Artemis Computer Science Stage A CAS Hour Database

Artemis Computer Science
Stage A
CAS hour database
Contents
Computer Science Project – A1 Analysing the problem........................................................................1
Criterion A1 Marking Sheet:..............................................................................................................1
Marking Grid:.....................................................................................................................................1
1. Statement and Analysis of the Problem.....................................................................................2
2. Intended Improvements of System...........................................................................................2
3. Prototype:..................................................................................................................................2
4. Data Collection..........................................................................................................................3
5. Result Analysis...........................................................................................................................3
6. Possible solutions for CAS logging system.................................................................................4
7. Purpose of prospective system..................................................................................................7
8. Proposed Outcomes:.................................................................................................................7
9. Scenarios for prospective system..............................................................................................9
10. Summary of data required.....................................................................................................9
Computer Science Coursework - A2....................................................................................................10
Criterion A2 Marking Grid: Criteria for success................................................................................10
Marking Grid:...................................................................................................................................10
11. Context Diagram..................................................................................................................11
12. Data flow diagram...............................................................................................................11
13. Scenarios of perspective prototype system:........................................................................11
14. Use case diagram:................................................................................................................13
15. Use Cases:............................................................................................................................13
16. Use cases:............................................................................................................................14
17. Stakeholders:.......................................................................................................................15
18. Assumptions and constraints:..............................................................................................15
19. Example Data records:.........................................................................................................16
20. Criteria for success:..............................................................................................................17
a. Functional Goals:.....................................................................................................................17
b. Usability goals:.........................................................................................................................17
c. Non-Functional goals:..............................................................................................................17
Computer Science Project – A3...........................................................................................................18
Criterion A3 Marking Grid: Prototype solution................................................................................18
Marking Grid:...................................................................................................................................18
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CAS hour database
21 Initial prototype modules design:...............................................................................................19

21 Prototype Design and Implementation................................................................................20
22. User Feedback.....................................................................................................................23
23. Final Designs........................................................................................................................23
24. User Feedback.....................................................................................................................25
Computer Science Project – B1...........................................................................................................26
Criterion B1Marking Grid: Data structures......................................................................................26
Marking Grid:...................................................................................................................................26
25 Diagram of the Modules......................................................................................................27
Arrays..........................................................................................................................................28
Parallel arrays..............................................................................................................................30
Double Arrays..............................................................................................................................31
Files..............................................................................................................................................31
Efficiency......................................................................................................................................33
B2 Algorithms......................................................................................................................................34
Criterion B2: Algorithms..................................................................................................................34
Marking Grid:...................................................................................................................................34
Criterion B3: Modular organization.....................................................................................................35
Marking Grid:...................................................................................................................................35
System Algorithms and Modular Breakdown..................................................................................36
26 Modular Breakdown:..................................................................................................................36
Login:...............................................................................................................................................37
Algorithms description....................................................................................................................38
Associated classes............................................................................................................................38
Main Form Evidence Module...........................................................................................................39
4. New activity Module....................................................................................................................42
Collaborating Classes.......................................................................................................................43
File menu Module............................................................................................................................45
Help.................................................................................................................................................45
Revised criteria for success:.............................................................................................................46
C1 Using Good Programming Style......................................................................................................49
Criterion C1 marking Grid: Using good programming style.............................................................49
Marking Grid:...................................................................................................................................49
Cover for the Code..............................................................................................................................50
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Computer Science Project – C3............................................................................................................51

Criterion C2: Handling errors...........................................................................................................51
Marking Grid:...................................................................................................................................51
Error Handling.................................................................................................................................52
Criterion C3 Marking Grid: Success of the program.............................................................................55
Marking Grid:...................................................................................................................................55
Documentation and evidence for success.......................................................................................56
Function Mapping Grid................................................................................................................56
Usability goals:.............................................................................................................................57
Non-Functional goals:..................................................................................................................58
Computer Science Project – D1...........................................................................................................59
Criterion D1 Marking Grid: Including an annotated hard copy of the test output..........................59
Marking Grid:...................................................................................................................................59
TESTING...........................................................................................................................................60
UNIT TESTING..............................................................................................................................61
MODULE TESTING........................................................................................................................66
SYSTEM TESTING..........................................................................................................................66
Usability Testing..............................................................................................................................73
Computer Science – Section D2...........................................................................................................77
Criterion D2 Marking Grid: Evaluating solutions..............................................................................77
Marking Grid:...................................................................................................................................77
EVALUATION....................................................................................................................................78
Outline.........................................................................................................................................78
Accuracy......................................................................................................................................78
Quality of output.........................................................................................................................78
User satisfaction..........................................................................................................................79
Original objectives.......................................................................................................................79
Performance................................................................................................................................80
Compatibility...............................................................................................................................80
Reliability.....................................................................................................................................80
Controls and security...................................................................................................................80
Future expansion.........................................................................................................................81
Criterion E: Holistic approach to the dossier.......................................................................................82
Marking Grid:...................................................................................................................................82
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Evaluation form...................................................................................................................................82
Overall rating:..................................................................................................................................84
Mastery aspects..................................................................................................................................85
Appendix.............................................................................................................................................86
Activities file (appendix 4)...........................................................................................................89
Test Evidence file (appendix 5)....................................................................................................89
Records file (appendix 6).............................................................................................................90
Students (appendix 7)..................................................................................................................90
Expected rate of user activity......................................................................................................91
Computer Science Documentation..............................................................................................94
Computer Science Project – A1 Analysing the problem

Criterion A1 Marking Sheet:
The documentation should be completed first and contain a
thorough discussion of the problem that is being solved. This
should concentrate on the problem and the goals that are being
set, not on the method of solution. A good analysis includes
information such as sample data, information and requests from
the identified end-user, and possibly some background of how the
problem has been solved in the past.
Marking Aspects Achieved Ref page
No
The problem is included

It should include a brief
statement of the problem as seen by the end-user
The inputs, processes and outputs are

A discussion of the problem from the end-user’s point of view should take discussed and summary table presented
place, including the user’s needs, required input and required output.
Sample data, interviews, observations and documents Summary provided – advantages of a several
systems are discussed
A Transcripts of interviews /Observations- summary responses Included in the appendix – summarized in the
text
B Copies of questionnaires with a tabulated Included in the appendix
C Photographs or sketches Sample course material of documents
D Descriptions of previous attempts to solve the problem by experts in Log sheets
the field
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Note: Generally, achievement level 2 will be appropriate where two or more of these have been demonstrated.
Then, achievement level 3 will be appropriate for three or more being demonstrated.
Marking Grid:
Achievement Level Description Awarded Level

The student has not reached a standard described by any of the descriptors
0 given below.
The student only states the problem to be solved or shows some evidence
1 that relevant information has been collected.
The student describes the problem to be solved.
2
The student describes the problem and provides evidence that information 3
3 relating to the problem has been collected.
Comments:
All the criteria has been met evidence of data collection processes, the problem has been discussed and
evaluated, the current and potential solutions have been presented. An indication of the inputs, processes
and outputs.
background to develop a computerized

1. Statement and Analysis of the Problem CAS
In IB school environments students rush in order to complete their coursework, presentations and various CAS
tasks. There is one major problem, IB students tend to not be as organized as they desire, and so in between
other obligations forget to record their CAS hours and what they have done for CAS. If a student’s CAS folder
is not completed to a reasonably good standard then the student will not receive their IB diploma. The
consequences of this are severe and strenuous on students. 3 out of 5 IB students find it difficult to record CAS
hours and remember what CAS they have completed in the past. 4 out of 5 students would like something to aid
them in recording CAS hours. The previous system for logging CAS hours, was a simple document were
students would record by hand every time they did a CAS duty and collected a signature for proof of completion
of the task. These documents can be easily lost and destroyed (has been attached). If such a system is
computerized then there is a much greater possibility for it not to be lost aiding IB students during the course.
2. Intended Improvements of System
This system provides a more organized alternative to the classic logging (by hand) CASThe current
hours, system
system. Theis described
manual process
system will be able to store how many hours and what task was completed for creativity, action or service in
order for them not to be lost. Providing a computerized system allows the CAS folder to be easily edited, so that
students can add and remove CAS hours, respectively. Also a computerized system allows a simpler alternative
to logging CAS hours, as it is very easy to quickly type in CAS hours that have been completed at various time
intervals. Also a computerized program is more organized and attractive so will compel the students to utilize it
in order to record CAS. Computerized system, if backed up and virus scanned regularly are a more “safe”
alternative to a floppy piece of paper. St. Catherine’s school has asked us to create a prototype system, in order
to test it and to see whether it works. They have asked us to create a prototype for only student use, and to focus
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The proposed computerized system functionality
described plus some system advantages
Stage A
CAS hour database
on one CAS activity such as creativity, just to see how the uploading, logging etc. will run (considering that the
service and action part of the system is the same – this is done to minimize time for creating a prototype).
3. Prototype:
The prototype will show the user how the potential program will run, and will include some basic functions in
order to demonstrate. This will act as a basis to the upcoming system, enabling the user to remove and add on
anything they feel suitable. The prototype will include:
The proposed computerized prototype of the system
 Student record files (store IDs etc.) is to be built that records student records,
 Log in sheet log sheet data – can be uploaded, file location s

 One aspect of C.A.S. (log sheet, upload sheet etc)
 CAS Files easily located
Saving the files easily
4. Data Collection
In order to build a system that corresponds and fulfills the need of the system, data must be collected that will
enable me to see how the CAS system works, the needs of the actual students and teachers and how the IB
criteria judges CAS in means of requirements. With this information at hand I will be able to design a better
system, which is based upon the current system. I need to know what the main problem of the current system is
so that I can improve upon it.
Four main pieces of information and statistics need to be collected:

Description of the data to be collected most include
 IB official guidelines for CAS and assessed in the appendix – reasons for the
 Exemplary CAS file collection
 Current IB students interview (appendix 1)
 CAS coordinator interview (appendix 2)
 Graduated IB students interview (appendix 3)
This data can be collected through interviews using surveys that include questions in order for specific
information to be comprehended about how the CAS collecting system works and how the students and teachers
approach it. Also statistics and criteria need to be obtained from the official IB organization in order to be sure
that the new computerized system being created follows the correct pre-set guidelines. Observation can also be
used in order to comprehend holistically what IB students need to undergo whilst doing CAS and recording
hours.
5. Result Analysis
o Interviews:
 Current IB Students interview: refer to Appendix 1. Interviews in the appendix
 CAS coordinator interview: refer to Appendix 2.
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CAS hour database
 Graduated IB students interview: refer to Appendix 3.
observations described the current system’s

problems
o Observations:
After observing a group CAS activity performed by all current Year 12 IB students, the following
observations where made: primarily CAS activities require a lot of hard work and labour, especially if
they are very “hands on”. IB students in the stress of completing the required task seem to forget to
take pictures as evidence, or collect any suitable information (brochures etc.) as evidence. Also they do
not collect signatures from their supervisors straight away. This could be a problem if the activity is a
one off event, especially if it is outside school supervision. Students may then not have the opportunity
to retrieve the supervisor to get the appropriate signature.
A CAS class was also observed. During the school period dedicated to CAS, students have the
opportunity to show their supervisor the progress they have made, and their CAS folders. A lot of
students do not bring in their CAS files, thus slacking and forgetting to keep them up to date. During
class they discuss upcoming activities, and older ones in order to refresh their memories, in case they
haven’t written their reflection of one off activities. A lot of students procrastinate writing reflections,
and so do not get them done when the activities are still fresh in their mind.
problems of collecting and storing the information,

