# Mark Scheme * _Fully or nearly fully scoped analysis of a real problem, presented in a way that a third party can understand._ _Requirements fully documented in a set of measurable and appropriate specific objectives, covering all required functionality of the solution or areas of investigation._ _Requirements arrived at by considering, through dialogue, the needs of the intended users of the system, or recipients of the outcomes for investigative projects._ * _Problem sufficiently well modelled to be of use in subsequent stages._ * _For high marks, the analysis should demonstrate research into the problem together with meaningful discussion with a potential end-user, a set of clear objectives and modelling which shows what the solution will do and how it will work._ # Checklist | | | | | | --- | --- | --- | --- | | Problem: Statement of the problem | | | | | End user named | | | | | Outline of research method: interviews, walk through current system, screenshots and printouts of current system | | | | | The research itself | | | | | Summary of research | | | | | Background given in sufficient detail for a third party to understand the problem being solved / investigated | | | | | Modelling: Sketches of all forms, screens, printouts | | | | | DFD, Structure diagrams if appropriate | | | | | Sample data fully scoped | | | | | A numbered list of measurable,  specific objectives, covering all required functionality. Each objectives is single purpose and at a level of detail that is without ambiguity | | | | | Table of activities completed for all 20 weeks of the project | | | | # Headings ## Problem A paragraph introducing the problem. * _Mrs White runs a shop making curtains to order for customers…_ ## Research Walk someone through the current system/proposed solution.  Discuss what's required and how it's done. * _A fitter visits the house and measures the windows. These are recorded on the form shown in Appendix one.  The customer is given the following options for curtains: Floor length, window (full list) In addition they can choose the backing (list them) and the accessories (pelmets, swags, give full list)_ For something that doesn’t have a current system, for example a video game, you can discuss the best features of similar games. A good strategy for interviews is to provide the interview responses in a very structured manner with each question asked, followed by a summary of the responses and then any specific objectives/requirements to be drawn from this question and response. The research performed needs to be summarized and the major points to be taken forward into the design highlighted ## Modelling Modelling can contain sketches of the proposed system and perhaps an example of the data to be collected and how this turns into a solution. Here's an example of how Evernote modelled a new button: [Behind the Scenes: Creating a Better Button for Mobile Evernote - YouTube](https://www.youtube.com/watch?v=iQ-t6en6vn4&list=PL4I5cq2DfrSpehLO_71NCjKSZE0nGXIvf&index=11&t=67s) For the curtains problem, modelling might involve walk through of the GUI, showing the welcome screen with buttons for entering a job, printing a bill and so on. You would then show the job entry screen, and walk through what data would be entered.  The data would be scoped: you would give the maximum and minimum values allowed, the largest possible curtain sizes and so on. For game, you would show a walk through of the game from the welcome screen, through the levels. You would mention when enemies appear, if there was a boss level, were there objects to be collected, how the game ends.  You would scope your data by saying what the enemies were, how many there were at each time, what the point scores would be and so on. From the examiner’s report: * _The modelling part of the analysis section continues to be often missing or not really relevant for the project type. Whilst a DFD might be suitable for a database project it would be more beneficial for a game to provide a storyline and a few sketches of what a level might look like. What goes in the modelling should allow the reader to have a feel as to where the project is going. It was still common for a project based around the concept of a game to fail to provide enough detail as to how the game would play or be structured._ * _The top level is looking for a ‘fully or nearly fully scoped analysis, presented in a way that a third party can understand’. A lot of students are not providing enough clear detail so that the reader can understand what the problem is about and the objectives that are looking to be met. Scoping can, for example, be providing example questions and answers for a quiz – it was common to see, for example, a spelling test introduced but then no scoping of the kind of words that might be asked and how the difficulty of a word might increase._ ## Objectives Objectives show the real processing complexity.  Ask yourself, do they show a sufficiently complex system? Students should be encouraged to make sure that the objectives they set initially for their project are challenging. If the student does not meet these objectives they should not be removed from the analysis section but rather be considered during the evaluation part of the project. Each objective is single purpose and at a level of detail that is without ambiguity **Example** These are an exemplar subset of the objectives a football game project and a calculator project ### Objective 3: Make the Players Be Able to Play as Follows - 3.1 Give end user the ability to control a player - 3.2 Make the player be able to move up, down, right, left and diagonally - 3.3 Make the player being controlled be able to dribble with the ball - 3.4 Make the player be able to kick the ball - 3.5 Make the player be able to adjust the power of the kick ### Objective 4: Perform Calculus - 4.1 Parse polynomials with terms in the form $ax^b$ or $ae^{bx}$ - 4.2 Differentiate terms in the form $ax^b$ or $ae^{bx-1}$ - 4.3 Differentiate terms in the form $ae^{bx}$ or $abe^{bx}$ - 4.4 Differentiate polynomials symbolically - 4.5 Differentiate polynomials and find the gradient at a given point - 4.6 Calculate the turning points of a polynomial ## Table of Activities | | | | | | --- | --- | --- | --- | | **Date** | **Activity** | **Users** | **Links** | | 21/10/16 | Researched user needs: survey | 10 gamers aged 14 -18 | See Appendix 1 for Survey | | 22/10/16 | Researched algorithms for solving mazes. | - | Recursive maze solving algorithm:<br><https://en.wikipedia.org/wiki/Maze_solving_algorithm><br>Dead End filling algorithm example:<br><https://youtu.be/yqZDYcpCGAI> | | 22/10/16 | Compared the recursive algorithm with the dead end filling algorithm | - | - | | 23/10/16 | Researched Facebook API | - | <https://developers.facebook.com/> |