Information Processes and Technology 2019 HSC exam pack (archive)

Students should:

• address the key words with coherence and logical thinking
• directly answer all parts of the question
• use applied examples and concepts with specific detail
• write clearly and legibly using a black pen
• correctly use syllabus terminology
• always make reference to the scenario provided.

Question 21

In better responses, students were able to:

• discuss the difference between ‘Actual time’ and ‘Planned time’ in reference to the diagram and using the ‘KEY’ given (a).

Areas for students to improve include:

• knowing the difference between a user and a participant in an information system (c)
• understanding the difference between ‘Cyclic Redundancy Check’ and data redundancy (d).

Question 22

In better responses, students were able to:

• demonstrate a deep understanding of ‘Technical, Operational, Schedule and Economical feasibility’ in a given scenario (a)
• draw a correct decision tree including all correct conditions, actions and decisions (b)
• explain the measures, such as security and encryption, that could be taken for keeping the gym members data secure (c).

Areas for students to improve include:

• knowing that a feasibility study is an analysis that considers all of a project's relevant factors into account when describing ‘Technical, Operational, Schedule and Financial’ feasibility (a)
• understanding the components required when drawing a decision tree (b).

Question 23

In better responses, students were able to:

• focus on the advantages, such as conducting the census online in comparison to conducting it on paper (a)
• explain why it is important to carry out extensive testing prior to launching the system which could include volume and simulated testing (b).

Areas for students to improve include:

• determining the factors that influence the storage, retrieval and analysis of data for the given scenario, and describing how these affect system requirements(c).

Question 24

In better responses, students were able to:

• draw a clearly labelled user interface including components such as text boxes and drop down lists to input the destination, current location and date/time of pick up (a)
• describe the use of satellite, GPS and cellular within reference to the given scenario (b)
• construct a dataflow diagram including all relevant data stores (c).

Areas for students to improve include:

• knowing the specific features of a dataflow diagram and its purpose(c).

Question 25

In better responses, students were able to:

• demonstrate their understand of data bias as it relates to collecting and support their response with a valid, real life example (a)
• clearly articulate the differences between ‘Online Analytical Processing’, for example business reporting, and ‘Online Transaction Processing’, such as transaction systems, including a relevant example of each (b)
• provide benefits for both full and partial back up in the scenario given (d).

Areas for students to improve include:

• knowing and understanding the role and function of ‘Online Analytical Processing’ in a specific transaction processing system (b)
• providing relevant disadvantages of real-time processing in a specific transaction processing system such as an ATM network (c)
• demonstrating a deep understanding by providing points for and against when discussing issues that could arise from implementing a specific system (e).

Question 26

In better responses, students were able to:

• describe how management information systems are used in decision support (a)
• provide correct examples of functions and formulas in spreadsheets (b)
• apply knowledge of neural networks and expert systems to explain why the system described is a neural network and not an expert system (c)
• explain the responsibilities of staff, such as ensuring accurate and up-to-date information, when using a decision support system (d)
• explain the relationship between a data warehouse and data mining as well as their role in decision making (e).

Areas for students to improve include:

• demonstrating a clear understanding of management information systems (a)
• knowing the difference between a formula and a function (b)
• providing examples of formulas and functions (b)
• applying their understanding of expert systems and neural networks to a specific context (c)
• knowing how participants use decision support systems (d)
• demonstrating a deep understanding of the ways in which data warehousing and data mining are used in a specific scenario (e).

Question 27

In better responses, students were able to:

• identify and describe key features of production scheduling such as time, resource management and process in an AMS (a)
• include discussion of the use of iteration in design, production and evaluation (c)
• provide a detailed description of the use of, and the relationship between CAD, CAM and CNC with relevance to the given scenario (d).

Areas for students to improve include:

• structuring a response that explains the role of automation and the use of sensors and actuators in the warehouse environment that actions the orders placed in the online ordering system (e).

Question 28

In better responses, students were able to:

• provide an example, such as virtual reality and games, that may be specifically used in education and training (a)
• demonstrate a clear understanding of ‘hierarchical storyboards’ including a diagram  to represent it (b)
• provide appropriate compressed file formats for all types of multimedia and justify their suitability in comparison to other possible file formats, for example, the use of a jpg in comparison to a bmp (e).

Areas for students to improve include:

• demonstrating their knowledge and understanding of advances in processing power (c)
• describing fields of expertise specific to multimedia systems (d).