6. Possible solutions for CAS logging system the information is not kept up to ate and students
forget tto log hte data
Online solution
A simple way to log hours is to have an online school website, that students could visit and quickly log
into and then record their hours as well as upload and store proof of the tasks they have completed.
possible solutions – use of the school website –
Advantages: upload and store their data
- Teachers could log in and check the logged CAS hours of each student and could approve them by
adding their digitalized version of a signature.
- If a student’s computer crashes, all their information is safely saved on an online server where the
student can refer back to from another computer that contains Internet access.
- Proof such as certificates can be safely scanned onto the computer and uploaded to the system.
advantages 24 /7 access, digital version, stored data
Disadvantages: disadvantages problems associated with the internet
- Could easily get hacked or disrupted, especially considering the extended use user profiles
(attractive for hackers).If the system were to be hacked, it would be disastrous as all information
from all the CAS students files would be lost, and would be extremely difficult to replace. This
could cause the students to fail their course for not turning in their CAS folder. Hackers may use
zombie computers to attack the servers until they crash as a form of sabotage. A virus could also
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Stage A
CAS hour database
be placed within the system that can be programmed to spread to all the systems users, again
proving to be catastrophic for both teachers and students.
- Not everybody has an Internet connection, or immediate access to an Internet supply. If there is an
Internet failure, then CAS hours cannot be logged and so will be easily forgotten and difficultly
monitored by the supervisor. Also for someone who does not have Internet, then it is difficult for
him or her to log his or her hours considering that the system is on the Internet.
- It would be difficult to upload proof that could be attached to the task being logged . This is
difficult as it requires for a complex system to made online for photo sharing, but also
video and music – since some CAS requires this. This is impossible due to time
limitations.
- Could be pricey, as an Internet server would have to be bought.
disadvantages access issues, problems developing a

Log card solution file sharing system- could have costs
A log card solution would include each individual student possessing their own card, which they would
swipe in order to record their hours on a main server located at school that would be monitored by a
teacher or supervisor.
log card system – smart card
Advantages:
advantages simple to record data and controll
- A very simplistic method in order to log hours, using a modern method that might attract students
to utilize the system.
- If the server is located at school it is very easy for a student to log their hours whilst at school.
- Can be easily monitored and controlled by authorized staff members.
- The card swipe method presents a user-friendly system that makes the student feel more involved.
Disadvantages:
disadvantages – virus attacks, difficult to back up
must be done at school
- Systemcan be easily hacked or crashed, either by students or by viruses transferred to the system.
- It is difficult to back up such a system, considering it being so big it would take a lot of space and
time to do so.
- It is difficult for students to log CAS hours at school since the task may be done over the summer
or not during a school period. Also when in school it might be difficult to remember to log hours,
and what hours need to be recorded. Not to mention that if only one server contains the system
then there might be a long waiting queue for hours to be logged, discouraging the students from
utilizing this system. causes backlogs
- Cards are very easy to lose and reasonably difficult to replace.
 Personal Database
Personal database
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CAS hour database
A personal database would be a blank database system taken home by each student and installed
onto his or her personal computer. They could then log in hours and attach proof creating an
organised dossier that teachers could check and approve.
Advantages:
advantages
- Could be checked at regular intervals by CAS supervisor, either by emailing it to them or by
transferring it to their computer through a USB or hard drive.
- Proof can be uploaded on to the database, such as pictures, scanned documents music and video
files in order to provide sufficient evidence. Also reflections, and essays can be attached to the
dossier.
- Hard copy could be easily printed.
send data by e-mail or usb, upload data, easily print
- Can be saved onto an external device (backup). Contains only
hard individual
copies, students
add digital info so file
signatures, is storage
small
small making this process easier.
low risks students like it
- Digital signatures can be added to the database and attached so as to eliminate the “chasing
teachers for signatures” phase.
- Does not involve Internet, or other servers so the risk of virus and hacker attacks is reduced.
- Attractive and suitable alternative for students.
Disadvantages:
issues around the user and monitoring
- Student can easily forget to monitor CAS hours, therefore loosing track of hours that need to be
logged.
- Although there is an elimination of viruses and hacking risks, if a student has a virus on their
personal computer then all files might be lost, and not recovered. Especially if a backup has not
been made.
- If not monitored regularly, signatures and hours can be forged.
Conclusion:
After meeting with some current IB CAS students and coordinators, it has been decided that the
most suitable method for further development is the “Individual database” system, after an option
fulfilment form (survey) was filled in. this is primarily because it was the cheapest and lest time
consuming method, as well as the most simplistic for students and teachers to handle.
assessment of the solutions
Solutions choice personal database
Management Requirements
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CAS hour database
Development Cost Threat of Usability Practicality Total

and speed external
attacks
Database 2 3 2 2 2 11
Log-in Card 1 5 3 1 2 12
Online 2 2 5 2 2 13
The table above summarises the three potential systems that could have been used to develop a new CAS
dossier. It is event that the system that meets the most user requirements is the database system. Therefore this is
the system that is going to be developed.
7. Purpose of prospective system
 To create a potential basis for a full CAS login system, that functions well and enables student
to record CAS hours more easily.
 To create an easier more user friendly means of creating a CAS dossier.
 Better, clearer documentation and less paperwork.
 Data processed faster. The proposed system objectives
 Fewer mistakes and incomplete CAS folders produced.
 Teachers can monitor process of each student.
 Clearer product produced.
 Printable documents can be produced for the user.
8. Proposed Outcomes:
limiting the system scope
I will only be looking at some parts of the system as the school has only requested an initial prototype in order
to see if the system is what they desire, and if it covers the need of a CAS folder in a school environment. My
Log CAS data and how the
system is going to be designed to allow students to log in and view
datatheir
can CAS information, but only in the
be manipulated
creativity section of the CAS system; meaning that the students can only implement information (i.e. reflections,
evidence, and logging in hours and signatures) in that section and no other. Also the students can print out that
section of their CAS folders, delete any unneeded information that section and view the location were the folder
is stored on their hard drive. However it won’t be able to deal with other aspects of the system – Log
sinceCAS
it isdata
onlyand how the
data can be manipulated
a prototype. There is currently a manual CAS logging system at the school for students to utilize, so I have put
forward three proposed solutions, which could be considered:
1. The current system could be completely renewed and improved. This could be done in a number of
ways. Firstly, Evaluation of the three
proposed
proposed syustems
reasons for change
2. A simple computerized system could be created. The student could have an account on a school
computer where they will create all the necessary CAS documents needed on that account using a
simple word processing piece of software such as Microsoft word. This could be easily checked by the
supervisor by entering the students account and checking if they have created any reflections etc.
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CAS hour database
Another alternative could be that a simple database is created and handed out to each student to have at
home, so they could easily create a CAS folder on their own and print it out when the supervisor wants
to check it.
3. A completely new computerized stand-alone system, which will operate on the student’s account in the
school computer network. The student can create their individual CAS dossier by saving all their
evidence and logging all the information needed for their CAS dossier into their account, and all this
information can then be saved into a designated file location on the computer for easy printing and
storing. All this information can easily be edited, deleted or printed through the system by the student
logging in and doing so.
Ideally I will be able to create Solution 3 for the creativity section of the CAS dossier prototype,
Ideal and thisrequired
system will be Java
application
the goal of this project, but also hopefully to develop the prototype system to a potential full CAS dossier
logging hour system. The interface will be presented using the BlueJ package and will be of the command line
format. This will be shown in the prototypes, which will give an indication of the interface and of how the
system will work, but will not be a working system of the final system. After my prototypes, the user will give
feedback so that I can make some positive changes in order to improve the system during the design stage. The
final system will be created through the use of a parallel running implementation because this will allow for the
running of the current system at the same time as the prototype. The reason for doing this is that in the case of
the new system failing, the school and students will still have the existing system fully functioning which can be
used while the new one is being fixed so as to create a smooth transaction. It will also give me the opportunity to
compare results from the existing and new prototype systems in order to see if it is worth it since they will both
be running at the same time in parallel. One drawback of this is that because each job is done twice (once using
each of the two systems), more work will be done by the users.
9. Scenarios for prospective system
diagram show the proposed

system advantages
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10. Summary of data required
input process output storage

Logging hours Enter log sheet and insert Log in hours information Store file
required information must be be saved
evidence Collect evidence which can View and print Store pictures of the activities
be viewed and printed
Essay Write and store an essay Store a text document that Store in a file
can be printed
Reflection Add reflections in word Save new reflections for Store for later
printing later
identify some of the data required
Computer Science Coursework - A2

Criterion A2 Marking Grid: Criteria for success
This section of the program dossier will clearly state the objectives/goals of the solution to the
problem.

No
Includes functional requirements Included – discovered through requirements

gathering
Includes performance requirements Included – discussed in terms of performance ,
storage, systems, security
Usabiltiy goals Included the process identifies and

summarized in the goals table
Includes objectives/ goals Table of the goals is provided which are
testable
Then, achievement level 3 will be appropriate for all the above being demonstrated.
Marking Grid:
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CAS hour database
0 given below.
The student states some objectives of the solution.
1
The student describes most of the objectives of the solution.
2
The student relates all of the objectives of the solution to the analysis of the 3
3 problem.
Comments:
The section develops the discussion of the requirements very well – Functions are well documented. The
documentation of Use cases helps to get a good indication of the system. The functionality of the system
is mapped to the stakeholders of the system and assumptions and constraints identified.
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11. Context Diagram
System context diagrams are

related to help to show the
understanding and the parts
of the system. This diagram
was shown to all project
stakeholders.
identify some of the structure
12. Data flow diagram
Data flow diagram considers

the flow of data through the
system and the process the
system will require to carry
out
identifies some of the data functions of
the system
13. Scenarios of perspective prototype system:
To gain an understanding a I ran through a series of scenarios to identify the functionality and data
required by the system
a) Student Login
description of user scenarios or walk through
aproposed system
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CAS hour database
Students will be provided with a login username and password that is individual to them, in order
to access their CAS folder account on the system. They will type in their username and password
on the provided fields of the systems splash screen and then the system will let them access their
logininindoes
CAS folder so they can edit information. If the username or password they keyed to the
notsyetm
coincide then a pop up message will appear informing the student that they cannot enter the
system, and that they should re-key in their individual username and password.
b) Creating Reflection Description and data required

for a reflection
Once the system has been accessed by the student, a screen with tabs leading to the creativity,
action, service and essay sections of the system will appear (in the case of the prototype they can
only access the creativity section). Once entering the desired tab then an options screen will
appear; in order to create a reflection they must select the “reflection” option. Then a word
processing style box document will appear in which they must type in a short reflection of the
activity they have completed. This reflection must then be saved, and will be stored in the
designated file storage area of the CAS folder on the computer.
c) Logging Hours Logging the hours identifies

the fields required
Once the system has been accessed by the student, the screen tab system will appear and the
desired tab selected (creativity), the options screen for that tab should appear. The student must
then select the “log hours” option, and a screen with a table style document should appear. In that
document the student can fill in the fields for each activity completed. The field requirements are
date, hours completed, brief description of activity and supervisors signature. Some signatures can
be found on a small database on the computer and can be attached to the field.
d) Uploading evidence
Once the system has been accessed by the student, the screen tab system will appear and the
evidence uploading and types
desired tab selected (creativity), the options screen for that tab should
of appear.
evidenceThe student must
is identified
then select the “upload evidence” option, and a screen with an upload bar will appear. The student
can then upload evidence such as mp3 files, pictures, short video clips and scanned documents
onto the system, and these documents will then be copied from their original file location and
saved onto the designated CAS file location.
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14. Use case diagram:
Actors:
I created a use case diagram after
Student (generalized)
analyzing the scenarios and then
CAS coordinator
CAS examiner (specialized) tried to identify the classes and
functions of the system
Use cases identified
15. Use Cases:
I am developing a system with which students can record and update their CAS hours. Students should be able
to print off their dossiers and the CAS supervisor should be able to monitor the logging activity. Here is a
complete list of the requirements for the system. Legend: candidate actor; candidate use case; candidate
trigger condition; candidate superclass-subclass indicator
functions to be carried out by

the stakeholders and data
 required
A student can record CAS hours. Whenever CAS hours are recorded, they are also saved to disk.by each
 A Student can update CAS hours. Whenever CAS hours are updated, the existing CAS hour log is
loaded. Then the updated log sheet is saved to disk. UML
 A CAS coordinator, CAS examiner, and/or a student can view CAS hour log sheets.
 Whenever any of these people view CAS hour log sheets, they must always log onto the system. If their
log on fails, they must re-authenticate their user name and password.
 AnCAS examiner is a kind ofCAS coordinator.
 A student can generate hard copies of their dossier.
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 A CAS coordinator can generate hard copies of a students’ dossier.
16. Use cases:
functionality of the system identifies the user requirements of the system
 Login to system
 Record hours (on to log sheet) input process output storage
Student log-in Insert individual username User logs in to system
 Save hours (on to log sheet) and password, which are
checked for validity.
and now can view
individually stored
information.
 View hours (from log sheet) Logging hours Enter log sheet and insert Log in hours information Designated file location
required information in word will be saved in file on computer.
 Delete hours (from log sheet) processor style table. Save. location for further
viewing etc.
Uploading evidence Enter uploading evidence Evidence will be saved Designated location on
 Print log sheet sheet and click upload in specific file location, computer.
button, select file from for further viewing and
 View log sheet computer records. utilizing.
Essay Insert essay in word Essay will be saved as Designated location on
processing style document, word processing computer.
 Insert supervisor signature (onto log save. document in file
location.
sheet) New Reflection Insert reflection in word New reflection of Designated location on
processing style document, activity will be save as computer.
save. word processing
 Delete supervisor’s signature (from log document in file
location.
sheet) Delete Select file to be removed, Document will be
select delete. deleted.
 Upload evidence Save Select file you would like to
save, select save.
Document or
information will be
Designated location on
computer.
saved.
 Save evidence Print Select document and select Document being viewed
print. will be printed so a hard
 View evidence copy can be obtained.
Tab Select which tab you would Information from
 Delete evidence like to view, selected tab will be
available to user (i.e.
‘creativity’, ‘action’ or
 Create new reflection ‘service’ – for this
prototype on creativity
 Save reflection can be selected)
Log-out User will select the log out User will be signed off
button the prototype and can no
 View reflection longer view the files
within the system.
 Delete reflection
 Log out of system
17. Stakeholders:
Stakeholders are persons or groups directly involved in the development. All stakeholders are not equal so I
tried to analyze them by looking at the scienarios. I identified three stakeholders
 IB student
Stakeholders mapped to the use cases

