IT BTEC Level 3 ALL UNITS

Explain the key components required for client workstations to connect to a network and access network resources you are explaining the key components for connection to network systems.

Describe typical services provided by networks.

1) Create a new user by assigning a username and password 2) Set authorization permissions for the user to access a shared drive or folder on the network 3) Grant the user with Read, Write and Execute access controls to the shared drive or folder 4) Set the shared drive or folder to be backed up Mon...

Learners should compare the benefits and disadvantages of peer-to-peer and client-server networks. Ideally, have the chance to see the operation of both types of networks and then the actual evidence presented as a verbal, written report etc. would be based on real experience.

Design a networked solution to meet a particular situation with specific requirements M2 is the design of a network solution. Evidence could be diagrammatic with explanatory notes. The head office requires 5 networked PCs for their admin staff. The admin team is situated on the ground floor. You nee...

Design a networked solution to meet a particular situation with specific requirements M2 is the design of a network solution. Evidence could be diagrammatic with explanatory notes. The head office requires 5 networked PCs for their admin staff. The admin team is situated on the ground floor. You nee...

Report on the business risks of insecure networks and how they can be minimized. Such as Business Risks Loss of service Increased Costs Loss of confidentiality Compromised data integrity Security issues Trojans Worms Spyware Adware Minimising the risks of these

Justify the design and choice of components used in your design developed for M2. Pros and cons should be included. This should be presented as a formal report to be presented to management.

Evaluate typical services available from a network operating system directory service. In this report I will be explaining the different directory services available for networks and there operating systems. I will go on to talk about the account management, authentication management, active directo...

For P1, learners must explain all the different types of control systems, as listed in the unit content.

For P2, learners should show that they can explain the characteristics of digital and analogue control systems.

For P3, learners should illustrate the operation of different sensors and output devices. This could be carried out as a practical exercise observed by the tutor. In this case, appropriate observation records and supporting documentation will be used as evidence.

P4 is a description of how data can be represented in control systems. Plenty of examples should be included.

For P5, learners need to explain the stages of control loop operations. If the tutor wants to examine this criterion verbally that would be acceptable, however learners might also produce a poster that they could talk the tutor through in a clear and logical way. A question and answer session based ...

For P6 and P7, learners must design and implement a control system. This should be a full working model that demonstrates what the learner has and has not understood from the unit. Logbooks, photos and plans can all be useful evidence, supplemented by test records and witness statements or observati...

For P6 and P7, learners must design and implement a control system. This should be a full working model that demonstrates what the learner has and has not understood from the unit. Logbooks, photos and plans can all be useful evidence, supplemented by test records and witness statements or observati...

For P6 and P7, learners must design and implement a control system. This should be a full working model that demonstrates what the learner has and has not understood from the unit. Logbooks, photos and plans can all be useful evidence, supplemented by test records and witness statements or observati...

For M1, as an extension of P2, learners must compare analogue and digital signals. The comparison should contain clear understanding of both types of signal, and relate analogue and digital clearly.

For M2, learners must explain the need for signal conversion. Learners will be expected to demonstrate clear comprehension of signal conversion theory.

M3 requires an explanation of the principles and uses of proportional control.

For M4, learners must suggest improvements to their control system following testing.

For D1, learners need to design a control system that uses different types of sensors. ‘Different’ in this case should be taken to mean the most diverse set possible, less is definitely not more in this case. Evidence could include plans, designs, sketches, presentations, user feedback and writt...

For D2, learners must evaluate the design and performance of a control system, not necessarily their own. A written report might be most appropriate but alternatives are possible. Whatever the method of evidence chosen, the learner must show they have comprehended control systems to the point where ...

For P1, learners should describe the role of the components of a given computer system in the production and manipulation of graphics. Learners could produce a series of information leaflets to cover at least one item from each of the groupings in the unit content.

For P2, learners should explain the features and limitations of different file formats, drawing conclusions regarding which formats lend themselves to particular graphical products.

For P3, learners could capture images using a digital camera, or use a pre-existing image to edit. Tutors should supply learners with a user need. Learners must manipulate images to achieve a pre-defined effect which should be related to a defined user need, for example to be more eye catching, or t...

For P5, learners must be given feedback from ‘users’, which in this case may be the tutors’ or other learners’ responses to the company stand. They should then modify designs based on this feedback and be able to explain the desired effect of these alterations.

