production-Assigned Jobs (A3-A5) 1

A10 1:M Student-Assigned Jobs (A2-A5) 1

A11 1:M Student-Assigned Characters (A2-A6) 1

A12 1:M Character-Assigned Characters (A4-A6) 1

(12)

b) Data Types

B1 Evidence of correct primary keys Any 3 of: Table Production Job - ProductionJobID Table Student - StudentNumber Table Production – ProductionID Table Character – CharacterID 1

B2 Table Assigned Job – StudentNumber, ProductionID as composite key OR Table Assigned Characters – StudentNumber, CharacterID as composite key 1

B3 Evidence of correct data types StudentDateOfBirth - Date/Time NumberNeeded – Number NumberAssigned – Number GotRoleInProduction – Yes/No Minimum 1 Date/Time, 1 Number and Yes/No correct 1

(3)


b)

B1 Able to measure progress to see what has been done, what is left to do 1

B2 Helps to make sure user requirements are being included in the design / implementation of the system 1

B3 Helps (plan) testing 1

Max (2)


Activity 2 Structure

a) A1 Production Job (table) 1

A2 Student (table) 1

A3 Production (table) 1

A4 Character (table) 1

A5 Assigned (Production)Jobs (table) 1

A6 Assigned Characters (table) 1

A7 1:M Production Job-Student) (A1-A2) 1

A8 1:M Production-Character (A3-A4) 1

A9 1:M Production-Assigned Jobs (A3-A5) 1

A10 1:M Student-Assigned Jobs (A2-A5) 1

A11 1:M Student-Assigned Characters (A2-A6) 1

A12 1:M Character-Assigned Characters (A4-A6) 1

(12)

b) Data Types

B1 Evidence of correct primary keys Any 3 of: Table Production Job - ProductionJobID Table Student - StudentNumber Table Production – ProductionID Table Character – CharacterID 1

B2 Table Assigned Job – StudentNumber, ProductionID as composite key OR Table Assigned Characters – StudentNumber, CharacterID as composite key 1

B3 Evidence of correct data types StudentDateOfBirth - Date/Time NumberNeeded – Number NumberAssigned – Number GotRoleInProduction – Yes/No Minimum 1 Date/Time, 1 Number and Yes/No correct 1

(3)


C) Validation

Take in order of paper unless labelled. Must see the field that the validation is applied to

(i) C1 NumberNeeded BETWEEN 1 AND 10 NumberNeeded >=1 and <=10 NumberNeeded >0 and <11 1

(ii) C2 Any suitable presence check from StudentForename StudentSurname StudentGender Any foreign key Anything sensible 1

(iii) C3 Any suitable List Check or Lookup For example: StudentLevel “AS”, “A2” StudentGender “Male”, “Female” CharacterGender “Male”, “Female”, “Either” Any foreign/composite key MUST have: limit to list yes if combo box used 1

Note the same field can be used to show more than one of the above.

(3)

d)

D1 Student 95 1

D2 Production Jobs – 10 1

D3 Production – 2 1

D4 Character – 36 1

D5 Assigned Jobs – 55 1

D6 Assigned Characters – 57 1

(6)

Total marks for Activity 2 24

Activity 3

a) Registering Student form

(i) A1 Fields include (from any view) StudentSurname StudentForename StudentGender ProductionJobID 1

(ii)

A2 Student Number (must be seen in design view) Any formula/method that is correct with or without speech marks round 1314 eg ="1314” & Max(Right(StudentNumber,4))+1 Or = Max(StudentNumber)+1 Or = 1314 & DMax(“Right(StudentNumber,4)”, “tblStudent”)+1 DMax(“StudentNumber”, “tblStudent”)+1 Could be using Format with 0000 Or sorted into descending order then StudentNumber+1 1

(iii) Customisation (any view)

A3 Identify one suitable feature eg Suitable title Suitable label Combo box Field width Instructions Asterisk Disabled field

1

A4 Suitable explanation of why the feature makes the form easier to use 1

(4)


C) Validation

Take in order of paper unless labelled. Must see the field that the validation is applied to

(i) C1 NumberNeeded BETWEEN 1 AND 10 NumberNeeded >=1 and <=10 NumberNeeded >0 and <11 1

(ii) C2 Any suitable presence check from StudentForename StudentSurname StudentGender Any foreign key Anything sensible 1

(iii) C3 Any suitable List Check or Lookup For example: StudentLevel “AS”, “A2” StudentGender “Male”, “Female” CharacterGender “Male”, “Female”, “Either” Any foreign/composite key MUST have: limit to list yes if combo box used 1

Note the same field can be used to show more than one of the above.