17 | P a g e
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CAS hour database
 CAS coordinator
 CAS examiner
Stakeholder System Activities
Whole Login Creativity Action Service Print Delete Edit Upload Logout
system
IB student          
CAS     
coordinator
CAS examiner   
18. Assumptions and constraints:

Platform:
platform constraints
The software, which the system requires will be platform independent, it will be able to run on any computer
that has the java virtual machine.
Use must take their own Security and privacy as the system is not critical – possible treats include loss or
corruption of data, disclosure of private and sensitive information.
general precautions
plus login process
Take precautions include digital security use of anti virus, physical Security backing up processes. The system
will however provide a secure login process. With Rights and Permission: each user will have an individual
login name and password.
storage capacity and
usage
The capacity of the system has to be predetermined since arrays will be used to store data. Both the students and
the records will be saved in arrays. The CAS coordinator has suggested that there will be an estimate of 50
students using the system every year (25 from each year group of 12s and 13s). Each student for the prototype
system is expected to have around 5 records, and for the future full system around 20.
The storage needed to save a record in the database is very small, and since all the files are saved externally, theerror
software
program does not take up much space capacity on the computer. trapping
In the software I will have general exceptions in order to preempt any problems in the system. It is because I
don’t know what specific errors will be thrown that I have decided to have general exceptions. This allows me
to pre-empt errors of all kinds. Some error and bugs will be found users due to the limited user testing process.
19. Example Data records:
Data required for login

data required
identified and the data
Data name Data type Example of the data
types and examples
User name String Mike
password String password
Records
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date String 21/1/09
Activity String Art
Task String Painting
Goal String To use oils
Teacher String Mr Tite
Booking Hours integer 3
Evidence
Activity String 21/1/09
File name String Art
Other data is a list of activities
20. Criteria for success: functional goals
a. Functional Goals:
Number Goal
1 The prototype system should be able to login existing students
2 The prototype system should be able to add new students
3 The prototype system should be able to add new reflections to the creativity section
4 The prototype system should be able to add new evidence to the creativity section
5 The prototype system should be able to log new hours into the creativity sections log sheet
6 The prototype system should be able to save all the inputted information, and information assigned from
an external location (e.g. picture content for evidence) to an external location.
7 The prototype system should be able to print all the information from the creativity section so that the user
can obtain a hard copy.
8 The prototype system should allow the user to view saved information.
9 The prototype system should allow the user to insert a teacher’s signature from the database file onto the
log sheet.
10 The prototype system should allow the student to change their password.
11 The prototype system should allow users to delete any required files.
usability goals
b. Usability goals:
19 | P a g e
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Number Requirement Goal

1 A clear graphical user interface for login and menus interface
2 Tabs so the user can easily navigate through system navigation
3 Error messages when there is a wrong input of information errors
4 A save option where all information inserted and information from other files can be saved into one
specific location. options
5 A print option, so all saved information can be printed out. prints
non-functional goals
c. Non-Functional goals:
Number Requirement Goal
1 Reliability: As a result of a system failure, students CAS files will be lost and will have to redone. This will
cause the students to not use the system or not use it properly, rendering the program useless – however it is
not a critical system. Unreliability can have major consequences for the project as students will refuse to
use them system. reliability
2
Recoverability Time – System uses error handling routes to keep the system stable and all data is backed
every time there is a change. recovery
3
Availability. System is individualized and placed and can be used on or off line. availability
4
Standards. The software itself will abide to the standards of IEEE Standards Association. This means that
all the hardware I will be using are by default adapted to these standards. The software itself will not have
to be manipulated in order to fit into these standards since the IEEE deals with hardware and thus software
will not be affected.
standards
5 Data retention. Data needs to be saved for a year

storage
Computer Science Project – A3

Criterion A3 Marking Grid: Prototype solution
The prototype solution must be preceded by an initial design for some of the main objectives that were
determined to be the criteria for success. A prototype of the solution should be created. A prototype is: The
construction of a simple version of the solution that is used as part of the design process to demonstrate how the
system will work. The prototype need not be functional, it could be constructed using a number of tools such as:
VisualBasic, PowerPoint, Mac Paint, Corel Draw for a simple Java program.

No
Shows the user how the system is expected to operate, There is a good description of how the system
will function
Shows the inputs are required and what outputs will be produced The inputs and outs are not fully documented
– in terms of printed material or files final
designs are a copy of the initial designs
screenshots for the user to be able to evaluate the solution properly Included the process identifies them but with
discussion
Documentation of user feedback Feedback provided and further detailed in the
form of an e-mail
clear, computer-generated drawings, a hierarchical outline of features in text The hierarchy of the system is present but the
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mode, or a series of screenshots. prototypes described do not follow the

structure outlined in the modules
Then, achievement level 3 will be appropriate for all being present and 0demonstrated.
Marking Grid:
0 given below.
The student includes an initial design and a prototype, but they do not
1 correspond.
The student includes an initial design and a prototype that corresponds.
2
The student includes an initial design and a complete prototype that 3
3 corresponds to it and documents user feedback in evaluating the
prototype.
Comments: All the elements are present
21 Initial prototype modules design:
Student Log In
Action Creativity Service
Upload new Create new Insert new log

Evidence reflection sheet entry
Delete Evidence
Delete Delete log entry
Reflection
21 | P a g e
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View Evidence View reflection View Log entry
shows the modules
22 | P a g e
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CAS hour database
21 Prototype Design and Implementation
In order to show the school how the CAS folder would work, I designed a prototype showing how the system
would work and what it would look like. The prototype allows the school to examine the new software and
comment on it so as to change any unwanted features and add any other necessary elements.
shows layout,
description of function
and user feedback
shows layout,
and user feedback,
outputs identified
shows layout,
and user feedback,
23 | P a g e
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shows layout,
and user feedback,
shows layout,
and user feedback,
shows layout,
and user feedback,
24 | P a g e
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shows layout,
and user feedback,
22. User Feedback
 Liked the design, and wants the whole system to be tabbed.
25 | P a g e
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 Some ok and exit buttons that were missed out need to be filled in.
 Also a few design elements such as colouring and log placement need to be
amended.
 User-friendlier layout needed.
 Due to time limitations, the school has asked for us to only create a prototype
of the system so the students can try it out before a full system is made. Thus
the teacher’s log in will be removed and only one aspect of the “CAS” will be
used.
No discussion of the
functionality of the final designs
23. Final Designs
tabbed containners –
GUI:
 Welcome screen tab:

Will contain a scroll box with ‘help’ instructions on how to use the
system, as well as a picture of the school logo and some labels.
GUI features – this links implementation

 Login GUI: issues
Two labeled text boxes are available for the username and password.
Then a button is located under the text boxes for the user to click when
they have keyed in their username and password so that the information
can start to be compared.
description of the interface

 Creativity tab:
The creativity tab will contain a
scroll down box with an array of
subjects for the user to choose from.
A list box will be also present in
order to browse for picture files
used as evidence. Buttons located
under the browser box will allow
the user to edit, add or delete evidence. The evidence will show up on
the screen in the evidence box located to the right of the browser.
Above the evidence you can add a date, and below a caption for the photo. Beneath the picture there will be a
reflection box, which will be a text box that the user can key in their reflection. Two buttons next to the box will
allow the user to add this reflection or remove it. There will also be a save reflection button which will save both
evidence (and caption) and reflection.
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 Action & Service tab:

The action and service tabs will be identical to the creativity tab, but will not be included in this prototype
system as there is a lack of time to create them.
 Log Sheet tab:

The log sheet tab will contain a table of a double array where
the user can log their hours for each activity. Three buttons will
be located on the screen: add, delete and print. In pressing the
add button a dialogue box will appear that will contain 4 labeled
text boxes: ‘activity’, ‘hours’, ‘short description’, and a blank
field for ‘supervisors signature’.
description of on-line log sheet
description of log sheet printed
 Printed Log Sheet

The final printed evidence showing the evidence and
the students details and recorded evidence
24. User Feedback
Thediscussion has limited value

needs more concrete design
changes
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The discussion is based on the

process of user and developer
collaborating
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Computer Science Project – B1

Criterion B1Marking Grid: Data structures
Students should choose data structures, at the design stage, that fully support the data-storage
requirements of the problem. , and that allow clear, efficient algorithms to be written..

No
The data structures must fully support the objectives of the solution (criterion They support the designs and the functionality
A2). in A2
The classes chosen should be logical in that the data is sensible for the objects The structure is identified but their
in question implementation detail is lacking – some
indication of the roles
Methods identified are appropriate for the data given Methods are limited in the discussion the data
structures are not well discussed
Allow the clear, efficient algorithms to be written The data structures indicate the structures to
be developed in text efficiency described but
no other data types to compare to.
Data structures and data members that are to be used in the programmed Doesn’t cover all the data structures -
solution are discussed
class definitions, file structures, abstract data types (particularly at higher level) The class descriptions only
and some consideration of alternatives.
Note: Sample data, sketches/illustrations, including discussion of the way data objects will be changed
during program execution should be demonstrated to achieve a level 3 in criterion B1.
Marking Grid:
0 given below.
The student has outlined some of the data structures/types to be used in the
1 solution.
The student has described some of the data structures/types to be used, and 2
2 provided sample data.
The student has discussed and clearly illustrated all of the data structures /
3 types to be used to solve the problem, and provided sample data for all of
them.
Comments: Analysis lacks coherence needs to have a more logical structure
29 | P a g e
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25 Diagram of the Modules
Students
Shows the structure of the

system and files required
Evidence
records
Stored data
Having completed the analysis and solution and adjusting the prototype of the future CAS folder system, the
next stage is to identify what data the system will save permanently and how they are used. Data structures that
are suitable need to be chosen in order for specific data to be held and saved. Depending on the type of data
being saved, a suitable data structure must be chosen in order to increase efficiency for operations using the
saved data but also for the system as a whole.
Login
S hows read into an array from

file
Diagram shows the process of reading in from a serial text file to create of student objects.
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 Login process description: description of the login process this is an

algorithm
In order to successfully login a student must key in their username and password in the login box. The methods
get username and get password will be ran, and the system will check if the username is valid by checking each
element in the array which contains an individual student who has a username and passwords. If it finds the
student it will continue to cross check if the password matches up. If the username does not exist or the
password does not match up to the username than a dialogue box will pop up informing the user of an error. The
student will only be able to key in their username and password three times before the system locks.
Arrays
use of the array description how they will be