For P5, learners must be given feedback from ‘users’, which in this case may be the tutors’ or other learners’ responses to the company stand. They should then modify designs based on this feedback and be able to explain the desired effect of these alterations.

P6 is purely theoretical, learners need to explain some of the legal pitfalls in using and editing graphics. Essentially, this is about copyright issues and gaining permission to use copyright products.

M1 is a comparison. Normally a comparison would consider both good and less good points, but in this case only the limitations are being compared. Within the remit that the hardware and software must relate to the production of graphics, learners can select any hardware devices and compare the limit...

For M2, learners must justify the choice of tools, file format, image resolution and colour depth used when creating the images. The ‘justification’ asks for the reasons why those specific items were used.

For D1, learners will research the ongoing changes in, and additions to, output media and the effect this has on the creation of graphic images.

For D2, learners need to use different file formats, different compression techniques, different image resolutions and different colour depths, and for each show the final file sizes and the differences between them. Some will, of course, be more significant than others. Learners can receive guidanc...

For P4, learners should create original images to present, for example, on the ‘company stand’ specified in the programme of suggested assignments table. These images must have a defined purpose.

P1- summarise accurately theory and applications of 3D with some appropriate use of subject terminology M1- explain theory and applications of 3D with reference to detailed illustrative examples and with generally correct use of subject terminology D1- comprehensively explain theory and applications...

P2- generate outline ideas for 3D models working within appropriate conventions and with some assistance M2- generate detailed ideas for 3D models showing some imagination and with only occasional assistance D2- generate thoroughly thought through ideas for 3D models showing creativity and flair and...

P3- create 3D models following industry practice, working within appropriate conventions and with some assistance. M3- create 3D models to a good technical standard following industry practice, showing some imagination and with only occasional assistance. D3- create 3D models to a technical quality ...

For P1, they must explain the features of a relational database. Evidence for this could be, for example, a written report, a presentation or a written discussion. Note that the features include benefits and learners need to be able to quote aspects that relate to the efficiency of storage of inform...

For P2, learners must design a relational database containing at least five tables for a specified user need. Learners must provide evidence of appropriate normalisation and database design. Documentation such as ERDs, data dictionaries, DFDs, structured English etc will provide the evidence.

For P3, learners will have implemented their design and populated the tables. Relationships should have been established and referential integrity enforced, this will allow cascaded updating and deletion of linked records. Evidence will come from annotated screen prints.

For P5, queries should be created using a minimum of two tables and a minimum of two criteria and be thoroughly tested.

For P6, learners should have included at least one of the advanced features from the unit content in their database design.

P7 requires full testing of the database, including functionality and user testing. Learners should have a test plan and evidence will come from this and user feedback.

For M1, learners should show evidence that they understand the concept of referential integrity and the mechanisms that exist to support the enforcement of referential integrity within a database package. They should also be able to explain the purpose of primary keys and how they are used to build ...

M2 requires learners to import data from an external source (this could be from a text file, spreadsheet, word-processed table or another database package). The data could, for example, be used to form one of the tables required in the database.

M3 requires learners to export the results of either a query or report to another application. To evidence this, learners could provide a screen print of a directory containing the exported data in a suitable file format or a print of the data in its new format. Alternatively, for M2 and M3, an appr...

For M4, learners are required to implement one of the automated functions suggested in the unit content.

D1 is an opportunity for users to identify and explain a range of common errors in database design and construction, explaining how these types of errors can be avoided. As an example, learners could discuss the impact of errors such as the accidental deletion of a field in a query or report, the re...

D2 requires learners to evaluate their databases’ success in meeting user need. Learners should not only discuss strengths and weaknesses, but justify the features and functions they have used and make suggestions for improvements.

For P1, they must explain the features of a relational database. Evidence for this could be, for example, a written report, a presentation or a written discussion. Note that the features include benefits and learners need to be able to quote aspects that relate to the efficiency of storage of inform...

For P2, learners must design a relational database containing at least five tables for a specified user need. Learners must provide evidence of appropriate normalisation and database design. Documentation such as ERDs, data dictionaries, DFDs, structured English etc will provide the evidence.

For P2, learners must design a relational database containing at least five tables for a specified user need. Learners must provide evidence of appropriate normalisation and database design. Documentation such as ERDs, data dictionaries, DFDs, structured English etc will provide the evidence.

For P2, learners must design a relational database containing at least five tables for a specified user need. Learners must provide evidence of appropriate normalisation and database design. Documentation such as ERDs, data dictionaries, DFDs, structured English etc will provide the evidence.