(3)

d)

D1 Student 95 1

D2 Production Jobs – 10 1

D3 Production – 2 1

D4 Character – 36 1

D5 Assigned Jobs – 55 1

D6 Assigned Characters – 57 1

(6)


Activity 3

a) Registering Student form

(i) A1 Fields include (from any view) StudentSurname StudentForename StudentGender ProductionJobID 1

(ii)

A2 Student Number (must be seen in design view) Any formula/method that is correct with or without speech marks round 1314 eg ="1314” & Max(Right(StudentNumber,4))+1 Or = Max(StudentNumber)+1 Or = 1314 & DMax(“Right(StudentNumber,4)”, “tblStudent”)+1 DMax(“StudentNumber”, “tblStudent”)+1 Could be using Format with 0000 Or sorted into descending order then StudentNumber+1 1

(iii) Customisation (any view)

A3 Identify one suitable feature eg Suitable title Suitable label Combo box Field width Instructions Asterisk Disabled field

1

A4 Suitable explanation of why the feature makes the form easier to use 1

(4)


b) Saving student details

B1 Check to ensure at least two from: StudentSurname StudentForename StudentGender ProductionJobID are present 1

B2 Student saved All fields must be shown in Query in full and Query used in Macro 1

B3 Macro/code would display a save message OR save message displayed 1

(3)

c) Assigning students to characters and other roles form

(i) C1 One form generated including a suitable title No subforms 1

(1)

(ii) C2 Production combo box Screen print in either Form or Design view Need to see that combo box contains either ProductionID or Title or both WIZ0001 – The Wizard of Oz WWC0002 – Willy Wonka and the Chocolate Factory Field names may not appear; may show as table name. 1

(1)

(iii) Actor section of form

Character query

C3 Query linked to production combo box eg

1

C4 Would only find characters that still need actors to play them eg NumberAssigned<NumberNeeded NumberNeeded>NumberAssigned =[NumberNeeded]-[NumberAssigned]>0 =[NumberNeeded]-[NumberAssigned]>=1 Or one of: CharacterGender would show on form NumberNeeded would show on form 1

C5 Still Needed generated eg =[NumberNeeded]-[NumberAssigned] 1

Actor query

C6 Query would find those without a role GotJobInProduction = No or equivalent 1

C7 Query would find actors ProductionJobID= “Act” Award if actor missing from Job table 1

C8 StudentGender linked correctly to gender on form eg 1


b) Saving student details

B1 Check to ensure at least two from: StudentSurname StudentForename StudentGender ProductionJobID are present 1

B2 Student saved All fields must be shown in Query in full and Query used in Macro 1

B3 Macro/code would display a save message OR save message displayed 1

(3)

c) Assigning students to characters and other roles form

(i) C1 One form generated including a suitable title No subforms 1

(1)

(ii) C2 Production combo box Screen print in either Form or Design view Need to see that combo box contains either ProductionID or Title or both WIZ0001 – The Wizard of Oz WWC0002 – Willy Wonka and the Chocolate Factory Field names may not appear; may show as table name. 1

(1)

(iii) Actor section of form

Character query

C3 Query linked to production combo box eg

1

C4 Would only find characters that still need actors to play them eg NumberAssigned<NumberNeeded NumberNeeded>NumberAssigned =[NumberNeeded]-[NumberAssigned]>0 =[NumberNeeded]-[NumberAssigned]>=1 Or one of: CharacterGender would show on form NumberNeeded would show on form 1

C5 Still Needed generated eg =[NumberNeeded]-[NumberAssigned] 1

Actor query

C6 Query would find those without a role GotJobInProduction = No or equivalent 1

C7 Query would find actors ProductionJobID= “Act” Award if actor missing from Job table 1

C8 StudentGender linked correctly to gender on form eg 1


Or It would pick the correct gender and take into account “Either”.

