Cambridge TECHNICALS

OCR LEVEL 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN IT

SYSTEM DEVELOPMENT REQUIREMENTS AND CONSTRAINTS Y/505/4634

LEVEL 3 UNIT 35

GUIDED LEARNING HOURS: 60

UNIT CREDIT VALUE: 10 SYSTEM DEVELOPMENT REQUIREMENTS AND CONSTRAINTS Y/505/4634 LEVEL 3 UNIT 35 AIM AND PURPOSE OF THE UNIT

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

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

www.ocr.org.uk 2 System development requirements and constraints Level 3 Unit 35

ASSESSMENT AND GRADING CRITERIA

Learning Outcome (LO) Pass Merit Distinction

The assessment criteria are To achieve a merit the To achieve a distinction the the pass requirements for evidence must show that, in evidence must show that, this unit. addition to the pass criteria, in addition to the pass and the learner is able to: merit criteria, the learner is The learner will: The learner can: able to:

1 Know hardware P1 describe hardware M1 describe hardware D1 evaluate hardware methodologies and methodologies and methodologies and methodologies and systems software used systems software systems software systems software to support system used to support used to support used to support development development of a basic development of a development of a system complex system complex system.

2 Understand systems P2 explain systems software and software constraints hardware constraints associated with system associated with system development development

P3 explain hardware constraints associated with system development

3 Understand solutions to P4 explain how systems M2 explain why cross- systems software and software constraints platform software hardware constraints can be resolved development is associated with system beneficial development P5 explain how systems M3 explain how a hardware hardware constraints compatibility list can can be resolved reduce constraints encountered during system development

Be able to use diagnostic P6 use a diagnostic tool D2 evaluate the tools to resolve systems to resolve systems effectiveness of a software and hardware software and hardware diagnostic tool when problems problems resolving systems software and hardware problems

3 TEACHING CONTENT The unit content describes what has to be taught to ensure that learners are able to access the highest grade. Anything which follows an i.e. details what must be taught as part of that area of content. Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply relevant examples to their work though these do not need to be the same ones specified in the unit content.

LO1: Know hardware methodologies and systems • desktop computers and laptops (e.g. Linux, Mac OS X, software used to support system development Windows)

Computer types: • tablets and phones (e.g. Android, iOS, Windows Phone) • (e.g. supercomputers, mainframes, servers, computer languages supported by operating systems: workstations, desktop computers, laptop computers, (e.g. C++ - Android, Mac OS X, Linux, Solaris, Windows; games console, tablets, mobile phones, embedded Java - Android, Mac OS X, Linux, Solaris, Windows; systems) Python – Android, Mac OS X, Linux, Solaris, Windows; Scratch - Windows, Mac OS X; - Windows) Hardware methodologies: software development tools:

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

• processor performance (e.g. speed, efficiency) • Compiler: (e.g. C, C++, C#, Java)

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

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

• input/output devices • Software Development Kits/Software Developer’s Kits (e.g. Window’s Phone SDK, QuickTime Mac OS, Android • memory cards SDK, iOS SDK for ipad) • graphics cards • Application Development Software: (e.g. iOS Developer, • video cards Flex, Adobe Flash Builder, Blend) • sound cards Evaluation • screen (e.g. size, resolution) • functionality (e.g. does the hardware and software solve • communication devices identified outcomes of the system, are they efficient, any issues identified) Systems software • compatibility issues (e.g. computer type and hardware Computer system types: methodology, computer system and operating system, • basic systems (e.g. desktop computers, laptop computers) computer language and operating system, software • complex systems (e.g. tablets) development tools and computer system, any issues identified) • multi-purpose platforms (e.g. games console, mobile phones, embedded systems) • reliability (e.g. are the outcomes of the system accurate) • usability (e.g. ease of use, user friendliness, help and Operating system types: (e.g. Graphical User Interface support available, any issues identified) (GUI), , multi-user, multi-processing, multi-threading) • security (e.g. does the hardware and software used ensure Operating systems for computer systems: no issues with security, any issues identified) • large computer systems (e.g. Solaris, Unix, z/OS) • maintainability (e.g. is the hardware and software easily

www.ocr.org.uk 4 System development requirements and constraints Level 3 Unit 35

modifiable/upgradable, any issues identified) • disadvantages of buying (e.g. cost, incompatibility, interoperability) LO2: Understand systems software and hardware • advantages of building (e.g. specific requirements, constraints associated with system development portability)