used
An array is a systematic arrangement of objects, usually in rows and columns
consisting of a collection of elements (values or variables), each identified by one or
more integer indices. Arrays will be used in two main occasions in my system: for
students and Evidence. Arrays will allow the user to add, delete, view and print
evidence with reflections and view individual student information. The user and
sometimes the CAS coordinator will be able to manipulate the outcome of these arrays, this is because the array
data structure allows easy manipulation of the elements within it, making the prospective system more user
friendly. The advantages in using an array for the above is that they are fast and easy to program, and they only
allow a single type of element to be stored, so this acts as a sort of self-validation for the arrays.
Students (contains array student)
The array ‘Students’ will contain within it an array called ‘Student’, that is attached to each individual element.
shows the structure of the students object
This array will be used during log in order to match up the students username with their individual matching
collection of students and the process of login in
password, in order to complete the log in. ‘Students’ will run the method ‘read data’ which reads the data
(username and password) out of a text file (located in an external source) containing the relevant information.
The methods in ‘student’ will be set username, get username, set password and get password. These will allow
for a new user to be added and an individual password made for them, but also to verify whether they keyed in
username exists within the system, and if the password keyed in matches the username that has been keyed in
and verified.
 Add students:
Arrays have a fixed amount of positions assigned to them when they are created, if all the positions have
been filled then no more can be added on. If there are available positions then
a new student can be added to the “students” array by filling up the position
next to the last filled element in the array.
adding to an array 31 | P a g e
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 Delete students:
Deleting a student in the ‘Students’ array constitutes of removing an
element from the array. Once an element is deleted then all the elements
prior to that one have to be shifted one position down, changing the
position of each element in the array.
For example, a student with the username “sc4al” and password “cake” wants to login, they have to key in their
username and password in the correct fields. The login will then check the array ‘Students’ and cross-reference
each username and password with each individual element in the array called ‘student’ containing each student’s
username and password. If the username and password match then the student will successfully log in. If for the
password is wrong, so “ceke” instead of “cake” then after cross reference them and could not find a match the
system will loop allowing the user to key in their username and password three times maximum. A If the third
time there is still no match an error message will pop up and the system will lock.
Simple arrays
described once already
some more
implementation details
 Subjects
On the Graphical User Interface (GUI) of the splash screen a drop down list of the subjects a student can use to
categorize their reflection appears. This drop down box contains an array of various subjects that can be chosen.
The subjects will be very broad and pre chosen so there is no need for an ‘add’ and ‘delete’ method.
 Evidence
The evidence, or reflection with attached picture and caption, will be saved in the form of an array?
described interface elements which are

difficult to envisage
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alternative data type

 Alternative:
Instead of this I could use an array list which would be a perfect structure for this system because it acts the
same way as an array but it has no limit of how big it can get. Due to the nature of the system being relatively
small the restrictions imposed by the IB Computer Science syllabus it will not be used. The class methods such
as sort, binary search, add etc would make this alternative method perfect for my system.
Parallel arrays
A parallel array is two arrays that work parallel to each other and are associated with one another. It keeps a
separate, uniform array for each field of the record which each contain the same amount of elements. Objects
located at the same index in each array are implicitly the fields of a single record. Pointers from one object to
another are replaced by array indices. The system will contain one parallel array that will contain the array of
reflections and the array of pictures (which are both made up of strings), used to make up the reflections’ sheet.
This parallel array will be attached to the log sheet, so that the log created can be justified by the evidence
(picture) and activity description (reflection).
This is illustrated below
Evidence Activity Date teacher Tasks goals hour

s
explanation of the parallel

array
Activity Activity 2 Activity 3

Pointer
This data structure uses the same pointer for the two arrays which means that more space is saved (this is
explained below). In addition, my algorithms will be more efficient since only one for loop is used to represent
the values in two arrays. In a single array where there would be an array in an array, two for loops would be
needed and this decreases efficiency vastly. This is explained below:
For each record in an array the for loop takes 1ms (this is an example). Now if there are 4 records in (each array)
a parallel array then it takes 4ms to obtain the 8 records since it processes both records with the same pointer.
Now if the two arrays were in a single array with two for loops running then the time taken to process the
records it would take 2^4ms =16ms. Since these are relatively few records it doesn’t make that much of a
difference but if the system was to be upgraded to many more straws then a double array would be much more
efficient.
33 | P a g e
Use of parallel arrays
Stage A
CAS hour database
Parallel arrays are very useful because they can save space by avoiding alignment issues. For instance if one
record is 4 bytes long then only 4 bytes would be reserved for each record but if I where to use a single array to
store all the information then there would be an array in an array and this would waste space. Moreover,
examining each record linearly is much faster on new processors and fits perfectly in cache behaviour so this is
why I chose a parallel array data structure.
 Alternative:
alternative data type
Alternative to this would be a single array but because of the drawbacks of a single array that are mentioned
above I will use a parallel array for making an order.
Double Arrays use of double arrays
A double array is an array that contains two values for each element. So
this “array of an array” uses two arrays who use the same indices. This is
also known as a multi dimensional array. Double arrays will be used in
the log box, on the log sheet portion of the system. The double array will
create a table where two arrays will be created: one for activity name and
one for hours completed.
Files
Text file:
A text file will be used for a database of saved orders. When a staff member makes an order for a customer this
will be saved into a text file. This will allow the customer to ask to view the file and then the file can be read in.
Moreover, from the text file the students can print the data off and give it to the teacher, to the examiner etc. In
the text file each line becomes a record and inside the record and separates the fields within this with a
semicolon as shown below:
filename.txt text file
External File name: filename.txt General name: *.txt

Description: contains the order that have been made and saved
Used for: finding out the orders for customers
Record Structure
Field name Data type Maximum size Field description
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(bytes)
Record Number integer 4 The record number
Activity String 12 Activity
Task String 12 Task
Goal String 12 Goals
Teacher String 12 Teacher
hours int 3 Number of hours for a record
Maximum record Size: 55 bytes
Typical size of file: 50 records per student with 50 students = 13750 bytes
Log sheet (text files)
 Reflection (text file)
text files – no explanantion

of what is in the file
text files –explanantion of
 Folder (pictures) HELD IN FILES - linked what is in the file
35 | P a g e
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how is it linked
Taking art lessons!
Efficiency
How efficient an algorithm is, is measured by the notation of “Big O”. This denotes how the algorithms speed is
related to the number of items within the algorithm. Measuring the uncertainty in the insertion of an unordered
array doesn’t depend on how many items are in the array, but instead the new item is placed in the next
available position. Insertion requires the same amount of time no matter how big the array is. In actual time, the
insertion is related to the speed of the microprocessor and how efficiently the compiler generates program code
as well as other factors. So in my program having a fast microprocessor and only a minimal amount of users
makes the algorithms very efficient. Conducting a linear search means that items within an algorithm such as an
array need to be compared to each other, one after an other, using an if statement (or something similar) until the
value is found. On average the number of comparisons made are half the amount of the values present. Having a
small amount of items in the algorithms for the system, enables there to be good efficiency.
efficiency of arrays – no
indication of alternative
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B2 Algorithms
Criterion B2: Algorithms
the objectives of the solution (criterion A2), and provide sufficient support for the required data structures.

No
The algorithms that fully support the objectives of the solution The objectives have been mapped to the
(criterion A2). algorithms
Must include parameters and return values. The parameters are described and return
values identified
Allow the clear, efficient algorithms to be written The efficiency is not discussed but there is a
clear path shown
list or outline of all the algorithms, presented as text, possibly in outline format. There is an outline presented showing the
algorithms in text format
Standard algorithms (such as search or sort) can simply be named (with Standard algorithms and classes are shown
parameters),
but non-standard algorithms must be described in more detail. Non -standard algorithms are shown in more
detail
Note: This can be a list or outline of all the algorithms, presented as text, possibly in outline format.
Standard algorithms (such as search or sort) can simply be named (with parameters), but non-standard
algorithms must be described in more detail.
Marking Grid:
0 given below.
The student has outlined some of the algorithms to be used in the solution.
1
The student has described most of the algorithms to be used, with details of 2
2 parameters and return values.
Comments: The classes and the majority of the algorithms have been described in detail
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Criterion B3: Modular organization

Students should choose modules, at the design stage, that incorporate the data structures and methods required for the
solution (criteria B1 and B2) in a logical way. The data structures must fully support the objectives of the solution
(criterion A2). Students must present this organization in a structured way that clearly shows connections between
modules (hierarchical decomposition or class dependencies). The connections between modules, algorithms and data
structures must also be presented.

No
a top-down hierarchical decomposition chart containing the names of modules, Clear diagram showing the logical structure of
showing connections between modules and showing details of which data the system
structures and methods are connected with (or part of) which modules
a text outline showing hierarchical decomposition (equivalent to above) Text outline is limited
a hard copy of CRC cards showing dependencies between collaborating The diagram shows dependencies the text
classes, with details of which outline be would tie the section together.
data structures and methods are connected with (or part of) which classes.
Note: The design is assessed independently from the programming stage (stage C). The design should be
complete, logical and usable, but the student may deviate from it or expand it during stage C, without
penalty.
Marking Grid:
0 given below.
The student has outlined some of the modules to be used in the solution. 1
1
The student has described most of the modules to be used, showing
2 connections between them.
Comments: The modules are shown and the logical breakdown of the system is clear. Textual description and a class
diagram in section B1 would have given the section more structure. Covers the criteria> needs more
analysis
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System Algorithms and Modular Breakdown
Having defined and discussed my data structures, the next step is to start analyzing my algorithms. The
algorithms I will discuss are the ones directly linked to the system use cases. The algorithms are listed as they
appear in the modules in B3. Examples of the more complex algorithms are described.
26 Modular Breakdown:
Purpose of the modular design stage:
1. Improve inheritance structure of class model

2. Locate operations within suitable classes
3. Decide how to implement relations
Help
About
data files
Class Diagram shows the

relationships between the classes
instance variables and methods
39 | P a g e
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This example shows (part of) a top down hierarchical design approach:
Login:
Logon
return true/false
new
new
returnsUserName Initialize getUserName
Account And Password()
returns password Initialize
getUser()
CAS Activity Reflection record
Student getPassword() database
database
Module Description:
Name: Login
Type: Module
Data structures: Uses array of Students containing the username and password for each Student. Initialises the main
data structures if the login is successful
Parameters/Return Value Student username and password are passed by value into the main method which returns a boolean
Called from GUI, the user types in a username and password on the command lines
*See events table below*
Purpose Checks the login details: username of the student and their respective password. The student has three
attempts to login successfully otherwise the system shuts down. If the login is successful then the
central GUI menu opens.
Login
 Login
 Reset
 Valid user
 Load student database
 Logout– Close form using System.exit(0);
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Algorithms description
Algorithm name: Login to system
Performed by IB student description of the
Brief description: The purpose of this algorithm part of the applicationalgorithm
is to provide the student
authentication.
The student has a valid username and password. System has been initialized and
Pre-conditions: pre conditions
the Student Array has been populated
Return type void
Flow of events: enters a username and password.
Validate username and password parameters identified
Check the student array to see if valid user
Check the password of the user to see if it is valid
If the user is valid open main screen

The activity data is read in from file if statement
while there is data to read the GUI activity combo box has data added
sets the first activity
load the data from file associated with the activity
Set the evidence combo box list any evidence return types identified
Set the Image to load first gif evidence
The system shows a login successful message. error messgae
Alternative flows Else If the username or password is not valid

and exceptions: Display error message
Loop for new input of user name and password alternative flow
If attempts to login ==3 then
Display message and shut the system
Post-conditions: post conditions
The student can successfully login the system or system closes
Non-behavior System takes less than 10 seconds to login Goals covered

requirements:
Assumptions: Assumes Java Virtual Machine has been installed
Issue:
Source: Related to Security Goals
The login process is described

Associated classes
1. Class Student:
This collaborates with Student List and Log in GUI to enable students to log in successfully with security into
their CAS folder.
Student class
Holds student name and login
instant varibles
Private methods, and instance variables (private string name, private string password….)
List the methods (get, set, initialize)

parameters identified
 public void setUserName(String userName)
 public String getUserName() return types identified
 public void setPassword(String pass)
 public String getPassword()
 public void print()
Students class 41 | P a g e
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2. Class Students:
Student list collaborates with student and login. It’s a container so therefore uses an array to hold all the students
details on the CAS program.
 public Student[] students; (Initialize)

instant varibles
 public Students() (constructor)
 publicbooleanisValid(String user, String pass (collabs
parameters with login) return types identified
identified
 private void readFile() // gets the data from a students text file
Main Form Evidence Module

add activity
CS Activity
delete activity
readData Activity
initialize txt
returns activities Initialize
activity data write reflection
components
returns password Evidence
add evidence CAS Activity Reflection
text files
Activity delete evidence
Evidence load evidence

txt
txt Reflection
graphics
getUserName
And Password()
Evidence FILE
 Load Activities and Show activities // achieved when user logins successfully
 List activities
 Add activity// List of activities are displayed in a combo box described below
 Delete activity// described below
 Add New Evidence// similar to adding activities but also uses a string Tokenized
 Show image- uses an itemListerne
ItemChanged method listens for change to the evidence list box

