DIGITAL TECHNOLOGIES Context Template

Template for Context Mind Map Australian Curriculum: Digital Technologies

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DIGITAL TECHNOLOGIES Context Template by Mind Map: DIGITAL TECHNOLOGIES Context Template

1. 8.1 Investigate how data are transmitted and secured in wired, wireless and mobile networks, and how the specifications of hardware components impact on network activities (ACTDIK023)

1.1. explaining that networks have components that control the movement of data

1.1.1. for example routers, hubs, switches and bridges manage data traffic and that the characteristics of these components impact on the operation (speed and security) of networks

1.2. explaining how cellular radio towers (transceivers) and mobile phones work together to create mobile networks

1.3. comparing the reliability and speed of transmitting data through wireless, wired and mobile networks

1.4. recognising that there are different communications protocols for transmitting data in networks

1.4.1. for example hypertext transfer protocol (HTTP) is used for transferring web page files in a browser, file transfer protocol (FTP) is used for sending and receiving any files over a network and transmission control protocol/internet protocol (TCP/IP) is used for controlling file transfers over the internet

2. 8.2 Investigate how text, image and audio data are represented in binary and how these are represented (ACTDIK024)

2.1. explaining that characters in text correspond to numbers defined by the character set

2.1.1. for example ‘A’ corresponds to 65 in the ASCII and Unicode character sets

2.2. recognising that Unicode attempts to represent the written symbols of every language; and using Unicode charts to look up characters from Asian writing systems

2.3. investigating the different representation of bitmap and vector graphics and its consequences

2.3.1. for example pixelation in magnified bitmap and vector images

2.4. investigating how colours are represented in images and videos

2.4.1. for example manipulating red, green and blue (RGB) colours in an image editor

2.5. converting between decimal and 8-bit (1 byte) unsigned binary, covering whole numbers typically used for characters and RGB

2.5.1. for example 65 in decimal is 01000001 in 8-bit binary

2.6. explaining ways media elements are presented

2.6.1. for example the difference between embedded and linked media elements

3. 8.5 Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027)

3.1. determining the factors that influence proposed solution ideas

3.1.1. for example user age affects the language used for instructions, dexterity affects the size of buttons and links, hearing or vision loss influence captioned or audio-described multimedia as alternative ways that common information is presented on a website

3.2. investigating types of environmental constraints of solutions

3.2.1. for example reducing energy consumption and on-screen output of solutions

3.3. identifying that problems can be decomposed into sub elements

3.3.1. for example creating a decision tree to represent the breakdown and relationships of sub elements to the main problem or identifying the elements of game design such as characters, movements, collisions and scoring

3.4. starting from a simplified system, gradually increase complexity until a model of a real-world system is developed, and record the difficulties associated with each stage of implementation

4. 8.6 Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028)

4.1. designing the user interface of a solution using a range of design tools

4.1.1. for example using a storyboard to explain the stages of a game, and wire-frames and mock-ups to describe the appearance of a solution

4.2. identifying features that make an effective game,

4.2.1. such as storyline, goal, reward, gameplay and environment

4.3. identifying similar digital systems and their user interfaces, assessing whether user interface elements can be re-used

4.4. presenting and comparing alternative designs to a solution for a problem

4.4.1. for example presenting alternative design mock-ups to the class

4.5. applying the principles and elements of design to a series of solutions to evaluate the success of each solution to hold the viewer’s attention

4.5.1. for example identifying which colour combinations or framing of visual elements keep different audiences engaged with on-screen activity

5. 8.7 Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors (ACTDIP029)

5.1. investigating and designing some common algorithms

5.1.1. such as to search, sequence, sort, merge, control data structures

5.2. checking the accuracy of an algorithm before it is implemented

5.2.1. for example desk checking it with test data to see if the instructions produce the expected results

5.3. using diagrams to describe key decisions

5.3.1. for example creating flowcharts using digital systems to describe a set of computational instructions

5.4. using structured English to express algorithmic instructions

5.4.1. for example using conventional statements such as ‘while’ and ‘endwhile’ in a ‘while loop’ when describing interactive instruction

6. 8.8 Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030)

6.1. developing and modifying digital solutions by implementing instructions contained in algorithms through programs

6.2. developing a digital game that manipulates models of real-world objects

6.3. programming a robot to recognise particular objects and to treat them differently