Combo box requeries

C9 When production selected Character combo box would requery 1

C10 When character selected Actor combo box would requery Or When production job combo selected Student combo box would requery 1

(8)

iv) Other Production Jobs query

C11 Query would not find actors – award if actor missing from Job table 1

Other Students query

C12 Query links to production job on form 1

C13 Query would only find those without a job Eg GotJobInProduction = No or equivalent 1

(3)

Allowing selections on form Note: All do not have to be enabled at once

v) C14 If acting selected Character and Actor combo boxes become enabled 1

C15 If other selected Production job and Student combo boxes become enabled 1

(2)

(15) d) Saving

D1 Record would save in Assigned Character table Or Record would save in Assigned Jobs table All fields must be shown in query in full and query used in macro 1

D2 GotJobInProduction would update to Yes or equivalent for selected Actor Or GotJobInProduction would update to Yes or equivalent for selected Student 1

D3 NumberAssigned would update in Character table by 1 1

(3)



Or It would pick the correct gender and take into account “Either”.

Combo box requeries

C9 When production selected Character combo box would requery 1

C10 When character selected Actor combo box would requery Or When production job combo selected Student combo box would requery 1

(8)

iv) Other Production Jobs query

C11 Query would not find actors – award if actor missing from Job table 1

Other Students query

C12 Query links to production job on form 1

C13 Query would only find those without a job Eg GotJobInProduction = No or equivalent 1

(3)

Allowing selections on form Note: All do not have to be enabled at once

v) C14 If acting selected Character and Actor combo boxes become enabled 1

C15 If other selected Production job and Student combo boxes become enabled 1

(2)

(15) d) Saving

D1 Record would save in Assigned Character table Or Record would save in Assigned Jobs table All fields must be shown in query in full and query used in macro 1

D2 GotJobInProduction would update to Yes or equivalent for selected Actor Or GotJobInProduction would update to Yes or equivalent for selected Student 1

D3 NumberAssigned would update in Character table by 1 1

(3)



Activity 4 Testing

a) Register Student form

A1 Details correct StudentSurname Little StudentForename Ian StudentDateOfBirth 01/05/1997 StudentGender Male StudentStreet 10 Chard Hill StudentTown Billingham StudentPostCode TS3 9LR StudentLevel AS ProductionJobID Act

1

A2 Fields shown above correctly stored (must agree with data entered on form and have a StudentNumber beginning 1314 and ending in a number > 0922) 1

(2)

b) Assigning students to characters and other roles form

(i) B1 Screen print of form that indicates „other‟ section is not for use (greyed out/hidden) 1

(ii) B2 Screen print showing only these characters: 24 Dorothy 25 The Wizard of Oz 31 Uncle Henry 32 Winged Monkeys 35 The Munchkins 36 Emerald City Inhabitants 1

(iii) B3 Screen print showing GenderRequired: Female NumberNeeded: 1 NumberAssigned: 0 Number left (generated field): 1

1

(iv) B4 Screen print showing these actors: StudentNumber StudentSurname StudentForename 12130539 McCallum Laura 12130637 Payne Hannah Kate 12130713 Scott Taylor 13140066 Bentham Sophie Alice 13140621 Robertson Danielle 13140646 Saddiq Rhenshika 13140925 Moran Elizabeth

1

(v) B5 Screen print of relevant table with new record StudentNumber: 13140066 CharacterID: 24 1

(vi) B6 Screen print of relevant table showing update CharacterID: 24 NumberAssigned: 1 Or Screen print of Student Table StudentNumber: 13140066 GotJobinProduction: Yes or equivalent 1

(6)

c)

(i) C1 Screen print showing only these students StudentNumber:12130050 – Lewis John Bate StudentNumber:13140873 – Shauna Rowell 1