{
if their is a change the graphic file with the same name is loaded.
}
 a c t i v i t y r e
file – action button
{
Open a note pad file ("notepad.exe Activity.txt");
}
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 print evidence
{
Prints the text area where all the records are stored. post conditions
}
Algorithm name: Add Activities

description of the
Performed by IB student
algorithm
Brief description: The purpose of this algorithm part of the application is to provide the student with a
list of activities and for the student to add further activities which are stored
The student has a valid username and password. System has been initialized and the
Pre-conditions:
pre conditions Student Array has been populated with existing activity details are listed
Flow of events: A file writer is created activities .txt set to true
Prompt user for activity name
if activity already exists do nothing
else
Add the item to the combo box and append to the end of the file.
Alternative flows Nothing happens or Exception error
and exceptions: alternative flow error messgae
Post-conditions: post conditions

The activity is added to the list and the file is update
Non-behavior System takes less than 10 seconds to login Goals covered

requirements:
description of the
Algorithm name: Delete Activities algorithm
Brief description: The purpose of this algorithm part of the application is to provide the student with a
list of activities and for the student to delete a stored activity
Pre-conditions:
Student Array has been populated with existing activity details are listed
Flow of events: Create a file reader ("activities.txt"); pre conditions
prompt for activity to delete
Prompt the user for the activity to delete
Remove the item from the combo box
Save the items in the list

For items in the list
{//Add to text string
write to file item name;

} write to text file
Close file
Catch any exceptions
error messgae
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Alternative flows Nothing happens IOException

and exceptions: no alternative flow
Post-conditions: The activity is deleted from the list and the file is update
post conditions
Non-behavior System takes less than 10 Goals covered

requirements:
description of the
Algorithm name: Add new evidence algorithm
Brief description: The purpose of this algorithm part of the application is to let the student add
evidence in the form of pictures to their file pre conditions
Pre-conditions: Student Array has been populated with existing activity details are listed the picture
file is know and set up.
Flow of events: Create a FileWriter ("evidence.txt", true) allows data to be appended
Prompt the user to enter the namefile name for the evidence
Add the name to the evidence list
File append (activity + “,” + evidence name) write to class

Close()
Alternative flows Nothing happens IOException

error messgae
and exceptions:
Post-conditions: The evidence name is addpended to the evidence file in a form to be read by a
stringTokenizer. activity, name post condition
Non-behavior System takes less than 10 seconds Goals covered

requirements:
Source: Related to Security Goals other goals
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4. New activity Module New

Activity
print add resetTextField

Add Reset
View
Activity
txt
description of the
Algorithm: Log in new hours algorithm
Actor: IB student
Brief description: Student requests the system to create a new activity field in the login sheet for a
specific activity.
Pre-conditions: The student has a valid username and password. pre conditions
Flow of events: Student requests the system to create a new activity field
If there is a new activity, system displays a new blank activity field.
Prompt the Student to fill in the form details. parameters identified
Display new record in the text area
Student can save or reset form data
If saved the record is appended to the record file.
Alternative flows Reset – all the fields are reset to empty strings
and exceptions: Cancel – closes the form reset
The student can successfully log in hours for an activity and add it to the log sheet
Post-conditions: for creativity, action or service (only creativity in this case because it is solely a write to class
post condition
prototype. The data is appended to the file IOerror can occur
Non-behaviour System takes less than 30 seconds See Object error messgae
requirements: other goals
Assumptions: Assumes the user types in the data properly
Source: Backed up data Object covered
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Collaborating Classes
Records class
1. Class Records
 instance variables - private Record[] records;

private int count; instant varibles
 constructor
 public Records()//initialize files
 void print()// prints out the records in a file
 public Record[] getRecords()// returns all the records return types identified
 private int count()throws, IOException// used to return the number of records
in a file
 public void addRecord(Record rec)// add to the array
Algorithm: void readFile() description of the

Actor: IB student algorithm read a file
Brief description: Student requests the system to read in the records for a particular activity.
pre conditions
Pre-conditions: File is available

Flow of events: Read file ("records.txt"); parameters identified
// Repeat while there is data
while(br.ready())
loop
Read by line each data item read data in
Create new record using the data values
Add record to the array data added to the array
Alternative flows Throws an exception

and exceptions: error messgae
Post-conditions: Records are created which inserted into the record array
Non-behavior System takes less than 30 seconds See Object
requirements: other goals
Assumptions: Assumes the user types in the data are properly defined
Source: Backed up data Object covered
2. Class Record Record class
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instance variables private int day,private int month, private int year, private String activity, private String task,
private String goals, private String instructor,private int hours,
instant varibles
Constructors
 public Record()
 public Record(int d, int m, int y, String act, String ta, String go, String inst, int h)
//get and set methods

get and set methods
 public void setDay(int d)
 public int getDay()
 public void setMonth(int m)
 public int getMonth()
 public void setYear(int y)
 public int getYear()
 public void setActivity(String a)
 public String getActivity()
 public void setTask(String t)
 public String getTask()
 public void setGoals(String g)
 public String getGoals()
 public void setInstructor(String i)
 public String getInstructor()
 public void setHours(int h)
 public int getHours()
return method
public String getActivityDetails() // returns the full details as a string
return (day + "/" + month + "/" + year + " Activty "+ activity + "task " + task +" goals "+
goals + "instructor " + instructor + " recorded hours" + hours +'\n');
File menu Module

 save//saves all the files using polymorphism to the various data structure
 exit//System.exit(0);
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Help
 Logging in
 CAS activity evidence
 New activity
 Support
 About us
Algorithm: Help description of the

Actor: IB student algorithm read a file
Brief description: Student requests the system for help
Pre-conditions: Dialog box is initialized

Flow of events: Display choice; // examples are given here
For "Help on:"
1. login in options
2. Add activity
3. Delete Activity etc...
Choose one (q to quit): ");
Do
Read choice
flag
If char == q then close
else
loop
switch(choice) {
case '1':
case selection
print some explanation
break;
case '2':
break;
case '3':
break;
case …….
end of do loop
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} while char is not q
Alternative flows Throws an exception on input of wrong values

and exceptions:
error
Post-conditions:
Non-behavior System takes less than 10 seconds See Object
requirements: other objectives
Assumptions: Assumes the user selects options properly
Source: Help covered
Revised criteria for success:
Mapping Grid
Number Goal Tracking

B1 B2 B3
1 The prototype system should be able to login x x x
existing students
2 The prototype system should be able to add x x
new students
new reflections to the creativity section
new evidence to the creativity section
5 The prototype system should be able to log x x x
new hours into the creativity sections log sheet
6 The prototype system should be able to save all x x
the inputted information, and information
assigned from an external location (e.g. picture
content for evidence) to an external location.
7 The prototype system should be able to print x
all the information from the creativity section
so that the user can obtain a hard copy.
8 The prototype system should allow the user to x x
view saved information.
9 The prototype system should allow users to x
delete any required files.
A. Usability goals:
Number Requirement Goal Tracking

B1 B2 B3
1 A clear graphical user interface for login and X x x
menus
2 Tabs so the user can easily navigate through X x
system
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3 Error messages when there is a wrong input of

information
4 A save option where all information inserted X x
and information from other files can be saved
into one specific location.
5 A print option, so all saved information can be x
printed out.
Non-Functional goals:
Number Requirement Goal Tracking Tracking Tracking

B1 B2 B3
1 Reliability: As a result of a system failure, students x x x
CAS files will be lost and will have to be re done.
This will cause the students to not use the system or
not use it properly, rendering the program useless –
however it is not a critical system. Unreliability can
have major consequences for the project as students
will refuse to use them system.
2 x
Recoverability Time – System uses error handling
routes to keep the system stable and all data is
backed every time there is a change.
3 x x x
Availability. System is individualized and placed and
can be used on or off line.
4 x x x
Standards. The software itself will abide to the
standards of IEEE Standards Association. This
means that all the hardware I will be using are by
default adapted to these standards. The software
itself will not have to be manipulated in order to fit
into these standras since the IEEE deals with
hardware and thus softrware will not be affected.
5 Data retention. Data needs to be saved for a year x x x
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C1 Using Good Programming Style

Criterion C1 marking Grid: Using good programming style
Good programming style can be demonstrated by program listings that are easily readable, even by
a programmer who has never used the program. These would include small and clearly structured
Java methods, sufficient and appropriate comments, meaningful identifier names and a consistent
indentation scheme.

No
Lines of Code:
Comments should be included to describe the purpose and parameters of each

method, and also when code is difficult to understand.
The program should demonstrate the use of good programming techniques. It

should include:
A constant, type and variable declarations that should have explanatory

comments
B identifiers with meaningful names
C objects that are clearly separated and have comments for their parameters
D Suitable indentation that illustrates various programming constructs.
Then, achievement level 3 will be appropriate for three or more being demonstrated.
Marking Grid:
0 given below.
The program listing demonstrates some attention to good programming
1 style.
The program listing mostly demonstrates attention to good programming
2 style.
All parts of the program listing demonstrate considerable attention to good
3 programming style.
Comments:
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Cover for the Code

Plus Tracking Sheet for Error Handling Usability features and success aspects
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Computer Science Project – C3

Criterion C2: Handling errors
This refers to detecting and rejecting erroneous data input from the user, and preventing common
runtime errors caused by calculations and data-file errors. You are not expected to detect or correct
intermittent or fatal hardware errors such as paper-out signals from the printer or damaged disk
drives, or to prevent data-loss during a power outage.

No
Evidence provided of error handling in the form of a table: limited
Table includes description of the possible errors and how the error is handled. Overview only
Link between design and implementation of inputs and outputs
The program should demonstrate the error handling of common errors Annotated
A
B Runtime logical included
C Data type errors Not

D Input errors included
E File errors included
F Ease of Use Not discussed
I Interface inputs Some more annotated in the code
J Interface outputs indicated
Note: Generally, in order to achieve level 3 the documentation needs to be thorough and complete. (This is not clearly defined and is open for interpretation)
For this criterion, you must attempt to trap as many errors as possible.
Marking Grid:
0 given below.
The student includes documentation that shows a few error-handling

1 facilities in the program, or documents only one type of input or output.
The student includes documentation that shows many error-handling 2
2 facilities in the program, and documents more than one type of input or
output.
The student fully documents the error-handling of each input and output
3 method within the program.
Comments: The error handling features are much more evident than shown in the section too brief a discussion.
Documentary evidence is shown of more than one type.
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Error Handling
User errors and system errors are two common errors seen in programs. This is how the CAS program deals
with them:
User Error
This type of error is usually seen when a user inputs invalid data into the program. The user is required to enter
their username and password at login, if not correct then they will not be able to login to the system. Another
example is when a user needs to enter something in a field that may require a specific type of data, such as
integers not characters. In general, the system needs a lot of inputs so therefore there needs to be a way of
making sure that the user inputs the correct type of data at each input.
Invalid Input invalid inputs

If a user inputs an integer for example where a character is expected, then the system will alert the user of
the error and continue to run. This is done by catching the exception and alerting the user that what they
input was of the wrong type.
error messages
evidence
An instance of this type of error checking can be found in:
Package Name Class Name Line Number
Out of bounds array errors
If a user enters a value or values that is not what is expected then the system throws an out of bounds. This
is handled by a simple check to see if the input from the keyboard is one of the characters, which triggers a
command from the menu.
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error messages

evidence
System Error
These are errors that include programming errors, which are a result of various operations. This error can be
caused because of writing or reading errors and need to be handled to ensure that the program will run smoothly
and not crash or fail.
 Trying to read from a file that does not exist

When the student database is created, it reads in information from the file “Students.txt”. If that file does
not exist, the error that is thrown is caught. The same applies for records in the “records.txt” file.
file errors
evidence
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error messages
evidence
Preventing writing to file error
The writing method may fail when trying to save a file from the program; if it does a “writing error” alert
will prompt the user.
file errors
evidence

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Criterion C3 Marking Grid: Success of the program

Evidence here refers to hard copy output in criterion D1. The should run the program with you to confirm that the
program functions, and that it produces the hard copy output submitted with the program dossier.

