Design Stage: Based on the Case study

Data Flow Diagrams

•Data flow diagram (DFD) is a modeling technique that illustrates and explains the movement or flow  of information in a process based on the inputs and outputs. 

The DFD below explains the movement of information in a mail  order computer system

DFD is very useful in explaining how data flows with any computer system being developed.

Some common symbols used  DFD

 

When developing a DFDs it is expected that conventional symbols are used.

DFD Activity

 Examine the following instruction outline and then is how DFD has been drawn to model the situation. 

Instruction

When a patient arrives at Mosspark Surgery with a repeat prescription request, the receptionist checks the prescription file and writes out a prescription. This has to be authorized by the doctor before being passed to the resident chemist for dispensing. The chemist then gives the prescription to the patient. If the patient is entitled to free prescriptions, the chemist verifies this and fills in the appropriate details on a form, which is filed in the free prescriptions file. Otherwise the chemist takes the appropriate amount of money from the patient and gives them a receipt.

Below is DFD that represents the above instructions

Based on your research on the Taxi system suitable for the Red Dragon Taxi Company, you will drawn or design a detailed Data Flow Diagram for the client.

Your Data flow diagram activity will be into in two sections;

a)     Detailed instructions outline providing all the details of how data will flow in the proposed Taxi management System

b)     A comprehensive DFD that models the situation described above.

N/B

-       Assessment criteria will be ready over the weekend

-       Work should be done independently

-       More research on DFD symbols and using them will be of advantage

-        Design stage work will be due Friday  2^nd May 2014

Transport Unit: Investigate Stage: TAXI information System Marketing Activity

In this stage you will work in groups to the market your Taxi information systems owned by your company. You will be expected to prepare a detailed and professional presentation to the owners of Red Dragon Taxi Company (Family of Yao Chu).

From the Case study document you know their systems limitations and the systems requirements have been shared. The choice of the TAXI IT management system should be able to address most if not all of their requirements.

The mode of presentation will be left to your group to decide. However, the choice of presentation should be captivating, interesting and with deep knowledge and understanding of the concepts related to modern Taxi management information systems. 

The presentation will last for 10 minutes with 3 minutes for set-up. The presentation should;

• Allow each member of the group to participate fully in the presentation
• Show graphical, video, animations evidence of the product's main features
• Briefly describe what the main problem of the Red Dragon Taxi Company
• Outline the main strengths and limitations of the new proposed Taxi IT system.
• Outline the unique features (specs) of the new proposed system
• Explain the support they will provide once the system is implemented.
• Show evidence of clients who use their product

Each group should be prepared to answer one or two questions related to the case study. The response to the question should be supported with evidence from research.

Assessment rubric

Level	Descriptor
0	§         The group does not reach any of the descriptors below.
1-2	§         The mode of presentation is ineffective and not persuasive. Minimal terminologies and concepts not applied effectively and there is limited evidence that they relate to the new Taxi information management system. §         The presentation fails give background knowledge of the current problem as well describing key relevant features, strengths and limitation of the new proposed system and time assigned is not used effectively. §         Each member of the group is not given balanced presentation time and there is limited evidence showing understanding of the system by some of the presenters in the group. Limited clients of the system are stated. §         The group’s response to the panel questions is weak, misplaced and supported by limited evidence from research.
3-4	§         The mode of presentation is somewhat effective and persuasive as well as showing some use of relevant terminologies and concepts applied and that relate to the new Taxi information management system. §         The presentation further gives some background knowledge of the current problem demonstrating some understanding of key relevant features as well as mentioning the strengths and limitation in the new proposed system within the time assigned. §         Members of the group are given skewed presentation time and there is some evidence of thorough understanding of the system by most of the presenters in the group. Current clients of the systems are not clearly stated. §         The group’s response to the panel question is fragmented and supported by limited evidence from research.
5-6	§         The mode of presentation is very effective and highly persuasive and supported by concrete use of relevant terminologies and concepts applied appropriately and relates to the new Taxi information management system. §         The presentation further demonstrates detailed background knowledge of the current problem describing thoroughly the key technical features as well as highlighting the strengths and limitation in the new proposed system within the time assigned. §         Each member of the group is given sufficient presentation time and there is clear evidence of thorough understanding of the system by each of the presenters in the group. Relevant current clients or users of the systems are highlighted. §         The group’s response to the panel question is thorough and supported by sound explicit evidence from research.