C2 Screen print of relevant table with new record StudentNumber: 12130050 PerformanceID: WIZ0001 1

C3 GotJobInProduction for student 12130050 updated to yes or equivalent. 1

(3)



Activity 4 Testing

a) Register Student form

A1 Details correct StudentSurname Little StudentForename Ian StudentDateOfBirth 01/05/1997 StudentGender Male StudentStreet 10 Chard Hill StudentTown Billingham StudentPostCode TS3 9LR StudentLevel AS ProductionJobID Act

1

A2 Fields shown above correctly stored (must agree with data entered on form and have a StudentNumber beginning 1314 and ending in a number > 0922) 1

(2)

b) Assigning students to characters and other roles form

(i) B1 Screen print of form that indicates „other‟ section is not for use (greyed out/hidden) 1

(ii) B2 Screen print showing only these characters: 24 Dorothy 25 The Wizard of Oz 31 Uncle Henry 32 Winged Monkeys 35 The Munchkins 36 Emerald City Inhabitants 1

(iii) B3 Screen print showing GenderRequired: Female NumberNeeded: 1 NumberAssigned: 0 Number left (generated field): 1

1

(iv) B4 Screen print showing these actors: StudentNumber StudentSurname StudentForename 12130539 McCallum Laura 12130637 Payne Hannah Kate 12130713 Scott Taylor 13140066 Bentham Sophie Alice 13140621 Robertson Danielle 13140646 Saddiq Rhenshika 13140925 Moran Elizabeth

1

(v) B5 Screen print of relevant table with new record StudentNumber: 13140066 CharacterID: 24 1

(vi) B6 Screen print of relevant table showing update CharacterID: 24 NumberAssigned: 1 Or Screen print of Student Table StudentNumber: 13140066 GotJobinProduction: Yes or equivalent 1

(6)

c)

(i) C1 Screen print showing only these students StudentNumber:12130050 – Lewis John Bate StudentNumber:13140873 – Shauna Rowell 1

C2 Screen print of relevant table with new record StudentNumber: 12130050 PerformanceID: WIZ0001 1

C3 GotJobInProduction for student 12130050 updated to yes or equivalent. 1

(3)



Activity 5 Producing Results

a)

A1 Filters to correct production or only characters still needing actors Any criteria that would work eg NumberLeft (generated field) >0 NumberLeft (generated field) >=1 PerformanceID “WIZ0001” PeformanceTitle “The Wizard Of Oz” >[Tbl_Characters]![NumberAssigned]

1

A2 Generated field named as NumberLeft 1

(2)

b) Report in design view

B1 to B7: evidence in design view though if cannot see field names in full check with report view

(i) B1 Grouped by CharacterType 1

B2 Suitable title in page or report header 1

(2)

(ii) B3 Group header should show CharacterType 1

B4 Group header should show labels for CharacterName CharacterGender NumberNeeded NumberAssigned NumberLeft 1

(2)

(iii) B5 Detail section should show CharacterName CharacterGender NumberNeeded NumberAssigned NumberLeft 1

(1)

(iv) B6 Number actors needed for each character type in group footer eg =Sum(NumberLeft) 1

(1)

(v) B7 Number actors needed overall in report footer eg =Sum(NumberLeft) 1

(1)

(7)

Mark from printed report

c) C1 Suitable layout, not just default layout, suitable labels, no truncation 1

(1)


