Information Processes and Technology 2023 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 key words 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:

• describe the role of a network administrator including valid tasks they perform (a)
• show the differences and similarities between a thin and fat client in a client-server model (b)
• understand the stages of handshaking in the scenario and its significance in enabling a sender and receiver device to adhere to the agreed protocols for data communication (c). 

Areas for students to improve include: 

• understanding the difference between network topologies and the role of a network administrator (a)
• understanding of the tasks carried out by a thin and fat client in a client-server model (b)
• understanding the application of various electronic communication concepts across several scenarios using examples where possible (c).

Question 22  

In better responses, students were able to:  

• understand and describe the potential scheduling and economic risks related to new electronic projects (ai)
• link a range of requirement report elements. For example, relevant information technology and the data/information to support the success of projects (aii)
• compare traditional and iterative system development approaches, where possible integrating examples (b).

Areas for students to improve include: 

• using examples related to the scenario to show how components of a feasibility study can be used to identify risks in projects (a)
• understanding the components of a requirements report and how they relate to a range of scenarios. For example, the purpose of the systems, an analysis of an existing system, definition of extra requirements (aii)
• understanding the difference between system development approaches and how they are used in a range of technology projects. For example, traditional, outsourcing, prototyping, customisation, participant development, agile methods (b). 

Question 23  

 In better responses, students were able to: 

• correctly attribute a ‘text’ type for ‘SenderPhone’ and ‘boolean’ for MessageRead with a valid justification (a)
• create ID fields for primary keys, include one-to-many relationships between connected tables, and clearly label primary and foreign keys (b)
• describe technical and ethical issues associated with the system’s enhancement, where possible integrating examples (c). 

Areas for students to improve include:

• declaring the SenderPhone field as a ‘text’ rather than a ‘numeric’ field and recognise spaces in data require a text data type (a) understanding data types in a database, for example, numeric data type is used for calculation purposes (a)
• ensuring primary key fields are unique fields and clearly label relationships between tables and their type, for example, foreign and primary keys (b)
• providing a legend where symbols are used (b)
• making a clear reference to the given scenario. For example, the ability to attach photographs will mean an increase in capacity requirements of the messaging database due to higher file sizes of this media type (c).

Question 24

In better responses, students were able to: 

• explain the difference between cyclic redundancy check (CRC) and checksum error-checking methods in relation to the scenario (a)
• provide a valid reason as to how CRC will detect data transmission errors over checksum (a)
• create a dataflow diagram using correct symbols, relevant data stores and logical data flow for the given scenario (bi)
• understand and explain how the relationship between data mining and data warehouses can benefit business decisions and customer experiences using data analytics (bii).  

Areas for students to improve include: 

• understanding the unique characteristics associated with different error checking methods (a)
• knowing which symbols to use in a dataflow diagram and how they are different from a context diagram (bi)
• understanding of data warehouses and how data mining can assist in the decision-making process for businesses and individuals (bii). 

Question 25

In better responses, students were able to: 

• use an example to describe the purpose of secure onsite and off-site storage (a)
• describe the role of hardware and software relevant to the transaction processing system in the given scenario (bi)
• explain features of data integrity and its influence on data quality with reference to the scenario (bii)
• describe how online transaction processing (OLTP) is used for the collection and management of transaction data, with online analytical processing (OLAP) then being used to find trends and patterns within the stored data (c)
• explain various security management strategies that could relate to each of the specified information processes for the given scenario (d). 

Areas for students to improve include: 

• understanding why data backed up data is kept on-site and off-site (a)
• developing knowledge of hardware and software relevant to several transaction processing systems (bi)
• understanding data integrity tools such as how data validation and verification measures influence data quality (bii)
• developing knowledge of tasks related to online transaction processing (OLTP) and how stored data is analysed using online analytical processing (OLAP) to make business decisions (c)
• understanding security management strategies that could be implemented into systems, such as logins, passwords, encryption and backup strategies for different scenarios (d).  

Question 26   

In better responses, students were able to:    

• use an example to provide a clear description of why structured decision-making does not need a decision support system (DSS) (a)
• link automated decision-making to structured situations (a)
• describe how the expert systems help doctors diagnose patients more efficiently and simply (b)
• describe how the inference engine works within the expert system by talking about chaining, using the inputs to reach conclusions (b)
• construct a correct formula using $ to reference absolute cell referencing (c)
• recognise that the scenario called for a LOOKUP or VLOOKUP formula rather than a nested IF formula (c)
• explain how the neural network operates to enable the chatbot to learn, using a training set and feedback to initialise the chatbot’s conversation (d) 
• explain how continued use of feedback changed the weightings of the neurons and improve the quality of the conversation (d)
• recognise that the use of academic articles would have an impact on the language used in conversations, which would change over time due to the learning effects of the user feedback (d)
• address a range of different components of the stimulus, for example, walking trails, weather, picnic facilities, regular updates, and relate them to the unstructured nature of the scenario (e)
• explain both displaying and analysing within the context of the scenario. For example, analysing the weather forecast to decide whether a track was likely to be closed due to mud and displaying shows maps, icons, overlays and images on the screen of the user’s device (e). 