6.3.1. for example choose objects based on colour

6.4. creating digital solutions that provide user navigation and prompts with controlled repetitions

6.4.1. for example an information kiosk that has layers of buttons and prompts the user three times before returning to the beginning

7. 8.11 Plan and manage projects, including tasks, time and other resources required, considering safety and sustainability (ACTIP033)

7.1. organising the instructions and files in readiness for implementation of a solution

7.1.1. for example applying a file naming convention to all data files that are going to be used to create solutions

7.2. documenting the tasks that need to be done, their order and the resources that are needed to create solutions

7.3. devising and applying protocols to manage the collaborative creation of solutions

7.3.1. for example planning to use cloud computing to store common files and establishing virtual meetings that acknowledge time zone differences

7.4. organising the timeline, resources, file naming conventions, back-up measures and sequence of tasks required to collaboratively create solutions that meet specified needs

8. 8.3 Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)

8.1. designing a search engine query to find specific information on the web and checking its accuracy against information contained in other sources

8.1.1. for example entering instructions such as intitle: and inurl: prefixes to find information within a general directory, and comparing the results with information found in a wiki

8.2. acquiring data from a range of sources

8.2.1. for example people, websites, books, mobile phones, radiofrequency identification (RFID) and data repositories such as the Australian Bureau of Statistics datasets, and compiling these data into a digital format

8.3. checking authenticity of data

9. 8.4 Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026)

9.1. using features and functions of software to summarise data to create information

9.1.1. for example calculating a simple budget of income and payments and creating a summary table for analysis

9.2. visualising data to create information

9.2.1. for example identify trends and outlier data from spreadsheets using plots, or displaying geocoded data on a map

9.3. applying a set of conditions to a spreadsheet to organise and filter data

9.3.1. for example using conditional formatting to highlight the state of particular cells, and filtering and sorting categorical data using column filters

9.4. querying an existing database to extract data for analysis

9.4.1. for example devising multiple selection criteria or using simple structured query language (SQL) SELECT statements to select records and retrieve specified fields

9.5. describing the attributes of complex objects

9.5.1. for example defining the records, fields, formats and relationships of a simple dataset

9.6. modelling the attributes of real-world objects for a computer game

10. 8.9 Evaluate how well developed solutions and existing information systems meet needs, are innovative and take account of future risks and sustainability (ACTIP031)

10.1. comparing developed solutions with existing solutions that solve similar problems

10.1.1. for example identifying differences in the user interface of two adventure games and explaining how these differences affect the usability or appeal of the game

10.2. judging the quality of a developed solution based on specific criteria

10.2.1. such as meeting an economic need or contributing to social sustainability

10.3. investigating what features of touch input rather than keyboard or mouse input contribute to their success in meeting a wide range of needs

10.3.1. for example mimicking a common movement such as expanding or contracting a hand to change the size of an object on screen, suits users with a range of dexterity

10.4. evaluating the success of information systems in meeting an economic, environmental or social objective

10.4.1. for example interviewing a local business owner to find out how effectively their information system supports a business objective such as increasing market share

10.5. considering the effects of e-waste on societies and environments

10.5.1. for example the impacts of toxic chemicals when hardware is disposed of, and the practice of dumping unwanted digital systems overseas, particularly in the Asia region

10.6. comparing cloud-based information systems to client-based information systems

11. 8.10 Create and communicate interactive ideas and information collaboratively online, taking into account social contexts (ACTIP032)

11.1. establishing a set of ‘rules’ about acceptable and unacceptable behaviour when collaborating online

11.1.1. for example only applying tags to images of other people with their permission or considering social protocols of Aboriginal and Torres Strait Islander People

11.2. discussing how different social contexts affect participation in global virtual spaces

11.2.1. for example considering the use of language, acronyms and humour, and providing opportunities for each team member to express their opinions on their own terms

11.3. creating web-based information to meet specific needs

11.3.1. for example creating a website that involves modifying a web publishing template

11.4. creating a web-based project that involves modifying an existing website template or writing HTML and cascading style sheets (CSS)

11.4.1. for example using web-authoring software and CSS to create a website that allows customers to interact with an enterprising solution

11.5. discussing policies about the use of information systems in a range of settings

11.5.1. for example using mobile phones for learning and accessing social media websites at school

11.6. customising online environments to work more effectively and efficiently with others

11.6.1. for example selecting appropriate tools and setting sharing properties