Activity 6 Evaluation Note: Place student in correct mark band based on content. QWC adjustment can only reduce mark within band. This must be based on the expectation within the mark band. Marks cannot be added and the adjustment cannot put the mark in a different mark band. Indicative content Student form meeting user needs Ensures name, gender, preferred production job are present and gives clear error message so user knows what is wrong if they are not Logical layout of fields Drop down box for gender StudentID disabled StudentID automatically generated User notified of successful save Asterisks for required data Assigning production jobs or characters design meeting Vicky’s needs Combo box included to provide method of selecting production Radio buttons to limit the production job so that only one can be selected and to filter rest of form ie actor – acting options, other – jobs. Combo box used to select character Shaded boxes used to indicate disabled fields Selecting character automatically fills disabled fields to show correct gender, number assigned, still needed and also as basis of actor combo box contents Combo box for easy selection of actor Combo box for easy selection of job role and to provide filter for student combo box Combo box for easy selection of student for job role How helped candidate build It Showed what controls to use Showed exact placements of controls Showed disabled fields Did not need to think of how to approach task. Layout indicates what needs to be done and makes it more clear to see how to do it with the instructions given in the task. Different designs for form Could have used buttons on menu - 1 for acting , 1 for other and two separate forms for input Could have used combo box for acting/other Could have used list boxes or allowed user to input requirements for production/character etc Could have automatically filtered to current production when the form opened so that the production combo box becomes redundant Could have arranged controls differently – two sections across form as opposed to two sections down form Instructions on use could have been included Level Of Study Being Used More Appropriately Could be used when selecting lead roles so that A2 are shown before AS as they would have more experience so could possibly be better for the lead roles. If students doing course with practical assessment then could be used to show students who needing assessing for particular units. Level Mark Descriptor 0 0 No rewardable material.


Activity 5 Producing Results

a)

A1 Filters to correct production or only characters still needing actors Any criteria that would work eg NumberLeft (generated field) >0 NumberLeft (generated field) >=1 PerformanceID “WIZ0001” PeformanceTitle “The Wizard Of Oz” >[Tbl_Characters]![NumberAssigned]

1

A2 Generated field named as NumberLeft 1

(2)

b) Report in design view

B1 to B7: evidence in design view though if cannot see field names in full check with report view

(i) B1 Grouped by CharacterType 1

B2 Suitable title in page or report header 1

(2)

(ii) B3 Group header should show CharacterType 1

B4 Group header should show labels for CharacterName CharacterGender NumberNeeded NumberAssigned NumberLeft 1

(2)

(iii) B5 Detail section should show CharacterName CharacterGender NumberNeeded NumberAssigned NumberLeft 1

(1)

(iv) B6 Number actors needed for each character type in group footer eg =Sum(NumberLeft) 1

(1)

(v) B7 Number actors needed overall in report footer eg =Sum(NumberLeft) 1

(1)

(7)

Mark from printed report

c) C1 Suitable layout, not just default layout, suitable labels, no truncation 1

(1)


Activity 6 Evaluation Note: Place student in correct mark band based on content. QWC adjustment can only reduce mark within band. This must be based on the expectation within the mark band. Marks cannot be added and the adjustment cannot put the mark in a different mark band. Indicative content Student form meeting user needs Ensures name, gender, preferred production job are present and gives clear error message so user knows what is wrong if they are not Logical layout of fields Drop down box for gender StudentID disabled StudentID automatically generated User notified of successful save Asterisks for required data Assigning production jobs or characters design meeting Vicky’s needs Combo box included to provide method of selecting production Radio buttons to limit the production job so that only one can be selected and to filter rest of form ie actor – acting options, other – jobs. Combo box used to select character Shaded boxes used to indicate disabled fields Selecting character automatically fills disabled fields to show correct gender, number assigned, still needed and also as basis of actor combo box contents Combo box for easy selection of actor Combo box for easy selection of job role and to provide filter for student combo box Combo box for easy selection of student for job role How helped candidate build It Showed what controls to use Showed exact placements of controls Showed disabled fields Did not need to think of how to approach task. Layout indicates what needs to be done and makes it more clear to see how to do it with the instructions given in the task. Different designs for form Could have used buttons on menu - 1 for acting , 1 for other and two separate forms for input Could have used combo box for acting/other Could have used list boxes or allowed user to input requirements for production/character etc Could have automatically filtered to current production when the form opened so that the production combo box becomes redundant Could have arranged controls differently – two sections across form as opposed to two sections down form Instructions on use could have been included Level Of Study Being Used More Appropriately Could be used when selecting lead roles so that A2 are shown before AS as they would have more experience so could possibly be better for the lead roles. If students doing course with practical assessment then could be used to show students who needing assessing for particular units. Level Mark Descriptor 0 0 No rewardable material.