Areas for students to improve include:      

• using examples to show a clear understanding of structured decision making and clearly state why decision support systems (DSS) are not needed (a)
• understanding an inference engine is the working part of an expert system, not the system itself and that it uses the inputs together with the rules from the knowledge base and chaining to reach a conclusion (b) 
• understanding the components of formulas that are used in relative and absolute cell referencing (c)
• understanding that the neural network is the processing part of a chatbot and that it must be trained using the training set (d)
• understanding that the neural network uses the feedback to change its weightings and the quality of its conversation as it learns and grows (d)
• understanding that geographical information systems (GIS) display data using maps (e)
• understanding how the processes of analysing and displaying are carried out in a range of decision support systems (e).

Question 27 

In better responses, students were able to:  

• use an example of analogue to digital conversion in an automatic manufacturing system (AMS) context (a)
• focus on the whole automatic manufacturing system (AMS) automation system and include issues such as safety and efficiency (b)
• show an understanding of how sensors interact with other critical components such as a controller and actuators (b)
• compare the use of a solenoid and a relay as an actuator, using an example where possible of their application (c)
• provide a clear and correct use for a solenoid such as a valve to control the flow of liquids (c)
• draw a clear block diagram with multiple inputs for multiple sensors and show the link between the sensors, controller, and actuators (di)
• identify two actuators to keep pointing directly at the sun on the X and Y axis (di)
• discussing precision in a broad sense and pointing to the effects of not being precise, for example, a lack of sun on panels and inefficiency (dii)
• understand an acceptable tolerance will put strain and wear on actuators causing an efficiency gain (dii).

Areas for students to improve include: 

• understanding analogue to digital conversion in a range of automatic manufacturing system (AMS) contexts (a)
• understanding the roles of sensors in an automatic manufacturing system (AMS) (b)
• understanding how automation can assist an organisation with a broad perspective (b)
• learning the difference between the roles of a solenoid and relay actuator (c)
• comparing, including similarities and differences (c)
• understanding block diagram components (di) 
• linking the processes of displaying and analysing deeply to the scenario (dii)
• understanding that the output of a movement of an actuator is carrying out the displaying process (dii).   

Question 28  

In better responses, students were able to: 

• clearly show how specific storyboard features help communicate with the planning, development and data required of a multimedia system (a)
• construct a hierarchical storyboard diagram showing specific elements, for example, images and text, to show the visual structure of a multimedia system (a)
• provide features of .Wav and .Mpg file formats (b)
• show a clear link between the file type and compression techniques used in .Wav and .Mpg file formats and how they can enhance or impact the virtual reality scenario (b)
• show that multimedia is a dynamic medium that appeals to specific demographics. For example, multimedia formats are preferred by younger people as they are not the demographic that purchases physical magazines (c)
• show an understanding of waste products associated with printed material and links to recycling elements (c)
• show that the visual elements of dynamic advertisement helped attract consumer attention and were able to be updated easily (c)
• relate the scenario with clear details on how adding images or colour affected the processing of the interactive display (d)
• make links to specific technical elements. For example, speed of frame rates and video quality impact on the processing speed of the application in the scenario (d)
• use relevant examples relating to the scenario to show how technical aspects of bit-depth and the representation of colour impact the information processes of organising and displaying the avatars (e).

Areas for students to improve include: 

• understanding the different types of storyboards that are used to show the layout and structure of multimedia systems (a)
• understanding that a storyboard for a film does not show the hierarchical or navigation structure of a multimedia storyboard (a)
• making links between file formats and compression details, and how this information can enhance multimedia products (b)
• making links to real life scenarios and elements they relate to the question (c)  
• understanding the similarities and differences of electronic and printed media (c)  
• identifying technical details of processing that relate to the displaying process (d)
• understanding the role of each of the information processes and how they are carried out in a range of multimedia systems. For example, the organising process included connecting to grids or a matrix with visual elements of all angles to add to the look of an overall 3D image €
• relating to the scenario and how technical elements of bit depth and the representation of colour data make a difference in displaying a 3D avatar
• providing elements such as bit depth, how it has a direct correlation to colours available, and how that can then be used to add depth and tone to visual elements for a realistic avatar (e).