VCE IT Helpdesk

[Potter]

I've encountered a q in an exam that ask you to write a validation rule that forces users to type in exactly 8 chactacters. Do you think I would get marks for writing this:

If I was writing say a phone number for instance. I would write

(_ _) _ _ _ _ -_ _ _ _ numbers only.

This is an input mask.

[RainerWolfram]

I've encountered a q in an exam that ask you to write a validation rule that forces users to type in exactly 8 chactacters. Do you think I would get marks for writing this:

If I was writing say a phone number for instance. I would write

(_ _) _ _ _ _ -_ _ _ _ numbers only.

This is an input mask.

The problem is it asks for the validation rule

[excal]

Hey,

I've encountered a q in an exam that ask you to write a validation rule that forces users to type in exactly 8 chactacters. Do you think I would get marks for writing this:

Like "8 question marks"  (I tried typing 8 ?'s but it comes out like ?)

Or this one for 8 digits only:

Like "########"

That's the actual syntax of it

Or how else would you write it?

Thanks

Daniel

Is this in a VCAA past paper? If not, they shouldn't be asking you technology-based questions, other than Excel. Input masks, in the format you specified, are strictly for Access.

[Rockim]

Do we need to know implement strategies like in q7c in Insight 2009 practice exam?

[ell]

Do we need to know implement strategies like in q7c in Insight 2009 practice exam?

Nope, not for ITA.

[nacho]

can someone explain to me relations (one to many, many to one, one to one, many to many)
I get the gist of it i guess, but could still use a bit of clearing up. Can someone provide examples?

[excal]

This is the way I was taught at uni, so you'll probably not find this explanation in IT:A. However, I think it's fairly logical once you get it...

Suppose you're looking at a relationship between a student and a VCE subject. You need to look at the relation in both directions from a 'logical' point of view. Once you have the result of your examination in both directions, you need to 'add' / 'combine' them and then get the final result where one + one = one and one + many = many.

So for student to subject (in that order):
A student can be enrolled in a subject (one-to-one)
A subject can have many student enrolled (one-to-many)

Therefore, the relation is one-to-many.

Using another example, a student <-> teacher:
A student will have many teachers (one-to-many)
A teacher will have many students (many-to-one)

Therefore, this relation is many-to-many (and thus you'll need to implement it with a linking table [probably class/subject] as databases do not support many to many relations).

You'll also won't find one-to-one relations as they are, frankly, useless. However, the same rules apply as above.

[nacho]

can someone explain to me :
1. how to create an IPO chart
2. how to answer a question on constraints e.g: " Question :Identify any constraints - the constraints should identify any restrictions on the solution. These might include the software or hardware to be used, how often the information needs to be produced, other."
3. what this means : "Identify a set of test data to test the validation procedures defined above. The test data should include typical (correct) data, unusual data and incorrect data."
4. What do the terms "test data" "typical (Correct) data" "unusual data" and "incorrect data" mean?
5. A good way to create an error log.

[Plan-B]

1.
For an IPO chart, you are identifying the input, processing and output of your case study.. For example, for your excel sac, an input could be the data provided by the teachers, processing could be the formulas used on that data, and output would be the information produced.

2.
Contraints refer to the limitations of the solution. As my teacher has explained, remember TOES when thinking of constraints.
T = Technical (E.g. School might not have hardware or software to create solution), O = operational (E.g. staff to use solution have limited I.T skills), E = Economics (E.g. for purchasing Software), S = Social
An important constraint is also time in which you have to create the solution, as it is limited.

3.
Your identifying types of test data to test validation rules and all it's outcome. For example, your data validation rule for a field named no. of siblings could be 'whole number between values of 0 and 15'. Thus, you will use test data to try and test how the validation rule will react when various values are entered. So for no. of siblings, test data could be 0, 4, 15, 16, 5.5

4.
Correct data: Test data that will be accepted under validation rules (e.g For a field named age: 4 as test data would be an accepted value)
Unusual data: Odd test data that tests how data validation rules will deal with these (e.g. A unusual test data could be 5.5 or 'A' for a field named no. of siblings)
Incorrect data: Test data that should not be accepted by validation rules (e.g. For field name age: 219 should not be an accepted value)

5.
For an error log, the table I used was:
Date - Error Description - Solution

Hope that helps : D

[Plan-B]

Hey guys, I've got a question too, in regards to the end of year exams.
How well are we expected to know our network communication standards such as Token Rings and TCP/IP? Like should we be able to describe exactly how it works? From viewing exams, I'd think its a no, but do you think theres a chance they could spring something like this on us?

[ell]

Hey guys, I've got a question too, in regards to the end of year exams.
How well are we expected to know our network communication standards such as Token Rings and TCP/IP? Like should we be able to describe exactly how it works? From viewing exams, I'd think its a no, but do you think theres a chance they could spring something like this on us?

You won't be asked anything technical, but you might be asked why one is better than the other, advantages/disadvantages. Even if you just have a rough idea of what Token Ring, TCP/IP etc are, you should be fine.

Some relevant dot points from the Study Design:

• an overview of types and characteristics of networks, and functions of network operating systems
• suitability of types of transmission media to support local and remote communication, including cabling and wireless links
• describe and justify the hardware and software network requirements of the organisation to support the virtual teams

[Plan-B]

Ahh okay, thanks for clearing that up

[ell]

Hi

I'm looking at your ITA General Advice and you mention "TOES - Technical, Operational, Economic, Social". What area is this from the course? I've looked through my notes and textbook and am not sure at what it relates to. Could you please confirm this for me?

Thanks.

It's used in regards to decision making/problem solving, and the factors or constraints of the situation or a particular solution. It is defined in the official VCAA IT Glossary, and it will probably come up in the exam.

[Bozo]

Whats the difference between an organisational goal, and an organisational objective?

[Plan-B]

- Organisational goals are long-term ambitions that an organisation wants to achieve and continue achieving (E.g. Increasing profit and maintain good reputation)
- Organisational objectives are smaller, more specific, achievable and measurable steps towards achieving a larger goal (E.g. Always respond to customers within one working day).

Check: http://vceit.com/orgs/orggoals.htm