CAT PAT �Gr 12 �2023

Please note:

Session starting at 15:00

I will communicate at 14:50 so that you can test your sound

Thank you for joining

Broken into 3 phases�

• Implemented during three terms of the year
• Phase 1 – Term 1
• Phase 2 – Term 2
• Phase 3 – Term 3

The final PAT mark is a compulsory component of the final certification mark (100) for all candidates registered for Computer Applications Technology.

The absence of a PAT mark for CAT, will mean that you will not receive a result for CAT at the end of Grade 12. This could influence the publication of your final Grade 12 results.

NON-COMPLIANCE

l be given three weeks before the commencement of the final end-of-year examination to submit outstanding work or present themselves to complete the PAT.

• If a learner submits no PAT, p8, the learner will not receive a result in the subject.

Your teacher will provide you with dates and deadlines for each phase.

NOTE: The three phases are designed to ultimately combine to produce a ��*word-processed report and a �*website ��that contain your findings and conclusions. ��Each phase therefore 'feeds' into the next phase. The development of the final report starts in Phase 1 and is added to and refined as you complete the phases. It is therefore critical to view the task as a series of linked tasks.

DISHONESTY Addendum C ^{*Add to report}

Learners must NOT:

• Get help/guidance from others without acknowledgment thereof
• Submit work which is not their own
• Lend their work to other learners
• Allow other learners access to, or the use of, their own independently-sourced source material
• Include work copied directly without acknowledging the source
• Submit work typed or word-processed by a third person

WHY IS THE PAT MARK IMPORTANT?

MARK DISTRIBUTION OF PHASES

TOPIC

Your task is to

Overview

QUESTIONNAIRE

Creating a questionnaire and conducting a survey �

• research questions and that you may not find in other documented sources - regarding peoples' perceptions or experiences (keep focus question in mind)
• you need to create an electronic questionnaire.
• It needs to be skillfully and appropriately designed to ensure the easy and appropriate answering of questions, as well as accurate importing/capturing and processing of data and information.

Requirements

• 25 Respondents (different ages, gender etc.)
• 5 questions (excluding biographical data)
• Relevant questions (about your topic and linked to your focus question)
• Cannot find answers to your questions in websites online
• Closed questions (give lists to chose from)
• Note: created in Word first to be handed in even if ultimately going to be conducted online with fields etc.
• emailed, or place online – saved under different names
• Printed and distributed
• Using online tool e.g. editable PDF, Google Forms

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Design of Survey

1. use content controls/form fields - You need to use professional formatting and layout (e.g. appropriate word processing) techniques.
2. easy to interpret (with appropriate headings and clear instructions)
3. Related questions should be grouped together under relevant headings.
4. It must consist of a maximum of one page.
5. TIP: It is a good idea to get other learners to 'test' your survey to see whether it is easy.

Survey - reminder

1. at least 25 respondents.
2. store the completed questionnaires in an appropriate folder under Phase 2
3. If online survey, the results of these surveys must be downloaded and saved in an appropriate folder under Phase 2
4. If - Hard-copy questionnaires - also need to be stored safely, preferably by scanning them and saving them in electronic format.

Example: �

One of your research questions may be to find out how people use instant messaging in the workplace, daily or academic lives.

e.g.:

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Does your school use instant messaging for emergency situations?

Your respondents may choose one of the following answers:

• Yes
• Sometimes
• No
• I don't know.

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Example

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In this same questionnaire you may want to find out how people are affected by instant messaging, and you may have included a question such as:

On a scale from 1 to 5, indicate how you feel about receiving numerous and constant instant messages.

1 = has no negative impact and 5 = has a huge negative impact

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�Rubric�LINK

IDENTIFY DATE

data from external sources & data from survey

• suitable for spreadsheet processing
• suitable for database processing

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SPREADSHEET DATA

Does your school use instant messaging for emergency situations?

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• various calculations
• e.g. how many schools attended by users within your sample group use instant messaging for emergency situations
• compare these statistics with information about how people use instant messages to communicate with their employers/employees, lecturers/students, teachers/learners, friends and family, as well as businesses such as banks, airlines, travel agents, etc., locally, nationally or internationally. Use data from the internet or other sources that has been processed already.

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Using these two sets of data may allow you to answer parts of your research question.

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Spreadsheets are better at processing 'number data', so you will not repeat the calculation of these percentages/differences, etc. in the database.

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o You are NOT required to obtain large amounts of external data, but rather to use some of the data already gathered.

DATABASE DATA

On a scale from 1 to 5, indicate how you feel about receiving numerous and constant instant messages

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1 = has no negative impact and 5 = has a huge negative impact

same questionnaire but this question would be processed using a different application as it is not number data you are looking for.

NOTE: You may wish to consider including more questions in your questionnaire to improve the quality of your research.

Biographical data should only be used in the processing if it adds to the quality of your research in a meaningful way (GENDER, AGE ETC.)