No
Evidence provided
The inputs and outputs are mapped from the objectives and goals in A2 and
success criteria included mapped through design.
The program documentation includes test output that demonstrate that the
program fulfils the criteria for success stated. Tests include:
A different branches of the program have been tested;
B testing of valid data, extreme and invalid data
C Responses to inappropriate or erroneous data - error-handling routines
evident
D Illustrate the testing of different aspects of the program
E Test runs should be annotated
F User friendliness
I Error-handling facilities
J Sample output has not be altered
Note: These criteria for level 4 should include the response of the program to valid and invalid input as these are a part of
outlining “the limits under which the solution will operate”. This should be taken to include the stated requirement for functional testing as
well as for data-entry testing (criterion A2 may have taken the form of a formal test plan, for example).
Marking Grid:
0 given below.
The student includes evidence that the program functions partially. The
1 student successfully achieved some of the objectives from criterion A2.
The student includes evidence that the program functions well. The
2 student successfully achieved most of the objectives from criterion A2.
The student includes evidence that the program functions well. The 3
3 student successfully achieved all of the objectives from criterion A2.
Comments:
Documentation and evidence for success

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Function Mapping Grid

Number Goal Evidence Class Line
Number
1 The prototype system Folder/GUI 658
should be able to login Interface
existing students
2 The prototype system Admin 164

should be able to add new Form
students

should be able to add new Interface
reflections to the
creativity section

should be able to add new Interface
evidence to the creativity
section

should be able to log new Interface
hours into the creativity
sections log sheet
should be able to save all Interface
the inputted information,
and information assigned
from an external location
(e.g. picture content for
evidence) to an external
location.
should be able to print all Interface
the information from the
creativity section so that
the user can obtain a hard
copy.
should allow the user to Interface
view saved information.

should allow users to Interface
delete any required files.
Usability goals:
Number Requirement Goal Evidence Class Line
Number
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1 A clear graphical user Folder/GUI 156

interface for login and Interface
menus
2 Tabs so the user can Folder/GUI 214

easily navigate through Interface
system
3 Error messages when Folder/GUI 983
there is a wrong input of Interface
information
4 A save option where all Folder/GUI 548

information inserted and Interface
information from other
files can be saved into
one specific location.
5 A print option, so all Folder/GUI 282
saved information can be Interface
printed out.
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Non-Functional goals:
Number Requirement Goal Evidence
1 Reliability: As a result of a system failure, students System didn’t crash during

testing – see test plans
CAS files will be lost and will have to be re done.
This will cause the students to not use the system or
not use it properly, rendering the program useless –
however it is not a critical system. Unreliability can
have major consequences for the project as students
will refuse to use them system.
2 Backup files created.

Recoverability Time – System uses error-handling
routes to keep the system stable and all data is
backed every time there is a change.
3 You don’t need internet to

Availability. System is individualized and placed and
use program.
can be used on or off line.
4 Code has been properly

Standards. The software itself will abide to the
commented and protocols set
standards of IEEE Standards Association. This by the IEEE Standards
Association have been
means that all the hardware I will be using are by
properly respected.
default adapted to these standards. The software
itself will not have to be manipulated in order to fit
into these standards since the IEEE deals with
hardware and thus software will not be affected.
5 Data retention. Data needs to be saved for a year Backed up onto zip file – the
files will be needed to be
saved for a year for
examination purposes.
Computer Science Project – D1

Criterion D1 Marking Grid: Including an annotated hard copy of the test
output
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The hard copy of test output should demonstrate that the program fulfils the criteria for success in criterion
A2. The output must be annotated (this may be done by hand). The teacher must confirm that you have actually
completed the testing as claimed in the documentation.

No
Annotated evidence provided
The inputs and outputs are mapped from the objectives and goals in A2 and
success criteria included mapped through design.
The program documentation includes test output that demonstrate that the
program fulfils the criteria for success stated in C4:
Sample output not altered by hand, erased or covered up.
Note: These criteria for level 4 should include the response of the program to valid and invalid input as these are a part of
outlining “the limits under which the solution will operate”. This should be taken to include the stated requirement for functional testing as
well as for data-entry testing (criterion A2 may have taken the form of a formal test plan, for example).
Marking Grid:
Achievement Description Awarded Level
Level
The student has not reached a standard described by any of the descriptors given
0 below.
The student includes an incomplete set of sample output.

1
The student includes an incomplete complete set of annotated sample output.
2
The student includes a mostly complete set of annotated sample output.
3
4 The student includes a complete set of annotated sample output, testing all the
objectives in criterion A2.
Comments:
Date Signature
TESTING
When creating a program, more than one person is employed to make it. Each person is assigned to a different
person and when complete, all the aspects of the program have to be brought together in order to create a system
read for implementation. Before this can occur the system must be subject to rigorous testing to make sure
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everything works. If an application is not tested properly, as a consequence there will be many problems when
the user operates it and the software provider’s reputation will be destroyed.
Testing involves the construction of a comprehensive plan on the content of the requirements, which covers
each aspect of the program. It also specifies the types of tests that will be performed on the system and defines
the outcomes of the tests as well as notes and solutions that may be needed. This is done in order to take into
account all the possible mistakes that a user may make. Three types of data should be tested:
 Typical/normal data – type of data that may be normally entered

 Erroneous – data that might feasibly be entered but is still incorrect
 Extreme – data that is highly unlikely to be entered
If a problem is found at any stage in the process, the process reverts to a previous stage and corrects the
problem. From that point on the testing continues.
The testing is split into four stages:
 Unit testing
 Module testing
 System testing
 Acceptance testing
UNIT TESTING
A unit is a self-contained section of programming designed to perform a specific action. Each of these units
must be tested to ensure that they perform their assigned actions correctly, using typical and erroneous user
actions.
1. Student
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Test no. Purpose of test Test data used Expected Actual

outcome outcome
1 Test username frank, Frank frank, Frank frank, Frank
2 Test password Password, Password, Password,
Happy days Happy days Happy days
Evidence:
Test 1
Test 2
Results:
This tests id the get and set methods are working correctly. This was done by setting the student username and
password and then changing their values. The results window shows that the test worked, so the unit is running
correctly
2. Students
Test:

outcome outcome
3 Add Student spiro, spiro, spiro,
password password password
frank, frank, Frank,
password password password
4 Delete Student spiro, deleted deleted
password
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frank,
password
Evidence:
Test 3
Test 4
Results:
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This test was testing whether the method could add and delete students from the student class and subsequently
students array. This test worked as two students were added (spiro and frank) and were deleted.
3. Add Records

outcome outcome
5 Add new 1, 1, 2010, art, 1, 1, 2010, art, 1, 1, 2010, art,
record painting, learn painting, learn painting, learn
to use oils, to use oils, to use oils,
mrtite, 2 mrtite, 2 mrtite, 2
Evidence:
Test 5
Results:
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This test make sure that the “add” new record works. By filling in all the required fields and saving the file. This
test successfully worked as the file was saved and printed although the format presented all stuck together.
4. Create Records

outcome outcome
6 Create record kung fu, kung fu, failed
defence, defence,
blocks, blocks,
mrroberts mrroberts
Evidence:
Test 6
Results:
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This test was to see if new records are created. Although they are created they do not print out, making the test a
failure.
4. Help
Test no. Purpose of test Test data used Expected outcome Actual outcome
7 Test Help Choice 1 - login CAS folder help CAS folder help
menu appears menu appears
Evidence:
Test 7
Result:
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MODULE TESTING
A module is a linked collection of units that make up a clearly defined aspect of the overall system. Each unit
will have been tested in the unit testing section but what must be done in module testing is to investigate
whether these units work all together. Therefore whether the actions carried out in each unit affect the
performance of another.
SYSTEM TESTING
A system is the sum of all the total elements required by an application. System testing makes sure that all the
modules work together and connect effectively to the data sources that will be used. System test also recalls the
original functioning of specifications of the system and ensures that the system meets these specifications.
1. Menu bar:
Test:
Test Description Objective/goal Test data used Expected result Actual result
Number
8 Save To test save Save extended tab Whole program
option in menu saved
bar (under file)
9 Exit To test exit option Exit extended tab System exited System exited
on menu bar
(under file)
10 Help information To test help Help extended tab Help prompt Help prompt
option (under appears appears
help)
11 About us To test about us About us About us prompt About us prompt
option (under extended tab appears appears
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help)
12 Administrator login To test whether Administration Administration Administration
the admin login login extended tab log in prompt log in prompt
option works appears appears
(under
administration)
Evidence:
Test Screen shot Comment

Number
8 Select save extended tab
under file. Program saved.
9 Select exit extended tab

under file. Program closes
down.
10 Select help information

extended tab under help.
10 Pop up window containing

menu of options and
instructions should appear.
Select an option and press
ok to view help contents.
11 Select about us extended

tab under help.
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11 Pop up window should

appear containing all the
creators’ information and
contact details.
12 Select the login extended

tab under administration.
12 A pop up window
containing a text field
should appear. Enter the
administrators username to
access.
2. CAS Activity Evidence
Test Description Objective/goal Test data Expected result Actual test

Number
13 Add activity To add new Add activity New activity New activity “art”
activity to the button added to drop was added to
activity drop down box activity drop
down box down box
14 Delete activity To delete a Delete activity Activity removed Activity “art”
desired activity button from activity drop deleted from drop
from the activity down box down box
drop down box
15 Add new evidence To add new add evidence Evidence added to Picture “art.jpg”
evidence to the button drop down box was added to drop
evidence drop down box
down box
16 Activity reflection To open a new Activity reflection Notepad will open Notepad opened
notepad document button
so as the user can
type up their
reflection and
save it
17 Print evidence Print the Print evidence Evidence will Evidence
reflection in the button display on view displayed in view
evidence text box reflection area reflection area
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Evidence:
Test number Screen shot Comment

13 To add an activity select the
add activity button

13 In the pop up box, write the
activity name in the dialogue
box
14 To delete an activity select
the delete activity button

14 In the pop up box that will
appear type in the name of
the activity that you wish to
delete.
15 To add new evidence select
the add evidence button.

15 In the pop up box that will
appear type in the name of
the evidence you wish to add.
16 To create an reflection, select
the add reflection button.

16 A notepad form should
appear where one can type in
their reflection and save it on
the system directly.

17 To print evidence select the
print evidence button.

17 This will cause the data to
print in the viewing text field
below.
3. New Activity Record

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Number
18 Print evidence Print a hardcopy “1/1/2009”, “art”, A hardcopy of the Failed
of activity record “painting”, record will print
“learning a new
skill”, “mrtite”,
“4”
19 View To print evidence “1/1/2009”, “art”, Data printed in Data was printed
in record box “painting”, evidence record in evidence record
“learning a new box box
“4”
20 Reset all text fields set “1/1/2009”, “art”, All text fields will All text fields
to null value “painting”, be clear of data were clear
“learning a new
“4”
Evidence:
Test Screen print Comment
Number
18 Prints a hard copy
of all the
information
present in the
filled out text
fields and option
menus.
19 Prints a soft copy
of the text and
presents it on the
screen.
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20 Select the reset
button.
20 Clears all fields
(sets to null) so
they are empty
again and a new
record can be
made.
4. Admin Menu

Number
21 Add student New student “Artemis” “Artemis” with “Artemis” with
added to array password password
“password” added “password” was
to student list added to student
list
22 Delete Student Existing student “Artemis” “Artemis” “Artemis”
removed from removed from removed from
array student list student list
23 Change Password Password of Password Existing password Failed
existing student changed to
changed “hello”
24 View students details Details and logs Activity records, A screen with the Failed
of student username, username,
displayed password, password, activity
reflection records and
reflections of the
student appears
Evidence:
Test number Print screen Comment

21 Select the button and a pop up
prompt box will appear

21 In the dialogue box enter the
new students username and
select ok. After that a new pop
up dialogue will appear.

22 To delete a student select the
delete button and a pop up box
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will appear in which the
students name is entered and
then deleted by the system.