Systems software constraints • disadvantages of building (e.g. time, inaccuracies) • outdated systems software versions Download a software patch • incompatibility between software (e.g. operating system • advantages of downloading a software patch (e.g. free) and programming language) • disadvantages of downloading a software patch (e.g. • limited memory can contain errors, can be out-of-date/become out-of-date • limited storage quickly) • registry issues Programming toolkits and environments (e.g. Mozilla • issues with device drivers , GeneXus, Real Studio) • accessibility (e.g. screen resolution) Cross-platform programming (e.g. Java, Python, Ruby) • lack of technical skills Backward compatibility (e.g. Windows, Mac) • cost (e.g. financial, time) Diagnostic tools (e.g. Pc-Check®, PC Inspector, QuickTech IA, QuickTech Windows, QuickTech PRO, QuickTech xA, Hardware constraints BMC, IBM Tivoli) • outdated hardware specifications • de-compilers

• incompatibility between hardware and systems • system checking/testing software Hardware solutions • proprietary hardware Upgrade hardware (e.g. add additional memory, • hardware restrictions increase hard disk storage capacity, replace cards) • accessibility (e.g. screen size) Hardware compatibility list • interoperability between hardware components • (e.g. Linux, Mac, Windows, Oracle Linux, VMWARE) • lack of technical skills

• cost (e.g. financial, time) Support/references

LO3 Understand solutions to systems software • manufacturer’s documentation (e.g. printed manuals, and hardware constraints associated with system on-line manuals) development • manufacturer’s website (FAQ, help guides)

Systems Software solutions • web pages,

Upgrade software • web forums Buy or build: • specialist computer magazines • off-the-shelf:(e.g. Mac, Windows) • computer journals • bespoke: (e.g. device drivers) • training materials • advantages of buying (e.g. quality, effectiveness, • trouble-shooting guides availability)

5 LO4 Be able to use diagnostic tools to resolve systems software and hardware problems Diagnostic tools (e.g. Pc-Check®, PC Inspector, QuickTech IA, QuickTech Windows, QuickTech PRO, QuickTech xA, BMC, IBM Tivoli)

Evaluation

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

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

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

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DELIVERY GUIDANCE Learners should then be able to evaluate the hardware Know hardware methodologies and systems software methodologies and systems software that can be used to used to support system development support development of a complex system. They should be Learners should be taught about the different types of able to evaluate aspects such as functionaility, for example, operating systems, the types of computer systems that they does the hardware and software solve identified outcomes support, and the platforms with which they are associated. of the system, are they efficient and whether any issues This could be delivered through lectures, practical exercises have been identified. They need to evaluate compatibility and research. Features and limitations of each could be issues, such as computer type and hardware methodology, investigated in small groups and findings reported back and computer system and operating system, computer language explained to the wider group, enabling depth of research. and operating system, software development tools and and Learners need to be taught about the choice of programming computer system and make reference to any issues that they languages available and they should be instructed to identify. Evaluation should be made of the reliability of the investigate the compatibility of various programming hardware methodology and systems software, for example, languages with operating system software; this could again determine whether or not the outcomes of the complex be done in small groups and findings presented to the system are accurate. They need to evaluate usability, such wider group. The purpose of software development tools as ease of use, user friendliness, help and support available should be researched and this could be done individually. to the user and refer to any issues identified. Security also Learners should carry out research on various systems needs to be evaluated and it should be determind whether such as basic systems, complex systems and multi-purpose or not the hadware and software used ensure that there are platforms and devices that can be programmed, for example, no concerns with security and any concerns identified should desktop computers, laptops, tablets and mobile phones. be stated. Maintainability should be evaluated and whether Learners should be instructed to research what types of or not the hardware and software is modifiable/upgradable systems software are needed by these devices and which easily needs determining and any issues identified. Learners programming languages they support and small group should be provided with by the tutor a complex system to research and feedback could facilitate this. Learners should investigate in detail and evaluate. be aware of the flexibility of this software against these devices while undertaking this task. Understand systems software and hardware constraints associated with system development Learners should be taught about the hardware Learners should be taught about the types of systems methodologies required for various types of computer software constraints that are associated with the development systems, basic, complex and multi-purpose platforms, e.g. of computer programs on various devices. This may come desktop computers, laptops, tablets and mobile phones. through group discussion, specific examples and learners’ They should examine the specification of various hardware own research. In addition to discussing these potential components referred to in the teaching content. They should problems, it would be advantageous if some of the examples also investigate the compatibility of hardware with systems of some of the potential problems associated with the systems software and programming languages and fully understand software on a range of devices could be demonstrated by the the range and scope of these methodologies. This could teacher, to enable learners to develop their understanding be delivered through lectures, practical exercises and small of this issue. Learners could research these problems further, group research and feedback. Learners should carry out carrying out practical exercises and recording their findings. research on various devices that can be programmed, for They could then investigate other potential constraints example, desktop computers, laptops, tablets and mobile associated with a wider range of computer systems than those phones. Learners should familiarise themselves with already experienced and present their findings to the group. hardware specifications and the requirements that are needed by these devices in order to develop computer systems and Following on from software, learners should also be aware of this could be facilitated through individual research. It may be the types of hardware constraints that are associated with the beneficial for learners to identify compatibility for potential development of computer programs on various devices. In cross-platform development. addition to discussing these potential problems, it would be advantageous if examples of some of the potential problems

