“God’s creative activity went far beyond the minimum requirements for getting the job done. Butterflies in the rain forest seldom seen by human eyes are creatures of breathtaking beauty. The delicate transparency of the man-of-war and the hummingbird’s wing are inimitable” Le Roy Koopman
Overview
This study enables students to:
CONTENT
UNIT 1: COMPUTING AREAS OF STUDY
Data And Graphic Solutions
In this area of study students conduct an investigation into an issue, practice or event and through the systematic collection, interpretation and manipulation of primary data they create a graphic solution, such as an infographic, that represents their findings. Examples of investigations include the social networking habits of people of different age groups, the heritage of a class of students to three generations and music preferences by genre and favourite artists within each. Graphic solutions could include charts, flowcharts, diagrams, images, hierarchies, animations, maps and timelines. Students develop and apply a detailed understanding of data, including its types, characteristics, sources and methods of acquisition. Relevant primary data is collected and then evaluated to determine its suitability for manipulation. When acquiring this data, students consider risks associated with using data owned by other people or organisations, and apply strategies and techniques for acknowledging legal requirements and ethical responsibilities.
Students apply computational thinking skills when extracting meaning from data and apply design thinking knowledge and skills to create graphic information for the purpose of informing, educating or persuading an audience. No restrictions are placed on the software tool used to create these solutions.
Networks
In this area of study students investigate how networks with wireless capability allow data and information to be exchanged locally and within the global environment. Students examine the hardware and software components and procedures required to connect and maintain a wireless network. They focus on ways in which the security of exchanged and stored data and information can be compromised in wireless networks, in order to understand ways of controlling the networked devices they use. Students apply this technical knowledge to create the design for a network with wireless capability that meets a need or opportunity, identifying its components and how data and information are transmitted. Students use a software tool to depict the components of their network and its interactions. When designing network solutions, students apply systems thinking by considering how users will interact with the network and the potential effects of the network on users and their data and information.
Collaboration And Communication
In this area of study students examine how the use of particular information systems within specified contexts can cause tensions and conflicts between different stakeholders. Students develop the ability to critically appraise how information systems are used and how individuals can be empowered to shape their use. Working in virtual (local, national, international) or face-to-face teams, students use web authoring software to create a website, designed for viewing on a mobile device, which presents an overview of an issue associated with one field. When designing their website students apply their knowledge of information architecture such as structuring sets of information to facilitate navigation and allowing users choices about levels of detail. They evaluate the merits of storing their website and its content in the cloud or on a private server. Project plans are prepared to support an organised approach to problem solving. Students use software to record tasks to be completed and team member responsibilities and schedules. Students record and monitor progress of the website development. Students do not have to use dedicated project management software. On their website students present the viewpoints of different stakeholders, drawing on evidence acquired from primary and/or secondary sources. They publish the team’s opinions about the issue and propose actions that can be taken to shape how information systems are used, for example, using social media to encourage actions or inviting comments in a forum. Students use visualising thinking tools to analyse content, online collaborative tools to support sharing of ideas, and techniques to assist in forming team opinions. They use other appropriate software to manipulate acquired data such as image, numeric, text and sound editing tools, and web authoring tools to communicate viewpoints.
UNIT 2: COMPUTING AREAS OF STUDY
Programming
In this area of study students focus on using a programming or scripting language that can support object-oriented programming to create working software modules. These languages provide users with greater flexibility than application software, as specific sets of instructions can be implemented to create solutions that are purpose designed. Flexibility exists regarding the specific language studied. Depending on its nature the language could also be used in Area of Study 2. Students develop skills in interpreting teacher-provided solution requirements and in designing working modules. They apply methods and techniques for completing a series of small discrete tasks or working modules that use features of a programming or scripting language, including predefined classes. They apply knowledge and skills associated with the design and development stages of the problem-solving methodology. Details of this methodology are on pages 14–16. Students also apply computational and design thinking skills when preparing design specifications and transforming them into working modules through the use of programming or scripting languages.
Data Analysis And Visualisation
In this area of study students learn to use software tools to access, select and, where appropriate, manipulate authentic data from large data repositories, and to present the key aspects of the data in an appropriate visual form. Once the data has been isolated and checked for its integrity, students create data visualisations that assist in reducing the complexity of data by using designs that illustrate patterns, connections and structure. These visualisations should minimise the effort required by readers to interpret complex data and they need to be clear, usable and relevant. Some data visualisation tools allow presentations to be dynamic and/or interactive. Appropriate visualisation forms include graphs, charts, spatial relationships, maps, histograms and network diagrams (nodes and edges). Sources of large data repositories include the Bureau of Meteorology, World Development Indicators, Australian Bureau of Statistics, United Nations, CSIRO, OECD. Appropriate tools to extract or structure data and create visualisations include a programming language, database software, spreadsheet software and data visualisation software. It is important that students engage in a two-step approach when creating visualisations: acquiring and preparing data (step one) and manipulating data into a visual form (step two). In response to teacher-provided design briefs, students apply all stages of the problem-solving methodology.
Data Management
In this area of study students are introduced to the structure of databases and their applicability in a range of settings. Databases underpin many applications such as borrowing and booking systems, medical records and social media websites. Students develop an understanding of the purposes of databases by exploring the data and information they supply to and receive from systems such as banking, membership, online purchasing and voting systems. They apply systems thinking skills when considering the effects of their interactions with information systems that use databases. Students develop and apply knowledge and skills in determining data types required to solve specific problems, and in organising and storing data. They examine the flexibility of databases by constructing query searches and sorts, and apply design principles that contribute to effective and efficient data collections tools, input forms and reports. Where appropriate, students apply mathematical calculations to the data and may create macros to automate repetitive tasks. Students devise a need or opportunity for a solution and collect relevant data for manipulation by database management software. This facilitates a deeper understanding of the benefits and risks associated with using database solutions. Students apply all stages of the problem-solving methodology.
BIBLICAL PERSPECTIVE
Students are to be responsible citizens in a global society. Christian character should be demonstrated in the way students collaborate and communicate using technology. They are to be ‘good workman’ in the creative use of the various tools that God has provided and be ‘wise as serpents’ in recognising and avoiding the dangers of technology while being as ‘harmless as doves’ in their personal use of technology.
"Listen to this, Job; stop and consider God's wonders. Job 37:14