Lab 4.1.05 Groups
Group 1 TaxiCab,Intelllifleet TAXi Dispatch and tracking Software
Amrin
Joshua
Zahra
Nandini
Barbara
Jackline

Group 2 Verifone, OTDS
Maurice
Husnah
Saloni
Pauline
Moira  
Group 3 iCabbi, DDS Cordic
Aabid
Lynn
Vivienne
Dhruv
Kambura  
Group 4 Autocab, Navlite
Reena
Mordecai
Dhruvi
Grace
Senze

Feedback

Please share your feedback in the just concluded Unit by clicking the link below.

https://www.surveymonkey.com/s/Student-teacher-survey-2014

Transport Unit

Our next unit is titled Transport.

In this unit not all the criteria will be assessed.

Design Technology and Computer technology will have each different case studies for investigation.

Digital Technology
A case study will be provided for your reading and you will  research, make notes on the different terms stated in the case study.

Evaluate Stage: Leisure Pleasure Unit

The product/solution should be evaluated against the design specification in an objective manner based on testing, and also evaluate its impact on life, society and/or the environment. Including information on how the product/solution could be improved as a result of these evaluations will be important.

Remember testing is not just peer feedback, but testing the success of your product. Test results should be generated by those involved in testing. The test results will then form the basis for product evaluation and analysis.
Your own performance at each stage of the design cycle must be evaluated and suggest ways in which your performance could be improved.

Moderation feedback on Evaluate stage:

This criterion was covered well by most students, particularly self-evaluation at the different stages of the design cycle.  However, more detailed testing against specifications was required in a number of cases. Also, some students failed to suggest modifications to their product/solution in response to feedback from clients. Students should be encouraged to analyse the feedback they receive. 

What affected most student's achievement was a lack of appropriate product testing. Students generally limit this to obtaining feedback, yet this is not always directly linked to the design specifications. Appropriate testing methods should be described in the investigation stage, while evidence of success should be included in the evaluation. Students should the base an objective evaluation of the product on the results of testing. Feedback could be used more effectively when evaluating a product's impact.

Ensure that students respond to feedback from clients by suggesting modifications and improvements to their product/solution.

Assessment Criteria

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution.
3-4	The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification.
5-6	The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment

  

Create Stage:Leisure Pleasure Unit

You will start creating the product/ IT solution by following your Plan and taking into consideration the chosen design. The Created product should show
- Thorough competence in the use of IT tools
- Fully justified any modifications to the original design in Journal
- Original and outstanding solution with many IT techniques applied.

The process journal should be used frequently to document progress in this stage. This should be done at the end of time you work on the product. Process journal should be supported with screenshots that shows progress in the development of the product.

Appropriate quality: Ensure that the best possible product / solution is produced, taking into account the resources available, the skills and techniques used. Also, show how the product/solution addresses the identified need.

Moderation report comments;

§         The monitoring team felt that despite a lack of creativity in some of the products/solutions, students had worked conscientiously on this stage. 

§         The comparatively strong students included detailed journals, mentioning problems they faced and how they overcame these problems. However, there was a lack of evidence to show what they had achieved during each of their ‘create’ sessions. Screen shots or photographs illustrating the progress being made could have achieved this.

§         Ensure students document the create process with clips and photographs that illustrate their progress at significant stages. 

Assessment Criteria

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student considers the plan and creates at least part of a product/solution.
3-4	The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.
5-6	The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

  

Example of process journal entries: Note that only create entries are the only required entries in the process journal.

https://drive.google.com/file/d/0B8VAiXCgqIIbVFI4c2F6YlowRGs/edit?usp=sharing