Level 1 1-4 Candidate describes what they did to complete tasks without little/no evaluative comments. Candidate gives reasons the provided design meets Vicky‟s needs but does not expand eg combo box provided to select production without going on to say why that meets the need well – means Vicky does not have to type in the production name which could result in a spelling mistake etc. Candidate gives few/basic reasons why the design helped them build the form Candidate gives few valid ideas of designing form themselves Candidate gives vague reason why level of study could be used more appropriately The candidate uses everyday language and the response lacks clarity and organisation. Spelling, punctuation and the rules of grammar are used with limited accuracy.

Level 2 5-8 Candidate may address some points Candidate includes some valid evaluative points about how the student form meets Vicky‟s needs. Candidate gives reasons the provided design meets Vicky‟s needs and expands on some eg combo box provided to select production means Vicky does not have to type in the production name which could result in a spelling mistake etc. Candidate gives some valid reasons why the design helped them build the form Candidate gives valid ideas of designing form themselves Candidate gives a valid reason why level of study could be used more appropriately The candidate uses some terms and shows some focus and organisation. Spelling, punctuation and the rules of grammar are used with some accuracy.

Level 3 9-12 Candidate includes many evaluative points about how the student form meets Vicky‟s needs. Candidate gives many reasons the provided design meets Vicky‟s needs and expands on all eg combo box provided to select production means Vicky does not have to type in the production name which could result in a spelling mistake etc. Candidate gives many valid reasons why the design helped them build the form Candidate gives many valid ideas of designing form themselves Candidate gives more than one valid reason why level of study could be used more appropriately The candidate uses a range of appropriate terms and shows good focus and organisation. Spelling, punctuation and the rules of grammar used with considerable accuracy.

SWW1 Administration details on each page 1

SWW2 Required printouts only assembled correctly 1

Total Marks for Standard ways of working 2

Total marks for Paper 90


Level 1 1-4 Candidate describes what they did to complete tasks without little/no evaluative comments. Candidate gives reasons the provided design meets Vicky‟s needs but does not expand eg combo box provided to select production without going on to say why that meets the need well – means Vicky does not have to type in the production name which could result in a spelling mistake etc. Candidate gives few/basic reasons why the design helped them build the form Candidate gives few valid ideas of designing form themselves Candidate gives vague reason why level of study could be used more appropriately The candidate uses everyday language and the response lacks clarity and organisation. Spelling, punctuation and the rules of grammar are used with limited accuracy.

Level 2 5-8 Candidate may address some points Candidate includes some valid evaluative points about how the student form meets Vicky‟s needs. Candidate gives reasons the provided design meets Vicky‟s needs and expands on some eg combo box provided to select production means Vicky does not have to type in the production name which could result in a spelling mistake etc. Candidate gives some valid reasons why the design helped them build the form Candidate gives valid ideas of designing form themselves Candidate gives a valid reason why level of study could be used more appropriately The candidate uses some terms and shows some focus and organisation. Spelling, punctuation and the rules of grammar are used with some accuracy.

Level 3 9-12 Candidate includes many evaluative points about how the student form meets Vicky‟s needs. Candidate gives many reasons the provided design meets Vicky‟s needs and expands on all eg combo box provided to select production means Vicky does not have to type in the production name which could result in a spelling mistake etc. Candidate gives many valid reasons why the design helped them build the form Candidate gives many valid ideas of designing form themselves Candidate gives more than one valid reason why level of study could be used more appropriately The candidate uses a range of appropriate terms and shows good focus and organisation. Spelling, punctuation and the rules of grammar used with considerable accuracy.

SWW1 Administration details on each page 1

SWW2 Required printouts only assembled correctly 1

Total Marks for Standard ways of working 2

Total marks for Paper 90

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INTERNATIONAL ADVANCED LEVEL - Pearson … · 2018-08-06 · Pearson Edexcel International Advanced Level in Applied ICT ... Edexcel, BTEC and LCCI qualifications are awarded by Pearson,