23 To change the password of an
existing student select the
change password button and in
the pop up box tat appears enter
the new password.

24 To view students details select
the view students’ details button
and enter their name in the
dialogue prompt box.
Usability Testing
During the programming stage of the CAS folder, I took into account the various aspects of usability
that are needed in order to create a user-friendly program.
Feature Diagram
A graphical user interface for the login menu 3.1
Error message when wrong input for login 3.2
Easy to use text-based menus 3.3
A help feature is available without having to leave the program 3.4
Use of Buttons for easy redirection 3.5
Tabs 3.6
Uploading evidence 3.7
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Login GUI
In order to login to the CAS folder, the user needs to input his/her username and password through the use of a
simple GUI. Based on the username and password, the splash
screen for the CAS folder will open and then the user can
redirect to where they want to go from there.
Error Message for Login
When a user attempts to login to the system, he/she must enter the correct username and password. If the
wrong username and password combination are entered than an error message is displayed notifying the
user. In the case that the user enters the incorrect username and password three times in a row, then an error
message is displayed to alert the user that the system is about to shutdown.
Menus
When the user enters the system they have to

choose from a variety of options found in menus in order to fulfill their task. The menus displayed in the folder
allow the user to enter the required information in the required fields so as to create their CAS folder. These
menus give a clear and simple explanation of what should be done.
Help
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A help option is present in the menu bar so that the user can view instructions on how to use the program and its
components, written in a simple easy to comprehend manner.
Buttons
Button
These allow for the user to perform actions by simply clicking a button instead of performing a complicated
action. Their large shape allows them to be noticeable and there use easy to comprehend.
Tabs
Tabs are used to split the GUI into three screens without actually creating three different windows. The tabs
allow the user to easily brows three interfaces in the same window without having to open a new one or switch
screen.
Uploading Evidence
Upload Evidence Bar
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The upload bar allows for evidence to easily be uploaded from an already existing file and saved into a pre
determined memory location with the rest of the information needed to create a CAS folder attached to it.
ACCEPTANCE TESTING
This is testing the system in a “live” operational environment in which its functionality will be tested. It is tested
to see if it functions under normal operational conditions. You can refer to section D2 for further testing.
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Computer Science – Section D2

Criterion D2 Marking Grid: Evaluating solutions
The evaluation/conclusion section should be a critical analysis of the resulting solution. Effectiveness
should be discussed in relation to the original description of the problem and the criteria for success that
were stated in criterion A2. Efficiency may be discussed in general terms, for example BigO notation is not
required. Suggested improvements and possible extensions should be realistic, for example suggestions
should not include statements such as “the program would be a lot better if it incorporated some artificial
intelligence techniques such as speech recognition and natural language parsing”.

No
Did it work?
Did it work for some data sets, but not others?
Did it address the criteria for success?
Does the program in its current form have any limitations?
What additional features could the program have?
Was the initial design appropriate?
Note: These criteria for level 4 should all the above aspects to have been covered.
Marking Grid:
0 given below.
1 The student only outlines the solution.
2 The student outlines the solution and partly considers

effectiveness, efficiency and possible improvements.
3 The student discusses the effectiveness and efficiency of the
solution and suggests alternative processes and improvements.
4 The student suggests alternative approaches to the solution and
the design process.
Comments:
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EVALUATION
Outline
In the analysis section of the project the user demanded some requirements. This system although not fully, due
to time limitations, has met those demands. The new system is now automated, reliable and more efficient than
the previous system and the user is satisfied with the new temporary solution, although there is great room for
improvement.
Time limitations were a very big limitation in creating this prototype; instead of creating a fully automated CAS
folder, only a section of it could be made as a prototype system. This is advantageous because the user could
utilize the potential system and thus its effectiveness tested in the long run. This allows them to test the system
in a true environment, and essential user feedback to be given. Most importantly the user can see if the system is
truly the solution they are looking for. The system being modular allows future development to occur easily.
The program takes full advantage of the resources available (remote class libraries, etc.) while using object-
orientated approaches for algorithm development.
Accuracy
The accuracy of the system is very good as seen in the D1 testing section. All the outputs did not produce
erroneous information as a result of processing errors, except a few buttons and pop up boxes in the
administrator’s menu. Even an intermediate programmer can easily fix these errors though.
Quality of output
The output of the system is very satisfactory. It produces reliable data that is complete and accurate according to
the users inputs. The information comes in the form of the CAS activity evidence and new reflection sheets. The
information prints successfully on the screens of the tab sheets, but does not successfully print hard copies. This
can also be easily fixed by adding a button.
User satisfaction
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Although the system could not be completed so a prototype had to be made instead due to time limitations, the
user seemed very pleased with the system given and would like its development to hopefully happen. Some
objectives were not fully full filled such as printing, or creating tabs for action and service. Although not all the
original objectives were completed, and the program changed since the initial designs due to the different
varying needs of the user and time limitations, the user still enjoys using the system and looks forward to its
future development. The students seem to feel satisfied with the user-friendly environment and easy to use
system. More feedback on this will be of course provided after more extensive use of the prototype.
Original objectives
Many of the original objectives were not fulfilled, but this is only due to the constantly changing nature of the
needs of the user. New problems and demands were arisen whilst others were eliminated. Originally the
program was supposed to consist of a tabbed system to create reflections and activities as well as log sheets and
an essay for creativity, action and service. Due to time limitations it was required to narrow this down. So
instead of a whole system a prototype was created that only consisted of creating a reflections and a log sheet
for creativity – no essay. Unfortunately the printing of hard copies cannot occur in the system, making it a little
problematic, but since stored externally the reflections and logs stored can be printed from the external source.
The program created did fulfill some basic requirements of the user though: a potential model for an alternative
CAS folder solution was produced, and its expenditure for the future is very visible. The criteria for success was
followed and the initial designs were very helpful in producing the final solution but due to time limitations they
had to be altered significantly. Although not fully complete, the system does provide a user friendly, easy to
manage alternative to the manual documentation system, which produces clearer documentation that involves
less paperwork. Less mistakes and clearer files will hopefully be produced by this system, but if they are not this
could be an improvement to be focused on when the system is expanded. Teachers can also monitor the progress
of students to prevent this from occurring. Lastly the CAS folder is stored on the computer and can be printed
easily.
Performance
The system performance is very good as it contains very little stored data, and all reflections and activities are
stored externally. There are no efficiency delays that can be altered by code. This is due to the program being so
small and the processes very few. Any modern computer could easily perform them without any delay. A formal
bigO analysis could be done, but this wouldn’t make a big difference. The area of the computer hardware has
increased so fast these past years that machines offered to consumers are so much more powerful than they need
to be in order to run small systems such as this CAS program prototype. This means that any efficiency changes
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in terms of computing will be minor. Any reference to ‘increased efficiency of the system’ in this dossier is not
talking about the efficiency of the user imputing data and getting his/her output (etc.) not the computer aspect of
it. The efficiency of this system though, despite not being finished, is clearly more superior to the previous
solution, making it a successful approach.
Compatibility
The system although interfering with the current CAS logging system, since it is not a complete solution, works
well. All the creativity elements can be logged successfully and all action and service manually. This is due to
the CAS system being split up into three sections. Users can also compare whether they enjoy using the
automated system or the original manual system, and hence can think of more improvements to suggest to the
programmers. All in all the automated system does not seem to interfere with the current general working
environment.
Reliability
The system is very reliable considering that there is no system instability and that it does not crash frequently.
Debugging and throwing and catching of exceptions leads to the program being very reliable as the user will
face no problems whilst using it. If there are any errors that have not been noticed during test plans or testing the
system in a live environment, it will be revealed in the long run when this part of the system is implemented and
the actual users use it, and so can be handled during future developments of the remaining system.
Controls and security
The system is secure as there is no unauthorized access by external intruders. All users have a personal
username and password that only the user and the administrator know. This is good because the minimal
personal information present on the system cannot be violated. Each user has to log in to the system to use it and
is automatically logged out when they exit the system. The administrator also has a protected account from
where the password of a student can be changed.
Future expansion
In the future, if the user is satisfied in the long run, the system will be expanded to include an action and service
section to create both reflections and logs but also an essay section. If expanded any errors that are found will be
corrected in our to attempt and make the program as functional as possible. This will be easy to carry out
because the system is made up from modules allowing future development and improvement. The process used
to develop the program, other than a computer solution, that may have been changed in order to adapt to the
time demands such as an online solution, a log card solution, or even a personal database.
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Criterion E: Holistic approach to the dossier

The program dossier should be an ongoing process involving consultation between the student and
teacher. The student should be aware of the expectations of the teacher from the beginning of the process
and each achievement level awarded should be justified by a written comment from the teacher at the
time of marking. The examples given below for each criterion level are teacher-orientated and each teacher
should use discretion when judging the levels.

No
A actively participated at all stages of the development of the dossier
B demonstrated a full understanding of the concepts associated with

his/her dossier
C demonstrated initiative
D demonstrated perseverance
E showed insight
F prepared well to meet deadlines set by the teacher.
Note: In order to obtain the highest achievement level for this criterion the student should have excelled in areas such as those listed below.
This list is not exhaustive and teachers are encouraged to add their own expectations.
Marking Grid:
The student showed no commitment. For example, the student did not
0 participate in class discussions on dossier work, did not submit the
required work in progress, and/or missed many deadlines.
The student showed minimal commitment. For example, the student
1 participated minimally in class discussions on dossier work, kept to
most deadlines, had some discussion initiated by the teacher and/or did
not exploit the available opportunities for the development or
improvement of the dossier.
The student showed good commitment. For example, the student
2 participated in class discussions on dossier work, initiated discussions
with the teacher and/or the rest of the class
and/or became fully involved in the development of the dossier.
Comments:
Evaluation form
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Project name
Your name
Has the student attended classes and Never Rarely Sometimes Usually Always
meetings?
Has the student notified you if she/he would

not be able to attend the class or fulfill a
responsibility?
Has the student made a serious effort at

assigned work before the class?
Does the student attempt to make

contributions class when she/he can?
Does the student cooperate with the group?
Asses the technical competency of your Weak Competent Very Competent
Asses how compatible you and your Very compatible Ok Not compatible
partner were
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Overall rating:
Excellent Consistently went above and beyond
Very good Consistently did what she/he was supposed to do, very well prepared and
cooperative
Satisfactory Usually did what she/he was supposed to do, acceptable prepared and
cooperative
Ordinary Often did what she/he was supposed to do, minimally prepared and
cooperative
Marginal Sometimes failed to show up or complete assignments, rarely prepared
Deficient Often failed to show up or complete assignments, rarely prepared
Unsatisfactory Consistently failed to show up or complete assignments, unprepared
Superficial Practically no participation
No show No participation at all
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Mastery aspects
Mastery Description Achieved Class: Line

Aspect Number
1 Arrays X Records
2 User-defined objects X Record
3 Objects as data records X Student
4 Simple selection (if–else) X Records
5 Complex selection (nested if, if with X Records
multiple conditions or switch)
6 Loops X Student
7 Nested loops X Records
8 User-defined methods X Students
9 User-defined methods with parameters (the X Students
parameters have to be useful and used
within the method body)
10 User-defined methods with appropriate X
return values (primitives or objects)
11 Sorting
12 Searching X Students
13 File i/o X Student
14 Use of additional libraries (such as utilities
and graphical libraries not included in
appendix 2 Java Examination Tool Subsets)
15 Use of sentinels or flags X Student
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Appendix
 Sample student interview (appendix 1)
J. Bean Computing Company
Official document
_____________________________________________________________________
CAS Student Survey
1. Do you know how to use a computer?

