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| PROJECT SL STUDENT (30%) |
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An IT solution to a problem set in a social context. Students must produce:
• a product developed through the integration of IT skills
• a written report (2,000–2,500 words)
• a log book.
Introduction
The emphasis of the project is on solving a problem, set firmly in a social context, that affects the ways
in which individuals, organizations and groups access and use information. Only projects that solve an
actual problem should be undertaken. Although a simple solution can often be an appropriate response
to a particular problem, students are encouraged to undertake challenging tasks to develop their IT skills
and increase their awareness of the social impact of providing a feasible IT solution to a specific social
problem.
The making of the product, the writing of the report, and the keeping of the log book must be undertaken
by the student on an individual basis. Collaborative work is not allowed.
In identifying a problem set in a social context, students can select any topic that interests them. It need
not be related directly to any of the areas of impact in the syllabus and the problem identified can be
inside or outside the school environment.
One approach that students may find helpful and that is quite acceptable is to draw on material from
other parts of the Diploma Programme where an IT solution could be found to a social problem. Examples
could include:
• providing an interactive presentation for the biology teacher (client/end-user) from information and
photographs that were collected from a biology field study. The IT product will be used as preparatory
material for the following year’s students (end-users)
• creating an IT product for the theatre arts teacher (client/end-user) to map backstage activities for
a drama production
• developing an IT product for the history teacher (client/end-user) to solve the problem of teaching
facts about the impact of Hitler during the second world war to grade 7 students (end-users).
Requirements
Product
The end product is the IT solution to the problem identified in criterion G. This must include the integration
of at least three different IT skills. All products must be submitted in electronic form on either CD-ROM
or DVD. Products that are web sites should include the URL address within the report. Products that
involve printed documents (ie database reports) or desktop published documents must be submitted in
their final published form and electronically on CD-ROM or DVD. Students are encouraged to save their
documents on CD-ROM or DVD in the original format as well as in another format (ie PDF document,
QuickTime or other cross-platform format).
Report
The report is a document of 2,000–2,500 words describing the process involved in the development,
testing and implementation of the project. The report must be written in the order of the assessment
criteria and the assessment criteria headings must be used as sub-headings in the report.
Visual documentation from the product in the form of screenshots, graphs, storyboards, photographs
and similar visual evidence must be integrated into the body of the report under the appropriate
sub-headings. The text in the report should refer to the visual evidence.
Questionnaires must be used in the formal testing of the product and the completed questionnaires
must be included in the appendices of the report. Any appendices will not be included in the word count
of the report.
Log book
The log book is a chronological record of the entire process used by the student throughout the
development of the product. The log book is assessed and maintaining it is mandatory.
The log book contains regular, dated entries from analysing, planning, testing, implementing and
evaluating the process and product. Regular dated entries of the process and product must be recorded
in the log book. These include references for information, sketches and designs, screenshots, evaluative
comments, crossings out, subject statements and other appropriate entries. It will document the student’s
actions and thoughts throughout the development process. It is normal for the log book to be handwritten.
The log book is intended primarily as a means of improving skills of organization, documenting the
process of development and as an aid to problem solving for the student.
Explanation of the process
Identifying a problem within a social context
The student must identify and describe a problem set in a social context, and the person(s) who will be
the client/end-user of the IT solution. The client is the person(s) who needs the IT solution or product to
be developed. The end-user is the person(s) who will actually be using the product. For some projects
the client is also the end-user. The client would be involved in all stages of the process.
The following key questions should be considered.
• What is the present system? How does it work? What are the limitations of the current system?
• What is the problem?
• Who will benefit from an IT solution? A specific IT solution must not be identified at this stage.
• Has the need been determined through discussions with relevant people, including client(s),
end-user(s) and other stakeholders?
Analysing the problem
The student will collect relevant information, identifying client/end-user needs, and explain two distinct
IT approaches to meet these needs. For example, in order to publicize a particular project in a school,
two distinct possible approaches would be:
• to produce a brochure by using a desktop publishing program
• to create a web site.
However, a brochure produced by a word processor and a desktop publishing program are not distinct
approaches. Similarly, producing a web site by using two different methods are not distinct approaches.
Projects that do not use two distinct approaches will be penalized (see criterion H).
The following key questions should be considered.
• What is the relevant information that is needed for solving the problem?
• Have all the relevant stakeholders been consulted?
• Has all the necessary information been collected?
• What information is available about other IT solutions that have been used in similar situations?
• What hardware and software are currently available?
• Have the two approaches been completely described? Students should relate each approach back
to the way it would address the need and the requirements of the end-user(s).
• Have the advantages and disadvantages of each of the approaches been identified?
• Have two feasible and distinct IT approaches been identified?
