Information Processes and Technology 2021 HSC exam pack (archive)

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of keywords in the question and recognise the intent of the question and its requirements
• engage with any stimulus material provided and refer to it in the response
• communicate ideas and information using relevant examples
• expect to perform some mathematical functions, interpret data/graphs/tables and assess information for accuracy, reliability and/or validity
• consider using graphical solutions if appropriate
• review their response to ensure that it addresses the question requirements.

Question 21

In better responses, students were able to:

• show ‘what’ is data redundancy and how it is evident in a database providing a relevant example (a)
• articulate suitable data types and provide clear justification of the chosen data type that relates to the scenario (bi)
• provide working or words showing how to calculate the size of database megabytes (bii)
• construct an SQL statement showing all relevant parameters and selecting the correct field to sort in a specific correct order (biii).

Areas for students to improve include:

• demonstrating their understanding of how data redundancy occurs in a range of databases (a)
• using examples related to the scenario to justify the use of a data type within the data dictionary (bi)
• understanding the different methods used to calculate the size of a file as the method used to calculate the size of a record in a database is different to calculating the size of an image (bii)
• constructing SQL statements based on the scenario provided and identify the language statements for them to be executed successfully (biii).

Question 22

In better responses, students were able to:

• unpack the stimulus and provide clear reasons as to why the email was suspicious (a)
• clearly state and apply course-specific issues to the given scenario (b)
• provide examples of conversion methods used to replace an existing system with a new system (c)
• interpret stimulus material to accurately construct a decision tree that reflects the rules of a system and its decision path (d).

Areas for students to improve include:

• providing valid reasons why a specific email is suspicious (a)
• recognising social and ethical issues relevant to a scenario or situation (b)
• recognising and justifying a conversion method based on stimulus material (c)
• recalling and constructing design tools to reflect a scenario (d).

Question 23

In better responses, students were able to:

• provide advantages and disadvantages of both a ring and star topology (a)
• articulate the key difference between how microwave and satellite technology transmit data (b)
• identify the key features of the internet, intranet and extranets and apply to the bank scenario (c).

Areas for students to improve include:

• understanding the key elements of network topologies in relation to cost and data flow (a)
• understanding the difference between different wireless transmission mediums (b)
• understanding the different uses of the internet, intranets and extranets(c).

Question 24

In better responses, students were able to:

• present all elements of a feasibility study and articulate how they relate to the health care system (a)
• describe all system elements within the given scenario as well as the data/ information required (b).

Areas for students to improve include:

• learning all parts of a feasibility study and how they related to specific system development (a)
• understanding the relationship between components within a system as detailed in the question (b).

Question 25

In better responses, students were able to:

• identify situations that require real-time processing (a)
• present two different forms of electronic storage media that were relevant to the scenario (b)
• design a screen that allowed for efficient data collection through the inclusion of input validation techniques (c)
• present advantages and disadvantages of Radio-frequency identification (RFID) tags in relation to borrowing, tracking, locating and the return of books (d)
• show a relationship between how data warehousing can benefit specific organisations and improve productivity and business outcomes (e).

Areas for students to improve include:

• recognising when real-time processing is required in a system (a)
• understanding that cloud storage also requires physical storage such as a hard drive (b)
• understanding the scenario to include input masks and validation features to reduce data collection errors (c)
• understanding how RFID technology (radio waves) works in a range of scenarios (d)
• knowing the difference between data warehousing and data mining and how they can be used in different scenarios to increase productivity (e).

Question 26

In better responses, students were able to:

• describe that what-if models have several variables to simulate predictions/outcomes to make informed decisions (a)
• clearly explain the difference between semistructured and unstructured systems and include examples to support their response and understanding of both systems (b)
• understanding how group systems can benefit industries and provide relevant examples (c)
• identify key features of geographic information systems (GIS) and show a relationship between GIS and decision making with suitable examples (d)
• clearly articulate the difference between an expert system and a neural network with a justification for electing neural networks as the preferred system based on the stimulus material (e).

Areas for students to improve include:

• incorporating the use of particular software packages and how what-if-models are carried out to make decisions (a)
• understanding the key elements of structured and semi-structured systems with a valid example (b)
• recognising the features of group decision support systems and how they can benefit or hinder industries and organisations (c)
• demonstrating their understanding using real-world examples of GIS and how it supports decision making (d)
• recognising the key features of expert and neural network systems and justify when it is best to use each system based on specific scenarios (e).

Question 27

In better responses, students were able to:

• describe the key elements and benefits of discrete processing and include an example (a)
• clearly distinguish between CAD and CAM software uses through the inclusion of automated system examples (b)
• justify and provide examples of the benefit of automated systems in repetitive tasks for consistency and quality control (c)
• recognise noise as signal interference and provided ways noise can be reduced (d)
• describe a range of relevant hardware technologies and show a relationship to the scenario (e).

Areas for students to improve include:

• understanding discrete processing in relation to Automated Manufacturing Systems (AMS) (a)
• understanding the different uses of CAD and CAM software in Automated Manufacturing Systems (b)
• articulating examples where AMS would be beneficial and justifying why (c)
• understanding the definition of noise in relation to Automated Manufacturing Systems and the information technology required to reduce its impact (d)
• understanding how different hardware components can be integrated into systems to carry out specific tasks (e).

Question 28

In better responses, students were able to:

• recognise key features of virtual reality within specific areas of entertainment and provide examples (a)
• provide specific features of video and animation software showing an understanding of the differences between them using an example of each (b)
• show the relationship between the sample rate, quality and storage size of a sound file (c)
• recognise the experts needed to develop a customised multimedia system based on the stimulus provided (d)
• describe the technical and ethical issues as well as the implications of storing and retrieving within the system (e).

Areas for students to improve include:

• recognising how virtual reality can be used to benefit society (a)
• providing characteristics of video processing and animation as well as understanding their differences and distinguishing between them (b)
• showing the relationship between the quality of a sound file, sample rate and the demands on storage devices (c)
• recognising the specific roles of experts in multimedia and how their roles are carried out when developing a customised multimedia system (d)
• providing a detailed analysis for all parts, including technical and ethical issues and storing and retrieving as well as the relationship between them (e).