SPREADSHEET

�Use data suitable for spreadsheet processing, INCLUDING but NOT ONLY, data from the survey.

e.g. number of people affected

Create a spreadsheet with a meaningful file name

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• and save it in an appropriate subfolder in the Phase 2 folder

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Capture/Import/Copy

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• any suitable data you sourced in Phase 1 that you need to process AND the data from your questionnaire to this spreadsheet.
• Ensure that:
• Only relevant, appropriate data from the questionnaire/survey data is captured
• There are no processing errors/error indicators (formatting errors or inconsistencies) in the data

Design and format the spreadsheet

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with a good, user-friendly layout so that it is easy to read and interpret the data using appropriate formatting techniques: (formatting must make it easy for anybody to interpret the data/results)

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• row and column headings/labels stand out (that they are formatted differently to other data)
• Use consistent colour, borders, wrapping and styles to format the spreadsheet

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Excel skills

Use

• filtering or
• sorting as needed on the data, as well as
• formulas and/or
• functions

to process data and answer any data-related questions posed in Phase 1

(at least ONE from EACH level given on the next page):

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Summarise

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the results that you will use in the report on a separate worksheet within the same spreadsheet.

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Graphs

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• meaningful graphs in your spreadsheet program that you will be able to use in your report to substantiate/support other information, claims or arguments, as follows:
• Apply the skills that you have learnt in CAT and Mathematics/Mathematical Literacy when creating the graphs.
• Use appropriate types of graphs, made understandable with appropriate legends, axis titles, data labels and other options, etc.
• Ensure that the graphs are easy to read and interpret.
• You must have at least two relevant graphs, although more might be useful.

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NOTE:

You must be able to use the information obtained from these formulas, functions and graphs as findings or partial findings and conclusions in your final report.

Save

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• the spreadsheet in your Phase 2 folder.

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• Make sure that you use an appropriate file name

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Marks for

• Separate worksheet for results
• Headings different to rest
• Borders
• Freez panes
• Conditional formatting
• Absolute cell referencing
• Headings make data easy to read and interpret (sheet names)

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Marks for

• Suitable for spreadsheet
• Data for other sources not only survey
• Functions used
• No errors in formulas and functions

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Marks for

• 2 graphs
• Meaningful – about topic
• With header, data label, colour
• Appropriate for data type

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Marks for

• One function per level
• Meaningful
• List those used not in CAPS

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LINK TO SPREADSHEET

DATABASE

Create a database

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• with a meaningful file name and save it in an appropriate subfolder in the Phase 2 folder.

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Create a table containing at least

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• one table - suitable data for a database (NOT a direct import from the spreadsheet). - already used different data in your spreadsheet
• 5 fields to store data relevant to the tasks (e.g. other sources you identified in Phase 1 and from the survey), as follows:
• appropriate/meaningful field name and a suitable/meaningful description.
• All fields contain single data units (e.g. separate fields for Name and Surname).

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Marks for

• One table with Suitable data (not direct import)
• 5 fields
• Field names and descriptions
• data types correct
• Relevant data for database (e.g. name) and separate field for (surname)

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Accurate data capturing�

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• properties
• All text fields must be set to appropriate sizes
• one appropriate/meaningful validation rule and validation text.
• one appropriate/meaningful list/combo box.
• one appropriate/meaningful input mask.

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Marks for

• ALL text fields appropriate size
• One validation rule with text
• One list/combo box
• One input mask

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Capture/Import/Copy

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• 20 relevant records into the table.
• Only relevant, appropriate data is added/captured
• There are no formatting errors or inconsistencies in the data

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Marks for

• 20 records
• 3 queries (relevant)

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Create queries (at least THREE)

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• that will provide information that is meaningful or relevant to the task to process data and answer any data-related questions posed in Phase 1.
• Your queries (overall) need to show FOUR different levels of complexity, as follows:
• NOTE: No marks will be awarded for calculations in queries that do not produce meaningful or relevant information. (you should be able to use the information obtained from these calculations as findings and conclusions)
• If you are unsure of the complexity levels of your queries, consult your teacher.
• Indicate to your teacher if you have used features/functions not in the curriculum.

Marks for

• Complexity of queries
• At least one aspect according to every level (4 levels)

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Create a database report

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• (at least ONE) which will provide information that is meaningful = any data-related questions posed in Phase 1.
• Your report must:
• Be sorted according to at least one field
• Be grouped appropriately on at least one field
• Contain at least one meaningful calculation using a function in the report footer/group section

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Marks for (meaningful)

• One report
• Report sorted
• Report grouped
• One calculation

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NOTE

You must be able to use the information obtained from these queries and report(s) as findings and conclusions in your final report.

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LINK TO DATABASE

WORD = PHASE 1 REPORT EDIT

WORD REPORT

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Copy the report from Phase 1 to the relevant Phase 2 folder,

continue working on this report by adding your

GRAPHS/QUERIES/REPORT

under the Findings heading

You will need to expand this section (and other sections) in Phase 3.

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LINK TO WORD REPORT

Start with Phase 3 during Phase 1 and continue in Phase 2 working on the Phase 3 final Word Report

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PAT exam day (all schools should have an exam day during the last week of school in term 2 for the PAT = as it is one of our most important final “exams” set by DBE). This will assist with the completion as load shedding has a tremendous impact on our Practical components.

GOOD PRACTICES

Website: CAT and IT in EC