Considering the feasibility of alternative IT solutions
The student is expected to compare the feasibility of two approaches. Assessing the feasibility means
considering the appropriateness of the solution in this social context, the availability of technical and
human resources and the cost effectiveness.
The following key questions should be considered.
• Which approach best meets the needs of the client/end-user(s)? It is possible that one approach best
meets the needs of the client/end-user(s) but because of other advantages and disadvantages, the
other approach is selected.
• Is it clear which approach will be selected and why?
Planning and developing the chosen IT solution
The IT solution must be one of the feasible approaches identified above. Based on research, the
investigation of various solutions, and the factors involved (data, stakeholders, software, hardware,
procedures and policies), a final plan is developed.
The following key questions should be considered.
• What data is required?
• Who are the client/end-users?
• What specific software (title, company, version) is required and is its choice justified?
• What hardware (model, specifications) is required and is its choice justified?
• What technical support is required?
• What are the details of the time line?
• Are storyboard(s), diagrams, or other design details required to make the product?
• Has the testing strategy (who, what, when, where for beta and end-user testing) been formulated?
• What are the client/end-user training requirements?
• What related procedures and policies are required?
• Is the design clear enough to allow replication by a third party?
The details of the final plan should be recorded in the project report under criterion I, even though they
are recorded in the logbook. The logbook should contain the original plan. The final plan in the project
report may contain necessary modifications of the original plan.
Making the product
The student creates the product and uses visual evidence or screenshots in criterion I to explain the
process of how the product was made. During this process, the student modifies the product as necessary
and collects informal testing information and opinions from the ITGS teacher and fellow students. This
phase is considered alpha testing and an ongoing process until the students feels that the product is
ready for beta testing (formal testing).
The following key questions should be considered.
• Does the product work technically?
• Does the product contain all the data that is required?
• Does the product meet the needs of the client/end-user(s)?
• Is the product effective and fully functional?
Testing and evaluating the solution
Formal testing is conducted by requiring the beta tester and the client/end-user to record their
observations on a questionnaire. The completed questionnaires and the handwritten responses must be
included in the appendices.
Within the report, the student must include the names of the persons who are involved in the beta testing
and client/end-user testing and state why they are qualified to do this formal testing.
The student must explain the process by which the solution was beta tested (formally tested for technical
flaws), refined and then beta tested again by a different person. The student must explain the modifications.
Before and after screenshots can be included to assist in explaining how the change has improved the
product.
The last phase of formal testing is by the client/end-user who was identified in the “identifying the
problem” phase. The client/end-user must evaluate the solution to ensure that the product meets the
social need.
The following key questions should be considered.
• Has the product been beta tested for technical and design flaws?
• Has the product been tested for content?
• Has the product been formally tested by the client/end-user?
• Have all testing processes been formally documented?
Assessing the social significance of the product
The student must identify and explain two distinct social impacts of the product.
• The observed social impact must emerge from the development or use of the product by
client/end-user(s).
• The projected social impact arises from the student’s perspective of how this product could be used
in the future in a wider setting.
The social impact of the product may emerge as the student observes the client/end-user in the testing
process and the reactions of the client/end-user when the final product is made available. Students should
record their observations in the log book. The student should consider what the impact of the product
would be if its use was expanded or used in a wider setting.
Assessing the project
The teacher must use the following assessment criteria and their descriptors to assess the student’s
project.
• Criteria G, H, I, J and K must be assessed using evidence present in the project report. Evidence from
the log book will not be considered in assessing these criteria. Completed questionnaires must appear
in the appendix of the report to support the formal testing process described in criterion J.
• Criterion L must be assessed by the teacher using evidence provided by the actual product, together
with visual evidence contained in the project report under criterion I and in the appendix.
Approximately 8–10 screenshots with documentation must be included in the appendix for any
product submitted only in electronic form. These screenshots should demonstrate the key features
of the product. The appendix should also contain details of how to access or open the electronic
versions of products that are submitted. In cases where the product is produced using desktop
publishing, the final printed product must be submitted. Electronic versions of products can be
submitted by providing the URL address, providing a downloadable document in a common format,
or providing a CD-ROM or DVD. Zip disks, floppy disk, video/audio tapes or other media are not
suitable.
• Criterion M is assessed using only the evidence included in the log book.
| Criterion G |
Identifying the problem within a social context |
3 marks |
| Criterion H |
Analysis and feasibility study |
4 marks |
| Criterion I |
Planning and developing the chosen IT solution |
10 marks |
| Criterion J |
Testing and evaluating the solution |
6 marks |
| Criterion K |
Assessing the social significance of the product |
3 marks |
| Criterion L |
The product |
6 marks |
| Criterion M |
The log book |
3 marks |
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Total |
35 marks |
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