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it systems

Strand 3: IT Systems

Students are required to demonstrate knowledge and understanding of the technical concepts within the IT systems strand. They are expected to demonstrate this technical knowledge by the use of correct and appropriate technical language and provide, where appropriate, a step-by-step description of how the IT system works.

Teachers must be aware that the technical knowledge should concentrate on breadth of knowledge rather than depth and should bear this in mind during the teaching of the course. In all of the topics, but particularly “Internet”, “Personal and public communications”, “Multimedia/digital media”, “Databases” and “Spreadsheets, modelling and simulations”, students are expected to carry out practical activities to reinforce their theoretical knowledge. It should also be noted that programming is not explicitly required as part of the ITGS course, although it may be used in the development of the project.

Due to the rapidly changing nature of IT systems, a list of new (additional) technical terms that will apply to future examinations will be provided for schools on the OCC.

1 HARDWARE

The hardware topic deals with a computer system consisting of input devices, output devices, a central processing unit and storage. ITGS students are required to understand the meaning of the terms and concepts listed here and, where appropriate, briefly describe how they work.

The increasing tendency to develop hardware in modular units raises a range of social impacts and ethical issues such as the use of non-renewable natural resources, the global transportation of manufactured components and their eventual disposal by individuals, organizations and governments. Students are expected to discuss possible solutions and evaluate their effectiveness.

2 SOFTWARE

The software topic deals with the software associated with a typical computer system. ITGS students are required to understand the meaning of the terms and concepts listed here and, where appropriate, briefly describe how they work or their relevance to the user.

The development of software can have social impacts such as increased access for disabled people, and ethical issues, for example, only producing packages in a limited number of languages, effectively making English the global language. Students are expected to examine the effects of these developments on stakeholders.

3 NETWORKS

This topic addresses the role of networks in a range of different scenarios. Almost all businesses, institutions and organizations, and an increasing number of households, are linked by networks.

The increasing use of networks raises a range of social impacts and ethical issues such as unauthorized access, intrusive software (viruses, worms and Trojan horses), spam, phishing, pharming, spoofing and identity theft. Students are expected to discuss possible solutions and evaluate their effectiveness.

4 INTERNET

The internet and World Wide Web are omnipresent in contemporary society. This topic introduces ITGS students to the technology that enables access to the internet. The tools and applications that contribute to the creation of web-based resources and websites are addressed under topic 3.6, “Multimedia/digital media”.

The use of the internet for activities such as e-commerce, academic research and social networking can raise ethical issues and have positive or negative social impacts. These may include exposure to undesirable materials, cyber-bullying, e-fraud, improved communication between individuals and groups, intellectual property theft, plagiarism, spamming and the global dissemination of ideas. Students are expected to discuss, where appropriate, possible solutions to a specified problem and evaluate their effectiveness.

5 Personal and public communications

Developments in technology have allowed an increasing number of mobile devices to be developed that enable people to communicate anytime, anyplace, anywhere. There is a wealth of information available to society that can be accessed on demand and has changed the way in which people behave.

It is important that the ITGS student is able to discuss the social impacts and ethical issues related to these technologies. These may include the health implications of mobile devices, unauthorized access to wireless networks, interception of communications, storage of personal communications for security purposes, and tracking of people.

6 Multimedia/digital media

Multimedia/digital media involves the use and integration of media (for example, text, images and graphic elements, animation, sound and music, and video) to create digital products that are available online or offline.

This topic introduces ITGS students to the technologies that make information accessible through different media and online services. It is important that the ITGS student is aware of the actual uses of multimedia/digital media and, bearing in mind the emphasis on practical work in this topic, has practised using thetools in order to be able to evaluate their effectiveness in various scenarios.

Multimedia/digital media raises questions about a range of impacts, issues and solutions that the ITGS student must investigate, including copyright, intellectual property, and current practices and policies used to grant permission for use.

7 Databases

Databases lie at the heart of most IT systems whether in businesses, organizations or other institutions. Databases enable organizations to maintain accurate and comprehensive records. In order to appreciate the role that databases play, the ITGS student must have an understanding of how they work, which can only be gained from the design and creation of basic relational databases as well as by examining how databases are used in specified scenarios (for instance, schools, retail stores, online shopping, online reservations).

The increasing use of databases raises a range of social impacts and ethical issues such as the rights of individuals with respect to the storage and potential sale of their personal data or the ease of data mining and data matching. Students are expected to discuss these issues and, where appropriate, evaluate possible solutions.

8 Spreadsheets, modelling and simulations

The increasing capabilities of computers have allowed individuals and organizations to develop software that can be used to test “what-if” scenarios and create simulations and models of real-world events.

Spreadsheets, through the use of worksheets and graphs, can be used to manage, predict using a series of “what-if” scenarios, and display financial details of businesses.

Modelling and simulations can be used to recreate or predict the conditions that may result from an event, for example, the areas that will be affected by coastal flooding as a result of different levels of global warming.

It is important that the ITGS student is aware of the benefits of creating accurate spreadsheets, models and simulations as well as the social impacts that could result from simulations being unable to replicate the real world, and the ethical issues that may arise during the development of the model.

9 Introduction to project management

All IT development requires a management method. Knowledge and understanding of the product development life cycle (PDLC) should be used as a framework to develop an IT solution for the internal assessment. It is recommended that this topic is covered before students start work on the project.

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