7 associated with the hardware on a range of devices could be usability, for example, ease of use and support offered to the demonstrated by the teacher, to enable learners to develop user; functionality, such as general maintenance features, their understanding of this issue. Learners could research management/diagnostic features, repair and recovery these problems further and investigate other potential features, optimization features and security features and constraints associated with a range of computer systems. acceptability, that is, what operating system does it support, Learners should ensure that hardware and software are for example, is it Windows/Mac compatible? As with Learning not considered in complete isolation, as the two are clearly Outcome 3, software and hardware should not be taught interlinked and can impact one on the other. in complete isolation due to the interdependencies and the impact of one on the other. Understand solutions to systems software and hardware constraints associated with system development

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

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

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

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

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

www.ocr.org.uk 8 System development requirements and constraints Level 3 Unit 35

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

Assessment Criteria P1, M1, D1 For P1 learners must describe the hardware methodologies and systems software used to support development of a basic system. This should clearly identify the basic system for which they are selecting the systems software. Learners should consider a wide range of methodologies and the considerations for each, for an identified system. They could present their evidence in a report, presentation or computer magazine article.

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

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

Assessment Criterion P2, P3, For P2 learners must explain systems software constraints associated with system development. A wide range of constraints should be explained, and the implications of these constraints on the system development. Evidence could be presented in a report, presentation or computer magazine article.

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

Assessment Criteria P4, M2 For P4 learners must explain how systems software constraints can be resolved and should include examples. They could present their evidence in a report, presentation, computer magazine article.

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

Assessment Criteria P5, M3 For P5 learners must explain how systems hardware constraints can be resolved and should include examples. They could present their evidence in report, presentation, computer magazine article.

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

9 Assessment Criteria P6, D2, For P6 learners must resolve systems software and hardware problems by using a diagnostic tool. There must be evidence of the learner resolving problems using a diagnostic tool. Their evidence should include which tool they are using and what hardware and software issues have been determined and resolved. This could take the format of a video, photographs with accompanying report or an observation statement.

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

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

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

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

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RESOURCES

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

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

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

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

Case studies could be made available.

MAPPING WITHIN THE QUALIFICATION TO THE OTHER UNITS

Unit 3 Computer systems

Unit 8 IT technical support

Unit 11 Maintaining computer systems

Unit 13 Installing and upgrading software

Unit 22 IT systems troubleshooting and repair

LINKS TO NOS

4.1 Systems Architecture

4.8 IT/Technology Infrastructure Design and Planning

5.1 Systems Development

5.2 Software Development

5.3 IT/Technology Solution Testing

5.4 Systems Integration

5.5 IT/Technology Systems Installation, Implementation and Handover

7.3 IT/Technology Problem Management

7.8 Change and Release Management

7.10 IT/Technology Asset and Configuration Management

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

Telephone 02476 851509 Email [email protected] www.ocr.org.uk