Yes I do
2. What do you think of the current CAS logging system?
Its really time consuming and confusing – a lot of paperwork
--------------------------------------------------------------------------------
--------------------------------------------------------------------------------
3. What do you think would aid you in logging CAS hours?
An organized system that allows me to keep all my paperwork
organized-------------------------------------------------------------------
--------------------------------------------------------------------------------
4. Would a computerized system attract you to use it for logging CAS hours?
Yes very much------------------------------------------------------------
5. Do you complete reflection sheets at the end of each activity?
Your supposed to---------------------------------------------------------
6. Do you collect evidence for your activities? And if so what do you do with it?
I take pictures mainly, and I store them on my computer
-------------------------------------------------------------------------------
-------------------------------------------------------------------------------
7. If you have any other thoughts or suggestions that would help us please list
them below.
Easy to use, kept at school maybe so I wouldn’t lose anything.
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Sample CAS coordinator interview (appendix 2)
Official document
_____________________________________________________________________
CAS Coordinator Survey
1. What do you think is the biggest problem in the CAS logging system you
currently have?
There is a risk that students forge signatures and hours if I don’t monitor
their logs regularly
2. What do you think would enable students to record their CAS hours?
Put a simple computerized simple that can easily organize their dossier.
3. Do you think a computerized CAS recording system would be beneficial? And

if so, why?
It will be very beneficial because students will be able to log down their
hours easier without losing track of hours. It will be easier for me to
monitor their CAS folders, too.
4. What is the main struggle you identify in students, when helping them create
a CAS dossier?
They tend to forget to keep track of their CAS hours or dates resulting to us
having to search for them.
5. What difficulties do you have whilst aiding students to compile a dossier?

There are usually lack of signatures. The dossier is often disorganized and
students forget to collect evidence.
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Sample graduate IB student interview (appendix 3):
Official document
_____________________________________________________________________
CAS Graduate IB Student Survey
1. Whilst completing your CAS dossier what major problems did you face?
Being organized!! I Lost most of my CAS folder whilst making it.
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
2. Do you believe whilst completing your CAS dossier a computerized system
would have aided you?
Yes!! Very much so.--------------------------------------------------------
3. How did you record your CAS hours?
On a sheet found on the schools library computer.---------------
--------------------------------------------------------------------------------
4. In what form did you present your evidence?
Printed pictures mainly.-------------------------------------------------
5. Did you find difficulty in collecting signatures of confirmation?
Yes since I did everything last minute.-----------------------------
6. How did you complete your reflection sheets, and essay?
With great difficulty, I did everything last minute.--------------
------------------------------------------------------------------------------
7. What other helpful suggestions do you have to contribute?
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Activities file (appendix 4)
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Test Evidence file (appendix 5)
Records file (appendix 6)
Students (appendix 7)
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Expected rate of user activity

It is difficult to determine the activity of the new system, considering that it is introducing a new method of
creating a CAS folder to students. The students may find it difficult or unattractive to use. Also they may be
used to using the manual system of creating a CAS folder and may prefer to stick with it. Considering that many
students like using computers to complete their schoolwork and the system is a more organized, simple
alternative, it is expected to be received well by them. A survey was conducted right before I created the system
to see whether users were planning on using the new system and what they expected. Thirty current IB students
were given a questionnaire. The following bar chart and pie graph represents the results found:
System Preference
YES NO
Would you use the prospective system? 25 5
Do you prefer using a computer system
Rather than a manual one? 20 10
Would you prefer to use a manual system
due to being more familiar with the method? 23 7

How often would you use a computerized CAS folder?
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Daily 2 28
Weekly 10 20
Monthly 8 22
Yearly 5 25
Never 5 25
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From the above graphical representations, we can see an evident desire to use the system. The pie chart indicates
that a little over three quarters of the students are willing to use the new system over the current manual method.
Also from the questionnaire a lot of students stated that they would use the program quite frequently. It has to be
taken into consideration that a lot of people will have lied or over estimated what they would do in the future. If
the system does not perform as expected, a lot of students will probably return to the manual method.
 Queries and updates

Due to time limitations, the program being currently made is only a prototype with one complete section of the
final product. This has been done in order to verify that there is a good response to the program and that the
users are satisfied. Any errors or unattractive elements for the user will be corrected before the full program is
introduced and fully installed. If the students using it have any difficulties, they can search in the help menu or
email my company and me and we will try and answer their question. Although the program is very simplistic
and easy to use, queries may arise, and for the time being emailing queries is the most fastest and simple way of
handling them.
Computer Science Documentation

Introduction
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The digital CAS dossier is a prototype program created exclusively for St. Catherine’s school. It is the
beginning of a full digital solution to keeping a CAS dossier for students taking the International
Baccalaureate. The system only contains facilities to keep the “creativity” aspect of the CAS anagram.
It is aimed to aid students in creating a CAS dossier more easily and in an organized manner. This
developing model can be used as stand alone or integrated into another structure. This unique solution
hopes to give promising results so that IB students can relieve themselves from the stress of creating a
dossier amongst all the other work they have.
The main features of the Digital CAS folder prototype are as follows:
 Easy, fast and user friendly
 User account management
 Adding and Deleting evidence, records and reflections
 Printable capability
(any more?)
Minimum System Requirements
 Any java compatible processor

 6 GB of hard disk space
 128 MB of RAM
 Any java compatible operating system
 Any compatible peripheral printing device (optional: dbleTime printing support)
 An archiving utility, and either: an internet connection or a CD drive or a USB port (for
installation)
 JAVA RUNTIME ENVIRONMENT 5.0 or later
1. Installation
 Via email
(requires working internet connection)
1. Enter your email account and open the email from jbeansenterprise@gmail.com. (NOTE:
process differs from client to client, if you use a local email client instead of a remote one,
consult your client manual on how to download attachments).
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2. Download the attached file called CASfolder.zip onto your desktop. If the browser offers you the
option of saving the file, or opening the file, select the “save” option and save the zip file onto
your desktop.
3. Unzip and run the file once downloaded.
 STEP 1 - Downloading from a CD:
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(applies for other removable medium as well)

1. Insert the CD into your CD drive (in the case of a USB, insert it into a USB port located on the side of
the computer. For any other storage medium insert into the appropriate port)
2. For operating systems that have the enabled autorun feature working, a dialogue box will prompt you
with options regarding the device. Select the option labeled “open location” or “view files”.
3. If the operating system has not enabled the autorun feature, select “My computer” (windows OS) or
“Macintosh HD” (OS X). From there navigate to the correct medium and open its files.
4. Once opened the CASfolder.zip file should be present. Copy the file onto your desktop. This is done by
right clicking the file and selecting the “copy” option and then going on to the desktop, right clicking
and selecting “paste”. The file should now be present on the desktop.
 STEP 2 – File Extraction

(requires archiving software)
1. Go to the CASfolder.zip file on your desktop and rick click its icon. Select the “extract to here”
option on the right click menu (if you have a java runtime environment installed you can skip to step
5 “loading the program”).
 STEP 3 – Installing a java runtime environment

(requires functioning internet connection)
1. Open your web browser and go to this website: http://www.java.com/en/download/index.jsp. This
webpage will scan your system and relocate you to an appropriate download page depending on the
requirements needed (operating system and browser).
2. To install the appropriate java runtime environment follow all the instructions on the website. Select
“free java download”
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 STEP 5 – Loading the Program

1. On your desktop a folder should have appeared called “CAS folder”. Open the unzipped file and
the program should run straight away!
Using the program

 Log in
Logging in as Student
Once opening the program, in order to access its features an already existing user must log in. This can be done
be inserting the correct username and password of the user in the username and password fields as indicated.
Then by pressing the “ok” button the system will either log in the user if their username and password is correct,
or prompt them that they are wrong. The user can attempt to log in only three times. If the user wishes to reset
what they have written they can select the “reset” button.
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Logging in as admin
If a student wants to create an account etc. the administrator must log in by selecting the “administrator” option
in the menu bar and entering the admin username and password in the appropriate fields of the dialogue box that
prompts. A menu with all the available options should appear. Select the option you would like to follow
through with:
o Add Student
To add a student you select the “add student” button in the administrator menu and a pop up
box will appear asking for the new students username. In the text field you should enter the
new student users desired username. A second pop up box will then appear after you have
selected ok for the username, asking for the password. Enter the desired password into the text
field and select “ok”. Don’t forget to note these down.
o Delete Student
To delete a student you select the “delete student” button in the administrator menu and a pop
up box will appear. Enter the students name which you wish to delete and then select “ok”.
o Change Password
To change the password of an existing user select the “change password” button in the
administration menu and a pop up box will appear. Enter the students’ name, which you wish
to change the password in the text field and then select “ok”. A second pop up box will then
appear asking for the students’ new password. Once don select “ok”.
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o View Students Details

In order to view a students’ details select the “view students details” button in the
administrator menu and a pop up box should appear. In this pop up box type in the students
name and select “ok”
 Using Tabs
In order o navigate through the program the tab system is used. If a user is not logged in he/she can
only use the Login tab. Once a user is logged in they can navigate through the “CAS Activity
Evidence” tab and the “New Activity Record” tab. Under these two tabs is a screen for each that
contains all the options needed to create a CAS dossier through a user-friendly interface.
 Help file
The help file is a file found in the menu bar. Once selected a pop up box appears with a menu of
instructions. Using the drop down box you can select any option and a set of helpful instructions that
can aid you as a user to use and navigate around the system.
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 CAS Activity Evidence
o Add new activity

In order to add a new activity to your creativity section, select the “Add Activity” button. A
pop up box will appear and you can enter the name of the new activity in the text field and
select “ok”. The new activity will appear in the activity drop down box.
o Delete activity
In order to delete an activity select the “Delete Activity” button. A pop up box will appear and
you can enter the name of the activity, which you wish to delete in the text field and select
“ok”. The activity will no longer be present in the activity drop down box.
o Add evidence
To add evidence select the “Add New Evidence” button and a pop up box will appear. In the
text field type the name of the file, which you wish to add to the evidence and select “ok”. The
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evidence you just added should appear in the drop down box and upon clicking can be viewed
in the viewing area on the right side of the tab sheet.
o Activity Reflection
In order to create a reflection you select the “Activity Reflection” button. This will open a
notepad file in which you can type up or copy paste your reflection. Once completed you can
save your reflection and it will appear in the records box on the bottom of the page.
o Print
In order to print the whole “CAS Activity Evidence” file select the print button, and the sheet
you have just created will print.
For further information or if any problems arise please email us at j.beans@gmail.com or refer to the contact
information in the About us information located in the menu bar.
 New Activity Record
o Filling in details
On this tab you must fill in all the evidence required using the drop down boxes and typing the
required information into the text boxes.
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o Save
in order to save the record you have created, select the “Save Record” button.
o Reset
In order to delete all the information you have just enetered in this tab select the “Reset”
button.
o View
In order to view the record you have just created in the view record area, select the “View
button”. This will print all the information you have just entered in your view record area.
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21 Initial prototype modules design:...............................................................................................19

Computer Science Project – C3............................................................................................................51

Computer Science Project – A1 Analysing the problem

The problem is included

The inputs, processes and outputs are

Achievement Level Description Awarded Level

background to develop a computerized

2. Intended Improvements of System

 Log in sheet log sheet data – can be uploaded, file location s

Four main pieces of information and statistics need to be collected:

 Graduated IB students interview: refer to Appendix 3.

observations described the current system’s

problems of collecting and storing the information,

disadvantages access issues, problems developing a

Development Cost Threat of Usability Practicality Total

7. Purpose of prospective system

9. Scenarios for prospective system

diagram show the proposed

10. Summary of data required

input process output storage

identify some of the data required

Computer Science Coursework - A2

Marking Aspects Achieved Ref page

Includes functional requirements Included – discovered through requirements

Usabiltiy goals Included the process identifies and

11. Context Diagram

System context diagrams are

identify some of the structure

12. Data flow diagram

Data flow diagram considers

13. Scenarios of perspective prototype system:

b) Creating Reflection Description and data required

c) Logging Hours Logging the hours identifies

14. Use case diagram:

Use cases identified

15. Use Cases:

functions to be carried out by

 A CAS coordinator can generate hard copies of a students’ dossier.

16. Use cases:

functionality of the system identifies the user requirements of the system

Stakeholders mapped to the use cases

18. Assumptions and constraints:

19. Example Data records:

Data required for login

password String password

Data name Data type Example of the data

date String 21/1/09

Activity String Art

Task String Painting

Goal String To use oils

Teacher String Mr Tite

Booking Hours integer 3

Data name Data type Example of the data

Activity String 21/1/09

File name String Art

Other data is a list of activities

20. Criteria for success: functional goals

Number Requirement Goal

5 Data retention. Data needs to be saved for a year

Computer Science Project – A3

Marking Aspects Achieved Ref page